The Pilgrimage by Paulo Coelho Santiago Analysis

The Pilgrimage by Paulo Coelho Santiago Analysis Paulo Coelhos magical novel follows the adventure of Santiago, a young Sheppard from an Andalusian town who disobeyed his fathers will for him to become a priest. For this reason Santiago can be described as a determined, curious as well as adventurous child as he leads his sheep through the unknown deserts. At the beginning of the novel, we see Santiago at an abandoned church, where he has been having reoccurring dreams of a hidden treasure found at the Pyramids of Egypt. Having no knowledge of omens or Personal Legends at that point, he shrugged off this dream until he decided to visit a fortune-teller. Both she and an old man (whom he meets shortly afterward) tell him that he has a quest in life that he must realize, and that is a part of his existence. While pursuing his journey, he learns a fair bit about the world around him. Although he has been grateful to have trusted individuals such as Melchizedek, there were many negative lessons learned such as depression (the Crystal Me rchant), distant love (the bakers daughter) as well as deceit (the thief that stole his money). All of these obstacles held Santiago back on his quest to finding his Personal Legend. However, as the reoccurring quote When you want something, all the universe conspires to help you achieve it (Coelho, 62) remains engraved in his head, his levels of motivation are once again replenished. There are a number of occasions when Santiago is forced to make choices that could alter the outcome of his journey. For example, he had to give up being a Sheppard and sell his sheep in order to have enough money to be able to finance his voyage to Egypt, in hopes of finding his treasure. I find Santiago to be a dynamic character as he matures and finds true love near the end of the book. He has come to learn about the different languages of the world, of the soul and unite himself with his environment. The Soul of the World is one of the biggest spiritual advancements that Santiago discovers througho ut his journey for his Personal Legend. This term is almost directly associated with collective worship. All of these worshippers from different religions worship a certain mystery. But in the end, all of the religions point towards the same mystery that is the true Soul of the World. Santiagos dynamic qualities are more apparent near the end of the book, where he almost gives up completely on pursuing his Personal Legend. Like the Crystal Merchant, he starts to show more materialistic qualities and deems that his current possessions are satisfactory for him and that the journey towards a supplementary but greater treasure is not necessary. Evidence of this is found when Santiago tells the Alchemist I have already found my treasure. I have a camel, I have my money from the crystal shop, and I have fifty gold pieces (Coelho, 115). By the end of the novel, Santiago has acquired a lot of experienced, mostly gained by the knowledge of the Alchemist. Santiago learned to relinquish fear by listening to his heart, which guided him in the right direction and ultimately guided him to his treasure, which was found at the sycamore tree in the abandoned church at the beginning of the novel. Santiagos understanding of the Soul of the World is at its highest point during the event where Santiago was forced to turn himself into the wind by a bunch of warriors from the desert. At that point, Coelho uses figurative techniques in order to bring life to the sun, the desert, the wind as well as the heavens. The use of personification attributed to these elements demonstrates how much Santiago has learned and deepened his understanding of the world. Santiagos experience has brought him to understand the universal language of the world and is thus able to communicate with these inanimate elements. If there was one thing I discovered by the end of this novel, it is that the character of Santiago can be symbolic to the way we live our own personal lives. Like each and every one of us, we have character flaws that can often keep us from achieving our goals in life. Although most of us do not rely on omens in order to know if we are on the right track, we often rely on others invaluable sources such as our family members and friends who provide moral support to help achieve our Personal Legend. Obstacles will surely be met (we have seen many throughout Santiagos journey) however thanks to the help of characters such as the Englishman and the Alchemist, Santiago was finally be able to fulfill his destiny and finally reunite himself with Fatima, the girl of his dreams. ISU Journals: Personal Legend In Paulo Coelhos The Alchemist the author puts a lot of emphasis on Personal Legends. Upon Santiagos quest, he meets a stranger who later reveals himself as Melchizedek, the king of Salem. He reveals to Santiago an important moral rule, in which consists the foundation of Coelhos whole novel: Following ones own Personal Legend. The king describes this legend as A point in someones life where everything is clear, everything is possible. They are not afraid to dream and to yearn for everything they would like to see happen to them in their lives (Coelho, 21). Furthermore, the king explains how there will be difficult obstacles to overcome in the path to realising the personal Legend. One of the obstacles presented in Part 1 of the book is a young boy who agreed to help lead him towards the Egyptian Pyramids for a cost. Little did the innocent boy know that the boy was in fact a thief and that dishonesty runs rampant in the city of Tangier. A second instance is when Santiago meets an Ar abic Crystal merchant, a man who has maintained his shop for over thirty years at the top of a hilly street. Through the crystal merchants character in Part One of the novel, we can see that he was unable to fulfill his own Personal Legend (which was to travel to the Mecca). While reading this particular instance of the novel, I felt that the merchants character greatly contrasts the protagonists quest into pursuing his own destiny. Phrases such as he had been in the same place for thirty years there was a time and it was too late to do anything else really show how much faith the merchant lost in his personal dreams. I found that this really affected Santiagos morality and hence, I listed this figure as an obstacle to the fulfillment of Santiagos Personal Legend. Nonetheless the boys depression was soon relieved once the old merchant offered to help the young boy to fulfill what he once dreamed of doing. ISU Journals: Sheep At the beginning of Paulo Coelhos The Alchemist we are brought upon the idea of the symbolism of the young Santiagos flock of sheep. Santiagos flock of sheep are first presented at the beginning of the novel. The Sheppard and his flock had ventured through the countryside of Andalusia for the past two years in search of food and water. Both the animals and their master have certainly formed a solid bond of friendship and it is explicitly shown in the text when Santiago explains They are so used to me that they know my schedule (Coelho, 4). He would read to them regularly, commentate on the views that they passed by while pursuing their journey and comfort them when they would begin to stir. Santiago also comments that the amount of knowledge and understanding that he received from his sheep is quite superior to that of a book. Although Santiagos gratitude and expressed love for his sheep are inevitable, the greater symbolism lies in the feelings of disgust that he has towards them. While reading the novel, I have noticed instances where Santiago says that the only things that sheep care about are food and water. The simplicity of happiness for animals is greatly contrasted with that of humans. Santiago is amazed by how careless the sheep are of their surroundings so long as they are provided with nourishment. This brought me to recognize that the limited perspectives on life of these sheep could in fact be paralleled with that of the Crystal Merchant as well as the baker. Evidence of this is shown when Santiago says If I became a monster today and decided to kill them, one by one, they would become aware only after most of the flock had been slaughtered.(Coelho, 7) Similarly to the Crystal Merchant and the baker, the sheep care nothing else but their material desires (being the food and water). In the case of the Crystal Merchant, he is too preoccupied with his boring daily life (for more than thirty years) and the desire that everything remains the same. According to the king of Salem, individuals who present similar characteristics to the merchant are unable to fully neither understand nor appreciate their purpose in life, nor the creations of God. This is one of the reasons that have kept them from pursuing their destiny. Setting/ Epoch Paulo Coelhos The Alchemist has numerous settings which progress along with the novel. For instance, the beginning of the story is taken place in the lands of Spain. Evidence of this is shown primarily by the name of the protagonist: Santiago and by the fact that the boy first sets off his journey in the region of Andalusia. Also, there is a passage in the story making relevance to the Moorish invasion over Spain The girl was typical of the region of Andalusia, with flowing black hair, and eyes that vaguely recalled the Moorish conquerors. (Coelho, 5) By this quote alone, we can already assume that the storys epoch is set in a pre-modern context (several centuries ago) during the time in which most technologies such as computers, cellphones were absent. Also, caravans as means of transportation are not used as much in the modern era as opposed to in the story. Additionally, the following quote provides proof of the setting by revealing the type of currency The next day, he gave his s on a pouch that held three ancient Spanish gold coins (Coelho, 9). In addition to the epoch, Alchemy was a practice that had been abandoned years ago as it had been confirmed that you could not turn any stone into another by simply melting it and waiting several years. The setting shifts to another Spanish town located in Andalusia called Tarifa. It is at this landmark that Santiago meets with the king of Salem and is given instructions on pursuing his Personal Legend. Evidence of this is shown when the author describes the scenery and mentions that At the highest point in Tarifa, there is an old fort. Built by the Moors. (Coelho, 33)The plot line shifts continents and is currently found in a city called Tangier, which is found in Morocco (North Africa). We can confirm this setting because we find that the main language is Arabic, which Santiago isnt accustomed to. Clues such as the gigantic pipe (Coelho, 34) which can also be referred to as a shisha; women with their faces covered (34) and priests that climbed to the tops of towers and chanted (34) all suggest an Arabic (Muslim) community. The final setting is in the Sahara desert, in which Santiago crosses in order to get to Egypt. Once again, clues such as the Al Fayoum oasis which is located near the Nile River as well as the Arabic people confirm the final major setting of the novel. Plot summary Paulo Coelhos The Alchemist follows the story of a young Andalusian boy named Santiago whose adventure begins after having a reoccurring dream about him and a mysterious treasure found in the Pyramids of Egypt. Piqued by curiosity, the young encounters numerous individuals, who influence his journey (both positively and negatively) to his treasure. Some of these individuals include: the Gypsy, the king of Salem, the thief at Tangier port, the Crystal Merchant, the baker, the Englishman, Fatima as well as the Alchemist himself. The main event in the story is set when Santiago is forced to make a series of sacrifices in order to obtain his Personal Legend. For example, the first instance is when he follows the king of Salems advice to sell his sheep and to travel to Tangier. The King teaches Santiago about omens which aid Santiago in making the right decisions. However, the young boy got robbed and therefore got a job at a Crystal merchants shop. There, he was able to teach the merchant on the meanings of life and how he shouldnt have given up on pursuing his own Personal Legend to one day travel to the Mecca. By making enough money, Santiago is able to pay his way across the Sahara desert towards the sands of Egypt by means of a caravan. He then encounters an Englishman, who has also set himself on a journey in order to find his Personal Legend (to become an Alchemist). Through this man, Santiago learns about alchemy and the amount of difficulty associated with it. Arriving at an oasis, Santiago envisions a horde of men attacking the desert and warns the chieftains. They were successfully able to defend against these men and Santiago finds the opportunity to meet the Alchemist in person. The Alchemist teaches the boy an innumerable amount of valuable lessons such as listening to ones heart, never giving up, understanding the Soul of the World etc. Santiago is put to the ultimate test when he has been captured by a group of Arabic soldiers and ordered him to turn himself into the wind as a display of his magical powers. By linking his heart to the Soul of the World, Santiago communicates with the sun, the wind and The Hand that Wrote All which invoked a powerful storm that brought Santiago to the other side of the hostile camp. Santiago and the Alchemist were free and Santiago finally makes it to the Pyramids of Egypt. However, Santiago is severely beaten and robbed at his final destination. One of the men describes his own dream as having seen a treasure buried at an abandoned church beside a Sycamore tree in Spain. Alarmed, Santiago finally understood this meaning and found his own treasure which has been at the starting point of his whole journey. Author relevance/ Writing Style Paulo Coelho is the author of one of the most compelling books that I and many others have ever read. I believe that the character of Santiago is easily portrayed by the author himself as both undergo a quest of self-freedom and to find their own happiness. Similar to Santiagos job as a Sheppard, Paulos dream of becoming a writer was heavily frowned upon by the members of his family. His mother told him that his father was a very bright engineer and that becoming a writer wasnt a job that got a lot of praise. As a matter of fact, Santiagos parents were equally perplexed about his dream of becoming a Sheppard. Unlike Coelhos family however, the young boys parents accepted his dream quicker than the author. The turning of point of Paulos life was when he walked the 500 plus mile Road of Santiago de Compostela in northwest Spain. During this pilgrimage, Paulo had a spiritual awakening and therefore had a different view on life. This part of his life had a great impact on his award winning novel. It is without a doubt that the protagonists name had been inspired by the city of Santiago de Compostela. Similar to the sheep in the novel, Coelho lived his life solely on food and water and wasnt living his life in order to pursue his Personal Legend, which was to become a full-time writer. The obstacles that Coelho have faced in order to become a writer, and therefore fulfilling his own Personal Legend, are paralleled to Santiagos own obstacles in the novel. Depression, thievery as well as physical assault are things that both the author and Santiago have undergone before realising their dream. Unlike Coelho however, Santiago had moral guidance as well as charms (Urim and Thummim) in order to guide him to realise his quest with better ease. After having read the authors biography, I find that Santiagos journey was not necessarily an adventure to find a material treasure, but also a pilgrimage for a spiritual awakening (similar to Coelhos path). Important messages such as listening to ones heart, following ones dream, understanding the Soul of the World etc. are things that Coelho himself has also endured. During his pilgrimage, he has ultimately formed a bond with nature and it is very apparent in his writing style when he brings inanimate elements such as the sun and wind to life. Coelho has a very interesting style of writing that appeals a lot to me personally. Many books nowadays are several hundreds of pages long and focusing too much on scenery/setting that often detract readers from understanding any type of moral or life-changing message. Similar to my literary compositions, I strive to only include key points and keep most text-fillers out. Although The Alchemist is a very short novel, Coelho avoids many unnece ssary descriptions such as the scenery, characters and his use of imagery is very limited. Even having completed the novel, we do not know of many of the characters age nor their physical appearance. The reason being is that Coelho neglected most of these useless elements to develop the storys main message: to follow ones Personal Legend. Using a linear progression of writing, the author keeps the story rolling with plot-relevant details such as what the character is doing. Themes/Connections I believe one of the most important messages in this whole novel is to simply follow ones dream. Although this cheesy theme has been recycled many times and can be found in various films and literary works alike, Coelhos writing style is what sets his book apart from the others. For example, the authors use of Alchemy greatly enforces the books central theme. As the practice of Alchemy is to transform an ordinary stone (particularly lead, in this book) to gold, we can metaphorically associate Santiago to a block of lead. The process of alchemy does take several years and this is also associated with the time that Santiago spent in the Spanish pastures, Tarifa, Tangier and the desert in order to better understand his Personal Legend. Once Santiago met the Alchemist (the final piece to the puzzle) he got a crash course on spiritual awakening, listening to his heart/soul and communicating with nature. That was the final process in which Santiago needed to undergo in order for him to be fully transformed from a piece of lead to gold, hence fulfilling his Personal Legend and finding his treasure under the sycamore tree at the abandoned church. Im sure that most of us can relate to this particular theme as we all have had our personal aspirations or goals during our lifetime. When looking at most successful people in the world such as Barack Obama, Donald Trump, Bill Gates or even Steve Jobbs, they didnt lives solely off food and water as the Crystal Merchant, Baker and Santiagos sheep did. They did have material possessions at the time but the difference is that they made risks in their lives in order to achieve their dreams (whatever they may be). The same applies to Santiago, when he made a huge sacrifice of giving up his sheep to get money in order to travel to Egypt. Many novels illustrate some form of sacrifice in order to fulfill their own dreams. Using the books theory, Mother Theresa was also an ordinary woman, who was ordained a Saint several years ago after devoting herself to help the poor. Although I have not figured out my Personal Legend yet, I believe that the book points out important problems with the world around us. I see the Crystal Merchant as a metaphor to the Average Joe of the modern era. A person that is solely content with his material possessions and the ways things are. Even Newtons first law of physics (inertia) shows us that our body loves to be found at a same position and attempts to resist to changes. Consequently, a lot of us dont travel far enough from our comfort zone because we are either scared of the unknown or scared that we will falter. Literary Devices/Predictions In Coelhos novel, the most prominent and important literary device is foreshadowing. My predictions set for my novel are heavily based on the clues I encounter from the reoccurring elements of foreshadowing. However, other literary devices such as irony, metaphors, personifications, symbols, motifs, themes are also included in the novel. The first prediction that I made within the first couple of pages of the novel was his dream about having sought out his Personal Legend in the Pyramids of Egypt along with the help of a boy. Before having completed the book, I assumed that this boy was to be later revealed as an alchemist; however the identity of this boy remains concealed. This element of foreshadowing plays a big role in the overall progression of the book as it is this incident that sparks the whole story line as it initiates him to talk to the Gypsy, in which he later encounters the king of Salem etc. After all of Santiagos influences, Ive came to the conclusion that he would nonetheless have a change in his personality one way or another. Since Santiagos journey relies heavily on the use of omens, it is easy to predict future events and the decisions that he will make in order to accomplish a task. For example, Ive predicted that the Crystal Merchant would surely travel to the Mecca to realise his Personal Legend after having encountered Santiago and deemed him as a good omen. Ive also predicted Santiagos loss of hope and that he would ultimately give up his journey after he packed up his bags to return to Spain. However, I later discovered that the omens of Urim and Thummim have signalled to Santiago that he must not give up and must in fact continue his journey to find his Personal Legend. Further on in the story, I noticed that Santiago and the Alchemist have encountered hostile Arabic soldiers on their way to the Pyramids. I then noted that travelling in such an area would le ad to their eventual capture. On the note of literary devices, personification played a grand role in the development of the climax (human traits were given to the sun, wind as well as the Hand that Wrote All). The story alludes to many characters throughout history as well as mythology. For example, Biblical allusion is made towards the king of Jerusalem Melchizedek who brought bread and wine and offered a blessing (Urim and Thummim in The Alchemist) to Abraham after he won a harsh battle. Also, in the novels prologue, there is allusion to the Greek mythologys Narcissus. This character brings to our attention that everyone is a part of the Soul of the World. Evidence of this is shown when the lake mentions I weep for Narcissus, but I never noticed that Narcissus was beautiful. I weep because, each time he knelt beside my banks, I could see, in the depths of his eyes, my own beauty reflected (Coelho, X).

The Childcare Act 2006 in Early Years Education

The Childcare Act 2006 in Early Years Education Unit 3: Building Positive Relationships Every child deserves a good start in life and support to fulfil their potential. Children develop quickly in the early years. A secure, safe and happy childhood is important in its own right. High quality early and pre-school learning, together, provide the foundation children need to make the most of their abilities and talents as they grow up. Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations in order to remain registered. The Childcare Act 2006 provides for the Early Years Foundation Stage Learning and development requirements to comprise 3 elements: The early learning goals. The educational programmes the matters, skills and processes which are required to be taught to young children. The assessment arrangements for assessing young children to ascertain their achievements. The requirements laid down must be delivered by the child care provider with no exceptions. Document published by the Department for Education on 27 March 20012 states that â€Å"there are seven areas of learning and development that must shape educational programmes in early years settings†. Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. Physical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wide range of reading materials – books, poems, and other written materials, to ignite their interest. Mathematics involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive arts and design involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Parents and carers play an important role in assisting children to build self-respect, and then through the childs personal understanding of that experience develop the values and skills needed to express respect to others. This interactional process becomes a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and reinforcement, thus building further self-respect and further facilitating the capacity to demonstrate respect for others. Of course the counter to that occurs when a child experiences continuous disrespect, fails to build healthy self-respect, and then responds to those destructive and negative feelings by treating others in similarly disrespectful ways. It is important that children learn about other people’s feelings and that we show them how we behave in society and to except all walks of life. We could help them to do this by having resources that show the different types of people. For example wheelchair users, people who are hard of hearing and other disabilities etc. You could also celebrate festivals from different cultures or religion. It is good to read the children stories about friendships and display posters that shoe diversity. Showing a child praise when they behave in a socially acceptable manner will give them more confidence and make them feel respected themselves. Introducing a child to their own culture, traditions, and heritage helps the child valuing themselves and then others. Researchers (for example, Brown, 2008; Hughes et al., 2006) consistently find that young people from minority groups have better life outcomes when they develop a sense of pride in their own heritage and culture. As parents, we can cultivate this strength by helping our children participate in meaningful activities and rituals, spend time with others who share their culture or tradition, or use their native or first language. It also comes from having positive messages and role models in the media and culture that reinforce the value of one’s heritage, culture, and identity. If I was caring for a group of children from diverse cultural or ethnic backgrounds I would encourage them to explore their heritage and make it an educational project for the whole group. By making the approach inclusive rather than exclusive it would foster a greater understanding of cultural differences and backgrounds amongst all the children. For example: each week could be devoted to an individual child’s particular background with that child encouraged to explore and learn about their culture (traditions, religion, celebrations, food, history) – the depth of research being determined by the child’s age. The child could make a presentation to the group and be encouraged to find photos and other items to help present their culture. The child could possibly be encouraged to bring a family member with them to help with their presentation (if possible). The other children in the group would engage with the activity by making their own posters, drawings and deco rations with the theme of the culture being presented. This activity would carry on for several weeks depending on the size of the group. As an alternative, if the group was not primarily multi-cultural the above plan could still be used with a cultural theme being decided on in advance and the children being encouraged to learn about the culture and share their findings with the group. Consistency in parenthood and for children is having the rules, routines and expectations the same over the course of time. This helps the child better understand rules and discipline, and it helps the childs world stay predictable and allows it to be a less confusing situation. Consistency helps children learn to be accountable for their actions. Consistency is extremely important because children need set limits. When a child is allowed to do things and then reprimanded it is confusing to them. These children will push limits of adults while thinking it is okay to do so. Consistency will help the child to understand what is tolerable and what is not. What is acceptable and what is unacceptable. Being fair is only right. Children should be taught that for every action there is a consequence. It is also important for these children to help set the guidelines for what is a consequence. This should be done before the consequence is needed, not the moment of. Positive reinforcement allows for the children to continue to have appropriate actions and become intrinsically motivated to do these actions. Positive reinforcement should be reduced over time otherwise the children will always seek the reinforcement instead of just doing the good deed in itself. With negative behaviour it is important that you always give a reason for when you say no. The child will then know that it is not safe to cross the street because they might get hurt, or it is not safe to stand on the table because they might fall. If a child is given a reason for negative behaviour it is usually understood better and therefore will likely not happen again. And if you must give a child a limit follow through, or it will not work again the next time. The child will then push your limits and try to again get off of the hook. In my opinion quiet time is a perfect time for children to just sit quietly and calm down and it helps you to simply get on with your work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when you simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not to be confused with the naughty spot or naughty chair. There is a different negative feeling to being on the naughty spot, than there is to having quiet time. The naughty chair implies that the child is naughty, which is of course negative and unhelpful. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way you are far more likely to end unwanted behaviour rather than temporarily distracted a child from it. Another good strategy is to acknowledge and praise good behaviour and mature interactions with others, rather than only acknowledging bad behaviour and aggression. Often, a child will engage in bad behaviour, including fighting with others, in order to gain the attention of nearby adults. Only paying attention to negative behaviour reinforces the idea that negative behaviour gets results. Conflict between children and adults or between children can be very distressing. In child care settings conflict is very common for children having trouble with an adult authority. Over the years many behavioural theorists debated whether conflict has a positive or negative impact on child development. Some of them felt that conflict is a natural part of life. Others viewed conflict as a negative occurrence instead of being accepted as part of being human. Research carried out by Dennis, Colwell and Lindsey from the Texas Tech University found that there are gender differences between children identifying areas of conflict. The girls tended to have more conflict with their peers over the things that had been said displaying a child to child conflict, whereas the boys manifested themselves in the form of disobeying the teacher. Research supports work of Vygotsky who find that â€Å"†¦ conflict provides for a learning experience for children when they have correct modelling or â€Å"scaffolding† from adults† (Travick-Smith, 2003,p54). The research showed that there were certainly gender differences, with girls’ conflicts arising from reaction to â€Å"words† and boys’ conflicts with â€Å"actions†. Among the many tasks of early childhood, two stand out: to communicate needs in a respectful way to other children and to listen with respect to the ideas of others. These areas of learning are important to all young children, but especially to those who participate in group settings away from home – preschool and child care programmes, playgroups, or summer camps. With the support of knowledgeable adults, children are able to learn the skills necessary for effective communication within peer groups. As children learn to be together in a group, they will inevitably experience conflict with another child. Many adults find conflict among children frustrating and feel uncertain about how to be helpful. However, when adults are thoughtful and skilled in their approach to classroom conflict, children benefit. Conflict resolution is an important foundation for future growth and learning.   References Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. Runcorn: Department for Education. Riddall-Leech, S. (2010) Home-Based Childcare, Oxford, Pearson Publ Oxford Heinemann. Statutory Framework for the Early Years Foundation Stage (July 2006) the Child care act 2006. Tassoni, P. Beith, K. Bulman, K. Eldridge, H. (2007) Child Care and Education. Publ. Heinemann.

Graduation Speech: Celebrate Your Unique Qualities :: Graduation Speech, Commencement Address

Welcome to all of you who have come to share this special evening with us. My name is John and I am a member of the graduating class of 2012. Standing here tonight is a surprise to me and to many who knew me. At one point, after making some mistakes and losing my sense of self, I dropped out of school. With my parents’ urging me, I enrolled at Alternative High School. I came to this school with the hope that I’d graduate on time. I knew that I would have to change, so I set goals to achieve perfection and I achieved it. As many of you may know, I am now perfect in every way, shape, and form... Yeah, right. What is true is that I had dropped out of school, was way behind my peers and enrolled at Alternative. I also worked to change my behavior. I’m still working at it. During the time that I have been at this school, I have had the pleasure of meeting many seniors, as well as other students, that were talented and often possessed wisdom beyond their years. Many have survived hardships in their lives that have developed their individuality and inner strength. Some are teen parents. Some have lost parents. Some live with lifelong illnesses. Some had families that moved constantly. Some felt different from their peers. They were artists, rebels and truth-seekers. All of them were ones who chose to walk to the beat of a different drum and found a way to follow their dreams at Bunny Alternatives. Alternative High School is a school that lifts us up and celebrates our unique qualities. We have had a channel for our voices — voices that may have been drowned out in the other crowded schools from which we came. For helping us find our strengths and our voice, we have a great number of people to thank. First, we need to appreciate the value placed on public education by the people of our country and most especially by the people of this district. Second, we need to thank the entire staff of Bunny Alternatives for encouraging us, standing by us and strengthening our skills to get us to this point in our lives. Above all, we, the Class of 2012, would like to thank our parents, mentors and friends for putting up with us during all the awkwardness of our growing up. Graduation Speech: Celebrate Your Unique Qualities :: Graduation Speech, Commencement Address Welcome to all of you who have come to share this special evening with us. My name is John and I am a member of the graduating class of 2012. Standing here tonight is a surprise to me and to many who knew me. At one point, after making some mistakes and losing my sense of self, I dropped out of school. With my parents’ urging me, I enrolled at Alternative High School. I came to this school with the hope that I’d graduate on time. I knew that I would have to change, so I set goals to achieve perfection and I achieved it. As many of you may know, I am now perfect in every way, shape, and form... Yeah, right. What is true is that I had dropped out of school, was way behind my peers and enrolled at Alternative. I also worked to change my behavior. I’m still working at it. During the time that I have been at this school, I have had the pleasure of meeting many seniors, as well as other students, that were talented and often possessed wisdom beyond their years. Many have survived hardships in their lives that have developed their individuality and inner strength. Some are teen parents. Some have lost parents. Some live with lifelong illnesses. Some had families that moved constantly. Some felt different from their peers. They were artists, rebels and truth-seekers. All of them were ones who chose to walk to the beat of a different drum and found a way to follow their dreams at Bunny Alternatives. Alternative High School is a school that lifts us up and celebrates our unique qualities. We have had a channel for our voices — voices that may have been drowned out in the other crowded schools from which we came. For helping us find our strengths and our voice, we have a great number of people to thank. First, we need to appreciate the value placed on public education by the people of our country and most especially by the people of this district. Second, we need to thank the entire staff of Bunny Alternatives for encouraging us, standing by us and strengthening our skills to get us to this point in our lives. Above all, we, the Class of 2012, would like to thank our parents, mentors and friends for putting up with us during all the awkwardness of our growing up.

Test Of Courage :: essays research papers

Test of Courage On the night of September 30th 1999, I was about to begin what would seem to be the longest night of my life. Weeks of physical, mental, and emotional training would climax and end after this final test. A test of endurance, teamwork, mental focus, and most of all courage was about to begin. Thoughts raced through my head as I anxiously prepared myself. Will I remember everything I have been trained? Will my shipmates let me down? Some had dreaded this night for weeks; others awaited its arrival like children on Christmas morning. I had a mixture of feelings, as I was about to begin what the Navy calls Battle Stations. Battle Stations is a fourteen-hour test of everything that had been taught in the previous thirteen weeks of boot camp. The most difficult part of Battle Stations is dealing with the sleep depravation accumulated over the previous weeks. We were allowed two hours of sleep before the challenge that would "make or break" us. I can remember the dark barracks, lit only by red lights representing emergency procedures in a ship setting. The room seemed to have a very still, quiet feel like a storm was creeping near. My bunkmate Johnson and I polished our boots as we agreed that neither of us would sleep for the two hours we are given. Johnson and I had developed a close friendship over time and we motivated each other in every obstacle we faced. He was slightly taller than I, had a stalky frame and spoke with a thick East Coast accent that I often humorously imitated. I laid in my bunk focusing on my body, and what will be expected from it tonight. By that time, I had been awake for several hours and lack of food caused fatigue to set in. Piercing alarm sirens and bright flashing lights interrupted my concentration; our excitingly eventful night had just begun. Within seven minutes my entire division was in full gear with tight seals on our gas masks and standing at attention in front of our bunks. Then something unexpected happened. A team of Ex-Navy Seal's rushed into the barracks like a stampede of wild horses. Their presence motivated us all as we began chanting Navy songs. Before I knew it we were barreling down the stairs of the barracks, or "Ship" as it is called in the Navy.

Memory, Imagination, and Consciousness in Funes the Memorious and Meurs

Memory, Imagination, and Consciousness in Funes the Memorious and Meursault  Ã‚     Ã‚  Ã‚   Consciousness separates humans from sense perceiving â€Å"garbage heaps.† Jorge Luis Borges, in â€Å"Funes the Memorious,† and Albert Camus, in â€Å"The Stranger,† explore the causes of consciousness. They are philosophers who write fiction to answer the question, â€Å"What makes us aware?† An imperfect memory and imagination define our reality. Funes can be aware of other realities because has a perfect memory. Meursault reveals that the missing element for Funes to possess consciousness is imagination. I will define consciousness, assess memory and imagination as essential, discuss metaphor as a manifestation of consciousness, and isolate the affect of the awareness of other consciousness’. Without memory, we could not compare a past object or idea with a present one. Memory allows us to enhance past objective observations with present sensory perceptions. Because we have an imperfect memory, that is, we cannot remember every detail, we embellish. We give a past idea or object an identity independent from the external world because we perceive and imagine it differently than our initial sensory reaction. We change our original reaction with our imagination. Thus, creative people experience life more vividly. In the process of consciousness, we first remember something imperfectly, and then qualify it with other embellished thoughts. The act of thought, then, is not consciousness. Thought is the comparison of one object to another. We are not conscious because we notice a difference between two things. Once, we embellish the relationship however, we create an internal reality that is an imperfect copy of our true sensory reaction. We possess consciousness... .... Together, Camus and Borges show us that through our imperfect memories and our distorting, lying imaginations, we obtain an individual identity. Works Cited Borges, Jorge Luis. Labyrinths: â€Å"Funes the Memorious†. New York: New Directions Publishing Co., 1964. Camus, Albert. The Stranger. New York: Random House, 1988. Christ, Ronald. The Narrow Act: Borges’ Art of Fiction. New York: Lumen Books, 1995. Hart, Thomas R. Jr. â€Å"Borges’ Literary Criticism.† Modern Critical Views: Jorge Luis Borges. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. 5-20. Jaynes, Julian. The Origin of Consciousness in the Breakdown of the Bicameral Mind. Boston: Houghton, 1976. Mà ¼ller, Max. The Science of Thought. London: Longmans Green, 1887. 78-9. Sarte, Jean-Paul. â€Å"An Explication of â€Å"The Stranger.† Camus. Ed. Germaine Brà ©e. Englewood Cliffs: Prentice, 1962.   

Research question †How many molecules are there in a liquid drop? Essay

Variables – Independent variable – The nature of the liquid drop. Dependent variable – Mass of liquid drop. Constants – * Concentration of the liquids * The volume of a drop * Temperature of the liquids Hypotheses and prediction – The heavier the liquid used i.e. a liquid with a high relative molar mass, the more the number of molecules per drop. I predict this as the RMM (relative molar mass) is the measure of the mass of molecules that make up a mole of a substance, and hence the higher the mass is, the more the number of molecules there have to be. Thus, the liquid would have more number of molecules per unit volume as compared to one with a lower RMM, keeping in mind the same concentration is taken. Apparatus – 1. Measuring scale, in grams (à ¯Ã‚ ¿Ã‚ ½ 0.01 g) 2. Dropper 3. Beaker, 50 ml 4. Distilled water 5. Glycerine 6. Ethanol 7. Ethylene glycol 8. Tissue paper Methodology – 1. We collected the apparatus needed and measured the mass of the 50 ml beaker. We called it m1. 2. Using a dropper, we put 20 drops of water in the beaker. We measured the mass of the beaker + water, and called it m2. The mass of the 20 drops of water was found by subtracting m1 from m2. The answer was divided by 20 to find out the mass of one drop of water. 3. We repeated step 2, with water, using 40, 60, 80 and 100 drops. This made the experiment more accurate i.e. gave a more precise mass of the water drop. 4. then, we repeated steps 3 and 4 with the three other liquids – ethanol, glycerine and ethylene glycol. 5. Values were noted down. Further calculations were made using the mole equation – Number of moles = And, also using Avogadro’s constant, where the number of molecules in one mole of a substance is 6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½. Controlling, varying and monitoring the variables – > The independent variable was varied by using not one, but four different types of liquid. These were – distilled water, glycerine, ethanol and ethylene glycol. These liquids have different relative molecular masses. > The change of the dependent variable were monitored by using a measuring scale to observe the change in the masses of the same number of drops when different liquids were tried. > The controlled variables were kept constant:- (a) All the four liquids had the same concentration of 1 mol/dmà ¯Ã‚ ¿Ã‚ ½. This was necessary as a change in the concentration produces a change in the number of moles of the liquid in the drop. (b) The drops were all of the same sizes, and hence of the same volume. the volume was kept constant by using the same dropper for each trial, and furthermore, by applying the same pressure (from the fingers) to the bulb of the dropper. (c) The temperature of the liquid was necessary to keep constant as even trivial changes in temperatures can make a liquid expand or contract, changing its volume. The experiment was carried out at room temperature, for all trials. The temperature of the surroundings was unchanged throughout the experiment i.e. the temperature of the air conditioner was not altered. Collecting relevant and sufficient data – Before the experiment, several trials were executed in order to get a gist of the experiment and recognize and amend any errors. Examples of errors include applying different amounts of pressure on the dropper bulb, giving us drops of different volumes. We also noticed that sometimes, more or less drops were added than needed, due to not observing well or counting the number of drops being put into the beaker carefully. We corrected this by paying more attention to the number of drops being put into the beaker. These errors were made right and taking trials before the experiment ensured we had a more precise, accurate and relevant experiment. We also decided to take the mass as the dependent variable, instead of volume, as we were provided with a measuring scale which was much more accurate (à ¯Ã‚ ¿Ã‚ ½ 0.01 g) as compared to even the most accurate measuring cylinder (10 ml, à ¯Ã‚ ¿Ã‚ ½ 0.1 ml). This reduced the overall uncertainty of the equipment used and hence the general error of the experiment, and made the data more relevant and certain. On the other hand, it was made sure sufficient data was collected as we took five different trials (20, 40, 60, 80 and 100 drops) for each of the four liquids, just to average it down and get the mass of one drop (for each liquid). Furthermore, we measured the masses of high numbers of drops ex:- 60, 80, 100 drops etc. as the higher the number of drops, the lesser the error uncertainty. The standard deviations of the averages of each set of drops has not been calculated, as it isn’t the final value needed (i.e. the average mass of one drop is the final value needed). I have rounded off those averages to three decimal places (instead of one) as the values are very small. The average mass of one drop has been rounded off to the same number of places as the standard deviation, that is two significant figures. The calculations are shown on the following page. Calculations – * The averages have been calculated the following way:- For example, taking the values for water = = = = 0.0634 = 6.3 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ (to one dp) * The standard deviation for the averages have been found out in the following way:- 1. First the average of the values have been found. Taking the example of the values of water the average is 6.3 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ g (0.0634 g). 2. Then, the difference between each reading and the average was found. That is: 0.058 – 0.0634 = -0.0054 0.059 – 0.0634 = -0.0044 0.065 – 0.0634 = 0.0016 0.067 – 0.0634 = 0.0036 0.068 – 0.0634 = 0.0046 3. Next, these differences were squared (in order to remove any negative signs): (-0.0054)à ¯Ã‚ ¿Ã‚ ½ = 2.916 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (-0.0044)à ¯Ã‚ ¿Ã‚ ½ = 1.936 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (0.0016)à ¯Ã‚ ¿Ã‚ ½ = 2.56 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½6 (0.0036)à ¯Ã‚ ¿Ã‚ ½ = 1.296 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 (0.0046)à ¯Ã‚ ¿Ã‚ ½ = 2.116 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 4. These squares were then added, and the sum was divided by (n – 1), where â€Å"n† is the number of values. = 2.13 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½5 5. Finally, the square root of this number gives the standard deviation of the average: = à ¯Ã‚ ¿Ã‚ ½ 4.615 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½ However, this value is always rounded off to one significant figure (hence, so is the average value) giving – à ¯Ã‚ ¿Ã‚ ½ 0.2 s. 6. This method was used to get the standard deviation of the rest of the four averages as well. * The number of moles of the liquid contained in the drop was calculated by the formula = Number of moles = . The relative molar masses of the four liquids were taken from literature values – Water – 18 ; Glycerine – 92 ; Ethanol – 46 and Ethylene Glycol – 62. (www.wikipedia.com) * The number of molecules present in the drop was found out by using Avogadro’s formula which states – Number of molecules = Number of moles of the substance à ¯Ã‚ ¿Ã‚ ½ (6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½) Data processing – Graph 1 – This graph shows us two things – the mass of the liquid drop as well as the number of molecules each drop contains – of four different liquids, which are placed on the X axis. Comparing this graph, and literature values, we can see there is an indirect relationship between the mass of the drop and the number of molecules. This relationship is most importantly affected by the relative molar mass (RMM) of the liquid. A higher RMM means a lesser number of moles in a given volume, as is seen in the case of glycerine, where the number of molecules is seen to be relatively lesser when compared to its mass; and other values. This means that glycerine’s molecules are heavy, large or more dense. Whereas in the case of water, the number of molecules is seen to be much higher as compared its mass – which suggests that water has a lower RMM, relatively, and hence is â€Å"lighter†, or smaller, on the whole. This graph also shows us anomalous results regarding the mass of the ethylene glycol drop. Technically, the ethylene glycol drop should have a greater mass as when compared to ethanol, as it has a greater RMM (value got from literature data) and a lesser number of molecules. This could have been due to errors in the volume of the liquid drop (for example), which have been explained in the evaluation. Conclusion – Thus, we can conclude by stating that the hypothesis has been proved wrong i.e. as the relative molecular mass of a liquid increases, or the mass of the liquid drop increases, the number of molecules it contains decreases. This is because the relative molar mass is a measure of the mass of one mole of a substance (relative to 1/12 of the mass of carbon 12), and one mole of any substance consists of the same number of molecules – 6.023 à ¯Ã‚ ¿Ã‚ ½ 10à ¯Ã‚ ¿Ã‚ ½Ãƒ ¯Ã‚ ¿Ã‚ ½. However, one mole of a substance may differ in mass from one mole of another substance. This is solely because of the mass of the particles contained in that one mole of the substance. A compound which has i) many atoms ii) heavy atoms (in one molecule), will have a higher relative molar mass than a molecule of a compound which has lesser atoms or lighter ones (or both). In this experiment, we are not measuring the number of molecules in one mole of these for substances, but in one drop. hence, the volume remains constant here. Thus, the only way a drop of a substance (of the same volume as the other three drops) will have more number of molecules than any other will be by the liquid having a lower RMM, so that more number of particles would fit in that drop. Taking the example of water, its mass is relatively lower as compared to the number of molecules it contains. This simply suggests that a water molecule will either have lesser atoms, or lighter atoms, or both. On the other hand, the molecule of glycerine is fairly heavy, with an RMM of 92 (whereas the RMM of water is 18) and we can see by the graph that the number of molecules it has is relatively lower than that of water’s however the mass of the drop is higher than that of water’s. This shows that glycerine molecules are heavier than water molecules. Thus, as the mass of the drop increases, the number of molecules it contains decreases. Errors and observations – > Glycerine doesn’t dissolve in water, hence it was difficult to clean the dropper and the measuring cylinder containing it. > Ethanol, being an alcohol, was volatile. Thus, it easily evaporated. This could have been the reason why the mass of the ethanol drop was lower than expected. > Any slight changes in the room temperature would have caused an error to the volume of the drop, since it is so small in volume, ex:- opening of the laboratory door, changing of the temperature of the air conditioner, opening of the windows. However, it was made sure as far as it could to avoid these changes. > The same dropper was used for each liquid, in order to try to maintain the volume of the drops. This could have resulted in the liquids mixing up, hence altering the mass values. > Minute air particles like dust and dirt could have affected the experiment by changing the mass of the drops. > The readings taken towards the end of the laboratory session were slightly heavier (due to some liquid still remaining in the instrument). > The angle with which the dropper was held made a difference to the size of the drop i.e. if the drop was held vertically, the drops flowed faster and were heavier. Whereas if the dropper was held more horizontally, the speed of the flow of the drops was slower and the size was smaller. > After filling the dropper, the first drops were slightly heavier as compared to the last ones due to the extra pressure being applied to them from the liquid above. > Air bubbles were trapped in the liquids. > Glycerine had the largest and most viscous drops whereas water had the smallest and least viscous drops. > Sometimes, drops were added to a measuring cylinder which already contained drops, intentionally. For example, if a measuring cylinder had 20 drops of water, 20 more drops were added and then the mass for 40 drops of water was measured. In case there were any errors for the first 20 drops, they could have carried on for the next 20 drops. > The liquids could have been slightly impure, as they were all being used for the same experiment (some could have mixed). This would have made a difference to the mass. Evaluation – 1. In order to clean the glycerine left from the sides of the dropper etc, a substance which dissolves glycerine could have been used, for example alcohol. 2. Since ethanol was volatile, the experiment could have been carried out in an area where there was no straight wind. The ethanol bottle could have been kept shut for most of the time, and the masses could have been taken down quickly. 3. The room temperature could have been well monitored by maintaining a constant temperature (of the air conditioner) and strictly ensuring that the windows or the door weren’t opened. 4. Extra care and hygiene could be taken to ensure that the liquids didn’t mix up. This could be done by making sure that attention is paid to the lab while performing it and the volunteers aren’t distracted. To make sure the dropper was well cleaned for each trial, liquids which dissolved the liquids being used could have been applied. Another way could be to find another dropper with the exactly same diameter as the one being used. This would decrease the errors by a great deal. 5. To ensure dust particles didn’t fall into the liquids, a conical flask could be used. 6. After each trial, it should be made sure that the beaker is cleaned well and wiped well too, by tissue paper. In order to ensure that there is no extra liquid remaining, the mass of the beaker could be checked before adding the drops. 7. One set angle (of the dropper) should be used, for example the dropper could held at approximately 45à ¯Ã‚ ¿Ã‚ ½ to the laboratory surface table for all trials. The pressure applied to the bulb should also be monitored. 8. When the dropper is full, the experiment could be carried out more slowly and the number of drops be carefully monitored. This would make sure that the size of the drops was not too large, and that the number of drops being added to the beaker were carefully monitored. 9. To decrease the number of air bubbles, the bottles which contained the four liquids could be shut for most of the time and not moved around much. It should also be made sure that the dropper was full with sufficient liquid so that there would be very less air bubbles, or none at all. 10. To avoid carry-on errors, each trial could be performed after cleaning the beaker with water and wiping it well with tissue, each time. These would be the improvements I would add to my experiment in case I perform it again. I would also like to use more, different liquids, in order to get a broader idea of the experiment.

Describing the Social and Cultural Dimensions in My Organization Essay

social and cultural theories strive to explain how large number relate to each other and/or the surrounding environment. Organizational burnish represents a honey oil perception held by the schemes member. This was made explicit when we delimitate culture as a schema of sh ard implicateing. Therefore, those individuals with variant backgrounds or at different levels in the institution willing tend to describe the institutions culture in similar terms. near large giving medications contrive a rife culture and numerous sets of subcultures. A sovereign culture expresses the core determine that argon shargon by a legal age of the organizations members. When we talk well-nigh an organizations culture, we argon referring to its dominant completelyele culture. It is this macro view of culture that gives an organization its different personality.Subcultures tend to develop in large organizations to mull over common problems, situations, or experiences that members face . These subcultures are likely to be outlined by department designations and geographical separation. The purchasing department, for example, terminate direct a subculture that is unequivocally shared by members of that department. It will allow the core values of the dominant culture plus additional values unique to members of the purchasing department. Similarly, an office or unit of measurement of the organization that is physically separated from the organizations master(prenominal) operations may take on a different personality. Again, the core values are fundamentally retained but modified to reflect the separated units distinct situation.If organizations had no dominant culture and were quiet only of numerous subcultures, the value of organisational culture as an independent inconsistent would be significantly lessened because on that point would be no uniformity in the interpretation of the values that represented sequester and inappropriate expression. It is th e shared meaning purview of culture that makes it such a sinewy device for guiding and shaping values in the cultural behavior. But it is non to be ignored that the reality which m all an(prenominal) organizations contained overly has subcultures that can influence the behavior of their members.The field of sociology focuses on cultures that are ethnically or geographically defined. However, the study of both culture is referred to as a concourse of people who work (or play) together and tour towards a shared meaning and speculation(Griswold, p.133).Griswold (1994) also shared that culture is peerless of those words that people use all the time but have botheration defining. Peterson (1979) states that when sociologists talk about culture, they usually mean one of four things norms, values, beliefs, or communicative symbols. Norms are the way people execute in a given purchase order values are what people bread and butter dear beliefs are how people destine the unive rse operates and expressive symbols are representations of the culture.Moreover, capital of Nebraska and Kalleberg (1990) hold that the quality of relationships betwixt workers and their co-workers is positively associated with commitment and satisfaction. If the people within a domesticate do not have-to doe with and work together toward a common goal or passion, the culture is tell to be stagnant or unproductive.capital of Nebraska and Kalleberg provide one-third role models of organizations. The consensus model holds shared goals and values within an organization that are the norm and dissidence is a problem requiring correction. The cleavage model has distinct groups within an organization that have different interests, especially geological fault lines that exist between job levels. The fragmentation model shows that are riddled with ambiguity where people hold multiple perspectives. It is slick that closely working environment can fall infra all three models or hav e factions of each model within one department.I am now attached with SMK (P) Methodist, Pulau Pinang as an usable clerk. My overhauls here include the raw material operation of the schoolhouse administration and also involved explanation for the staff and clove pink inventories in the school. I am at a lower place the Ministry of Education and the Jabatan Pelajaran Pulau Pinang. My school consists of 42 academic staff, 8 non-academic staff and 640 students. We have a unique ethnic diversity whereby most of the teachers are Chinese, four Indians and ten Malays. The students are also diversified into the three main ethnicity in Malaysia with minimal number of commingle ethnic students.My Principal is a Chinese lady. Her name is Wong Soon Kee. She is a genuinely fierce and strict head of department. I do not have a precise close rapport with her. She does not have very much tie in for the teachers as well. It has been a very stressful environment for me and most of the sta ff here. But, the teachers have been very helpful and understanding to me. They are very friendly and accommodative towards me.At the office, thither is a typist and a commonplace worker to assist with my work here. This in reality helps ease my work and release my nip of working here. My works is about service conformation of the teachers and support workers, prepare allowance and pension worksheets and do the necessaries if there is every changes. My work also involved accounting such as preparing the accounts, paying mensurations, and bookkeeping. every(prenominal) month, I have to settle the bill and make orders for items needed by the school. all bills that I received will have to be settled in 2 calendar weeks time which is a very poor dateline for me. However, it is the ethics of the Jabatan Pelajaran Pulau Pinang. We have to have a bun in the oven by the rules set by the upper berth hands.If I have any merging by the JPN, I will graceful up with my friends from other schools. During this time, we will alternate our experiences about work and how to handle accredited situations that arise. It is very useful and helped me a drawing card to repair my performance to do interrupt than before.Every year, auditors from Jabatan Audit Sekolah will sustain to school to do auditing on the school accounts. They will take a week to check the accounts and identify whether all the proceedings are according to the rules or not. Nevertheless, there will never be a session where they had never found any errors. If we had done a lot of errors, our school will be categorized under Audit Bersyarat and the JPN will send us for a course on how to improve our accounting skills to upgrade our performance.With the teachers high tonicity and determination to guide the students, the PMR (Penilaian Menengah Rendah/Lower indirect Assessment) and the SPM (Sijil Pelajaran Malaysia/Malaysian Certificate of Education) results are very encouraging. Most of the stud ents show fortitude and self-discipline be it in their academic or co-curricular activities. All these achievements had helped them to be successful and rather a number of them had furthered their studies abroad.As a conclusion, a social and cultural symmetry in an organization is important. It is because, it portrays the relationship between employees in completing their daily tasks and ensuring that the tasks are done well with high quality. grow Beginnings and the Impact of Founders as Leaders recant from three sources 1. beliefs, values, and assumptions of founders