Grant Writing Tips

Grant Writing Tips Grant Writing Tips Grant Writing Tips By Guest Author This is a guest post by Cristy Rodriguez. If you want to write for Daily Writing Tips check the guidelines here. A grant is a simple request for funds that entails a description of a specific need and the proposed program that will fill that need. It is the applicant’s responsibility and goal to present a strong enough case to convince a possible funder that they are worthy of receiving a grant. There is a basic format that can be followed and used as an outline when putting a grant together. Many funding organizations and foundations have different sets of guidelines that should be followed. It is important that you carefully research each foundation’s mission, area of interests and grant guidelines. Look to answer these questions and any others that seem relevant to your search. What is their sole basis for setting funds aside for this call for proposals? What program areas are they looking to fund? Are they only considering awarding funds to certain entities (non-profits, schools, churches, etc.), certain geographic areas or populations? Do not overlook their funding restrictions, some foundations list what they do not accept and or fund. Make sure your program and needs match with the foundations scope. You must also gather information from the organization (who you are writing for) to help put the grant together. Meet with the organization’s key contacts to plan out a program design. Find out what kind of grant they are looking for, what important needs need to be met. What do they hope to accomplish through this proposed program? Discuss what their plans for sustainability are. The feedback you receive is quite vital to the grant layout and presentation. Gather materials on the organization’s background, mission and list of past and former programs and activities. Once you have chosen a foundation and have gathered all your research materials, you are now ready to begin writing a grant. Most of what is detailed here is what foundations are looking for in a grant. The following can be used as a guide to get you started on the grant writing process. 1. Executive Summary- Usually one page Proposed program summary Solution- What the program will accomplish Program cost Organization experience and capacity- Brief statements to establish credibility with similar programs 2. Statement of Need- Two pages Reason(s) proposed program is needed, supported with statistical information Reasons the organization is the right candidate to fulfill those need(s) 3. Program Description- Three pages Program design and implementation Goals and Objectives Methods- Steps taken to accomplish program objectives Program Evaluation- The methods for reporting program results, by whom and when. How will you measure success? What are your plans for improvement? Plan for sustainability- How will the program continue once funding is gone? Program staff 4. Organizational Information- One page Mission and History Summary of past and former programs Accomplishments 5. Program Budget- One page Provide an outline of all program costs and expenses. Be sure to review their guidelines on what they do not fund. 6. Attachments- Varies 501 Â © 3- Tax exemption letter Organization Bylaws and Articles of Incorporation List of Board members Financial Statements Letters of support When you have compiled all these elements you will now have a basic draft or model to use for future grant writing projects. Of course, this is to give you an idea of what most foundations ask for. You should always follow their grant guidelines and instructions. About the author: Cristy Rodriguez, former grant writer and a regular contributor to Associated Content. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Types of RhymeComma Before ButStarting a Business Letter with Dear Mr.

Bristoe Campaign in the American Civil War

Bristoe Campaign in the American Civil War Bristoe Campaign - Conflict Dates: The Bristoe Campaign was conducted between October 13 and November 7, 1863, during the American Civil War (1861-1865). Armies Commanders: Union Major General George G. Meade76,000 men Confederate General Robert E. Lee45,000 men Bristoe Campaign - Background: In the wake of the Battle of Gettysburg, General Robert E. Lee and the Army of Northern Virginia withdrew south into Virginia.   Slowly pursued by Major General George G. Meades Army of the Potomac, the Confederates established a position behind the Rapidan River.   That September, under pressure from Richmond, Lee dispatched Lieutenant General James Longstreets First Corps to reinforce General Braxton Braggs Army of Tennessee.   These troops proved critical to Braggs success at the Battle of Chickamauga later that month.   Made aware of Longstreets departure, Meade advanced to the Rappahannock River seeking to take advantage of Lees weakness.   On September 13, Meade pushed columns towards the Rapidan and won a minor victory at Culpeper Court House. Though Meade hoped to conduct a wide sweep against Lees flank, this operation was cancelled when he received orders to send Major General Oliver O. Howard and Henry Slocums XI and XII Corps west to aid Major General William S. Rosecrans beleaguered Army of the Cumberland.   Learning of this, Lee took the initiative and launched a turning movement to the west around Cedar Mountain.   Unwilling to do battle on ground not of his own choosing, Meade slowly withdrew northeast along the Orange and Alexandria Railroad (Map). Bristoe Campaign - Auburn: Screening the Confederate advance, Major General J.E.B. Stuarts cavalry encountered elements of Major General William H. Frenchs III Corps at Auburn on October 13.   Following a skirmish that afternoon, Stuarts men, along with support from Lieutenant General Richard Ewells Second Corps, engaged parts of Major General Gouverneur K. Warrens II Corps the next day.   Though inconclusive, it served both sides as Stuarts command escaped from a larger Union force and Warren was able to protect his wagon train.   Moving away from Auburn, II Corps made for Catletts Station on the railroad.   Eager to harry the enemy, Lee directed Lieutenant General A.P. Hills Third Corps to pursue Warren.    Bristoe Campaign - Bristoe Station: Racing forward without proper reconnaissance, Hill sought to strike the rearguard of Major General George Sykes V Corps near Bristoe Station.   Advancing on the afternoon of October 14, he failed to notice the presence of Warrens II Corps.   Spotting the approach of Hills lead division, commanded by Major General Henry Heth, the Union leader positioned part of his corps behind the Orange and Alexandria Railroad embankment.   These forces mauled the first two brigades sent forward by Heth.   Reinforcing his lines, Hill was unable to dislodge II Corps from its formidable position (Map).   Alerted to Ewells approach, Warren later withdrew north to Centreville.   As Meade re-concentrated his army around Centreville, Lees offensive drew to a close.   After skirmishing around Manassas and Centreville, the Army of Northern Virginia withdrew back to the Rappahannock.   On October 19, Stuart ambushed Union cavalry at Buckland Mills and pursued the defeated horsemen for five mi les in an engagement that became known as the Buckland Races. Bristoe Campaign - Rappahannock Station:            Having fallen back behind the Rappahannock, Lee elected to maintain one pontoon bridge across the river at Rappahannock Station.   This was protected on the north bank by two redoubts and supporting trenches, while Confederate artillery on south bank covered the entire area.   Under increasing pressure to take action from Union general-in-chief Major General Henry W. Halleck, Meade moved south in early November.   Assessing Lees dispositions, he directed Major General John Sedgwick to assault Rappahannock Station with his VI Corps while Frenchs III Corps struck downstream at Kellys Ford.   Once across, the two corps were to unite near Brandy Station. Attacking around noon, French succeeded breaking through the defenses at Kellys Ford and began crossing the river.   Responding, Lee moved to intercept III Corps in the hope that Rappahannock Station could hold until French was defeated.   Advancing at 3:00 PM, Sedgwick seized high ground near the Confederate defenses and emplaced artillery.   These guns pounded the lines held by part of Major General Jubal A. Earlys division.   As the afternoon passed, Sedgwick showed no signs of attacking.   This inaction led Lee to believe that Sedgwicks actions were a feint to cover Frenchs crossing at Kellys Ford.   At dusk, Lee was proven wrong when part of Sedgwicks command surged forward and penetrated the Confederate defenses.   In the assault, the bridgehead was secured and 1,600 men, the bulk of two brigades, captured (Map). Bristoe Campaign - Aftermath: Left in an indefensible position, Lee broke off his movement towards French and began retreating south.   Crossing the river in force, Meade gathered his army around Brandy Station as the campaign ended.   In the fighting during the Bristoe Campaign, the two sides incurred 4,815 casualties including the prisoners taken at Rappahannock Station.   Frustrated by the campaign, Lee had failed to bring Meade to battle or prevent the Union from reinforcing its armies in the West.   Under continued pressure from Washington to obtain a decisive result, Meade commenced planning his Mine Run Campaign which moved forward on November 27. Selected Sources Civil War Trust: Battle of Bristoe StationCWSAC Battle Summaries: Bristoe StationBristoe Station Campaign

Discussion Questions Essay Example | Topics and Well Written Essays - 750 words - 8

Discussion Questions - Essay Example Dovel, 1993) Today it is believed that management styles around the world especially in the industrialized world are beginning to converge and that this convergence will likely increase overtime as a result of increased globalization process. (Richard M. Steers, & Luciara Nardon, 2005, p.10). But in my point of view this is not so and my management style cannot be applied successfully in Asia, Europe and US at the same time. The reasons are as follows The cultures across the countries in Asia, Europe and US are very different. The culture of a country shapes the perception of the people. These perceptions play a major role in defining their work attitude. Cultural influence also directly affects the climate for business in general and international business in particular. National ideology determines how members of a culture view the role of business and how strong the cultures identity is. These factors in turn determine attitudes toward foreigners, foreign products and foreign ideas. (John B. Ford, Earl D. Honeycutt, Jr, 1992, p. 2) Trade and business laws in a country also affect the managerial decision making. Business organizations that work across borders not only follow international laws but also the national business and trade laws of the concerned country. A decision which is viable in one country may not be legally acceptable in another country. There is a huge gap in the technology usage between Asian, American and European countries. Asian businesses mostly rely on old technologies due to shortage of capital. This makes the Asian businesses more labor intensive. This is also a key factor that requires managers to have different managerial style. This is the most important point because the level of skill and education of the workforce determines the kind of attitude the manager can have with them. Incase of Asia where the workforce is mostly uneducated the managers hardly rely upon the employees. Therefore a manager may not be able to

Current Events Research Paper Example | Topics and Well Written Essays - 750 words

Current Events - Research Paper Example The two strongest European economies within the zone, namely that of Germany and France, do not agree on what actions to take to prevent the entire continent from falling into a recession. In this regard, recession is broadly defined as two (2) successive quarters of economic decline if it is based on the real gross domestic product or GDP. (My own definition of a recession is when a lot of working people lose their jobs and those seeking new employment, like the new graduates, cannot get hired). However, the National Bureau of Economic Research (NBER) of the United States of America defines it more precisely, based on a number of other economic indicators such as the level of employment, industrial activity, real incomes, wholesale prices and retail sales. In other words, the NBER uses overall business activities as an indicator, the time when business reaches its peak and starts to decline. It is the business cycle dating committee or BCDC that is tasked to approximate the date whe n a recession has started (NBER, 2010, p. 1); a recession is usually accompanied by rising unemployment and a rise in excess capacity in the manufacturing sectors or other industries of the country due to weak consumer demand. The magazine article discussed in this paper had specifically mentioned this two prime economic indicators to portray the worsening conditions within the European economic zone. Discussion The news article which serves as the basis for the discussion of recession in Europe in this paper is entitled â€Å"The euro crisis: a real mess† that was written by R. A. and published in the on-line or digital version of the Economist last July 2, 2012. In the article, the author talked on a worsening crisis within the European zone because of the on-going recession that is expected to get worse within the next few months. The unemployment in Europe had inched up, with Euro-wide unemployment rate going up last May to 11.1% with the unemployment figures for Spain at much worse rates of 24.6% for adults and at over 52% for Spanish youths. Spain is one of those countries included in the PIIGS mentioned earlier (Dorfman, 2010, p. 1) which engaged in great spending even beyond its normal capacity to pay and is now suffering for its profligate ways. All the five countries included in the PIGGS classification had borrowed way too much and are now in real great danger of defaulting on their sovereign debts. The other countries in Europe which are now in recession are suffering from same twin problems of too much debts and high deficits which does not leave much room for economic recovery except through harsh cost-cutting acts but are not politically well-advised especially during an election year. The same article on the on-going euro crisis mentioned how manufacturing activity had declined by 1% in the second quarter this year, with the rate of decline expected to accelerate in the later part or the second half of this year. Manufacturing is one of broad economic indicators used to measure or approximate a recessionary climate, and this is shown by the decline in many European countries, such as not only in France and the Netherlands but also in Spain, Italy and even Germany, which is considered as the strongest European economy so far. Both Greece and Spain are now in depression, which is worse than a recession (a decline of above 10% in GDP). The

The U.S. a Guarantor and Challenger of the UN Security System Essay Example for Free

The U.S. a Guarantor and Challenger of the UN Security System Essay The United States of America, through its former president Franklin D. Roosevelt was the founding nation of the United Nations during world war two. The U. S. is one of the permanent member of the UN with veto powers and one of the five Security Council members as well as the major contributor of revenues to the UN, making it a true guarantor of the UN security system. However, since the formation of the UN, the organization has experienced various challenges in executing its duties as a global organization committed to maintaining peace and security, better living standards and human rights, particularly with the United States which has proved somehow to be a stumbling block in the organization effective operation, with the U. S. not respecting U. N. security council resolutions by taking advantage of its mighty economy, huge contribution to the organization and its permanent membership vetting powers to push the UN to comply with its selfish interests, by breaking the organizations security council resolutions hence bringing conflict between the U. S and other security council members. ( Global policy forum, 2008) The United Nations been an international organization, committed to maintaining international peace and security, handles a wide range of issues across the globe. It is best known for peacekeeping, conflict prevention and humanitarian assistance; it requires huge finances to implement its duties. The organizations has a regular two-year budget and its specialized agencies (like UN security agency) are funded by assessments and voluntary contributions from member states. The organization budget is approved by the general assembly, which in addition determines the assessment for each member country, this is mainly based on the capability of each country to pay, although the organizations assembly adheres to its principle of not relying entirely on one member country to finance its operations, hence there is maximum amount which each country can contribute. However the U. S is the only member country that meets the maximum (ceiling rate) making it a true guarantor of the UN security system. In addition to funding the organization operations, the US is one of the five permanent security council members, hence it must participate in approving all peacekeeping and security operations, this a true indication that the U. S is a real guarantor of the UN security systems( Chicago council on global affairs, 2008) The U. S been one of the five permanent members of the UN security council and one of the only five countries recognized as nuclear-weapon states(NWS), it has a permanent representative in the security council hence the U. S participates in investigating any international dispute or any situation which mighty lead to international friction or cause a dispute, the U. S as a security council member take part in deciding what measures are to be taken in situations involving, threat to the peace and it is a stake-holder in recommending on the action to be taken to the concerned countries by either use of armed forces, to maintain and restore international peace and security. For instance the U. S was in the fore-front during the UN armed actions in Korea in 1950 during the Korean War, also the US was the main participant in the use of the coalition forces in Kuwait and Iraq in 1991, making it a true guarantor of the UN security system. (Creery, Janet, 1994) The U. S has been in the forefront as a guarantor and mediator of talks and processes for implementing comprehensive peace agreement needed to assist and bring both north and southern Sudan around one table, laid down their issues and give peace a chance. To understand the drivers of conflict and the gateway to sustainable peace in eastern Sudan, the U. S through its organization called the institute of peace and in partnership with other peace institutions like the Nairobi peace Initiative-Africa, the U. S funded a workshop entitled, Listening to East Sudan, a workshop aimed at assessing the social-economic stresses of the people of eastern Sudan, mobilizing responses in its relentless efforts to see peace and democracy prevail in Sudan (www. usip. org/resources/peacekeeping-and peace building-eastern Sudan) The most remarkable contribution of the United States to the United Nations system was during the Britton woods conference whose objective was to create a new, stable and predictable international monetary and trade regime. This new system opened world markets, promoted a liberal economy and paved way for the birth of different UN institutions like the World Bank and international monetary fund to assist in implementing UNs duties. The United States significantly supported the UN, through funding and other ways making the UN the first international organization to receive a huge financial support fro the U. S. this institutions among others are the building blocks of the UN hence the U. S is one of the financial cornerstones and a guarantor of the UN security systems. (Schweigman, David,2001) The United States has show remarkable efforts in its aggressiveness to see the whole world is at peace and there are no threats to any country. In its efforts to bring peace and sanity in this world, the country has sacrificed its expensive and high-tech military equipment and personnel, for instance in Afghanistan in its efforts to do away with terrorist and other terrorist groups like the Somalia pirates and militia groups such as the alshabab, an activity which is a security responsibility of organizations like the UN. Moreover, recently the whole world witnessed the U. S efforts in Kenya an African country where sometimes back experienced a very severe post-election violence, many innocent and poverty-stricken people including women and children as well as jobless youths lost their lives, the country has since independence experiencing bad leadership because of its outdated, colonial constitution, The US has been tireless in its effort to see the country come up with its people driven constitution, it has financed these process and it was just a few days when the country voted and endorsed a new constitution, a process which the U. S has been pushing for a very long time, hence the U. S has been an icon in maintaining international peace and security making it is a true guarantor of the UN security system because it is in fact executing some of the main UN roles(Samir, Alhawary, 2008) United States has been one of the main supporters of the UN, in various ways and even sometimes implementing some of the core functions of the organization, however, in some other various occasions, the unites States has been a bottleneck to the UN smooth and effective operation. Former U. S president, President Franklin D. Roosevelt was the leader behind the establishment of the UN during world war two . He suggested to his allies especially, Winston Churchill and Joseph Stalin, the need for a joint organization which could become the primary vehicle for maintaining international peace and stability. Roosevelt was the one who came up with the idea of some member countries being granted veto powers, such that without the agreement of any member with veto powers the organization cannot execute any crucial resolution. The veto issue brought a lot of disagreements among different member states but it was not a matter of negotiation for Roosevelt and his allies, hence this is where the rain started biting the organization because even to date the U. S hardly respect the decision of other member countries and this has been a source of conflict between the U. S and other members who have been proposing the U. S to be chased out of the organization, this is a major challenge to the organization considering that the U. S is one of its faithful financers. (De Wet, Erika, 2004) Some member countries and mostly the United States have been pushing for various reforms to be carried out within the organization. Some want the UN to play a greater or more effective way in the world affairs, others want its mandate to be reduced to humanitarian work, others have been calling for the expansion of the organizations security council memberships among other issues although there has been little consensus on how to handle all this issues. The United States has also been accusing the organization for been inefficiency, this has been a challenge to the organizations operation. The organization experienced on of its ground breaking challenge during the1990, when the U. S withheld its dues citing inefficiencies and only started repayment when its condition of major reform initiative was introduced in 1994, when the organizations general assembly established the office of internal oversight services to serve as a watch dog. | (American interests and UN reforms, 2006)

Modernist Works and the Fear of the Fin de Siècle Essay -- Literature

Modernist Works and the Fear of the Fin de Sià ¨cle      Ã‚  Ã‚   Fin de sià ¨cle is a term which is now used to refer to the period of the last 40 or so years of the Nineteenth Century and its art, yet at the time the word had genuine sociological connotations of modernity, social decay and reaction.   In France in particular though arguably throughout Europe, society was changing in such a way as to merit such a pessimistic term for the trend evolving.   The growing ability for the mass of the people to access all areas of society, previously only available to an appreciative elite coupled with the growing crime rate and visible decline of this elite are factors of this social phenomenon.   The modernist writers, typically the youthful offspring of the old elites, certainly used fin de sià ¨cle as a theme.   There is evidence of a conflict with the concept of fin de sià ¨cle, but it is too simple to say that they displayed a fear of fin de sià ¨cle.   As I will try to show in this essay, the modernist reaction to and in terpretation of fin de sià ¨cle is not static and, as though proportional to the development of modernity as an aesthetic, develops through works of varying mediums by different authors over the period identified as 'modernist'.    The phenomenon of   fin de sià ¨cle is like any term, including modernism, not rigidly set chronologically.   It can be used to describe any time in the period between about 1860 and around the beginning of the First World War.   This roughly coincides with the chronology of modernism.   This is no coincidence, since the two are linked exponentially and develop so.   But whether the relationship between the works of modernism and fin de sià ¨cle is one of fear, is not a clear cut 'yes or no' situation.   In ... ...arles Baudelaire, The Flowers of Evil, Aylesbury: Oxford University Press, 1993. Joris Karl Huysmans, Against Nature, St Ives: Penguin Books Ltd., 1959. Thomas Mann, Death in Venice, St Ives: Penguin Books Ltd., 1971. Bram Dijkstra, Idols of Perversity - Fantasies of Feminine Evil in Fin de sià ¨cle culture, New York: Oxford University Press, 1986. J.A. Cuddon, Dictionary of Literary Terms and Literary Theory, St Ives: Penguin Books Ltd., 1992. Ruth Harris, Murders and Madness - Medicine, Law and Society in the Fin de sià ¨cle, Oxford: Clarendon Press, 1989. Eugen Weber, France - Fin de sià ¨cle, Massachusetts: Harvard University Press, 1986. Richard David Sonn, French Anarchism as Cultural Politics in the 1890's, Michigan: Ann Arbor, 1981. 1 Eugene Weber, France - Fin de Sià ¨cle, Massachusetts: Harvard University Press, 1986, pp. 9 - 26   

CIPD Ass Member Criteria Essay

What it means to be an Associate Member of CIPD The Associate Member applies their specialist skills and knowledge in the context of the organisation’s structure, culture and direction, by: providing support for human resources (HR) leaders and managers as they work to deliver a range of HR processes in one or more professional areas delivering some HR functions, such as administrative, information and processing activities. Whatever the nature or size of the organisation, the Associate Member gives vital support in one or more of the key component areas of human resources. So they may work within the central HR team, or in learning and development, or another of the professional areas within the HR remit. They may be someone setting out on an HR career, aiming for progression to Chartered Membership as they develop their skills, knowledge and experience. Or they could be someone who wishes to continue supporting fellow professionals without moving to Chartered Membership, but would like formal recognition for their existing role and contribution. Whichever it is, the Associate Member completes tasks and addresses problems that are well-defined but still have a degree of complexity. Operating within clearly defined limits they exercise some autonomy and judgement, taking and implementing appropriate decisions. The basis for their discretion is their knowledge and understanding of the organisation, and the established range of HR policies, processes, procedures and practices that they help deliver. Associate Membership signifies that this is someone who has been assessed against clear professional criteria – someone who demonstrates that they have the skill, knowledge and approach to make a significant supporting contribution, and deliver excellent results. It also confirms that they have signed up to the CIPD CPD Policy and Code of Professional Conduct, and work to its standards and criteria. Meeting the criteria To achieve Associate Membership the individual has to show that they have delivered against the criteria in a work environment. There are three elements in the criteria. 1. Activities – what the Associate Member does 2. Knowledge – what the Associate Member understands in order to carry out he activities 3. Behaviours – how the Associate Member carries out the activities. Activities: what the Associate Member does The Associate Member uses their specialist HR skills and knowledge to support HR leaders and managers, delivering information and services as and when required: consistently, on time and to standard. To do this the Associate Member: Maintains and produces management information collects and collates financial and non-financial data and statistics on the HR activities and processes within their work role converts raw data into meaningful HR and management information, and passes it on to managers and HR specialists, to inform plans, decisions, budgets produces clear and meaningful reports and updates, regularly and/or on request maintains HR record systems and individual records, with full, accurate and appropriate information and in line with data protection laws and regulations. Supports HR colleagues and line managers provides line managers/others with accurate and timely information/advice on HR policies, procedures and practices, in line with the organisation values and relevant regulations helps ensure that all HR processes provide equal opportunity, promote diversity, are based on merit and are applied equitably, fairly, reasonably and without bias manages the administration of continuing or one-off HR programmes, workshops, or meetings, and helps in their delivery. Supports improvement in processes and policieslooks for continuous improvement opportunities in HR processes, and feeds messages, ideas and observations to senior HR colleagues or managers supports change initiatives and programme implementation, maintaining service during the process and at the same time testing new approaches helps staff and managers outside HR to understand the need for and benefit of change, their role in the process, the next steps and the expected results. Maintains th eir Continuing Professional Development (CPD) enhances their professional skills, knowledge and behaviours through reflective and planned CPD. Knowledge: what the Associate Member understands To carry out the Activities the Associate Member has to know about and understand three contexts: 1. the organisation they work in or with 2. their specific work role (such as: generalist or specialist role) 3. the wider HR context. 1 The organisation and its context, including: the organisation’s structure, culture and operations its goals, targets and financial structure its HR policies, procedures, programmes, processes and practices its range of products and services and who its customers are how its teams work together to optimise performance. 2 The specific work role and the HR area(s) that are the focus for it, including: the relevant and appropriate legal and regulatory framework, and the external bodies and agencies that legislate and/or give advice and support how to contribute to the effective implementation of the organisation’s HR processes, procedures, practices, tools, techniques and approaches. 3 The wider HR context, including: how the different HR activities form an integrated whole, and the way that an action in their own professional area can affect other areas and impact on colleagues how to:plan and prioritise activities and their own work effectively, efficiently, on time and within budget -communicate effectively with employees at all levels -deliver service excellence, handle and resolve complaints and deal with difficult customers -use IT effectively and efficiently (specifically HR information systems). Behaviours: how the Associate Member carries out activities In delivering the Activities the Associate Member has to demonstrate how they meet the Behaviour criteria, organised in three clusters: Insights and influence, Operational excellence, Stewardship. Insights and influences 1. Curious keeps up to date with developments, ideas and trends in HR, the organisation and its sector. Uses information to inform personal CPD plans accepts and acts on feedback on their performance, taking action to broaden their experience, knowledge and skills uses information to inform personal CPD plans. 2. Decisive thinker uses knowledge and judgement to identify options and make day to day decisions makes sure information is accurate, consistent and relevant, before using it to carry out a task or make a decision. 3. Skilled influencerworks with other people to help gain commitment and support for changes or policies, using the appropriate communication channel or method puts forward logical and evidenced suggestions. Operational excellence 4. Driven to deliver identifies the steps needed to achieve agreed objectives, focusing on priorities keeps track of progress, to deliver on time and meet or exceed expectations. 5. Collaborative builds and maintains a network of useful contacts and relationships to support colleagues shows sensitivity and respect for other people’s feelings, cultures and beliefs. 6. Personally credible provides sound, realistic and impartial adviceconsistently delivers their promises and commitments and accepts responsibility for their actions, even when facing opposition. Stewardship 7. Courage to challenge shows courage to speak up, asks questions or for information, help or advice from other people when faced with unfamiliar issues or circumstances. 8. Role model demonstrates sound personal values and ethics, and operates within the organisation’s values, processes and expected behaviour supports colleagues in times of high workload or pressure deals with confidential and sensitive HR matters and data in line with professional good practice and the legal requirements.

Fahrenheit 451 Critical Essay

Jamie Moseley 17, October, 2012 Ms. Telesca English 101H Fahrenheit 451 Analysis In all societies, knowledge breeds life and understanding about mankind and the world surrounding it. Without the purposeful application of knowledge, the entropy of ignorance sweeps civilization into ruin and decay. In Fahrenheit 451, Bradbury asserts the point that knowledge is the foundation of civilization and if removed, what is left is a decaying society ravaged by stupidity and immorality. War, technology, and paradox sculpt a world that treats lies as truth and knowledge as sin.The characters in Fahrenheit 451 use technology as a mirroring motif, reflecting the characteristics of the society that invents things like headphones, bio-purging systems, and grotesque mechanical beasts. At first, headphones seem like a harmless invention, but actually showcase the fruitless â€Å"knowledge† of the people who use it. Montag discovers this when he observes Mildred using â€Å"the little Seashells , the thimble radios tamped tight, and an electronic ocean of sound . . . coming in on the shore of her unsleeping mind† (Bradbury 10).What Mildred listens to is not knowledgeable information, but merely a bombardment of sound and useless facts used to asphyxiate her mind. The Seashell radios force information on the listener to block out thought and short-circuit the listener’s creative faculties. Again Mildred uses the radios, but Montag finds her â€Å"eyes wide and staring at the fathoms of blackness above her in the ceiling† (39), as though she is nothing but a shell. It is interesting that the radios are called Seashells for seashells mimic the sound of the ocean just as the listeners of the radios mimic the information of the ocean of sound.People become nothing more than seashells that echo back the same bogus facts as truth without question. This empty society not only depresses free thought, but also dehumanizes its citizens. In the beginning of the boo k, Montag walks home to find Mildred overdosing on sleeping pills and calls the emergency line. In no time, two men walk in with two machines that are used to purge Mildred’s system. One machine â€Å"slid[es] down into your stomach like a black cobra down an echoing well looking for all the old water . . † (11) while the other is like an eye giving the operator the ability to â€Å"gaze into the soul of a person whom he was pumping out†(11). These machines invade the victim’s body in a way that violates the person’s humanity. The blood transfusion results in the victim becoming a wind-up toy. This incident portrays the indifference toward an individual’s life because of the violation of one’s body and disregard for personal emotion. However, the best embodiment of Montag’s society is the mechanical hound.The hound is introduced as an almost undead creature, one that â€Å"live[s] but [does] not live in its gently humming . . . kennel in a dark corner of the firehouse† (21). Like the hound, its creators neither live nor die but simply exist in a dark, backwards existence and wait for their next orders. The game of bets and death the firemen play explains the hound’s purpose. The hound traps its prey, â€Å"gripp[ing] in gentling paws while a four-inch hollow steel needle plunge[s] down from the proboscis of the hound to inject massive jolts of morphine and procaine† (23).The people, or prey, of this civilization are trapped by a gentle, yet nightmarish circumstance which injects massive amounts of false pleasure and phony facts that create a surreal yet entertaining state of being like the side effects of morphine and procaine. After Montag witnesses the killing, he asks Beatty if the hound is alive. Beatty immediately responds: â€Å"’ Come off it. It doesn’t like or dislike. It just ‘functions’ . . . † (24). The masses merely â€Å"function† like the hound going day to day in a mindless state of existence like mechanical creations. Also, the hound with â€Å"its eight incredible insect legs . . . (23) exposes the distortion of reality that is believed by people who would call this monstrous creation a hound though there is almost no resemblance between it and a dog. It is one of the twisted machines that make up the dystopia Montag lives in. Underneath the futuristic advances of this civilization lies the true dystopian world that is Fahrenheit 451. Like George Orwell’s 1984, constant war in foreign regions is present in this culture as bombers fly overhead every night like the rocket bombs of Winston’s world. Montag, in the heat of rage, questions the war effort and asks â€Å"’ Why doesn’t someone want to talk about it!We’ve started and won two atomic wars since 2022! ’† (69). Even after two atomic wars, the bombers still fly in formation, striking fear into the popula ce and rallying it together to focus its attention on a greater cause instead of the quality of their lives. War is inescapable on the radio where Montag hears the radio announce that â€Å". . . war may be declared any hour . . . † (30), which keeps the population on alert and standing by to defend its borders rather than defending their individual lives from the invasion of ignorance. Killing also unveils the dilapidated social structure as Clarisse states, â€Å"’ I’m afraid of children my own age.They kill each other’† (27). Death no longer inhibits the actions of others, but instead becomes a common fact of everyday life like breathing. Even Mildred, who comments on Montag’s need to smash things, suggests taking the beetle for a spin. â€Å"’ It’s fun out in the country. You hit rabbits, sometimes you hit dogs. Go take the beetle’† (61). Killing has no consequence anymore whether one kills an animal or murder s a human. Death, like war, distracts people through fear. Everyone fears for their own life, but cares nothing for the lives of others. Suicide, however, is the exception to this rule.When one â€Å"enjoys† their life so much, they commit suicide. One of the operators who saves Mildred from overdosing casually says â€Å"’ we get these cases nine or ten times a night’† (13), as if it is nothing serious. On top of that, he also states that â€Å"’ you take out the old [blood] and put in the new [blood] and you’re okay’† (12). The reason for suicide is that the people lead such hollow lives wrapped in cheap entertainment which leaves them without purpose. The lack of knowledge does not help because with knowledge, one can assume a purpose and make reason to life.Without it, there is no way to find a purpose and therefore people toss themselves away. However, they are given their meaningless lives back through transfusion and beg in again the downward spiral surrounded by paradox and contradiction. To place the final nail in the coffin of free thought, paradoxical ideas are substituted for knowledge that leaves society vacuous. Like the Ministry of Love in 1984, the firemen are a contradiction of good and evil. Beatty tells Montag that they are â€Å"’ the Happiness Boys, the Dixie Duo . . . we stand against the small tide of those who want to make everyone unhappy . . ’† (59) though they bring destruction and even death wherever they are sent. Yet, they whole-heartedly believe that their duty is one of ultimate justice for the good of man whereas it is the opposite. This twisting of reality appears in the television shows like Mildred’s â€Å"family†. She feels like she belongs with them, crying out â€Å"’ my ‘family’ is people. They tell me things; I laugh, they laugh! ’† (69). The â€Å"family† creates a sense of belonging and in clusion that actually excludes and cuts the viewer off from the real world by satisfying the need for information.Watching television is an exclusive affair which Montag soon realizes. In frustration, Montag asks Mildred, â€Å"’ does your ‘family’ love, love you very much, love you with all their heart and soul, Millie? ’† (73). What Mildred feels for the ‘family’ is a surrogate set of emotions, substituting fact and truth with what she sees and hears, causing her to truly love the â€Å"family† even though it is merely a program. Beatty explains the constant attack of pseudo-knowledge and emotion: â€Å"’Cram them full of noncombustible data, chock them so damned full of ‘facts’ they feel stuffed , but absolutely brilliant with information’† (58).He goes on to say â€Å"’ if the drama is bad, if the film says nothing, if the play is hollow, sting me with the Theremin, loudly . . . I jus t like solid entertainment’† (58). What Beatty is alluding to is if the masses are overrun with useless information, paradoxical ideas, and false emotions, they will believe that they understand the world around them from what they have absorbed and consider it truth and live in stupid intelligence which is the greatest paradox presented. Like light and darkness, knowledge drives off ignorance.However, Bradbury creates a culture where knowledge is stifled in an impenetrable web of ignorance that dictates the lives of the characters in Fahrenheit 451. Murder, machines, and contradictions are used to give false purpose and reason to humanity in place of knowledge. The hero Montag journeys through this dangerous environment in an attempt to find himself and uncover the horrific truth that without reason, destruction and rot await to consume all who ignore intelligence. Works Cited Bradbury, Ray. Fahrenheit 451. New York: Simon and Schuster, 1967. Print.

Learning and Memorizing Latin Declension Endings

Learning and Memorizing Latin Declension Endings Usually, students learn one Latin declension at a time, so there is only one complete set of endings to learn. If you dont learn them when they are assigned, it will be harder when you have two or more sets to memorize together. The First Three Declensions Are Basic This wont help you pass your tests, but... if for some reason you are stuck learning all five Latin declensions at once, it should be somewhat comforting to know that the fourth and fifth arent that common, so if you know the first three, you will know far more than 60%. [Note: some very common words are in the 4th and 5th declension.] The following suggestions are based on the idea that once you have the first three down, the others will be easy enough. Use Your Own Learning Style Especially for people who learn like me a style I gather is called tactile or kinesthetic learning: write the declensions over and over and over again. Look for your own patterns. Then write them over and over and over again. I used to do this on a chalkboard which I could keep erasing and writing over, although the ideal would probably be the ancient Roman school boys wax covered blocks of wood with a stylus. Some might find looking at flashcards or saying the word over and over again works better. Recognize the Most Important and Least Used Forms The vocative and locative are rare, so learning just the nominative, genitive, dative, accusative, and ablative, should get you through most Latin. Of course, these cases have a singular and a plural form. Know the Equivalent in Your Native Language Based on my very first tearful day of Latin, it helps to know that these cases have equivalents in English. The nominative is the subject and the accusative is the object. The accusative can also be the object of a preposition. The ablative is also the object of a preposition, and the dative is called indirect object in English, which means it will be translated as to or for plus the noun. Recognize Regularities In Greek and Latin the nominative and accusative plural end in a for neuters.Since the first declension singular nominative and ablative also end in a, it is very useful to learn that the first declension singular ablative has a long mark or macron over it.The dative and ablative plural usually end in is in the first and second declension and in the third declension (and occasionally, the first), the s is separated from its vowel by a bu as in the third declension noun hostibuus and the first declension filiabus.The genitive plural ending can be thought of as um with prefixes of ar in the first declension and ur in the second declension.A is the vowel of the first declension and u or o for the second.The accusative singular has the vowel of the declension a/u/e plus m. The plural has the vowel a/o/e plus s.The nominative and genitive singular are shown in the dictionary form, so once the lexical item is known, the genitive should be obvious.The dative singular for the 1st declension is the same as the genitive singular.In the second and third declensions, the dative and ablative are the same. Write the declensions over and over and over again.

Array as a Function Return Type and Method Parameter

Array as a Function Return Type and Method Parameter Arrays in Delphi allow us to refer to a series of variables by the same name and to use a number (an index) to tell them apart. Heres an example integer array that can hold up to 7 (integer) values. Note: this is a fixed-size static Delphi array declaration. Arrays as Function Return Types In Delphi, functions are routines that return a value. When you want a function to return an array type variable, you might be tempted to use the next declaration: When you try to compile this code, youll get the next compile-time error: [Pascal Error] E2029 Identifier expected but ARRAY found. Obviously, when you declare functions that will return array value, you cannot include index type specifiers return declaration. In order to allow a function to return an array value, you first need to create a custom array type, then use it as a return function type: Arrays as Method/Routine Properties Similar to using arrays as function return types, when you declare routines that take array parameters, you cannot include index type specifiers in the parameter declarations.

Undecided Assignment Example | Topics and Well Written Essays - 250 words - 1

Undecided - Assignment Example Women in Athens could not own property or vote for leaders. Their principle role was to be housekeepers. They were not allowed to participate in any public function. In contrast, the Spartan women enjoyed more freedom and could own property. They were allowed to inherit property and were encouraged to develop their intellect (Unger 26). The two cities of Sparta and Athens were bitter rivals in the ancient times in Greece. They were very close to each other but different in their lifestyles and values. The Athens city was open to all citizens and recorded a total population of more than 3,761,811 people. In contrast, the city in Sparta was limited to its inhabitants while the total population was 18, 184 people (Unger 23). Wisdom and restraint in Athens was sorely missed among the Pericles. According to (Unger 78), wisdom in Athens existed in theory while this was highly appreciated in Sparta. The Spartans observed many values which controlled their lives. They gave great honors to certain events and to people with respect to their withheld values and