Health and Safety Project Essay

This work-based project forms an important part of your training. The aim of this project is to familiarise yourself with your working environment and the Health and Safety issues that arise in your placement. On completion you should: Understand the structure your organisation’s; and your role in it Understand the importance of Health and Safety at work Understand the legal requirements of Health and Safety at work Know your organization’s health, hygiene and accident procedures To complete this assignment you may need to make notes in before filling in the information. Take your time and carefully answer every question as fully as possible; the more you write the more criteria you will meet. If you need any help please speak to your workplace supervisor, your colleagues, your College tutor or your Training Co-ordinator. Describe your placement, e.g. busy town/country, client group (age, culture, special needs): The site that Oakland’s is situated on was once the site of the old Parcroft Juniors School, which was torn down and rebuilt with the merger of the Westfield Infant’s. The newly reformed school was named after the old oak tree, which still stands on the grounds of the school and has done for 300 years. So it was only fitting that the school was named Oakland’s, and when you talk to past pupils who attended Parcroft, they always fondly remember playing marbles or chase under the oak trees branches. Oakland’s Primary School is based within the busy town of Yeovil and is situated between Preston Grove, Linden Road and Summerleaze Park. It is a modern High Tec school with all the modern facilities you would expect. The school was built on one level giving easy access to all able bodied and  unable bodied pupils alike to attend the school. The building is quiet self efficient and generates its own electric with solar panels, has under floor heating to heat the school throughout and even the lights run on sensors to turn on and off when you enter and exit a room. Each classroom is fitted with large touch screen boards, which the teachers can run from their laptops giving them a huge range of access to a wide range of teaching resources, enhancing the pupils learning to the up most and keeping them interactive with their learning. Roughly 420 pupils attend the school, ranging from the ages of 4 years up to 11 years old. The school uniform is a purple jumper with the school emblem of an Oak Tree, white sweatshirts, grey trousers or skirts and black shoes. Each of the 14 classes within the school has been named after an animal, giving each class its own identity, including a mascot. There is also four teams throughout the school, which is used within each classroom and the children are encourage to win team points for their team so that at the end of the school year their team can win the team cup. This helps with the pupils taking pride in their achievements and to try hard to earn a point. There are many facilities within the school and on the surrounding grounds of the school, these include: The I.C.T suite where the children learn how to use computers, from word processing to using the internet safely. The school hall which is used for weekly assemblies, indoor sports activities, and even the Christmas nativity plays. The music room which is full of many different musical instruments, letting the pupils express themselves and learn about music. The fully equipped cookery room were the pupils learn about healthy eating and different foods from around the world. This is also where the breakfast club is held every morning. Then there is Forest school which is held in a purpose built log cabin surrounded by trees and a wildlife garden. This is where pupils go for environmental studies, to learn about insects, plants, animals and the environment. The Outdoor facilities include several outside learning areas that are used throughout the day depending on weather. There are also extensive fields, several play areas and two activity play areas. Oakland’s Primary also offers a large range of activities and clubs after school, which range from performance arts, music, sports, computer clubs and gardening clubs. There is also a holiday care  scheme which offers families affordable, childcare. Within Oakland’s there is also an Autism Base which is known as Peacocks Class. This based within it’s own sector of the school’s main building and is solely run by the council and has its own staff. The base consists of two teaching areas, two sensory rooms, a kitchen, a toilet and its own outside area. Non-Statutory requirements (in your workplace) What is the ratio of adults to children? In Foundation and Key Stage One the ratio of adults to children is 1 to 10 In Key Stage Two the ratio of adults to children is 1 to 15 Are the ratios different in any other room at work; if yes please give details? Yes in the Autism base the ratio of adult to children is different. Statutory requirements What are the statutory requirements regarding adult: child ratios? The EYFS states that the adult to child ratio within classes with children over the age of three should be 1 Adult to 13 Children. But must be a qualified teacher, or hold a relevant level 6 qualification. It also states that there should also be at least one other member of staff within the classroom that holds a level 3 qualification. However if the teacher is absent from the classroom then the ratio requirements change and it is recommended that it should be 1 Adult to 8 Children. But must hold a level qualification and the other staff within the classroom should hold a level 2 qualification. On school trips the ratios change again dependent on the type of trip. Also these can change when dependant on certain circumstances and other factors, which could Include if any of the pupils have special educational needs or medical needs. It can also be altered depending on the experience and competence of the staff attending the trip, including the number of first aiders going along. It is recommended that the ratios should follow: 1:6 for years 1 to 3, 1:10 for years 4 to 6, and 1: 15 / 20 for years 7 upwards. Why are these necessary? To make sure that the children are being educated and taken care of correctly and are under the supervision of qualified staff members. What are the statutory requirements regarding space? Class sizes: Schools must make sure that children aged between 5 years and 7 years aren’t taught in classes of more than 30 pupils. There is no legal limit for pupils aged 8 years and over. Why is this necessary? So that schools do not have oversized classes, as then the children do not get the attention they need to learn. Organisation and Structure of the Workplace Every organisation or business has its own basic structure of management. Each manager is responsible for those in their department. The structure can be set out like a pyramid. Responsibilities may differ. Please identify all staff roles and responsibilities; highlighting your own: Governors They school governors are responsible for working with the school to ensure that it delivers a good quality education. Head Teacher Has overall responsibility for the school, its staff, its pupils and the education they receive. Deputy Head Teacher Plays a major role in managing the school, particularly in the absence of the head teacher. Is also responsible for a curriculum area and specific areas of the school management, delegated to them by the Head Teacher. Inclusion Leader The special educational needs coordinator is responsible for day to day provisions for pupils with special educational needs. NQT Mentor They are responsible for the Newly Qualified Teachers, and are there to give support and guidance when needed. Foundation Stage Leader Responsible for children in foundation stage, leading the foundation team of teachers and teaching assistants. KS1 Leader To manage Key Stage 1 team of teachers and teaching assistants. KS2 Leader To manage Key Stage 2 team of teachers and teaching assistants. Phase Leaders Responsible for co-ordinating and motivating staff and children in their allocated phase to ensure high levels of achievement. Teachers Are responsible to plan, prepare and lessons to meet the needs of all their pupils in their care. Setting and marking work and recording pupil’s development as necessary. But also within Oakland’s each teacher is responsible for an area of the curriculum, such as; A curriculum coordinator for Numeracy, which makes them responsible for the leadership and management of the subject. Teaching Assistants To assist the classroom teacher to prepare for lessons such as resources that are required, or to put out equipment at the start of the lesson. To support the teacher in the day to day running of the classroom from up keeping data files, cataloguing resources, maintaining inventories, and photocopying. Undertaking learning activities with a small group of children, who may need extra support. Lunchtime Supervisors They look after the children during lunchtime breaks, so that most of the staff members are able to take their breaks. They take the children who have school dinners to the schools canteen, they also look after the pupils who bring pack lunch. Within one of their classroom or outside weather permitting. They are also first aid trained and look after the children whilst playing outside. Administration Staff There is a wide range of job roles within this department of the school, ranging from: First point of contact for the school either by telephone, email or face to face. Diary management for the Head teacher or departmental leaders Issue visitor passes where necessary and maintain signing in and out books Maintain data bases and filing systems Prepare correspondence and collect fees To contact parent/guardians for specific reasons when requested by staff and to request for collection of sick children on behalf of the staff. And many more jobs besides Site Staff Maintain the school, deal with cleaning, maintenance of equipment and the school building. Catering Staff Cater for the pupils and staff that eat within the canteen, with healthy food within their budget. Volunteers Helping within the school, with assisting the classroom teacher with tasks such as listening to pupils read, taking part on school trips and helping out at school fairs. List the things you have agreed with your employer that you are prohibited from doing: Entering the Autism base, Administering first aid to a pupil this must be done by a qualified first aider. What breaks are you entitled to? When working a full day within the school – from 8.45am to 3pm I am entitled to an hour for lunch. Though on occasions I may be required to cover a lunchtime supervisor duty, which then I will be allocated an hour within the afternoon. This is the same for break times, we are entitled to take the break ourselves or we may be asked to supervise. If you are unhappy with a health & safety issues what would you do? I would have to report this to the site service manager or to the deputy head teacher Risk Assessments Has your placement got a risk assessment policy? Yes – Every school and workplace must have a risk assessment policy. Where is it kept? Within the Administration Office Who has access to it? The HSE, The Governors, The Head Teacher, staff members and parents How often are they reviewed and why is this necessary? It is reviewed on a yearly basis unless any changes have to be implemented within the school. Then the risk assessment will be reviewed as a part of the process. Such as recently the school has had some staff members trained in manual lifting and so the risk assessment has to be updated for this new procedure within the school. Give an example of a risk assessment you have done and why? When reading with the foundation children one to one they have a tendency to swing on their chair. This has risks of the chair flipping backwards and the child following which in turn could cause harm to themselves. So I have had to ask them to sit properly and not to swing on their chair. Identify and list below 4 possible risks/hazards that might occur within your work placement and state how you would prevent each one?, explain how they will be monitored and reviewed 1. Pupils trapping fingers in the internal fire doors. The fire doors are extremely heavy to open to exit the classrooms or to enter the bathroom, especially for the less able bodied and the smaller children within foundation. These doors are on hinges and close back on themselves when opened. Are very heavy as they are designed to protect against fire. However I have witnessed children struggling with these doors. When trying to open these doors by themselves they tend to place one hand on the door frame as they use the other hand to open the door. If they where to lose grip of the door it would swing back and the likely hood of trapping their fingers is a high risk. The less able bodies students struggle even more so and they normally have a buddy within their classroom to open these doors for them. Which in turn takes away their independence, and they normally have a fear of getting stuck in the toilet or in room as they are unable to open these doors by themselves. I would look into adapting the doors by placing an electronic button system. Where the smaller children and the less able bodied children will be able to press a button and the door will automatically open for them. As it is impossible to loosen the hinges on the door as they will no longer work as intended. If this is not possible when a child needs to exit a room then an adult should always be present to assist. Preventing any accidents from happening, or a fear of getting stuck. 2. Tripping over chair leg in classroom When children are moving around the classroom it is often an possibility that they could trip over a chair leg. Either from the chair not being placed under a table properly or whilst another child is swinging on their chair. This could be very hazardous as they could fall and hit a side of a table or land badly on the ground. Add no swinging on your chair and to tuck away chairs properly when not being used onto the classroom rules. I would remind any of the children I see not tucking their chair away to do so, and at the end of class make a check that all chairs are tucked away correctly. I would also do the same with children swinging on their chair; I would ask them not to, and remind them of the class room rules. 3. Slipping on wet floors in the toilets Before break times and lunch times the children are all asked to go to the toilets and wash their hands. The children have a tendency to drip a large amount of water across the floor when walking over to the hand dryer. Which when you have approximately 30 children at once using the toilets the water can accumulate into a puddle of water, which becomes a slipping hazard. Allowing only ten children to use the toilets at a time to wash their hands. So that a teaching assistant could maintain the floor with a mop preventing puddles forming, then let the next ten children in once the teaching assistant has vacated. Another option could be before allowing the children  out of the class to use the toilet the teacher could remind them to shake the excess water off their hands over the sink before drying their hands. However the procedure they have set in the foundation classes works well where they set up two washing up bowls set within the classroom on tables. The children wash their hands under adult supervision and then dry their hands on towels. Makes it less children rushing through the toilets just to wash their hands. 4. Getting caught up and Tripping over Play bibs Within foundation the children are allowed out to play within the soft play area during lessons, but only in a group of five. To keep the group to only five children at a time there are five play bibs supplied which they have to wear whilst outside. However when a child wants to come back inside they have to take off the play bib, which then leaves a bib spare for another child to go out. It works in principle, and keeps the group to only five children at a time. However the children do not maintain putting the bibs back within the box after they are finished and they tend to just throw the play bibs down on the ground. This then becomes a tripping hazard and another child or member of staff could get their feet caught up within the bib and fall over, causing an injury. A box placed outside seems to be over looked by the children, so I would suggest placing a coat hook within the classroom, at their level by the door that they exit and enter to play outside. Then reaffirm that the play bibs must be hung up when not being used and remind the children when they drop the bib to hang it up or no play for them for the rest of the day. Offsite Safety What risk assessments do you need to complete before going of site/ on an outing? Oakland’s Primary employs an external Risk Assessment company, to carry out the risk assessments on behave of the school. They attend the site of the visit and make an assessment of the risks that may apply and forward the report back to the Head Teacher or Deputy Head Teacher. The report will be compiled of recommendations based on factors of the trip, and any control measures and contingencies that need to be set in place relating to the risks that could occur. From the report the school will then set in place the criteria based around the risks, such as: The age / competence / fitness / usual standard of behaviour of the pupils Any special educational / medical needs of the pupils Adult to Child ratios The competence / experience / qualifications of the adults Modes of transport, journey routes and location of the visit The correct attire that may need to be required depended on weather conditions and location of visit. Any emergency procedures When there is a less able bodied pupil attending the trip, the leading teacher will take a visit to the site themselves to evaluate the location and the facilities. This is so they can make sure that no child will miss out. They also take a visit to plan activities accordingly and to talk to any personnel that may work within the location of the visit, and to set out a timetable of the activities. Are the adult: child ratio’s different? Yes the ratios are different, and these depend on the location of the visit. What are your roles and responsibilities? I have done quite a few school trips, some have been to support my son during a school visit and have travelled either via the school mini bus or and in one instance myself and my son travelled by our own means of transport. When arriving at school we are given the activities schedule and what groups we will be in and the names of the children under our care. We check that all the children have brought everything they need, if not the school does try to provide anything that a child has forgotten or does not own, such a wellingtons, spare clothes etc. We run through the plan before leaving the classroom. On the mini bus I would support my son, during the journey and help the other two teaching assistants within the mini bus to keep the rest of the children entertained. We normally share out books, maths tasks or we will start some singing. Once we have arrived at the location I am put in charge of a small group of 4 to 5 children which includes my son and I follow one of the leading teachers during the activities. The last school trip to kingcombe meadows we went hunting within the meadows for wild flowers with a check list, we also caught bugs within nets and did some fishing in the river. I had a small group of 5 children under my care and I helped them with their activities, encouraging them to figure out what bug the found or flower. I have also helped with a foundation school outing, this was up to the post box outside of the school gate and up the road to post their letters home, as part of their Post Office activities in class. I handed out high-viz vests to every child before we left and was put in charge of three children as we walked in a line up and back to the post box.

The Blue Sword CHAPTER THIRTEEN

It was two days later when, as the morning sun shone down on them, Harry first saw Istan again; and she altered their course a little to the north, for it was not the town she was aiming for, but Jack Dedham's garrison. She prayed to anything that might be listening that he would be there, not off on some diplomatic sortie or border-beating. She could not imagine trying to explain her errand to anyone else; she did not think Jack would conclude that she was mad. She did think that anyone else – even Dickie; especially Dickie – would. But even if Jack were at the fort, and believed her story, would he help her? She didn't know, and didn't dare make guesses. But she and Terim and Senay, even with Senay's father's reinforcements, would not be very effective by themselves. Rather more effective than I would have been by myself, though, she thought. The first evening, after Senay and Terim had joined her, and after the animals were settled and the other two human beings were asleep, Harry had cut herself a long straight slender branch from a tree, and stripped it with the short knife she kept in one boot. When they set out that evening she tied it lengthwise to Sungold's saddle, so it rubbed against her right leg as she rode, but at least it did not threaten either of her companions, who rode close at her sides. They eyed it, but said nothing. When she first recognized Istan looming out of the dawn light at them, she paused, took out her knife again, and deliberately ripped several inches of hem from her white tunic, unlashed her branch, and tied the raveling bit of cloth to one end of it. She tucked the other end just under one leg, and held it upright with one hand. â€Å"It is a sign that we come in peace,† she explained, a little sheepishly, to her friends; their faces cleared, and they nodded. It was still very early. The town was silent as they skirted it; nothing, not even a dog, challenged them as they rode toward the fort. Harry found herself watching out of the corners of her eyes, looking for any odd little wisps of fog that might be following them. The dogs ought to bark. She didn't see any fog. She didn't know if either of her companions was a fog-rouser; and she knew only too well that she did not know what she herself was capable of. They rode up to the closed gate of the fort, the horses' hooves making small thunks in the sandy ground, kicking up small puffs of grit; she thought of the fourposter pony, who was no doubt drowsing in his stall now, dreaming of hay. Harry looked at the fort gate in surprise; as she remembered, and she was reasonably sure that she remembered correctly, the gate was opened at dawn, with reveille, and stayed open till taps at sunset. The gate, wooden and iron-barred, in a wall of dull yellow brick, was higher than her head as she sat on Sungold, looking up; and its frame was higher yet. They rode right up to it, and no one hailed them; and they stood in front of it, at a loss, their shadows nodding bemusedly at them from the grey wood before them and Harry's little flag limp at the end of its pole. Narknon went up to the gate and sniffed it. Harry had never thought of the possibility of not being able to get inside the fort in the first place. She rode up next to the gate and hammered on it with her fist. As her flesh struck the solid barrier it sent a tingle up her arm, and a murmur of kelar at the base of her skull told her that she could walk through this wall if she had to, to pursue her purpose. In that instant she realized exactly how Corlath had stolen her from the bedroom that at present was not so far from where Sungold stood; and she understood as well that the kelar must see some use in her errand at the Outlander fort to back her so strongly; and for that she did not know whether to be glad or sorry or fearful. And if fearful, for the sake of whom? Her new people – or her old friends? And she had a quiver of wry sympathy for how the Hill-king must have felt, walking up the Residency stairs in the middle of the night; and then she tipped her head back to stare at the Outlander wall, and touched her calf to her Hill horse's side, to move him away from that wall. â€Å"Since when is this gate closed during daylight?† she shouted; and Homelander speech tasted strange in her mouth, and she wondered if she spoke the words as a Hillwoman might. With her words, the spell, whatever spell it might be, was broken; and the three Hill riders suddenly blinked, as if the sun had grown brighter; and a small panel shot back, beside the gate and above their heads; and a man's face glared down. â€Å"Where did you come from, Hillman, and what do you want of us?† He looked without pleasure at the white rag. â€Å"We came from the Hills,† Harry said, grinning, â€Å"but I am no Hillman; and we would like speech with Colonel Dedham.† The man scowled at her. She suspected that he did not like her knowing Jack's name. â€Å"He does not speak to Hillfolk – or those who ride like Hillfolk,† he added disagreeably. By now there were several faces peering over the wall at them; Harry did not recognize any of them, and found this strange, for she had known at least by sight nearly all of Dedham's men. She had not been gone for so many months that it seemed likely the entire complement of the fort could have changed. She squinted up at them, wondering if her eyes or her memory was playing her tricks. She frowned at her interlocutor's tone. â€Å"You could bear a message to him, then,† she said, trying to decide if it was worth the possibility of some kind of uproar if she said her name. â€Å"Hillfolk – † began the man at the window, and his tone was not encouraging. â€Å"Oh, Bill, for the love of God, the new orders say nothing about rudeness,† said one of the faces at the fence. â€Å"If you won't carry a message as requested, I will – and I'll be sure to mention why an off-duty man had to do it.† â€Å"Tom?† said Harry hesitantly. â€Å"Is that Tom Lloyd?† There was a tense and breathless silence, and the man at the open panel hissed something that sounded like â€Å"witchcraft.† The voice from the fence came again, slowly but clearly: â€Å"This is Tom Lloyd, but you have the advantage of me.† â€Å"True enough,† said Harry dryly, and shook back her hood and looked up at him. â€Å"We danced together, some months ago: my brother, Di – Richard, collected favors from all his tall friends to dance with his large sister.† â€Å"Harry – † said Tom, and leaned over the fence, his shoulders outlined against the light, his face and hands as pale as the desert sand. â€Å"Harry?† â€Å"Yes,† said Harry, shaken at how strange he looked to her, that she had not recognized him before he spoke. â€Å"I need to talk to Colonel Dedham. Is he here?† Harry's heart was in her mouth. â€Å"Yes, he is: reading a six-months-old newspaper from Home over a cup of coffee right now, I'd say.† Tom sounded dazed. â€Å"Bill, you wretch, open the gate. It's Harry Crewe.† Harry's legs were tight on Sungold's sides, and the big horse threw his head up and shivered. â€Å"He don't look like Harry Crewe,† Bill said suddenly. â€Å"And what about the two with him – her? And that funny-colored leopard?† â€Å"They're my friends,† said Harry angrily. â€Å"Either open the gate or at least take my message.† â€Å"I can't leave my post – another man'll have to take the word. I won't open the gate to Hillfolk. It's Hillfolk it's closed for. Tom's too easy. How do I know you're Harry Crewe? You look like a bloody Darian, and you ride like one, and you can't even talk right.† Harry's pulse began to bang in her ears. â€Å"For pity's sake – â€Å" â€Å"Not you, Tom,† said Bill; â€Å"we already know as how you're off duty. Get another man what's on.† â€Å"Don't bother,† said Harry, between her teeth; â€Å"I'll take the message myself. I know where Jack's quarters are.† She dropped her pole in the dust, and, conscious she was doing a supremely stupid thing, she brought Sungold a few more dancing steps away from the gate, turned him, and set him at it. He went up and over with a terrific heave of his hindquarters, and Harry had reason to be grateful for the perfect fit of her saddle; but once in the air he seemed to float, and look around, and he came down as lightly as a blown leaf. He trotted two steps and halted, while Harry tried to look calm and lofty and as though she had known what she was doing all the time. The leap was over in a few seconds, and no one had expected anything so incredible, even from a Hillman; now men were shouting, and there was a crowd all around her. She thought no one would shoot her out of hand, but she wasn't quite sure, so she waited, instead of going in search of Jack Dedham as she had threatened. Sungold stretched his neck out and shook himself. Narknon flowed over the gate behind them – there was a howl of fear and wrath from Bill – and the cat trotted to Sungold and crouched under his belly. But she did not have to look for Jack after all, because the row at the gate brought him at a run scant seconds after Sungold's leap. He rounded the narrow corner of some dark building opposite the place where Sungold stood. The horse lifted first one foot and then another, unaccustomed to such noisy reckless human beings, but still obedient to his rider's wishes. He replaced each foot in just the print it had left. Jack came to a halt, barely avoiding running into them. Sungold pitched his ears toward the balding grey-haired Outlander who stood now, stock still, staring: his eyes traveled from the big chestnut horse down to the laconic cat, up to the horse's rider, and his jaw visibly dropped. Harry's hood was still back on her shoulders, and her bright hair flamed in the young sunlight; he recognized her immediately, although he had never seen such an expression on her face before. A moment passed while he could think of nothing; then he strode forward with a cry of â€Å"Harry!† and raised his arms, and she, a young girl again with a young girl's face, ungracefully tumbled off her horse and into them. He thumped her on the back, as he might have one of his own men back from an impossible mission and long since given up for lost; and then he kissed her heartily on the mouth, which he would not have done to any of his own men; and Harry hugged him around the neck, and then, embarrassed, tried to back away. He held her shoulders a minute longer and stared at her; they were much of a height, and Tom Lloyd, looking wistfully on, found himself thinking that they looked very much alike, for all of the girl's yellow hair and Hill clothing; and he realized, without putting any of it into words, that the girl he had danced with months ago, and thought about as he blacked his boots, and lost sleep over when she disappeared, was gone forever. Harry drew a hasty sleeve across her eyes; and then Tom, emboldened by his commander's behavior, hugged her too, but backed away without meeting her eyes; and Harry, even preoccupied as she was, was briefly puzzled by Tom's air of farewell, and she guessed something of what her brother had never told her. The whole fort was aroused; there were dozens of men standing around staring, and asking questions of one another; some were in uniform, and some looked like they had fallen out of bed a minute before; a few carried rifles and were looking around wildly. A few of those rifles were pointed at Narknon, but the cat had sense enough not to move, or even yawn and display her dangerous-looking fangs. The Outlanders asked each other questions, and there was a lot of shrugging; but while their colonel's evident delight in their sudden Hill visitor allayed any immediate fears they might have, Harry thought they looked tense and wary, as men may who live long under some strain. â€Å"What should I ask first?† said Jack. â€Å"Why are you here? Your horse tells me where you've been these months past – God, what an animal – but I am totally awestruck by the intelligence †¦ although, come to think of it, I don't seem to be surprised. Do you know that the entire station turned out to look for you when you vanished? Although I doubt in fact that you know anything of the sort; I flatter myself I searched as painstakingly as anyone, but what the Hills take, if they mean to keep it, they keep it, and I rather thought they meant to keep you. Everyone was sure the Hillfolk did have something to do with your evaporating like that – although it was more a superstition than a rational conclusion, as nary a trace of anything did we find; no rumors in the marketplace either. Amelia, poor lady, had well-bred hysterics, and Charles chewed his mustaches ragged, and Mrs. Peterson took her girls south to Ootang. And your brother stopped talkin g to everybody, and rode three horses to death – and he takes good care of his horses, usually, or I wouldn't have him here. I don't think he even noticed when Cassie Peterson left.† Harry blushed, and looked at her feet. â€Å"So you see, he does care – you've wondered, haven't you? He wasn't too fond of his commanding officer there for the weeks that it lasted, for I couldn't somehow work up the proper horror – oh, I was worried about you, but I was also †¦ envious.† He looked at her, smiling, wondering what her reaction would be to his words, wondering if he had said the right thing, knowing that the truth was not always its own excuse; knowing that his relief at seeing her made him talk too much and too freely – a reaction that had, often enough in the past, gotten him into trouble with his superior officers. And Harry looked back at him, and she smiled too, but she remembered the vertigo of the Outlander girl alone in a camp of the Hillfolk, surrounded by a people speaking a language she could not speak, whose hopes she did not understand, whose dreams she could not share. The people of the Hills had been her own people's foes for eighty years and more, for she was born and bred a Homelander; how could Jack – even Jack – speak of envy? Her smile froze, and her tunic napped against her back and hips, for she had, somehow, lost her sash, and she had hung Gonturan from Sungold's saddle, so as to look, she hoped, a little less like immediate war. Lost her sash. A Hillman would never lose his sash. What was she? Damalur-sol. Ha. She laid a hand on Sun-gold's shoulder, but when he turned his head to touch her with his nose she was not comforted, for he had lived all his life in the Hills. She wished bitterly that her brother had told her of Tom Lloyd, months ago. That was something she might have understood, and Tom was kind and honest. She swallowed and looked at Jack again, and he saw memory shining in her eyes, and he smiled sadly at her, and was sorry for any further pain his thoughtless words had given her. â€Å"Child,† he said quietly, â€Å"choices are always hard. But do you not think yours is already made?† Harry's fingers combed through her Hill horse's mane, and she said, â€Å"There never was a choice. I ride the only way open to me, and yet often and again it seems to me I am dangerously unfit for it.† She laughed a little and shakily. â€Å"It seems to me further that it is very odd that fate should lay so careful a trail and spend so little time preparing the one that must follow it.† Jack nodded. â€Å"It is not the sort of thing that is recorded in official histories, but I believe that such thoughts have come not infrequently to others – † he smiled faintly – â€Å"ensnared as you are.† Harry's hand dropped back to her side and she smiled again. â€Å"Colonel, I shall try not to take myself too seriously.† â€Å"And I shall try not to talk too much.† They grinned at each other, and knew that they were friends, and the knowledge was a relief and a pleasure and a hope to each of them, but for different reasons. Then Jack looked her over again, as if noticing the travel stains for the first time and said in a deliberately bright tone: â€Å"You look like you could use a bath †¦ My God, that sword: you're carrying a king's ransom casually across your pommel.† â€Å"Not casually,† said Harry somberly. â€Å"Questions later,† Jack said, â€Å"but I will hope that you will answer them. First food and rest, and then you will tell me a very long story, and it has to be the true one, although I don't promise to believe it.† â€Å"I am not quite alone, † said Harry, smiling again. â€Å"Will you let two friends of mine past your formidable gate as well?† â€Å"Not so formidable,† said Colonel Dedham. â€Å"I wish I'd arrived a minute earlier and seen that jump. I don't believe it.† â€Å"It's true, sir,† said Tom. â€Å"I believe it's true, I just don't believe it,† said Jack. â€Å"No doubt all of your story will be just as impossible. And just to start with, what is that?† he said, pointing at Narknon, who still had not moved. â€Å"She's a hunting-cat, a folstza. She adopted me soon after †¦ I left here.† Narknon, deeming the moment right, stood up slowly, and opened her big green eyes to their fullest extent, batted the long golden lashes once or twice at Jack, and began to pace toward him, while he gamely held his ground. Narknon paused a step away and started to purr, and Jack laughed uncertainly; whereupon the cat took the last step and rubbed her cheek against the back of his hand. Jack, with the look of a man who throws dice with the devil, petted her and Narknon redoubled the purr. â€Å"I think I'm being courted,† said Jack. â€Å"Narknon has an excellent sense of whose side it is most expedient to be on,† said Harry. â€Å"But – â€Å" â€Å"Yes, we will let your companions come in in the traditional fashion. Unbar the gate, there, Shipson, and be quick about it, before anything else comes over it. I don't like the new standing orders, and they obviously aren't much good besides.† Jack looked up from Narknon, who was now leaning her full weight against his legs and tapping her tail against the backs of his thighs, to gaze again at Sungold. â€Å"A real Hill horse. Can they all leap over Outlander forts before breakfast?† â€Å"No. Or they may, but most of their riders have more sense than to try it. Particularly after a journey such as we've had.† The excitement of seeing Jack again, and the reassurance of the warmth of his welcome, drained away from her, and she remembered that she was exhausted, and the sense of coming home to a place that was no longer home oppressed her further. â€Å"I'd like the bath and the food, and we all have to have sleep. But most of the story will have to wait; I'll tell you what I must, but †¦ we don't have much time.† â€Å"You are here for a purpose, and I can guess some of it. I'll try not to be stupid.† The gate opened, and Terim and Senay rode quietly through and stopped by Sungold's flank and dismounted. Harry introduced them, and they bowed, touching their fingers respectfully to their foreheads, but without the last flick outward of the fingers that indicates that the one addressed is of superior rank. When she said in Hill-speech, â€Å"And this is Colonel Dedham, whose aid we are here to seek,† she was pleased with the way her Outlander friend in his turn bowed and touched his fingers to his forehead, only glancing at her with mild inquiry. â€Å"I am sorry,† said Jack as he led the way to his quarters, â€Å"but I speak only a little of your Hill tongue. I must ask you to tell me what I need to hear in my own language, and apologize to your friends for the necessary rudeness of excluding them.† This was spoken in heavily accented but perfectly adequate Hill-speech, and Terim and Senay both smiled. â€Å"We understand the need for speed and clarity, and it would not have occurred to us to take offense,† said Terim, who had a king's son's swiftness for turning a diplomatic phrase; and Senay simply nodded. So Jack Dedham cleared off the table in the second of the two small rooms that were his, the table in question accustomed to duty as a dining-table and writing-desk, as well as a convenient surface to set any indeterminate object down on; and his batman brought breakfast for three. The three ate their way through it with enthusiasm, and the man, grinning, brought second breakfasts for three. â€Å"Make it four, Ted,† said Dedham. â€Å"I'm getting hungry again.† When they were finished, and Harry was staring into her teacup and realizing with uneasy chagrin that she'd rather be drinking malak, Jack filled his pipe and began to produce thick heavy clouds of smoke that crawled around the room and nosed into the corners. â€Å"Well?† he said. â€Å"Tell me in what fashion you have come to seek my aid.† Harry said, staring at the worn tips of her Hill boots, â€Å"The Northern army will be coming through the mountains †¦ soon. Very soon. Corlath's army is camped on the plain before the wide gap – the Bledfi Gap, we call it – the Gate of the North, you know, in the Horfel Mountains – â€Å" Jack said from a cloud of smoke: â€Å"The Gambor Pass, in the Ossander range. Yes.† â€Å"We want to plug the northwest leak, the little way through the mountains above Ihistan – where an undesirable trickle of Northern soldiers could come through and – â€Å" â€Å"And raze Istan, and go on to harass Corlath.† Harry nodded. â€Å"Not just harass; there are not many Hillfolk to fight.† â€Å"That explains, no doubt,† said Jack, â€Å"why there are only three of you – and a cat with long teeth – for the northwest leak, as you call it.† Harry smiled faintly. â€Å"It was almost one of me, alone.† â€Å"I would hazard, then, that you are not precisely here under Corlath's orders.† â€Å"Not exactly.† â€Å"Does he know where you are?† Harry thought about it, and said carefully, â€Å"I did not tell him where I was going before I left.† Her ribs missed the pressure of a sash. Dedham blinked a few times, slowly, and said, â€Å"I assume I am to conclude that he will be able to guess where you've gone. And these two poor fools decided to throw their lots in with an outlaw? I am impressed.† Harry was silent for a minute. For all her brave words to Jack at the fort gate, she felt that the path she had thought she was following had blurred and then lurched underfoot as soon as Sungold had jumped the wall. It was difficult for her now to remember who she was – damalur-sol and sashless – and why she was here, and where she was going; her thoughts ambled around in her head, tired and patternless. She remembered Luthe saying to her: â€Å"It is not an enviable position, being a bridge, especially a bridge with visions†; and she thought that in fact a nice clear vivid vision would be a great boon. She sighed and rubbed her eyes. â€Å"Corlath did not take at all kindly to Sir Charles that day, did he?† Jack smiled without humor. â€Å"Not at all kindly, no.† Harry scowled. â€Å"He's still cutting off his nose to spite his face, ignoring the northwest pass.† â€Å"Ritger's Gap,† said Jack. â€Å"He probably doesn't look at it that way, though. He came to us offering an alliance of mutual support, true, but he was doing us a favor by giving us the benefit of his spies' work in the north – which Sir Charles, in his less than infinite wisdom, chose to disbelieve. I would assume that your Corlath will now simply wipe out as many Northerners as he can, and what's left of his Hillfolk in the end will retreat to those eastern mountains of his. Whether or not the western plains are overrun with unchecked Northerners is not, finally, of great interest to him one way or another. Our decision not to help only means a few more divisions of the Northern army to harry them in their Hills: unfortunate but not of the first importance.† â€Å"If the Homeland got behind the attempt to throw back the Northerners – â€Å" â€Å"There was never any chance of that, my dear, believe me,† replied Jack. â€Å"You are attempting to be logical, I suspect, and logic has little to do with government, and nothing at all to do with military administration. â€Å"You are also still thinking like a Homelander – an Outlander, if you wish – for all you've learned to ride like a Hillman,† and his eyes settled on Gonturan, hanging by her belt over the back of Harry's chair. â€Å"You know Istan is here, and it seems like a waste to you that we should be obliterated without a chance; and you were also fortunately absent that day, and did not hear Sir Charles being insufferable. Sir Charles is a good man in many ways, but new things disconcert him. The idea of an alliance between Hill and Outlander is blasphemously new.† You are also still thinking like a Homelander – an Outlander, if you wish – for all you've learned to ride like a Hillman. The words hung before Harry's eyes as if sewn on a banner and then thrust into the ground at her feet as her standard. She looked at nothing as she said, â€Å"You are working up to telling me that there is nothing that can be done.† â€Å"No; but I am working up to telling you that there is no possibility of there being done what ought to be done – I agree with you, our, or at any rate my, country should get serious about the threat from the North. It is a real threat.† He rubbed his face with his hand, and looked momentarily weary. â€Å"I am glad you have put this chance, little as it is, in my hand. My orders, of course, forbid me to go skylarking off to engage the Northerners at Ritger's Gap or anywhere else – the official, illogical attitude is that this is a tribal matter, and if we stay quietly at home with our gates closed the wave will break and flow around us. I know this is nonsense, and so do a few of the men who've been here more than a few years. I've been brooding for months – off and on since Corlath's unexpected visit; I believed what he told us that his spies had brought back from the North – whether or not it's worth my pension to go try and do anything abou t it. I rather think it is, as we're sure to be killed if we stay at home and I'd rather be killed out doing something than have my throat slit in bed. You're just the excuse I've been looking for; it's been a bit hard to determine which dragon a solitary St. George should take on, when there seem to be dragons everywhere.† Harry looked at Jack, conscious of Terim and Senay at her elbow, and a furry shoulder pressed against her feet under the table. The sense of dislocation was almost a physical thing, like a stomachache or a sore throat; but Jack's words now eased the sore place a little. The bridge could stretch to cross this chasm, perhaps, after all. She was still alone and still scared, but for the first time since she had ridden away from Corlath's camp she felt that her errand was not necessarily a mad one; and so her conviction that she was doomed to it was therefore a little less terrifying. And perhaps it did not matter in what world she belonged if both worlds were marching in step. And now that Jack believed her, she could depend on him; for Harimad-sol was still laprun, and while she was glad of Terim and Senay, they looked up to her, and she didn't entirely like the sensation. The old friendship with Jack had taught her what kind of man he was, and he would not be embarrassingly awed by Harimad-sol and her legendary sword. The literal-minded pragmatism of the Outlander psyche had its uses. But as the weight of solitude eased, his words laid a new weight on her: Were her perceptions so wrong then? Was she in fact thinking like a Homelander – and had she, then, betrayed her new allegiance? She opened the palm of her right hand, and looked at the small white scar that lay across it. What did Corlath think of her desertion? Had Luthe's fears for her been correct, and had she not been able to see the right way when the ways divided before her? â€Å"Harry.† Jack reached across the table and pulled her right hand toward him. â€Å"What is that?† She closed her fingers till what she suddenly felt was her brand of Cain disappeared. â€Å"It's a †¦ ritual I went through. I'm a king's Rider.† â€Å"Good Lord. How the – excuse me – how did you manage that? Not that I ever doubted your sterling qualities, but I know something of that tradition – king's Riders are the, um, the elite †¦ â€Å" â€Å"Yes,† said Harry. Jack only looked at her, but her mouth went dry. She swallowed and said, â€Å"They thought it would be †¦ useful †¦ to have a damalur-sol again.† â€Å"Lady Hero,† said Jack. â€Å"Yes.† She swallowed again. â€Å"Cor – Corlath said that this war had no hope, and something like – something like a damalur-sol was a little like hope. I – I have seen Lady Aerin – do you know about the Water of Sight? – and so they think I must be someone important too.† Jack studied her as a botanist might study a new plant. â€Å"Blood calls to blood, evidently. Although Richard is the straightest arrow I've ever seen: maybe it only runs from mother to daughter.† Harry brought her head up sharply and stared at her old friend. â€Å"What?† â€Å"Surely you know,† Jack said, frowning. â€Å"Your great-grandmother – mother's mother's mother – was a Hillwoman; one of rank, I believe. That was before we'd gained a proper foothold here, or we were at least still struggling to keep what we'd got. It was a terrible scandal. I don't know much about it; it makes Richard quite green even to think about it. Young Dick turns green rather easily about some things: but some curious sense of honor compelled him to tell me, as his commanding officer, so that I could make allowances if he went off screaming into the Hills of his ancestors, I suppose. The blood taint that Fate has seen fit to hand him seems to prey on his mind.† Jack had been watching her closely as he rattled on, and broke off abruptly. â€Å"My dear, you must have known of this?† Harry sat still in her chair, where she was sure she would sit forever, gazing in amazement at the story Jack had just told her. She must have looked very queer, for Terim said to her anxiously, â€Å"Harimad-sol, what is wrong? You look as if you have seen your father's ghost. Has this man said aught of ill to you?† Harry roused and shook her head, which felt thick and heavy. â€Å"No; he has just told me something that bewilders me even as it makes all plain.† Senay said softly: â€Å"Sol, might we know what it is?† Harry tried to smile. â€Å"He has said that my mother's grandmother was a Hillwoman, and thus the blood of your Hills runs in my veins.† The two looked back at her with the sort of surprise and consternation she was sure was still plain on her own face. Terim said: â€Å"But we know you must be one of us, or the king's madness would not come to you, and everyone knows that it does: already there are tales told of Harimad-sol at the laprun trials. The Water of Sight shows you things, and Lady Aerin speaks to you, and your eyes turn yellow when you are held by some strong emotion. In fact, they are yellow now.† Harry laughed: a little laugh and a weak one, but still a laugh, and she said to Jack, â€Å"My friends are not the least surprised by this intelligence, for all that it shakes me to my soul and makes my heart beat too fast – with fear or joy I am not quite sure. They say they have known me for a Hillwoman all along.† â€Å"I've no doubt that's true,† Jack said dryly. â€Å"You may be sure Corlath would have made no Outlander his Rider, even if the Lady Aerin ordered him to.† â€Å"But why was I never told?† Harry mused, still trying to collect her thoughts together in one place so that she could look at them. Perhaps she was a better-constructed bridge than she had realized; and she thought of beams and girders, and almost laughed; how Outlanderish an image that was, to be sure. And as she labeled that bit of herself Outlander she then was free to label some other bit Damarian; and she felt a little more like herself all over, as though she were fitting into her skin a little more securely. She still was not sure what she was, but at least she need not be unhappy for not knowing: and now, perhaps, she had the missing pieces she needed to begin to learn. â€Å"I think,† Jack said slowly, â€Å"that I have an idea about that. I had assumed that you did know, but I remember now how Richard and I talked about you when you were to come out here – he seemed to think it would be bad for you in a particular way – † He frowned, trying to remember clearly. â€Å"You were evidently a little too, um, bohemian for him, and he obviously thought living in the land of your grandmother's mother was going to aggravate the tendency. But I never thought he would, er †¦ â€Å" â€Å"Protect me from myself by keeping me in ignorance?† Harry smiled ruefully. â€Å"Well, I didn't know, but I'm not surprised. Angry maybe – how dare he? – but not surprised. He takes the man's responsibility toward his frail female relations very seriously, does Dickie. Drat him. Where is my inestimable brother? Here?† Jack was smiling at her, as she sat with her sword hilt touching her shoulder when she gestured. â€Å"No,† he said, â€Å"he's off being diplomatic, which is something he shows some brilliance at, for me and Sir Charles. We'd like some extra men here, just in case this silly tribal matter gets out of hand, and I would only get red and froth at the mouth, while Richard can look earnest and beseeching, and may even have some effect.† He looked gloomily at the table. â€Å"I torment myself, now and again, wondering whether, if Corlath had given us a bit more warning about what he had in mind, if Peterson and I could have brought Charles around – even a little – this mess we're in might have been, even a little, less of a mess. But it is not, as we say when we are being diplomatic, a fruitful source of inquiry.† Harry was thinking, For that matter, why didn't Mummy or Father tell me about my mysterious inheritance? They must have known, to tell my wretched brother – indeed, it must have been generally known to some extent; that explains why we were never quite the thing – I always thought it was just because we didn't give the right sort of dinner parties and spent too much time in the saddle. She went hot and cold, and her last shred of doubt about whether she had chosen wisely when she chose the Hills over the country that had raised her dissolved; but she had loved her family and her home, and she was without bitterness. She yanked her attention back as Jack began to speak again: â€Å"It's been a little anxious here lately. There is something, or there are somethings, hanging around the town and the fort; and twice my men have gone out scouting and found signs of battle; and once there was a corpse.† His face was drawn and old. â€Å"It wasn't quite human; although from a distance it would probably look human enough.† Harry said softly: â€Å"I have been told that much of the Northern army is not quite human.† Jack was silent for a little, then said: â€Å"In simple numbers I can't promise much. I don't want to risk forcibly anyone's neck but my own, as we will be going against orders, but there are a few men here I know who have the same attitude toward the Northerners that I do. I will put it to them.† Harry said, â€Å"So, how many and how quickly?† â€Å"Not very and very. Those of us who will go have been quivering like so many arrows on so many bowstrings for weeks; we'll be grateful for the chance to snap forward. Look: you and your friends can have a bath and a nap; and we should be able to march at sunset.† There had been something obscurely troubling Harry since she entered the fort so precipitously; and at first she had put it down to the confusion, to her first sight of Outlanders since she had ceased to be one herself; and the troubled reflections that this recognition had brought her. But the sense of not-quite-right, of a whiff of something unpleasant, or a vibration in the air, increased as the rest of her relaxed. She looked around her now, able to think about this specific disturbance, to focus on its cause if her kelar would point the way. She turned her head one way and another; it was much worse in the small closed space that was Jack's rooms. It was as she put her hand over the blue stone on Gonturan's hilt that she finally understood what it was. â€Å"One last thing,† she said. â€Å"Yes?† said Jack, but it took Harry a little time to put it in words. â€Å"No †¦ guns. Rifles or revolvers, or whatever it is you use. They'll only, um, go wrong.† And she shivered in the proximity of Jack's hunting-rifles hung on the wall, and two revolvers on belts hooked over the back of an unoccupied chair. Jack tapped his fingers on the table. â€Å"Not just rumors, then?† he said. Harry shook her head. â€Å"Not just rumors. It's not something I've seen, about guns – but I know. I know something of what the Hillfolk do, or are – and even if we could stop whatever it is we do, and I can't, because I usually don't know what I'm doing in the first place – I know too that, whatever it is, it will ride with those that we will be facing. And – and the presence of yours in this room,† and she waved her hand, while the other one still rested on the blue gem, â€Å"is making me feel †¦ edgy. It's the sort of thing I'm learning to pay attention to.† The room was suddenly smaller and darker than it had been before Harry spoke; Jack stared at her, seeing his young friend and seeing almost clearly the outline of the thing she had taken on in the Hills; and then an unexpected ray of sunlight fell through the window and the blue gem of her sword hilt blazed up as her hand slipped away from it, and her cheek and hair were lit blue. But the outline of her burden was gone. Jack thought, I am going to follow this child, to my death perhaps, but I am going to follow her, and be proud of the opportunity. â€Å"Very well. I believe you. It's rather pleasant to have one's favorite old-wives'-tales borne out as truth. You'll not want infantry anyway; and our cavalry is accustomed to its sabers.† â€Å"Now, about that bath?† Harry said. Ted was told to provide the baths and beds required; she and Senay were led to Jack's bathroom first, and Harry sank gratefully into the water in the tall tin tub, sliding down till the water closed over her face and she looked up at a wavering circular world. She had to come up at last to breathe, and the world opened out again. Senay unbraided and combed her long dark hair, which fell past her knees in well-ordered waves; Harry watched with envy. Her own hair was nearly so long, but it liked escaping whatever it was put into, and bits were always getting caught in things and snapped off; so while Senay's hair smoothly framed her face and smoothly twisted into a knot at the nape of her neck, Harry always had unrepentant tendrils launching themselves in all directions. Senay bound her sleek mane up again as Harry climbed, dripping, out of the tub. Senay slipped into the water with her own grateful sigh, and Harry put on the oversized ni ghtshirt Ted had laid out for her and stumbled into Jack's bedroom, where two cots had been set up by the bed. Narknon finished investigating all the corners of Jack's rooms, while Jack and Ted eyed her warily, soon after Harry finished her bath; but when the cat tried to squeeze herself next to her sol on the bed, Harry was so deeply asleep already that she refused to make room and Narknon, with a discontented yowl, had to sleep humped over her feet.

Economics light Essay

Q1. Mention the problem? The problem of that case study is the organizational conflict i.e. every functional manager is trying to get his own interest; therefore, the working climate became disturbed. In other words, it is possible to say that it is a communication issue. Q2.What did sales managers do? The problem of the sales manager lies in focusing on getting more customers more than thinking of getting more profitable orders. Q3. What did manufacturing managers do?  The problem with the manufacturing managers consists in disordering of work steps, light color orders and dark color orders, which in turn wastes time and money. Q4. State your opinion to solve the problem? SOLUTION 1. Sales manager: He should modify the pricing policy for â€Å"rush orders† in a way that enables the company to exceed its breakeven point and get at least its profitable processing .i.e. to make a special price for rush orders. 2. Manufacturing manager: He should review the cleaning process and try to implement a more cost reducing efficient method. 3. General manager: * He should consider introducing a new machine, one for light color and the other for dark color, hence, reducing the cost of getting a new machine will be covered by eliminating the cost of cleaning and cost of time wasted. * He should ensure that the 250 workforce are aware of that every workers effort and role is step in many pre and post steps. Hence the notion of teamwork will prevail. * Every worker should be aware of not only his own task but also the tasks of all his coworkers to get the value of his own role and appreciate it so self esteem will prevail. * As for , the functional managers, especially, the manufacturing and sales managers should be aware of their critical position and try to be farsighted to the long run  objectives not only the short run. They should get rid of their personal interests and vision. They should cooperate and try to implement an overall objective. Done by Abdulla Talal Alsada BH05501669 SBI((FF))

The Art in Parkour Essay Example | Topics and Well Written Essays - 1500 words

The Art in Parkour - Essay Example Belle began Parkour when he was fifteen, and claims it was inspired by the ideas of the French physician George Hebert, who promoted the 'methode naturelle' (Grimsley 1961) of medical treatment. This focused on the pure benefits of exercise over other methods like drug treatment for simple illnesses and injuries. Belle took these principles and used them in his own fitness regime, which turned quickly into something of a post-modern art form in itself (Gire 2006). Post-modern art takes many ideas on board, but the main feature of this art form that is embodied in Parkour is the aspect of realism through another medium: "Reality itself founders in hyperrealism, the meticulous reduplication of the real, preferably through another, reproductive medium, such as photography" (Harrison et al 2003). Post-modern art deals with new and fresh takes on the reality all around us in the world. The question with Belle and Parkour is simple; is freerunning actually an art or merely a sport that has been copied by followers across the world Van Esterik, Van Esterik and Miller describe an artist as someone who "may be revered and wealthy as individuals or groups, or stigmatized and economically marginal." (Van Esterik et al 2001). Overall, artists must use unique concepts or create new ideas from reality or already established forms of art; in this Belle certainly did succeed and can therefore be thought of as an artist and Parkour as the ultimate in post-modern art. Miles notes how the "forms and spaces of the city are at the heart of academic enquiry across a number of disciplines from architecture and planning to geography, sociology, cultural and media studies" (2000). People like David Belle and his followers have been enthralled by the stark reality that is the inner city, and this is what Parkour is based upon fundamentally (Pinch 2004). A similar remark can be made about skateboarding and its use of the city space in such a comprehensive, post-modern way. Iain Borden explains how skateboarders have taken a new l ook at their surroundings and discovered how to interact with them and take a real interest in all the elements of the city they live in. Borden challenges his readers to adopt the same way of thinking and to take a more hands on approach to the spaces in which they live (Borden 2001). Nevertheless, it must be noted that Parkour is a dangerous art form, and many of its practitioners have sustained injury from its execution; Josephson mentions reknown Parkour practitioner Cris Burden in this vein, since he was the type of artist not only to use Parkour to express himself but other forms of self harm that were thought life threatening and uniquely shocking to American society (Josephson 1996). In fact, Parkour seems to attract the sort of artists looking for innovative and entirely shocking ways of drawing attention both to themselves and their ideas about societal ills. To overcome these dangers, a freerunner must posses "a good pair of sneakers, cat burglarlike agility and a lot of courage" (Washington Times 2004). So what do freerunners feel they are getting out of Parkour The opinions are varied and very interesting to researchers like Western Mail writers who comment on how the art form is "graceful and strict" (2005) at the same time. Piers Hernu remarks that the jumps involved are difficult and dangerous, something

Guidelines Assessment Research Paper Example | Topics and Well Written Essays - 1500 words

Guidelines Assessment - Research Paper Example Modern clinical practice guidelines are often evaluated using the GLIA system (GuideLine Implementability Appraisal) and the AGREE instrument (Appraisal of Guidelines for Research and Evaluation). The availability of these systems is evidence of how carefully regulated these guidelines are and how they can be particularly useful in clinical situations (Field et al., 1990). The principal steps in developing a clinical practice guideline are as follows. In the first instance, the correct information needs to be identified and this should be the most current and most relevant data available concerning the diagnosis, treatment and management of the illness in question. Information should also be gathered about the cost and risk of the above, where applicable (Davis & Taylor-Vaisey, 1997). Having put all this data in place, it is then necessary to condense the information to provide it in a format readily available to clinicians (Michie & Johnston, 2004) and condense this into a format us eable in practical situations. Then, clinicians must implement the guidelines (Davis & Taylor-Vaisey, 1997), although this has been found to be difficult in many cases (Cabana et al., 1999; Michie & Lester, 2005). Clinical practice guidelines can involve computer algorithms, and their formulation can be heavily reliant on information technology (Field et al., 1990). The purpose of the AGREE instrument is to stress that the usefulness of these clinical practice guidelines is proportional to the quality of the guidelines themselves. This means that the AGREE instrument is primarily concerned with providing a framework with which to assess these guidelines, and states that it will: Assess the quality of guidelines; Provide a methodological strategy for the development of guidelines; and Inform what information and how information ought to be reported in guidelines. (AGREE Next Steps Consortium, 2009) This is taken from the newest version of the AGREE instrument, which is currently vers ion two. As is evidenced by these statements, the AGREE instrument aims to ensure that all guidelines will beneficial to both clinicians and patients. Clinical practice guidelines should provide the very best and most recent research to clinicians so that treatment, diagnosis and management of the illness in question is of the best standard possible. The AGREE instrument also ensures that clinical practice guidelines are formulated in a methodical way, and so all clinical practice guidelines formulated using this tool will be of the same standard and format, and thus the AGREE instrument is now a reliable quality evaluation tool. The AGREE instrument separates the information it provides into domains. The first domain is known as ‘scope and purpose’, which basically ensures that the basic properties of the guideline are adequately described, such as the target audience, the health questions and the objectives. The second domain is ‘stakeholder involvement’ which suggests that the discussion of the guideline involves professionals from every available and appropriate area, and that the target audience have also been consulted also. The third domain is defined as ‘rigour of development’ and essentially aims to ensure that all the evidence has been selected in an appropriate manner and that this is described in the guideline, that the strengths and weaknesses of the evidence are recognized, and that the guideline explicitly references this evidence. It also aims to provide information on how to update the procedure when necessary. The fourth domain is ‘clarity of presentation’ and aims to ensure th

Develop an ethics program for a company Essay Example | Topics and Well Written Essays - 1750 words

Develop an ethics program for a company - Essay Example s regard, the government also puts in considerable amounts as donations to the non-profits that help the government in rendering public services and other socially-relevant works. There are many issues involved when doing non-profit work but foremost among them is the proper and accurate handling of donated funds. This means there should be proper accounting and audits of where the funds were spent and whether these funds achieved their intended purpose. When government funds are involved, then more reason for a consultancy firm to have a code of ethics adopted as early as possible. This should ideally be put in place before any of the criticisms from various stakeholders get loud enough (especially coming from politicians) to severely impede the effectiveness of these non-profit organizations to do their work. It can only mean the consultants will not deal with non-profits which have questionable dealings and other activities which do not jive with their stated public service mandate. There are practical and great reasons why a code of ethics should be put in place and primary among the reasons is that it is very easy to misrepresent the organization in the name of supporters, donors or the beneficiaries (Horton & Roche, 2010, p. 79). If funds are misused, credibility suffers. Management consultants follow their own code of conduct when dealing with clients. In particular, a consultancy firm that deals mostly with non-profit organizations which derive their funding mostly from government donations must pay close attention to how these funds were obtained from the donating government agency and how proper the disbursements were. This paper talks on the broader responsibilities of management consultants and will discuss on the ethical aspects of providing consultancy services to government-funded non-profit groups. My three-member company will adopt a code of ethics built along the following line, namely: Client Services – all employees of the consultancy

Thomas Nagel's Moral Luck Assignment Example | Topics and Well Written Essays - 750 words

Thomas Nagel's Moral Luck - Assignment Example This makes a person’s action and judgement as the key elements of life. According to Nagel, good will represents an inner feeling exhibited by the people in their daily interaction systems (Nagel 1). Without the good will, the wished-for end of anyone is prone to be unsuccessful. Presumably, the good will enhances a wider-range of friendly relationships and the achieving of the end drives in life. The bad will, on the other hand, becomes a bit complicated in the determination of the people’s peaceful co-existence and their destinies (Nagel 1). The bad will is normally inclined towards evil deeds. The evil deeds do not have a place in most societies. This, therefore, makes bad deeds be grouped under sanctions, which are punishable by the societal laws. The bad wills are against the norms of several social groups. People whose mindsets revolve around the bad will judgements and actions, in most cases, are normally viewed as the social misfits (Nagel 2). This, according to Nagel, is because the bad will paves way for a poor moral responsibility, which does not bring morally acceptable resolutions to many in the long-run (Nagel 1). Nagel further argues that moral judgement and actions are the key elements where the most problems normally emanate from (Nagel 3). A problem experienced at an individual level normally affects behaviours positively. At the societal level, the problem experienced by one person will form a stable pattern thus affecting the completely social organization. Nagel believes that judgement differs from the evaluation of something good or bad morally (Nagel 3). The functional and dysfunctional elements of a moral judgement greatly differ. This is because what is morally upright or functional for one person may be morally unstable or dysfunctional for another, in the determination of their luck. Control measures, which include both the positive and the negative sanctions, should be used for the conformity and compliance in the moral judgement of the individuals. This is because the moral judgement revolves around ignorance and the involuntary movements both in the external and the internal behavioural aspects exhibited by the individuals. Not every action or moral judgement should rely on the goodwill or the bad will moral behaviours in order to find the social or behavioural changes solutions in the end luck. Moral judgement, according to Kant, has got the external influences either positively or negatively thus making the environment a key determinant of the individuals bad will or good will moral judgments (Nagel 3). The moral luck is not paradoxical. This is justified by Nagel in his book. This behavioural aspect can be compared to the theory of knowledge in philosophy. In the theory of knowledge, there are various natural occurrences emerging just like the moral luck in people’s behaviour hence making them hard and challenging to understand (Nagel 6). Our beliefs, therefore, become the basis upon w hich these factors emerging from an individual’s behaviour can be understood. This, on the other hand, is because of the lack of the external social control mechanisms and the impracticality of encompassing these emerging issues without being at the mercy of others who are on the leading and influences our already questionable knowledge on the moral luck, judgments, actions and goodwill and bad will. The ways in which the natural objects subjects individuals to moral luck include through the constitutive luck, which emanates from the personality. The other classification of luck includes one’s situations. The different situations and problems the individuals undergo calls for the different measures in their moral luck determination (Nagel 6)). Lastly, there are effects and causes of action and

Article Review Example | Topics and Well Written Essays - 500 words - 19

Review - Article Example To ensure effectiveness in resolving these conflicts entails use of varied approaches that vary significantly with organizations. Conflict is a growing concern in numerous organizations globally. Based on Mayer and Louw’s article, conflict is part of a person; hence, it is a ubiquitous feature of professional and socio-cultural interaction (Mayer & Louw, 2012). In this article, authors have addressed its theme from other studies’ methodological approaches ranging from positivist to communal constructivist besides interpretative paradigms (Mayer & Louw, 2012). Hence, it permits for a comprehensive variety of research statistics. Conflict is termed as being part of human. Based on this study, currently researches concerning effective management of cross-cultural conflict have been on the rise for the decades both globally and at interdisciplinary level. These different perspectives include and not limited to sociology, psychology, anthropology, health and behavioral sciences as well as communication (Mayer & Louw, 2012). According to Mayer and Louw (2012), conflicts can affect decision-making process; output, creativity, lead to distress, employees’ distraction and relationships in working places besides individual effectiveness (Mayer & Louw, 2012). However, if well managed can bear benefits ranging from job satisfaction, stre ss discount to individual well-being of the involved parties especially in the working place (Mayer & Louw, 2012). In workplaces, effective management strategies encompass first diagnosing and analyzing of organizational conflict, and eventually devising effective intervention procedures or approaches to resolve it. The strategies used by the organizations include, analyzing types of impacts and conflict resolution style. Moreover, cooperation in organizations is among the main concepts in reducing conflicts in a

Difference between 2 companies Assignment Example | Topics and Well Written Essays - 3000 words

Difference between 2 companies - Assignment Example esult of its rather distinctive business model, all of McDonald’s restaurants are operated either directly by the company or by franchisees (McDonald’s.com, 2014). The company offers a uniform menu across all its various locations although there are a number of geographic variations that allow for the menu to adequately adapt, and suit the local tastes and preferences. The standard McDonald’s menu typically includes, the Big Mac, Chicken McNuggets, French fries, a wide array of salads, the Quarter Pounder with Cheese, snack wraps, oatmeal, sundaes, soft drinks, shakes, coffee, several chicken sandwich options, McCafe beverages and a number of other beverage options. According to McDonald.com (2014), the strength of the current alignment of the McDonald’s’s system that comprises of the company, its suppliers and franchisees has been key to McDonald’s success. By leveraging this system, McDonald’s is able to easily identify, implement and eventually scale ideas that are able to meet the customers’ changing preferences and needs. In addition to this, McDonald’s business model enables the company to consistently deliver what has been described as locally-relevant restaurant experiences to customers and help the company to be an integral part of the community that it serves. McDonald’s is managed as distinct geographical segments that include the United States, the Asia/Pacific Middle East and Africa region (APMEA) and Europe. The company is noted to also have other operations in Latin America and Canada. McDonald’s has a number of aims and objectives that primarily center on the serving of good food in what is a fun and friendly environment, emerge as a leading socially responsible company, and provide good returns to the company’s share holders. In addition to this, the company also aims to provide all its customers with food of the highest standard, value for their money and quick service. The company also wishes to become more eco-friendly

Comparing the Republic to the Modern Society Essay Example for Free

Comparing the Republic to the Modern Society Essay The relevance of The Republic to our modern society In Plato’s The Republic, Plato illustrates what his ideal city would look like. He describes the educational systems, ideal legislators and the purposes of democracy. The republic influenced many people to understand the purpose for democracy, and it led to new philosophical schools of thought. Although this work was written hundreds of years ago, it still affects our modern world today. One of the most important things that Plato stresses is the importance of education. Without education of the masses, democracy would cease to exist. When Plato was forming his ideal society, he stressed the importance of education for several reasons. Most importantly, educating citizens led to a peaceful, well-run republic. For Plato, education was not about information intake and data storage. Rather, education was drawing out the knowledge that was already in the student. He said that â€Å"the power and capacity of learning exists in the soul already† He gives an allegory of prisoners in a cave, who have never seen light before. They become free, come out of the cave and see the light. They understand that the shadows are just reflections of real things; they are not the real things themselves. They ascend up to a mountain and see the world for what it really is. Plato uses this story to illustrate what education does for the human soul. We are all born in a dark cave, chained to a wall and cannot see the light. We still around all day looking at shadows, which appear to be so real to us. Education breaks the chains of ignorance. We can ascend to the top of the mountain and look out onto the beautiful world. According to Plato, after the prisoners’ ascend all the way to the top of the mountain, â€Å"they must be made to descend again among the prisoners’ in the den and partake in labors and honors, whether worth having or not. † Plato notes that once a person is educated and has received knowledge and truth, they should go back and teach those who do not know. This still relevant today because we need to not be so focused on how high we climb up the ladder, but we need to be concerned with how we help others achieve their goals. This allegory is also used to describe justice. The prisoners’ in the cave do not know what real justice looks like. The people on the mountain tops must come down and give understanding to those who are lacking it. Plato goes on to describe the type of leader that would be perfect to run the ideal city. The type of leader that Plato describes is someone who is â€Å"wisest about the affairs of the state, and by whom the state is best administered and who at the same time have other honors and a better life then that of politics. â€Å" The ideal leader in Plato’s time is not much different from the ideal leader in our time period. We still want someone who knows and understands the problems of the state or country, who will be a good leader, and will be able to put the welfare of his people before his own. These characteristics are still what many people look for in a dependable leader. Plato describes that a good leader should not be caught up in their own wealth, they should care about their people. This is a very foundational idea that is still important in America today. We desire to have a leader who will be humble and care for us, instead of one that has a hidden agenda. According to Plato, economic self-interest and political power must be kept separate and not be allowed to work in combination to the disadvantage of the state. In mapping out his utopian society, Plato stresses the importance of democracy. In a short piece called democracy considered, Plato talks about how oligarchies decay into democracies and democracies decay into tyranny. Tyranny is formed from pursing one’s pleasures and appetites. Plato claims that â€Å"a man who is deranged and not right in his mind will fancy that he is able to rule, not only over men, but also over gods â€Å"He describes here that a man can not be a leader if he is deranged and thinks that he is the center of the universe. Plato then shows how democracy and tyranny differ. In describing the differences, Glacon says â€Å"They are the opposite extremes for one is the very best and the other is the very worst. † The republic shows many similarities to today’s society. We still have many of the same ideals in education and in government. This piece of work was criticized at the time it was written by is now honored and very influential. It was one of the first writings that began western thinking and formed many new beliefs that influenced the renaissance.

Age Group And Types Of Music

Age Group And Types Of Music Music is known to be one of the most popular Arts in the world. A large number of people have grown up with it and majority of them are interested in learning an instrument as their hobby. Music is written in notation form consisting of scales, pitch, elements and etc. Now days, there are varieties of artist introduced around the globe every year. Each and every company/record has their own secrets in composing their songs. All those songs come in huge quantities of different genre of music, but the most common ones we know would probably be hip-hop, rock, pop and jazz. However, people have their own preferable genre that theyd like to listen to. Music has become an important part of peoples daily life. I have chosen this topic because myself, I am a musician and music is my passion. I have listened to all kinds of music and I have noticed that as Im maturing, the style of music I listen to tend to change. Due to this reason, I became very curious and determined to observe / find out from people at different age group about the types of music they enjoy listening. Predictably, teenagers are likely enticed to hip hop and rock music. On the other hand, elders can possibly be into softer or happy sort of music, for instant; jazz, blues, country, classical. Anyhow, that was just my hypothesis. The result will come to know after I have conducted surveys / interviews and all data is collected. The forecast can be proven wrong. Methodology / Planning In this project, Ill carry out surveys and questionnaires with students, teachers and other people outside school to find out if there is any correlation between age group and types of music they listen to. The information obtained can be different depending on peoples perspective. The research will be conducted in a way, where I will be interviewing 100 people from both male and female side. Afterwards, the result will be compared and present on graphs. For further calculation and sophisticated math method, Ill be using box whisker plot to determine the average answer of each questions and the Chi square test to find out if two factors are independent. Sample questions to be asked: The type of music different age group listen to How many people tend to play instruments these days When do people normally listen to music Which technology do they use to listen to music Which instrument do they like most How often do they listen to music And etc. Moreover, people have different thoughts and feelings towards music. This data can be gathered as well. Content Introduction - 2 Methodology/Planning 3 Questionnaire 5 6 Observation/Calculations 7 18 Box and Whisker Plot - 15 THE  Ã‚ £2 TEST (chi square test) 16 -18 Conclusion - 18 19 Acknowledgement 19 Bibliography 19 Questionnaire Name: Age: Sex: What music genre do you listen to most? Pop/Rock Metal Jazz/Blues/Country Classical/Romantic/Acoustic Hiphop/RB Techno/Electro Do you play any musical instrument? Yes No Which instrument do you prefer listening to? Piano Violin Guitar Drums Woodwind (flute, trumpet, saxophone etc.) Tabla Sitar Which (devices) technology do you use to listen to music? Ipod/Itouch Mp3 player Mobile phone Radio CD player Labtop When do you normally listen to music? Sad/Depressed Happy/Hyper Working Nervous Bored How often do you listen to music? Always Most of the time Sometimes Rarely What is your thought towards music? Beautiful Entertaining Rubbish Boring Creative Why do you listen to music? Inspiration Enjoyment To fit in Relaxation Observations and Calculations Q1. 10-15 16-20 21-28 29-35 36-Above Pop/Rock 7 13 4 4 1 Metal 4 4 1 0 0 Jazz/Blues/Country 1 1 2 0 4 Classical/Romantic/Acoustic 1 1 2 5 10 Hiphop/RB 2 12 6 2 1 Techno/Electro 4 4 2 3 0 As the graph shows that there are different preferences, among the different age groups. At 10-15 years of age, majority of people are into Pop/Rock because of the reason that this genre has a catchy melody with simple and understandable lyrics, which allows young teens to easily get in touch with the music. This type of music is typically known as guitar-based songs. At the age of 16-20, a large number of people still enjoy listening to Pop/rock. However, the trend has changed over the past couple of years, where many teenagers are influenced and enticed to hip hop and RB. Many albums from various artists has released, producing unique kind of music, that can make people get on their feet and dance along. The music is created by using a program to innovate rhythm and beats, rather than using the instruments. The lyrics will require words rhyming and slangs, which you dont see it often in other genre. This is why, it is ranked second. Eventually, hip-hop and RB has become the most favorite types of music for the people between 21 28 years old. As you get older, the style of music you listen to tend to change. Metal and Techno/Electro officially disappeared. Pop/Rock and Hip hop is slowly fading on the graph. Elderly people mostly appreciate softer and happier sort of music such as romantic, jazz, blues and acoustic, where they will not be hearing unnecessary loud noises and the music is able to put them in the condition of relaxation. Q2. 10-15 16-20 21-28 29-35 36-Above Yes 12 19 6 3 6 No 7 16 11 11 10 These days, bands and musicians have produced great music that captures a lot of teens attention. This has persuaded and turned into a challenge to many teenagers, to learn an instrument and become like their idol and also to play/compose the music they like. This is why a huge quantity of people from 10 -20 years old is able to play an instrument. Anyhow, there are very few people from age of 21 and above that has knowledge and ability to play an instrument. The reason being is that in the old time, to study an instrument means to chose their path and career as a musician, which was tough back then to become successful. So, not many people were interested to spend their money on any instrumental lessons just as a hobby. Q3. 10-15 16-20 21-28 29-35 36-Above Piano 3 10 5 4 6 Violin 1 3 2 1 3 Guitar 11 14 5 5 4 Drums 4 6 5 2 0 Woodwind 0 1 0 0 2 Tabla 0 0 0 2 1 Sitar 0 1 0 0 0 Within the age group of 10 20, the most common instrument that people likes listening to is guitar. Guitar comes in variety of shape and style, for instant, acoustic, classic, electric. They are able to fit in all genres, from soft music to hard rock. This is the blend that entertains people. Drums are another instrument that is heard in many songs. It is popular as a loud and noisy percussion but if you know how to play it properly, it is very essential in the band, as it is the instrument that keeps the beat in time. According to the age group of 21 years and above, people desire to listen to more of classical instruments. Ranked in number one the graph, along side with guitar would be piano. Piano has become the most appealing instrument that produces an amazingly beautiful and peaceful sound. This is the preferable instrument for the elderly people, who enjoy pure music. Violins and woodwind instruments are also incredibly pleasing to hear for this age group. Q4. 10-15 16-20 21-28 29-35 36-Above Ipod/Itouch 15 18 7 1 1 Mp3 player 2 4 1 2 0 Mobile phone 1 5 7 2 2 Radio 0 2 0 4 3 CD player 1 0 0 4 9 Laptop 0 5 2 1 1 IPod/I-touch has been launched for several years and the feedbacks from customers were positive. IPod/I-touch comes in many different versions from classic, shuffle to nano and later on has developed to an I-touch, where you are capable of controlling it by touching the screen. The newest invention recently released is known as an I-Pad. With their high quality products and standout design, IPod/I-touch is ranked as number one music player. People among the age group of 10 28 years consider it to be an uncomplicated and convenient device that they regularly use it to listen to music. In the second position, it is recognized as the mobile phones. Currently mobile phones are not only used to call and message your friends or relatives, unfortunately it contains number of new functions, such as camera and music player. This made it favorable to people, where they will not have to spend their pocket money on a separate mp3 players or an IPod. At the age group between 29 and above, people are not able to adapt to high-technology as they find it quite confusing to operate. So, their preference is the CD players, where they only have to purchase a music CD, and put it in the machine to let it run. Radio is another device that seems to be around with old generation people for many years. Q5. 10-15 16-20 21-28 29-35 36-Above Sad/Depressed 0 5 2 0 1 Happy/Hyper 9 11 5 5 8 Working 3 5 6 2 4 Nervous 0 0 1 0 0 Bored 7 14 3 7 3 The graph has shown that different age groups of people have similar choices and opinions of when they are likely to listen to music. A lot of them like listening to music, when they are happy or when they are free and bored. The survey hasnt portrayed the answer that elderly people only listens to music when they are free or lonely, which the predictions of people seems to head that way. It is stated that as long as they are in the mood of joyful they can be listening to music anytime, even when working. Q6. 10-15 16-20 21-28 29-35 36-Above Always 5 14 3 0 1 Most of the Time 8 18 6 1 6 Sometimes 5 3 8 12 6 Rarely 1 0 0 1 3 After the survey, Ive found out that young teenagers from the age group of 10 20 tend to listen to music quite often due to the fact that they dont have work overload and more free time. Presently, it has evolved into a fashion for them to keep update with new songs. According to the answer of question two, teens that play a musical instrument will also listen to music most of the time, since they are attached to it. On the other hand, starring at the age group of 21 and above, this is the age range that people will usually be busy with their work and prefer to rest and spend time with their family/friends. There is only a period of moment where they occasionally listen to music. Q7. 10-15 16-20 21-28 29-35 36-Above Beautiful 3 6 3 7 12 Entertaining 12 20 11 4 2 Rubbish 0 0 0 0 0 Boring 0 0 0 0 0 Creative 4 9 3 3 2 All the age group has their own particular positive thought towards music. However, I do think that age does affect in the way they interpreted the genre of music they listen to. Young people from 10 to 28 years old find the types of music they listen to very entertaining and creative. Since their favorite genre is rock and hip hop, the loud beats hits them and able get them moving. The creation of many instruments put together to produce one song its something very creative for time On the other hand, the ways of people who are more mature have a different opinion about music. They find it very beautiful, the way music flow and the soft melody, running through the air to their ears. They view music this way is because the style they listen to is often soft and peaceful. Q8. 10-15 16-20 21-28 29-35 36-Above Inspiration 6 6 1 1 1 Enjoyment 12 17 9 5 6 To fit in 0 1 0 0 0 Relaxation 1 11 7 8 9 Among the age group between 10 20 years, a lot of them listen to music for enjoyment. The reason given is that, technically young people are more energetic. Their behavior and reaction appears to be more hyper when they hear any familiar and catchy sound. They feel more joyful and released from any issues in their head. Majority of them, loves to party and this is where music brings a lot of fun and new friends. What so ever, there is a small group of young musicians that listens to music for inspiration. Music has inspired them and made the path for them to create their own music. They like to observe numerous artists and plenty styles of music for ideas to support their original innovation. At the age group of 29 and above, these groups of people are more mature, where they rather listen to slow and gentle music for relaxation. This is to get rid of any stressed after work or any confidential problems and loosen themselves in a comfortable position. Fortunately, it brought back good memories they have had as well as refreshing their mind. Box and Whisker Plot 11, 11, 14, 14, 14, 14, 14, 14, 14, 14, 14, 14, 15, 15, 15, 15, 15, 15, 15, 16, 16, 16, 17, 17, 17 ,17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 18, 18, 18, 19, 19, 19, 20, 21, 21, 21, 21, 21, 21, 21, 22, 22, 22, 23, 23, 24, 24, 25, 28, 29, 29, 29, 29, 30, 30, 30, 30, 33, 34, 34, 35, 35, 35, 37, 38, 39, 40, 40, 40, 41, 41, 45, 45, 45, 45, 48, 48, 49, 49 Minimum Values: 11 Lower Quartile: (17 + 17) à · 2 = 17 Median: 18 Upper Quartile: (30 + 30) à · 2 = 30 Maximum Value: 49 Range: 49 11 = 38 Inter Quartile range: 30 17 = 13 Mode: 17 Mean: After adding up all the numbers Æ’Â   2370 à · 101 = 23.465 (3 d.p) | | | | | | | | | | | | | | | | | | | | | | | | | 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 THE  Ã‚ £2 TEST (chi square test) 10-15 16-20 21-28 29-35 36-Above Pop/Rock 7 13 4 4 1 Metal 4 4 1 0 0 Jazz/Blues/Country 1 1 2 0 4 Classical/Romantic/Acoustic 1 1 2 5 10 Hiphop/RB 2 12 6 2 1 Techno/Electro 4 4 2 3 0 Ho is age group and types of music they listen are independent. H1 is age group and types of music they listen to are dependent. Degree of Freedom (df) = (r 1) (c 1) Æ’Â   (3 1) (3-1) = 2 x 2 = 4 Significance Level = 5% Æ’Â   9.49 If  Ã‚ £2 > 9.49, we reject Ho If  Ã‚ £2 10-15 16-20 21 and above Sum Pop / Rock 7 13 9 29 Metal / Jazz / Blues / Country 5 5 7 17 Classical / Romantic / Acoustic / Hip-hop / RB / Techno / Electro 7 17 31 55 Sum 19 35 47 101 Observed Frequency table: Expected Frequency table: 10-15 16-20 21 and above Sum Pop / Rock 5.5 10.0 13.5 29 Metal / Jazz / Blues / Country 3.2 5.9 7.9 17 Classical / Romantic / Acoustic / Hip-hop / RB / Techno / Electro 10.3 19.1 25.6 55 Sum 19 35 47 101 (19 x 29) à · 101 = 5.5 (19 x 17) à · 101 = 3.2 (19 x 55) à · 101 = 10.3 (35 x 29) à · 101 = 10.0 (35 x 17) à · 101 = 5.9 (35 x 55) à · 101 = 19.1 (47 x 29) à · 101 = 13.5 (47 x 17) à · 101 = 7.9 (47 x 55) à · 101 = 25.6 The  Ã‚ £2 Calculation: fo fe fo fe (fo fe) 2 (fo fe) 2 à · fe 7 5.5 1.5 2.25 0.41 13 10.0 3 9 0.9 9 13.5 4.5 20.25 1.5 5 3.2 1.8 3.24 1.01 5 5.9 0.9 0.81 0.14 7 7.9 0.9 0.81 0.10 7 10.3 3.3 10.39 10.01 17 19.1 2.1 4.41 0.23 31 25.6 5.4 29.16 1.14 Total 15.44  Ã…“ Ã‚ £2 = 15.44 15.44 > 9.49 As  Ã‚ £2 > 9.49, we reject Ho. So, the variables are not independent. (Age group and types of music they listen to is dependent) Conclusion I have come to the conclusion that people at different age group do have different views towards music. For teenagers, they prefer listening to pop/rock and hip-hop/RB style of music, which they find it very entertaining. A great amount of them do have a talent of playing a musical instrument and they all have the same taste of instrument that they like listening to, which is the guitar. As you know, teens now days are update with the trend of fashion and technology, so their commonly used device is an IPod/Itouch. With this convenient device they are able to listen to music most of the times and usually when they are happy and hyper, just for their enjoyment. For elderly people, they are attracted to the genre of classical, romantic and acoustic, where they find the sound of it very beautiful and pleasing. However, not many of them play a musical instrument according to my survey, but they all love the melody of piano. People at this age are still adapted to using a simplistic technology such as CD player and the old generation radio, when listening to music. With work overload and not enough free time, they are usually in a stressful condition, which is the exact reason why they listen to music for relaxation. Acknowledgement Shahnaz Butt Mathematical Studies Teacher