Essay about Comparison of Seven Beowulf Translations

Comparison of Seven Beowulf Translations There is not unanimity among Beowulf translators concerning all parts of the text, but there is little divergence from a single, uniform translation of the poem. Herein are discussed some passages which translators might show disagreement about because of the lack of clarity or missing fragments of text or abundance of synonyms or ambiguous referents. After the Danish coast-guard meets and talks to Beowulf, the guard then begins his next speech with a brief maxim or aphorism: Aeghwaepres sceal scearp scyldwiga gescad witan, worda ond worca, se pe wel penced. (287-289) T.A. Shippey comments in â€Å"The†¦show more content†¦Frederick Rebsamen translates it: â€Å"can weigh carefully words and intentions, if he’s worthy in thought† (Rebsamen 10). Seamus Heaney translates it: â€Å"will take the measure of two things – what’s said and what’s done† (Heaney 21). Shippey himself translates the maxim: â€Å"must be able to judge everything, words as well as deeds† (Shippey 34). Chickering and Rebsamen seem to be lacking; the others give clearer impressions. In the interests of streamlining the presentation of data, let’s discontinue the use of parenthetical citations for translators since the lines of text are numbered, and the use of quotation marks for simple, clear translations, and any other punctuation whose absence will not bring confusion.. â€Å"Lines 168-69 have often been discussed and are still somewhat problematical† (Chickering 287) because of the ambiguous reference of several words and the change of subject: no he pone gif-stol gretan moste mapthum for Metode, ne his myne wisse. Chickering: he could not come near the gift-throne, the treasure, because of God – he knew not His love. Donaldson: He might not approach the throne, [receive] treasure, because of the Lord; He had no love for him. Crossley-Holland: This caused the lord of the Danes deep, heartbreaking grief. Alexander: yet heShow MoreRelated Epic of Beowulf Essay - Foreign and English Translations and Versions of Beowulf1541 Words   |  7 PagesForeign and English Translations and Versions of Beowulf   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From 1805 until the present there have been introduced an abundance of paraphrases, translations, adaptations, summaries, versions and illustrations of Beowulf in modern English and in foreign languages due mostly to two reasons: the desire to make the poem accessible, and the desire to read the exotic (Osborn 341). It is the purpose of this essay to present a brief history of this development of the popularity of the poem andRead More Comparison of Beowulf and Rustam in as Heroes Essay1514 Words   |  7 PagesA COMPARISON OF RUSTAM AND BEOWULF Shahnameh or Epic of the Kings was written about ninth or tenth cetury AD by Iranian epic poet ,Ferdowsi, who was a Muslim . Ferdowsi write about a hero,Rustam whose religion during his time was Zoroastrianism. Zoroastrianism believed in God and the life after death . The religion of the writer and Rustam (Islam and zoroastrianism) have so many things in common . their beliefs about god in life were somehow the same .Rustam fights for his people and his countryRead MoreFree Will And Religion : An Epic Hero1478 Words   |  6 Pagesin the epic poem, Beowulf. The story’s protagonist must endure many trials throughout his journey as an epic hero, defeating his opponent each time. However, Beowulf believes it is not his own strength, but the will of God that he is able to become victorious. As his journey through life continues, from warrior to king, fatalism is present time and time again in all his actions. In Seamus Heaney’s translation of Beowulf, the theme of fate di ctates the outcome of each battle Beowulf must overcome inRead MoreLoyalty As A Virtue Of Ethics1997 Words   |  8 PagesAlexian Lin Mrs. Willson European Lit, period 6 October 4, 2016 Loyalty in Beowulf Loyalty has always been a virtue of ethics whether it is during the medieval times or during the Chinese dynasties. But why is loyalty needed? Why be loyal to our religion, family, country, or place of business? There are many different definition of loyalty, but the general interpretation of loyalty according to Merriam- Webster dictionary is to be faithful to a person, institution, product, custom, etc. LoyaltyRead MoreThe Sonnet Form: William Shakespeare6305 Words   |  26 PagesLooking into Chapman’s Homer,† the octave describes past events—the speaker’s previous, unsatisfying examinations of the â€Å"realms of gold,† Homer’s poems—while the sestet describes the present—the speaker’s sense of discovery upon finding Chapman’s translations: Much have I travell’d in the realms of gold,   Ã‚  Ã‚  And many goodly states and kingdoms seen;   Ã‚  Ã‚  Round many western islands have I been Which bards in fealty to Apollo hold. Oft of one wide expanse have I been told   Ã‚  Ã‚  That deep-brow’d Homer

History of Childcare free essay sample

History of Childcare Institutions and Qualifications During this essay I will be outlining the history of childcare institutions and qualifications and how they have developed in relation to the needs of the country, family needs and society. I will be looking at the following occupations wet nurses, governesses, nannies and nursery nurses and how qualifications have developed within these roles. I shall them to the qualifications of the present day and how gender and social class have impacted on these professions. Also I shall consider how the curriculum content has changed to meet the demands of the ever changing role of the childcare worker and how it relates to my teaching practice currently and in the future. When focusing on childcare a fundamental starting point is considering the role of the wet nurse and why she was popular and in demand. Wet nursing can date back as far as Moses. When the princess found baby Moses floating down the Nile she asked Miriam to find a wet nurse. In Ancient Egypt poor women used to supplement their income by becoming wet nurses for the upper class citizens or mothers who could not produce enough milk. Contracts were drawn up between them to â€Å"ensure the wet nurse provided good milk; preventing the wet nurse from nursing other children, having sex, or becoming pregnant† (history-wet-nursing, 2011). In many cultures wet nurses were an ancient tradition, for example within the Chinese culture, before the Second World War, wet nursing was common practice. The Communists tried to outlaw the practice but in the 21st century it has become a status symbol and due to the melamine milk scandal this ancient profession has seen a revival. Wet nurses in China today must leave their own children, maintain a special diet, and undergo training in certain cases. Furthermore, if the babies that they nurse do not grow 20 grams each day, the wet nurses are fined by their employers. † (history-wet-nursing, 2011) During the Victorian era it was common place for the upper classes to employ a wet nurse as once more this was seen as a status symbol. Other reasons were that women of this era were usually married to authoritarian husbands who believed that breast feeding interfered with sex and the women themselves assumed that it would disfigure their breasts. Furthermore, during this time infant mortality was high and upper class families were encouraged to have large families to ensure the survival of an heir. Breast feeding provided a form of contraception and prevented ovulation thus, spacing out pregnancies. It wasn’t uncommon for babies to be sent to a wet nurse’s home for 18 to 24 months in order for the mother to become pregnant again. Often a wet nurse could be feeding many children including their own (sometimes to their detriment) and was either paid as well as a labourer or received nothing at all. Morisot, The Wet Nurse (1880) According to Valerie Fildes there were three types of wet nurses â€Å"the parish nurse who took in parish infants and was usually receiving poor relief herself; the nurses of the London Foundling Hospital who worked under the supervision of inspectors; the privately employed nurse, for whom wet-nursing was a significant and continuing occupation for which she received a good wage both in money and in kind: often she was cared for by her nurse-children in later life and received the occasional bequest from them. † (Fildes, 1988, p. 43) The qualities required for a wet nurse by the Victorians were worked out in enormous detail. She should have an attractive face, clear eyes, well made nose, red mouth, white teeth and a deep chest. The shape of her breasts was very important and their size shape and colour were all taken into account. She should also have a good personality, speak well, not be pregnant or desire the company of her husband. The reasons for these specific qualities were that it was thought that they would be transferred through the breast milk to the child (Fildes, 1988). By the middle of the 19th century wet nurses had virtually disappeared although isolated examples still existed (Churchill had a wet nurse). Surprisingly, wet nursing is making a reappearance in society today, there are wet nursing agencies where mothers can employ a wet nurse. Within society today, a woman may choose this option due to health reasons for example extreme illness or disease such as AIDS, an inability to produce breast milk or multiple births. What is more, this privilege is still confined to the upper and middle classes of society who have the means to pay. However, during the Victorian era this may have been seen as common practice but during this century it is quite often seen as a taboo subject,as pregnant mothers are given information about the benefits of breastfeeding from health professionals who actively encourage new mothers to conform with this practice. Alongside this there is the pressure from government initiative and more detailed research, that are changing the ideology of society thinking dismissing the Victorian idea of wet nursing as a status symbol. When comparing the person specification of the wet nurse in the 19th century to today’s wet nurses, it appears that there are some similarities such as being in good health, not smoking or consuming alcohol. Today, they are also vetted and tested for transferable diseases due to the fact more is understood about these by society and health professionals. Furthermore, wet nurses need to have a baby of a similar age in order for the milk to be of the right constitution and they would usually live or work in the employer’s home whereas previously they would have been taken to the wet nurses home. Following on from the wet nurse there is the emergence of nannies. The history of nannies can be traced back as far as the seventeenth century. The English nanny was an institution and was most popular during the 18th century. She is often portrayed in books and films as a kind, gentle woman who children adored; in fiction such as Jayne Eyre, Mary Poppins and more recently Nanny McFee. Before training developed nannies were often what were known as â€Å"gentlewomen† who had fallen on hard time and had to support themselves. They saw being a nanny as a solution to their predicament. Not all nannies were kind, some were extremely cruel. The nanny usually had a great deal of power and responsibility within the home; she had her own quarters to look after the children usually at the top of the house. The upper classes, employed nannies in order for them to continue their leisurely life style. Children at the time were also viewed as they should be â€Å"seen and not heard† and parents left it to the nanny to have total care and responsibility for their upbringing. Parents only spent a short time in the day with them accompanied by the nanny. The nanny would usually have a nursery maid to assist her who would do the menial tasks such as preparing meals and laundry. On the whole, nannies learned from other nannies and progression was usually nursery – maid, nursemaid or under nurse, sometimes a period of working as a second nanny, and then finally a nanny in her own right. In 1892 the first training college was set up by Emily Ward. She ran a school for young children in Norland Place and recognised the need for training. She was one of the earliest advocates of the Froebel system of teaching which was based on the approach â€Å"that all children are born good, and that to help them develop, adults need to provide the right environment and activities. These protect the child from learning bad habits of â€Å"evil tendencies†(Tassoni, 2006, p19). Emily Ward found that many of the students who went to her for training were not academic and found the Froebel examination too difficult despite her students being very practical and having a great love of children. Emily Ward recognised that if the students could be trained, not only would it benefit the children but would provide a new profession for girls of the educated classes. Students were charged a fee of thirty six pounds which covered six months training. The students were also expected to wear a uniform which Emily Ward thought would identify them as professionals and not have them mistaken for housemaids. This leads me to believe that originally the role the nanny was seen for women to earn a respectable living when they found themselves to be in a financial predicament rather than needing a formal qualification. However, during the latter stage of the 19th century the introduction of a formal qualification and fee for training transformed nanning into a profession, but still only allowed educated middle class, girls the opportunity. The students training was broken down into the following:- â€Å"Three fortnights for cooking, laundry, and domestic work, and six weeks spent in the Norland Place School, looking on at lessons, and giving help to the teachers. † (Gibbs, 1960, pg 178) Lectures given in the morning and the afternoons were spent exercising (walks in the fresh air), the evenings were for learning needlework. The second three months were spent in hospital training and the students were then given one month’s holiday before taking a post in a private family as a children’s nurse. If the employer was happy with the student she would continue for another three months and only then would the Norland Certificate be awarded. By today’s standards training was centred around domestic science rather than understanding the child and how they develop, which would confer with the ideology of woman’s role within society at that time as the traditional housewife. However, at a glance nanny’s of today are still required to fulfil domestic duties such as cooking and laundry but this is not curricular based but, has more emphasis on the development of the child. By 1904 the training changed slightly as it was realized that students needed to gain practical experience to do their job and a small nursery was set up overseen by experienced children’s nurses with the students acting as under-nurses. This practice was highly regarded by employers when the students obtained posts, and is seen favourably and useful by employers today. By 1924 fees had risen to eighty pounds and the college expanded. During the Second World War the college and nursery evacuated to Devon, but many of the students gave up their training and joined the women’s services. After the war the college relocated to Chislehurst and students began training again. The course itself was extended from six months to twenty one months and included â€Å"domestic science, educations training, residential nursery training and a hospital nurse course. Students were also taught story-telling and games for the under-fives. (Gibbs, 1960, pg 180) Great emphasis was placed within the training on the needs of the small child, students gained experience of this from working in the nursery attached to the college and nursery schools and infant welfare centres outside of the college. An examination was also introduced at the end of the twenty one month’s the National Nursery Examination Board qualification or NNEB. However, the Norland Certific ate was only awarded to students who had completed one year’s satisfactory work in post which had been agreed by the Principal. Only two years were allowed from the end of training to obtain the full certificate. The college also encouraged students to stay in touch with them for at least three years after completing their certificate. They did this to ensure they could follow the career of each student and ensure that the standard of the college could be maintained. Norland nannies were well respected and there was a constant demand in private posts, nurseries and for posts as school matrons. Norland College was the first training college to open in 1892 and later other colleges began to appear. The Princess Christian Training College for Nursery Nurses opened in Manchester in 1901 under the direct patronage of the Princess Christian (third daughter of Queen Victoria). She suggested that instead of hospital training, a course of home nursing should be introduced. She also felt very strongly that a nurse should be forbidden to punish children herself. The need for training colleges was recognised by the Gentlewomen’s Employment Association (1891), Princess Christian was one of its patrons. Like the Norland College it provided employment for gentlewomen who needed to earn a living at a time when it was not generally acceptable. The Princess Christian College’s training duration was nine months unlike Norland’s six months and was hard and rigorous. Students had to be on duty at six and complete washing and cleaning before breakfast at seven. They had evening lectures and sewing after supper, no holidays and half a day off each week. The college also had testimonial books which recorded each nurse’s career, including a principal’s report and at the end of her training and a reference from her last employer. There is a stark contrast to the training that was provided in 1904 to the qualification we see today. Although there is still a strong emphasis on work based training the standard of the qualification is not as robust as in the 19th and early 20th century and this could be because students are being accepted onto courses with a required level of education and the demands of the role have changed. During the First World War The Princess Christian College ran into financial difficulties and in May 1918 closed. The college reopened again in 1919 in new premises but closed again at outbreak of the Second World War in order for children to be evacuated. After the war the college reopened and reorganised its syllabus and training to cover the changes in social conditions. Training was extended to eighteen months and covered the NNEB requirements (Gibbs, 1960). At the time Mary Ann Gibbs wrote her book â€Å"The Years of the Nannies† (1960) the fees for the eighteen month course at Princess Christian College was ? 270 for a resident student and ? 140 for a non-resident student. Bursaries and local authority grants were available for less well off students. The syllabus in 1960 included:- daily nursery work with babies and small children, instruction in the planning and preparation of infant diets, training in the milk kitchen, general cookery and nutrition, laundry and housewifery, needlework with design and care of children’s clothes, hygiene and physiology and the model nursery. † (Gibbs, 1960, Pg 190) The college awarded three certificates to students the first being a Probationers Certificate on completion of satisfactory training and a Nurse’s Certificate for two years satisfactory work, dating from the ranting of the Probationers Certificate. Finally, the student would be awarded The Special Certificate with Badge for three year’s satisfactory work, dating from the granting of the Nurse’s Certificate. After a student had completed her training she had quite a wide range of employment opportunities such as working as a nanny, working in day and residential nurseries, working with disabled children, school matron, nursery nurses on maternity wards and in passenger liner nurseries. A Night Nurse at The Princess Christian Training College Students who completed their training at the training colleges usually found employment through the college or through advertisements in women’s journals, or professional journals. One of those journals was â€Å"Nursery World† which was first launched in 1925 and is still used by our students today. The other was â€Å"The Lady† first published in 1885 which advertised many employment opportunities for nannies. Nannies are still very much in demand today, their role has changed in that they work closely with parents respecting their views and wishes and are more usually employed by working parents. They are required to be trained to Level 3 and most will have had experience with babies. In contrast, nannies back in the eighteenth century would always live with the family, whereas nannies now can live out. They also have the opportunity to work for families abroad and can command high salaries and additional benefits such as holidays and use of a car. [pic] Advertisements’ from Careers and Vocational Training 10th Edition The role of the nanny was important but you cannot overlook the role of the governess in the eighteenth and nineteenth century. She is portrayed in fiction as a lonely, somewhat stern figure yet many women entered this profession. She would have been a well educated middle-class woman who like the nanny had to provide a living for herself. In Victorian times women were seen as the responsibility of men her husband, father or brother. When they were unable to provide financially for her, working as a governess was seen as socially acceptable. There was a high demand for governesses in he Victorian era (despite the expansion of public school education for boys and public school for the masses) especially if they were competent in teaching math’s and science. â€Å"The census of 1851 showed that there were 24,770 governesses in England and Wales. † (Hudson, 1970, p45) The greatest qualification of the governess was having a good background fitting in with the correct social class. She was required to write a letter of application in order for the family to consider her suitability. Many families l isted subjects they required their governess to teach. â€Å"Wanted, a Governess, on Handsome Terms. Governess – a comfortable home, but without salary, is offered to any lady wishing for a situation as governess in a gentleman’s family, residing in the country, to instruct two little girls in music, drawing, and English; a thorough knowledge of the French language is required. †( Advertisement, The Times. (London: 27 June, 1845). The upper class families still continued to educate their children at home and it was down to the family to decide when their children would enter the school room. In order to ensure their employability they sought to improve their education and this lead them gaining a footing in higher education. During the nineteenth century, professional books and journals were printed for governesses to use. These were read among other teachers and concerned parents to share educational practices and lessons, and keep The Governess them informed of the changing educational reform in the Victorian era. In 1843 The Governesses’ Benevolent Institution was formed and it helped educate governesses and provided aid for retired or out of work governesses in and around London. It also provided a registry for governesses and families seeking a governess to place their information. This was similar to an employment agency today. Along with this and pressure from the governesses the institute expanded and included a college for governesses to study and improve their education. A donation from the Prince and Princess of Wales enabled funding for free night classes. The Queens College was founded in 1848 and its goal was to provide qualifications for governesses, it provided â€Å"Lectures for Ladies† from which at the end of study they received a Diploma. Almost all the lectures were given by men from Kings College, and older women known as â€Å"Lady Visitors† attended to act as chaperones to the female students. It is clear that despite considerable changes from the era of the wet nurse there is still a vast divide between what is considered beyond the realms of the woman as it is the man that is considered able to lecture in the core subjects whilst the woman is only expected to understand and deliver to her charges. The Queens college was seen as an institution offering higher education for women. In the last decade of the nineteenth century the Queens College and The House of Education developed a curriculum specifically for the training of governesses and this saw a drastic change in the profession of the governess. Families now wanted to employ governesses with certificates and training in education rather than, be qualified solely by their family background. We must take into account that at this time education for girls was seen as less important and it was not until the 1900 that attitudes changed when girls started to enter public high school and boarding schools and this resulted in the decline of the governess. Governesses are still employed today but their role has changed. Today they need to hold a degree and at least two years experience as an educator. They may live with the family or live out. They usually have sole charge of the children’s education although in some cases they may just supplement the child’s education. This could be coaching a child to obtain their eleven plus, or providing additional help for specific subjects, or in all subjects, with the goal of preparing students to apply to and be accepted into good colleges. They may also be employed if a family moves to another country so that children can learn the language or maintain the education that correlates to their native country. The profession is still largely female orientated despite the pay and conditions being good. This could be due to several factors such as living in the employer’s home and societies view of a male in a governess role. The Second World War saw an increase in day nurseries as men went away and women were called upon to take over the work left to do at home. The Ministry of Health organised and supervised this provision. In view of this more nursery nurses needed to be trained and in January 1944 The National Nursery Examination Board was formed and they established an examination for all nursery nurses. The first examination was taken in 1946. The syllabus and training has changed considerably over the years, notably in 1965, the age range was extended to seven years of age, before this students trained to work with children up to five years. This decision was prompted by the increase use of classroom assistance in primary schools and the Plowden Report’s (1967) recommendation that nursery nurses should be used for this position. â€Å"In 1975 the Bullock Report, A Language for Life made the same recommendation that nursery nurses should be used as trained assistants and work alongside teachers in helping language development in young children. (Herrman, 1979, p. 21). After the Second World War provision that was put in place for childcare was not expanded further. This was partly due to men needing jobs that women had done in the war, and society’s view that women should be in the home looking after their children. The 1950’s saw the beginning of Playgroups, these were parent co-operatives formed in private homes or community halls. They started in order to fill the gap in nursery provision for three and four year olds. â€Å"In 1961 Belle Tutaev wrote to the Guardian offering help to anybody who wanted to start up a playgroup. She received letters from all over the country and playgroups burgeoned and grew. † (Dean, 2005, Pg 13) The Pre-School Playgroup Association (PPA) was set up in 1962, â€Å"the aims of the organisation at first were two-fold: mutual support for those running groups and also the lobbying of government to emphasise the importance of pre-school provision and to seek the withdrawal of Circular 8/60 which prevented state nursery expansion. † (PLA Factsheet) Playgroups relied heavily on voluntary staff and on mothers to provide play activities for the children. Many of these volunteers were untrained due to lack of funding. This restricted their work opportunities and workers were given little recognition. An additional reason for unqualified staff was that until the Children’s Act 1989 playgroups had little statutory guidance or regulation. Those playgroups that were affiliated with the PPA did have access to training (short courses in play work) if they were able to fund it. The PPA in 1991 established themselves as training providers under the National Council for Vocational Qualifications. Other childcare provision between 1946 and 1990 such as private nurseries and local authority nurseries continued to employ NNEB qualified staff or equivalent. In 1990 there were various childcare qualifications that students were able to study. The main qualifications for nursery nursing were the NNEB, BTEC National Diploma and the Certificate in Post-Qualifying Studies (CPQS). The NNEB being the longest established and well known was still a requirement for some posts but it did not give a valid entry into higher education. However, the BTEC National Diploma was thought to be more academic and allowed students to progress onto more advanced education and training being the equivalent of â€Å"A† Levels. When you look back at the history of the NNEB it was not set out to be a qualification that would allow progress to higher education although comparing it to today’s CACHE Level 3 Diploma it was a lot more rigorous. The selections of qualifications were many and in 1991 a system of National Accreditation was introduced to link qualifications. NVQ’s were introduced in 1991 in attempt to give experienced staff without a qualification a chance to achieve a Level 2 and 3. The NVQ syllabus involved students showing competence in the workplace through assessment whilst building a portfolio of knowledge evidence. This qualification in theory did fill a training gap but funding still remained an issue along with adults having to study around family commitments and also if they had the academic confidence to study. Due to the Start Right Report of 1991 by Bell in which he identified numerous routes into teaching, this was an attempt to provide a standardized route into comprehensive training and also of helping workers to progress through the qualification system. Up until 1999 qualifications remained unchanged in what were available and it left employers and students confused as to what qualification was at what level. In 1999 a new training framework was introduced (QCF) and this mapped out the levels of each qualification. This gave clear guidance for students, employers and training establishments to assess their current qualifications. In 2002 the new NVQ Level 4 was introduced *they were to provide a route for those working in senior management level or advanced practitioners† (Pugh,2001, P. 190) they were academically and practically demanding qualifications and carried 120 CATs points. This was a way of gaining entry to the Early Years Foundation Degree. In 1994 CACHE was established and merged with The National Nursery Education Board and The Council for Early Years Awards. In 2001 the National Association for Maternal and Child Welfare (NAMCW) merged with CACHE, and Her Majesty the Queen became the patron. CACHE at this point became the awarding body and offered various Childcare qualifications from Entry Level to NVQ 4. Since joining Canterbury College in February 2006 the qualifications have changed twice, with a third change is about to take place. The delivery of the courses has not changed in that students still attend placements and have to show competence. The only difference to the NNEB is that the students don’t work with children attached to the college. We have placement visitors that visit the student in their placement who assess their competence and report back to their course tutor. Level 3 students up until 2007 still had to sit an end of course exam in order to qualify as well as passing unit assignments. The qualification carried UCAS points to allow entry to university depending on the overall grade achieved. It was quite clear at the time that the grades students achieved were quite low and very few went onto university. I believe this to be for the following reasons (a) students were not properly assessed at interview and were on the wrong level of course, (b) there was a high level of turnover of staff which affected the teaching of the students and causing disaffection. There was also a big drop out rate. I remember well, my first day in the classroom, being bombarded with complaints. In 2007 CACHE reviewed the content of the syllabus as the previous syllabus was quite dated and childcare practice had changed considerably. The new syllabus carries the same format of placement and academic work and still continued to carry UCAS points. The grading of the assignments changed into a point system instead of the previous system of pass or refer. The students also have to complete a research task and a short seen scenario exam. This I feel has led to students achieving higher grades and more have gone onto university. The department has been running this Level 3 Diploma for the past three years but last year we were advised that the qualification would hange along with NVQ’s being discontinue. This has had a big impact on the department as a whole. The introduction of the Level 3 Diploma for the Children and Young Peoples Workforce will be the only qualification available for students to study to become childcare workers. The delivery of the course is very much based on the NVQ delivery of observed assessment and a knowledge portfolio. We have started to run a pilot group for this new qualification an d it has involved various changes in the department and in the teaching. Students now have to be allocated an assessor who has an A1 qualification and students only attend three days a week every other week. Already, this has posed problems in that the course is designed to be taught holistically and not unit led as the previous qualifications. It is designed so that the assessor and tutor work closely together. This does not work in our department as assessors are constantly out observing students leaving little time for feedback to the tutor. This makes it very difficult to support students and ensure that they are progressing. However, we have recently been informed that due to the qualification not meeting the needs of the employers and students the previous qualification will continue running for at least another year while they review the course. In conclusion, childcare and qualification has developed in line with the needs of the family and society starting with the wet nurse through to nannies and governess. It has also developed in line with government policy and the social and economic needs of the country along with current thinking of child development at the time. Childcare roles have not disappeared but still exist in a modernised way as can be seen in the reappearance of the wet nurse. The status of childcare however still remains low and this is reflected in pay and conditions. Many nurseries still don’t pay above minimum wage or provide sick pay, and often only the minimum holiday requirement. Until this is addressed the status and moral of childcare workers will not rise. There is still a culture of thinking that â€Å"anyone can look after children† and it is still a predominantly female role despite campaigns to attract male candidates. The calibre of students that is seen during interviews are on the whole, students from lower class backgrounds which could have contributed to the introduction of EMA. The fact that students don’t have to pay fees for childcare courses and its workplace element, adds to the perception that they are easy courses. The college funding system makes it very difficult to decline students who we feel not appropriate to the course, and the system makes it difficult to withdraw students who prove to be unsuitable. This does not lead to providing the best possible care for young children. Significantly and in contrast to this is that to train as a Norland Nanny today requires a student to pay full fees and this only attracts the more affluent students who want to train in the profession. Also, to employ a Norland Nanny, is seen as a status symbol by families, thus highlighting social status despite it’s qualification being the same as achieved at college. The only difference being that the Norland Certificate is achieved at the end of the course on top of the qualification and seen as a â€Å"stamp of excellence† The old range of qualifications enabled students to access the qualification that best suited their learning and training needs such as on the job training or a full time college course. The new qualification does not take these needs into account. The new qualification does not fit with young students who have no experience. This is one of the issues that has been highlighted along with the course only being a year in duration. It is quite worrying that a sixteen year old could become a fully qualified level 3 in a supervisory position with only one year of training. There are also wider issues in that the government has reduced funding, (currently there is no funding for over nineteen’s) along with the demise of EMA, making access to college less accessible for less well off students which causes a social divide. The next year will provide interesting times in childcare qualifications and a review in our own department in the teaching and delivery will provide its own challenges in that e-learning is being introduced along with apprentiships. This will mean training in the use to technology as well as new assessment methods. Staff will have to adapt their delivery of lessons as well as developing a closer working partnership with assessors, which at the current time is fragmented. There will need to be changes in the current systems in place and this will no doubt cause frustration to some staff who find adapting to change difficult. On a more positive note the updating of skills for staff will only improve the range of teaching techniques available to them, hopefully providing better outcomes for students.

Ted Bundy Essay Example For Students

Ted Bundy Essay Ted Bundys Trail of Terror From the Beginning of Taking Life Until The End of His Serial killers tend to be white heterosexual males in their twenties and thirties. While it is impossible to predict who will become a serial killer there are traits that appear to be similar in all killers. These behaviors include cruelty to animals, bedwetting, lying, drug and alcohol abuse, and a history of violence. According to Robert Ressler et al., serial homicide involves the murder of separate of separate victims with time breaks between victims, as minimal as two days to weeks or months. These time breaks are referred to as a cooling off period. Because homicides involving multiple victims is gradually becoming more commonplace, and to facilitate an understanding of the aforementioned definition, it is helpful to differentiate serial murder from other types of murder, such as mass murder, which involves,four or more victims killed within a short time span, and spree killings, which Ressler et al. defines as a series of sequential homicides connected to one event committed over a time period of hours to days and without a cooling off period. Ted Bundy is one of the worst serial killers in history. His antisocial personality and psychotic character made him feared across the country. After all was said and done Ted left behind a trail of bloody slayings that included the deaths of 36 young women and spanned through four states. The biggest question in many peoples mind was how could someone as intelligent,highly accomplished, and praised as Bundy do such a thing? Theodore Robert Bundy was born November 24th, 1946 in Burlinton, Vermont to a 21 year old mother. Teds mom never told him much about his father except that he was in the armed forces and they had only dated a few times. Ted was left in foster care for two months while his mom and parents decided what to do with him. In 1946 an illegitimate child was extremely looked down upon by society. Once they decided to keep Ted his grandparents told everyone he was their adopted son. Ted knew who his biological mom was, but outsiders were told that she was his sister. Ted adored his grandfather. His grandfather was also particularly fond of Ted. He remembered camping and fishing trips he and his grandfather would go on. Other family members describe his grandfather as an ill-tempered tyrant. He was racist, intolerant, and a perfectionist. He expected everyone to meet his demands. His grandfather was also verbally abusive toward other family members and physically abusive toward his wife. He also physically mistreated animals including the family pet. Teds grandmother suffered from depression. It got so bad that she was eventually treated with electroshock therapy. She also suffered from agoraphobia and never left the house. When Ted was three years old, his Aunt, age 15, said she awoke to find him slipping butcher knives into the bed beside her under the covers. She told him to leave and took the knive s back. She said no one in the family did anything about this. (Time Life) The older Ted got, it became more difficult to hide his familys identity and his secret mother. With this his mother moved to Washington where she met and married John Bundy. At the time Ted was four years old. He was adopted by John and his new parents had four children together. From the beginning Ted did well in school. His teachers complimented him on his good grades. But they also commented on Teds inability to control his violent temper. Friends recall Ted as one who would usually avoid fights, though when provoked could explode with frightening violence and anger. Ted was active in Boy Scouts and attended church regularly. He also held a part-time job and made excellent grades. Ted just dated once during high school and was described as shy. It was around this time that Ted began sneaking out of the house and peeping into windows. He became a Peeping Tom. He occasionally disabled a womans car to make h er more vulnerable, without actually doing anything to her(Time Life). He found these behaviors sexually arousing and masturbated while doing them. He also began shoplifting for expensive items and told his mom that they were gifts. He was picked up at least twice by juvenile authorities for suspicion of auto theft and burglary, but nothing came of it. While Ted was on death row he once told an interviewer that he knew he was different from other people. He was quoted as having trouble knowing what appropriate social behaviors were. His own needs and desires were all that mattered. Ted recognized that he did not have remorse the way other kids did so he learned to mimic normal emotions. Ted participated in many respectable behaviors that helped make it so unbelievable to accept his guiltiness. He caught a purse snatcher and was given a commendation from the police department. He also saved a drowning toddler once by diving into a lake after him. Ted also worked for a suicide prevent ion hotline talking others out of killing themselves. He also wrote rape-prevention books and became active in politics gaining the attention of very important, highly known people. Ted worked many low paying jobs to pay for college. He was a busboy at a hotel, a messenger, and clerks at various stores. He left most jobs after only a few months. Some employers said he was a good worker while others gave him less than favorable comments. It is likely that Ted killed his first victim while in his teens. A young schoolmate disappeared at this time. He is said to have begun his serial killings in his late twenties in 1974. However many people believe that he started earlier than this. He is said to be the suspect in numerous unsolved murders (Wellard). In January of 1974, an 18 year old student was found unconscious in her bedroom. Ted had beaten her with a metal rod and then inserted it in her vagina. The woman survived but was in a coma for several months and had no memory of the even t at all. A month later he abducted and killed a 21 year old woman named, Lynda Ann Healy. When police entered her room they found blood all over her bed, her nightgown stiff with blood, and her clothes and backpack from the night before were missing. Six weeks later, a 19 year old college student never arrived at a jazz concert she was going to. The next month a freshman girl disappeared on the way to a movie. Three other women disappeared over the next two months (Time Life) Ted would use fake casts, splints, and crutches to get his victims to help him. He would use little things like how he needed help to carry his books or load up his car. In July of 1974 though, he was able to convince a young woman to help him load a sailboat up at his parents house. The girl was never seen again. That same day he abducted an 18 year old secretary while at a park. Ted had now abducted two people in broad daylight using his real name. People would not believe that a killer would actually use hi s real name. This lead the press to call these cases the Ted cases. In 1974 the first pieces of bodies were slowly being found. The police began to discover the severity and scope of the killer. Ted Bundy had now moved to Utah where he became a dormitory manager at the University of Utah. Here in Utah he killed 16 year old Nancy Wilcox. Three weeks later he killed 17 year old Melissa Smith. Ted had killed at least 11 times in Utah and nearby Colorado. In August 1975 Ted was stopped for driving suspiciously. When the trunk was searched the police found an ice pick, ski mask, a mask made of pantyhose, rope and handcuffs. These are the items Ted used in his rape kit. Ted was convicted of kidnapping and sentenced to prison. Unfortunately his parents bailed him out. In 1977 he was transported to Colorado to stand trial for one of the murders when Ted escaped out of the courthouse. Ted was picked up a few days later for driving recklessly and taken back to jail. It was in December of that same year when Ted again managed to escape and took off toward Florida. It was January when Ted committed the Chi Omega murders. Upstairs in the sorority house the police found one woman with her nipple bit off her breast and bite marks on her buttocks. Two women were dead from blows to the head while the other two were barely alive. Right after these clubbing Ted attacked another woman in her apartment down the road from the Chi Omega house and left her for dead. Ted Bundys last victim was a 12 year old girl he had taken from school. Her body was found two months later in April of 1978. When Ted Bundy was brought to trial he acted as his own lawyer. Ted managed to have the original judge removed due to prejudice, he won a change of venue from Tallahassee to Miami, and he managed to have his leg shackles removed so he could walk around the courtroom. In the end Ted was found guilty and sentenced to die. While on death row Ted conducted many interviews. Ted seemed surprised at the a nger about the killings and that the women he had killed were mourned so deeply.Whats one less person on the face of the earth anyway?(Time Life) In October of 1982 Teds daughter was born while he was on death row. It would be seven years later before Ted would die though. On the eve of his execution Ted told an evangelist that watching pornography had led him to commit his crimes. Theodore Robert Bundy died January 1989. His last words were Id like you to give my love to my family and friends.(Time Life) Using the DSM IV Ted Bundy can be diagnosed as having Antisocial Personality Disorder. One criteria used to determine this is showing behavior that could be grounds for arrest, but usually are not. Examples of this criteria are met when Bundy would peek into the womens rooms and masturbate. This is trespassing and invasion of privacy. While you can be arrested for this, people are usually not. Another part of the DSM IV criteria is lying and conning. Ted was constantly doing this. Every time he picked up a victim he was guilty of it. He lied to women in order to pick them up using his fake splints and casts or when he needed help loading his sailboat. Picking up women also fits the other criteria of charming. Those who knew Ted stated the he was indeed charming. You would have to charming to some extent in order to pick up over thirty women. Another criteria Ted met was,consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations. Bundys odd jobs and reports from employers hold this to be true. The final criteria Bundy meets for antisocial personality disorder is,Lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another. Bundy most clearly sums this up when he is quoted as saying,Whats one less person on the face of the earth anyway? Besides his antisocial personality disorder Bundy also shows signs of going through the seven phases of a serial killer. The aura or fantasy phase is the one phase I cannot find any evidence of Bundy going through. For this phase there is a withdraw from fantasy and Ted does not appear to do this anywhere. The trolling phase is when Ted would stalk and pick his victims. He went through this stage because the majority of his victims came from college campuses. Bundy was a master at the wooing phase. Most of the time his victims went with him voluntarily. The capture phase really cannot be applied to Bundy. Sometimes he was sudden about his crimes and sometimes he was not. Bundy always carried out the murders and he also kept body parts to preserve the high he got from the killings. This would be the totemic phase. Bundy went through depression phase because he was not able to quit. He began to kill as soon as he got to Florida. It is truly sad that a person with such great potential to do good chooses to take a different path.(Holmes) As Judge Cowart said to Bundy immediately after he passed the death sentence,Its a tragedy for this court to see such a total waste of humanity(Rule,1980:394). REFERENCES Bailey,Kent G. (1985). Ted Bundy: A Paloeopsychological Analysis of a Mass Murderer. New Trends in Experimental and Clinical Psychiatry. 85. July-September Vol. 1(1) 295-305 King, Gary C. Modern Day Serial Killers. On-Line. http://coyote.accessnu.com/garyking/serialkillers.html Holmes, Ronald M. ; De Burger, James (1988) Serial Murder California: Sage Publications Authors of Time Life Books (1992) True Crime Serial Killers 1979, July 16. The Case of the Chi Omega Killer. Time 114:12 29-31 1979, August 6. Bundy: Guilty-So Say We All. Time 114:22 22-3 Wellard, Kevin. Theodore Robert Bundy Homepage. On-line http://geocities.com/hollywood/5526/tbundy.html Bibliographyin body .uc2ce467fe49ec0cf4bb9dc39e7671064 , .uc2ce467fe49ec0cf4bb9dc39e7671064 .postImageUrl , .uc2ce467fe49ec0cf4bb9dc39e7671064 .centered-text-area { min-height: 80px; position: relative; } .uc2ce467fe49ec0cf4bb9dc39e7671064 , .uc2ce467fe49ec0cf4bb9dc39e7671064:hover , .uc2ce467fe49ec0cf4bb9dc39e7671064:visited , .uc2ce467fe49ec0cf4bb9dc39e7671064:active { border:0!important; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .clearfix:after { content: ""; display: table; clear: both; } .uc2ce467fe49ec0cf4bb9dc39e7671064 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc2ce467fe49ec0cf4bb9dc39e7671064:active , .uc2ce467fe49ec0cf4bb9dc39e7671064:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .centered-text-area { width: 100%; position: relative ; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc2ce467fe49ec0cf4bb9dc39e7671064:hover .ctaButton { background-color: #34495E!important; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc2ce467fe49ec0cf4bb9dc39e7671064 .uc2ce467fe49ec0cf4bb9dc39e7671064-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc2ce467fe49ec0cf4bb9dc39e7671064:after { content: ""; display: block; clear: both; } READ: Sin Taxes Essay We will write a custom essay on Ted Bundy specifically for you for only $16.38 $13.9/page Order now

For KICKS essays

For KICKS essays Daniel Roke, an experienced Australian stud farmer, has been hired to investigate a series of horse dopings throughout Englands racing circuit. Dan, hoping to break free from his dull and tedious life in Australia, accepted the offer when it was presented to him by The Earl of October. Seeing as how October was one of the most respected and successful people in the business, Dan was offered 20,000 pounds for the completion of his job. With his family in mind Dan set off to Octobers stables where he first began the mission that would change his life forever. In Dick Franciss newest mystery novel, For Kicks, Daniel Roke discovers his true self by risking life and limb trying to expose the secret underground world of horse doping. Disguised as a stable lad, Dan makes his way through some of the dirtiest stables in England starting at Octobers and working his way down to Hedly Humbers, all while earning the reputation of a criminal. Dans investigation takes him to places hed never been before and makes him an enemy as well as a friend to many. Dan quickly learns that people who would abuse horses would do far worse to humans and that as soon as you enter Humbers stable its no holds barred. The author uses Daniel Roke, a well-known stud farmer in Australia, to depict the harsh realities of horse racing that many overlook. Throughout Dans adventure he begins to realize how badly stable lads are treated and how often they are stereotyped as being terrible people. He also finds it extremely difficult to stand by and allow people to abuse horses the way they. Dan absolutely hates the disrespect and cruelty that the horses have to withstand and is completely shocked when he witnesses it first hand. This exposure of corruption and hatred changes Dans view of horse racing completely. It opens his eyes to a different world, one of which he wishes badly not to be apart of. This experienc ...

Chains of Organizational Structure †Free Samples to Samples

The music industry is one of the finest and vas industry which consists of various companies and individual people who are earning the capitals by successfully running their business by composing new songs, selling live concerts, live shows, different audio and video recording and the organizations and associations where they creating the compositions of the song[1]. The music industry control and operate by several organizations or individuals where different kind of activities are present for controlling. It can be creating or selling the recorded music where music publishers, music producers, record labels Studios, other online music stores are included. When it has been found as there are other organizations that perform live music programs, all of it are related with the sound engineers, booking agents, promoters, music venues, road crews all are included[2]. The music industry is one of the best business industries where it produces a fine line between the artistry and a structured business sense.   When someone wants to have their own business which is related to the music industry a sound business infrastructure is one of the great ideas for starting the music industry business. It is important to choose appropriate business structure for running a business successfully. It applies several liabilities for the owner of the business. In addition when the business is running the liability is become are debts or a circumstance which represent the liability to the proper legislations of the law[3]. The success in the music business depends on the intention of the Businessman and the strategy of business plan where it will be applicable by the law. In the future in the music business industry which always includes the sole proprietorship, the Corporation and the partnership where this will help the owner of the business in the music indust ry. The sole proprietorship defines the individual business where only one owner should present and control the organization and make it a corporation or a limited liability company. In the sole proprietorship it is need to have the common business registration where it should be start the basic legal structure which can be applied according to the law of that country or city or the state. Therefore as per the legal terms of the sole proprietorship need to give the nominal taxes and if any other personal liable for debts are required they need to pay then it will be the owner, who solely responsible for paying the every individual tax returns[4]. The partnership is another form of sole proprietorship where the owner can be more than one. The liability in the partnership is depend according how the owners are making their own partnership, where they can set their own rules and both of the partners are responsible and liable for every business debts. In the partnership the partners can also choose the term of Limited partners where the personal liabilities are free between the partners but they can have their mutual understanding over the business decisions and operation. This is one of the forms of business where at least one general partner should require. The corporation terms define where more than owners have equal personal liability where they have the capability of issue in public or private stock. There are two kinds of Corporation can be seen in music industry one is C Corporation which they have a complete separate taxed ownership or they have shareholders and in the S Corporation the partners who are the owners of the business or have their own entities regarding the regulation of ownership profit or loss allocation every corporate meetings and Record Keeping payment of tax treatment etc[5]. The limited liability companies are another form of separate entities which was mainly formed by the business owners who present an offer for the taxation capabilities for both of sole proprietorship and partnership and it relieve the owners from their personal liabilities. When the personal liabilities are distributed along with it the personal guarantees on loans and paid Federal and state tax dates intentional or negligent act fraud or other illegal behavior or failure to treat the limited liability companies as separate entity by their owners which all are included which are the important issue for form a successful business[6]. When a business corporation is introduced by the owners or the individual owner it is important that aim should be fixed which helps to set up a corporation structure where the corporation is only held liable for any incurring debts. It is important for the business owner that when the business strategies or the investments are using regarding the corporation then there will be no relation in between the personal Assets of the owner and the assets related with the business organizations[7]. When a person running a band business through a corporation and if any situation arises where the band was not able to pay the Dept for their any live concert then the corporation can force the organization into bankruptcy for paying the debts[8]. According to the law any personal assets are completely separated from the corporation where legally they cannot be seized. Therefore when someone investing the capital into the corporation it should be necessary that the investment used to pay back the depths and in this way the business owner personal assets like their house, cars or any other properties never involved in the business. If there is any loss the company suffered it should be the corporation itself and the capital investment which are related to the organization that will only affect due to the loss[9]. The person who starting the business must have the quality to running the business according to the common business law and the owner should be educated, smart and must give their complete potential for running the business and make it the best opportunities in the marketing of business[10]. If the business strategies failed to work according to the corporation law of that state of the country then the owner of the business can face legal consequences for breach the duty of care and the acts of business[11]. In the music business the compositions which include the song pieces lyrics the recordings which includes audio and video and media where different kind of CDS or MP3s or DVD’s are used mostly sometimes the music business has no interference[12]. Therefore it can be stated that the controlling and monitoring music industry is not an easy matter which according to the business perspective[13]. It is one of the intelligent business ideas which always complete business structure and help to maintain and promoting the music organizations[14]. The business structure is helps the company to get extra benefits and determination from the business strategies. However the liability of running the business where risk and reward both are equally balanced and help to build a business career under the circumstances of the legal constitutions and the corporation law of the said country[15]. Passman, Donald S. All you need to know about the music business. Simon and Schuster, 2015. Ashkenas, Ron, et al. The boundaryless organization: Breaking the chains of organizational structure. John Wiley & Sons, 2015. Wikstrà ¶m, Patrik. The music industry: Music in the cloud. Polity, 2013. Allen, Paul. Artist management for the music business. CRC Press, 2014. Steingold, Fred S. Legal guide for starting & running a small business. Nolo, 2015. Krasilovsky, M. William, and Sidney Schemel. This business of music: The definitive guide to the business and legal issues of the music industry. Billboard Books, 2007. White, Tom. Hadoop: The definitive guide. " O'Reilly Media, Inc.", 2012.

Discussion 8 Assignment Example | Topics and Well Written Essays - 500 words - 1

Discussion 8 - Assignment Example This can be considered as one of the major strength due to the fact that he is capable of tackling every possible situation and as a result, keep the workforce motivated. Moreover, at times he also becomes equally participative towards the job roles assigned to the employees so as to help them achieve their targets in a quick and effective manner. Due to his participative nature, he attains a lot of coordination and support from the employee group (Dow Jones & Company Inc., 2014). Contextually, it can be stated that the transformational quality proves to be a major strength for him as being a leader whereas the participative and transactional quality proves to be major strength for him as being a manager. One of the major weaknesses identified is his hyper aggressiveness in case of stress related situations. In term of differentiation between leadership and management skills, it can only be stated that the leader is a visionary who strategizes measures for the improvement within performance and overall development of the employees. On the contrary, a manger regulates the flow of work within every team and ensures that the assigned deadlines gets meet up before time (Dow Jones & Company Inc., 2014). During my professional career, I was made to work under this leader for a period of one year. During this time, the team led by him attained the highest level of performance over other teams within the organization. His immense knowledge and participative nature facilitated the team members in effectively understanding the assigned job roles and complete the task in an effective manner (HubPages Inc., 2014). The management and risk handling capabilities of the leader taught me two crucial lessons, which I believe will turn out to be a major help when I will get the role of being a team leader. The first lesson is regarding coming up with some innovative plans for getting work done and second regarding motivating the employees

MBA BUSINESS ANALYSIS, portfolio 1 sub Essay Example | Topics and Well Written Essays - 1000 words

MBA BUSINESS ANALYSIS, portfolio 1 sub - Essay Example Business analytics is the key for the company to run its business activities. As Vijayan (2011, p. 1) states, â€Å"predictive analytics approaches are focused on helping companies glean actionable intelligence based on historical data†. For working on the data provided by the clients and checking its operational feasibility through predictive models, the use of business analytics seems essential. Moreover, the company also uses management information system to manage information in a logical manner. The management information system helps the company in storing and processing of information into useful data which can be used for decision making purposes. Let us take a real life example of the use of business analytics in Front Guide investment Solutions. A client goes to the company to know whether he/she should make investment in the telecom sector of any particular country or not. Now, the company will gather data related to the telecom sector of that country which may incl ude annual revenue, growth potential, GDP deflator, and other important data and will perform statistical analysis of the data to know whether investment in that sector will be a feasible option for the client or not. Looking at this example, it is obvious that the company is a data driven organization and has adopted the use of business analytics to a great extent. How is it benefiting from doing so? The company is getting a number of considerable benefits from the use of business analytics. For example, the company is able to provide accurate details about the feasibility of investment to the clients. Clients come to the company to know what the investment will yield for them in future. The company provides the clients with information based on statistical analysis of data which in not only accurate but also very close to reality as the analysis is done using predictive models. As Stubbs (2011, p. 1) states, â€Å"the value of analytics lies in its ability to deliver better outco mes†. The more the employees will be skilled in using business analytics, more accurate and consistent will be the results of analysis. The well organized business analytics system also provides many other benefits for the company. For example, one of the main benefits of using business analytics appears when the company applies re-apply existing competencies to get real life data regarding investment scenarios. The company also applies modeling skills to increase the revenue, improve customer retention, and maintain the business image. Along with improving the business efficiency, business analytics helps the company in avoiding the risk of miscommunication by communicating the value of business analytics clients in such a way that become able to build support and gain traction. Business analytics does not just relate to statistics, it also plays a key role in organizational change processes (Stubbs 2011). Do analytics contribute to business performance and profitability? The business analytics definitely contribute to improved business performance and profitability. It helps the company maintain its competitive advantage that comes from the firm’s ability to capitalize on uniqueness. Front Guide investment Solutions has the potential to make use of that exact uniqueness in a unique and matchless way. The company takes advantage critical data, which is the biggest