Educational System In Latvia Education Essay

Educational System In Latvia Education Essay Education in Latvia is composed of levels: nine years compulsory, secondary and higher education. Vocational schools, art schools, business schools, schools for special types of children, schools for children with special needs and kindergartens also form part of the program. In vocational education programs lasting two or three years provide theoretical and practical knowledge. The majority of vocational schools in Latvia provide 2-3 and 4-year vocational education and training programs, but in special education schools or special education classes within general education schools provide education for children with special needs that correspond to each individuals physical and mental condition. There are private schools and universities, where fees are charged. But majority of students go to state schools which are free. The main purpose of the nine year school is the general intellectual and social development of the child. Children in Latvia are compulsory by law to attend school from the year when they turn seven till the age of 16. In some special cases the acquisition of basic education may last till the age of 18. Promotion from one grade to the next is based on the pupils skills in all school subjects and on the results of tests. In secondary schools most pupils follow a course that includes latvian, science, social studies, mathematics, physical education, foreign languages. Elective subjects may be chosen according to the students interests. A student is graded from 10 (outstanding) to 1 (failing) in each subject he takes. Students receive report cards twice a year. At the end of the 12th grade every school-leaver is supposed to take 2 compulsory exams chosen by the Ministry of Education and 3 exams in the subjects each individual student has selected himself. About 80% of young people graduate from school with a General certificate of education. To get this certificate each student must complete a specified number of subjects and pass 6 final exams graded no less than 4 and upwards. Usually pupils have a separate teacher for each subject. Schools in Latvia begin on September 1 and end near the end of May. The year is divided into semesters, typically- September- December- January- May. The school breaks for holidays 4 times a year. There is a week holiday at the end of October, 2 weeks at Christmas Holidays, a week at the end of March and 1 week at Easter. The basic school day comprises from 5 lessons in grades 1-3 up to 8 lessons in grade 9. The school year is 34 weeks long in first grade and 37 weeks in grade 9 per year. In Latvia have two sorts of higher education programmes academic and professional. Such a division of higher education allows the student to choose either research or professional activity in the future. Professional higher education is divided into two levels. First level professional higher education programmes lasting 2-3 years and there are both state-financed and private higher education institutions. 2. Early childhood education system in Latvia Children attend pre-school when they are under age of seven years, but it is also possiable to lenghten studying for one more year, if the kid has some health, psychological preparedness problems, considering desire of parents, family doctor, psychologist opinion. Early childhood education programms provides preparation to primary school, incluging the development of individuality, mental, physical, social development, independence, creativity, strengthening health and also improving basic skills of state language. Main type of activity for pre-school children is games, so the teaching process is organised that a children can learn by playing and by this learning process kids takes over community experience, acguire knowledge, skills to create attitudes, explore themselves and also act independently. In pre-school educational institutions it is not allowed by law to hold entrance examinations. The local government, in agreement with the Ministry of Education establishes, maintain and finance, as well as reorganize and liquidate pre-schools. 2.1. Curriculum in early childhood education All subjects in early childhood education and curriculum content is important for giving children a common understanding of environment that is arround them and develop their creative, logical thinking and in making curriculum for early childhood education it is importan to understand what children already can do and what they need to learn and what they need to improve and train. Curriculum in Latvias early childhood education includes such subjects: latvian language (children develop speech of mother tongue also improve knowledge of literature, folklore, literacy), natural-sciences (children learns constructing, creat mathematical ideas), social sciences and ethics ( children develop social skills, explore environment and also social life), music, physical education, that goes closly together with didactics of rhythm and movement, visual art ( children are improving creative side by drawing, painting, modeling), housekeeping and technology ( children are doing needlework, applique or origami). Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is four levels in children stage of development. The first level is for kids till two years age, second level is for kids till three years, third level is for kids till five years and the last level is till age of six. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre but it is not forbitten that teachers in early childhood education use their own professionaly created methods and materials. Now I want to speak more closly about curriculum and children levels of development. At the level first, when kids are one, two years old, they can learn throught observation( going in walks and observing environment and it can also be made together with older kids, for exchanging their ideas and observation outcomes), demonstration ( these demostrations can be made by showing some plants, mushrooms), movement games, musical games, manipulating objects and exploring real objects. In second level, when children are in a age of three years then mostly all methodical approaches are playful and children are learning throught simbolistic, plot, destructive, rhythm games (swiping palm hands and singing together) and practical work ( children are involved in independent work, for example writing calligraphy). Many games can be played with older children from different stages and levels of development. Such kind a approach improves social skills and experience exchange. In the third level, when kids are in age till five years old, then the main teaching and learning approaches is throught discussion, evalution, throught didactic games, construction games and story role games. In this level it is also very common to go in excursions, go for a walks and do some games or playful activities outside the kinderganten yard. Till the age of six, when kids are in the last level, then the most common methodical approaches to children are by experments, dialogues ( teacher asks questions and making diagolue with children, about what they have seen today or making dialogues about some stories and fairy-tales), dramatization and theatrical games and also folk games (One of the most famoust folk games in Latvia is à ¢Ã¢â€š ¬Ã… ¾Kas dÄ rzÄ ? or à ¢Ã¢â€š ¬Ã… ¾Whats in the garden? It is game in a circle and when teacher stops singing one of the kid find another child to put in a center of circle). 2.2. Rythm and movement in early childhood education Rythm and movement goes closly together with such kind a subjects as physical education, health and music and thats why am going to review curriculum of these subjects to understend better about rythm and movement importance in early childhood education curriculum. Physical education and health subjects main goal is to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and improve creativity. The main tasks in physical education and health is to acuire the skills to manage the body and enhance the natural movement activity and promote children emotional, social development throught physical activity. For example curriculum for physical education and health includes stepping and running, crawling and climbing, throwing and capturing, rolling and jumping. All these process improves childrens movement. The way how can improve children stepping and running is by playing some movement games (Craw and at the same time rolling the ball, by this proces children learns to control direction of ball). For example in running, there is many tasks to improve it and the more older are children, the more difficult will be task and curriculum. When the kids are about two years old they are able to run freely throught the field, evading and not touching other play members, but when the kids are about four and five years old, then the level of running comes more difficult. As an instance kids have to run after each other, run in environment with barriers, cones, filled balls and run by doing curves and changing directions, but when the kids are about six years old, then they are able to use some rhythmical actions like run and at the same time kick to a ball. Crawling and climbing is one of the ways how to improve movements and strengthen body. In a first level, when kids are one, two years old, they can crawl and overcome a variety of high obstacles, but they are still learning to craw in direct route among objects and arround them. When the kids comes older, they can freely craw on rought surface also on wide, sloping surface. Kids can also suport moving by hand palms and feets, climb the stairs up and down. In a fourth level children is able to craw and roll the ball at the same time by controling balls direction. There is also throwing and capturing process in early childhood education curriculum. These proceses comes closly together with playful learning. In a first level of children development, they are able to throw some objects in uncertain directions and capture transmited objects from close distance, when children pass to next level they they are able to throw objects in freely choosen directions, but in a third level of development children is ready to throw objects in horizontal goals (box, basket) from a small distance. Children are also able to throw and capture objects from a short distance by working in pairs. In a fourth level of development children are able to throw objects in vertical goals and capter the ball after it has hurtled the ground. 2.3 Music and rhythm in early childhood education One of the most important learning subjects, that creates development of rhythm and movement is music. Music subject in early childhood develops motor coordination, sense of rhythm, encourage to play music and rhythm instruments. In a curriculum of music, there is such important process as singing, listening music, dance and musical rhythmical movements, use of rhythm and musical instruments. The subject singing includes working with folk songs, children songs, chants, vocal range and tune. In a first level of development in singing children are learning to sing a simple children songs in a small range, play together with teacher rhythm accompaniment to instruments. When the kids gets older and pass next level of development, thay can sing freely and naturally without tension and can use different tempo, sing songs with different accompaniment types, use rhythm instruments like rattles, sticks. Another curriculum subject is listening to music, that includes tempo, dynamics, sound layout, genres, songs. In a age one and two children are listening various sounds and voices and at the same time are learning to heard low and high register, linking it with an image. At this age children are also able execute variouty of movements while sound of music. With a time children gets older, they can recognise some specific musical instrument sounds and express their feelings about the composition and also recognise hearded composition. When children is five or six years old, they are able to improvise movements given by music, perceive music mood (character), genre (song, dance, march) and dinamics. The other subject in music curriculum is dance and musical rhythmical movement, wich includes such important objects as posture, pulsation, sounding gestures. In a first level of development children are able to listen music accompaniment and do movements of mimics and participate in simple musical and rhythmical plays. When children pass next stage of development, than they are able to perform some movements while listening musical accompaniment and learn most basic dance steps as well dance in couples, but when the kids are about five years old, they can do dance moves, dance steps and are also able to stand in circle, wich they can reduce or expand. In a age of six, kid is ready to dance simple dances, and throught musical accompaniment improvise movements and reproduce composition in their movements. In this age children are also able to acquire folk dance grib and do gallop steps. The last learning subject in music curriculum is rhythm and music instruments. In this subject it is very common to use rhythmical instruments, sound tools, pulse. In a age of three kids in early childhood are able to play some audio tools by listening accompaniment at the same time. Kids are also able to play some rhythm instruments like rattles ,beat with a stick. When children pass to next level of development and come bit older, they are able to recognize two or three musical instruments, improvise accompaniment with rhythm and musical instruments. 3. Riga Teacher Training and educational management academy The Academys goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. RTTEMA prepares teachers who are able to prepare pupils for life and work in information society. RTTEMA is a conceptually and technically modern professional higher education institution and academy is founded by a state. It started its work in 1994 with 1273 students and now is one of the largest higher educational institutions in Latvia in terms of the number of students. Academy educates more than 3, 5 thousand students in full-time and part-time studies, employs 160 lecturers and docents, offers 25 study programs at college, bachelors, master and PhD levels. RTTEMA also organizes international conferences, publishes scientific articles, implements projects of scientific research, promote student and teacher international mobility, is an active member of international organizations. Academys intellectual environment consist of Pedagogic Scientific Institute, Creativity Scientific Institute, Child Language Research Center, Psychological Research Institute, Nature and Working Environment Institute, Several methodic centers, Young Teachers Club, RTTEMA Centre of Further Education, Library with stocks in 10 cities of Latvia. Students are provided administrative support at International Office and social support at Students Parliament. Apart from these units students have an opportunity of involving themselves in the following cultural undertakings, that are Mixed choir Fortius, female choir Balta, chamber orchestra Gaudeamus Orchestra, Big band, sports club, folk dance group Dejotprieks. In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a Dance and Rhythmic Teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy. If a student wants to get Bachelor degree in Dance and Rhythmic Teacher education program, then he/she has to study in full time for four years or in part time, that takes four years and three months. This educational program gives opportunity to work in a profession of dance and rhythmic teacher also manage dance groups. Main requirements of this program is to acquire theoretical base of pedagogy and psychology, link the theoretical conclusion with the practical work at school, primary school also acquire research skills and be able to use them in practical work, develop skills and abilities necessary for Dance and Rhythmic Teacher as well as personal qualities and competences. This education program includes a plenty of subjects like classical dance, historical dance, dance anatomy, composition of dance, rhythmic, methods of children dance, the notation of Latvian dance, jazz dance, didactics etc. Conclusion The Latvian education system is structured at four levels: primary, secondary, vocational and higher education. There are also private schools and universities, where fees are charged, but majority of students go to state schools which are free. Children in Latvia are obliged by law to attend school from the year when they turn seven till the age of 16. Children attend pre-school when they are under age of seven years, Main type of activity for pre-school children is games, so the teaching process is organised that children can learn by playing and by this learning process kids takes over community experience, acguire knowledge, skills to create attitudes, explore themselves and also act independently. Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is four levels in children stage of development. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre. Early childhood curriculum includes physical education and music subjects, witch goes includes knowledge about rhythm and movement. These subjects main goals are to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and improve creativity. Rigas Teacher Training and educational management academy (RTTEMA) main goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a Dance and Rhythmic Teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy. Internet resources http://www.aic.lv/ENIC/en/enic/ed_in_Latv.htm, Retrieved November 24 http://izm.izm.gov.lv/education/education-system.html, Retrieved November 24 http://www.likumi.lv/doc.php?id=20243, Retrieved November 26 http://www.rpiva.lv/index.php?mh=statistika, Retrieved November 26 http://viaa.gov.lv/files/news/1808/educ_in_latvia.pdf, Retrieved November 26

Junot Diaz Treflection

JuJunot Diaz Reflection From what I had previously read and heard from about Junot Diaz, I expected the typical speaker that usually stops by our campus: tall male, dressed in a suite, with a charming personality. Knowing he was a Hispanic author I felt like I would be exposed to nothing new during his readings or presence for that matter ( seeing as how being from Colombia and have had a lot of exposure to Hispanic authors).This immediately changed as a couple classmates and I got together to walk over to Sorenson Hall, and, as I we were walking to the auditorium, found multiple students heading to the same even but not because their curriculum required it but rather because they were so intrigued to hear him speak. Obviously, this triggered my own interest in what this author, that I originally found so predictable, had to say. From the moment he set foot on the stage to when he said goodbye, I was intrigued.Diaz evoked a casual atmosphere; through cursing and joking he made the cr owd feel comfortable. What I found most interesting was how he explained the different views between him and his family and how looked negatively it seemed for him to become an artist. He also explained multiple aspects about the cultural differences, and talked about the concepts of â€Å"trading your culture† he explained how crazy it is to realize at our age that everyone’s dreams aren’t your dreams.I agreed with everything he had to say and I found the way he evoked his opinions, through casual conversation and a comical tone, to be very effective. What I found most interesting though, is how he compared writing to an art form which says the stuff people don’t want to hear. As he was talking about this topic, I couldn’t help but compare his style of writing to that of graffiti art. He holds a rebellious attitude towards society that makes his writing appealing.Attending this reading taught me much about the topic of learning by making mistakes. My whole life, I’ve been raised thinking that mistakes shouldn’t occur, and the fact that he mentioned that one should take time out to learn through failure and making mistakes caught my attention immediately. Attending Diaz’s reading has been one of the most interesting things I’ve experience while at Babson and I know that when I type the last sentence of this reflection I am buying logging on to amazon and buying his book.

The Ways Of Today s Society - 1390 Words

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Alzheimer s And Alzheimer Dementia - 991 Words

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Louisa May Alcott s Beginnings And Family Life - 2874 Words

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As seen in these two novels, no matter where one lives or what one’s age and gender are, it is true that in order for one s dreamsRead MoreThe Bean Trees By Barbra Kingsolver1723 Wo rds   |  7 Pagesconsider family. Sometimes people bond solely with their blood relatives, but more often than not we choose who we consider to be our family as we grow older. This happens most often when people find a spouse, but many also adopt children as their sons and daughters, peers as their brothers and sisters, and role model figures as aunts and uncles. The Bean Trees is written by Barbra Kingsolver and is set in the early 1980 s. It tells the story of a young woman named Taylor, and the life she buildsRead MoreGreat American Authors: Kurt Vonnegut890 Words   |  4 Pages Kurt Vonnegut When people are asked to name great American authors names come up like Mark Twain, Harriet Beecher Stowe, Louisa Alcott, but Kurt Vonnegut would not make their lists. This is because no one really knows who he is because he is taught in school. His book Slaughterhouse five show the destructiveness of war and cannot really be taught like Uncle toms Cabin where that book showed the real side of slavery. There are many well-known American authors but very few that defined American LiteratureRead More Compare how Shakespeare and Hardy present the role of their tragic1760 Words   |  8 Pagesassociated with male characters. These heroines, such as Charlotte Brontà «Ã¢â‚¬â„¢s ‘Jayne Eyre’, Louisa May Alcott’s ‘Little Women’ (in particularly the character of Jo) and also Thomas Hardy’s ‘Tess of the D’Urbervilles’ were much more easily related to by their contemporary audiences as they were much more realistic and not of the idealistic extremely beautiful and noble stereotype. Female characters were slowly beginning to gain freedom, power, and control of their own fate, however by the end of the 19thRead MoreDavid Thoreau s Life And The Early Works Of The Poet2145 Words   |  9 Pageswhat lies within us.† What some people may see as a simple inspirational quote from a long dead poet and writer is actually a statement of our own divinity which is the basis of Emerson’s beliefs and Transcendentalism. What is around us in the empirical world is not as important as the presence of God and the divine within us, but we can become closer to God by seeing him in the natural world. Emerson’s beliefs were influenced by many factors throughout his life. His Unitarian upbringing, educationRead MoreAnalysis Of The Book A New Hope 2190 Words   |  9 PagesChapter 1 – Every Trip Is a Quest (Except When It s Not) Response List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the form used on pages 3†5. A quest must consist of a â€Å"quester† or character pursuing said quest, a destination, justification to journey to that destination, challenges the quester faces along the way and, finally, the true reason for making the journey. A movie that undoubtedly mirrors these components is Star Wars Episode IV: A New

Gothic a Revival of Culture Free Essays

The Gothic, through the motif of the double explores the struggle between the good and evil within man† To what extent are Poe’s short stories, Coleridge’s Christabel and R. L Stevenson’s Dr Jekyll and Mr Hyde explorations of the duality of man. The gothic, as a fictional genre, came about as a result ot cultural changes in the eighteenth century; these cultural changes began to form through the renaissance. We will write a custom essay sample on Gothic a Revival of Culture or any similar topic only for you Order Now This transitional period between the Medieval Era and the modern world changed the way of thinking. The word itself means â€Å"revival† or â€Å"rebirth†. Moving further away rom religious devotion it allowed new ideas to form, thus the development of the gothic. â€Å"Hlstorlcally, the Goths were one of several Germanic tribes Instrumental In the fall of the Roman Empire†¦ [they] left no literature or art of their own, [and were] remembered only as the invaders and destroyers of the great Roman civilization. † 1 This historical aspect allowed the development of the new boundary pushing form of literature, Introducing elements of horror and romance Into newly formed gothic texts. The first gothic novel published was The Castle of Otranto, subtitled as â€Å"A Gothic Story† written by the English author Horace Walpole. This new style of writing was imitated both through prose fiction and theatrical drama through the texts; Coleridge’s poem Christabel, many of Edgar Allan Poes short stories and R. L Stevenson’s Dr Jekyll and Mr Hyde. Through time the interpretations of a gothic text changes, allowing the readers to challenge what they read. All three texts were published in the 19th century, except the first edition of Christabel (published 1797). This time period was primarily based around religion and Biblical Interpretations. And so, these new strange ideas may have angered the audiences due to the lack of religious devotion from the authors onto the characters, The ‘double’, otherwise known as the ‘Doppelganger,’ was defined by Federick S. Frank as â€Å"a second self or alternate Identity, sometimes, but not always, a physical twin. The Doppelganger in demonic form can be a reciprocal or lower bestial self†2 The double motif suggests that we are burdened with a dual, for example, Dr. Jekyll and his evil double Mr. Hyde are contrasted to represent the battle between the rational, intellectual self (Jekyll) and the irrational, foul selt (Hyde). The double characters featured In texts are often paired within common relationships, such as family relations, hero/villain, creator/creature, etc. R. L. Stevenson’s novel. Dr. Jekyll and Mr. Hyde expresses the idea of the duality of human nature; however this motif did not arise fully until the last few chapters, when the relationship between Dr. Jekyll and Mr. Hyde Is revealed. We have already witnessed Hyde’s overriding violence and have seen the contrasting gentle and honorable Dr. Jekyll, One of the main themes of the double is physical appearance as Hyde is portrayed in animalistic erms: â€Å"short†, â€Å"hairy, and like a â€Å"troglodyte† with â€Å"gnarled hands† and a â€Å"horrific face†. But, In contrast, Jekyll Is described In the most elegant manner – â€Å"tall†, â€Å"refined†, â€Å"polite,† with â€Å"long elegant fingers† and a â€Å"handsome appearance†. This suggests Jekyll’s experiment reduces his being to its most basic form, allowing evil to run freely, ignoring the unwritten rules of society. Stevenson explains the motif of duality toys uslng tne cnaracter 0T Jekyll as ne claims, â€Å"Man Is not truly one, out truly two,† as every soul contains traits of both good and evil, but one is always empowering. This novel is perhaps one of the most renowned examples of literature using the doppelganger idea; another theme stemming from the duplication of man is the psychoanalytical interpretation and the presentation of Freud’s theory of the id and superego. Dr. Jekyll represents the superego and Mr. Hyde the id. It is in fact his mind that is the ego, bringing him back and forth between the two characters but Dr. Jekyll acknowledges and does what is morally best. The ego, hidden in his unconscious, is constantly debating between the superego and the ‘d, it’s the good vs. evil and conscious vs. unconscious. The term ‘unconscious’ is similar to that of the unknown, leading to a scary factor of a ‘double’ as the living being is simply unaware of their instincts and desires, making them equally unaware of their capabilities. Sigmund Freud developed the theory of mental life called psychoanalysis, emphasising the psychodynamics of the mind. His most important assumption was the force driving a person’s mental life, affecting their behaviour operating at an unconscious level; in one part of the personality call the id. The id works primarily on the pleasure principle bound up in self-gratification and uncaring to others- again perating entirely at an unconscious level. Two other types of personality were assumed: ego and superego. The ego functions the reality principle, while the superego represents the person’s ideal self, presenting the moral standards of society. The Juxtaposed types of personality; id and the ego are initially the two results we are left with when a character has a ‘double’. Similarly, In Coleridge’s Christabel, the character of Geraldine becomes Christabel’s evil double- arguably her id. The cause of â€Å"a shudder in [his] blood† from Dr. Jekyll in the presence of Mr. Hyde is not simply one characteristic of his nature. It is the combination of evil and disability. â€Å"Mr. Hyde was pale and dwarfish; he gave an impression of deformity†¦ a sort of murderous mixture† the realisation of obtaining â€Å"murderous mixture† expands Freudian theories of evil, the id, taking over the person. This uneven ratio of personalities causes such malevolence ideas of murder to form. Likewise, the perception of the divided self is also presented in Coleridge’s Christabel. In this poem, the character of Geraldine becomes Christabel’s evil double. Arguably, the poem explores the, â€Å"struggle of evil and innocence, [and] the manner in hich evil works upon and transforms innocence,†3 as in the extended poem we see Geraldine attempts to use Christabel’s innocent image as an advantage: clearly demonstrating the divide between good and evil within the two female characters. The same sex double is equally shown within the two male characters of Dr. Jekyll and Mr. Hyde. The idea of a same sex double, accentuates the concept of similarities between the actual self and the duplication. The same psychoanalytical approach, as used to interpret Dr. Jekyll and Mr. Hyde’s doubling, can also be used to argue many concepts, from Coleridge’s poetry. The poem, the Kubla Khan, according to Coleridge, he claimed the visions highlighted in the poem, occurred to him in a dream demonstrating -Freud’s hypothesis of the unconscious, as the development of dreams is prominent in the unconscious region of the mind.. Setting is also, a very important aspect of Gothic literature. The Garden of Eden is often used as a symbol in western literature; to show life before sin and corruption, the serpent and its temptatlons towards Eve, explore tne corruptlon 0T tne Innocent, temptatlons ana evil. This religious interpretation of the setting featured in Christabel differs to that of Dr. Jekyll and Mr. Hyde. As Stevenson describes Dr. Jekyll’s laboratory as, â€Å"a certain sinister block of building†¦ [This] bore in every feature the marks of profound and sordid negligence. With its decaying disguise and air of neglect, the laboratory quite neatly symbolizes the corrupt and perverse Hyde. The idea of the â€Å"laboratory’ indicates the influence of the renaissance and the new science interpretations being made, unlike the religious, Garden of Eden imagery. The city of London itself is also represented in contrasting terms, as â€Å"both a foggy’, â€Å"dreary’, as a à ¢â‚¬Å"nightmarish place†, and a â€Å"well-kept†, â€Å"bustling centre of commerce. Just as the characters Jekyll and Hyde and Christabel and Geraldine, have both positive and negative qualities, so does society. Doubling is yet again present in the second part of the poem of Christabel, whereby the dove being strangled by â€Å"the bright green snake† presents the spell casted from Geraldine onto Christabel, to mute Christabel’s true speech and emotions. The image of the white dove shows Christabel’s innocence, which had lost the battle between the envious serpent (Geraldine). The imagery of the serpent emphasises how religion was a prominent influential factor towards this poem, ymbolizing the Biblical translation of the serpent in the story of Adam and Eve. How to cite Gothic a Revival of Culture, Papers

Disciplinary Procedure free essay sample

General Principles: it includes general information about the rules of company. Such as Informal Resolution, Investigation, Nature of allegations, First breach of discipline, Suspension, Right to be accompanied, Equality and Diversity,   Confidentiality,   Involvement of Human Resources,   Appeals against Sanctions including dismissal and Timescales. Informal Procedure: It is part of the normal supervisory process that managers bring to the attention of the employees the standards required and any failure to meet those standards. The purpose of these discussions is to ensure that the employee understands the nature of the concerns, expectations of improvements in conduct and where appropriate timescales and the nature of any support available Formal procedure: Where the informal process has not led to improved conduct, or where the alleged misconduct is of such seriousness that the manager considers informal action to be inappropriate, formal action will be initiated. Investigation: Before a disciplinary hearing is convened there will normally be an investigation into the circumstances of the alleged misconduct. The purpose of the investigation is to establish the nature of the allegations. Disciplinary Hearings: the employee will be given an opportunity to present his/her case, question witnesses and raise any issues she/he wishes to have considered. The decision may be given verbally at the hearing and will in any event be conveyed or confirmed in writing within five working days of the hearing. Formal Levels of Disciplinary Sanctions: There are three levels in the formal disciplinary procedure Level One Formal verbal warning Level Two Formal Final written warning Level Three Formal – Dismissal Appeals: it is against warnings, sanctions or action less than dismissal. The employee has the right to appeal against a decision to issue a warning or sanction, less than dismissal, under this procedure. The appeal will be heard by a manager that is senior to the manager who has made the decision to issue a sanction and who has had no prior involvement in the case. Redeployment of redundancy plan In the case of redundancy, either on a voluntary or compulsory basis, the decision should be made on the basis of fair, non-punitive and non-discriminatory criteria such as length of service, nature of work, job skills etc. An employee who is dismissed by reason of redundancy is eligible for severance payment but not long service payment. Employers are also encouraged to provide employees of different age groups with equal access to voluntary departure or Redundancy schemes, if any. Employers are encouraged to review their redundancy and dismissal procedures from time to time to ensure that such procedures are not discriminatory. The stress felt by a dismissed or retrenched employee is notable. An employee who is dismissed/retrenched not only suffers wage loss, but also the loss of a secure future. Hence, in cases of termination, employers should explore alternatives to dismissal or retrenchment. If retrenchments are unavoidable, consider these measures : 1. encourage employees to join voluntary exit plan. 2. ensure that the retrenchment criteria are objective, fair, open, non-punitive and non-discriminatory. 3. explain to the affected employees how the termination compensation is calculated. Redundancy situations can be stressful for all involved. Outplacement services provide the practical and emotional specialist career coaching support that will enable an individual to navigate the competitive job market and move into appropriate new employment as soon as possible. It also enables organisations to focus their energies on business operations rather than divert the sometimes considerable time and energy needed to support leavers and the morale of the retained team Individual * Confidence-building at a vulnerable time * Greater clarity and focus about their next role More time-efficient job search campaign * Improved success-rate in being shortlisted for target roles * Enhanced interview skills to win the job offer organization * Providing genuine help to those who are about to face the most competitive job market for decade. * Reduced conflict and fewer  legal disputes as individuals feel supported in their transition * Freeing up HR and line management time and energy * Maintaining the morale of the redundancy â€Å"survi vors† who see their exiting colleagues well-treated Outplacement Executive outplacement programmes for senior managers and directors * Job-search workshops where a number of staff are being made redundant * Career clinics providing drop-in career coaching appointments * Research and information services, including market intelligence, business information etc * Networking opportunities Stage 1. Identifying the Aim of Your Plan The aim is best expressed in a simple single sentence. This ensures that it is clear and sharp in your mind. If you are having difficulty in formulating the aim of your plan, ask yourself: †¢What do I want the future to be? What benefit do I want to give to myself and staff? †¢What standards am I aiming at? †¢What values do I and my organization believe in? Stage 2. Exploring Options At this stage it is best to spend a little time generating as many options as possible, even though it is tempting just to grasp the first idea that comes to mind. By taking a little time to generate as many ideas as possible you may come up with less obvious but better solutions. Stage 3. Selecting the Best Option Once you have explored the options available to you, it is time to decide which one to use. If you have the time and resources available, then you might decide to evaluate all options, carrying out detailed planning, costing, risk assessment, etc. for each. Stage 4. Detailed Planning Detailed planning is the process of working out the most efficient and effective way of achieving the aim. It is the process of determining who will do what, when, where, how and why, and at what cost. Stage 5. Evaluation of the Plan and its Impact This is frustrating after the hard work of detailed planning. It is, however, much better to find this out now than when you have invested time, resources and personal standing in the success of the plan. Evaluating the plan now gives you the opportunity to either investigate other options that might be more successful, or to accept that no plan is needed or should be carried out. Stage 6. Implementing Change Once you have completed your plan and decided that it will work satisfactorily, it is time to implement it. Your plan will explain how! It should also detail the controls that you will use to monitor the execution of the plan. Stage 8. Closing the Plan Once you have achieved a plan, you can close the project. At this point is often worth carrying out an evaluation of the project to see whether there are any lessons that you can learn. This should include an evaluation of your project planning to see if this could be improved. Disciplinary interview is divided in to three level and they are: Level 1- verbal warning Level 2- Final written warning Level 3– Dismissal The following are the question ask on each level Level 1- verbal warning: 1. Were you late for office? 2. Did you take longer break? 3. Do you offend sleep on working hour? 4. Do you ignore company’s rules? 5. Did u misbehave with any staff? 6. Did you discriminate your team member? 7. Don’t you your wear uniform? 8. Did you harm company properties? 9. Did you ignore customer compliments? 10. Do you often make mistake on filing? Level 2- written warning: 1. Were you absence on the following days without any information to HR? 2. Did you damage company’s properties by knowingly? 3. Were you taken bride from customer? 4. Did you explore company’s agenda or policy? . Were you fighting with staff? Question for exit interview 1. What is your primary reason for leaving? 2. What was your most and least satisfying about your job? 3. Did this company help you to fulfill your goals? 4. What would you improve to make our workplace better? 5. Did any company policy and procedure make your job more difficult? 6. What did you like least about this company? 7. What does your new company offer that this company doesn’t? 8. What if we increase your salary ? 9. If we change our Pamp; P ,will you come back? 10. Any other comment?