FedEx Process Strategy

FedExis the leading global provider of supply chain management services to corporate customers It maintains a fleet of more than 665 aircraft and more than 41,000 motor vehicles and trailers. To complement the express delivery business, FedEx Ground provides small-package ground delivery in North America, and less-than-truckload (LTL) carrier FedEx Freight hauls larger shipments. FedEx Office stores offer a variety of document-related and other business services and serve as retail hubs for other FedEx units. Hoover, n. d. ) I will discuss the process strategies I think FedEx is using in its business operations as well as the location of the company’s headquarters and the benefits to being located there. In reviewing the four types of process strategies; it seems that FedEx uses a combination of all four strategies. Firstly, in looking at the Process Focus, since FedEx provides a variety of different services, their facilities seems to definitely be organized around the differ ent services that FedEx provides.The FedEx office stores are not setup to receive bulk or large freight mail like a FedEx hub. The offices stores are setup like a retail store since the majority of the business would come from providing document related and other business services. Each offices store is also setup as a retail hub for other FedEx units. FedEx Freight haul hubs are setup and designed to ship and receive larger shipments and would have a warehouse look rather than retail store look. The product flow would vary in amounts each day as well as during different times during the day.Looking at the Repetitive Focus strategy, FedEx hubs would definitely have an assembly line type machine involve which would typically scan items being shipped and received and then send them to different areas of the hubs to be shipped out to different locations. In the Product Focus, FedEx would have high volumes of items being shipped and received, but low variety of the types of items being shipped. I say low variety because I would classify what FedEx receives and ships as letter mail, box mail, large freight items etc.The letters, boxes and freight items may have a variety of sizes, but I am looking at the basic classification. Working for FedEx would not require a lot of skilled labor, being that one only needs to learn what part of the operation they are doing, which they then would be doing repetitively. With the different types of items being shipped through FedEx and the different countries these items may have to be shipped to or from, some Mass Customization has to be employed.Some items require special shipping precautions, some customer request certain shipping options, and some countries have different shipping standards. Shipping must be customized for the customer, the items being shipped and the country of origin and destination. In making his dream a reality, Frederick W. Smith; the founder of FedEx; selected Memphis as his hub: it was centrally located and despite inclement weather its modern airport rarely closed. (ASK, n. d. Due to the nature of this type of business, any city with a major airport that’s opened 24 hours a day would be sufficient. As stated above, because of Memphis’s central location in the U. S. I would tend to agree to locate my headquarters in Memphis as well. I have discussed the types of process strategies I think FedEx uses in its business operations. I have identified the location of its headquarters, and the reason why this location was chosen as well as the location’s benefit.

The Flight English short story

The Flight â€Å"This is gonna be so cool† Ryan said, staring at the 12inch model aircraft his twin sister, Beth got him for his Christmas. â€Å"Come on Ryan, you've never stopped staring at that since I got you it and you still haven't even said thank you† Beth said. â€Å"Oh yeah,† he grinned â€Å"thanks.† Ryan was 17, well built and his jet-black hair was nearly always spiked up with gel. Beth was 17 and looked exactly like Ryan apart from the obvious fact that he was a boy, probably what you would expect if you had a twin. â€Å"When's Jack coming?† Beth asked. Jack Forrest was Ryan and Beth's best friend from school and they had been friends ever since they had started school. â€Å"He said he'd b here at 10pm, Ryan said, looking at his watch. â€Å"its ten-to ten now sp we better put these suitcases in the car, that way we can head to the airport as soon as Jack comes.† They wheeled the cases out the door and put them into the boot of the car. â€Å"I still can't believe we won those tickets to Canada on the new 5 star luxury plane.† Ryan said as he lifted his suitcase and positioned it on top of Beth's massive holdall, â€Å"it's always been a dream on mine to fly in one of those planes, and it even has a restaurant!† Just as Ryan said that, Jacks taxi pulled up and he got out of the back with a giant suitcase and a rucksack. â€Å"Hey Ryan,† he grinned, â€Å"Hey Beth!† â€Å"The flight's gonna leave with out us if we don't get to the airport by eleven so we better get a move on, its already five past ten,† Beth said, pointing to the car. They all piled into the car and Ryan pulled out of the driveway. It took about half an hour to get to the airport and about an hour to go through the check-in and passport control, so when they got to the welcome lounge they all headed straight to the gate. â€Å"Here we go† Beth smiled as they reached gate 22, â€Å"Our plane's gonna be boarding in a minute so I'm gonna quickly get a pack of smarties from that vending machine.† Just as a packet of smarties dropped out of the vending machine, a woman's voice came up on the tannoy, â€Å"Flight 2780 is now boarding from gate 22† They all went up the steps and boarded the huge plane. It had four floors, a bar, restaurant, widescreen TV and loads more extras. â€Å"Whoa,† Ryan gasped as he took his first step into the newly built luxury jet, â€Å"This is amazing!† There was fancy lighting, a bar in the middle of the 1st floor, a huge red carpet stretching the whole length of the plane, and recliner seats. â€Å"This is nothing I ever imagined,† Jack joined in with the dazed expressions on both Ryan and Beth's faces. They all found their seats and buckled up their seatbelts. * Once the plane levelled off in the air all of the seatbelt signs went of. â€Å"I'm gonna go and get a coke from the bar,† Ryan said, â€Å"you two coming?† â€Å"Ok,† Beth and Jack said in unison and they all headed towards the bar. Just as they were about to sit down a guy came barging through and knocked Jack over. He was middle-aged and was bald. He was the type of guy that you didn't want to mess with. â€Å"Watch it!† Jack shouted back at him but he didn't even turn around to look at him again, he just kept walking purposefully. Jack was about to shout back at him â€Å"Are you gonna say sorry or what?† but he changed his mind when he saw a vague outline of something bulging from his trousers – a gun – â€Å"Oh my God† Jack said, â€Å"Ryan, Beth, that guys got a gun†. They looked round and saw it too. â€Å"We'll have to do something† Ryan decided. â€Å"What if he hijacks the plane?† The three kids all came to a decision to follow him. If they stopped and told a stewardess about the gun, it would cause panic and they would lose him. They walked quickly and followed the mysterious man. The three kids all went to karate and judo classes when they were about 10 so they all knew how to defend themselves. The guy led them down to the basement of the aircraft, three floors down from were their seats were. He opened a hatch, which was concealed by a bin and stepped down some stairs into the very bottom of the aircraft. Here there were all sorts of controls like lighting, radiators, fridge temperatures, fuel, and all sorts of controls for everything. Ryan, Jack and Beth all sneaked down the ladder and hid behind a huge metal board. The man went of to the other side of the room and looked closely at a set of labelled toggles and controls. He flicked a switch and suddenly the lights went out. â€Å"Whets happening† Beth whispered, with a touch of panic in her voice. â€Å"I haven't a clue but it's definitely something serious if he's turning the lights out, it could be the fuel next.† â€Å"What if he's going too hijack the plane?† Beth asked. â€Å"We cant take that risk, we all know how to take him down and its one against three so I bet we will be better off than him when its over† Jack said. They sneaked behind another metal divider but Beth tripped up and fell over, giving the man a warning and he reached for his gun. Before he could reach it, Jack and Ryan lunged forwards and kicked him to the ground. Beth had twisted her ankle from the fall but still managed to haul herself up and grab the man's gun. â€Å"What are you doing here?† Beth asked, pointing the man's own gun at him. â€Å"Do you seriously think I'm gonna tell you?† The man replied, unable to get away from Jack and Ryan's powerful hold. She was about to boot him, but she heard the sound of another man in the doorway and looked around to see him standing with a gun pointing towards them. â€Å"Let him up† he ordered, still pointing the nozzle of the gun at them. Ryan and Jack released their grip on him and he stood up. They both looked around but they realized that Beth was missing. Just as the man got up she launched herself at the guy in the doorway. He was caught by surprise and he crashed to the ground, sending his gun sliding across the floor. â€Å"Don't move† She said to the other man who was about to make a gab for it. Ryan and Jack ran forwards and grabbed it before he got the chance. â€Å"I'll go up and tell someone† Jack said, â€Å"You two keep them on the ground. It wasn't long before the whole crew were in the basement, including the captain. It turned out that the captain was an old enemy of the two hijackers and they were going to crash the plane and parachute out before it hit the ground. â€Å"Well done† the captain said as he shook Ryan, Beth and Jack's hands. â€Å"You should have seen the faced of everyone when the lights went out,† one of the crew members said, â€Å"Some people said they were going to die!† * Ryan, Beth and Jack all wore their bravery medals and the flight was still showing on the news. â€Å"This has been the best holiday ever† Beth grinned, â€Å"The snow here in Canada is great!† The all got on a taxi to take them to the airport. â€Å"To the airport please† Ryan said to the taxi driver. â€Å"Ok he said and turned around to give them an evil grin. It was the man who had tried to crash the plane . . .

One-eyed Mother Reaction paper

A very touching, affecting, and inspiring story that we watch, about a one-eyed mother with her daughter that has disrespect, unloved, and disgrace with her. Her daughter feels that her mother is an embarrassment for her which totally shows how that person despised her mother. For a daughter with one-eyed mother, she felts embarrassment, ashamed, and disappointment. She sees the negative side, actually the negative physical aspect of her mother through the years that her mother taken are for her.Just because her mother has a one eye that she didn't even bother questioning on why her mother Just only have a one eye. And that is because of her, her mother donated her one eye for her because her daughter born with Just have a one eye only. And she wants that her daughter didn't experience the feeling of loneliness that her give to her mother. I bother on why and how that daughter treats her parent, mother in that way.Instead of showing disrespect for her mother that is fervently able, s he Just take good care, show support and most especially she must show love and affection. And she does that to her mother through her whole life until she became a mother too. She didn't even bother to give back to her mother for taking care of her, for loving her, and for giving a good education and good life for her. How cruel Is that? For me, I didn't see myself doing that to my parents or even to my loved ones. I am a very lovable and caring person to the persons that I loved.I ant see that my mother feels that way and I can't do that to her because, I loved her so much. No words can express how I love my mom also my dad so; I can't do such thing like hers. Being a daughter you must show the love and affection to your parents because they always sacrifice the thing that they can give to their daughter and son. I felt so much sadness. I learned that you should love your parents or your loved ones unconditionally because It gives the happiness that you need and happiness that the y also need.

The technical procedures behind Peter Andrea's reality TV show on ITV Essay

The technical procedures behind Peter Andrea's reality TV show on ITV in the UK - Essay Example A cameraman,also known as camera operator,handles television cameras or films to record scenes for motion pictures,newscasts,live events and reality TV shows.As part of the camera crew,a cameraman works hand in hand with actors,reality show hosts,directors and other members of production team in making both technical and creative decisions As part of the camera crew, a cameraman works hand in hand with actors, reality show hosts, directors and other members of production team in making both technical and creative decisions. Basically, cameramen records events taking place for broadcasting purposes.They do so by using technical aspects of lenses, zooms, filters and other different aspects to capture scenes as per the required standards. In addition, it is the duty of a cameraman to test, clean and maintain the cameras. In this vein, they must critically analyse different potential challenges likely to be faced during filming and give advice to other members of the filming crew on the appropriate lighting, set-up and angles to set-up the cameras (Shepherd, St. John & Striphas, 2006). A cameraman can work in different settings including production studios, sports venues and television studios as well as in private events such as weddings. In this respect, the equipment used depends on the type of video being taken. For instance, filming live broadcast will mostly use stationary cameras while on the other hand recording involving motions that are recorded using track-mounted or crane mounted cameras to capture scenery and movement. Further, cameramen perform video editing using variety of computer programs. This means that those who wishes to venture into this career must be knowledgeable not only on electronic, media production and computer hardware, but also possess soft skills for different computer programs. They should also be efficient problem solvers, creative thinkers and with ability to evaluate details analytically. In this regards, this paper seeks to ex plore cameraman career in a reality TV show. Equipment To produce quality photography and films as a cameraman, latest high definition equipments are paramount. They should also be maintained to high standards. They include high definition camera for taking photographs and recording shows, and chimera sofbox for providing light. According to Livingstone (1990), Chimera sofbox is highly preferred due to its ability to generate beautiful soft light used to light presenters and interviewees. Other equipments include grip equipment for holding cameras, sound kit with two headsets for sound recording, additional lenses and a van in the event of transporting the equipment. Academic Training A bachelor’s degree is recommended for those wishing to venture in video and reality shows. Cameraman career can be achieved by pursuing a degree in video production that takes between two to four years. During this period, students are trained in-depth on sound and concept development, lighting , editing, storyboarding and more importantly motion graphics. In addition, the course covers video manipulation, basic editing, lighting and field production, sound for video and production management. Students can also train in use of software such as final cut Pro or Photoshop. Further, a student who wishes to further education can consider taking Bachelor of Arts in Television Production. Through this program, students will learn theory, history and basic forms of production. In addition, course work could include sound and picture editing, media research, broadcast news gathering, broadcast writing, visual design, advanced television production, media law and telecommunications management. Even though a cameraman requires some form of training; an individual interested in this career should be eager to learn more and with the right attitude towards the profession. In addition, a career as a cameraman requi

Plagiarism Essay Example | Topics and Well Written Essays - 500 words - 4

Plagiarism - Essay Example I acknowledge the fact that I have copied word-for-word but most of the text was not paraphrased or copied at all. In no way did I mean any disrespect for the work and the ideas laid down by the writers and reproduce it as my own creation. I apologize again for the plagiarized portion of my paper as I did not intentionally indulge in this activity. I am student with different cultural background and English writing is not my forte at the moment. I am having problems in writing assignments because I have problems in paraphrasing texts from books because of my English and for the said reason I copied word for word. In my home country, the teaching and writing practices taught to us are very different. There is no concept of plagiarism therefore we could copy word-for-word without referencing it. Due to different cultural backgrounds I am trying to understand the learning styles of this country and this reputed institute. I did not use the two required materials as I was unable to find the relevant material. I acknowledge the fact that I did not conduct an extensive research regarding the materials as I was under medication. In addition to my health position, I had to complete my papers and reports on other subjects. In the midst of these activities I was unable to time myself appropriately and draw up a proper time table. Although this sort of act does not justify my actions still I am deeply sorry for what I have done. Following my act of plagiarism in regards to the prima facie case, I have been summoned to attend a counseling meeting.

Capture, Processing, and Presentation of Exogenous Antigen by Essay - 6

Capture, Processing, and Presentation of Exogenous Antigen by Dendritic Cells - Essay Example As the paper stresses B and T cells differ in the manner they recognize antigens. B cells can recognize the antigen through its structure while T cells recognize the same protein only when it has been degraded and presented on the surface of the antigen presenting cell (APC). T cells do not attack free antigens that can be found in the cytosol. In the lymphoid tissues, dendritic cells are considered professional antigen presenting cells (APC) because they are strongest known stimulators of T cells in vivo and in vitro. Thus far, dendritic cells (DC) have only one known function, and that is to present antigens to T cells. Their name was derived dendron, Greek for tree, because of their morphological structure which resembles a tree with many branches or dendrites. From this paper it is clear that the DC arise from myeloid cells in the bone marrow and migrate to peripheral tissues like the skin and mucosa. In these tissues, the immature phenotype of dendritic cells prevail. Immature D C are not yet capable of stimulating T cells. However, the immature DC have receptors that allow them to recognize factors on microbial surfaces allowing them to take up or ingest exogenous antigens through macropinocytosis, endocytosis, and phagocytosis. During macropinocytosis, the dendritic cell membrane forms curved ruffles which fold in to form a pocket enclosing the antigens. The pocket forms a vesicle, called a macropinosome, with 1-5 um diameter, that is filled with extracellular fluid and other molecules including the antigens. The macropinosome then travels into the cytoplasm were it fuses with endosomes and lysosomes. This process occurs constitutively in immature DC and requires the presence of cholesterol. Macropinocytosis occurs in other cells but is only induced by the presence of growth factors.  

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 28

Philosophy - Essay Example Gene flow can happen either through hybridization or by exchange of DNA sequence by bacteria or virus. Bacteria and virus have the ability to transfer genes across specie. The gene flow can also result in the formation of a combined gene pool which will have both the characteristics of the two population groups. Thus the barriers to gene flow as well as the gene flow itself, both have the potential to bring about species diversity and take evolution ahead. Genetic drift is the change in the frequency of a DNA sequence, usually called allele. This phenomenon totally depends on chance. When a new member is born in a species, the alleles that will be taken up into the genetic make up of that individual will be through a process of random sampling. And if that individual lives enough to reproduce, only then there is an assurance that the specific alleles in his genes have a scope to survive. It is in this way that the allele frequency changes within a population and this leads to genetic variance within species. Thus a new generation may emerge which may either have lost one genetic trait or may have strengthened one genetic trait of the species, more visibly. Mutations are sudden changes in DNA sequence, of an organism, caused by many factors including, viruses, radiation, mutagenic chemicals, errors during DNA replication, transposition of DNA sequences within the genome, and errors in cell division while sexual reproduction. It has been proved that mutations have a great role in the process of evolution, that is, in the birth of new species, particularly, in smaller life forms like viruses and bacteria. But for higher life forms, mutations are harmful or neutral with respect to the survival of the specie. 2. Race is a social construct rather than a scientific classification. All human beings belong to the species, Homo Sapiens. The concepts and categories of race have not been constant and these have been changing in the history of human kind.

Not sure Assignment Example | Topics and Well Written Essays - 250 words - 1

Not sure - Assignment Example the same method, conceptual methodology of previous studies was also referenced as a means of providing the researcher a framework through which they could understand how prior research identified the very same terms and sought to draw inference upon them. The design of the study was concentric upon creating a sample of individuals that would be reflective of a standard number of the broader population. The data was collected in terms of interview questions and analyzed via the authors after these interviews were conducted. The main finding had to do with the fact that both men and women faked orgasm during all manner of sexual relations; however, women statistically faked it almost twice as much as men. The greatest limitation of the research is contingent upon the fact that an individual respondent was under a great many societal and gender expectations to answer in a given way; reducing the possible validity of the findings based upon these biases. Similarly, the greatest strength was with regards to the statistical size of the group that was measured; far exceeding what was needed, this providing the reader with a tacit understanding the a rigorous study was

Urbanization in ancient Greece Essay Example | Topics and Well Written Essays - 1000 words

Urbanization in ancient Greece - Essay Example One key characteristic of these settlements was lack of governmental authority beyond the boundaries of the village (Chant et al, 2000). In addition, these villages did not have any workshops or public buildings. Such egalitarian societies persevered on even after the introduction of agriculture. The egalitarian societies were stratified and turned into functionally specialized units by the formation of states and urbanization (Chant et al, 1999). This process took place independently in numerous regions of the world, probably starting from the Southwest Asian region, which was very fertile. The formative era referred to the period between the years 7000 to 5000 BC, which was characterised by urbanization and state development, which complemented each other. Upon the stratification of the egalitarian society, there emerged craftspeople, farmers, soldiers, administrators, merchants and priests, with the cities becoming the civilization focus (Chant, 1999). In the development of Greece cities, the natural environment as well as the existing technologies played a key role. These cities were built in around the eighth century by the Greeks. Distinguishing how the shape of the buildings in the cities was influenced by the natural environment or the available technologies is not easy. This is because there exists a very dynamic relationship between the natural environment and technology, with each shaping or being shaped by the other. Military technologies and needs were very important determinants in the layout and growth of Greek cities. Some of the initial cities in Greece grew as a result of pressure since the people needed to defend themselves form their enemies. As a result they were generally located on rocky positions, which were regarded as defensible. They were also positioned some distance from the harbour, with heavy fortification (Chant et al, 2000). Wall-building proved to be the most expensive and laborious task and involved very impressive engineering accomplishments in the architecture of Greece. Stone was in abundance and was used the building material, with its properties determining the style of construction. For instance, lintels and posts were frequently used in the construction of public monuments. Stone, which was the building material of choice, needed lifting technologies that utilized people as opposed to hoists (Chant et al, 1999). Cranes were not in use until much later, in 515 BC and beyond. They came into use as a result of labour shortage and not because of their capability of lifting larger blocks of stone. The unplanned growth of the earliest settlements was substituted by a bit more formal buildings, mainly after Persian attacks in the fifth century. With the advancement of technology in the military, it became necessary to adopt a defensive layout for the city streets. In the process of the reconstruction of these cities, there was development of numerous town planning theories, most of which were put into practice, with the grid plan becoming very common. Aristotle advocated for a city design of a defensive nature, which uses both the irregular and regular features. This, he argued, was aimed at reconciling the strain of moving both the equipment and troops easily, and to confuse any attackers (Chant, 2000). Natural Environment The location of earlier settlements was mainly determined by the natural

Reading the poem Essay Example for Free

Reading the poem Essay In his poem Slough Betjeman uses a number of ways to put across his views. The title itself suggests he feels that Slough is an appropriate title, that a poem on the place deserves no better or imaginative title than just its name because the place is dull and unimaginative also, or that Slough says it all already. The first line of the first stanza means you immediately know what he thinks, his opinion being straight to the point, asking Come, friendly bombs, and fall on Slough which is a good use of juxtaposition as bombs are never seen as friendly, but in this case they would be if they bombed Slough as they would be doing him a favour. Asking for bombs to fall on Slough is an outrageous, extreme demand which he repeats in the second stanza and in the final stanza to reinforce his plea, and he also uses other extreme terms such as the people have Slough having tasted Hell which shows clear dislike. He is very flippant about asking the bombs to blow Slough to smithereens as if he wants no part of it left and its a reasonable demand. Betjemans phrases such as Its not their fault that they are mad, they do not know and they often go makes it sound like he feels the people of Slough are alienated and are very different to himself, as if they were another species altogether, calling them they, disassociating them from himself, and being patronising about their lives. He also conveys his attitude of Slough by describing what he thinks of the people that live there such as the man with the double chin who will always cheat and always win and who he also refers to as a stinking cad. He is not complimentary about the people of Slough, like the wives with peroxide hair and the men who sit in bogus Tudor bars with nothing better to do. His descriptions of the people help explain why he dislikes Slough, and he is saying that it may be the people who live there that help to make it a bad place, so this is a view he has of Slough. But he also pities the people , saying its not their fault so I think he is unsure himself whether it is the people making Slough a terrible place, or Slough making the people terrible. Either way, he subtly ridicules the people of Slough and their ways of life as he feels the wives sit and paint their nails and the men talk of cars andbelch. Betjeman makes use of repetition such as the first line Come, friendly bombs and, in the second stanza Tinned fruit, tinned meat As repetition is a way of reinforcing and strengthening a statement or opinion. Making everything from the food to the minds and breath tinned makes it sound like the people of Slough are all the same and are dull and lifeless. He also uses alliteration in the form of cabbages are coming and grass to graze which help the lines to flow easily. He uses negative words clusters such as Hell, repulsive, stinking and dirty which show his view of Slough with strong words that appeal to the senses and the imagination of the reader. The tone of the poem is one of dislike, where Betjeman cares so little for Slough that he would cheerfully see it bombed and destroyed. This is a strong image because it must take extreme dislike for someone to want something bombed. The rhyme scheme of the poem also reveals his views because the pattern is AAAB so the first three lines of each stanza flow easily and quickly, and rhyme so the poem seems almost cheerful and happy. But the last line of each stanza is used to put across his point in a harsh phrase such as Theyve tasted Hell and Swarm over, Death! which brings the flowing stanza to an abrupt, harsher sounder end like death, tears, Hell and yell. The majority of the stanzas finish at the end of a sentence and this is used to make strong end statements, then the next stanza will begin again in the slightly humorous tone, ridiculing Slough. The rhythm of the first three lines of each stanza is fast and light, but the rhythm is broken by the abrupt end of each stanza which breaks up the flow to remind the reader of what Slough is like. The rhythm of the poem is also Iambic Pentameter which means that Betjeman has used this to make the stresses of each line land on important words such as bombs, blow and mess so these words are emphasised when reading the poem, and stand out so they are noticed more. Betjeman uses certain phrases to imply that Slough is a fake, manufactured place because of the air-conditioned, bright canteens, the bogus Tudor bars and the synthetic air. He seems to hate the fact that Slough is a place that has been built up with labour-saving homes and has ruined the land so much that There isnt grass to graze a cow meaning they have built over all the land and ruined the landscape. In the final stanza, he wants to bomb Slough again so that it can be turned back into a nice place again where they can grow food and make use of the land, rather than wasting it like it is being misused now. He claims the people are false and materialistic as they do not know the birdsong from the radio and darent look up and see the stars because birdsong and stars are two of the beauties of nature that the people of Slough couldnt possibly appreciate, in Betjemans opinion. Betjeman uses irony in his poem as he describes the polished oak desk belonging to the man with double chin and I think Betjeman has mentioned this because he feels that the land that was there before, has now been destroyed, with the trees all being cut down to make room for the buildings, and as if this wasnt bad enough, the trees have been used to make the desks for the people who are responsible for ruining Slough which he sees as sadly ironic. One of Betjemans key phrases is It isnt fit for humans now which is a strong statement about the state of the place but also the use of the word now at the end suggests how he feels Slough was not always like this and it has slowly been ruined over the years. In this way, I think the poem is tinged with sadness as he feels it has been ruined to the point where there is no way to solve it but to destroy it which is a very emotive, strong view. I think you can sum up Betjemans view of Slough by the line repeated at the beginning and end of the poem Come, friendly bombs, and fall on Slough.

Science and Technology in Childcare

Science and Technology in Childcare Introduction This paper identifies the everyday concept in relation to science, a broad topic and the appropriate scientific concepts which can be introduced to the children. Using Slowmation as a digital resource, it can be used to develop to support the concept development and the storyboard to designate steps from everyday to scientific concepts. The ‘everyday concept’ identified From the observations obtained from the first assignment, the everyday concept identified is that â€Å"the plants are thirsty†, according to Ann’s theory as she waters the plants daily. From her understanding, the leaves are always thirsty and by watering on the leaves, it will not be thirsty anymore. Hedegaard and Chaiklin (as cited in Robbins, 2012) recommended that the most effective for learning happens when educators intentionally takes into children’s account. By identifying Ann’s everyday concept, I can then extend her understanding in scientific concepts through intentional and purposeful facilitation. This everyday concept can be utilized as a starting point for science experiences (Anderson, Ellis, Jones, 2014). Topic chosen and â€Å"Scientific Concepts’ Based on the everyday concept which I have identified, Plants would be the broad topic for children to find out more. As children are active and competent learners (Stoecklin, 2012), this topic would encourage children to have hands-on interaction, play and discovery as they would be involve in planting little seeds, which lead to understanding the scientific concepts relating from their everyday concepts. Children often began to ask questioning and engaging with natural and physical world which resulted in children constructing their own hypotheses from their everyday experiences (Anderson, Ellis, Jones, 2014). These concepts which children had organized does not have to be replaced, instead, it can be rationalised through facilitation (Anderson, Ellis, Jones, 2014). These are the specific scientific concepts that I aimed for the children in my class to understand: Most plants need water, light, minerals, warmth, air, Plants get the water from their roots Seeds grow into plants with roots, stems, leaves, and flowers Some plants grow from roots A plant’s roots use the soil to hold the plant in place. The plant can grow tall if it has a strong base. I have revisited some of these scientific concepts to assist me in supporting the children’s learning and develop it into digital teaching resource. According to Science of Life Explorations (n.d.), it explains what a plant need for growth. Each segment describes the environmental factors affected the growth of a plant. Too much or too little of each factor will slow down the development of the plant. To support Ann’s learning of her everyday concept â€Å"plants are thirsty† and relating to the scientific concept â€Å"plants need water and sun to grow†, I read up the factors affecting the growth of a plant and I learnt that too much water can make a plant die as plant’s roots need space and air to breathe. I also looked up â€Å"How Stuff Works† to find out more about how water helps in growth of the plant. In my readings, I reaffirmed that plants take in water through their roots and plants need water to support them (Freeman, n.d.). Thus, in my preparation for my resource, I will include this science concept in my digital resource. In addition, I also learnt that these scientific concepts are interlinked. To understand the growth of a plant, these are important factors which I hope the children will eventually understand as part of their potential learning progress. Digital Resource The digital resource that I would choose to develop to support and share this concept development would be to use slowmation. â€Å"Slowmation† (abbreviated from â€Å"Slow Animation†) is a simplified way of telling a story or explaining a concept that is played slowly at two second per second (Fleer Hoban, 2012). I believe that by using ‘slowmation’, I am able to share with the teachers on how this digital resource can be a pedagogical for refining their science teaching. Slowmation is being used as a method of encouraging teachers to begin to identify their children’s understanding in relation to their science topic which they are investigating (Keast, Cooper, Berry, Loughran, Hoban, 2010). Slowmation can be created through these five connecting representations (McKnight, Hoban and Nielsen, 2011). The first step is to write down notes from prior experiences, followed by using a storyboard to plan for animation to making simple models or using cameras to captures of models and moving them manually and lastly to create the animation. Although Slowmation is similar to clay animation and digital storytelling, it is easier to be implemented in a classroom and it displays the features like purpose, timing, orientation, materials and technology (Hoban, Nielsen, 2012). In relating back to the science concept, the growth of a plant can be narrated using Slowmation. In this case, I decide to pick a sunflower seed to demonstrate the growth of the plant. The purpose would be to explain on how a sunflower would grow from a seed. Children’s knowledge gained on the things such as sunlight and water which a sunflower needed to grow can be narrated in the animation. Fewer photos will be needed as animation is played slowly. The orientation of the models are usually in 2D, hence, it can be placed on the table and makes it easier to manipulate while capturing the photos. The materials used for the animation are easily available as it can be dough, drawings, pictures or 3D objects such as rocks, leaves, or seeds. This will be further explained in the storyboard. When teachers have gathered the children’s understanding science concepts about plants, it can be added into the animation and explain it in the narrative form. The main idea of slowmation is that a narration can be added to explain a particular science concept while the models are animated as in a narrated flip book (McKnight, Hoban and Nielsen, 2011). In a research done by Keast et al., (2010), they mentioned that Slowmation were most effective when the concept is self-contained and easy to summarise and represent after a series of lessons. It is also suggested that teachers who were introduced to Slowmation had incorporated into their teaching had benefited their children’s learning as it has helped them to better understand how their students developed their undemanding in their science concepts (Keast et al., (2010). Storyboard – Reviewing on the scientific concepts based on the growing of a plant Slowmation worked well as a review for the topic, taking in the major concepts of the topic (Keast et al., 2010). Taking into considerations from the everyday concepts identified, the storyboard described how the everyday concept leads to scientific concepts. Based on their knowledge gained, the children can narrate the story. The story began where Ann likes to water the plants then to finding out how plants grow using sunflower seeds. They can use dough to make a sunflower or even used a real sunflower in the story. While introducing the tools for planting, the real objects can be captured to include it in the Slowmation. In the following sequence of the story, children can draw out each stage of the plant, until it turned into a sunflower. Each step is carefully planned in such a way that the information that is needed to be shared is drawn. As the animation is play slowly at two frames per second, the children are able to view the process of the plant growing as part of the reflection. They will also explain the nutrients the plant need in order to growth and identifying the parts of the plant. To conclude the animation, a song about a little seed (refer to Appendix 2) can be added at the end of the story. In this storyboard, it is also clearly explained what plants need in order for it to grow, how a tiny seed grow into plants with roots, stems, leaves and flowers by using a sunflower to demonstrate the scientific concepts. Supporting Children’s Further Learning of the Scientific Concepts In addition to the digital resource, I would plan for an environmental project, in this case creating a garden to further enhance the environment and at the same time, the children would be applying the scientific concepts which they have learnt while embarking on this project. In addition to that, the children would also be exposed to learning about sustainable development. Banks (as cited in Fleer, Jane, 2011) reasoned that children should be practiced at thinking at a social, environmental, cost-effective, technical, moral and social level. While creating a garden to further enhance on the school environment, the children would further develop more scientific concepts such as growing root vegetables such as carrots, onions, garlic by placing these vegetables into the soil. The children will also be involved in technological thinking skills as they are thinking about their environment in school, designing and planning how they would want to create their garden. They will be using their imagination and creativity to create their garden. For example, the children may use materials they could use for their planters. This could an empty bottle, a container or even a tyre. Vygotsky (as cited in Fleer Jane, 2011, p. 89) mentioned that â€Å"imagination is not just an idle mental amusement, not merely an activity without consequences in reality, but rather a function essential to life†. The children also explore how to use gardening tools while doing planting. While planning, designing meaningful experiences for the children, the Ministry of Education (MOE) in Singapore has developed the iTeach principles to set as a guide for educators to take into consideration during their preparation in engaging with the children in bringing in everyday and scientific concepts together. â€Å"Teachers as facilitators of learning† (MOE, 2012) extended and scaffold the children’s learning through their abilities and experiences. This can relate to Rogoff’s three lenses of analysis on how educators can observe their children in school (Robbins, Bartlett, Jane, 2006). â€Å"Children learn when they are engaged in play that enjoyable and thoughtfully planned† (MOE, 2012, p. 34). This statement describes that play is the main tool for children to explore and learn in the environment. When children are engaged in purposeful play, the children are involved in not just only play, but bringing in active participation of children exploring, developing and applying their skills and knowledge based on their cultural, interests and abilities (MOE, 2012). In relating back to the everyday concept identified, Ann’s interest was displayed as she was watering the plants and this led to exploring more scientific concepts such as plants gets water from their roots, and find out what plants need in order to grow. As an educator, I have to constantly reflect on my teaching on how I can thoughtfully create stimulating and challenging environment that provoke children’s curiosity and sustain meaningful learning (Children’s Services Central, 2012). With â€Å"intentional teaching† (Children’s Services Central, 2012) in mind, I would place materials and tools purposeful and deliberately for children to notice and make use of them. I would also carefully choose the contextual learning environment for children to be engaged in. As my centre has a luxury of greenery space, it will definitely benefit the children’s learning in this authentic learning context where children construct more everyday concepts and relating it to the scientific concepts making real and relevant to the real world (MOE, 2012). Conclusion As an educator, it is important for me to understand how much the child already knows, how I can enhance the learning potential by bringing in personal experiences and incorporating intentional teaching while making use of the cultural influences and context available. The learning does not end once the child knows; it should be a learning journey for the children as they apply the skills in the real world. For educators, we should make an effort to increase our knowledge in science and develop confidence in teaching science (Robbins, 2012). Using digital resource has definitely helped me in explaining science concepts and made it easier for children and teachers to understand. References Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Anderson, J. L., Ellis, J. P., Jones, A. M. (2014). Understanding Early Elementary Childrens Conceptual Knowledge of Plant Structure and Function through Drawings. CBE-Life Sciences Education, 13(3), 375-386. Fleer, M., Hoban, G. (2012). Using Slowmation in early childhood centres: Possibilities and imaginings for intentional teaching. Australasian Journal of Early Childhood, 37(2), 61-70. Keast, S., Cooper, R., Berry, A., Loughran, J., Hoban, G. (2010). Slowmation as a pedagogical scaffold for improving science teaching and learning. McKnight, A., Hoban, G., Nielsen, W. (2011). Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers awareness of. Australasian Journal of Educational Technology, 27(1), 41-54. Hoban, G., Nielsen, W. (2012). Using â€Å"Slowmation† to enable preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42(6), 1101-1119. http://www.cscentral.org.au/Resources/intentional-teaching-web.pdf http://www.letstalkscience.ca/hands-on-activities/life-science/how-do-plants-soak-up-water.html http://science.howstuffworks.com/environmental/earth/geophysics/h2o5.htm Appendices Appendix 1 Appendix 2 Little Seed Rhyme First you take a little seed And plant it in the ground Then you pour some water on And let the sun shine down And watch it grow and grow and grow and grow Grow it up to the sun sun sun And let it bloom and bloom and bloom and bloom Flowers for everyone Name: Loo Si Hui Student ID: 25687514 Page 1

This Idea Of Sustainable Urban Planning Environmental Sciences Essay

This Idea Of Sustainable Urban Planning Environmental Sciences Essay The idea of urban planning and policy is to create and help define place within an urban environment. In doing so urban policy can help to construct and craft urban identity via the mechanisms of spatial construct, and the manipulation of activities within that space. Today urban policy making is tasked with providing new mechanisms that enable citizens, planners and policymakers to explore the ways in which we can plan and develop communities that meet the long-term human and environmental needs of our society [Wheeler and Beatly2004, pp 1]. This is the idea of delivering a sustainable city i.e an urban environment that is capable of meeting todays needs without compromising the ability of future generations to meet their needs [WCED1987 in Williams et al 2000, pp 3]. Achieving this idea of sustainability in urban planning and policy is not easy. The very idea of sustainability encompasses a broad and extensive range of inter-related issues that continues to challenge ingrained att itudes regarding relationships between culture, nature and governance [Mather 2005 pp 280]. Ebenezer Howards Garden City vision ideal offered a look at how sustainable urban policy may be realized and continues to offer important lessons for our contemporary policy decisions. Garden Cities of Tomorrow: This idea of sustainable urban planning is not a new subject, but is of growing importance in todays society on a global scale. In 1898 Ebenezer Howards Garden Cities of Tomorrow redefined urban planning by offering the first real insight into the ideas of sustainable urban planning and development. One of the single most influential and visionary books in the history of urban planning the Garden City vision outlined a strategy for addressing the problems of the industrial city in a more detailed fashion than had ever been attempted before. So influential was this work that two English garden cities were actually built in the early twentieth century, namely Letchworth and Welwyn, and the concept inspired the British New Town Programme that constructed eleven satellite cities around London between 1940s and 1960s [Wheeler and Beatly 2004, pp 11]. The book was seen as a revolutionary breakthrough in how planning is considered in an urban context, as it was the first set of ideas that r eally attempted to balance urban and rural developments. The Garden City concept still offers a vision that can be used to evaluate contemporary urban policy in its attempt to deliver modern sustainable cities on a worldwide scale [Wheeler and Beatly 2004, pp 11]. The Origins of the Garden City: The industrial revolution brought about rapid growth for urban areas, and with this growth a set of new problems for our town and country planners. As more and more people were drawn to urban centres in search of work and a better standard of living, the rapid expansion of our urban populations placed great strain on the infrastructure, housing and resources of our cities, which quickly became overcrowded, unsanitary, expensive and highly polluted and poorly serviced. Coupled with this was the continued fall in wages of our agricultural workforce that prohibited new building and development in our rural areas. These conditions precipitated a devastating cycle of urban migration that simply couldnt be controlled, and many people were faced with making the unfulfilling choice between living in a culturally isolated rural area or giving up nature to live in a city [Nair 2009]. As the industrial revolution continued unplanned, congested, polluted slums jammed with a newly impoverished ur ban proletariat began to characterise and dominate the landscape of nineteenth century industrial cities [LeGates and Stout 2007, pp 12]. As cities continued to expand in this fashion, so negative images began to be associated with our urban centres and the suburbs became characterised as a sprawling cancer of bricks spreading out across the British landscape [Jones and Evans 2008, pp 141]. Patterns of Modern Urban Growth: These patterns of growth seen in the UK during the industrial revolution mirror those that we are seeing in countries across the world as the developing nations begin to emerge on worldwide markets. The worlds urban population has more than doubled since 1950 and a recent about the growth of urban populations from the United Nations Population Division notes that half of the worlds population now lives in urban areas, and within the next 30 years, nearly two-thirds of the worlds population will live in urban areas [Rodrigue 2005, Vlahov et al 2007, pp 16]. These patterns of growth precipitate the same problems seen during the industrial revolution in the UK as rapid urbanisation continues to place too great a strain on urban resources. In the developing world, where most of the global urbanisation is to be observed, a large segment of that growth is into slums concentrated areas of disadvantage [Vlahov et al 2007, pp18]. These areas are characterized by lack of basic services, inade quate and often dangerous living environments, overcrowding, and poor sanitation. Urban policy needs to start considering how to turn these patterns of urban growth into something that can become sustainable for both our environment, and ensure that the needs of our society are met. Design of the Garden City: In What Ways is it Sustainable? Many have identified Garden Cities as examples of sustainable cities that can continue to offer key lessons for modern urban policy. In order for a city to be considered as a sustainable urban development its principle aims must be to create a user-friendly and resourceful area, not only in terms of its form and energy efficiency, but also its function as a place for living [Elkin et al 1991, pp 12]. Sustainable urban development also requires the achievement of urban development aspirations concerning inter and intra-generational equity via a stock of natural resources that should not be depleted beyond its regenerative capacity [Breheny 1992, pp 1]. From these ideas Smith et al 1998 established a list of sustainable urban principles which included Living off environmental interest rather than capital Acknowledging the idea of environmental thresholds and living within these Developing a sense of equity and social justice Forming inclusive procedures for decision making Howard saw the extreme overcrowding of early industrial cities with its accompanying problems of sanitation, services, pollution and public health as a growing issue of urban design. His Garden City concept was a response to this, with planned communities aimed at relieving both the overcrowding of cities and deprivation in the countryside. Founded with Letchworth, then Hampstead, Bourneville and Port Sunlight, the Garden City was an attempt to create a modern utopia in urban design [Campbell 2010]. Howard believed that creating new balance between city and country in which populations were decentralized into carefully planned new communities in the countryside would help to create a more sustainable urban landscape [Wheeler and Beatly 2004, pp 7]. The Howard vision was for Garden Cities to become self-contained co-operative settlements sustainable urban centres that could create networks of self sufficiency by creating a symbiotic relationship between urban and rural development. Garden Cities were to be defined by a radial planning style, with pre-defined zonation for public parks, private lawns, new forests and agricultural holdings. Commercial, residential and public use areas were to be clearly defined (as shown in figure 1) and wide arching roads and the idea of a radial rail network were incorporated to ease the burden on infrastructural requirements of urban areas. These urban developments were to become more than just a place to house a growing populous. They were to d esigned to be viable economic communities where industry, public buildings and housing would be carefully planned to create an environment on a human scale, where the built environment would be balanced with the natural [architecture.com]. Figure 1: Howards outline for an ideal Garden City [From Garden Cities of Tomorrow Howard 1902 Source: RIBA British Architectural Library]. When evaluating the design on this Garden City vision in relation to todays urban policy framework, it is clear where the ideas of sustainability are found. Howards vision incorporates vast areas of green space both landscaped for recreational use, and set aside for agricultural practices. Green spaces like these can be seen as both a social advantage but they are also invaluable carbon sinks in moving towards sustainable urban policy. Surrounded farmland creates an automatic market for local agriculture, which can be significantly more sustainable than conventional agriculture given its low transport emissions [Campbell 2010]. Pedestrian friendly cities, encouraging an increased focus on social conditions and a respect for our natural environment is a fairly modern approach to sustainable urban planning. Howards objective, in short was to raise the standard of health and comfort of all true workers of whatever grade the means by which these objects are to be achieved being a healt hy, natural, and economic combination of town and country life, and this on land owned by the municipality. His ideas received worldwide acclaim, with developments created in the UK, South Africa, the USA, and in Germany where the steel company Krupp, concerned about the low morals of badly housed workers, built the garden village of Margrethenhohe [Girardet 1996, pp 54]. Sustainable Development in Modern Urban Planning and Policy: The broad aims of sustainable development are now central to urban planning and public policy [Batty 2006, pp 29]. For the first 70 years on the twentieth century the designs and master plans for our modernist cities were focused on new development. Urban planning was focused on starting fresh building new cities stripped of the chaos of the nineteenth century city and the dull provincialism associated with Howards Garden City [Haughton and Hunter 2004, pp 105]. The Garden Cities were defined by their spatial zoning patterns with different areas designated different land uses (as shown in Figure 1). Current patterns of urban planning appear to be moving away from this approach as it became more considered that the most effective solution to achieving sustainable urban form was the implementation of the compact city idea. The compact city advocates the use of high-density mixed use urban form. Many planners preferential use of this urban form is attributed to the perceived advantage s of mix-use planning such as conservation of green-belt areas, reduction in commuter distances and the associated effects of reduced emissions, more efficient infrastructure and utility provision, and the revitalisation and regeneration of inner urban areas [Williams et al 2000, pp 19]. In essence many urban planners adopt and create mixed use developments in order to better achieve a long terms economic stability and to add to an areas vitality and vibrancy that could perhaps not be achieved with single use spatially defined development. There are obvious advantages to this approach when evaluated against the Garden City idea. Firstly there is a better use of brownfield development preserving Greenfield sites and protecting these areas from the threat of urban development. As a result of the growing importance of a sustainable approach to urban policy, brownfield sites have quickly become the key strategic target for meeting housing and development needs across our urban regions by re-using previously developed land. This was further emphasised by Planning and Policy Guidance Note 3 (2000), which set a target for local authorities of building 60% of new housing on brownfield sites [Jones and Evans 2008, pp 5]. Many urban policy makers would consider that new communities based on Greenfield development, show little regard to the long-term environmental impacts. The impacts of losing that land to urban development, as well sourcing materials, maintaining buildings, the environmental impact of the building itself, infr astructural developments is not really thoroughly built into the costs to our natural environment. In the wider view, however, the question of urban form is much more than simple density and brown/green choices it is about the spatial structure of human activities [Williams et al 2000, pp 255]. Garden Cities Lessons for Future Urban Policies: The Garden City style was cautious, pragmatic and designed to appear reasonable to the average citizen [Wheeler and Beatley 2004, pp 12]. Though Howards search for a balance between city and country life is still central to sustainable communities, the emphasis has shifted in many developed nations. Instead of the extreme dense nineteenth century city with a frequent shortage of decent housing, clean water, and basic sanitation, we now have relatively low-density, automobile-dependent suburbs with a much higher quality of housing and infrastructure but with many other problems [Howard and Beatly 2004, pp 12]. Even in developing countries the pragmatic application of the Garden City idea needs to be called into question. Howards garden settlements were based on the development of very low density housing. In his work Howard cites that the ideal population size for his new Garden Cities was to be 32,000 on a site of 6000 acres of available cheap rural land. Of this acreage 1000 acres w ould be reserved for the city itself, which would be surrounded by another 5,000 acres of green-belt farmland [Haughton and Hunter 2004, pp72]. These figures today are clearly not sustainable, however many overlook Howards vision of emerging social cities linked Garden Cities in a multi-centred metropolis interwoven with green space. This is shown in figure 2 which shows a central town of 58,000 is shown surrounded by six garden cities around its circumference, each with 32,000, providing a city of 250,000 people [Haughton and Hunter 2004, pp 72]. . Figure 2: The Garden City Complex from Garden Cities of Tomorrow: Taken from http://humanitieslab.stanford.edu/UrbanSustainability/943 Highlighted in both figure 1 and 2 is Howards idea of concentric road and rail networks. This idea is seen extensively in modern urban planning, where congestion problems are often eased via ring-road development. These have become an important attribute of the spatial structures of cities, notably in North America [Rodrigue 2005]. Howard was also interested in more than just the physical plans of a city; he also wanted to develop an urban centre where the shared ownership of land was encouraged. Howard wanted the Garden City to be socially, economically, as well as ecologically sustainable [Giradet 1996, pp 54]. While this idea had many merits, these ideas were formulated before cars became widespread and its implications understood. It also came before the huge wave of twentieth-century suburbinization turned Howards garden city idea into much-simplified garden suburbs and created a whole new set of development problems in the process. In recent years the presumption is for high de nsity and brown field development to be used as a sustainable model. Despite the sustainable ideas of the Garden City model did not quite created the modern urban utopia Howard had envisaged. Welwyn Garden City today is a city of 100,000 people and is considered as a Garden City of form rather than function. It serves mainly as a commuter city for London, and its agricultural belt never became a reality [Girardet 1996, pp 54]. Though not realised in its entirety the Garden City concept, of creating a spacious city in the garden has not been forgotten, and there is a strong continued desire to re-instate the countryside in inner cities in the hope of attracting people back to the city centre and to allow those who wish to do so to migrate to new purpose built garden cities, constructed on Greenfield sites [Giradet 1996, pp 170]. More importantly a lot of the ideas are coming from the urban community itself. The concept of urban permaculture (long-term crop growing in the city) has be come fashionable in countries such as Australia, the USA and Germany and there is a growing trend in maintaining sustainable lifestyles within our urban environments [Giradet 1996, pp 138]. Conclusions: The British Garden City experiments were hugely influential policy-expressions of concerns over the problems of large cities during the Industrial revolution [Haughton and Hunter, 2004, pp 73]. The rise of congested and unsanitary urban environments became of great concern, and urban planning became preoccupied with trying to develop ways of making urban development sustainable. Ebenezer Howard was revolutionary in this idea of sustainable growth. He envisioned humane, social, Garden Cities surrounded by greenbelts, encapsulating the idea of a new balance between our cities and our natural environments. These sorts of visionary or utopian writings help expand the framework of permissible ideas for a generation or more. Although mainstream thinkers tend to scorn idealism of all sorts, it has often been extremely influential and successful [Wheeler and Beatly 2004, pp 278]. So successful were the ideas and visions of Howards Garden Cities he lived to see several of them built, and thou gh his ideas never quite materialised beyond this time, his ideas about developing sustainable communities are should still be considered as the foundation of urban policy and planning today. Howard defines the mainstream of utopian tradition. His utopian vision may not have been realised in its entirety, but each had influence on the way contemporary cities, and city life, developed in the twentieth century [LeGates and Stout 2007, pp 300]. The question now, as at the turn of the nineteenth century, remains how to rethink this balance and achieve sustainable city development. The Garden City model, if re-applied in a modern context, could go a long way in helping urban policy makers achieve this goal.

Behavioral Jealousy Essay -- Psychology, Behavior

Behavioral jealousy are actions that occur between an individual who is experiencing envious thoughts and how they internalize and react to the stimuli. Pfeiffer and Wong (1989) â€Å"conceptualize jealous behaviors as the detective/protective measures a person takes when relationship rivals (real or imaginary) are perceived. Detective actions include questioning, checking up on the partner, and searching the partner’s belongings† (p.183). Research suggests that behavioral jealousy is used to maintain relationships. Relationship maintenance refers to either positive or negative behaviors that occur between two individuals in order to maintain a healthy communicative balance. Dainton and Gross (2008) specifically discuss the repercussions that negative behaviors such as jealousy induction may have on relationship maintenance. For instance utilizing negative maintenance behaviors such as jealousy to react to a relationship is negatively associated with relationship satisfaction. This research is tied in with the idea of social support and how individual respond to their partners. Researchers agree that jealousy in relationships can have a negative impact, yet also enhance romantic feelings and satisfaction based on how jealousy is initially communicated (Dainton & Gross, 2008; Yoshimura, 2004). â€Å"An essential idea behind this study is that the ways in which jealous individuals communicate their jealousy influence how the target communicatively responds. The results showed that targets of jealousy expressions most strongly respond in the style of the initial expression† (Yoshimura, 2004, p. 95). The way jealousy is expressed initially based on attitude and mood can affect the response of the partner and at shaping and guiding the relat... ...e a parallel correlation from offline jealousy behaviors. Groothof, Dijkstra, and Barelds (2009) suggest that â€Å"as for offline acts of infidelity, men compared to women are more upset by a mates sexual infidelity over the Internet, whereas women, more than men, are more upset by a mate’s emotional infidelity over the Internet† (p.1126). Research also suggests that besides socio-cultural and evolutionary jealousy based on gender differentiation; further research should focus on individual’s cognitive social perspective pertaining to jealousy emotion. Harris (2002) suggest that â€Å"individuals clearly vary in their susceptibility to feelings of jealousy†¦the degree of jealousy will be determined by the appraisals people make regarding the seriousness of a threat† (p.11). With that said, further research on sexual jealousy triggers should be further investigated.

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over the RAMALLAH, West Bank (AP) - Palestinian leader Yasser Arafat (news - web sites) rebuffed Secretary of State Colin Powell (news - web sites)'s demand Sunday for a halt to violence, saying Israel first must withdraw its troops from the West Bank. Photos AP Photo Slideshows AP Photo Mideast Conflict Audio/Video Powell to Meet With Arafat Sunday (AP) Powell, shuttling back to Israel for a meeting in Tel Aviv, then pressed Prime Minister Ariel Sharon (news - web sites) for a complete pullback, a U.S. official said. Sharon renewed his proposal for an international peace conference among Israel and Arab states including Saudi Arabia, Syria and Lebanon and the Palestinians, but not Yasser Arafat. Sharon said the United States would lead the conference, and "I imagine that within a short time a conference of this sort will convene to debate the diplomatic arrangements in the Middle East." Palestinian negotiator Saeb Erekat said the proposal was an attempt to "turn the clock backward." A senior U.S. official said the idea was discussed "as part of a way to move forward politically," but more talks were needed. Arafat, 72, appeared in good health as he met with Powell in his rocket-scarred headquarters that is surrounded by Israeli tanks and troops. Arafat has been under pressure that is "unreal for an old man like him," said Zeid Abu Shawish, a Palestinian doctor in the compound. Powell was driven to the besieged compound in a motmorcade of armored-plated SUVs, shielded by U.S. security personnel with submachine guns. The headquarters showed the effects of Israeli bombardment. A gaping hole marred the facade and the walls were blackened with bullet marks. A senior aide, Saeb Erekat, said Arafat stood by his commitments, including an end to violence. But, Erekat said after the three-hour meeting, that meant "once the Israelis complete the withdrawal we will, as Palestinians, then carry out our obligations." Arafat complained bitterly and extensively to Powell about Israel's military thrust into Palestinian-held towns and villages, and especially its actions in Jenin and a refugee camp in the town. President Bush (news - web sites) has demanded a pullback right away, but Sharon refused to provide a timetable when he saw Powell on Friday in Jerusalem. They met again briefly Sunday night in Tel Aviv. Powell, in a short statement to reporters, called his meeting with Arafat useful and constructive. A senior U.S. official said Powell's "clear message" to Arafat in a 45-minute presentation was "the bombings have to stop, that it was a major barrier" to progress toward a security agreement or on negotiations that Powell has said should lead to establishment of a Palestinian state.

Study Guide Ap Bio Ch 16-18

Study guide for Ch 16-18 Chapter 16 †¢ Alfred Hershey and Martha chase answered the question whether protein or DNA was the genetic material by using Bacteriophages (viruses that infect bacteria). o Bacteriaphages were good for the experiment because they only contain 2 organic compounds, DNA and protein. †¢ James Watson and Francis Crick were the first to solve the structure (structure=function) of DNA. †¢ X-ray crystallography( process used to visualize molecules in 3-D. †¢ DNA is a double helix- structure †¢ The nitrogenous bases of DNA are( adenine (A), thymine (T), guanine (G), and cytosine (C). The 2 strands (the leading and the lagging strand) are antiparallel. o The leading strand goes in direction 5’ to 3’. o Lagging strand goes 3’ to 5’. Takes longer to replicate cause it’s built in fragments. †¢ Tip from the book(know these enzymes for replication: DNA polymerase, ligase, helicase, and topoisomerase. Know thi s enzyme for transcription(the role of RNA polymerase. †¢ Replication(making DNA from already existing DNA strand. DNA replication is semiconservative (1/2 of original DNA and the other ? is from new DNA strand). This is used by humans! A group of enzymes called DNA polymerases catalyzes the elongation of new DNA at replication fork. The overall direction of DNA replication goes from the origin to the fork. o DNA polymerase adds nucleotides to the growing chain one by one; working in a 5’ to 3’ (DNA build strand (â€Å"new†) or RNA polymerase go 5’(3’ in the build strand). Parent strand DNA and RNA polymerase is 3’ to 5’. o DNA polymerase matches adenine with thymine and guanine with cytosine o The lagging strand is synthesized in separate pieces called Okazaki fragments (which segments in 3’(5’), which are then sealed together by DNA Ligase.Forming a continuous DNA strand. †¢ Many factors in replication: o Bas e pairing in DNA replication( A=T/ G=C. o Mismatch repair(special repair enzymes fix incorrectly paired nucleotides o Nucleotide excision repair. †¢ Tip****(know the difference between replication (DNA to DNA), transcription (DNA to RNA), and translation (RNA to protein). †¢ In Eukaryotic cells, DNA and protein are packed together as chromatin. o Heterochromatin(very condensed chromatin. o Euchromatin(loosely condensed chromatin. Telemer region(small fragment of DNA that is lost during replication due to enzyme’s inability to attach the fragment on to the end of the DNA helix. (This is our biological clock). Chapter 17 †¢ Gene expression(the process by which DNA directs the synthesis of proteins (or sometimes RNA). †¢ Transcription= DNA(RNA o Takes place in the nucleus in eukaryotic cells. †¢ Messenger RNA (mRNA) produced during transcription. It carries the genetic message of DNA to the protein making machinery of the cell in the cytoplasm, ie the ri bosome. The mRNA triplets are called codons (a codon is a mRNA triplet). o mRNA is read codon by codon. ? Start codons and stop codons are used in the build strand the protein coding segment is between the start codon and stop codon in the build strand. †¢ They are written in the 5’ to 3’ direction. †¢ More than one codon codes for each of the 20 amino acids. Genetic code includes 64 codons (4 x 4 x 4). o The group must be read in the correct groupings in order for translation to be successful o 3 codons act as signal terminators (UAA, UAG, UGA) o AUG always has to be start codon. RNA polymerase(enzyme that separates the 2 DNA strands and connects the RNA nucleotides as they base-pair along the DNA template strand. o RNA pol. Can add RNA nucleotides only to the 3’ end of the strand. REMEMBER†¦ uracil replaces thymine when base pairing to adenine. ==>difference betw DNA and RNA. o The DNA sequence at which RNA pol. Attaches is called the Promoter. o The DNA sequence that signals the end of transcription= Terminator. †¢ Transcription unit(the entire stretch of DNA that is transcribed into an RNA molecule. †¢ 3 main stages of transcription: from the book. Initiation (RNA polymerase that transcribes mRNA cannot bind to the promoter region without supporting help from proteins known as transcription factors. transcription factors assist the binding of RNA polymerase to the promoter, thus the initiation of transcription) Notes: o Elongation (RNA polymerase moves along the DNA, continuing to untwist the double helix. RNA nucleotides are continually added to the 3’ end. As this happens, the double helix re-forms. Notes: †¢ Termination (RNA polymerase transcribes a terminator sequence in the DNA, the RNA transcript is released, and the polymerase detaches. There a couple of key post-transcriptional modifications to RNA( the addition of a 5’ cap and the addition of a poly A Tail (3’). †¢ RNA sp licing also takes place in eukaryotic cells. Large portions of the newly synthesized RNA strand are removed. This is the parent strand. o The sections of the mRNA that are spliced out are called introns. o Sections that are spliced together by a spliceosome(exons. ? The new strand containing the exons is called the build strand, which runs in a direction of 5’ to 3’.Remember parent strand runs in 3’ to 5’. †¢ Small nuclear RNA (snRNA)( plays a major role in catalyzing the excision of the introns and joining of exons. o Ribozyme is when RNA serves a catalytic role. †¢ Translation: o 2 additional types of RNA play important roles in translation besides mRNA: ? Transfer RNA (tRNA) and ribosomal RNA (rRNA). †¢ tRNA functions in transferring amino acids from a pool of amino acids located in cytoplasm to a ribosome. These amino acids are incorporated into a growing polypeptide chain. At one end of a tRNA it loosely binds the amino acid, and at th e other end it has a nucleotide triplet called an anticodon (allows it to pair specifically with a complementary codon on the mRNA). †¢ rRNA complexes with proteins to form the 2 sub units that form ribosomes. o Translation can be divided into 3 steps ? Initiation, Elongation, and Termination (descriptions of these steps can be found on pg 129-130 I got lazy so fuck off) †¢ The review guide goes into mutations on pg 130 but I think that you’re better off reading the guide than reading my description. Chapter 18 In bacteria, genes are often clustered into units called operons. †¢ Operon consists of 3 parts: o Operator: controls the access of RNA polymerase to the genes, it’s found within the promoter region. ? Normally in on position. In a repressible operon. o Promoter: where RNA polymerase attaches. o Genes of the operon: the entire stretch of DNA required for all the enzymes produced by the operon. †¢ Regulatory Genes(produce repressor proteins th at may bind to the operator site. When a regulatory protein occupies the operator site, RNA pol. Is blocked from the genes of the operon. Repressible operon( normally on. It can be inhibited. This type of operon is normally anabolic. o The repressor protein produced by the regulatory gene is inactive. o If the organic molecule being produced by the operon is provided to the cell, the molecule can act as a corepressor, and bind to the repressor protein(this activates it. ? The activated repressor protein binds to the operator site, shutting down the operon. †¢ The lac operon is inducible o Controls the production of B- galactosidase an enzyme that catalyzes the hydrolysis (break down) of lactose into glucose and galactose ?Inducible operon(gene expression B-galactosidase is stimulated by the presence of a co inducer, lactose. †¢ Turns the repressor gene switch off. o This is notes on gene expression on tryptophan. Next stuff is from book. ? Inducible operon( normally off bu t can be activated. This type of operon is catabolic, breaking down food molecules for energy. The repressor protein produced by the regulatory gene is active. †¢ To turn the inducible operon on, a specific small molecule, called an inducer, binds to an inactivates the repressor protein.With the repressor out of the operator site, RNA polymerase can access the genes of the operon. o 2 regulatory mechanisms used to turn on lac operon ? Presence of lactose as co inducer ? Low amounts of glucose. †¢ These 2 are the only way for this shit to work yo! †¢ Differential gene expression in eukaryotic cell gene expression o The expression of different genes by cells with the same genome. †¢ Histone acetylation( acetyl groups are added to amino acids of histone proteins, thus making the chromatin less tightly packed and encouraging transcription. DNA methylation( the addition of methyl groups to DNA it causes chromatin to condense, thus reducing gene expression. o With the help of phosphorylation next to a methylated amino acid, chromatin becomes loosened and thus encouraging transcription. †¢ Epigenic inheritance( the inheritance of traits transmitted by mechanisms not directly involving the nucleotide sequence. †¢ Transcription initiation is where DNA control elements that bind transcription factors are involved in regulation. Control elements( multiple control elements(segments of non coding DNA that serve as binding sites for transcription factors that help regulate transcription. o This is necessary for the precise regulation of gene expression in diff cell types. o Proximal and Distal control elements. ? Proximal control element has to be right next to promoter anything else is distal. †¢ Transcription factors( o Enhancer regions are bound to the promoter region by proteins called activators. o Some transcription factors function as repressors, others function as activators. Extra stuff †¢ TATA box is at the beginning of prom oter region.

Labor, Stocks and Bonds

According to the basic law of demand and supply, increases in the real wage rate or the price of labor must decrease the quantity of labor demanded, as employers find it increasingly expensive to hire more people.   Would increases in the real wage rate, therefore, decrease the productivity of the firm, that is, the number of the outputs that it produces? – Not necessarily. This is where the assumption of diminishing marginal product of labor steps in to save the firm from significantly reducing its supply of outputs.   Marginal product of labor refers to the â€Å"increase in output produced from a given capital stock when an additional worker is employed (â€Å"Marginal Product of Labor†).†Ã‚   On the other hand, diminishing marginal product of labor means that â€Å"each additional labor hour results in less and less extra output (â€Å"Costs of Production†).   This assumption is explained by the popular saying, ‘Too many cooks spoil the broth.’   Thus, the firm does not need to increase its demand for labor beyond a certain number in any case. Stocks and Bonds The dissimilarity between stocks and bonds is explained by the difference between â€Å"owning and lending (â€Å"The Difference Between a Stock and a Bond†).†Ã‚   The purchaser of a stock is a part owner of the company whose stock he has bought.   He gets to vote on the way the company should be run, and enjoy dividends in addition to â€Å"capital appreciation† as a participator in its success (â€Å"The Difference Between a Stock and a Bond†). Of course, he gets to participate in the failures of the company to boot, through lower dividends and stock prices.   The purchaser of a bond, on the contrary, will be paid before the stockholders in the case of company failure.   He has lent money to the company after all.   The company, in turn, promises to repay its loan at a fixed time, with interest.   Even so, the purchaser of the bond does not enjoy extra interest when the company performs exceptionally well (â€Å"The Difference Between a Stock and a Bond†). Works Cited â€Å"Costs of Production.† Ohio State University. 8 Oct. 2007. . â€Å"Marginal Product of Labor.† London South East. 8 Oct. 2007. . â€Å"The Difference Between a Stock and a Bond.† Cash +, Issue 1 (Fall 2006). 8 Oct. 2007. .

Early History of America: What Factors Allowed Jamestown To survive it’s First Fifteen Years

In XVI and early XVII century many of the European nations tried to establish their colonies in that part of the New World, which is now known as North America. English attempts appeared to be most successful when Virginia Company received a relevant consent from King James I and settled a colony called Jamestown after James in 1607. Colonists had to face enormous hardships in their first years in the new country, however, they managed to found a permanent colony – a core for further exploration of the continent.This paper is to examine and analyze the factors which sustained the colonists success for fifteen years: since 1607 till 1622 using examples from the book â€Å"A Land as God Made It† by James Horn, using the edition published in 2006. The paper shall discuss those factors being divided into two periods: from 1607 to 1615 and from 1615 to 1622 and how those factors relate to the total history of Jamestown. The paper shall deal with both positive and negative ef fects of those factors to make a complex and balanced research. Horn’s book possesses two remarkable characteristics.On the one hand it is a rather calm and reserved story told without unnecessary fanfares. To the first look it may seem that the author is at all not interested in Jamestown as he speaks about Indians inhabiting the place, previous colonization attempts, and does not admire the romantic story of Pocahontas. English colonists are only a part of the epic history of European movement to America and he describes the story in context. On the other hand Horn is able to create a feeling of â€Å"living history†. He knows the people of XVII century well and pays much attention to their everyday life.A reader can smell smoke of fires, hear gunshots and warlike shouts, being personally in the story. â€Å"A Land as God Made It† is a very atmospheric book. At that Horn does not lose the trend and remains a historian but not a belletrist. The book is based on facts but not on legends and is a solid scientific research. Although Horn gives more descriptions than analysis, the factors which influenced Jamestown can be easily derived from the book. Further those factors shall be found and analyzed. The first major factor, leading to survival of Jamestown throughout it’s entire history was the GEOGRAFIC LOCATION.Actually, Jamestown has not been the very first settlement of Europeans in Virginia. Already in 1570 the Spanish have created a fort of Saint Augustine to protect their trade routes from the pirates as well as for protection of a Catholic mission from the Indians. There were several French attempts to colonize the place but they failed mostly because of the Spanish attacks and little interest of the French government to Virginia. And in fact the Spanish seemed to be the most dangerous enemies of the English in America as well as the French and the Dutch.So the departing colonists have been instructed to find a place, which wo uld be safe and easy to defend from attacks of Europeans, but little attention has been paid to Indians and to solving hardships with food supplies, which the people of Jamestown later faced. The colonists have made their first permanent camp after several weeks of explorations on a peninsula in the southern part of Chesapeake Bay, and there were several important reasons for this. The chosen place has been situated about fifty miles away from the oceanic coast to avoid surprise attack by the Spanish.It was surrounded with water with only a narrow portion of sandy terrain tying it with the land. This vulnerable direction could be easily defended by a wooden fence, which the settlers immediately started to build. There was plenty of fish in the bay for food. The bay itself was deep enough to allow big ships sail in it and moor near Jamestown transporting provision, arms and equipment and taking colonial production from Jamestown. On the side of the river the settlement could be defen ded by ship’s cannons . However, there were also several disadvantages.The land was quite moistly and unsuitable for agriculture, as well as the peninsula itself lacked building materials like wood and stone. Fresh water was dirty and the surrounding waters were salty. There were no proper sources of water in the surrounding, which later caused many hardships to the settlers including diseases and numerous deaths from dehydration when the colonists were not able to get water from outside the settlement. Local Indians appeared to be very antagonistic to the Englishmen and this often precluded them from leaving the settlement and forced the colonists to survive on a small site of land.Some of those difficulties were solved via negotiations with the Indians. This makes the second factor: BUILDING RELATIONSHIPS WITH INDIANS. Captain’s John Smith diplomatic ability played an important role in survival of the colony right after it has been founded. Local Indian tribes have b een united to the Powhatan alliance headed by a great chief Wahunsonacock. Smith became engaged in the series of negotiations, which Horn called â€Å"one of the most remarkable series of encounters between Englishmen and Indians in the New World.† Smith managed not only to provide the safety of the colony from Indian attacks in it’s first and most vulnerable two years, but also to barter enough food for colonists in their first and most harsh winter. Smith organized explorative expeditions around the Chesapeake Bay and successfully traded food with Nansemond Indians. Later he entered into negotiations with Powhatan Confederacy of Indians, which were initially successful, and than after certain misunderstandings arose, almost lead Smith to death and saving by Pocahontas.The relations between colonists and Indians have been to a great extent based on Smith’s personal authority and his ability to understand and accept Indian customs. It is known that he even recei ved proposals to leave the settlement and become a mighty chief of the local tribes, which he rejected. In 1609 Smith had an accident with firearms and has been sent to England for medical treatment. There is little clarity with the accident and Horn makes an assumption that this could be a result of quarrels between colonists themselves.Whichever thing happened, Smith’s departure resulted in frosting of the relationships and further conflict between the Indians and the settlers. Negotiations after 1609 were mostly fruitless, and the war broke out again until in the last portion of the colonists was killed in a slaughter leaving the colony deserted in 1622. Shortly thereafter however it has renewed and the British government of Virginia started expelling all indigenous peoples from the country except those who became slaves. Thus a policy of graduate displacement of Indians by the Europeans has begun.Trading food with Indians allowed the settlement only to survive it’s harshest times, however, active living and exploration would never be possible without the next crucial factor which is active SUPPORT FROM THE HOMELAND. As soon as the first fortifications in Jamestown have been completed, the ships Newport and Susan Constant left back for England with samples of local minerals, leaving only one small vessel to serve the settlers needs. In the next 18 months Newport has twice sailed to from England to Jamestown and back bringing 70 new colonists and small supplies of food and materials.This is now known as the first and second supply missions, but in fact there were too little supplies for colonists to survive, so they had to make contacts with Indians. Together with Newport other vessels brought skilled craftsmen recruited by the Virginia Company to start industry in Jamestown, including people from Holland, Germany and even Poland. Later these were added by Italians, perhaps starting a tradition of national diversity in America and making Jamest own the first â€Å"melting pot† in North America. Seeing colonists hardships in the new land Virginia Company decided to take the point of supplying Jamestown more seriously.The Sea Venture, a new flagship of the Company, together with eight other vessels sailed to Jamestown in 1609 carrying the third batch of supplies for the colony. In the course of the voyage the fleet had to face a mighty hurricane and Sea Venture was lost near the Bermuda Islands. The survivors managed to build a smaller vessel from the remains of Sea Venture and local tincture and arrive to Jamestown in May 1610. They have found only about a hundred colonists out of original 500, who were willing to leave the colony. However, the governor of Virginia forced them to come back on the half-way home and continue the settlement .Thusly, imperative will of the British authorities can be considered to be a yet another factor, which contributed to development of Jamestown. In May 1611 three more ships arrived to Jamestown, bringing supplies, cattle and a new governor appointed by the Company – Sir Thomas Dale. The latter decided, that living conditions at the site were unhealthy and called upon reconstruction of Jamestown as well as started arranging expeditions to find a better site for the colony near James River. At a distance up the river Dale started building a settlement of Henricus – a probable place for a new capital of Virginia.A remarkable supply party arrived in 1619, which included the first Africans to live in North America (unfortunately as slaves) and 90 unmarried women, who were to become wives for single men of Jamestown. However, they were not the first women in Jamestown, as the first ones arrived as wives and maids in 1607, and by 1619 there were already several growing children of Englishmen, who could proudly call themselves Americans. The fourth important factor influencing life in Jamestown was PRODUCTION AND TRADE WITH THE BRITISH HOMELAND.Virginia Company had a precise aim of obtaining profits from the colony and would never support the colonists, in case they would generate none. Already in 1608 the Company demanded the council of the colony to send commodities which would pay the voyage and to start winning gold, as they were sure that there is enough gold in the New World. Already Newport brought samples of local mineral pyrite, which the colonists confused with gold. However, by 1611 the colony was almost dead since it’s economic effect was vanishing and only King’s desire to have an outpost in America supported the existence of Jamestown.The only goods which the colonists were able to produce and attempted to export were artifacts of glass. In 1611 however John Rofle’s attempts to raise an export of tobacco yielded their fruits. He started growing new sorts of Nicotiana Tobacco brought from England which were better than local Nicotiana rustica. Successful export of tobacco grown at Rofle’s fa rm began in 1612. In 1616 he took a voyage to England to persuade investors to provide funds for further development of industry in Jamestown. Upon his return to Jamestown Rofle continued to improve the quality of tobacco, so by 1622 it’s production grew rapidly .Due to rising interest of investors to tobacco production in Jamestown, the so-called â€Å"hundreds† have been established. A hundred was a sort of agricultural division capable of growing certain amounts of agriculture at a certain area. The hundreds created tobacco plantations in the surroundings of Jamestown and later throughout Virginia. In 1617 the export of tobacco reached 50 000 pounds annually creating an economic basis for survival of the colony. Except the mentioned factors there were some, which are less measurable: religious and moral ones.Almost all the settlers were protestants, who, by virtue of their religious beliefs, took rough with smooth and had a habit for hard work and moderation as well as carried spirit of enterprise and initiative with them. This attitude and this spirit later contributed to prosperity of the country. Europeans tried to begin living in North America for many times. Jamestown appeared to be one of the most successful project of all. Each of the mentioned factors was present in other European colonies, but their successful combination and perhaps luck made exactly Jamestown the most successful of all.

Positive Relationship with Children Essay

1.1. Positive relationships with children and young people are important because when children feel comfortable they separate more easily from their parents, and are more likely to participate in activities if they secure emotionally. Also when children have positive relationships they are less likely to show unwanted behaviour as we can recognise and meet their individual needs. Childrens language will also develop more quickly due to being confident to talk to us. Us as practitioners can also plan more accurately as we’ll understand childrens development and we will know their individual interests. It is also important as we will be able to respond to a Childs emotions due to their facial expressions and the way they are acting when we know them and have a bond with them. We also have to remember that we are to build professional relationships. The principles of relationship building and to keep them maintained are communicating effectively, identifying and sorting out conflicts and disagreements, being consistent and fair, showing respect and courtesy, valuing and respecting individuality, keeping promises and honouring commitments, monitoring impact of own behaviour on others, keeping confidentiality as appropriate and recognising and responding appropriately to the power base underpinning relationships. 1.2. Observation 1.3. My own effectiveness in building relationships with children or young people is that when you get to know each child individually i feel more comfortable, because i know they feel comfortable due to them knowing me and respecting them. I involve all the children in my activities no matter what the age gap unless the activitiy is un suiteable for that age group. I ensure in myself that i treat each child in the same way, as no child has higher priority than the other they all get treated fairly. I also feel like i have achieved building relationships with the children when you see them after a weekend or the next day because they smile and are excited to come to nursery again. 2.1. Positive relationships with people involved in the care of children and young people are important. Other people involved other than their family are organisational managers, carers, other visitors, colleagues from other agencies and services, external partners, official visitors, and colleagues. If we do not have positive relationships with these people involved in the childrens lives that attend nursery there is danger that information might be passed un –accurately and that it is withheld because we may not be trusted. It is important that we all work together to build trust with everyone and the benefits the child will get if we do so are children are given consistent care, childrens needs and interests are identified, plans for childrens care and education are more effective, childrens welfare can be properly monitored, and skills and ideas can be shared quickly between adults.