Leading and Developing a Work Team Free Essays

string(26) that its work gets done. UNIT 9 LEADING AND DEVELOPING A WORK TEAM Distinguish among the executives and authority and survey the ramifications of each on successful group execution. Administrators rely upon their kin. They can't manage without their wholehearted duty and backing. We will compose a custom article test on Driving and Developing a Work Team or then again any comparative theme just for you Request Now However, picking up that help, rousing and connecting with them and guaranteeing that they recognize what they are relied upon to do and how to do it is down to administrators and it is a troublesome assignment. This book How to Manage People of Michael Armstrong 2008 is intended to make it simpler by going into the principle activities that administrators need to bring out to complete things through individuals, to be specific: overseeing viably by and large, driving, persuading, group building, designating, meeting, overseeing execution, creating and compensating individuals, overseeing change and dealing with individuals issues. As an administrator you are there to complete things through individuals. You are occupied with a deliberate action including others. Be that as it may, you are worried about characterizing closes just as picking up them. You choose what to do and afterward guarantee that it completes the assistance of the colleagues. You manage programs, procedures, occasions and outcomes. This is done through the activity of administration. Individuals are the most significant asset accessible to you as an administrator. It is through this asset that different assets are overseen. Be that as it may, you are at last responsible for the administration all things considered, including your own. When managing prompt issues, envisioning issues, reacting to requests or even an emergency, and growing better approaches for getting things done, you are actually included. You oversee yourself just as others. You can't designate everything. You every now and again need to depend on your own assets to complete things. These assets incorporate aptitude, know-how, capabilities, time, and saves of strength and assurance. You will get backing, exhortation and help from your own staff and experts, including HR, however in the keep going examination you are all alone. It is imperative to look at specific parts of overseeing individuals, for example, administration, sorting out and inspiration including collaboration. There is a need to practice your kin the board obligations viably. It begins with a general glance at the rules for administrative viability. This is trailed by a survey of the qualities of compelling directors. The remainder of the part manages some of the key parts of the board. As a supervisor and a pioneer you will be judged on the outcomes you have accomplished as well as the degree of ability you have achieved and applied in getting those outcomes. Capability is about information and aptitudes †what individuals need to know and have the option to never really out their function admirably. You will likewise be decided on how you accomplish your work †how you carry on in utilizing your insight and aptitudes. These are frequently depicted as ‘behavioral competencies’ and can be characterized as those parts of conduct that lead to powerful exhibition. They allude to the individual qualities that individuals bring to their work jobs in such territories as administration, group working, adaptability and correspondence. As a supervisor of individuals your job is to guarantee that the colleagues of their best to accomplish an ideal outcome. At the end of the day you are a pioneer †you set the heading and guarantee that individuals tail you. It is important to recognize the board and administration: Management is worried about accomplishing results by getting, conveying, utilizing and controlling all the assets required, in particular individuals, cash, offices, plant and hardware, data and information. Initiative spotlights on the most significant asset, individuals. It is the way toward creating and imparting a dream for the future, spurring individuals and picking up their commitment. The differentiation is significant. The board is principally about the arrangement, use and control of assets. In any case, where individuals are included it is difficult to convey results without giving compelling administration. Depict the procedures of group arrangement, and assess methodologies for empowering group development and advancement One of your most significant jobs as a director is to go about as a group manufacturer †creating and utilizing the limit of your group with the goal that its individuals together convey predominant degrees of execution. Group building happens when you explain the team’s reason and objectives, guarantee that its individuals function admirably together, reinforce the team’s aggregate aptitudes, upgrade responsibility and certainty, expel remotely forced snags and make open doors for colleagues to build up their abilities and skills. A group is a gathering of individuals with corresponding abilities who cooperate to accomplish a typical reason. Their group chief sets the bearing, gives direction and backing, organizes the team’s exercises, guarantees that each colleague has their impact, advances the learning and improvement of colleagues, talks with the group on issues influencing its work and, related to colleagues, screens and audits group execution. Notwithstanding, a few associations have built up the idea of self-overseeing groups which are to a great extent self-governing, dependable to an impressive degree for arranging and booking work, critical thinking, building up their own key presentation pointers and setting and checking group execution and quality measures. The job of their group chiefs is principally to go about as organizers and facilitators; their style is required to be more strong and facilitative than mandate. A compelling group is probably going to be one in which its motivation is clear and its individuals feel the errand is significant, both to them and to the association. The structure, authority and strategies for activity are pertinent to the prerequisites of the errand. Colleagues will be exceptionally occupied with the work they do together and focused in general gathering task. They will have been gathered such that implies they are identified with each other through the necessities of undertaking execution and assignment reliance. The group will utilize optional exertion †going the additional mile †to guarantee that its work completes. You read Driving and Developing a Work Team in class Papers The principle highlights of well-working groups as depicted by Douglas McGregor (1960) are that the climate will in general be casual, agreeable and loose; colleagues hear each out other; most choices are reached by accord; when move is made, clear assignments are made and acknowledged, and group pioneers don't rule their groups †the issue isn't who controls yet how to complete the work. The presentation of groups ought to be surveyed as far as their yield and results and the nature of group forms that have added to those outcomes. Yield standards incorporate the accomplishment of group objectives, consumer loyalty and the amount and nature of work. Procedure measures involve cooperation, coordinated effort and aggregate exertion, compromise, joint dynamic, arranging and objective setting, relational relations, association and versatility and adaptability. How you and your group apply these measures will be identified with the accompanying variables that influence group execution: the clearness of the team’s objectives as far as desires and needs; how work is distributed to the group; how the group is working its procedures as far as attachment, capacity to deal with interior clash and weight, associations with different groups; the degree to which the group is equipped for overseeing itself †defining objectives and needs, checking execution; the nature of authority †even self-guided groups need an ability to know east from west which they can't really create without anyone else; the level and scope of aptitudes controlled by singular colleagues; the degree to which colleagues work deftly, exploiting the multi-skilling abilities of its individuals; the frameworks and assets bolster accessible to the group. Great help to your group building endeavors will be given on the off chance that you lead ordinary group execution survey gatherings to evaluate criticism and control data on their joint accomplishments against goals and to talk about any issues concerning cooperation. The plan for such gatherings could be as per the following: general criticism audit of the advancement of the group overall and issues experienced by the group which have caused troubles or hampered progress, and encourages and impediments to the activity of the group. Work audits of how well the group has worked. The gathering critical thinking, including an investigation of purposes behind any deficits or different issues and understanding of what should be done to explain them and forestall their re-event. Update destinations †audit of new prerequisites, openings or dangers and the alteration of goals as required. Assess the phases of advancement of their work bunch as a group and select and utilize methodologies to improve and create group working. One of your generally significant, if not the most significant, duties as a director is to guarantee that the colleagues elevated levels of execution. You need to guarantee that they comprehend what you anticipate from them, that you and they cooperate to survey execution against those desires and that you together concur what should be done to create information and aptitudes and, here important, improve execution. Your association may well have an exhibition the executives framework which gives direction on how this ought to be done in any case it is up to the director. You are the individual on the spot. Execution the executives frameworks possibly work if supervisors need them to work and are

Archetypal Themes Present in Shakespeare’s “Romeo and Juliet” Essay

The roots of Shakespeare’s play â€Å"Romeo and Juliet† are generally obscure. It’s difficult to accept, however this prototype subject of doomed love originates before Shakespeare by in excess of a thousand years. The Merriam-Webster word reference characterizes â€Å"archetype† as: the first example or model of which everything of a similar kind are portrayals or duplicates. One of the primary bits of composed work to incorporate this regular model of disastrous love was Ovid’s â€Å"Pyramus and Thisbe.† Written around A.D eight, and distributed in Ovid’s Metamorphoses, this sonnet relates the account of two prohibited darlings who reach a sad conclusion, a subject repeating in writing. Shakespeare and Ovid both utilize comparable and distinctive prototype images inside their work. One basic model image in both Ovid and Shakespeare’s work is the divider, representing taboo love. Ovid offers life to the divider by depicting it as â€Å"hateful,† accordingly representing the divider. Another case of how Ovid makes the divider something other than a lifeless obstruction between the two sweethearts is the point at which the darlings address divider. A most essential line was when Pyramus and Thisbe announced, â€Å"But for you we could contact, kiss,† tending to the divider as an individual. In examination, in â€Å"Romeo and Juliet† the â€Å"wall† was the Montagues and Capulets savage scorn for each other. In â€Å"A Midsummer’s Night Dream†, Shakespeare further builds up this image of illegal love by giving the divider a role as a character played by an individual. This changes the divider into something other than a lifeless thing, however as a real living thing that is isolating the two darlings. Shakespeare and Ovid utilize various methods for embodying the divider, however in both, the divider is spoken to as an image of taboo love. Another ground-breaking prototype image in â€Å"Pyramus and Thisbe† is the mulberry tree. Ovid utilizes the mulberry tree as an image of death and the disastrous love of Pyramus and Thisbe. Ovid’s sonnet begins with a depiction of the mulberry tree, illuminating the peruser that sometime in the distant past the red berries of the mulberry tree were very white as day off. Like the entirety of the otherâ tales in Ovid’s Metamorphoses, this sonnet is engaged around change, in this specific case, the adjustment in shade of the berries of the mulberry tree. Ovid reveals to us that the berries were recolored red by the blood of Pyramus as he ended it all after discovering Thisbe’s blood-recolored shroud. Another original image of death, like the mulberry tree, is the lion utilized by Ovid, the harbinger of death. Truth be told one can see passing itself as another â€Å"wall† that isolates Pyramus from Thisbe, until she goes along with him in death. Mod el images of death, for example, the mulberry tree and the lion, show up in various works of writing, and can be recognized in Shakespeare’s plays. Up until this point, I have been investigating Ovid’s and Shakespeare’s utilization of model images, however it is additionally imperative to bring up certain likenesses and contrasts between the two creators. â€Å"Romeo and Juliet† and â€Å"A Midsummer’s Night Dream† both fuse components from â€Å"Pyramus and Thisbe†. Notwithstanding, the equals between†Romeo and Juliet† and â€Å"Pyramus and Thisbe† are progressively valid, given that â€Å"A Midsummer’s Night Dream† is Shakespeare’s parody of â€Å"Romeo and Juliet†and â€Å"Pyramus and Thisbe.† Both â€Å"Romeo and Juliet† â€Å"Pyramus and Thisbe† have equal plots, normal images, and prototype characters. Then again, the first â€Å"Pyramus and Thisbe† is to some degree like the diverting interpretation that the characters of â€Å"Pyramus and Thisbe† that Bottom and his companions from â€Å"A Midsummer’s Night Dream† perform. In any case, there are a few contrasts. In â€Å"A Midsummer’s Night Dream† Ovid’s work is performed roughly and foolishly, implying that Shakespeare was very much aware of these oft-rehashed images and subjects and wished to spoof them. Next time I read a bit of writing, I will have my eyes open for a portion of the model images the Ovid and Shakespeare use in their work. Having the option to perceive model subjects and images gives the peruser a significant and progressively important comprehension of the content. Both Ovid, in â€Å"Pyramus and Thisbe†, and Shakespeare, in â€Å"Romeo and Juliet† and â€Å"A Midsummer’s Night Dream,† utilize basic prototype images as an approach to upgrade the story that they are telling. Works Consulted: Hosley, Richard (1965). Romeo and Juliet. New Haven: Yale University Press. Roberts, Arthur J. (1902). â€Å"The Sources of Romeo and Juliet†. Present day Language Notes

HOW TO Create An Affiliate Program For Your Event

HOW TO Create An Affiliate Program For Your Event Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!HOW TO: Create An Affiliate Program For Your EventUpdated On 23/04/2017Author : Pradeep KumarTopic : GuidesShort URL : http://hbb.me/2oz1RR8 CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogEarlier we discussed about creating events on Twitter, and about the fact that online events are getting more popular than offline. Anyone can create and publish an Event successfully, but he/she might not be able to promote it successfully.Why You Need Affiliate Program For Your Event Basically?Simple. You need one to easily promote your event across the oceans, well at least across your network. ?? So keeping an Affiliate program for your paid events will be damn useful here.Now, Im going to use Eventbrite to demonstrate how to create an Affiliate Program.Eventbrite is an online event registration service that allows you to create, publish and promote your event for free (if the tickets are free) . Earlier we discussed about similar sites like DoAttend, Eventzilla and some others.Creating Affiliate Program Eventbrite#1 Sign up if you dont have an account. Now create publish an event. Basic step is over.#2 After publishing your event, go to My Events tab > Manage.Now on your left side, go to Create Affiliate Program under Sell section.#3 Now here is the big part, where you will decide how much commission Affiliates should get. ??READHow To Back Up Your Computer DataHere enter the name of your affiliate program, the amount you would like to offer to affiliates for referring attendees to your event, and any additional notes you would like to include in the program details.And make sure the Make Public box is checked if you want your program to be open to the public.Useful Tip : If you are creating multiple affiliate programs for your event, then you can make use of the Quick Actions menu located next to each affiliate program.Using this you can track the affiliates who are promoting your event, invite affiliates to your program, and manage payments made to affiliates.#4 In this step, we are going to promote your event (along with affiliate program).Just select Invite Affiliates from the Quick Actions menu. Youll then be able to customize an email invite which will send the link to potential affiliates to sign up for your program.Note: Affiliate program owners (you!) are responsible for making payments to your affiliates, unless otherwise indicated in the affiliate program invitation. They will leave the management of your program up to you.

The Main Theory Of This Given Article Is About How Much

The main theory of this given article is about how much adolescents and their peer influence occurs on social media. Researchers measured adolescents and their neural and behavioral responses to likes on a social media site, Instagram, a popular photo-sharing application and how their peer influence affects them. Social media is very popular and there have been several questions speculating whether or not social media has effects on interpersonal skills, social skills, development, and interactions between young adults. These certain questions revolve around the question whether or not social media has an effect on the developing brain. There are neural mechanisms hidden in social media use. When it comes to adolescence, it is important†¦show more content†¦They then tested to see if the final effects were a positive peer opinion on the brain. Viewing photos that had many likes or that had a few likes was the main reason in seeing how peer influence affected adolescence. They recruited adolescents to participate in their study. The participants posted a photo on their Instagram page, believing that their peers would see it and like it. It was then tested to see how many number of likes were under the photo and if that particular number affected behavioral responses in adolescence. Researchers hypothesized that the participants would like photos that were more popular and had the most likes rather than the photo that was less popular and had less likes. The influence of peers is highly important during the adolescence stage. It means adolescence knows how to interact, communicate, build relationships, and behave appropriately with others. Peer influence and peer pressure can have negative influences. Negative pressure can lead to dangerous and threatening behaviors such as drug use and reckless driving. Young people tend to upload daily activities/routines and risky behaviors online. Those particular actions may have an effect on other peers and encourage them to engage in risky and harmful behaviors. Included in the study, there were photos uploaded showing risky behaviors, trying to see if those photos aided in the influenced responses in adolescence. For this study, researchers used a paradigm andShow MoreRelatedGot to Get You Into My Life: Do Brand Personalities Rub Off on Consumers? Jcr Report1440 Words   |  6 PagesRoedder John This report is a study of brand personalities and how they can â€Å"rub off† on their consumers. This is how the consumer perceives themselves after they use that brand. This article is important because it shows how a brand can affect the consumer. If a brand can capture a personality of a certain person, the more likely that person will stick with that brand. Brand loyalty is a very important aspect of marketing and can produce a lot of good for the brand. Even though this may seemRead MoreResearch On Piaget s Stage Theory1388 Words   |  6 PagesResearch on Piaget’s Stage Theory In a study by Bruce and Muhammad (2009), the specific focus was evaluating prior research done that have aimed for a better understanding in Piaget’s sensorimotor developmental stage (birth-2 years), regarding children who suffer from autism, blindness, intellectual, and physical disabilities. As stated above, object permanence is the primary focus in this stage and it is seen as a foundational skill to master when moving towards the next stages. In each stagesRead MoreThe Psychology Of Problem Solving1674 Words   |  7 PagesJanuary 10th, 2016 Nicole Zaccardi Annotated Bibliography- Problem Solving The Psychology of Problem Solving Problem solving; a cognitive process that involves identifying, thinking about, and solving issues presented to us. The main goal of problem solving is to overcome our everyday obstacles and to find a solution that resolves the issue in the best way possible. Cherry, K., Problem-Solving Strategies and Obstacles, Psychology.com, Problem Solving Strategies. Problems are issues that can rangeRead MoreMaslows Hierarchy Of Need Essay1481 Words   |  6 Pagesdesire to work? Only knowing what are the main factors stimulating a man to act, what kind of motives lay as a basis of a man’s activities, one can try to develop an efficient system for work motivation. In the process of human development, governors and managers noticed that material factors did not motivate workers so efficiently and the key motivating factor is not of material nature, but of psychological one. A lot of various motivation theories were created by such authors as: AbrahamRead MoreThe Strategies Of Finding A Mate1018 Words   |  5 PagesLauren Soentgen Approach: 1, Source: Buss, 1994 In his article, The Strategies of Finding a Mate, David M. Buss discusses the act of finding a mate and the characteristics that people are drawn to in a mate. He begins the article with a brief look at the history of mating and the theories that have previously been proposed. In particular he addressed Charles Darwin’s theory of sexual evolution and belief in preferential mate choice. Buss proposes that there are three components to human matingRead MoreChildhood And Adolescence : Toward A Field Of Inquiry1072 Words   |  5 PagesArticle 1 Spiritual Development in Childhood and Adolescence: Toward a Field of Inquiry Yongmin, S. (2008). Children s well-being during parents marital disruption process: A pooled time-series analysis. Journal of Marriage and Family, 64(2), 472-488. Retrieved from http://onlinelibrary.wiley.com/ Yongmin attempted to show with this article how marriage can â€Å"change† for a married couple when their children turns the age(s) 12-17, also known as the beginning of adolescence. His research focusesRead MoreBUS 115 Questions Chapter 111302 Words   |  6 Pages25-questions. Mark your answers on the front of a Scantron answer sheet (erase all stray marks) For True/False, True=A and False=B 1. True or False? Motivation is the internal process that energizes, directs, and sustains behavior. 2. True or False? A main discovery of the Hawthorne Studies was that human factors are at least as important to motivation as pay rates. 3. True or False? The piece-rate reward system grew out of Taylor’s concepts of scientific management. 4. True or False? On self-managedRead MoreThe Lack Of Knowledge That Researchers Know About Public Policy Implementation1444 Words   |  6 PagesThis article focused on the lack of knowledge that researchers know about public policy implementation despite several years of research. Also, it attempts to alter the deficiencies by performing results from a comprehensive literacy review. Its main object was to: 1) challenge; 2) revises; 3) and add some conventional wisdom about implementation. In addition, provide a foundation for and start a much-needed mixture of experimental data research result. The author stated that: â€Å"The overall volumeRead MoreThe Da Vinci Code: Faith, Fact, and the Conspiracies Behind Them1576 Words   |  7 PagesThe definition of a conspiracy theory, according to Merriam Webster’s Dictionary is, â€Å"a secret plot that is largely unknown to the general public† (Webster 84). Dan Brown focuses on an unusual conspiracy in his novel, The Da Vinci Code. The religious conspiracy theories suggested in this novel discuss secrets of epic proportions that have the potential to shatter the foundations of Christianity. â€Å"Behold the greatest cover-up in human history!† (270). Dan Brown’s The Da Vinci Code proves everybodyRead MoreComparing Ways in Which Celebrities are Presented in Two Tabloid Newspapers1094 Words   |  5 Pagesmore challenging language, and are for perhaps more intellectual people. From this newspaper I chose  £2m bland bombshell (3rd January 2004), an article on the recent successes of TV star Linda Barker. The Daily Star is a redtop, therefore aimed at the lower classes. It uses more simple, colloquial language, as this is generally the language that is best understood by this social group. From this newspaper I chose TV Barrymore flees UK and  £1.4m tax bill (also 3rd January

Depression Is Predictive Of Substance Abuse Outcomes

Recent research further suggests that depression is predictive of substance abuse outcomes. In a study done by Sihlova (2008), suggested early onset of depressive disorders predicted multiple substance use outcomes, including frequent alcohol use, and frequent daily smoking from a sample of 1545 adolescent twins assessed at baseline age 14, and then again at age 17.5. Moreover, depression was found to be a risk factor for smoking in females but not males. Fleming et al. 2008 also suggested that depressive symptoms were more strongly associated with substance use in females than males. Therefore, there are known sex differences in depression, and depression may elevate the chance for increased substance use and victimization among adolescent females. These findings agree with the study done by Luk, Wang, and Simons-Morton (2010) found. Their study specifically focused on the mediating role of depression in the association between substance use and victimization in a national sample of tenth-grade male and female adolescents. Their results indicated that victimization was positively correlated with substance use in both females and males. Also, their meditational analysis showed that depression mediated the link between victimization and substance use for females only, and no noteworthy meditational depression effect was found in males. Their result s depict sex differences between depression and substance use is consistent with previous research, meaning victimization inShow MoreRelatedThe Effects Of Emotions805 Words   |  4 PagesPANAS in a heterogeneous sample of 416 substance users seeking treatment at an outpatient treatment facility. In order to do so, the experimenters used data from four random clinical trials, each of which included the PANAS in their assessments. These trials evaluated a range of substance types which included: cocaine, marijuana, opioid, and alcohol. From these trials internal consistency, test-retest reliability, concurrent and discriminant validity, and predictive validity were all evaluated. The studyRead MoreThe Link Between Adolescent Depression And Suicide823 Words   |  4 Pages Is There a Link Between Adolescent Depression and Suicide? According to data provided by the Center for Disease Control (CDC) suicide was the tenth leading cause of death for all ages in 2013. There were 41,149 successful suicides in the United States. Available data regarding completed suicides in 16 National Violent Death Reporting System states in 2010, 33.4% of suicide decedents tested positive for alcohol, 23.8% for antidepressant medication, and 20.0 % for opiates, including heroin and prescriptionRead MoreSymptoms And Injuries Of A Traumatic Brain Injury841 Words   |  4 Pageschild abuse. Males ages 15-24 years old are at an increased risk for having a TBI; they are joined by substance abusers, infants, elderly, and those with a prior brain injury. After incident of injury, a TBI may present with altered mental status, change in consciousness, posttraumatic amnesia, neurologic dysfunction, intracranial lesion, abnormal cerebral imaging, and reduced Glasgow Coma Scale score. The term traumatic brain injury covers a vast spectrum of possible symptoms and outcome coursesRead MoreEvaluation Of A Comprehensive Assessment Essay1636 Words   |  7 PagesSeptember 1, 1994 and is 18 years old. Her chronological age is calculated to be 18 years, 3 months, and 10 days, at the time of her intake interview. This client was initially referred to counseling due to a panic attack during math class. The outcome goals of the Intake Interview performed with Jadine, were to gain insight into her current situation and how it is affecting her. 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Nonetheless, not all areRead MoreTeenage Drug And Alcohol Abuse2166 Words   |  9 PagesTeenage drug and alcohol abuse can come from a number of different factors such as emotional disorders, stress, social events and other adolescent pressures. Adolescent is a period of time when teens have a lot of pressures to fit in, establish their own identities, it’s also a time of growth and development, and also the great desire to fit in which leads teens to give into peer pressure. Teens are going through an emotional change in themselves emotionally, physica lly and also hormonally duringRead MoreWhat Is A Co Occurring Disorder? Essay2263 Words   |  10 Pagesindividuals suffer on a daily basis with one mental disorder let alone multiple. Few have the resources needed to cope and can turn to other methods of improvement without thinking about the potential outcomes of addictions and worsen their condition. Mental disorders are often than not linked to substance abuse because of the stigma placed over humanity. Society places such a constricting grasp on what is considered normal that people are hiding their symptoms and attempting to mask them to get by; onlyRead MoreThe Effects Of Teenage Dating Violence And Abusive Relationships Among Adolescents1575 Words   |  7 Pagestheir age who is being abused by their partner. Abuse can have negative impacts on you physically and mentally and there are multiple different types of abuse. This paper explores the negative effects of teenage dating violence and abusive relationships among adole scents, and how these types of relationships can affect the human mind and cause psychological and mental issues. The Three Evils This theme shows that there are three main types of abuse, some common and some not so common. These three

Capital Punishment A Form Of Discipline Essay - 1729 Words

What is capital punishment? Capital punishment is legally killing someone because of the crime they have committed as a form of discipline. Death penalty laws were established back in the 18th Century B.C. In the Code of King Hammaurabi of Babylon it ordered the death penalty for about 25 different crimes and in the Seventh Century B.C.’s Draconian Code of Athens made the death penalty the punishment for all crimes. The death sentences were executed in many forms such as lethal injection, gas chamber, electrocution, hanging gas, firing squad and many more to name. The most common type of execution is hanging and the least common is electrocution. The types of executions vary in different countries and states. For example, hanging is used in the United States, Afghanistan, Jamaica, Delaware and Washington. Ethiopia, Ghana, Nigeria, and Utah all use the firing squad as their form of execution. In states like North Carolina and Pennsylvania lethal injection is the primary method of execution opposed to Virginia who gives prisoners the option to choose between lethal injection or execution. Capital punishment has always been an intense debate in the United States. It’s been questioned whether the death penalty is unconstitutional. It’s being portrayed as â€Å"cruel and unusual punishment† which violates The Eight Amendment rights in the United States Constitution. It is cruel in the way it lets people know that if you commit murder than you may be murdered also by the government.Show MoreRelatedThe Death Penalty Should Be Legal1590 Words   |  7 Pagesthey either end up in a life sentence in prison, or they will receive capital punishment, or the death penalty. The death penalty is where a murderer is put to death by lethal injection or other forms of killing. Some say it is what the murderer deserves, while others say it is a â€Å"cruel and unusualâ€Å" form of punishment. Some states, like New Jersey have already banned the death penalty while others have decided to keep the punishment. If you were to go and ask people why they are against the death penaltyRead MoreDiscipline and Punish the Birth of Prsions1071 Words   |  4 Pagesâ€Å"Discipline and Punish the Birth of Prisons† goes beyond the walls of the prison system. Foucault gives a detailed description of the transition of discipline and punishment beginning in the seventeenth century. Foucault begins with insight into the tortures forms of punishment common in the seventeenth century. The torture involved prisoners being placed on a scaffold while holding a two pound torch of burning wax. There the flesh would be torn from their body with hot pincers before their bodiesRead MoreCapital Punishment And Its Origin1485 Words   |  6 Pages Understanding Capital Punishment Quamere Rooks Saint Leo University Abstract Capital punishment, or the death penalty, has existed in many societies for as long as one can remember. This form of discipline is enforced on those individuals who display the most unfathomable criminal behavior against other fellow beings. In recent years, there has been great controversy over the necessity of methods such as this, and whether this form of inhumane discipline is justified. Some wouldRead MoreFoucault s Discipline And Punishment1211 Words   |  5 Pagessociety into the modern culture seen today. Michel Foucault’s Discipline and Punish examines how punishment was viewed and enacted prior to the â€Å"humane† awakening of the eighteenth century, while establishing the progression of change that shifted punishment from the body to the soul. 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Pharmacology of the Asthma for Bronchodilators- myassignmenthelp

Question: Discuss about thePharmacology of the Asthma for Bronchodilators. Answer: Introduction: Pharmacology of the asthma medication The pharmacology of any medication is the how the medication improve the condition and how the body reacts to this drug. In the pharmacology of asthma medication, there will be discussion of the different types of the drugs that are used and how they improve the abnormal condition. As from the pathphysiology, it has been cleared that it occurs due to bronchoconstriction, inflammation and due to the immune response to particular allergens (Divekar, Ameredes Calhoun, 2013). Thus the drugs used may include bronchodilators, steroids, and immunosuppressant and so on. Due to increase in asthma prevalence, there is huge research on the asthma medication that has lesser side effects and more selective treatment. Bronchodilators are the drugs that act by reversing the bronchospasm that relax airways of smooth muscle ?2 agonists-salbutamol (Gelaw Gelaw, 2014) Anticholinergics- ipratropium bromide Methylxanthines-aminophylline, theophylline Airways inflammation reduction drugs Glucocorticosteroids (Gelaw Gelaw, 2014) Leukotriene receptor antagonists-Montelukast Cromolyns-sodium cromoglycate (Barnes, 2009) Miscellaneous Allergen extracts that are used for the allergic desensitization therapy Air that is oxygen-rich Routes of the administration The medication for the asthma are mostly administrated through the inhalation but there are some exceptions Methylxanthines is the drug that is not affected through inhalation and thus, given orally Leukotriene receptor antagonists are administrated orally (Barnes, 2009) Salbutamol is also sometimes administrated orally in very young or in elderly people in which administration through inhalation is much difficult A glucocorticosteroids oral course is administrated in much severe asthma for controlling symptoms ?2 agonists-salbutamol and hydrocortisone are administrated through injection in the acute or severe asthma that includes the IV infusion through in ICU a central venous line Two pathways for the inhaled drugs (Barnes, 2009) Systemic absorption that is absorption into the bloodstream and then passed to target site such as sodium cromoglycate Localised absorption that is absorbed to a localized area, when only there is a requirement of the local drug Inhaled drug advantage Rapid onset of the drug action In most of the cases, very much small concentration of the drug is effective as compared to the same drug administration through systemically that is because as the drug delivered directly to target site and have a local effect that leads to lesser side effects and lower drugs costs. Short-acting b2 agonists, salbutamol these MDI have a speedy onset of action and that last for about 4 hours Long-acting b2 agonists such as salmeterol contain prolonged effect duration so the two doses daily are adequate for the symptoms control Glucocorticosteroids MDIs have known preventers. Asthmas combined drug therapy There has been rising recognition of the ongoing inflammatory procedure in the airway wall of asthmatic patients Inadequate recovery of the airway obstruction between the exacerbations of the asthma In the airway remodeling, slow and progressive that are irreversible changes that is the result of the chronic damage from the ill-treated airway inflammation. This lead to the changes in the asthmatic pharmacological management thats why now, there is lessens reliance on the use of the bronchodilators as the main treatment. There is greater emphasis on airways inflammation control with continuous inhaled glucocorticosteroids or another anti-inflammatory drug for example Montelukast Classification of the drugs for the asthma Bronchodilators are the drugs that act chemically by contracting smooth muscle cells airways for the relaxation and thereby reduction of the airway obstruction if there is the presence of the bronchospasm. There are mainly three types of the bronchodilators: ?2 sympathomimetics which stimulate ?2 adrenergic receptors on the airway of smooth muscle cells (Antoniu, 2012) Inhaled anticholinergics which inhibit muscarinic cholinergic receptors on the airway of smooth muscle cells (Antoniu, 2012) Methylxanthine alkaloids are the drugs that are taken orally or through intravenous injection. These drugs are toxic and have a lesser therapeutic index and are not used widely in Australia but still marketed in the North America (Antoniu, 2012). The ?2 agonists are chemically associated with the adrenaline receptor same as the adrenaline it binds to the adrenergic receptors and stimulates the adrenergic receptors on the airway of the smooth muscle cells. As adrenaline hormone stimulates all 1, ?1, ?2 and all the receptors but the ?2 agonists is selective for the ?2 receptor only so they remarkably reverse the bronchospasm These are further of two types short acting and long acting ?2 agonists Adrenergic and anticholinergic bronchodilators A sympathetic and parasympathetic system has opposing action. Promptness of the sympathetic nervous system and reticence of the parasympathetic nervous system have similar effect example for the same is bronchodilating activity of both ipratropium bromide and salbutamol (Soler Ramsdell, 2014). . In Zancys case, his medication includes ventolin as it clears the pulmonary pathway and stop wheezing problem. His medication includes antibiotics and immunosuppressants that support improvement of the inflammation condition and suppression of inflammatory response through the antibody-antigen reaction. As his mother told that his condition has been improved and they had stopped taking medication and only when required they use ventolin that improve wheezing but not coughing. Thus, he required medication for coughing that disturbs his sleep (Soler Ramsdell, 2014). . In Zancy care plan nurse has to follow the clinical reasoning cycle that will the nurse in decision making that what care is required on the priority for the improvement of the Zancys asthmatic condition. Clinical reasoning is the procedure by which the nurses and clinical gather the cues, do the handing out of the information, estimate the issues related to the patient, plan the involvement and put into practice them, assess the interventions outcomes and enlarge their understanding from the procedure (Soler Ramsdell, 2014). The procedure of the Clinical calculation is a recurring process of interlinked medical meetings relatively than a linear process. The growth of the clinical reasoning model, philosophical strategies concerned are depiction of the patient situation, information collection related to new patient, relate and reviewed the information, analysis of the information, recollect the information, intolerance between the reviewed relevant and irrelevant information, corre sponding and predication of the in sequence analysis for diagnosing and recognition of the difficulty, goal establishment and evaluation(Matsumura, 2009). In the case of Zancys asthma, his asthma is induced by the long term respiratory infection by the virus and his breathing is very fast and also it is very hard for him to control his breathing. In addition to this Zancy produces wheezy sound during breathing and has problem of the continuous coughing (Girdhar, Menon Vijayan, 2007). Thus the nurse has to properly do the evaluation and decision making about his treatment. First priority of the nurse should be brochodilation that helps in proper breathing and slow breathing and also reduction of his coughing through the treatment of expectorants as coughing interpreted his sleeping (Anselmo, 2011). If the nurse can do the treatment according then there should be positive results of Zanchys treatment. Conclusion The medication used for the asthma includes ? agonist and anticholinergics as they are the bronchodilators and supports reduction of the bronchospasm and for the treatment of the inflammation, there is use of the antibiotics. All these drugs help in reduction of bronchospasm and inflammatory responses (Stockman, 2013). In Zancys case, his medication includes bronchodilator; ventolin, immunosuppressant; flixotide and antibiotics as they all improve his condition. In the case, the positive results are there as his mother told that he had stopped taking medication because of improved health. As the asthmatic patients are more prone to allergens they required immediate relief that is given by the use of inhaler that gives instant relief and lesser side effect due immediate absorption. In addition to inhalers there are so many drugs that are given orally and through injections. For the nurse, during first 24 hours of administration, the decision should be done through following clinical r easoning cycle as it helps in effective decision making. References: Anselmo, M. (2011). Pediatric Asthma Controller Therapy. Pediatric Drugs, 13(1), 11-17. Antoniu, S. (2012). Nitrix oxide donors in asthma. Drugs Of The Future, 37(8), 571. Barnes, P. (2009). Drugs for asthma. British Journal Of Pharmacology, 147(S1), S297-S303. Divekar, R., Ameredes, B., Calhoun, W. (2013). Symptom-Based Controller Therapy: A New Paradigm for Asthma Management.Current Allergy And Asthma Reports,13(5), 427-433. Gelaw, B., Gelaw, Y. (2014). Assessment of Adequate Use of Asthma Inhalational Medication Administration in Children. Journal Of Physiology And Pharmacology Advances, 4(11), 454. Girdhar, A., Menon, B., Vijayan, V. (2007). Systemic Inflammation And Its Response To Treatment In Bronchial Asthma. Chest, 132(4), 511A. Matsumura, Y. (2009). Inflammation Induces Glucocorticoid Resistance in Patients with Bronchial Asthma. Anti-Inflammatory Anti-Allergy Agents In Medicinal Chemistry, 8(4), 377-386. Soler, X., Ramsdell, J. (2014). Anticholinergics/Antimuscarinic Drugs in Asthma. Current Allergy And Asthma Reports, 14(12).

What Should Jane Smith Do an Example by

What Should Jane Smith Do Case #1: Mary Jones Case According to the Pregnancy Discrimination Act (an amendment to Title VII of the Civil Rights Act of 1964) An employer cannot refuse to hire a pregnant woman because of her pregnancy or because of a pregnancy-related condition or because of the prejudices of co-workers, clients, or customers. As long as the Mary Jones will be able to perform the major functions of her job and she has the qualifications needed for the position then she cannot be refused to be hired. In a case filed against Walmart by a certain Jamey Stern ( Ref. Case #97-2480-EEO, 1998). The company agreed to pay $220,000 to settle the case. In this case they were found out that they know that she is pregrnant and they intentionally refused to hire her because of her condition even if she is qualified for the position. Jane Smith can require Mary Jones to pass a Medical Certificate that indicates that she is fit to work. Because if the doctors certificate indicates that she is not fit to work due to her condition she can turn down the application of this pregnant qualified applicant. Need essay sample on "What Should Jane Smith Do" topic? We will write a custom essay sample specifically for you Proceed University Students Very Often Tell Us:Who wants to write essay for me?Specialists recommend: Writing Essay Papers Is Easier With UsBuy College Essays Online College Essay Writing Service Top Rated Essay Writing Service Write My Essay Online Reviews Case#2: Bill Cooper Based on the Title IV of the Civil Rights Act of 1964 an employer cannot refuse to hire or fire an employee because of his or her religion. But the law also said that an employer can refuse an applicant if it will cause an undue hardship on the part of the employers' legitimate business interests. If hiring the individual will requires more than ordinary administrative costs, diminishes efficiency in other jobs, infringes on other employees' job rights or benefits, impairs workplace safety, causes co-workers to carry the accommodated employee's share of potentially hazardous or burdensome work, or if the proposed accommodation conflicts with another law or regulation. Because Bill Cooper was the most qualified for the position, Jane have no choice but to hire him because she has so many options that she can use to fill-up Bills position on Saturday. Jane also expresses that she can hire a part-time worker to fill that position, therefore there is no excuse for her to reject Bill. This problem has a similarity with the case of TRANS WORLD AIRLINES, INC. v. HARDISON (FindLaw, 2006)where in Trans World Airlines (TWA) dismissed Hardison due to refusal to work on Saturday. The court found TWA guilty even if the company argues that they have done all the possible means to find a replacement of Hardison so that the Saturday operation in the Airlines will not be affected. The court reasoned-out that they he court took the analysis that TWA had discarded three sensible alternatives. One of which would have satisfied its obligation without undue hardship. (1) Within the framework of the seniority system, TWA could have permitted respondent to work a four-day week, utilizing a supervisor or another worker on duty elsewhere, even though this would have caused other shop functions to suffer; (2) TWA could have filled respondent's Saturday shift from other available personnel, even though this would have involved premium overtime pay; and (3) TWA could have arranged a "swa p" between respondent and another employee either for another shift or for the Sabbath days, even though this would have involved a breach of the seniority system. Held: TWA, which made reasonable efforts to accommodate respondent's religious needs, did not violate Title VII, and each of the Court of Appeals' suggested alternatives would have been an undue hardship within the meaning of the statute as construed by the EEOC guidelines. Pp. 76-85. (TRANS WORLD AIRLINES, INC. v. HARDISON, 1997) Case#3: Kate Johnson According to Ohio Reference Law-4113.71, employers are not liable when they provide truthful information pertaining to employee job performance unless the employer disclosed particular information with the knowledge that the information was false, with the deliberate attempt to mislead the prospective employer or another person, in bad faith or with malicious purpose. The employer may also be found liable if the information constitutes an unlawful discriminatory practice (Ohio State University, 2004) The discrimination laws that apply to interviewing also apply to reference checking. In order to avoid claims of discrimination, decisions based on references should be made based on objective facts. Do not probe into marital status, age, disabilities, race, religion, or national origin. (Ohio State University, 2004) So now if Jane Smith will objectively answer the question of the probing HR, meaning basing all the information that she will share in the performance Kate Johnson in their company then she doesnt have any liability. Furthermore, it is the right of the prospective employer to know the background and performance of this applicant. In cases like Wattenburg v. United Medical Lab, 269 Or 377, 380, 5252 P2d 113 (1974) a former employer has a qualified privilege to share information about the character or conduct of its employees with present or prospective employers. References AterWayne(2003) Focus Issue Job Reference. Ohio State University. Guide to Reference Checking. U.S. Equal Employment Opportunity. Discrimination by Type: Facts and Guide. Transworld Airline Inc v. Hardison (1997) . In FindLaw.com. Retrieved on November 22, 2006http://caselaw.findlaw.com/us-supreme-court/432/63.html Walmart v Stern. (1998) Ref. Case #97-2480-EEO Wattenburg v. United Medical Lab. (1974) 269 Or 377, 380, 525 P2d 113

Base properties of an antimicrobial agent Essays

Acid/ Base properties of an antimicrobial agent Essays Acid/ Base properties of an antimicrobial agent Essay Acid/ Base properties of an antimicrobial agent Essay Chem. 253 Lab 1: Acid/Base Properties of an Antimicrobial Agent 09/03/13 Purpose The purpose was to determine the acid and base properties of the antimicrobial agent sodium beneath. Theory Sodium has mainly been used in food processing to avoid growth of bacteria and harmful microorganisms. It is commonly used to preserve foods and beverages that have an acidic PH. Rather than benzene acid, sodium beneath is used because it is generally soluble in most aqueous solutions but benzene acid is not. Reaction Sodium beneath mixed with water, dissociates into beneath and sodium ions. Hydrogen chloride, which is a gas, will exist in unionized form when combined with water to form hydrochloric acid. Then when the two solutions are combined, HUH+ transfers electrons to beneath ions, which act as the base to form benzene acid as a solid precipitate. The overall balanced equation is as follows. Yield Calculations: Sodium Beneath: Theoretical: The theoretical yield of Benzene Acid is 1. Egg. The actual yield of Benzene Acid is 1. Egg. The percent yield of this experiment is: Methods/Procedures 1) Weigh and tare a 50 ml beaker, then place about 1. G of sodium beneath into the beaker. Record the actual mass of sodium beneath used. 2) Measure about 10 ml of distilled water with a graduated cylinder and pour it into the beaker with the sodium beneath. Use a glass-stirring rod to dissolve the sodium beneath in the water. 3) Measure about 4 ml of 3. 0 M HCI and add it slowly, with stirring, to the sodium beneath solution until the pH of the solution is 2. Use pH paper to test the solution each time by using your stirring rod to place a drop of the solution on the pH paper. Adding excess HCI to the solution will not affect yield of product. 4) To induce crystallization of product, cool the solution to 10 degrees Celsius or below. Place your 50 ml beaker in a large beaker containing cracked ice with a little water to reduce the temperature. 5) Clamp a 250 ml filtering flask to a ring stand and place the Boucher funnel on top with an appropriately sized filter paper (be sure to pre-weigh the filter paper). Moisten the filter paper in the funnel with a little distilled water, and make sure that the moist filter paper fits snugly in the bottom of the Boucher funnel with no folds or bends in the filter paper visible. Use the thick rubber tubing from your drawer to provide vacuum from the aspirator to your filter flask. Be sure you are connecting the tubing to the aspirator, not to the water or gas outlet. Turn on the water to a low volume to create a vacuum in the filter flask but not so much that you flood the sink. Transfer the crystals (quantitatively) from Step 4 to the funnel. Use about 5 ml of distilled water to rinse any solid that remains in the beaker onto the filter paper. Let the solid air-dry with the aspirator running for a few minutes. 7) Place the filter paper with solid in the oven for about 15 minutes to dry. Weigh and then dry again for 5 minutes. Weigh again. If your second weight differs from the first weight by more than 0. 5%, dry again for 10 minutes. Continue this process until successive weighing are within 0. 5%. For this lab, we must be sure to always wear our safety glasses whenever we are in the laboratory and wear gloves when we are conducting an experiment. Benzene acid and sodium beneath used in this experiment can be mild irritants to the skin. We must be careful not to get them on Observations/Results The mixture began clear but once we added the HCI the substance was white and odorless. Our precipitate was solid and white. For the numbers, sodium beneath was the limiting reagent because it had 0. 01063 moles whereas hydrochloric acid had 0. 012 moles. The theoretical yield was 1. Egg and the actual yield was 1. 51 g. With these numbers the percent yield turned out to be 96. 37%. Discussion/Conclusion Throughout the experiment I felt as though there were some errors. Also, I feel as though I may have lost amounts of the mixture and precipitate through transfers that affected our final weight. I could tell that the pH had an effect because we know that if there is a decrease in pH a pr ecipitate starts to form. Exercises 1) In a solution containing aqueous sodium beneath, a decrease in pH usually results in the formation of a precipitate. A.

Dorothy Orem's Nursing Theory Research Paper Example | Topics and Well Written Essays - 1250 words

Dorothy Orem's Nursing Theory - Research Paper Example The backbone of the theory is the concept that from time to time people are affected by limitations that prevent them from meeting their self-care needs. These limitations can be caused by injury or accident, or by external or internal situations such as disease or the natural progression of aging (Hartweg, 1991). Orem describes the nature of the relationships involved with nursing, between the nurse and the patient, and between the nurse and others (such as family members and physicians) that may be involved. She compares this relationship to a friendship, with the nurse being more objective, able-bodied, selfless, and skilled (Orem, 2003). Orem’s theory is set forth in a way that makes it easy to both understand and to implement. As writers Kathleen Sitzman and Lisa Eichelberger (2011) has stated, â€Å"The simplicity of wording, coupled with an uncanny resonance with everyday nursing activities, has ensured its broad popularity and use in many areas of nursing† (p. 94). Orem believed that wholeness is part of what makes a person human. Health helps the person be fully who he or she is, and to operate along with physiological and psychophysiological mechanisms. Good health enables people to interact with others and to have meaningful relationships with those around them (Current Nursing). Nursing is required for patients who need â€Å"direct continuing assistance in self-care† (Orem, 1993, p. 258) caused by health problems. These are needs that all people have, regardless of their health needs, but nurses are required when patients are unable to meet them. Patients tend to become healthier and to recover more quickly from disease, illness, and injury when they are able to participate in and accomplish their own self-care. It is the nurse’s role and responsibility to provide patients and their families

Planned Change Programs May be Harmful to Organizations Essay

Planned Change Programs May be Harmful to Organizations - Essay Example It is common for every organization that is interested in maximizing its profit to have well-structured organizational plans. Nevertheless, not all planned change works for the best interest of the organization in question. In fact many planned changes are considered to be of great harm to many organizations (Marion 2011). Nevertheless, research shows that there are available alternatives to planned changes.Planned changes are essential to better position the extension organization and focus on client needs and moving forward in sustainability programs (Marion, 2011).. Reorganization provides a framework for longer-term commitment to organizations and sub units are being encouraged to put work teams in place to ensure that each sector integrates staff and services into a cohesive, focused business unit (Cheremisin and Davletshin, 2010). Consultation and participation are believed to be essential for the successful development and implementation of organizational goals and objectives. Each work team is asked to develop an effective process for discussion of major challenges and opportunities facing the organization, if possible, over the next decade. Updated strategic plans are then developed.In addition to this, these plans form a framework for focusing organizational resources on the most strategic fields by using a well laid out approach. Updated strategies are implemented by workers at all levels of management in many organizations, 90 percent of the work force is provided by the human beings.

Education and Skills Bill Essay Example for Free

Education and Skills Bill Essay The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The Governance of Britain Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the Treaty on European Union 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to [emailprotected] uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economys needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.

Democracy in Iraq :: essays research papers

Democracy in Iraq The date is March 20, 2003; American forces enter Iraq in the form of air strikes over the capital city of Baghdad. The night sky lights up from anti-aircraft fire from Iraqi sites. The echoing sound of bombs and heavy explosions tremble in the night sky that knew of silence just decades ago. Now eighteen months have pasted, the regime is overthrown, and over one thousand American soldiers have lost their lives in the battle for Democracy in the Middle East. Everyday the numbers of American deaths spent to create Democracy increase. And everyday the number of dollars spent to create Democracy increase. Is it really a possible goal? Can the Americans establish Democracy in Iraq? The five fundamental ideals of Democracy support the common man, but in Iraq is this really what the common man wants? "It seems to me you hate the one thing that to us is most precious. You hate our freedom. Our individual freedom. Our individual freedom to live as we choose, to come and go as we choose, to believe or not believe as we individually choose." ~ Judge William Young in trial against Richard Reid (charged for intent to blow up jumbo jet on January 30, 2003. Reid used to be Iraqi citizen. This quote is said by an American judge who shares the passion that is needed for a democracy to work. ) Democracy requires freedom for all that is the foundation that a Democratic government is based on. This individual freedom can be restrained, but it can never be taken away. In Iraq the government that once controlled all people was a dictatorship led by Saddam Hussein. This government exists when those who rule do so without regard for the will of their constituents. This type of government does not take responsibility for its policies or the ways that the policies are carried out. The dictatorship form of ruling started with the famous Julius Caesar, dictatorships were common because of simplicity. The ideal of individual freedom was and is not present in dictatorships because the men in charge did not believe it to be a significant value to try to preserve. Throughout America's history, our democratic government, one where you can go where you will, leave when you will, and do as you will, has been looked up to by others. Iraq is a country marked by killing and bloodshed, a part of life which the citizens know and understand; there democracy is not yet the solution.