John\s Letters Essays - Christology, Pneumatology, Triple Deities

John's first letter was written mainly due to the rise of Gnosticism in his day. Gnostics were teaching that knowledge was superior to virtue. They taught there was no resurrection, that only a select few could understand scripture, and that the incarnation of Christ was impossible. John wrote his letter to emphasize that the incarnation was real and out of concern for the spiritual welfare of the church. In the first chapter, John affirms that Jesus was the Son of God and the ?Life.? The evidence of this was that he had seen him, heard him, and handled him. He says that he wrote to them, in order that they might have fellowship with him in the belief of this truth, and might partake of the joy which comes from the doctrine that the Son of God has actually come in the flesh. John?s message is that God is light and that if we say that we have fellowship with him we must walk in the light. John points out that no one can say that they have not sinned; but God is faithful and just to cl eanse us from all unrighteousness if we confess our sins. In chapter two, John shows that we have an advocate with the Father who is Jesus. Jesus is a propitiation for the sins of the whole world. John emphasizes the old and new commandment that we should walk in the light, which is Jesus, and love the brethren. John warns against antichrists, and to continue to the guidance of the Holy Spirit, by which we are able to discern all men, and know all things necessary to our salvation. In the third chapter, John shows us the love of God towards mankind. We who are saved are the sons of God, and for this reason the world does not appreciate us, or understand us. Christ was manifested to take away our sins. The children of God are known by the holiness of their lives, the children of the devil by the sinfulness of theirs. We should love one another; as Christ laid down his life for us, we to should lay down our lives for the brethren. John shows the necessity of keeping the commandment of Christ, so that He may dwell in us and us in Him by His Spirit. In chapter four, John warns that we must not believe every teacher who comes to preach. We are to try the spirits. Those who deny that Jesus Christ is come in the flesh have the spirit of antichrist. Emphasis is again placed on Jesus being the Son of God as testified by the apostles. The apostles testified that God sent His Son to be the Savior of the world; and God dwelt in those who confessed this truth. John closes his letter by presenting more evidence that Jesus is the Son of God. The witness of the Spirit, the record borne in heaven, the evidence borne on earth, by the Spirit, the water, and the blood, and the fact that whoever believes on the Son of God has the witness in him, are presented as evidence. John concludes by saying all this was written so we might know that we have eternal life, and might believe on the name of the Savior.

Eco Paper Essays

Eco Paper Essays Eco Paper Essay Eco Paper Essay Nicanor Reyes Street, Sampaloc Manila City, 1008 Metro Manila In Partial Fulfillment in Introduction to Economics Present: An Economic Analysis Submitted by : Gladys Socia Jen Chua Lei Ureta Nicole Yu Jihad Taha Aaron Ogad Christian Vinas Charles Oroceo Nicka Casssandra Jerao Abbygale Evangelista Michaela Ronquillo Abigail Tiongson Submitted To: Dr. Darwin Bonifacio Professor Date Submitted : ______________________ I. Problem: Import-Export Imbalance Introduction:Among the many economic problems faced by the Philippines, the imbalance of imports and exports creates a toll on our development with foreign countries. The negative trade is heavy and only counterbalanced by the service account surplus. Over the last two decades, Philippine exports have shifted from commodity-based products to manufactured goods. However, in the midst of the current global economic recession, the exports of electronics, garments and textiles have yet to reach a level of import neutralization. Economic Anal ysis: Our country produces a variety of different products.But Filipinos don’t give as much patronage to local products as compared to imported goods. If asked, most of our countrymen would prefer purchasing goods from other countries, over products that are domestically grown and produced. Most countries attempt to achieve a trade balance, in which the flow of imports and exports is relatively equal. If a country exports too much, it may not be able to support its domestic needs, while a country which imports excessive amounts of products may not have enough money to support the high volume of imports.In a country with a trade balance, import and export rates are about equal, with nations exporting excess items for sale, and importing the goods that it needs. Historically, the Philippines has been an important centre for commerce for centuries for its ethnic minority, namely, the Chinese who were also its first occupants. The archipelago has also been visited by Arabs and In dians for the purpose of trading in the first and early second millennium. As of 21st century, the country is member in several international trade organizations including the APEC, ASEAN and WTO.Since 1980s, the Philippines have opened their economy to foreign markets, and established a network of free trade agreements with several countries. The United States is one of the Philippines top trading partners. In 2010, according to US Department of Commerce dad, trade between the Philippines and US amounts to US$15. 4 billion. US is also the Philippines largest foreign investor, with foreign direct investment close to US$6 billion at the end of 2009. Under the new Aquino administration, the government plans to open up the country to more foreign investment in industries such as business processing operations, mining and tourism.However, this move may be hindered by restrictions such a prohibition of foreign ownership of land and public utilities. Philippines Import and Export Indicato rs and Statistics at a Glance (2010) Total value of exports:  US$50. 72 billion Primary exports commodities: semiconductors and electronic products, transport equipment, garments, copper products, petroleum products, coconut oil, fruits Primary exports partners:  US (17. 6 percent of total exports), Japan (16. 2 percent), Netherlands (9. 8 percent), Hong Kong (8. 6 percent), China (7. 7 percent), Germany (6. percent), Singapore (6. 2 percent), South Korea (4. 8 percent) Total value of imports:  US$59. 9 billion Primary imports commodities:  electronic products, mineral fuels, machinery and transport equipment, iron and steel, textile fabrics, grains, chemicals, plastic Primary imports partners:  Japan (12. 5 percent of total imports), US (12 percent), China (8. 8 percent), Singapore (8. 7 percent), South Korea (7. 9 percent), Taiwan (7. 1 percent), Thailand (5. 7 percent) Although there are many variances that cause the imbalances, the following are some specific reasons .Convergent or divergent dynamics of imports and exports are the first causes of trade balance changes. Everything that impacts asymmetrically on imports and exports can impact the trade balance. In particular, price and non-price competitiveness is relevant. If external pressure forces down the prices at which a country sells its exports, then a trade deficit is more likely (terms of trade effect). In other words, in a hierarchical world, trade balance can reflect political balance of power.A faster GDP growth than trade partners ones usually results in trade deficit, since imports are elastic to GDP (they raise more than proportionally). Currency exchange rate can be very important: possibly due to a fixed exchange rate and a higher inflation rate than commercial partners, an overvaluation of the domestic currency can lead to deep trade deficits on most products and with most countries. A sharp devaluation can dramatically improve all these relationships Our country is producing a lot of different product.But we rarely notice it, we Filipinos patronized the product of our neighboring country because now in our day using foreign and branded products will make you look â€Å"cool† while using Philippine products will make you look cheap, without knowing that some of Philippine product was bought by other countries and they just use their brand name in our products. I think that our government should follow what the Chinese did before, they control the importing of foreign products and let make their people buy their own products. Now as we see the China was one of the richest countries in the world.I think that if we do the same there is a great chance that our country will one day became one of the richest countries in the world. II. Problem: Low Market Development Introduction: Marketing has always been prevalent in creating various impacts on a nations growing economy. Economics is strongly involved with the booming industries through the use of busi ness strategies. Product innovation is also an important factor in the economic development of any country. It is primarily vested on the ability of the constituents to formulate ideas beneficial to both the masses and the countrys financial status.The Philippines, known as a financially democratic country, has an economy that is marked as the 40th largest in the entire world as stated by the 2012 International Monetary Fund statistics. It is also one of the emerging markets in the world as a heavily industrialized country, it has been transitioning from being centered on the agricultural sector to service providing and then to manufacturing various products. According to the CIA Fact book, the estimated 2012 GDP (purchasing power parity) of the Philippines was 424. 355 billion in estimation.Goldman Sachs, an American multinational financing bank, estimates that by the year 2050, the Philippines will be the 14th largest economy in the world. Goldman Sachs also included the Philippi nes in its list of the Next Eleven economies. According to HSBC, another well-known and influential financial institution, the Philippine economy will become the 16th largest economy in the world, 5th largest economy in Asia and the largest economy in the Southeast Asian region by 2050. These predictions speak highly about the Philippines improvement in the business sector which will probably lift the country out of the 3rd world nation stigma.In order to make the possible improvements, it is suggested that the Philippines must focus more on exportation of goods and services such as: electronic products, semiconductors, transport equipment, garments, copper products, petroleum products, coconut oil, and fruits. With the help of foreign countries charting throughout the globe, the plan on investing more on exportation may be a plausible stepping stone in the transformation of the once forlorn economy to a thriving economy that is at par with first world economies like that of Japan, Singapore and the like.Market development pays a huge page in promoting innovation within the business sectors. This would entail the expanding of potentials markets through new users and new uses. The strategy would have to be remodeled with the use of new geographic segments, new demographic segments, new institutional segments and new psychographic segments in order to reach out to important factors in the market. Economic Analysis/Conclusion: The year 2012 has been a magical year for the Philippines real state industry.Stbale economic growth, low interest rates, and increasing home investment of overseas Filipino workers drove the steady demand in the local property market. Add in the continuous growth of foreign investment, expansion of the off-shoringand outsourcing industries, and the influx of expatriate workers. All these factors have combined to the shape the property boom that is changing the skyline not only of the metropolitan region but of the provincial cities as we ll. The Philippines has the fastest growing economy among Asian countries for the first quarter of 2013 according to the National Statistical Coordination Board (NSCB).Our beloved country is also considered as the 40th largest economy and one of the emerging markets in the world. Philippines is considered as a newly industrialized country. It has been transitioning from agriculture to services and manufacturing. It is said that the quarterly growth rate was the highest record since reformist President Benigno Aquino III took office in 2010 on a promise to fight corruption and cut poverty. The Philippines is on the verge of regaining decades lost to slow growth, thanks to government efforts to instill confidence that have kept the country on the investors’ radar even amid financial volatility. The restoration of macroeconomic balance has helped insulate domestic conditions from recurring global financial turmoil and volatile capital flows,† the Institute of International Finance (IIF) said in report dated Aug. 14. â€Å"The key issue for the near-term outlook is maintaining macroeconomic stability. The strong growth at the turn of the year was not a transitory phenomenon, but evidence that the economy was regaining momentum,† it added. IIF- a group of global financial institutions- noted the economy could surprise with a 7. -percent growth this year, faster than last year’s 6. 8 percent, following the first-quarter uptick of 7. 8 percent. Part of the reason for the sterling performance, the group said, was the Philippines’ â€Å"rising global prominence† hinged on the Aquino administration’s budget discipline and improving public governance. In the SONA last month, Mr. Aquino outlined several economic reforms such as the rationalization of fiscal incentives and the relaxation of the â€Å"cabotage† law, which currently restricts foreigners from plying interisland shipping routes in the country.These plann ed reforms, as well as the crackdown on smuggling that was also highlighted in the President’s speech before Congress, were welcomed by foreign investors as signs of the administration’s seriousness to further strengthen the country’s economic base. Registered investments for the month reached $2. 5 billion. The bulk of these funds went to publicly listed shares, while the remaining went to peso time deposits and government securities. The registered investments for the month were 11. 3 percent lower than June’s figure, but this was mainly due to the one-time block sale of shares in publicly listed Cosco Capital Inc. the BSP said. Based on the research conducted, the country must appoint credible and competent managerial heads in order to reach its optimal goal in progressing market structures. A marketing manager has to consider certain questions before implementing a market development strategy. For example: 1. Are they profitable? Profitability is an i mportant factor in implementing ideas within a market-centered civilization. Other questions regarding the development of the market would include the following: 2. Will it require the introduction of new or modified products?And, 3. Are the customer and channel well enough researched and understood? The marketing manager uses four groups to focus the market segment decision: existing customers, competitor customers, non-buying in current segments and, new segments. III. Problem: Unemployment Introduction: Unemployment occurs when people are without work and actively seeking work. The unemployment rate is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individuals by all individuals currently in the labor force.The Philippines remains one of the most resilient economies in Southeast Asia, but such growth is neither sustainable nor inclusive as joblessness remains a problem for most Filipinos. Philippines jobless r ate increased to 7. 5 percent in April from 7. 1 percent reported in January and 6. 9 percent in April of 2012. The unemployment rate was pushed up by job losses in the agricultural sector due to extreme weather conditions. The employment rate reached 92. 5 percent, down from 93. 1 percent a year ago, due to a drop in the number of agricultural workers.Laborers and unskilled workers comprised the biggest group making up one-third (32. 6 percent) of the total employed persons; 57. 5 percent of the total employed population were wage and salary workers and 63. 5 percent were working full time. There were more males (61. 4 percent) than females (38. 6 percent) among the unemployed. The age group 15-24 made up 48. 2 percent of the total unemployed, while the age group 25-34, 30. 9 percent. By education, about one-fifth (21. 3 percent) of the unemployed were college graduates, 14. percent were college undergraduates, and 31. 7 percent were high school graduates. In the latest Asian Devel opment Outlook 2013 released, the Manila-based lender forecasts Philippine gross domestic product to expand 6 percent this year and in 2014. According to ADO 2013, persistently high levels of unemployment and underemployment remain a key concern in the country. As the latest data from the National Statistics Office has shown, about 7 percent of the 40 million labor forces are unemployed, while about 20 percent are underemployed.The Philippines has a strong growth in its hand and the next step for the Philippine government is to translate this strong growth into more jobs that will benefit most Filipinos. President  Benigno Aquino  has promised to cut unemployment to 6 percent at most by the end of his term in 2016. Proposals include easing curbs on foreign investment, boosting tourism and infrastructure to provide more work outside the capital, and expanding farming and fishing, said Economic Planning Secretary Arsenio Balisacan, who’s in charge of the plan.The low invest ment share is because past economic growth has depended more on services that are less capital intensive than industry. We have to provide something like a million new jobs; we do have a significant increase in population. † Almost  half of all jobless  Filipinos are between the ages of 15 and 24, according to the government statistics office. The biggest area of employment remains  agriculture and fishing, which provides work for 30. 4 million people, or almost a third of the population. About 8 percent work in manufacturing.Call center agents are the most in demand, followed by salespeople and service crew, according to  Phil-JobNet, the government’s official job portal. The site has 14,165 vacancies in so-called business process outsourcing. With limited opportunities at home, many jobseekers go abroad to find work. The number of overseas Filipino workers climbed 15 percent in 2011 to almost 1. 7 million, the Philippine Overseas Employment Administration said . The funds they sent home totaled  $21. 4 billion  last year, about 10 percent of gross domestic product. Economic Analysis/Conclusion:One of the reasons why people nowadays are jobless is because people are lazy. The global crisis does take effect on this issue; so does one’s stature in life, but being predominantly sluggish is also a factor in unemployment. One’s financial status can also be a factor, in a sense that without proper and complete education, one’s chances of being hired is gradually slimmed down. Here are points on why a lot of people remain jobless amidst modern globalization efforts: 1. Low self-esteem due to lack of financial aid, 2. The Global Crisis which deeply affects the nation’s economic progress, 3.Educational attainment does not go pass collegiate level due to lack of financial resources. As the days go by, developers take more technological advances in creating more job opportunities for the masses. One example would have to be the efforts done by local institutions such as TESDA – which aims to provide vocational courses and setting lower costs so education can be better attained. This is where the blue collar jobs come in. more and more people are being open to blue collar jobs than white collar jobs due to its attainability to the masses.Even non-collegiate graduates may belonged to the blue collared sector. One of the factors we take much pride in is our bountiful number of English proficient workers in all different kinds of fields of expertise. This is possibly why our industry has reached so much success in business process outsourcing sectors such as call centers. But given those facts, why do we still see an evident gap in the job sector in the Philippines? Around 2. 8 million people are jobless today. According to the World Bank around 10 million people nationwide are unemployed and underemployed.Based on a million Filipinos added to labor force annually in the Philippines, our gover nment can create 14. 6 million jobs until 2016. Half a million Filipinos graduate college every year, yet a lot of companies still have difficulty looking for credible workers. This is because the courses chosen by the graduates are usually not in-sync with the job description needed for employment. Courses/programs being taken up in school are essential since they give an edge of expertise for someone in the labor force over those whose course may be considered far-fetched.Colleges and universities across the nation are now taking action to revise and update their course offerings that would jive well with the ever-changing trends of the industry and business sector. CHED encourages schools to open new courses leaning towards business, medicine, education, hotel and restaurant management, information technology and, computer courses. It is believed that through this, students will be more mindful and rightfully guided to take courses that are in demand. IV. Recommendation: * We the refore recommend that Filipinos should support, patronize and buy locally made products.This can help shape the economy and aid in its growth and development. Not only can it help support the money flow and ease financial burdens, it can also be a factor in promoting nationalism amongst countrymen. * We therefore recommend that the government must create steps in further developing and supporting every sector in the economy. For instance, the government should regulate and implement more rigid rules in the overall control of the importation of foreign products. * We therefore recommend that Filipinos be aware of information about the economy and the various ways to help support, preserve and flourish it.

Additional Reading #1 Assignment Example | Topics and Well Written Essays - 1250 words

Additional Reading #1 - Assignment Example This may follow the general objective of the party or parties involved in such matters regarding ethics. It is of crucial importance to note that there are several expectations with regards to ethics that human beings are supposed to observe at different circumstances, situations, places and environments. Such may involve the necessary ethics regarding business operations and practices, values and ethics within work places, educational institutions as well as ethics within the society. In this perspective, it is of crucial significance to acknowledge the fact that ethics are part of human behavior. Thus, it is impossible to engage in any action without any consideration to ethics. This may be evident in either things done, consciously or unconsciously. For instance, we may at times praise some forms of good deeds as well as see the sense of failing to accomplish certain necessary issues (Clarke, 3). On the same note, business ethics borrow a lot from the general ethics expected in any form of environmental setup. Business, being one of the environments where ethics is most required must follow certain levels, values as well as virtues of practices considered morally welcoming to all the stakeholders. These may include the business managers, employees, customers as well as other parties either directly or indirectly involved in the business operations. These ethics should touch on the practices involving the employee relations, customer relations as well as the entire stakeholders, including the business executives. It is of critical significance that the main aim of any business operation is always to make the maximum profits as possible. However, good moral values as well as good business ethics maintain that any business should realize gains, profits or losses from ethical practices across all stakeholders. In most cases, customer relations is always the pivotal indicator as to the nature of the business relations.

Aquafresh Toothbrush Advertisement Term Paper Example | Topics and Well Written Essays - 1750 words

Aquafresh Toothbrush Advertisement - Term Paper Example The advertisement appears mostly at the beginning of school term or year. This is the time that most students are shopping for the school term. The appearance of the advertisement is, therefore, seasonal. The advertisement appears on newspapers, especially the daily papers in which it is on the first few pages. Being a household product, the target audience is the whole household. To the school going students, it attracts their attention to the said flexibility and to the parents, and it confers the need to ensure that the whole household exercise oral health. Being on the daily newspapers increases the chances that many consumers will see it. The advertisement has been successful in achieving an audience and influencing choices. First, the advertisement uses a young and healthy person to put across the point. This makes many of the readers of the advert feel the urge to be as healthy and neat and are hence motivated to read further. The company, therefore, recognises the need that people have to be healthy and neat and uses this as an attraction. Secondly, the advertisement uses creativity for a variety of reasons. One, to bring out the aspect of flexibility, the toothbrush that the advertising figure uses goes past the mouth and comes out through the ear. This shows that there is no point in the mouth that the brush cannot access. The second gain from creativity is that most people will consider the idea original and hence adopt it. The creativity and originality are crucial influencers in marketing. The advertisement effectively creates a good perception among the consumers that the Aquafresh flexible toothbrush is the best in maintenance of oral hygiene. This success is also based on the consumers buying process. After identifying the need for, a toothbrush, which in this case the advertiser anticipate at the beginning of school year or term, the

Calculate the ratios for Ace Limited Essay Example | Topics and Well Written Essays - 1000 words

Calculate the ratios for Ace Limited - Essay Example Earnings per share ratio have been calculated to determine the ability of company to generate earning on each share outstanding. Since the company does not have any preferred shares therefore, all earnings have been generated on outstanding shares. The earning per share is $0.223 which means that company has generated $0.223 on each share outstanding. It shows the profitability of Ace limited because the company has been able to generate positive earnings for its shareholders. In order to determine how Ace Limited is leveraging its debt against the capital employed by the shareholders, this ratio has been calculated. The ratio shows that debt of the company is 0.0763 times of shareholders equity. In other words, Ace Limited has $0.0763 of debt and $1 in equity to meet its obligations. It means that the capital structure of the company primarily comes from the capital employed by shareholders and company is very less dependent on debt. The interest coverage ratio has been calculated to show the ability of the company to cover its interest expenses on outstanding debt. The value of the interest ratio is 254.3, which has been calculated by dividing the earnings before interest and tax with interest expense or finance cost. The higher ratio shows that Ace Limited does not have any debt burden and company is efficiently managing its debt expense. The major reason of this coverage is the profitability of the company and less dependence on debt. Based on the above calculated ratios, it can be concluded that Ace Limited is a profitable company and the capital of the company primarily comes from the capital shared by owners. The company is less dependent on loans and debts, which has helped the company to keep its interests expense low. The company has generated $0.223 per share outstanding this year and paid out the dividend of $2 on each share outstanding. Therefore, Ace Limited is a profitable company

Introduction of an evening well baby clinic

Introduction of an evening well baby clinic Leadership Report Introduction of an evening well baby clinic 1.Introduction, Aim and Objectives 1.1This report will provide evidence of the application of leadership knowledge to the role of the health visitors practice. The report will look at my leadership style and skills in relation to developing and implementing an evening well baby clinic. When implementing this clinic I will aim to address and discuss past leadership experience and how I will use this within my team to achieve the best outcomes for families within my practice area. Attention will be paid to relating this to improving the quality of care as highlighted in the Nursing and Midwifery Council (NMC) Standards of proficiency for specialist community public health nurses, 2004. The standards also state that I, as a Specialist Community Public Health Nurse (SCPHN) must work in partnership with all team members and clients. I will apply my existing and newly developed leadership skills when managing my evening well baby clinic (NMC, 2004 and DOH, 2009). This report will include a discussion on my best practice and the use of evaluation and reflection in learning from experiences. The report will also include issues related to the quality of care and how my leadership can maintain or improve it. The aims and objectives of this report are to provide a clear expression of the quality issues in clinical care and to analyse my understanding of leadership and leadership styles in relation to quality of care. I will then look at change theories, management and leadership styles within my practice area and consider what the strengths and weaknesses are. Consideration will also be given to conflict management and my style of leadership within the team in order to promote effective working. 2. Knowledge and Copmetence of Leadership Practice 2.1Whilst undertaking the SCPHN course I have had many opportunities and experiences to develop my leadership, and reflect on the kind of leader I aspire to be. There are two types of leaders: transformational and transactional (Hartley and Benington, 2010). I feel that I am currently a transformational leader as I try to motivate staff members, encourage vision and ideas and inspire team members and clients to achieve the best possible outcomes. As identified by Huber (2010), vision is a key aspect of any leadership activity. I feel that my evening well baby clinic has shown my vision through the ideas and implementation of activities within the group. I shared my vision with fellow team members and this promoted motivation and inspiration. Transactional leadership is a more direct approach setting out clear goals and offering rewards to staff members in order to meet objectives (Hartley and Benington, 2010). I adapted aspects of this approach but felt that a transformational approach was more appropriate for my team and my practice. Whilst the transformational model of leadership may be seen as dynamic and therefore appeal to change agents, in this scenario the proposed change is largely transactional. It could be argued that the evening clinic will not provide staff with new skills or knowledge and it is unlikely to be seen as a particularly innovative as it is simply expanding an already existing service within the practice area. However, it is important to recognise the need for transactional change, in this instance practical concerns of an evening well baby clinic are being addressed. The evening clinic will not only benefit service users, but I feel that it will also give the health visitors a new perspective and insight into families that they would not normally see, thus it will improve service delivery and help achieve both local and national requirements. 2.2 I feel that in order to look at management and leadership theories, it is important to understand the differences between them. Warren (2005) states that the key role of leadership is vision, from this management embraces the vision, into the day to day running of the organisation thus allowing the leader to transform how the care is delivered while management focuses on budgets, targets and health and safety etc. Kotter (1990) furthermore illustrates the importance of both management and leadership within organisations for the implementation of a seamless service. This is supported by Marquis and Huston (2009) who argue that within nursing, management and leadership should be integrated. I believe that it is vital for leaders to have the ability to be both managers and leaders at the same time in order for quality of care to take place. It is important to remember that management and leadership are very different but have overlapping functions (Ellis and Hartley, 2009, Gopee and Galloway 2009). To combine aspects of leadership and management skills are an essential part of the SCPHN role. Gopee and Galloway (2009) support Huber (2010) about the key importance of a visionary approach to leadership. It is important to reflect on the differences between leadership and management, to have the ability to utilise management in order to enhance my leadership and promote flexible, positive and appropriate team development. This is contradicted by Goodwin (2006) who postulated that leaders must have vision but do not need management skills, but management must have vision. 2.3 In my leadership experience I believe that having an effective working relationship with your team can influence the outcomes of a project this is supported by Hartley and Benington (2010) as a key leadership quality. Kotter (1990) suggests that leadership sets directions and motivates people, inspiring them to have the ability to adopt a visionary position, to set direction, and to anticipate as well as coping with change. I have adapted this approach by undertaking regular team meetings where ideas and goals were set. Then time was given for the team to feedback their own personal vision which promoted self esteem and ownership of the project to enhance team motivation towards a common goal. Through this feedback time, team members were able to identify their own strengths and interests to bring to the project, any areas of weakness that were identified were discussed and any relevant training was given. Cooperation and collaboration from other agencies was resourced to provid e the best quality service for staff and service users alike. This enabled learning from each other where any potential conflict would be avoided by staff working within their capability within their role, and recognising that each member of staff is accountable for their own practice. 2.4 I believe that leadership from health visitors within the practice setting is key to quality care being given, along with a range of services being available and accessible within the community. In order to achieve this I considered my leadership approach to improving services for the community in which I work, based on guidance and policy highlighted in the Department of Healths NHS plan (2000). The white paper; The New NHS: Modern Dependable (DH, 1997) advocated improvements to the quality, range and accessibility of services available within the community. In order to improve the quality of my service I decided to implement a change in time and working structure for staff. Acheson, (1998) highlighted that within primary care it is important that services are not only effective but readily accessible. Acheson concluded that the NHS should be aiming to provide equitable access to effective health care for all. The project that I have implemented is aimed to improve the quality o f existing services by making the time more convenient to clients. Anecdotal evidence from parents who have or are due to return to work has highlighted a current deficit in service provision. Service users have indicated general dissatisfaction at there being no clinic available at a time accessible to working parents. When discussing inequalities it is easy to focus on disadvantaged families living in deprived areas. It is important to acknowledge that working parents have difficulty accessing services during the working day and are therefore also experiencing inequality. In response to this as a leader I have identified a gap in service provision and an opportunity to reduce inequalities in health by providing this service. As the leader of this project it was my responsibility to communicate and promote collaborative working with multi disciplinary organisations and to be a positive role model to the staff within my team. The document Our health, Our care, Our say (DH, 2006) ide ntifies aims and objectives for professionals to guide them in their role of improving services in the community. It also states that more co-ordination between services is needed and greater consistency across the health service in order to reduce inequalities. It advocated a more flexible service in order to increase accessibility and it recommends involving service users and the local population in decision making. 3. Leadership Styles and the Complexity of Care Delivery. 3.1 In the last year as a student health visitor I have been able to observe many different leadership styles which has enabled me to be adaptable and to manage the changing environment. On reflection I believe that I have chosen aspects of these styles to develop my own style. Hartley and Bennington (2010) suggest that better leadership within health care is central to improving the quality of healthcare. Through research I have found that there are many different leadership styles, Hersey et al (2007) identified these styles as authoritarian, laissez-faire and democratic. Within my career I have encountered many of the leadership styles, this has enabled me to choose aspects of these styles within my own practice. I found the laissez-faire approach of no interference and lack of decision making and a lack of structure to be confusing and unclear. The advantages of this approach with groups are that they are fully independent and promote professionals working together (Huber, 2010). The authoritarian approach from previous leaders has been very directive and not team focused. I found this approach did not encourage togetherness and therefore I would not want to promote this within my team. In conflict situations I can see how it would be an efficient approach. I aim to be a democratic leader who works with their team, sharing responsibility and decision making although this may be a long drawn out process I believe it will facilitate an improved project. Huber (2010) stated that the challenges of a democratic style are getting people with different professional backgrounds to work together and decide on a plan of action. To overcome this I ensured that the team shared common goals. I consider that the change in work practices that I brought to the team motivated the staff to examine their own working practice. This was shown to me through the interest and suggestions that the team offered in the form of their ideas to meet this challenge. By tapping into the moral dimension of a proposed change in this instance promoting the need for staff to contribute in order to protect child safety and also to reduce the health inequalities that the children and families who would not otherwise be in a position to attend a well baby clinic during the day could face. I recognised early on in the process that there was resistance to working unsocial hours. The clinic required two members of staff, one needing to be qualified health visitor, to en sure staff safety and adhere to the local lone working policy. Within the practice area as a whole there are approximately twenty health visitors, eight nursery nurses and two staff nurses employed by the Trust. This highlighted that staff may only be expected to cover one clinic every ten months. Some staff volunteered to work the clinic more often and this provided relief for those staff who were not so keen to work into the evening. Working into the evening provided a benefit to thee staff as this allowed them to commence work later in the day, therefore demonstrating that as a democratic leader I inspired staff to change by motivating followers to surpass their own self-interest for the sake of the team and organisation (Bass 1990). 3.2 Situational leadership was formulated by Hersey and Blanchard (2007) and postulates that leaders adapt their style according to the situation. Supportive behaviours encourage the team to facilitate the problem solving (Northouse, 2010). Situational leaders have two main types of intervention: those which are supportive and those which are directive. The effective situational leader is one that adjusts the directive and supportive dimensions of their leadership according to the needs of their workforce (Northouse, 2010). Most team members were found to be highly motivated in the project, identified by their suggestions and ideas, eliminating the need for a directive role. The supportive behaviours I employed encouraged a participative approach characterised by the use of finely tuned interpersonal skills such as active listening, giving feedback and praising. 3.3 I can see that my democratic style of leadership encouraged staff participation and commitment. This was achieved by assessing staff competence and commitment to completing the task. One member of staff appeared to take little interest and did not offer ideas, this displayed a lower level of commitment compared to other staff members and hence I directed her more. This was overcome using the coaching behaviours supported by Hersey and Blanchard (2007). This form of coaching allowed encouragement through two way discussions about the proposed changes and resulted in increased levels of commitment and motivation from this individual member of staff, integrating her into the change process. On reflection this can also be identified as reducing resisting factors to a change within a force field as by adapting to the needs of that team member, I encouraged her to take part and share her ideas. Rather than hindering progress and potentially opposing the change, she felt included and valued. I aim to develop my leadership style further by gaining feedback from my team members and by reflecting on what have been positive and negative experiences, whilst maintaining a link with best evidence based practice. 3.4 When implementing my evening well baby clinic and introducing my new leadership style, it was important to remember that change would be needed. When proposing change I recognised the need for a structured process. Keyser and Wright (1998) support this by stipulating that if structure is not used then the change process could easily fail. It is important therefore, to acknowledge the diverse nature of the process. Lewin (1951) identified three stages in the process of change unfreeze, move and refreeze. Within my project, the unfreeze process was achieved when communication and planning was undertaken with both staff and trust management to gain their support for the proposed evening clinic. The move process involved trialling the evening clinic for a period of six months to produce evidence of its effectiveness. The evidence would be gained from numbers of attendees and also through evaluation forms given to all attendees of both day and evening clinics. If the evaluation of th e service proved it to be successful it would ultimately result in the clinic becoming an established clinic this would conclude the refreeze process. Through informal face to face discussions while implementing the clinic, I gained peoples thoughts and opinions. In Kassean Jagoos study (2005), they identified the unfreezing stage as that of enabling people to express their thoughts on the current situation. Sheldon and Parkers (1997) research went on to explore the concept that people can only be empowered by a vision that they understand and that it is important that the strategies used foster inclusion and participation so that all team members are fully aware of the need for change. 3.5 When improving care, two potential obstacles have been highlighted by Tait (2004), these were highlighted as limited resources and the pace of change. With these in mind, a force field analysis (Lewin, 1951) has been completed to try and identify potential barriers. The issues I have identified are that it must be established early in the process the arrangements for the remuneration of staff time. Possible options being overtime payments or time owing. Staff displayed individual preferences depending on their individual perception of the benefit of each option and some staff raised the option of simply changing their hours of work. As the decision on how time will be paid, and how hours should be worked will lie with the management team it is important to establish their response promptly as this issue is likely to be raised by the health visitors very early in the change process. Another issue identified was health and safety. As the building is already used for a family planni ng clinic, any health and safety issues are already likely to have been addressed. I however considered it to be good practice to revisit and review the risk assessment. I identified a training issue around securing the health centre at the end of the evening these locking up and safety procedures could be addressed with a short in-house training session. After identifying the above issues it was my responsibility as a leader to consider resources and budgets available in order to achieve all my aims and objectives. 4.Leadership and the Quality of Client Care. 4.1 The Government outlines the need for nurses to develop leadership skills at all levels (DH 1998; DH 1999). Following Lord Darzis review( 2008), the Leadership Council (2010) was set up, to effect changes in health care delivery, which included supporting the national and local service. The NHS Confederation (2009) stresses that standards must be maintained through vision to avoid the regression of services through the recession. The leadership role expected of health visitors is evident in Shifting the Balance of Power (DH 2001a) and Liberating the Talents (DH 2002) with the expectation that health visitors will lead teams which will deliver family-centred public health within the communities they work (DH 2001b). I strongly believe that by collaborating with other agencies when setting up my evening well baby clinic I have improved the quality of care for clients within my practice area. 4.2 When implementing my project I took into consideration the feelings and expressed needs of service users (Bradshaw, 1972), and in line with both local Primary Care Trust (PCT) and government policy (Sec 2.3) regarding accessibility to services, an evening clinic was proposed for a trial period of six months. I made this decision as a leader of my team to ensure quality care and provision was implemented. To enable ongoing quality and evaluation, change will be audited and evaluated in order to inform future practice and service delivery. In health visiting I believe that the emphasis should be placed on quality of care, providing and promoting access to health information and helping people make sense of the information so that they are able to make informed lifestyle decisions (DH, 2000). 4.3 Research by Keatinge, (2005) suggests that parents preferred source of child health information comes from child health clinics. Health visitors were identified within the research to be a reliable source of information parents felt comfortable talking to them and their advice was perceived to be reliable. Attendance at child health clinic was viewed as an opportunity to obtain regular information and advice. Another study by Bowns, Crofts, Williams, Rigby, Hall, Haining (2000) looked at parental satisfaction within the health visiting service, this found that approximately two thirds of health visitor contacts took place in the clinic and routine weighing and general advice accounted for a high percentage of recent contacts in one year old infants. Feedback from parents within my area of practice contradicts this research attendance at clinic within my practice area is poor and parents comments would suggest that the implementation of an evening clinic would increase attendanc es. The National Service Framework (NSF) for Children, Young People and Maternity services (DH, 2004), Standards 1-3 are particularly relevant when considering a well baby clinic, as the focus is on promoting health and identifying needs, supporting parents and providing services that are family centred. Each of these standards can be addressed in the planning and implementation of a well baby clinic. The NSF is intended to promote a culture which provides services that are designed around the needs of the family, not the needs of the organisation or staff, thus maintaining and improving the quality of care for all (DH, 2004). 4.4 Organisations must develop structures to improve quality of care (Tait, 2004). This is maintained through clinical governance, risk assessment and audit (DOH 2000B, Bishop, 2009. Christmas, 2009). Health visitors work within corporate caseloads but much work is undertaken independently. It is therefore important that communication and team support is encouraged. Part of my leadership role was to facilitate this communication through regular health visitor meetings and also through less formal discussion with staff, which encouraged communication and helped stimulate a wider team spirit. Support for this is shown by Ferlie and Shortell (2001) who argue that emphasis needs to placed on shared and distributed leadership across all team members and organisations for quality care to take place and to promote organisational change. 5.Dynamic and Flexible Leadership. 5.1Within the project there is a mixture of cultures that have proved beneficial when planning the expansion of the well baby clinic. Managerial support was established early in the process, so that the change would be less opposed. However in addition to this staff were encouraged to contribute their ideas and concerns so that the change process could progress more smoothly. The implementation of this strategy reduced the risks of potential conflict. Barr and Dowding (2010) state that by being a dynamic and flexible leader who is able to resolve conflict effectively, high quality patient care can be achieved. Across all organisations change can sometimes be viewed as a negative thing. The majority of the team who will be affected by this change are established health visitors. There can at times has been some resistance to change and a tendency to continue with certain practices because historically it has always been done that way or because the team has seen other new ideas tried and fail before. 5.2 If conflict was to arise within my team I would use a conflict resolution strategy as identified by Barton (1991). This approach can be adapted by leaders to help improve team morale and productivity (Huber 2010). I believe the important factors for the leader to implement are effective communication, assertiveness and empathy. If this technique is delivered effectively I believe conflicts can be resolved quickly and with minimal upset. If conflict arises and a leader avoids confronting an issue or withdraws from the situation this can be beneficial as it allows for a cooling off period between team members, but I believe that this is not a solution as it will not resolve the conflict. Marquis and Huston (2009) support Hubers research by saying that a leader should address conflict but also needs to recognise and accept an individuals differences and opinions. Therefore a flexible leadership style should be adopted whenever possible. 6 Conclusion and Summary 6.1 In summary my leadership incorporates a transformational leadership model which places great importance on the needs, values and morals of others (Northouse, 2004). The goal of transformational leadership is to create a vision, to empower others and to adopt a style of encouragement, listening and facilitating. This lends itself to the nursing profession as it stimulates suggestions and discussion about change in practice this is strengthened by Marriner-Tomey (2004) who illustrate that transformational leaders are accustomed to sharing power, using influence, developing potential and moving groups towards common goals in a non coercive way and are seen as the only leader likely to bring about lasting change within health care. 6.2 Before completing this change within practice and from previous experiences within my career, I believed that a large proportion of change within practice was dictated to staff by managers, and that as an individual within a large workforce I had relatively little influence over work practices. I also felt that I had few opportunities to lead other staff. The benefit of compiling this report has been gaining valuable insight into the dynamics of leadership and understanding that different types of change and leadership are equally important. I have also benefited from completing and seeing through the process and analysing the actual and potential problems that may occur when trying to introduce a change in practice. I feel that the knowledge gained has influenced and inspired me to strive to become a motivational and democratic leader, and more importantly to understand that to be an effective leader you do not need to be born with the skills required but leaders simply need the motivation and the will to acquire the expertise. This is confirmed by theorists who believe that leadership is a learnable set of skills and practices available to everyone regardless of stature or position within an organisation (Yoder-wise, 2002 , Kouzes 2007). 6.3 I have found this experience has given me the opportunity to understand the process of planning and implementing a change within practice. I now feel that I have a better understanding of the need to become a flexible leader so that I am able to alter my approach to different situations and people, thus preventing staff conflict. I have discovered that there is a potential difficulty to gather the necessary evidence-base and I must pursue this further. In the future I hope my new confidence in my ability to lead and empower will make me a valuable contributor to the health visiting service. I will continue to study working practices that I would like to change, and ensure there is a good evidence-base for any new proposals and follow a structured process in order to maximise the potential success of future ventures. 7. Recommendations 7.1 In the current climate within the National Health Service it is clear that leadership practice is now the focus of staff at all levels. As health visitors are seen by Government to be leaders within their field, I recognise the need to focus on improving my leadership skills. Within my preceptorship, I intend to observe and reflect on how other experienced health visitors approach leadership within their teams. This will enable me to further develop my own leadership style within my future role.

The Film American Beauty Essay -- Movie Films American Beauty Essays

The Film American Beauty   Ã‚  Ã‚  Ã‚  Ã‚  In life, everyone must make choices. Choices give an individual the freedom to decide the path which they will follow. In the movie American Beauty, each of the characters has a choice he or she needs to make. The main character, Lester Burnham, is faced with many choices that could either lead to his ultimate happiness or draw him further into his despair. Carolyn Burnham, Lester's wife, is faced with a loveless marriage that exists only because she does not possess the willingness to break the cycle. This cycle involves protecting their daughter by staying married. In reality, children of a marriage such as this are often the biggest victims of this sham. Jane Burnham is Lester and Carolyn's daughter. She is caught between the two of them, and her decision is to tune her parents out. Ricky Fitts, the boy next door, makes his choice of knowing when to cooperate with his father. Ricky's dad, Colonel Fitts, makes his choice of finally admitting of his sexual prefer ence. Angela Hayes, Jane's friend, makes her choice of losing her virginity to Lester. Each character has to learn how to deal with his or her own problems.   Ã‚  Ã‚  Ã‚  Ã‚  Lester Burnham is in a state of despair. Lester's dull and monotonous voice introduces the audience to his daily routine of life. At the age of 42 he has become sympathetic to everything. He realizes that his family life is the "pits" as he becomes aware that both his wife and daughter consider him a gigantic loser. He feels they are right about this. He believes he has lost something and that he did not always feel this sedated. Lester's disheartenment is symbolic in the car scene. Lester sits slouched down in the back seat with a look of emptiness while his daughter sits up front next to his wife, who is driving the car. Carolyn drives the car just as she drives the family, especially, Lester. She has evolved into the decision-maker and leader of the Burnham family. Sitting in the backseat, Lester avoids further conflict with his wife, leading him to become an even unhappier and more desperate person.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Lester's life at work is no better than his life at home. After fourteen years at a job, that is viewed by Lester as nothing more than being a corporate slave at a media marketing magazine, Lester is asked by an efficiency expert at work to write a memo justifying his position. In Lester's ... ... Health 29 June 2001:11-26. Berardinelli, James. "A Film Review, American Beauty." September 15, 1999. [Online] Available http://movie-reviews.colossus.net/movies/a/american_beauty.html.   Ã‚  Ã‚  Ã‚  Ã‚  "Drug Statistics." October 2000. [Online] Available http://www.usdoj.gov/dea/briefingbook/page15.htm.   Ã‚  Ã‚  Ã‚  Ã‚  Ebert, Roger. "Review, American Beauty." September 14, 2001. [Online] Available http://movie-reviews.colossus.net/movies/a/american_beauty.html "Family Violence Statistics." September 18, 2001. [Online] Available   Ã‚  Ã‚  Ã‚  Ã‚  http://www.soundvision.com/domesticviolence/statistics.shtml.   Ã‚  Ã‚  Ã‚  Ã‚  "How to Survive Infidelity." September 14, 2001. [Online] Available http://www.marriagebuilders.com   Ã‚  Ã‚  Ã‚  Ã‚  "Marijuana 13551." January 22, 2001. [Online] Available http://www.nida.nih.gov/Infofax/marijuana.html.   Ã‚  Ã‚  Ã‚  Ã‚  "Nationwide Trends 13567." February 15, 2001. [Online] Available http://www.nida.nih.gov/Infofax/nationtrends.html   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Payne, Robert. "Reel Review, American Beauty." September 14, 2001. [Online] Available http://www.reel.com.   Ã‚  Ã‚  Ã‚  Ã‚  United States. Department of Health and Human Services. Marijuana: Facts Parents Need to Know. Publication No. 98-4036. November 1998.

Subject Content Knowledge For The In Field Assessment Education Essay

In 2002, teacher abrasion rates and keeping jobs ( Ingersoll, 2002 ) compounded the issue of out-of-field instructors, increasing the strain of run intoing the demands of puting a extremely qualified instructor in every schoolroom ( NCLB, 2001 ) . In President Bush ‘s 2006 State of the Union Address he pledged to make an extra 30,000 new mathematics and scientific discipline instructors to rectify for these deficits ( Bush, 2006 ) . Interestingly, in 2009 Ingersoll concluded that the instructor deficits were no longer the taking cause of the deficiency of high quality instructors but instead it was due to permeant school staffing and direction jobs. A Teacher deficits are still a major, nevertheless ; several research surveies have found that â€Å" extremely qualified † instructor shortages has become an even greater concern ( Blank, Langesen, Laird, DeMello, 2003 ; National Academy of Sciences, 2007 ; National Center for Education Statistics, 1997 ; Ingersoll, 2002 ; Rumberger, 1987 ; U.S. Department of Education, 2009 ) . Drum sanders ( 2004 ) concluded that 57 % of in-between school pupils were taught by a instructor who had non earned adequate college credits to declare a minor country of survey in a related field ; , 48 % of in-between school physical scientific discipline pupils were taught by a instructor missing a child in a related field. More late, a survey by Schools and Trust ( 2008 ) found that teacher mis-assignments totaled 27 % of the nucleus classs in the state ‘s high-poverty schools. Mis-assignment is the assignment of a certified instructor to learn in a content country that he or she does non hol d an indorsement or major, and therefore has deficient content command. Alternatively, these instructors may be considered partly out-of field. Out-of-field assignments are still rather common. In each of the six old ages of informations aggregation, Donaldson and Johnson ( 2010 ) found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in the field they were learning. Out-of-field assignments were most prevailing in the first one or two old ages of respondents ‘ callings ( Donaldson & A ; Johnson, 2010 ) . Despite a extremely qualified position, if a instructor is mis-assigned or learning wholly out-of-field they are missing the necessary preparation and cognition needed to decently turn to the demands of the pupils. Filling the schoolroom with quality instructors remains a primary concern within the educational system. Having extremely qualified instructors with cognition and background in their content countries and strong supervising from content leaders and decision makers is critical to the success of their pupils ( Garner, 2007 ) . The National Council for Accreditation of Teacher Education has claimed that teacher quality represents â€Å" the parallel development of learning cognition that is specific to the content being taught, every bit good as general pedagogical cognition † ( Hattie, 2008 ) . This research survey examined the differences in instructor quality when instructors are outside their primary field of survey. This step of instructor quality represents a contemplation of a instructor ‘s capable content cognition ( SCK ) and pedagogical content cognition ( PCK ) . The two cognition spheres of each instructor were measured both in math ( in-field tonss ) and in scientific discipline ( out-of-field tonss ) . Hill, Rowan, and Ball ( 2005 ) found that instructors ‘ mathematical cognition was significantly related to student achievement additions. Furthermore, there are several surveies that indicate instructors that have a grade majoring in mathematics are strongly associated with higher pupil accomplishment in high school and in-between school ( Aaronson, Barrow, & A ; Sanders, 2007 ; Frome, Lasater, & A ; Cooney, 2005: Goldhaber & A ; Brewer, 2000: Monk, 1994 ; Wenglinsky, 2000, 2002 ) . It has besides been shown that teacher subject-area enfranchisement is systematically and strongly associated with high school and in-between school pupil accomplishment ( Cavalluzzo, 2004 ; Goldhaber & A ; Brewer, 2000 ) . Several research surveies exist, sing either teacher effectivity, teacher quality, or pupil accomplishment, each of which step in some signifier or another both pedagogical content cognition and capable content cognition of the instructors ( Hauk, Jackson, & A ; Noblet, 2010 ; Saderholm, A Ronau, Brown, & A ; Collins, 2010 ) . Similarly, in this survey the research worker measured the capable content cognition and the pedagogical content cognition of instructors as the finding step of instructor quality. Specifically, in-between school mathematics instructors ‘ capable content cognition and pedagogical content cognition in mathematics were compared to their capable content cognition and pedagogical content cognition in physical scientific discipline. In this survey 21 in-between school mathematics instructors were given the Diagnostic Teacher Assessment of Mathematics and Science ( DTAMS ) Instrument for both mathematics ( Algebraic Ideas Assessment ) and Science ( Physical Science Assessment ) . The DTAMS instrument has been shown to be both a valid and dependable study designed to mensurate Capable Content Knowledge and Pedagogical Content Knowledge in math and scientific discipline ( Brown, McGatha, & A ; Karp, 2006 ) . Both Subject Content Knowledge and Pedagogical Content Knowledge have been used to mensurate teacher effectivity and finally a step of instructor quality ( Ball, Thames, & A ; Phelps, 2008 ; Hill, Ball, & A ; Schilling ; 2008 ; Manizade, 2007 ) . Once both Subject Content Knowledge and Pedagogical Content Knowledge tonss are established they were combined to organize a step for teacher quality. This was done for both in-field tonss and out-of-field tonss. After which the instructor quality tonss for both in-field and out-of-field were straight compared to bespeak the grade to which a instructor either additions or losingss quality. This research survey addresses the inquiry: What is the difference in quality of an in-field instructor compared to an out-of-field instructor – specifically in math as the in-field and scientific discipline as the out-of-field content country? Two features that continue to come up when reexamining surveies affecting instructor effectivity are the instructors ‘ natural cognition of the capable affair and their ability to transform that cognition into an prosecuting lesson for pupils. These properties of instructor effectivity are more normally referred to as capable content cognition and pedagogical content cognition. This survey may offer a more direct comparing of a instructor ‘s ability to utilize these traits outside their primary field of survey. The results of this survey may turn out to be important to the professional development community at big. Furthermore, the consequences of this survey may congratulate an of import research undertaking, titled â€Å" Measures of Effective Teaching † ( MET ) , sponsored by the Bill and Melinda Gates Foundation. Developed by research workers at Educational Testing Service ( ETS ) and the University of Michigan, the MET is designed to mensurate non-traditional facets of cognition particular to instruction. The research worker administered both the mathematics part ( Algebraic Ideas ) and the scientific discipline part ( Physical Science ) of the DTAMS study, designed to mensurate both the pedagogical content cognition every bit good as capable content cognition, to attest in-between school mathematics instructors. The studies were so scored by the University of Louisville Center for Research in Mathematics and Science Teacher Development ( CRMSTD ) staff. The tonss from the mathematics part of the DTAMS were used as the baseline tonss and referred to as the in-field tonss. The tonss from the scientific discipline part of the DTAMS were referred to as the out-of-field tonss. The grade to which the in-field tonss differ from the out-of-field tonss indicated the expected alteration in a instructor ‘s cognition domains when learning outside her primary field of survey. One of the primary restrictions of this survey stemmed from the size of the population. The appraisal in this survey was based on self-reported responses ; nevertheless, it is expected that since the participants are professionals their responses were echt. The population size is restricted for two grounds. First, each participant was expected to finish two studies that took about one hr each. This was a clip devouring undertaking, and it was hard to happen adequate in-between school math instructors that were willing to take part. Second, each study cost the research worker 10 dollars to be evaluated by the trained scorers from The University of Louisville Center for Research in Mathematics and Science Teacher Development. It should be noted that the participants were purely voluntary and were non compensated. Using trained scorers was necessary to guarantee the cogency and dependability of the studies.Problem BackgroundIt was reported that in 2000, 23 % of public in-between school pupils and 10 % of public high school pupils received their instruction in mathematics by instructors without a major or enfranchisement in math instruction. These Numberss are somewhat greater when looking at private schools ( Seastrom, Gruber, Henke, McGrath, & A ; Cohen, 2002 ) . Donaldson and Johnson ( 2010 ) found the Numberss to be more disturbing. With six old ages of informations aggregation, Donaldson and Johnson found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in the field they were learning. With new statistical and analytical methods used by a broad scope of research workers, grounds has been mounting that teacher quality can account for a big portion of discrepancy in student trial tonss ( Boyd, Lankford, Loeb, Rockoff, & A ; Wyckoff, 2008 ; Ferguson, 1991 ; Hanushek, 1996 ; Hanushek, Kain, & A ; Rivkin, 2009 ; Rockoff, 2004 ) . Quality instructors are indispensable to the success of any school plan. The two most of import properties of a quality instructor is their capable content cognition and their pedagogical content cognition ( Even, 1993 ; Hill, Rowan, & A ; Ball, 2005 ; Ma, 1999 ; RAND, 2003 ) . Teachers who have met the demanding criterions of National Board Certification and those who have generated higher â€Å" value-added † pupil accomplishment additions are far less likely to learn economically disadvantaged and minority pupils ( Cavalluzzo, 2004 ; Goldhaber & A ; Anthony, 2004 ; Humphrey, Koppich, & A ; Hough, 2005 ; Sanders & A ; Rivers, 1996 ) . As a consequence, high-poverty schools are more likely to be beset with learning vacancies in math and particular instruction, and much more likely to staff schoolrooms with out-of-field, inexperient and less-prepared instructors. ( Ingersoll, 2002 ; Mayer, Mullens, & A ; Moore, 2002 ; Strizek, Pittsonberger, Riordan, Lyter, & A ; Orlofsky, 2006 ) . The pattern of engaging instructors to learn topics that they are non qualified for is good documented and a serious hurt to the territories, the instructors and most significantly the success of the pupils. This is particularly true in high minority and high poorness countries. The dearth in the literature occurs when trying to quantify the grade to which an out-of-field instructor differs in abilities and strengths to instructors that remain within their primary field of survey. A few more recent surveies have shown that a decently certified instructor who is learning in their specific field of survey contributes greatly to the success of their pupils. Out-of-field instructors are significantly less successful in increasing pupil accomplishment ( Board of Regents, 2008 ) . Research has besides systematically and clearly pointed out that effectual instruction is a extremely important factor impacting pupil accomplishment ( Babu & A ; Mendro, 2003 ; Hanushek, Kain, & A ; Rivkin, 2009 ) . Furthermore when it comes to effectual instruction, research has found that teacher experience and capable content cognition has systematically shown important impact on pupil accomplishment ( Gordon, Kane, & A ; Staiger, 2006 ; A Rice, 2003 ; Hanushek, Kain, & A ; Rivkin, 2009 ; Rockoff, May 2004 ) . Effective instruction implies instructors have well-developed pedagogical content cognition, yet this cognition develops over clip ( Ball, Lubienski, & A ; Mewborn, 2001 ; Grossm an, 1990 ) . A turning figure of research surveies are trying to flesh out a relationship between capable content cognition and pedagogical content cognition ( Ball, 1990 ; Ball, Hill & A ; Schilling, 2004 ; Ball, Thames, & A ; Phelps, 2008 ; Hill, Ball, & A ; Schilling, 2008 ; Ma, 1999 ; Manizade, 2007 ; Shulman, 1986 ; Thornton, 2004 ; Wilson, Shulman & A ; Richert, 1987 ) . Shin, Koehler, Mishra, Schmidt, Baran, and Thompson ( 2009 ) demonstrated thatA the degree of pedagogical content cognition of a instructor contributes significantly toward effectual instruction and pupil public presentation. Furthermore, there have been an increased figure of research surveies trying to operationalize the step of instructor ‘s pedagogical content cognition by manner of a paper pencil system or online study ( Ball, 2003 ; Kromrey & A ; Renfrow, 1991 ; Shin et al. , 2009 ) . Saderholm, A Ronau, Brown, and Collins ( 2010 ) have late contributed to the hunt for instructor quality by formalizing the Diagnostic Teacher Assessment in Mathematics and Science ( DTAMS ) mathematics appraisals for middle-school instructors. The dependability and cogency of the DTAMS appraisals were ab initio established by using adept inquiry composing squads and referees every bit good as reexamining national criterions for content.A DTAMS measures both capable content cognition and pedagogical content cognition in several math and scientific discipline subjects. These subjects are straight related to teacher quality and pupil accomplishment. There were two distinguishable ( DTAMS ) appraisals that were utilized in this survey. The in-field ( mathematics ) DTAMS Algebraic Ideas appraisal measuredA memorized cognition, conceptual apprehension, higher-order thought, and pedagogical content cognition. The out-of-field ( scientific discipline ) Physical Science appraisal measured declaratory cognition, scientific enquiry and processs, conventional cognition, pedagogical content cognition, and scientific discipline, engineering, and society cognition ( Brown, McGatha, & A ; Karp, 2006 ) .Purpose of the StudyThis survey was designed to mensurate the alteration in a instructor ‘s capable and pedagogical properties if they were to learn outside of her field of survey. By understanding the grade to which a instructor ‘s cognition spheres change when learning merely outside of their primary field of survey, pedagogues and decision makers would hold a more clear apprehension as to the effects an out-of-field instructor m ay hold on his or her pupils. More specifically, this survey focused in on two closely related Fieldss, mathematics and physical scientific discipline. This offers an exceeding penetration as to the alone differences in both capable content and pedagogical content cognition that an out-of-field instructor would hold in the instruction of pupils. These differences could function as a pace stick for disposal and policy shapers as they consider the issue of engaging out-of-field instructors and ultimate success or failure of their pupils and schools. It has been good established that non merely is the quality of the instructor the individual most of import schooling factor foretelling pupil results ( Ferguson 1998 ; Goldhaber 2002 ; Goldhaber, 1999 ; Hanushek, 1999 ) , but that â€Å" the quality of a instructor can do the difference of a full twelvemonth ‘s acquisition growing † ( Hanushek, 1992, p.8 ) . Furthermore, many research workers and pedagogues agree that a combination of both capable content cognition and pedagogical content cognition are the primary properties of a quality instructor ( Ball & A ; Bass, 2000 ; Ma, 1999 ; Rowland, Martyn, Barber & A ; Heal, 2000 ; Shulman 1986, 1987, 1996 ) .Research QuestionsThis research is designed to reply several inquiries. First, how much capable content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H1: In-between school instructors certified to learn mathematics will demo a lessening in capable content cognition when they teach outside of their field, physical scientific discipline. H1a: In-between school instructors certified to learn mathematics will demo no important alteration in capable content cognition when they teach outside of their field, physical scientific discipline. H1b: In-between school instructors certified to learn mathematics will demo an addition in capable content cognition when they teach outside of their field, physical scientific discipline. The other of import yet distinguishable cognition sphere that must be considered is the pedagogical content cognition of the instructor. This was done by replying the inquiry, how much pedagogical content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H2: In-between school instructors certified to learn mathematics will demo a lessening in pedagogical content cognition when they teach outside of their field, physical scientific discipline. H2a: In-between school instructors certified to learn mathematics will demo no important alteration in pedagogical content cognition when they teach outside of their field, physical scientific discipline. H2b: In-between school instructors certified to learn mathematics will demo an addition in pedagogical content cognition when they teach outside of their field, physical scientific discipline. Finally, the last set of inquiries combines the measurings for both topic and pedagogical content cognition to find an overall consequence on instructor quality. By sing both cognition domains as equal subscribers to the overall step of a teacher quality we can find the general consequence ( addition or lessening ) that in-between school mathematics instructors who teach outside of the field ( physical scientific discipline ) may see. What is the overall consequence on instructor quality when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H3: The overall quality of in-between school instructors certified to learn mathematics will diminish when they teach outside of their field, physical scientific discipline. H3a: The overall quality of in-between school instructors certified to learn mathematics will demo no important alteration when they teach outside of their field, physical scientific discipline. H3b: The overall quality of in-between school instructors certified to learn mathematics will increase when they teach outside of their field, physical scientific discipline.Restrictions and Boundary linesThe population used in this survey was its primary restriction. The sample of participants included 21 instructors that were certified to learn in-between school mathematics in Illinois. The research worker administered both the Algebraic Ideas Survey ( DTAMS ) and the Physical Science Survey ( DTAMS ) . Each study took approximately 60 proceedingss to finish. A committedness of two hours of the participants ‘ clip was a big petition ; this limited the figure of participants willing to react to this survey. The studies were so sent to the University of Louisville Center for Research in Mathematics and Science Teacher Development ( CRMSTD ) for analysis by the research worker of this survey. The analysis included a comparing of both capable content cognition and pedagogical con tent cognition of the instructors for both in-field ( mathematics ) and out-of-field ( physical scientific discipline ) . The consequences of this comparing addressed straight the research inquiries found in this survey. Distinct advantages and disadvantages occur that are declarative of a descriptive research design. This survey specifically targets the relationship between in-field tonss and out-of-field tonss doing a correlational analysis an appropriate foundation. A correlational analysis lent itself of course in seeking relationships between capable content cognition, pedagogical content cognition and among the related demographics. However, no affair how important the correlativity, causing can non be inferred due to possible influence of unbridled immaterial variables. Several statistical methods were implemented so as to counter the influence certain specific variables may hold on the consequences of this survey. These variables include age, experience, educational history, and socio-economic work environment. Finally, it is of import to observe that respondents were non given the chance for elucidation of study inquiries nor did they have an chance to explicate their reading of the inquiry. Misconstrued inquiries frequently times led to an inappropriate response when in fact the participant may really good hold a clear and strong apprehension of the topic or variable features being measured.Definition of FootingsIn this research survey, it is peculiarly of import to explicitly specify any cardinal footings. In the undermentioned subdivision the primary key footings are defined.Capable Content Knowledge for the Out-of-Field AssessmentDeclarative Knowledge: A This cognition is entirely based on facts and definitions. Teachers with this cognition have the accomplishments to execute rote algorithmic undertakings that are indispensable to work outing jobs. The ability to remember facts, regulations, scientific Torahs and definitions is a important constituent in instruction ( Brown, McGatha, & A ; Karp, 2006 ) . Scientific Inquiry and Procedures: A Scientific processs and attacks represent the cognition type that allows for the ability to acknowledge the elements of scientific enquiry such as placing inquiries for scientific enquiry, design and behavior scientific probes and experiments, use appropriate informations aggregation and analysis techniques, the ability to believe critically about the informations and to do logical decisions and accounts ( Brown, McGatha, & A ; Karp, 2006 ) . Conventional Knowledge: A Schematic cognition represents a more in-depth apprehension of the nature of scientific constructs, rules and related phenomenon. Teachers with this cognition can efficaciously compare and contrast assorted scientific belongingss and features and can explicate bounds and the development of current scientific cognition ( Brown, McGatha, & A ; Karp, 2006 ) . Science, Technology, and Society Knowledge ( STS ) : This cognition allows instructors to bridge the spread between the scientific community and its influences on society as a whole. Teachers were able to show a thorough apprehension of the function that human demands play in the development and application of scientific discipline every bit good as a historical and planetary position of how scientific finds have impacted society. It is the nature by which scientific discipline, engineering, society, and current environments interact and germinate as a individual entity ( Brown, McGatha, & A ; Karp, 2006 ) .Capable Content Knowledge for the In-Field AssessmentMemorized Cognition: This is most closely related to the antecedently mentioned declaratory cognition in the old appraisal. This is cognition that is based upon using the accomplishments and algorithms necessary for accurate calculation. This is non conceptual by nature nor is it a step of job work outing abilities. Teachers wit h this cognition can execute calculations affecting assorted algorithms, definitions, and a remembrance of facts ( DTAMS, 2006 ) . Conceptual Understanding: This cognition corresponds most closely to Schematic Knowledge for the scientific discipline appraisal, wherein it represents the knowing and understanding why. Teachers with this cognition have the ability to do connexions between mathematical subjects and to see the general relationship that unambiguously binds these subjects into cosmopolitan constructs ( Brown, McGatha, & A ; Karp, 2006 ) . Problem Solving and Reasoning: This cognition represents the tactical cognition needed to infer what is of import mathematical information in non-standard math jobs, and cognize how and why one can use different mathematical attacks to happen solutions to an array of applications ( Brown, McGatha, & A ; Karp, 2006 ) .Pedagogical Content KnowledgePedagogical Content Knowledge: Lee Shulman coined the phrase â€Å" pedagogical content cognition † in 1985 and possibly specify it best in his ain words ( Shulman, 1987, p. 13 ) : [ Pedagogical Content Knowledge is the ability to ] elucidate capable affair in new ways, reorganize and divider it, clothe it in activities and emotions, in metaphors and exercisings, and in illustrations and presentations, so that it can be grasped by pupils. Additionally, pedagogical content cognition â€Å" represents a category of cognition that is cardinal to instructors ‘ work and that would non typically be held by non-teaching capable affair experts or by instructors who know little of that topic † ( Marks, 1990, p. 9 ) . For this survey the term Pedagogical Content Knowledge most closely reflected the following definition from the Diagnostic Teacher Assessment in Mathematics and Science: This cognition represents strategic cognition for mathematics teaching- † cognizing when, where, and how to outdo Teach mathematics † ( Brown, McGatha, & A ; Karp, 2006, p. 1 ) . Once once more these appraisals concentrated on the usage of pedagogical content cognition in the rectification of pupil misconceptions about mathematics. Teachers with this cognition can fulfill two standards: acknowledge the pupils ‘ misconceptions, and depict the most effectual ways to learn peculiar mathematical constructs utilizing the most powerful analogies, illustrations, illustrations, accounts, experiments, and presentations.Middle School TeachersFor the intents of this survey in-between school instructor is defined as any instructor certified to learn 6th, 7th, and 8th class.Significance of the StudyTeachers in h igh poorness, high minority schools are more likely to be less experient, less educated, learning on exigency licenses or releases, and learning topics for which they are non qualified ( Carroll, Reichardt & A ; Guarino, 2000 ; Darling-Hammond, 2002 ; Goe, 2002 ; Hanushek, Kain, O'Brien, & A ; Rivkin, 2005 ; Ingersoll, 2002 ; Lankford, Loeb, & A ; Wyckoff, 2002 ; Marvel, Lyter, Peltola, Strizek, & A ; Morton, 2007 ; Peske & A ; Haycock, 2006 ; Scafidi, Sjoquist, & A ; Stinebrickner, 2007 ; Useem & A ; Farly, 2004 ) . Mathematicss and scientific discipline, in peculiar, are typically targeted as Fieldss most enduring from deficits ( Grissmer & A ; Kirby, 1992, 1997 ; Liu & A ; Ramsey, 2008 ; Murnane et al. , 1991 ; National Commission on Mathematics and Science Teaching, 2000 ; Weiss & A ; Boyd, 1990 ) . In fact, legion high-profile studies from organisations including the National Academy of Sciences ( 2006 ) , the National Research Council ( 2002 ) , and the US Department of Educat ion ( 2002 ) have straight tied mathematics and scientific discipline instructor deficits to the quality of educational public presentation and, in bend, to the future wellbeing of the economic system and the security of the state. Although many in-between school decision makers may experience it necessary to use instructors in countries for which they are under-qualified, this survey may bespeak the hazards to student accomplishment based on an out-of-field policy. Research has systematically pointed to effectual instruction as the most important factor impacting pupil accomplishment ( Babu & A ; Mendro, 2003 ; Manizade, 2007 ; Rivkin, Hanushek, & A ; Kain, 2005 ) . This survey is important to foster the apprehension of the benefits and/or hazards of utilizing out-of-field instructors in a in-between school scientific discipline category. Repeating the educational demand for quality instructors, the research community including the Research and Development ( RAND ) Mathematics Study Panel of 2003 had called for increasing criterions for teacher readying plans ( RAND, 2003 ) . This survey would offer some penetration as to the direct and distinguishable difference in instructor quality when sing a arrangement of an out-of-field instructor into a schoolroom that they are non to the full prepared to learn.DecisionAdditions in pupil accomplishment are, more frequently than non, accredited to the quality of the instructor. Loopholes in the hiring patterns of quality instructors have led to an addition in out-of-field instructors in the schoolroom. In chapter 1 it was stated that research workers normally view teacher quality as a combination of both capable content cognition and pedagogical content cognition. The intent of this research was to mensurate the difference in teacher quality between in-field and out-of-field instructors. The consequences of this survey are important in that it contributes to the broader apprehension of how out-of-field instructor impact instruction. Chapter one is an overview of the research that was performed ; an debut to the background of the job, intent of the survey, research inquiries with hypotheses, definition of cardinal footings, restrictions of the survey, and the importance of the survey. In the undermentioned chapters, there is a reappraisal of the relevant research related to this survey, an account of the methods employed, informations analysis with an account of the consequences, and a treatment of how the consequences could be applied.

supreme courts reactivity to popular will in modern times essays

supreme courts reactivity to popular will in modern times essays The Supreme Court safeguards much of its power by creating walls to separate its power from public opinion and political pandering. And while impartiality is undoubtedly the preeminent characteristic desirable in a justice, it is impossible to nominate a human being that is not at least partially fallible and swayed by the society around him. The Warren Court of 1953 to 1969 perfectly illustrates the concurrent philosophies of the Court with the prevailing political party of the day. The growing thought of the time was for increased civil rights and an activist government. President Eisenhower integrated the military and was a strong voice for racial reconciliation. John F. Kennedy and Lyndon Johnson were liberals who were both interested in achieving the Great Society, with racial equality a chief goal. In 1954 the Warren Court unanimously followed the trend of the time, and ruled in Brown v. Board of Ed. that separating blacks from whites was inherently unequal, thereby paving the way for the entire civil rights movement. In '64 the court continued to reflect public opinion, when it chose to accept the very loose interpretation of the interstate commerce clause to further it's activist agenda in the Heart of Atlanta Motel Case, by saying blacks could not be barred from staying in private establishments. The War ren Court reflected the prevailing Democrats in criminal rights as well. Between '61 and '66 the Mapp, Gideon, and Miranda cases all dramatically increased rights of the accused, simultaneous to the most rampant popularity of the Democrats. The Warren court championed separation of church and state, in Engel v. Vitale ('62) and Abbington v. Schempp ('63), and freedom of speech, in Tinker v. Des Moines ('69), as did its Democratic counterparts in Congress and the White House. Of course it is important to recognize that the Warren Court was not merely a knee jerk respondent to public opinion. Many of its decision...

The 21 Best Dogs for Apartment Living

The 21 Best Dogs for Apartment Living SAT / ACT Prep Online Guides and Tips Living in an apartment doesn’t mean you can’t also have a happy, healthy dog as well (unless your apartment complex doesn’t allow dogs, of course!). Though apartment living comes with a few hurdles when it comes to dog ownership, finding the right dog breed can make all the difference. With a little effort, the majority of dog breeds can live in apartments, but apartment living is certainly easier with some breeds than others. So let’s check out what qualities make for a good apartment dog and the top breeds that fit the bill. What Makes a Good â€Å"Apartment Dog†? There are a few basic qualifications for the best apartment dogs, since living in an apartment (as opposed to living in a freestanding home) brings with it a few restrictions: The size of your place is likely relatively small. You have more difficulty getting a dog to a grassy area to relieve themselves. You have to worry about noise level with your neighbors sharing a wall with you. To help your dog live comfortably in your space, a good apartment dog should meet at least one (but preferably two or three) of four qualities: Be small to medium in size. Have low to medium exercise needs. Be able to hold their bladders for several hours at a time (or be comfortable using a wee mat or turf for their potty needs). Be relatively quiet. Size and Weight Most apartments are much smaller than the average freestanding home, so a dog will have less room to move and romp around in an apartment. The larger the dog, the less room they have in a small space and the more likely they are to feel â€Å"cooped up.† Larger dogs will also be more likely to accidentally leaving destruction in their wake in a small space. An enthusiastic jump or tail-wag from a five-pound dog won’t do much damage in an apartment, but the same gesture from a large dog in a small space can easily knock items off a low table, knock over lamps and other furniture, or otherwise cause chaos. In addition, larger breeds are also more prone to joint and hip problems and can have more difficulty going up and down stairs. And this can get especially tricky in an apartment complex. When it comes to sheer size alone, it’s often best for both dogs and humans if an apartment dog is less than 50 pounds (even better if the dog is less than 25 pounds). There are some exceptions to this rule, but in general, smaller is better for apartment living. Exercise Needs All dogs need daily exercise and living in an apartment can sometimes make this tricky. Without a backyard, your dog must get its daily exercise quotient from walks, some amount of playing and romping in the apartment, and trips to outdoor spaces like a dog park. Some breeds require a boatload of exercise and stimulation to be happy (a Border Collie, for example, could run circles around most people without tiring), while other breeds take a more laid back approach to life. With dedication, you can exercise most dog breeds well enough to handle apartment living, but it will take commitment and a significant amount of time each day to accomplish this. As most people do not have the time or energy to exercise a high-energy breed all the time, the best dog breeds for apartments are those naturally equipped to need less exercise. The best apartment dogs are content with a daily, 20 to 30 minute walk or trip to the park, and will spend the rest of their day snoozing, chewing, or playing games indoors. Potty Needs Even when fully grown, toy breeds and other small dog breeds simply can’t hold their bladders as long as larger breeds can. And living in an apartment can make it more difficult for you to take your dog outside. But don’t despair! If you live in an apartment, you have a few options for your dogs and their potty needs. Because it can sometimes be tricky to constantly take a dog outside, you can either: Choose a dog breed that can hold its bladder for a reasonably long amount of time (seven to eight hours) Choose a dog that’s small enough to comfortably use a wee mat or fake turf If you don’t want dog waste in your home and your apartment has a balcony, you can set up a bathroom area with mats or turf outside. You can also simply set aside a corner of the bathroom or other area of the home for this purpose if you don’t mind your dog going potty indoors. The best apartment dogs will either be able to follow a routine of going outside on a leash with you every seven to eight hours to relieve themselves, or they will be small and trainable enough able to go cleanly and comfortably in or around the apartment. Noise Level Apartment living means sharing walls (and noise) with your neighbors. For the sake of peace and quality of apartment living, it’s a good idea to choose a dog breed that’s less inclined to bark. Some breeds are natural â€Å"watchdogs† and will light up at any perceived threat or noise, while other breeds will generally keep mum. Though, with time and patience, you can train a â€Å"watchdog† to be less reactive, it’s simpler to go with a dog that’s little less likely to light up in the first place. Some dogs will also tend to bark or howl when left alone, so a good apartment dog should be one less inclined towards this kind of separation anxiety. The 21 Best Apartment Dogs Now that we’ve looked at some of the most important criteria of what makes for good apartment dogs, let’s see the breeds that make the cut for the best dogs for apartment living. Bichon Frise Cuddly and kind, the Bichon Frise is a popular toy breed that requires little exercise and isn’t prone to yappiness or other excessive barking. They are easily adaptable to new environments and are willing to listen to training and gentle correction. They can, however, be inclined towards separation anxiety. So you may have to be careful about separation whining or barking and look into separation anxiety training if this happens. Brussels Griffon Despite looking like they walk around with a perpetual cartoon frown, the Brussels Griffon is an extremely sweet breed of dog and wants little more out of life than love and cuddles. In fact, they will often demand love and cuddles (and play!) at home, but they don’t need a lot of outdoor exercise to be happy. They can be stubborn and difficult to train, so try to nip any bad habits- like watchdog barking, whining, or indoor soiling- in the bud before they become too firmly established. And a loving training regime will do wonders to curb any unwanted behavior. Cavalier King Charles Spaniel You’ll never be in want of love or cuddles with a King Charles Cavalier around. An extremely friendly and easy-going dog, some will greet guests by giving a couple of friendly barks and licks. But they aren’t inclined to bark excessively or at strange noises (unless they see a bird out the window). They’re a curious and playful breed, but don’t need much exercise beyond a daily walk. Their favorite place is in a lap- your lap, a friend’s, a stranger’s, any lap will generally do! Chihuahua Popular for their small size and big, sweet eyes, the Chihuahua is an often-seen apartment dog. Though their size and minimum exercise needs are perfectly suited to apartment living, they can also be prone to loudness if not well-trained. So be sure you know how to train against excessive barking before you take on Chihuahua ownership! Chihuahuas are probably best trained on a wee mat or turf since they can’t hold their bladders very long. Coton de Tulear Bouncy balls of cotton-fluff, Coton de Tulears are adaptable, friendly, and fun. They’ll make their own entertainment when you’re busy, but they will also take direction well if it’s time for training or games. They need to spend one or two days a week romping around a park to run, but otherwise are content with daily walks. They’re happy to be outside or inside snuggling, whichever’s on the menu. English Bulldog English Bulldogs are sweet, gentle, and fairly low-maintenance. Not much inclined towards exercise or barking, these dogs would rather be sleeping or lounging than running or sounding the alarm, making them one of the very best dogs for apartments. Do take care that these are brachiocephalic dogs, which means they have flat faces. This can make breathing- especially strenuous breathing- difficult, so be careful with exercise and hot weather and make sure to monitor them closely. French Bulldog Friendly, funny, and relaxed French Bulldogs will often be happy to entertain themselves. But they’ll almost never snub an affection pat, so don’t mistake independence for aloofness. Another brachiocephalic dog breed, so little exercise is needed or required here. Though do take care that the French Bulldog is inclined towards (over)eating, which means you’ll have to be careful of weight gain, since it’s difficult for them to run off those extra pounds. Glen of Imaal Terrier A spunky, curious breed, Glen of Imaal Terriers are eager to explore the environment around them. They are less inclined towards confrontation or hunting than other terriers are, so are a little less likely to get themselves into trouble. Glen of Imaal Terriers require some quick exercise to be happy, so in addition to a daily walk, they’d like a few days in the park, a jog, or other opportunity to run every week, but will be happy to spend the rest of the time indoors with the family. Greyhound Though they’re large, extremely prey-driven dogs, Greyhounds are happy couch potatoes and will be satisfied with a daily walk and playtime at home. This is especially true for former racing Greyhounds who are more than content to retire to a life of relaxation. Very sensitive, snuggly, and loving, Greyhounds are tuned into your emotions and needs. They are quiet dogs, but they are also inclined towards separation anxiety and separation-based destruction. So start training them early how to handle your leaving the house if you don’t want to come home to the destruction of all your worldly possessions. Havanese Playful, spirited, and brave, the Havanese is a high energy breed that requires daily mental stimulation. But they don’t need much more than a short daily walk when it comes to physical exercise. It’s a good idea, however, to bring this dog on regular outings in the world- especially to different locations whenever possible- to feed some of that mental energy. But, otherwise, the Havanese will be happy to spend the day indoors, sticking close to their family and snuggling. Lhasa Apso The Lhasa Apso is a loyal, sweet, and gentle dog with model-like hair. They’re also smart dogs, though, unlike many clever dog breeds (such as terriers), Lhasa Apsos are not inclined towards mischief or destruction when bored. They will, however, seek you out to ask for playtime and attention when they need it. They will also sound the alert if startled, so some training may be necessary. But, even then, the Lhasa Apso has a fairly quiet, and less-than-intimidating bark. Miniature Pinscher Miniature Pinschers are clever, fearless, and affectionate. Give them love, play, and a daily chance to sniff and explore, and your Miniature Pinscher (or â€Å"Min Pin†) will have everything its heart desires. These are natural watchdogs, but easily trained, so you can curb excessive barking with a little know-how (and a lot of treats!). Min Pin’s need a chance to run at least once or twice a week, but are otherwise content with a daily walk and some playtime at home. Papillon The Papillon is a smart, responsive, and playful breed. They can be timid towards strangers, but once they love you they love you, and there’s no letting go. Graceful and energetic, they love to play with their families and need to run off some energy, but a daily walk and some time in the park will be enough for them. Pekingese The Pekingese is an affectionate, but not overly-needy dog, happy to spend time either alone or with people. A Pekingese will also alert you to any visitors that come a’knocking, but won’t get carried away with barking. They are sweet dogs, eager to cuddle and play, but who don’t need too much exercise. In fact, the Pekingese is another brachiocephalic breed, so be careful with hot weather and letting your Pekingese get too much exercise too quickly. Toy Poodle All Poodle breeds (Toy Poodle, Miniature Poodle, and Standard Poodle) are highly intelligent dog breeds that are easily trainable. But the Toy Poodle requires the least amount of exercise of the three types and is often the most even-tempered, so they’re typically the best choice of the three breeds when it comes to apartment living. Curious and playful, the Toy Poodle does well when provided with regular stimulus. It’s a good idea to take your Toy Poodle out and about with you when you’re running errands or are otherwise outside. Letting them see the world will help them focus all that mental energy, and will provide a daily dose of fun. Pug Pugs are generally quiet, laid back dogs that make great apartment companions. They’re sweet and goofy, and while they’re happy to play with you, most Pugs don’t need excessive amounts of attention throughout the day to be happy. They also don’t require much exercise and too much can even be harmful, as their brachiocephalic faces can cause breathing problems if they over-exert themselves or are out too long in hot weather. Do note that they can be prone to weight-gain, however, so be diligent in balancing out their meals and walks. Shih Tzu Friendly and relaxed, the Shih Tzu often has a large-dog temperament in a small-dog body. They’ll be happy to explore the world with you or chill out on the couch, depending on what you want to do that day. They’re also eager to learn and are highly trainable, so playtime is a must. But they don’t need too much in the way of exercise to be content. Silky Terrier Silky Terriers (or â€Å"Silkies†) are loyal and loving to their families, but are often wary of the world. So they can be prone to giving the alert by barking, both indoors and out, but training will help curb this tendency. Playful and energetic little dogs, Silkies are eager to play but will be happy with a short daily walk when it comes to their exercise needs. And when they’re not playing, they’re happy to curl up in small spaces, which makes apartment living perfect for them. Skye Terrier Pleple2000/Wikimedia Affectionate and fearless, Skye Terriers will take on the world, but they are sensitive to harsh words or reprimands from their families. Come at them gently and they’ll never be far from your side. Skye Terriers are mild-mannered and easily adaptable to city life and apartment living. They need daily walks but are otherwise content to play, explore, and snuggle at home. Tibetan Spaniel Tibetan Spaniels are extremely easy-going dogs. Adaptable to new situations and environments, they are equally as happy to go on long walks as they are to snuggle on the couch. Though they may sound the alarm for visitors, a well-placed treat will silence any barking. And they’re otherwise quiet enough that your neighbors will wonder whether or not you even have a dog in your apartment. Yorkshire Terrier Like most terriers, Yorkshire Terriers (or Yorkies) are spunky little balls of mischief and fun. They’re loving and cuddly with their families, but they are often shy of strangers. Many will try to run away or hide if a stranger tries to pet them, so it’s a good idea to socialize them early. Yorkies are energetic and playful and are happy to run, but don’t actually require much daily exercise beyond a regular, half-hour walk. Many Yorkies will also sound the alarm by barking if they hear visitors or other â€Å"suspicious† noises, but training can minimize this tendency. How to Help Any Dog Adjust to Apartment Living Though these are the best dog breeds for apartments, most dogs can learn to live in an apartment with enough exercise and the right training. And even the best apartment dogs will need to learn how to cope with the unique circumstances that make up apartment living. So let’s look at what you need to do to teach your dog how to adapt to apartment living. #1: Train Them to Get Used to the Noise Apartments can be loud. There’s noise above you, below you, to the sides of you, and the noise from people walking down the hallway in front of your front door. To your dog, all these people making noise near your home is a flagrant breech of privacy, and they can induce fear, anxiety, and even fear-based aggression. Help your dog get used to the noise of apartment living by connecting the noise to positive stimuli. Give your dog a happy-sounding cue word (like, â€Å"What’s that?!†) and a treat whenever you hear the noise from your neighbors. You can also invite a friend over (one that your dog likes) to knock on your door. Give the cue word and the treat when your dog hears the noise, then give your dog an extra reward by letting your friend inside for happy pats and cuddles. #2: Give Them Their Own Designated Space Your dog is a part of your family, and the apartment is a den for all of you to share. But just like you need your own space away from other people sometimes, so too does your dog. Make the apartment seem larger for your dog by providing them with their own, human-free zone. This might be a crate, or a dog playpen, or even just a dog bed in the corner of the apartment. Just make sure it’s a space where your dog can retreat to when they want some time alone and that you don’t try to bother your pup when it goes there. #3: Introduce Them to Other Dogs in the Complex If your apartment complex allows dogs, then chances are there are a good number of other dogs living in the building. To help your dog feel comfortable with these dogs (especially hearing these dogs move, bark, or whine throughout the day), see if you can introduce your pup to the other dogs in the building. Try to take your dog to the places the other dogs go for bathroom breaks, or introduce yourself to any of your neighbors that you see with dogs. Set up doggy playdates to help your pup make friends with the neighbor dogs (and you may even make some human friends out of it too!). #4: Teach Them How to Use a Wee Mat or Train Them to â€Å"Hold It† for Long Periods of Time Wee mats smell faintly of urine and pheromones, so dogs will naturally be inclined to potty on them. But even so, you’ll have to train your dog on how to use the wee mat or the indoor turf to make the process fun and easy and avoid any accidents. If you choose to forgo wee mats and train your dog to wait until you can go outside together, then you’ll have to progress slowly. Many grown dogs can potentially hold their bladders for upwards of 8 hours, but not all dogs can manage this. Start by taking your dog outside every 2 to 3 hours and then increase the time between outings by half an hour every few days until you get up to between 6 and 8 hours. If your dog starts to have accidents indoors or sniffs or whines to go outside, then you may need to decrease the time between potty breaks. Alternatively, you may think about getting a doggy turf to place in your bathroom or on the apartment balcony.