Education in Emergencies

Education in Emergencies This chapter will discuss several existing organisations dedicated to education in emergencies and the programmes that they have developed. Discussing the effectiveness of these programmes would be beyond the scope of this paper. It is however, relevant to the topic to discuss how the right to education is protected in times of crises. Education in emergencies Emergency education has been defined as a set of linked project activities that enable structured learning to continue in times of acute crisis or long-term instability.[1] Emergency education was introduced in the mid-1990s to find a solution for fulfilling childrens rights to education in times of emergency.[2] It was more so important due to crises lasting for long periods of time. The aim was to find ways of ensuring that childrens rights to education and their rights to protection are maintained in practice during conflicts or disasters so that they can be prepared for a better future and can contribute to the rebuilding of their society when the crisis is over.[3] Midttun stated Emergencies include the acute, the chronically unstable as well as the return and early rehabilitation phases.[4] The mid-decade meeting on Education for All Amman 1996 emphasised basic education in emergency situations and recommended the classification of schools as safety zones to be preserved in times of conflict, highlighting the importance of education even in times of war.[5] In 1993, the United Nations presented a resolution with a request for a study into ways of improving the protection of children affected by armed conflicts.[6] The 1996 Report of the Expert on the Impact of Armed Conflict on Children (the Machel Report)[7] referred several times to schooling as a vital tool for promoting psychological well-being after trauma and for conveying messages relating to health, mine awareness, human rights and peace and tolerance.[8] These reports and international discussions illustrates that the international community is aware that the right to education in conflict lacks a proper mechanism to ensure that children receive the education that has been guaranteed as a right. International bodies of emergency education This section will briefly introduce several international bodies dedicating their work to emergency education and will further add in the following section how the work of these organisations illustrates the importance of education as part of humanitarian response. The Interagency Network for Education in Emergencies (INEE) was established in 2000 to co-ordinate the work of local, national and international groups, to exchange data and to develop guidelines for education during and after emergencies.[9] INEE developed the Minimum Standards for Education: Preparedness, Response, Recovery which provides a framework for a good quality education response in emergencies. The INEE Minimum Standards are a companion to the Sphere Project, in relation to standards for integrating good quality education within humanitarian response and achieve greater accountability in the humanitarian sector.[10] The Inter-Agency Standing Committee (IASC) Education Cluster serves to fortify the capacity and preparedness of humanitarian personnel and government authorities to plan, coordinate and manage good quality educational programmes in emergencies.[11] The Education Cluster brings education actors together to assess needs, identify priorities, coordinate responses and to promote education as a key first response in humanitarian crises.[12] International Rescue Committee (IRC) combines direct service delivery with State building efforts via community governance initiatives, recognising that education is a vital empowerment tool for children and their families.[13] Efforts are characterised by excellent integration of education into different sectors such as governance, emergency response and child protection. Their approach is rights-based combined with advocacy and the key aims of the program is to consistently meet basic needs, strengthening institutions and promoting social cohesion in each sector.[14] Education as part of a humanitarian response The 2010 UN General Assembly Resolution on the right to education in emergency situations established an important implementation framework for all States, humanitarian actors and UN agencies.[15] Part of the issue to protecting education in times of crises is whether education can be seen as part of a humanitarian response to crisis or whether it is a development issue.[16] The debate on this issue has practical implications on funding during emergency situations. Those who hold the view that education is a development issue would prefer emergency funding to be spent on life-saving matters like food, shelter and clean water.[17] On the other hand, the governments of Norway and Canada, along with many experts, consider education to be the fourth pillar of any humanitarian response, alongside food, shelter and health.[18] The cluster approach is part of the ongoing Humanitarian Reform Agenda for improving ways in which the international community responds to crises. The Humanitarian Response Review identified the need for more timely, predictable and effective humanitarian action and launched a process of humanitarian reform.[19]ÂÂ   In 2006, the Inter-Agency Standing Committee (IASC) endorsed the Education Cluster.[20] The cluster approach is one of the key pillar for achieving more timely, predictable and effective humanitarian action. It refers to the official coordination mechanism for humanitarian response thus making education part of humanitarian response in times of crises. This is aptly necessary as educational institutions tend to be collateral damage if not the target of parties. In Palestine, the Ministry of Education and Higher Education (MoEHE) was established in the year 1994. They developed an education plan for Palestine that had to be converted into an emergency education plan in the year 2000 after the second intifada, to stop any further deterioration in the quality of education and to minimise the impact of the Israeli occupation on childrens schooling.[21] There has been many incidences where instead of protecting educational institutions (as required by humanitarian law), Israeli forces has contributed or initiated an attack. A group of settlers shielded by the Israeli security forces reportedly attacked a Secondary School which resulted in the injury of 12 children. In Gaza in 2015, at least 262 schools were damaged in Israeli air strikes. Three public schools were completely destroyed and at least 23 were severely damaged.[22] Schools were also used as shelters and 83 school buildings of the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) were damaged owing to Israeli airstrikes.[23] The right to education in Palestine has been disputed by Israel on the grounds that Palestine has never been a state.[24] The right to education is guaranteed for all persons and is not limited by their circumstances or the nature of the hostilities and is the right of every human being. Even after the transfer of education responsibility to the Palestinian National Authority, Israel as occupier of the territory, continues to bear the responsibility to facilitate childrens rights to education under obligations of international humanitarian law. The construction of the Wall on Occupied Palestinian Territory has become a further hindrance to the education of Palestinians. The view is that a comprehensive and unified Palestinian educational vision and strategy is essential for the progress of Palestinia n education, but is rendered more difficult to achieve by the barrier, which in some instances, separates neighbouring villages.[25] In practice, most emergency education programs concentrate on primary education.[26] International agencies has developed educational packages for emergency situations. UNICEF and UNESCO developed the School in a Box which support teachers in providing basic literacy, numeracy and life skills.[27] This package serves as an instant classroom for children in crisis. The container is stuffed with over 1,500 school instruments and supplies that enable 80 children and a teacher to create an instant classroom. These packages can be distributed to teachers and children very quickly. They, however, may lack cultural sensitivity and may not meet the needs of children in particular situations and may have priorities which are not shared by the local communities.[28] A way to mitigate the issue of cultural sensitivity may be to ensure that emergency schools are run by the community itself. They would then be free to accommodate the needs and priorities of the local community in the education of their children. Schools that are run by the community itself has higher chances of being accepted by the community as a whole and thus providing a more effective solution to education in emergencies.[29] The right to education has been defined as the rights to free and compulsory primary or elementary education. In the context of an armed conflict, the provisions under humanitarian law and human rights law should be read together, complementing each others provisions. Especially in accordance with the right of education, no apparent contradiction exists. Humanitarian law acts as a lex specialis rule while human rights law acts as the les generalis rule. Situations of armed conflict do not provide an escape for the duty bearers on the responsibilities of affording education. The right to education is to be protected in both international and non-international armed conflicts. The protection of education goes beyond the scope of the territory of conflict parties and extends the responsibility to receiving States where persons from conflict area cross international borders. The scope of protection in an internal armed conflict is smaller than an international armed conflict, in that, the obligation of the duty bearers are limited to the protection of educational institutions. International institutions have been mandated with prosecuting crimes within the Geneva Conventions, in particular, the protection of educational institutions. The international community has increasingly recognise the importance of education in crises situations for the progress of the society. This is evidenced by the growing inclusion of emergency education as part of humanitarian response. Education systems are one of the most sustainable and durable solutions available in conflict affected States. As discussed, humanitarian actors have stepped in to meet the basic right of education of civilians. A long-term solution would also be to build the capacity of local communities and organisations to do so to ensure that they would be self-sustainable.[30] An investment in good gover nance, which in essence is an investment in people, may be the best way to provide education in emergency situations, because it asserts and invests in a future for children and their communities. Imposing State responsibility would force States to observe rules of humanitarian law and therefore, ensure that their armed forces observe humanitarian law. It is the duty of the State to implement humanitarian law and to provide criminal sanctions for its violations within its own legal system as the ICC acts as a supplement to national systems. The mere existence of the ICC has put pressure on States to ratify the crimes under the Rome Statute and to prosecute international crimes within their domestic jurisdiction to avoid the ICCs intervention. The prosecution by the ICC would incur individual criminal responsibility. Implementation through international bodies as illustrated in chapter 6, is a positive aspect of education in emergencies. It would however, become more effective when it is implemented together with criminal justice. It is the responsibility of international community as a whole to enforce the accountability and responsibility of parties to the conflict, be it State or non-state actors, to ensure that the right to education is protected in the context of armed conflicts. The prosecution of crimes acts as a reminder that parties to a conflict are answerable to the entire international community, even if, justice takes years to present itself. The ICC has jurisdiction over the crimes against educational institutions, perhaps more prosecutions of perpetrators who destroy education institutions or by holding States accountable for their lack of initiative and protection of education, would act as a deterrent to future parties to conflicts. It is important that both aspects of protecting education is engaged. The legal aspect where parties are held accountable and the social aspect in an effective education regime as a humanitarian response. References [1] S. Nicolai C. Triplehorn (2003) The Role of Education in Protecting Children in Conflict (London, Humanitarian Practice Network) 11. [2] UNESCO, International Consultative Forum on Education for All. (1996). Education for all: Achieving the goal: final report of the Mid Decade Meeting of the International Consultative Forum on Education for All, Amman, Jordan, 16 19 June 1996. Paris: UNESCO 40. [3] J. M. Halstead S. J. Affouneh, Educating the Human Spirit in the Times of Conflict: The Case of Emergency Education in Palestine (2006) 12:2 International Journal of Childrens Spirituality 199, 200. [4] E. K. Midttun, Education and Emergencies (2006) 2:1 Journal of Education for International Development, 1. [5] Education for all: Achieving the goal: final report of the Mid Decade Meeting (n 120) 41. [6] UNGA, Protection of children affected by armed conflicts: resolution / adopted by the General Assembly A/RES/48/157 (20 December 1993). [7] UNGA, Impact of armed conflict on children: note / by the Secretary-General A/51/306 (26 August 1996). [8] Ibid para 54, 185 and 193. [9] Ineesiteorg, How We Work (Ineesiteorg, 2015) accessed 1 January 2017. [10] The Sphere Project: Humanitarian Charter and Minimum Standards in Humanitarian Response (3rd edition, 2011), page 12 . [11] Uniceforg, The Inter-Agency Standing Committee (IASC) (UNICEF, 10 December 2008) accessed 1 January 2017. [12] N. A. Papadopoulos, Achievements and challenges of the Education Cluster in the Palestinian Autonomous Territories, Somalia and Sri Lanka (EFA Global Monitoring Report 2011, 2010). [13] Rescueorg, Where We Focus: Education (International Rescue Committee (IRC), 2015) accessed 1 January 2017. [14] L. Bender, Innovations in Emergency Education: The IRC in the Democratic Republic of Congo (A Commissioned Background Report Prepared for the Global Monitoring Report 2011, 2009). [15] UN Resolution A/64/L.58. [16] Halstead Affouneh, Educating the Human Spirit in the Times of Conflict (n 121). [17] M.Sommers, Children, Education and War: Reaching Education for All (EFA) Objectives in Countries Affected by Conflict, (Washington DC, World Bank) (2002) [18] E. M. Johannessen, Guidelines for Evaluation of Education Projects in Emergency Situations (Oslo, Norwegian Refugee Council) (2001); See Also, M. Sinclair, Planning Education in and After Emergency (2002) (Paris, UNESCO International Institute for Educational Planning) (2002) [19] C. Adinolfi, D. S. Bassiouni, H. F. Lauritzsen H. Roy Williams, Humanitarian Response Review, Commissioned by the UN Emergency Relief Coordinator and Under-Secretary-General for Humanitarian Affairs (2005). [20] N. A. Papadopoulos, Achievements and challenges of the Education Cluster in the Palestinian Autonomous Territories, Somalia and Sri Lanka (EFA Global Monitoring Report 2011, 2010) [21] H. Ramahi, Education in Palestine: Current Challenges and Emancipatory Alternatives (2015) The American School of Palestine and University of Cambridge, 5. [22] UNGA, UNSC, Children and Armed Conflict Report of the Secretary General, 69th Session, A/69/926*-S/2015/409* [23] UNGA, UNSC, Children and Armed Conflict Report of the Secretary General, 69th Session, A/69/926*-S/2015/409* para 99 [24] Save the Children, Living Behind Barriers Palestinian Children Speak Out (London, Save the Children UK and Save the Children Sweden) (2004). [25] Ramahi, Education in Palestine: Current Challenges and Emancipatory Alternatives (n 139) [26] Sommers, Children, Education and War: Reaching Education for All (n 135); See also, L. Davis, Education and Conflict: Complexity and Chaos (London, RoutledgeFalmer) (2004). [27]ÂÂ   UNICEF, UNESCO, School-in-a-box: An Instant Classroom for Children in Crisis (2008) 4 Every Child. [28] Halstead Affouneh, Educating the Human Spirit in the Times of Conflict (n 121). [29] Bender, Innovations in Emergency Education (n 132). [30] Bender, Innovations in Emergency Education (n 132).

Recording, Analysing and Using Human Resource Information Essay

This assignment is based around a retail organisation. This organisation is in the fashion sector, primarily selling ladies fashion (although it does have some lines for men and children). The organisation has 34 stores, primarily based in the Midlands and South of the UK. It tends to employ significant number of students during the holiday period (to help cover staff holidays) and it always employs a number of temporary workers in the busy weeks leading up to Christmas. Answer the following questions (total of 1000 words): 1. Why does this organisation need to keep employee records (identify at least two reasons?) Two reasons as to why the above mentioned organisation would need to keep employee records are as follows; 1) To satisfy legal requirements – There are numerous legal requirements regarding the recording of employee records. The key legal requirements that this or any organisation or Human Resources (HR) department would need to be aware of are; Storing records for the Inland Revenue, The Working Time Regulations 1998, The National Minimum Wage Act 1998 and the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR). This list is not exhaustive. [1]According to Martin et al ‘there is an extensive body of legislation that regulates and controls the management of personal data and information. HR records have to satisfy a number of legal principles’. 2) To provide information to support the organisation in its decision making – By keeping employee records the above mentioned organisation can support the organisation in its decision making in various ways. For example as this organisation tends to employ a significant number of students during the holiday period they would be able to look at records from previous years and perhaps re-employ students who had a good previous record in attendance and performance etc. On the other hand if they had an employee who caused them problems with areas such as attendance or performance they would know not to re-employ them. This could help to save time and resource when it comes to recruiting for the holiday period. 2. What data relating to employees might this organisation want to collect and how will this support HR or L&D practices? (Give 2 examples of types of data) Two examples of types of data the above organisation may want to collect to support with HR or L&D practices are as follows; 1) Primary employee records – These records include all employee personal information such as name, address, date of birth, start date of employment, bank details, National Insurance number, and tax information (P45 or P46). This information will support the HR department in a variety of different ways ranging from simple tasks such as producing letters to more complex tasks such as producing reports. The HR department may need to produce letters for employees relating to anything such as a change in working hours to information about a sickness absence. The employees contact information would be gathered from the primary employee records as mentioned above. The HR department may also need to produce reports; these reports may refer to the age of the workforce, or the length of service within the workforce. Again the HR department would look to these primary employee records to support. 2) Absence – It is vital for any organisation to record absence levels however, ultimately if the information gathered is not used then it is of no real benefit to the organisation. [2]According to Daniels ‘if absence data is going to be of any use it needs to be: †¢ Reported monthly †¢ Reported alongside data that shows at least the past 12 months †¢ Compared with the rate for the industry †¢ Broken down by group of employee (e.g. manual and non-manual) or by department.’ Recording absence levels will support the above mentioned organisation within the HR department in numerous ways. One example of this would be if there are any months where absence is particularly high then operationally the organisation may look at the possibility of needing temporary cover. The organisation may also look at yearly trends, therefore if they know that December for example is a month where absence levels are particularly high they can strategically plan and prepare temporary cover in advance. 3. What would you recommend as effective methods for this organisation to store the data, and why? (Give two different options) My recommendations as effective methods for this organisation to store the data relating to primary employee records and absence are as follows; 1) Primary employee records – As this organisation has a large number of employees spread across 34 different stores in different locations throughout the United Kingdom; my recommendation would be to use a Personnel Database. I believe this would be a key requirement in keeping the data stored efficiently. HR departments may need to access information from different Stores for reporting etc therefore I feel it would be necessary to have a master database for all employees. Common examples of types of data stored on a database would be name, address, start date, date of birth and salary etc. This information can then be used in a variety of different ways ranging from simple tasks such as producing letters to more complex tasks such as creating spreadsheets and reporting. [3]Martin et al cited that using databases for employee records ‘could be used in its raw, unprocessed form to send out a letter. In addition it could be processed to identify who is due to retire or to calculate salary costs for department.’ 2) Absence – My recommendation for this organisation to store their absence rates would be through Computerised Personnel Information Systems (CPIS). [4]According to Daniels, ‘as well as holding personnel records and data, there are a number of other functions that can be incorporated into CPIS. These may not always come with the standard package, but they might be bought as additional facilities’. Absence management being one of the functions Daniels refers to. One of benefits in using CPIS in relation to absence would be that all Stores would have access to absence information relating to every Store within the organisation. This would enable decision makers to efficiently and effectively analyse trends relating to all the Stores. [5]Martin et al refer to the fact that only actions taken by managers and supervisors can bring absence levels down however good records can help them to do this job. A CPIS will produce accurate data therefore making it easier for managers to monitor this. 4. Why is it important for the organisation to effectively input and retrieve information? Answer this with particular reference to payroll and personnel records. The importance of effectively inputting and retrieving information is key to the successful operation of the above organisation, or in fact any organisation. I will specifically concentrate on the areas of payroll and personnel. Firstly I will discuss the implications relating to payroll. Paying employees the correct amount of money at the correct time is essential to employee satisfaction, therefore within any business it is vital that all information needed for processing payroll has been input and retrieved accurately. As this organisation has 34 stores there will be a large number of employees, therefore there will be a large amount of information stored relating to pay. If information has been input or retrieved incorrectly this could result in incorrect payments to staff. For example if an employee left the business however someone forgot to input that they were a leaver, this could result in an incorrect payment, therefore losing the company money. On the other hand if an employee started the company however someone forgot to input the information this would mean that the new employee wasn’t paid as the information would not be in the system. This would instantly give the new employee a bad first impression of the organisation. Secondly I will discuss the implications relating to personnel records. It is vital that personnel information is input and retrieved effectively for numerous reasons. The first example would be in case of an emergency; when a new employee starts within the business they are always asked to submit a contact who is to be contacted in case of an emergency. Therefore it is very important that this information in input or retrieved in the correct manner. If the telephone number was input incorrectly and the employer came to use the number in the case of an emergency the employer would then not know who to contact especially within a large organisation as mentioned in the case study. If the information is retrieved incorrectly the employer may contact the incorrect person which may lead to unnecessary worry for someone was has been inserted as an emergency contact for another employee. Another example as to why personnel records need to be input and retrieved correctly would relate to medical information. When an employee is new to the business medical information will be gathered. For example if an employee suffers from a medical condition such as epilepsy and this has not been input into the system because of an error then staff may not understand or be aware if they had an epileptic fit. It could be the same with allergies to nuts etc. If staff are not aware they won’t be able to provide medical information to the ambulance when they arrive to support in cases like the above mentioned. Very often providing this information to the ambulance services can make the difference in life and death situations. 5. Identify three aspects of the storage of data that need to be addressed as a result of the Data Protection Act. [6]According to government legislation, The National Archives cited that The Data Protection Act is an ‘Act to make new provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.’ Three aspects I have identified of the storage of data that need to be addressed as a result of the Data Protection Act are as follows; 1) Data that is processed must be done so fairly and lawfully. [7]The Information Commissioners Office (ICO) cites that ‘in practice, it means that you must: †¢ have legitimate grounds for collecting and using the personal data; †¢ not use the data in ways that have unjustified adverse effects on the individuals concerned; †¢ be transparent about how you intend to use the data, and give individuals appropriate privacy notices when collecting their personal data; †¢ handle people’s personal data only in ways they would reasonably expect; and †¢ make sure you do not do anything unlawful with the data. 2) Data stored must be adequate, relevant, and not excessive – This means that any information gathered must be relevant to the specific job of the employee. You must ensure that you do not hold more information than what is needed for a specific purpose. The organisation should identify the minimum amount of information that is required. 3) Data stored must be accurate and where necessary kept up to date. This principle places a responsibility to take steps to ensure accuracy of information processed and stored. When collecting the information reasonable steps must be taken to ensure the information is correct. [8]According to Martin et al ‘in employment one way to achieve this is to allow employees to check, and even update, their own records.’ Task 2 Input this data into an appropriate IT package (e.g. Excel) and then display the data in the most appropriate way. I have chosen to present my data in a line graph as I feel this is the most appropriate way to show the two variables (absence rate % in the last 12 months and staff turnover % in the last 12 months) in one graph. [pic] Now write a report (no more than 500 words) identifying what this data tells you, and suggesting how this might impact on the decision making in the organisation. Key findings within this data are as follows; †¢ Store D has the highest absence rate, that being 7.2% in the last 12 months †¢ Store C has the lowest absence rate, that being 1.8% in the last 12 months †¢ Store C has the highest staff turnover, that being 21% in the last 12 months †¢ Store F has the lowest staff turnover, that being 10% in the last 12 months As Store D’s absence rate is relatively high decision makers within the organisation and the Human Resource department (HR) should consider focusing on areas such as job motivation, employee engagement, working condition etc so as to try and improve overall absence % rate for the year. Decision makers should also ensure that the absence policy is being managed by line managers and that managers are correctly trained in following the policy. Another key area decision makers should focus on are key trends of absence types. For example sore throats and colds can be an indicator that the air conditioning is set to the wrong level. It is vital that decision makers understand why the absence rate is high so as they can take measures to improve it. Even though store C’s absence rate is the lowest at 1.8% they still have the highest staff turnover, that being 21%. A low absence rate can indicate that an employee is engaged and they want to be in the work place. One of the reasons for the highest staff turnover could be due to the significant number of students being employed in the holiday period and also the temporary workers in the busy weeks leading up to Christmas. These figures may lead the decision makers within the organisation to consider a different approach for staff cover over the holiday periods and Christmas if it is going to have a negative effect on the turnover % for that period of 12 months. An example of how they could improve this would be to offer overtime to existing employees rather than hiring temporary workers for the Christmas period. They could also have more part time employees throughout the year, for example they could employ students on a low number of hours throughout the year and then ramp up their hours at the busy periods such as Christmas. Store F has the lowest staff turnover that being 10%. This may be for numerous reasons such as location or employee engagement. Store F may not employ as many students for the Christmas or holiday period as it is in a smaller community where fewer students live. It may be that the people who are employed in the store are from a smaller community and they have worked here for years and there isn’t the need to ramp up over the Christmas period. Very often people who come from smaller communities tend to stay within the same place of work and don’t look to leave, therefore contributing to low staff turnover. Another factor could be that staff are engaged and motivated. The decision makers within the business should look to considering why Store F has the lowest staff turnover. They could look at how other Stores manage the Christmas and holiday period ramp up and also if they have any programmes with employee engagement. Then they could look to transferring skills and ideas from Store F to other stores with a high staff turnover. References †¢ Information Commissioner’s Office (2012) ‘Processing personal data fairly and lawfully (Principle 1)’ (online) (cited 6th August 2012). Available from: http://www.ico.gov.uk/for_organisations/data_protection/the_guide/principle_1.aspx †¢ The National Archives (2012) ‘Data Protection Act 1998’ (online) (cited 6th August 2012). Available from: http://www.legislation.gov.uk/ukpga/1998/29/introduction Bibliography †¢ Martin, M. Whiting, F. and Jackson, T. (2010) Human Resource Practice, Chartered Institute of Personnel and Development, London. †¢ Daniels, K. (2010), Recording, Analysing and Using Human Resource Information, ICS Limited, Glasgow. ———————– [1] M.Martin et al (2010) Human Resource Practice, Chartered Institute of Personnel and Development, London, p. 278 [2] K. Daniels (2010), Recording, Analysing and Using Human Resource Information, ICS Limited, Glasgow, p.17 [3] Martin et al, Human Resource in Practice, pp. 284 [4] Daniels, Recording, Analysing and Using Human Resource Information, pp. 29 [5] Martin et al, Human Resource in Practice, pp. 284 [6] The National Archives (1998) [7] Information Commissioner’s Office (2012) [8] Martin et al, Human Resource Practice, pp.289

Winter Poetry – Skating at Night William Wordsworth

Wordsworth shows a positive fond memory of winter that is personal to him. He gives a feeling of excitement by using ‘and'. Also he shows how noisy it is by using ‘bellowing' and ‘not a voice was idle'. Even though it was cold Wordsworth would rather be outside with his friends then inside: ‘I heeded not the summons. Wordsworth also wants excitement and freedom: ‘Proud and exulting'. He likes to play games with his friends, like a native foxhunt: ‘Games confederate of the chase' He uses similes and metaphors to show he is exhilarated and has loads of energy: ‘Untired horse' and ‘the resounding horn'. Wordsworth has used onomatopoeia and alliteration to show the effect of speed: ‘We hissed along' and ‘The pack loud bellowing' speed is also shown by using the word ‘flew', the simile ‘Tinkled like iron' shows the brittle side of winter. Wordsworth uses the word ‘melancholy' to show that the beautiful scene, he once knew, is fading with old age a shows a slight sadness to the poem. Winter Percy Bysshe Shelley Shelley uses alliteration to show that winter is harsh ‘the wind was his whip' this also shows that it is a negative and destructive time. He writes: ‘One choppy finger' to make you wonder what winter will do next. Shelley portrays winter as an evil character using personification such as: ‘whip' ‘lip' to make it more effective. Shelley also makes winter sound brittle: ‘His breath was a chain'. Shelley shows how cold and powerful winter can be by writing: ‘He came, fiercely in his chariot-throne by the tenfold of the arctic zone' Shelley also shows that even the more evil things like weeds have to hide from winter: ‘Weeds which are forms of the living death fled from the frost' Using alliteration: ‘flight from frost' gives winter an eerie feel which makes things vanish like ghosts without a trace. When icicles hang by the wall William Shakespeare Shakespeare uses everyday characters to show the realism of his poem to create a typical winter scene: ‘Dick the Shepherd'. He shows that even though the weather is awful life goes on: ‘ways be foul, then nightly sings the staring owl'. Using rhyme gives the feel of movement but is broken when the owl makes its sound: ‘Blow' ‘Snow' ‘Saw' Raw'. Everyone gets effected by the cold: ‘Coughing drowns the parsons saw' ‘Marian's nose is red and raw'. Using words like ‘nipp'd' and ‘ways be foul' shows that is a cold mucky time. Shakespeare tells it how winter was there and then. There is no sympathy for winter. Emmonsail's Heath in Winter John Clare Clare gives no critical comment during his poem, he just observes what's around him: ‘Crimpled leaves' ‘an oddling crow' ‘the old heron'. His poem is also very detailed which adds to the effectiveness of the poem. Clare puts a lack of stress on the words: ‘While the old heron'. He uses personification to bring the lake to life and make it a bigger part of his observation: ‘Lonely Lake'. Clare uses alliteration to create the sense of movement: ‘Starts slow' but at the same time give a sense of calmness: ‘Melancholy wing' ‘An oddling crow in idle motion'. The scene is in harmony even the gypsy fits in: ‘the gypsy makes his bed'. Clare give affection to the ‘bouncing woodcock' Clare uses the word ‘Rove' to show how much he has observed from wandering about. Clare's poem is based on observation and is portrayed like a fairytale scene where everything is in harmony and fits in with the world around it. Conclusion In the Poem ‘Skating on Ice' the poem is based on a very personal scene, which is special to Wordsworth. He makes the poem exciting, exhilarating and gives a sense of movement. This poem is effective for these reasons and makes you really believe that you are their taking part in the chase. In Clare's poem ‘Winter' it reflects winter as being horrible and destructive. This is my favourite, as I believe this is how a typical cold winter day acts. Winter has been given the human characteristics to great effect showing everything winter is known to do. Shakespeare creates a sense of realism in his poem ‘When icicles hang by the wall' by give the poem everyday characters. He gives no sympathy, which makes it sound more real and effective. This poem is probably the most real out of all four and it portrays winter as a typical thing that happens. Clare's poem ‘Emmonsail's Heath in winter' is based on observation. He makes everything sound beautiful and in harmony with everything else. He makes everything very calm leisurely. This poem portrays winter as a beautiful time almost like a well-painted painting.

Social Media Marketing Campaigns Free Essay Example, 2500 words

This paper illustrates that social media marketing campaigns are series of planned activities using the social media to persuade consumers and members of the public that an organization s or a company s, products or services are valuable. Today many people have access to the internet and so they visit social media sites. Therefore, companies who choose to venture into social media marketing campaigns will establish a large customer base and improve their reputation. Social media marketing campaigns are interactive in nature and this gives the public an opportunity to air their views about a company; its products and services. This may happen in the form of compliments or criticism. When a company is commended for good work, it should endeavor to maintain and improve the same. Criticisms should be taken very positively because they are meant to steer positive change in the organization. For instance, if people complain about the branding of a particular commodity, the marketing exper ts should ensure that the branding is changed to suit the tastes of consumers. Different companies have used social media networks to market their products. We will write a custom essay sample on Social Media Marketing Campaigns or any topic specifically for you Only $17.96 $11.86/page Signing up alone is not enough; the marketing team of the business entity must ensure that a large social network is developed in order to reach as many people as possible with a persuasive message. Different sites have different ways of enhancing connectivity and communication with the target groups. For instance, you can add friends on MySpace, and poke or write on the walls in the case of Facebook connections.