“The Death and the Maiden” D. 810 by Franz Schubert Essay Example for Free

â€Å"The Death and the Maiden† D. 810 by Franz Schubert Essay Franz Peter Schubert was born on the 31st of January 1797 in Lichtental, Austria which is near Vienna. He has fifteen brothers and sisters, but only five of them live to see their first birthday. The father, Franz Teodor is the Principal in a local school. The mother, Elizabeth Viets was a cook in a Viennese family. When Franz Schubert was just five-year-old he started playing the violin and his teacher was his own father. Three years later, Michael Holzer, who was the parish priest in the town, started to teach the eight-year-old composer how to play the organ. Franz Schubert composed his first piece at the age of just ten. In 1808, he started singing in the courtier choir. Not only he was a soloist in the choir but did he play in the section of second violins in the orchestra. This way, he came to know the music of Joseph Haydn and Wolfgang Amadeus Mozart. At this time, Shubert was taught by Antonio Salieri. After graduating from a teaching seminary in 1814, Schubert worked as a teacher alongside his father until 1818. The three year period between 1818 and 1821 is probably the toughest test in the composer’s life. Shubert was trying to earn enough giving private lessons but the money was really insufficient. He was not able to find a full-time job either, so he had to live with some of his friends – other composers and poets. In 1818 and 1820 as a musical teacher of count Esterhazy’s daughters, the young composer had the chance to visit Hungary. Schubert learnt a lot about the Hungarian national music and the Gypsy music during these visits. Suddenly and unexpectedly, his songs become very popular in Hungary and Austria after 1821 when he managed to publish some of his works with his friends’ help. Franz Schubert is the composer of some of the greatest classical master pieces ever written such as â€Å"The Unfinished Symphony† No. 8 D 759, the piano quintet â€Å"The Trout† D. 667, the string quartet â€Å"The Death and the Maiden† D 810 and of course his more than 600 songs. Schubert is also the pioneer of the song cycle genre, composing pieces such as Die Winterreise D.911, and Die Schone Mullerin D. 795. The composer died on November the 19th 1928 in Vienna. This essay has been prepared to examine several different aspects of Franz Schubert’s chamber music by mainly giving examples from the string quartet â€Å"Death and the Maiden† D. 810 and the song â€Å"Der Tod und Das Madchen† D. 531. Analyses and connection between the poem â€Å"Der Tod und Das Madchen† by Matthias Claudius, the song and the string quartet â€Å"The Death and the Maiden† by Franz Schubert will also be included. Also, the extent to which Schubert has taken the vocal melody and made it idiomatic for the string instruments will be explored. Most of the Schubert’s songs are really connected with poetry. He used to work with poets such as Goethe and Schiller, who had a huge impact onto the composer’s works. Christoph Wolff suggests that the things which Shubert mostly liked in the Matthias Claudius’ poems were the purity and simplicity of the poetic language. (Bandura-Skoda, Branscombe, 1982, 144). The song â€Å"The Death and The Maiden† D. 531, which was composed by Franz Schubert in 1815 is based on the poem â€Å"Der Tod und Das Madchen† by Matthias Claudius which was written in 1775. The poem consists of two stanzas as example one shows. Das MadchenDer Tod: Voruber! Ach, voruber!Gib deine Hand, du schon und zart Gebild! Geh, wilder Knochenmann!Bin Freund, und komme nicht, zu strafen. Ich bin noch jung! Geh lieber,Sei gutes Muts! Ich bin nicht wild, Und ruhre mich nicht an.Sollst sanft in meinen Armen schalfen! The Maiden: Death: Pass me by! Oh, pass me by! Give me your hand, you beautiful and tender form! Go, fierce man of bones! I am a friend, and come no to punish. I am still young! Go, rather, Be of good cheer! I am not fierce, And do not touch me. Softly shall you sleep in my arms! Example 1 – The poem â€Å"Der Tod und Das Madchen†. It is clear to see that the poem is in a form of a dialog between â€Å"The Maiden† and â€Å"The Death†. A key feature in the first stanza is the short sentences, ending with an exclamation mark. This shows that the girl is frightened and afraid of â€Å"The Death†. On the other hand, â€Å"The Death† in the second stanza is meant to be scary and dangerous, but instead of that it sounds harmless and even makes a compliment in the opening words: â€Å"Give me your hand, you beautiful and tender form†. Anyhow, there is an interesting fact about the title of the poem â€Å"Der Tod und Das Madchen†, therefore the names of the song and the string quartet by Schubert â€Å"The Death and The Maiden†, which is the reverse order of the two stanzas compare with the title which shows the serious presence of Death even before the opening words. The song â€Å"The Death and The Maiden† D. 531 by Schubert is logically as contrasting as the poem which it is based on. The opening eight bars of the song are just an introduction to the following piece. From bar nine onwards, Schubert uses very smart resources to establish the scary and anxiety atmosphere such as chromatism and quicker metric rhythm, as it can be seen on example two. Example 2 – the song â€Å"The Death and The Maiden† D. 531 It can be said that the Maiden is giving up resisting the Death between bars sixteen and twenty-one and there are few evidence supporting this idea. Firstly, the vocal line is going downwards which is a sign of humility. Secondly, the metric rhythm in these six bars is calm and uninterested, exactly as it was in the very opening of the song. Lastly, the fermata in bar twenty-one could be the final clue that the Maiden is already given up fighting. After this really dramatic moment for the listener, Schubert introduces the second character in the piece – â€Å"The Death†. (Bandura-Skoda, Branscombe, 1982, 152) The composer sets the tempo of the introduction as a tempo for the second part of the song. There is a little dynamic detail, however really important. The dynamic in the first part of the song (the part of â€Å"The Maiden†) is p while in the second part (the part of â€Å"The Death†) is pp. By using this technique, Shubert makes the lyrics of â€Å"the Death† sound even more shocking. The opening words in the second stanza are so important that the composer keeps the vocal line on the tonic of D minor for nearly six whole bars. The words: â€Å"Gieb deine Hand, du schon und zart Gebuild!†, which translates as follows: â€Å"Give me your hand, you beautiful and tender form!† are accompanied by quite a simple harmony pattern. Schubert uses the tonic of the D minor in the first bar of the second part of the song and then the sub-dominant is used in the second bar which develops into its first inversion in the following bar. The composer goes back to the tonic in the fourth bar, but just to set a much more interesting harmonic pattern for the second verse of the stanza: â€Å"Bin Freud, und komme ni cht, zu strafen†, which means: â€Å"I am a friend, and come not to punish†. In the fifth bar of the second part of the song the chord being used is the first inversion of the supertonic seventh which changes to the second inversion of the same chord in the first part of the following bar. However, the chord used in the second part of the bar in question, which is bar six of the second part of the song, is the seventh of the sub-dominant. The composer uses bar seven for a transition to the new key of F major, which is established in the eighth bar. The harmony is being changed from sub-dominant to the tonic of F major and back to the first inversion of the sub-dominant in the frames of the next bar. During the next two bars – ten and eleven, the tonic – sub-dominant movement in F major continues. â€Å"The Death† ends with the words: â€Å"Sollst Sanft in Meinen Armen Schafen† which translates as: â€Å"Softly shall you sleep in my arms†. Schubert goes back to D minor in this last passage; also, the composer uses the â€Å"French† augmented 6th for the word â€Å"Schlafen†. This chord seems to be the perfect one to finish the idea of â€Å"the Death† with, as it sounds unsure, uncomfortable and probably harmless. Immediately after that, in the last seven bars, Schubert unexpectedly uses D major, as if to show the public that â€Å"the Death† has no bad intentions. These harmonic patterns and the lack of melody movement in the second stanza can only characterize â€Å"the Death† voice as supernatural and really contrasting to the active voice part in the first stanza. (Bandura-Skoda, Branscombe, 1982, 153) As already said above, the song is based on the poem, which is the reason for some absolutely striking similarities between the two of them. For example, Schubert clearly differentiates the two stanzas and the two dialogue partners by various terms such as the dynamics and declamatory gestures. The piano dynamic, crescendo and diminuendo in the first part of the song correspond to the short and disjunct phrases in â€Å"the Maiden† part of the poem. Likewise, the pianissimo dynamic in the second part of the song is in harmony with the long and conjunct phrases in â€Å"the Death† part of the poem (Bandura-Skoda, Branscombe, 1982, 150). However, an interesting fact is that Schubert does not use two different voices for the two stanzas. This perhaps was his way of making the dramatic dialogue between â€Å"the Maiden† and â€Å"the Death† even more effective. In fact, Schubert uses a material which was previously written by him quite often. For example, the famous piano quintet in A major D. 667 is based on the song â€Å"the Trout† D. 550. Similarly, â€Å"the Wanderer† D. 493 supplies with material the C major fantasy D. 760. As it was already mentioned above, the String Quartet D. 810 â€Å"The Death and the Maiden† is based on the song D. 531. More precisely, the second movement of the string quartet, which consists of one main theme and five variations, is completely based on that song. The main theme can be divided into three parts: A, B and C. Example 3 – Comparison of the first eight bars of the second movement of the string quartet (above) and the song (below) The A section, which is shown on example three above, is almost directly taken from the song. Afterwards, between bars nine and sixteen, which is section B, the music is getting livelier and vivid, just to correspond perfectly to â€Å"the Maiden’s† feelings. The C section of the main theme, between bars seventeen and twenty-four, is again calm exactly as â€Å"the Death† in the Claudius’s poem is. The first twenty-four bars are probably the most beautiful and angelic, yet incredibly simple, in the Romantic era. However, the simplicity of the whole passage is what makes it so genuine. For example, the note G is repeated thirteen times between bars seventeen and twenty-four in the part of the first violin, while the note B is repeated fourteen times in the viola part. Anyhow, the feature which makes these bars sound so perfect is t he harmony pattern which is shown on example four. Example 4 – Harmonic analysis of bars seventeen to twenty four of the second movement of the string quartet The first variation starts in bar twenty-five. Basically, the harmony pattern is the same to the one in the original theme. This time, however, the second violin and the viola provide the harmony which was previously played by the whole quartet. The inner-voices sustain the key feature in this variation in triplets throughout. The cello is providing the foundation of the whole passage by playing strong quaver pizzicato notes. The first violin part is really interesting in this variation, because it has very much a supporting role, something unusual, especially at the beginning of a piece. The notes played are part of the chord played by the rest of the group. This first of five variations is somehow more tensed and emotional compare to the original theme in the movement. This is probably to underline â€Å"the Maiden† fright when she tries to escape â€Å"the Death† at the beginning of the poem. In the second variation, there is a lead singing part – the cello. It is interesting to see how this melody corresponds to the original theme, which can be seen on example five. Example 5 – Comparison between the cello part in the 2nd variation (above) and the original theme (underneath) The second violin provides a second voice, which supports the main tune. It is a unique accompaniment because of its multitasking. The dotted quavers form the supporting voice which was mentioned above, while the semi-quavers complete the first violin and the viola accompaniment roles, as it can be seen on example six. Example 6 – The unique, multitasking second violin part in the second variation. The role of the viola throughout this variation is to provide a strong base part. Schubert achieved that with very simple but incredibly effective rhythm – quaver, quaver rest and two quavers. This pattern repeats for twenty-four bars. The first violin part has an ornamental function again, likewise in the first variation. It can be said, that the harmonic patterns remains similar to these at the beginning of the piece, however, there are simply more notes played in this variation which is the reason for the more tensed and excited feelings. The third variation is an absolute shock for the listener. It is a kind of culmination of the feelings which have been building up so far in the movement. This variation is unlike any of the rest in terms of role playing of the four instruments. The key feature in the third variation is the rhythm which is presented mainly by the second violin and the viola, while still reminiscing about the main theme with all the quavers, as example seven shows. Example 7 – Strong rhythmic second violin and viola parts, which still reminisce about the main theme. The first violin and the cello have a similar job of playing big three-part chords later on, which create additional tension in the music. There is an interesting fact that the original theme and the previous two variations finished in the key of G major. In the third one, however, all four instruments resolve to a single G note. The composer surprises the listener again with the fourth variation. Having listened to the previous really tensed and exciting variation, Schubert introduces very light and beautiful music in G major. A similarity to the main theme has been found in this variation, as shown on example eight. Example 8 – Similar material in the fourth variation and the main theme. The first violin is playing an accompanying role again in this variation, but this time, so lyrical and smooth, that it can be described as a counter-melody. The last part of this variation is in C major, which is the first significant change of tonality so far in the movement. By going back to the more relaxed music in this variation, the composer hides the return to the home key of G minor perfectly, as he prepares the listener for the end of the movement. In this final fifth variation, the second violin and the viola play a version of the main theme which has been played in the first variation, but this time much more lyrically. Schubert uses some voice exchange between the two of them as well. This time the cello part has the job of providing the base. It is a very simple ostinato movement, but again, incredibly effective for the listener as example nine shows below. Example 9 – The ostinato movement of the cello in the last variation The first violin has a very limited part. Starts off with a very long G note, just to continue with a passage, which strongly emphasizes the G minor chord as shown on example ten. Example 10 – The first violin line at the beginning of the fifth variation Of particular interest is the note of the cello in bar one-hundred and thirty which is shown on example eleven. There, the cello reaches the lowest note of the whole piece. This note is greatly emotional for the listener, because this is the point where all the tension and excitement, which has been building up throughout the movement, finally resolves. Example 11 – Bar 130, where the cello reaches the lowest note in the piece The coda of this movement starts in bar one-hundred and forty-four. Schubert uses the material from sections B and C of the original theme. This can be seen in the parts of the second violin, viola and cello while the first violin part is more variative and ornamental then any of the other instruments. It is an interesting fact, that Schubert finishes this movement the same way he finishes the song, with a restatement of the introduction but this time in a major key. Having written more than six-hundred songs, Franz Schubert has a huge contribution to the developing of this genre. His creativeness as a song composer, of course pervade some of his instrumental music as well. It is very difficult to reproduce in great detail what the composer had in mind about his vocal and instrumental works, in order to the fact that the singing techniques and the instruments some two-hundred years ago were so different to what they are nowadays. An interesting fact is the use of slurs in Schubert’s instrumental music. He is the composer who has rarely written a slur which is longer than a string player could manage. The slurs in a string player part correspond to the breaths a singer would take. This proves that even when composing pieces for a string quartet or even a symphony, Schubert uses his vocal techniques all the time. (Montgomery, 2003, 11) Unlike the classical string quartets, the Schubert’s works can be described as â€Å"genuine† according to the violinist Louis Spohr. This means that there is no one leading part, as it used to be during the Classical era, but all four parts are equally important. Therefore, the first violin should not aim to distinguish himself above the other three players by style of delivery or strength of tone. (Montgomery, 2003, pp.12-13) In conclusion, the String Quartet in D minor, D. 810 is one of the greatest chamber music pieces in the classical repertoire nowadays. After listening to such music, the genius of Franz Schubert cannot be questioned in any way. There is a striking fact that, this piece was not published while the composer was still alive. Anyhow, this essay analysed the poem â€Å"Der Tod und das Madchen† by Mathias Claudius, the song â€Å"The Death and The Maiden† D. 531 and the second movement of the string quartet D. 810 by Franz Schubert, by exploring mainly harmony patterns and instrumental voice leading. The strong link between the song and each of the variations from the second movement of the string quartet with the poem by Mathias Claudius has been explained. Schubert himself, in an often-cited letter, refers to the String Quartet in A minor, D. 804 and the D. 810 in D minor as well as the Octet D. 803, in a specific context: â€Å"†¦ I intend to pave my way towards grand symphony in that manner †¦Ã¢â‚¬  (Bandura-Skoda, 1982, 171). There can be no doubt that the D minor Quartet is really experimental and adventurous, which can easily be in the dimensions of the symphonic format in terms of cyclical form and expressive content. Bibliography: 1. Bandura-Skoda, E. Branscombe P. (eds.) (1982) ‘Schubert Studies: Problems of style and chronology’. Cambridge: University Press. pp. 1-25, 143-173, 327-347. 2. Brown, C. (2010) ‘Performing 19th- century chamber music: the yawning chasm between contemporary practice and historical evidence’. Oxford: Oxford University Press. 3. Montgomery, D. (2003) ‘Franz Schubert’s Music in Performance. Compositional Ideals, Notational Intent, Historical Realities, Pedagogical Foundations’. New York: Pedagogical Press. pp. 65-173. 4. Somervell, A. (1927) ‘Schubert: Quartet in D minor and Octet’. London: Humphrey Milford: Oxford University Press. pp. 5-30. 5. Rink, J. (ed.) (2002) ‘Musical Performance’, A Guide to Understanding. Cambridge: Cambridge University Press. Discography: 1. Schubert, F. String Quartets Nos. 13 and 14, â€Å"Death and the Maiden† (Alban Berg Quartet) EMI Classics, Compact disc, 0077774733359. 2. Schubert, F. String Quartet Nos. 10 and 14, â€Å"Death and the Maiden† (Britten Quartet) EMI Classics, Compact disc, 0724357327350. Music Scores: 1. Schubert, F., 1981, String Quartet in d minor: ‘Death and the Maiden’ D. 810, Eulenberg Edition, Leipzig. Music Score. 2. Schubert, F., 1989, String Quartet: ‘Death and the Maiden’ D. 810, Barrenreiter Edition, Kessel. Music Score. Web-sites: 1. Claudius, Matthias. Der Tod und das Mà ¤dchen / Death and the Maiden. Trans. Emily Ezust. The Lied and Art Song Texts Pages: Texts and Translations to Lieder (2007): http://www.recmusic.org/lieder.

Napoleon Bonaparte and Toussaint L Ouverture

Napoleon Bonaparte and Toussaint L Ouverture There have been many important leaders throughout history that have affected our society. Two important leaders in history are Napoleon Bonaparte and Toussaint L Ouverture. Toussaint had a major impact on Haiti in 1791 and Napoleon on France in 1799. One situation that Napoleon Bonaparte attempted to change was an unstable society in France. When King Louis XVI became king, chaos and disorder swept throughout France. There was a bad government. King Louis XVI as well as the kings before him ruled under an absolute monarchy. He thought he received power from god, therefore no one questioned him. This allowed them to choose who to tax, how much money to spend, laws, or who to imprison. They had the power to do anything. King Louis XVI became in a huge debt from spending money on luxuries and his own needs especially on his palace of Versailles. He only taxed the third estate. They had the least amount of money. He gave the most important jobs to the noble and clergy. The social classes were not equal. King Louis XVI had ruled as a monarch for 72 years, and the people in France tolerated him for a long time. His decisions eventually caused France society to erode. One action Napoleon took to change this situation was to take control of France. In 1799 he began his task. In 1776 he was a general in the army of France. After winning many battles, he overthrows the Coup dà ©tat of directory and builds a strong centralized government without an absolute monarchy. He gains the title of first consul in 1799. In 1804 Napoleon crowns himself emperor of France. He produces a Napoleonic Code in 1804. This is a set of laws for all members of French society. Napoleonic code states social inequality, and no more special privileges. Everyone has the right to obtain any job based on their ability. There is equal taxation so the government could rely on a steady amount of money, religious toleration, and feudal rights were ended. He also established roads, canals, buildings and schools that focused on military values. The impact Napoleon had on France was significant. After the Reign of Terror in France, Napoleon took over to help control France. Under his power France becomes a huge empire. He becomes dictator of France by coup dà ©tat to overthrow the directory of France. People began to rely on him and his new laws after he wins battle after battle and soon becomes emperor in 1804. He became a hero of France and saved them from the debt and terrible laws that the king and Robespierre enforced. His empire extends through Eastern Europe as he takes over Spain. With each victory he gains, he brings nationalism to France and every nation. His empire soon reaches its greatest heights, and gains a lot of power. He has a lot of power that he can put his family members on the thrones of different countries. Even though he controls many places, he gains enemies too like Great Britain and Russia. Many people begin fearing his power. In 1812, the invasion of Russia is the beginning of the end for Napoleo n. It was the first major battle Napoleon had lost. He fled to Moscow, where he is attacked by the Russians and much of his army is destroyed. He is exiled to Elba in 1814, but decided to go back to France and try to win his country back. He loses the Battle of Waterloo in 1813 and is forced to surrender. Everyone has lost faith in their hero and he is exiled again and dies. In 1815 the Congress of Vienna took over to decide what to do with France. They were all foreign leaders and decided to strengthen France by having an absolute monarch again. Louis XVIII becomes king till 1824, than his brother Charles took the thrown till 1830. In 1830, the second French Revolution occurs. One situation that Toussaint LOuverture attempted to change was to free the slaves from the whites in Haiti. Toussaint attempted to change the society the people in Haiti lived in. It was not equal. Before the island was called Haiti, it was called Saint- Dominique and was a rich European colony. It was the most important colony because it was the center of sugar production and 1/3 of all trade came from this island. On this island, there lived five hundred thousand black slaves. These slaves were controlled by white residents. The slaves outnumbered the white people, but the whites were at the top of the society and had more power over the slaves. They forced slaves to work on sugar plantations for many hours in brutal conditions. Whites provided slaves with no care that many of them died from working in brutal conditions. The whites only cared about money and getting work done. Slaves could not stand up for what they believed in because they had no rights or independence. This led many of them to run away into the mountains. One action Toussaint took to change this situation was to overthrow the white settlers. The white settlers abused the slaves. The slaves did not like this at all, having no freedoms. The slaves ran away to the mountains, they formed maroon societies. Here they planned on ways to attack the white settlers for freedom which led to a revolution. The slaves got the idea of a revolution from fighting in the American war of independence. Many slaves believed it was possible to defeat the whites. Toussaint inspired them to do this, and fight for independence. He brought all the talent and ideas together and planned for an attack on the whites. He was a skilled organizer and well educated. In 1793, he built a strong army and taught many people to become stronger fighters. In 1797, he led an army of twenty thousand slaves. He was well educated and forced the Spanish and British to leave Haiti. Toussaint did everything he could to help the slaves b e free. In 1802, Napoleon sent forty thousand troops to Haiti to stop the slaves. Toussaint tried to negotiate instead of fighting, but was arrested and jailed in France. He died shortly before the slaves were declared independence. The impact Toussaint LOuverture had on slaves around the world was significant. He was an enlightenment and intelligent thinker. He affected the lives of many slaves that thought freedom was never possible. Haiti was the first successful slave revolt that Toussaint had led. He made his army strong and able to see that independence for slaves was possible. His army defeated Napoleons troops, who was a great emperor and had soldiers with military experience. Haiti was the 2nd independent republic in western hemisphere. In 1801, Toussaint published a constitution that gave citizens of all races throughout Haiti equality. Slaves now had equal rights in Haiti and no longer had to live under brutal conditions. There was no more social class distinction that gave the whites more power. These revolutions caused many other slaves to realize it was possible to be free. He impacted the lives of slaves, especially their children who would not have to experience the brutal conditions their parent s went through. Many revolutions spread throughout the world; some were successful while others were not. Toussaint gave people who were suffering that one day they could be free. Even thought he was captured by France, the slaves never gave up and kept fighting. His great inspiration to slaves made them realize that slavery would not have to be their life forever. Napoleon Bonaparte and Toussaint L Ouverture have changed the lives of many people. They are leaders that many people have followed. Toussaint was a leader of a slave revolt, and Napoleon was an emperor of France. Many people looked up to them and impacted their lives. They are a big part of history that changed society.

Synopsis Of Tesco As A Company Business Essay

Synopsis Of Tesco As A Company Business Essay Tesco is the largest UK based supermarket and the worlds third largest grocery retailer with stores across Europe, USA and Asia. Tesco has a well-established and long-term strategy for growth. Tesco has net profits of around  £3 billion before tax. The objectives of the strategy are: Tesco was founded in 1919 by Jack Cohen selling groceries in the markets of Londons East End. Tesco brand first appeared in 1924 when Cohen bought stocks of tea from T.E. Stockwell. They combined their names to form TESCO. In 1929, the first Tesco store opened in North London. Since then Tesco has expanded rapidly by opening more new stores and retail services, while adapting to consumers needs. In 1961, Tesco Leicester entered the Guinness Book of Records as the largest store in Europe. In 1968 Tesco opened its first superstore in Crawley, West Sussex. By the 1970s Tesco diversified into other products and opened its first petrol stations in 1974. In 1992, Tesco launched its slogan every little helps, followed by the Tesco Value range in 1993 and the Tesco Club card in 1995, helping Tesco to overtake Sainsburys as the UKs largest food retailer. Tesco.com was launched in 2000, followed by Tesco broadband in 2004 and Tesco Direct in 2006. Tescos Personal Finance Acquisition was completed in 2008. Tesco has now over 2,200 stores with 280,000 employees in the UK. From 1994 to 2007 Tesco expanded overseas by opening stores in Hungary, Poland, the Czech Republic, Slovakia, Rep. of Ireland, Thailand, South Korea, Taiwan, Malaysia, Turkey, Japan, China and US under the name Fresh Easy. Last year Tesco announced plans to establish cash and carry business in India. TASK 2: Literature Review Differences between human resource management and personnel management Human resource management (HRM) is defined as a strategic and coherent approach to the management of an organisations most valued assets the people working there who individually and collectively contribute to the achievement of its objectives. (M Armstrong) Personnel management (PM) is concerned with obtaining, organising and motivating the human resources required by the enterprise. (M Armstrong) The concept of HRM places greater emphasis on: Integration with the business strategies rather than focusing on delivering basic services such as recruitment and training Adopting a management and business-oriented philosophy Using unitary approach rather than pluralist approach Treating people as assets (human capital) rather than costs Personnel management is workforce-centred, directed mainly at an organisations employees covering issues such as: Finding and training them, Arranging for them to be paid Satisfying employees work-related needs, Dealing with their problems and Seeking to change management action that could produce an unwelcome employee response. HRM is resource-centred, directed mainly at management needs for human resources (not necessarily employees) to be provided and deployed. Demand rather than supply is the focus of the activity. There is greater emphasis on planning, monitoring and control rather than mediation between employee and employer. Role of human resource (HR) practitioner The main roles of HR practitioners are: The strategic role To formulate and implement forward-looking HR strategies that are aligned to business objectives and integrated with one another. To contribute to the development of business strategies. To work alongside their line management colleagues to provide on an everyday basis continuous support to the implementation of the strategy of the organisation. The business partner role As business partners, HR specialists share responsibility with their line management colleagues for the success of the enterprise and get involved with them in implementing business strategy and running the business. The change agent role HR specialists act as change agents, facilitating change by providing advice and support on its introduction and management. The internal consultant role As internal consultants, HR practitioners work alongside their clients in analysing problems, diagnosing issues and proposing solutions. The service provider role As service provider, HR practitioners provide services to internal customers. The guardian of values role HR practitioners may act as the guardians of the organisations values and ethical standards concerning people. They point out when behaviour conflicts with those values or where proposed actions will be incompatible with them. Role and responsibilities of line managers in HR practices HR can initiate new policies and practices but the line managers have the main responsibility for implementing them. Line managers can achieve better ownership if: The practices benefit them. They are involved in the development and the testing of the practices. The practices are not too complicated, bureaucratic or time-consuming. Their responsibilities are defined and communicated clearly. They are provided with the guidance, support and training required to implement the practices. Human resource planning The need for HR planning HR planning determines the HR required by the organisation to achieve its strategic goals. HR planning at Tesco aims to ensure that the organisation has the right number of people with the right skills needed to meet forecast requirements. It also ensures that people with the right type of attitudes and motivation are available, who are committed to the organisation and engaged in their work, and behave accordingly. The process of HR planning Scenario planning: Making broad assessments of future developments in the organisations external environment and in the organisation itself and their likely impact on people requirements. Demand forecasts: Estimating the organisations future needs for people by reference to corporate and functional plans and forecasts of future activity levels. Supply forecasts: Estimating the supply of people to the organisation by reference to analyses of current resources and future availability, after allowing for wastage. Action plans: Deciding on what action to take to deal with shortages or surpluses of people. Recruitment process in two organisations Recruitment is the process of finding and engaging the people the organisation needs. Recruitment planning A recruitment plan covers: Number and types of employees required to cater for expansion or new developments and make up for any deficits. Sources of candidates. Plans for tapping alternative sources. How the recruitment programme will be conducted. Recruitment process at Tesco plc: At Tesco, HRM is regarded as an important activity, covering everything from recruitment to management development. The company aims to increase the number of training schemes and further develop its recruitment programmes so to provide the customer the benefits of a well recruited, well trained staff. For the Graduate Schemes, Tesco has planned to recruit 200 successful University leavers for 2010/11 intake. Applications are opened from September 2009, including Tesco Telecoms and Environmental Engineering. For the A-Level Schemes, 18 years school leavers have to follow a 12 months course in management that involves a store familiarisation programme of 3 weeks and a leadership and technical training. The Scheme, for those with 180 UCAS points offers candidates a 6 months management programme. Recruitment process at McDonalds: McDonalds is a franchise business. It is the largest food service company in the world with more than 30,000 restaurants serving more than 47 million people each day in 121 countries. Recruiting and selecting and appointing all new staff are under the operations department in McDonalds Training at McDonalds: The franchise system provides training for the franchisees, managers and their employees, usually done both at the franchisors home office and the franchisees place of business. This training prepares them in all facets of the business, including: purchasing and inventory maintenance, handling customer complaints, dealing with employee matters, etc. The level and length of training will vary from system to system. Interview as a selection technique The aims of an interview The purpose of an interview is to obtain the information required to decide on the extent to which candidates fit a person specification for the job. An interview can be described as a conversation with a purpose. It is a conversation because candidates should be induced to talk freely with their interviewers about themselves, their experience and their careers. Such a meeting enables judgements to be made by the interviewer on whether the candidate will fit the organization. Although these judgements are entirely subjective and are often biased or prejudiced, they will be made. But the conversation has to be planned, directed and controlled to achieve the main purpose of the interview, which is to make an accurate assessment of the candidates suitability for a job. Procedures involved in an interview: Interviewing arrangements: The candidate should be informed about the location and time for the interview and the next step after the interview. Preparing for the interview: Study the person specification and the candidates application form and/or CV, and identify those features of the applicant that do not fully match the specification so that these can be probed more deeply during the interview. Planning an interview: Consists of: welcome remarks; getting information on the candidate to assess against the person specification; provide candidates information about the organisation and the job; provide candidates information about the organisation and the job; answering questions from the candidate; and closing the interview with an indication of the next step. Types of interviews: Decide on which types of interview to be used. Timing the interview: For routine jobs, 20 to 30 minutes maybe enough while for demanding job one hour my be necessary. Interviewing techniques: Starting and finishing; asking questions. Selection interviewing skills: Establishing rapport; listening; maintaining continuity; keeping control; note taking. Coming to a conclusion: Candidates should be assessed against their knowledge; skills; competencies education; qualifications; training; experience; and overall suitability. Alternative selection methods: Selection tests: They provide more valid and reliable evidence of levels of intelligence, abilities, aptitudes, personality and attainments than can be obtained from an interview. It is best to combine them in a selection procedure with structured interviews. Assessment centres: They provide good opportunities for candidates to decide on the extent to which candidates fit a person specification for the job. The focus is centred on behaviour; group exercises and one-to-one role-play are used to predict behaviour on the job; several candidates are assessed together to allow interaction; several assessors and observers are used to increased the objectivity of the job. Work samples: Candidates are asked to take on mini-jobs in a selection situation where they can be assessed, for examples by a typing test for keyboard skills; role-playing; group decisions; presentations; or reports. Selection practices and procedures in two organisations compared to best practice Selection at Tesco involves choosing the most suitable people for a vacancy, while keeping the laws and regulations of employment. Tesco uses screening as part of the selection process to ensure that those selected candidates for interview match the job requirements. Tesco selectors start screening by first looking carefully at each applicants curriculum vitae. Tesco uses several stages in the process of selecting candidates: After passing the screening a candidate attends an assessment centre. The managers run the assessment centres in stores. Applicants should go through either team-working activities or problem solving exercises. An interview then is carried out for those candidates approved by assessment centres. Line managers responsible for the job offer have to participate in the interview to ensure that the candidate fits the job requirements. Selection at McDonalds: Selection is quite different from Tesco in the way that there are no screening and assessment centres. Here the manager only conducts an interview to identify an applicants potential to be a successful McDonalds employee. McDonalds prepares an interview guide to help the company forecast the applicants past behaviour and its influence on his future performance. The questions look for actual events or situations based on behavioural evidence in the applicants life history that fits with the specification for the job. Candidates are rated on their responses and those who earn the highest ratings are selected for the job. Process of job evaluation and the main factors determining pay Job evaluation is important in the reward management as it deals with equal pay for work of equal value. Approaches to job evaluation Job evaluation can be analytical or non-analytical. Analytical job evaluation schemes: Process of making decisions about the job value, which are based on a process of breaking down the whole jobs into a number of defined factors such as responsibility, decisions and the knowledge and skill required. It is systematic and judgemental. Non-analytical job evaluation schemes: Enables the whole jobs to be compared to place them in a grade or a rank order they are not analysed by reference to their factors. Choice of approach: Analytical job evaluation is the most common approach to job evaluation. The two main types of analytical job evaluation schemes are the point-factor schemes and analytical matching. Point-factor job evaluation scheme: Jobs are broken down into factors. Each factor is divided into a hierarchy of levels. Evaluators consult job description. A maximum point score is allocated to each factor. The total score for a factor is divided between the levels to produce the numerical factor scale. The complete scheme consists of the factor and level definitions and the scoring system. This comprises the factor plan. Points are allocated to jobs under each factor. The separate factor scores are then added together to give a total score, which indicates the relative value of each job and can be used to place the jobs in rank order. Market pricing Jobs can be also valued by their market rates market pricing. Market pricing is the process of obtaining information on market rates to inform decisions on pay structures and individual rates of pay. It is called extreme market pricing when market rates are the only means to decide on internal rates of pay and relativities, then conventional job evaluation is not used. Reward systems A reward system consists of policies, processes, practices and procedures that combine to ensure that reward management is carried out effectively for the benefit of the organisation and its employees. Examples of reward systems are: Total reward Total reward includes a combination of rewards, namely financial rewards such as basic pay, contingent pay, employee benefits; and non-financial rewards, which arise from the work itself. These rewards are linked together and treated as whole. Basic pay: Is the amount of money that constitutes the rate for the job. It varies according to the grade of the job or the level of skill required. Contingent pay Performance related pay: Additional financial rewards related to performance, competence, contribution, skill or experience that may be added to basic pay. Employee benefits: They include pensions, sick pay, insurance cover, company cars and annual holiday pay. Non-financial rewards: They do not involve any direct payment. They arise from the work itself, e.g. achievement, autonomy, recognition, and scope to develop skills. Tesco employs over 285,000 employees. They offer package of pay and benefits childcare vouchers and two share schemes: Save as You Earn and Buy as You Earn. Their Shares in Success scheme rewards employees who work hard with free Tesco shares and their award-winning offers pension scheme, which consists of 160,000 employees building a pension based on their earnings and service. Link between motivational theory and reward The process of motivation Motivation can be described as goal-directed behaviour. Types of motivation: Intrinsic motivation: The self-generated factors that influence peoples behaviour which may arise from the work itself. Extrinsic motivation: This occurs when something needs to be done to motivate people. Some people are self-motivated. However, most people need to be motivated to a lesser or greater extent. Organisations should provide high levels of motivation that can be achieved by using a range of rewards system in an attempt to satisfy employees needs so that they are motivated to work. Organisational approaches to monitoring performance The aim of performance management is: Empowering, motivating and rewarding employees to do their best. Armstrong World Industry It includes: Reward and recognition: Creating structures that maximise recruitment, retention and motivation; obtaining the best performance from the people available. Performance improvement throughout the organisation, for individual, team and organisational effectiveness Managing behaviour ensuring that individuals are encouraged to behave in a way that allows and fosters better working relationships. Organisations should continuously monitor their employees performance so that they make their best contribution. The approaches should centre on understanding the purpose of an organisation and its structure. They play emphasis on the planning of work, technical requirements, principles of management and behaviour. Attention is given to the division of work, duties, responsibilities, maintaining specialisation and co-ordination, hierarchy of management and formal organisational relationships. Tesco effectively controls the performance of their employees so that they can lead the UKs retailer. Tesco has a range of processes and techniques within their stores to monitor the performances of their employees. Tescos managers monitor their employers and the organisation through: Planning and setting goals and objectives; establishing standards of performance; correcting mistakes and taking prompt action. Exit procedures used by two organisations compared to best practice Exit procedures at Tesco and McDonalds On or before the employees last day request a letter of resignation. This letter provides documentation of the employees intention to resign, allowing the department to post and refill the position more efficiently. It should contain the last day of active work, the last day on payroll, and the reason for leaving. Prepare a notice of termination terminating the employee, obtain authorising signatures. Advise employee to: As soon as possible on or after employees last day, as appropriate -Cancel telephone and IT system accesses. -Cancel departmental computer passwords and computer accounts. -Cancel employees bank details. Selection criteria for redundancy The selection criteria used by the employer must be clearly defined so that they can be applied reasonably to each candidate. Selection criteria for redundancy includes: Duration of service and experience How long was the employee absent from work (last in, first out). Measure of skills and knowledge Qualifications, aptitude and performance, Attendance and disciplinary records. Conclusion The aim of human resource management is to ensure that the organisation is able to achieve success through people. My findings reveal that the introduction of strategic HR policies at Tesco has broadens the scope of the business by expansion of new markets in UK and abroad. Tescos HR strategy is based on long term perspective that addresses about how the best return can be obtained from the human resources available now and in the future. Tesco aims to get the right number of the right sorts of people in the right place at the right time and ethically getting rid of them when they are not needed. Tesco creates an environment in which employees and others associates get the necessary knowledge, skills and attitudes. Tesco manages the hard (structure, systems) and soft (culture, values) features of the organisation. Tesco creates structures that maximise recruitment, retention and motivation; obtaining the best performance from the people. Reference Module Tutor Lecture notes and emails: Sabir H Jafri., Managing Human Resources (Unit 1) H1, HND in Business. London: Guildhall College Websites: .http://www.lonympics.co.uk/new/Tesco.htm http://www.thetimes100.co.uk/downloads/tesco/tesco_14_full.pdf http://www.tescoplc.com/plc/about_us/strategy/. http://www.tescoplc.com/plc/about_us/strategy/non_food/ http://www.telegraph.co.uk/finance/markets/2788089/A-history-of-Tesco-The-rise-of-Britains-biggest-supermarket.html http://www.tescoplc.com/plc/media/pr/pr2009/2009-09-17/ http://www.hrmguide.co.uk/hrm/chap8/ch8-links6.htm http://www.redundancyhelp.co.uk/LegFair.htm http://www.uwex.edu/secretary/policies/section10/S10-Exit.pdf http://www.thetimes100.co.uk/downloads/tesco/tesco_13_full.pdf http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+%28McDonalds%29HYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukcd=5HYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukhl=enHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McD onalds)cd=5hl=enct=clnkgl=ukHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukct=clnkHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukHYPERLINK http://66.102.9.132/search?q=cache:XEsdkNJC0LcJ:www.thetimes100.co.uk/downloads/mcd/mcd_10_3.doc+selection+practices+and+procedures+(McDonalds)cd=5hl=enct=clnkgl=ukgl=uk http://hr.concordia.ca/eed/pdf/exit_procedure.pdf

Government And The Long Island Sound Essay -- essays research papers

The Long Island Sound   Ã‚  Ã‚  Ã‚  Ã‚  The Long Island Sound is a vital resource used by both humans and wildlife. The quality of its water is an issue that affects everyone and everything. Scientific studies and continuous monitoring provide evidence as to what actions need to be taken to improve and restore the water quality. In more ways than one, the United States government has devoted much of its time to ensure the revival and protection of the Long Island Sound.   Ã‚  Ã‚  Ã‚  Ã‚  There are many ways to help in the protection of the Long Island Sound. Various government agencies and organizations initiate projects beneficial to the Sound. The government donates grants and monies for funding for the Long Island Sound. There are also bills and legislation passed by the government, which provides laws protecting the sound.   Ã‚  Ã‚  Ã‚  Ã‚  The Long Island Sound Study (LISS) is a partnership devoted in the restoration and protection of the Sound. This partnership involves federal, state, interstate, and local agencies, universities, environmental groups, industry, and the public in a program to protect and restore the health of Long Island Sound. The Long Island Sound Study has seven issues deserving special attention. These issues are low oxygen conditions, otherwise called hypoxia, toxic contamination, pathogen contamination, floatable debris, the impact of these water quality problems and habitat degradation and loss on the health of living resources, public involvement and education, and land use.   Ã‚  Ã‚  Ã‚  Ã‚  The LISS is undergoing studies that in hopes will reduce the extent of hypoxia. In order to restore the health of Long Island Sound additional nitrogen reduction is needed. Two major research efforts have provided much of the information on how low oxygen conditions affect living resources in the Sound. The EPA’s (Environmental Protections Agencies) Office of Research and Development conducted a study which was the first major research effort.   Ã‚  Ã‚  Ã‚  Ã‚   The study used a variety of species of fish, crab, shrimp, lobster, and other crustaceans known to live on the bottom waters of the Long Island Sound were exposed to low levels of oxygen in the laboratory. The effect of different concentration of oxygen on growth and survival was measured. The second study w... ...responsible for billions of dollars of the regions economy. The government is right in its decision to do anything within reason to help the revival and preservation of the Sound. I am an environmentalist and am very pro- nature and wildlife. I feel that if we as humans are destroying and polluting the Sound, it is our responsibility to join in the effort to restore it for generations of people and wildlife to come. Works Cited DeVilleneuve, Robert, and Frank Herec. Long Island Sound Study: Summary of the Comprehensive Conservation and Management Plan. New York: The New York State Department of Environmental Conservation Bureau of Publications, 1994. Long Island Sound Study Partnership. Long Island Sound Study: Phase III Actions for Hypoxia Management. New York: The New York State Department of Environmental Conservation Bureau of Publications, 1998. United States. Congress. House. Long Island Sound Preservation and Protection Act. Washington: May 2, 2000. United States. Congress. House. Long Island Sound Protection Act. Washington: July 13, 1999. United States. Congress. House. Long Island Sound Restoration Act. Washington: May 8, 2000.

Structure of NTFS :: essays research papers

Structure of NTFS The NTFS file system is used in all critical Microsoft Windows systems. It is an advanced file system that makes it different from the UNIX file systems that the original TCT was designed for. This document gives a quick overview of NTFS and how it was implemented. The biggest difference is the use of Alternate Data Streams (ADS) when specifying a meta data structure. MFT The Master File Table (MFT) contains entries that describe all system files, user files, and directories. The MFT even contains an entry (#0) that describes the MFT itself, which is how we determine its current size. Other system files in the MFT include the Root Directory (#5), the cluster allocation map, Security Descriptors, and the journal. MFT ENTRIES Each MFT entry is given a number (similar to Inode numbers in UNIX). The user files and directories start at MFT #25. The MFT entry contains a list of attributes. Example attributes include "Standard Information" which stores data such as MAC times, "File Name" which stores the file or directories name(s), $DATA which stores the actual file content, or "Index Alloc" and "Index Root" which contain directory contents stored in a B-Tree. Each type of attribute is given a numerical value and more than one instance of a type can exist for a file. The "id" value for each attribute allows one to specify an instance. A given file can have more than one "$Data" attribute, which is a method that can be used to hide data from an investigator. To get a mapping of attribute type values to name, use the 'fsstat' command. It displays the contents of the $AttrDef system file. Each attribute has a header and a value and an attribute is either resident or non-resident. A resident attribute has both the header and the content value stored in the MFT entry. This only works for attributes with a small value (the file name for example). For larger attributes, the header is stored in the MFT entry and the content value is stored in Clusters in the data area. A Cluster in NTFS is the same as FAT, it is a consecutive group of sectors. If a file has too many different attributes, an "Attribute List" is used that stores the other attribute headers in additional MFT entries. FILES Files in NTFS typically have the following attributes: S.N. Attribute Description 1. $STANDARD_INFORMATION Contains MAC times, security ID, Owners ID, permissions in DOS format, and quota data.

Mafia :: essays research papers

Mafia. What does this word mean? The actual members of the Mafia aren’t even sure where the word first originated or what it really means. One of the theories as to where the word came from is from Sicily, where people would yell â€Å" Morte alla Francia, Italia anela!† (Death to France, Italy groans!), therefore forming the acronym MAFIA. Others claim the word derived from the battle cry of rebels who slaughtered thousands of Frenchmen after a French soldier raped a Palermo woman on her wedding day. Their slogan echoed her mother’s cry, â€Å"Ma fia, Ma fia† (my daughter my daughter). There are other less â€Å"glamorous† stories as to where the word originally formed. The most likely reasoning says that it came from the Arabic word mahias, meaning bold man. The American Mafia has become infamous due to its leaders, its method of operation, and its impact on the economy through illegal means.   Ã‚  Ã‚  Ã‚  Ã‚  In 1903, Nicola Gentile, a native of Siculiana, Sicily, finding no occupation in his village, came to America as a stowaway on a ship to soon begin his life full of crime. Although barely able to read and write, he believed that he possessed an uncommon strength of will to be sinister. This trait would soon help him to rise to the high rank in the Mafia. After arriving in America, he was amazed at the grand vastness of the buildings and streets he was surrounded by, but moreover, by the attitude of the new people around him. They walked briskly, giving him the impression that all had an urgent mission to perform. â€Å"What a contrast with the inhabitants of my town, †he commented, â€Å"People who, when they walked, studied their manner of walking so that their slow strut made them appear solemn, with the thumb of the right hand hooked in the belt of the pants, with the cap tilted over the right eye, trying to create an arrogant air that should command respect.† (Hank Messick and Burt Goldblatt 7). This idea of attitudes shows why a secret society such as the Mafia should luxuriate in Sicily, and could easily be transplanted into the ghettos of the New World. The associates of the Mafia are called fratellos. They are to obey a capo, which they elect. The capo then picks the consigliari (counselors), whom help him to make justice and judgments. When one of the fratellos finds himself in any sort of difficulty, the association tries to help and assist him.

Language and Communication Development Essay

When working in a school, especially pre-school or primary school, it is important for us to identify and provide effective support and extend the speech, language and communication development for children during the early years (Burnham and Baker, 2011). This is so that they get the best chance to develop these skills and avoid struggle later in life. There are a number of ways in which adults can effectively support and extend speech, language and communication development in children during early years. Firstly, it is important for us to adapt our language according to the child’s age, needs and abilities. Some children who have English as a second language may require us to point to objects (www.earlylearningconsultancy.co.uk). For example, when we are speaking to babies or toddlers, we would simplify the sentences for them to understand, whereas the older the children we can begin to use harder sentences. For example, when handing out cookies, to a child who is 1 or 2 years of age we may hold out a cookie and say the word, whereas to an older children we would say â€Å"Would you like a cookie?†. Secondly; we must give children the time and opportunity to communicate. It is important to give children time to think about what has been said to them and if they don’t answer straight away we must be patient and not answer for them (www.earlylearningconsultancy.co.uk). Some children may require us to sounds them out but then we must get them to copy and blend the sounds together whilst giving them time to process what we are telling them. As mentioned in (www.foundationyears.org.uk), other ways we can effectively support children and extend their speech, language and communicate may include: using simple repetitive language for familiar activities, comment on what children are doing in their play session, and we must try to expand what they say by adding a few words ourselves. For example a child might shout â€Å"Bus!† we should reply â€Å"That’s right, it’s a big, red bus.† Some children may find using visual clues and reminders very useful in helping them follow routine and learn new work and concepts (www.foundationyears.org.uk). We can use pictures of the children themselves  doing the activities, to represent different activities in the say as a visual timetable. These pictures can also be used to help children to choose activities. As mentioned in (www.earlylearningconsultancy.co.uk), we can also use modelling language which helps support children when words don’t sound clear. This includes giving them praise for trying them sating the word back to them, so if a child says ‘tar’ we can smile and say ‘yes, car, clever boy’. Interacting can also be playing games, reading and singing songs. Getting children engaged in books from an early age can help with their reading and writing skills and can extend their language skills and vocabulary (www.earlylearningconsultancy.co.uk). Singing simple songs and nursery rhymes develop children’s attention and listening skills and their awareness of rhymes and the word patterns. As mentioned in (www.earlylearningconsultancy.co.uk), play and activity encourage children to communicate and practise their communication skills as they will need to communicate with their playmates and others so it creates a situation where they can practice and develop their speech, language and communication skills.