Parapheasing Article Example | Topics and Well Written Essays - 250 words

Parapheasing - Article Example This allows for personal contact between manufacturer and supplier in order to solve any conflicts that might arise (Fynes et al., 2005). A manufacturer depends on suppliers. If a supplier does not deliver than trust is lost. Once trust is lost, the manufacturer and supplier relationship suffer. The Porter Five Force state five forces impact a business. The five forces are bargaining power of customers, threat of new entrants, bargain power of suppliers, threat of substitute products, and competitive rivalry within the industry. A supplier’s bargain power ranks with customer power, threat of new entrants, substitute products, and rivalry. Supplier bargaining power is important. That is why supplier and manufacturer relationship is so important. Input prices deviate from those that would prevail in a perfectly competitive input market in which input suppliers act as price takers due to the lack of competition. When the market has three major suppliers, the individual suppliers cannot negotiate prices. If the individual suppliers get contracts, the main goal is keeping the business. The larger suppliers can give bigger discounts due to the volume of business done. The individual suppliers cannot afford to not make a profit, whereas a bigger supplier can absorb profit loss better. Thus bigger suppliers can provide lower prices than individual suppliers. In a competitive input market the product can be offered at a level rate. For example, if product X costs a specific amount to make. Suppliers would be able to offer product X for about the same amount. Suppliers can make or break a business. Suppliers only have a concern for the individual business in regard to what will happen to their supply business. Suppliers are only as good as the supply of product given for the least amount of money. If a business fails, the supplier can find someone else to supply. Businesses rely on good

Contributions made to the United States from women Essay Example for Free

Contributions made to the United States from women Essay ?Prior to the civil war a variety of individuals such as women, Native Americans, and African Americans provided a number of contributions that benefitted the country. The women raised children, did all of the household chores, and even served in the military. The Native Americans provided colonists with their new knowledge of agriculture, and the African Americans provided labor to most farmers. Women contributed a great deal to this country. During the time before the civil war women were providing more for this country than they ever have in the past. While still performing the difficult tasks of raising children and doing household chores, women began to take on more roles that were usually left for the men. They ran inns, taverns, shipbuilding companies, imported and exported goods and even owned businesses. Women contributed during the American Revolution by helping either providing healthcare or actually serving in the army. Many women fought in the war themselves, although some had to pretend to be men to do so. Women had a great impact in the outcome of that war. Another set of individuals who helped contribute to America was the Native Americans. Upon the arrival of the first colonists the Natives began teaching them the basics of agriculture and survival. They taught them how to grow several different types of crops as well as how to fish, hunt and forge for other food. Additionally, some of the natives even helped protect the colonists from other not so friendly natives. Without the Natives the colonists may not have survived long enough to build the nation that they did. African Americans also contributed a lot to the country. African Americans were the main source of labor throughout the United States before the civil war. Most farmers relied solely on their slaves to plant, grow, and harvest their crops. With the use of slaves, farmers were able to plant more crops and harvest them faster. By having servants to help do household chores, African Americans also helped make the lives of women easier. The country benefitted greatly from these three groups of individuals. By providing something different these three groups shaped the country into what it is today.

The purpose of a Dream: Hispanic and African Americans adult students :: essays research papers

The purpose of a Dream: Hispanic and African Americans adult students within a Multicultural Environment.   Ã‚  Ã‚  Ã‚  Ã‚  An analysis of this problem is due to such issues as age, gender and power. In working with adult students and multicultural groups as a teacher ¡Ã‚ ¦s assistant (which consist of related factors such as teaching along with instructor and applying knowledge and promoting learning skills in away to help older students learn and help to apply a technique of understanding (which motivate students in a way to learn. It been claimed that adult aged student ¡Ã‚ ¦s accounts for problems in the classroom, especially ethnic groups as Hispanic and African Americans. As an observer, I have encountered such an environment of students, returning to school after being away for many years. These students are back again willing to take on classes which will further Their education and prepare them for better jobs. In an environment of culture differences, these students are not only focusing on learning but engaged in grouping whether with their own culture or others. Much of the problems as I had observed, stems from the categories as was mentioned. The semester working with this group was challenging and yet what took place was a learning experience with a diverse group. These people will eventually express a form of a new beginning of affliction in the classroom. We as educators have struggled throughout the times. Our cohorts, and this adult community manner of relating within the classroom shows that there lies a division of differences that needed to be mended.   Ã‚  Ã‚  Ã‚  Ã‚  This class was held at a high school for evening students. The students were African Americans and Asian Americans and Hispanics. I observed the relationship between African-Americans and Hispanics. Communication was dealt with uncertainty. Many students grouped with people of their own culture , although the class was constructed to teach these students skills that would help both into the work place, no concern for communicating was seen between this group. It was observed as cultural conflict in the classroom among adults. There were no confrontations but nonverbal oppositions were there. The Asian American s did not respond yet, kept their distant- another form of not accepting change in a diverse community.   Ã‚  Ã‚  Ã‚  Ã‚  Multi-cultural citizens soon learn to recognizing limitations and the meaning of what white norms and practices of dominancy. Ruth Frankenburg (1993) speaks of three meanings of such. She names them as; race cognizance  ¡Vcultural practices seen as different but the same in value ; (2) essential racism, races are seen as different and unequal within the systems of White superiority; (3) this is called a discourse of power evasiveness which is called color blindness, or essential

Informative Speech – best learns information

Title: Determining how each individual best learns informationSpecific Purpose: To get my audience excited about learning new information by engaging them in specific techniques based on their individual learning styles. Thesis Statement: I am going to inform my audience about the four types of learning styles there are and provide them with different techniques that may be applied to each.I. Introduction:How important is learning to each of you? I am going to assume learning is important because we all are in school for that exact purpose right!? We want to better ourselves.Well, I used to have such a hard time in school, especially when it came time for exams. It wasn’t until I understood my own personal style of learning and what this specific style actually meant that I realized I was approaching my studies all wrong. Eventually I started making better grades. Now, It could definitely be only a coincidence, that I am feeling a lot less stress in school, less anxiety, and a m feeling more confident, but I would assume that applying specific methods to study sessions that suit me as an individual, seems a bit more logical.What do you think? Anyhow, I thought it would be a neat idea to help each of you understand the types of learning styles that are out there, and to enlighten you about different techniques that can be applied to your own studies.II. BodyA. There are four different types of learning styles1. One type of learner is an active and or reflective learner.2. Another style is the sensing and intuitive learners.3. There are visual and verbal learners.4. Lastly, there are those who prefer the sequential and global style of learning.Transition: Now that we understand the four types of learners there are, I would like to enlighten you on just a few ways to access each style.B. There are many ways to maximize your academic success. I would like to share a few I’ve found helpful myself.1. I. L. S provides an indication of an individuals learn ing preference. (An online assessment)a. We can be categorized into at least one of the four typesb. Your scores reflect; where you are balanced, your moderate preference, and strong preference for learning.2. Applying pecific techniques to each type of learner may benefit in terms of retaining information.a. Audio and visual stimulants play a key role for each specific learner.3. Understand what doesn’t work for you and apply different methods.a. Examples may include, drawing diagrams, recording a lecture and playing it back, interact with others.Transition: Now that we have investigated each learning style, this should give each of you a better understanding of how you may choose to go about forming study habits that best suit your own individual needs.III. Conclusion:It is proven that all of us learn a little differently. Recognizing our strengths when it comes to retaining information should be important if we want to excel in our studies. Applying necessary habits is one way I am confident that makes retaining information possible. I encourage each of you to try to better understand your individual learning styles, and to take what you’ve heard today and apply it to your studies. You won't regret it! Work Cited Page Duman, Bilal, EducationalSciences: Theory ; Practice.The effects of brain based learning and the academic achievement of students with different learning styles† September 1, 2010. Vol. 10 Issue 4, p2077-2103, 27p R. M. Felder and J. E. Spurlin, â€Å"Applications, Reliability, and Validity of the Index of Learning Styles. † Intl. Journal of Engineering Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles. T. A. Litzinger, S. H. Lee, J. C. Wise, and R. M. Felder, â€Å"A Psychometric Study of the Index of Learning Styles. † J. Engr. Education, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.

Development Activities Essay

Support individuals to take part in development activities Overview This standard identifies the requirements when supporting individuals to take part in development activities of various kinds, including those that will help them retain or regain skills, interact with others or engage in chosen physical or intellectual pursuits. The standard includes preparing for development activities, supporting participation and contributing to evaluation of the activity. SCDHSC0211 Support individuals to take part in development activities 1 SCDHSC0211 Support individuals to take part in development activities Performance criteria You must be able to: Prepare for participation in development activities P1 P2 P3 acquire information about how best to encourage and support the individual to prepare for and participate in development activities check that you have correctly understood any instructions for the support of the individual and preparation of the environment work with the individual, key people and others to identify the individual’s goals and preferences regarding development activities and what options are available discuss benefits and any risks of different options to enable a choice to be made seek additional expertise where you, the individual, key people and others have concerns about a development activity or the individual’s participation in it prepare the environment for the chosen development activity ensure the environment complies with health and safety requirements offer reassurance and encouragement to the individual about their planned participation in the development activity and the benefits of participation agree with the individual ways to minimise any risks associated with the activity agree  your role in supporting the individual to participate in the development activity and minimise risks prepare yourself for supporting participation in the development activity P4 P5 P6 P7 P8 P9 P10 P11 Support the individual to participate in development activities You must be able to: P12 P13 P14 P15 P16 P17 P18 P19 work with the individual to overcome any fears or other barriers to them taking part in the development activity carry out your agreed role in supporting the individual to participate in the development activity and minimise risks carry out your agreed role in ways that promote active participation and minimise risks offer the individual positive feedback on success throughout the activity offer the individual encouragement if they experience difficulty stop the activity immediately if the individual is distressed, in pain or feels unable to continue report problems as soon as possible to appropriate people feedback to appropriate people on successes, problems, risks or gaps that occurred whilst supporting the individual 2 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities P20 P21 contribute to recording progress in the required format identify with the individual and key people any changes that need to take place to make the development activity more effective and enjoyable record and report on development activities according to confidentiality agreements and legal and work setting requirements P22 Contribute to the evaluation of development activities You must be able to: P23 P24 P25 P26 P27 agree with the individual and key people how the development activity will be evaluated and how they will be involved support the individual and key people to provide evaluation information in a useful form discuss with the individual and key people the benefits and limitations of the development activity identify with the individual any parts of the development activity which they found difficult or which they declined to participate in report to appropriate people about aspects of the development activity which have been declined by the individual or identified as difficult by them record information and observations about the effectiveness of the activity and the individual’s participation in and enjoyment of it work with the individual, key people and others to agree any changes needed to the activity or the support for participation in it complete records and reports on the evaluation of development activities according to confidentiality agreements an d legal and work setting requirements P28 P29 P30 SCDHSC0211 Support individuals to take part in development activities 3 SCDHSC0211 Support individuals to take part in development activities Knowledge and understanding You need to know and understand: Rights K1 K2 K3 K4 K5 work setting requirements on equality, diversity, discrimination and human rights your role in supporting rights, choices, wellbeing and active participation your duty to report anything you notice people do, or anything they fail to do, that could obstruct individuals’ rights the actions to take if you have concerns about discrimination the rights that individuals have to make complaints and be supported to do so How you carry out your work You need to know and understand: K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 codes of practice, standards, frameworks and guidance relevant to your work and the content of this standard the main items of legislation that relate to the content of this standard within your work role your own background, experiences and beliefs that may affect the way you work your own roles and responsibilities with their limits and boundaries who you must report to at work the roles and responsibilities of other people with whom you work how to find out about procedures and agreed ways of working in your work setting how to make sure you follow procedures and agreed ways of working the meaning of person centred working and the importance of knowing and respecting each person as an individual the prime importance of the interests and well-being of the individual the individual’s cultural and language context how to work in ways that build trust with people how to work in ways that support the active participation of individ uals in their own care and support how to work in ways that respect individuals’ dignity, personal beliefs and preferences how to work in partnership with people what you should do when there are conflicts and dilemmas in your work how and when you should seek support in situations beyond your experience and expertise 4 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities Theory for practice You need to know and understand: K23 K24 K25 the factors that may affect the health, wellbeing and development of individuals you care for or support how these affect individuals and how they may affect different individuals differently the main stages of human development Communication You need to know and understand: K26 K27 factors that can have a positive or negative effect on the way people communicate different methods of communicating Personal and professional development You need to know and understand: K28 K29 why it is important to reflect on how you do your work how to use your reflections to improve the way you work Health and Safety You need to know and understand: K30 K31 your work setting policies and practices for health, safety and security practices that help to prevent and control infection in the context of this standard Safe-guarding You need to know and understand: K32 K33 K34 K35 the duty that everyone has to raise concerns about possible harm or abuse, poor or discriminatory practices signs and symptoms of harm or abuse how and when to report any concerns about abuse, poor or discriminatory practice, resources or operational difficulties what to do if you have reported concerns but no action is taken to address them Handling information You need to know and understand: K36 K37 legal requirements, policies and procedures for the security and confidentiality of information work setting requirements for recording information and producing reports including the use of electronic communication SCDHSC0211 Support individuals to take part in development activities 5 SCDHSC0211 Support individuals to take part in development activities K38 K39 K40 what confidentiality means how to maintain confidentiality in your work when and how to pass on information Specific to this NOS You need to know and understand: K41 how to recognise adverse changes in the conditions of individuals when supporting them to participate in development activities and the actions to take in these circumstances the risks, dangers and difficulties associated with different equipment and materials and in relation to specific individuals K42 SCDHSC0211 Support individuals to take part in development activities 6 SCDHSC0211 Support individuals to take part in development activities Additional Information Scope/range related to performance criteria The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS Note: Where an individual finds it difficult or impossible to express their own preferences and make decisions about their life, achievement of this standard may require the involvement of advocates or others who are able to represent the views and best interests of the individual. Where there are language differences within the work setting, achievement of this standard may require the involvement of interpreters or translation services. Active participation is a way of working that regards individuals as active partners in their own care or support rather than passive recipients. Active participation recognise each individual’s right to participate in the activities and relationships of everyday life as independency as possible Development activities may include i ntellectual activities and pursuits, activities that enable the individual to retain or regain their skills; activities that enable the individual to keep fit and mobile; activities that enable the individual to participate and interact with others The individual is the person you support or care for in your work Key people are those who are important to an individual and who can make a difference to his or her well being. Key people may include family friends, carers and others with whom the individual has a supportive relationship Others are your colleagues and other professionals whose work contributes to the individual’s well being and who enable you to carry out your role SCDHSC0211 Support individuals to take part in development activities 7 SCDHSC0211 Support individuals to take part in development activities Scope/range related to knowledge and understanding The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS All knowledge statements must be applied in the context of this standard. Factors that may affect the health, wellbeing and development of individuals may include adverse circumstances or trauma before or during birth; autistic spectrum conditions; dementia; family circumstances; frailty; harm or abuse; injury; learning disability; medical conditions (chronic or acute); mental health; physical disability; physical ill health; poverty; profound or complex needs; sensory needs; social deprivation; substance misuse Values Adherence to codes of practice or conduct that may be applicable to your role, and the principles and values that underpin your work setting including the rights of children and adults. These include the rights that individuals have: To be treated as an individual To be treated equally and not be discriminated against To be respected To have privacy To be treated in a dignified way To be protected from danger and harm To be supported and cared for in a way that meets their needs, takes account of their choices and also protects them To communicate using their preferred methods of communication and language To access information about themselves SCDHSC0211 Support individuals to take part in development activities 8 SCDHSC0211 Support individuals to take part in development activities Developed by Version number Date approved Indicative review date Validity Status Originating organisation Original URN Relevant occupations Skills for Care & Development 1 March 2012 August 2014 Current Original Skills for Care & Development HSC211 Health, Public Services and Care; Health and Social Care; Associate Professionals and Technical Occupations; Health and Social Services Officers; Health Associate Professionals; Personal Service Occupations; Healthcare and Related Personal Services; Health and Social Care support, assist, development, activities Suite Key words SCDHSC0211 Support individuals to take part in development activities

Java vs. C++ Essays - Cross-platform Software, Java Platform

Java vs. C++ Essays - Cross-platform Software, Java Platform Java vs. C++ subject = Freshman title = Java vs. C++ Since their inception, computers have played an increasingly important role in todays society. Advancements in technology have enabled computers to become faster and cheaper. Today, the majority of families own a home computer that is vastly more powerful than giant mainframes of years gone by. Computer hardware has been evolving rapidly with no end in sight, and with all of the advancements in computer hardware come advancements in computer software; gone are the days when FORTRAN and COBOL were the languages of choice. Today,vvv two hot new object oriented programming languages have entered the computer programming arena, Java and C++, this paper will examine the similarities and differences between these new languages. Both Java and C++ are object oriented programming languages, but what does that mean? Object oriented programming (OOP) emphasizes data, instead of algorithms for solving problems. Instead of trying to fit a problem to the procedural approach of a language, OOP attempts to fit the language to the problem, in other words, OOP is structured to produce an answer without changing the question. Object oriented programming involves two separate parts, class and objects. Class is a specification that describes a new data form, it is a template that defines how an object will look and behave.(Kaj 1996, 8) An object is that particular data structure constructed using the parameters defined by class.(Prata 1995, 5) The object oriented programming approach to program design is to first design classes that accurately represent those things with which the program deals. A drawing program, for example, might define classes to represent rectangles, lines, circles, brushes, pens, and the like. The class definitions, recall, include a descriptions of permissible options for each class, such as moving a circle or rotating a line.(Prata 1995, 5) The main advantages of OOP, besides being able to create more complex software, and develop answers without changing the questions, are numerous. OOP facilitates creating reusable code, which can save a lot of work. Information can be hidden to safeguard data from improper access. Polymorphism lets the programmer create multiple definitions for operators and functions, with the programming context determining which definition is used, also Inheritance lets the programmer derive new classes from older ones. When using OOP, the programmer can focus on representing concepts, instead of concentrating on tasks. (Prata 1995, 6) Java, although in many respects similar to C++, is actually just a more simplified version of the latter. Java has a C++ like syntax, but it is more purely object oriented, also, memory management, which can be a problem with C++, is no longer a factor with Java, due to the fact that Java incorporates a built in garbage collector, which makes it unnecessary to explicitly free allocated memory.(Kaj 1996, 1) Another difference is that Java, unlike C++, does not contain pointers.(ftc.nrcs.usda.gov/devtools/java/java/noMoreC/index.html) (A pointer is a variable that tells a computer where data is placed.)(Prata 1995, 93) Java does not have an explicit pointer type, instead, it does passes all arrays (information entered into the program and stored in memory) and objects by reference,(ftc.nrcs.usda.gov/devtools/java/java/noMoreC/index.html) meaning that the objects or arrays in question have been defined elsewhere in the program, and the programmer does not have to keep pointing out wh ere that information is stored. Since Java does not contain pointers, struct and union (two C++ favorites) are not part of the language because they rely on pointers to function.(ftc.nrcs.usda.gov/devtools/java/java/noMoreC/index.html) Java differs from C++ in other ways too, command line arguments that are passed to a Java application are different in number and type than those passed to a C or C++ program. For example, when someone starts a C++ program, the system passes two parameters to it: argc- the number of arguments in the command line, and argv- a pointer to an array of strings that contain the arguments. When a Java application is started, the system passes only one parameter, args- an array of Strings (not a pointer to an array) that contain arguments.ftc.nrcs.usda.gov/devtools/java/java/noMoreC/index.html Speaking of strings, (A string is a series of characters, much like a sentence.)(Prata 1995, 8), they are different in Java. In C++, strings are stored in arrays, in Java strings are treated as their own objects, and do

How to Get into a Subjunctive Mood

How to Get into a Subjunctive Mood How to Get into a Subjunctive Mood How to Get into a Subjunctive Mood By Mark Nichol The subjunctive mood is a verb form that expresses any one of a variety of sentiments that are in some sense not necessary true: a potential action or a possibility, a judgment or an opinion, or an emotion or a wish. Here are some examples of statements in the subjunctive mood: â€Å"If that were the case, I wouldn’t be here.† â€Å"It’s about time we went home.† â€Å"If I had been there, I would have done something.† â€Å"It is necessary for you to have followed the news to understand the joke.† â€Å"If I should fail, what will happen?† Here are statements that appear superficially similar but are presented in the indicative mood, which is employed for factual statements and positive beliefs: â€Å"If that is the case, I’m leaving.† â€Å"I want to go home now.† â€Å"Now that I’m here, I’m going to do something about it.† â€Å"Are you following the news?† â€Å"If you’re going to fail, at least do it with class.† Most of the forms in the first list and those expressing other variants of the subjunctive mood give us little or no trouble, but the form demonstrated in the first example in the first list often throws writers for a loop: For example, do you write â€Å"I wish I was rich,† or â€Å"I wish I were rich†? Frequently, people erroneously use the indicative mood when they should use the subjunctive. For example, â€Å"He asked me if I was in charge† uses the indicative mood, so it seems natural to use the same form of the verb â€Å"to be† (was) for a similar but conditional sentence: â€Å"If I was in charge, I would do things differently.† But is that right? To test the form you’ve used to see whether it is correct, reorder the syntax so the verb comes first: Does â€Å"Was I in charge, I would do things differently† make sense, or is â€Å"Were I in charge, I would do things differently† logical? The latter sentence is obviously the correct one, so the proper sentence starting with â€Å"If I† is â€Å"If I were in charge, I would do things differently.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Inquire vs EnquireConnotations of 35 Words for Funny PeopleWhat is an Anagram?

How to Make Any Small Space Productive for Studying

How to Make Any Small Space Productive for Studying Do you have a special homework space? Do you sit at a desk to do your math problems, or do you balance your book on your knee as you prop yourself up in bed? Many students live in apartments or small houses that make it tough to carve a special place just for homework. For those students who have to lie on the floor or on a bed to read and write papers, homework can be a real challenge. However, the following strategies can help make your workspace more productive- wherever it might be. Turn your kitchen table into a desk. Put your studying supplies into a bag or basket and head to the kitchen table. The kitchen table is often ideal because it offers enough room to spread out. Small supply organizers, like a writing utensil stand or an accordion folder, will enable you to get the most out of the space. Wear noise-blocking headphones. If youre working on your homework in a busy environment, youre sure to face some potential distractions. Noise blocking headphones wont make the space any larger, but they will help you zone out and concentrate exclusively on the material in front of you. Snag a beanbag. If youre used to studying on the floor, consider getting a beanbag chair. Beanbags are incredibly multi-functional: they can serve as a chair, a recliner, or a table. If you get tired of reading in one position, just roll over and adjust your beanbag into a new position. Utilize a glass-topped table. If you have a glass topped coffee table in your home, you may be able to double-up the size of your workspace. Spread the books and papers youre currently using on top of the table, then spread the rest underneath the table. This way, youll know where all of your materials are at all times –Â  no more digging through giant stacks of books. Use pillows for posture. If you read on the floor, don’t place your book on the floor and bend down to read. This position will cause strain on your back and neck muscles. Instead, pile some pillows on the floor and get into a comfortable lying position. Youll be able to read for much longer, and youll be far more comfortable while doing so. Try working outdoors. Students rarely think of the outdoors when assessing potential study spaces, but its often a great option. If you have a patio, balcony, or other shared outdoor space, consider turning it into a study area. Outdoor tables make great desks, and nature is often far less distracting than indoor spaces. Keep it organized. No matter where you end up working, be sure to keep it organized. After each study session, spend 3-5 minutes cleaning up the area: pick up stacks of papers, put books back on the bookshelf, and pack up your backpack for the next day. Next time you return to your study space, it will be neat, clean, and welcoming.

Who should we hire Education vs. experience Research Paper

Who should we hire Education vs. experience - Research Paper Example Would an individual with extensive experience in a certain field have an advantage over another who has passed through the ranks of higher education with exemplary grades or vice versa? Careers are solely served by experience since people with experience will take off quickly on the job and become company asset from the very onset. Work experience is a priceless asset that demonstrates one’s enthusiasm, knowledge and skills for a particular job. It is thus clear that employers prefer experience to education in recruiting employees since the former take on-board experienced talent that contributes to productivity of organisations from the first day. Today’s job market features people who are either book-smart from academia or those who have real work experience. In rare cases one will find job seekers who are well rounded in both fields and hence when hiring, the employer has to narrow down on the best candidate to fit the job description. When an individual is well educ ated it means that he has succeeded in academia and his knowledge opens opportunities for him. A degree from a top institution opens doors simply through reputation and it signifies that the graduate studied under well-trained lecturers and immersed oneself in a particular discipline; obtaining a broad set of educational skills and expertise in that field. A higher degree is a show that a graduate possesses a particular set of skills that has the ability to be translated into work skills. Whilst, working experience is a proof to the employer that the potential employee has real-work skills and experience. A college degree is only helpful in understanding theories in the work place but practical realities of a certain job are only attained at work. â€Å"Higher Education only proves you can succeed in academia, not in a real-world job† (Mueller 1), and this indicates that experience is preferred to education in jobs market. In today’s competitive job market the employer s are lowering fresh hiring in favour of candidates who have work-experience, and often prefer â€Å"...to take on-board experienced talent who can contribute to their productivity from the first day† (Saha 1). This is influenced by several factors; working experience provides exposure that is much needed in the working environment. The working environment is characterised by multiple situations, circumstances, variables, problems and their suitable solutions and therefore an experienced hand has an advantage in dealing with the various work-related issues. Exposure gives the employee the ability to predict and foresee future variances and hence able to make adjustments to prevent adverse variances, therefore forming a great advantage. Furthermore, working experience provide one with a huge sense of interpersonal compatibility by building better interpersonal skills. This is built by having worked with different groups of people who emerge from varied backgrounds, abilities a nd experiences; at the same time ensuring working together to direct their efforts to get the work done successfully. Experienced talent is majorly accompanied with the knowledge of interacting with different profile of people both on a domestic and world level. Experience promotes one’s understanding of synergy in achieving a unified goal and teaches one that best results are hardly achieved in solitude; but in integration which pools different expertise to achieve best results at work (Saha). In addition, experienced talent has a multi-skill capability that adds value to an individual as he presents himself for a job opportunity. The multi-skill capability is gained over a long period of time as one is involved in doing different roles; adding an advantage as one applies for a job.

Business Presentation Essay Example | Topics and Well Written Essays - 750 words

Business Presentation - Essay Example I have set a meeting with the m next week in order for us to discuss my business plan. I believe that the use of meeting as a mode of communication emphasizes my deep respect for the organization. However, recognizing that the CEO and high ranking officials are always preoccupied with important issues in the business organization, I have only limited the meeting to 30 minutes. This way, I will not be taking them too long from their other tasks. My plan is to borrow an amount of $50,000 payable in ten years. I believe that the utmost concern of the investors will be my capability of paying them the quarterly interests and the principal. Secondly, they would also want to be informed where their fund will be utilized. With this, my presentation will focus on the profitability and the operation of my distance learning institution. Since my audience is comprised of individuals who have gained expertise in managing companies, I am compelled to illustrate my business plan through the use of important business concepts. With these crucial considerations, my presentation will be composed of three parts. ... Knowing that they are already familiar with other distance learning start-ups, I will only be focusing on the institutions offering information technology courses. I have already researched information on this and found out that the market for this service is relatively unsaturated with only ten distance learning institutions worldwide. In contrast, individuals seeking IT courses are mounting due to the perceived importance of technology in business organizations. I would want to emphasize that there is a huge opportunity in distance learning industry specifically in information technology courses. I will be presenting the industry growth and the significant trends. In the second part, I will be presenting my business plan to inform them how the business will operate. In order to maximize the time, I will only be presenting the highlights as derived from the executive summary. Special emphasis will be put on the marketing strategy, value chain, customer support, and strategies. I will also stress the difference of my distance learning institution with the other competitors in the industry. As you know, I have looked at the weaknesses of the operation of the current players and based the operation of my institution in them. I believe that this information is very crucial to the audience as I know that they are also contemplating in investing in other distance learning start-ups. Lastly, I will show the financial aspects of the business organization. First, I will determine the resources needed to start the operation including the workforce, equipments, and marketing materials. This is to give them an idea where their investment will be spent. Next, I will be showing my sales and

Coursework 2 Report Dissertation Example | Topics and Well Written Essays - 1000 words

Coursework 2 Report - Dissertation Example This social media suit has certain tools which will assist them to enhance the Facebook pages, and it will also permit L’Oreal to evaluate the transactions of the salons who have taken the distributorship of L’Oreal. These salons can also launch dynamic videos on their Facebook page, register appointments, bookings, and information sharing on behalf of the company (Thomson â€Å"Is B2B Social Media Marketing behind B2C"). The company also supplied their distributors and suppliers with various educational resources to enhance their social marketing strategy, and as a token of motivation each distributors were also given an advertisement credit of $25. The company received strong response from around 21 million supply points around the world (â€Å"L’Oreal, Salon Campaign by Buddy Media"). They were also successful in reaching out to more than 6000 salons and approximately 1.7 million clients (â€Å"B2B and B2C Brands Discovered the Value of Social Media marketi ng in 2012"). Social Media Networking for B2C Segment L’Oreal is even more active on social media for its B2C segment because this is for attracting the retail customers. The social media marketing vice president of L’Oreal said in an interview that L’Oreal is a big company, with different product lines, so social media chosen for every product line is based on the nature of the product and target customers. In terms of social media resources, L’Oreal experiments with various channels such as Instagram, Pinterest and even Tumblr. However, the major channel for social media marketing is still Facebook and Twitter obviously because of its huge user base. Facebook is a partner with L’Oreal for its social media marketing. Twitter is however, still a guide of innovation, and brands like Maybelline are being promoted on Twitter. Georges Edouard Dias, the vice president of the digital business at L’Oreal, said in his interview in â€Å"Marketing W eek†, that in order to understand the needs and requirements of the customers, the company should have to reach out to their target customers through various means of communication (Handley â€Å"Q&A: Georges-Edouard Dias, L'Oreal†). He said that they get approximately 250,000 posts for their brands every day. The company also uses social media for cross selling in various countries like China. Beauty has been always regarded as a component of social conversation. YouTube plays a significant part in this context, where women get to see how the products are used or put on. The video content is being optimized regularly for this purpose. The company has also segregated the video division, which concentrates on social media marketing videos on YouTube (Edwards â€Å"L'Oreal Social Media Chief Rachel Weiss Tells Us Why She's Bored of Pinterest†). Work Cited â€Å"B2B and B2C Brands Discovered the Value of Social Media Marketing in 2012."  Brafton Editorial. Brafto n, Incorporated, 28 Dec 2012 Web. 5 June 2013. â€Å"L’Oreal, Salon Campaign by Buddy Media"  International Advertising Bureau UK. International Advertising Bureau, 23 Aug 2012. Web. 5 June 2013. Edwards, Jim. â€Å"L'Oreal Social M

CRJS478DB3 Research Paper Example | Topics and Well Written Essays - 250 words

CRJS478DB3 - Research Paper Example DNA appears in two stands of polymers, made of simple units known as nucleotides, with X and Y genes (Lazer, 2004). The replication of DNA leads to production of a pair of identical replicas from the mother molecule. This continuous process takes place in all living organisms, and as such, ensures biological inheritance. DNA relates to the genes and chromosomes in such as way that it holds all the information in chromosomes necessary in encoding genes. Chromosomes appear in cells and contain genetic information usually passed down through a given lineage. A gene is a DNA sequence that determines particular traits in these living organisms. The most important usage of DNA tests and analysis is DNA profiling, which entails identification of individuals using the profile of their respective DNAs. Forensic scientists can make use of these profiles in identifying victims of a fire or blast burnt beyond physical recognition, or identifying criminals at a crime scene (Vaughan,

The Film War Horse Essay Example | Topics and Well Written Essays - 1000 words

The Film War Horse - Essay Example There are two eminent scenes of cavalry march, one at the Salisbury Plain and the other at the Western Front. The latter turns not a good gesture for Joey, as he falls into the German enemies’ hands where he’s left with no militia tasks. There he’s used to pull German ambulance cats, bring artillery to the barracks and is surrounded by two German solders that keep an eye on him. This attitude was new to be observed as most war movies never portray the life of prisoners of war. These watchers also include an old Frenchmen with his little granddaughter. These episodes have heart-touching moments. There are a number of well-depicted battle scenes, including a suicide attempt at the cavalry march and the great battle of â€Å"Somme†. But in each of these scenes the horse and the human relation is prominent. This relation starts at the very beginning of the movie, when an irresponsible and a poor farmer purchase a horse at the auction which was too expensive fo r him to carry. His son loved it and named it Joey. His son Irvine set up his mind to train his horse so that they can easily travel in that barren land. During the training and because of the love Irvin gave Joey, a deep essence of relationship developed between the two. This horse became there only weapon to tackle the difficult conditions when the war of 1914 broke out. In the upcoming days, Joey faced a number of hardships. Each one that saw it adored it’s beauty and spirit for work and involvement with human mind. To facilitate the spectator the film †war horse† is divided into sections, each image showing up different actions and acts and never allowing the audience to draw away their eyes from the movie. The scenes of war travel through slow-motion mud. The horse â€Å"Joey† companies us throughout the story while his masters and stories twists in every part of it. If we talk about the individual character of Joey, he was not neither compelling nor c apable enough to carry the whole story on his own, rather he’s the side stuff of this masters that carry him throughout the story. 2, what scene in the film "moved" you the most emotionally and stimulated intellectual thought? Why? The rural life as depicted in the film based on a poor family of Albert and his wife, who are struggling to bring up a farm to earn their livelihood, shows the responsible yet yoke life of the region. The starting scenes showing the bonding of Joey (horse) and his first master Albert are quite a bit awkward to me, but most spectators appreciate the glimpse of troubled gooses. The scenes of farm life are dragged a bit more than necessary until the sharp turn Alberto’s father take after he sells his horse to the cavalry officer.    Now Joey is in the hands of a French young girl who also adored him of its beauty. But the German solder forces him to drag more and more artillery, before a before a dramatic film tic sight of its dash through th e channels before getting knotted in snide cable in the war field.    The battle scenes depicted by Spielberg are a state of the art marvel of sight and sound. It shakes the entire cinema with the sounds and thunders of bullets and cannons. He’s not afraid to show you the inside of the battlefield that may blow your head and heart. The blood shedding and

CRJS478DB3 Research Paper Example | Topics and Well Written Essays - 250 words

CRJS478DB3 - Research Paper Example DNA appears in two stands of polymers, made of simple units known as nucleotides, with X and Y genes (Lazer, 2004). The replication of DNA leads to production of a pair of identical replicas from the mother molecule. This continuous process takes place in all living organisms, and as such, ensures biological inheritance. DNA relates to the genes and chromosomes in such as way that it holds all the information in chromosomes necessary in encoding genes. Chromosomes appear in cells and contain genetic information usually passed down through a given lineage. A gene is a DNA sequence that determines particular traits in these living organisms. The most important usage of DNA tests and analysis is DNA profiling, which entails identification of individuals using the profile of their respective DNAs. Forensic scientists can make use of these profiles in identifying victims of a fire or blast burnt beyond physical recognition, or identifying criminals at a crime scene (Vaughan,

Legal aspects of doing business in the Middle East Essay

Legal aspects of doing business in the Middle East - Essay Example Even though the arrangement has made the growth of broad and planned legal systems feasible, these are inflexible and rigid to a certain extent, and this represents the system of government of directive that is linked with nations within the Middle East area as a whole. Since its foundation in 1971, the UAE has placed a provisional establishment, which quickly has changed into a stable one. This took place after the federal state of the UAE attained its constancy dedicated towards a fair strategy, and made cultural alterations and huge achievements at the local, provincial and global levels in addition to further development for the people of this nation; this would be among the most flourishing practices of alliance. This constitution clarifies the major regulations of the political and constitutional management of the state. Actually, it has revealed the key reason of organization of the federation, its ideas and elements on the local and district levels. It has as well elaborated on the most important communal and financial â€Å"pillars of federation and stressed public rights, responsibilities and freedoms† (Campbel, 2009). ... ments to the constitution are drafted by the Federal Supreme Council, and must be approved by a two-thirds majority of the Federal National Council, after which the amendment is signed into law by the president† (Campbel, 2009). Main Provisions The â€Å"Federal Supreme Council† is the main legal power within the UAE. It is the major governmental and decision-making organization. It ascertains general regulations and endorses federal legislation. The leaders of Dubai and Abu Dhabi hold â€Å"veto power† (Campbel, 2009). The establishment manages the link amid the â€Å"federal government and the emirate governments† via the central government related controls and leaving an indefinite region of hidden authorities to the emirates. Every emirate has power on its own oil and mineral assets and a few matters of inner safety. The federal government emphasizes dominance in nearly all issues related to regulation and government. Constitution allocates jobs to the federal government in the fields of foreign affairs, defense and protection, ethnicity and migration concerns, learning, health care system, coinage, communication methods, employment affairs, banking, distribution of territorial waters and criminals’ exile. It also permits the transference of governmental power located within the Union onto neighboring federal associations, mainly the financial center in Dubai. The change sets an example for the growth of the federal power. The federal constitution facilitates the leaders of the emirates, nonetheless, to resign, if they would like to, in some specific areas of power recommended as being the duty of particular emirates to the federal rule. The verdict to join the military is an illustration of this right. The federal constitution also allows all emirates to preserve

The Sherlock Holmes Essay Example for Free

The Sherlock Holmes Essay The other story being The Red Headed League where Holmes and Watson were on the hunt for finding the mysterious Duncan Ross, who had formed the Red-Headed League, who disappeared a few weeks after Jabez Wilson had spent his days there writing encyclopaedias, in the end turning out that Ross was digging a tunnel from Wilsons shop and , disguised as John Clay , broke into the bank but was caught by Holmes Sherlock Holmes had sprung out and seized the intruder by the collar Its no use John Clay, said Holmes blandly; you have no chance at all. I think the Detective Fiction writers use themes like deceit or greed because it connects to everybody in the worlds life because we all lie to our friends or family, or we can relate to greed because we all use it one time or another in life. To sum up the themes that you can notice in Conan Doyles stories can be classed as nothing above what we all see and know in the Detective Genre, and Conan Doyle doesnt use the themes to make Sherlock Holmes stand out from what we read today but instead uses it to connect to the roots of detective fiction. In the Detective Genre the characters are one of the most important things, if the character is unique and stands out so will the story. But if all the characters in one story has the same attitude, intelligence or even the way they speak, the story would lose interest to the reader because their would probably be no motive for anything to happen in the story. In the stories Conan Doyle wrote the characters were always original in personality and features, and how he uses them tends to differ in the way he uses them than other detective stories, for example the villain is used differently in every story a lot more ways than any other writer does. An example of this is Dr. Roylott from The Speckled Band being a large, rough man thats almost obnoxious and talks like See that you keep yourself out of my grip. Also with a close opposite to Holmes attitude, as in this quote You are Holmes the meddler. My friend smiled. Holmes the busybody. His smile broadened. Holmes the Scotland Yard jack-in-office. From this we can tell that Holmes mocks Roylott for his opposite and aggressive behaviour. Another quote that shows Roylotts rage is He stepped swiftly forward, seized the poker, and bent it into a curve with his huge hands. This shows that Dr. Roylott results to his anger and strength to sort problems. From this we can also see the difference between his aggressive natures to Professor Moriartys more mature and relaxed nature in the way he was described in The Final Problem. I think the characteristics in the Detective Genre is vital to the plot and how it unfolds, and in the case of Sherlock Holmes and the way that the villains separate from the clients or the way the clients behave in different ways to each other, these are the way that Conan Doyle created that makes Sherlock Holmes unique and the reason why his stories are so popular today. In the Detective Genre the narrative is always important, and the best always depends on where the narrative comes from. For the story to be surprising and for the reader to keep interest, you need the narrative to come from a character in the story with a roughly close intelligence to the average reader, otherwise if the narrating character was too stupid it would be impossible to get to get the plot of the story, however if the narrator was too clever, then their ideas would be explained to us and cause confusion with the plot or spoil the end all together. Thats why in Sherlock Holmes, Watson is the perfect host for a narration because for most for the time he is with Holmes and the action, but since he is as smart as the average reader, and he doesnt give the plot away and leaves our minds and imagination to figure it out for our selves. However not all narratives have to come from a persons point-of-view, but in His Last Bow the narrative wasnt from a person but instead had a free roam of the whole scene between Von Bark and a disguised Sherlock Holmes, which I thought was a better effect than the others because unlike a story in the Detective Genre, we didnt get any clues and because we werent listening to Watsons thoughts we was able to see Holmes skills when he is in disguise. It is common for the detective to speak intelligently and have the brains to match in Detective Fiction, and is also common in this genre for the detective to pay attention to tiny detail, an example of this is when Holmes observes Helen Stoner in The Speckled Band when he says No, but I observe the second half of a return ticket in the palm of your left glove which, as any other detective, he uses in his conclusion of her journey here. You must have started early, and yet you had a good drive in a dog-cart, along heavy roads, before you arrived at the station. From this you can tell the overall intelligence Conan Doyle had whist writing his stories and the mind he had progressed onto Holmes and the stories really show how wise he is, and this, in most ways this makes him stand out even more than the other theories I have that separate him from the Detective Genre. In conclusion to the paragraphs, the Sherlock Holmes stories to typify the Detective Genre, but it is the fact that Conan Doyle had a mind far greater than the other detective writers, he dared to go beyond than any other detective writer did and disobey the commandments of a Detective Genre story, because of this the Sherlock Holmes novels were made more powerful whether due to the descriptive settings, the original but far fetched characters, even its completely powerful narrative, they all are the reasons why the stories Conan Doyle wrote are classed far beyond the average story in any genre and placed in the worlds most loved novels of all times. To what extent do the Sherlock Holmes stories youve studied typify the genre of Detective Fiction? 1 By Matthew Lomax Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

The Concept Of Identity In Society

The Concept Of Identity In Society The concept of identity is described in numerous different ways such as the I, Me, personality, self and essence. These offer a starting point for us to attempt to understand and explain who and what we are internally and within the external world .There are various theories that have been developed to help us make sense of what contributes to our identity. These theories examine the factors that can build, shape and change our identity, covering aspects such as the structure of society, our interactions with others and past experiences. Identity could be defined as being directly relevant to associated characteristics of an individuals character or of a group. Identity can be viewed as a both passive and active form, it can be used to help others define us which is usually not controllable by that individual it can also be relevant to how we as individuals view ourselves.(Macionis and plummer,2008). There are various forms of the self and identity the three main groups most individuals are able to place themselves within .These are the collective self, the individual self and the relational self. The concept of identity in modern western society has shifted as a result of changes in ideology and society. These changes have included industrialisation where subjects act as workers who move around for work and have a identity that is flexible and not rigid within social structure and enlightenment where subjects are able to change their identities and create new choices and choosing new value systems (Michael.A, 2008) The relationship of identity in the structural sense and the actual power an individual has over their identity has been critically analysed by theorists such as Goffman (1999) and Garfinkel (1984) have placed emphasis on the way individuals can develop and mould identity using language.Mead describes a similar form of interaction where personality, interaction and social structure provide a framework that can then be used for an understanding of identity (Choudry,2010,p11). To examine the various theories that contributes to the study of identity in regards to investigating societies understanding of older people. This will be looked at using the following structure, firstly looking at ways in which age forms an identity will be considered. Secondly, the influence of theorists on attempting to understand the process by which this identity is created will be examined. Third, the concept of stigma and its repercussions will be discussed. Finally, the role and identity both personal an d professional of the Social Worker as an agent between structural aspects and the impact of this role on the service user. How old an individual is and how this influences identity varies and can be interpreted differently from different personal perspectives and cultures. From an objective sense age is simply the culmination of a process that is begun at birth and one that is given certain social indicators (Taylor and field, 2007, p.113). Older people or old age in many societies worldwide is not clearly defined but usually a term used when referring to someone a few years older than the individual being referred to (Miller,2008). Various cultural views can produce pressure on who is considered young or as an older person within society. This can vary according to cultural context (Stephens and Leach, 1998,p.475). The implications of being identified as an older person can cause tension between the potential conflict of the individuals view of their identity and the structural view . In traditional society, the identity of the elderly is often a prescribed element, that presupposes norms of clothing and behaviour (Taylor and field, 2007).Other members that belong to that particular traditional society are projected with ideals of how to behave in a manner suited to people of an older age a manner that would change for another person of similar age (Stepehns and Leach, 1998, p. 476) . These assumptions have the ability to reduce the amount of power a older person has as they are defined and categorised based on visible characteristics rather than as a whole person (Miller,2008). Therefore social workers interpretation of an older person should fully consider the relationship between identity ,older people and structural factors.An older person may not view themselves as simply fitting in to a p articular category such as older person even if society is able to do so. There are many different sociological theories that can assist in understanding contemporary societies attitude to identity when referring to older people (Giddens,2000 ,p.521).Within social work acknowledging and utilising the right of self determinism is an important part of the framework created when providing support and assistance to older people(Miller, 008 , P4). When identifying a person in need the role of the social worker could include providing a range of suitable options to choose from. However the social worker would provide the older person with the tools to make an independent decision. This can be explained by the adherence to identification in terms of the agency exerted by the older person (Franzese,2009,p.71).It is important that the social worker refrains from categorising the elderly originating from the perspective of an older person but viewing as an independent individual in need (Franeze,2009).To assume without proof about the lack of ability of an older per son must be avoided. This can create a tendency to make judgements and disempowered the service user, leading to lack of understanding in regards to the care and support required. Especially in regards the older persons ability to make independent informed choices based on a understanding of their life and being the expert within their own situations. Although there are types of illnesses such as mental health issues that tend to occur more in the elderly than in the younger generation the social worker needs to assume the service user is capable -so regardless of how the service user is generally presenting him o herself unless presented with proof that suggests otherwise. Using this method in social work and emphasising the person centred approach can be explained through understanding the right to self determinism and empowerment (Kim, 1991). To practice effectively the social work must actively avoid becoming complacent with the attitudes towards older people projected through d ominate discourse in contemporary society. This discourse projects identity on to individuals using age as way of categorising the social work need to provide the individual with the right to self-determination. This is a difficult perspective to maintain when the structure of society promotes and accepts the idea of defining individuals in regards to age (Giddens,2000).This is also difficult to maintain when surrounded with many resources that are provided to those in need by social services that are allocated based on age and therefore creating restrictions if an individual does not fall into that age bracket. Therefore suggesting it is difficult to completely avoid catergosring older people as this is the system used in the society they exist in. This can be examined by looking at psychosocial identity, although Giddens suggests that we are reflexive agents we may have a smaller agency than what is suggested (Newman and Newman,2008).This suggests the rationale model of decision making for an individual is limited in its uses ; the choices we make are usually created for us to some extent as they are usually made when need or desire ansd the actually outcome only clear after the choice has been made.(Newman and Newman, 2008). Consequently an older person may experience the limitation of making a rational choice in regards to their identity as these choices may be made from a particular need. The older persons rational choices maybe affected by anxieties and fears surrounding their identity. As a result the role of the agent is quite limited in regards to the way interaction occurs between agent and structure. Therefore the individual has less choice than what may be assumed. Another important element for understanding identity in relation to contemporary social work is the subject of stigmatism. Stigma can be explained as a loss of individual social identity and status that occurs when an individual is simply looked upon as a member of a group with shared characteristics (Giles et al., 1990).The concept of being an older person could be looked upon as a creation of society rather than something that has naturally developed through positive association. This is relevant to older people as stigma can produce problems as it relates a number of conditioned to older people, stereotyping them (Giddens, 2000).Bringing in ethical practice a better way to avoid projecting identity on to an older person it would be more effective to avoid placing stigma upon the older person.With messages provided by the media in various forms such as television advertisements that depict older people as suffering from illness and being in need. When only provided with these image s of older people not stigmatising within social work would appear to be problematic. Structural aspects such as bureaucratism and globalisation make community self determinism and professional independence very difficult if not impossible (Bowles et al,2006).There is an conception that older people after being classified as older change from being active to passive members of society with limited involvement and are limited in their self-determinism. Goffman proposed a definition of stigma that emphasisies the differences between the virtual self in social identity and the actual social identity.(Goffman, 1969) Tension that has been identified by Sociological theory therefore is concerned largely with the interaction between the agency of an individual against the stigma that may be imposed upon the concept of the elderly, and their own right to self-identity (Newman and Newman, 2008, p.388). To an extent, as is represented by the psycho-social theoretical standpoint, it is difficult to argue from the perspective of interactionism the ways in which the individual has a significant agency in order to combat this perspective (Macionis and Plummer, 2008, p.76). Garfunkel (1967) argues that language is used as an active means by which individuals shape the identity around them. Rather than accepting a social identity that is imposed by the social structure in which they find themselves, individuals are active participants in the creation of such categories (Stephens and Leach, 1998, p.24). Of course, given that much of the social stigma associated with ageing stems from the ways in which the el derly are portrayed as mentally unstable, passive victims with mobility issues, all of which can be supported with a certain degree of statistical evidence, the ways in which individuals can rail against the stigma is problematic (Newman and Newman, 2008, p.289). However, the stigma is better understood as a blanket type definition applied to all individuals within a certain category ignoring the extent to which they fall into such categories. Identity theories, particularly from an interactionist perspective, are quite limited in their approach to describing how each individual holds their ability to actively define themselves in opposition to such stigma. The use of identity theories are not only significant for the ways in which Social Workers treat the elderly but can be seen as useful understanding the means by which the individual appreciates their own impact upon the context (Giddens, 2000, p.522). In particular, an understanding of the interaction between agency and structure can help the individual reflect on the extent to which certain roles are almost predefined by the context in which they find themselves (Haslam, 2003, p.99). First, the Social Workers role can be interpreted in the way in which they can be seen as part of the social structure. The fact that the provision of services can be interpreted in a negative fashion as the imposition of structure allows the individual to assess their own role and position within this context. Furthermore, the individual must appreciate their own potential for agency within the structure in the attempts provided for the avoidance of oppressive practice (Newman and Newman, 2008, p.388) . An important element of this process is in the use of reflective practice which allows the Social Worker to assess their own individual approaches and their emotions to the servo e provision. The extent to which they view the elderly with a stigma, or make assumptions regarding their ability to provide their own active approach to their own identity can be self-assessed. In many cases, it is possible for the Social Worker to adopt the Goffman idea of a distanced role, where they play a role in the service provision that fits various notions of the ideal way that such services can be provided without stigma (Goffman, 1963, p.54). This will involve occluding their true feelings or impressions of an individual, and the reflective practice allows them to assess and understand their approach to the subject (Goffman, 1999, p.16). The notion of the importance of agency within this context is therefore a key way in which Sociological Theories have affected Social Work practice. A range of effects have a significant effect on the way in which individuals are influenced in their identity (Giddens, 2000, p.522). In many such cases it is almost impossible for the elderly to exert their own level of agency in order to resist the categorisation and the accompanying stigma that often applies. In many cases, this can occur as the result of active influences on the part of the individual themselves, even if it is a distanced social role as suggested by Goffman (1999). The important influence of such theories upon the understanding of identity, however, fall into the area where the Social Worker can be seen as part of an active element of the structuration process (Zastrow, 2009, p.59). This is a difficult role to avoid on account of the fact that despite the ways in which agency is emphasised for the individual for whom care is provided, the provision of services is often defined by age rather than simply by need. From the perspective that to avoid stigma as a whole , it could be expected that the various requirements of the elderly may come under different remits, such as mobility issues coming under the disabled remit; and in many cases this does continue (Zastrow, 2009, p.61). However, the fact that certain benefits are available to the elderly on the basis of age alone means that the Social Worker remains an agent, albeit an active one, of the notion that age defines a social identity. This social identity therefore means that there is a subgroup of services that would be provided, and this perhaps undermines the active attempts to avoid imposing stigma on the concept of the the elderly and allow the individuals to impose their own agency. The most useful forms of identity theory would appear to ultimately stem from Lemert and Mead, that emphasise the position of an interaction between structure and agency (Franzese, 2009, p.71). As has been described in the previous discussion, elements that emphasise the process of either agency or the role of structure tend to miss the point of the way in which elderly people interact with the definitions that are applied to an identity. For the Social Worker there are numerous advantages that can be gained from an understanding of such theoretical contributions and the influence of different theories can help understand the requirement to avoid stigma and the emphasis that is made in Social Work to the process of individualisation, despite the inherent contradictions that can exist in the way in which services are provided. Social Work is essentially a part of society and represents and reflects the processes within it; as such, Sociological theories will always be of use in explai ning and describing the ways in which different processes form a part of practice (Franzese, 2009, p.71).

The Insane Mind of Edgar Allan Poe Probes Essay example -- American Li

The Insane Mind of Edgar Allan Poe Probes As a short-story writer, Poe was a fascinating man of imagination. In theme, Poe places the human mind under investigation and probes insanity beneath the surface of normal existence. He was the first author in American literature to make the neurotic, the heroic figure, the protagonist, in his stories. Poe's most enduring tales are those of horror, the horror coming, from the working of an irrational or criminal mind, driven to evil or insanity by a perverse irrational force which, to Poe, is an elementary impulse in man. Typically, The Cask of Amontillado, The Black Cat, and The Tell Tale Heart are three criminal stories of this kind. In these tales, Poe takes readers in the murky territories of the strange world of insanity. And now, let's see what the features and familiarities of these half-mad, evil, and dark criminal minds. To start with, like many Poe's stories, the main characters in these three stories are all driven by their emotions, and mostly, hatred against their antagonists. For example, in The Cask of Amontillado...

Personality Development Case Essay

Success in business and personal life is determined by one’s ability to communicate effectively with others. â€Å"Social intelligence,† or the ability to interact, converse, negotiate with, and persuade others, is the most highly paid and respected form of skill one can have, and this can be developed. Students participating in this program will experience a drastic transformation in terms of personality, communication skills, confidence level and the way of looking at life. The entire program is based on the concept of learning and acquiring skills most effectively when one is not under any pressure. The whole process of acquiring skills is like a game – entertaining and exciting. It is similar to the way a child learns to communicate and acquire skills, but with greater awareness. Basic Personality Development Workshop A wholistic workshop focused on the person’s appearance, social graces, and personality. This workshop will help the participants to project themselves in a corporate setting thru social graces and etiquette. Presence, Polish, and Power Workshop This workshop aims to help participants project a confident, professional and polished image. The Art of Business Dining This is a comprehensive session on everything one needs to know about fine dining: from use of basic tools to engaging in table talk. The objective of this course is to help the individual create a positive impression with others and enhance the image of the company he or she represents. Wellness in the Workplace This workshop was designed for leaders and persons who will eventually manage teams. Stress affects productivity and teamwork. It’s therefore important for a leader to address actual and potential stressors in the office and at home. Creating Lasting Connections This workshop serves as an introduction to the science of social intelligence – it will help you gain insights on human relations; how to better â€Å"read† people, situations and react accordingly. Key Topics * Personality Development * Confidence Building * Business Etiquette * Corporate Grooming * International Etiquette * Social Etiquette * Dining Etiquette / Table Manners * Gentlemen Etiquette * Ladies Etiquette * English Voice / Accent * Dress Code * Presentation Skills * Personal Counseling

How parents most influence behavior Essay

How did your parents most influence your behavior growing up? Was it through classical conditioning? What about operant conditioning and social learning theory? Which theory had the biggest impact? Why? Give an example and state how it has impacted the person you are today. Make sure to briefly define what the type of conditioning is and cite the text (unless you invented: Classical, Operant or Social Learning theory). Try to use the terms the textbook authors use. If someone does not use a term or uses it incorrectly, feel free to tactfully correct them (they will need to know these terms for the upcoming Online Quizzes) (1st post) Classical conditioning is learning that occurs when a neutral stimulus becomes paired with an unconditioned stimulus to elicit a conditioned response (Carpenter &Huffman, 2010, p. 144). Operant conditioning is learning in which voluntary responses are controlled by their consequences (Carpenter & Huffman, 2010, p. 49). My parents influenced me best by operant conditioning. When I did well and work hard on something they used reinforcement; a consequence that strengthens a response and makes it more likely to recur (Carpenter & Huffman, 2010, p. 149) to encourage me to keep doing well. When I did something I wasn’t supposed to do or just straight out misbehaved they used punishment; a consequence that weakens a response and makes it less likely to recur (Carpenter & Huffman, 2010, p. 49) to get me to act right and do what I was supposed to do. (2nd Q) Give the text definition of what â€Å"negative reinforcement† is in Operant conditioning (cite the textbook APA style). Differentiate it from punishment. If you can, give an example of negative reinforcement in your own life. (Hint: most people don’t have a clue of what negative reinforcement is). Feel free to correct students who make cognitive errors in a response post where you correct them and cite the correct text passage to back you up). I will be lurking in the background to keep everyone on track (2nd post) Negative reinforcement takes away (–) and strengthens behavior (Carpenter & Huffman, 2010, p. 150). Negative punishment is the taking away (–) of a reinforcing stimulus, which decreases (or weakens) the likelihood of the response occurring again behavior (Carpenter & Huffman, 2010, p. 153). The two concepts are actually completely opposite. Reinforcement (either positive or negative) strengthens a behavior, where as punishment weakens a behavior (Carpenter & Huffman, 2010, p. 152). The best example I can think of how my parents used negative reinforcement on me was if I made all A’s on my report card I didn’t have to do my chores for a week. (3rd post) This video explains difference between operant conditioning & observational learning. This video give a good definition in the difference of the two and better understand them.

Analyse William Golding’s choice of language during and after the killing of Simon. Why does the language use change?

â€Å"Kill the beast! Cut his throat! Spill his blood!† This is the chant that begins the section, increased in its violence as it now says â€Å"kill the beast† representing the feelings of the boys. They want to destroy the beast but can't find it as it is inside each of them. This causes them to get ever more angry and frenzied, starting a ritualistic â€Å"dance† with â€Å"the chant† beating â€Å"like a steady pulse†. This is reminiscent of Simon's experience earlier when a â€Å"pulse started to throb in his temple†, just before he went into a fit. This suggests that the boys are also going into a trance or fit, but a much more dangerous one, unaware of their actions. They lose their individuality and start â€Å"the throb and stamp of a single organism†, again with the throbbing and stamping inducing images of a trance-like ritual. Also the symbolisms of circles and the weather are repeated. The circle now â€Å"yawns emptily† waiting to catch someone inside. The weather is threatening, â€Å"Thunder boomed†¦the dark sky was shattered†¦scar†¦blow of a gigantic whip†. This is a great contrast to the clear skies earlier in the book that symbolised peace. Now they begin to become terrified by the weather and the trance and out of this terror â€Å"rose another desire, thick, urgent, blind†. This is the frantic, unthinking desire of bloodlust. The boys don't want to think about what they are doing, Simon is called â€Å"Him!† and â€Å"the beast† and â€Å"the thing†. This is because the boys are trying to dehumanize him in their great desire to kill something that could be the beast. However, Golding calls Simon by name just once, the effect being that we see this as the mindset of the boys. The imagery when Simon is finally murdered is very vivid, with the mouth comparison drawn again, â€Å"The mouth of the circle crunched and screamed†. This gives the impression of someone being eaten alive. Simon is shown to be helpless. He doesn't even try to defend himself; he just â€Å"struggles free†. He is completely innocent and Christ-like comparisons are drawn by these things and also because he is still trying to save them from themselves as he â€Å"was crying out against the abominable noise something about a beast on a hill.† When he falls down onto the sand he is leapt upon. â€Å"There were no words and no movements but the tearing of teeth and claws†. The use of â€Å"claws† draws comparisons with beasts and shows the boys' savagery and animalistic actions. There are no words, symbolizing the complete breakdown of civilization and communication. Nobody is exempt from this original sin and even Piggy joins in. They completely destroy Simon, taking pleasure in the mutilation of his body. After Simon's death â€Å"the clouds opened† as if they are taking him up to heaven. The rain acts as a â€Å"cold shower† and breaks up the savages. Golding reminds us of the age and vulnerability of these boys and Simon especially, â€Å"they could see how small a beast it was and already its blood was staining the sand.† A great wind blows the parachutist off the mountain in a tribute to Simon. He has removed the beast from the island, though he had to die to do it. We could look deeper and say that this shows he has only removed the symbol or personification of the beast. The parachutist was never the beast, nor was Simon, but they were used as the personification of the evil which still remains inside all of the boys. After the rain ends, the mood completely changes, from frantic and urgent to calm and serene. The â€Å"incredible lamps of stars† â€Å"cool†¦clear air† make Simon's death seem peaceful, natural and spiritual. The images are of â€Å"silver† â€Å"phosphoresce† â€Å"pearls† â€Å"clear water†¦clear sky† â€Å"strange moonbeam bodied creatures†. These all give a heavenly, spiritual and peaceful feel as does the alliteration of ‘s' sounds; â€Å"Softly surrounded by a fringe of inquisitive creatures, itself a silver shape beneath the steadfast constellations.† This makes Simon's death seem beautiful and the violence of the reality unimaginable. Golding uses the violent, urgent, frenzied language during Simon's death to show the feeling surrounding it. He uses the calm, peaceful and spiritual language afterwards, when his body is carried away as a reminder as to the kind of person Simon was and how different he was to the others.

Hinduism Essay Example | Topics and Well Written Essays - 500 words

Hinduism - Essay Example Therefore, those that do bad deeds, such as rob or steel, are polluting their karma, which will lead to unfortunate events and vice versa for good deeds. It is also important in the concept of reincarnation, as how good your karma is will determine what an individual is reincarnated as. This is especially important because a person must have very good karma in order to escape the cycle of reincarnation in order to achieve a higher state of enlightenment known as moksha. An avatar is a manifestation of a Hindu deity on Earth. Each sect of Hinduism has a different view regarding these types of manifestations. The manifestation does not have to occur solely as a human, but can be in the form of an animal or any other sort of creature. They appear as a source of divine influence and often speak to people offering sage’s advice. In addition, each avatar has unique qualities, which separate them from one another. Each sect of Hinduism acknowledges the existence of a different number of avatars. In the basics of Hinduism for someone who is unfamiliar to the religion, it would sound unique in comparison to its Christian counterpart.

Reflection Essay Example | Topics and Well Written Essays - 3250 words

Reflection - Essay Example This paper is based on an actual experience during my community placement with a patient I shall refer to as Mr. Smith (not his real name). To protect his identity and in accordance with patient confidentiality, his real name shall not be used in this reflection (Nursing and Midwifery Council, 2008). Reflective practice is the process of thinking about one’s actions in the clinical setting and taking responsibility for improving one’s professional skills. Taylor (2006) mentions that reflection allows a person to review the positive aspects of one’s actions in the clinical setting and to build on such achievements in order to identify areas which require improvement. The nursing profession is a dynamic and ever-changing profession and according to the Department of Health (DOH, 2004) and the Welsh Assembly Government (WAG, 2002), nurses have to expand their knowledge in order to improve their practice. A discussion by Jasper (2003), pointed out that knowledge gain ed from reflection fills in the gaps between theory and practice. This is crucial to nurses because continuous development is an important part of clinical governance (Royal College of Nursing, 2003). In effect, reflective practice helps improve the quality of care delivered to patients. The topic was chosen in order to demonstrate professional development in the communication skills seen in the delivery of patient care. This development would assist in evaluating patient advocacy in the multi-professional team. It would also help ensure that a nursing practitioner is able to identify the gaps in her communication skills with the patient. Gibbs, reflective cycle There are different reflective frameworks which were considered for this assignment; these frameworks also provide useful guidance in reflection. However, the Gibbs Reflective Cycle was chosen because it is familiar and helps provide a structured and simplistic cycle. Bulman (2008) however argues that the Gibbs Reflective Cy cle is too broad and it implies an incoherent reflective process. Nevertheless, this reflective cycle is the most appropriate cycle to apply because it includes specific elements of the experience which allow reflective processes to change and improve clinical practice (Johns, 2004). In establishing a framework for reflection, it is important to note that the reflective process is an intellectual and an affective experience which involves the process of exploring one’s experience in order to successfully initiate change (Bulman, 2004). It is therefore important for a reflection to lead to change in one’s behavior and clinical practice. Without adequate guidance in the process, the student or learner might not be able successfully learn from the reflective process (Benner, 1994). With the guided help of my mentors and more experienced clinical practitioners they would help ensure that I would be able to pass through the reflective process and learn from his reflection. 1. Description of the event During my placement with the District nursing team, my mentor asked me to accompany her to a gentleman’s house in order to carry out an assessment and to explain what services were available. Before the interview, I dressed professionally and appropriately, making sure that my uniform was crisp and clean and my hair was arranged properly. The referral came from his wife, and not from the patient, as the patient was recently discharged from the hospital.