Concepts of Health - 2447 Words

Nicola Horton DN 02 98 Health means very different things to many different people. Discuss the possible reasons for this and how these differences may influence the process of care. The concept of health to each individual is a very personal thing. To some individuals it can be the absence of disease but to another it can be getting from day to day adequately caring for themselves’ without assistance. The governments’ policies rule health matters a great deal but this leads to problems when their concept of health differs from that of the individual. One of the major problems in health care is the money available for resources.†¦show more content†¦According to Orem, a person is a functional, integrated whole with a motivation to achieve Self-Care (Aggleton and Chalmers 1990). However, when disease or infirmity affects an individual it unbalances this equation, thus making the ability to self-care debatable. Looking at the holistic concept of the human being together with individualistic, goal-directed nursing care through a process approach, allows the consideration of patient education in care planning (Carter 1990). It is important here to consider the fact that not only the patient, but the whole family needs educating. Price (1984) suggests that some individuals need to control their own situation during illness and resent being dependent on others. If education is provided the patient will have a balanced understanding of the situation and will be more motivated to learn to self-care with his/her disabilities. To plan effective nursing care it is important to obtain and assess the individual’s needs. To do this information is needed on all aspects of functioning; physically, psychologically and socially (McFarlane and Castledine 1982). The nurse must look at the whole picture, which the patient gives to her in order for her to construct a care plan. For example it would be of no use to recommend regular bathing for a patient who could not get in and out of the bathShow MoreRelatedConcepts of Health2342 Words   |  10 PagesCONCEPTS OF HEALTH INTRODUCTION As humans remain different in nature, so are their perceptions and response towards certain issues of their lives and well being. The concept of health assumes to be a typical example of this and hence, poses debate about what it is. â€Å"Health† is a word which means different things to different people (Ewles Simnett, 2003). This essay intends to critically discuss the meaning of health by exploring different definitions and their contraindications. Naidoo Read MoreHealth Is Not A Singular Concept Essay1249 Words   |  5 Pagesimpress the doctor by saying so, but the term â€Å"health† may contradict the stereotypical simple answer of eating fruit and vegetables and working out. In fact, doctors may even have the wrong impressions on health when giving their patients advice. Over three articles, different authors have shared their views on health, what it means, and how it affects our society. From these, I comprised my own definition for health. Health is not a singular concept. Rather, it affects an entire society, allowingRead MoreThe Concept of Health and Ilness960 Words   |  4 PagesThe Holistic Approach: Biomedical and Psychosocial Environmental. The concept of health and illness being separated into two models provides indication into the two very different but integral paradigms of how to treat patients deemed as needing care. These two models (known as the Biomedical Model and the Psychosocial Environmental Model) classify diagnosis, treatment and care in different ways which some actually share the same purpose. It is important in today’s society to be open to both modelsRead MoreConcepts Of Health And Nursing1294 Words   |  6 Pages Compassion in Nursing NU 315 Concepts of Health Nursing Shelly Howell Compassion, or caring can be viewed as â€Å"nursing’s most precious asset† (Schantz, 2007), a fundamental element of nursing care (Dietze and Orb, 2000), and as one of the strengths of the profession. According to Torjuul et al (2007), it involves being close to patients and seeing their situation as more than a medical scenario and routine procedures. Compassion is to feel passion withRead MoreConcepts of Health Promotion1466 Words   |  6 PagesHealth is defined as a state in which human needs are met in an autonomic way, and is not limited to the absence of disease or disablement (V. Henderson). Optimal health is a lively, self-motivated equilibrium of physical, intellectual, spiritual, emotional, and social well-being. The concept of health promotion delineates the method of empowering people to increase control over, and to advance their own overall health. The main purpose of health promotion is to heightenRead MoreThe Epidemiological Concepts Of Health2310 Words   |  10 Pagesthe community in question to purchase health services. The measurement of health makes all nurse to have plan for the community services, without measurement of health one will not be able to provide health services to community in need. (MOHSW.1990). 1.4.5 Epidemiological Concepts The epidemiological concept is the logic of observation and the methods to quantify these observations in populations (group) of individuals. It includes for measuring the health of groups and for determining the attributesRead MoreHealth : A Dynamic Concept2431 Words   |  10 PagesQuestion 1 Health is a dynamic concept, and is constantly evolving and changing over time. It is widely recognised that there are five dimensions of health; physical, mental, emotional, social and spiritual. These dimensions constantly interrelate and interact with one another to create an individual’s overall health status. This is no different in the case of Samantha. Each of the dimensions of health is closely linked, and aids in viewing her health on a holistic level. All five dimensions areRead MoreThe Concept Of Occupational Safety And Health Essay1133 Words   |  5 PagesIntroduction The concept of Occupational Safety and Health was not known before the Nineteenth Century, it started at the western country. At first, it was more of concerns raised by the community, such as the children’s working in a cotton mills in the United Kingdom however, the police regulated some restrictions regarding the children and young people working hours. A further act later on included women as well in the working hour’s regulation, yet, there was not any formal legislation regardingRead MoreThe Concepts Of Public Health Nursing Essay1745 Words   |  7 Pagesauthor will define the issue based on the concepts of public health nursing, identify the ethical principle that is related to it, describe both sides of the issue and choose one side, and suggest a call to action for the problem. According to Poon (2014) there are approximately 60,000 unaccompanied children who have crossed illegally into the U.S. The growing number of unaccompanied illegal children crossing the country produce various issues. The public health and the humanitarian issues are one ofRead MoreImplications Of Health Economic Concepts Of Health Care.1313 Words   |  6 PagesImplications of Health Economic Concepts of Health Care Healthcare is an industry that encompasses various factors to ensure that it’s operating efficiently. Health care professionals have an obligation to comprehend the role that health economics plays in regards to the demand and utilization of health care. The government plays an enormous part in areas such as financing and the delivery of care; therefore, the organization’s decision maker must learn the economic functions and its benefits to

Recent Customer Service Issues Within Cricket Equip

Lead effective workplace relationships Assessment Task 2: Project Part A Agenda Template To: ben@cricketequp.com.au ,sam@cricketequip.com.au, ruth@cricketequip.com.au From: ken@cricketeqip.com.au Subject: Recent customer service issues within Cricket Equip Date: 20/03/16 Meeting topics to be discussed 1. Meeting opening and welcome 9.00am-9.30am 2. Current customer service complaints within Cricket Equip 10.30am -11.00am 3. Cricket Equip customer service standard and procedures 11.00am-11.30am 4. Recommendations for customers service and complaints and improvements 11.30- 12.00am 5. Staff feedback on how customer service can be improved 12.00aam-12.30am 6. Staff training needs of customer service 12.30am-1.00am 7. Meeting closure†¦show more content†¦in house training, coaching and mentoring, external training, etc. You should explore at least one external opportunity and construct an email that you might send to an external training provider seeking information about the training. Your email must be written clearly and respectfully. Include a copy of the email as an appendix to the one page report as indicated below. Range of opportunities for staff training (Students please selection 4 options from: Career planning Explanation Identify staff’s knowledge and skill expertise and providing the coaching to improve their knowledge for the purposes of advancement of their future career developments this will help the staff to handle all kind of situation Accredited and non-accredited- training Attend the formal training courses offered by the accredited training providers and gain the training certificates which is best for Carrere and future Buddy systems Staffs are paired up to improve their knowledge and help each other during the learning process which makes the activities and task eaiser Coaching Use questions and feedbacks to help learners learning process. It is a process to help staffs performance level and concentrate on the tasks outcome which is very important to know the rating of the work Mentoring Share information, experiences and give and receive advices and guidance.it is to create a positive influence on staffs professional work resulting from the relationship. An email toShow MoreRelatedRecent Customer Service Issues Within Cricket Equip Essay1966 Words   |  8 Pagescom.au; Subject: Recent customer service issues within Cricket Equip Date: 22/10/16 Meeting topics to be discussed 1.10am – 10:10am: Meeting introduction and welcome. 2. 10:10am – 10:30am: Current customer service issues within Cricket Equip: †¢ It takes too much time to fix an issue. †¢ Promises that aren’t maintain (get up promising, lower delivering). †¢ Being behave towards rudely or with doubt. †¢ Being moved past and past from person to person, and having to duplicate the issue every time. †¢ HavingRead MoreRecent Customer Service Issues Within Cricket Equip1429 Words   |  6 PagesSubject: Recent customer service issues within Cricket Equip Date: 15/10/2015 Meeting topics to be discussed: 1. Meeting opening and welcome. 900am - 920am 2. Current customer service complaints within Cricket Equip. 920am - 950am 3. Cricket Equip’s customer service standards and procedures. 950am - 1020am 4. Recommendations for customer service actions and improvement. 1020am - 1050am 5. Staff feedback on how customer service can be improved. 1050am - 1120am 6. Staff training needs of customer serviceRead MoreRecent Customer Service Issues Within Cricket1179 Words   |  5 PagesSubject: Recent customer service issues within Cricket Equip Date: 18/05/2016 Meeting topics to be discussed: 1. Meeting introduction and welcome. 8Am – 8:10am 2. Current customer service issues within Cricket Equip. 8:10am – 8:50am 3. Cricket Equip’s customer service standards and requirements. 8:50Am – 9:30am 4. Recommendations for customer service improvement. 9:30am – 9:55am 5. Staff feedback on how customer service can be improved. 10Am – 10:20am 6. Staff training needs of customer service. 10:20amRead MoreCustomer Service Issues Within Cricket2343 Words   |  10 PagesMarketingDept@Cricketequip.com.au; Subject: Recent customer service issues within Cricket Equip Date: 21/10/15 Meeting topics to be discussed: 1. Meeting introduction and welcome. 9.00 am – 9.10 am 2. Current customer service issues within Cricket Equip. 9.10 am – 9.45 am 3. Cricket Equip’s customer service standards and requirements. 9.45 am – 10.00 am 4. Recommendations for customer service improvement. 10.00 am – 10.30 am 5. Staff feedback on how customer service can be improved. 10.30 am – 11.00 amRead MoreOrganisation Structure Training8962 Words   |  36 Pagesaward Best market share of 61% Record 23% CSD’s growth. It has won numerous marketing excellence awards. Secret Formula: Reaching out to the customer + Developing excellent people + Supporting by the winning culture = Leadership in the marketing. 2 PROFILE OF THE PRODUCTS OR SERVICES: Brand name: Coca-Cola Product type: Soft drink Ticker Symbol: KO Stock Exchange: NYS Year of establishment: 1886 State of incorporation:Read MoreHrm Practices at Infosys14494 Words   |  58 Pagesdoor each evening. We have to make sure that they come back the next morning. (Narayana Murthy, CEO Infosys). Infosys technology, a leading software company based in India, was voted as the best employer in the country in many HR surveys in the recent years. The company is well known for its employee friendly HR practices. Though Infosys has grown to become a US $ 2 billion company by the year 2006, it has still retained the culture of a small company. Infosys attracts the best talent from acrossRead MoreHrm Practices at Infosys14505 Words   |  59 Pageseach evening. We have to make sure that they come back the next morning. (Narayana Murthy, CEO Infosys). Infosys technology, a leading software company based in India, was voted as the best employer in the country in many HR surveys in the recent years. The company is well known for its employee friendly HR practices. Though Infosys has grown to become a US $ 2 billion company by the year 2006, it has still retained the culture of a small company. Infosys attracts the best talent from acrossRead MoreIntroduction of Sahara India Pariwar16656 Words   |  67 Pagesbusiness conglomerate with interests in housing, entertainment, media and aviation. Sahara Group is in entertainment and news television channels, a newspaper, and claims to own some 33,000 acres of real estate across India. It also sponsors the Indian cricket and hockey teams and intends to move into life insurance, housing finance, consumer products, sportswear, and healthcare. Sahara Group has come up with one of the most prestigious real estate projects in India, namely Aamby Valley Project. The projectRead MoreAdidas Marke ting Plan20768 Words   |  84 Pages†©adidas†©is†©facing†©an†©array†©of†©opportunities†©that†©it†©can†©choose†©to†©capitalize†© on,†©which†©requires†©it†©to†©partially†©change†©its†©focus†©in†©order†©to†©seek†©out†©less†©established†© markets†©of†©consumers†©that†©have†©a†©huge†©potential†©for†©future†©growth,†©profits†©and†©customer†© loyalty.†©Adidas†©is†©also†©facing†©issues†©with†©the†©communication†©between†©its†©customers†©and†©the†© company,†©and†©how†©that†©affects†©sales†©volumes.†©If†©Adidas†©continues†©on†©its†©current†©path†©it†©will†© likely†©continue†©to†©survive†©in†©its†©market,†©but†©it†©will†©also†©continue†©to†©be†©wholly†©dominated†©by†© Nike.†©HoweverRead MoreCoca Cola Sabco12641 Words   |  51 Pagesthe conviction that business practices rooted in these universal principles contribute to a more stable, equitable and inclusive global market and help to build more prosperous and thriving societies. 2007 represented a year of considerable change within Coca-Cola Sabco (Pty) Ltd. We developed what we have termed The Created Future’ (page 04), which sets out some ambitious goals for the organisation to achieve by 2010. I am convinced that, as we achieve these goals, we will see increased contribution Recent Customer Service Issues Within Cricket Equip Agenda Template To: luke@Cricketequip.com.au; sam@Cricketequip.com.au; jennifer@Cricketequip.com.au; From: kelly@Cricketequip.com.au; Subject: Recent customer service issues within Cricket Equip Date: 15/10/2015 Meeting topics to be discussed: 1. Meeting opening and welcome. 900am - 920am 2. Current customer service complaints within Cricket Equip. 920am - 950am 3. Cricket Equip’s customer service standards and procedures. 950am - 1020am 4. Recommendations for customer service actions and improvement. 1020am - 1050am 5. Staff feedback on how customer service can be improved. 1050am - 1120am 6. Staff training needs of customer service. 1120am - 1150am 7. Meeting closure and conclusion. 1150am - 1200am Part B Meeting purposes: To identify the reasons for the customer service complaints and find out the ways to improve its customer service standard and levels. Seek feedback on ideas and customer service training requirements: †¢ Listening and active listening: Cricket Equip’s staffs need to improve the required skills of active listening. This includes seeking information from what customers have informed, confirmed what they have informed and interpreting their requirements. †¢ asking questions to gain information, clarify ambiguities and adequately understand requirements: all the staffs should demonstrate the required skills to articulate, interpreting and checking with customers to understand what their needs, wants and expectations are. Meeting presentation: (Attached asShow MoreRelatedRecent Customer Service Issues Within Cricket Equip Essay1966 Words   |  8 Pagescom.au; Subject: Recent customer service issues within Cricket Equip Date: 22/10/16 Meeting topics to be discussed 1.10am – 10:10am: Meeting introduction and welcome. 2. 10:10am – 10:30am: Current customer service issues within Cricket Equip: †¢ It takes too much time to fix an issue. †¢ Promises that aren’t maintain (get up promising, lower delivering). †¢ Being behave towards rudely or with doubt. †¢ Being moved past and past from person to person, and having to duplicate the issue every time. †¢ HavingRead MoreRecent Customer Service Issues Within Cricket Equip1345 Words   |  6 PagesFrom: ken@cricketeqip.com.au Subject: Recent customer service issues within Cricket Equip Date: 20/03/16 Meeting topics to be discussed 1. Meeting opening and welcome 9.00am-9.30am 2. Current customer service complaints within Cricket Equip 10.30am -11.00am 3. Cricket Equip customer service standard and procedures 11.00am-11.30am 4. Recommendations for customers service and complaints and improvements 11.30- 12.00am 5. Staff feedback on how customer service can be improved 12.00aam-12.30am 6Read MoreRecent Customer Service Issues Within Cricket1179 Words   |  5 PagesSubject: Recent customer service issues within Cricket Equip Date: 18/05/2016 Meeting topics to be discussed: 1. Meeting introduction and welcome. 8Am – 8:10am 2. Current customer service issues within Cricket Equip. 8:10am – 8:50am 3. Cricket Equip’s customer service standards and requirements. 8:50Am – 9:30am 4. Recommendations for customer service improvement. 9:30am – 9:55am 5. Staff feedback on how customer service can be improved. 10Am – 10:20am 6. Staff training needs of customer service. 10:20amRead MoreCustomer Service Issues Within Cricket2343 Words   |  10 PagesMarketingDept@Cricketequip.com.au; Subject: Recent customer service issues within Cricket Equip Date: 21/10/15 Meeting topics to be discussed: 1. Meeting introduction and welcome. 9.00 am – 9.10 am 2. Current customer service issues within Cricket Equip. 9.10 am – 9.45 am 3. Cricket Equip’s customer service standards and requirements. 9.45 am – 10.00 am 4. Recommendations for customer service improvement. 10.00 am – 10.30 am 5. Staff feedback on how customer service can be improved. 10.30 am – 11.00 amRead MoreOrganisation Structure Training8962 Words   |  36 Pagesaward Best market share of 61% Record 23% CSD’s growth. It has won numerous marketing excellence awards. Secret Formula: Reaching out to the customer + Developing excellent people + Supporting by the winning culture = Leadership in the marketing. 2 PROFILE OF THE PRODUCTS OR SERVICES: Brand name: Coca-Cola Product type: Soft drink Ticker Symbol: KO Stock Exchange: NYS Year of establishment: 1886 State of incorporation:Read MoreHrm Practices at Infosys14494 Words   |  58 Pagesdoor each evening. We have to make sure that they come back the next morning. (Narayana Murthy, CEO Infosys). Infosys technology, a leading software company based in India, was voted as the best employer in the country in many HR surveys in the recent years. The company is well known for its employee friendly HR practices. Though Infosys has grown to become a US $ 2 billion company by the year 2006, it has still retained the culture of a small company. Infosys attracts the best talent from acrossRead MoreHrm Practices at Infosys14505 Words   |  59 Pageseach evening. We have to make sure that they come back the next morning. (Narayana Murthy, CEO Infosys). Infosys technology, a leading software company based in India, was voted as the best employer in the country in many HR surveys in the recent years. The company is well known for its employee friendly HR practices. Though Infosys has grown to become a US $ 2 billion company by the year 2006, it has still retained the culture of a small company. Infosys attracts the best talent from acrossRead MoreIntroduction of Sahara India Pariwar16656 Words   |  67 Pagesbusiness conglomerate with interests in housing, entertainment, media and aviation. Sahara Group is in entertainment and news television channels, a newspaper, and claims to own some 33,000 acres of real estate across India. It also sponsors the Indian cricket and hockey teams and intends to move into life insurance, housing finance, consumer products, sportswear, and healthcare. Sahara Group has come up with one of the most prestigious real estate projects in India, namely Aamby Valley Project. The projectRead MoreAdidas Marke ting Plan20768 Words   |  84 Pages†©adidas†©is†©facing†©an†©array†©of†©opportunities†©that†©it†©can†©choose†©to†©capitalize†© on,†©which†©requires†©it†©to†©partially†©change†©its†©focus†©in†©order†©to†©seek†©out†©less†©established†© markets†©of†©consumers†©that†©have†©a†©huge†©potential†©for†©future†©growth,†©profits†©and†©customer†© loyalty.†©Adidas†©is†©also†©facing†©issues†©with†©the†©communication†©between†©its†©customers†©and†©the†© company,†©and†©how†©that†©affects†©sales†©volumes.†©If†©Adidas†©continues†©on†©its†©current†©path†©it†©will†© likely†©continue†©to†©survive†©in†©its†©market,†©but†©it†©will†©also†©continue†©to†©be†©wholly†©dominated†©by†© Nike.†©HoweverRead MoreCoca Cola Sabco12641 Words   |  51 Pagesthe conviction that business practices rooted in these universal principles contribute to a more stable, equitable and inclusive global market and help to build more prosperous and thriving societies. 2007 represented a year of considerable change within Coca-Cola Sabco (Pty) Ltd. We developed what we have termed The Created Future’ (page 04), which sets out some ambitious goals for the organisation to achieve by 2010. I am convinced that, as we achieve these goals, we will see increased contribution

Companies Act 2013 free essay sample

Introduction Companies Act, 2013 is an Act of the Parliament of India which regulates incorporation of a company, responsibilities of a company, directors, and dissolution of a company. The 2013 Act is divided into 29 chapters containing 470 clauses as against 658 Sections in the Companies Act, 1956. The Act has replaced The Companies Act, 1956 (in a partial manner) after receiving the assent of the President of India on 29 August 2013. The Act came into force on 12 September 2013 with only certain provisions of the Act notified. It consists of 29 Chapters , 470 Clauses (i. e Sections) and 7 Schedules. Background Companies Act, 2013 (2013 Act) has been assented by the President of India on 29 August 2013 and published in Official Gazette on 30 August 2013. 2013 Act empowers the Central Government to bring into force various sections from such date(s) as may be notified in the Official Gazette. The 2013 Act stipulates enhanced self-regulations coupled with emphasis on corporate democracy and provides for amongst others, business friendly corporate regulation / pro-business initiatives, e-governance initiatives, good corporate governance, Corporate Social Responsibility (CSR), enhanced disclosure norms, enhanced accountability of management, stricter enforcement, audit accountability, protection for minority shareholders, investor protection and activism and better framework for insolvency regulation and institutional structure. Ministry of Corporate Affairs (MCA), Government of India (GOI) has initiated the process to implement 2013 Act in consultation with concerned regulatory authorities, Ministry of Law Justice and other stakeholders. In this regard, first set of draft rules have been placed for public comments on 9 September 2013. GOI decided to enforce the provisions of 2013 Act in phases. The provisions of the 2013 Act which require statutory or regulatory consultation or functioning of new bodies or description of relevant rules and forms will be brought in force after the preparatory action is completed. Keeping this in mind, GOI has notified those provisions of 2013 Act which do not require such preparations. Accordingly, GOI has notified 98 sections of 2013 Act which will come into force effective 12 September 2013. This document is prepared keeping the provisions of the 2013 Act and does not capture provisions of the Rules as the same are in Draft stage and are subject to change once the feedback of the stakeholders is received by MCA and incorporated in the final Rules. Prescribed or as prescribed or as may be prescribed used in this document means the Rules as may be finalized by the CG. Content Chapter I -Preliminary (1 2) Chapter II -Incorporation of Company and Matters Incidental Thereto. Chapter III -Prospectus and Allotment of Securities (23 42). Chapter IV -Share Capital and Debentures (43 72). Chapter V -Acceptance of Deposits by Companies (73 76). Chapter VI -Registration of Charges (77 87) Chapter VII -Management and Administration (88 122) Chapter VIII -Declaration and Payment of Dividend (123 127) Chapter IX -Accounts of Companies (128 138) Chapter X -Audit and Auditors (139 148) Chapter XI -Appointment and Qualifications of Directors (149 172) Chapter XII -Meetings of Board and its Powers (173 195) Chapter XIII-Appointment and Remuneration of Managerial Personnel(196-205) Chapter XIV -Inspection, Inquiry and Investigation(206 229) Chapter XV -Compromises, Arrangements and Amalgamations (230 240) Chapter XVI-Prevention of Oppression and Mismanagement (241 246) Chapter XVII-Registered Valuers (247) Chapter XVIII-Removal of Name of companies from the Register of Companies(248-252 Chapter XIX-Revival and Rehabilitation of Sick Companies (253 269) Chapter XX-Winding Up (270 365) Chapter XXI Companies Authorised to Register Under This Act Winding up of unregistered companies(366-378) Chapter XXII-Companies Incorporated Outside India (379- 393) Chapter XXIII-Government Companies (394 395) Chapter XXIV-Registration offices and fees (396 404) Chapter XXV-Companies to Furnish Information or Statistics (405) Chapter XXVI-Nidhis (406) Chapter XXVII-National Company Law Tribunal and Appellate Tribunal (407-434) Chapter XXVIII- Special Courts (435 446) Chapter XXIX Miscellaneous (447 470) Background 2003 (Bill was introduced in 2003 by MCA in Rajya Sabha on 07. 05. 2003. For want of large number of changes comprehensive review required) 2004 (Concept Paper on new company law was placed on ministry’s website. Government constituted JJ Irani Committee which gave report on 31. 05. 2005. Comprehensive review required) 2008 (Companies bill’2008 introduced but lapse due to Lok Sabha Dissolution) 2009 Bill was introduced in Lok Sabha and referred to Parliamentary Standing Committee. In view of numerous amendments Govt. withdrew this bill and introduced Cos. Bill ‘2011. This is the bill was introduced in Dec’2011 and passed in 2012. Reasons for the change The changing national and international economic environment. Exponential growth of the Indian economy. Changes in the stakeholders’ expectations. Manifold Increase in Number of Companies. Year No. of Companies 1956 30,000 approx 2013 11, 00,000 approx The need of a legal framework was felt to enable the Indian corporate sector to adopt the best international practices in a globally competitive manner, fostering a positive environment for investment and growth. Companies Bill 2012 was passed by Lok Sabha on 18th December, 2012 and subsequently, was passed by the Rajya Sabha on 8th August, 2013. The bill comprises of 29 chapters, 470 Clauses with 7 Schedules as against 658 sections and 14 Schedules in the Companies Act, 1956. Substantively a law based on Rules (as may be prescribed). In 470 Clauses the word â€Å"as may be prescribed† has been used at around 336 places. New Concepts Private company to have a maximum of 200 members (earlier limit was up to 50). (Clause 2 (68)) E-Governance – maintenance and allowing inspection of documents by companies in electronic form. (Clause 120) Vigil mechanism (whistle blowing) introduced. (Clause 177 (10)) In prescribed class or classes of companies, there should be at least 1 woman director. (Clause 149 (1)) Restrictions on layers of subsidiaries. (Clause 2 (87)) The Financial Year of any Company can be only from April-March. Existing companies has to align within 2 years of the commencement of the Act. (Clause 2 (41)) Memorandum not to have ‘other objects’. (Clause 4 (1)) A person cannot become director in more than 20 companies instead of 15 as provided in the Companies Act 1956 and out of this 20, he cannot be director of more than 10 public companies. (Clause 165) Shareholders to have exit option if money raised has not been utilized. (Clause 27) A company can make buyback even if it had at any time defaulted in repayment of deposit or interest payable thereon, redemption of debentures or preference shares or payment of dividend to any shareholder or repayment of any term loan or interest payable thereon to any financial institution or bank, provided that default must have been remedied and a period of 3 years must have lapsed after such default ceased to subsist. (Clause 66 (6)) Concept of CSR introduced. (Clause 135) Definition of independent Directors introduced. (Clause 149 (5)) Condition and manner for issue of Bonus shares has been introduced. (Clause 63) New provisions suggested for allowing re-opening of accounts in certain cases with due safeguards. (Clause 130) Consolidation of Accounts (Clause 129) Secretarial Audit Report given by a company secretary in practice is required to be attached with Boards’ report in case of bigger companies. (Clause 204) Key definitions and concepts The 2013 Act has introduced several new concepts and has also tried to streamline many of the requirements by introducing new definitions. This chapter covers some of these new concepts and definitions in brief. A few of these significant aspects have been discussed in detail in further chapters. 1. Companies 1. 1 One-person company: The 2013 Act introduces a new type of entity to the existing list i. e. apart from forming a public or private limited company, the 2013 Act enables the formation of a new entity a ‘one-person company’ (OPC). An OPC means a company with only one person as its member [section 3(1) of 2013 Act]. 1. 2. Private company: The 2013 Act introduces a change in the definition for a private company, inter-alia, the new requirement increases the limit of the number of members from 50 to 200. [Section 2(68) of 2013 Act]. 1. 3. Small company: A small company has been defined as a company, other than a public company. (i) Paid-up share capital of which does not exceed 50 lakh INR or such higher amount as may be prescribed which shall not be more than five crore INR (ii) Turnover of which as per its last profit-and-loss account does not exceed two crore INR or such higher amount as may be prescribed which shall not be more than 20 crore INR: As set out in the 2013 Act, this section will not be applicable to the following: †¢ A holding company or a subsidiary company †¢ A company registered under section 8 †¢ A company or body corporate governed by any special Act [section 2(85) of 2013 Act] 1. 4. Dormant company: The 2013 Act states that a company can be classified as dormant when it is formed and registered under this 2013 Act for a future project or to hold an asset or intellectual property and has no significant accounting transaction. Such a company or an inactive one may apply to the ROC in such manner as may be prescribed for obtaining the status of a dormant company. [Section 455 of 2013 Act] 2. Roles and responsibilities 2. 1 Officer: The definition of officer has been extended to include promoters and key managerial personnel [section 2(59) of 2013 Act]. 2. 2 Key managerial personnel: The term ‘key managerial personnel’ has been defined in the 2013 Act and has been used in several sections, thus expanding the scope of persons covered by such sections [section 2(51) of 2013 Act]. 2. 3. Promoter: The term ‘promoter’ has been defined in the following ways:†¢ A person who has been named as such in a prospectus or is identified by the company in the annual return referred to in Section 92 of 2013 Act that deals with annual return; or †¢ who has control over the affairs of the company, directly or indirectly whether as a shareholder, director or otherwise; or †¢ in accordance with whose advice, directions or instructions the Board of Directors of the company is accustomed to act. The proviso to this section states that sub-section (c) would not apply to a person who is acting merely in a professional capacity. [Section 2(69) of 2013 Act] 2. 4: Independent Director: The term’ Independent Director’ has now been defined in the 2013 Act, along with several new requirements relating to their appointment, role and responsibilities. Further some of these requirements are not in line with the corresponding requirements under the equity listing agreement [section 2(47), 49(5) of 2013 Act]. 3. Investments 3. 1 Subsidiary: The definition of subsidiary as included in the 2013 Act states that certain class or classes of holding company (as may be prescribed) shall not have layers of subsidiaries beyond such numbers as may be prescribed. With such a restrictive section, it appears that a holding company will no longer be able to hold subsidiaries beyond a specified number [section 2(87) of 2013 Act]. 4. Financial statements 4. 1. Financial year: It has been defined as the period ending on the 31st day of March every year, and where it has been incorporated on or after the 1st day of January of a, the period ending on the 31st day of March of the following year, in respect whereof financial statement of the company or body corporate is made up. [Section 2(41) of 2013 Act]. While there are certain exceptions included, this section mandates a uniform accounting year for all companies and may create significant implementation issues. 4. 2. Consolidated financial statements: The 2013 Act now mandates consolidated financial statements (CFS) for any company having a subsidiary or an associate or a joint venture, to prepare and present consolidated financial statements in addition to standalone financial statements. 4. 3. Conflicting definitions: There are several definitions in the 2013 Act divergent from those used in the notified accounting standards, such as a joint venture or an associate,, etc. , which may lead to hardships in compliance. 5. Audit and auditors 5. 1 Mandatory auditor rotation and joint auditors: The 2013 Act now mandates the rotation of auditors after the specified time period. The 2013 Act also includes an enabling provision for joint audits. 5. 2 Non-audit services: The 2013 Act now states that any services to be rendered by the auditor should be approved by the board of directors or the audit committee. Additionally, the auditor is also restricted from providing certain specific services. 5. 3. Auditing standards: The Standards on Auditing have been accorded legal sanctity in the 2013 Act and would be subject to notification by the NFRA. Auditors are now mandatorily bound by the 2013 Act to ensure compliance with Standards on Auditing. 5. 4 Cognisance to Indian Accounting Standards (Ind AS): The 2013 Act, in several sections, has given cognisance to the Indian Accounting Standards, which are standards converged with International Financial Reporting Standards, in view of their becoming applicable in future. For example, the definition of a financial statement includes a ‘statement of changes in equity’ which would be required under Ind AS. [Section 2(40) of 2013 Act] 5. 5. Secretarial audit for bigger companies: In respect of listed companies and other class of companies as may be prescribed, the 2013 Act provides for a mandatory requirement to have secretarial audit. The draft rules make it applicable to every public company with paid-up share capital Rs. 100 crores*. As specified in the 2013 Act, such companies would be required to annex a secretarial audit report given by a Company Secretary in practice with its Board’s report. [Section 204 of 2013 Act] 5. 6. Secretarial Standards: The 2013 Act requires every company to observe secretarial standards specified by the Institute of Company Secretaries of India with respect to general and board meetings [Section 118 (10) of 2013 Act], which were hitherto not given cognizance under the 1956 Act. 5. 7. Internal Audit: The importance of internal audit has been well acknowledged in Companies (Auditor Report) Order, 2003 (the ‘Order’), pursuant to which auditor of a company is required to comment on the fact that the internal audit system of the company is commensurate with the nature and size of the company’s operations. However, the Order did not mandate that an internal audit should be conducted by the internal auditor of the company. The Order acknowledged that an internal audit can be conducted by an individual who is not in appointment by the company. The 2013 Act now moves a step forward and mandates the appointment of an internal auditor who shall either be a chartered accountant or a cost accountant, or such other professional as may be decided by the Board to conduct internal audit of the functions and activities of the company. The class or classes of companies which shall be required to mandatorily appoint an internal auditor as per the draft rules are as follows: * †¢ Every listed company †¢ Every public company having paid-up share capital of more than 10 crore INR †¢ Every other public company which has any outstanding loans or borrowings from banks or public financial institutions more than 25 crore INR or which has accepted deposits of more than 25 crore INR at any point of time during the last financial year 5. 8. Audit of items of cost: The central government may, by order, in respect of such class of companies engaged in the production of such goods or providing such services as may be prescribed, direct that particulars relating to the utilisation of material or labour or to other items of cost as may be prescribed shall also be included in the books of account kept by that class of companies. By virtue of this section of the 2013 Act, the cost audit would be mandated for certain companies. [section 148 of 2013 Act]. It is pertinent to note that similar requirements have recently been notified by the central government. 6. Regulators 6. 1. National Company Law Tribunal (Tribunal or NCLT): In accordance with the Supreme Court’s (SC) judgement, on 11 May 2010, on the composition and constitution of the Tribunal, modifications relating to qualification and experience, etc. of the members of the Tribunal has been made. Appeals from the Tribunal shall lie with the NCLT. Chapter XXVII of the 2013 Act consisting of section 407 to 434 deals with NCLT and appellate Tribunal. 6. 2. National Financial Reporting Authority (NFRA): The 2013 Act requires the constitution of NFRA, which has been bestowed with significant powers not only in issuing the authoritative pronouncements, but also in regulating the audit profession. 6. 3. Serious Fraud Investigation Office (SFIO): The 2013 Act has bestowed legal status to SFIO. 7. Mergers and acquisitions The 2013 Act has streamlined as well as introduced concepts such as reverse mergers (merger of foreign companies with Indian companies) and squeeze-out provisions, which are significant. The 2013 Act has also introduced the requirement for valuations in several cases, including mergers and acquisitions, by registered valuers. 8. Corporate social responsibility The 2013 Act makes an effort to introduce the culture of corporate social responsibility (CSR) in Indian corporates by requiring companies to formulate a corporate social responsibility policy and at least incur a given minimum expenditure on social activities. 9. Class action suits The 2013 Act introduces a new concept of class action suits which can be initiated by shareholders against the company and auditors. 10. Prohibition of association or partnership of persons exceeding certain number The 2013 Act puts a restriction on the number of partners that can be admitted to a partnership at 100. To be specific, the 2013 Act states that no association or partnership consisting of more than the given number of persons as may be prescribed shall be formed for the purpose of carrying on any business that has for its object the acquisition of gain by the association or partnership or by the individual members thereof, unless it is registered as a company under this 1956 Act or is formed under any other law for the time being in force: As an exception, the aforesaid restriction would not apply to the following: †¢ A Hindu undivided family carrying on any business †¢ An association or partnership, if it is formed by professionals who are governed by special acts like the Chartered Accountants Act, etc. [section 464 of 2013 Act] 11. Power to remove difficulties The central government will have the power to exempt or modify provisions of the 2013 Act for a class or classes of companies in public interest. Relevant notification shall be required to be laid in draft form in Parliament for a period of 30 days. The 2013 Act further states no such order shall be made after the expiry of a period of five years from the date of commencement of section 1 of the 2013 Act [section 470 of 2013 Act]. 12. Insider trading and prohibition on forward dealings The 2013 Act for the first time defines ‘insider trading and price-sensitive information and prohibits any person including the director or key managerial person from entering into insider trading [section 195 of 2013 Act]. Further, the Act also prohibits directors and key managerial personnel from forward dealings in the company or its holding, subsidiary or associate company [section 194 of 2013 Act]. Corporate Social Responsibility The Ministry of Corporate Affairs (MCA) had introduced the Corporate Social Responsibility Voluntary Guidelines in 2009. These guidelines have now been incorporated within the 2013 Act and have obtained legal sanctity. Section 135 of the 2013 Act, seeks to provide that every company having a net worth of 500 crore INR, or more or a turnover of 1000 crore INR or more, or a net profit of five crore INR or more, during any financial year shall constitute the corporate social responsibility committee of the board. This committee needs to comprise of three or more directors, out of which, at least one director should be an independent director. The composition of the committee shall be included in the board’s report. The committee shall formulate the policy, including activities specified in Schedule VII, which are as follows: †¢ Eradicating extreme hunger and poverty and promotion of education †¢ Promoting gender equality and empowering women †¢ Reducing child mortality and improving maternal health †¢ Combating human immunodeficiency virus, acquired immune deficiency syndrome, malaria and other diseases and ensuring environmental sustainability †¢ Employment enhancing vocational skills and social business projects †¢ Contribution to the Prime Minister’s National Relief Fund or any other fund set-up by the central government or the state governments for socio-economic development and relief, and funds for the welfare of the scheduled castes and Tribes, other backward classes, minorities and women There have been mixed reactions to the introduction of the ‘spend or explain’ approach taken by the MCA with respect to CSR. It may take a while before all of Corporate India imbibes CSR as a culture. However, activities specified in the Schedule are not elaborate or detailed enough to indicate the kind of projects that could be undertaken, for example, environment sustainability or social business projects could encompass a wide range of activities. The committee will also need to recommend the amount of expenditure to be incurred and monitor the policy from a time-to-time. The board shall disclose the contents of the policy in its report, and place it on the website, if any, of the company. The 2013 Act mandates that these companies would be required to spend at least 2% of the average net-profits of the immediately preceding three years on CSR activities, and if not spent, explanation for the reasons thereof would need to be given in the director’s report(section 135 of the 2013 Act). Conclusion The 2013 Act is expected to facilitate business-friendly corporate regulation, improve corporate governance norms, enhance accountability on the part of corporate and auditors, raise levels of transparency and protect interests of investors, particularly small investors. It has brought on many new concepts and it will be helpful as the old companies act was not up to date with the new competitive world as it was made many years ago. So it would be helpful for growth of companies in India.

War And Peace Essay Thesis Example For Students

War And Peace Essay Thesis War and PeaceThe famous Russian author Leo Tolstoy wrote War and Peace in 1865. It is a story about the lives of the Russian royal family from 1805 to 1815. This book depicts things and events that happened during the war. The novel describes the war with Napoleon in which many countries were involved such as Russia, Austrian, Prussia, Spain, Sweden, and Britain. However, the novel mainly focuses on Russia. It reflects the different views and participation in the war of Russian aristocracy. Showing the war, Tolstoy describes Napoleons attack on Russia, the battle of Borodino, the slow retrieval of the Russian army, the conquest of Moscow by Napoleon, the fire in Moscow, and the retrieval of Napoleons army during a deadly winter. Napoleon had to retreat from Russia under attacks by Russian peasants and horsemen on those who fell behind. His army also suffers from cold and hunger, since the Russians destroyed all food supplies. The takeover of Moscow by Napoleon proved to be useless, a nd in the long run, destroyed a large part of his army. Alongside with these historical events, Tolstoy describes the different classes of Russian society in the terms of their participation in the war and what kind of an impact war had on their lives. In the beginning of the novel, the Russian aristocratic class, which was in the czars circle, wanted Russia to participate in the war. They wanted a quick victory and pride for the Russian nobility. They did not anticipate that the war would destroy homes, agriculture, and take many Russian lives. There are the good people, and of course, the bad. The good people being Natasha Rostov, a teenage girl who grows and matures throughout the book and Pierre Bezuhov, the son of Kirill Vladmirovitch Bezuhov, who speaks much of the novel expressing his purpose on earth. Prince Andrei Bolkonsky, the leader of the Bolkonsky family and a great war hero. The bad people are the protagonists themselves, as they torment themselves and Napoleon Bonaparte, (who, by some, is believed to be an impostor) the em peror and military leader of France, whom is bent on world domination. The Secondary characters are the families of Bolkonsky and Kuragin, Anna Pavolvna, a famous St. Petersburg socialite and Kutuzof, the military leader of the Russian forces. This class is shown in Anna Pavlova Sharers salon, with its upper class aristocracy, who talk only in French, viewing the Russian language as uncivilized and useful only for peasants. They adopted French culture and wear French style clothing, and at the same time they want to fight Napoleon. However, the majority of this class doesnt want to participate themselves in the war, but want to win the war with the hands of the peasants. These aristocrats, despite their high education and power, will do nothing to help win the war. They live like parasites on the body of Russias society. This is how Tolstoy describes this class in general, but he also depicts two representatives of this upper class, Andrew Bolkonsky and Pierre Bisuhov, who were the more intellectual ones, and whose lives and views of war and life changed as the result of the war. Depicting the Rostov family, who were also wealthy nobles, but were not in the czars circle and lived in rural parts of Russia, Tolstoy showed a typical Russian family who were devoted to their country and Russian traditions. All of Tolstoys sympathy is on their side and he presents them in a positive way. They sing Russian folklore, which the higher aristocrats would not dream of doing. Depicting this class, Tolstoy describes simple and eternal problems such as birth, love, forgiveness, and death. .u283ee8fd853b206d3683d84987cf1bc4 , .u283ee8fd853b206d3683d84987cf1bc4 .postImageUrl , .u283ee8fd853b206d3683d84987cf1bc4 .centered-text-area { min-height: 80px; position: relative; } .u283ee8fd853b206d3683d84987cf1bc4 , .u283ee8fd853b206d3683d84987cf1bc4:hover , .u283ee8fd853b206d3683d84987cf1bc4:visited , .u283ee8fd853b206d3683d84987cf1bc4:active { border:0!important; } .u283ee8fd853b206d3683d84987cf1bc4 .clearfix:after { content: ""; display: table; clear: both; } .u283ee8fd853b206d3683d84987cf1bc4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u283ee8fd853b206d3683d84987cf1bc4:active , .u283ee8fd853b206d3683d84987cf1bc4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u283ee8fd853b206d3683d84987cf1bc4 .centered-text-area { width: 100%; position: relative ; } .u283ee8fd853b206d3683d84987cf1bc4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u283ee8fd853b206d3683d84987cf1bc4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u283ee8fd853b206d3683d84987cf1bc4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u283ee8fd853b206d3683d84987cf1bc4:hover .ctaButton { background-color: #34495E!important; } .u283ee8fd853b206d3683d84987cf1bc4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u283ee8fd853b206d3683d84987cf1bc4 .u283ee8fd853b206d3683d84987cf1bc4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u283ee8fd853b206d3683d84987cf1bc4:after { content: ""; display: block; clear: both; } READ: The Life of Amadeo Avogadro EssayThe main national characteristics are in the Russian peasants. Through these people, who hate war, we are shown that they are forced to participate in the war because the have no other choice. They show real heroism during war. Captain Tushin and a soldier, Timohin, give their lives to save their army. Historical figures such as Napoleon and Kutuzov oppose the views of the aristocratic class in the czars circle. This class of people didnt like Kutuzov, who became the general of the Russian army. They thought he was too simple minded and his lifestyle was too close to that of a peasant. War hurt these people the most. They lost everything: h oses, livestock, and serfs. The loss of their serfs was very hard to come by, since they became very close to them. The women from this class served in hospitals and became nurses, like Natasha Rostova did, or hid wounded soldiers in their house from the French army. Men from this class organized their own little armies of peasants and fought with guerilla warfare when the French army was retreating. These people played a bigger role in war and were more devoted to their nation than the aristocrats in the czars circle. Despite Tolstoy being a member of this class, his view is totally the opposite; he hated Napoleon and admired Kutuzov. He reflects the simple life of Kutuzovs soldiers, who trusted their lives to him. The Russian people believed in Kutuzov, and because of his strategic tactics such as giving up Moscow in order to save the Russian army, helped Russia become victorious in the war and leave Napoleon empty handed. Tolstoy hated Napoleon because he felt that it was wrong what Napoleon did 1799 in Turkey; killing 4000 people that surrendered and were promised life by him. Tolstoy also describes a moment when Napoleon left his army to die and took just a small part of the army to retreat from Moscow. One important event occurs when Prince Andrei is wounded during the battle of Austerlitz, and he is given a chance to recollect on his wartime experiences. Another important event occurs when Pierre is taken prisoner by the French, (this is where he has the chance to look into his feelings and come to a peace with himself.) The climax of Pierres story occurs when the French holds him before a firing squad. This is his climax because he is convinced that he is going to die, and after he is spared he becomes more caring and it is obvious that he will continue on this course until the end. The climax of Natashas life occurs when Andrei dies. It makes her reconsider the way she has lived her life, maturing her further from her seventeen year-old state of mind. The climax for Andrei occurs when he is mortally wounded while attempting to protect Moscow from Napoleons forces. This is his climax because his outlook on life becomes so negative and morbid that he can only wait to die. It is obvious that he wont have it any other way. The story ends with the defeat and exile of Napoleon and the emergence of Russia as a world power: and the meeting of Natasha and Pierre after years of absence. The historical events of the novel were real, and the characters reflected the people of th at time. Tolstoy brought forward the main social ideals of his time: the 3 major classes of society, and their references to the war with Napoleon, women emancipation, and view of society to historical figures such as Napoleon and Kutuzov. Tolstoy doesnt hide his negative feelings to the social class that belonged in the czars circle, and likes the lower classes. He is fascinated by the courage and deep patriotism of the Russian peasants. He also hates war, because it destroys and changes lives. .u0f01b632fbfc508f27ebd82f31d79bfc , .u0f01b632fbfc508f27ebd82f31d79bfc .postImageUrl , .u0f01b632fbfc508f27ebd82f31d79bfc .centered-text-area { min-height: 80px; position: relative; } .u0f01b632fbfc508f27ebd82f31d79bfc , .u0f01b632fbfc508f27ebd82f31d79bfc:hover , .u0f01b632fbfc508f27ebd82f31d79bfc:visited , .u0f01b632fbfc508f27ebd82f31d79bfc:active { border:0!important; } .u0f01b632fbfc508f27ebd82f31d79bfc .clearfix:after { content: ""; display: table; clear: both; } .u0f01b632fbfc508f27ebd82f31d79bfc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0f01b632fbfc508f27ebd82f31d79bfc:active , .u0f01b632fbfc508f27ebd82f31d79bfc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0f01b632fbfc508f27ebd82f31d79bfc .centered-text-area { width: 100%; position: relative ; } .u0f01b632fbfc508f27ebd82f31d79bfc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0f01b632fbfc508f27ebd82f31d79bfc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0f01b632fbfc508f27ebd82f31d79bfc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0f01b632fbfc508f27ebd82f31d79bfc:hover .ctaButton { background-color: #34495E!important; } .u0f01b632fbfc508f27ebd82f31d79bfc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0f01b632fbfc508f27ebd82f31d79bfc .u0f01b632fbfc508f27ebd82f31d79bfc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0f01b632fbfc508f27ebd82f31d79bfc:after { content: ""; display: block; clear: both; } READ: Lifestyles Comparising Essay

Indonesian Revolution free essay sample

A revolution is a forcible overthrow of a government or social order in favor of a new system. To know that a revolution has taken place, there would be a change in the government or the way the country is ruled. Revolutions have occurred throughout history and vary in terms of methods, motivation and the duration of the revolution. The results of a revolution usually include major changes in the economy, culture, and political institutions. For a revolution to occur, there needs to be a change in the country to being different from the past. The reason revolutions occur generally is usually because injustices by the corrupt leader or government, when the gap between rich and poor is too big, but also colonization. The Indonesian Revolution is considered a tipping point in the Indonesian history because of the changes in the political system, the economical system and the social systems today. We will write a custom essay sample on Indonesian Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A main revolution that started due to colonialism is the southeast Asian industrial revolution. From 1942 to 1945, Indonesia was occupied by Japan. During the Japanese occupation, Japan controlled the trade and the government that the Japanese removed the Dutch control during the war. However, after the Second World War, the Dutch regained their control over Indonesia. In 1945, there was an armed conflict and a diplomatic struggle between Indonesia and the Dutch empire due the Dutch wanting the Indonesia’s territory to include not only the Netherlands Indies but also Portuguese Timor and British North Borneo and the Malay Peninsula. In short terms, the Dutch wanted to return to Indonesia’s colony. After trying to persuade the Indonesian’s, the Dutch forces were not able to, but were strong enough to resist by being expelled. Step by step the English and the Australian forces were removed and Dutch troops were being sent to Indonesia to try and recolonize the country. There has been cases where the Dutch started to abuse the Marshall Plan (The European Recovery Program, ERP, was an American program to help Europe where America gave financial support to help reconstruct European economies after the end of World War II in order to stop the increase of Soviet Communism) to create a new army in Indonesia. The Dutch forces started to control the towns and cities in Java and Sumatra, but couldn’t control villages and the countryside. In September and October of 1945, Europeans and pro Dutch Eurasians were attacked and killed by Indonesian mobs. The Dutch, realizing their weak position during the year, were initially disposed to negotiate with the republic of Japan for some form of commonwealth relationship between the archipelago and the Netherlands. This resulted in the British-brokered Linggajati Agreement, created on November 12, 1946. The agreement provided for Dutch recognition of republican rule on Java and Sumatra, and the Netherlands-Indonesian Union under the Dutch crown. A month later, in December of 1946, the Special Forces Depot (DST) was accused of using arbitrary terror techniques on the Southern Sulawesi region. This caused around 3,000 republicans to be killed after a few weeks. On July 21, 1947, the Dutch started to claim violations of the Linggajati Agreement and sprung what was inoffensively called â€Å"police action† against the republic. Dutch troops drove the republicans out of Sumatra and East and West Java, keeping them to the region of Central Java. The international reaction to the police action, however, was negative. The â€Å"police action† caused an anti-war march in Amsterdam with 20,000 people and a few days after, young students blew up a bridge to prevent Dutch forces from taking Purwokerto. After a year more of battles and struggles, the Dutch created a state of Jawa Timur [East Java] in occupied areas of East Java. This is believed to have caused a second â€Å"police action† by the Dutch, which took place in Yogya without any warning. Yogya then came to the Dutch as well. Indonesia slowly started giving up and started to be in need of help from other countries so the civil government of republic allowed itself to be captured by the Dutch hoping that the world would find out about it and do something to help Indonesia. This caused many American newspapers to publish editorials against the Dutch. The United Nations becomes outraged about what the Dutch have done which caused the Dutch to attack the UN. A few days later, on December 22nd, 1948, the USA started to send Plan Martial Money to Indonesia. On the 1st of January 1949, both Indonesia and the Dutch agreed to the formation of the â€Å"United States of Indonesia. † This was still ruled by the Dutch Monarchy. In February, the United States Senate was officially trying to stop all of the Marshall Plan aid that was going to the Netherlands. The Netherlands is only told about this 1 month later. The United States Senate then decided to only stop the Marshall aid plan if the UN Security Council approves to go against the Netherlands. After a few months, on June 24th, 1949, Dutch troops started to leave Yogya and Indonesian troops started entering Yogya 5 days later. On the 17th of August in 1950, a new constitution was made. The new Republic of Indonesia was now made up of Sumatra Timur, East Indonesia/Negara Indonesia Timur (now Indonesia is more expanded) Jakarta is the capital of the Republic. The Netherlands and Indones ia remain in a theoretical constitutional union, but Indonesia is now fully independent. After the revolution had happened in Indonesia, there have been political changes. The first founders of Indonesia decided to make it a unitary state government in order to join the people of many ethnic, religious and cultural backgrounds spread across thousands of islands. During the Indonesian revolution, Indonesia had a federal government system, but when the Dutch tried to take over Indonesia, it became ruled by the Dutch Monarchy. During the revolution, communism and nationalism progressed in Indonesia too. Sukarno (the Indonesian president) was trying to have Indonesia ruled by the Dutch Monarchy as well. He has studied in the Netherlands after secondary school, which caused him to see government views in Dutch systems. Indonesia was under the power of the â€Å"United Republic of Indonesia. † After the revolution, Indonesia returned to being a unitary state of republic again. Suharto having the high post gave him the opportunity to make long-term policies. The most important of these was the consolidation of the military the right to participate in government and in political campaigns. The military was required not only care about the safety of the country, but also social and political activities. The officers, mostly from the army units, have taken place at all levels and in all areas of the state apparatus. Suharto appointed the soldiers the ministers, the judges of the Supreme Court, the provincial governors, heads of districts and even the village chiefs. During the periods 1945-1949, there was some economic growth such as being hesitant to start a democracy due to the power struggle of the army, the president, the communist party and some other political groups. Some economic changes that have happened after the revolution were when the Dutch engineers built and improved a road network with 12,000 km of tarmacked surface, 41000 km of metalled road area and 16000 km of stony surfaces. After this, the Dutch built, 7500 kilometers of railways and bridges for the community. After the revolution a number of inner factors made the economic situation of Indonesia, more difficult than in other Asian countries. Suharto family members and friends have various benefits, including obtaining low-interest loans from state banks and monopoly rights to use natural resources. In addition, almost all foreigners who wish to invest heavily in the Indonesian economy, convinced of the need to involve as business partners of any of the children or old friends Suharto. Although the crisis has highlighted a lot of shadow effects, the majority of economists and businessmen believe that in the long term, Indonesia is waiting for a favorable economic future based on the rich natural resources. Today, Indonesia does not have major changes to its economy apart from the uprising in the amount of construction. It is said that Indonesia’s economical changes will be greatly improved in the next 10-20 years. The revolution has improved the economical changes in Indonesia due to there being more factories and natural resources now that citizens can get jobs for and not be unemployed like before. Revolutionaries argue that the present social system in Indonesia is unable of real improvement. They are saying that a complete â€Å"renovation† is needed if change is to be made to the fundamental wrongs in this society. But revolution is not an everyday occurrence. After the revolution, there has been relaxation of racial and social categorizations of colonial Indonesia. New styles in writing and art and increased demand for education and modernisation. Before the revolution, there were racial remarks towards people and many remarks towards people from different classes (upper class, lower class, etc. ) The social changes that have occurred in Indonesia during the revolution were that the higher class went down to middle class due to the Dutch invading Indonesia and many important leaders in Indonesia losing a lot of their power. One of the main leaders in Indonesia during the revolution was Sukarno. Indonesians have had the right to occupy the lowest positions in the colonial administrative apparatus. Since 1918 the Dutch began a very interesting policy for young people of Indonesia to have an opportunity to study in the Netherlands and later to come back to Indonesia and to occupy the highest ranks. All this was done in order to â€Å"grow† out of Indonesians an Indonesian government which will be submissive to the Dutch. One of these students was Sukarno who returned back to Indonesia and took the leading job position) However only a few Indonesians were able to gain a larger role in commerce After the revolution, the social changes were that everything went back to the way it was, the higher class went back to being higher class and the lower class went back to still being in the same position. The Dutch will always have power over Indonesia after signing an agreement together, but the Dutch do not have 100% power. This agreement was signed while the revolution was ending and is still being ruled by till this day. Some problems that indonesia is facing today due to the revolution is that Indonesia still is not 100% independent from the Dutch due to Indonesia signing a contract with the Dutch after the revolution. This could cause another revolution in the future or future conflicts due to Indonesia and the Dutch not having a truce together till this day. Also after the revolution, Islam grew and now Indonesia is highly populated by muslims which causes racial issues and terrorist attacks. Like other developing countries, Indonesia is facing human right violations and faces corruptions. Another problem is that the colonial administration of the Dutch East Indies was destroyed due to the revolution,however, this did not improve the economic, social or political fortune of the Indonesian population. Indonesia has tried to improve its economy throughout past years and that many of the current problems have their roots from the period of Dutch colonization. Today, the Indonesian economy still grieves from severe economic development problems resulting the financial crisis of 1997 and the subsequent political improvements after Soeharto stepped down in 1998. Secessionist movements and the low level of security in the provincial regions, as well as relatively unstable political policies, form some of its current problems. Additional problems contain the lack of dependable legal recourse in contract disputes, corruption, weaknesses in the banking system, and strained relations with the International Monetary Fund. The assurance of investors remains low, and in order to achieve future growth, internal reform will be fundamental to build up confidence of international donors and investors. The benefits from the Indonesian revolution were that Indonesia got help from other countries, such as America and Australia when the Dutch were attacking. Australia and newly independent India were active in supporting the Republicans as well as the Soviet Union and the United States. Another benefit is that Indonesia went back to being a federal government, which is how Indonesia was ruled before the revolution. This is a positive factor due to Indonesia going back to the way it was before the revolution. Even though Indonesia has suffered from many disadvantages from the revolution, Indonesia has still become liberated. Indonesia has gotten the freedom to express its rich culture, which offers many various religions and customs under more reasonable republic. The revolution has made the biggest change in Indonesia with the political system due to the Dutch trying to make Indonesia a Dutch Monarchy. The Dutch succeeded at doing this but only during the revolution. When the revolution was over, Indonesia went back to being a federal government. The benefits and complications of the revolution still affect Indonesia today and will affect Indonesia in the future.

Italian Abbreviations, Acronyms, and Initials

Italian Abbreviations, Acronyms, and Initials AQ, BOT, ISTAT, and SNAproFIN. VF, CWIB, FALCRI, and RRSSAA. Italian abbreviations and acronyms might make your head spin, but consider the alternative: While on vacation in Italy Antonio rented a car manufactured by the Fabbrica Italiana Automobili Torino. In his hotel room the channel choices included Radio Audizioni Italiane Uno and Telegiornale 4. Antonio consulted the Italian financial paper Il Sole 24 Ore for the daily Indice azionario della Borsa valori di Milano. While looking out the window, he saw a street rally for the Partito Democratico della Sinistra.Since the airlines lost one of her suitcases, Antonios wife went to Unico Prezzo Italiano di Milano to replace her toothbrush. She also wrote a postcard to her friend Regina in Sicily that required a Codice di Avviamento Postale in the address. Later on that day Sabrina went to the local Azienda di Promozione Turistica office for information on museums. At the end of their trip Antonio and Sabrina filled out an Imposta sul Valore Aggiunto refund claim form in order to receive a refund of taxes spent on certain goods. Now consider the same passage using Italian abbreviations and acronyms: While on vacation in Italy Antonio rented a FIAT. In his hotel room the channel choices included RAI Uno and Tg4. Antonio consulted the Italian financial paper Il Sole 24 Ore for the daily MIB. While looking out the window, he saw a street rally for the PDS.Since the airlines lost one of her suitcases, Antonios wife went to UPIM to replace her toothbrush. She also wrote a postcard to her friend Regina in Sicily that required a C.A.P. in the address. Later on that day Sabrina went to the local APT office for information on museums. At the end of their trip Antonio and Sabrina filled out an IVA refund claim form in order to receive a refund of taxes spent on certain goods. Stirring the Soup It might seem like a zuppa di alfabeto, but as the examples show, youd have to be pazzo to write or speak the complete phrase or term instead of substituting the appropriate Italian abbreviation or acronym. Known as acronimi (acronyms), abbreviazioni (abbreviations) or sigle (initials), Italian abbreviations and acronyms are formed by joining the initial letters or syllables of companies, organizations, and societies, as well as other terms, to form a new word. Some of them even evoke the topic they stand for. For example, in Italian, the word luce can mean light, brightness, sunlight, all possible references to the movies. LUCE is also the Italian acronym for LUnione Cinematografico Educativa, the national cinema educational organization. Tasting the Minestra Wondering what spices to add to the zuppa di alfabeto? In general, Italian abbreviations and acronyms are usually pronounced or read as if they were words rather than spelled out, with the exception of two-letter combinations, which are regularly spelled out. Acronyms such as PIL (Prodotto Interno Lordo), D.O.C. (Denominzaione dOrigine Controllata) and STANDA (Societ Tutti Articoli Nazionale DellArredamento [Abbigliamento]), are pronounced as if they were Italian words. Other abbreviated forms, such as PSDI (Partito Socialista Democratico Italiano) and PP.TT. (Poste e Telegrafi) are pronounced letter for letter. Listen to native Italian speakers, especially public speakers, to determine the correct form. In any event, dont forget how to pronounce Italian vowels or how to pronounce Italian consonants, since the letters and syllables are still pronounced using the Italian alphabet.

Understanding food principle and preparation- study guide questions Essay

Understanding food principle and preparation- study guide questions - Essay Example Gelatinization denotes the process of breaking intermolecular bonds in a molecule to allow its hydrogen binding sites to form more hydrogen bonds with water molecules. The main factors that influence gelatinization are the amount of water used, the temperature of the water and the amount of the gelatin. When hot water is added directly to starch, their intermolecular hydrogen bonds are broken. As a result, new hydrogen bonds are formed between the individual molecules and water molecules thereby resulting into lumping. The fresh egg is spheroid with one of the edges slightly larger than the other. It has a cylindrical symmetry along the horizontal axis. The shell is thin and hard. When the egg deteriorates, the shell becomes thinner and slightly less firm. The formation of the gray-green discoloration in a cooked egg is due to the formation of ferrous sulfide at the point where the yolk and the egg white meet. It can be avoided by keeping the eggs in a single layer in the frying

Feuerbach's theory of religion Essay Example | Topics and Well Written Essays - 1250 words

Feuerbach's theory of religion - Essay Example According to Feuerbach, man is an entity that needs an objective to live for. In order to know that, it is essential for a man to know himself. Once he gets to know himself, he can understand his objective in life.The qualities of human beings that they are proud of the most are the power of thought, the power of will, and the power of heart i.e. love. The power of thought enables a man to differentiate between right and wrong. The power of will is the freedom to do anything and the power of love is what keeps the human beings from killing each other. If a man has these three powers to an absolute degree, he is thought to be perfect.The human mind is very limited and his ability to think and perceive is also limited. Therefore, every man has some ability that he perceives to be perfect and is contempt with it. His limited mind makes him unable to realize his limitations. The three qualities are, of course, intangible and they need to be objectified. These are the qualities that are p resent in human beings but in different quantities and magnitudes. Feuerbach argues that these qualities are attributed to a separate being and then it is placed at a distance. This perfect being is then called God and worshipped. Man wants to be like God and spends his life trying to attain His abilities. The objects of a man govern and direct his thought process and, ultimately, his nature. Religion objectifies the good attributes and makes it possible for human beings to follow a defined objective for their lives. The concept of God lies in a man’s heart. The mind perceives things and tries to make them meaningful by thinking rationally. The eye sees things as they are and sends the image to the mind. It is, therefore, only the heart that can bear the concept of God. Monotheism requires a man to put faith in God. If a man tries to think that what exactly is God, he would always find himself perplexed and confused. It is because God is superior and without limitations while a man has a limited mind. Monotheism links a man’s heart to God and governs his life. According to Feuerbach, a man’s God is his thoughts and his morals. What the concept of God does to a man is it governs and directs his life. Therefore, what a man does and what he prioritizes define his religion and his God. God is a man’s expressed nature that is visible to everyone. Wh at a man loves secretly and which is hidden from others is his religion. Feuerbach believes that if a man is conscious of God, he is conscious of himself. Therefore, the concept of God is generated just for the sake of understanding oneself and religion is a source of self-knowledge. God stands in supreme power and perfection in monotheism. A man needs to be presented with an imagery of a God. Monotheism requires a man to believe in God that is invisible. Religions mostly provide a man with an imagery of God which helps a man to mould his life and follow a virtuous path. Monotheism provides this in the shape of teachings of God. The curious nature of man drove him to create idols in early times because he was desperate to see what God might look like. According to Feuerbach, man followed and prayed to his own nature in those times. Idolatry is still seen in Hinduism. The divine attributes that are given to God in religion are, in fact, the attributes of humans themselves. According to Feuerbach, â€Å"You believe in love as a divine attribute because you yourself love; you believe that God is a wise, benevolent being because you know nothing better in yourself than benevolence and wisdom; and you believe that God exists and that he is therefore a subject†¦Ã¢â‚¬  The attributes that are perfect in the eyes of human are attributed to God. The limited human mind cannot think of other attributes that might be better than those that are in a man himself. God is no more than a synthesized entity of all the perfect qualities that are perceived by a man to be perfect.

Nursing journals Essay Example | Topics and Well Written Essays - 250 words

Nursing journals - Essay Example ical inactivity, and associated medical conditions, as well as medication, are some of the key factors the journal identifies to be a contributor to obesity. The association between obesity and the occurrence of cardiovascular condition is the primary reason for effective management of obesity in accordance to the journal (Nieswiadomy, 2012). In consideration of the prior knowledge concerning obesity and cardiovascular conditions, I find the journal among the greatest works that exclusively covers the topic of obesity and co-morbidities. Giving an epidemiological inference to the occurrence of obesity and other cardiac conditions, the journal is important in relaying information of the global significance of obesity situations. This is crucial for the health care teams and other health care policy developers to prepare measures to control obesity. Giving both pharmacological and non-pharmacological interventions in the management of obesity, the journal is in line with the world health intervention policies on management of conditions for achievement of universal coverage of health. The journal is thus one I could consider submitting for my paper as it gives a conclusive coverage of systematic approaches in the management of obesity. It is thus agreeable obesity is a complex and multifaceted disease that is chronic and relapsing; thus, the authors of the journal identify the challenges it can pose to the clinicians making obesity a major health concern (Haidar & Cosman,

My Personal And Professional Development Education Essay

My Personal And Professional Development Education Essay In this essay I will critically evaluate my personal and professional development with relation to QTS standards for classroom management. Using current theories and research I will identify problems and put forward possible solutions to improve my future practice. This will be achieved through reflective practice, in which I will keep a journal of my progression and identify key areas for development. Using this record of my developing class management, I will critically evaluate my own progression. If acting is the art of stopping people coughing, teaching is the art of stopping them throwing things around (McManus 1995) During my first placement in school, I was able to experiment with a variety of teaching techniques for all aspects of teaching. Due to the type of school I was placed at, the key factor I had to address was classroom management. The school had extensive problems with pupil behaviour, therefore before any meaningful learning could take place classroom management had to be dealt with. By the end of the placement my tutor gave me some extremely positive comments about my progress in this area and advised that I must continue to focus on classroom management to achieve outstanding lesson observations in the future. She explained that once I no longer had to think about discipline in the classroom and it became more natural, I would then be able to spend more time on other aspects of teaching. The importance of behaviour management to all aspiring teachers has been highlighted by many theorists over the years, effective classroom management is essential to effective teaching (Capel et al , 2005). With this focus in mind I began my second placement with a strong motivation to develop my management techniques using all the resources available. This was an ideal area of development for me to use in my learning journal, where I could record my problems, try out new techniques and critically evaluate my progression. This would then provide me with a wealth of strong evidence to prove I had met the appropriate standards required to achieve Qualified Teaching Status (QTS). These standards, set by the government, cover the range of skills a teacher must have in order to teach satisfactory lessons. Several of these cover classroom management and through this assignment I will be able to asses how successfully I have achieved these standards. Before I can begin to evaluate my practice I first need to set a clear definition of classroom management and what it will encompass. A clear and straightforward definition is given by Wragg (1993) Class management is what teachers do to ensure that children engage in the task in hand, whatever that may be'. Although simplistic this is essentially what all teachers must address every lesson. Before any meaningful teaching can take place, students behaviour in the classroom must be acceptable for all pupils to be able to learn. However, this essential concept then opens up a wide variety of variables which affect a students behaviour in lessons. It is these aspects of behaviour management which I will focus on in my reflective practice. When studying classroom behaviour teachers of often talk about poor or bad behaviour shown by pupils but this can vary depending on the teachers point of view. Bad behaviour is therefore defined by the level of disruption caused to a childs learning. Lawrence (1984) is quoted, à ¢Ã¢â€š ¬Ã‚ ¦disruption amounted to anything which prevented the teacher from achieving worthwhile results with the pupils. Describing disruptive behaviour as, a general refusal to be taught, doing no work or refusal to obey'. Knowing what is bad behaviour then allows the teachers establish techniques to anticipate and reduce its occurrence. All student teachers hoping to develop their class management must accept the responsibility they have for all pupils behaviour. Many teachers are understandably reluctant to acknowledge that the reason for pupils misbehaviour may be found as often in their teaching as in the pupils inability or failure to learn (Charlton David, 1989). Therefore teachers must understand that it is not solely the child or their background that is to blame for misbehaving. The teachers actions and decisions are possibly the most important factor effecting a pupils behaviour in their class. Having this in mind, a trainee teacher should take a greater responsibility of their management techniques and focus on improvements. Effective classroom management is based on these basic principles; expressing authority, conveying enthusiasm, proactivity and preparation. (Bryson 1998). These four principles are the basic structure for establishing classroom management on which teachers can build their practice. However, developing these skills, especially as a student teacher, are notoriously complicated as they are often hard to practice. List of qualities for those working with troublesome children: teachers must be stable, compassionate, sensitive, intelligent, resilient, mature and physically fit. (Houghughi 1978) Behaviour management relies heavily on a teachers personality, mannerisms, acting ability and particulary confidence. Teaching skills are difficult to get a purchase on because they are dynamic rather then mechanistic in character (Eisner 1982). Yet there are many theorists who have developed techniques which can enhance and improve these skills. I will put into practice many of these theories durin g my placement and evaluate them in my reflective log. I will record the success or failure of these strategies and suggest ways in which they have enabled me to meet any QTS standards. In order to achieve this I must first establish an effective way to record and evaluate my classroom management using a reflective practice model. Although we all learn from experience, more and more experience does not guarantee more and more learning. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself become a habit. (Beaty 1997). Thus, to ensure progression is optimal a structured and focused method of reflection must be carried out by learners. During my time in placement B I will keep a journal describing my progress in improving classroom management during half a term. This will focus on one single year 8 class, who I have observed as having many behavioural issues. By recording the problems I faced and the successful and unsuccessful management techniques I used, I will have a detailed account of my teaching development. I will use this journal as a key source when relating classroom management theories to real life practice. This reflective procedure is essential for trainee teachers and is the key focus of this assignment. Dewey (1933) is acknowledged as a major instigator in the twentieth century of the concept of reflection, drawing on the ideas of many classical theologians such as Plato, Aristotle, Confucius and Buddha (Houston, 1988). Since then several models of reflection have been presented in the last thirty years. Gibbs (1988), John (2000), Atkins Murphy (1994) and Kolb (1984) have all produced differing models which offer different methods of reflection. David Kolb (1984) believed that learning occurs in a cycle in which learners engage in and then observe and reflect on experiences. The learner can then integrate reflections into their own theory, allowing them to estimate how to react in the future. This basic outline is a good structure on which to base my journal but a more detailed and specific model for reflection would be of greater use. Gibbss (1988) reflective cycle developed Kolbs theories but adapted them into a more user-friendly model (appendix 1). Gibbs model suggests the learner describes what happens, explains their feelings at the time and then evaluates the positives and negatives of the experience. From this information the practitioner can then analyse the situation and make conclusions about what needs to be changed and what should remain. This allows the learner to set action plans to suggest what could be done in a similar situation in the future. This is a very accessible method for reflection which offers the learners opportunity to reflect on the key aspects of their learning and then use this information to set realistic targets. Christopher Johns (2000) is more critical of Gibbss cycle quoting This might be useful for the novice reflective practitioner but remember, within a reflective perspective such structures are merely devices to help you reflect rather then impose a prescription of what ref lection is. Although I agree with Johns argument I believe I am still a novice reflective practitioner and so feel comfortable adopting Gibbs model. Johns (1994) model for structured reflection (MSR) can be used as a guide for analysis or reflection on an experience and would be useful for more complex decision making and analysis. MSR supports the need for the learner to work with a supervisor throughout their learning experience. He refers to this as guided reflection, and recommends that students use a structured diary. Platzer et al (1997) identify this as a strength of the model, as it is one of the few models of reflection that refers to the development of supervisor based reflections. Rolfe et al (2001) criticises the MSR, as it only responds to a situation, which has been resolved. It does not give enough flexibility for the practitioner to evolve their practice as the situation changes. However I will incorporate the need for a learner to work with a supervisor, such as my subject tutor, into my own reflective practice as it gives me an experienced perspective on my development (see LDJ). I will predominantly use Gibbss reflective cycle when evaluating my progression in classroom management but also incorporate Christopher Johns theory of supervisor supported reflection. I will organise it following Hollys (1989) Log Diary Journal (LDJ) pro forma to structure each entry of my reflections. This will allow me to clearly state my lesson information, objectives, activities and dates in one column labelled Log. The second column, headed Diary, will contain a description of what occurred, my feelings on what had happened and evaluations of this experience, i.e. one half of Gibbs cycle. The final column, labelled Journal, will contain the second half of the cycle, analysing situations, drawing conclusions and setting targets. This section will also contain the comments and suggestions made by my subject tutor and supervisor. This model of reflection should then give me a sufficient amount of information to make significant progress in the classroom. On arrival at Placement B I was given a timetable of the classes I would be teaching, giving me the opportunity to observe each class with their regular teacher over several weeks. Knowing the areas of development I needed to focus on during this placement I was aware that behaviour was going to be a key target. One group I was required to teach were a bottom set year 8 class. From the first lesson I observed with this group it was abundantly clear that the classroom management needed to be addressed. The class contained 18 pupils all with varying Special Educational Needs (SEN). These ranged from severe physical and mental disabilities to strong social, emotional and behavioural difficulties. This large array of barriers to learning meant the teacher had to differentiate each lesson in a very wide ranging way. Attainment levels were set comparatively high compared to children with similar learning difficulties and the class had not met their target grades as a group since joining th e school. However after talking to the head of science the reason for the weak performance seemed to be caused by the poor behaviour shown in the classroom. During three weeks of observing the group classroom behaviour was the worst I have ever seen (LDJ log 1). The majority of students left their seats and often ran around the class arguing or fighting with other pupils. Equipment was continually thrown around the room and work torn up or dropped on the floor and ignored. Many pupils refused to even take their coats off in the classroom. Around 4 or 5 students were behaving very well and concentrated on the work set by the teacher. However the rest were at this point so accustomed to spending each science lesson misbehaving that they did not seam to know that this was not how to behave in a lab. The reason for this poor behaviour was not simply caused by the pupils SEN and disabilities. Since beginning school a year and a half earlier the class have not had the same science teacher for more than a few months. The science department has had a lot of staff absences and so this class has had a lot of supply cover as their main teacher has been absent for 8 months. This lack of consistency has meant pupils have not yet learnt how to behave appropriately in a science lesson. This class therefore gave me the perfect opportunity to log my progression of classroom management in Placement B, with the hope of helping this class to begin some actual science learning. With this in mind I prepared for my first lesson with this group. Classroom management starts well before the students reach the classroom itself, involving careful preparation of both teaching and the room, alongside detailed planning. Dymoke Harrison (2008). After several weeks of observations I felt I was well prepared for my first lesson with 8E4. Yet after the first hours lesson I realised how unprepared I had been (Log 1). Although I had collected all the available data on each pupil and had observed the class with different supply teachers the behaviour was still far below what I had expected. One factor which I believe caused this was the time it took students to set up at the start of the session. Rutter et al (1979) reported that where teachers were waiting for classes and able to supervise their entry there was less school disorder. At the beginning of the first lesson I had trouble with the ICT equipment and so was unable to greet the students as they entered the room. I asked students to line up at the back of the room then sat studen ts in a random order. This did not set the tone of the lesson well as it took far too long to organise and students were bored and easily distracted. The start of a lesson is vital in establishing the pace for the rest of the session but also informs students on what they should expect from the new teacher. Wragg (1984) showed that experienced teachers, when compared with students, were more likely to greet the pupils, occupy a central position in the room, wait for silence before speaking, issue directions authoritatively and use eye contact. Therefore I must always ensure that I have prepared for the start of each lesson and I set the tone I want for the following sessions in terms of behaviour. Marland (1975) points out that a straightforward start to lessons, with something that occupies pupils at their desk, allows the teacher to cope with interruptions and late-comers. I will try wherever possible to prepare fully for lessons and anticipate any behavioural problems in my plann ing to stop any issues arising. We believe that the most effective way to manage behaviour problems is to prevent, or at lease minimise, their occurrence. Successful teachers were noted to be far more adept at preventing them. (Charlton David, 1989) The first activity I had planned with this class was to create a set of simple classroom rules which students will design and follow (LP1).This was based on the work of McManus (1995) One way of proceeding with classes that are already out offhand is to draw up jointly a short list of rules and make up some sort of bargain with the class. Suggesting, It is more effective to express the rules positively, so pupils know what they have to do rather then not do. I had seen this done before and felt is was suitable for this already disruptive class. However when I asked the class to suggest their own classroom rules they gave knowingly silly or inappropriate suggestions. I had anticipated this happening and so had my own pre prepared rules. However when evaluating my lesson I now realise I should not have given in as quickly as I did in providing the class with some rules. If I had pushed students to state their own rules they would have produced a much more powerful management tool. Givi ng the students ownership of rule setting allows the teacher to transfer extra responsibility on those breaking the rules as they had agreed on how they should behave in the class. I will therefore ensure pupils always decide their own classroom regulations, giving myself more ways to manage behaviour. Since the rules were set I have continually been reinforcing them at the beginning of each lesson. Bull and Solity (1987) note the importance of stressing to the class the natural consequences of keeping the rules, making it easier to withdraw the artificial system. This has been an area that my subject tutor suggested I need to improve (Log 1). Now that the classroom rules are known, when they are not followed by students I must show the consequences of pupils misbehaving. I had set out to use the whole school system of 2 warning then a room removal. However in the first few lessons I continued to give out warnings even when students should have been removed to a different class. In future I must be consistent with the schools discipline procedures and show to students I will follow through with my threats. After the unsuccessful first lesson I had decided to set up a reward system for those in the class who do behave well in lessons. This would then act as an incentive for the rest of the group to change their own behaviour for the chance to earn a reward (Log 2). Bull Solity (1987) suggest Token rewards such as points are also useful as immediate rewards because they can be given for different behaviours and are relatively easy to administer at the time they are earned. The raffle ticket system I set up did work very well. Though not successful enough to improve every childs behaviour instantly, a large section of the class were visibly motivated by the reward. I was able to use the incentive of gaining a prize to ensure students sat at their desks and attempted the work set. Over the following lessons I continued the raffle system and it became an increasingly powerful tool for classroom management, especially when students saw others who had behaved well collecting their prizes (Lo g 6). This raffle ticket system has also worked well with slightly older classes I have taught and I will continue to use it in the future. This is a very useful technique for effective behaviour management. In Log 3 I noted that By teaching a more interesting and exciting topic I believe pupils are more likely to be engaged in the lesson and behaviour will improve. My tutor had suggested in the previous lesson that the activities and success criteria set were not suitable for all the students in the class and that this could have been a reason for the poor behaviour. Gannaway (1984) found that pupils were less likely to co-operate in lessons, especially ones judged boring, if there was too much writing. With this in mind I planned lessons that I hoped would be more engaging to the students and therefore reduce behavioural issues. I spoke to the Head of Science in school who gave me permission to try a different subject topic with 8E4, as the planned scheme of work was very abstract and difficult to understand for students of this ability. Log 4 showed that students were interested as soon as they entered the room and did not want to be removed from the lesson. The lesson was maintained in short chunks to keep the pace up and reduce the amount of disruption. By choosing a subject (CSI) that was more exciting and accessible students behaviour did improve. Although this worked well for this class I will not have the luxury of picking my own scheme of work with other groups I teach. I therefore need to find ways of making the more boring and disengaging science topics more interesting for students. Studies have shown that pupils behave better and complete more work in rows. Further, pupils seated in the front and centre of the room are said to be more attentive. (McManus 1995) Log 3 highlighted the need for a more structured seating plan. Rather then using the random collection from the first lesson I sat down and drew up a more considered plan. I put students into groups of 3 or 4 of mixed ability and equal gender. Based on the advice from my tutor this would mean those who struggle academically would be supported by the brighter pupils. Rewards would be awarded to groups, meaning the pupils had to work together and learn how to co-operate. This was a major issue in the class as many of the pupils are violent and hostile towards each other (Log 1,2,3). The new seating arrangements worked a lot better then the previous plan. I had intentionally placed the 3 most disruptive pupils at the front and centre of the room where I could constantly watch their actions. I maintained thes e groups over the next lessons and most groups eventually started to work together cohesively. Even though they still do not work together harmoniously, when compared to the first two lessons the behaviour has vastly improved. After slowly building on the small steps of successful previous lessons Log 5 showed how it can all fall apart again. I attempted a practical experiment with the group which did not go as planned. As soon as the practical began, students began messing around and acting in an unsafe manner. 3 pupils had to be removed and I also ended the practical early for safety reasons. (Log 5) This experience highlighted to me that I need to develop a better awareness of what is occurring in my classrooms. Marland (1975) coined the term lighthouse effect in which successful teachers frequently scan the class and regularly make remarks to show they are missing nothing. I do this too infrequently in my lessons and it is an area that needs to be strengthened as I progress. After the lesson 5 disaster (Log 5) I planned a far more regimented practical for lesson 6 (LP6) based on classroom management theory. Partington and Hinchcliffe (1979) noted that effective classroom managers prepared effectively and extensively; as well as the content they planned for organisational matters such as movement, time and the task of particular jobs. With this in mind I structured the practical activity of lesson 6 extremely tightly. We completed the practical together as a group, doing one little step at a time. This meant all students knew exactly what to do and did not get confused or left behind. We did not move on to the next step until all students were ready. All behavioural issues could be dealt with much easier as students were keen to be involved and work at the same pace as the rest of the group. I was surprised at how well this structured approach worked and it will be the template for all future practicals. At the end of my first half term at Placement B I had a detailed review meeting with my subject tutor. I asked about my progress in terms of classroom management and the areas I need to improve. The main target he suggested was to look at my own body language and research some theories on this subject. Kohl (1986) gave a very fitting description of his teacher training. In one short week I went from informal Herb, with an open collar and sweater, to Mr Kohl with a suit and tie, a very controlled manner and an unnatural, stern look. My students had taught me that I had to establish my authority before I could teach them anything. I need to follow Kohls lead and adapt my presence and demeanour in the classroom. Rather then appearing fragile or weak I need to portray my authority over the students. This can be achieved not only through my voice or my threats but in my gestures, stance and position in the classroom. Goffman (1968) observed that impressions given off, as distinct from tho se deliberately given, are normally taken as a more accurate guide to a persons inner state. I must constantly be aware of the signals I am portraying to the class and try to ensure they are the signs I want to give to the room. Having experimented with several different classroom management techniques I have highlighted those which have improved my own practice and those which have not. Throughout these evaluations I have often felt that many strategies which I have observed or attempted often have the opposite effect. Teachers control strategies can sometimes exacerbate rather than alleviate situations (Cooper 1993). I do not necessarily believe that just because a class is well behaved or quiet that their learning is improved. Docking (1992) builds on this feeling, arguing The word control has mechanistic connotations, implying that teachers order their charges around without respecting their personhood. There is little room for discourse, listening to and trying to understand the voice of the pupil. The best way for pupils to learn is most often when they are arguing or discussing a subject. To an observer this may appear to be bad behaviour and poor classroom management. Yet it is only when students are allowed to apply their knowledge in discussions with others that effective learning can really take place. I therefore need to focus my attention not on ensuing a classroom is silent and all pupils follow my commands but that students are making as much progression as possible. Word Count 4, 323