Language Key Stage 1 2 Teaching Essay

Language Key Stage 1 2 Teaching Essay Research, such as that undertaken by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child development within social, economic and environmental contexts. Language, its acquisition, and how children talk, are recognised an essential constituents of these approaches. For example, at a Piagetian level, language acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the world and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the individuals environments within specific systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs). Currently, the value to student learning of specific talk types has come to the fore. For example, the importance of exploratory talk (Dawes et al, 2004) within the classroom talk context (Grugeon et al, 2005) has been realised as a means of developing pro-social and thinking skills. The first section of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level. It also looks at the formats that have been generated to support this (e.g. National Curriculum for Key Stages 1 and 2 and the National Literacy Strategy for Key Stages 1 and 2). The second section gives a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and learning. It looks at the different language forms as exemplified in Figure 1 and how a teacher can best develop a students skills through talk. As the brief survey above shows, the basic human urge to communicate has been much studied, qualified and quantified. Many of the educational models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, both cited in Marsh, 2004) place parameters on childrens talk by encouraging specific forms of talk. The National Curriculum emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each learning area and stage where these forms of talk can be scaffolded into a students means of communication. Understanding how children interpret, manage and convey information in important in order to effectively encourage questioning and exploration. Table 1. Examples of talking and listening in the National Curriculum Examples from the National Curriculum frameworks of teaching talk Listening Mathematics Group discussion and interaction Religious education Group discussion and interaction Science Speaking Design and technology Listening PSHE Listening Information and communication technology Listening Art and design Group discussion and interaction Music From the perspective of childrens talk, language must move through a number of stages and in doing so reflects both physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar point to language as instinctual eg Chomsky, 2000: Jackendoff, 1993). Gradually the parameters for this talk develop into more efficient tools with which to gather, interpret and communicate knowledge. It is important to bear in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14). The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and values their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also include culture and environments and, as Jackendoff (1993) points out, society. Children arrive at school with this background of child-directed speech. The amount and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school. Whilst this essay cannot give syntactical, phonetic, semantic or grammatical elements in childrens language development the space they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher modelling. Research shows (e.g. Hart and Risley, 1995; Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language. As the previous section briefly covers, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the reciprocal determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a product of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would not expect a five year old to still be using the telegraphic speech (two word sentences) typical of a two year old. You may expect some over and under-extension, but essentially key stage 1 students should be demonstrating more metalinguistics awareness. Encouraging the development of metalinguistic awareness runs throughout the National Curriculum. For example the English section states: Pupils should be taught about how speech varies: in different circumstances [for example, to reflect on how their speech changes in more formal situations] to take account of different listeners [for example, adapting what they say when speaking to people they do not know]. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, needs to be taught. Their example is with regard to the use of computers by small groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each others opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot contribute to the group. This brings us to the issue of the teacher as facilitator of constructive talk. language acquisition cannot take place in the absence of shared social and situational contexts (Chapman, 1978, cited in Bransford et al, 2000, p.94) With the goal of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry. This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain high expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at worst can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and motivation are just two of these strategies at work in each format. Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal. Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 p.7 Good modelling is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For example, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modelling: it is not sufficient simply to provide good models; the language from the adult needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of opportunity to practise their fledgling skills. Dockrell et al, Supporting early oral language skills, 2004 A positive learning environment needs several elements. One, as Figure 1 shows, is motivation. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally. The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning: Working with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to practice them. The following is one from the English Framework: What is being talked about? Who is talking? What kind of talk? Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 (2003) Added to this could be what does this mean and how should I respond? Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as Talk Box activities (Dawes et al, 2004). In summary, the effective teacher needs to: develop a safe and motivational learning environment be clear and explicit (Johnston, 2004) provide and scaffold the basic tools for communication to listen and judge how successful their strategies are and reflect on how to improve them to tailor communication to individual learning styles to provide ample opportunity for students to practise these skills to use small group work develop a students metalinguistics awareness encourage a students self-regulatory processes enthuse and encourage students maintain high expectations These are just a few of the important elements in producing well-rounded, confident students. It should also be taken into account that school is a format in itself, for example playground talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning. Good oral work enhances pupils understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts. The NLS Framework for teaching YR to Y6 References and further reading Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn: Brain, Mind, Experience and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC: National Academy Press Chapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in Speech and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA: MIT Press Chomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK: Cambridge University Press Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities at Key Stage 1. London: David Fulton Publishers Dawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together: Activites for Key Stage 2 Children and Teachers. Birmingham: Imaginative Minds DfES. The NLS Framework for teaching YR to Y6 DfESFramework for teaching (DfES 0500/2001) National Literacy Strategy: DfES Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0626-2003) DfES Grammar for writing (DfEE 0107/2000) National Literacy Strategy DfES Developing early writing (DfEE 0055/2001) National Literacy Strategy DfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy Strategy DfES NLS Framework for teaching(DfES 0500-2001). National Literacy Strategy Dockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Literacy Today, September 2004 Vol. 40 Erikson, E.H. (1997) The Life Cycle Completed: Extended version New York: W.W. Norton and Co. Gee, J.P. (2004) Situated Language and Learning: a critique of traditional schooling. Abingdon, Oxfordshire: Routledge Grugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London: Fulton Press Hart., B and Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Jackendoff, R. (1993) Patterns in the Mind: language and human nature. Hemel Hempstead, Herts: Harvester Wheatsheaf Johnston, P.H. (2004) Choice Words: how our language affects childrens learning. : Portland, Maine :Stenhouse Publishers Krause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria:Thomson Karmilloff-Smith, A. (1979) A Functional Approach to Child Language. Cambridge: Cambridge University Press Marsh, C. (2004) Becoming and Teacher: Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW: Pearson Education Australia Peterson, C.C., and Siegal, M. (1999) Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Piaget, J. (1978) success and Understanding. Cambridge, MA: Harvard University Press Robertson, M., and Gerber, R. (Eds) (2000) The Childs World: triggers for learning. Melbourne, Australia: The Australian Council for Educational Research Webb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia: Allen and Unwin Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy: reading, writing and childrens literature. (2nd ed). Oxford: Oxford University Press Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Wolfe, P. (2001) Brain Matters: translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development Websites Play and effect. http://www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006 National Curriculum. http://curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006 Oral language skills.http://www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4 National Curriculum frameworks. http://www.standards.dfes.gov.uk/literacy/publications/framework/

Marks & Spencer PESTLE Analysis Essay

Major Firms cannot survive and continue to prosper without analyzing their general environment and acting upon the trends identified. Scanning and monitoring the general environment are activities they cannot afford to ignore. Discuss this statement with reference to the performance of the UK retailer Marks & Spencer over the last 10 years. Introduction Marks and Spencer is a major British multinational retailer headquartered in Westminster, London. It has a network of 766 stores in the United Kingdom and 418 stores spread across more than 40 countries. It was founded in 1884 by Michael Marks and Thomas Spencer in Leeds. It specializes in the selling of clothing and luxury food products. Michael Marks was from Russia and Thomas Spencer was a cashier from Yorkshire. In 1884, Michael Marks started his own business in Kirkgate Market, Leeds by opening a penny bazaar stall. Then to develop his business he opened a shop at Manchester with the partnership of Thomas Spencer. Initially, the company used to be known as Marks & Sparks but over the years, the company decided to settle down for Marks & Spencer. In 1998, it became the first British retailer to make a pre-tax profit of over ?1 billion. It is listed on the London Stock Exchange and is a constituent of the FTSE 100 Index. PESTLE Analysis An organization’s environment is made up of: The Internal Environment: Staff, office technology, wages, finance, etc. The Micro Environment: External customers, agents, distributors, suppliers, etc. The Macro Environment: Political, economic, social, technological, legal, environmental etc. This is also known as the PESTLE environment. PESTLE analysis describes a framework of macro-environmental factors used in the environmental scanning component of strategic management. It is a part of the external analysis which gives an overview of the different macro-environmental factors that the company has to take into consideration in order to achieve its goals. Let’s talk about the different factors of the PESTLE environment for Marks & Spencer in depth. Political Political factors are those factors that are made, run and changed by the government. These factors show the level of anticipation by the government in different trades and businesses. Specifically the sectors in which government’s anticipation is the most are trade policy, labor law, trade restrictions, tariffs, and political stability. These factors also include goods and services needed or provided by the government. This is decided by the government what kind and quantity of goods and services can enter or go out of the country. These policies are directly worked by government and can only be changed by them. Other than these political factors government have a large anticipation in health, education, infrastructure and defense of the country. The government has its own sets of rules and regulations which every company has to abide such as health & safety, planning for hazard identification, risk management and risk control. If somehow a company doesn’t follow these rules and regulations, the companies will have to face strict consequences and outcomes, which include heavy fines or even closure of the company. Marks and Spencer was accused of not abiding the standards for and was charged for neglecting the safety regulation after a door fell on an employee. Marks and Spencer was not pled guilty of this trial. Marks and Spencer was the first company to achieve fair trade policy route which is cut salt and fat in M&S food. Marks and Spencer’s believes that it is very important to interact and work with the government to protect an  organization’s legitimate interests and to develop policies which addresses wider public objectives. Marks and Spencer’s respond to the government queries which are available publically on their sites. The company has full support from the government because of its rich historic values and fair means of trade practice. Because Marks & Spencer has become a very powerful organization in the retail world, new competitors find it very difficult to keep up with the quality of products and services that Marks & Spencer provide. The two political f actors that affect the company are political stability and VAT. Political stability is the government works their way whereas Marks and Spencer’s wants things differently. VAT is the terms known as value added tax which is set by the government and paid by the companies. It definitely affects Marks and Spencer’s because if the government increases VAT, M&S also has to increase their prices or else it would decrease the firm’s income. Economic Economic factors are determinants of an economy’s performance that directly impacts a company and have long term effects. For example, a rise in the inflation rate of any economy would affect the way companies’ price their products and services. It would also affect the purchasing power of a consumer and change demand/supply models for that economy. Economic factors include inflation rate, interest rates, foreign exchange rates, economic growth patterns etc. It also accounts for the FDI (foreign direct investment) depending on certain specific industries who’re undergoing this analysis. The United Kingdom has an open economy and ranks among the fourth largest in the world. Fiscal and monetary policies are properly managed because of that there is low inflation and strong government finances in the country. Marks & Spencer needs to organize a complete economic analysis. It is essential to consider the state of economy in the short- and long-terms. Issues such as i nterest rates, inflation, GDP, employment levels, etc. need to have hold in the marketing plan so that the strategies adopted encounter all such issues and ensure sustainability of competitive position. Current economic situation in the UK is favorable with low-to-moderate interest rates which signal a healthy economy. A healthy economy is a sign of increasing disposable income which, in turn, is good for the business. Marks & Spencer needs to concentrate more in the fashion arena as younger  generation spends most of their disposable incomes on clothing. Social Social factors are fundamentals that one cannot directly control but they definitely affect your business and marketing strategies. Basically, to know your social environment and to deal with it, you have to think about ‘people’ here. The aspects that we need to consider in order to understand people are cultural aspects, age distribution and emphasis on environment concerns. Trends in social factors affect the demand for a company’s products and how that company operates. Marks & Spencer has modified itself a lot according to its consumer’s wants. M&S core shops typically feature a selection of the company’s clothing ranges and a food hall. In UK, people are seen to live longer now, which means now they can spend more during their lifetime. As Marks & Spencer’s most of the customer were people aged over 40, with a large proportion of them over 55, this is why the clothing range offered by M&S is of a conservative nature. Now, as peopleâ€℠¢s choices of attire have been changing since last ten years, Marks & Spencer is improvising its clothing line in accordance with the customers changing tastes. The clothing line sold and the space given to it basically depends on the locality and customer demographic. Say for example, some shops located in London do not stock the Classic Collection, instead they go with the stock Limited Collection and a full Autograph range. The latest recession had played an important role in increasing the level of unemployment. This caused a decrease in Marks & Spencer’s sales as people’s purchasing power declined. Eventually, Marks & Spencer lowered its price for customer’s convenience. As it was estimated there will be rise again in the level of employment, people would have money to spend, eventually a rise in sales was seen. Now a days, people want to feel unique, up to date and convenient. Therefore, people have started using credit cards to satisfy their desires. Another factor is that since credit card came into action, an increase of more than 10% happened in all trade (BBC News, 2000). Since 18 April 2000, Marks & Spencer allowed its customers to pay with credit cards. They did so because they wanted to compete with its competitors who had started accepting credit cards a long time back. Another significant social effect that took place in the recent years is the environmental. Marks &  Spencer have recognized an increase in the number of their customers who say they will tak e environmental action. It is not only the usual buying concerns such as price, quality and style which attracts their customers but also making sure all these things are underpinned by sustainability. This sets Marks & Spencer apart from its opponents and assures its customers that they can trust them to do the right thing. Marks & Spencer are continuing to drive hard to reduce, reuse, recycle and reinvent to become more capable across their operations. In UK, stores have been set as â€Å"Simply Food† that cater to customer’s demand in convenient locality. In 2009 the company also began selling a limited range of other brands such as Coca-Cola and Stella Artois without dropping the number of Marks & Spencer goods they sold. Technology Constant evolution in technology has helped businesses operate efficiently in competitive markets such as retail as modern IT systems help increase productivity & lower costs. Furthermore, consumers across the globe are harnessing the power of internet to purchase items online & get them delivered straight to their homes. Online shopping has enabled M&S to automate & accelerate purchases & reduce the supply cycle for products sold online. M&S has already invested ?100m on new technologies and ?150m on a new model for its website that will be completed by 2014. This clearly shows that M&S is investing heavily in technology to increase its efficiency. Analysts expect sales figures to be somewhere between ?800 million to ?1 billion once the website is fully revamped. Recently, M&S stores in UK were equipped with free Wi-Fi. M&S hopes that customers will use the Wi-Fi to explore other products the company has to offer. Additionally, customer assistants in stores have been given iPads to help shoppers by providing them with more information about different products. This move has helped M&S to integrate its internet & high street offerings. Other tactics involve installing big screens in stores which promote clothing & interactive screens placed strategically which enables customers to browse through the products & place orders. M&S believes that their â€Å"hospitality offer† is an advanced way to get more business. Probably the biggest advancement in M&S’s books would be the opening of M&S’s distribution centre in Castle Donington. The reason for its remarkableness is that it’s a 900,000 sq. ft. by 25 metre  high centre that has been exclusively made to serve as a warehouse for online orders. Because of its tremendous size, it is arguably the biggest distribution centre in UK. The centre is capable of processing 1 million products per day & hold 16 million products as inventory. The centre is fully automated & fitted with world class warehousing technology which involves automated storage & retrieval systems. More than 150,000 different variety products are stored in the warehouse. Work g oes inside 24Ãâ€"7 & 50 vehicles are uses every day for inventory management. As for employees, 1,200 people are employed during peak seasons. Lastly, the site has been built with an eco-friendly outlook. The centre has solar panels installed on its outside to harness solar energy & use it to heat the centre during cold weather. Legal Like any other firm, Marks & Spencer has also had to deal with some legal issues. In September last year, BBC news reported that M&S was fined 1 million GBP over asbestos risk. It failed to protect the staff and customers from the risk of asbestos which is a highly heat resistant silicate mineral. The judge, Christopher Harvey claimed that the company was more interested in making profits rather than planning for asbestos removal .However the company claimed that it acted responsibly and was disappointed. On 8th august 2010, M&S was accused for sweatshop scandal where Indian workers were paid just 25p per hour and forced to work overtime. Some workers have even claimed that they were paid half the amount for the overtime they worked and those who refused to work were asked to leave and find new jobs. M&S admitted that the suppliers had worked excessive overtime and that their own audits found a number of other violations which was described as high risk issues in documentations and conditions .The observer found that the company was using workers hired through middlemen and were being forced to work for 7 days a week, a practice that is condemned by their union as, â€Å"slave labor† but the company again refused all these claims and said that they were ethical in their working and they would not tolerate anything in their supply chain. On 19th May 2013, it was found out that M&S was involved in a tax fraud like that of Amazon. Moreover, earlier M&S claimed to be doing the same business as Amazon whereas it wasn’t. The sales revenue that was supposed to go to the UK was sent to Ireland because of the tax rate being  26% in the United Kingdom and 20% in Ireland. Even though Marks and Spencer claimed to do the same business as Amazon, it was rather saving up on its sales revenue. M&S was actually engaging in unethical practices such as evading tax. Environmental It is to be noted that M&S is one of the most sustainable brands out there in the market. Infact, they launched an initiative called â€Å"Plan A† in January 2007. They set out 100 commitments that were to be achieved in a time frame of 5 years. Currently, they’ve extended their Plan A to achieve 180 commitments by 2015 & with that they are aiming at becoming the â€Å"world’s most sustainable retailer.† One of M&S’s Plan A programs is â€Å"shwopping.† The idea of shwopping is simple. You donate your old clothes. Your old clothes are sold to Oxfam. Oxfam either recycles your clothes or re-sells them to third world markets where there is demand for clothes but consumers do not have enough money to pay for them. Over the four years, shwopping has seen more than 11 million clothing items get donated which comes out at around 8 million GBP of charity in the form of recycled clothes. By engaging in sustainable practices, the company has improved energy efficiency in stores by 10% & reduced packaging by 15%. Another thing is that the distribution centre M&S has in Castle Donington, it’s been equipped with Europe’s largest solar-wall. The walls of the centre are equipped with solar panels which helps heat the building. The project is carbon neutral & half of the structure has been built from concrete that was from a former power station. Currently, M&S charges 5p per plastic bag that a consumer needs for carrying items. All profits generated from selling plastic bags are forwarded to Groundwork which invests in projects that improve parks, play areas & public gardens in and around UK. One time, when concerns were raised by customers about the production of Angora Wool, M&S took action and conducted additional visits to the farms. On 12th December 2013 it announced that it would stop selling products containing Angora Wool and that it has updated its animal welfare policy to remove all Angora from its supply chain. By engaging in sustainable practices, M&S has been able to cut down on carbon dioxide emissions by almost 40%. The company also has been accredited with efficient electricity usage, reduced gas leaks & better waste recycling levels. They also encourage their suppliers to practice eco-friendly techniques & helped them go green & achieve higher efficiency. Conclusion With the help of PESTLE analysis, we were able to gain insight into Marks & Spencer’s business environment. Although there are a lot of factors which affect every business, we think were able to highlight the important factors that affect M&S on a macro level. No doubt, M&S has been very successful & highly competitive in their drive to provide unparalleled high quality goods & services for decades. Economic slowdowns have compelled to compete against cheaper, younger & more fashion conscious clothing lines. The sustainable approach that M&S has adopted definitely deserves another mention. Firms like M&S actually make younger & smaller firms think about their practices & inspires them to undertake a similar approach to business. Agreed, there are some initial costs that have to be incurred while going green, but in the long run, there is a lot you get back, both from customers & Mother Nature. References 1. Marks & Spencer. 2014. Marks & Spencer. [ONLINE] Available at: http://www.marksandspencer.com/. [Accessed 01 March 14]. 2. HubPages. 2014. Marks & Spencer’s PEST Analysis. [ONLINE] Available at: http://mr-gadget.hubpages.com/hub/Analyse-your-own-organisation-or-division-in-organisation. [Accessed 02 March 14]. 3. Tripod. 2002. A Marketing Analysis of Marks and Spencer. [ONLINE] Available at: http://betty-sung.tripod.com/marks_&_spencer.htm#_Toc23588767. [Accessed 02 March 14]. 4. issuu. 2010. A case study analysis report of Marks and Spencer Plc. [ONLINE] Available at:http://issuu.com/emmabunce/docs/m_s_case_study. [Accessed 01 March 14]. 5. The Telegraph. 2012. Marks & Spencer installs wi-fi in e-commerce push. [ONLINE] Available at:http://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/9504384/Marks-and-Spencer-installs-wi-fi-in-e-commerce-push.html. [Accessed 02 March 14]. 6. Marks & Spencer. 2013. Marks & Spencer. [ONLINE] Available at:http://corporate.marksa ndspencer.com/investors/press_releases/mands-opens-new-distribution-centre-in-castle-donington. [Accessed 02 March 14].

Analyzing The Theme Of Nature In Literary Devices English Literature Essay

The subject of nature is really of import to each of the texts to be discussed in this essay: The Fat Black Woman ‘s Poems by Grace Nichols ; Death of a Salesman by Arthur Miller and Wide Sargasso Sea by Jean Rhys. In a sense, the fact that each work is created within a different literary genre to some extent dictates the indispensable differences amongst them. However, this essay sets out to analyze how, in add-on to comparing literary devices, nature is used as a different jussive mood in each of the selected texts. Throughout the drama, Willy escapes back into his memories and it is profoundly important, hence, that the countryside is allied to this: ‘I was driving along, you understand? And I was all right. I was even detecting the scenery. You can conceive of, me looking at scenery, on the route every hebdomad of my life. But it ‘s so beautiful up at that place, Linda, the trees are so thick, and the Sun is warm ‘[ 3 ]Loman both belongs in the state and out of it because he has merely used it, as he has used both things and people, to acquire in front. The fact that he has been unsuccessful is hence a treachery of his ain and a generic dream that is ne'er fulfilled nor justified, merely as the narrative he begins to state Linda, his married woman, ends non in revery on the idyllic, as it started, but on loss of control: ‘all of a sudden I ‘m traveling off the route! ‘[ 4 ]Miller uses nature, hence, as an emblem of Willy ‘s supplanting: ‘Many of Willy ‘s activities can be seen as extremely symbolic. He workss seeds merely as he workss false hopes: both will decease and ne'er come to fruition, mostly because the house has become excessively hemmed in by the metropolis. ‘[ 5 ]In add-on, a farther lost dream of Willy ‘s has been connected with nature, that of his brother, Ben ‘s, offer to fall in him and do his luck beyond the suburban life Willy has lived: ‘William, when I walked into the jungle, I was 17. When I walked out I was 21. And, by God, I was rich! ‘[ 6 ]For Willy, hence, nature has become a topographic point of lost hope where ‘the grass do n't turn any longer ‘[ 7 ]; it does non belong and nor does he: ‘A victim of both a hardhearted capitalist society and his ain ill-conceived dreams, Willy ‘s eventual self-destruction is presented with tragic dimensions. His beliefs may be misguided, but he stays true to them to the terminal. Although he has neither soc ietal nor rational stature, Willy has self-respect, and he strives to keep this as his life falls apart around him. ‘[ 8 ] Supplanting is besides a major characteristic of Jean Rhys ‘s novel, Wide Sargasso Sea. First published in 1966, it is a prequel to Charlotte Bronte ‘s Jane Eyre, foremost published in 1847. The fresh uses nature as a agency of developing the narration of Rochester ‘s first married woman, Bertha Mason, here known as Antoinette Cosway, a immature adult female who feels herself displaced following the liberation of the slaves who had worked on her household ‘s plantation. ‘The really word â€Å" topographic point † occurs many times in the novel ‘[ 9 ]and Antoinette seeks consolation in what she sees as an Eden garden, her former place, from which she is cast out: ‘A really of import early set piece is Antoinette ‘s description of the garden at Coulibri, where she was a kid, a garden which was likely based on Rhys ‘s memories of her female parent ‘s household estate at Geneva. It marks childhood as taking topographic po int in a damaged Eden. ‘[ 10 ]The description of the garden is therefore really of import to an apprehension of Antoinette and of the manner Rhys uses her connexion with nature to help her character and thematic development: Our garden was big and beautiful as that garden in the Bible – the tree of life grew at that place. But it had gone wild. The waies were overgrown and a odor of dead flowers assorted with the fresh life odor. Underneath the tree ferns, tall as forest tree ferns, the visible radiation was green. Orchids flourished out of range or for some ground non to be touched. One was serpentine looking, another like an octopus with long thin brown tentacles bare of foliages hanging from a distorted root. Twice a twelvemonth the octopus orchid flowered – so non an inch of tentacle showed. It was a bell-shaped mass of white, mauve, deep purples, fantastic to see. The aroma was really sweet and strong. I ne'er went near it.[ 11 ] The genitive pronoun with which this paragraph opens instantly establishes the duality of Antoinette ‘s state of affairs. This is her place, it should experience like hers but it does non. The ‘beauty ‘ she infers has a ambidextrous luxuriance because it has ‘gone wild ‘ , symbolic of a land which has lost control, albeit for a positive ground. The ‘living ‘ and the ‘dead ‘ mix and encroach upon one another, and there is a snake in the garden in the ‘snaky ‘ orchids. Furthermore, the ‘twisted root ‘ implies a deformation of what was meant to be, metaphorically repeating Antoinette ‘s supplanting. In add-on, this is non the lone illustration of topographic points looking resonant of temperament and/or state of affairs: ‘Places are highly alive in this novel: the menacing, exuberant garden at Coulibri, the cryptic bathing pool at Coulibri, sunset by the huts of the plantation workers, the route fr om the small town of Massacre up to Granbois, the sea and sky at sundown from the ajoupa or thatched shelter at Granbois, the bathing pools at Granbois ( the bubbly pool and the nutmeg pool ) the forest where Antoinette ‘s hubby wanders until he is lost, the route to Christophine ‘s place, the trees and bamboos around the house at Granbois. ‘[ 12 ]Here, Antoinette appears at the same time intoxicated and repelled by the ‘sweet and strong ‘ of the garden, which possibly says something about her similarly ambivalent attitude towards those around her and they to her: ‘The image we now have of Rhys and her heroines is that of a inactive, impotent, self-victimized schizotypal personality who, comfy with failure, wields her weakness like a arm — all every bit natural as being female. ‘[ 13 ]The presentation of nature at the ‘honeymoon house ‘ is likewise hard to put, looking to be one thing but really being another, but her form er place is ‘a sacred infinite where Antoinette hugs to herself the secret hidden in Coulibri ‘ .[ 14 ]It is, so, these secrets in isolation, echoed in the descriptions of Antoinette ‘s fatherland that make the representation of nature in Wide Sargasso Sea so clearly an jussive mood of the text: Equally long as Antoinette can retrieve and order the events of her memories into a temporal or causal sequence, make even an semblance of sequence and keep a mensural sense of infinite and clip, so she can keep her life and ego together. Her act of narrative becomes an act of avowal and coherence, a nod to the universe and its conventions, an effort to forestall herself from fade outing. When, in Part Three, Antoinette lies encaged in Thornfield Hall ‘s dark, cold loft, the togss that hold her to the world that the universe perceives as saneness eventually interrupt. These togss are the elements of conventional narrative: additive chronology, sequence, narratorial clarity, distance. She herself admits at this point that ‘time has no significance ‘ ; sequence disintegrates into a confusion of present and past and finally into a dream which narrates her hereafter.[ 15 ] This has been quoted at length because it addresses many of the literary devices that the novelist, as opposed to the dramatist or poet, can utilize to develop a subject. With respect to nature, it is used by Rhys, as suggested above, to make a temporal infinite for Antoinette that is symbolic of the individuality she has lost. The abandon which is infringing upon the Eden of the garden, subsequently to be wholly destroyed, is an illustration of the manner in which the novelist can utilize one strong image to take into another, both being resonant of the yesteryear. Indeed, once more as stated above, the act of stating the narrative creates the character in the head of the reader and the locations in which she is placed are connected to that, as is the temporal disruption which memory green goodss and which is frequently, as with Antoinette, declarative mood of her province of head. The evocation of nature as a turbulent and affectional presence adds to this, with the sea as the ulti mate semiotic of challenge, pandemonium and disruption. Grace Nichols ‘ 2nd aggregation of poetry, The Fat Black Woman ‘s Poems, published in 1984, besides uses nature to arouse a peculiar image. However, as this is poesy, the lingual and literary devices used are really different from either those of the dramatist and/or novelist. ‘Nichols grew up in Guyana ‘[ 16 ]but has made her life and calling in England, ‘she has lived and worked in Britain since 1977 ‘[ 17 ], and this cross-cultural jussive mood is really much evident in her work: ‘her poems often acknowledge the foreigner clime, geographics, and civilization of England ‘s metropoliss ‘[ 18 ]Within The Fat Black Woman ‘s Poems, Nichols seeks to arouse a different perceptual experience of beauty from that which is shown in white Western civilization: ‘Nichols besides deploys the fat black adult female as a powerful challenge to the dictatorship of Western impressions of female beauty ‘[ 19 ]and therefore ‘ engender a new heroine, a adult female who revises the aesthetic of female beauty. ‘[ 20 ]One of the techniques Nichols employs to make this is uniting nature with an facet of the physical ego, as here in ‘Thoughts floating through the fat black adult female ‘s caput while holding a full bubble bath ‘ : Steatopygous sky Steatopygous sea Steatopygous moving ridges Steatopygous me[ 21 ] The unfamiliar word, ‘steatopygous ‘ ( intending holding to the full rounded natess ) is repeated for accent and juxtaposed with images of nature so as to bring forth an emblem of the black adult female as stopping point to nature, her organic structure shaped like the sky, moving ridges and sea. Nichols is authorising black adult females in image by making this as she does by giving the black adult female her ain alone voice: ‘In doing the fat black adult female the speech production topic of many of these verse forms, Nichols signals her refusal to busy the topic ( erectile dysfunction ) place designated for the black adult female by history and to take a firm stand on more complex subjectivenesss. ‘[ 22 ]Nichols is besides concerned that the voice should look realistic and hence the natural images perform yet another map: ‘Like many Afro-Caribbean authors, Nichols infuses her poesy with the religious energy of the tradition of adult females before her , a tradition that has little written record. ‘[ 23 ] In another verse form from the aggregation, ‘Beauty ‘ , this reproduction of a different image of physical entreaty can besides be seen to be connected with nature: Beauty is a fat black adult female walking the Fieldss pressing a breezed hibiscus to her cheek while the Sun lights up her pess Beauty is a fat black adult female siting the moving ridges floating in happy limbo while the sea turns back to embrace her form[ 24 ] Again, the adult female is juxtaposed with nature, supplying a integrity between the character and her milieus which is both actual and metaphorical. Repeat is used one time more by the poet to underscore the connexion between the subject of the aggregation and beauty in abstract. Indeed, the word ‘Beauty ‘ , the merely capitalised word in the verse form, is set entirely on a line, as is ‘hibiscus ‘ , as if to emphasize its importance as an emblem or iconic of what Nichols says is an imperative i.e. that this is what beauty unambiguously is. There is a common embracing between the adult female and nature, she ‘pressing ‘ the ‘hibiscus/to her cheek ‘ and ‘the sea bend [ ing ] back/to hug her form ‘ . It is as if Nichols is proposing that the ‘fat black adult female ‘ who is ‘riding the waves/drifting in happy limbo ‘ is in unison with nature and recognised by it as being so. All of nature, so, like â⠂¬Ëœthe Sun [ that ] lights up her pess ‘ is lauding her and she it. There is no punctuation in the poetries, underscoring the smooth, natural flow of the descriptions and the manner in which they are intended to connote all that is inherently natural. As Nichols writes in ‘The Assertion ‘ , ‘This is my birthright ‘[ 25 ]and therefore the probe of beauty within the verse forms becomes a socio-political jussive mood, excessively. In decision, all three texts – Miller ‘s Death of a Salesman, Rhys ‘s Wide Sargasso Sea and Nichols ‘ The Fat Black Woman ‘s Poems – all use nature as a manner of enlarging upon and more efficaciously showing their cardinal concerns. An of import component of this is the manner in which hapless false belief is used by the writers, i.e. nature reflecting and/or proposing a temper or subject. As the three texts discussed here are from different genres, they of class usage nature in different ways, using different literary devices, as has been shown. However, for each of the writers nature is singularly of import and enriches the single texts immeasurably. In the concluding analysis, hence, it might be suggested, so, that nature itself becomes about a communicative character within each of the really different plants discussed within this essay, as its importance to the creative activity and communicating of each can non be overestimated.

Chemistry Lab Essay Example

Chemistry Lab Essay Example Chemistry Lab Essay Chemistry Lab Essay Physical and Chemical Change Objective: Recognize and distinguish between chemical and physical changes. Materials: lab balance lab burner 5 test tubes test tube rack test tube holder watch glass glass square microspatula dropper pipet mortar and pestle magnet insulating pad safety goggles lab apron or coat copper sulfate pentahydrate iron fillings sodium chloride hydrochloric acid silver nitarate sulfur Procedure: magnesium ribbon paper (5 cm x 10 cm) birthday candle matches 1. Place a small amount of wax from a birthday candle into a test tube. Heat gently ver a burner flame until the wax melts completely; then allow the sample to cool. Next, light the candle, secure it to a glass square, and allow it to burn until it extinguishes itself. Proceed with rest of the experiment while the candle burns. 2. Tear a piece of paper (about 5 cm x 10 cm) into small pieces. Set a watch glass on an insulating square and place the pieces of paper on the glass. Ignite the paper with a match and allow to burn. . Add a microspatula of NaCl (sodium chloride) to a small quantity of water (about 5mL) in a test tube. Shake the contents of the tube. Next, use a dropper to add 10 drops of 0. silver nitrate to the NaCl-water mixture. 4. Obtain a piece of magnesium ribbon about 5 cm long. Tear the ribbon into I-cm pieces. Place two of the pieces into a test tube and a few drops of 6 M HCI (hydrochloric acid). Caution: Use extreme care in handling this acid. It will cause severe bur ns if allowed to come in contact with the skin. Touch the bottom of the test tube with your fingertip. 5. Use a mortar and pestle to grind several crystals of CuS04 5H20 into a uniform powder. Place one microspatula of the powder into a test tube. Heat gently over a burner flame for 5 minutes. Allow the sample to cool and then add a few drops of ater. 6. Using a lab balance, measure out the following samples: ). 50 g of iron fillings and 0. 50 g of powdered sulfur. Test each sample with a magnet. Mix the two samples thoroughly in a test tube. Run the magnet along the bottom and sides of the test tube. Observations and Data: Procedures Description of what Happened Type of change Melting a wax test tube Wax turned to liquid Physical change (melting is a phase change) Melting a candle Melted down to nothing Chemical change (carbon dioxide was produced since candle was burned) Burning paper Turned to ashes Chemical change (carbon dioxide is produced) Mixed NaCl water. NaCl dissolved in water Physical change (homogenous mixture) AgN03 added to salt water mixture Mixture turned white Physical change (change in color) Water was added to test tube containing HCI Bubbling occurred and test tube heated up. Chemical; the bubbling meant that there was a production of a new substance which was hydrogen gas) Copper sulfate was heated Turned white Water was added to copper sulfate after it was heated Turned back to blue Physical change (color change) Iron fillings were mixed with sulfur Magnet was used to separate the iron fillings Physical change (mixtures can be separated physically) Iron and sulfur were heated Iron lost its conductivity. Physical change (conductivity is a physical property) When elements combine and form a compound they have different properties then when they exist in their elemental form. Conclusions and Questions 1. . Melting candle wax physical g. tearing Mg ribbon physical b. burning a candle chemical h. adding HCI to Mg c. tearing a paper physical i. grinding CuS04 5H20 physical d. burning paper chemical J. heating CuS04 5H20 chemical e. dissolving NaCl physical mixing Fe and S physical f. mixing NaCl and AgN03- l. heating a mixture of Fe and S chemical 2. Two possible indications that a chemical change has taken place are bubbling of a substance and burning of paper. For example, in the experiment when I poured Hydrochloric acid in a test tube and then one magnesium ribbon, the substances started to bubble. Other than that, when I took the wooden split and lit it, I burned the green paper and it changed brown around the edges of the paper. 3. The new substances that were formed as a result of chemical change were many. When I took the candle and lit it, it burnt and formed smoke. When I took the wooden split and lit the paper on fire, the color around the green paper changed to be brown, urnt and changed into ashes. Also, I poured Hydrochloric acid and magnesium ribbon in a test tube and it started bubbling and it heated up in the bottom. 4. The following examples do not always indicate chemical change. For example, change in color will always indicate chemical change because the color changes but it does not change the substances physical properties. The apparent loss in mass is a phase change; therefore the entire substance goes through a physical change. The apparent disappearance of a substance is a chemical change and will always be a hemical change because it might result of a soluble substance dissolving in a liquid and changes the entire substance in a chemical phase. . Substances in a mixture can be separated depending on the substances involved. You can use a magnet to separate a magnetic substance form a non-magnetic one, filtering, and evaporation. For example, when I put the iron fillings and powdered sulfur into a test tub, I used a magnet to separate the substances. Substances in a compound can be separated by distillation, evaporation, or condensation process because to separate the components will be dif ficult.

Holistic Medicine Essays - Alternative Medicine, Holism, Acupuncture

Holistic Medicine Essays - Alternative Medicine, Holism, Acupuncture Holistic Medicine In a lot of conditions, medical cures and treatments have proven more harmful than the disease itself. In looking for other options, people all over the world have been turning back to the holistic way of health and healing. Holistic medicine is the art and science of healing the WHOLE person, or in holistic terms, the mind body and spirit. The practice of holistic medicine integrates conventional and alternative therapies to prevent and treat diseases and promote optimal health. This condition of holistic health is defined as the ultimate free flow of life energy force throughout the mind, body, and spirit. As I mentioned before, three parts make up the whole person. Based on a common law of nature, whole parts are made up of independent parts. The body, which is treated and cared for through nutritional medicine, fitness medicine, and environmental medicine. The mind (mental and emotional health) which is basically behavioral medicine. The spirit is treated with spiritual attunement and social health. When one of these three parts isnt functioning correctly or is impaired for some reason, the other parts of the person are affected. For example, a person growing nervous or anxious about an upcoming exam can literally give themselves a headache or stomachache. Even Socrates, one of the greatest philosophers in history of time said in order for the whole of a person to be well, the individual parts must be well also. This can be achieved by many things. For example, acupuncture is used to identify and treat disease and improve well being. During acupuncture, needles are inserted into the meridian points of the body. Sickness occurs when the flow of blood or chi is blocked at these points. The pressure applied to these points relieves blockage and buildup thus leaving the patient feeling better. Acupuncture can treat anything from allergies, headaches, sinus infections, stress, insomnia and chronic pain. For those people who dont enjoy needles or wont tolerate needles at all there is colorpuncture. Colorpuncture is basically acupuncture without needles. Meditation is another accepted form of holistic health. Meditation is using different methods of relaxation to calm yourself and make you healthier inside. Candles, salves, oils and incense are all commonly used during meditation. Meditation is an accepted form of recovery and health promotion in the medical field. Eye movement desensitization and reprocessing is yet another form of holistic healing. This helps remove conflict and stress from your life and promote success and happiness. Reflexing and resetting is the vibrating and stimulation of the bodys reflexes. It is most commonly done through the feet and can help with sleep disorders. Biofeedback is recognizing and manipulating the bodys signals. It helps to treat migraines, panic attacks, anxiety, hypertension, and A.D.D. Some of the most common methods of holistic healing are resurfacing just about everywhere. Aromatherapy is therapy using scents to relax the mind, body, and soul. There is a line of products in Wal-Mart now called aromatherapy and even well known companies such as Delias manufacture aromatherapy pillows. Chiropractors are a readily accepted form of holistic treatment. Chiropractors manipulate the bodys muscles and bones to relieve pain and stress. Massage and is a big part of holistic life. There are deep tissue massages, Swedish massages etc All of which help muscular posture, balance, stress reduction, increase of circulation and energy flow. Nutrtiion is also an important part in a holistic lifestyle. Health food stores such as GNC are popping up everywhere. With nutritionists come herbalists who also deal with weight management and vitamins. There is holistic dentistry which is generally mercury free and has less exposure to x-rays and harmful chemicals. There is even Holistic Veterinary care which treats pets in the same way as humans. Pets said to be lost cases are sometimes revived by this form of veterinary care. Anything from arthritis, skin infections, and allergies can be cured. Feng Shui is not as common in the US yet. It is Chinese consultancy in arrangement of objects in the home or office to achieve harmony. It is said your outer world is a mirror of your inner world. Lots of water fountains are used. Spiritual Psychics, Astrologists, Child Birth, Tai Chi, Yoga, even health and beauty are all reviving to holistic methods. These different treatments all fall under

Case Study Analysis in Change Management. Whirlpool Essay

Case Study Analysis in Change Management. Whirlpool - Essay Example In the case of Whirlpool, Whitwam understood some important elements of the business as he worked as marketing director. He identified that how Whirlpool branded itself was the main key to survival and this was therefore the basis of the transformation that occurred in the company after he took over in 1987. The actual transformation that took place under Whitwam was connected to three main aspects of business: globalization, consumer satisfaction and competition. Change in these three components were necessary for several reasons. First of all, globalization was necessary because there was the need to maintain a healthy financial position to keep shareholders interested in investing in the company, thus it became necessary to find markets outside North America to sell Whirlpool productions. Secondly, consumer satisfaction was key to survival because there were numerous innovations that were needed at regular intervals to ensure that consumers maintained their interest in the company's products. Finally, there was the need to include important adjustments to ensure that Whirlpool maintained its market share in relation to its three major competitors in the United States and also capture more market share in the international markets. This therefore formed the basis of the transformation and change that occurred in the company. ... He identified that how Whirlpool branded itself was the main key to survival and this was therefore the basis of the transformation that occurred in the company after he took over in 1987. The actual transformation that took place under Whitwam was connected to three main aspects of business: globalization, consumer satisfaction and competition. Change in these three components were necessary for several reasons. First of all, globalization was necessary because there was the need to maintain a healthy financial position to keep shareholders interested in investing in the company, thus it became necessary to find markets outside North America to sell Whirlpool productions. Secondly, consumer satisfaction was key to survival because there were numerous innovations that were needed at regular intervals to ensure that consumers maintained their interest in the company's products. Finally, there was the need to include important adjustments to ensure that Whirlpool maintained its market share in relation to its three major competitors in the United States and also capture more market share in the international markets. This therefore formed the basis of the transformation and change that occurred in the company. This paper analyzes the various changes in Whirlpool in relation to several models in change management theory and practice. It uses these models to justify the change processes that Whirlpool went through and identifies the important factors relevant to these processes. The paper concludes with an attempt to recommend how the company can proceed into the future to ensure that the change management process attains the optimum results for Whirlpool. The Change Process According to Hayes, the change process in organizations

History Essay Example | Topics and Well Written Essays - 1500 words - 3

History - Essay Example Seven years later, Colonel Fairfax constructed a mansion situated on a high slope of land overlooking the river of Potomac in which he subsequently named Belvoir. At 16 years of age, George Washington stayed in Mount Vernon with his elder half brother and he became friends with George William Fairfax, the Colonel’s eldest son. He was a constant guest at the mansion in which the manor was developed and changed by George William and his wife Sally Cary into a center of culture and aristocratic elegance. Sixteen years after his father died in 1757, George William Fairfax and his wife rented out the manor as they went back home to England. The manor was rented for a decade where most part was destructed due to the War in 1812. The conflict continued and in 1814 the mansion was further destroyed by British cannons. In 1840, the Belvoir peninsula was bought by Philip Otterback family and made fisheries out of the Potomac River. In 1910, 1 500 acres of the land was sold to District o f Columbia where it was intended to be converted to a prison. The local citizens opposed to the project and for this reason, in 1912, the land was transferred to the war Department. In 1915, the land was named Camp Belvoir where engineer troops from Fort McNair, formerly called as Washington Barracks, conduct their trainings and became their rifle range. In 1917, the old name was changed to Camp A. A. Humphreys as a training camp for engineer troops for Word War I. The name was again changed to Fort Humphreys in 1922 and in 1935, post colonial era, it was permanently re-designated as Fort Belvoir. In 1938, the US government begins preparing for the possibility of being involved in enlarging world conflicts, at which time was the outbreak of World War II. In 1940, there was a massive influx of military trainees which prompted the government to purchase an additional 3 000 acres of land located north of U.S. Route 1. One training scheme is composed of an obstacle course which is a sim ulation of the field condition. With the war receding in 1945, activities of the Replacement Training Center and the Engineer Officer Candidate School were aborted and were not reactivated until 1950 with the Korean Conflict and in 1960 with Vietnam build up. During those times, distinguishable transformations in the manner of training programs were determined. From training, technology through research and development was incorporated in warfare. The transformation consisted of establishment of chemical/biological/radiological school on the North Post while a close combat range was formed south of the village of Accotink. The laboratories formulated and trialled new techniques for electrical power generation, camouflage and deception, methods of handling materials and fuel, bridging, and mine detection. Other experimentations also included portable map copying machines, fungicides for use in tropical environments, and heavy earth-moving equipment. One breakthrough in the field of r esearch and development is the construction of SM-1 (Stationary, Medium Power, and First Prototype) Nuclear Plant. This was intended to provide commercial electricity and decrease the Department of Defense’s dependency on fossil fuels. The SM-1 Plant was first used on 1957 and its operations lasted for 16 years. For 30 years, from 1950 to 1980, the expansion of Fort Belvoir was witnessed. The post became