Chapter 35 Veritaserum

Harry felt himself slam flat into the ground; his face was pressed into grass; the smell of it filled his nostrils. He had closed his eyes while the Portkey transported him, and he kept them closed now. He did not move. All the breath seemed to have been knocked out of him; his head was swimming so badly he felt as though the ground beneath him were swaying like the deck of a ship. To hold himself steady, he tightened his hold on the two things he was still clutching: the smooth, cold handle of the Triwizard Cup and Cedric's body. He felt as though he would slide away into the blackness gathering at the edges of his brain if he let go of either of them. Shock and exhaustion kept him on the ground, breathing in the smell of the grass, waiting†¦waiting for someone to do something†¦something to happen†¦and all the while, his scar burned dully on his forehead†¦. A torrent of sound deafened and confused him; there were voices everywhere, footsteps, screams†¦.He remained where he was, his face screwed up against the noise, as though it were a nightmare that would pass†¦. Then a pair of hands seized him roughly and turned him over. â€Å"Harry! Harry!† He opened his eyes. He was looking up at the starry sky, and Albus Dumbledore was crouched over him. The dark shadows of a crowd of people pressed in around them, pushing nearer; Harry felt the ground beneath his head reverberating with their footsteps. He had come back to the edge of the maze. He could see the stands rising above him, the shapes of people moving in them, the stars above. Harry let go of the cup, but he clutched Cedric to him even more tightly. He raised his free hand and seized Dumbledore's wrist, while Dumbledore's face swam in and out of focus. â€Å"He's back,† Harry whispered. â€Å"He's back. Voldemort.† â€Å"What's going on? What's happened?† The face of Cornelius Fudge appeared upside down over Harry; it looked white, appalled. â€Å"My God – Diggory!† it whispered. â€Å"Dumbledore – he's dead!† The words were repeated, the shadowy figures pressing in on them gasped it to those around them†¦and then others shouted it – screeched it – into the night – â€Å"He's dead!† â€Å"He's dead!† â€Å"Cedric Diggory! Dead!† â€Å"Harry, let go of him,† he heard Fudge's voice say, and he felt fingers trying to pry him from Cedric's limp body, but Harry wouldn't let him go. Then Dumbledore's face, which was still blurred and misted, came closer. â€Å"Harry, you can't help him now. It's over. Let go.† â€Å"He wanted me to bring him back,† Harry muttered – it seemed important to explain this. â€Å"He wanted me to bring him back to his parents†¦.† â€Å"That's right. Harry†¦just let go now†¦.† Dumbledore bent down, and with extraordinary strength for a man so old and thin, raised Harry from the ground and set -him on his feet. Harry swayed. His head was pounding. His injured leg would no longer support his weight. The crowd around them jostled, fighting to get closer, pressing darkly in on him – â€Å"What's happened?† â€Å"What's wrong with him?† â€Å"Diggory's dead!† â€Å"He'll need to go to the hospital wing!† Fudge was saying loudly. â€Å"He's ill, he's injured – Dumbledore, Diggory's parents, they're here, they're in the stands†¦.† â€Å"I'll take Harry, Dumbledore, I'll take him -â€Å" â€Å"No, I would prefer-â€Å" â€Å"Dumbledore, Amos Diggory's running†¦he's coming over†¦.Don't you think you should tell him – before he sees – ?† â€Å"Harry, stay here -â€Å" Girls were screaming, sobbing hysterically†¦.The scene flickered oddly before Harry's eyes†¦. â€Å"Its all right, son, I've got you†¦come on†¦hospital wing†¦Ã¢â‚¬  â€Å"Dumbledore said stay,† said Harry thickly, the pounding in his scar making him feel as though he was about to throw up; his vision was blurring worse than ever. â€Å"You need to lie down†¦.Come on now†¦.† Someone larger and stronger than he was was half pulling, half carrying him through the frightened crowd. Harry heard people gasping, screaming, and shouting as the man supporting him pushed a path through them, taking him back to the castle. Across the lawn, past the lake and the Durmstrang ship, Harry heard nothing but the heavy breathing of the man helping him walk. â€Å"What happened. Harry?† the man asked at last as he lifted Harry up the stone steps. Clunk. Clunk. Clunk. It was Mad-Eye Moody. â€Å"Cup was a Portkey,† said Harry as they crossed the entrance hall. â€Å"Took me and Cedric to a graveyard†¦and Voldemort was there†¦Lord Voldemort†¦Ã¢â‚¬  Clunk. Clunk. Clunk. Up the marble stairs†¦ â€Å"The Dark Lord was there? What happened then?† â€Å"Killed Cedric†¦they killed Cedric†¦.† â€Å"And then?† Clunk. Clunk. Clunk. Along the corridor†¦ â€Å"Made a potion†¦got his body back†¦.† â€Å"The Dark Lord got his body back? He's returned?† â€Å"And the Death Eaters came†¦and then we dueled†¦.† â€Å"You dueled with the Dark Lord?† â€Å"Got away†¦my wand†¦did something funny†¦.I saw my mum and dad†¦they came out of his wand†¦.† â€Å"In here. Harry†¦in here, and sit down†¦.You'll be all right now†¦drink this†¦.† Harry heard a key scrape in a lock and felt a cup being pushed into his hands. â€Å"Drink it†¦you'll feel better†¦come on, now. Harry, I need to know exactly what happened†¦.† Moody helped tip the stuff down Harry's throat; he coughed, a peppery taste burning his throat. Moody's office came into sharper focus, and so did Moody himself†¦.He looked as white as Fudge had looked, and both eyes were fixed unblinkingly upon Harry's face. â€Å"Voldemort's back, Harry? You're sure he's back? How did he do it?† â€Å"He took stuff from his father's grave, and from Wormtail, and me,† said Harry. His head felt clearer; his scar wasn't hurting so badly; he could now see Moody's face distinctly, even though the office was dark. He could still hear screaming and shouting from the distant Quidditch field. â€Å"What did the Dark Lord take from you?† said Moody. â€Å"Blood,† said Harry, raising his arm. His sleeve was ripped where Wormtail's dagger had torn it. Moody let out his breath in a long, low hiss. â€Å"And the Death Eaters? They returned?† â€Å"Yes,† said Harry. â€Å"Loads of them†¦Ã¢â‚¬  â€Å"How did he treat them?† Moody asked quietly. â€Å"Did he forgive them?† But Harry had suddenly remembered. He should have told Dumbledore, he should have said it straightaway – â€Å"There's a Death Eater at Hogwarts! There's a Death Eater here – they put my name in the Goblet of Fire, they made sure I got through to the end -â€Å" Harry tried to get up, but Moody pushed him back down. â€Å"I know who the Death Eater is,† he said quietly. â€Å"Karkaroff?† said Harry wildly. â€Å"Where is he? Have you got him? Is he locked up?† â€Å"Karkaroff?† said Moody with an odd laugh. â€Å"Karkaroff fled tonight, when he felt the Dark Mark burn upon his arm. He betrayed too many faithful supporters of the Dark Lord to wish to meet them†¦but I doubt he will get far. The Dark Lord has ways of tracking his enemies.† â€Å"Karkaroff's gone? He ran away? But then – he didn't put my name in the goblet?† â€Å"No,† said Moody slowly. â€Å"No, he didn't. It was I who did that.† Harry heard, but didn't believe. â€Å"No, you didn't,† he said. â€Å"You didn't do that†¦you can't have done†¦Ã¢â‚¬  â€Å"I assure you I did,† said Moody, and his magical eye swung around and fixed upon the door, and Harry knew he was making sure that there was no one outside it. At the same time, Moody drew out his wand and pointed it at Harry. â€Å"He forgave them, then?† he said. â€Å"The Death Eaters who went free? The ones who escaped Azkaban?† â€Å"What?† said Harry. He was looking at the wand Moody was pointing at him. This was a bad joke, it had to be. â€Å"I asked you,† said Moody quietly, â€Å"whether he forgave the scum who never even went to look for him. Those treacherous cowards who wouldn't even brave Azkaban for him. The faithless, worthless bits of filth who were brave enough to cavort in masks at the Quidditch World Cup, but fled at the sight of the Dark Mark when I fired it into the sky.† â€Å"You fired†¦What are you talking about†¦?† â€Å"I told you. Harry†¦I told you. If there's one thing I hate more than any other, it's a Death Eater who walked free. They turned their backs on my master when he needed them most. I expected him to punish them. I expected him to torture them. Tell me he hurt them, Harry†¦.† Moody's face was suddenly lit with an insane smile. â€Å"Tell me he told them that I, I alone remained faithful†¦prepared to risk everything to deliver to him the one thing he wanted above all†¦you.† â€Å"You didn't†¦it – it can't be you†¦.† â€Å"Who put your name in the Goblet of Fire, under the name of a different school? I did. Who frightened off every person I thought might try to hurt you or prevent you from winning the tournament? I did. Who nudged Hagrid into showing you the dragons? I did. Who helped you see the only way you could beat the dragon? I did.† Moody's magical eye had now left the door. It was fixed upon Harry. His lopsided mouth leered more widely than ever. â€Å"It hasn't been easy, Harry, guiding you through these tasks without arousing suspicion. I have had to use every ounce of cunning I possess, so that my hand would not be detectable in your success. Dumbledore would have been very suspicious if you had managed everything too easily. As long as you got into that maze, preferably with a decent head start – then, I knew, I would have a chance of getting rid of the other champions and leaving your way clear. But I also had to contend with your stupidity. The second task†¦that was when I was most afraid we would fail. I was keeping watch on you, Potter. I knew you hadn't worked out the egg's clue, so I had to give you another hint -â€Å" â€Å"You didn't,† Harry said hoarsely. â€Å"Cedric gave me the clue -â€Å" â€Å"Who told Cedric to open it underwater? I did. I trusted that he would pass the information on to you. Decent people are so easy to manipulate, Potter. I was sure Cedric would want to repay you for telling him about the dragons, and so he did. But even then, Potter, even then you seemed likely to fail. I was watching all the time†¦all those hours in the library. Didn't you realize that the book you needed was in your dormitory all along? I planted it there early on, I gave it to the Longbottom boy, don't you remember? Magical Water Plants of the Mediterranean. It would have told you all you needed to know about gillyweed. I expected you to ask everyone and anyone you could for help. Longbottom would have told you in an instant. But you did not†¦you did not†¦.You have a streak of pride and independence that might have ruined all. â€Å"So what could I do? Feed you information from another innocent source. You told me at the Yule Ball a house-elf called Dobby had given you a Christmas present. I called the elf to the staffroom to collect some robes for cleaning. I staged a loud conversation with Professor McGonagall about the hostages who had been taken, and whether Potter would think to use gillyweed. And your little elf friend ran straight to Snape's office and then hurried to find you†¦Ã¢â‚¬  Moody's wand was still pointing directly at Harry's heart. Over his shoulder, foggy shapes were moving in the Foe-Glass on the wall. â€Å"You were so long in that lake, Potter, I thought you had drowned. But luckily, Dumbledore took your idiocy for nobility, and marked you high for it. I breathed again. â€Å"You had an easier time of it than you should have in that maze tonight, of course,† said Moody. â€Å"I was patrolling around it, able to see through the outer hedges, able to curse many obstacles out of your way. I Stunned Fleur Delacour as she passed. I put the Imperius Curse on Krum, so that he would finish Diggory and leave your path to the cup clear.† Harry stared at Moody. He just didn't see how this could be†¦.Dumbledore's friend, the famous Auror†¦the one who had caught so many Death Eaters†¦It made no sense†¦no sense at all†¦. The foggy shapes in the Foe-Glass were sharpening, had become more distinct. Harry could see the outlines of three people over Moody's shoulder, moving closer and closer. But Moody wasn't watching them. His magical eye was upon Harry. â€Å"The Dark Lord didn't manage to kill you. Potter, and he so wanted to,† whispered Moody. â€Å"Imagine how he will reward me when he finds I have done it for him. I gave you to him – the thing he needed above all to regenerate – and then I killed you for him. I will be honored beyond all other Death Eaters. I will be his dearest, his closest supporter†¦closer than a son†¦.† Moody's normal eye was bulging, the magical eye fixed upon Harry. The door was barred, and Harry knew he would never reach his own wand in time†¦. â€Å"The Dark Lord and I,† said Moody, and he looked completely insane now, towering over Harry, leering down at him, â€Å"have much in common. Both of us, for instance, had very disappointing fathers†¦very disappointing indeed. Both of us suffered the indignity, Harry, of being named after those fathers. And both of us had the pleasure†¦the very great pleasure†¦of killing our fathers to ensure the continued rise of the Dark Order!† â€Å"You're mad,† Harry said – he couldn't stop himself- â€Å"you're mad!† â€Å"Mad, am I?† said Moody, his voice rising uncontrollably. â€Å"We'll see! We'll see who's mad, now that the Dark Lord has returned, with me at his side! He is back, Harry Potter, you did not conquer him – and now – I conquer you!† Moody raised his wand, he opened his mouth; Harry plunged his own hand into his robes – â€Å"Stupefy!† There was a blinding flash of red light, and with a great splintering and crashing, the door of Moody's office was blasted apart – Moody was thrown backward onto the office floor. Harry, still staring at the place where Moody's face had been, saw Albus Dumbledore, Professor Snape, and Professor McGonagall looking back at him out of the Foe-Glass. He looked around and saw the three of them standing in the doorway, Dumbledore in front, his wand outstretched. At that moment, Harry fully understood for the first time why people said Dumbledore was the only wizard Voldemort had ever feared. The look upon Dumbledore's face as he stared down at the unconscious form of Mad-Eye Moody was more terrible than Harry could have ever imagined. There was no benign smile upon Dumbledore's face, no twinkle in the eyes behind the spectacles. There was cold fury in every line of the ancient face; a sense of power radiated from Dumbledore as though he were giving off burning heat. He stepped into the office, placed a foot underneath Moody's unconscious body, and kicked him over onto his back, so that his face was visible. Snape followed him, looking into the Foe-Glass, where his own face was still visible, glaring into the room. Professor McGonagall went straight to Harry. â€Å"Come along, Potter,† she whispered. The thin line of her mouth was twitching as though she was about to cry. â€Å"Come along†¦hospital wing†¦Ã¢â‚¬  â€Å"No,† said Dumbledore sharply. â€Å"Dumbledore, he ought to – look at him – he's been through enough tonight -â€Å" â€Å"He will stay, Minerva, because he needs to understand,† said Dumbledore curtly. â€Å"Understanding is the first step to acceptance, and only with acceptance can there be recovery. He needs to know who has put him through the ordeal he has suffered tonight, and why,† â€Å"Moody,† Harry said. He was still in a state of complete disbelief. â€Å"How can it have been Moody?† â€Å"This is not Alastor Moody,† said Dumbledore quietly. â€Å"You have never known Alastor Moody. The real Moody would not have removed you from my sight after what happened tonight. The moment he took you, I knew – and I followed.† Dumbledore bent down over Moody's limp form and put a hand inside his robes. He pulled out Moody's hip flask and a set of keys on a ring. Then he turned to Professors McGonagall and Snape. â€Å"Severus, please fetch me the strongest Truth Potion you possess, and then go down to the kitchens and bring up the house-elf called Winky. Minerva, kindly go down to Hagrid's house, where you will find a large black dog sitting in the pumpkin patch. Take the dog up to my office, tell him I will be with him shortly, then come back here.† If either Snape or McGonagall found these instructions peculiar, they hid their confusion. Both turned at once and left the office. Dumbledore walked over to the trunk with seven locks, fitted the first key in the lock, and opened it. It contained a mass of spell-books. Dumbledore closed the trunk, placed a second key in the second lock, and opened the trunk again. The spellbooks had vanished; this time it contained an assortment of broken Sneako-scopes, some parchment and quills, and what looked like a silvery Invisibility Cloak. Harry watched, astounded, as Dumbledore placed the third, fourth, fifth, and sixth keys in their respective locks, reopening the trunk each time, and revealing different contents each time. Then he placed the seventh key in the lock, threw open the lid, and Harry let out a cry of amazement. He was looking down into a kind of pit, an underground room, and lying on the floor some ten feet below, apparently fast asleep, thin and starved in appearance, was the real Mad-Eye Moody. His wooden leg was gone, the socket that should have held the magical eye looked empty beneath its lid, and chunks of his grizzled hair were missing. Harry stared, thunderstruck, between the sleeping Moody in the trunk and the unconscious Moody lying on the floor of the office. Dumbledore climbed into the trunk, lowered himself, and fell lightly onto the floor beside the sleeping Moody. He bent over him. â€Å"Stunned – controlled by the Imperius Curse – very weak,† he said. â€Å"Of course, they would have needed to keep him alive. Harry, throw down the imposter's cloak – he's freezing. Madam Pomfrey will need to see him, but he seems in no immediate danger.† Harry did as he was told; Dumbledore covered Moody in the cloak, tucked it around him, and clambered out of the trunk again. Then he picked up the hip flask that stood upon the desk, unscrewed it, and turned it over. A thick glutinous liquid splattered onto the office floor. â€Å"Polyjuice Potion, Harry,† said Dumbledore. â€Å"You see the simplicity of it, and the brilliance. For Moody never does drink except from his hip flask, he's well known for it. The imposter needed, of course, to keep the real Moody close by, so that he could continue making the potion. You see his hair†¦Ã¢â‚¬  Dumbledore looked down on the Moody in the trunk. â€Å"The imposter has been cutting it off all year, see where it is uneven? But I think, in the excitement of tonight, our fake Moody might have forgotten to take it as frequently as he should have done†¦on the hour†¦every hour†¦.We shall see.† Dumbledore pulled out the chair at the desk and sat down upon it, his eyes fixed upon the unconscious Moody on the floor. Harry stared at him too. Minutes passed in silence†¦. Then, before Harry's very eyes, the face of the man on the floor began to change. The scars were disappearing, the skin was becoming smooth; the mangled nose became whole and started to shrink. The long mane of grizzled gray hair was withdrawing into the scalp and turning the color of straw. Suddenly, with a loud clunk, the wooden leg fell away as a normal leg regrew in its place; next moment, the magical eyeball had popped out of the man's face as a real eye replaced it; it rolled away across the floor and continued to swivel in every direction. Harry saw a man lying before him, pale-skinned, slightly freckled, with a mop of fair hair. He knew who he was. He had seen him in Dumbledore's Pensieve, had watched him being led away from court by the dementors, trying to convince Mr. Crouch that he was innocent†¦but he was lined around the eyes now and looked much older†¦. There were hurried footsteps outside in the corridor. Snape had returned with Winky at his heels. Professor McGonagall was right behind them. â€Å"Crouch!† Snape said, stopping dead in the doorway. â€Å"Barty Crouch!† â€Å"Good heavens,† said Professor McGonagall, stopping dead and staring down at the man on the floor. Filthy, disheveled, Winky peered around Snape's legs. Her mouth opened wide and she let out a piercing shriek. â€Å"Master Barty, Master Barty, what is you doing here?† She flung herself forward onto the young man's chest. â€Å"You is killed him! You is killed him! You is killed Master's son!† â€Å"He is simply Stunned, Winky,† said Dumbledore. â€Å"Step aside, please. Severus, you have the potion?† Snape handed Dumbledore a small glass bottle of completely clear liquid: the Veritaserum with which he had threatened Harry in class. Dumbledore got up, bent over the man on the floor, and pulled him into a sitting position against the wall beneath the Foe-Glass, in which the reflections of Dumbledore, Snape, and McGonagall were still glaring down upon them all. Winky remained on her knees, trembling, her hands over her face. Dumbledore forced the mans mouth open and poured three drops inside it. Then he pointed his wand at the mans chest and said, â€Å"Ennervate.† Crouch's son opened his eyes. His face was slack, his gaze unfocused. Dumbledore knelt before him, so that their faces were level. â€Å"Can you hear me?† Dumbledore asked quietly. The man's eyelids flickered. â€Å"Yes,† he muttered. â€Å"I would like you to tell us,† said Dumbledore softly, â€Å"how you came to be here. How did you escape from Azkaban?† Crouch took a deep, shuddering breath, then began to speak in a flat, expressionless voice. â€Å"My mother saved me. She knew she was dying. She persuaded my father to rescue me as a last favor to her. He loved her as he had never loved me. He agreed. They came to visit me. They gave me a draft of Polyjuice Potion containing one of my mother's hairs. She took a draft of Polyjuice Potion containing one of my hairs. We took on each other's appearance.† Winky was shaking her head, trembling. â€Å"Say no more. Master Barty, say no more, you is getting your father into trouble!† But Crouch took another deep breath and continued in the same flat voice. â€Å"The dementors are blind. They sensed one healthy, one dying person entering Azkaban. They sensed one healthy, one dying person leaving it. My father smuggled me out, disguised as my mother, in case any prisoners were watching through their doors. â€Å"My mother died a short while afterward in Azkaban. She was careful to drink Polyjuice Potion until the end. She was buried under my name and bearing my appearance. Everyone believed her to be me.† The man's eyelids flickered. â€Å"And what did your father do with you, when he had got you home?† said Dumbledore quietly. â€Å"Staged my mother's death. A quiet, private funeral. That grave is empty. The house-elf nursed me back to health. Then I had to be concealed. I had to be controlled. My father had to use a number of spells to subdue me. When I had recovered my strength, I thought only of finding my master†¦of returning to his service.† â€Å"How did your father subdue you?† said Dumbledore. â€Å"The Imperius Curse,† Moody said. â€Å"I was under my fathers control. I was forced to wear an Invisibility Cloak day and night. I was always with the house-elf. She was my keeper and caretaker. She pitied me. She persuaded my father to give me occasional treats. Rewards for my good behavior.† â€Å"Master Barty, Master Barty,† sobbed Winky through her hands. â€Å"You isn't ought to tell them, we is getting in trouble†¦.† â€Å"Did anybody ever discover that you were still alive?† said Dumbledore softly. â€Å"Did anyone know except your father and the house-elf?† â€Å"Yes,† said Crouch, his eyelids flickering again. â€Å"A witch in my father's office. Bertha Jorkins. She came to the house with papers for my father's signature. He was not at home. Winky showed her inside and returned to the kitchen, to me. But Bertha Jorkins heard Winky talking to me. She came to investigate. She heard enough to guess who was hiding under the Invisibility Cloak. My father arrived home. She confronted him. He put a very powerful Memory Charm on her to make her forget what she'd found out. Too powerful. He said it damaged her memory permanently.† â€Å"Why is she coming to nose into my masters private business?† sobbed Winky. â€Å"Why isn't she leaving us be?† â€Å"Tell me about the Quidditch World Cup,† said Dumbledore. â€Å"Winky talked my father into it,† said Crouch, still in the same monotonous voice. â€Å"She spent months persuading him. I had not left the house for years. I had loved Quidditch. Let him go, she said. He will be in his Invisibility Cloak. He can watch. Let him smell fresh air for once. She said my mother would have wanted it. She told my father that my mother had died to give me freedom. She had not saved me for a life of imprisonment. He agreed in the end. â€Å"It was carefully planned. My father led me and Winky up to the Top Box early in the day. Winky was to say that she was saving a seat for my father. I was to sit there, invisible. When everyone had left the box, we would emerge. Winky would appear to be alone. Nobody would ever know. â€Å"But Winky didn't know that I was growing stronger. I was starting to fight my father's Imperius Curse. There were times when I was almost myself again. There were brief periods when I seemed outside his control. It happened, there, in the Top Box. It was like waking from a deep sleep. I found myself out in public, in the middle of the match, and I saw, in front of me, a wand sticking out of a boys pocket. I had not been allowed a wand since before Azkaban. I stole it. Winky didn't know. Winky is frightened of heights. She had her face hidden.† â€Å"Master Barty, you bad boy!† whispered Winky, tears trickling between her fingers. â€Å"So you took the wand,† said Dumbledore, â€Å"and what did you do with it?† â€Å"We went back to the tent,† said Crouch. â€Å"Then we heard them. We heard the Death Eaters. The ones who had never been to Azkaban. The ones who had never suffered for my master. They had turned their backs on him. They were not enslaved, as I was. They were free to seek him, but they did not. They were merely making sport of Muggles. The sound of their voices awoke me. My mind was clearer than it had been in years. I was angry. I had the wand. I wanted to attack them for their disloyalty to my master. My father had left the tent; he had gone to free the Muggles. Winky was afraid to see me so angry. She used her own brand of magic to bind me to her. She pulled me from the tent, pulled me into the forest, away from the Death Eaters. I tried to hold her back. I wanted to return to the campsite. I wanted to show those Death Eaters what loyalty to the Dark Lord meant, and to punish them for their lack of it. I used the stolen wand to cast the Dark Mark into the sky. â€Å"Ministry wizards arrived. They shot Stunning Spells everywhere. One of the spells came through the trees where Winky and I stood. The bond connecting us was broken. We were both Stunned. â€Å"When Winky was discovered, my father knew I must be nearby. He searched the bushes where she had been found and felt me lying there. He waited until the other Ministry members had left the forest. He put me back under the Imperius Curse and took me home. He dismissed Winky. She had failed him. She had let me acquire a wand. She had almost let me escape.† Winky let out a wail of despair. â€Å"Now it was just Father and I, alone in the house. And then†¦and then†¦Ã¢â‚¬  Crouch's head rolled on his neck, and an insane grin spread across his face. â€Å"My master came for me. â€Å"He arrived at our house late one night in the arms of his servant Wormtail. My master had found out that I was still alive. He had captured Bertha Jorkins in Albania. He had tortured her. She told him a great deal. She told him about the Triwizard Tournament. She told him the old Auror, Moody, was going to teach at Hogwarts. He tortured her until he broke through the Memory Charm my father had placed upon her. She told him I had escaped from Azkaban. She told him my father kept me imprisoned to prevent me from seeking my master. And so my master knew that I was still his faithful servant – perhaps the most faithful of all. My master conceived a plan, based upon the information Bertha had given him. He needed me. He arrived at our house near midnight. My father answered the door.† The smile spread wider over Crouch's face, as though recalling the sweetest memory of his life. Winky's petrified brown eyes were visible through her fingers. She seemed too appalled to speak. â€Å"It was very quick. My father was placed under the Imperius Curse by my master. Now my father was the one imprisoned, controlled. My master forced him to go about his business as usual, to act as though nothing was wrong. And I was released. I awoke. I was myself again, alive as I hadn't been in years. â€Å"And what did Lord Voldemort ask you to do?† said Dumbledore. â€Å"He asked me whether I was ready to risk everything for him. I was ready. It was my dream, my greatest ambition, to serve him, to prove myself to him. He told me he needed to place a faithful servant at Hogwarts. A servant who would guide Harry Potter through the Triwizard Tournament without appearing to do so. A servant who would watch over Harry Potter. Ensure he reached the Triwizard Cup. Turn the cup into a Portkey, which would take the first person to touch it to my master. But first -â€Å" â€Å"You needed Alastor Moody,† said Dumbledore. His blue eyes were blazing, though his voice remained calm. â€Å"Wormtail and I did it. We had prepared the Polyjuice Potion beforehand. We journeyed to his house. Moody put up a struggle. There was a commotion. We managed to subdue him just in time. Forced him into a compartment of his own magical trunk. Took some of his hair and added it to the potion. I drank it; I became Moody's double. I took his leg and his eye. I was ready to face Arthur Weasley when he arrived to sort out the Muggles who had heard a disturbance. I made the dustbins move around the yard. I told Arthur Weasley I had heard intruders in my yard, who had set off the dustbins. Then I packed up Moody's clothes and Dark detectors, put them in the trunk with Moody, and set off for Hogwarts. I kept him alive, under the Imperius Curse. I wanted to be able to question him. To find out about his past, learn his habits, so that I could fool even Dumbledore. I also needed his hair to make the Polyjuice Potion. The other ingredients were easy. I stole boom-slang skin from the dunge ons. When the Potions master found me in his office, I said I was under orders to search it.† â€Å"And what became of Wormtail after you attacked Moody?† said Dumbledore. â€Å"Wormtail returned to care for my master, in my father's house, and to keep watch over my father.† â€Å"But your father escaped,† said Dumbledore. â€Å"Yes. After a while he began to fight the Imperius Curse just as I had done. There were periods when he knew what was happening. My master decided it was no longer safe for my father to leave the house. He forced him to send letters to the Ministry instead. He made him write and say he was ill. But Wormtail neglected his duty. He was not watchful enough. My father escaped. My master guessed that he was heading for Hogwarts. My father was going to tell Dumbledore everything, to confess. He was going to admit that he had smuggled me from Azkaban. â€Å"My master sent me word of my father's escape. He told me to stop him at all costs. So I waited and watched. I used the map I had taken from Harry Potter. The map that had almost ruined everything.† â€Å"Map?† said Dumbledore quickly. â€Å"What map is this?† â€Å"Potter's map of Hogwarts. Potter saw me on it. Potter saw me stealing more ingredients for the Polyjuice Potion from Snape's office one night. He thought I was my father. We have the same first name. I took the map from Potter that night. I told him my father hated Dark wizards. Potter believed my father was after Snape. â€Å"For a week I waited for my father to arrive at Hogwarts. At last, one evening, the map showed my father entering the grounds. I pulled on my Invisibility Cloak and went down to meet him. He was walking around the edge of the forest. Then Potter came, and Krum. I waited. I could not hurt Potter; my master needed him. Potter ran to get Dumbledore. I Stunned Krum. I killed my father.† â€Å"Noooo!† wailed Winky. â€Å"Master Barty, Master Barty, what is you saying?† â€Å"You killed your father,† Dumbledore said, in the same soft voice. â€Å"What did you do with the body?† â€Å"Carried it into the forest. Covered it with the Invisibility Cloak. I had the map with me. I watched Potter run into the castle. He met Snape. Dumbledore joined them. I watched Potter bringing Dumbledore out of the castle. I walked back out of the forest, doubled around behind them, went to meet them. I told Dumbledore Snape had told me where to come. â€Å"Dumbledore told me to go and look for my father. I went back to my father's body. Watched the map. When everyone was gone, I Transfigured my father's body. He became a bone†¦I buried it, while wearing the Invisibility Cloak, in the freshly dug earth in front of Hagrid's cabin.† There was complete silence now, except for Winky's continued sobs. Then Dumbledore said, â€Å"And tonight†¦Ã¢â‚¬  â€Å"I offered to carry the Triwizard Cup into the maze before dinner,† whispered Barty Crouch. â€Å"Turned it into a Portkey. My master's plan worked. He is returned to power and I will be honored by him beyond the dreams of wizards.† The insane smile lit his features once more, and his head drooped onto his shoulder as Winky wailed and sobbed at his side.

Egypt Warfare Essay

By and large, ancient Egypt is considered to be one of the most peaceful of ancient civilizations — so peaceful, in fact, that they did not have a proper army until the invasion of the Hyksos during their 15th Dynasty! For the longest time, the extent of their military consisted of foot soldiers whose biggest job might involve settling civil unrest. There were still palace guards and those who watched the borders of the country, not to mention men whose job it was to guard trade ships, but until it was absolutely necessary, that was the mainstay of their army. Prior to the Hyksos invasion, fighting was less prevalent in ancient Egypt ; warfare involved campaigns sent out to unify the country, and other, smaller disputes often required the use of foreign mercenaries. Because of their strong leanings toward religion, Egyptians did not have a drive to leave their own lands to fight foreign armies in case they were unable to give the proper funeral rites to their fallen soldiers. When the Hyksos invaded Lower Egypt, they introduced the country to weapons and protective gear never before seen that close to the Nile . Because of the invaders, walls in the tombs of dead nobles and kings were covered in paintings of ancient Egyptian war chariots being driven with an archer who steered the horses with the reins tied around his waist. Other weapons used by the ancient Egyptian army included clubs and maces, as well as axes, knives, and swords; they were also handy with projectile weapons such as spears, bows and arrows, and javelins. Shields were the main bit of defensive equipment, with the occasional use of limited body armor. The Egyptians also used siege weaponry when necessary, such as towers and battering rams. During the time of Amenhotep III and beyond, a good portion of the enlisted men were prisoners of war. Recruits from Nubia and other neighboring areas were also brought in, and eventually a good percentage of Egyptian men were required to join the military, especially towards the time of continuous war due to invaders from not only surrounding areas but from Greece and Rome, as well. As the ancient Egyptians were a very religious people, they had many gods and goddess to pray to. This included the Egyptian god of war, Onuris, who is in many ways similar to Ares, the Greek god of war. His Egyptian name, Anhur, means â€Å"he who leads back the distant one. † He is considered to be the son of Ra, the sun god, and is believed to hunt down and kill the enemies of his father. Ancient Egypt and its people went from being very religious and peaceful to needing to keep their lands free of foreign hands. It worked well for them for a while, at least, though with the invasion of Alexander the Great and his army, Egypt never quite regained what it had been before.

Developmental Reading

â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights

Help Desk Essay Example | Topics and Well Written Essays - 3750 words

Help Desk - Essay Example The frequent responses are irritation, tension, lack of concentration, headache and palpitation among others. .There is vital distinction in the way that people interact with their surroundings and as a result, it has extensive consequences in terms of survival. Stress is an implication that the pressures of the outside world are disturbing a person. The response to stress by an individual is often in such a way that it influences not only him/her but the surrounding as well. Due to the excessive stress in today's lifestyle, people usually perceive stress to be a harmful experience, whereas biologically, stress may be positive or neutral, not just negative. (Panzareno, 1) It is a natural response from a human that upon encountering a danger, the body starts to gear up by handling it through 'Fight or flight' principle. As a result of this, certain purposeful modifications take place in the body. Consequently, these changes continue until the danger continues. After the threat is gone, the body resumes its normal state and functioning. Such instantaneous, transitory effects are the 'short term effects of stress'. But when stress is constant or recurring, the body continues to secrete pertinent hormones as a result of which, the blood level stays constantly at an above normal point and thus the related modifications continue. The body then goes through stress along with an overburden which is because of the side effects of the steadily high level of stress hormones. As a result of this mechanism, certain irretrievable physiological costs in the brain and relevant physical indications such as organ damage take place. The long term symptoms among others include chronic head ache, mood swings, anxiety disorder, memory disturbances, heart attack, stroke, weight loss and sleeplessness. After the stress factor vanishes, it often happens that the manifestations of stress continue till the time that treatment is done for it. (SF, 1) Stressful Environment in Support Centre Users contact support centre very now and then with their technical issues. The anger and irritation of the users' often find Help desk agents as their targets, where they are vented out. Due to experiencing technical issues, users require a channel for their stress since it can't be taken out on a computer or a software. As a result, either deliberately or subconsciously, users victimize those who are assigned the task of making efforts to find solutions for their problems. This makes the agents, recipient of the stress to which they are exposed to. This situation is worsened even more when the help desk agents objectify the user while finding a technical problem solution; agents forget the fact that usually a "difficult" user is behaving in such a manner due to the stress which they are facing, it may often be termed as temporary insanity. When faced with moments of stress arising due to technical breakdown, users turn impolite and misbehave with the agents, even though their anger is about the problem

Physician Assistant Career Personal Statement Example | Topics and Well Written Essays - 500 words

Physician Assistant Career - Personal Statement Example A Physician Assistant career grasped my educational interest. I consulted with many friends and the majority of them suggested Charles Drew University. The University is known as a pioneer in medical discipline and has a pool of carefully selected experienced professors. Today, the health care has acquired an industry status, which has also resulted in many people not being able to afford visiting the physicians regularly. I'd like to be a part of their lives as well, so that I can share my knowledge and experience with the lesser privileged. My short term goal is to gain credentials as a qualified learner, who's ready to accept the challenges and learn from them. The necessity for health care workers is also on a rise, as in today's fast paced society there are many physical and psychological issues requiring adequate attention. I am a hard working person with an ability to adapt myself to any sort of environment, which is bound to help me in dealing with different sets of circumstances as a health worker. Previously, I had the experience of incompatible academic performance due to some tight schedule and improper time management I had committed my self to. I spent my free hours working outside the campus.

Global Warming Speech or Presentation Example | Topics and Well Written Essays - 2500 words

Global Warming - Speech or Presentation Example Our Earth is a finely balanced miracle of nature. Changes in one area create a ripple effect which touches each of us. Glacier thaws increase sea levels. Warming directly impacts weather patterns which affects every facet of nature: plant growth, species survival, and water resources to name a few. I would rather say there are many here who would still think global warming will not affect them much. Take a moment and consider what it would be like to walk outside and not hear a songbird singing or on a larger scale think about turning on your tap to get a drink of water and there is none or going to the grocery store only to find shortages of staples because of drought. Today I want to speak with you about Global Warming by first explaining briefly what it is, how it is measured and what affect it has upon our world. We'll briefly discuss how the earth's temperature and other weather conditions have been negatively impacted by the effects of global warming. And at last, I will explain simple steps we can all take to reduce the effects of Global Warming. In order to understand the magnitude of the problems associated with Global Warming, we first need to understand exactly what it is. According to the Environment Protection Agency (EPA) Global Warming is "an average increase in the temperature of the atmosphere near the Earth's surface and in the troposphere, which can contribute to changes in global climate patterns" (EPA, 2007, 1). Warming of the earth occurs naturally through reflection back to earth from the sun's rays by natural greenhouse gases in the atmosphere. Without these gases the surface of the earth would not be able to sustain life as we know it now. The most recognizable greenhouse gas is Carbon Dioxide (CO2) which often is associated merely with car emissions. This however is not entirely true. CO2 is a naturally occurring greenhouse gas. The problem lies when we introduce manmade greenhouse gases into the atmosphere disrupting the natural balance and quantity of these gases. I don't want this to become a science lecture so we will not go into further detail about the types of gases. Rather, we need to examine the causes and quantities of these increased levels and the impact they have on our planet. During the 20th century we have made remarkable technological advances which have improved our way of living. However, these advances have not come without a price. Since 1900 the surface temperature of Earth has risen by approximately 1.4 degrees Fahrenheit. Additionally, since we have been recording weather data it has been documented that the warmest global temperature averages are increasing. The hottest averages have occurred within the last 15 years. The highest temperatures averages recorded occurred in 1998 and 2005, respectively. Further, the United States while only accounting for five percent of the world population is responsible for production of 25% of the manmade greenhouse gas emissions (EPA, 2007, 1). The impact of global warming is already being felt worldwide. Glaciers melt, reduction of the permafrost in the artic and Antarctica regions have already been documented. This melt has resulted in rising sea levels. Additionally, because of these climatic changes brought on by global warming we are experiencing a redistribution of wildlife including plants and animals. As we all have noted there has been a

Its our actions that show us who we really are J.K Rowling (critical Essay

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Telemedicine Coursework Example | Topics and Well Written Essays - 250 words

Telemedicine - Coursework Example Consumers need to be properly clarified on the key areas of health insurance. In our pilot market, we found out that consumers have difficulty in identifying key areas of health insurance due to excess of information in their websites creating confusion and misinterpretation of information about their health system policies. According to our research, we identified that the numerous information did not apply in most circumstances to the consumer. Most of the consumers did not even use the web sites to get information that they needed. Our telemedicine application entails the basic and most important information, these comprises of: pharmacy benefits,amount to be charged, yearly limit rates,PCP office copay and special care necessities for folks as well as individual health plan policies. This system will use a simple geographical interface which is user-friendly to consumers (Darkins 2000). In our research, we identified that the consumers had a hard task comparing insurance plans. The consumer should be able to compare different insurance health plans to be able to find the most suitable insurance health plan by using the telemedicine to plan for the future. This technology help professionals in different places exchange ideas and information without being in the same place or even have to travel to attend to patients this saves time for the consumers making it easy and cheap. Video telephony is mainly used by the deaf, speech-impaired, people with mobility issues and people who are far away and need telemedical services. Health information technology (HIT) is an umbrella that describes the management and information of health using computerized systems. Health information technology, decreases paperwork, cut the cost of health care services, reduce medical errors, increase administrative efficiency and improve health care

What and why do americans need the fda What are all the benefits of Research Paper

What and why do americans need the fda What are all the benefits of the FDA PROs of the fda - Research Paper Example FDA is a federal agency headed by a commissioner who is appointed by the President of the US (Whittaker and Walter, The Purpose par. 1). Its precursor agency was the Food, Drug, and Insecticide Administration which was reorganized from the Bureau of Chemistry in 1927 (Lee and Sprague, History par. 3). In 1930, the name of the agency was changed to Food and Drug Administration (par. 3). It was said to protect not only the interest of the consumers but also the pharmacology industry due to some complexities that it has encountered in the process of regulation (Jacobs and Carson-Dewitt par. 1). The earliest functions of the FDA were set forth in the Food, Drug, and Cosmetic Act of 1938 which was passed after the poisoning of more than a hundred people from a drug sold by a Tennessee-based company (Lee and Sprague, History par. 3). The Act mandated that all drugs should pass the FDA approval before being released into the market (par. 3). Moreover, FDA was required to provide a set of safety standards for food and drugs, and that drugs should contain detailed labels and proper instructions for use (par. 3). Its scope of functions increased with the passage of other laws (e.g. Food Additives Amendment of 1958, Drug Abuse Control Amendments of 1965, 1976 Medical Devices Amendments) (par. 5). One-fourth of all the products in the US market are regulated by FDA as of 2008 (Lee and Sprague, FDA Approvals par. 3). Pharmaceutical firms are allowed by law to advertise their products which may not be accurate since adverts are made to exaggerate in order to convince consumers to buy their products. The FDA has the power to regulate the contents of the advertisements so that only a â€Å"balanced perspective† will be presented to consumers and end-users (DiLascio, FDA Regulations par. 1). Pharmaceuticals firms have also resorted to the DTC strategy in marketing their products. DTC refers to the Direct-to-Consumer approach that tends to reach consumers directly through

Why we crave horror movies, by Stephen King Essay

Why we crave horror movies, by Stephen King - Essay Example It is a long held belief that only abnormal people can get joy and happiness by watching horror movies. People try to display this belief by reacting with horror at whatever gory happens in the horror movies. Hence, King is right when he argues that horror movies are conservative and reactionary as the horror movies show only those things that are acceptable to human limits of goriness and by doing that, prevents the social approach towards horror from changing. Movies as conservative and reactionary King says that horror movies are conservative as they help people to confirm to themselves and to the world that they are ‘normal’ people as they fear and loath things that horror movies show. According to him, horror movies limit their goriness and ugliness by showing only those things which can be digested by human mind. In doing so, horror movies conform to the social expectations and hence, they remain conservative. King also says that horror movies are reactionary as th ey help people to avoid social change. By that he means that people avoid the social change by refusing to accept their attraction towards the antisocial and gory aspects of their mind. The fact remains that despite of knowing that horror movies are about gory violence, evil spirits, sinister vengeance etc., people still choose to watch the movie. If they had really felt repulsive towards the ugly, gory, violent and disgusting things in life, they would have chosen not to watch the horror movies, which are full of these things. However, horror movies provide only that which can be accepted by the society. Hence, King says that horror movies are reactionary as they oppose social change and reinforces the attitude of ‘normality’ in people. Role of horror movies People find an outlet to their suppressed emotions and antisocial emotions through the horror movie. Their desire to kill, beat, tear apart or bite the hated person is fulfilled through the gory scenes in the horro r movies. Horror movies also work as a representation of human desire to know the deeper aspects of human psyche and the universe. Horror movies serve as a path to the dark side of human mind. People who make horror movies are not machines. They are human beings and part of human society. It is obvious that whatever is shown in the horror movies are the things that they have imagined and thought about. The fact is that the gory, sinister and evil things interest and appeal to the human mind. However, in their waking state and to remain ‘normal’, people push these things to the unconscious. For example, the ideas of ghosts, vengeance after death, exorcism, possession by evil spirit etc., have always appealed to human minds. Sadly, they do not approve these things. They say that these are all imaginations and myths. However, innately they are still curious about it and feel that these can be true. Their fear of darkness, fear of closed rooms, fear of heights etc., show th at human beings do believe in the existence of ghosts and paranormal. However, their rational mind demands proof and scientific approach. Hence, they do not express their curiosity about the paranormal openly. However, their thirst to know the unknown and their excitement is fulfilled through the horror movies. Horror movies serve the craving to know what happens if there are ghosts or devils or evil spirits. They serve the antisocial aspects of the society and hence, also give an outlet to the abnormal and antisocial emotions suppressed inside the unconscious. By doing so horror movies serve the society as it saves people from exploding their emotions in the society. There are

European Union law Essay Example | Topics and Well Written Essays - 2000 words - 1

European Union law - Essay Example The case involved a claim from a Belgian woman employee whose compensation on termination of her employment was less than that given to her male counterparts performing identical duties. ECJ held that Article 157 TEFU providing for equal pay for men and women was directly effective provision of the Treaty enabling private citizens to sue their Governments or their agencies in the national courts of their state for remedy against sex discrimination (Tovey, 2010-2011). In Defrenne, it was made clear that the principle of equal for equal work would not only be binding on the member state but also private employers as guided by Article 119 of EC later Art 141) which sets out criteria to identify direct and overt discrimination (Defrenne v Sabena , 1976). In this connection, Article 157 defines payment of wage or salary and any other consideration whether in cash of kind received by an employee directly or indirectly. Further, in Defrenne, it was held social security schemes or benefits s uch as retirement pensions directly governed by legislations fell outside the scope of Art 157 TEFU. Now, regarding the case of Kate of personnel department aggrieved over her less favourable treatment than the employees of marketing department, article 4 of the Directive 2006/54/EC needs to be examined. Article 4 of the Directive states that for the same work or work of equal value, there should be no discrimination in pay on the basis of sex. Kate’s case is that pay for marketing department employees is one third higher than that of her own pay. There is no case that marketing department employee’s pay differed in terms of sex. In this case, all the marketing department employees are males except for one part-time female employee. There is no case that she is being paid lesser a rate of pay than her male counter parts receive. It is

Coffee shop Essay Example for Free

Coffee shop Essay Studying the fundamental reasons why the proponents aim to establish a business coffee shop’. A coffee shop or cafeteria businesses are already popular worldwide, too many names, establishment and products. Almost every coffee shop businesses stay long because of satisfying income. How about innovation to this business that have a risk but can probably maximize profit. Mobile coffee shops that acquired equipments that almost within a vehicle that travels to different places is definitely unique and new that’s why it is feasible. The proponents are aiming to study the reasons this business should be implemented and figured out a solution to all the problems that may encounter to the research. These are some reasons and problems: 1. An innovation should have a perfect research before implementing and it is bit difficult to introduce to the mass market. 2. Risky is involved because it can easily bump by other cars that it may destroy the vehicle full of machineries and high value assets and equipment that can probably explode. 3. Implementing is one of the hardest part because it has a lot of process and there were only few high-ways to trip, also it has limited places to go like traveling at the urban areas and primary highways. 4. Supply of coffee beans can be also limited, Benguet, the province itself produce supply of resources wherein the harvest is by season. 5. The weather of course can cause the profit loss especially here in Benguet where rainy season is mostly half-year. I. Project Summary I. 1 NAME OF THE BUSINESS â€Å" Clique Mobile Cafe Clique is the proposed name of the business because it’s a converted vehicle that in just one click it is transformed into a business mobile and it has Wi-Fi. In addition, ‘mobile’, as the word itself, it can travel to one place to another while the mobile itself is the kitchen. I. 2 BUSINESS LOGO I. 3 LOCATION Burnham Park Baguio City, Benguet I. 4 DESCRIPTIVE DEFINITION OF THE PROJECT Clique Cafe is a coffee shop that serves not only beverages but includes food, bread and pastry products. It has small kitchen, machineries in making coffee and pastry products and a small portable comfort room. The dining is an open area just outside around the vehicle wherein all the tables and chairs are portable including the tabernacles and tent that covers the place. It has a dimension of 21ft x 9ft x 9ft. It’s a food and beverage business which the main product is coffee. It travels to different places where people usually hang-out. Clique Cafe serves some beverages such as herbal tea, hot and cold Choco coffee. I. 5 VISION AND MISSION Vision: We aim to travel nationwide to provide the best quality coffee and bread for breakfast in every Filipino household that can purchase our most affordable product. We intend to promote tourism and make our own trademark name of coffee product that positions ourselves as premier coffee shop nationwide. Mission: To provide the best quality and most satisfying offer produc   with high standard services. To continuously promote teamwork and excellence in our establishment and provide a good environmental relationship between our employees and customers. I. 6 Objective There are two main products we aim to provide to our market. Our cafe will establish the commonly used style of coffee which is serving coffee and bread. But we want to make name for our own product. We aim in making our very own unique taste for our products that our market would want to have. We strongly believe that this would be possible by the aid of using indigenous raw product we have in Baguio. Being a city located in the Benguet Province, the province mainly produces harvest of coffee beans that have quality which can compete with its own flavor. This flavor is what we want to introduce in the mass market. The Province also is the main provider of fresh vegetables and fruits that our cafe can make use of in producing breads. We will able to make recipes from these indigenous products. These are the product that Clique Mobile Cafe would be proud of and carry under its brand. Clique Mobile Cafe goal is to satisfy our customer by the unique products with the very best of goods and services that we can offer. And we want our business and product will known all over the world. I. 7 History †¢Coffee History The history of coffee goes at least as far back as the thirteenth century with a number of myths surrounding its first use. The original native population of coffee is thought to have come from East Africa specifically to Ethiopia, and it was first cultivated by Arabs from the 14th century. The earliest credible evidence of either coffee drinking or knowledge of the coffee tree appears in the middle of the 15th century, in the Sufi monasteries of Yemen. By the 16th century, it had reached the rest of the Middle East, Persia, Turkey and northern Africa. Coffee then spread to the Balkans, Italy and to the rest of Europe, to Indonesia and then to the Americas. †¢Coffee shop History Coffeehouse and coffee shop are related terms for an establishment which primarily serves prepared coffee and other hot beverages. Cafe or cafe or c aff may refer to a coffeehouse, bar, tea room, small and cheap restaurant, transport cafe, or other casual eating and drinking place, depending on the culture. A coffeehouse may share some of the same characteristics of a bar or restaurant, but it is different from a c afeteria. As the name suggests, coffeehouses focus on providing c offee and tea as well as light snacks. Many coffee houses in the Middle East, and in West Asian immigrant districts in the Western world, offer shisha (nargile in Turkish and Greek), flavored tobacco smoked through a hookah. Espresso barsare a type of coffeehouse that specializes in serving espresso and espresso-based drinks. II. MANAGEMENT ASPECT BUSINESS ORGANIZATION A business organization is an individual or group of people that collaborate to achieve certain commercial goals. Some business organizations are formed to earn income for owners. Other business organizations, called nonprofits, are formed for public purposes. These businesses often raise money and utilize other resources to provide or support public programs. 2. 1 Partnership Partnership is a business organization in which two or more individuals manage and operate the business. Both owners are equally and personally liable for the debts from the business. Therefore the proponents will adopt the Partnership form of business. The proponents chose partnership because it’s not big and broad as a corporation and the capital is lesser than a larger business. The proposed project is easily managed by two or more people or the owners itself. ?Rules and Guidelines of Partnership One of the potential drawbacks of a partnership is that the other partners are bound to contracts signed by each other on behalf of the partnership. Choosing partners you can trust, and who are savvy, is critical. †¢Making Money Making money is the first rule because it is the biggest impetus for any deal. The deals that actually get done are the ones that can prove their worth. Companies often have a minimum monetary threshold, but if you can prove that a lucrative alliance can be made, then you should be in discussion about working together. †¢Naming Business Naming business partnership is actually a very important step in creating partnership agreement because it formally establishes the business entity for legal purposes. All documents referring to the partnership should use the partnerships name, once you and your business partners register it. †¢Contribution to Partnership A partnership agreement must include the capital or property each of the partners is investing in the company. The agreement should also include what roles each partner will be performing when the business is operational, including managerial capacities and who controls the day-to-day operation of the business. The partners dedicate resources such as financial, technical, staff and reputational toward achieving agreed objectives over time. They also establish a new organization with shared governance and a management unit to deliver these activities. Partners dont draw a salary and share profits and losses equally. Partners have a duty of loyalty to the other partners and must not enrich themselves at the expense of the partnership, and also have a duty to provide financial accounting to the other partners. †¢Allocating Profits and Losses Allocating profits and losses is a key element of companys partnership agreement. This section of agreement determines how much money each partner stands to make, including what percentage of profit each member may receive, as well as what percentage of business losses each partner must absorb. Its usually illegal to create a partnership agreement that assigns a higher percentage liability to a partner than the partner originally invested in the company. Keeping responsibility for losses commensurate with each partners percentage investment should preserve the legal integrity of the document. †¢Determining Partnership Authority Without specific language detailing each partner’s authority in the business, any partner can force the entire company into a binding legal agreement without the consent of your other partners. Clearly defining each partners power within the company to enter into binding agreements keeps the partnership from spreading itself too thin and making bad business decisions. This rule can also put a system in place for the partnership to make business decisions, including rules on voting and obtaining partner consent. The other rules would be found in a written partnership agreement. Such an agreement could outline procedures for making major business decisions, how profits and losses will be split, and how much control each partner maintains. 2. 2 Owner of the Business Clique mobile cafe is owned by Mr. John Ericson P. Amistad and Ahldrin L. Abellera.

Managing Human Resources in Health and Social Care

Managing Human Resources in Health and Social Care Unit 13: Managing human resources in health and social care Question 1 1.1 Factors to be considered when planning the recruitment of individuals to work in health and social care. The first factor to be considered when planning employment is the overall aim of the recruitment with a particular focus on what the organisation wants to achieve (Chen et al, 2004). For example, whilst some recruitment may be to replace an existing worker due to retirement or career advancement, other recruitment may be due to the creation of a new job role (Buchan and Dal Poz, 2002). In the latter case, the organisation needs to have a clear understanding of the skill set, competence, education and experience levels of the individual they want to recruit (Thornley, 2000). From this, the organisation then needs to consider the availability of workers, that fulfil the job requirements, that either already work for the organisation (internal recruitment) or who reside within the area (external recruitment) (Dussault and Franceschini, 2006). If such workers are not available, the organisation must then consider the financial implications associated with either training individuals to the required levels or offering remuneration and relocation incentives to encourage skilled workers in from other areas (Dussault and Franceschini, 2006). Once these decisions have been made, the organisation then needs to consider how to attract the right candidates for the available roles (O’Brien et al, 2009). Advertisement of jobs in areas where there are adequate skilled workers in the local area is commonly carried out in local newspapers and in the local Job Centre, however, where this local skilled workforce is not available, the organisation may consider utili sing the power of the internet, recruitment agencies or job fairs to ensure they attract suitably skilled workers (Compton et al, 2009). 1.2 Legislative and policy framework that influence the selection, recruitment and employment of individuals. There are a number of legislative Acts that control the selection and recruitment of individuals within the UK. These Acts include the Employment Rights Act 1996, the Equality Act 2010 and the Race Relations (Amendment) Act 2000 (Bewley, 2006). Each of these Acts is designed to minimise any discrimination of individuals on the grounds of gender, sexual orientation, race, disability, religion or beliefs within the selection, recruitment and employment process (Harcourt et al, 2005). These Acts are reinforced by a number of government employment and recruitment policies, such asImproving opportunities for older people (DWP, 2014), Making the labour market more flexible, efficient and fair (DWP, 2013) and Helping employers make safer recruiting decisions (Home Office, 2013). In addition to these government policies, the health and social care organisation will also have their own policy to control recruitment; these policies will often contain anti-discrimination elements. For example, the General Social Care Council (2010) issued a Code of Practice for employers of social care workers. This code of practice is designed to complement the legislative framework that has been developed by the Government and forms part of the wider package of requirements for the employment and recruitment of social care staff. Within this policy, employers are tasked with ensuring that individuals are suitable to enter the workforce and that written rules and procedures are in place to ensure that discrimination and exploitation are avoided within the workplace (GSCC, 2010). 1.3 Different approaches that may be used to ensure the selection and recruitment of the best individuals to work in health and social care. The selection process usually follows the submission of an application form and / or CV by the candidate (Miller and Bird, 2014). The prospective manager of the candidate will then review the applications and select those who display the correct skills, knowledge or level of training required for the job (MacFarlane et al, 2011). These individuals will then be invited for interview which can be carried out by an individual, a panel or a selection board (West et al, 2011). During this process, the candidate will be asked a number of questions and, in many cases; the quality of their answers is usually graded, thereby providing a score at the end of the interview (Harris et al, 2007). As such, the highest scoring candidate will be offered the job. However, this process may result in the more articulate individual being offered the job regardless of their actual ability to fulfil the role (Hendry, 2012). Another approach for recruitment is the assessment centre, where a number of exercises are utilised to mimic the available job role (Edgar and Geare, 2005). These can be in the form of group exercises, one to one role-plays, structured psychometric tests, behavioural tests or capability questions (Patterson et al, 2005). From these tests the assessor, or assessors, will observe the performance of the individual and thereby predict the aptitude of the individual for the available role (Gale et al, 2010). Question 2 2.1 How do individuals interact in groups? Make reference to relevant theories. The most famous theory of group working is Tuckman’s (1965) model. Tuckman (1965) divided the team’s interaction into four different phases; forming, storming, norming and performing. The first step, forming, is where all members are learning about the opportunities and challenges facing the team. There will be a high level of dependence on their manager for guidance and the team will be bonding together, sharing personal information and forming friendships and alliances (Armstrong, 2006). The second step, storming, is where different ideas to tackle problems or issues are developed. This step can cause conflict as each idea competes for consideration. Effective management of this step is vital to enable all members of the team to have their say and resolve any lasting conflicts (Armstrong, 2006). The third step, norming, is where the team members fall into agreement over the solutions for their team. In this step, the team members are able to talk openly about their opinions and have the ability to adjust their behaviour to avoid conflict. The team members agree on the team’s values, rules, professional behaviour and methods of work (Armstrong, 2006). The final step, performing, is where the team fully understands, co-operates and supports one another, thereby working as a single unit rather than individuals. Teams that have reached this step display high levels of motivation, knowledge, competence and autonomy (Armstrong, 2006). 2.2 Different types of teams in health and social care settings There are formal and informal teams within health and social care. The former of these is a structured team that has been formed with a specific purpose in mind (Taggar and Ellis, 2007). This team will have a definite leader and every individual within the team will have a distinct role (Taggar and Ellis, 2007). An example of this is a theatre team that is led by the surgeon, with the anaesthetist and other theatre staff supporting the surgeon during the operating procedure. Informal teams have no structure and every individual has an equal status (Farrell et al, 2001). Within the healthcare setting the formation of multi-disciplinary teams often follow this informal team description (Sheehan et al, 2007). A good example of an informal team can be given using a case study of a child in social care. This child may have special educational needs, may have behavioural or mental health problems or may require counselling. In such a situation, an informal team is developed between the foster carers, the education providers, a child psychiatrist and counselling services, who will all work together to ensure the best outcome for the child. 2.3 Factors that influence the effectiveness of teams working in health and social care The first and most significant factor is poor communication (Hambley et al, 2007). This may be in the form of poor discussion of ideas or solutions between the team members or may be as a result of conflict within the group preventing the effective flow of information between team members (Xyrichis and Lowton, 2008). However, both of these are a result of poor management, as the leader’s role is to encourage the development of relationships and to iron out conflicts within the group (Hambley et al, 2007). The second factor is that of poor understanding of the roles and responsibilities of each team member (Hall, 2005). This is more likely to be a problem within an informal, multidisciplinary team, who are not used to working together. As such, professional boundaries may be blurred, leading to confusion over who is responsible for certain aspects of the patient’s care (Xyrichis and Lowton, 2008). Another problem is that of information sharing (Mesmer-Magnus and DeChurch, 2009). Again this is more likely to affect the multidisciplinary team, however, it can also occur in the formal team, where one individual is reluctant to share information or knowledge as that knowledge is considered to be an aspect of power (Moye and Langfred, 2004). 2.4 Approaches that may be used to develop effective team working Many approaches exist to help develop effective team working. These include brainstorming and team building exercises (Borrils et al, 2000). However, it is the role of the leader to ensure that team harmony is maintained. This can be achieved by ensuring that all team members have ‘a turn’ at suggesting ideas or solutions, encourage an environment of listening through regular team meetings whilst ensuring that any problems, or solutions, are followed up and not ignored (Borrils et al, 2000). It is also vital to ensure that all feedback is constructive without being overly critical; negative feedback can restrict the flow of information and damage the morale of the team (Borrils et al, 2000). Finally, it is vital that the manager is able to keep all communication routes open to encourage the exchange of information (Leonard et al, 2004). This can be done through email, face-to-face, phone conversations or letter but it is necessary for each individual to be aware of their role in disseminating information to other team members (Leonard et al, 2004). Question 3 3.1 Different ways in which the performance of individuals may be monitored in health and social care. Monitoring of an individual’s performance can be done in several ways. The first step is to identify the current level of performance, identify where improvements can be made and form an agreement between manager and employee on how those improvements are going to be made (Bevan and Hood, 2006). In order for these improvements to be made, it is necessary for the manager to link them to the team’s aims and objectives. This enables the employee to understand their role within the team and have ownership over their own job (Bevan and Hood, 2006). Performance appraisal is the most frequently used tool to measure an individual’s performance. The appraisal has five key elements: measurement, feedback, positive reinforcement, exchange of views and agreement (Curtright et al, 2000). Another option is through the use of key performance indicators or the setting of team or individual targets (Bevan and Hood, 2006). 3.2 Identifying individuals training and development needs As previously mentioned, the performance appraisal is the most frequently used tool to measure an individual’s performance. However, this tool can also be used to identify areas of weakness which will highlight the training and development needs of the individual (Bevan and Hood, 2006). Non-achievement of team or individual targets also highlights a training need, however, the manager is required to keep a close eye on the performance of all the team members when team targets are used as some team members may be more efficient than others (Grigoroudis et al, 2012). Continued professional development (CPD) is another way in which a team member can ensure they have sufficient, ongoing training throughout their career. CPD includes formal courses, practice workshops, self-directed reading and attendance at conferences to ensure the level of skills is maintained or improved throughout the individual’s career (Legare et al, 2011). 3.3 Different strategies for promoting the continuing development of individuals in the health and social care workplace. The promotion of continuing development is achieved through a number of means. Torrington et al (2008) suggest that performance feedback (through the use of appraisals or targets) followed by an incentives package are the most effective way of ensuring continuous development. However, it is vital that the feedback is relevant, specific and credible and that it is done frequently to ensure that the employee remains focused on the team’s aims and targets (Torrington et al, 2008). Incentives are normally provided through an increase in salary, the provision of training or bonus rewards (Torrington et al, 2008). In addition, in some healthcare professions, CPD is an obligation to ensure that individuals maintain an adequate level of knowledge and expertise within their professional area (Legare et al, 2011). 3.4 Implementing an effective staff development program According to Gould et al (2007), there are a number of measures that need to be taken in order to implement an effective staff development program. Firstly, it is vital that all employees have a clearly written job description that is fit for purpose. This job description may include a set of skills or level of expertise to be worked towards, with development of the individual, through training and experience, being structured in accordance with their needs and level of knowledge upon commencement of the role (Gould et al, 2007). Another effective method of development is through the use of mentors (members of staff who are particularly good at their job) for new team members or for individuals who may be struggling with certain aspects of their work (Shah et al, 2011). Finally, it is vital that the manager implements regular performance appraisals to ensure that individual and team targets remain focused and relevant (Torrington et al, 2008). 3.5 The effectiveness of a specific staff development program Studies suggest that the most effective staff development programs are those which follow a structured approach (Poulton and West, 1999; Leatt and Porter, 2002; Forsetlund et al, 2009). As such, many promote the use of the performance appraisal as it focuses on the performance and the training and development needs of the individual (Gould et al, 2007; Torrington et al, 2008). This staff development program is also simple to implement and encourages conversation and the exchange of information between manager and employee. By tailoring the employee feedback and linking employee targets to the aims of the team, the manager can ensure that staff remain focused (Gould et al, 2007). In addition, the appraisal can highlight areas in which the employee has weaknesses or training needs, therefore effectively highlighting a logical development process for each employee (Gould et al, 2007). In these circumstances, specific training can be set as targets and can be achieved through self-study or through the attendance on specific courses. Question 4 4.1 Theories of leadership and applying them to management in a nursing home setting. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences (Bolden and Gosling, 2006). The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader (Boaden, 2006). Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees (Brazier, 2005). Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. T his theory adopts the position of the leader changing things for the better while a manager maintains existing systems in good working order (Checkland, 2014). 4.2 The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Managing working relationships The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees’ opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and m aintain a working relationship. 4.4 Evaluating own development that has been influenced by management approaches My own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on training or the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leader and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use o f task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individual’s benefit, I can now see how this benefits the whole team. References Armstrong, M. (2006). A Handbook of Human Resource Management Practice, 10th edition, London, Kogan Page. Barrick, M. R., Bradley, B. H., Kristof-Brown, A. L., Colbert, A. E. (2007). The moderating role of top management team interdependence: Implications for real teams and working groups. Academy of Management Journal, 50(3), 544-557. Bevan, G., Hood, C. (2006). 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International Journal of Nursing Studies, 45(1), 140-153. Managing Human Resources in Health and Social Care Managing Human Resources in Health and Social Care 4.1 Explanation of theories of leadership that apply to the Health and Social Care workplace. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences. The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader. Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees. Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. This theory adopts the position of the leader changing thin gs for the better while a manager maintains existing systems in good working orders. Definition[2CR2] of management: Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others. Classical management theory Emphasis on structure Prescriptive about what is good for the firm Practical manager (except Weber, sociologist) Henri Fayol (1841 1925), France 1.Division of work Reduces the span of attention or effort for any one person or group. Develops practice and familiarity 2. Authority The right to give an order. Should not be considered without reference to responsibility 3. Discipline Outward marks of respect in accordance with formal or informal agreements between firm and its employees 4. Unity of command Oneman superior 5. Unity of direction One head and one plan for a group of activities with the same objective 6. Subordination of individual interests to the general interest The interests of one individual or one group should not prevail over the general good. This is a difficult area of management 7. Remuneration Pay should be fair to both the employee and the firm 8. Centralisation Is always present to a greater or less extent, depending on the size of the company and quality of its managers 9. Scalar chain The line of authority from top to bottom of the organisation 10. Order A place for everything and everything in its place; the right man in the right place 11. Equity A combination of kindliness and justice towards the employees 12. Stability of tenure of personnel Employees need to be given time to settle into their jobs, even though this may be a lengthy period in the case of the managers 13. Initiative Within the limits of authority and discipline, all levels of staff should be encouraged to show initiative 14. Esprit de corps Harmony is a great strength to an organisation; teamwork should be encouraged Advantages Fayol was the first person to actually give a definition of management which is generally familiar today namely forecast and plan, to organise, to command, to co-ordinate and to control. Fayol also gave much of the basic terminology and concepts, which would be elaborated upon by future researchers, such as division of labour, scalar chain, unity of command and centralization. Disadvantages Fayol was describing the structure of formal organizations. Absence of attention to issues such as individual versus general interest, remuneration and equity suggest that Fayol saw the employer as paternalistic and by definition working in the employees interest. Fayol does mention the issues relating to the sensitivity of a patients needs, such as initiative and esprit de corps, he saw them as issues in the context of rational organisational structure and not in terms of adapting structures and changing peoples behaviour to achieve the best fit between the organisation and its customers. Many of these principles have been absorbed into modern day organisations, but they were not designed to cope with conditions of rapid change and issues of employee participation in the decision making process of organisations, such as are current today in the early 21st century. 4.2 Analyse how working relationships may be managed. The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and maintain a working relationship. The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Evaluate[2CR4] how own development has been influenced by management approaches encountered in own experience. As a HR Manager for Smart Care Residential home my own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on relevant training; the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leadership and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use of task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individuals benefit, I can now see how this benefits the whole[2CR5] team. Management approaches Leadership style Motivation Mentoring Coaching Training Shadowing Task orientation Team orientation Individual orientation Own development Attributes Confidence Skill competency Knowledge Understanding Reference Urwick, L.F. (1968), Great Names in Management: Henri Fayol, 1841à ¢Ã¢â€š ¬Ã‚ 1925, lecture presented at the University of New South Wales, 19 June, Urwick papers, Henley Management College, ref. 3/5, unpublished. http://www.emeraldinsight.com/doi/ref/10.1108/00251740510634895 [2CR1]Explain the eight (8) leadership theories, such great man, trait, etc. [2CR2]Maslow may be good on working relationship or management approaches [2CR3]Review working relationship and analyse (break down and show relationship between each topic and the improved working relationship [2CR4]Answer this question in three parts (1) identify the management approaches (2) reflect on what your learn from management approaches (3) conclude how you can use your experience and skills acquired to manage other people [2CR5]How did these approaches make you a better manager to manage other people in future