England

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17th Century - England

- C. long struggle betw. kings and some middle-class

-- unwritten constitution (king had to share some power with some of

Custom Essays on England

subjects)

-- developed constitutional system (framework for others)

- England is different

- unique experience (political, social, economic, religious)

- geography

- individual persons (Henry VIII, Elizabeth I, Charles I, Cromwell, Charles

II, James I)

English Kings

James I

-was foreign and bad speech

-believed in divine right

-- no cooperation with govt.which was controlled by rising merchant class

(strong)

- Merchants wanted to choose religion

-James liked Anglican Church but only king answers to god according to him

-resisted Puritan call to purify

--Millinary Petition (Puritans) - modest church reforms

--Hamton Court meeting - King James version of Bible emerged

- Gunpowder Plot 1605 - catholics led by Guy Fawkes wanted to blow up

Parliament

-King vs. Parl

-Parliaments Rights (J commands Parl. + adjourned by K.)

-Laws passed by King be vetoed by Parl or not??

-Parliament sent home 1611

-Parliament recalled 1614

-Parliament called + sent away in 164 (funds for Frederick of the

Rhine/Palatine)

-James forced to give in to Parliament -- needed money to fight Spanish

-dies in 165

Results

-kept Eng. out of 0 yr. war

-prosperity + defended Eng. against Pope

-ecouraged exploration, colonization (Settlements in Virginia, Boston Bay,

Bermuda, Newfoundland, India)

-British East India Co. to oppose Dutch

-allowed Parliament priviledges, which he shouldnt have

Charles I

-believed in divine right

-several small wars with Spain

--needed Parl. for funds

-165 Parl. gave him 1/7 amt. req.

-166 Parl. gave him 0

-16 -- K. forced to sign Petition of Right (Habreas Corpus, no martial law

in peacetime, forced loans forbidden, no quartering of soldiers w/o

owners permission)

---Precedent

-later K. sent Parl. away for 11 years

-kept out of 0 yr. war

-needed money

-Ships Money - against Ports+rebuilt navy to strenght

-Bishops Wars - Archbishop Laud

Long Parliament

-recalled Parl. 1640 -- stayed in session for 11 years (Long Parl.)

- new and aggressive parl. (young anti-King leaders)

- K. needed funds to fight Scottish

- Parl. had Earl of Stratford and Archbishop Laud arrested and executed

- Parl. excluded all Bishops from Parl. 164

- Parl. makes law, that Parl. cannot be dissolved w/o consent and must

converse at least 1 everyyears

- Parl. said no taxation w/o their approval

- Parl. redid Petition of Rights

- Parl. established Star Chamber Courts (Kings special courts w/o juries)

Formation of two Parties

-Cavaliers King with Midlands and west, Nobles and peasants, catholics,

Anglicans

-Roundheads Parl. with Port cities (London in front), merchant cities -- led

by Puritans

-- MONEY was with Parl.

Great Remonstrance 1641

- Parl. said that Parl. had right to veto all K.s appointments to imporant

offices in govt. and church

-- K. refused, but Parl. issued Militia Bill (gave Parl. control of

Military)

-- K. tries to arrest 5 leaders of Parl. -- accused of Treason (the 5)

Civil War

-religious with new model army (discipline, no womein in camp, no cursing)

- K. is executed (regicide)

----- CROMWELL becomes Lord Protector

Cromwell

General

- Period known as Interegnum

- Cromwell dissolved Parl. in 165 (end of Long Parl.)

-- wrote new constitution (and only one)

- Cromwell was Head of Executive Council with one-house Parl.

-seperates Kingdom into 11 military districts for better control - under

Major General who used martial law often

Scotland

-Scotland named Charles I. son (Charles II) K. of Scotland

-Cromwell attacks (w/ general George Manck)

-Scottish Parl. dissolved and made part. of England

Ireland - Curse of Cromwell

-Irish didnt like Charles I execution wanted his son Charles to help Ireland

to free itself of the heathen Puritans

-Cromwell attacks and brutally wins

-165 - settlement of war

-land to enemies was confiscated

-.5 million acres of land transferred to English or loyal Irisch for Common

Wealth

-- / of all Irish land passed to English landlords

-1000s of Irish farmers dispossed (many sent off to America)

-by 165 1.5 million irish died (in 1641 600,000)

-catholicism outlawed and priest ordered to leave

-Irish forced to go to Protestant church (otherwise punishment)

-Judges could take child away from Irish Catholic to raise as Protestant in

England

---Irish hated England - Catholicism became part of Irish nationalism and

patriotism

Goverment under Cromwell

-Cro. wanted a Puritan Paradise of the godly

-Cro. executed or deported opposition leaders

-power was with army

-Cro. was intolerant, narrow-minded, biased

-Cro. issued Blue Laws and Blue Sunday (no theatre, sports, singing)

-Cro. made standing army (40,000 men)

-Cro. made alliance with France against Spain

-Cro. made war against Dutch in Commercial Wars in 156

-- Passed Navigation Acts 1561 (trade good for motherland - similar to

mercantilism)

-Peace of Pyrenees 165

-French/Spanish border settled

-Dunkirk given to England

-Jamaica acquired by England thru Admiral William Penn

-English merchants prospered

- Voltaire No one has yet reconcided Christianity w/ govt.

- Plato the seq. of govt. monarchy, aristocracy, democray, dictatorship,

monarchy

-----Restoration 1660 restoration of Eng. throne to House of Stuart +

Charles II Happy King

Charles II - Happy King

-did not want to be bothered by politics too much so appointed Earl of

Clarendon as a special administrator

-govt. becomes more sophisticated+complex

-a new Convention Parliament told Charles II to accept a bill/law (no special

courts,parl. needed to approve new taxes)

-King issued general amnesty toto all Parl.

-- but executed 1 for killing his father, Charles I

-agreed to switch from feudal taxes to permanent grant of custams and excise

taxes

-K. had promised religious freedom, but Parl. restored supremacy of Anglican

Church

-Charles II biggest problem was money - was controlled by Parl.

--wanted to make deal with French if he helped them fight against Dutch he

would get a subsidy - Treaty of Dover 1670

-Opposition party called the Whigs (wanted alternative king or a republic -

internal dispute)

-Kings party called the Tories (direct hereditar succession and divine right)

-Leading Whigs banished or executed

-Charles II dies and is recieved into Catholic church on his death bed

James II - Bye, bye King

-succeeded to throne peacefully

-Catholic king (became K. at age of 51)

--became problem

-James placed catholics in key positions and announced he had a male heir born

-- threat of catholic dynasty in protestant England

-Whigs and Tories united - called upon William of Orange to free country

-William invaded --most of English force deserted and King James II fled into

exile -- END of James II reign

William+Mary

-Glorious Revolution 1688 - William and Mary of Orange invited by Parliament

to take the throne of England

-Mary protestant daugther of James II, William as head of govt. of Dutch

republic

-William took throne of England to oppose Louis XIV more strongly

-had to sign Bill of Rights

-Parl. meets annually

-Parl. controls Kings revenues

-People have right to petition King directly

-Monarch given right to debate w/in Parl.

-Guarantee of reasonable bail and trial by Jury

-K. cannot suspend laws

-Standing army in Peacetime illegal w/o Parl. consent

-NO Roman Catholic could hold or share the throne

-Toleration Act 168 - religious toleration of all religions except

catholicism

-William organized War of the league of Augsburg against Louis XIC

-Bill of Rights, Acto of Toleration, Glorious Law gave Parl.s House of

Commons supremacy over House of Lords

-Ireland still a problem

-168 Irish invited James II and Louis XIV supplied 7000 troops and fleet for

protection

---defeated by Williams army in 160

---Treaty of Limerick 161 - Irish accepted Williams pacification and

catholic equality w/ Anglicans

-Act of Settlement 1701 - created line of succession after W+M

Queen Anne

-Act of Union 1707 - England joins with Scotland

-several big companies and new ideas develop

-Bank of England (first paper money)

-Stock Exchange

-Lloyds Insurance Co.

-War of Spanish Succession

-English won 4 major battles against French with Duke of Marlborough as

Military Officer (using linear tactics)

George I, II

-Germans, who spent almost all their time in Germany and thus left England to

itself, only interested in its money

-Parl. became more powerful due to growth of Cabinet (specialists for finance,

internal affairs, army, navy, etc.) - led by ChiefAdministrator of Prime

Minister the 1st of which was Sir Robert Walpole

George III

???????

Age of Exploration

Causes

-Crusades Europeans learned of new ideas (trade items, technology, etc.)

-European trade to East was blocked by Muslim middlemen in Luvant and

Venetian middlemen in Venice (middlemen increased prices for trade goods)

(Marco Polos books informed Europeans of original prices)

--Europe did not yet have technology for blue water navigation (far out into

the ocean)

-Renaissance new interest in science and prosperity

-Ethnocenturism (Europe is 6% of worlds mass, was +-15% of the population

then, competition/quarreling)

Portugal Taking the Lead

-1st to unify+centralize in early 15th C. (free of muslims)

-Prince Henry School (Think Tank for everybody shipmakers, chartmakers,

designers,...)

-first to go south to Africa (found gold, ivory, slaves, etc.)

-Vasco da Gama first reached India with help of Indian sailor

-Portugese royal family dies -- Spanish take over and old colonies lost

-- Portugese had many important explorers such as (Columbus, Vespucci, etc.)

as well as the Caravel (ship with lateen+square sails)

------Spain wanted its own source of trade goods for more prosperity

Treaty of Tordesillas 144 - Pro-Spanish Pope Alexander VI drew imaginary line

70 leages west of Cape Verde Islands, awarding all to the west toSpain and

all to the east to Portugal. Known as the Papal Line of Demarcation

Why not China?

-China felt that it was superior to everybody else (5,000 years old)

-China felt it did not need anything from Europe or anywhere else, since they

could get everything themselves anyway

-they were a extremely big trade nation in Asia - it did not need to explore

since it already had everything it needed

-had developed pretty far in technology (black powder, etc.)

Colonial Policies of English, Spanish and French

Spanish

-Control crown

-Who went to New World only these approved by crown

-economy copy of the old world (treasure, sugar, etc.)

-society copy of the old world (a few nobles ran everything)

-govt. total control by crown

-Indian policy christianize, intimacy (marriages between Spanish +

Indians after Indians became Catholic)

French

-control crown

-Who went to New World only these approved by crown

-economy copy of the old world (mostly furs)

-society copy of the old world (a few nobles ran everything)

-govt. total control by crown

-Indian policy christianize if possible, otherwise French used Indians to

trap animals for their fur

English

-control Joint Stock Company (J.S.C.) - entrepeneurs

-who went to New World Religious, political, social dissidents

-Economy develop their own farm, fish, plantations in south (tobacco,

rum to trade for slaves)

-society new middle class, independence

-govt. Ea. colony separate, independent, self-ruled

-Indian Policy Push Indians out of the way, kill if necessary - little

positive contact

--- Both Spain and France used the Mercantile system colonies exist for good

of motherland (all trade is done with own ships and colonies)

What Western Europe got from the New World of the Americas

-Trade goods (tobacco, furs, rum, cane sugar, chocolate, squash, coffee, and

so on)

-coffe houses (became central point of talking politics and new ideas) -

social effect

-England prospered through tobacco industry, France through furs, Spain

through gold (stolen from Incas, Aztecs, etc.) - Economical effect

-New World was place for religiously persecuted people, or just for a new

religious settlement - religious effect

-New World became place of independence and individual freedom - political

effect

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Business human resource essay

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Business notes- operating system.

Production

Production takes place when resources such as raw materials, are changed in to products. Today in production is often to more generally as those activities that bring a product in to being.

Features of production

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Production takes place when a business takes inputs, carries out a process and produces an output, which is the product.

· Input is the raw material used by the business.

· Process is the methods used to convert the raw materials in to a product.

· Outputs are the products or services that you get at the end.

Planning and controlling the production

Planning all the businesses need to plan the production. Some firms first employee the people for this particular task to be done. A no. of factors influence the plan-

Demand from customers. Business get orders from different customers, for different products, with different specifications at different times. A business has to pan which order should go first.Planning must be done to assure that there are enough recourses for the product or service to be made.

There are processes in which the production has to be carried out.

· Loading - this involves which work centre will carry out which task.

· Sequencing - production usually involves an arranging task and processes in a sequence. For many products the order of task don't change very often.

· Scheduling - the production will show time when particular tasks and processes are to be done, for e.g. when they start and finish!!!

· Dispatching - this involves giving instructions about the tasks to be carried out for a particular period.

· Progressing- this is an ongoing process. It requires supervisors, teams or managers reporting on the progress of the job.

Production decisions

Businesses make a number of important production decisions. A clothing manufacture may for e.g. may decide to produce a new range of trousers. This could involve using a new type of clothing, changing the layout of the factory.

What to produce?

A business has to decide what product us ants to produce. The product could be a new product that no other businesses have produced yet.

What production methods should be used?

Businesses choose how best to make their products. Different businesses might use different production methods, even when they are making the same product.

Where production should be located?

Businesses should decide where best to locate their businesses. Generally it is a place where the cost are low and cheap. Some times they locate it near to their home sp it is easy to access.

How large does the business have to be?

-most business start off small and then grow. There are many advantages of growing after you have started your business as then it is affected by the economy of scale.

Methods of production

What production methods should be used?

Production is some times divided in to three methods.

JOB PRODUCTION - is where one job is completed at a time before moving on to another one.For e.g. a costume being made for a play.

BATCH PRODUCTION- involves dividing the work in to a number of different operations.For e.g. a bread production where each batch goes in to several different stages before it is completed.

FLOW PRODUCTION- involves work being completed continuously without stopping. E.g. the production of cars on a production line.

JOB PRODUCTION

Job production involves a production of single product at a time. It is used when orders for products are small, such as one off. Production is organised so that one job is completed at one time. There is a vast variety of goods and services which are produced using this method. Job production is found in both manufacturing and service industries.

Advantage Disadvantage

The firms can produce unique or one off orders according to customer needs. Labour cost will be high because production tends to be labour intensive. The workforce is likely to be skilled and versatile.

Workers are more likely to be motivated. The tasks employee carries out often requires a variety of skills. Selling cost may also be high. This is likely if the product is high complex and technical. The sale team needs to be qualified.

BATCH PRODUCTION

Batch production is usually used when the business knows that their company needs a regular line of production and not a one off thing. A great number of products are made using this method especially in manufacturing.

Advantages of batch production

· There is a good flexibility, even though there is a big quantity. The setting on the machines can be changed according to the businesses specification, such as different cloth sizes.

· It often results in stock of partly finished goods, which have to be stored. This is a good in a way that the business can respond better during a urgent order.

Disadvantages of batch production

· Careful planning and co-ordination is needed, or machines and workers may be idle, waiting for a whole batch to finished its operations.

· Doing the same old prcess again and again may less motivate the workers.

· Some of the machinery is complex which would require training and therefore there would be a higher salary for the employees that are working.

FLOW PRODUCTION

In flow production, the production is organised in a way that different operations can be carried out, one after the other at a continuous sequence. The main features of using flow production is-

Large quantities can be made in less time

A simplifies product

Large amounts of machinery and equipment

Large stocks of raw material

Flow production is used in the manufacturing of products as varied as newspapers, food or cement.

Advantages of flow production

· In many industries the process is highly automated. Production is controlled by computers. Robots and other types of new technology machinery perform many of the operations.

· The production line can respond to short term changes in demand. Foe e.g if the demand falls the line can be shut down for a period of time.

Disadvantages of flow production

· The set up cost is very high. An enormous investment in plant and equipment is needed. Foirms must therefore be conident that the demand of the product will not decrease.

· Break downs can prove costly. The whole production system is interdependent.

·Most of the manual work is very boring and de-motivates the staff.

Choice of production method

The method of production chosen might depend on a number of factors.

· The size of the market.

· The nature of the product (many products require specific methods)

· Technology

LEAN PRODUCTION

LEAN PRODUCTION is an approach to production developed in japan. Its aim is to reduce the quanitit

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Equal Protection and the ADEA

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Adam Smith, a lifeguard for 0 years at Hammonasset State Beach in Connecticut, was notified last spring that he would not be allowed to return for work for another season because he had reached the age of 55.Adam Smith was released from his employment under a Connecticut State Parks Department rule requiring all lifeguards be under the age of 55.The issue is whether the State of Connecticut is prohibited from enforcing this rule?In analyzing this issue, the question can be divided into two sub-issue(1) whether the Equal Protection Clause of the Fourteenth Amendment of the United States Constitution prohibits the State of Connecticut from enforcing a rule that requires all lifeguards to be under the age of 55, and () if the Equal Protection clause does not prohibit the State of Connecticut from enforcing this rule, whether there are any statutes that prohibit the State of Connecticut from enforcing this rule?

As stated above, in determining whether the state of Connecticut is prohibited from enforcing the rule in question, the first question to ask is whether the rule violates the Equal Protection Clause of the Fourteenth Amendment.The first step in answering any equal protection question is determining the appropriate level of review, strict scrutiny or rational basis review, for the challenged classification.Under rational basis review the rule would likely be upheld, whereas under strict scrutiny the rule would most likely be struck down.As should be clear from prior Equal Protection cases, rational basis is the appropriate level of review in this case.

Rational basis review is essentially a default rule; if a challenged classification does not fit under strict scrutiny, it will automatically be looked at under rational basis review.For a legislative classification to be analyzed under strict scrutiny it must either impermissibly interfere with a fundamental right or burden a suspect class.Massachusetts Board of Retirement v. Murgia, 47 U.S. 07, 1.In the absence of either of these situations, strict scrutiny will not be used.The Supreme Court has never found the right to governmental employment to be a fundamental right, and in fact has been explicitly found not to be a fundamental right, Id. at 1, and since Murgia it has been settled that age is not a suspect class.Id. at 1.The court has limited suspect classifications to those involving race or national origin and has explicitly excluded age from consideration as a suspect class.Id. at 1.Though it can be said that the aged in this country have not been completely free from discrimination, neither are they a discrete and insular minority in need of protection from majoritarian political processes, nor have they been historically subjected to purposeful discrimination, unlike those groups that have been found to be suspect classes.Id at 1.In Murgia, the court used rational basis review since the case involved governmental employment, not a fundamental right, and because the classification was one based on age, not a suspect class.Id at 1.Since, as in the case of Murgia, neither of the strict scrutiny prongs applies to Adam Smith, rational basis is the appropriate level of review.

Under rational basis review, a classification will be upheld as long as is rationally related to a legitimate state interest.Inquiry under rational basis review is divided into two parts (1) is there a legitimate governmental interest to be furthered by the classification, and () if there is a legitimate governmental interest, is the classification rationally related to that interest.The first factor under rational basis review is to determine whether there is a legitimate state interest furthered by the legislation.For example, in Murgia the court found there to be a legitimate state interest furthered by a legislative classification requiring state police officers to retire at the age of 50.Id at 14.The purpose of the statute was to protect the public by maintaining a physically fit police force, or, to put it a different way, to eliminate unfit police officers.The court found this clearly to be a legitimate state interest due to the strenuous and arduous demands of a state police officer's job.Id at 15.As in the case of state police officers, the job of a lifeguard can be rigorous and demanding, and therefore requires that lifeguards be physically fit.Therefore, the State of Connecticut could have a legitimate state interest in eliminating unfit lifeguards.

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After determining that there be a legitimate state interest to be furthered by the challenged classification, which is quite a permissible standard, we must then inquire whether the classification is rationally related to that interest.A classification will be upheld under the equal protection clause so long as it is rationally related to a legitimate state interest.The Supreme Court found the classification in Murgia to be rationally related to the purpose of eliminating unfit police officers because they found that since physical fitness generally tends to decline with age, the Commonwealth of Massachusetts could reasonably believe that setting a mandatory retirement age would eliminate a number of unfit police officers from the force.Id at 15.Likewise, the state of Connecticut could reasonably believe that setting a mandatory retirement age of 55 for lifeguards would be rationally related to a legitimate state interest of eliminating unfit lifeguards since older lifeguards would be presumptively less fit than younger lifeguards.Though there are probably a number of lifeguards above 55 that are physically fit, and though there may also be some below 55 that are not physically fit, physical fitness does tend to decline with age, so there are likely to be more unfit people, especially lifeguards, above the age of 55 than below.The equal protection clause commands that we treated similarly situated people similarly; the converse of which it that we may treat dissimilarly situated people dissimilarly.In regards to the purpose of eliminating unfit lifeguards, the classes of people are not similarly situated since physical fitness does tend to decline with age.

Further, a statute is no less constitutional merely because the classification made by its laws is imperfect.Id at 16.It is possible that a state could better provide a more precise determinate of fitness through individualized testing, but this does not mean that the means chosen to achieve the purpose of the statute was unconstitutional.For instance, the court in Murgia said that simply because the commonwealth chose not to require individualized testing for lifeguards over the age of 50, which they required for lifeguards between the ages of 40 and 50, in order to more precisely determine fitness, it did not mean that physical fitness was not "rationally furthered" by the age requirement.Id at 16.It merely meant that the classification was not the best means chosen to accomplish the statute's purpose.But neither does it mean that age requirement was unconstitutional.It might be said, in the case of Adam Smith, that the State of Connecticut could require all lifeguards above a certain age to submit to individualized physical examinations to determine whether they were fit for the job.But there is nothing in Equal Protection jurisprudence that requires this, nor requires that a classification fit the purpose perfectly when rational basis review is used.As the court in Murgia stated, their decision was not that the Commonwealth of Massachusetts made a wise decision, but that the statute enacted by the State did not deny Murgia equal protection of the laws.Id at 17.Similarly, it can be said that a statute rule requiring all lifeguards to be under the age of 55 is not a particularly wise piece of legislation, and the classification in question may not be the best means chosen to accomplish the statute's purpose, but neither does it deny Smith equal protection of the laws.

Moreover, a state or other decision maker could reasonably use age as a proxy for other qualities or abilities that are relevant to the governmental interest.Kimel v. Florida Board of Regents, 58 U.S. 6, 64.For example, the Commonwealth of Massachusetts in Murgia could believe that the use of age could reasonably be a proxy for abilities and qualities, such as physical fitness, that are relevant to the states interest in maintaining a physically fit police force.Likewise, in the case of Adam Smith it was perfectly permissible for the State of Connecticut to use age as a proxy for qualities such as physical fitness that could be relevant to the legitimate state interest of eliminating unfit lifeguards.Further, age need not be an accurate proxy to be legitimate.Kimel, 58 U.S. at 84.

Under rational basis review legislative classifications are presumptively valid, Murgia, 47 U.S. at 14; therefore, the individual seeking to have the statute overturned bears the burden of proving that the lawmaker could not reasonably believe the truth of the facts on which the classification is based.Kimel, 58 U.S. at 84.Consequently, Smith has the burden of presenting evidence and facts to dispute the factual basis of the Connecticut rule.

Since the rule enacted by the State of Connecticut forcing lifeguards to retire at age 55 is rationally related to a legitimate state interest, the State of Connecticut would not be prohibited under the Equal Protection Clause from enforcing it.But our inquiry does not end here; Adam Smith may have statutory recourse available to him.The Age Discrimination in Employment Act of 167 (ADEA), a federal statute, makes it unlawful for employers to discriminate against employees on account of age.Kimel 58 U.S. 64.Though it had originally only applied to private employers, the ADEA was subsequently amended to include state employers within its coverage.Id at 6.

Does the ADEA prohibit the State of Connecticut from enforcing a rule requiring lifeguards to retire at age 55?That might have been the case prior to the Supreme Court's decision in Kimel, and it is possible that Adam Smith likely would have prevailed under the ADEA.But Kimel precludes any possibility of the ADEA being used successfully against the States'.The Sovereignty Clause of the Eleventh Amendment protects the States against lawsuits by private individuals.Id at 7.This is not an absolute protection; the Enforcement Clause of the Fourteenth Amendment expanded the power of Congress to abrogate the States' sovereign immunity under the Eleventh Amendment, thereby allowing private individuals to bring lawsuits against the States.Id at 7.But in order for federal legislation to properly subject the States to suits by private individuals, Congress must make its intention to abrogate the States' sovereign immunity clear in the statute.Id at 7.Further, there must be a "congruence and proportionality" between the injury to be prevented and the remedy proposed.Id at 81."The appropriateness of remedial measures must be considered in light of the evil presented."Id at 8.In Kimel, the court held that that ADEA did not validly abrogate the States' sovereign immunity as guaranteed under the Eleventh Amendment of the United States Constitution.Id at 1.Though Congress had made it clear in the statute that they had intended to abrogate the States' sovereign immunity, Id at 7, Congress had not identified any pattern of age discrimination, much less such that would amount to an unconstitutional violation, in enacting the ADEA.Id at 8.Therefore, the Supreme Court found the ADEA to be invalid as applied to state employers."Judged against the backdrop of our equal protection jurisprudence, it is clear that the ADEA is 'so out of proportion to a supposed remedial of preventive object that it cannot be understood as responsive to, or designed to prevent, unconstitutional behavior.'"Id at 86.After Kimel, the States' are protected from employment discrimination suits based on age.Therefore, the State of Connecticut is not barred from enforcing this rule under the ADEA.

In conclusion, since there is no equal protection violation in the case at hand, and since the ADEA is not applicable as applied to state employers, the State of Connecticut is not prohibited from enforcing the regulation, at least not under the Equal Protection Clause or the ADEA.Adam Smith is not completely without recourse, though.Employees, such as Adam Smith, who find themselves the victims of age-related discrimination can always turn to state anti-discrimination laws for protection.58 U.S. at 64.They just cannot depend on the Equal Protection Clause or the ADEA to protect them.

Please note that this sample paper on Equal Protection and the ADEA is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Equal Protection and the ADEA, we are here to assist you.Your cheap college paperson Equal Protection and the ADEA will be written from scratch, so you do not have to worry about its originality.

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Denise Levertov: The Outsider of Human Experience

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"I often feel as if part of me is an outsider," said Denise Levertov

speaking to the public after reciting a few poems in 167.For a

women that always felt as if she was an outsider, her poetry did not

give off that image.Levertov, a modern American poet, used her

Cheap Custom Essays on Denise Levertov: The Outsider of Human Experience

poetry to speak her mind and get her feelings out.She also wished

that some people would feel the same way and act upon it.In poetry,

a theme is a common subject or matter on which a poet tends to write

about, this could be anything from The Great Depression to ice cream.

The themes of Denise Levertovs poetry change dramatically with what

events or problems were going on in her life at the particular time of

each poem, yet all of her work is based on a human

experience(Themes).

Denise Levertov's passion for literature started early in life.She

was born in Ilford, Essex, England on October 4, 1.Levertov was

educated entirely at home by her mother, Beatrice Spooner, and at

age five, she announced she would become a writer.When Denise

was just twelve years old, she sent some of her poetry to T.S. Elliot

who responded with, "excellent advice," and two pages of

encouragement to keep writing.In 140, her first poem was

published in Poetry Quarterly, at just seventeen years of

age(Levertov).

During World War II, Denise served as a civilian nurse in London

throughout the England bombings.During this time she met and

married Mitchell Goodman, an American soldier fighting in London,

and also published her first book, The Double Image.The two of

them moved to America in 148 and a year later had a son Nickolai.

It was in 156 that Levertov became a citizen of the United States,

and in that same year her first "Americanized" book was

published(Here and Now).Between 175 and 178 she was poetry

editor for Mother Jones magazine.Denise Levertov won several

awards throughout her life including the Shelley Memorial Award. the

Robert Frost Medal, The Lenore Marshall Proze, the Lannan Award,

and a Guggenheim Fellowship and a National Institute of Arts and

Letters grant.She died due to lymphoma complications at age 74, on

December 0, 17(Denise).

The poetry of Levertov has changed throughout the years, and

has varied from book to book.As she started out as a British author,

she soon became known as an American poet with little ties to her

British origins.Mainly, Denise Levertov's work is concerned with

several dimensions of the human experience love, motherhood,

nature, war, the environment, mysticism, the nuclear arms race,

poetry, the role of the poet, and the poets interest in humanitarian

politics.Although she based the story, or theme, of all her poems on

human experience, she also suggested that she was an outsider.She

felt as if no one was like her, and even though at times she was

categorized with the Black Mountain Poets, she also always had a

distinction, even from them(Denise -45).

Paul Levertov, her father, was raised a Hasidic Jew.This may

not seem as a big deal, but back then, and in England it was.He is

what motivated her and got her into having poems with the theme of

Hasidic mysticism.Although Paul converted to an Anglican priest by

the time Denise was born, she felt that her inherited propensities and

the cultural environment of her family had everything to do with who

she became; and outsider in her eyes but a highly respected poet in

the eyes of many Americans.(Themes)

In a 186 interview with Levertov she spoke out about why she

felt that she was an outsider writing about human experiences in

through her poetry

"Among Jews a Goy, among Gentiles(secualr or Christian)

a Jew or at least half Jew.(which was good or bad

according to their degree of anti-Semitism), among

Anglo-Saxons a Celt, in Wales a Londoner who not only

did not speak Welsh, but was not imbued with

Welsh attitudes; among school children a strange

exception whom they did not know whether to envy or

mistrust- all of these anomalies predicted my later

experience I so often feel English. perhaps European, in

the United States, while in England I sometimes feel

American...

But these feelings of not-belonging were positive for

me, not negative...I was given such a sense of confidence

by my family, in my family, that though I was often

shy(and have remained so in certain aspects) I

nevertheless experienced the durance as an honor, as part

of knowing from an early age- perhaps by 7, certainly by

10- that I was an artist-person and had a destiny(76-77).

This statement by Denise is basically explaining that she is

different from other people because she is half Jewish, European,

English, and American all at the same time but she only feels

American where she is known for her European and English, and she

only feels European and English where she is known for her American.

No matter where she goes she has a reason to stand out and this is

what makes her poetry so important, the theme of her poetry so

important, no matter if you fit in or not, anyone can relate to what an

"outsider" writes, and since she writes about human experiences that

everyone has lived through, everyone can enjoy her poetry.She

fulfills the role of the poet, in the fact that her "role" is to relate to

people although she is different(Themes).

The only other thing besides Denise Levertov's multi-cultural

background that has influenced her writing and formed a common

theme is history.Levertov lived through the England war years, and

the England bombing.During this time she was a nurse helping the

wounded and on her free time writing live poetry of her surrounding,

which makes it more meaningful than other poets who read about

these times and then wrote about them.Hitler and refuge conditions

were also a big theme of modern American poetry and again,

Levertov, being half Jewish herself, and having refugees living in her

house, had a hand in hand experience with these historical events, to

for a common theme for her works(Levertov).

In conlcusion, Denise Levertov's thesmes in her poetry changed

throught the ups, downs and memorable events that took place in her

life.These events made her subject(theme) more real and more

interesting to her readers due to the fact that she lived through them,

and witnessed these events on a daily basis.She also based her

theme on subjects that almost everyone else could relate too.Denise

Levertov will always be rememberd as a very unique an moving poet.

Please note that this sample paper on Denise Levertov: The Outsider of Human Experience is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Denise Levertov: The Outsider of Human Experience, we are here to assist you.Your cheap custom college paper on Denise Levertov: The Outsider of Human Experience will be written from scratch, so you do not have to worry about its originality.

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Marketing stratigies

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BUSINESS STUDIES

COURSWORK

6MARKETINGSTRATEGIES

Candidate NameMayhulPatel

Candidate Number

Centre Name Southend High School For Boys

Centre Number16605

ContentsPage

Introduction

Methodology

Marketing Campaign

Conclusions

Bibliography

Introduction

The role of marketing has become crucial in the survival of a business in today's environment.It links two basic functions in the community, namely production and consumption.

This report aims to identify the types of media available, market research to be undertaken and potential marketing, including promotions and advertising, that must be considered when embarking upon a new venture.

Media Available

TV

Radio

Newspapers and Magazines

Exhibitions and fairs

Billboards

Cinema

Personal Selling

Direct Mail

Leaflets, Posters

Trade Incentives

Magazines - A space of two months at the same time, should be chosen and should target woman's, teenagers and male magazines.Full page adverts attract more consumers.

Newspapers-Local newspaper should be chosen, also free local papers should slightly overlap.

Billboards - This should be situated in certain areas where the target market will be situated.This medium not only targets the regular workers but also passing public.The billboards should be used for a month with towards the end of the campaign.

Exhibitions and Fairs-The new business, should attend exhibitions and fairs in the county prior to opening to gain an insight on other similar business and also hold a stall.

Direct Mail-A brochure could be mailed directly to all houses, however this may be costly, so television is a potential tool in direct marketing as it facilitates the demonstration of product in use.

The following gives details of the promotional tools which could be employed to target the consumer market

TOOLSHow Are We Going ToJustification

Use These Tools?

Cinema40 second advert using thePeople more receptive

business name. This may be to adverts in cinema.

shown before the start of a It is a very efficient

program.medium with a high 'opportunity to see

Brings characters to life.

MagazinesFull page adverts with shop name Precise audience selection

and business objectives.Quality of reproduction.

Local Full page adverts with name and Ability to target sub

Newspapersbusiness objectives. Free voucher. sections.

Market coverage.

Widespread readership.

Billboards A nation wide campaign withGood reach and

billboards concentrated mainlygeographical selection,

in areas of opening the business. therefore an effective

national campaign can be achieved.Out of homeaudience.Repeatedexposure.Relatively low cost.Strong impact.

PR The use of a celebrity on opening This medium will reach Press conference - photo callsa large proportion of the

Wide range of free editorial market at minimum

coverage, through press releases cost. it will also add value

and regular updates. to the campaign on an

ongoing basis, extendlength of coverage, and

increase opportunities to

see.

TOOLSHow Are We Going ToJustification

Use These Tools?

Direct MailThis should comprise of a letterArouse awareness of

and a leaflet giving details ofcampaign to wide market.

shop name and the goodsExpand our distribution

available to the public. Alsonetwork.Allows the if customer can order by phone campaign to target

selectively.

LeafletsThese will make up anIt is clear and concise

Postersinformation pack.The method of communicating

(Free Stickers, leaflets will be distributedwith the audiences.

Caps,Mugs,Pens to the end user, the posters will

Vouchers etc)be used as promotion material.

Trade Incentives

Baseball Caps All trade channels involved in the To encourage and

T-Shirtscampaign will receive ongoing promote constant interest

Pens, Mugsincentivesin our campaign.

Badges

Stickers

The plan chosen for the retail business, from the above is a full page advert in the free paper, including a voucher to cut out, offering buy one meal get one free, on producing the voucher.

Market Research

There are two methods of obtaining data needed for the new retail business, Primary and Secondary research.

Primary Research is data collected by an individual for a specificpurpose.

Secondary Researchis data collected by others which may be of use toother business organisation i.e. sales figure, customer information etc.

Methods of data collection is by

a.Questionnaire.

b. Interview.

c. Telephone Survey.

d. Observation.

e. Experiment.

f. Use of Published Sources (e.g. Government Sources)

The advantages in these methodsThe disadvantages in these methods Reliability.It is out of date.

Cheaper.Available data may not fit the Time saving.required purpose.

Obtaininga national picture.You may not be sure how dataComprehensive data available. was collected.

The first step is to conduct primary research to identify the current market.The method used could be a structured questionnaire, distributed to randomly selected houses in the area.

This questionnaire has been produced by Fast Food, opening soon in your area.The purpose of this questionnaire is to find out how feel about another retail outlet of Fast Food, opening in your area..

In order to help us, to help you, we would appreciate your time in this short questionnaire.

Please indicate your answer by ticking against the box you agree to-

1. Which age group do you fall in?

Under 16 Between 16 and 1

Between 1 and 40Between 40 and 60

Greater than 60

. Do you visit Fast Food?

DailyWeekly

RarelyOccasionally

. Do you consider that there is a need for a new Fast Food shop in this area?

YesNo

MaybeNot Sure

4. Would you use the new Fast Food shop opening in your area?

YesNo

MaybeNot Sure

5. Do you believe that Fast Foods have an environmental commitment?

YesNo

MaybeNot Sure

6. Are Fast Foods committed to producing healthy food?

YesNo

MaybeNot Sure

7. Are Fast Foods implementing reusable materials?

YesNo

MaybeNot Sure

8. Does Fast Foods encourage environmental values and practices in closerelationship with Local Communities?

YesNo

MaybeNot Sure

. Do Fast Foods encourage deliveries of different types of goods, eg fresh,frozen and chilled foods in suitable vehicles in order to reduce dieselconsumption and fuelemissions?

YesNo

MaybeNot Sure

10. Do you think the cost of eating at Fast Foods is

CheapExpensive

Reasonable Not Sure

Thank you for your time in answering this questionnaire.

Marketing Factors

After identifying a potential target markets the retail business could appeal to, it is necessary to devise a marketing plan that ensures that the needs are successfully and profitably met.This essentially cover the marketing mix, namely Product, Price, Place and Promotion

Product

The Fast Food product offered in the market must appeal to it's chosen market, e.g. if the market is targeted for families with young children, then high chairs, kids menu, smaller portions etc. should be considered.If the product does not meet the required level straight away the customer may not return again.

Price

Prices set should be consistence with the image the establishment wishes to portray

itself i.e. if the chosen segment is familles with children then its prices will be different to an up market restaurant appealing to business people

Place

This involves an analysis of location, it must be considered if this is the best place to reach target market, bearing in mind that a similar business already exists in the area.

Promotion

A business's promotion mix is the communicating ball and it consists of a variety of promotional activities such as advertising, sales promotion, publicity and personal selling.Possible sources could include local radio or local newspapers.

External Environment. PEST (makro environment)

For a business to be successful it must consider the environment they operate in, this includes an analysis of it's External Environment.

Political Effect

Retail business should closely monitor and predict any political changes e.g. Legislative or Government policy changes, Health and Safety regulation, Food Hygiene, Employment changes, Value Added Tax (VAT), as form .11.5 vat on trade over £47.000 has been introduced.

Economic Effect

The likely changes in economical activity. if interest rates go up than there is a tendency that people may save money, hence they may cut back on eating out.It is worth being aware of this and bring in promotions to attract custom.

Social Effect

Changes in customer's taste, buying habits and culture trends in food industry are hard to assess.

Technological Effects

The speed of technology in the market will have a major impact on the way the business needs to be directed. Modern technology speed up production and service.

Internal Environment.SPICC (micro environment)

It is important to look at the firms internal environment, and this involves an analysis of Suppliers, Public, Intermediaries, Competition and Customers.

Suppliers

Close co-operation with suppliers can lead to innovative product developments.It is important to bear in mind, when choosing suppliers that they are local, cheap and reliable.

Public

Any group that has an actual or potential interest in the business, e.g. Local Council for planning and general advice.Food Hygiene courses etc.

Intermediaries

These are the firms that aid the business in promoting, selling and distributing their goods.There may be an agent who serves via the supplier.

Competitions

To be successful, the Fast Food shop must satisfy the needs and wants of consumers better than its competitors.It is necessary to carry out an analysis of their competition within the vicinity to see how they can compete in terms of product, prices and service.

Customers

The business must clearly identify a way of segmenting the market and identify their potential target.There are many ways of segmenting the consumer market

Geographic Segmentation

This is where the business separates a market based on geographical units such as counties, cities and neighbourhoods.In this case as the target market is retail business, research should identify that there is a segment for another retail business in the area.

Demographic Segmentation

This is the most popular base for segmenting consumer group and it involves dividing the market into groups based on a number of variables. In relation to the retail business the most appropriate variables could include

Age=This involves segmenting the market based on age

There are two main age groups the Fast Food could attract

Families with children StudentsWorkers (Lunch)

Income=Retail market is attractive to higher income groups, however, socialclass is unknown. This point is linked with geographical segmentation.

Gender=This involves targeting the business to a particular sex.It is likelyto be attractive to the health conscious people, the market for which, has been considerably expanded in the 180's.

Whichever segment is chosen it must be substantial in terms of profit, accessible, measurable and worthwhile.

Financial Factors

Bank Proposition

The Bank needs to ensure that their investment to you is at minimal risk and will therefore take the following into consideration

Capital

If you are prepared to put investment, it shows that you are prepared to take risk (Business is all about risk taking) the Bank will loantimes your total earnings (salary).If the liability is shared it will decrease the perceived risk.

Cash Flow

The Bank will require a financial statement of projected sales and evidence that this venture will prove successful.Cash flow on assumptions should show that there is potential for profit.

Break-even analysis

Break-even is fairly low, once the restaurant's name and brand are established there is plenty of scope for expanding.

Experience

New businesses should have skills in that particularfield, sothere is every opportunity of making good deals and especially ifheard of you can build on that.

Conclusion

This report has aimed to identify the importance of marketing strategies in a number of stages when launching a new business, also re-enforcing the fact that marketing plays an important role in the long term survival of a business.The collection of data should be supportive of the decision making process.To sell to the public, it is important to know their views and to know their views a questionnaire is the best method of obtaining the data.The questionnaire results will helpto prepare a more optimal sale package for Fast Food.

By applying the marketing mix and strategy identified, the new business could most definitely work towards a leader in the market.

Bibliography

Secondary Sources

Please note that this sample paper on marketing stratigies is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on marketing stratigies, we are here to assist you.Your cheap custom college paper on marketing stratigies will be written from scratch, so you do not have to worry about its originality.

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Contrasting Milton with Genesis

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My purpose in this essay is to show that Milton's Eve differs from that of Genesis.In Milton's Paradise Lost, Adam describes Eve as being complete, compared to that of Genesis where man and women are described as being whole only when together.A second difference found in Milton's book is the love Adam expresses toward Eve.The third and final difference in Milton's Eve is found in her preference to Adam.The preceding points will be examined in this paper.

In order to support my argument about Milton's Eve, I shall first point out the idea of Adam's perception of Eve in Milton's book.In Paradise Lost Adam describes his wife in precise detail, as well as his feelings for her.A novel point he makes in his perception of his wife is the fact that she seems complete without him."Yet when I approach her loveliness, so absolute she seems and in herself complete, so well to know her own,"(P.L.8 p l.546-54).He is saying that unlike himself who has knowledge of his own incompleteness, to him she is complete in and of herself.This contrasts with the idea found in Genesis.A verse in Chapter Two alludes to man and woman needing each other to be complete and whole."Therefore shall a man leave his father and his mother, and shall cleave unto his wife and they shall be one flesh" (Gen. Ch. v.4).The idea of being one flesh, one body is expressed.The two separate individuals, man and woman, must come together to be whole.In Genesis, Eve is described as needing Adam to be complete.It is also relevant that Adam's opinion of Eve is not mentioned in Genesis Chapter two.Milton describes Adam as seeing Eve as a complete person, unlike Adam himself who needs Eve for his completion.

Having argued Eve's perception through the eyes of Adam, I will now point out that in Milton's book Eve is loved by Adam.Milton's interpretation of events happening after the creation of Adam and Eve strongly contrasts the book of Genesis.In Paradise Lost a wedding scene takes place.The author narrates the events of the nuptial gathering with precise detail.Genesis holds no evidence of any such marriage.Subsequent to the marriage of Adam and Eve, it is said in the book that Eve is loved by Adam.Both partners mutually share this love."O when meet now such pairs, in Love and mutual Honour join'd?" (P.L. 8 p.1 l.57-58).Not only did Adam love Eve but she is able to reciprocate this love for her partner.Nowhere is Genesis is anything found that would imply either love or marriage.The closest one can find to any such nuptial agreement or expression of love is found in Chapter one."God blessed them and said to them, be fruitful and multiply" (Gen. Ch.1 v.7).One can argue that marriage and love is assumed in Genesis, but this would be based on a very faint allusion to such.Milton in no uncertain terms expresses the love the two had for each other.

Now that I have argued Eve's completeness and the love shared by Adam and Eve, I will now discuss Eve's preference towards her husband.In the beginning of Book eight in Paradise Lost Adam begins a discussion with the angel Raphael concerning the creation of himself and his wife.Directly prior to this conversation Eve leaves the company of the two men to go garden in her nursery.The reason for her leaving is not because she doesn't want to know about her own creation, it is due to the fact that she prefers her husband's way of explaining things.She is described as having a preference to him."Her Husband the Relater she preferr'd before the Angel, and of him to ask chose rather; hee, she knew would intermix grateful digressions, and solve high dispute with conjugal Caresses, from his Lip not Words alone pleas'd her" (P.L. 8 p1 l.5-57).Milton is expressing the idea of Eve's favoring her husband's way of explaining things to her over that of Raphael or anybody else for that matter.It is conclusive to also assume that since she preferred Adam's way of explaining things to her, she also trusted him.She trusts that the information of their creation will be correctly relayed to her.There is no mention of a preference or a trust in Genesis.Neither Adam nor Eve is described as having any feelings toward the other.Compared to the one dimensional Eve in Genesis, Milton's Eve is three-dimensional.She has the ability to trust her husband as well as to prefer his word to that of any other. This preference and trust is originated in the marriage between the two prior to finding out about their creation.I should note again that in Genesis no such marriage took place.

Write your Contrasting Milton with Genesis research paper

My purpose in this essay has been to show that Milton's Eve differs from the one found in Genesis.I have shown that in Milton's book Eve is seen by Adam as being complete in and of herself.She is described as not needing Adam to complete her, contrary to that of Genesis where it is written that man and woman need each other to be complete.Secondly, I have shown that Milton's Eve was loved by Adam and also that his love was reciprocated by her.This mutual love is only alluded to in Genesis; the author doesn't state specifically that either partner loves the other.Finally, I have shown that Milton's Eve has a preference for her husband, Adam.Therefore preferring Adam proves that Eve has a trust for him.Genesis does not mention neither a preference nor a trust held by either partner.These three points help to prove my argument that Milton's Eve differs from the Eve found in the Bible's Book of Genesis.

In his book, Paradise Lost, Milton interprets the first three books of Genesis with a more human and relative interpretation.He makes the creation story much more clear by filling in important facts that the narrator in Genesis deemed unimportant.He makes the creation story more pertinent to the human consciousness.He makes Adam and Eve more human with both emotional and physical details vividly described throughout his book.He helps the audience to understand better what went on in the Garden of Eden.By doing this he brings his audience an understanding of the book that eluded them prior.He makes the creation story relative to the human existence.

Outline

Milton's Eve versus Genesis Woman

I. Intro

My purpose in this essay is to show that Milton's Eve differs from that of Genesis.

A) Eve is complete

B) Eve is loved by Adam

C) Eve prefers Adam

II) Eve is complete

A) Quote from Milton

B) Explanation

C) Quote from Genesis

D) Explanation

III) Eve is loved by Adam

A) Quote Milton

B) Explanation

C) Quote Bible

D) Contrast

IV) Eve's preference to Adam

A) Quote Milton

B) Explanation

C) Contrast with Genesis

V) Conclusion

A) My purpose in this essay has been to show that Milton's Eve differs from the one found in Genesis.

B) Restate three main points

VI) My personal view of essay, relation to relevance

Contrasting Milton with Genesis

Please note that this sample paper on Contrasting Milton with Genesis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Contrasting Milton with Genesis, we are here to assist you.Your persuasive essayon Contrasting Milton with Genesis will be written from scratch, so you do not have to worry about its originality.

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Child observations

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Physical Development

Child A

Child is sitting at drawing table with class teacher by her side.

Reaches out with right hand to get drawing paper & pencil. Holds pencil using thumb and first two fingers.

Custom writing service can write essays on child observations

Places a container on the page and draws round it. She then draws a circle in the middle of the page. Has good control of pencil. When finished drawing puts the pencil down.

Stands up.

Using her right hand puts it on chair.

Turns right.

Using both hands pushes chair in.

Goes to get scissors.

Strolls calmly and sings to herself.

Comes back to table.

Puts fingers of right hand into the handles of the scissors and begins to cut the paper.

Child A talks to teacher "You will have to cut the circle in the middle for me".

Child looks around to see what others are doing. Tells teacher what she has been doing.

'I put this on the page, I drew around it and cut it out.'

Child tries to cut out the circle in the middle of the page. She pierces a hole in the middle of the page with the point of the scissors and tries to cut round the outline. She then gives it to the classroom assistant to finish for her.

Child sits down.

Classroom assistant talks to her and then gives the page back to the child. Child then says to another children "Look I can see you" as she puts the page up to her right eye and looks through the hole that has been cut out.

Child has a big smile on her face.

She reaches for colouring pencils to colour the drawing in.

Teacher tells children it is tidy up time and to come to the carpet area for storytime.

Child gets out of her seat to go and tidy up.

As the child is putting the paper in the box she finds a worksheet.

Child then asks me my name. Child then point to the box on the top left hand corner of the worksheet and says, "This is where you put your name. I will show you". Pointing at the page she taps out my name.

Child then tells me she has three names. Putting out her right hand she counts her names using her fingers. Pointing with her right hand she shows me how her name can fit into the space.

Child then goes on to say "If you have a long name you will put it in this space but if you have a short name then it goes in here".

Teacher then draws the children to attention and tells everyone that they had better hurry up.

Child then says to me "I better put everything away".

She gathers up the rest of the paper and pencils and walks away from table to put them in the correct place.

Goes to the carpet area. Sits with her legs crossed and arms folded.

Listens to the story and is able to answer questions when asked.

On occasions child shouts out of turn to tell the teacher 'tittle tattle' about other children in the group.

The children then go to their sits where they are given a piece of fruit and milk. The child walks to her seat.

The child then gets up of her seat and walks around.

Child is eating an apple. She is holding it with her right hand.

She walks towards the blackboard.

She stands in the corner between the board and the computer.

She stands with one foot on the floor and the other on the pipe. She has her other hand on the computer table. The child finishes her apple and walks away to put in the bin.

The child then goes back to where she was before. She jumps up on the pipes using both feet. She holds on to the board and the computer table to balance.

She is with other children and is involved in conversation with them

She places one foot on the pipe and one on the floor.

Then she looks around.

She runs away to get her milk.

Once again holds the milk carton in her right hand.

She shapes her lips round the straw and sucks it to extract the milk from the carton. She squeezes the carton to make sure she has drunk all the milk. She throws the empty carton in the bin.

The bell rings and she lines up with the other children to leave the class when instructed to do so by the teacher.

Physical development.

Child B

Children are outside in the playground. They are playing games and teacher co-ordinates it.

The first game they play is Granny's footsteps. The teacher is the granny and they have to move quickly up to her to before she sees them.

The child is standing in the line with other children.

He is jumping around. He is on his tiptoes and is waving is arms about. He also has a great smile on his face.

Teacher gives instructions.

It takes a while for him to listen.

Talks quickly to his friends although struggles with the pronunciation of words.

Teacher then turns round.

The child takes big strides one large step at a time. Puts out hand each time to help him balance

He is always on his toes.

Moves hands, has tongue out and laughs out loud as he runs around.

One of his friends refuses to play with him so he starts to cry.

Has is arms folded and sits in the middle of the playground for a while. His lips are also down.

Another friend goes over and says "don't worry I will play with you".

He gets up and takes his friend's right hand.

They skip over to his other friends.

They play another game.

He is the leader.

Has a smile on his face.

Pointing at his friend using right hand he says, " I can see you. Back to the start"

Turns round slowly left foot first. Puts hands over eyes.

Runs to get into line to be with friends, ready for going back to class.

While in line still on tiptoes.

Back in class use both hands to unzip coat. He puts coat on peg with right hand and walks slowly into class while talking to his friend.

Goes into classroom and gets an apple. Holds apple in right hand

Holds apple in the air and is moving his head to the side to take a bite.

He walks about sliding his feet from side to side and makes sounds with his mouth.

Screws up face. Walks to the bin to put apple in it.

Child then walks over to his friends.

They go to get the dinosaur mat out and box of dinosaurs. They place it in the middle of the floor.

He kneels on the floor and places his right hand in the box to get a dinosaur.

He is in great conversation with others.

He lies out on the floor with his legs up in the air. He moves his dinosaur around the mat with his left hand.

He says to his friend "This is the new one. He is big and is the best".

He makes noises when playing with the dinosaur.

Puts his hands up in the air and then places them down again.

He then stands up with dinosaur in hand and walks around to watch the girls on the computer.

He stands with one foot overlapping the other.

Opens mouth wide saying, "What's that"?

Teacher calls on him. He skips over straightaway. Goes to the painting table where he places his dinosaur beside him. Then reaches for a large paintbrush.

Holds paint brush awkwardly in right hand.

Has head down.

Has difficulty controlling the brush as he paints.

Points at the picture when the teacher talks to him.

Wipes nose with his left sleeve.

Stands up. One hand on page the other used to paint.

Has his mouth open.

Finishes painting.

Goes to wash hands. Waits while other child is at the sink.

Stands behind other child. Rolls sleeves up.

Stands back while other child gets of the stool.

He moves forward. Stands on the stool puts left foot up first.

Uses right hand to turn on tap.

Reaches out with left hand to get soap. Rubs both hands together.

Steps down of the stool and gets a paper towel to wiping hands.

Opens paper towel fully. Walks to put it in bin.

Goes to talk to another friend and leans on table.

Then runs up to the paint area to get dinosaur and puts it back in the box.

He then goes to the listening area.

He sits down and places the headphones on his head.

Social development

Child A

Child is playing with other children.

Child is sitting on teacher's seat, playing the role of the teacher.

She uses the white board.

She talks to the other children who are sitting on the carpet area while writing on the board.

She asks her friend's questions.

She allows one of the children to stand up and use the white board.

Child says, "That's correct. You get a smiley face". Asks more questions. She then lets one her friends play the role of the teacher whilst she becomes a pupil

She pretends to be a naughty child. She starts talking to another of the girls and they pretend to be hitting each other. They have their hands in the air and they hit them of each other. The friend being the teacher then separates them.

The child and her friends have a giggle amongst themselves when the teacher gets cross.

She then goes to the drawing table with one of her friends.

They both say they are making cards for their mums

They then draw pictures for each other.

The child then goes to the carpet area for story time. She sits beside her friends.

The book, which is read, is one she brought into the class. She sits quietly.

The class then talks about the book.

Child tells the class her favourite part and why.

She also stands up with her friend and shows the class the work they did at playtime. They explain what they did.

The child sits back down and listens to the other children.

She then lines up for lunch.

She lines up holding friend's hand.

She and her friend become leaders whilst the other children follow behind.

They sit together at lunchtime and share with each other.

When in the playground they share toys with each other.

Child notices that one of the other children is standing in the corner of the playground on her own.

Child A takes the child by the hand and takes her to the teacher.

Teacher talks to the child.

They all then go off to play ring a ring a rosies.

Child A wants to hold hands with her friend but the other child want to do the same.

Child A starts to argue with the other child.

Both children begin to cry.

Teacher intervenes.

Children shake hands and begin to play the game again.

Children shake hands and begin to play the game again with the help of the teacher.

Social Development

Child B

Child enters classroom

Child is very quiet and does not mix with others in the class.

Goes to hang his coat in the cloakroom.

Comes back into classroom on his own.

Sits in the carpet area in a corner beside blackboard.

Another child joins him and starts talking.

Child sits in silence for sometime.

Finally begins to talk to the other child.

The class roll is called.

Child B's name is called. Child does not respond. Lips drops, face goes red.

Looks up at teacher, teacher smiles.

Child then answers "here Miss" and begins to smile.

He starts playing hand games with the other child.

Begins to laugh as the game progresses.

Then the other child walks away.

He sits there for a little while, has no smile on face. One hand on knee and the other on his head.

Then gets up and talks to teacher. Displays a few smiles.

Then teacher gets a few friends over to play.

They play on the carpet.

Teacher stays with children for a short space of time.

He then mixes with the other children.

He starts asking questions. He starts building toys with lego blocks.

Only speaks a few words to the other children as he concentrates on what he is making.

When finished he talks quiet a bit.

He looks at the other children and says, " Look at mine".

They all play with the toys have made from the lego.

They hold them in the air and bang them off each other.

Start pulling them off each other.

He says, "That's mine".

Begins to cry when one of the other children grabs the toy from him.

Pushes the other child over on the carpet.

Both children begin to push one about.

Teacher intervenes and the children give each other back the toys they have made.

Child B and the other children play once again with the toys.

Then they tidy up.

Child B and his friends help one another to all the toys in the box.

He gets help from another friend to lift box.

He takes one side and his friend takes the other.

They then sit down.

The child crosses his legs and folds his arms

He begins to cry.

Teacher asks what's wrong.

He continues crying.

He then says still crying ' I want Peter to sit beside me but he won't'

Teacher then says "You go and sit beside him"

Child says "I can't, there, is no room".

Teacher asks another child to move.

He gets up. Has a few tears coming from his eyes. Has his lip down. Takes one step at a time and puts it on the ground heavily.

Moves to sit beside his friend.

His friend places his right hand on this knee and says, "Stop crying. It's ok. I'm sitting beside you now".

They hold hands and he wipes away his tears with his left hand and starts to smile.

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