Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Essays

Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Essays Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Paper Blakes Use of Poetry as an Attack on the Hypocrisy of Church and the Wider Establishment That Maintains Poverty Paper Romanticism was an early and artistic way of looking at things which ended with the Victorian age. Romantic’s supported freedom of thought, movement and life style and were against oppression of any kind. They saw children as the future and were against child labor and the snatching up of childhood. They also felt that all people should have rights and should be respected. William Blake was no exception to this ideology. Being born in a time of expanding industrial revolution, Blake viewed industrialization as a curse for enslaving people, and allowing their masters to treat them badly. He also had strong views on seeing children as innocent. This caused him to hate child labor and show disgust to the world he was living in. It is no wonder then, that Blake preached his romantic views in his poetry and paintings. In 1789, William Blake had his first book, Songs of Innocence, published. Five years later, he added Songs of Experience to be included in publishing the two books as one whole piece of literature. Each book is a collection of poems that conveys Blake’s theory about innocence which states that, when one is born into the world, he or she is free from sin; but after the corruption of the world taints one’s soul, he or she becomes a sinner. Blake was also a devout Christian and stressed The Old Testament over The New Testament. Blake recognized the great inequalities of society and wanted to expose them. He saw the inappropriateness of the Church and lack of moral standing, this is in relation to mistreatment of the vulnerable in society, such as chimney sweepers and orphans. William Blake, jaded as he was, was a genius and used his poetry to portray his philosophy on life. The use of children is a prominent theme in a number of Blake’s poems. In his two â€Å"Chimney Sweeper† poems, one from Songs of Innocence and one from Songs of Experience, Blake show how the 18th Century church called upon children to passively accept their lot and pray to God. From a careful reading of these two â€Å"Chimney Sweeper† poems, it is apparent that Blake sees the world through the eyes of a child, and embraces the innocence of the young. Particularly awful, in Blake’s eyes, is the way the church gets the children to accept their victimization. It is especially important to note that, in Blake’s society and in Blake’s time, there was no separation between the church and state. The church provided the religious justification for state and corporate exploitation of the poor. Thus, one can clearly see that these two â€Å"Chimney Sweeper† poems addresses the hardships that children faced which made them destined to the life of a chimney sweeper during the 18th century in London. The poems also refer to the sufferings of ALL child laborers, and can be considered as an attack on the Establishment that maintained poverty. Further, the poems reflect Blake’s political stance; he is actually attacking what he considers injustice, evil, and suffering in the world. In â€Å"The Chimney Sweeper† poem from Songs of Innocence, we are introduced to a little boy who is being sold into hardship by his father after his mother died. He was poor, uneducated, and could not even speak when he was forced to sweep chimneys and sleep in soot. Similarly, in â€Å"The Chimney Sweeper† poem from Songs of Experience, we are introduced to a boy who is facing hardship because his parents are unable to see his pain, since they are busy praying for themselves in church. The similarities shared between these two poems are ingenious when combined with the differences. For example, Blake uses the word â€Å"weep† in each of the poems to illustrate immaturity. The speaker in each poem is very young; but the speaker in the Songs of Innocence version is too young to pronounce the word â€Å"sweep† (hence â€Å"’weep†), and in the Songs of Experience version, the speaker is actually weeping. The Chimney Sweeper† from Songs of Innocence also includes a dream in which an angel frees the orphans from their misery, whereas in the Songs of Experience version, the speaker is a young man who has relentlessly been left in his misery while his parents are at church praying. Blakes attack on the church is clearly represented by the angel figure in the â€Å"Chimney Sweeper† from Songs of Innocence. As deceptive as the church can be, the angel exemplifies the false promise of afterlife bliss. The angel claims that only if the sweeper is â€Å"a good boy† (19) he will be content and â€Å"never want of joy†. (20) Blake shows his indignation of this concept through the use of irony; â€Å"So if all do their duty they need not fear harm† (24) indicating that children should be cherished not abused, their innocence should be preserved, not exploited. Again, Blake is urging people to fight against injustice and to right some of the wrongs of society. Therefore, their injust plight should not be treated as a way to earn a pleasant afterlife. Their treatment should be viewed as abhorrent and discontinued. As is evident here, Blake always stood up for the poor and oppressed against the establishment of his time. Blake also, emphasizes an ironic connection between both naive and mischievous children with the use of heavenly, joyful images versus dark, morbid images. For example, in The Chimney Sweeper, from the Songs of Innocence, Blake describes a boy with hair that even â€Å"the soot cannot spoil† (8) as having a dream that his friends were locked inside the chimney, but â€Å"an Angel who had a bright key, / pen’d the coffins set them all free† (13-14). However, from the Songs of Experience counterpart, Blake does not capture the purity and whiteness of youth, but portrays a child as â€Å"A little black thing among the snow. † (1) It is quite sad that the chimney sweeper is not even attributed the characteristics of a child, and is just referred to as a â€Å"little black thing† (1) , showing its diminutive stance not only in stature but also in society. Class distinction is depicted in both â€Å"Chimney Sweepers† poems. As the speaker in â€Å"The Chimney Sweeper† from Songs of Innocence describes his lifestyle, we can see clearly â€Å"That thousand of sweepers, Dick, Joe, Ned, Jack† (11) are a bunch of young boys who are poor and of the same social class. Likewise, the sweeper from Songs of Experience is a poor boy, who has no family to reply on and no financial support. This puts him at a disadvantage, leaving him no choice, but to sweep chimneys â€Å"And Smil’d among the winter’s snow† (6) while he â€Å"sing the notes of woe. † (8) Blake uses these boys to illustrate how they are at a disadvantage because of their poor condition. They have no money, and no power, leaving them with no social stature as well. They are forced to work, even if it is not desirable, and they cannot complain because there is no alternative for the poor, as the saying goes: Money talks, everything else walks. More ideas about the exploitation of children by the society is evident in â€Å"The Chimney Sweeper† poem of Songs of Innocence where, the child in this poem seems to have accepted his fate and is not motivated to change his own suffering. However the child is motivated to help minimize the suffering of others, â€Å"Hush Tom, never mind it. (7) The use of the soft soothing ‘hush’ creates an image of the chimney sweeper as being old and wise beyond his years and gives him a protective, fatherly quality despite his age. Again, Blake draws our attention to the ideas of child labor, as he is motivated by seeing their suffering in the increasingly industrial world he lived in. It is worthy to note that children believe everything that is said to them, thus the child in this poem actually thinks that what he is told to do, will cause him no need to â€Å"fear harm. (24) Similarly, â€Å"The Chimney Sweeper† in Songs of Experience develops the same situation as â€Å" The Chimney Sweeper† from Songs of Innocence collection, but it is from a different perspective. In this poem, there are clearly three different views of the sweeps situation; his own; his parents and an observer. From reading this poem it is clear that the young sweeper feels exploited that his parents are self justifying, seeking only to pacify their own consciences and that the observer feels both pity and outrage. In the very manner that Blake explores issues of child exploitation and selling in the â€Å"The Chimney Sweeper† of Songs of Innocence, â€Å"The Chimney Sweeper† of Songs of Experience does the same, but puts more emphasis on the responsibility of the parents in putting their child in such a position of vulnerability. Through the eyes of children, Blake does not convey parents as a part of a family that raises their children with love and care, but as a group of individuals who mindlessly partake in their religious devotion by â€Å"going up to church to pray† (4). Parents here want to save their own souls, but don’t care about the damning of their child to a short life of misery. Within this poem is an example of people who are obviously not motivated by human suffering, as the child’s parents ignore the feelings of their child, â€Å"and because I am happy and dance and sing/ they think they have done me no injury. † (9-10) Here, Blake has characterized the child through typical infantile verbs â€Å"dance and sing† (9) although, this is contrasted by the feelings of the child which are masked by its actions. A point is also made by Blake about the role of the church in such social issues and, how organized religion plays a major role in the actions of people. Blake shows us how the organized church encourages parents to act upon the evident suffering of their child and the children around them in society, when they allow the parents to come inside its building to pray when they should be protecting their child from all harm. Finally Blake is emphasizing to the reader once more those who are responsible for the childs pain and sorrows. Blake also laments on how religion can be so powerful to motivate an individual to bear difficulties. In â€Å"The Chimney Sweeper† poem from Songs of Innocence, the boy believes in a â€Å"God for his father† (20) who observes and counts every singles act. He has faith which is spoiled by the institution of capitalism, which works as a repressive ideology to motivate the boy to be a passive good worker. The boy should only be concerned with doing his duty and nothing else. This is hidden from the boy, as he can just see the shinning bright â€Å"Sun† (16) and â€Å"the angel who had a bright key† (13) in his dream. The boy does what the angel has asked; to be a good worker, therefore, he will â€Å"never want joy. † (20) Having nothing else in life, the boy keeps his faith, but this dream keeps him away from the awareness of his socioeconomic oppression and, in turn guarantees the future of beneficial oppressors. Furthermore, Blake goes on to make yet another, contrast between innocence and experience when the chimney sweeper of Songs of Experience says, â€Å"they clothe me in the clothes of death† (7) indicating that when the child is naked, he is innocent, and since they clothed him they are forcing him into experience. However, the church does not care about the young boys, since they make themselves a â€Å"heaven† (12) out of the â€Å"misery† (12) of these little boys. In conclusion, it is evident that living in a world without media and technological advances, William Blake was able to use his poetry as a powerful tool for social comment. This is particularly evident in his two same name poems: â€Å"The Chimney Sweeper. † Like all of the poems in Songs of Innocence and Songs of Experience, Blake was able to use these two poems to attack the hypocrisy of the Church and of the wider Establishment that maintained poverty. He was very successful in bringing the world before his readers as raw and unmasked. By depicting the awful condition and future of the boys in both poems, Blake was able to condemn the capitalist society of his time. He was also able to show us the misuse of power in religious beliefs and activities. Throughout his poems, it is clear that the church is the oppressor that invites capitalism to society. These poems can be read in today’s light where oppression is very much present. Once and for all, Blake was inviting society to take a stand against the degradation of our land and our people. A timeless invitation indeed! : Blake, William. â€Å"The Chimney Sweeper. † English Romantic Writers. Ed. David Perkins. New York: Harcourt Brace Jovanovich Publishers, 1967. 54. Print. Blake, William. â€Å"The Chimney Sweeper. † English Romantic Writers. Ed. David Perkins. New York: Harcourt Brace Jovanovich Publishers, 1967. 65. Print. Ellis, John Edwin and Yeats, W. B. eds. , The Works of William Blake, Poetic, Symbolic, and Critical, 3 vols. (London: B. Quaritch, 1893)

Children Education through Playing Research Paper

Children Education through Playing - Research Paper Example There are a number of ways that educators could effectively use play in teaching children. Â  Since games allow students to think individually, then innovativeness is one of the most effective ways of teaching children by using play. Allowing students to take part in a game during the learning process allows them to be innovative in their thinking. This not only expands their thinking capacity, it also leads to a high level of creativity. The more students engage in play, the more they become innovative while developing ways and means of succeeding in the game. The outcome improves the knowledge of the child, which helps in improving their performance standards (Sandford, et al., 2006). Â  The building plays collaboratively between the teachers and their students is another way in which teachers could use play in teaching their students. Building a model together in class engages the students, making learning more fun and entertaining. This also improves the socialization between educators and their students in the class. Due to personal or domestic problems, some students find it hard to cope with others in the class. This contributes to a high number of shy cases among the students. However, shy people show tremendous improvement whenever engaging with their teammates during a game. This helps them overcome their shy nature. Â  Using music is an example of how educators can effectively teach their students. According to Jarvis (2002), music affects students directly. The fact that music leads students into the world of fantasy and imagination significantly contributes to the increase in their cognitive ability, and thus remembering more. The importance of music is evident from the effectiveness of the use of music between public and private schools.

Littering the side of the street Assignment Example | Topics and Well Written Essays - 250 words

Littering the side of the street - Assignment Example Additionally, trash may harbor diseases, which can be passed to animals eating it. Also, litter may attract other litter since it tells people to continue dumping litter in the same place. Moreover, litter may turn out to be a fire hazard. Furthermore, apart from littering being bad, it just looks disgusting (â€Å"JB Green Team†). Cigarette butts are considered the main source of litter (â€Å"Keep America Beautiful†). Despite being small, they are very dangerous. Cigarette butts have harmful chemicals such as arsenic that contaminates both soil and water. Cigarette butts are also a potential fire hazard (â€Å"JB Green Team†). It simply means that cigarettes can now not only harm us when we smoke it, but even when we do not smoke it. Generally, litter prevention starts with an individual. As an individual minimizing litter may be easy, however it requires vigilance. For beginners, never throw trash from your  car, and always ensure that you tightly seal the household garbage bins so that animals do not get the contents. Also, never forget your garbage upon leaving a public space such as a park. If you smoke then consider quitting bearing in mind the impacts that cigarettes have on the environment. Furthermore, if the roadway to your home is like an asylum for litter, volunteer for a cleanup. â€Å"Litter in America: Results from the Nation’s Largest Litter Study.† Keep America Beautiful, Inc. 2010. Web. 19th April 2015.

Normal Approximation in R-code

Normal Approximation in R-code Normal approximation using R-code Abstract The purpose of this research is to determine when it is more desirable to approximate a discrete distribution with a normal distribution. Particularly, it is more convenient to replace the binomial distribution with the normal when certain conditions are met. Remember, though, that the binomial distribution is discrete, while the normal distribution is continuous. The aim of this study is also to have an overview on how normal distribution can also be concerned and applicable in the approximation of Poisson distribution. The common reason for these phenomenon depends on the notion of a sampling distribution. I also provide an overview on how Binomial probabilities can be easily calculated by using a very straightforward formula to find the binomial coefficient. Unfortunately, due to the factorials in the formula, it can easily lead into computational difficulties with the binomial formula. The solution is that normal approximation allows us to bypass any of these problems. Introduction The shape of the binomial distribution changes considerably according to its parameters, n and p. If the parameter p, the probability of â€Å"success† (or a defective item or a failure) in a single experimental, is sufficiently small (or if q = 1 – p is adequately small), the distribution is usually asymmetrical. Alternatively, if p is sufficiently close enough to 0.5 and n is sufficiently large, the binomial distribution can be approximated using the normal distribution. Under these conditions the binomial distribution is approximately symmetrical and inclines toward a bell shape. A binomial distribution with very small p (or p very close to 1) can be approximated by a normal distribution if n is very large. If n is large enough, sometimes both the normal approximation and the Poisson approximation are applicable. In that case, use of the normal approximation is generally preferable since it allows easy calculation of cumulative probabilities using tables or other tec hnology. When dealing with extremely large samples, it becomes very tedious to calculate certain probabilities. In such circumstances, using the normal distribution to approximate the exact probabilities of success is more applicable or otherwise it would have been achieved through laborious computations. For n sufficiently large (say n > 20) and p not too close to zero or 1 (say 0.05 To find the binomial probabilities, this can be used as follows: If X ~ binomial (n,p) where n > 20 and 0.05 So is approximately N(0,1). R programming will be used for calculating probabilities associated with the binomial, Poisson, and normal distributions. Using R code, it will enable me to test the input and model the output in terms of graph. The system requirement for R is to be provided an operating system platform to be able to perform any calculation. Firstly, we are going to proceed by considering the conditions under which the discrete distribution inclines towards a normal distribution. Generating a set of the discrete distribution so that it inclines towards a bell shape. Or simply using R by just specifying the size needed. And lastly compare the generated distribution with the target normal distribution Normal approximation of binomial probabilities Let X ~ BINOM(100, 0.4). Using R to compute Q = P(35 X ≠¤ 45) = P(35.5 X ≠¤ 45.5): > diff(pbinom(c(45,35), 100, .4)) [1] -0.6894402 Whether it is for theoretical or practical purposes, Using Central Limit Theorem is more convenient to approximate the binomial probabilities. When n is large and (np/q, nq/p) > 3, where q = 1 – p The CLT states that, for situations where n is large, Y ~ BINOM(n, p) is approximately NORM(ÃŽ ¼ = np, ÏÆ' = [np(1 – p)]1/2). Hence, using the first expression Q = P(35 X ≠¤ 45) The approximation results as follows: l ÃŽ ¦(1.0206) – ÃŽ ¦(–1.0206) = 0.6926 Correction for continuity adjustment will be used in order for a continuous distribution to approximate a discrete. Recall that a random variable can take all real values within a range or interval while a discrete random variable can take on only specified values. Thus, using the normal distribution to approximate the binomial, more precise approximations of the probabilities are obtained. After applying the continuity correction to Q = P(35.5 X ≠¤ 45.5), it results to: ÃŽ ¦(1.1227) – ÃŽ ¦(–0.91856) = 0.6900 We can verify the calculation using R, > pnorm(c(1.1227))-pnorm(c(-0.91856)) [1] 0.6900547 Below an alternate R code is used to plot and illustrate the normal approximation to binomial. Let X ~ BINOM(100, l4) and P(35 45) > pbinom(45, 100, .4) pbinom(35, 100, .4) [1] 0.6894402 # Normal approximation > pnorm(5/sqrt(24)) pnorm(-5/sqrt(24)) [1] 0.6925658 # Applying Continuity Correction > pnorm(5.5/sqrt(24)) pnorm(-4.5/sqrt(24)) [1] 0.6900506 x1=36:45 x2= c(25:35, 46:55) x1x2= seq(25, 55, by=.01) plot(x1x2, dnorm(x1x2, 40, sqrt(24)), type=l, xlab=x, ylab=Binomial Probability) lines(x2, dbinom(x2, 100, .4), type=h, col=2) lines(x1, dbinom(x1, 100, .4), type=h, lwd=2) Poisson approximation of binomial probabilities For situations in which p is very small with large n, the Poisson distribution can be used as an approximation to the binomial distribution. The larger the n and the smaller the p, the better is the approximation. The following formula for the Poisson model is used to approximate the binomial probabilities: A Poisson approximation can be used when n is large (n>50) and p is small (p Then X~Po(np) approximately. AN EXAMPLE The probability of a person will develop an infection even after taking a vaccine that was supposed to prevent the infection is 0.03. In a simple random sample of 200 people in a community who get vaccinated, what is the probability that six or fewer person will be infected? Solution: Let X be the random variable of the number of people being infected. X follows a binomial probability distribution with n=200 and p= 0.03. The probability of having six or less people getting infected is P (X ≠¤ 6 ) = The probability is 0.6063. Calculation can be verified using R as > sum(dbinom(0:6, 200, 0.03)) [1] 0.6063152 Or otherwise, > pbinom(6, 200, .03) [1] 0.6063152 In order to avoid such tedious calculation by hand, Poisson distribution or a normal distribution can be used to approximate the binomial probability. Poisson approximation to the binomial distribution To use Poisson distribution as an approximation to the binomial probabilities, we can consider that the random variable X follows a Poisson distribution with rate ÃŽ »=np= (200) (0.03) = 6. Now, we can calculate the probability of having six or fewer infections as P (X ≠¤ 6) = The results turns out to be similar as the one that has been obtained using the binomial distribution. Calculation can be verified using R, > ppois(6, lambda = 6) [1] 0.6063028 It can be clearly seen that the Poisson approximation is very close to the exact probability. The same probability can be calculated using the normal approximation. Since binomial distribution is for a discrete random variable and normal distribution for continuous, continuity correction is needed when using a normal distribution as an approximation to a discrete distribution. For large n with np>5 and nq>5, a binomial random variable X with X∠¼Bin(n,p) can be approximated by a normal distribution with mean = np and variance = npq. i.e. X∠¼N(6,5.82). The probability that there will be six or fewer cases of these incidences: P (X≠¤6) = P (z ≠¤ ) As it was mentioned earlier, correction for continuity adjustment is needed. So, the above expression become P (X≠¤6) = P (z ≠¤ ) = P (z ≠¤ ) = P (z ≠¤ ) Using R, the probability which is 0.5821 can be obtained: > pnorm(0.2072) [1] 0.5820732 It can be noted that the approximation used is close to the exact probability 0.6063. However, the Poisson distribution gives better approximation. But for larger sample sizes, where n is closer to 300, the normal approximation is as good as the Poisson approximation. The normal approximation to the Poisson distribution The normal distribution can also be used as an approximation to the Poisson distribution whenever the parameter ÃŽ » is large When ÃŽ » is large (say ÃŽ »>15), the normal distribution can be used as an approximation where X~N(ÃŽ », ÃŽ ») Here also a continuity correction is needed, since a continuous distribution is used to approximate a discrete one. Example A radioactive disintegration gives counts that follow a Poisson distribution with a mean count of 25 per second. Find probability that in a one-second interval the count is between 23 and 27 inclusive. Solution: Let X be the radioactive count in one-second interval, X~Po(25) Using normal approximation, X~N(25,25) P(23≠¤x≠¤27) =P(22.5 =P ( ) =P (-0.5 =0.383 (3 d.p) Using R: > pnorm(c(0.5))-pnorm(c(-0.5)) [1] 0.3829249 In this study it has been concluded that when using the normal distribution to approximate the binomial distribution, a more accurate approximations was obtained. Moreover, it turns out that as n gets larger, the Binomial distribution looks increasingly like the Normal distribution. The normal approximation to the binomial distribution is, in fact, a special case of a more general phenomenon. The importance of employing a correction for continuity adjustment has also been investigated. It has also been viewed that using R programming, more accurate outcome of the distribution are obtained. Furthermore a number of examples has also been analyzed in order to have a better perspective on the normal approximation. Using normal distribution as an approximation can be useful, however if these conditions are not met then the approximation may not be that good in estimating the probabilities.

ALDI Business expansion through training and development Essay

Aldi (short for Albrecht Discounts) is a globally operating and expanding discount retailer with over 8,000 stores all over the world. The company was founded in 1913 in Germany by two brothers. In 1960 the former Albrecht KG was separated in Aldi Sued and Aldi Nord. The headquarters are located in Essen (Aldi Nord) and Mà ¼lheim an der Ruhr (Aldi Sued). Both companies still have a friendly relation and use the same brands occasionally but operate independently. Aldi Nord operates in Denmark, the Benelux countries, France, the Iberian Peninsula and Poland. Aldi Sued makes its business transactions in countries including Ireland, the United Kingdom, Greece, Switzerland, Hungary, Austria, Slovenia, USA and Australia. In Austria and Slovenia Aldi is represented by Hofer KG. Overall Aldi is one of the world’s biggest grocery chains. The sales strategy is well known as they offer the opportunity to buy cheap and good/fresh food. The main focus is on key markets in Europe, North Am erica and Australia. Store layouts are simple and opening hours focus especially on the busiest times of the day. The retailer is a specialist in food, beverage and household items but within the years the portfolio was extended. The company acts now among other things for example, as travel agency. Many of the offered products are own brands. The number of other brands is limited to a maximum of two for an item. Therefore it is possible to keep the shops smaller and to sell a larger quantity of a specific brand. The slogan â€Å"Spend a little, live a lot† reflects the strategy of Aldi. In a nutshell to keep prices low they are not taking effort on presenting their variety of goods. Worldwide main competitors of Aldi are Wal-Mart Stores, Inc., METRO AG and Lidl Dienstleistung GmbH & Co. KG. Particular Austrian competitors are Zielpunkt, Norma and Penny. The strategy of the mentioned chains is similar. They are all driving their main business in the food industry as they are primarily competing on price in order to increase their market share. Main customers are bigger families, housewifely people and people with less income. The marketing mix of every business is different. Aldi focusses on providing high quality products that are cheaper alternatives to famous brands. Moreover, the advertising strategy is very simple and cost saving. Apart from a weekly newsletter of  special offers Aldi is not advertising at all. Primarily this low price grocery chains arose due to the increasing population and economic challenges. Therefore it was necessary to construct bigger plants which resulted in fewer and larger firms. This had a negative effect on farmer’s return and all of a sudden people started to concern about the products they were consuming. Aldi was very hard affected by these changes and implemented sustainable products. Now they offer especially in the diary product sector regional goods. Certainly important to mention is the simple organization structure of Aldi. The very flat management hierarchy allows leaders to get their people known. At Aldi managers should be open for new ideas, improvements and it is common to involve all employees in decision making. They represent a philosophy of promoting and supporting talents within the organization. Consequently the performance of each employee is recognized easier. As the responsibility is increasing within promotions it is essential to support a transparent and effective decision making system. Subsequent the discretion of the Aldi organizational chart. On the very top of the management is the Vice President followed by several Directors like Director of Warehousing & Transportation and Director of Administration. The District Managers are directly reporting to the Director of Operations and are leading the individual Store Management Teams. The number of Store Employees is based on the frequency of customer visits. Worth to mention is also financial situation. The revenue of Aldi was not published until 2000. Since 2001, Aldi Nord publishes its numbers in the Federal Gazette. Sales in Germany in 2010 amounted to 22.5 billion euros. Furthermore the worldwide turnover was 52.8 billion euros. Aldi Nord and Aldi Sued are completely family owned. The capital is very solid and Aldi has no liabilities. Aldi Nord owns all logistic centers. Leased objects are increasingly replaced by own objects. Aldi Sued also owns almost all buildings and land but had to borrow money for further expansion properties. So they left the path of total independence. The return on sales constitutes between 3 and 3.7 % in 2010. The core values and principles that the brothers founded are still important for decision making today. These are presented from the management team as follows: Consistency – leads to reliability. We mean what we say. We are consistent in our dealings with  people, product, price and all other aspects of our day to day professional life. Simplicity – creates efficiency, clarity and clear orientation within our organization as well as for our customers. Responsibility – stands for our commitment towards our people, customers, partners and the environment. It also includes principles such as fairness, honesty, openness, service orientation and friendliness. Aldi places great emphasis in efficient human resource development. In the daily sales business they try to keep everything simple and cheap. This can only be realized with an increase of company’s performance. Furthermore it demonstrates how the training and development program ensures that their employees have the required skills. First of all the goal is to identify training needs in order to be prepar ed for the future. It is mandatory to plan both, the number of workers and specific skills and requirements. The company can then recruit new staff and is furthermore able to ensure that training and development programs are ready when needed. Training needs are identified through constant monitoring of the company’s performance. Aldi expands rapidly and therefore it is necessary to recruit more than 4,000 people within the next 12 months. Therefore the retailer follows the strategy to offer industry-leading salaries to make sure that they also attract the best candidates. Clear and detailed job descriptions help the Human Resource Department to find people with the right set of skills and competencies. Moreover there is process of interview and assessment where managers will find out if the applying person fits. After the most suitable candidate is recruited the training period starts. Depending on the position different trainee programs are offered. For example as a district manager you have to participate in a nearly one-year long training. This program is divided into several different phases where knowledge and skills are being strengthened. Furthermore the new recruits learn about the philosophy of Aldi and its expectations of them to make them feel part of the family. The training and development continues throughout the career with internal and external training seminars. Besides the effect of higher business efficiency training can enhance and motivate staff. Promotions are quite encouraging as personal growth and development is very much appreciated and supported. On the one side Aldi expects an immediate contribution to the business but on the other side they provide special trainings to help developing their careers within the company. Over  85% of Aldi Directors are recruited within the company. They start after school or college and work themselves u p into the general management. Additionally, they offer also an international Expatriate program. This is especially for experienced District Managers who want to learn more about the business in an entirely different culture. Aldi is looking for individuals who are willing to develop themselves further. What is more is that Aldi offers an internship of 10 weeks. During this period interns are given real responsibilities and they have the opportunity to show their competencies and skills. This work placement is for students in undergraduate or graduate programs and is well paid. Internships are very common in such big companies as they offer options for both, the company and the intern. The company has the chance to test the employee for a few weeks and can then decide to offer high potentials a permanent position. However, this is also an advantage for temporary employees because they do not have to sign a permanent contract. Furthermore, Aldi uses on-the-job trainings to continue the training of the employees. T his form of education is taking place in the working environment. Skills are improved by dealing with daily challenges and employees get the chance to learn through re-equipment and materials. Another advantage is that feedback is given right after the accomplishment of the task. Besides also Aldi benefits by saving costs as they don not lose working time and a specific training is although provided. In a nutshell, on-the-job training is very economical. There are four different forms of providing on-the-job trainings: Coaching: The trainee will be trained by a senior employee. These coaches are providing instructions to the trainees to improve their knowledge about the daily work processes. Even though coaching is often used wrongly as a synonym for mentoring. Mentoring: Is characterized by a strong communication between the trainee and the mentor. The main role of a mentors is to guide and help the trainee. Additionally communication. Compared to coaching the relationship of these two parties is more personal. Job rotation: Means that employees are moved within different positions just for a planned period of time. As a result they should be able to gain a wider variety of knowledge and learn about the processes in other departments. „Sitting next to Nellieâ€Å": Is a training very special technique where skills are provided by working alongside to a colleague. This method is very popular. It shows much more  efficiently than reading or studying a written documentation. At Aldi the training follows the principle â€Å"tell, show, do†. First of all the process is explained by the manager followed by a demonstration. Subsequently the trainee has to conduct the task and the manager observes. All kind of positions follow this structure. Prospective area managers get the possibility to become acquainted with different departments. Thus the trainees understand how each department and processes relates to each other. In the trainee period of one year they are supported from an area manager and they get the possibility to represent the branch manager for four to six weeks. In addition to on-the-job trainings Aldi provides off-the-job trainings as well. As indicated, these trainings are taking place away from work. Whereas on-the-job training is very specific, off-the-job training transfers more general skills which are transferable and therefore can be used in many parts of the company. Aldi uses this kind of development for courses covering: Hiring Techniques: Recruitment, interviewing and selection Employment law Influencing skills Performance reviews (appraisals) Aldi Management System (how to develop and performance manage people) Off-the-job training shows positive outcomes like motivated staff and greater staff productivity. Moreover it provides employees with better skills and Aldi profits from improved customer service. Beside these positive aspects it must be admitted that off-the-job training creates higher payroll costs. These additional costs are shown in payments for the trainings organization, the training itself and absenteeism which has to be covered from other employees. Aldi decides whether on-the-job or off-the-job training is more suitable for the given aspect of training. In general the different internal and external training seminars accompany employees through their whole career. Aldi defines learning and growth as a career-long process where there is always an opportunity for more. An example for the combination of internal and external training is Aldi’s apprentice scheme. Beside the regular apprenticeship the trainees are studying for an NVQ (national vocational qualification) in Retail Apprenticeship. When the traineeship ends after 3 years the apprentices  gained Level 3 – advanced qualification. Due to the growth of Aldi, trainees have good opportunities to be promoted. Fully trained have the possibility to acquire a position as a deputy manager or assistant store manager. The next step on their career ladder is to become a store manager. All these forms of training provide employees with work-related knowledge and skills that are needed to carry out their jobs. Besides on-the-job and off-the-job training there is another possibility to educate the employees of a company. Development is similar to training as it supports personal growth and improves skills which are directly related to the job. Furthermore, employees gain qualifications and which results in a higher value in the job market. At first glance it looks as if companies do not benefit from development, but they do in every way. Beyond employees can be used more flexible. Additionally they are able to take over more responsibility. Moreover, people are considered to be an important member of the business. Hence, the company cares about the performance and capabilities of employees, which enhances motivation. Aldi is greatly aware that further development of employees increases the change of losing high potentials. Due to better knowledge people are more likely to leave as other companies often promise better career objectives. Nevertheless Aldi is conscious of this risk but in order to remain competitive they prefer to invest in human capital. As this food retailer has a lot of subsidiaries it is possible to offer its employees relocation to different international countries. This helps to develop all-round expert ise and motivation. At first, strengths and weaknesses of each employee need to be identified. Next step is to help them to improve their skills. To support this process Aldi launched an appraisal form. In this special system the manager and the employee evaluate the past and current performance. According to this process it is easier to decide which development is necessary or useful for the individual. A very important procedure is also the personal goal setting. At Aldi managers and employees work very close together to find the right targets. The discounter also tries to attract especially university students. Students have the possibility to prove their theoretical knowledge during a one year long working experience. They enjoy the first time to be part of a company. Moreover Aldi benefits greatly from this system. If the students are doing well they usually get a permanent job offer. In this  case no further recruiting process is needed and subsequent time and money can be saved. In a nutshell Aldi puts great emphasis on training and development. Even though the company does not have a human resource department, it is rewarded with number 6 in â€Å"The Times Top 100 Graduate Employers 2013†. 85% of all directors have been recruited within the company this shows that the firm has a strong policy for internal recruitment. So promotion is permitted to every employee. Another factor of success is that staff is recruited from schools or colleges. The appropriate on- or off-the-job training guarantees that recruits are well-trained and lays the foundation of the employees’ careers. The retailer’s global competitor Wal-Mart has a similar training and development strategy. Wal-Mart uses a training and development system inspired by Nike. The difference to Aldi is the e-training process, which is a web-based training concentrating on selling skills and product knowledge. Besides all these positive aspects some valuations of former employees on the internet tell another story. Zeit online reports that discounters like Aldi are fallen into disrepute and try to clear their names as good employers with training and development offers. On the one hand former employees are largely satisfied with Aldi’s further development, but on the other hand they claim that the promised prospects for promotions and career are rare. To guarantee that every employee gets equal career development opportunities, we would suggest a development account like Fraport AG uses. Fraport is the operator of the airport Frankfurt and organizes staff development with the so called Q-Card (qualification card). The Q-Card is a credit account for further development, which gives each of the 13,000 employees the chance to redeem â‚ ¬ 600 per annum for personal development. If the development credit is not consumed, it expires on their own responsibility. All in all, Aldi has an effective way to train and develop staff. Open communication of the career prospects brings orientation for recruits and employees. The flat management hierarchy combined with career possibilities enables the staff to take over responsibility. Training ensures well-trained employees and promotion is open to all staff. In respect of staff development Aldi deservers number 6 of the 100 Graduate Employers 2013. Primarily, people associate Aldi with cheap products, but hardly anyone knows that they care about their employees especially in staff development. (2739 words) Reference List: http://www.aldi.com/?aldiurl=true https://corporate.aldi.co.uk/en/responsibility/our-people/everyone-achieving-their-best/ https://www.hofer.at/ http://www.aldi.de/

Emotional, Behavioral, and Physical Disabilities Essay

When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student. It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning. There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need. Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student educat ion. There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help. For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone. Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like â€Å"listen,† â€Å"look,† and â€Å"name† lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives. When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful. I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice â€Å"Try to walk in their shoes for once. †

Essay King Phillip II of Spain The Battle of Lepanto in 1571

Battle of Lepanto in 1571. Phillip sent a fleet of ships to reconquer the city of Tunis (in present day Tunisia) and succeeded. However, the Ottomans rebuilt their fleet and in 1574 recaptured Tunis with a force of 250 galleys and a siege, which lasted 40 days. This battle ended the threat of Ottoman control of Spain and Europe and in 1585. The Ottoman Empire signed a peace treaty and ended the war. Marriage Phillip’s father, Charles V, arranged Phillip’s marriage to Queen Mary I of England. In order to get Phillip to Mary’s level Charles made Phillip the king of Naples and of Jerusalem. They were married on July 25th, 1554 at Winchester Cathedral in Winchester, Hampshire, England. With their marriage Phillip obtained all of Mary’s†¦show more content†¦Finally, a large storm hit the English Channel that damaged many of the fleet’s ships. When the Armada and the English Navy finally did fight, the Armada was forced to retreat. The battle wasn’t one-sided, but the Armada was at a disadvantage because of the previous damage they obtained from the storm. Phillip sent two more Armadas to England in which both failed and he sent one to the Azores Islands and the Canary Islands to fight of raids. These battles came to be called the Anglo-Spanish War that would continue even after Phillip and Elizabeth both had died. In May of 1570, Phillip married his niece Anne of Austria. And they had five children, four of which died before their parents. The only one to live until adulthood was Phillip III and he would take his father’s place as King of Spain in 1598. Death Phillip died in El Escorial (a building outside of Madrid, Spain in San Lorenzo de El Escorial, Spain) on September 13th, 1598 from cancer. His death was nowhere peaceful; it was actually extremely painful involving red, hot swollen joints (gout or podagra as it is known today), fever, and edema (a build up of fluid beneath the skin). This went on for 52 days and he wasn’t able to move because of the pain. After Phillip died he was buried at the Royal Burial site in San