The Chain By Ted Genoways - 1575 Words

â€Å"I think using animals for food is an ethical thing to do, but we ve got to do it right. We ve got to give those animals a decent life and we ve got to give them a painless death. We owe the animal respect.† ― Temple Grandin. Temple Grandin brings up a brilliant point, it’s okay to eat meat but it’s not okay to treat these animals throughout their life as just something that you will be killing. They have the right to live healthily and in a property environment. Throughout the novel The Chain by Ted Genoways it brings a light to all the dangerous conditions animals and workers go through and what actually goes into the meat you buy in stores. Although low prices on farm produced meat sound enticing, the abused caused to animals and the dangerous working conditions for workers cause dangerously poor sanitation, and can affect many Americans health. Factory farming has many flaws in the system, animal abuse is one that is usually over looked by owners of these farms. Many works while on this farm are exposed to the cruelty that the animals go through but often can do very little to change it. â€Å"Factory farms pack animals into spaces so tight that most can barely move. Many have no access to the outdoors, spending their lives on open warehouse floors, or housed in cages or pens.† (aspca) Without the room to engage in natural behaviors, animals become exposed to severe physical and mental distress. Many animals become trampled to death and never experience the proper lifeShow MoreRelatedEssay on Animal Testing Should Be Banned3083 Words   |  13 PagesAnother way in which farmers traumatize and hurt baby animals called thumping. The farmers use this technique to kill the underweight piglets, they hold the piglets by their back legs and throwing their heads into the concrete ground (Genoways 40). Yet Ted Genoways describes thumping as â€Å"legal and widely practiced† (40). More times than not, thumping does not actually kill the piglet, but instead just paralyzes it until death from starvation or suffocation. It would be more effective and a lot less

Dream Argument Essay - 893 Words

Jacob Sebert November 13, 2013 Descartes Dream Theory Descartes arguments in meditation I can be proven wrong through discrepancies and contradictions. Authors Peter Simpson and Ludwig Wittgensteins have similar points on skepticism where they have found specific inconsistencies. When primarily looking at Descartes’ dream argument we can see a contradiction in his statements. He sets out to demonstrate the similarity between â€Å"waking† and â€Å"dreaming†. His intention was to prove that there is no difference between the two, and that we could be seeing false deceptions and or possibly hallucinating. Therefore there would be no way to prove the differences between â€Å"dreaming† and â€Å"waking†. But when looking at his arguments there are a few†¦show more content†¦If there are no differences, then he has no choice but to conclude the fact that we could also always be awake. This still follows Descartes’ argument because it means that dreaming and waking are the same and have no difference. He assumes we are always dreaming and everything we experience is false delusion. Assuming that we are just dreaming is inconsistent with the first part of his argument, that dreaming and waking are the same. How can we believe they are identical when at the same time he wants us to assume we are only dreaming? Descartes’ dream argument states that there are no differences between dreaming and being awake, which means there is no way of knowing if we are ever awake or dreaming. This is why he says we could always be in a dream. This means that everything we sense may not be real, just false perception of reality. The things we see in our dreams are stored in our mind. This helps Descartes determine what real knowledge is. He says that there is no way of proving that we are â€Å"dreaming† or â€Å"sleeping†. â€Å"There are no certain indications by which we may clearly distinguish wakefulness from sleep†. He then explains the experiences of reality and dreaming: â€Å"I am now here, sitting by the fire, wrapped in a warm winter gown, handling this paper, and suchlike. Indeed, that these hands themselves, and this body are mine.† (First Meditation, Page 14-15, SEC. 18-19) He explains his experiences in lucid dreamsShow MoreRelatedThomas Descartes s Dream Argument And The Dream Paradox 2319 Words   |  10 PagesDescartes famously presented his ‘dream argument’ or ‘dream paradox’ in which he questions how we can distinguish between dreams and waking life. In this essay, I will explore various responses to the argument such as Hobbes and Locke and how I think Descartes would dismiss these arguments. I will finally present my own criticism alongsi de the work of Austin, Simpson and Ryle in order to illustrate the inconsistency of Descartes claims. In order to deconstruct the dream paradox I will appeal to one ofRead MoreThe Dream Argument by Rene Descartes Essay1008 Words   |  5 Pagesfamous arguments, from his not only from his first meditation but all of the meditations, is his Dream Argument. Descartes believes that there is no way to be able to distinguish being in awake from being in a state of dreaming. In fact you could actually be in a dream right now. Rene Descartes’s theory that one is unable distinguish being awake from dreaming, as interesting as it is, can be at times a little farfetched, along with a few contradictions to himself, Descartes’s dream argument does notRead MoreCritique of Descartes Dream Argument Essay examples1527 Words   |  7 PagesSara Logan McKitrick Philosophy 101 14 November 2008 Critique of Descartes’ Dream Argument Descartes has written a set of six meditations on the first philosophy. In these meditations he analyzes his beliefs and questions where those beliefs were derived from. The first mediation of Descartes discusses his skeptical hypotheses; questioning the validity of the influences of his knowledge. He has a few main goals that are expressed through the first meditation. First off, Descartes wantsRead MoreEssay on Descartes Dream Argument - Philosophy1406 Words   |  6 Pagesdo we know we are not dreaming some particular experience we are having, or we are not dreaming all our experience of this world? When we dream we imagine things happening often with the same sense of reality as we do when we are awake. In Descartes dream argument, he states there are no reliable signs distinguishing sleeping from waking. In his dream argument, he is not saying we are merely dreaming all of what we experience, nor, is he saying we can distinguish dreaming from being awake. I thinkRead M oreWhere Sweatshops Are a Dream917 Words   |  4 PagesAre A Dream† In his New York Times opinion column, â€Å"Where Sweatshops Are a Dream†, writer Nicholas D. Kristof uses his experience living in East Asia to argue his positive outlook on sweatshops. Kristof wants to persuade his audience, Obama and his team, along with others who are for â€Å"labor standards†, that the best way to help people in poor countries is to promote manufacturing there, not campaign against them. He uses Phnom Penh as an example to show why working in the sweatshops is a dream forRead MoreAnnotated Bibliography On Juvenile Crime And Sentencing1510 Words   |  7 Pageslarge audience because it is online. Hollandsworth takes into account that his audience, mostly consisting of Texas Monthly readers, may already have pre-established notions about the topic, so he considers other sides while still supporting his argument. Edwin Debrow, a preteen member of the Crips, committed a murder when he was 12-years old and received a 27-year sentence through the Dete rminate Sentencing Act. After he matured, realized his wrongs, and appealed his sentence as cruel and unusualRead MoreThe Dreaming Argument And The Evil Demon Argument1271 Words   |  6 Pagesknowledge and skepticism to establish two main arguments, the dreaming argument and the evil demon argument. The dreaming argument suggests that it is not possible to distinguish between having a waking experience and dreaming an experience. Whereas, the evil demon argument suggests that we are deceived in all areas of our experiences by an evil demon. This essay will investigate the validity of the arguments and to what extent the conclusion of these arguments is true. The soundness and the extent toRead MoreDescartesMeditations, To What Extent Are We Able To Distinguish Between Reality And Illusion1482 Words   |  6 Pagesform a seemingly self-evident argument against scepticism. Indeed, although his arguments at first appear to be somewhat convincing, particularly those that defend the s cepticism he is attempting to devalue, upon greater evaluation, those that begin to assert our ability to distinguish reality from illusion, lack application of the rigorous method of scrutiny that he had previously set out to apply. Consequently, I would argue that the real downfall of Descartes’ argument lies within his latter attemptsRead MoreDescartes First Meditations By Rene Descartes1352 Words   |  6 PagesRenà © Descartes’ First Meditations, he introduces three main sceptical arguments for the possibility of doubt: illusion, dreaming and error. Descartes’ purpose in his First Meditations is to define knowledge by placing doubt on the sceptical arguments capacity to provide truth. In this essay, I will focus on the argument from dreaming. There are many objections against the argument; therefore I will assess the soundness of the argument and whether it establishes universal doubt based on the plausibilityRead MoreThe On First Philosophy By Rene Des cartes1699 Words   |  7 Pagesforget that everything he writes is based on the shaky foundation of the Christian God, and finds his later points less valid. We must look at Descartes’ argument in detail in order to establish why it is flawed and insufficient and thus undermines the rest of his project. His main argument for the existence of God is the so-called â€Å"causal argument.† He begins this train of thought by saying â€Å"because I am a thinking thing and have within me a certain idea of God, it must be granted that what caused

Untriggered Reflexive pronouns in English - Free Samples to Students

Question: Discuss about the Untriggered Reflexive pronouns in English. Answer: Introduction: Baker (2012) in his book has focused into the usage of personal pronoun in everyday conversation. He has stated that the usage of personal pronoun is very easy to learn as we use it on a daily basis while we converse. The article stated that there are three types of personal pronoun that one use daily such as first person personal pronoun, second person personal pronoun and third person personal pronoun. The first person pronoun shows the usage of me and we in the daily conversation. Whereas, second person use you, your and other and third person are words like theirs, he, him, her and others. The information is presented in the book in a very systematic manner with tables and example to make the readers easily understand the motive of the subject written. The article teaches the general idea of personal pronoun, which will help the user to differentiate between different sentences. It is the most general type of noun that completes all types of sentences. It teaches the reader the d ifference between a noun and a pronoun and tells that a pronoun is used in place of a noun. The book also gives examples from other types of noun to show the differences between them and personal pronoun. Parker et al. (1990) in their book has shown the relationship between the reflexive pronoun and personal pronoun. It shows the way first, second and third person pronoun is used with the reflexive pronoun. The article has explained the usage of reflexive pronouns with the help of an example such as you can do your work yourself. In this sentence, you and your are first person pronoun and yourself is the reflexive of the first person. This shows that one person can easily form a sentence by using both personal pronoun and reflexive pronoun. However, the article has also shown that there are certain exceptions to the usage of reflexive pronoun with the personal pronoun. There are sentences that use reflexive pronouns even without any co referential with any personal pronoun. This too has been with the help of an example such as several of the employees and myself met the chairman of the company. Thus, it is seen in the above sentence that reflexive pronouns are used without the applica tion of any personal pronoun in the sentence. The book has explained both the theories of personal and reflexive pronouns in a very systematic manner with example to make the reader differentiate between them easily. The idea given is very useful for the reader as it helps them to differentiate easily between the two concepts. Wales (1996) in his book has explained the definition of personal pronoun and has also shown that the definition has changed since the 16th century. The book has mainly focused on personal pronoun explaining the usage of third person personal pronoun. The third person personal pronoun has also been considered as a prototypical pronoun compared to the first person and second person personal pronoun. It has explained the traditional definition and differences between various usages of pronouns that affects the personal pronoun. It is stated that pronouns followed by any NPs are viewed as a restrictive apposition. This is further divided into three forms such as definite determiner, name and definite determiner and NP plus name. All the three forms have different meaning and usage. In the English dialects and any other informal usage of English all the three person of personal pronoun is used as an equivalent demonstrative. The presentation of the book is good, as it has explained diffe rent sections of pronoun in both the traditional form and modern world English it is helpful for the readers as they will know the difference between traditional and modern usage of English and will be able to construct the sentences properly. Thomson Martinet (1986) in their book has explained about the usage of personal pronoun that can easily be used in place of a noun. It has explained about the most suitable way of using personal pronoun with the other type of pronoun as well as noun. According to the book, there are various types of pronoun that can be used in a sentence at one time. However, the function of each type of pronouns decides the way it can be put in a sentence at one time. Further, it has discussed that there are mainly three cases of personal pronoun such as nominative, possessive and objective. Normative divide personal pronoun into three people such as first, second and third. Whereas, objective is used in which the personal pronoun is a part of an object and lastly possessive is used when the personal pronoun is showing possession. The book is presented in a form that can be easily understood by anyone. There are table and examples given for each type of personal pronoun that shows the usage one can use to define a sentence. There are various complex sentences and a structured explanation like this is very beneficial. Bibliography Baker, P. S. (2012).Introduction to Old English. John Wiley Sons. Parker, F., Riley, K., Meyer, C. F. (1990). Untriggered reflexive pronouns in English.American Speech,65(1), 50-69. Thomson, A. J., Martinet, A. V. (1986).A practical English grammar. Oxford. Wales, K. (1996).Personal pronouns in present-day English. Cambridge University Press.

Human Resource Management Premier Technology Solutions

Question: Discuss about the Human Resource Management for Premier Technology Solutions. Answer: Introduction Premier Technology Solutions is a multinational company based in Australia. The company was started in 1986 and provides technology related solutions to its clients. The company has a workforce of 140,508 employees and has been expanding its business into a number of countries of late. The company, which was originally started in 1986, today has its clients belonging from 29 different countries. The company has been expanding its business overseas and has recently decided to open up a new subsidiary in another country to help the headquarters carry out their operations smoothly. In the present era of global competition, companies are highly relying upon their human resources to achieve market competencies for them. Human resources are the best resources right now and no business organisations can run without the presence of human resources. Premier Technology Solutions is operating in a service sector industry and it is very important for the company to have a talented pool of employees. In service sector especially, it is important for every company to have an effective human resource management as the entire business is dependent on the performance demonstrated by the employees. In case of Premier Technology Solutions, it has been decided that the new subsidiary will be opened up in India. The decision has been taken by some of the senior level executives, keeping in mind the benefit that an Indian subsidiary can provide in terms of economies of scale and an efficient pool of talent. During the expansion program, it is obvious that the company will face a number of problems when it will come to management of human resource and performing human resource functions. Therefore, in this assignment, we will discuss a number of human resource functional issues that the organisation will have to face while carrying out its expansion program. Human Resource Issues Human resource management is an approach that allows business organisations to manage their employees in the best possible manner. The approach aims at improving the relations between employees and employers by improving the overall work conditions for the employees. Human resource managers are able to make use of efficient human resource functions, such as training and development, compensation and benefits, career management, selection and recruitment, etc. that help them in improving the work conditions and optimise the performance of the employees. When companies have to perform the human resource functions for their organisations at an international or a global level, it becomes even more difficult for them as the issues related to these functions increase exponentially. Let us now discuss some critical issues that the company would face while trying to expand its business operations in India: Staffing Approach a major problem that the company will have to face while trying to expand its business by opening up a new subsidiary in India is related to the approach that it will adopt for staffing the new subsidiary. Multinational companies have to take a lot of care when they chose a staffing approach for any new subsidiaries. In this case, the company will have an option to choose from four staffing approaches: Ethnocentric in an ethnocentric approach, companies decides to staff its new subsidiarys senior positions with home country employees while the lower positions are occupied by the host country employees. Polycentric in a polycentric approach, companies decides to staff their new subsidiary by hiring new employees from the host country itself. Regiocentric in this approach, business organisations staff their new subsidiaries by recruiting employees from various countries that fall within a geography region of the business. Geocentric in this staffing approach, companies staff their new subsidiaries by hiring employees who are best suited for the jobs, irrespective of their country of origin, cultural background, etc. Selecting an adequate staffing approach is important as most of the operations and how a company will work depends upon the staffing approach. For example, an ethnocentric approach ensures establishment of home culture in the host country and also ensures proper reporting to the headquarters whereas, a polycentric approach reduces the control of the headquarters on a subsidiary and also makes it difficult to implement the home culture in the subsidiary. Further, selecting regiocentric or geocentric approaches can lead to recruitment of third country nationals that might demand a higher pay as compared to the host country or home country employees. Therefore, selecting a staffing approach for a new subsidiary, while planning for business expansion, is a major issue that the company will have to face. Recruitment And Selection the process of identifying job openings and then selection the best candidates suitable for the openings identified is known as recruitment and selection. The next and the most important human resource function is recruitment and selection and the company will face a lot of issues while performing this function. If the management of the company selects an ethnocentric staffing approach, it will have to choose expatriates that will be sent to the new location. Expatriate programs are very complicated and expensive and it can cost a lot of resources to the company if the expatriate programs are not managed properly. Expatriates are given a lot of additional benefits, such as hardship allowances, housing allowances, family allowances, etc. (Study.com, 2016). As a result, it becomes important to choose expatriates wisely, which proves to be an issue for the human resource managers. On the other hand, if the company selects a polycentric approach for staffing it s new subsidiary, it will have to abide by a number of rules and regulations that the Indian government will put forward in terms of minimum wages, minimum number of Indian employees in the subsidiary, etc. Further, it might also become difficult for the company to exercise a proper control over the subsidiary in a polycentric approach while it might not also find the right talent to fit into the jobs. Therefore, recruitment and selection will also prove to be a great issue in the expansion efforts of the company (Smallbusiness.chron.com, 2016).. Expatriate Management expatriates are those employees who are sent overseas to fulfil an assignment for their companies. Due to globalization and increase in overseas business opportunities, expatriates who can go abroad and can handle the work operations of a company are under a great demand. Multinational companies are looking for employees that can work in the organisation and can be sent to foreign lands whenever required but it is not an easy task to manage this special category of employees. Companies have to look after a number of things before they can select an expatriate and send him or her to a foreign location. First of all, it is important that the expatriates being selected for a foreign job have the technical proficiencies that are required to fulfil the piece of work that will be assigned to them. Secondly, the company will also have to check whether the expatriates will be able to adjust in the work culture of the foreign subsidiary or not (Selmer and Suutari, 2011) .. If the employees being sent on a foreign assignment are not cultural sensitive, they might experience a cultural shock and it becomes very difficult for such expatriates to successfully complete the task assigned to them. Thirdly, the companies also have to check the number of dependent family members that an employee being considered for an expatriate program has. If an expatriate has a greater number of dependent family members, it would become difficult for the company to handle their expenses and needs while the employee would be away for a foreign assignment. Lastly, it is important that the expatriates are given proper compensation and benefits that would help them in enjoying a proper living on a foreign land and maintain the same standard of living, which they had in their home country. If the expatriates feel any kind of economic distress or inability to sustain in a foreign land, the chances of failure of expatriate program increase exponentially (Bowman and Meacheam, 2 000).. Compensation And Benefits another major problem that the human resource managers of the company will face while trying to expand their business operations in India is related to the compensation and benefits that will be given to the Australian employees and the Indian employees. It is obvious that the company would not staff the new subsidiary with Indian employees alone. It will definitely send some expatriates from its home country to look after the operations in the new subsidiary so that the reporting to the headquarters is proper (Yousef, 2015). In such a case, it becomes difficult to decide the compensation and benefits that will be given to the expatriates and to the Indian employees working along with them. The company will have to fix the salaries in such a way that neither the Indian employees feel under paid as compared to their Australian counterparts nor the Australian employees should feel that they are being under paid or feel any kind of financial distress while wor king on a foreign land. The company will have to conduct a number of surveys in order to gather knowledge about the basic pay rates in India for the jobs that the company is going to offer to the Indian employees. The company will also have to conduct a thorough research to check out the market trends for expatriates in India so that it can also pay its expatriates accordingly. As the company is entering a foreign market to expand its business operations, the wages it will offer to its employees would also have to be considered from a legal point of view (Smallbusiness.chron.com, 2016). It will be important to fulfil the restrictions or the basic pay grades that the government of the host country will put forward for the company. Further, the company will also have to take important decisions regarding the benefits that it will have to provide to the expatriates that would stay in India to look after the operations of the company. Expatriates are given bonuses and benefits in terms of housing allowances, hardship allowances, travel allowances, family allowances, etc. Therefore, the company will also have to consider the benefits that it will provide to its expatriates working in the Indian subsidiary. Cultural Integration culture is defined as the values, ethics, morals, religions, cuisines, languages, communication styles, etc. that a particular group of people follow. One of the greatest issues that the company will face while expanding its business operations in India is the integration of the Australian and the Indian culture. It is obvious that in the Indian subsidiary, the Australian and the Indian employees will have to work together. When the Indian and the Australian employees will work in the same place, it is obvious that they will face a lot of cultural issues that might cause a great deal of problem for the human resource management of the company (Scribd, 2016). Cultural differences, such as language, communication patterns, work cultures, etc. will play a major role in the subsidiary and it might become difficult for Indian as well as the Australian employees to work with each other as a team. For example, India rates 77 on the power distance index whereas Australi a rates 36 on the same, which means that the Indians will demand a highly organised structure and differentiation in terms of power as compared to the Australian employees (Smallbusiness.chron.com, 2016). Therefore, dealing with cross cultural issues and trying to narrow down the cultural gaps that would exist between the two types of workforce in the foreign subsidiary would also be a great problem for the human resource management of the company. Training And Development another important issue that the company will face while its expansion in India is related to training and development of employees. The company will be sending expatriates to the new subsidiary and will also be hiring new staff from the host country itself, which makes it important that both types of employees are adequately trained and developed before they can start working on the foreign lands. The company will have to train and develop its Indian employees in such a way that the clients do not feel in the services being offered to them by the headquarters or the subsidiary. The company will also have to ensure that the Indian employees are aware about the work culture of the headquarters and communication style so that they can avoid communication barriers and can function properly (Dowling, Welch and Schuler, 1999). On the other hand, it is also important for the company to arrange for training and development programs for its home country employees (e xpatriates) that will be aimed at increasing their cultural awareness and sensitivity. Another issue that arises while planning the training and development program of the employees is that how and where they will be trained. The company can definitely not afford to call the Indian employees to its headquarters for training and development as it will be highly expensive and time consuming. Thus, the company will have to send a team of capable professionals to India before the commencement of work operations so that they can hold training and development sessions to train the Indian employees. The company will also have to hire professional helpers to help in training and developing their expatriates who will be travelling to India for looking after the work operations. Therefore, arranging for the training and development of the employees will also pose a great issue to the human resource managers of the company. Conclusion In the present era of globalization and international business, companies are trying their best to enter the international market and reap the benefits of having a global business. In such conditions, it is important that Premier Technology solutions tries its best to tap new market opportunities while the conditions are favourable. Due to expansion of business and a rise in the demand of the services of the company, it has become important to expand the business overseas and look after options that would help the management in serving their new clients and fulfilling the service demands. Planning a subsidiary in India is a great option as an Indian subsidiary will provide a lot of talented employees to handle the work operations and will also help in reducing the overall operating costs of the company. It would obviously be difficult for the management to carry out the human resource functions smoothly as the differences between the two countries are great in number and the cultural differences will add up to the problems. Thus, the company will require an efficient and effective human resource management department that will understand the requirements of the human resources and will execute the human resource functions according to the demands of a situation. References Bowman, P. Meacheam, D. (2000). Current Issues in the Expatriate Management Literature--A Checklist for Practitioners.Asia Pacific Journal Of Human Resources,38(2), 107-117. https://dx.doi.org/10.1177/103841110003800208 Dickmann, M., Brewster, C., Sparrow, P. (2008).International human resource management. London: Routledge. Difference between Global or IHRM and Domestic HRM - what is human resource ?. (2016).Whatishumanresource.com. Retrieved 7 October 2016, from https://www.whatishumanresource.com/difference-between-global-or-ihrm-and-domestic-hrm Domestic HRM vsInternational HRM | eduCBA. (2016).eduCBA. Retrieved 7 October 2016, from https://www.educba.com/domestic-hrm-vs-international-hrm/ Dowling, P., Welch, D., Schuler, R. (1999).International human resource management. Cincinnati, OH: South-Western College Publ. Global Staffing Approaches: Ethnocentric, Regiocentric, Polycentric, and Geocentric - Video Lesson Transcript | Study.com. (2016).Study.com. Retrieved 7 October 2016, from https://study.com/academy/lesson/global-staffing-approaches-ethnocentric-regiocentric-polycentric-and-geocentric.html Harvey, M. Buckley, M. (1998). Introduction: International issues in human resource management.Human Resource Management Review,8(1), 1-3. https://dx.doi.org/10.1016/s1053-4822(99)80036-9 International HR Issues. (2016).Smallbusiness.chron.com. Retrieved 7 October 2016, from https://smallbusiness.chron.com/international-hr-issues-61937.html International Journal of Human Resource Management. (1993).The International Journal Of Human Resource Management,4(1), 246-248. https://dx.doi.org/10.1080/09585199300000014 Issues and Challenges in IHRM. (2016).Scribd. Retrieved 7 October 2016, from https://www.scribd.com/doc/30280964/Issues-and-Challenges-in-IHRM Recruitment and selection Recruitment and selection business studies and business english | Business Case Studies. (2016).Businesscasestudies.co.uk. Retrieved 7 October 2016, from https://businesscasestudies.co.uk/business-theory/people/recruitment-and-selection.html#axzz4MOO4rtNA Selmer, J. Suutari, V. (2011). Expatriation old issues, new insights.Cross Cultural Management: An International Journal,18(2). https://dx.doi.org/10.1108/ccm.2011.13618baa.001 Vance, C. Paik, Y. (2006).Managing a global workforce. Armonk, N.Y.: M.E. Sharpe. Yousef, F. (2015).The Challenges of International Human Resources Management. Retrieved 7 October 2016, from https://www.linkedin.com/pulse/challenges-international-human-resources-management-farid-yousef

Automation vs. Delegation Essays

Automation vs. Delegation Essays Automation vs. Delegation Essay Automation vs. Delegation Essay Automation versus Delegation According to Webster the definition of Delegation is a person or group of persons officially elected or appointed to represent another or others. Traditionally when we use the term in a business sense, the explanation is commonly that of passing lower priority work off to someone who is entrusted to complete it, so that the delegatorâ„ ¢s time and attention can be put to use on higher priority issues or activities. Any small business owner who started out in whatever line of work theyâ„ ¢ve chosen as a result of their own expertise in whatever industry theyâ„ ¢re in will tell you that the hardest part of growing their business is letting go of the idea that they have to have their hand in every process, on every product and in every service that they provide to ensure they are giving their customers the same kind of quality product or service that they gave would give their best friends. Knowing that they canâ„ ¢t do all the work themselves and still meet the expectations of their clients and their own financial goals, they pass off work to apprentices or representatives so that they can take care of the most important aspects of their business. They delegate work to accomplish specific objectives. In a broad sense, thatâ„ ¢s why any company has employees ¦because the boss canâ„ ¢t do it all himself and meet the same financial goals. Itâ„ ¢s not so much the idea that the boss even wants to do everything himself, many times he or she doesnâ„ ¢t, however, if processes or activities could be completely automated, the need for employees would diminish and the bottom line profit margins (assuming that the maintenance would be less than salaries) would increase. The problem is that changes in technology are so fast-paced, that by the time you select some new revolutionary technology and get it implemented, it seems as though itâ„ ¢s already obsolete. In addition, most automated processes require a resident expert in the technology and use of the software, not to mention the IT people who maintain itâ„ ¢s healthy operation. Furthermore, given that employees are in fact internal customers, there are some internal processes that nearly demand a face and name as opposed to a button and password. Understanding that not every process or activity can or should be automated, any shrewd business owner will look for ways to do more with the least expenditure of their hard earned dollars. So they hire employees to do specific tasks that are core to the success of the business and unfortunately along with employees come the myriad of regulations, compliance issues and generally aggravating procedures that need to be created and adhered to. Not to mention the burden of taxes and benefits. Unfortunately most companies also hire employees to do specific tasks that are not core to their business success. For example, a dentist, regardless of the size of his practice, does not need an expert in payroll processing to give his clients better dental hygiene. Nor does a software company need an expert in Human Resources on staff to provide their clients with more innovative or better quality software applications. In both cases, the activities like payroll processing, HR, benefits and other various administrative tasks are not core to the business success. Literally, efforts devoted to these tasks are non-revenue generating and should be avoided if at all possible. Now donâ„ ¢t get me wrong. I am a huge proponent of the use of Human Capital Management as a strategic tool. Using HR experts to place the right people in the right jobs and complimenting that with the right policies and procedures not only reduces the cost of hiring and training, but also bullet-proofs the company against employee related lawsuits that can sap a companies profit margins in the pound of a gavel. However, in short, why pay top dollar to have these experts on staff when you tap service providers that have far greater expertise and are far less expensive No less am I a proponent that managing cash flow, budgeting, capital planning and financial analysis are strategic and unique to a company. However, accounts payable, accounts receivable, billing and general accounting are critical, but not core functions. As a potential investor, I would be reluctant to invest in a company whose management is focused on running the best accounting shop in their business, unless that is their industry. A service provider that can process these functions for multiple clients in the same facility can provide significant economies of scale and efficiencies, resulting in lower costs. Again, the short version is: Leave it to the people whose core business is accounting. And the functions above are by no means the only tasks that can be delegated to outsourcing experts. IT, manufacturing, e-commerce and even various types of sales are commonly outsourced to provide far-sighted business decision makers with both expertise in areas they lack and good fiscal sense to use. Yet few small and medium size business owners really understand outsourcing. To many it appears to be relinquishing control of specific areas of their business when in fact it is just the opposite. Outsourcers commonly have more procedural checks and balances in place because it is their core business, so the end result is generally of higher quality or accuracy. They have experts at the ready that some small businesses could not afford to talk to, much less use to administer a non-core function of their business. They also are in the practice of helping their clients grow by providing them with better and faster ways of doing business, not sapping them of their hard earned revenue. Delegating work to those who best know how to perform it and can do so at a lower cost is one of the most common sense business decisions and business owner can make. Outsourcing non-core business functions can provide small business owners with more time to do what they love, meaning do what they do best and not have to worry about back office (or in some cases even front office) activity. Experts say that those companies that are not developing an outsourcing strategy are behind the curve. The bottom line is that delegating business functions via outsourcing providers directly impacts the bottom line. Clearly we are leaps and bounds past where anyone would have dreamed related to automation of business processes on every level, but until we have talking heads on a computer screen that can answer literally any question that anyone asks and perform any procedural task with unfailing accuracy, Iâ„ ¢ll stick to what I know. And what I know is that I donâ„ ¢t know everything. That said Iâ„ ¢ll leave my non-core business functions to those who do.

This is an analytic essay abou the Human Resources Department.

This is an analytic essay abou the Human Resources Department. Everyone knows what is wrong with New York City: crime, dirt, racial tension, drugs, welfare, taxes, inadequate housing inferior education. But here is the study of New Yorkby specialist from the fields of economics, sociology, political science, and social work who challenge all the old assumption. In fact, they come up with a refreshingly optimistic study and a realistic one claiming that the long range trend is for New York to prosper, not to decline.Much attention has been given to the alleged symptoms of a dying city, the threat of declining employments due to a loss in manufacturing, a increase in welfare cost the relocation of large corporations.Of all Americans domestics policies, welfare programs are the most disputed policy analyst from a wide spectrum of political perspectives have long argued about the cost, benefits, and objectives of various welfare programs. Welfare reform policies have been hotly debated by conservatives and liberals in congress, as well as by the adm inistrators of the program.English: House Bill and Senate Bill subsidies for ...Although these groups disagree as to the proper policies to adopt, we all agree we are in a "welfare mess". In the 2003 preliminary mayors management report indicates that a new reform for welfare services is been reauthorized for the next phase of the reform which will give our poorcommunities more opportunities and to our government more controlled over the necessities and responsibilities towards our community.Florencio 2The New York is the nation primary growth pole. It has been the birth place of many new products and technologies and has evolved as the center of corporate management, planning and innovation. The city is not dominated by one industry it is characterize by a dynamic and diverse, but independent set of activities relating to the management and growth of the sectors. It is...

To Immunize or Not To Immunize, That is the Question Essay

To Immunize or Not To Immunize, That is the Question - Essay Example Through this method, the vaccine produced will have the capability of providing immunity against the virus, protecting the individual under consideration from falling sick. Vaccines also have the capability of eradicating the disease under consideration (Colgrove, 2007). A good example is the total eradication of small pox, which some generations ago, the disease was responsible for killing thousands and thousands of people (Merino, 2012). Due to immunization, the world health organization’s managed to contain the disease, and eradicate it completely. Currently, governments and health care institutions have a policy of vaccinating little children against polio. It is important to denote that polio has been contained, due to vaccination programs, even though it is not totally eradicated (Colgrove, 2007). It is within my belief, that in the coming years, there will be a total eradication of polio. This is all thanks to the vaccination programs being carried out by various health care institutions, and government agencies. Vaccinating people against a disease is always effective and safe. Vaccines are only administered to people after a long period of trials, and clinical tests, concerning the effectiveness and safety of the vaccine under consid eration (Merino, 2012). In as much as there will be some side effects when a vaccine is administered in an individual, it does not mean that the vaccine harmful to the individual concerned. On the contrary, these side effects such as fever, body rashes, are an indication that the vaccine under consideration is working (Studer and Douch, 2010). Most people associate the occurrence of fever in an individual as a bad thing. However, this is not always the case, as it depends with what type of fever an individual suffers from (Merino, 2012). The dangerous type of fever, are the ones that rise quickly, leading to seizures. However, fevers

(Emergency Management) 2001 D.C.Sniper Case Study

(Emergency Management) 2001 D.C.Sniper - Case Study Example John Allen Muhammad was the man behind the sniper attacks, carrying out the shootings from his modified vehicle. Muhammad had an accomplice by the name Lee Boyd Malvo (Mehrotra, 2006). A number of preliminary shootings had taken place before the killer moved to Washington area. Several people were killed and several injured, surviving bullet wounds after being shot from a distance. A number of sniper attacks took place in Washington area, with some victims surviving while others died. These attacks followed the September 11 terrorist attacks in New York. On the second day of October, 2002, a gunshot was fired into a craft store that was owned by a man called Michael at around 5:20 pm. In this incident, fortunately, no one was injured in the incident. There had been previous attacks in Alabama, Los Angeles, Maryland, Virginia and Washington D.C, but this incident was not quickly connected to them (Turvey, 2011). The Aspen Hill incident marked the beginning of a trail of incidents in the Washington D.C area. On the same day that the Aspen Hill incident occurred, James Martin was shot dead at around 6:30 pm. Martin was shot at a grocery store’s parking lot in Wheaton. James Buchanan became a victim of the shooter on the 3rd of October, 2002. The incident took place at Rockville Pike, when the victim was mowing grass. On the same day, Premkumar Walekar succumbed to gunshot wounds in Aspen Hill when he was refueling his car. The incident took place at around 8:12 am. The 3rd of October, 2002 also saw the death and injury of several people at different times of the day. Sarah Ramos died at 8: 37 am after she was shot in Rossmoor Boulevard, seated on a sidewalk bench reading a book. At 9:58 am, Lori Ann was killed at a gas station in Kensington, Maryland. This marked the end of the morning trail of killings, but the day was yet to realize more killings later. Pascal Charlot was shot later that day in Georgia Avenue at around 9:15 pm. He barely

Software for wireless devices Essay Example | Topics and Well Written Essays - 250 words

Software for wireless devices - Essay Example The software developers have to anticipate special requirements and design the system differently such as by re-designing the software program to deal with a limited memory, for example. The five major software components necessary in mobile computing include 1) mobile operating system such as Microsoft, Symbian, Linux, and other specialized operating systems, 2) a mobile application user interface which is the application logic in mobile devices to operate the various interface devices such as a mini-joystick, touch screen, thumb wheel, and jog dial, 3) the microbrowsers which are actually similar to standard Internet browsers but specially adapted to deal with the limitations in the memory, bandwidth, and smaller display screens of mobile devices, 4) the wireless application protocol or WAP which is the suite of network protocols to enable different kinds of wireless devices to access WAP-readable files on an Internet-connected Web server, and 5) various mark-up languages which is also an area that lacks a single uniform standard; examples of competing standards are wireless markup language (WML), the compact hypertext markup language (cHTML), and extensible hyper text markup language

Coffee Marketing in Mana Woreda

Coffee Marketing in Mana Woreda 4.5.1. Market Places Market is an important factor that affects household decision-making in agricultural activities. Access to markets is a distance measured in kilometers to reach the nearest market. The study revealed the infrastructure in Mana woreda is generally satisfactory. There is an availability of market places near to villages with easy road access and proximity to larger towns. This has assisted farmers to reduce their transport cost and enlarge their market surplus and margins. The access has further supported to increase coffee production by the farming households. According to the survey result, it is confirmed that the average distance from the main road is at about 2km and from a rather close average distance from the main village market is at about 3.7 Km. Sample households are also located at a distance of 4.2km from cooperatives. The main market center is in Yebbu town, which is the woreda capital. 4.5.2. Market Participants Coffee passes through several stages before it reaches the ultimate consumers. These stages are local collection station, processing, storage, transportation and grading, exporting and domestic distribution. Both governmental and private enterprises are participating in collecting, processing, wholesaling and exporting activities (Elias, 2005). This study identified different coffee market participants in the exchange functions between farmers and final consumers. The major coffee market participants in the study area include coffee farm households, local collectors, wholesalers (suppliers) and Cooperatives. Coffee growers are the primary actors who cultivate and supply coffee to the market. They do not have adequate, reliable and timely market information than traders which forced them to sell their produce at low selling price. Local collectors are farmers or part time traders in assembly markets who collect coffee from farmers in village markets for the purpose of reselling it to wholesalers and consumers in the main market center. They use their financial resources and local knowledge to collect a bulk of coffee from the surrounding area. Wholesalers are known for purchase of coffee in a large amount with better financial and information capacity. They purchase coffee either directly from farmers or local collectors. They distribute large amount of coffee to the regional market (Jimma) and to terminal markets (Addis Ababa). Service Cooperatives (primary societies) made up of different local peasant associations play an important role in organizing farmers. They own washing stations a nd warehouses. They purchase coffee from the farmers and distribute to unions. 4.5.3. Marketing Channels Generally, four marketing channels were identified in the study area where coffee was passing from producers to consumers. The first channel was passing coffee from producers via coffee primary cooperatives to export through secondary cooperatives (Unions). In the second channel producers sold dried coffee to collectors who were selling to primary cooperatives to be exported directly through the Union. The third channel is a principal marketing channel with larger number of marketing agents through which sun dried coffee is passed from the coffee growers to coffee collectors and dry processed coffee is passed from coffee wholesalers to export market. In the last channel, coffee growers sell their coffee to wholesalers to export through exporters. The coffee marketing channels of the study area can be sketched like this: Therefore, the structure of coffee marketing system in the study area was characterized by the presence of individual coffee farmers to the production side and coffee primary cooperatives, local collectors and wholesalers (suppliers) to the marketing side. The Oromia Coffee Farmers’ Cooperative Union and private exporters were the members of the coffee marketing structure outside the study area. 4.5.4. Place and Price of Coffee Sale As the starting point for the distribution of coffee from producer to final consumer, farm respondents were asked where they were selling their different forms of coffee. According to the sample respondents, the major market places for selling both red cherry and sun-dried coffee were the nearest local markets for collectors, primary cooperative associations and Yebbu town (main market center of the woreda) for wholesalers and other marketing agents. With respect to whom the sample farm households are selling their coffee among the different marketing agents (intermediaries), they responded differently with regard to red cherry and sun-dried coffee. Farmers sell their coffee in the form of red cherry during harvesting and in sun-dried form after storing for some months. For the red cherry coffee, the majority (about 72.3%) of the farm household were sold to the Cooperatives. The remaining 19.2% and 8.6% were sold to Local collectors and Wholesalers respectively. Local collectors purchase the bulk of coffee in the case of sun dried (70.8%) from farm households where as the remaining 22% and 7.2% of sun-dried coffee bought by coffee wholesalers and cooperatives respectively. As indicated in the above table 4.10, from the total production of coffee, the sample farm respondents are producing more of sun-dried coffee (63%) than that of red cherry (37%). The red cherry coffee will be sold immediately after harvesting mostly for cooperatives which have washing stations and hand pulpers. According to the survey result, the principal cost of the farmers was cost of transporting coffee to the market followed by labor cost. Regarding with price, there is a difference in the price between red cherry and sun-dried coffee. The price of sun-dried coffee was higher than that of red cherry. All of the sample farm respondents in the study area reported that the average price for red cherry was nearly 6 Birr/kg during the last harvest season whereas for sun-dried coffee the mean price was 24.4 Birr/kg. But the prices of both types of coffee were fluctuating from time to time. Farmers sell their coffee for cooperatives as well as local traders. They preferred to sell their coffee to cooperatives because most of the sample farm households are members of the cooperatives and the prices of cooperatives for red cherry and sun-dried coffee were better than the other local traders. But, cooperatives were not active participants in the early and late seasons and favored to buy red cherry. During this time farmers were forced to sell their coffee (especially sun-dried) to local traders at a lower price due to limited bargaining power. According to the survey result, the sample respondents replied that there is no uniform coffee price at the market place. The reason for difference in the price of coffee was color difference (2.6%), quality difference (89.7%) and Farmer’s negotiating capacity (8.7%). Prices were exclusively determined by traders negotiating with farmers during time of transaction. Majority of farmers responded that they were price takers. Price setters were mostly local traders (81.7%) and only 18.3% of the farmers were in a position to decide on coffee price. Regarding with the terms of payment, 76.2 percent of the respondents stated that they were selling their coffee on cash basis and received the price as soon as they sold. According to the survey result, 71.3 percent of the respondents replied that the trend of coffee market is apparently decreasing across time. The reason behind this is the fluctuation and volatility of coffee price. Hence, the benefits earned from the production of coffee are significantly deteriorating because of the declining prices of coffee in the market.

The Persian Gulf War :: History Iraq Middle East Papers

The Persian Gulf War War was inevitable in the Gulf and it was a war in which Iraq was inevitability to lose. There were several reasons why this was and became a reality. How, when, where did this process of self destruction begin? It was quite evident that Saddam Hussein. the president of Iraq, was becoming a military giant in the Middle East and therefore a threat to the stability of the entire region. His war with Iran was proof of this. The U.S. and other industrialized Western nations could not risk the loss of oil from the area. Kuwait is the second largest source of petroleum in the Middle East and so Iraqi invasion of Kuwait sent the world oil market into a frenzy. Iraqi forces then gathered their forces on the border with Saudi Arabia, the second largest supplier of oil in the world. This in turn brought the military might of the United States into the conflict. There are several reasons why Saddam Hussein invaded Kuwait. "After the 8 year war with Iran over territorial disputes and religious rivalries between the Iranian Shiites and Iraqi Sunni factions, Iraq had a massive debt to many Arab nations including Kuwait."2 The rulers of these nations wanted some of their money back but Iraq thought they were ingrates and were ungrateful for defending the Arab emirs from the Iranian Islamic fundamentalism. The Arab emirs were afraid that the Islamic fundamentalists would rise against the government and eventually take over the government as they had Iran against the Shah. Kuwait was also afraid of this and so they supported the Iraqi Arabs against the Iranian Persians. 2"Iraq",World Book (New York, World Book, 1990), Vol 10, p. 260 The funds that Gulf countries lent to Iraq were used to buy high tech weapons, high tech weapons that made Iraq one of the largest armies in the world and a force to contend with. "Ironically much of the money and weapons came from the countries that united to fight against him."1 The Gulf countries bankrolled him while the Western nations, who had many defense contractors going out of business because of the end of the Cold War, supplied him with the weapons to fight Iran and later Kuwait and the Coalition. With a large army like his, it would be very easy to defeat the far smaller Kuwaiti army compared to his. 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min.

Justice and Vengeance in The Oresteia

In this paper, I suggest that the themes of justice and vengeance are reflected in a progressive movement throughout the trilogy. The never-ending cycle of revenge and vengeance was between not only mortals like Clytaemnestra and Orestes but also between gods for example Apollo and the Furies. The theme of justice and vengeance are important because the play reflects a movement from a time of savagery and revenge and a movement towards civilization and justice. B. Structure of Paper In this paper, I will examine how the themes of justice and vengeance are treated in the Oresteia.I will examine the progress of the trilogy from the savage cycle of bloodshed to a more civilized and justice oriented society. First I will take a look at the foreshadowing of doom in Agamemnon by the Chorus. Then, I will analyze how the cycle of bloodshed continues in the Libation Bearers. And lastly the change from cyclic bloodshed to peace and justice will be discussed through the last play the Furies. C. Body of Paper In the first play Agamemnon, we get the first glimpse of the oncoming fate in the house of Atreus.The sacrificial death of Iphigenia mentioned in Agamemnon 875 was the first spark that caused this cycle of bloodshed to begin and led to the death of the king. The following passage is the words of the chorus following the unfortunate murder of Agamemnon. â€Å"I dread the drumbeat thunder the heavy rains of blood will crush the house the first light rains are over- Justice brings new acts of agony, yes, on new grindstones Fate is grinding sharp the sword of Justice. † Agamemnon 1561-1565 This passage foreshadows not only the coming doom in the house of Atreus but also the intervention of the gods.The line â€Å"the first light rains are over-Justice brings new acts of agony† reflects that blood will no longer drizzle but pour from this house until justice is served. It is being implied that Agamemnon was only the first casualty and many are to come which w e later in the Libation Bearers realize is no one other than Clytaemestra and Aegisthus. The sharp grinding of the sword of justice by fate reflects the intervention of the gods who will help bring justice to those murdered. Apollo being the divine oracle that helps Orestes avenge his father’s death and the Furies seeking vengeance on maternal murder.This passage provides the best example of the basic theme of the Oresteia, seeking justice through vengeance. The idea of eye for an eye continues to be reflected through the next play the Libation Bearers. This passage also like the previous one can be considered to foreshadow the death of Clytaemestra and Aegisthus. â€Å"And the blood that Mother Earth consumes clots hard, it won’t seep through it breeds revenge and frenzy goes through the guilty, seething like infection, swarming through the brain. † Libation Bearers 66-69 This quote shows that bloodshed is appeased by only more bloodshed.The fact that blood clo ts hard rather than seeps through signifies that death is something that is not easily accepted in human nature it only induces more revenge. The seething like infection also indicates that this feeling of vengeance will only spread like wildfire until the urge is satisfied. Orestes, with the support of Apollo, is the one reflecting this urge of vengeance while his guilty mother and her lover are the ones to lose their blood next. Clytamestra’s death causes the Furies to hunt Orestes and seek justice for her which leads us to the last part of the trilogy.In Eumenides 485, Athena decides that the case between Orestes and the Furies should be judged by a jury of mortal men. The verdict set Orestes free which enraged the Furies but for their appeasement Athena offers a place in Athens for them which they eventually agree to. Thus the following passage helps us understand how the cycle of vengeance was concluded. â€Å"Come and sped beneath the earth by our awesome sacrifices, k eep destruction from the borders, bring prosperity home to Athens, triumph sailing in its wake. † The Eumenides 1015-1020This quote depicts what Aeschylus was advocating at the end of the Furies. This verse spoken by Athena indicates that justice has been served and no longer should cycles of bloodshed and revenge be at the forefront. Rather the people of Athens should focus on bettering their homeland together and live in peace and harmony. The destruction should be put to better use by conquering foreign lands. The alliance between Athena and the Furies is the triumph being referred to in the end and also indicates that similar achievements should continue to prosper.As we can see the themes of justice and vengeance are at the forefront in the play. The trilogy reflects a progressive movement from revenge to justice. The sacrificial death of Iphigenia was the root cause of conflict between Clytaemestra and Agamemnon and eventually the unceasing cycle of bloodshed. However, t he vengeance of Orestes and the Furies led to a final ruling that helped end the cycle. Although the house of Atreus was reduced to almost nothing through all the bloodshed the cycle helped erase the law of blood for blood and in turn peace and harmony were advocated. Justice and Vengeance in The Oresteia In this paper, I suggest that the themes of justice and vengeance are reflected in a progressive movement throughout the trilogy. The never-ending cycle of revenge and vengeance was between not only mortals like Clytaemnestra and Orestes but also between gods for example Apollo and the Furies. The theme of justice and vengeance are important because the play reflects a movement from a time of savagery and revenge and a movement towards civilization and justice.B. Structure of PaperIn this paper, I will examine how the themes of justice and vengeance are treated in the Oresteia. I will examine the progress of the trilogy from the savage cycle of bloodshed to a more civilized and justice oriented society. First I will take a look at the foreshadowing of doom in Agamemnon by the Chorus. Then, I will analyze how the cycle of bloodshed continues in the Libation Bearers. And lastly the change from cyclic bloodshed to peace and justice will be discussed through the last play the Furies.C. B ody of PaperIn the first play Agamemnon, we get the first glimpse of the oncoming fate in the house of Atreus. The sacrificial death of Iphigenia mentioned in Agamemnon 875 was the first spark that caused this cycle of bloodshed to begin and led to the death of the king. The following passage is the words of the chorus following the unfortunate murder of Agamemnon. â€Å"I dread the drumbeat thunder the heavy rains of blood will crush the house the first light rains are over- Justice brings new acts of agony, yes, on new grindstones Fate is grinding sharp the sword of Justice.†Agamemnon 1561-1565This passage foreshadows not only the coming doom in the house of Atreus but also the intervention of the gods. The line â€Å"the first light rains are over-Justice brings new acts of agony† reflects that blood will no longer drizzle but pour from this house until justice is served. It is being implied that Agamemnon was only the first casualty and many are to come which we la ter in the Libation Bearers realize is no one other than Clytaemestra and Aegisthus.The sharp grinding of the sword of justice by  fate reflects the intervention of the gods who will help bring justice to those murdered. Apollo being the divine oracle that helps Orestes avenge his father’s death and the Furies seeking vengeance on maternal murder. This passage provides the best example of the basic theme of the Oresteia, seeking justice through vengeance.The idea of eye for an eye continues to be reflected through the next play the Libation Bearers. This passage also like the previous one can be considered to foreshadow the death of Clytaemestra and Aegisthus. â€Å"And the blood that Mother Earth consumes clots hard, it won’t seep through it breeds revenge and frenzy goes through the guilty, seething like infection, swarming through the brain.†Libation Bearers 66-69This quote shows that bloodshed is appeased by only more bloodshed. The fact that blood clots h ard rather than seeps through signifies that death is something that is not easily accepted in human nature it only induces more revenge. The seething like infection also indicates that this feeling of vengeance will only spread like wildfire until the urge is satisfied. Orestes, with the support of Apollo, is the one reflecting this urge of vengeance while his guilty mother and her lover are the ones to lose their blood next. Clytamestra’s death causes the Furies to hunt Orestes and seek justice for her which leads us to the last part of the trilogy.In Eumenides 485, Athena decides that the case between Orestes and the Furies should be judged by a jury of mortal men. The verdict set Orestes free which enraged the Furies but for their appeasement Athena offers a place in Athens for them which they eventually agree to. Thus the following passage helps us understand how the cycle of vengeance was concluded. â€Å"Come and sped beneath the earth by our awesome sacrifices, keep destruction from the borders, bring prosperity home to Athens, triumph sailing in its wake.†The Eumenides 1015-1020This quote depicts what Aeschylus was advocating at the end of the Furies. This verse spoken by Athena indicates that justice has been served and no longer should cycles of bloodshed and revenge be at the forefront. Rather the people of Athens should focus on bettering their homeland together and live in peace and harmony. The destruction should be put to better use by  conquering foreign lands. The alliance between Athena and the Furies is the triumph being referred to in the end and also indicates that similar achievements should continue to prosper. As we can see the themes of justice and vengeance are at the forefront in the play. The trilogy reflects a progressive movement from revenge to justice.The sacrificial death of Iphigenia was the root cause of conflict between Clytaemestra and Agamemnon and eventually the unceasing cycle of bloodshed. However, the vengeance of Orestes and the Furies led to a final ruling that helped end the cycle. Although the house of Atreus was reduced to almost nothing through all the bloodshed the cycle helped erase the law of blood for blood and in turn peace and harmony were advocated.

Waterfall model

The classic model of software development was the Waterfall model, which considered the process as progressing through a series of stages from requirements analysis through specification, design, coding, testing to documentation and maintenance. Each stage was completed before the next was started. The absence of any significant iteration between the different stages has led to the abandonment of this model. The stages involved were: - Feasibility: Is the project technically, operationally, financially and legally feasible? The feasibility study is used to determine if the project should get the go-ahead. If the project is to proceed the feasibility study will produce a project plan and budget estimates for the future stages of development. Analysis: Gather the requirements for the system. This stage includes a detailed study of the business needs of the organisation. Design: This focuses on high-level design (what programs are we going to need and how are they going to interact), low-level design (how the individual programs are going to work), interface design (what are the interfaces going to look like) and data design (what data are we going to need). Implementation: The designs are translated into code. Computer programs may be written using a conventional programming language to a fourth generation language (4GL) or an application generator. Test: The system is tested. Normally programs are written as a series of individual modules - these should be subject to separate and detailed test. The system is then tested as a whole - the separate modules are brought together and tested as a complete system. The system needs to be tested to ensure that interfaces between modules work (integration testing), the system works on the intended platform and with the expected volume of data (volume testing) and that the system does what the user requires (acceptance/beta testing).

The Positive Re-channeling of Nerves Essays

The Positive Re-channeling of Nerves Essays The Positive Re-channeling of Nerves Essay The Positive Re-channeling of Nerves Essay Cicero once said, â€Å"If we are not ashamed to think it, we should not be ashamed to speak it† (qtd. in WorldofQuotes.com 1).   This is good advice, but those who engage in any type of public speaking are bound to feel some type of nervousness or insecurity about what they are going to say.   It may not be that we are necessarily ashamed of the content, but most people report having fears that they will appear foolish to their audience.   This nervousness, however harrowing, is actually quite natural, and if channeled correctly, can work to the speaker’s benefit.The first step to dealing with the nervousness of public speaking is to know your topic.   The more one knows their subject, the more confident they feel.   If the speaker is well versed in the topic, even if they should lose their place or train of thought, they still possess enough knowledge to create a segue-way that will prevent the panic caused by awkward pauses.   If this nervous energy can b e channeled into knowing the subject matter, the speaker extremely diminishes their chances of going blank or being caught off-guard.The book of lists says that public speaking is the number one fear of all fears (Laskowski 1 ).   However, if one can also channel this energy toward their audience, one has a greater possibility of succeeding.   Many speakers are simply not concentrating on their audience or message but rather their own anxiety.   Concentrating on the audience brings the speaker out of their own self-consciousness and creates an awareness that may allow the speaker to better capture the audience’sattention.   A speaker worried about the own internal fears cannot aptly address the audience’s needs.   These speakers often have poor eye contact or articulation.   Placing emphasis on the audience not only calms the speaker but at the same time keeps the audience engaged.Student Name 2The last and probably most important thing that a speaker can d o to re-direct nervous energy is too simply make it positive energy.   The best speakers are those who can turn butterflies into a voluptuous surge of vivacity and enthusiasm.   Speakers can use this energy to make hand-gestures or alter inflection for emphasis; these in turn show that the speaker is truly impassioned about the subject.   This type of energy is contagious and it is likely that the enthusiastic speaker will see their own energy spilling over into the crowd.   Audience members may smile or nod along with the speaker’s important points; some may sit erect or even lean forward in their seats.   Likely, when the speaker who has transformed nervousness into vivacity concludes, there is not likely to be vacant stares or disinterest but energetic acceptance and warm applause.Public speaking can cause a great amount of insecurity in even a seasoned speaker.   Speakers are naturally concerned about the acceptance of their presentation and the possibility of making mistakes in front of their peers.   This natural energy does not have to work to paralyze the speaker.   When re-focused, it can lead to a speaker who is better informed, more aware, and greatly more enthusiastic and engaging.   A speaker should not be overly concerned regarding their anxiety, but realize that this extra energy can be a catalyst that will serve to enhance and intensify the performance.   In this light, a person may realize that the butterflies that they had in the beginning may have been what made the speech special in the end.

Handling Data Mayfield High Research Paper Example | Topics and Well Written Essays - 3500 words

Handling Data Mayfield High - Research Paper Example To test the hypothesis that there is a positive correlation between the height and the weight and "the taller a person the more they weigh", I used scatter plots and cumulative frequency diagrams. The trends and positive slope of the best fit line support the hypothesis. For verification, I have used two additional sets of data, one for people in the 7th grade and one for the 11th grade. Although more cluttered, the data for these two additional sets also supports the hypothesis. I could use the entire table, but it is so large that I could very quickly make mistakes. So, in order to begin, I chose to collect a random sample of data. I decided to collect samples of size of 30 for boys and girls because it is large enough to ensure that the sample is representative of the population. At the same time, sample size of 30 is easy to work with and would allow me to avoid mistakes in calculations. To assure randomness of the sample, I used Excel function RAN ( ) to assign each entry row a random number from 0 to 1. Then I sorted the rows according to their random numbers and chose the first 30 entries. The obtained samples are in the table below: But this is not enough. I don't see any trends or anything in this list. So I need to put it in a chart that will tell me how many people fall into each group. I'll make each group cover 1/10 of a metre, or 10 kg. Boys - height Height / m Tally Frequency 1.30 - 1.39 || 2 1.40 - 1.49 ||| 3 1.50 - 1.59 ||||| 5 1.60 - 1.69 ||||| 5 1.70 - 1.79 ||||| 5 1.80 - 1.89 ||||| || 7 1.90 - 2.00 ||| 3 Boys - weight Weight / kg Tally Frequency 35 - 44 ||||| | 6 45 - 54 ||||| | 6 55 - 64 ||||| || 7 65 - 74 ||||| ||| 8 75 - 84 || 2 85 - 94 | 1 Girls - height Height / m Tally Frequency 1.30 - 1.39 || 2 1.40 - 1.49 || 2 1.50 - 1.59 ||||| ||| 8 1.60 - 1.69 ||||| ||| 8 1.70 - 1.79 ||||| | 6 1.80 - 1.89 |||| 4 1.90 - 2.00 0 Girls - weight Weight / kg Tally Frequency 35 - 44 ||||| ||| 8 45 - 54 ||||| ||||| ||| 13 55 - 64 ||||| || 7 65 - 74 || 2 75 - 84 0 85 - 94 0 Now I can see that there are no girls who weigh more than 75 kg or who are taller than 1.9 m. I can also see that boys tend to be taller than girls. But if I can turn this into a picture, I can then compare the boys' data with the girls' data. Heights of Boys and Girls And to compare boys and girls, I can put them both on the same graph. It looks like more boys are taller than girls, which I think is normal. I can do the same for weight. Weight of Boys and Girls And to compare the weights of boys and girls: From the graph above it seem that boys' weight is more spread out. Girls seem to be closer together, and don't seem to

Attend a live concert( this year) and report on it. You must include Essay

Attend a live concert( this year) and report on it. You must include proof of your attendance - Essay Example Record responses to the performances in the concert. What was good or bad and what made it so? Be specific. If it was a group concert, how did the performers work as an ensemble? ?What kinds of themes, messages or ideas came across to you in the concert? What did the experience cause you to think about or feel? ?Comment on the visual impact of the concert: setting, lights, concert dress, movement. How did these add to or detract from the mood and power of the music? What did you notice about audience behavior? (500 words) The date of the concert is on Monday, March 28th, 2011, at 8 p.m. PDT. The location of the concert is at the Staples Center in Los Angeles, California. The performer was Lady GaGa. I loved this performance. It was dynamic, fun, engaging, and it was everything I was hoping for in a concert. The general style of the music was poppy (a la pop music similar to something that Madonna, JLo, Mariah Carey, or Britney Spears might put out). There were some cultural implicati ons that were related to the work done in class. I realized how much our society has become so highly sexualized. That is definitely apparent in the music of Lady GaGa. Her music is soaked with sexual innuendo. Her show just reeks of sultry seductiveness. She has the allure of a porn star and the stage presence of a pole dancer. No one can ignore Lady GaGa’s amazing power which draws you in, like a tide drawn to the Supermoon.

Gender Gap Essay Example | Topics and Well Written Essays - 1500 words

Gender Gap - Essay Example Some women are very interested in female equality, some are apathetic, and some stand firmly against it. This study further concluded that the more education the father has, the more likelihood there is that the daughter will be a feminist. Sexism is a process based on historical traditions and stereotypes. Sexism is the process of assigning life roles according to gender. The basic institutions of socialization are education and the family. Sexism begins in the family. The behaviors associated with sexism are so deeply ingrained into our minds that sexist behaviors are generally unconscious. Both men and women practice sexism in their daily behaviors by means of speech, dress, attitudes, and goals. â€Å"Unfortunately, the potential for harm is great, as gender bias in children’s literature historically has been widespread. Early studies of picture books from the 1970s and before have shown that under-representation of girls and women and gender-typed character roles are pre valent in a variety of samples of children’s books but under-representation was not as severe†. Sexism respects neither race nor color nor culture. It can be compared with racism in that it identifies a portion of the population and designates them "different" and, therefore, inferior. Sexism involves the combination of power and prejudice. Male dominance and female passiveness have remained in cultural, institutional, and individual practices even though technological advancements have negated strength and speed as required factors of dominance.... Still another significant factor determined by this study is that the higher the educational level in the home, the more likely girls are to believe in equal rights. The following paragraph is less than 1 page Sexism is a process based on historical traditions and stereotypes. Sexism is the process of assigning life roles according to gender (Berggren 2006, p. 132). The basic institutions of socialization are education and the family. Sexism begins in the family. The behaviors associated with sexism are so deeply ingrained into our minds that sexist behaviors are generally unconscious. Both men and women practice sexism in their daily behaviors by means of speech, dress, attitudes, and goals (Berggren 2006, p. 134). "Unfortunately, the potential for harm is great, as gender bias in children's literature historically has been widespread. Early studies of picture books from the 1970s and before have shown that under-representation of girls and women and gender-typed character roles are prevalent in a variety of samples of children's books but under-representation was not as severe" (Hamilton et al 2006, p. 759). Sexism respects neither race nor color nor culture. It can be compared with raci sm in that it identifies a portion of the population and designates them "different" and, therefore, inferior. Sexism, like racism, involves the combination of power and prejudice. Male dominance and female passiveness have remained in cultural, institutional, and individual practices even though technological advancements have negated strength and speed as required factors of dominance. Society, being codified by men, decrees that the female is inferior (Elgar 2004, p. 876). The problems of

Problem Solving Process Essay Example for Free

Problem Solving Process Essay 1. Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think theres a problem. Define the problem: (with input from yourself and others). Ask yourself and others, the following questions: 1.What can you see that causes you to think theres a problem? 2.Where is it happening? 3.How is it happening? 4.When is it happening? 5.With whom is it happening? (HINT: Dont jump to Who is causing the problem? When were stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.) 6.Why is it happening? 7.Write down a five-sentence description of the problem in terms of The following should be happening, but isnt or The following is happening and should be: As much as possible, be specific in your description, including what is happening, where, how, with whom and why. (It may be helpful at this point to use a variety of research methods. Defining complex problems: If the problem still seems overwhelming, break it down by repeating steps 1-7 until you have descriptions of several related problems. Verifying your understanding of the problems: It helps a great deal to verify your problem analysis for conferring with a peer or someone else. Prioritize the problems: If you discover that you are looking at several related problems, then prioritize which ones you should address first. Note the difference between important and urgent problems. Often, what we consider to be important problems to consider are really just urgent problems. Important problems deserve more attention. For example, if youre continually answering urgent phone calls, then youve probably got a more important problem and thats to design a system that screens and prioritizes your phone calls. Understand your role in the problem: Your role in the problem can greatly influence how you perceive the role of others. For example, if youre very stressed out, itll probably look like others are, too, or, you may resort too quickly to blaming and reprimanding others. Or, you are feel very guilty about your role in the problem, you may ignore the accountabilities of others. 2. Look at potential causes for the problem †¢Its amazing how much you dont know about what you dont know. Therefore, in this phase, its critical to get input from other people who notice the problem and who are effected by it. †¢Its often useful to collect input from other individuals one at a time (at least at first). Otherwise, people tend to be inhibited about offering their impressions of the real causes of problems. †¢Write down what your opinions and what youve heard from others. †¢Regarding what you think might be performance problems associated with an employee, its often useful to seek advice from a peer or your supervisor in order to verify your impression of the problem. †¢Write down a description of the cause of the problem and in terms of what is happening, where, when, how, with whom and why. 3. Identify alternatives for approaches to resolve the problem At this point, its useful to keep others involved (unless youre facing a personal and/or employee performance problem). Brainstorm for solutions to the problem. Very simply put, brainstorming is collecting as many ideas as possible, then screening them to find the best idea. Its critical when collecting the ideas to not pass any judgment on the ideas just write them down as you hear them. (A wonderful set of skills used to identify the underlying cause of issues is Systems Thinking.) 4. Select an approach to resolve the problem †¢When selecting the best approach, consider: †¢Which approach is the most likely to solve the problem for the long term? †¢Which approach is the most realistic to accomplish for now? Do you have the resources? Are they affordable? Do you have enough time to implement the approach? †¢What is the extent of risk associated with each alternative? (The nature of this step, in particular, in the problem solving process is why problem solving and decision making are highly integrated.) 5. Plan the implementation of the best alternative (this is your action plan) 1.Carefully consider What will the situation look like when the problem is solved? 2.What steps should be taken to implement the best alternative to solving the problem? What systems or processes should be changed in your organization, for example, a new policy or procedure? Dont resort to solutions where someone is just going to try harder. 3.How will you know if the steps are being followed or not? (these are your indicators of the success of your plan) 4.What resources will you need in terms of people, money and facilities? 5.How much time will you need to implement the solution? Write a schedule that includes the start and stop times, and when you expect to see certain indicators of success. 6.Who will primarily be responsible for ensuring implementation of the plan? 7.Write down the answers to the above questions and consider this as your action plan. 8.Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor. (An important aspect of this step in the problem-solving process is continually observation and feedback.) 6. Monitor implementation of the plan Monitor the indicators of success: 1.Are you seeing what you would expect from the indicators? 2.Will the plan be done according to schedule? 3.If the plan is not being followed as expected, then consider: Was the plan realistic? Are there sufficient resources to accomplish the plan on schedule? Should more priority be placed on various aspects of the plan? Should the plan be changed? 7. Verify if the problem has been resolved or not One of the best ways to verify if a problem has been solved or not is to resume normal operations in the organization. Still, you should consider: 1.What changes should be made to avoid this type of problem in the future? Consider changes to policies and procedures, training, etc. 2.Lastly, consider What did you learn from this problem solving? Consider new knowledge, understanding and/or skills. 3.Consider writing a brief memo that highlights the success of the problem solving effort, and what you learned as a result. Share it with your supervisor, peers and subordinates.

Human Resource Management at Delphi Essay -- HR HRM

Human Resource Management at Delphi Human Resource Management is the utilization of human resources to achieve organizational objectives. Various studies have concluded that an organization?s human resources is its people. It can be a significant source of competitive advantage. Achieving competitive success through people requires a fundamental change in how managers think about an organization workforce and how they view the work relationship. It's a new approach within the framework of organizational, behavior that goes beyond the role of just personnel administration. I have learned How job analysis is a systemic process of determining the skills, duties and knowledge required for performing jobs in an organization, How compensation includes all reward that individuals recovery as a result of their employment, and The Occupational Safety and Health is an approved state occupational safety and health program. With today?s work force becoming increasingly diverse, a organization must do more to maximize the benefits of the different employees. Human Resource Managers are evolving from the ?Old School? sideline player to the front line fighters. People have always been central to organizations, but their strategic importance is growing in today?s society. Whereas the human resource inventory is concerned with telling management what individual employees can do, Job Analysis is more fundamental. It defines the jobs within the organization and the behaviors that are necessary to perform the job. It is essential and pervasive human resource technique. The purpose of job analysis is to obtain answers to six important questions: 1) What physical an mental tasks does the worker accomplish? 2) ... ...a hazardous tag on it, if it?s hazardous. The organization needs a system that can control the containers. When a person checks out the container, that same person should check it in at the end of the shift. This will ensure proper labeling of the containers. In conclusion, all these things can be benefical to an organization if utilize in proper context. I have learned How job analysis is a systemic process of determining the skills, duties and knowledge required for performing jobs in an organization, How compensation includes all reward that individuals recovery as a result of their employment, and The Occupational Safety and Health is an approved state occupational safety and health program. Whether an organization choose to implement high performance work practices or the organization has qualified people to perform the work that needs to be done.

023 Understand Child and Young Person development Essay

Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,†¦. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs – Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.