Lafarge Company Essay Example | Topics and Well Written Essays - 1000 words

Lafarge Company - Essay Example One major advantage with e-learning is the universal nature of this approach. With the firm’s multinational presence, it goes without saying that the various managers in the countries where the firm’s branches are located can be incorporated into the system. Lafarge Company is one that deals with lime and cement in France. It is quite important to note that the company has been in operations for close to one and a half centuries. Actually around the 1930s the company was one of France’s largest cement producers. The success of the company was rather too much to be accommodated in the French locality so much so that in the present day the company has a presence in up to 76 countries all over the world. It has further diversified in the products it deals with and in the present time it has specialized in the production of concrete, aggregates, cement and gypsum. The company is of the opinion that for the achievement of its success there has to be adequate training of the staff that is there. In this connection it actually set up its learning base, the Lafarge University which was established back in the year 2003. The University aims at inculcating in managers the work values which are so much upheld by the company. The firm wants the managers of the firm to be the best in their particular fields in a bid to transforming the company even further. In the pursuit of the perfect solution to the issue at hand, Lafarge opted to get more involved with the internet. Actually the company stressed more on the development of e-learning and familiarizing the staff with what it entails. In accordance with the missions which the university upheld, there had to be a way through which the people involved in the company get a way of learning about how to achieve the objectives stipulated. The diverse nature of the firm at that particular time could not allow the centralization or rather the localization of the

Mintzberg’s 10 Managerial Roles Essay Example for Free

Mintzberg’s 10 Managerial Roles Essay This chart summarizes a manager’s ten roles: | | |Mintzberg’s Managerial Roles | | | | | | |Category |Role |Activity |Examples | | | | | | |Informational |Monitor |Seek and acquire work-related |Scan/read trade press,   periodicals, | | | |information |reports; attend seminars and | | | | |training; maintain personal contacts | |   | | | | | |Disseminator |Communicate/ disseminate information |Send memos and reports; inform staffers and | | | |to others within the organization |subordinates of decisions | |   | | | | | |Spokesperson |Communicate/transmit information to |Pass on memos, reports and informational | | | |outsiders |materials; participate in | | | | |conferences/meetings and report progress | |   |   |   |   | | | | | | |Interpersonal |Figurehead |Perform social and legal duties, act |Greet visitors, sign legal documents, attend| | | |as symbolic leader |ribbon cutting ceremonies, | | | | |host receptions, etc. | |   | | | | | |Leader |Direct and motivate subordinates, |Includes almost all interactions with | | | |select and train employees |subordinates | |   | | | | | |Liaison |Establish and maintain contacts within|Business correspondence, participation in | | | |and outside the organization |meetings with representatives | | | | |of other divisions or organizations.   | |   |   |   |   | | | | | | |Decisional |Entrepreneur |Identify new ideas and initiate |Implement innovations; Plan for the future | | | |improvement projects | | |   | | | | | |Disturbance Handler |Deals with disputes or problems and |Settle conflicts between subordinates; | | | |takes corrective action |Choose strategic alternatives; | | | | |  Overcome crisis situations | |   | | | | | |Resource Allocator |Decide where to apply resources |Draft and approve of plans, schedules, | | | | |budgets; Set priorities | |   | | | | | |Negotiator |Defends business interests |Participates in and directs negotiations | | | | |within team, department, and organization | In the real world, these roles overlap and a manager must learn to balance them in order to manage effectively. While a manager’s work can be analyzed by these individual roles, in practice they are intermixed and interdependent. According to Mintzberg: â€Å"The manager who only communicates or only conceives never gets anything done, while the manager who only ‘does’ ends up doing it all alone.†

INFLUENZA Essay -- essays research papers

INFLUENZA   Ã‚  Ã‚  Ã‚  Ã‚  A virus called an Orthomyxovirus causes influenza. Often called flu, sometimes-even grippe. It is a very contagious disease, and it infects many parts of our bodies. This also includes are lungs. A person can get influenza if someone coughs, sneezes, or even talks around you while they are infected. Influenza is sometimes considered serious in some cases but can be prevented and treated.   Ã‚  Ã‚  Ã‚  Ã‚   When you get the â€Å"flu† in the lungs, the lining of the respiratory tract is damaged by becoming swollen and inflamed. But the damage is not always permanent, and tissue heals within a couple of weeks. It is a respiratory disease, even though it infects the whole body.   Ã‚  Ã‚  Ã‚  Ã‚  The victims’ symptoms usually are fever, chills, weakness, loss of appetite and body, head, back, arm, and leg ache. If you have the disease you may also suffer sore throat, a dry cough, nausea, and burning red eyes. Usually the victim will have nasal congestion and mucus discharge. The fever can reach to about 104*F but it only lasts about 2-3 days then it recedes. Occasionally in more severe cases there will also be gastrointestinal upset. In short, after all these horrible symptoms the patient still feels exhausted a series of days after the flu is gone.   Ã‚  Ã‚  Ã‚  Ã‚  Healthy people have nothing to worry about really when it comes to influenza. It is a moderately severe illness and people are usually back on...

Western European Architecture

This paper is based on the architecture of Medieval Period from 500AC – 1400AD and its styles such as Byzantine, Early Christian, Romanesque and Gothic. Moreover, the paper also covers certain examples from South Florida and the famous buildings standing there. Although a lot of time has passed since the medieval times, we can still see some buildings that were built in the medieval times. Most of the houses that were built during this time were mostly those that belonged to the rich merchants. However, in most of the places the construction done earlier has been replaced as these buildings have been rebuilt and remodeled. The town houses that were built during this time were partially similar to their rural counterparts and they were basically designed due to the lack of space. This is because, previously, land especially in the towns was considered to be very important. The normal town plot in the medieval times was long and narrow and it ran back from the front of the street. Features of the medieval town houses The houses that were planned in the medieval times were basically rectangular in shape and they had a gable end or a wing that faced towards the street. The front part of the house that was on the ground floor was usually used for the purpose of doing trade or used to be used as a shop. Behind the shop, used to be a hall or the main living area and this was further extended to two more storeys and at the back of the house, used to be a counting house or an office along with stores and warehouses as well and an additional accommodation on the upper floor mainly above all the other rooms. The kitchen was separated from the main house and it was an isolated structure at the rear near the courtyard. The upper storey adjoined the street and it used to overhang the street and this gave more space to the upper story than the space at the ground floor, however there was a disadvantage of this as well because the overhanging of upper floors increased the risk of fire spreading. Halls, solars and privies Most of the houses were framed with timber and had wattle walls and the houses for the rich people were built with stone walls. The main element of the houses in the medieval times was the halls that were divided by screens that formed a passageway that led from the pantries and a kitchen area. The hall extended the full height of the building and the hall was used as a general living room by everyone who lived in the house. Privacy was very little and the family members needed a place to keep warm and for recreational purposes. In the hall, there used to be a blazing fire and its smoke used to escape through a hole that was present in the roof that was covered by louvre. The fireplaces and the chimneys were also one of the important features of the medieval times. The domestic chambers that were also known as solars and were used as sleeping rooms and it was located above the passage. At times, these were also fronted by a gallery that overlooked the hall. Even during the middle ages, the timber frames were being used extensively. There were no proper sanitation facilities in the medieval houses and the privies or garderobes were made in the thickness of the walls of larger town houses or as projecting jetties. Garderobes used to get discharged through pipes and gutters into a pit and the chamber pots were used in ordinary dwellings. Furniture and fittings Not much furniture was used in the houses by the people who lived in the medieval times. The only furniture that used to be present in the houses was a table that used to be covered with a linen cloth. Moreover, they had benches or forms, a chair, stools, chests, small cupboards, shelves housing cups, jugs, pewter, knives and spoons, bowls and plates. The people stored their food items in the small cupboards. The poor in the medieval times used palettes to sleep on. These were bags that were filled with dried ferns, rushes or heather, however the people who were well-off used wooden bedsteads to sleep on and it was very rare that the people possessed proper beds, curtains and hangings. Byzantine architecture This is the architecture of the Byzantine Empire and it emerged as a distinct artistic and cultural entity and today, it is referred as the Roman Empire after AD 330 and at this time the Roman Empire shifted its capital from Rome to Byzantium. This empire that continued for more than a hundred years influenced the Medieval and Renaissance era architecture in Europe but later in 1453, the capture of Constantinople by the Ottoman Turks led directly to the architecture of the Ottoman Empire. Early Christian Architecture This flourished from the third to the seventh century and it was produced for the unsplited Christian church. During the Late Antique period, Roman art and architecture extended in the late second till the seventh century and the Byzantine art and architecture existed from fifth till the seventh century. Christianity was made the state religion of the Roman Empire before the Edict of Milan. However, the art adopted by the Christians was restricted as they just used to decorate the hidden places of worship and most of this was derived from Roman art and was developed accordingly to suit the religion. The ideals of perfection used to get rejected by the artists, instead they used to draw images that reflected spiritual significance. In order to envisage the Christian concepts, an iconography was also formulated. In the beginning, the Christians only used to express their arts in terms of transmitting their faith and belief and not as a way of expressing beauty. Later onwards, in the fourth century, the early Christian architecture flourished under the imperial sponsorship. There used to be mainly two types of buildings. . The longitudinal hall – basilica 2. The centralized building – a baptistery or a mausoleum. The exteriors of Early Christian buildings were plain and unadorned; however on the contrary, the interiors were richly decorated and had marble floors and wall slabs, frescoes, mosaics, metal works, hangings, and sumptuous altar furnishings in gold and silver. Early Christian illuminated manuscripts are of an unusually high quality, however nowadays such kin d of architecture is rarely seen. Romanesque architecture This term was used to describe the architecture of Middle Ages Europe which evolved into the Gothic style beginning in the 12th century and this terms means â€Å"descended from Roman† and was used to describe the style from the early 19th century, however there is no specific date that is there as a proof from which this type of architecture came into existence but it ranged from the sixth century till the 10 century. Since the Imperial Roman architecture, the Romanesque architecture is known as the first pan-European architectural style, moreover this style in England is usually named as Norman architecture. The Romanesque architecture basically is a combination of the features found in the Western Roman and Byzantine buildings, furthermore it used to have substantial quality with thick walls and round arches along with sturdy piers, groin vaults, large towers and decorative arcading. The Gothic building followed the Romanesque architecture but comparing the two, the buildings of the Romanesque architecture had clearly defined forms and they were regular based on a symmetrical plan. The overall appearance of the buildings was simple and could clearly be identified all over Europe although the material and the characteristics in different parts of Europe were different and a lot of castles have been reported to be built during this period. Gothic Architecture It is already mentioned in the previous section that the Gothic architecture followed the Romanesque architecture. This flourished mainly during the late medieval period and was succeeded by the Renaissance architecture. Gothic architecture originated in the twelfth century and lasted till the sixteenth century and during this period the Gothic architecture was known as the French style. The main characters of Gothic architecture include the pointed arch, the ribbed vault and the flying buttress. Most of the people are able to recognize the Gothic architecture. This is because most of the great cathedrals, abbeys and parish churches of Europe are built using the features of this. It also has many castles, palaces, town halls, guild halls, universities, however the private dwellings were not much extensively built. The Gothic architecture was expressed most powerfully in the churches and cathedrals and some of the civic buildings as well and its characteristics normally expressed the emotions. Many religious buildings were built during this period and the smallest buildings are often differentiated from the other architectural designs. However, the larger churches are considered invaluable works of art. These buildings are also listed with UNESCO as World Heritage Sites. The Gothic revivals began in the mid-18th century starting from England and it spread through 19th-century in Europe that continued till the 20th century and this was largely based on the religious building and the universities.

Life Is a Continuous Journey Essay

Life is a continuous journey. Some journeys are short and some long. Some journeys are sweet and pleasant while some are sour. Some journeys are too memorable to be erased by the sands of time. I had one such experience. The memory of this journey continues to flicker, on and on, in my mind even after several years. We reached on 9th Dec., as our train reservation was for the following day by North- East Express. We reached the station early in the morning, the next day and boarded the train. The train started off at 6.00 a.m. I sat by the window and enjoyed the passing scenery. The sights of numerous rivers, bridges, countryside, evergreen paddy fields, lush green tea gardens, vast plains, etc. enchanted me a lot. In the late afternoon we reached Rajshahi station, which is the gateway to khulna. Some of us got out of the train to have a look at the station. The hustle and bustle of people moving about, the coming and going of trains and the enticing sights of the various stalls of t he station attracted our attention and we too moved about the platform enjoying these sights. We didn’t realise how quickly the time had passed. Suddenly we saw our train moving. We were at the far end of the platform and ran with all speed and might to catch the train. I was the last to notice the movement of the train and so the last to run. I too ran after my friends to catch the train. But the train was moving fast. Within moments my friends managed to get in. As I was about to reach the train, I slipped and fell on the platform. I saw my train speeding away before my sight. I shivered with fear. My friends were shouting at the top of their voice asking me to run faster. Just then a coolie lifted me and ran with me to the door, where my friends pulled me in. I just looked back and waved my hands at the good Samaritan, who had helped me-1 got only a glimpse of his face. But that face continues to remain afresh in my mind. The incident deeply scared me and I dared not to move an inch from my seat thereafter. It took some time for me to recover from the shock. The wonderful sights of New Delhi and Agra failed to bring back my lost enthusiasm and interest. I don’t even remember what I saw and how the rest of the excursion ended. The incident at the N.J. P Railway Station was too great to be forgotten by a few passing bliss. I can never forget this memorable journey. The reminiscences of this journey often flicker in my mind every now and then. Whenever this happens, I say a short prayer for the kind and unknown Samaritan, who helped me on that fateful day to get into the train. It was, by far, the most unforgettable journey of my life- a journey that has left its deep scars on the canvas of my life.

High Blood Pressure essays

High Blood Pressure essays One out of the four of you in this classroom will have it. It affects 50 million Americans and nearly half are women. There are no symptoms to this disease. Many people have it for years without knowing it. This is why high blood pressure is also called the silent killer. Uncontrollable high blood pressure can lead to stroke, heart attack, heart failure or kidney failure. As a 3rd level nursing student I have had firsthand experience with patients who have high blood pressure also known as hypertension. Today I would like to talk about what is high blood pressure, risk factors, prevention, and disease progression. Lets start with the definition of high blood pressure also known as hypertension. While you are sitting in your seats you are probably wondering if you are at risk for high blood pressure. According to the American Heart Association, if youre an adult and your blood pressure is higher than 140/90, you have high blood pressure and are at risk for heart disease, stroke, and other medical problems. Blood pressure is the force in the arteries when the heart beats (systolic pressure) and when the heart is at rest (diastolic pressure). High blood pressure can occur in children and adults, but more commonly in people over 35. One single reading doesnt mean you have high blood pressure, but its a sign that you should watch it carefully. Now lets talk about 2 categories of risk factors, controllable and uncontrollable. Controllable risk factors are those that increase your chances of developing high blood pressure, but you have the ability to modify them. First is being overweight. Second is too much salt intake. Third is drinking too much alcohol. Fourth is lack of exercise. Fifth is smoking. Sixth applies to women and is birth control pills. And lastly is stress. The first five factors mainly deal with having an overall healthy lifestyle. By eating fatty foods an...

Reservoir Dogs Essays (680 words) - Concept Albums, Feces

Reservoir Dogs Essays (680 words) - Concept Albums, Feces Reservoir Dogs Gangsters, violence, murder and corruption !!!!! If these are some of the things that you're into, then this is your kind of movie. Be ready to watch it more than once to be sure to get all the movie has to offer because it jumps from subject to subject and can be a little confusing. The movie on the whole was really great. It was filled with some pretty gory scenes and extreme violent content, Tarantinos' trademark. The way he portrays the real life aspects of crime and violence are unbelievable. I wonder if he experienced some of these things himself and that's why he has a realistic view of them. Then again, I can't really gauge how realistic any of these themes are because after watching this kind of movie it makes me feel like I lead a really sheltered lifestyle. Why does all the violence in Tarantinos' movies become so attractive to us normal people? I think it's because most of his material is underworld stuff. He deals with things we can barely relate to. Topics that are so far fetched to a "normal" person that they kind of hypnotize us into watching. Things happen in his movies that are so bizarre, we can't begin to imagine them happening to us in real life. The weird part is, many of these things DO happen every day. We all know there really are gangsters, mobsters and really low-life people that involve themselves in what we think of as underworld crime. Drug deals.... on a level so great... amounts we can't begin to comprehend. Murders, for whatever reason. Even the thought of hiring someone to kill someone else gives us a goose bump or three. In his movies it's almost like borrowing a cup of sugar from your next door neighbor. Chopping off someone's ear would repulse me and probably make me want to spew my lunch. Tarantinos' characters chop off ears then talk into them as if they were using ma bell. His characters attitudes are totally ruthless. They could give a shit if you were the cousin of the president or a nanny. They have a job to do and they do it. No holes barred, no questions asked, no thought given to actions or consequences. They are almost like robots, zombies of the underworld that have no emotions or respect for the value of life. You would think these characters are drugged or brainwashed, but they're not. It amazes me that people do this kind of shit as if it were just another day. It's as second nature to them as brushing our teeth every morning is to us. Belonging. Everyone likes to feel like they fit in. There is a certain comfort level in belonging to something, anything. Even if it is to a gang of criminal types. I think that's another reason we all relate or get captured by viewing these kinds of movies. I can only compare it to a fraternity; fraternity brothers all belong to an organized group. They have similar interests, goals and acquaintances. All Tarantinos' characters have these things in common. Although they aren't exactly what we would consider acceptable, they all still feel this common bond. It's a sick kind of thing though. When you think of all the things life has to offer, why would you want to involve yourself in all this complicated criminal shit? They jeopardize their own existence because even though they are considered members of the organization, they would snuff each other out in the blink of an eye if the right person told them to do it. !!!! I have to admit I was totally awed by his movie. I couldn't wait for the next scene to start. As a movie maker, his ideas and the way he presents them are phenomenal. He definitely captures his viewers. You don't even want to blink for fear of missing something. I would like to see him do a movie about topics that aren't so bizarre just to see if the movies would be as good.

How to Make a Lichtenberg Figure

How to Make a Lichtenberg Figure Lichtenberg figures are branching structures formed by an electrical discharge on or inside of an insulator. The structures take their name from Georg Christoph Lichtenberg, the physicist who discovered and studied them. Although you can  make your own Lichtenberg figure using polyethylene sheets and talcum powder, there is an easier method you may wish to try. Lichtenberg Figure Materials Sharp metal object (e.g., awl)Insulator (e.g., sheet of acrylic)Photocopier toner Make a Lichtenberg Figure Position the metal object so that only its tip is touching the surface of the insulator.If you have a Wimshurst machine or Van de Graaff generator handy, discharge it through the metal point into the acrylic. (Gray Matter has a cool video of what happens if you use a particle accelerator to create the Lichtenberg figure. Note that the hammer is insulated, thus preventing that persons skin from displaying a Lichtenberg figure. Be careful!)If you dont have a machine, youll have to generate static electricity another way, like by dragging your feet through a shag carpet and zapping yourself on the metal object... fun!In either case, you will create a Lichtenberg figure across the surface of the acrylic, radiating outward from the metal point. However, you probably wont be able to see it. If you (carefully) blow toner powder across the surface of the acrylic, the Lichtenberg figure will be revealed.

Major Term Paper Example | Topics and Well Written Essays - 1750 words

Major - Term Paper Example These punctilious checks and measures that are applied in the appointment of the Chief Justice of the Supreme Court of Canada are underpinned by the roles that the holder of this office discharges. These roles are in turn highly sacrosanct to the dispensation of justice throughout Canada, as shall be seen in the discussion that ensues forthwith. First, it is important to note that the Chief Justice of the SCC sits as the chairperson of the Canadian Judicial Council. The Canadian Judicial Council in turn comprises all of Canada’s chief justices, and their associate chief justices who serve in the superior courts. The Canadian Judicial Council which was established by the Judges Act of Canada coordinates all the issues of discussions that concern the judiciary, organizes and facilitates all the seminars that involve federally appointed judges, sets up and carries out inquiries on public complaints or on requests that have been made by the provincial attorney general, or the fede ral Minister of Justice. Normally, these complaints and requests concern the conduct of a federally appointed judge. By extension, the foregoing means that the Chief Justice of the SCC initiates the roles of the Canadian Judicial Council and delegates those roles to those functioning below his office. This means that the Chief Justice is the officer who oversees all the functions immediately above (organizing the seminars for the federally judges, coordinating all issues of discussions that concern the judiciary and making inquiries on complaints lodged by the public, the provincial attorney general or the federal Minister of Justice). In almost the same wavelength, the Chief Justice presides over and guides all the sittings of the Supreme Court. The only exception to this provision is the Chief Justice’s absence. In the event of this absence, the Deputy Chief Justice will chair the sitting of the Supreme Court. The Chief Justice is the same office that has to choose the pane ls of Justices who preside over all the Supreme Court of Canada cases. According to Dodek (2011), the Chief Justice also directs and manages the staff serving in the Supreme Court. This role is of immense magnitude, given that the Supreme Court of Canada has more than 150 employees who are also members of the federal government civil service. At the same time, the import of this development is that matters touching on the welfare of the employees of Canada’s Supreme Courts such as the extension and harmonization of remunerations, workplace safety and standards, efficiency and legal competence among Supreme Court employees and the observation of work and legal ethics are all matters that fall under the Chief Justice’s jurisdiction and responsibility. The case above has a great bearing on the dispensation of justice in Canada. Particularly, matters touching on the harmonization of remunerations, workplace safety and professional standards directly bear on the motivation of the Supreme Court employees, like other members of the federal government civil service. This means that the Chief Justice directly bears on the services and duties which are: giving its views on how a specific law ought to be interpreted and applied by Canada’s entire court system; giving guidance to the lower courts; providing uniformity in the court systems throughout Canada; directing change in interpreting and applying laws; and recommending or even rejecting explicitly the traditional

Family law Scenario analysis Essay Example | Topics and Well Written Essays - 2500 words

Family law Scenario analysis - Essay Example Family law Task 1 - Using relevant statutory provisions and case law, analyse scenario 1: Assess the legal validity of any possible claim against Gail’s estate and applying legal provisions, illustrate how her estate would be disposed of. Task 2 - Using relevant statutory provisions and case law, analyse scenario 2: Identify any possible claimants on Peggy’s estate under the Inheritance (Provision for Family and Dependants) Act 1975 and assess the likelihood of success each claimant would have in receiving a payment from the estate. Task 3 - In relation to the two scenarios, critically comment upon the ability of the law to interfere with a testator/testatrix’s last wishes. Task 1 In order to check the legal validity of any claim against the estate of Gail, it would be necessary to refer primarily to the will that Gail prepared. In terms of the will’s validity, no doubts can exist. In accordance with the s9 of the Wills Act 1837 ‘no will shall be valid unless it is in writing and signed by the testator or by some other person in his presence and by his direction’. The will of Gail is signed by her; the text of the will contains the phrase ‘Signed by the said Testator,†¦, in the presence of us’, a phrase that verifies the fact that the will was signed before the witnesses, so no doubt in regard to the will’s validity exists. In other words, the will of Gail is valid being aligned with the relevant provisions of the law, as described above. At the next level, the text of the will should be reviewed for judging whether Gail assets would be distributed in accordance with the will, or whether her estate will fall under intestacy. In other words, it should be made clear whether the will has been revoked or not. Gail prepared the will in December 2010. At that time, Gail had already taken a divorce from Brian, as assumed by the fact that when Martin proposed to her, the processes of the divorce were over. It should be mentioned that after the divorce, Gail bought a house the value of which has been estimated to ?225,000. Also, in July 2010, Gail had inherited a sum of ?150,000 from her father. In other words, the value of Gail’s estate, i.e. the inherited assets, can be estimated to ?375,000. In terms of the will’s validity, the following issues should be mentioned: in accordance with the UK law, a will is automatically revoked if a marriage takes place (s 18(1) of Wills Act 1837). This means that the will of Gail could be possibly considered as revoked. The section 18(3) of the 1837 Act notes that the will may not be revoked after the marriage in case that the testator has made clear within the will that he is going to marry to a particular person and that he wishes that the will remains effective after the marriage. Gail added such term within her will, without, however, specifying the person that she was going to be married. In this context, her will should be considered as revoked. As a result, those who were entitled under the will would receive nothing, with reference particularly to Gail’s best friend, Claire Peacock, but also Blanche Tilsley. The gifts which were, in accordance with the will, would be given to the above persons, will be incorporated in Gail’s estate and will be distributed using the intestacy rules and the right of the surviving spouse. As for David and Sharah, who were also mentioned in the will, they will not inherit the rest of Gail’s esta te, but they will share, along with Nicholas, the remaining part of the estate of ?62,500, after deducting the right of the surviving spouse, as described below. At this point it should be mentioned that Sharah would not inherit since she dies in the car accident, along with Gail; however, Sharah has a daughter, Bethany, who would inherit as the grand daughter of Gail. Under these terms, the estate of Gail would be distributed among the beneficiaries, using the Administration of Estates Act 1925, as containing the rules related to the surviving spouse rights, and the Law Reform (Succession Act) 1995, which includes the

Quiz 3 Essay Example | Topics and Well Written Essays - 250 words - 2

Quiz 3 - Essay Example The signings comments are used to emphasise important of legislation. For example, a piece of legislation had been passed on the time when it is needed the most, or it serves to solve some pressing problem at the time (Woolley and Peters). The United State emphasis and practise individualism more than collectivism because the former drives people to produce more and thus the economy of the country is always growing. However, collectivism leads to laxity among some individuals who are not willing to work as hard as other people. Therefore, this phenomenon is experienced even in politics where Politician’s and stick to their party ideology. This obstructs opportune moment of collective bargaining and bipartisan legislation. A legislative veto is an administrative law that is passed by a majority of congress to object or nullify an executive order (Cornell University Law School). For example, The Caribbean Basin Economic Recovery Act requires a Congressional veto for it to be effected. The act was published in August 5, 1983 even after it has been found unconstitutional by the Supreme

Land law Essay Example | Topics and Well Written Essays - 3000 words - 1

Land law - Essay Example contract for the sale of freehold land, there is a presumption that the contract will automatically include everything which legally constitutes â€Å"land†2. Accordingly, whether or not Ming was entitled to remove the sign depends on whether the sign can validly constitute land or whether it constituted a chattel, which doesn’t fall within the scope of â€Å"land†3. The classic definition of a fixture is anything which is physically (but not necessarily legally) removable and makes a permanent improvement to the land4. Conversely, a chattel is an item brought onto the land, which doesn’t become part of the land5. The general rule regarding fixtures is that whatever is attached to the soil becomes part of the soil6. In determining whether the sign is fixture or a chattel, it will be necessary to apply the two factual tests as extrapolated by Blackburn J in the case of Holland v Hodgson7, namely the degree of annexation test and the purpose of annexation test. The degree of annexation test requires that the object be fastened to or connected with the land in some way for there to be a presumption that it is a fixture8. For example, in the case of Hamp v Bygrave9 it was held that patio lights that were attached to the wall of the house were fixtures. Moreover, if an object is not fixed, but merely rests on its own weight, there will be a presumption that it is a chattel10. If we apply this by analogy to the current scenario, the sign had hung from a post, which if resting on its own weight will lead to a presumption of it being a chattel. However, the presumption can be rebutted on the basis of the purpose of the annexation test. In the case of Elitestone Limited v Morris11 Lord Clyde asserted that this test involved a consideration of â€Å"the purpose which the object is serving and not the purpose of the person who put it there12†. As such, the test is objective and is concerned with the intention of the person who put the object on the land. It further

Anthropology Essay Example | Topics and Well Written Essays - 500 words - 1

Anthropology - Essay Example Besides, knowing about the culture, customs, beliefs, myths and social relations of the past better equip one to be an anthropologist who values the human race. Viewing the world through an anthropological lens helps one to think beyond narrow nationalism, extreme fanaticism, and terrorism. Culture is often conceived to be ‘a body of accumulated wisdom’ of the past and it is said that one learns, â€Å"unreflectively for the most part, to replicate forms of behavior that already exist, that come from the past† (Ohnuki-Tierney 1990, p. 154). The culture of a society consists of certain commonly shared values, traditions, social and political relations and factors like common history, common language, common locality and religion play dominant roles in molding various cultures. There is no doubt that the culture of a society is shared by its inhabitants and they contribute to it either by enhancing it or modifying it. It is important to understand culture from an anthropological perspective because there is a direct link between human character formation and cultural values because man learns a lot from various cultures that he comes cross. Understanding various cultures enables human beings to assimilate the good aspects of each culture whether it is alien or native. Field work offers one with the unique opportunity to come to original personal conclusions regarding an issue and to supplement the theory with practical observation, documentation and research. The field worker has to locate the issue and the area of study, and the success of an effective field work depends on the level of involvement of the field worker and the reliability of the data he collects through his interaction and observation. Field work is an essential component of anthropology as it offers the best opportunity for one to get into the lives of men, their culture, customs, values and life styles. No doubt, such field works can enhance one’s understanding of

Land law Essay Example | Topics and Well Written Essays - 3000 words - 1

Land law - Essay Example contract for the sale of freehold land, there is a presumption that the contract will automatically include everything which legally constitutes â€Å"land†2. Accordingly, whether or not Ming was entitled to remove the sign depends on whether the sign can validly constitute land or whether it constituted a chattel, which doesn’t fall within the scope of â€Å"land†3. The classic definition of a fixture is anything which is physically (but not necessarily legally) removable and makes a permanent improvement to the land4. Conversely, a chattel is an item brought onto the land, which doesn’t become part of the land5. The general rule regarding fixtures is that whatever is attached to the soil becomes part of the soil6. In determining whether the sign is fixture or a chattel, it will be necessary to apply the two factual tests as extrapolated by Blackburn J in the case of Holland v Hodgson7, namely the degree of annexation test and the purpose of annexation test. The degree of annexation test requires that the object be fastened to or connected with the land in some way for there to be a presumption that it is a fixture8. For example, in the case of Hamp v Bygrave9 it was held that patio lights that were attached to the wall of the house were fixtures. Moreover, if an object is not fixed, but merely rests on its own weight, there will be a presumption that it is a chattel10. If we apply this by analogy to the current scenario, the sign had hung from a post, which if resting on its own weight will lead to a presumption of it being a chattel. However, the presumption can be rebutted on the basis of the purpose of the annexation test. In the case of Elitestone Limited v Morris11 Lord Clyde asserted that this test involved a consideration of â€Å"the purpose which the object is serving and not the purpose of the person who put it there12†. As such, the test is objective and is concerned with the intention of the person who put the object on the land. It further

Picture Book Essay Example | Topics and Well Written Essays - 1000 words

Picture Book - Essay Example â€Å"What brings you here to Honey Hollow?† Marie kindly inquires. â€Å"Oh, is that what this dump is called? I come from Antartica. Had to swim all the way here to save myself from the horrendous oil and gas explorations of those horrible men! They dig, and dig, and won’t leave us alone. One day, my friend, Shalimar, God bless her soul, was killed because the men were afraid she would kill them first.† Ursa Major came out from his room wondering what the ruckus was all about. â€Å"What’s goin’ on?† Marie stepped forward and introduced Aurora and told him her distressing story. â€Å"Well then, my friend, you are welcome to stay with us as long as you need.† Ursa Major decided. Serenity squeezed Aurora’s paw and showed her the twinkle in his eye. The next day, Ursa Major and Marie seriously discussed their fears about what man is doing to harm nature. â€Å"Those poor Polar bears getting disturbed in their homes because of gas?† Ursa Major asked. â€Å"Oh dear! It’s not only them, it’s us too! Imagine the group of men who arrived in trucks last week. Did you see the monstrous machines they have? You know what I think? I think they’re out to cut down trees! Oh, darling, what will happen to all the forest animals? They would lose their homes! And my sweet Serenity†¦ I hate to think he will grow up without trees around him. What should we do, Ursa dear!† Marie cried. Ursa Major bowed his head and slowly shook it from side to side. Serenity’s best friend, Mackenzie is a charming bear from Antigonish, Nova Scotia. She loved treasure hunts! Today, she wanted to look for golden nuggets that she believes are kept by fairies for smart little bear cubs to discover. Instead, she chanced upon a nest with blue spotted eggs. She looked around and realized that all the tall trees she knew were gone. She didn’t see it at first because she had her head bowed down

Duties of your own work Essay Example for Free

Duties of your own work Essay Ensure all children are safe and happy within the setting. Keeping walk ways, fire exits and doorways clear. Doing regular risk assessment checks throughout ­Ã‚ ­ the day (bye eye). Risk assessment check of the garden before going out. Making sure none of the toys are damaged or broken. EYFS Making sure the EYFS is followed when carrying out monthly spot obs, and when having input in the planning. 1.2 Explain expectations about own work role as expressed in relevant standards. As a practitioner my expectations should be to become a valuable practitioner, to be reliable and be able build good relationships with children and parent carers. Encourage the children in the setting to play whilst learning, and have our children’s best interests at heart for example physical activities and outings will help them to enjoy their growth in knowledge and assist them to expand on their development as a whole. Also I to be able to work with other staff members and parent/carers to support the children, so that the children will feel confident and able boost up their  self-esteem, and this will also help them in their future, and prepare them for when they move onto school or in my case the next room up. Also the expectations that are to be done in my setting at a relevant standard is to supervise the children this plays a big role in child protection Act and health and safety policy. As a practitioner I should always watch the children closely to prevent and reduce any type of injury to the children. Children often challenge their own abilities but are not always able to recognise the risks involved, as a practitioner I should always supervise the children to be able to identify any risks and minimise injury at all times while still encouraging the children to take their own risk. 2.1 Explain the importance of reflective practice in continuously improving the quality of the service provided. It is important to use reflective practise as it can improve your own work and make you consider ways of improving the things you do on a day to day basis. In order to reflect on your own practice, you need to be able to question what you do and think about it rather than just doing it. You can do this by observing how the children react to the activity, and how other have had input. Where you feel you have done well you should consider what skills, knowledge or practice you have used to help you achieve this. You can also ask others for example you room leader for input and ask what they think you did well and what you can improve on. Once you have been give this input you should think about what you need to do to improve. The way you might approach reflecting on your own practice could be to observe the children before you do an activity this can enable you to learn from the children and help you get a good idea of what the children are interested in and also the way they engage wi th other children. You should also be aware of and focus on the issues in hand for example things cannot be running smoothly because of issues as small as the daily routine having a minor issue such as the timings been just out, we should work on these problems as a setting rather than seeing them as just a small problem. Seek out alternatives, if you do not have something you need then don’t panic there is always an alternative you can use. Panicking can cause the children to feel distress and this in turn can cause the children to leave the activity. Also viewing things from a different perspective can help, if you view  things from the children’s perspective can help you experience how the children view the activities, also standing over Someone else’s activities can help you view the way you see how your own activity or went wrong. 2.3 describe how own believes, values and experiences may affect working practices. Your own believe systems, values and experiences can affect your working practices in a good and bad ways for example I believe that no matter what race, religion or background a child comes from they should all be treated as equals and we should follow what the parents would like us too, this can include dietary requirements, clothing, sayings before and after meals for example in my nursery we have some parents that would like us to say please and thank in Punjab. Whereas your own experiences can have an adverse effect on your working practice, for example as a child I was never aloud pudding until i had finished my meal, whereas at work I have to give the child their pudding regardless as to whether the child eats the main meal or not. 4.1 Identify sources of support for planning and reviewing my own development. The sources of support for planning and reviewing my own development are Nikol – manager Nikol helps me review my own development by giving me feedback on a daily basis. Nikol helps me by reviewing my practice and speaking to me when she sees something aren’t quite right and telling me how to handle things the next time round. I also have monthly appraisals with nikol when we talk about how I feel in the work place and how Nikol thinks I could improve and what I’m doing well in, Ema – Room Leader Ema helps me with my development by allowing me to set out my own activities and giving me giving me feedback after each activity. Ema allows me to put up displays and have input into the planning. Ema also gives me praise on a  daily basis. Ema also helps me when I’m unsure on something like what to write for observations or how to link the planning to the EYFS. Hayley – Tutor Hayley helps me with my own development by reviewing my work and giving me feedback on how to make it better. Hayley also plans observations to observe my work within the setting. Parents My parents help me to plan my future steps like uni and talk to me about where I want my studies to take me. My parents also push me to achieve my goals It good to have more than one source of support as everyone’s advice is different and some sources can provide more support in certain areas than others. It’s also good to have more than one source of support as that one source of support is not always available to help. When I was doing a display at work I was struggling to write the EYFS for the display I had just done I asked Ema for support on how to write this. Ema gave me the EYFS Someone else had done as a guide she also showed me which aspects of the EYFS to use to guide me. I felt a lot better after asking for help it made me feel that I could always ask for help when needed and that there was the support I needed.

History of Discovery in Classical Genetics

History of Discovery in Classical Genetics This chapter chronicles the fascinating history of discovery in classical genetics, which is the study of how genetic traits are transmitted in organisms. Key Concepts covered: Mendels laws of heredity was rediscovered and gain wide acceptance in 1900. The chromosomal theory of heredity states that genes reside on chromosomes and that chromosomal dynamics underlie the patterns of Mendelian inheritance. A fundamental observation in classical genetics was the one gene makes one protein relationship. It is now known that the relationship between genes and proteins is much more complex. Genetic Science has to be reconciled to other fields of biology. The Rediscovery of Mendels Work (1900) Darwin knew his theory of evolution is not complete without a compatible theory of heredity. In 1868, he announced that he had found a solution to heredity, but had never published it. After his death, scientists were running through his works to find clues to the theory of heredity that had gone missing. Among them was a Dutch botanist called Hugo de Vries (1848-1935). To support his theory of pangenes, de Vries conducted a series of experiments with plant hybrids in the 1890s. Unaware of Mendels work, de Vries had independently discovered Mendels Laws of Heredity. He was about to publish his work when a friend sent him a copy of Mendels original paper. Later, de Vries claimed he had discovered the sames principles on his own before learned of Mendels experiments. But he gave Mendel credit in his paper which he published in 1900. Two other scientists also independently rediscovered Mendels work: Carl Correns (1864-1933) and Erich Tschermak von Seysenegg (1871-1962). Correns was a German raised in Switzerland, and a student of Karl von Nageli the professor who had discouraged Mendel. Tschermak was an Austrian whose grandfather had been one of Mendels teachers at the University of Vienna. Mendel received wide recognition in the scientific community after William Bateson (1861-1926), an English biologist, became a passionate advocate for the new science. While riding on a train to London, Bateson read de Vries paper with its reference to Mendel; he immediately realized the significance of Mendels work. In 1905, Bateson called the new science genetics. A few years later, Wilhelm Johannsen (1857-1927), a Danish botanist, used the word genes to refer to the units of heredity. Johannsen also invented the terms genotype and phenotype. Genotype is the totality of all the organisms genes. Phenotype is the organisms physical characteristics, which are products of both the underlying genes and the effects of the environment. Chromosomal Theory of Heredity and Gene Maps As Mendels ideas was gaining acceptance in the scientific world, cell biologists wanted to figure out the physical nature of genes. What are genes made of? In the 1890s, Theodor Boveri (1862-1915), a German embryologist, pursued the question in a series of experiments with sea urchins. The eggs of sea urchins are large, transparent, and easy to study under the microscope. Because both sperm and eggs carried genes, and sperm were little more than a nucleus with a tail attached, Boveri concluded that genes must reside in the threadlike filaments called chromosomes in the nucleus of cells. Boveris hypothesis was corroboated by the discovery of two other scientists Walter Sutton (1877-1916) and Nettie Stevens (1861-1912). Sutton, a graduate student at Columbia University in New York, discovered chromosomes when he studied the chromosomes of grasshoppers in 1902. Stevens, a former student of Boveri, discovered X and Y sex chromosomes in 1905, and proposed that all genes reside on chromosomes. The Birth of the Modern laboratory Thomas Hunt Morgan (1866-1945) was a professor of zoology at Columbia University in New York. He began breeding flies around 1905 and established the famous fly room in Columbia University. Between 1905 and 1925, the Fly Room at Columbia was the epicenter of genetics, a catalytic chamber for the new science. The Chromosomal Theory of Heredity Mendel showed that, in principle, genes were inherited independently. The color of a pea had no influence on whether it was wrinkled or round. But as Morgan experimented with increasing number of fly mutants, he discovered exceptions. In 1910, mating fly mutants with white eyes to ordinary red-eyed flies, Morgan found out surprisingly that all white-eyed descendants were male. The eye-color gene must be linked to the sex gene, he thought. In 1911, he confirmed his suspicion: the eye-color gene and the sex gene are linked because they lived on the same chromosome the X chromosome. After examining thousands upon thousands of flies, Morgan discovered an important modification to Mendels laws, now known as the chromosomal theory of heredity: Genes on different chromosomes are inherited independently, but genes on the same chromosome are usually inherited together. The emphasis is on usually. In rare cases, genes on the same chromosome were not inherited together. Morgan called this phenomenon crossing over; today known as recombination. Gene Maps Morgans study on crossing over resulted in a new discovery: Genes that were closer to each other on the chromosome would never be unlinked; Genes were more prone to unlink if they were farther apart on the chromosome; Genes that had no linkage must lived on separate chromosomes. In 1911, Alfred Sturtevant (1891-1970), a twenty-year-old student of Morgans lab, collected Morgans data on the linkage of fruit fly genes and took it home. In a single night, Sturtevant plotted the first map of genes in fruit flies by using the gene linkage to set up the relative positions of genes on chromosomes. The map showed the order of genes on the chromosome and their relative distances from one another. In that evening, Sturtevant had laid the groundwork for the future cloning of genes. He had also poured the foundation for the Human Genome Project. Mutation and Transformation For evolution to occur, an organism must be able to generate genetic variations. This section covers two kinds of genetic alterations at the cellular level mutation and transformation. Mutation Mutations are by definition alterations of the genetic material. Mutations result from errors during DNA replication or other types of damage to DNA, which then may undergo error-prone repair. Mutation was first discovered by Hugo de Vries (1848-1935) in 1900, who had also independently rediscovered Mendels laws. At that time, scientists had to wait for mutations to happen in nature; they could not cause them. But that was change in 1926 when Hermann Muller (1890-1967), a former student of Thomas Morgan, discovered X-ray Mutagenesis. He discovered that radiation can greatly increase the frequency of mutation a discovery for which he received a Nobel Prize in 1946. Discovery of Transformation Principle (1928) Throughout the biological world, genes generally travel vertically ie, from parents to children, or from parent cells to daughter cells. Rarely, though, genetic materials can cross from one organism to another not between parent and child, but between two unrelated strangers. This horizontal exchange of genes is called transformation. Transformation was discovered by an English bacteriologist named Frederick Griffith (1879-1941). In 1928, Griffith performed a series of experiments using two live strains of pneumococcus bacteria: The rough coat strain was non-lethal, while the smooth coat strain was lethal. Griffith killed the lethal smooth coat strain by applying heat. He then inoculated the mice with a mixture of the dead bacteria and the live rough coat strain which was harmless. He expected the mice to live, but the mice died quickly. The experiment had proved that the genetic make-up of the non-lethal bacteria was altered by debris of the dead bacteria, causing the non-lethal bacteria to become lethal. Griffith autopsied the mice and found that the rough bacteria had changed: they had acquired the smooth coat the pathogenic-determining factor merely by contact with the debris from the dead bacteria. The harmless bacteria had somehow transformed into the lethal one. The One Gene-One Enzyme Hypothesis (1941) In the 1930s, scientists working in classical genetics were trying to figure out how genes affect the physical characteristics such as eye color in an organism. Two scientists, George Beadle (1903-89) and Edward Tatum (1909-75), had developed evidence that eye color, which is heritable, is affected by a series of genetically produced chemicals. But the complexity of flies makes it difficult to show a link between specific genes and their chemical products. In 1941, they turned to experiment on a bread mold. The fungus has a short life cycle with a simple chromosomal structure. In the experiment, Beadle and Tatum first irradiated numerous bread molds, producing molds with mutant genes. They then crossed these mutants with ordinary bread molds to create more mutants. Genetic crosses revealed that every mutant was defective in only one gene. For a bread mold to grow, all its metabolic functions have to be intact. If a mutation inactivates even one function, the mold could not grow. Beadle and Tatum used this technique to track the missing metabolic function in every mutant. They noted that every mutant was missing a single metabolic function, corresponding to the activity of a single protein enzyme. In other words, the mutation in one gene was associated with the missing of one enzyme. In this experiment, Beadle and Tatum had discovered the one gene-one enzyme hypothesis. The hypothesis saysÂÂ   one gene directly produces one enzyme, which consequently affects an individual step in a metabolic pathway. Reconciliation of genetics with Other Fields of Biology This chapter tries to reconcile the concepts in genetics to the various fields of biology. These reconciliations attempt to explain natures past, present and future through the lens of the gene. Evolution describes natures past. Variation describes its present. And embryogenesis attempts to capture the future. 1. Genes had to explain the phenomenon of variation The question is: How could discrete units of heredity explain that human heights, for instance, do not have six discrete sizes but seemingly 6 billion continuous variants? The answer was provided by an English mathematician Ronald Fisher (1890-1962) in his paper The Correlation between Relatives on the Supposition of Mendelian Inheritance, published in 1918. Fisher suggested that real-world traits such as height resulted from genes with multiple states, not a single gene with two states. Using mathematical modeling, he showed that one could generate nearly perfect continuity in phenotype on large populations. 2. Genes had to explain evolution The question is: What causes species to change? Answer: Mutation creates variations. A mutation is a change in the gene material. Mutations result from errors during DNA replication or other types of damage to DNA. The changes in the gene created changes in forms that could be selected by natural forces. 3. Genes had to explain development The question is: How could individual units of instruction prescribe the code to create a mature organism out of an embryo? See section 3.5: From Genes to Genesis. 4. Reconciliation between Genotypes and Phenotypes We are all unique. Even monozygotic twins, who are genetically identical, always have variation in the way they look and act. The observable physical characteristics of an individual organism are determined by the genetic make-up, environmental influences, change, and other factors: Genotype + environment + triggers + chance = phenotype

Profiling an Entrepreneur :: Business Management

Profiling an Entrepreneur Psychological profiling has become a science within law enforcement. The behavioral patterns of individuals have been categorized by age, sex, race, national origin and birth order just to name a few. Some people are great leaders, organizers, workers, and followers, but the entrepreneur remains as one of the most elusive psychological profiles in the world. Everyone can point to an entrepreneur, but psychologists have had trouble profiling an entrepreneur.   Ã‚  Ã‚  Ã‚  Ã‚  As referenced in the Journal of Managerial Psychology 5.2 in a research article written by Chad Perry entitled After Further Sightings of the Heffalump, the entrepreneur is compared to the Heffalump, a mythical creature, that as â€Å"He has not yet been caught and, indeed, we may still lack a reliable description of what he looks like,† he avoids description by those who are not entrepreneurs. This research was conducted to test the 1971 hypothesis of Kilby, that the entrepreneur still lacks descriptive profiling. (Perry, 1990, pg.22) The problem arises from the fact that psychologists are as psychologically disparate from the entrepreneur, as humans are from the Heffalump. An accurate profile is beyond the capacity of psychologists to describe. That is because normal human emotions cannot be interchanged with the psychological makeup of the entrepreneur. Entrepreneurs are born with inherit traits that defy normal human emotions. They can feel a coarse of action in business, much like a composer can feel a symphony before he hears the final score. The article by Chad Perry was able to discuss variations within the sub-categories of entrepreneurs, as to small business owners versus those who have taken their companies to the next step, such as a public stock offering called an IPO. I am uniquely aware of the entrepreneurial spirit, as my father is such a person. I work with him in his business of selling beds. I see his style and his work ethic of 10 hours a day, seven days a week.

Effects of Routing on Current Communication Essay

When it comes to Johnson Company’s current communication methods it is blatantly obvious that they are very outdated. I would start by updating their phone system to a digital multiline phone system which utilizes the latest network telephony protocols including VoIP (Voice over Internet Protocol). There are many vendors who offer multiline digital telephones which would be very useful in bringing the Johnson Company up to speed with their competitors. Another significant improvement would be to augment their advertising in the phone book with a well-designed website. With the explosive growth in the popularity of e-commerce over the last decade the Johnson Company could greatly improve their visibility to potential new customers. If the website could be built by properly trained professionals it would make the Johnson Company stand out from other businesses which in turn would help to draw in more customers. It would be in the company’s best interest to design and buil d a database which would be used to record order information. This would be useful in keeping track of existing customers and taking new orders from customers their information could be added to the database. Many companies do this and it is referred to as data mining. Simply put it helps keep track of what products and services they are buying in order to tailor products and services to their specific preferences. From a customer service standpoint it makes the customer feel like the company is going that extra mile to provide them with better products and services. When it comes to keeping existing customers informed of news and updates I would recommend the use of e-mail subscriptions. Most of today’s businesses are using this method and are seeing positive results. Sending e-newsletters and updates would keep customers informed of the latest products and services available to them from the Johnson Company. Just make sure to give customers the option to unsubscribe due to the fact that not  all of Johnson’s customers will want newsletters and updates sent to their e-mail accounts. All of the above recommendations should be helpful with regards to bringing Johnson up to speed with the rest of the modern business world. It would al so make their business more visible to new customers while improving business with existing customers. An additional effect of these updates will be an increase in profitability as a result of the higher visibility which would attract a vastly greater number of potential customers.

Who is More to Blame for the Murder of King Duncan?

In William Shakespeare’s Macbeth, the tragic hero or the great and virtuous character, Macbeth is destined for downfall as he brings suffering and defeat upon himself. However, this statement can be widely debatable, as many would assume that Lady Macbeth also plays an immense role in the murder of Duncan, the beginning of the tragedy. Early in the play, Macbeth encounters three witches or supernatural beings that foretell his future as the new King of Scotland. Intrigued by their prophecies, Macbeth places faith in their words.Macbeth’s wife, Lady Macbeth, is instrumental in his ambition, manipulating him, as they both scheme for greatness. Driven by the will to become King, Macbeth commits the murder of the current King Duncan and continuously murders those that suspect him.He is led to his own destruction as Macduff, a Scottish noble, later kills him. Moreover, although both Macbeth and Lady Macbeth can be considered guilty for the downfall of Macbeth or the tragedy of the play, Macbeth is more to blame as a result of his ruthlessness, his ambitious desires, and his naà ¯ve character, which allow him to betray his own conscience.Macbeth’s ambitious character and his insatiable lust for power drives him to change his nature towards evil commencing his tragic downfall. Upon hearing the prophecies of the witches, Macbeth immediately ponders about the predictions and creates an idea to murder the King. Macbeth states that the image of Duncan, the current King’s death â€Å"doth unfix my hair† (I. ii. 148) meaning that this image was too horrid to even imagine. Early in the play, the witches only predicted that he would become King but it was Macbeth’s ambitious character that takes it to the next step as he now thrives on the will to become King.Although the King’s death was never mentioned in the prophecies, Macbeth plants the idea in his head that the only way for him to become King, as the predictions stated w as to kill Duncan, which creates and displays his lust for power. Macbeth also mentions, â€Å"let not light see my black and deep desires† (I. iv. 58). This is another example in which he now admits this dark character inside him, demonstrating that his valiant, brave character displayed in the beginning of the play is slowly fading away or deteriorating as his ambitious character takes over.Furthermore, by virtue of his honest character, Macbeth admits to himself of his â€Å"vaulting ambition† as he states, â€Å"I have no spur to prick the sides of my intent, but only vaulting ambition, which o’er leaps itself. † (I. vii. 25-27) These lines portray that Macbeth has no other reason to kill Duncan except for his strong desires of wanting to become King. Macbeth’s character as ambitious appears again as even to the eyes of his wife, is seen clearly as lustful for power. Lady Macbeth states â€Å"art not without ambition† proclaiming of his ambitious character.Macbeth’s ambitions is the root cause of his tragic downfall as his lust for power drives him to murder which is the misdeed that places his life at risk and begins his fall from glory. Macbeth as a man with solid morals and a well-established conscience allows himself to be manipulated by other significant characters of the play such as the witches and Lady Macbeth. The witches make two significant appearances in the play, each in which they use equivocation to confuse and manipulate or spark the characters in the play to lead a life of evil.Their first appearance was in front of Banquo and Macbeth in which they praise him as they predict his future as the next King. They know that by calling him â€Å"King hereafter† (i. iii. 53) that it will create desires in his heart and they use these quick phrases or these words placed in paradox to manipulate Macbeth to do something that would earn him that title. Macbeth who has a conscience of his own, all ows himself to create unwanted desires in his heart knowing well that patience is an attribute that only the noble obtain.Macbeth, by the end of his first soliloquy, makes the final decision to not murder the King because in his point of view, â€Å"Duncan both born his faculties so meek† (i. vii. 16-17) and it would be injustice to kill a righteous person but later on changes his mind as he allows his conscience to be moved again by his wife, Lady Macbeth who questions his manhood to achieve the power that they would get if they kill Duncan. She states â€Å"If you durst do it, then you were a man† (i. vii. 56-57) as she tries to convince her husband to go along with Duncan’s murder.Foolishly, Macbeth allows her to change his mind when he could have easily refused proving that he had a mind of his own. The witches near the end of the play manipulate Macbeth once more, but this time it was Macbeth who sought their help therefore getting himself into more trouble . A wise person would make the right decision not to ask the troublesome witches for help, but in Macbeth’s case, he deals with this situation differently as he is again easily manipulated into developing hubris, which leads to his downfall and his tragic ending.Therefore, although Macbeth had a conscience of his own and had the right to make his own decisions, he allowed himself to be manipulated by others, which eventually leads to his own death. Macbeth makes further errors in judgment following his misdeed of killing Duncan as he commits other major crimes, which all precipitate his downfall. For example, the murder of his friend, Banquo. Acting completely on his fear that Banquo’s sons will become King and himself remaining unrecognized, Macbeth decides to kill both Banquo and his son, Fleance.Macbeth knew that he was under suspicion for Duncan’s murder therefore concludes with these two reasons to kill an innocent man and his son. This is proven through Ma cbeth’s statement made in Act 3. Scene 2. Lines 41-42. Macbeth establishes his fear as he says that he is â€Å"full of scorpions in his mind†. Therefore, this murder was another factor or crime that leads him directly to his downfall. Another crime that Macbeth commits that is unforgivable was when he murdered a mother and a child.To take advantage of the situation, Macbeth kills Macduff’s family, which was a tragic scene as Macduff’s son dies creating pathos in the audience’s heart and depicts Macbeth’s character as mad or insane. These murders portray his downfall as extreme for all the serious sins Macbeth has committed. Macbeth’s desire for power, his ignorance towards his own conscience, and the further crimes he commits portray him as more to blame over Lady Macbeth for his own downfall and death.Throughout the whole play, although Lady Macbeth may seem as the masculine character and the brain behind the murder of Duncan, she p lays a minor part in Macbeth’s own desires and the further crimes he independently commits that end in his downfall. Lady Macbeth is a significant character but is not more to blame for every tragic hero brings his fate upon himself. Therefore to conclude, Macbeth is more to blame for his own defeat and suffering.

Theory and Practice of Work with Young People

‘The group constituted an open air society, a communal gathering which had great importance socially, culturally and economically. ——— During each nightly meeting the young worker, once fully integrated, listened, questioned, argued and received unawares an informal education..' (Roberts in Smith, 1998:24). Describing his experience of street groups in the early part of the 20th century, Roberts uses the term ‘informal education' to describe the accidental learning that took place as a direct result of the interaction between young working men. But can what we call ‘informal education' in the 21st century be described as accidental? Mark Smith argues that whilst: ‘Learning may at first seem to be incidental it is not necessarily accidental; actions are taken with some purpose. The specific goal may not be clear at any one time – yet the process is deliberate.' (Smith, 1994:63). Throughout this assignment I shall be exploring the term ‘informal education', examining its origins and meanings, its purpose and practice. Using historical information to examine the early roots of present day youth work, I shall asking whether anything has really changed in the past 150 years by exploring the issues that I face in my day to day practice as a youth and community worker. In 1755 Jean Jacques Rousseau published his work ‘A Discourse on Inequality' and argued that as civilisations grew, they corrupted: ‘Mans natural happiness and freedom by creating artificial inequalities of wealth, power and social privilege' (Smith, 2001, www.infed.org/thinkers/et-rous.htm) In 1801 Johann Heinrich Pestalozzi published How Gertrude Teaches Her Children. Like Rousseau, Pestalozzi was concerned with social justice and he sought to work with those he considered to be adversely affected by social conditions, seeing in education an opportunity for improvement. (Smith, 2001). In the first half of the 20th century John Dewey published three books that built on the earlier work of educationalists like Rousseau and Pestalozzi. These works heavily influenced the development of informal education as we know it today since they: ‘Included a concern with democracy and community; with cultivating reflection and thinking; with attending to experience and the environment.' (Smith, 2001, www.infed.org/thinkers/et-hist.htm#theory). In 1946 Josephine Macalister Brew's book Informal Education: Adventures and Reflections, brought informal education into the realm of youth work. This was followed in 1966 by The Social Education of the Adolescent by Bernard Davies and Alan Gibson. Since then there have been numerous works on the subject of informal education, most notably, in relation to youth work, those of Tony Jeffs and Mark Smith. So what exactly is informal education? Like many terms in use today, it is widely used to describe an enormous variety of settings and activities. In 1960 the Albermarle Report used it to describe youth work provision as: ‘The continued social and informal education of young people in terms most likely to bring them to maturity'. (in Smith, 1988:124). Houle (1980) favoured the experiential definition of informal education describing it as ‘education that occurs as a result of direct participation in the events of life' (In Smith, 1988:130), whilst Mark Smith said ‘one way of thinking about informal education is as the informed use of the everyday in order to enable learning' (Smith, 1988:130). In 2001 Smith went further, describing informal education that: ‘* works through and is driven by conversation * involves exploring and enlarging experience * can take place in any setting' (Smith, 2001, www.infed.org/i-intro.htm) And of its purpose: ‘At one level, the purpose of informal education is no different to any other form of education. In one situation we may focus on, say, healthy eating, in another family relationships. However, running through all this is a concern to build the sorts of communities and relationships in which people can be happy and fulfilled.' (Smith, 2001, www.infed.org/i-intro.htm). Whilst I would agree with Mark Smiths definition of informal education there is and has been an enormous diversity of opinions, theories and explanations of exactly what sort of community we need for people to be happy and fulfilled. Smith's assertion that the role of informal educators is to work towards all people being able to share a ‘common life' with an emphasis on: ‘Work for the well-being of all, respect the unique value and dignity of each human being, dialogue, equality and justice, democracy and the active involvement of people in the issues that affect their lives' (Smith, 2001, http://www.infed.org/i-intro.htm) involves a commitment to anti-oppressive practice that is expounded in much of the literature surrounding the field of informal education. But this has not always been the case and can we hand on heart honestly lay claim to practicing liberating education in our work today? Whilst Rousseau, Pestalozzi and Dewey all identified structural inequalities and believed that ‘education is the fundamental method of social progress and reform' (Dewey in Smith, 2001, www.infed.org/archives/e-texts/e-dew-pc.htm) the application of their theories were not always applied to the work of those who first began providing services for young people. Indeed early ventures into the field of youth work are often seen as controlling not liberating and as overtly oppressive instead of anti-oppressive. ‘The early youth service history in both England and Wales has been described – as a time when work with young people was characterised by both appalling social and employment conditions and by rapid social and political change caused by the development of an industrialised urban society' (Jones & Rose, 2001:27) It is within this context that intervention by middle class societies and organisations in the 1800's was seen to be necessary in order to rescue, control and/or rehabilitate young, working class people. Concern over the working conditions of children and young people brought into being an array of groups, clubs and educational services and policies designed to rescue and protect young people from the worst excesses of employment practices and the failure of working class parents to provide a suitable and controlled home life. ‘Working class adolescents were thought to be most likely to display delinquent and rebellious characteristics – because it was widely assumed that working class parents exercised inadequate control over brutal adolescent instincts' (Humphries 1981 in Smith, 1988:9) This moral underclass discourse lays the blame for social inequalities, poverty and disaffection solely on the shoulders of the working class themselves because: ‘The problems faced are then seen not so much as structural but as personal. The central deficit is often portrayed as emotional or moral' (Smith, 1988:56). And it also suggests that: ‘Their behaviour, without coercion and control, will mean that they will remain unable to join the included majority' (Payne, 2001: handout) By the end of the 19th century, compulsory education and a growing number of welfare statutes meant that youth workers focus shifted from welfare and rescue to a concern with the moral character of young people which was underpinned by the growing influence of Victorian family ideology. ‘The Victorian middle class had very definite ideas about the ideal family and the desirability of imposing such an ideal upon the whole of society.' (Finnegan, 1999:129) This was: ‘Not just a family ideology but also a gender ideology. It was a careful and deliberate attempt to reorganise the relations between the sexes according to middle-class ways and values and then define the outcome as somehow being natural' (Smith, 1988:4) Thompson says of this view: ‘To describe, for example, the traditional male role of breadwinner as ‘natural' adds a false, pseudo-biological air of legitimacy.' (Thomspon, 2001:28) This was at a time when the ‘discovery' of adolescence by Hall and Slaughter and a biologically determined explanation of human behaviour meant that: ‘Those who saw it as their duty or job to intervene in the lives of young people, now had a suitable vocabulary of scientific terms with which to carry forward their intentions' (Smith, 1988:9) The Biological determination of human behaviour further justified differentiated gender roles within the family as well as creating an: ‘Ideology of adolescence marked out (by) a biologically determined norm of youthful behaviour and appearance which was white/anglo, middle class, heterosexual, able bodied male' (Griffin, 1993:18) However, just as family ideology was a driving force in determining social relations at the beginning of the twentieth century; it is just as powerful here in the twenty-first. Roche & Tucker say that: ‘It is through the use of the representations (discursive messages and images) contained within ‘family ideology' that social policies and educational and welfare arrangements are constructed and maintained.' (Roche & Tucker 2001:94) Gittins agreed: ‘Family ideology has been a vital means – the vital means – of holding together and legitimising the existing social, economic, political and gender systems.' (Gittins in Roche & Tucker 2001:94) This is significant if Driver and Martell are correct in asserting that present day ‘Labour increasingly favours conditional, morally prescriptive, conservative and individual communitarianisms' (Driver & Martell, 1997:27) which Etzioni believed would right the social problems of today that are attributable to the ‘failure of people to exercise social and moral responsibility' (Etzioni in Henderson & Salmon, 1988:22). Etzioni emphasised the role of the traditional nuclear family in inculcating in children the right moral standards and he described communitarianism saying: ‘Communitarians – call for a peer marriage of two parents committed to one another and their children' (Etzioni in Henderson & Salmon, 1988:22) Like the Victorians, present day government can be seen as equally keen to legislate into being their ideology of the nuclear family through the use of stricter divorce laws and punitive measures imposed on single parents. The decision to cut lone parent premiums from income support and child benefit in 1998 are examples of a willingness to impose their ideology on society as a whole despite the fact that what they are proposing as ‘normal' or ‘natural' is not bourn out statistically. ‘The ideological norm of the nuclear family is often presented as if it were a statistical norm whereas, in fact, only 23% of households follow the nuclear family pattern of biological parents with their dependent children.' (Thompson, 2001:28) Michael Anderson also points out that despite the belief that the traditional family has only recently become fragmented, marital break up was a regular feature of 19th century Britain and is not peculiar to the 20th century. Comparing marital dissolution caused by death in 1826 and by death and divorce in 1980, Anderson concluded that: ‘The problem of marital break-up is not then new – (it) was clearly, statistically, an equally or even more serious problem' (Anderson in Drake, 1994:73) However, this desire and determination to bring about a particular kind of society influenced by a set of morals and ideals is reminiscent of Mark Smiths definition of the purpose of informal education as: ‘A concern to build the sorts of communities and relationships in which people can be happy and fulfilled.' (Smith, 2001, www.infed.org/i-intro.htm). The only real difference lies in the definition of what makes for community fulfilment and happiness. Smith says that informal education: ‘Involves setting out with the intention of fostering learning. It entails influencing the environment and is based on a commitment to certain values..' (Smith, 1999:19). It would not be difficult to describe the efforts of the middle class in the 19th century in such a way although with our 21st century eyes we now believe we can read the intended control and oppression of working class communities behind their ideals. But in the 21st century are we actually doing much better? If our suspicions concerning the intentionality behind the actions of Victorian middle class youth workers are correct, can we say our own intentionality is any purer? If intentionality can be understood as power as defined by Bertrand Russell when he says that power is the ‘production of intended effects' (in Jeffs & Smith, 1990:5), we could be accused of wielding power in order to create the sorts of communities and relationships in which people can be happy and fulfilled' (Smith, 2001, www.infed.org/i-intro.htm), according to our own philosophies, beliefs and current hegemonic principles, in much the same way that we accuse the middle class philanthropists of the 19th century. Is the ability to wield power to effect change in the lives of others conducive with a practice that has at its heart a commitment to anti-discriminatory practice which: ‘Means recognising power imbalances and working towards the promotion of change to redress the balance of power' (Dalrympole & Burke, 2000:15). As professional workers we can also be considered middle class? All of which begs the question, have we more in common with our predecessors than we like to think? It is certainly possible that they too thought they were operating with the same ‘moral authority' that Jeffs & Smith describe as part of an informal educators role in: ‘Being seen by others as people with integrity, wisdom and an understanding of right and wrong' (Jeffs & Smith, 1999:85) Especially in their desire to provide a ‘strong guiding influence to lead them (young people) onward and upward socially and morally' (Sweatman, 1863 in Smith, 1988:12). No doubt they would also have agreed with Kerry Young's description of youth work as supporting ‘young people's moral deliberations and learning' (Young in Banks, 1999:89). But early youth workers cannot be described as concerned with equality and anti-oppressive practice. On the contrary, their work was: ‘Contained within particular class, gender, racial and age structures: a woman's place was in the home, to be British was to be best, betters were to be honoured and youth had to earn its advancement and wait its turn' (Smith, 1988:19) This made life extremely difficult for anyone who did not fit the stereotypical image of British youth. Tolerance and respect for other races and religious systems was not a feature of informal education and, for example, the estimated 100,000 Jewish immigrants that arrived in Britain between 1840 and 1914 had great difficulty: ‘Maintaining a distinctive culture in a climate of oppression and restriction – (coupled with) pressures – to acculturate to middle-class norms' (Pryce, 2001:82) So what of my practice, of my intentionality? Do I operate from a moral underclass ideology that blames homeless young people for their situation or do I work from a redistributive discourse that sees the issue of poverty as central to the exclusion these young people experience? Can what I do in my day to day practice be termed informal education? Am I concerned with oppression and anti-oppressive practice? Much of what I and Nightstop as an agency do in our work involves enabling young people to live within a system that is discriminatory, unfair and biased towards a particular form of family ideology that suggests that young people should remain dependent on their parents until financially independent or aged 25 which means that they are entitled to lower rates of benefit. Even those young people who work find themselves living on lower wages than their older colleagues. Christine Griffin argued that the discovery of adolescence: ‘Emerged primarily as a consequence of changes in class relations as expanding capitalist economies demanded a cheap and youthful labour force' (Griffin in Roche & Tucker, 2001:18) Even today the notion that young people deserve less pay than their elders finds voice in the policies of the minimum wage which offers no restriction on wages for 16/17 year olds and a lower rate for those aged 18-22. Our continued involvement in teaching them to budget their reduced incomes could easily be described as an expression of an ideology that believes that it is the lack of skills these young people have that cause them difficulties in surviving the benefit and pay systems rather than a belief in the failure of the systems to provide adequate means of survival. And if this was all that we do we could not be described as informal educators if part of the formulae for informal education involves: ‘Equality and justice, democracy and the active involvement of people in the issues that affect their lives' (Smith, 2001, http://www.infed.org/i-intro.htm) However, whilst enabling young people to develop the skills necessary to live independently we also encourage them to question the inequalities they face and the ideologies underpinning them. By engaging young people in conversation, which Jeffs and Smith say is ‘central to our work as informal educators' (Jeffs & Smith, 1999:21), and asking ‘is that fair' and ‘why do you think that is' we encourage them to question things they take for granted as normal and natural and involve them in what Freire described as ‘problem-posing' education which encourages people to critically examine the world so they may: ‘Perceive the reality of oppression, not as a closed world from which there is no exit, but as a limiting situation which they can transform' (Freire, 1993:31). I do not believe the same can be said for the work of early youth workers and much of the work they undertook can be understood as designed to maintain the status quo, to silence the witnesses to oppressive regimes and to control the masses that were beginning to organise themselves via the emergence of trade unions. Emile Durkheim described this type of education as ‘simply the means by which society prepares, in its children, the essential conditions of its own existence' (Giddens, 1972:203), which can be understood as a form of social control. ` The process which enforces values and maintains order is termed social control` (Hoghughi, 1983 in Hart, 2001, youthworkcentral.tripod.com/sean1.htm) Again the question arises, as informal educators in the 21st century are we doing much better? Sean Hart believes we may not. Social control within a context of community work may be regarded as a process of continuity. Indeed much community work, especially that of those with right wing political ideology, involves self-help and making the best of what you have. Thus, it could be argued that this kind of work reinforces the current hegemony and deflects from attempts to challenge the oppression it creates. (Hart, 2001, youthworkcentral.tripod.com/sean1.htm) The difficulty in this for my work is that the young people with whom I work must learn to make the best of what they have and the daily grind of finding enough to eat means that they have little energy left for dismantling oppressive regimes. As Friere said: ‘One of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings consciousness' (Freire, 1993:33). And as they struggle with meeting their most basic of needs I sometimes find it difficult to justify my continuing commitment to educate them about inequality when their overwhelming deprivation is viewed from my comfortable, middle class life style. The inescapable ethical dilemma is very clear since their need pays for and justifies my existence as the manager of Nightstop. As Mark Smith says the welfare professions: ‘Provide a rich source of desirable jobs – for members of elite and middle class groups where such groups can enjoy varying degrees of power, privilege and freedom in their work' (Smith, 1988:58). And I certainly do have power, not only within my own organisation but within local government departments who actively seek my input on the development of services for homeless young people. But in order to ensure that I do not ‘help to maintain the system which supports (me)' (Smith, 1988:58) I now encourage those systems to interact directly with the young people for whom services are being designed at the same time as encouraging young people themselves to play an active part in service development by helping them develop their social intelligence. This can be described as: ‘An understanding of social rules which govern our interactions and an ability to follow or manipulate these to achieve our ends.' (Graham in Hunter, 2001:75). and although this means that I favour David Clarks model of community ‘as a collection of social systems and of individuals in community as affected by different systems' (Hunter, 2001:20) and of community development as ‘opening systems up to each other' (Hunter, 2001:112) this does not fit with Freire's view that: ‘The solution is not to â€Å"integrate† them into the structure of oppression but to transform that structure so that they can become â€Å"beings for themselves' (Freire, 1996:55). However, I also believe that young people themselves have the ability to transform the structure by virtue of their active involvement within it since I do not see young people as incapable of making a vital and valuable contribution to their communities. In this I seek to avoid the accusation that I have a ‘lack of confidence in the people's ability to think, to want and to know' (Freire, 1996:42). The same cannot be said of the youth workers in the early 20th century who felt it necessary to improve young people but without the welfare and rescue focus found it necessary to have other ways of encouraging young people to attend. This was resolved in so far as young people were to be attracted by leisure opportunities whilst support from the ruling classes could be enlisted via the aims of moral improvement so close to their heart. Baden-Powell's identification of citizenship as an answer to problematic youth in 1907 enabled him to offer up scouting and its emphasis on: ‘Observation and deduction, chivalry, patriotism, self-sacrifice, personal hygiene, saving life, self-reliance, etc' (Jeal, 1995:382) Claiming this would produce a new generation of young people who would fit more closely the ideals sought. In other words he described his practice in terms likely to fit the dominant ideology of the day in order to secure the support he needed to continue the work. Again reminiscent of today since: ‘Attempts to attract changing sources of funding have usually been accompanied by promises to elicit from young people whatever behaviour was required by the particular funding body' (Young in Banks, 1999:78). I encounter the dilemma between the needs of my organisation for funding and the desire to end the stereotypical classification of homeless young people on a regular basis as I am frequently required to describe homeless young people in terms that are labelling and oppressive in order to meet the criteria and therefore the ideology of funders which suggests that young people should be capable of independent adult life but whose efforts are actually ‘ consistently thwarted by (their) relegation to the status of a dependent underclass' (Henderson & Salmon, 1988:30). The new youth service of 1900s found that: ‘While clubs have exploited the need for recreation among working class adolescents, and combined this with their being vehicles for a conservative ideology, they did not necessarily attract large numbers' (White early 1900's in Smith, 1988:14). Concern with the numbers of young people attending youth provision is no less today than it was then. The continued need of sponsors, whether statutory or voluntary, for statistical information concerning the use of facilities and opportunities, means that we are ever pushed towards quantifying our work for evaluation purposes instead of concentrating on the quality of provision. Mark Smith says that: ‘Part of the reason for the failure to attract working class young people lies in the tension between social provision and improving aims' (Smith, 1988:14) and although he was describing the dilemmas of early youth workers I believe this is also present today. If informal education has purpose then it cannot be anything other than improving, even Jeffs and Smith say that informal education works to the ‘betterment of individuals, groups and communities' (Jeffs & Smith, 1999:83). And if we are not honest and open about our improving aims, can young people be said to be participating voluntarily from a position of informed consent? The need to ‘improve' and ‘socialise' young people has continued to be a recurring theme throughout the 20th century within government policy. The Education Act of 1918 gave Local Education Authorities the power to spend money on the ‘social training of young people' (Smith, 1988:34). Circular 1486, In the Service of Youth (Board of Education, 1939) which said that youth services should have ‘an equal status with other educational services' (Nicholls, 1997:8) talked of the disruption the '14-20 age group had suffered in its physical and social development' (Smith, 1988:34). Circular 1516, The Challenge of Youth said the aim of an LEA should be to ‘develop the whole personality of individual boys and girls to enable them to take their place as full members of a free community' (Nicholls, 1997:9) whilst Circular 1577 (Board of Education 1941) required young people to register with their LEA and ‘be interviewed and advised as to how they might spend their leisure time' (Smith, 1988:35). In 1960 the Albermarle Report portrayed ‘the main job of youth work as being to help young people to become ‘healthy' adults' (Smith, 1988:49) although Mark Smith argues that the ‘second element of Albemarles vision for the youth service (was) the containment and control of troublesome youth' (Smith, 1988:71). In 1966 the Home Office Children's Department began planning: ‘Community Development Projects – to aid work preventing family breakdown and juvenile delinquency' (Nicholls, 1997:20) which effectively takes us back 100 years. Informal education since then has taken on many guises, from concern about dwindling numbers of young people attending provision, to a growing awareness that there are young people who do not attend at all, the ‘unattached' youth. However it is the continuing response to a problematic discourse that has characterised the series of moral panics about young people that has in the past and continues today to shape youth work. Conclusion Although a growing political awareness of the needs of young people who have been marginalised and excluded by society because of their race, gender, disability, sexuality and class etc., led to targeted work that was and is ‘issue based', youth work has, throughout the past 150 years, maintained its associational character (Smith, 2001). However, recent work has begun to concentrate more on the individual than the ‘social groupwork' (Smith, 2002, www.infed.org/youthwork/transforming.htm) Smith says is fundamental to informal education. The linking of the youth service to the Connexions Strategy with its emphasis on surveillance, control and containment, coupled with an individual, case work emphasis will mean that: ‘The concern with conversation, experience and democracy normally associated with informal education is pushed to the background' (Smith, 2002, www.infed.org/youthwork/transforming.htm) Working to state led objectives and targets that are fed by a communitarianist ideology that focuses on the family mean that what informal educators do in the twenty-first century does not differ greatly from the work undertaken in the 19th and the assumption that adults have a right to intervene in the lives of young people, from a variety of hidden agendas and purposes continues unchallenged. In 1944 Paneth asked: ‘Have we been intruders, disturbing an otherwise happy community, or is it only the bourgeois in us, coming face to face with his opponents, who minds and wants to change them because he feels threatened? Or do they need help from outside? (Paneth, 1944 in Smith, 1988:37).