Pros And Cons Of Being Famous Essay

Almost everyone of us, at least once, woolgather a life of being rich and famous. But analogous many other things, as we are witnessing on nigh daily basis, that class of life brings both lordly and detrimental sides. Having gold and being famous certainly contributes to plenty who film that in many different situations, making their lives easier. Often it looks want a fairy tale we raft single realise in movies. Big houses, grand residences in the most fair resorts in the world, expensive cars and unimaginable luxury for, how we like to war cry ourselves, normal people. Next thing that we cant endow aside is the possibility of helping other people in need and people who dont share that kind of happiness. And these are just some of the examples why we dreamed of having it entirely. On the other side, we can count a huge list of negative sides of being rich and famous. Like mentioned above, we are witnessing almost every day how famous people cant handle tons of paparazzi and press who just wint leave them alone. They cant hide almost a single thing in their private life. And a great deal these people get insane, both for alcohol and drugs, divorced or something even worse. Such people find it difficult to throw true friends and maintain relationships long-distance. People around them look only to benefit from their fame and fortune, or socialize with them just because they are every bit rich. Family is often not there, or children and parents just live a different life. Summed up, there are certainly both positive and negative aspects of money and fame, but most important is how people react to it and use it. In todays world, money brings great opportunities, and thats a fact, but we need to make love that like all other vices, it can destroy us and our family so its important to think well just about what next step with it will be.

Historical Origins of Social Work Essay

Essay: In what ways do the historical origins of social work influence the current profession in Ireland? In order to provide an in-depth discussion on how the historical origins of social work have influenced the current nature of the profession in Ireland, it is important for me to provide a specific understanding of what the term denotes. Defined by Smale, Tuson and Statham (2000; 5), ‘social work is about the interventions made to change social situations so that people who need support or are at risk can have their needs met more appropriately than if no intervention were made’. Morales and Sheafor (1977) state that ‘professional social workers are dedicated to service for the welfare and self-realisation of human beings; to the disciplined use of scientific knowledge regarding human and societal behaviour, to the development of resources to meet individual, group, national and international needs and aspirations; and to the achievement of social justiceâ€⠄¢. Many individuals, other than field social workers and including all those who work in residential, day care and domiciliary care, otherwise known as social care or care workers are all involved in different types of social work. The Emergence of Social Work According to Sheldon and Macdonald (2009, p.19), ‘the term ‘social work’ was first used in Britain at the end of the nineteenth century’. During this era, people practiced social work in an attempt to establish more realistic ways of overcoming social distress as opposed to relying on traditional forms of charity work and philanthropy. Skehill (1999) and Darling (1972) state that Irish social work shares many traditional aspirations of social work elsewhere, such as in Britain and Finland and has been influenced by such countries. However, it is also shaped by the particular nature of Ireland’s society and by key political processes within the country over the past centuries. Albeit Ireland ‘industrialising’ at a different rate in comparison to England and elsewhere, key features of modern society such as: the growth in expert knowledge in relation to individuals and the family, the emanation of new expert professionals and the emergence of a liberal form of government do appear to have had an impact on shaping Irish social work (Skehill, 1999). Earlier forms of social work in Ireland evolved from religious motives which included the giving of alms and the giving of service. Skehill (1999) highlights that the relationship between the  religious bodies and their concern with the provision of charitable relief is of great importance, with the rivalry between Catholic and Protestant charities being the most significant aspect of the religious base of charities in the 19th century. Down through the years, Ireland has been a place where individuals have been ‘inspired by a sense of vocation and largely guided by intuition’ (Darling, 1972; 24). Such individuals have endeavoured to alleviate the pain and suffering of the casualties within our society. An example of such heroic bodies in Ireland includes ‘Mary Aikenhead, daughter of a Cork doctor and founder of the Order of Irish Sisters of Charity, who began prison visiting in Dublin 1821’ (Darling, 1972; 24). The 19th century is ‘characterised by a whole plethora of charitable activities relating to education, health and welfare’ (Skehill, 1990). In England, social work began with the identification, categorisation and organisation of various charities, which is most evident in the work of the Charitable Organisation Society. The COS evolved in 1869 and was primarily known as the Society for Organising Charitable Relief and Repressing Mendicity. This charitable body had a specific aim of attempting to address the disconnectedness between philanthropic organisations and bring these bodies together under some coherent umbrella (Skehill, 199). Over the same period of time (19th century), no such major body for social work existed in Ireland, however at the beginning of the 20th century the Irish state saw an attempt to standardise charity within the country. Notably, the nature of social work in Ireland is highlighted by the ‘link between philanthropy and its broader cultural and political discursive field, the relations between religion and charity, the gendered nature of practices, and the individualistic approach to soc ial problems’ (Skehill, 1990). Although, social work progressed to a greater extent in the 20th century, one could argue that some of the most defining characteristics of its current shape in society could be accredited to its earlier presence in the 19th century (Skehill, 1990). For example, social work in Ireland continues to be a practice that is primarily interested in assisting the less well off in society, with families and children being a key target for social work intervention and practice remaining individualistic. Also, the profession has continued to function traditionally based on caring for and overlooking the clients of its service (Skehill, 1990). Because of this, it  is important to look at certain aspects of philanthropy in 19th century Ireland in order to explore the charitable works’ contribution to the present day social work strategy (Skehill, 1990). Although social work began to emerge in the 19th century, it was not until the beginning of the 20th century that a coherent strategy o f social work developed (Skehill, 1990). What is significant about social work in the early 20th century is that it continued to be characterised by continuities in voluntary charity work and developed towards a more ‘strategic and structured practice of professional social work’ (Skehill, 1990; 61). However, throughout this era, social work also expanded due to a dual process of development between interacting strands of cultural, political, intellectual and institutional progression. This dual process of development includes ‘the emergence of training and education for social workers and the continued expansion of untrained social work’ within charitable bodies (Skehill, 1990; 97). The pattern of social work training that established in the 20th century persisted in the following decades, with the continuation of an individual focus, home visiting, in-depth inquiries and concentration on the poor, women and children remaining to be at the core of its’ practice. In Ireland, the health and welfare service continued to develop in the mid-20th century and as a result, had a crucial influence on the evolution of social work within this period. There was a decrease in the influence of the Catholic Church, professional training and employment for social workers increased and the State developed a greater role in the provision of social services which led to increasing opportunities for the development of social work. According to Darling (1971), formal social work training in Ireland began in 1899, when Reverend R.M. Gwynn established an association in Trinity College Dublin, with a primary aim of promoting the study of poverty. ‘The establishment of the Civic Institute of Ireland in 1914 marks a significant step in the evolution of social work in Ireland’ (Skehill, 1999; 91). The main aim of this society was the ‘study and investigation of all questions and problems affecting the lives of the Irish public in their capacity as citizens or as inhabitants of a city, urban or rural area of Ireland’ (Civic Institute of Ireland, 1914 in Skehill, 1999; 91). Bibliography * Considine, M. and Dukelow, F. (2009) Irish Social Policy: A critical introduction, Dublin: Gill & Macmillan Ltd. * Sheldon, B. and MacDonald, G. (2009) Textbook of Social Work, London: Routledge. * Skehill, C. (1999a): The Nature of Social Work in Ireland, a Historical Perspective, Lewiston, USA: Edwin Mellen Press. * Morales, A. and Sheafor, B.W. 1977. Social Work: A Profession of Many Faces. Boston: Allyn and Bacon Inc. * Darling, V. (1971) ‘Social Work in the Republic of Ireland’. Social studies, Irish Journal of Sociology, 1(1)24-37. *

Staistic assignment Example | Topics and Well Written Essays - 1000 words

Staistic - Assignment Example The result revealed that the relationship between the two variables is best determined by linear relationship using following equation: Regression Analysis: Credit Balance($) versus Size The regression equation is Credit Balance($) = 2591 + 403 Size Predictor Coef SE Coef T P Constant 2591.4 195.1 13.29 0.000 Size 403.22 50.95 7.91 0.000 S = 620.162 R-Sq = 56.6% R-Sq(adj) = 55.7% Analysis of Variance Source DF SS MS F P Regression 1 24092210 24092210 62.64 0.000 Residual Error 48 18460853 384601 Total 49 42553062 Unusual Observations Credit Obs Size Balance($) Fit SE Fit Residual St Resid 5 2.00 1864.0 3397.9 113.7 -1533.9 -2.52R R denotes an observation with a large standardized residual. From the regression analysis above, we can see that there is a linear positive relationship between the two variables, which means as the number of people in the house increase, the credit balance also increases. Minitab results for regression indicate a factor DF, which stands for degree of freedo m. The DF for a variable is calculated by one less than the number of group levels. Similarly, degree of freedom for error is calculated by subtracting number of group levels from sample size; whereas, degree of freedom for total is calculated by sample size minus 1. ... The sum of squares (SS) are calculated using the sum of Y’s and X’s. MS is called Measure Square of the Error and is calculated by F-test in Analysis of Variance. It is a ratio of variability between groups compared to variability within the groups. If the ratio is large then the p-value would be small indicating a statistically significant result. F-test is at least 1 indicating a non-negative number. In our case it is 62.64 which considerably high thus showing a p-value less than our level of significance i.e., 0.05. Also p-value is the probability of being greater than F value or simply the area to the right of F value. . P-value of 0.000 in Analysis of Variance and 0.026 in Sequential Analysis of Variance (for Quadratic Polynomial fit) are both less than our significance level of ? = 0.05. Further, R-Square value of 56.6% suggest that the model fits well with the actual data and there is relatively a strong relationship between the two variables. 3. Coefficient of C orrelation A correlation coefficient referred to as Pearson Product-Moment Correlation Coefficient is used to measure the strength of linear relationship between the two variables. The value of the coefficient is influenced by the distribution of the independent variable. Next correlation between Credit Balance and Size was determined using Pearson’s coefficient of Correlation as shown below: Correlations: Credit Balance, Size Pearson correlation of Credit Balance and Size = 0.752 P-Value = 0.000 The Pearson Correlation value of 0.752 indicated that there existed a strong relationship between the two variables since Statisticshowto.com (2009) suggests High correlation: 0.5 to 1.0 or -0.5 to -1.0 Medium correlation: 0.3 to 0.5

Research Project Essay Example | Topics and Well Written Essays - 1250 words

Research Project - Essay Example To a great extent, with time, animals and humans have learnt to make their peace with the plant kingdom, as well as have understood that importance of preserving the same due to the growing levels of environmental pollution on the planet. Carson’s book Silent Spring is a reminder of this very co existence between plants, animals and humans and how human beings must make it their mission to maintain the level of peace and calm within society for generations to come by preserving the environment and spreading awareness regarding the same. Time has come to ask ourselves, how is it that we can make this world a better place? We must take a look at the environment around us and begin from there. Plants and trees form a very important aspect of life; they provide us with oxygen as well as food. At the same time however, we `tend to over utilize the quality of the little plant life that is available in order to make maximum use in terms of cooking, eating as well as all other forms o f consumption. This is done by adding chemicals like pesticides and fertilizers to plants in order to ensure that they are kept away from being eaten by pests or flourish and grow faster. However, this attitude towards a speedier production level has led to a great amount of turmoil as explained further, and needs to be kept in check. The American environmental movement began strongly after Carson advocated the same through her book regarding the excessive use of pesticides and fertilizers on plants world over. Although these products are used for the purpose of cleaning crops and making sure those plants are free from pests and insects, Carson’s letters (which are also a part of the book) talk about how these products have been causing ill effects to the environment at large. Pesticides like DDT have resulted in killing birds and animals that come near these plants, thus harming the environment. Moreover, excessive use of these products has also led to the failure in growth of a large number of crops. (Radford, Tim) As these pesticides become mixed with the plants, consumption of the crops by human beings has also led them to fall prey to diseases and sicknesses causing long term damage. All of this has adversely affected the entire food chain or web. It must be understood that growing these crops is a large part of farmer’s production in the country and cannot be stopped as it will affect the entire economic cycle; on the other hand however, the environment is getting harmed with the rampant use of fertilizers and pesticides. Something must be done to prevent these plants from dying or from birds and animals, as well as humans, from consuming them and falling sick. (Berenbaum, May) Carson writes, "In Florida, two children found an empty bag and used it to repair a swing. Shortly thereafter both of them died and three of their playmates became ill. The bag had once contained an insecticide called parathion, one of the organic phosphates; tests e stablished death by parathion poisoning." (Carson, Rachel) These lines are enough to tell the reader about the emotion that has been placed in making others realize how important it is to do something that might change the state of the environment around us. To make the world a better place, probably, steps need to be taken to ensure that awareness is spread regarding how much the ecosystem is being

Environmental Issues and Policies at General Motors Essay

Environmental Issues and Policies at General Motors - Essay Example This essay discusses the General Motors (GM) organization, that was founded in 1908 and currently, it is the second largest automaker in the world. General Motors has been the global leader in the automotive industry since its inception, but recently it was overtaken by Japanese automaker Toyota. The giant automaker employs over 284,000 people globally and its global headquarters is located in Detroit, US. The automaker manufactures trucks and cars in 35 countries distributed in all continents around the world. In 2007, the giant automaker sold over 8.3 million units globally under the wide brand range of its products in the car and truck portfolio. In the recent history, the motor industry has undergone many transformations arising from the changing supply and demand of energy and the increasing environmental concerns attributed to extensive use of petroleum products in the industry. These developments have made it necessary for the automakers develop and review environmental polici es in their strategic plans in order to adapt with the current economic and environmental needs. To mitigate these effects, different organizations, including General Motors have formulated environmental policies to address the emerging and future environmental changes. In conclusion, the researcher states that General Motors environmental policy is strategically formulated to comply with modern environmental laws, reduce pollution, minimizing energy consumption, wastes and promoting recycling, and reuse practices.

Gas Adsorption in Metal-Organic Frameworks Essay

Gas Adsorption in Metal-Organic Frameworks - Essay Example This is essentially a tool to custom build materials for various ranges of gas adsorption requirements. Also, the new materials can adsorb gases both superficially and morphologically, which is probably why they are capable of adsorbing larger volumes of gases reversibly than any other materials available today. The specific properties that determine the functionalities of the final product are the length and functionalities of the organic units as well as the number of rings that are within these units. The metallic portions aid in the process of strengthening the bonds within the crystalline structures of the materials which are thus quite robust and can thus undergo adsorption without breaking up. The true implications of these combined functionalities of these new materials are that they can be utilized for such urgent functions as adsorbing greenhouse emission gases like carbon dioxide and energy-relevant gases like hydrogen. Two major problems that face the World community at large are - global warming and the energy crisis. The first is a phenomenon that is created by the annually increasing emission of carbon dioxide as a result of burning of fossil fuels to meet energy needs. Emission statistics shows that the volume of emission has been steadily increasing yearly since the industrial revolution of the 18th and 19th century when large-scale usage of fossil fuels began to feed the energy needs of organized industry. The increasing yearly discharge of the gas from that time has upset the balance of natural composition of the atmosphere. Though carbon dioxide is being increasingly released into the atmosphere it is not being removed from it at the same rate. The result is excessive percentage of the gas in the atmosphere. Since the gas is relatively heavy it remains close to the ground acting

The Color Purple by Alice Walker Essay Example | Topics and Well Written Essays - 3000 words

The Color Purple by Alice Walker - Essay Example Biographical information Alice Walker’s birthplace was in Eatonton, a small city in Georgia. Her father (Willie Lee Walker) was basically a farmer, and her mother (Minnie Lou Walker), a maid. Unlike other African American parents during 1940s in America, Walker’s mother was interested in her daughter’s education. She did not allow her daughter to be a worker in the farm or to work as a maid. Instead, she tried her level best to provide proper education to her daughter. One can see that Walker’s future life was deeply influenced by her mother’s decision to lead her towards education. Stephanie Fitzgerald states that, â€Å"From the time she was young, Alice knew that the world was a different place for a black child in the South than it was for a white child anywhere† (22). So, Walker completed her school education. Later, she decided to continue her education and attended Spelman College and another college named as Sarah Lawrence College. Wh en she was a college student, she got attracted towards social activism and this changed her life. For instance, Walker’s activism related to the Civil Rights Movement in America is noteworthy. Besides, Walker considered that anti-war protest/activism was important to extend her service to the needy. Walker’s personal life proves that she was ready to accept diversity. For instance, she married Leventhal in the year 1967. One can see that this marriage was revolutionary because Walker is an African American and Leventhal, a Jew. On the other side, Walker provided ample importance to her career as a writer because she knew that dealing with burning issues in the society is not different from social activism. Plot: The Color Purple The novel’s plot is interconnected with the sad plight of an African American girl in the American society. The narrator of the novel, named as Celie, faces a number of problems in her family. Celie was helpless because her parents did not try to provide proper education to her. Besides, she was forced to undergo sexual exploitation from her step-father. Katharina Eder makes clear that, â€Å"At the beginning of the story the reader learns, how Celie, then a 14 year old girl is raped by her, then thought to be father†(5). Eventually, her mother dies and her father became uncontrollable. Her father did not allow Celie’s sister (Nettie) to marry Mr. Johnson. Instead, Celie’s father forces her to marry Mr. Johnson. Within this context, Celie’s personal life became more problematic because Mr. Johnson treated her as a slave, not as his wife. At Mr. Johnson’s home, Sofia (Mr. Johnson’s son’s wife) taught Celie that women must not subdue to men. Once, Mr. Johnson’s lover (say, Shug Avery) happens to be ill and undergoes bed rest at their home. Gradually, Celie gets attracted towards Shug. On the other side, Sofia was not ready to be under the control of her husband and she deserts her husband. In addition, Shug began to interfere into Celie’s personal matters and helped her to know more about her sister. Later, Celie happens to know that her sister is alive and is working with a missionary in Africa. Besides, Celie’

Environmental Projects NYC Term Paper Example | Topics and Well Written Essays - 1250 words

Environmental Projects NYC - Term Paper Example The three sub basins identified cuts across in excess of 35countries. The environmental context of this basin is of great concern since its water quality has been comprised from time to time. Numerous geological surveys have been conducted all over New York to address environmental issues, and the water quality of this basin is one of the identified environmental issues in New York. This paper is meant to assess the problem of water quality in the basin basing its argument on the applicability of geosciences in understanding and addressing the problem. This problem is brought about by the environmental setting of the basin. The basin occurs in an environment setting that allows massive land use in all the areas that the basin lies on. Application of Geosciences in Understanding and Addressing the Water Quality Issue in the Hudson River Basin Sediments in the stream bottom Geological studies have been conducted in the basin for quite some time now. It has been established that the urb an streams of the basin as well as on other rivers of the basin have considerable levels of stream sediments. These sediments are mostly found on the bottom of the stream. The presence of these sediments has comprised the water quality in the basin due to the fact they raise metal concentration in the water. The metals have also led to the concentration of chemicals resulting from water-metal reactions, for example the polychlorinated biphenyls (Levinton & Waldman 39). The water quality in the basin has as a result deteriorated, evidenced by the fact that the above mentioned concentrations have exceeded the predetermined and set standards of water quality. In addressing this problem, the National Water Quality Assessment (NAWQA) has put measures in place that are aimed at reducing concentration levels in the basin. Part of the basin that lies within urban areas is said to carry large amounts of zinc, lead and mercury. In fact, these levels of concentration exceed those set by the Ne w York State Department of Environmental Conservation (NYSDEC). In this regard, the two agencies have initiated programs that are designed to sensitize the locals about the need to reduce metal concentrations in the water. Although the drinking water quality is still observed, there are concerns that the basin could turn unsafe for human consumption if stern measures are not taken. On this note, de-concentration actions by environmental agencies have been established to deal with this issue. Geosciences experts and professionals have been engaged in the process in order to fully observe such progresses and correct mishaps that may be realized in the course. Stream ecology The Hudson River Basin is characterized by many social and economic activities. Some parts of the basin remains undisturbed but where encroachment has occurred, many activities are conducted. This due tot the fact that the basic’s hydrological potential; exceeds that many other basins in New York. On the sam e note, the basin is characteristic of numerous rivers and tributaries that make up its interconnectedness. This special feature of the basin has attracted many local into farming activities, alongside harboring many animal species like fish and invertebrates. Intolerant animal species have so far been absent in the river, denoting aspects of unfavorable environment. Human encroachment along the basin can be cited as a reason for this. Studies done on the water quality

Susan Glaspells Trifles Essay Example for Free

Susan Glaspells Trifles Essay Susan Glaspell’s play, Trifles, explores the fact that women pay attention to the little things that may lead to the solution of a bigger problem. Why do women pay attention to the little things? Could it be because the attention to detail is the starting point to solving the bigger problem? Let’s think of the ‘little things’ like pieces of a puzzle. When all the little pieces are put together, they usually form a picture; therefore you see the whole picture. In this play, the men think it’s just like women to worry about the little details that they see throughout the house, they think it’s ‘trifle’. What they don’t seem to realize is that by the women paying attention to the little things, they are actually solving the murder of Mr. Wright. The first little detail is the fruit preserves when Mrs. Peters said to Mrs. Hale â€Å"She worried about that when it turned so cold. She said the fire’d go out and her jars would break.† That’s when the Sheriff replied â€Å"Well, can you beat the women! Held for murder and worryin’ about her preserves.† (Glaspell, 2010, lines 27-29, p 143). If Mrs. Wright hadn’t been preoccupied, she could have started a fire to keep the preserves from freezing. Why was Mrs. Wright preoccupied? This is probably when the two women thought that perhaps the Wrights were having an argument or maybe even something worse was happening. Another little detail is the fact that Mrs. Wright didn’t wake up while her husband was being strangled to death. Unless Mr. Mrs. Wright slept in separate beds she should have felt him struggling while the noose was being put around his neck or heard him gasping for air. It also seemed strange that there was a gun in the house and it wasn’t used. Why strangle him? Why not use the gun? According to an essay on Susan Glaspell’s Trifles, the author noted â€Å"The strangling of Mr. Wright, which perplexes all when a gun was handy, is reminiscent of the strangling of that bird.† (Susan Glaspell) Another little detail the women notice was the empty birdcage that was stuffed in the cupboard with no bird in it. Mrs. Hale asked if the Wrights had a cat, to which Mrs. Peters replied, â€Å"No, she didn’t have a cat. She’s got that feeling some people have about cats—being afraid of them.† (Glaspell, 2010, line 84, p 146). Then they notice the broken door hinge and Mrs. Hale thought it looked like someone was rough with it and being rough with the cage was perhaps a sign of anger. An example of anger and hostility was when Mrs. Hale described what it was like to be around Mr. Wright. But he was a hard man, Mrs. Peters. Just to pass the time of day with himlike a raw wind that gets to the bone.† (Glaspell, 2010, line 97, p 146). Mrs. Hale then went on to explain how Mrs. Wright was like a bird. â€Å"—real sweet and pretty, but kind of timid and—fluttery. How—she—did—change.† (Glaspell, 2010, line 101, p 146). The Mrs. Wright that is described here is different from the character we know in the play. The women we know in the play seemed to be a cold and angry woman. She didn’t have children and the only company she had was a bird. Mrs. Hale suggested to Mrs. Peters that she bring the quilt to Mrs. Wright in the jail. While they look for scissors and more patchwork to take with them, Mrs. Hale finds the dead bird wrapped up in a little box to which she exclaims â€Å"But, Mrs. Peters—look at it. Its neck! Look at its neck! It’s all—to the other side.† and Mrs. Peters says, â€Å"Somebody—wrung—its neck.† (Glaspell, lines 107-108, p 146). This is when the two women realize Mrs. Wright killed her husband, but neither of them wants to break the alliance they made and turn her in. Mrs. Wright was living her life as if she was already living in jail. That kind of life is such a lonely and isolated one. A person would do just about anything to escape that emotional and physical prison. Because these women took notice of all the â€Å"little things†, they were able to put the puzzle together, piece by piece. They were able to feel the loneliness and pain of Mrs. Wright. They were able to see the whole picture and solve the case. Because the men were only interested in physical evidence they were not able to see the little things that the women did. They were not able to come to any conclusions as to what happened and why. Instead, they made fun of and belittled Mrs. Hale and Mrs. Peters for worrying about the little things. References: Glasspell, S. (2011), Trifles, in D.L. Pike and A.M. Acosta’s (Eds.) Literature: a world of writing poems, plays and essays. Retrieved from VitalSource eBook for Education Management Cooperation Susan Glaspell’s Trifles – Little Things Mean a Lot, 123HelpMe.com. Retrieved fromwww.123HelpMe.Com/view.asp?id=8589 on October 21, 2010

Individualized Education Program Essay Example for Free

Individualized Education Program Essay All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying Special Needs is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the code of practice. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be SMART, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is deaf and dumb. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of . person who has. crippled by .. person who has. invilid . person with.. mental.. person with. disabled disabled person handicaped.. disabled person deaf and dumb.. person with hearing visual or speech mongoloid. person with down symdrome abnormal. different Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: increasing access to the curriculum making improvements to the physical environment of the school to increase access to education and associated services making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all need to know basis nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation. . Practice and pr.

Components of Supply Chain Management

Components of Supply Chain Management A supply chain may be defined as the number of business practices that move goods from that of raw materials through supply, production and the final distribution of the goods to the customer. Most manufacturing organizations have a supply chain of some description. It is considered that all effective management practices must take into consideration the efficiencies of the component within the chain in order to avoid loss of quality and important customers within the business. THE PROCESS Within any supply chain there are five key elements: 1) Production 2) Supply 3) Inventory 4) Location and 5) Transportation and Information. Each of these is examined in turn. Production In order to facilitate strategic decision making relative to production it is important to understand both what the client wants and equally what the market demands. This leads to the development of supply chain agility and indicates how many products will need to be completed; the sequence to be completed, the individual components required and which plants are capable of producing them. Each of these decisions needs to focus on items such as inventory management, quality, capacity and the volume of goods to be produced in order to meet the customer need. In addition what techniques of quality control need to be introduced in order to meet the required standards of production? Supply This relates to the facility being able to produce efficient and economical goods whilst maintaining high levels of quality. This can be very hard for companies to achieve, particularly when the product incorporates external sub components made outside of the firm. Hence there is a need to QA external products as meeting a required standard of quality. This not only applies to imported finished goods but also the quality of raw materials being used. When selecting a supplier it is a careful balance of cost, quality, reliability and flexibility. A good supplier relationship helps to build a strategic business relationship. Inventory Other important decisions relate to stock or inventory and as such it is a very fine balance between holding too much inventory and not enough. This becomes an important aspect of supply chain management and it is important to retain optimum levels of stock at different locations without holding too much inventory which creates under-utilized capital. There is also the risk of obsolescence for those goods that exceed their storage dates. Control policies need to examine the procedure for retention of inventory and this involves close customer relationship management. Location Strategic decisions are focused upon such items as the location of production plants, distribution and stock facilities and the location of these facilities to the market. Once customers are established it is important that they are services by having production facilities within close proximity to them. This was an important part of the success of the Industrial Revolution in Britain the mines producing raw materials i.e. Coal, Coke etc. were close to the factories that needed to burn them for power and fuel, together with the steel plants that needed the coal for the furnaces. Transportation Information Transportation decisions are an important part of satisfying customer demand. (Rockford Consulting, 2012). Creating innovation requires good organization of information. Computers and software provide important valuable assists in the achievement of these objectives but it still remains important to conduct regular business process analysis and eliminate any redundancies or duplication of effort. THE THREE COMPONENTS OF SUPPLY CHAIN MANAGEMENT There are three essential important components of Supply Chain Management: Business Processes Management Components Network Structure Each of these can be examined in turn: Business Processes It is the business processes that define both the activities and flow of information within the organization. For example: order processing, customer services, distribution etc. It is important to gain a firm understanding of the business processes by conducting business process analysis. This enables the processes to be optimized by streamlining, elimination of redundant processes and building enhanced processes. Network structure This identifies those partners who collaborate in the supply chain. They are the important key business players. Relationships can be placed into categories for example: Strategic Partners, Manufacturing, Operational and Reserve list. Management Components The management component contains the company philosophy for doing business and the methods that it will deploy in order to carry this out. This should be a clear Executive framework that supports a reliable decision making process. It is important that the managers embrace the culture of the Company and this is clearly demonstrated to both the customers and those who work within the organization. (Jesperson, B.D. 2005) INTERPRETING LOGISTICS IN THE SUPPLY CHAIN Logistics may be defined as the function that manages the movement of the materials in the supply chain. This is the movement of materials from the initial supply to that of the final delivery to the customer. The concept of logistics embraces a number of distinct activities like procurement, warehousing, inventory management, order processing, recycling and distribution etc. (Sadler, I. 2007) Benefits of logistics Management- Managers will be better informed and make smarter decisions if they understand the business processes within their organization. This is critical in the achievement of business goals. Efficient logistics management is also an important vehicle in the development of the business marketing strategy. The roots of logistics management can be traced back to WW2 and the military application of mobilizing resources and materials. These early concepts were further evolved in the 1960s with physical distribution management. In the 1990s the advances in communication with Electronic Data Interchange (EDI) enabled electronic transfer of information between organizations. We now have Global Positioning (GP) technology that enables precise tracking of goods on a truly globalized basis. The use of logistics software has the benefit of placing controls within the system and ensures that proper routing choices are made. This includes the selection of the correct carriers and optimal shipping routes. These time savings provide a considerable return on investment. EXPLORATION OF NEW CONCEPTS The external supply chain advances beyond the basic concepts of supply chain management. It brings into play all of the additional business links and the complex levels of interactivity. The integration of all of these steps is extremely complex. One such business that has stepped up to the challenge is that of Ford Motor Company in the USA. They have vertically integrated every aspect of the business from mining to manufacturing. The main driver of these new concepts has clearly been centred on customer satisfaction. One of the goals of integrated supply chain management is to remove barriers in order to allow the free flow of materials. One such barrier is that of shared resources in the supply chain. One new approach is removing this barrier and thereby changing the focus to that of buyer focus. Two existing approaches on the removal of barriers are that of lean thinking and agile manufacturing. Shared resources create a problem by adding to the complexity of planning and control, as such creating a barrier. Buyer focus looks towards splitting the buyer process into more manageable components in order to meet improved performance criteria. In this concept resources are singled out in order to serve one buyer. Hence one buyer serves the whole range of supply products. Supply chain management is a relatively new concept. The origins can be traced back as recent as 26 years to a Booze Allen Consultant named Keith Oliver. It was Oliver who defined the term and provided the early foundation concepts to what we now know today as integrated supply chain management. It was the Japanese who really adopted this approach in manufacturing and adapted the techniques of just-in-time and Ken Ban; these techniques becoming universally accepted and adopted throughout the west. The large software vendors like Oracle and SAP were looking towards computer software solutions for the automation of these complex processes. Despite making advances in this area it is still difficult to point towards a single standard or procedure for adoption in Supply Chain Management. (Thorsten Blecker, 2006) Software Applications JDA is an example of a software Company that claims to have in excess of 6000 world-wide customers and their software covers the entire spectrum of supply chain management. Another leading player in this field is that of the software firm Logility. Other leading software suppliers like ORACLE and SAP have integrated these applications into the more wider ranging Enterprise Planning software solutions. MITIGATING RISKS IN THE SUPPLY CHAIN Financial Control The key towards the management of financial risks in Transportation costs is by having an effective budgetary control system. Planned levels of expenditure (budgets) are made for all levels of operating costs and these are measured against Actual results in the monthly accounts. These will produce variances, either positive (underspend) or negative (overspend). Those negative variances that fall outside of a prescribed tolerance level e.g. +/- 10% of the budget figure, should be made the point of financial investigation and appropriate remedial action taken. This could be the result of increased supplier costs, unplanned overspend, an increase in the quality of materials and hence costs. There may be numerous reasons but the objective should be to get the expenditure back within the budget tolerance limit. ( Sodhi, M.S. 2012) Financial control should also be linked to Project Management. In particular examination of contingency plans for alternate suppliers within the supply chain. Lack of appropriate alternative suppliers can expose the firm to unplanned financial risks and cost escalation. The concept of Analytical Risk Mitigation is an approach that explores the relationship between cost and change and this is linked to economic considerations like supply and demand, marginal cost statements, break even analysis. This approach allows firms to deploy risk mitigation strategies that diversify or spread the nature of the risk thereby minimizing the amount of cost disruption to the business. Economic Measures This ties in with logistics and ensuring that measures are taken to mitigate expenditure within the transportation of goods within the supply chain. Logistics may be defined as the function that manages the movement of the materials in the supply chain. This is the movement of materials from the initial supply to that of the final delivery to the customer. The concept of logistics embraces a number of distinct activities like procurement, warehousing, inventory management, order processing, recycling and distribution etc. Benefits of logistics management means that managers will be better informed and make smarter decisions if they understand the business processes within their organization. This is critical in the achievement of business goals. Efficient logistics management is also an important vehicle in the development of the business marketing strategy. The use of logistics software has the benefit of placing controls within the system and ensures that proper routing choices are made. This includes the selection of the correct carriers and optimal shipping routes. These time savings provide a considerable return on investment and reduces the level of risk involved. One of the goals of the integrated supply chain is to remove barriers in order to allow the free flow of materials. One such barrier is that of shared resources in the supply chain. One new approach is removing this barrier and thereby changing the focus to that of buyer focus. Two existing approaches on the removal of barriers are that of lean thinking and agile manufacturing. Shared resources create a problem by adding to the complexity of planning and control, as such creating a barrier. Buyer focus looks towards splitting the buyer process into more manageable components in order to meet improved performance criteria. In this concept resources are singled out in order to serve one buyer. Hence one buyer serves the whole range of supply products. Risks and responses should be reported to the project sponsor and other management stakeholders on project status and progress reports. Risk management items should be also part of regularly scheduled project Steering Committee meetings. When risk events occur, the impact and actual damage to the project are assessed. Appropriate corrective response plans, workarounds and action items are executed. When a risk event does occur, it becomes an issue that has an impact on the project deliverables and as such it is important that these are resolved at the earliest opportunity The probability and impact matrix is a vehicle whereby the Project Manager and his team determine elements of risks involved in the project and the activities or phases where these may impact the project. CONCLUSIONS The larger more complex business operations are moving towards the installation of Enterprise Resource Planning (ERP) systems that embrace supply chain management. These integrated systems use a single relational database management (rdbms) system. If these are installed properly they can offer significant competitive advantages to the firm. There are however some drawbacks in that they are extremely expensive to set up and install. In addition they propose both complex and expensive maintenance procedures. Some products like that of SAP have had a limited expert resource base to draw from. This has resulted in large in-house training programs and as such added a further layer of expense to the cost of software acquisition. Those firms that have trodden down this path agree that this is an investment over time. The rewards show at a later date once you gain formal control over inventories and the movement of goods in the organization. (Madu, C.N. 2005)

Caryl Churchill’s play Far Away and Jane Taylor’s Ubu and the Truth Com

Caryl Churchill’s play Far Away and Jane Taylor’s Ubu and the Truth Commission Caryl Churchill’s play Far Away and Jane Taylor’s Ubu and the Truth Commission are two plays that both concern violent, corrupt political systems, but each playwright goes about confronting these issues in a quite different style. Jane Taylor structures her work with an omniscient perspective that allows the audience to see the reality of what is happening at all times, while Churchill utilizes a limited perspective that leaves the audience as unaware of the truth as her characters. These approaches result in two plays that are very different in character, but at the same time, both of the works successfully create a similar uneasy, frightening atmosphere that is effective in impressing upon the audience the dangers and injustices of such violent governments Ubu, the main character of Ubu and the Truth Commission, is a corrupt dictator faced with the ramifications of the cruel and violent actions of his government. Throughout the play he grapples with truth; during the course of the action he hesitates about telling the truth about his involvement in the affairs, tries to cover up the evidence, and ultimately gives false testimony, claiming innocence. In the end his dishonesty prevails, and the truth commission fails. The political head and the military leader head of Brutus escape punishment while the army head is done away with, and Ubu himself is let off his charges. The final scene closes on Ubu, his wife, and Niles, the crocodile representing the rich white population, sailing away free directly in the face of an eye symbolizing truth. Despite the failure of truth in this play, the facts are not hidden from the audience – Taylor lea... ...hes its purpose in a different manner. Taylor’s blunt symbolism displays the truth openly to the audience in order to place emphasis on the injustice of the outcome of such government. The bitter irony and sinister characters combined with the horrifying tales of the witness puppets create a truly uneasy atmosphere that serves her purpose well. In contrast to this omniscient viewpoint, Churchill produces a world in which the truth is hidden from the audience as well as the characters. This choice puts the audience in a position of great anxiety as well and just as effectively communicates the potential dangers of such an environment. Both Caryl Churchill and Jane Taylor explore the horrors of corrupt government with dramatically different methods, but both successfully construct worlds that force the audience to deal with these issues involving truth and corruption.

America Must Develop Alternative Fuel Vehicles :: essays papers

America Must Develop Alternative Fuel Vehicles A Formula One race car accelerates from 0 to 60 mph in under 3 seconds. How could a car that goes 0 to 60 mph in 12 seconds ever be considered cool? The people at Engine Technology International must be impressed because they’ve crowned the gas-electric hybrid powerplant from the Honda Insight as International Engine of the Year 2000.1 The truth is, with a 95-mpg potential and a 110 mph top speed, the Insight is turning everybody’s head while at the same time giving environmentalists a beacon of hope that the conventional gasoline engine may soon be shown the door. The Sierra Club honored the Honda Insight with its Award for Excellence in Environmental Engineering. This is the first product award ever given by the 108-year-old environmental group.2 We’ve heard about the electric automobile revolution for years, but only now are those promises becoming a reality. With several models available right now from Alabama dealerships, the dawn of the alternative fuel vehicle (AFV) is beginning to touch every corner of the nation. But the most important thing about these new vehicles is their superiority in some aspects to the gas-only cars and trucks we’ve all come to depend on. No longer built just to â€Å"send an environmental message†, the latest breed of vehicle can perform on par with many of the conventional vehicles you see on the road today, while giving its owner the advantages of unbelievably high fuel efficiency and extremely long operating range. The Honda Insight Hybrid EV combines a small 1.0 liter 3-cylinder gasoline engine with a 144-volt NiMH electric motor giving the Insight a range of up to 700 miles, all at a cost of around $20,000.3 With the number of companies in the electric transportation industry embarking on bold new acquisitions, the stage is now set for a more robust and competitive EV market, offering consumers a wider range of alternative modes of transportation. DaimlerChrysler has positioned itself for the future through a strategic purchase of Global Electric MotorCars (GEM), currently the largest producer in the United States of electric vehicles that can be licensed for use on public roads, producing approximately 5,000 units per year. DaimlerChrysler along with Ford Motor Company will soon be the first to sell neighborhood electric vehicles (NEVs) in the United States. Sales and leasing figures for battery and electric-duty light passenger vehicles for the last 4 years have risen from 39 units in 1996 to 1277 units in 1999 with those figures projected to be substantially higher for the year 2000.

Exegesis: Jonah Essay

Jonah and the whale is a very popular children’s story, the classic Sunday school lesson. However, many children grow up with the idea and picture of Geppetto and Pinocchio being swallowing by the whale and sneezed out back onto shore. Though we may not want to tell our children every gruesome detail about Jonah, we can at least get the wording correct and say Jonah and the big or great fish, since there is no evidence that it was a whale in particular. Even though the story of Jonah has caused many scholarly arguments about the genre and the type of narrative it is, whether it allegorical, a fable, or a parable, in the prophet Jonah’s story there are many lessons to be learned about God.1 In Jonah 1:11-17, we find God brings good and punishment from our weaknesses and disobedience. In this paper there are several areas that will be explored. First, a content analysis of Jonah 1:11-17, then a brief history about Nineveh and Jonah’s decision, who the main characters are, Jonah’s rebellion and the good brought out of that, and finishing off with a practical application. Content Analysis In the New International Version, Jonah 1:11-17 reads, â€Å"11The sea was getting rougher and rougher. So they asked him, â€Å"What should we do to you to make the sea calm down for us?† 12 â€Å"Pick me up and throw me into the sea,† he replied, â€Å"and it will become calm. I know that it is my fault that this great storm has come upon you.† 13 Instead, the men did their best to row back to land. But they could not, for the sea grew even wilder than before. 14 Then they cried out to the Lord, â€Å"Please, Lord, do not let us die for taking this man’s life. Do not hold us accountable for killing an innocent man, for you, Lord, have done as you pleased.† 15 Then they took Jonah and threw him overboard, and the raging sea grew calm. 16 At this the men greatly feared the Lord, and they offered a sacrifice to the Lord and made vows to him. 17 Now the Lord provided a huge fish to swallow Jonah, and Jonah was in the belly of the fish three days and three nights.† In verse 11, the subject of the sailors thinking has turned from them to Jonah and what he has done to cause such a thing and how he can fix it.2 Since they know Jonah is a Hebrew and follows the Hebrew God, they have come to realize and fear his God. Since they asked what they needed to do with him in verse 11, Jonah’s response to them in verse 12 is not pleasing to them. If Jonah would die from being thrown over board then the blood of his life is on their hands and on their time. So in verse 13, the sailors exhaust their last option of trying their best to row back to shore. Earlier they were throwing the cargo overboard to lighten the ship, which considering what the Tarshish ships were famous for transporting, luxury items (see section: Nineveh and Jonah’s Decision, below) the cargo they discarded may have been of a valuable loss. The sea growing even wilder is an example of chaos and God’s willingness to upset the order of nature and his creation to draw humans closer to him and awareness of his existence. By verse 14, the sailors are crying out to God and asking for the blood of Jonah to not be held against them because they did not know what he had done. If they were to throw an innocent man overboard the blood of innocence would be worse than facing the storm they were in. After they pleaded to the God they now know is the true God, they throw Jonah over board and the sea grew calm and the sailors were able to continue on their way. In 16, the fact that the sea grew calm just as Jonah said it would after they threw him overboard made them fear God. They made a sacrifice, which would have been an animal sacrifice offered for the one they fear as act of worship and obedience. Fear in this case denotes an attitude or reverence and honor towards the Lord.3 In verse 17, having a fish arranged to swallow Jonah can be seen as something of a punishment or a lifesaver. After the last couple events, it is easy to say the fish is both punishment and a lifesaver. Punishment for running the opposite direction and the fact that God could have allowed something a little less severe to save him. Also, the fish was Jonah’s earthly lifesaver because sharks, sea urchins, or other things could have led to Jonah’s death from being cast into the sea. Nineveh and Jonah’s Decision Nineveh was a very important city in the Assyrian empire on the brink of destruction.4 It was not until 705 that the city was officially called the capitol of Assyria.5 It is often noted at the â€Å"great city.† It is often argued what the word, great, means in this context. The Greeks saw Nineveh as a wealthy and powerful city.6 Another view of â€Å"great† is that it was a big city with a large population, of about 120,000 with estimations rising all the way up to 600,000. 7 Great in these two senses is about the same, and though it seems to be the correct meaning in this context, it is import to note that it could also mean something else in a different context. Later on in Jonah it means that the city is great even in God’s eyes.8 Even though the Hebrews knew the city as being very evil, it was still a great city to God and mattered just as much. I have heard the actions of Nineveh be equated to the Holocaust. â€Å"The Ninevites followed a pagan path and practiced violence.†9 We find in Nahum chapter three, that Nineveh is described as a bloody city, full of lies and plunder, and many other evils. This city was known to be evil, so Jonah receiving the call to go preach repentance to the people instantly made Jonah mad. There were two things that could happen if Jonah would go, and neither of them were good in his eyes. First, if Jonah were to just prance into Nineveh with the message of repentance against the evil they were practicing the odds weren’t in his favor if the people rejected his message. Surely this call was an inevitable call to Jonah’s demise. He would be captured and tortured by the Ninevites. This scenario doesn’t even seem to be the worst case for Jonah. He is more concerned with the fact that if they do repent from their ways they will no longer have what is coming to them. For all the evil and bloody mess they have been a part of and have caused, they deserve to be harshly judged and punished! Jonah becomes very angry with this call to minister and wishes that he would rather be dead. God answers him in a very brief question about his right to be angry.10 This puts Jonah in check with his emotions and settles the point that it isn’t Jonah who gets to decide or judge the people. The sins of Nineveh were not necessarily against Jonah. Since neither situation of Jonah’s call seemed to fit his idea of fair, he fled the opposite direction of Nineveh. He paid to get on a ship that was on its way to Tarshish, which is generally thought to be a part of Spain.11 First of all fleeing to Tarshish from Israel, and away from Nineveh is interesting because Tarshish isn’t clean like the holy land of Israel, but it isn’t unclean like Nineveh.12 It almost seems like Jonah was trying to hide or just become part of a land that has no good or bad connotations. Second, there is the fact that is often not read into that Jonah was able to pay to get on the ship. Money handlings was a relatively new aspect to their world and only people who were well to do would have been able to afford ship fare.13 So it would make since that Jonah could just up and go to Tarshish, because he had the funds to do so. The boat Jonah paid to board was transporting cargo. Ships of Tarshish were famous for carrying large quantities of expensive metals and luxuries such as gold, silver, ivory, apes, and peacocks.14 Knowing this, it is safe to assume that Jonah is moving up in the world. He has money to board, and is now on a ship that is probably transporting some items that could be useful in gaining wealth, however, the text of Jonah repeatedly says that he went â€Å"down.†15 He was fleeing from the Lord, so this action of going down can be considered to have a symbolic meaning of falling or getting further from the Lord. However, just as we see in the very beginning in the Garden of Eden, we find that there is nowhere you can run to hide from the Lord. Main Characters GOD: In any motif, it is helpful to know who the characters are and a little about their history. The first words in the book of Jonah are the words from God. He is a very important person throughout the whole Bible, and in this book, he has many correspondences with Jonah. Throughout the story we see God’s character being reinforced from what one can learn in earlier books of the Bible. God is compassionate, caring for people no matter what they have done, and just goes to show his unpredictability. We see God’s compassion and caring nature through the sending of his prophet to them for a chance to repent before judgment comes. Though our human nature naturally wants bad things and punishment to be bestowed upon the evildoers, God sees this in a different perspective. He wants good things for all his people. JONAH: Jonah is the central character in the book of Jonah. God commands him to preach to Nineveh in the first chapter, and refers to Jonah as the son of Amittai.16 Throughout the Old Testament we see that anyone who is going to be important has a lineage i.e. son of. Though Jonah is only mentioned as son of one man, this is still significant. â€Å"Jonah’s name means ‘dove.’17 Doves have two meanings attached to them. It is a symbol of love and a sign of peace. Not only are they symbols of love and peace, they also carry the connotation of being a messenger bird. We see this in the Noah and the ark narrative when Noah sends out a dove and it returns, acting as a messenger, with an olive branch, acting as a sign of peace because the chaos of flooding the whole earth had ceased. Next, the meaning of Amittai is â€Å"truth.†18 So ‘Jonah son of Amittai’ can be translated into peaceful messenger of truth. Also, this name and son of can be cross-referenced in the Old Testament in 2 Kings during the reign of Jeroboam II, giving us a time frame reference for when this book was written or when these events took place.19 Though God commands Jonah to go to Nineveh, Jonah is never taken into God’s confidence.20 This means Jonah didn’t know what God’s intentions were behind this decree. Was God simply warning the Ninevites about their upcoming judgment day, or was this going to be what made them have a change of heart and accept Jonah’s message? This was left up to Jonah to grapple with, but as we see Jonah heads straight to anger in the fact that God is even considering giving them a chance to repent! SAILORS: The sailors on the ship going to Tarshish, were the first to come into physical contact with Jonah. This contact happened to be during Jonah’s fleeing from the Lord’s command. The sailors were Gentiles and having to deal with Tarshish puts them into the category of not being clean or unclean. They had their own gods and deities to which they prayed and pleaded too when the sea went chaotic. Though they are not particularly doing anything wrong from what they know, they handle themselves very well from the beginning of the story to the end of the story.21 They are just ignorant; yet carry out their duties as best they can.22 They cry out to their gods and cast lots and when they know it is Jonah, the Hebrew, whom they must throw off the ship, they do everything they can to avoid killing a man and having his blood on their hands. NINEVITES: The people of Nineveh is the evil community whom Jonah has been instructed to preach about the day of judgment coming to them and that they must repent or be punished. Nineveh was the capitol of Assyria, which was overthrown not long after their repentance. Jonah’s Rebellion and God’s Grace Jonah 1:11-17 is the after math of Jonah’s rebellion and what his punishment was, for not obeying the first time God commanded him to go to Nineveh. In the first part of Jonah 1, Jonah is called to go, but out of discomfort towards the idea of Nineveh getting off scot free from their offenses he flees the opposite direction. Thinking he can escape from the face of the Lord, God follows wherever he goes and creates chaos to show his anger and disappointment that he disobeyed. Jonah must be thrown overboard to save the sailors and their ship. However, it is because of Jonah’s rebellion that these sailors come to know of the Hebrew God’s power. If it were not for Jonah disobeying, these sailors may never have heard or experienced God in such a powerful way. They turned from their old ways and offered a sacrifice to the Lord and repented to the one true God. Though there is no further evidence, these sailors probably had families, so the rebellion may have led to a d omino effect and impacted their families and friends. Jonah’s missionary commission was not revoked just because of his disobedience.23 God’s resistance to letting Jonah get away with his disobedience act was enough to save Jonah by providing a fish to swallow him up and pretty much put him in timeout so he could think and pray about what he had done and what he will have to do. This fish conveniently spits him up on the shore of Nineveh so his journey there is not as long. Jonah completed what could have been an easy task when he finished his journey through the city of Nineveh. This journey of preaching of the soon upcoming destruction if they don’t repent and turn from their ways. In conclusion of Jonah’s disobedience, the Jonah’s negligence to accept God’s call the first time ended up bringing more good than if he would have just gone the first time. A whole ship crew was won over because of the stormy sea and the calming after throwing Jonah overboard. This ship crew would have told their families and friends which might have led to domino effect. Also, the city of Nineveh was won over by Jonah’s message. Whether it was because during the days of Jonah’s running, God was preparing their hearts to receive the message, or because of Jonah’s awful stench from being in the fish for three days and nights, God brought so much good out of Jonah’s mistake. Conclusion In an overall conclusion, the book of Jonah has some very unique and intriguing aspects about God and his divine plan. There is also no telling who is going to be used in God’s plan or who will accept His grace and forgiveness, so as we research the history of the characters in the Bible narratives we find many diversities. Even though those characters may screw up or deliberately disobey, God can bring good out of it, if we are willing to confess and do the write thing. God makes all things work together for good. He also cares for all of His creation, but He is willing to create some chaos in nature if it means bringing His creation, made in His image, closer to him. Practical Application A young woman, named Welma, was recently married to a man named Harry. All Welma ever wanted to do was to be a stay at home mom and be a loyal, supporting wife so she never went to college. She met Harry at a grocery store one night and one thing led to another. Now that they are married Harry has been feeling a great deal of passion to work in a prison ministry and felt particularly led towards helping men, who had sexually abused or assaulted someone, get over any shame or guilt they may have. Though Welma loves and wants to fully support Harry, she was a victim of sexual abuse and she feels as if Harry is betraying her by wanting to help men who have committed such a crime. She feels as if it is an unforgivable sin and they should have to suffer through the guilt and whatever punishment that comes their way. So though she agreed to be supportive in all Harry does, she can’t bring herself to come along side him and help in any way. Since this is how she feels she avoids the topics at all possible cost. They have only been married three years, and she doesn’t want him to feel like she is abandoning him, even though under the surface that was exactly what she was doing. She was running from the call to help her husband preach the good news of repentance and grace. It is during this time of running that she is forced to face some issues that she has been dealing with since this ministry came back up. While Harry is away at the prisons, she is reading her Bible and meditating on why she feels so hurt by Harry’s insistence on helping such bad people. She spends her time doing this at a local coffee shop and there are a group of young girls, probably in high school who have a class break during the time Welma studies at the coffee shop. Since the girls go in there on a regular basis they often see Welma studying. Two of these girls have been raised in the church, but weren’t living out God’s commands, and the other two girls had no clue what Welma was always intently studying and why should would often just be sitting there with a puzzled look on her face. One morning, while Wilma was just getting through her studies the girls decide to go say hi. Welma is somewhat surprised by this because she recalls wanting nothing to do with people her age when she was in high school. The girls ask her what she is always doing there and why she looked puzzled most of the time. Feeling bold, Welma decided to explain to her situation to the girls, and ask what they might do in that place. The two girls who were not raised in the church immediately said they would leave him. Let him do what he wants, if he is going to hurt her like that. However, the other two girls were slower to answer because deep down they had a feeling they knew what was the right thing to do. So one girl spoke up and told Welma to work it out with God and pray for the strength to forgive and move on from that incident. She told her to pray for her husband’s ministry and that God could slowly work Welma into helping him with small tasks at first, but gradually be brought in and help out with big things. The girl’s three friends were shocked at how their friend answered Welma’s question. They had never heard her talk like that or heard her talk about God. With this, being such a shock, the girls were instantly intrigued and in awe of this wisdom and advice, which sounded like there was more behind it. So together Welma and the two girls who had grown up in church were able to minister to the other two girls. Over time Welma was able to jump into helped Harry with what she could, but mostly just supporting him since it was mostly just a men’s prison ministry. Welma was able to let go of her past and let God heal her and even better, Welma was able to start a high school ministry with those girls and teens that were in abusive situations. Through Welma’s distress and discomfort with the Gospel message being brought to people who had done terrible things, God was able to mend Welma’s broken heart, strengthen her marriage, and start a whole other ministry with girls who had been in her same scenario. Bibliography Baker, D.W., T. Desmond Alexander, Bruce K. Waltke. Obadiah, Jonah, Micah: An Introduction and Commentary. Downers Grove, Ill.: Intervarsity Pr, 1988. Bolin, Thomas M. â€Å"Should i Not Also Pity Nineveh? Divine Freedom in the Book of Jonah.† Journal for the Study of the Old Testament no. 67 (1995): 109-20. Cary, Phillip. Jonah. Grand Rapids, MI: Brazos Press, 2008. Ferguson, Paul. â€Å"Who Was the King of Nineveh in Jonah 3: 6.† Tyndale Bulletin 42, no. 7 (1996): 301-14. Forti, Tova. â€Å"Of Ships and Seas, and Fish and Beasts: Viewing the Concept of Universal Providence in the Book of Jonah through the Prism of Psalms.† Journal for the Study of the Old Testament35, no. 3 (March 1, 2011): 359-374.Sargent James E., Basic Bible Commentary: Hosea through Jonah. Graded Press, 1988. Jenson, Philip Peter. Obadiah, Jonah, Micah: a Theological Commentary. New York: T&T Clark, 2008. Lamb, Christopher. â€Å"Nineveh Revisited: Theory and Practice in Interfaith Relations.† International Bulletin of Missionary Research (October 1984): 156-58. Limburg, James. Jonah: a Commentary. Louisville, KY: Westminster John Knox Press, 1993. Sargent, James E. Hosea through Jonah. Graded Press, 1988. Sasson, Jack M. Jonah (the Anchor Yale Bible Commentaries). London: Yale University Press, 1995. Timmer, Daniel C. â€Å"A Gracious and Compassionate God: Mission, Salvation and Spirituality in the Book of Jonah.† Westminster Theological Journal (March 1, 2008): 159-75. Wiseman, Donald J. â€Å"Jonah’s Nineveh.† The Tyndale Biblical Archaeology Lecture (1997): 29-51.