A Profile of Supreme Court Chief Justice John Roberts

A Profile of Supreme Court Chief Justice John Roberts John Roberts is the current Chief Justice of the Supreme Court and a George W. Bush appointee. He controversially cast the deciding vote upholding Obamacare. Conservative Credentials: Just after passing the bar exam, a young John Glover Roberts went to work clerking for Chief Justice William H. Rehnquest, a position any aspiring Chief Justice likely would covet. Roberts then went to work for US Attorney General William French during the Reagan administration. Both as an attorney, and as a judge on the US Circuit Court or US Supreme Court, Roberts has reflected his conservative, traditional principles in his rulings. Roberts doesnt make many speeches or write many articles. He prefers to speak through his court opinions. Early Life: Chief Justice John G. Roberts, Jr. was born in Buffalo, NY on Jan. 27, 1955 to John G. Jack, Sr. and Rosemary Podrasky Roberts. His father was an electrical engineer and executive for Bethlehem Steel in Johnstown, Pa. Roberts was brought up by his parents as a Roman Catholic. His penetrating intellect manifested itself as early as elementary school. In the fourth grade, he and his family moved to Long Beach, Ind., where he attended private schools. Despite his intelligence, he was a natural leader and was named captain of his high school football team even though he wasnt its most athletic member. Formative Years: Roberts originally intended to be a history professor, and chose Harvard over Amherst during his senior year in high school. Perhaps because of his Catholic upbringing, Roberts was identified early by liberal classmates and teachers as a conservative, although outwardly he expressed no particularly profound interest in politics. After graduating Harvard College in 1976, he entered Harvard Law School and was well known for not only his intelligence, but his even-temperament, as well. As in high school and college, he was identified as a conservative, but was not politically active. Early Career: After graduating summa cum laude from Harvard and Harvard Law School, Roberts first position was as clerk for Second Circuit Appeals Court Judge Henry Friendly in New York. Friendly was well-known for his disdain for the liberal activism of the Supreme Court under Chief Justice Earl Warren. Next, Roberts worked for Chief Justice William H. Rehnquist, who at the time was an associate justice. Legal analysts believe this is where Roberts honed his conservative approach to law, including his skepticism of federal power over the states and his support of executive-branch power in foreign and military affairs. Work With the White House Counsel Under Reagan: Roberts worked briefly for the White House counsel under President Ronald Reagan, where he established himself as a political pragmatist by tackling some of the administrations toughest issues. On the issue of busing, he opposed conservative legal scholar Theodore B. Olson, the assistant attorney general at the time, who argued that Congress could not prohibit the practice. Through memos, Roberts matched legal wits with Congress members and retired Supreme Court justices alike on issues ranging from the separation of powers to housing discrimination and tax law. Justice Department: Before his stint as an associate White House counsel, Roberts worked at the Justice Department under Attorney General William French Smith. In 1986, after his stint as associate counsel, he took a position in the private sector. He returned to the Justice Department in 1989, however, serving as principal deputy solicitor general under President George H.W. Bush. During his confirmation hearings, Roberts drew fire for filing a brief to allow a clergyman to deliver an address to a junior high school graduation, thus blurring the separation of church and state. The Supreme Court voted against the request, 5-4. Path to Judicial Appointment: Roberts returned to private practice at the end of Bushs first term in 1992. He represented a large range of clients including international automakers, the NCAA and the National Mining Company to name just a few. In 2001, President George W. Bush nominated Roberts to serve as judge of the DC Circuit Court of Appeals. Democrats held up his nomination until losing control of Congress in 2003. On the bench, Roberts participated in more than 300 rulings and wrote majority opinions for the court in 40 of those cases. Circuit Court: Although he issued and joined many controversial decisions, Roberts most notorious case in the DC court of appeals was Hamdan v. Rumsfeld, in which Osama bin Ladens alleged chauffeur and bodyguard challenged his status as an enemy combatant who could be tried by a military commission. Roberts joined a decision reversing a lower court ruling and sided with the Bush administration, saying that such military commissions are legal under a congressional resolution of Sept. 18, 2001, which authorized the president to use all necessary and appropriate force against al Queda and its backers. Supreme Court Nomination Confirmation: In July 2005, President Bush announced Roberts as his pick to fill the vacancy being created by retiring Supreme Court Associate Justice Sandra Day OConnor. However, after the death of Chief Justice Rehnquist, Bush withdrew Roberts nomination on Sept. 6 and re-nominated him to be chief justice. His nomination was confirmed by the Senate on Sept. 29 by a vote of 78-22. Most of the questions Roberts fielded during his confirmation hearings were about his Catholic faith. Roberts stated unequivocally that my faith and my religious beliefs do not play a role in my judging. Personal Life: Roberts married his wife, Jane Sullivan Roberts, in 1996, when they were both in their 40s. After several failed attempts at having children of their own, they adopted two children, Josephine and John.Mrs. Roberts is a lawyer with a private practice firm, and shares her husbands Catholic faith. Friends of the couple say they are deeply religious ... but dont wear it on their sleeves at all.The Robertses attend church in Bethesda, Md. and frequently visit the College of the Holy Cross, in Worcester, Mass., where Jane Roberts is a graduate former trustee (along with Justice Clarence Thomas).

The History of Satellites - Sputnik I

The History of Satellites - Sputnik I History was made on October 4, 1957, when the Soviet Union successfully launched  Sputnik I. The worlds first artificial satellite was about the size of a basketball and weighed only 183 pounds. It took about 98 minutes for Sputnik I to orbit the Earth on its elliptical path. The launch ushered in new political, military, technological, and scientific developments and marked the beginning of the space race between the U.S.and the U.S.S.R. The International Geophysical Year In 1952, the International Council of Scientific Unions decided to establish the International Geophysical Year. It wasnt actually a year but rather more like 18 months, set from July 1, ​1957, to December 31, 1958. Scientists knew that cycles of solar activity would be at a high point at this time. The Council adopted a resolution in October 1954 calling for artificial satellites to be launched during the IGY to map the earths surface. The U.S. Contribution   The White House announced plans to launch an Earth-orbiting satellite for the IGY in July 1955. The government solicited proposals from various research agencies to undertake development of this satellite. NSC 5520, the  Draft Statement of Policy on U.S. Scientific Satellite Program, recommended both the creation of a scientific satellite program as well as the development of satellites for reconnaissance purposes. The National Security Council approved the IGY satellite on May 26, 1955, based on NSC 5520. This event  was announced to the public on July 28 during an oral briefing at the White House. The  governments statement emphasized that the satellite program was intended to be the U.S. contribution to the IGY and that the scientific data was to benefit scientists of all nations. The Naval Research Laboratorys Vanguard proposal for a satellite was chosen in September 1955 to represent the U.S. during the IGY.   Then Came Sputnik I   The Sputnik launch changed everything. As a technical achievement, it caught the worlds attention and the American public off guard. Its size was more impressive than Vanguards intended 3.5-pound payload. The public reacted with fear that the Soviets ability to launch such a satellite would translate to the ability to launch ballistic missiles that could carry nuclear weapons from Europe to the U.S. Then the Soviets struck again: Sputnik II was launched on November 3, carrying a much heavier payload and a dog named Laika. The U.S. Response The U.S. Defense Department responded to the political and public  furor over the Sputnik satellites by approving funding for another U.S. satellite project. As a simultaneous alternative to Vanguard, Wernher von Braun and his Army Redstone Arsenal team began work on a satellite that would become known as Explorer. The tide of the space race changed on January 31,  1958, when the U.S. successfully launched Satellite 1958 Alpha, familiarly known as Explorer I. This satellite carried a small scientific payload that eventually discovered magnetic radiation belts around the Earth. These belts were named after principal investigator James Van Allen. The Explorer program continued as a successful ongoing series of lightweight, scientifically-useful spacecraft.   The Creation of NASA The Sputnik launch also led to the creation of NASA, the National Aeronautics and Space Administration. Congress passed the National Aeronautics and Space Act, commonly called the Space Act,† in July 1958,  and the Space Act created NASA effective October 1, 1958. It joined NACA, the National Advisory Committee for Aeronautics, with other government agencies. NASA went on to do  pioneering work in space applications, such as communications satellites, in the 1960s. The Echo, Telstar, Relay, and Syncom satellites were built by NASA or by the private sector based on significant NASA advances. In the 1970s, NASAs Landsat program literally changed the way we look at our planet. The first three Landsat satellites were launched in 1972, 1975, and 1978. They transmitted complex data streams back to earth that could be converted into colored pictures. Landsat data has been used in a variety of practical commercial applications since then, including crop management and fault line detection. It tracks many kinds of weather, such as droughts, forest fires, and ice floes. NASA has also been involved in a variety of other earth science efforts as well, such as the Earth Observation System of spacecraft and data processing that has yielded important scientific results in tropical deforestation, global warming, and climate change.

Combat Medicine Ancient Times to the present Research Paper

Combat Medicine Ancient Times to the present - Research Paper Example In most parts of the world, armies were mobilized when the need to engage in warfare arose. This means militaries have been mainly unprofessional and so has the medical services related to the military over the past years. This paper examines the history of combat medicine and medical and health intervention in military settings. The paper will examine the earliest methods and approaches used to deal with military health issues and how this was evolved over the centuries. In order to undertake this study, the core aim of the research will be to examine the origins, history and development of combat medicine from ancient times to the present. In order to conduct the study, the following objectives will be explored: In prehistoric times, disagreements between people were resolved by individual battles and hand-to-hand combats. However, as societies evolved and more people lived together in larger communities, conflicts between communities became more complicated and better weapons were invented to inflict more fatal injuries to people1. The seriousness of the wounds inflicted by modern weapons led the the need for more effective and efficient ways of dealing with the wounds inflicted in warfare. This led to the consolidation of military and combat medicine from inception to about 2,000 BCE. Most of the earliest treatment systems for combat victims were mainly done through metaphysical methods. People used what will be known today as faith-healing to deal with their wounds and other war-oriented medical complications because that was what was in vogue and accepted in different nations and communities around the world. The metaphysical approach to dealing with war wounds and war medications involved the use of alchemy, astrology and the calling up of deities and angels to help to deal with the wounds and other challenges of warfare2. However, the data and

Media Essay Example | Topics and Well Written Essays - 750 words - 4

Media - Essay Example Winchell became a national institution in the 1920s, with a daily column and a weekly radio broadcast. These Medias helped him to reach million of Americans. "the way to become famous fast is to throw a brick at someone who is famous" claimed Winchell. Ironically, this statement perfectly matches the character. Winchell spent his entire career gossiping on the lives of Broadway and Hollywood stars. Nevertheless, Winchell can not be summed up only as a gossip journalist. He was the first one to attack Hitler and American pro-fascists and pro-Nazis during the Second World War. In that point of view, Winchell remains an example as - even nowadays - journalists do not usually take sides for or against one movement. Naturally, they express an opinion, opinion which can be seen as expressing a unbiased vision, but Winchell did more than that. He was the first journalist to shout what others whispered. In that prospect, Winchell is one of a kind and until now, no other journalists can be co mpared to him in his manner and his style. On the other, the fact that Winchell took sides and was publicly involved in politics may have caused his decline. In the 1950s ha supported Senator Joseph McCarthy during his hunt of the communists in institutions, politics, and entertainment. Winchell's decline started with McCarthy failure and unpopularity. In the 1960s Winchell's home paper, the New York Daily Mirror closed, he was left jobless and the public began to forget about him. It seems like his popularity faded like a Hollywood star who would have shot a series of bad movies, insisted that they were master pieces and kept doing all the inappropriate moves to be noticed. However, it is difficult to say that Winchell is unique, as he created a new movement in journalism. Today, there are a lot of journalists who are doing what Winchell did in that time. But, the fact is that Winchell exposing private lives of Broadway and Hollywood stars can not be seen today as something extraordinary as the press is filled with that type of journalists. Some channels are entirely dedicated to gossip - we could only give the example of E! Entertainment television to name only one. In a way, the press is full of Walter Winchell but nobody can ever be like him. As if journalists have learned from Winchell's errors and decided to remain journalists and not to be part of the political scene or any whatsoever. Are they making a mistake The history of Walter Winchell is not only filled with outrageous scandals. He was also a subtle journalist making inside "gossips". For instance, his long time ghost writer Herman Klurfeld recalls an item from the 1930s about Joe Kennedy.: "I had learned that one of his mistresses was a gangster's widow. Now, we never linked a married man with another woman. What I wrote was 'one of FDR's aides has (a gangster's) widow as his keptive.' K-E-P-T-I-V-E -- that's all. The only one who knew who we were referring to was Joe Kennedy." Naturally, he was not this tender with all the artists. One of today's best-read gossip columnist Liz Smith remembers that once Winchell reported that Bette Davis had cancer of the jaw, some press agent said "Well, I don't know whether she has it or not, but if she doesn't have it, she'd better get it!". This was exactly the kind of reaction that Winchell expected while writing or animating his show on the radio. Finally, one

Chaucers Canterbury Tales - The Modern and Mediaeval Merchants Tale :: The Merchants Tale

The Modern and Mediaeval Merchant's Tale  Ã‚   "The Merchant's Prologue and Tale" is mainly concerned with the infidelity of May while she is married to Januarie. Infidelity is undoubtedly a popular topic for discussion in modern times and is often the subject of magazine or television stories. Despite the concern with marriage and the status of men and women within such a relationship keeping the story applicable to the audience even more than 600 years later, there are many elements of the Prologue and Tale which root them in a mediaeval context. The reasons to marry and the opinions cited show the attitudes of the mediaeval period as do the references to mythological figures such as "Ymeneus, that god of wedding is". Symbolising how the mediaeval and modern aspects of the Tale can be easily combined is the story of Pluto and Proserpina. Although Pluto captures his wife, she is able to spend much of the year away from Hades. This is symbolic of the greater liberty that many women can enjoy in the modern world. Opposing this modern link is the relationship between Januarie and May which is shown to have followed mediaeval tradition to a greater extent concerning the actual marriage and the mercantile nature in which it is brought about. Rather than the freedom for Proserpina agreed between herself and Pluto, Januarie desires a wife of "warm wex" that he can control, ultimately causing May to betray him. Januarie's reasons for marrying are seen as improper both in the mediaeval and modern contexts. He wishes to be married simply because he is old and society seems to say that he should. There is no consideration of love, only of lust as he declares, "I wol noon oold wyf han in no manere". A mediaeval audience would have been aware that an emphasis on carnal pleasure was displeasing to God, while this would be less of an issue to a modern audience. As marriage was considered by the mediaeval audience to be an embodiment of Christ's devotion to the Church, the theme of infidelity would be apparent to the modern audience, but without the ironic details obvious to the earlier audience. In addition to this, the simple fact that Januarie's friends are prepared to find "to whom [he] may be wedded hastily", rather than let Januarie look for himself roots the Tale in a mediaeval context as such an idea is almost inconceivable in the year 2000.

Education Essay

Sure Start Childrens Centre-Family based centres who not only provide early years education but offer help and support to parents too. Day Nursery-These are independently run businesses. Childminder-You would normally take your child to the childminders’ home. They can look after upto 6 children but no more than 3 of these can be under the age of 5. Nannie/Live in carer-Would look after your children in your home. There are four main types of State schools which are funded by local government. They all follow the National Curriculum and are monitored by Oftsed. Community School- Community schools are run by the local government, which employs school staff, owns the land and buildings, and sets the entrance criteria that decide which children are eligible for a place. Foundation and Trust schools- Foundation schools are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned either by the governing body or by a charitable foundation. Trust schools are similar, but are run together with an outside body – usually a business or charity – which has formed an educational trust. Voluntary aided school- Voluntary-aided schools are religious or faith schools. Just like foundation schools, the governing body employs the staff and sets the entrance criteria. School buildings and land are usually owned by a charity, often a church. Voluntary controlled schools- Voluntary controlled schools are a cross between community and voluntary aided schools. The local authority employs the staff and sets the entrance criteria, like a community school, but the school land and buildings are owned by a charity, often a church, which also appoints some members of the governing body. Other types of schools are; Specialist- State secondaries often specialise, which means they have an extra emphasis in one or two subjects. Schools can specialise in: the arts, maths and computing, business and enterprise, music, engineering, science, humanities, sports, languages, and technology. They would usually gain extra funding for these departments. Academies- Academies are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the local authority and the government Department for Children, Schools and Families. Special school- Pupils at a special school have usually been assessed and given a statement of special educational needs (SEN). These may include learning disabilities or physical disabilities. Some special schools are funded by the local education authority. These could be community, voluntary-aided or controlled, or foundation special schools. Some special schools are independent. Free school- Free Schools are normally brand-new schools set up by teachers, charities, community or faith groups, universities and groups of parents where there is parental demand. They will be set up as Academies and will be funded in the same way, directly from central government. They also share with Academies a greater control over their finances, the curriculum, and teachers’ pay and conditions. There are several post16 options for young people and adults to consider. During the course of year 11 at school you should have met with a careers advisor who has a wealth of information that they can share regarding the different options available. Depending upon choice and exam results there are different routes that could be taken. Staying on at your own school to retake exams or partake in new subjects. Or sixth form at a new school to do the same thing. College is also another option for either the retaking of exams or to study something new. University is available for those who wish to take their education to another level. Employment is obviously an option immediately for some people who have been able to gain required exam results to obtain a position at work straight away. Volunteering to do work is an opportunity to gain invaluable experience that may be needed to clinch a position of employment. Task 2 The strategic purpose of the school governors, senior management team, other statutory roles, teachers and support staff is primarily to provide a safe, secure environment to provide an excellent range of teaching and learning. However they all have their own roles in facilitating this. School governors- Are responsible for how the school is performing, for staffing and budgeting. Challenging the head and/or teachers about any issues and ensuring that the school is meeting all of its pupils needs. Senior Management team- The head, deputy and heads of departments usually make up this team. The SMT will ensure that they keep the rest of the staff up to date with any issues and help to motivate staff and students in trying to lead by example. SENCO- Special Educational Needs Co-Ordinator will oversee all of the pupils on role who have any sort of educational need and is usually directly involved with the management and deployment of the support staff. Teachers- Are responsible for providing students with the best education possible. They are role models to all students and their teaching will have a direct impact on them. They will help motivate students and colleagues. Support staff- Will work under the guidance of the Teacher either in the whole class setting, with small groups or indeed on a 1:1 basis. Again will be looked upon as a role model and supports both students and staff alike. Other professionals who may work with a school include; Educational psychologist, The Educational Psychologist’s role is to work closely with the Senco and parents to support children who are experiencing on going difficulties with learning. The Police, In our school we actually have a Police officer on site who all pupils get to meet and who also works closely with the local community. School nurses work closely with the school and various pupils who may have certain medical requirements. They also provide drop in clinics within school for confidential help such as quitting smoking. The ethos, mission, aims and values of a school should be reflected in working practices by leading through example. The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there. All adults who work at a school have an important esponsibility in modelling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has a great influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of ev ery child who attends the school, emphasise the significance of being respected as an individual within the school as well as outside. Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. The ethos and mission of a school are often referred to as the same, however, they are both different. The mission of a school is based upon what the school intends to achieve in a more physical and academic way, as set out by the head teacher. This is often seen as a motto and slogan as you enter a school. Ours is â€Å"Inspire, Believe, Achieve†. The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and that the children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff and the community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children at our school are to provide each pupil with the appropriate balance of both challenge and support in their learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their gender, race, ethnic background or disability. The roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including; General bodies such as the Health and Safety Executive. Health and Safety Executives (HSE) is a UK government body that is responsible for enforcing Health and Safety at work legislation. The HSE plays an additional role in producing advice on Health and Safety issues and guidance on relevant legislation. The HSE mission is to prevent ill health, injuries and to ensure that professionals within education or elsewhere are managing any significant risks arising from school activities and off the school premises. The HSE will check a number of things within a school e. g. toilet facilities for both staff and pupils, the condition of the school premises, medical rooms, water supplies, weather protection, lighting, heating and ventilation. Properly maintained flooring and that the appropriate measures are in place to prevent slips on wet surfaces. In the playground, the equipment that the children play on or use is not faulty or rusted and that the playground surfaces are adequate. On school trips and off site visits HSE will be carried out on any special educational or medical needs of the students. The age, competence and fitness of the pupils, along with the usual standard of behaviour. Adult to student ratio. The proficiency and experience of the accompanying adults. Modes of transport, journey routes and location visits as well as any emergency procedures. School specific regulatory bodies. School specific regulatory bodies (OFSTED for England) are responsible for carrying out inspections of colleges, children’s homes and schools to ensure that the quality of the service provided is adequate for every individual child and young person. During an inspection they will gather evidence based on the practice they are observing as well as what they learn from the people using the service. They then use this evidence and other information that is gathered to make a professional judgement on the service offered and it will then be published in an Ofsted report. The report will contain the quality of provision in the National Curriculum subjects and aspects of childcare, social care, education as well as learning and skills. Ofsted will also act as a regulator in checking that the people, premises and the services that are provided are suitable to care and educate children and potentially at risk young people. If childcare or a child’s social care provider does not meet the adequate or required standards then Ofsted will need them to take the necessary actions to improve their facilities. Policies are important because they help schools establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. Ultimately, policies are necessary to the success and safety of a school. Policies for staff are put in place to protect the staffs’ welfare and their rights within a school setting and to support staff in their management of situations they may be involved in. Every policy should outline its aims, purpose and responsibilities the staff will have. Examples of policies staff may have relating to; Anti-bullying policy: will outline what the school will do to prevent and tackle bullying. How the school will discuss, monitor and deal with bullying. Whistle blowing policy: will provide avenues for staff to raise genuine concerns about other members of staff and will allow a member of staff to take the matter further if they’re dissatisfied with the governing body or local authorities response. The policy will also assure staff of the steps that will be taken to protect themselves from reprisals in whistle blowing real worries. Pupil welfare policies will include; Discipline policy: which will show that the school will encourage positive behaviour which will enhance opportunities for children to learn and develop, and establish acceptable patterns of behaviour that will encourage a sense of responsibility towards others. Child protection policy: will consist of key elements in protecting children and young people, these elements being: To ensure that the appropriate steps will be taken in checking the suitability of staff and volunteers who work with children and young people in a school environment. Raise awareness of child protection issues and providing children with the skills and knowledge they require to keep themselves safe. Develop and apply procedures to identify and report cases, or suspected cases of abuse. Support victims of abuse in accordance with their arranged child protection plan. Establish safe surroundings in which children and young people can learn and develop to the best of their ability. Teaching and learning: will include curriculum policies, special educational needs policy, planning and assessment policy and marking policy. The aims and missions of these policies are to provide safe, stimulating learning environments for pupils and teachers. These policies are put in place to ensure that all children have an equal opportunity to the school curriculum so that learning is differentiated to fit each child’s individual learning needs and capabilities. Equality, diversity and inclusion: the following policies are set in place to ensure that all children, regardless of their background, abilities or disabilities, race or religious beliefs have equal access to the school and its curriculum and to be treated equally in every aspect of school life. The Gifted and Talented policy outlines the way that the school identifies what ‘gift and talented’ means and also identifies the procedures and measures that are used in supporting a child or young person who is gifted and talented. An Equal Opportunities Policy is set in place in education to ensure that children and staff recognise that discrimination on the foundation of colour, culture, origin, sex or ability is not acceptable and to ensure that all staff feel valued, supported and have the appropriate advice and encouragement for professional development. Children are to be seen as an individual and each child‘s education is to be developed in relation to their needs and abilities. Parental engagement: parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and developing within their own homes. By working together with the child’s school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies contribute towards building responsibilities and self-discipline in a student. Homework should provide a student with the opportunity to apply the information they have learned in class, complete unfinished class assignments and develop independence. Home School Agreement: can raise standards and contribute to school success by providing structure for partnerships between home and schools on issues such as; pupils progress, information on what pupils will be taught and any concerns that may affect the pupils ability to learn. Parents are able to support and help their child’s learning at home with more success and confidence. Schools need to ensure that policies and procedures that are in place are regularly revised and updated. Each policy will be dated and have a date for its revision. There are model policies available on the internet through local education authorities to assist the schools in drawing them up as this can be a time consuming process. Depending on the policy, the person responsible for a curriculum area (for example, the numeracy coordinator) may produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed or ratified by the governing body before it takes effect. The revised/new policies or procedures would be communicated/distributed in the appropriate way ie. If it was an updated mobile phone policy for pupils then letters would be sent to parents and the new version posted on the school website. National Government. The Department for Education is responsible for education and children’s services. Basically, this means that they are responsible for setting the national curriculum and early years foundation stage, which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children. Other roles and responsibilities of the Department of Education include funding research into Education based projects concerning children and young people. Developing workforce reform such as the 2020 children’s workforce strategy. Promoting integrated working for those who work with children and young people. Developing the role of the third sector, which are non-government organisations, such as voluntary, community organisations and charities that work with children and young people. Local Government. Are responsible for providing services to all the schools in the community. The local Education authority is responsible for providing, school management issues, behaviour management, the development of school policies, staff training and development and special educational needs. The LEA will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. The majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting. The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families. There are a large range of organisations that work with children and young people. All these organisations will delegate with each other as a team and share their knowledge and experiences to achieve the best interest of children and young people. Social services will work with schools if certain information comes to light about pupils or if they need to gather information for court reasons. Children’s Services. Are based on the framework Every Child Matters. These are basically based in different areas of professionals including; Education, health, early years, child care, social services and youth services. These will work with secondary schools, but will be more involved with the training and provision of young people from the age of 14 and beyond. National Health Services. There are many different services which will work with and within the school setting. These may be employed by the national health services and the primary care trust. This will include; Speech therapists, Occupational therapists, Physiotherapists.

The Importance of Emotional Intelligence in Leadership...

In any sphere of human existence which requires the coordinated cooperation of people working in teams, including corporate offices, political parties and emergency rooms, strong and definitive leadership is essential to assure that goals and objectives are pursued and met. Without effective leadership, whether from an office manager, a campaign strategist or a registered nurse, teams of people holding varying positions within any organizational structure will invariably succumb to inefficiency and inefficacy. Renowned research psychologist Kurt Lewin pioneered the analysis of leadership styles through his groundbreaking 1939 studies, identifying autocratic (authoritarian), democratic (participative) and laissez-faire (delegative) leadership as the three predominant methods of stewarding large organizations. Lewin and his colleagues concluded that the genuine motivation of subordinates is best achieved by utilizing a variety of tactics, including positive encouragement, punishment fo r failure and the provision of incentives, depending on the distinct leadership style exhibited by a particular manager. While organizational management requires a calculating ability to utilize logic-based reasoning skills, effective leaders go beyond these rational motivations to create an emotional connection †¦ they give meaning to work, to reach deeper levels of motivation (Matha and Boehm, 2008), which is why the most successful leadership is often achieved by employing emotionallyShow MoreRelatedEmotional Intelligence And The Mind Team1318 Words   |  6 PagesAccording to Smit The Mind Team (n.d), Emotional Intelligence is the ability to recognize your emotions, understand what they re telling you, and realize how your emotions affect people around you. 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