Human Relations School of Thought compared to a Taylorist Fordist Essay

Human Relations School of Thought compared to a Taylorist Fordist perspective - Essay Example The human relations school of thought is to a great extent superior to Taylorism given the value it attaches to people and the role of the motivated employee in the workplace. The approach changed Taylor's view of the workers as machines and instead shifted the attention from the task to the worker. It is in the human relations approach to management that for the worker was viewed as being an important component of the organization. The manager's perception of the workers in the human relations school was holistic as opposed to Taylor's focus on the bundle of aptitudes. The human relations approach was aimed at changing the attitudes of the managers towards their subordinates. Managers embrace such propositions today and are significantly concerned with how they relate to their workers. The human relations school of thought proposed the need for managers to create a sense of satisfaction and belonging for their workers by demonstrating an interest in the welfare and personal success. Taylor’s misleading assumption that people could only be motivated by financial incentives and the individualistic approach he gave to work performance make the scientific management approach a lesser evolved management approach compared to the human relations approach. The importance of a two-way communication approach between the manager and the subordinates is emphasised in the human relations school of thought. The human relations school of thought views the productivity of the employees as being dependent on the satisfaction of the employee.

Little Women by Louisa May Alcott Essay Example for Free

Little Women by Louisa May Alcott Essay Little Women, written by Louisa May Alcott, is a novel based on a family of four girls, Margaret Meg March, Josephine Jo March, Beth March, and Amy March, and of their family values. Little Women demonstrates strong events based on several family values. The story of the March family is set in New England during the civil war. Throughout this point in time the little women are to survive with out a father figure, as their father has gone to fight in the war. Over long periods of time, the four March sisters had to face the fact that they were very poor and could not receive every thing that they wished for. As the March family stayed home awaiting the return of their father, they were very lucky to receive the fatherly support from an old, wealthy neighbour, Mr Laurence. Overtime the girls formed a tight bond with Mr Laurence and his grandson Laurie. As the March family continues through the hard times in life, they are blessed by the friendship of family and friends. In the Novel the four sisters show that they are very unselfish and are capable of sharing what little things they have with others. Even though the girls realise (Amy especially) that they are suffering poverty and are not able to receive everything that they wish, they are very grateful for what they have. The March sisters tend not to make a fuss mainly because whilst their father is away life gets tough with only a mother figure around. Not far away from here lies a poor old woman with a little new born baby. Six children are huddled into one bed to keep from freezing, for they have no fire. There is nothing to eat over there; and the oldest boy came to tell me they were suffering hunger and cold. My girls, will you give them your breakfast as a Christmas present? pg 20 In the chapter A merry Christmas this here is a great example of how generous the March family is even though the have so little themselves. The girls were very disappointed to give their food away but knew that there was a family suffering severely without any food, so they decided to the right thing. In Little women the four March sisters show loyalty by looking out for each other. Through the hardest times in life the girls manage to stick by each other and along the way on their journey they learn from their mistakes. Meg, Jo, Beth and Amy are not your everyday type of sisters who may fight a lot with one another. The girls infrequently have fights because they are so alike, they are so kind to one another and share anything they have for that is all that they do have. I let the sun go down on my anger; I wouldnt forgive her, and today, if it hadnt been for Laurie it might have been too late! How could I be so wicked? said Jo half aloud, as she leaned over her sister, softly stroking the wet hair scattered on the pillow. As if she heard, Amy opened her eyes, and held out her arms, with a smile that went straight to Jos heart. Page 115. Even though the girls make mistakes they learn from them and are persistent never to make that same mistake again. Through out the novel looking out for each other is a true family value and by doing this the girls manage through life a lot easier. Life becomes more interesting when family and friends are together. Its not until later on in life when the March girls realise that their next door neighbours are not close and that they ought to become neighbourly with one another. It is here in the novel where all the sisters begin to loosen up and enjoy the new company of the Laurence boy. At first the girls are a bit timid because they are embarrassed by the fact that they are so much poorer to Laurie, but after first impressions the girls really begin to bond with Laurie and they form a tight friendship. We are not strangers, we are neighbours, and you neednt think youd be a bother. We want to know you, and Ive been trying to do this ever so long. Page 70.Through the novel it is important to be able to have the love and support of friends and family so that it makes life easier through the difficult and depressing patches. In conclusion Marmee only wants best for her girls, but in her eyes this does not mean the wealthiest man that the girls can get their hands on this means, happiness and security from the one they tend to spend their rest of their lives with. Money is a needful and precious thing,-and, when well used, a noble thing,-but I never want you to think it is the first or only prize to strive for. Id rather see you poor mens wives, if you were happy, beloved, contented, than queens on thrones, without self- respect and peace. If along the way the girls did not have one another and there values then Meg, Jo, Beth and Amy would struggle more then what they already do. Through out the novel family values are very important and are expressed in many ways, not only through family but close friends too. The March sisters go through life with the love and support of each other and share an amazing journey.

Microsoft Surface Table: 3D Modelling and Touch Controls

Microsoft Surface Table: 3D Modelling and Touch Controls Background and Context Three Dimensional (3D) Modelling is the process of creating a 3D representation of any surface or object by manipulating polygons, edges, and vertices, in simulated 3D space ­1. 3D modelling is used in many different industries, including virtual reality, video games, TV and motion pictures. 2A 3D modelling software generates a model through a variety of tools and approaches including: Simple polygons. 3D primitives simple polygon-based shapes, such as pyramids, cubes, spheres, cylinders, and cones 3Spline curves a curve that connects two or more defined specific control points. 3NURBS (non-uniform rational b-spline) Computationally complex, smooth shapes designed by bezel curves. Scope and Objectives In this project, the 3D model produced, was the 5G Innovation Centre at the University of Surrey. The final version of the prototype is supposed to be a model of the whole University campus, which would be able to display the temperature, noise levels, and a few other statistics in every single area on the map. In order to record data, an IoT Desk Egg4 was created. This Desk Egg is a multi-sensor suite with feedback mechanisms and wireless communication capabilities. Using this Desk Egg, environmental data, such as light, sound, temperature, noise, humidity, dust density are measured and recorded. Separately, these recordings have limited value, but when combined, and analysed in aggregate, the sensors provide a rich context of its immediate surroundings. 5The objective of this project is to enhance the model with touch navigation capabilities, similar to 3D navigation on a mobile phone or tablet. The current model is constructed for a Samsung SUR40 touch table, running Microsoft Surface. The model has been implemented using PixelSense and in addition, Microsoft Surface Game Studio 4.0 and the Window Presentation Foundation (WPF). To go about enhancing the model, investigations would have to be established, on what changes would be involved to implement touch navigation, before implementation and testing of the aforementioned varieties. Introduction[SO1] Microsoft PixelSense 6Microsoft PixelSense orientation capabilities are used and seamlessly integrated into the application, which also supports multiple simultaneous touch points. The Samsung SUR40 can only run Windows 7, as the Surface SDKs are only fully supported on Windows 7 and not any newer Operating System. Window Presentation Foundation To initiate an application for any Microsoft Surface devices, especially for the PixelSense, the Microsoft Surface Game Studio 4.0 and Window Presentation Foundation (WPF) are required. Rowe (2012) shows a few points that can assist a developer to innovate and create a great application for the Samsung SUR40 Surface Table.7 Implement a darker background as it does better with quality during contact. Multiple screen interactions, in which, the users finger and objects, can be detected. Actions only must be interacted by the users fingers to avoid detection errors, and adding sound effects, acknowledging the users finger interaction, should be done. Ensuring the user immerses into an outstanding experience from the application. Since the PixelSense has 4 corners, it will be more convenient for users to be able to turn the orientation of the application, while offering an easy means of leaving the application. The points of interaction with the application, should be well sized and well-spaced, to prevent manipulation errors during input. Working with Touch Input To implement the 3D touch controls, a key prerequisite for the project is the availability of touch control capability. Using the System Information app, which could be launched from the Run dialog box, with the syntax msinfo32.exe. As seen from the image below, the Samsung SUR40 Surface Table, has 52 individual touch points. This confirms that the table supports the touch interaction and the touch framework is ready to use. Fig 1. The Run dialog, with the corresponding syntax, used to launch the system information window. Fig2. A System Properties window, showing the details on the touch capability. The initial edition of the 3D modelling software has sub-par touch navigation controls, but it makes up in the availability of buttons which are mapped to specific viewing points of the model. Having these buttons provides a way of navigating through, but lack the fluidity of the touch input system you would get from any other 3D modelling software. Fig 3. An image showing the initial edition of the source code, with buttons. Development Environment In order to be able to work on this project, a few software programs have to be installed. These software programs are specifically required to create an application for a Microsoft PixelSense device. These include: Windows 7 Microsoft Visual Studio 2015 Microsoft XNA Framework Redistributable 4.0 Refresh Microsoft XNA Game Studio Platform Tools Microsoft Surface 2.0 SDK Microsoft Surface 2.0 Runtime GitEXT Windows 7 Windows 7 is the latest operating system that the Surface SDK supports, hence, all the programming done, had to be on a PC running Windows 7. Running these programs on a Windows 10 PC, gives an unfixable error. A Windows 7 license had to be purchased. Microsoft DreamSpark provides a free license to the University of Surrey students. Using the downloaded ISO file, a USB boot key was made, using DiskPart, so as to dual boot Windows 7 on the laptop used. Using DiskPart, empties the flash drive of all its contents, its advisable to use an empty drive, or back up its contents. Fig 4. The error shown when the program is being opened on a Windows 10 PC. Fig 5. Image showing the free purchase of a Windows 7 Operating System, using DreamSpark. DiskPart is the Windows built in disk management program, using CMD to call it, the following syntaxes will create a custom USB key for any appropriately sized flash drive: List disk This lists out all the disk drives connected to the system, and their sizes, with disk numbers Disk ###, for easier disk reference. After finding your particular disk, use select disk x, x being the respective number of your disk. This basically tells the program you plan on working on this disk. Clean This clears your drive of previous configurations and empties it. Create partition primary This creates a primary partition on the cleaned drive. Select partition 1 This selects the recently created partition. Active this sets the selected partition as an active partition. Format fs=fat32 This syntax formats the flash drive to a requested file system. In this example, the file system being FAT32, the legacy file system recognizable by most BIOS (Basic Input Output System) firmware. Fig 5. The image shows the procedure for creating a USB Key, Disk 2. Visual Studio 2015 Microsoft Visual Studio 2015 is now a free software, but for the Enterprise version, a key is needed, but as a University of Surrey student, one is provided free of charge, under the DreamSpark account. Fig 6. Image shows free purchase of Visual Studio Enterprise, using DreamSpark. Microsoft XNA Framework and Microsoft Surface SDK A Microsoft Surface SDK installer was downloaded and installed, as an extension, for the Visual Studio 15 suite. This enables Visual Studio to compile on the Microsoft Surface XNA Game Studio framework. The installer sets up two important frameworks, which are the Microsoft Surface WPF and Microsoft Surface XNA Game Studio 4.0. These frameworks are applied to help developers with the creation of two-dimensional (2D) and three-dimensional (3D) applications respectively. A successful install will show something like this, when creating a new project in Visual Studio. Fig 7. The image shows a properly installed XNA Game Studio Framework. GitEXT GitEXT is an extension for windows, that helps manage a git repository. The programs source code had to be worked on alongside a few colleagues, as they had other objectives in terms of updating the 3D Modelling software. Using a git repository, helps with management of different modifications and changes between different editors of the same source code. Fig 8. The image shows an installed git extension for version management. Camera Movement Running a camera location around an object is a concept of projecting different views from different positions for audiences. It is an essential task for the developer to implement this concept in the application. In order to implement, a series of matrix calculations are required to move the camera from its current position to a desired place and display the object with high quality and performance. The current camera, as stated earlier, seen in Fig 3, has a fixed position, and does not move around the model, rather, there are fixed points in camera can be. These points are controlled by the arrow buttons. To fix this problem the touch framework has to be implemented. Touch Gesture The touch functionality of the program depended on raw input, and only moved the model round a fixed point. The method of implementation made navigation with the touch screen, somewhat ineffective. The XNA framework installed, comes with a touch input namespace namely Microsoft.Xna.Framework.Input.Touch. After extensive research on this library namespace, using this namespace made implementing a new gesture-based, touch framework for the code straightforward. The namespace provides support for gestures like tapping, double tapping, horizontal drag, and a few others. Development After researching various libraries and namespaces for a substantial understanding of the initial source code, coding began. During initial coding, it was discovered that the method of navigating the model, was rotating the camera round a fixed object, as it gives the same illusion as the model moving round its axes, as opposed to the manipulation of the model itself in front of an immovable camera. Using this logic, the touch code had to manipulate the cameras movement and not the movement of the model. While implementing the touch framework, a few redundancies were removed, such as the buttons used in moving the camera and a few others, to provide for a more immersive experience when using the 3D model. Fig 9. The image shows the 3D model with redundancies removed.

Partition Literature of India :: essays research papers

The Partition of India "A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends, and when the soul of a nation, long suppressed, finds utterance." -Jawarhalal Nehru 14 August, 1947, saw the birth of the new Islamic Republic of Pakistan. At midnight the next day India won its freedom from colonial rule, ending nearly 350 years of British presence in India. During the struggle for freedom, Gandhi had written an appeal "To Every Briton" to free their possessions in Asia and Africa, especially India (Philips and Wainwright, 567). The British left India divided in two. The two countries were founded on the basis of religion, with Pakistan as an Islamic state and India as a secular one. Whether the partition of these countries was wise and whether it was done too soon is still under debate. Even the imposition of an official boundary has not stopped conflict between them. Boundary issues, left unresolved by the British, have caused two wars and continuing strife between India and Pakistan. The partition of India and its freedom from colonial rule set a precedent for nations such as Israel, which demanded a separate homeland because of the irreconcilable differences between the Arabs and the Jews. The British left Israel in May 1948, handing the question of division over to the UN. Un-enforced UN Resolutions to map out boundaries between Israel and Palestine has led to several Arab-Israeli wars and the conflict still continues. Timeline 1600-British East India Company is established. 1857-The Indian Mutiny or The First War of Independence. 1858-The India Act: power transferred to British Government. 1885-Indian National Congress founded by A. O. Hume to unite all Indians and strengthen bonds with Britain. 1905-First Partition of Bengal for administrative purposes. Gives the Muslims a majority in that state. 1906-All India Muslim League founded to promote Muslim political interests. 1909-Revocation of Partition of Bengal. Creates anti-British and anti-Hindu sentiments among Muslims as they lose their majority in East Bengal. 1916-Lucknow Pact. The Congress and the League unite in demand for greater self-government. It is denied by the British. 1919-Rowlatt Acts, or black acts passed over opposition by Indian members of the Supreme Legislative Council. These were peacetime extensions of wartime emergency measures. Their passage causes further disaffection with the British and leads to protests. Amritsar Massacre. General Dyer opens fire on 20,000 unarmed Indian civilians at a political demonstration against the Rowlatt Acts.

Family in the play Essay

The issues of parentage and family are profoundly of paramount importance in the play The Importance of Being Earnest by Oscar Wilde, both as primary forces motivating the plot and as subjects yielding philosophical speculation and debate. Parentage can be defined as the group of individuals descending from a common ancestor and in Victorian England the issue of parentage was largely touched upon. In fact, appropriate parentage was a key to proving ones place as a member of the upper class of that particular era. Through his work, Wilde attempts to express his views on the matter through his so called â€Å"trivial comedy for serious people† and these views, along with integrated examples from the play itself, are what will form the basis of this essay. The issue of family is introduced from the very first Act, where we observe Algernon Moncrief expecting a visit from his aunt, Lady Bracknell, and her daughter Gwendolyn Fairfax. Even though Algernon has devised the act of Bunburying so as to be able to avoid confronting his family members in order to keep up appearances he agrees to meet Lady Bracknell for tea, even arranging for cucumber sandwiches to be made specially for her visit. The extended cucumber sandwich joke further exemplifies the superficiality of Algernon’s relationship with his Aunt when without realizing it; he steadily devours all the sandwiches that have been meticulously prepared for her visit. The arrival of Algernon’s kin, towards the middle of the first Act is signalled by the sound of the electric bell in a way that â€Å"only relatives, or creditors, ever ring in that Wagnerian manner†, according to Algernon. When Gwendolyn and her mother arrive the issue of parenting immediately comes to the foreground. Lady Bracknell immediately urges her daughter to join her in the kindest of manners: â€Å"Won’t you come and sit here, Gwendolyn? † in an attempt to keep her at her side. Her domineering nature, even over her own daughter, is exposed once again when, rather than asking as before, she states â€Å"Gwendolyn, you will accompany me (into the music room)† . Nevertheless, as in mother-daughter relationships of the present day, children always defy their parents and Gwendolyn does so by intentionally staying behind so as to confront Jack about their relationship. Gwendolyn’s determination and conduct during her brief encounter with Jack does show evidence of her mothers affect on her. Therefore, it is proven true that as stated in one of the most famous witticisms of the play â€Å"All women become like their mothers. That is their tragedy†. Nevertheless, the instance during the play where the notion of parentage proves pivotal is during Lady Bracknell’s â€Å"interview† of Jack, so as to see if he would make an eligible husband for her daughter. Here, it is noticeable that even though Lady Bracknell is willing to negotiate with Jack on his political beliefs, hobbies and rather â€Å"unfashionable† place of residence she condemns his marriage to her daughter unless he manages to â€Å"produce at any rate one parent, of either sex, before the season is quite over†. To back up her decision she further clarifies that neither herself nor Lord Bracknell would ever allow their only daughter â€Å"to marry into a cloak-room, and form an alliance with a parcel† as she sweeps out in majestic indignation (as designated by Wilde’s stage instructions). On the basis of Lady Bracknell’s words and actions, it is evident that the fact that Jack was abandoned as a baby without any indication of which family line he descends from excludes him as a potential husband for Gwendolyn, proving just how significant parentage was in the Victorian era. It is common knowledge that above all else both parents and family are responsible for the upbringing of their children by setting the right examples. When crafting the character of Cecily, Wilde depicts the norm that occurs when one loses his/her relatives at a young age. In this case, even though Jack is not Cecily’s blood relative, she is his ward and he -apart from being as her legal guardian- acts as her father figure. Out of sheer respect Cecily addresses him as: â€Å"Uncle Jack† and her gratitude is even more evident in her engraving on his cigarette case: â€Å"from little Cecily with her fondest love†. Ward’s were not uncommon in the Victorian era as mortality rates were high and the average life span was a little over 50 years, but Cecily differs from Jack in the sense that she knows which family line she descends from. To conclude, it has been confirmed that the notion of family and parentage is influential throughout the play. First, it is what drives Algernon to the act of Bunburying. Second, it causes ideals to be projected from mother to daughter (from Lady Bracknell to Gwendolyn). Third, the absence of parentage in Jack’s case constitutes a barrier to his marriage to Gwendolyn and finally in Cecily’s case the absence of her family augments her relationship to Jack, as his beloved ward.

Issues in Education-Student Wellbeing Essay

When looking at the work done in schools around the promotion of wellbeing, there are many different state and national frameworks that inform school-based practices. I have chosen to discuss the Framework for Student Support Services in Victorian Government Schools (Department of Education 1998) pictured below. This framework outlines four major principles or levels of activity, grouped together with the ‘resilient student’ at its centre. The major principles are primary prevention, which is presented in the framework as the largest of the four principles and therefore indicates that it should be given the most attention, followed by early intervention, intervention and postvention. I’d like to start by posing the question what is resilience and how can resilience be recognised in a student? Resilience can be defined as â€Å"the set of attributes that provide people with the strength and fortitude to confront the overwhelming obstacles they are bound to face in life†(Sagor, 1996, p.38). There are also certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as being the most â€Å"social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task† (p.38) students. So the aim for wellbeing in schools should be on trying to instil some of these qualities in its students as a preventative measure to give them the best chance at becoming a a resilient student and hopefully carrying that on into adulthood. Primary prevention is the largest area in the framework because it constitutes the broadest and most significant area of activity. The aim is to provide students with the skills and tools needed on the path to becoming a resilient student. This means raising awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities and increasing awareness the issues whilst providing different ways of coping and/or skills that may be useful when these events or adversities may arise. Primary prevention is not always the first choice in schools according to Richard Sagor, a Professor at Washington State University, he believes that teachers don’t always opt for prevention before intervention, especially long term teachers, they tend to see the problem/s as being with the individual students and not with the cohort of students or school as a whole. Sagor suggests that â€Å"we must recognise that it is politically easier to ‘stay the course’ and continue to offer ‘traditional’ mainstream education†¦rather than to re-make our secondary schools into more hospitable, inclusive and preventative organisations†(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this topic for example â€Å"the health sector has invested considerable resources towards the development of a ‘packaged curriculum’ and†¦.the evidence to date has been that school health education has little effect beyond the short term†(Glover & Butler 2004, p.300). The programmes we have in place seem to be missing the mark and not really achieving what they set out to do. The next principle in the framework is early intervention. This is the time to assess the risks and identify the needs of students in order to really target those at risk of ongoing social, emotional and/or physical harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to catch a problem at it’s beginnings and intervene before it gets any worse. This principle does promote student wellbeing and is probably one of the most effective as it can be very targeted information for issues that have already been recognised as being a problem. Intervention involves providing effective management and support to students in crisis, this includes ensuring access to appropriate counselling, care and treatment services and is also concerned with providing the skills for professionals who are dealing with students at their crisis point. Yes this principle still has it’s place in the promotion of student wellbeing, but it is already a bit late for the students, the key is to get in before the issues arise. Postvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. After this crisis has passed and wellbeing is restored, a plan can be implemented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this happening for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very important and plays an evaluative role in providing wellbeing for present and future students. The principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises then everybody is much better off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life. Our work as classroom teachers contributes in many ways to the promotion of young people’s wellbeing. It is no secret that high school students spend the majority of their teenage years in schools where they are supervised by teachers. Whether it be in classroom, out in the playground, out and about on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it will come as no surprise that the work a classroom teachers does can contribute to the promotion of young people’s well being. Wellbeing can be defined as, â€Å"a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would wish to nurture in all our students. The term wellbeing has been used to refer not only to a person’s subjective experience of ‘feeling good’ about themselves and their relationships with others but also to their sense of meaning, purpose and growth†(Goh, 2013). Wellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to ‘thrive, flourish and learn’, this is the important objective for schools and teachers to remember. Norris (2003) argues that â€Å"Children learn best in an environment that is safe, nurturing, and affirming†(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of teaching strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABC’s of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not. The A stands for adversity, this is the problem being faced. The C stands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities of a resilient person in order to maintain wellbeing. Many efforts are being made to spread the message of wellbeing for students through the use of programmes designed by non-government and some government organisations. The USA are world leaders in the sheer number of programmes and resources in the promotion of mental health, with thousands of programmes in operation with varying levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to reach students with the message of wellbeing (Weare, 2010, p.28). In the UK â€Å"an increasing number of schools are engaged in what is effectively mental health work†¦working on a wide range of initiatives†¦two particular examples are Place 2 Be (2009), which supports councellors in schools and Pyramid Clubs (2009)† (Weare, 2010, p.28). I think the most prominent thing that stands out to me on an international scale is that everyone is trying to approach this from a whole school and even a whole community perspective, making it everyone’s business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments. This means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a pivotal role in a young persons life. Countries all over the world are now staring to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a new generation of resilient young people. References: Glover, S & Butler, H 2004, ‘Facilitating health promotion within school communities’, in Moodie, R & Hulme, A (Eds.), Hands on health promotion, IP Communications, Melbourne, Vic, pp. 299-310. Sagor, R 1996, ‘Building Resiliency in Students’, Creating a Climate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43. Sagor, R 1992, ‘Alternative programs for at-risk youth: wolves in sheep clothing’, Reaching Today’s Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22. Goh, C 2013, ‘Student Wellbeing’, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from: http://web.education.unimelb.edu.au/swap/wellbeing/ Norris, J.A 2003, ‘Looking at Classroom Management Through a Social and Emotional Lens’, Theory into Practice, 3 (4), p.313-318. Jain, R 2013, Teaching Students the ABC’s of Resilience’, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from: http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain Weare, K 2010, Promotiing Mental Health Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting Health and Wellbeing Through Schools, London: Routelege, pp.24-42.