6 Steps to Writing a Great Thank You Note

6 Steps to Writing a Great Thank You Note All interviews should be followed up with a thank you note, no matter how well- or badly- it went. If the interviewer was the long-lost fraternity brother of your dreams, he gets a thank you note. If he was the stone-faced gatekeeper of your worst case scenario, he gets a thank you note. It’s just good form, as Emily Post would surely agree. Why do it? Even if you don’t get the job, a little formal graciousness goes a long way. It could keep you on the â€Å"good† list for future openings. Also, doing it as an automatic routine after every interview means you don’t have to think too much about it.Here are 6 steps to writing a great thank you note:1. Know the players.If you met with just one person, this is easy-peasy. If you met with a group, or you were handed off to multiple people like a well-dressed baton, it can be trickier. Try to get a business card from each person you talk to. If you forget, or that doesn’t work out for whatever reason, mak e sure you have at least one person’s contact info, or HR’s contact info.2. Decide how you want to send the note.Pretty much every part of the hiring process has gone digital, so in the interest of quickness and ease, it’s fine to email the person(s). Plus, it’s â€Å"green† and shows you know how to use resources efficiently, so†¦bonus!3. If necessary, reach out to get all the interviewers’ contact info.If you have gaps, it’s totally fine to reach out to your initial contact at the company. In the thank you letter to that person, you can add a brief note to say, â€Å"I’d love to reach out to Martha as well to say thank you, but I don’t have her email address. Could you please send that to me?†Note: if you’re doing this old school and sending paper letters instead of email, this step isn’t really necessary†¦You can address the envelope right to the person at the company’s mailing ad dress.4. Hit all the necessary points.There are a number of elements that the thank you note should include:The thanks: â€Å"Thank you for taking the time to meet with me this morning.†Brief reference to any small talk you had: â€Å"It’s always a pleasure to meet a fellow Cubs fan!†1-2 sentences that reiterate how awesome you are for this job: â€Å"Based on our conversation, I think this company has some interesting goals, and my sales acumen and leadership skills can really help you achieve them.†Leave the door open: â€Å"Please don’t hesitate to let me know if I can provide more information that will help you make your decision. I look forward to hearing from you.†A closing that is formal, but not stiffly so† (Think â€Å"Best,† â€Å"Regards,† or â€Å"Thanks again.† Nothing flowery and Victorian like â€Å"Ever so humbly yours.†)5. Check everything.For the love of all that is good and chocolate, proo fread every element: email address, name spellings, body text.6. Send it now.Seriously, same day. If you put it off, it could signal to the interviewer that hmm, maybe this isn’t your top priority. And it’s easy to get bogged down in daily stuff and say you’ll do it  tomorrow. Spoiler alert: you’ll probably forget or put it off  tomorrow  too, because human nature. Besides, you want to do it before the interview starts getting fuzzy around the edges in your memory.And then you’re done. Just a few minutes, taken right after the interview, can help establish you as the so-on-the-ball candidate. Plus, even if you don’t get the job, you’ve left a good impression, and you never know when that will come in handy.

1419 Work Related Learning

The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. Following wide consultation with children’s services, parents, children and young people, the Government published Every Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families. The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly applicable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle. These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people. For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every decade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’. A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been researched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’ Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’. However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as ‘the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’. In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marchard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s. More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume. Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations. Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave. As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes. One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures. Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera. For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual’s performance on these tests reflects their social class and family environment more than ability. Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support of its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. S age. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions. London. Pluto Press Climbie Inquiry: Report of an Inquiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO. DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupils about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 â⠂¬â€œ 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002). Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional view’. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89. Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends. Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus. 1419 Work Related Learning The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. Following wide consultation with children’s services, parents, children and young people, the Government published Every Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families. The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly applicable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle. These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people. For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every decade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’. A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been researched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’ Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’. However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as ‘the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’. In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marchard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s. More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume. Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations. Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave. As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes. One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures. Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera. For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual’s performance on these tests reflects their social class and family environment more than ability. Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support of its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. S age. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions. London. Pluto Press Climbie Inquiry: Report of an Inquiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO. DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupils about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 â⠂¬â€œ 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002). Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional view’. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89. Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends. Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Case study on neisseria meningitidis Example | Topics and Well Written Essays - 1000 words

On neisseria meningitidis - Case Study Example It is a human specific pathogen and is gram negative and aerobic in nature. The bacterium is enveloped with a carbohydrate capsule that is covered with polysaccharides attached to its surface. The chromosome of neisseria meningitides has a chromosome 2.0 and 2.2 mega base and contains about 2000 genes. According to CDC (2012)â€Å"Neisseria species, such as N. lactamica. The organism has both an inner (cytoplasmic) and outer membrane, separated by a cell wall’ the outer membrane contains several protein structures that enable the bacteria to interact with the host cells as well as perform other functions. When the meningitis progresses it invades the subarachnoid space of the brain and thus cause inflammation of the meninges. But before this enters this space, they multiply significantly within the blood stream. According Klee (2000,pg .2083-95)â€Å"Neisseria meningitidis colonizes the nasopharynx, from which it can seed the bloodstream before crossing the blood-brain barrier (BBB) to cause meningitis†. The meningitis is diagnosed with the help of conventional and real time PCR assay which can detect bacterial meningitis pathogens. The PCR technology is used typically to detect the causative agent in a suspected case of bacterial meningitis. The assays concurrently works on the DNA extracted from the clinical specimen or isolate. As per Bennett (2008,pg.1764-65) â€Å"PCR-based assays for the rapid individual detection and identification of meningococcal serogroups 29E, X, and Z. The ctrA gene, exclusive to meningococci and forming part of the capsule biosynthesis locus, was chosen as the PCR target†. According to NHS(2013) â€Å"The Hibergene Meningococcal LAMP assay by HiberGene Diagnostics Ltd. is a molecular test for rapid diagnosis of meningitis or septicaemia caused by Neisseria meningitides (meningococcal). It can be used on samples of blood and/or cerebrospinal fluid†. The HiberGene Meningococcal LAMP assay uses loop-mediated

Paper converters Ltd Essay Example | Topics and Well Written Essays - 3500 words - 1

Paper converters Ltd - Essay Example The relevant research should focus on the potential existence of cultural differences across the organization. These differences, if they are major, can set barriers to the growth of the organization. Current paper focuses on the post merger challenges of a British firm, Paper Converters Ltd. The firm was created after the merger of two firms that was based on different culture: a) in the first of these firms, Dyson Paper Ltd particular emphasis has been given on structure and control, b) in the second firm, Jones Sales Agents Ltd, team-working was rather valued. The implications of cultural differences for mergers are reviewed in this paper. ... report The report has been developed in order to provide to the leaders of Paper Converters Ltd a series of recommendations for managing effectively the post merger effects and for reduce risks in regard to their firm further expansion. At the same time, the report shows the value of culture for joint ventures both at national and international level. Background of company Paper Converters Ltd established in 1988, as a result of a merger between the following firms: Dyson Paper Ltd and Jones Sales Agents Ltd. From its established up to 1993, i.e. for about 5 years, the two firms had kept their independency, operating in their pre-merger offices: Dyson Paper Ltd in Corby and Jones Sales Agents Ltd in Stevenage. The need for increasing the level of their production led the two firms to integrate their operations. The firms’ leaders identified a building that could be used as the head office of Paper Converters Ltd. Shortly conflicts appeared in the workplace. Employees of each f irm had worked under different culture and could not understand or tolerate the behavior of their colleagues. The leaders of the two firms tried as possible to eliminate these conflicts but with no particular success. The culture-related challenges for Paper Converters Ltd were continued during the firm’s internationalization. Dyson and Jones, the leaders of the firm, thought that by expanding in a developing region, such as central Africa, would help their organization to increase its profitability. After entering Zambia the firm’s leaders had to face another problem: Zambian staff was reluctant to follow the organizational rules on a series of issues, such as ‘the authority of expenditure, the appointment of senior managers, the terms of approval of payments and so on’ (case study,

Graduation Speech: Make Your Own Rules :: Graduation Speech, Commencement Address

Good evening my name is Ben Rood I would like to share with you something that Michael Konda once said: "The fastest way to succeed is to look as if you're playing by somebody else's rules, while quietly playing by your own." I couldn't agree more. I am standing here today because for the last four years I have unknowingly followed this advice. It started my freshman year when I was in the right place at the right time. Due to the overcrowding here at AHS the Microsoft Windows NT class was changed to an after-school class. This normally full class now had empty seats. As a freshman I did not meet the prerequisites for the NT class so I quietly slipped into one of the empty seats as a pass/fail student. As the year progressed I slowly moved away from the rules and took the class for a grade and as you can see it paid off with "A's". By the end of the year I was able to pass the Microsoft Certified Professional exam at age 14 and land a job at Microsoft. I would not have been able to do all of this and more during my freshman year had I "played by somebody else's rules." I continued to bend and break the rules both silently and blatantly. Through Microsoft I was able to participate in and manage conferences for any where from a hundred and fifty to 10,000 attendees. Interns are not generally invited to help with conferences, but I was fortunate enough to start with a manager who "(looked) as if (he were) playing by somebody else's rules, while quietly playing by (his) own." In school I broke away from the crowd a little more obviously. After individual debates in English class our teacher invited us to debate the different topics as a class. One of these topics was where our "new" school should be located. I was the only one in my class who didn't agree with the bond being presented to the public. While I listened to the points made by my peers and the teacher I still maintained my points and did not jump on the bandwagon. As many of you know I spend much of my time at a computer. Some would say that's because I'm a computer geek. Well I may be a computer geek because I spend lots of time at the computer, but I spend it there because it is much easier to bend the rules of the computer than it is to bend the laws of physics.

Poetry changed alongside wider society Essay

We learn that Arnold can no longer draw comfort from the â€Å"sea of faith† or religion which encompassed him and like the â€Å"folds of a bright girdle furled. † Instead, the coast and sea is an analogy for religious trend. Christianity is ebbing away because of scientific dispatch. This results is the â€Å"naked shingles of the world†; a place that is unprotected and fragile with no supreme power to guide man. This confusion is emphasized the informality of its structure. The lack of a coherent rhythm and rhyme scheme creates the illusion of tide, â€Å"But now I only hear, Its melancholy, long, withdrawing roar, Retreating to the breath,† which swashes and washes along the coast just like the different line lengths. As we can see, Arnold is hesitant of change and acceptance for him results in apprehension. This is unusual in the sense that, conventionally, acceptance results in peace of mind. Ironically, in god’s Grandeur, when Hopkins refutes absolute science, he is more buoyant and cheerful towards which is not the usual characteristics of denial. In the poem, despite the fall of contemporary Victorian society, â€Å"nature is never spent† and permeates the world with â€Å"the dearest of freshness. † Hopkins conveys an image of god being a regenerative force who is able to bring morning following the â€Å"last lights of the black west. † He is defiant of the theory of evolution and instead believes in the â€Å"holy ghost. † Gods Grandeur ends with: â€Å"World broods with warm breast and with ah! Bright wings. † This imagery is inspired with hope and resembles the techniques by Romantic poets where an animal would be used as the vehicle to escape misery; for example the skylark in Keats poem. On the other hand, Dover Beech is not optimistic but instead shares the pessimism associated with poems in the 1900. Arnold depicts the world as a stagnant site with â€Å"neither joy, nor love nor light. † In the last stanza, he talks personally to his wife: â€Å"Ah, love, let us be true† In a place of no faith, Arnold wishes to pin their faith on each other- the language becomes poetic with a series of semantically related adjectives: â€Å"So various, so beautiful, so new† The Victorians lived through a time of change however change in the near future results in â€Å"neither certitude, nor peace, nor help for pain. † This apprehension is felt by Arnold who is â€Å"swept with confused alarms†; the complete antithesis of Hopkins.

John Locke and Karl Marx on Social Justice - 812 Words

Social justice is how justice is served throughout a society as a whole or to its classes. Various unique ideas on creating a just society have been established throughout history. Two of the more well-known concepts are those of Locke and Marx. While both have their ideas for a Just State, they are both very different within their aspects. John Lockes views on social justice and a just state began with his belief that all humans are governed by what he calls natural laws and are protected by their inalienable personal rights. Our inalienable rights are life, liberty, health, and property. They are considered inalienable rights because they are God-given, and ideally, no other human could ever have the right to remove or threaten†¦show more content†¦In Lockes just society, this state works for the needs of the people, as their servant, and if they dont work up to the standards of their social contract, or agreement, the state can be dismissed by way of a revolution. The po litical state was formed with a main purpose of protecting and effectively carrying out God’s law of nature. To guarantee this, several things were required. First, it needed to be clearly expressed to ensure a universal understanding of the law. Second, Judges needed to be appointed to perform different interpretations of the law and to â€Å"check† and â€Å"balance† each other out, eliminating any biases. Last, there must be a substantial amount of power to enforce the law; otherwise, it would not be effective. Locke believed it necessary to have different branches of government. Each would have their certain powers and duties specific to their branch. These branches include the legislative, executive, and federative. The legislative branch was in charge of creating and interpreting kaws for the society. The executive branch was to put the laws into effect. Finally, the federative branch was responsible for making war and keeping peace. John Locke believes t hat a just society is one based on the ideas of liberalism. However, Karl Marx disagrees, insisting that it is one based on communism, which was built upon the ideas of socialism. In a society based onShow MoreRelatedHobbes Vs. Marx On Government s First Duty1038 Words   |  5 PagesMrs. Sauter World History – Block G 15 December 2014 Topic #1 – Hobbes vs. Locke vs. Marx â€Å"Government’s first duty is to protect the people, not run their lives,† said Ronald Reagan. Some political philosophies like John Locke would agree to this statement, while other, like Thomas Hobbes would not, and some will both agree and disagree, like Karl Marx. You will come to learn why the â€Å"social contract† of John Locke is the best through the review of all three philosophers main ideas on governmentRead MoreThe Political Philosophies Of Thomas Hobbes913 Words   |  4 PagesHobbes, John Locke, and Karl Marx all vary in their political philosophies: Thomas Hobbes focused on the power with one, central, absolute monarch, â€Å"upon one man† or â€Å"one assembly of men†; John Locke emphasized that government not rule over the natural rights of every being, and that they are apart from â€Å"any superior power†; and Karl Marx outlined the government leading economic exchanges so that the â€Å"common people† could pros per, as mentioned in The Communist Manifesto. 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When signing the Social Contract, you agree to give up your freedom for the better of the society. In other words, the government places limitations on you for everything. In the quote from Leviathan, he talks about the transfer of power and strength fromRead MoreMarx s Views On Private Property1157 Words   |  5 PagesIntroduction English philosopher John Locke and German philosopher Karl Marx seem completely opposed in their views of private property. While Locke believes that private property is a natural right, Marx believes that private property should be abolished. Throughout this paper, Locke’s and Marx’s individual philosophies on private property will be presented and examined. Ultimately, this paper seeks to show the similarities between these thinkers’ viewpoints on private property and demonstrateRead MoreIs Thomas More s Utopia?1374 Words   |  6 Pagesof society, looking at why people enter societies, what type of governments are most successful, and distribution of wealth among the population. Thomas Hobbes, John Locke, Adam Smith, and Karl Marx all had varying thoughts on how to achieve social order in the societies in which they lived. Their differing notions on the issue of social order and human nature lead to contradictory solutions. In Thomas Hobbes’ Leviathan, Hobbes discusses body politic which is the state collectively, an organizedRead MorePlato And Aristotle s Views On Political Philosophy Essay3649 Words   |  15 PagesIntroduction: The term â€Å"Political Philosophy† is a normative study of state, government, relationships between individual and communities, laws, rights and justice. 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One will disagree with the role of the state and the citizens, but agree with legalizing recreational drug use, while the other two will agree with the role of the state and citizens, but disagree with legalizing drug use. Karl Marx is the philosopher who would disagree with