Presenting Business Plans Research Paper Example | Topics and Well Written Essays - 1000 words

Presenting Business Plans - Research Paper Example The guitars will be relatively cheaper compared to our rivals. However, we will only sell guitars and not any other musical instruments. (Stimpson, P., & Oxford Cambridge and RSA Examinations. (2003) Cambridge University Press) The target market will be teenagers and adults who are interested in buying good quality guitars but cannot buy guitars from expensive brands. Also, the market would be for new guitar players who are not aware of a lot of these brands. The key aim is going to be to sell cheap guitars to people who want to learn it as the intermediate guitar players are likely to stick to companies like Gibson and Yamaha. We are going to sell all types of guitars. The types will include acoustic guitars, electric guitars, semi-electric guitars, hollow body acoustic guitars, hollow body semi-acoustic guitars and jazz guitars. Basically, we will be importing these guitars from different countries where the guitars are relatively cheaper according to our research. These countries include Thailand, Japan, Korea and Canada. The guitars will not be from a well-known brand. However, these will be from different local companies in different countries. The quality will be guaranteed on every guitar as our staff is highly trained. We are not going to have a massive number of employees. Some of my friends are good guitar players and they are capable in determining if the guitar is worth buying. It is basically a partnership firm and on the top of the hierarchy, there are going to be 3 partners including myself. The two partners will be in charge of buying the guitars from different countries. These people are highly skilled in playing guitar and they have a good idea in buying these guitars. These people will be travelling once every 6 months and are going to buy a good number of guitars. Depending on the market and the demand, these people are then going to go to buy the guitars according to the preferences from our loyal customers. Below us, there

Analysis of the poem Essay Example for Free

Analysis of the poem Essay The poem Originally by Carol Ann Duffy talks about the issue of culture identity. The poem talks about change, memories, and anxiety which occurs when moving. This is conveyed through the experiences of a young girl in the poem who is reluctant to leave what she knows behind. This is made apparent through the theme of memory and the continual change of setting. The title Originally sets the tone for the poem as there change needs to occur for there to be an original. This choice of diction allows for an expectation for what the journey will be about, while the ambiguity of the poem is written in such a way that personal experiences can be projected upon the protagonist. The aspect of the poem through tone however creates a bias towards negative emotions and experiences due to the despondent tone throughout the first two stanzas. This atmosphere of loss is aided through the use of negative emotive diction such as bawling and resigned. By showing that the protagonists brothers are crying, Duffy illustrates how hard this is for them as crying is usually only brought on by major or sad events and loss, resigned is used to show how she has accepted her fate, but it doesnt mean she likes it. This association of emotions with the diction allows for empathy to occur towards the protagonist and her unsure feelings about her emigration. The theme of cultural identity is used in the poem in order to instil a sense of not belonging. This feeling of unease and unhappiness is introduced through the use of bawling as this change from the place where they are comfortable and belong to the new one is both painful and confusing for them. The use of italics however, in the repetition of Home as well as the capitalisation of it, emphasises its importance to them and their desire to return to it. The use of a blind toy by Duffy can be used as a metaphor towards the protagonists new life, where, although the toy is blind, it still has eyes. The foreshadowing could be that when the protagonist moves she will be blinded by everything which is new so that she doesnt become overwhelmed by it. She will continue to be blind to the beauty of her new home so long as she is yearning for her old one. However, once she is ready her sight will return and she will start to forget her cultural identity. At the time, the girl doesnt want this however, so she is clinging onto a toy to maintain her memories of home. Additionally, a toy is associated with childhood, so the clinging onto it may represent how she doesnt want to grow up and leave her comforts behind. By saying in the second stanza that all childhood is emigration, Duffy allows for immediate relation to the protagonists situation. This is due to the journey of growing up to adulthood which is a worldwide experience, as well as referring to physical emigration of moving from one place to another. Improtantly however, the emigration of childhood is all made without the acceptance of the person moving, they cannot stop growing older, and parents make the ultimate decisions. This unease and the inability to understand the need to move is reinforced by the location of her new home where no one you know stays. This introduces the tone of isolation which is reinforced by having the wrong accent, and shouting words you dont understand which immediately marks a person as being from a different area, even though the move could have been within the same country of city, the accent and slang changes. The introduction of big boys shows that she is intimidated by people from the area who are older and bigger as she doesnt know how they will react, this is reinforced by the alliteration present through the repetition of the hard d, continuing the feeling of intimidation which the protagonist encounters. A continuation of the alliteration in sibilance, seeing your brother swallow a slug, feel only a skelf of shame, provides an insight that the protagonist is slightly proud of her brothers for adapting so well to the environment, which is then applied to herself in a continuation of sibilance in combination with a simile in that she remembers (her) tongue shedding its skin like a snake, my voice in the classroom sounding just like the rest. This shows that she is also now adapting to her environment, reinforced by the fact that a shed skin is natural for a snake, and this adaptation is normal, although slightly unwanted. The last stanzas change in tone shows how the protagonist has changed with age. This allows for a time skip to take place into a time when she is more mature and able to reflect upon the journey easily, although with some regret. This is expressed through rhetorical questions beginning with the use of Do I only think, in line 20, which builds up an atmosphere of longing and wistfulness. There is also a tone of uncertainty in there, as she doesnt know if she had remained in the place if the feelings of belonging would have remained, which is why she only questions and doesnt outright believe that staying would have been the best option for her. The rhyming of the words first space and right place reinforces the doubt she feels about her cultural identity. The continued doubt of the protagonists cultural identity which occurs in lines 23 and 24, illustrates how she will continue to try and find the answers throughout her life as she will never be truly certain of who she is, creating a sense of not belonging. Although emigration is a hard thing to experience, Duffy illustrates that trying to maintain a cultural identity through such a process may cause problems later. The continued rejection of the new culture illustrates how much of an outsider it makes the protagonist feel later in life, which could have been avoided if it had been readily embraced. The place which she originates from will always have a draw, however, the acceptance of a new culture viewed as a new part of a personal culture, would be much easier to accept than a replacement to the old one.

Racism in the Chesapeake Area Essays -- Chesapeake Area Racism Racist

Racism in the Chesapeake Area The Chesapeake area in the seventeenth century was a unique community that was almost absent of racism. In this community, at this time, property was the central and primary definition of one’s place in society. The color of one’s skin was not a fundamental factor in being a well respected and valued member of the community. Virginia’s Eastern Shore represented a very small fellowship of people that were not typical of the Southern ideals during this time period and gave free blacks owning property a great deal of respect and merit usually equal to that of any white man around. Racism, as a generalization, was a common and mostly unified way of thinking in the Southern states for a very long time and was in its prime during the seventeenth and eighteenth centuries. The first importation of slaves into Virginia was in late August of 1619 and was only briefly recorded by one colonist, John Rolfe. He recorded them as â€Å"20. and odd Negroes† and from this the black population slowly grew to about three hundred by the mid-century. One must understand that the attitudes towards the blacks that came to Virginia were not inevitable. This is a very important point to note when understanding how the free blacks came to be they way they were in Northampton, Virginia. It is not specifically known how Anthony Johnson came to own his â€Å"modest estate† or how he ended up in Northampton. Historians believe that his former master, Rirchard Bennett,...

Accounting Cycle Paper

When making decisions, businesses must provide and be able to gather relevant and accurate financial information. Being able to gather and understand this information helps companies make the best informed decisions for business operations, which can only benefit the company. When it comes to gathering the information needed, it is pertinent that companies fully understand each step of the accounting cycle. Averkamp (2010) defines the accounting cycle as: â€Å"a process that includes the following steps: identifying, collecting and analyzing documents and transactions, recording the transactions in journals, posting the journalized amounts to accounts in the general and subsidiary ledgers, preparing an unadjusted trial balance, perhaps preparing a worksheet, determining and recording adjusting entries, preparing an adjusted trial balance, preparing the financial statements, recording and posting closing entries, preparing a post-closing trial balance, and perhaps recording reversing entries† (p. ). The accounting cycle is made op of eight basic steps witch include The basic steps in the accounting cycle are (1) identifying and measuring transactions and other events; (2) journalizing; (3) posting; (4) preparing an unadjusted trial balance; (5) making adjusting entries; (6) preparing an adjusted trial balance; (7) preparing financial statements; and (8) closing. Identifying and measuring transactions and other events The first step in the accounting cycle is determining what information that should be recorded. Kieso, Weygandt & Warfield (2007) explain that items should be recognized if, â€Å"it is an element, is measurable, and is relevant and reliable† (p 68). Companies are able to recognize as many dealings as they wish, especially if they feel that these dealings will affect the financial position of the company. Journalizing Journalizing includes entering the financial transactions and events into a journal. As part of the journalizing process general ledger, t-accounts, and general journals are used. Kieso, Weygandt & Warfield (2007) explain that the general ledger â€Å"contains all the assets, liability, stockholders’ equity, revenue, and expense accounts† (p 69). T-accounts are used to visualize the affects of the debit and credit on more then one account. A â€Å"general journal chronologically lists transactions and other events, expressed in terms of debits and credits to accounts† (Kieso, Weygandt & Warfield, 2007, p 69). Posting Posting, defined by Kieso, Weygandt & Warfield (2007) is the process of transferring journal entries to the ledger accounts. The general ledger provides information for the Balance Sheet . Trial Balance The trial balance step in the accounting cycle is the process of totaling the debits and credits and making sure that the sum of all debits equals the sum of all credits. Kieso, Weygandt & Warfield (2007), state that the procedures for preparing a trial balance includes, â€Å"listing the account titles and their balances; totaling the debit and credit columns; and providing the equality of the two columns† (p. 74). Adjusting Entries Adjusting Entries are journal entries that are made at the end of the accounting period, to adjust expenses and revenues to the accounting period where they actually occurred† (Cram, 2011, p 1). Adjusting entries are required every time the company prepares financial statements. Adjusting entries can be classified as prepayments or accruals. The purpose for this step in the accounting cycle is to determine the net income for the current period and to achieve an accurate statement of the end-of-the-period balance in assets, liabilities, and owners’ equity (Kieso, Weygandt & Warfield, 2007). Adjusted trial balance The next step in the accounting cycle is the step adjusted trial balance. This step is important because it is where companies make sure that the debits still equal the credits after making the adjustments in the previous step. Kieso, Weygandt & Warfield (2007) explain that, â€Å"It shows the balance of all accounts, including those adjusted, at the end of the accounting period† (p. 84). Preparing Financial Statements The seventh step in the accounting cycle is where the company would prepare the financial statements from the second trial balance. Closing The last step in the accounting cycle is closing entries. This is where companies prepare and post closing entries in order to transfer balances from temporary accounts to owner’s equity on the balance sheet. This step reduces the balance of normal accounts to zero to prepare the accounts for the next period’s transactions (Kieso, Weygandt & Warfield, 2007). References http://www.college-cram.com/study/accounting/accounting-cycle/adjusting-entries-in-accounting/

Small Island †Andrea Levy

Small Island is a book written by Andrea Levy mainly based on race, War and prejudice in London in 1948, the story is explain through the point of view of 4 different narrators including flashbacks into their pasts. One of the narrators is Gilbert, who appears the charming fool a Jamaican newlywed who served in the RAF during World War II, hopes for a prosperous future in London, though his experience of racial discrimination tells him this won't be achieved easily.This is shown when he is stopped from sitting next to Queenie and Arthur by the usherette and after heated words between them and American soldiers it leads to the death of Arthur (183-193), as well even after serving for England after he rejoins civilization he is still treated poorly His young wife, Hortense, is more naive.Arriving from Jamaica via the empire windrush, hoping to take up a teaching career, as well as trying to find her former flame Michael who left Jamaica to join the RAF after being caught having an affa ir so in a desperate need to continue her dream marries a Gilbert thinking life in England would be great however she is soon in despair over rude rejections and her struggle to make herself understood, literally and figuratively, by white working-class neighbors who don't seem to comprehend the English she learned in her home island.However towards the end she and Gilbert bond more and eventually take in Queenies baby Michael to raise as their own after she plans to leave Queenie’s house and settle down with Gilbert Queenie is a tough, level headed survivor, with a good heart. Brought up on a pig farm in Yorkshire, from an early age she grows to hate the smell of the pigs, the squalor and the blood. With dreams of escape, she finally gets her wish when her kindly Aunt sends the train fare to London. Queenie is open-minded and hungry for new experience. She like Hortense goes to London with hope in her heart.Despite trying to better herself with elocution lessons, she can nev er quite shake her Yorkshire vowels. However an unexpected death forces her into the arms of the educated but rather uninspiring Bernard as to keep her dream Queenie believes that her dreams are lost to her forever.After Bernard goes to war she is forced to look after Bernard’s Mentally ill father and during this she sleeps with Michael a black serviceman she invites to her house who impregnates her, and after Bernard doesn’t return from the war she later invites a man she had earlier met Gilbert after he rescued her father in law  to stay at her house along with his wife who would be arriving as well as a few other lodgers. Queenie and Hortense initially clash however unsurprisingly due to their similarity in life they eventually bond and become as close to friends as they could be which eventually ends in Queenie giving them the baby she had with Hortense’s former companion Michael.However after Bernard returns he blatantly shows unhappiness as black civilia ns living at the house â€Å"Did they have to be coloured† however Queenie seems to be the only white person in the book who doesn’t judge a person based on the colour of their skin Bernard is the husband of Queenie Bligh’s bank clerk husband who seems to be quite stuck up and racist and he is shown to be the complete opposite of Queenie, his dad Arthur who served in World War 1 suffers from shellshock leaving him to not speak after meeting queenieBernard changes from being repressed and quiet to being quite lively and affectionate after marrying queenie whom he loves he reverts back to being his closed down self and leaves to go and join up with the army where he befriends a guy named Maxi however after his death Bernard who seemed the gentle and nonviolent type he got in a fight, and cheated on Queenie with a seemingly under aged prostitute and got what he thought was a life threatening syphilis however It seems to be just a simple Flu.And after two years away he then goes to see Maxi’s Family and then eventually returns home to the shock of queenie †and I was collapsed sitting on the pavement† however Bernard simply replies Indeed when Queenie talks to him showing his ‘boringness’ which Queenie seems to dislike The story starts with a flashback to the past when Queenie was a child. Levy starts with this is as it starts with a showing of the racism as queenie calls the British empire exhibition as Africa due to the black people there showing that racism was imprinted onto children at a young age as well â€Å"go on queenie, kiss him, kiss him† is as if the black man has some sort of disease so Emily is saying I dare you to do it

Harper Lees New Novel

Harper Lees New Novel Go Set a Watchman by  Harper Lee Is Coming! Harper Lee, the famous author of the all-time American classic To Kill a Mockingbird, is to publish her second novel in mid-July. The new book, Go Set a Watchman, is rumored to be a sequel to To Kill a Mockingbird, featuring the main character Scout Finch as an adult woman.According to different sources, Go Set a Watchman was actually written before To Kill a Mockingbird, but it was set aside for over 50 years. The existence of the 304-page novel was unknown until last fall – even the 88-year old Lee herself thought the original manuscript had been lost or, perhaps, destroyed. Fortunately, it was recovered on accident by a family friend (the novel was affixed to the original manuscript of To Kill a Mockingbird). If you need a similar essay feel free to  ask our writers for help! Go Set a Watchman takes place in Alabama in the mid-50s (20 years after the original story) – right in the middle of the civil rights movement. In this story, Scout comes back to Maycomb to visit her father, the brave lawyer Atticus Finch. According to Associated Press, who released the news on February 3, Scout â€Å"is forced to grapple with issues both personal and political as she tries to understand her fathers attitude toward society, and her own feelings about the place where she was born and spent her childhood.† You may also like these articles: Yasar Kemal Is a Master  of Word Literary Technique That Works Wonders Literature Review Essay on Edgar Allan Poe The publisher is planning to print 2 million copies of the new novel; the text itself will be released as the author first wrote it and will not contain any revisions. Harper Lee’s first – and until recently only–book To Kill a Mockingbird won a Pulitzer Prize in 1960 and was adapted into an Oscar-winning movie in 1962. It was banned several times because it raised sensitive racial themes; however, the novel survived over the years and became one of the best works of literature of the 20th century – or even of all times. It taught us valuable lessons of justice, integrity, and understanding. To Kill a Mockingbird sold over 40 million copies worldwide, and the new book by Harper Lee is predicted to have the same level of success.

A Guide to In-Line Lists

A Guide to In-Line Lists A Guide to In-Line Lists A Guide to In-Line Lists By Mark Nichol This post describes how to organize in-line lists, those that occur within a sentence, as compared to vertical lists, those organized by setting the items on the list apart from each other, distinguished by numbers, letters, or other symbols, on consecutive lines. (Vertical lists will be described in a separate post.) An in-line list may consist of a set of words, phrases, or clauses, or a combination of the three. The simplest in-line list is one that consists of one-word items: â€Å"The colors of the American flag are red, white, and blue.† (Style guides differ on whether the comma preceding and, called a serial comma- or, sometimes, an Oxford comma- is necessary, but consistent use helps writers avoid creating ambiguously organized sentences.) More complex lists invite errors. For example, in the following sentence, the syntax of the list items is not consistent: â€Å"Children raised in a traditional two-parent household tend to be physically and emotionally healthier, less likely to use drugs and alcohol, engage in crime, or become pregnant outside of marriage.† One can analyze the sentence by converting it into an introductory phrase followed by a vertical list. Note how the items are not parallel in structure: Children raised in a traditional two-parent household tend to be physically and emotionally healthier less likely to use drugs and alcohol engage in crime become pregnant outside of marriage. A technically correct revision follows: Children raised in a traditional two-parent household tend to be physically and emotionally healthier less likely to use drugs and alcohol less likely to engage in crime less likely to become pregnant outside of marriage. However, the repetition of the phrase â€Å"less likely to† is distracting and is redundant to â€Å"tend to be,† and further revision of this vertical list is recommended if it is to be converted back to an in-line list. Because the four elements in this sentence are not consistently supported by verbs or verb phrases, it is best to separate the first item from the rest of the items, resulting in a sentence consisting of two elements that include examples- the first example standing on its own, and the other three retained as a three-item list: â€Å"Children raised in a traditional two-parent household tend to be physically and emotionally healthier and are less likely to use drugs and alcohol, engage in crime, or become pregnant outside of marriage.† If one or more elements in an in-line list include a comma, a stronger punctuation mark, the semicolon, must be employed to clarify the organization of the sentence. This is true when at least one element includes a single comma that sets off, for example, the name of a city and the name of a state, as in this example: Unusual names of cities and towns include Cut and Shoot, Texas; Truth or Consequences, New Mexico; and Rough and Ready, California. Semicolons are also called for when one or more items in an in-line list are themselves lists, as shown here: Unusual names of cities and towns include Cut and Shoot, Truth or Consequences, and Rough and Ready; Embarrass, Uncertain, and Waterproof; and Accident, Hazard, and Protection. Note that although some writers use semicolons to separate items in a list when the items are long and complex, doing so is unnecessary. Thus, the intervening punctuation marks in the following example are safely converted to commas: â€Å"Uncertainties include the volatility in oil and gas prices; concerns about the impact of economic sanctions in Russia to U.S. and European markets; questions about slowdowns in China; and the effects on U.S. economic policy resulting from the shift in power in the U.S. Senate in January 2015.† This is especially true if an additional clause follows the last list item, creating the implication that the clause applies only to the final item. Here, it is necessary to convert the semicolons after function and shareholders to commas: â€Å"If the chief executive officer is not willing to pay attention to the warning signs posted by the risk management function; the reward system is not sufficiently balanced with the long-term interests of shareholders; or the board is not asking tough questions about the assumptions and risks underlying the strategy, it is not likely risk management will have an impact at the crucial moment when a contrarian voice is needed.† Otherwise, the phrase beginning â€Å"it is not likely risk management . . .† would have appeared (at least when first read) to pertain only to the phrase beginning â€Å"the board is not asking tough questions . . . .† Also, semicolons are not necessary when separating only two sets of list items, rather than three or more. In the following example, or is sufficient to distinguish the two lists, and the semicolon should be omitted: â€Å"This strategy may span several departments- for example, legal, procurement, and finance; or  marketing, sales, and customer service.† Also, to aid in distinguishing items in a list, the items are sometimes preceded by sequential numbers (or, occasionally, lowercase letters) followed by a close parenthesis rather than a period, as in this example: â€Å"The three forms of rock are 1) igneous, 2) metamorphic, and 3) sedimentary.† This method of organization can be useful for enumerating and setting off complex list items (or, in the case of letters, offering options), but it is usually unnecessary, or a vertical list (without numbers or letters) may be a better option. 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 Common Mistakes category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire You7 Patterns of Sentence StructureEpidemic vs. Pandemic vs. Endemic

Five steps to writing a great LinkedIn profile - Emphasis

Five steps to writing a great LinkedIn profile Five steps to writing a great LinkedIn profile LinkedIn, thats that online CV thing, right? Well, kind of. But with more than 200 million registered users, 2.8 million company pages and 2.6 billion page views per month, LinkedIn is more than just that, writes Emma Beals. It has 11 million users in the UK, and 74 million in the US. This represents a select audience, too. LinkedIn users are far more likely than non-users to hold university or graduate degrees and be earning in excess of 50,000 per year, which means they are doing some serious business. It has become a powerful professional networking and personal marketing tool. So whether youre keen to get your work or company noticed, or youre on the look-out for a new job, getting the LinkedIn basics right is the first step towards reaching your goals. So here are five sure-fire ways to use your writing skills to up your game on LinkedIn. 1. Complete your profile and keep it up-to-date This may sound obvious, but its very easy to forget this basic step especially if youve been in a role for a while or youve been busy on a project. The very things that are keeping you busy are probably the same ones you should be adding to your achievements and you should mention that promotion as soon as possible. 2. Write a profile summary One of the best ways to stand out is to write a great profile summary. This is a punchy piece that tells the reader something about who you are and what you do. You need to engage the reader from the first line, by writing a great introduction. Your profile statement should be vibrant and distil your skills and experience into a short, clear statement. This is the time for the active voice. You should include your objectives and a call to action. Are you looking to network or for new clients or opportunities? Say so, and suggest the best way to get in touch with you. 3. SEO your LinkedIn page Search Engine Optimisation (SEO) isnt just for websites and Google rankings. Thousands of recruiters and companies search LinkedIn every day, and you want to show up in their search. There are two key ways to push your profile page up the search results: Keywords In your position descriptions, profile statement and throughout your entire profile, make sure you use the words people are searching for. Your can-do attitude might be a wonderful asset in the office but no one is going to search for it. Use specific, search-orientated words throughout your profile, eg project management, social media lead generation, immigration law. Social clout The number of connections you have, the companies you follow and the groups you belong to all affect how far up the search results you appear. If you have shared connections of any kind with the person who is searching, youll come in higher than thousands of other profiles with the same skills and keywords. Prove yourself Once someone is on your page, you need to gain their trust and respect. Links to your other websites or your work, recommendations from colleagues and ex-colleagues and the quality of your connections will all have an impact. 4. Status updates Have you just won a new account, produced a piece of work, or written an article or blog for something related to your work? Here is the place to share it and promote your work to your contacts. This is a great way to be seen as a thought leader in your field and to keep your contacts informed of what youve been doing. It will also help keep your profile relevant and up-to-date think of it as personal marketing. 5. Recommendations You cant make your colleagues and ex-colleagues recommend you (though you can ask), but you can recommend them. What you write will also show on your own page, so its an excellent way to demonstrate the working relationships you have built. Youll find that those youve written about will be more likely to recommend you in return. Using LinkedIn is a great way to keep up-to-date on developments and news within your industry, and in touch with its influencers and to keep them in touch and up-to-date with you. If youre not on it, youre missing out. And if you are on it, come and say hello. Have you been on an Emphasis course? If so, why not join our LinkedIn group Emphasis alumni? You can use it to ask questions, debate issues, or just keep up-to-date with our business-writing articles.

Ethics Research Paper Example | Topics and Well Written Essays - 1750 words

Ethics - Research Paper Example Ethics are divided into multiple perspectives or parts. Happiness is a critical aspect of ethics. There are multiple ethical theories. One of the perspectives of ethics suggests that the determination of morals depends on the simple ability to separate right from wrong (Aristotle and Augustine 41). Thinkers argue that the moral aspect of actions is entirely dependent of the simplicity and practicality of separating right from wrong. There is an approach that is deontological conceptually. It suggests that some actions are considered to be ethically right inherently (Corradetti 31). They include keeping promises, respecting others, and telling the truth. Other actions are considered to be inherently bad. They include theft, manipulation and dishonestly. Even when good comes from lying, it is never considered to be right. Man is perceived to have the right to pursue happiness or pleasure (Bloom 29). Happiness is attainable according to studies. However, the definition of happiness may not be the same to all men. According to Aristotle, happiness must be perceived as a quality of the entire life of a human being. This argument suggests that the pain and troubles of life cannot be used to gauge the degree of happiness in life. A young person cannot be said to be happy since he only possess dreams and hopes. Happiness must be a reflection of a totality of life (Corradetti 31). Prosperous young people can fall to the deepest adversity in their old age. The amount of pleasure or plain determines the human ethics expected (William 23). A telling example is theft. While the act is not ethical, it gives pleasure to the thief. This paper explores the ethical theory of relativism and absolutism, its perspectives and criticism by considering the scripture and philosophers. Relativism and absolutism Relativism is the theory on ethics that deals with individual beliefs. The theory suggests that an individual’s activities and beliefs are partly influenced by their cultu re (Bloom 29). Moral relativism is not seen to have an appeal on universal moral truth (Corradetti 31). The social and cultural environment has a profound influence on the beliefs and practices of an individual. Judgments should be made based on the influence of the culture and society (Aristotle and Augustine 41). The ethical theory appeals to a plurality of values and ethics (William 23). It also suggests that there should be inter-cultural tolerance given there exists no absolute morals standards. However, cultural relativism is different from ethical relativism. Therefore, the theory has been perceived to reveal the need for a universal moral standard given the fact that it has no fostered cultural tolerance. Morality is explained as a convenient term for customs that have been approved socially. The suggestion implies that the morality has no place in the universal real (Bloom 29). No ethical principle is supreme to others according to the theory of relativism. The theory is us ed to explain contemporary concepts like homosexuality and murder which can be cited to validate the theory (Corradetti 31). The theory of relativism is seen to the shifting from cultural to ethical. This transformation is increasingly gaining momentum and moral social and cultural controversies continue to affect the modern society (William 23). The theory has been criticized by arguments that suggest that morality is not subject to cultural conventions (Nash 19). Morality should be used to indicate the inherent

Leading in Service Neutrality' (Chick-fil-A) Essay

Leading in Service Neutrality' (Chick-fil-A) - Essay Example Our business has been embedded on the foundation reputation based on trust and confidence from our customers. Similarly, the historical good performance of our business has been enhanced by the emphasis on quality service provision to our customers. We therefore need to strengthen our reputation by endorsing a comprehensive code of ethics for our company. This will ensure that certain gaps in various aspects of service delivery are addressed effectively. Since the success of our business is reputation dependent, we have a responsibility of ensuring that our reputation is fully protected. We are demanded to carry out our underlying business with integrity and ensure that our actions conform to our customers’ expectations. The ultimate solution to this is the adoption of the code of conduct that will guide us in the achievement of our dream. The top management is committed to compliance to this code of ethics. The owners of Chick-fil-A have decided to adopt his code is to incorporate professional ethics in the daily activities of our company. Professional ethics ensures quality service provision, conducting business with utmost integrity and the ultimate treatment of our customers with respect they deserve. Consequently, the reputation of the business shall be enhanced. The code of ethics is thus intended to enhance the reputation of the business, a factor that acts as a prerequisite to the success of any profit making organization (Walker, 2008). Code of ethics is a document that clearly defines that accepted behavior of employees in an organization and the relationship that exist between the business and its external environment. The code of ethics outlines the acceptable behavior of the employees while serving the customers. It provides for the actions against employees who violate such set codes of ethics. Within the

Overworked Hospital Staff Versus Patient Safety Essay

Overworked Hospital Staff Versus Patient Safety - Essay Example What has changed is that there are tremendous cases of clinical failures that put patients' life at risk. But what could be the cause of this problem One major cause is due to overworked medical staffs. The quality of service for patients is the major importance in the he alth care industry. It is important to consider how working conditions affect medical staffs and the result is risks of errors. How work hours and work staffing affect the quality of care It is believed that overworked staff is the leading cause of medical errors in hospitals, while most staffs worked from eight to 12- hour shifts, some work for longer hours. According to an article of AMA "Hospital mistakes which sometimes end in death are the result of overworked medical staff. It was important to support the medical and nursing staffs who are striving for excellence and quality." Even an experienced health care staff may face significant effects on the safety and quality of care they provide to patients. Including also the effect of factors such as fatigue, shift work, and sleep deprivation. "The quality of patient care may be affected by a failure of will wherein the provider knows what care should be provided, but the will to provide care is hampered by fatigue and sleep deprivation." (Robins, 1995). ... "The likelihood of making an error increased with longer work hours and was three times higher when nurses worked shifts lasting 12.5 hours or more." (Hobson, 2004). The average working hours for a week has an average of no more than 80 hours. But according to a 1998 survey in New York State demonstrated that staffs performed 85 hours a week to more than 95 hours. Possible error cases were observed during these long working hours. For instance, due to overwork of medical staffs they experienced fatigue and sleep deprivation during their duties, cases of giving wrong medication and improper attention to patients are commonly published. That caused a patient from Lucena turned to coma and after a week died. Not giving enough attention to patients and staffs could lead of improper safety and could possibly risk each others lives. Some hospitals admit that they are understaffed that cause them to force to extend hours working. Low medical staffs can also affect the quality of service they produce. In addition to Hobson, "The widespread nursing shortage makes it difficult to avoid hospitals with overworked nursing staffs. And it isn't too reassuring that more than half the errors involved medication administration. However, there is growing awareness of the problem. The Institute of Medicine recently recommended that voluntary overtime be limited." The shortage of nurses became graver in significance at a time when the need for the development of new plans for utilization and new content of instruction was so apparent. According to Wiebe, "California struggles from medical staffs' shortage. Many parts of the country complain that hospitals are

Communication Process Paper Research Example | Topics and Well Written Essays - 1000 words

Communication Process - Research Paper Example These noises are barriers to communication which include filtering, selective perception, information overload, emotional discernment, lack of source familiarity or credibility, semantics, differences in meaning, and bias (Carpenter, Bauer, & Erdogan, 2009). These are some probable barriers to effective communication that an organization like New Orleans Police Department should address. In the New Orleans Police Department, there is an emancipation of change, but prior to this, effective communication is necessary for it to set the vision or direction for the entire organization. In fact, this department agrees to create a reporting system in place to monitor crime-watching activity, both in its external and internal operations (Schwartz, 2012). This is regarding its goal to alleviate corruption and other relevant activities that would hinder the emancipation of change in its organization. At this point, it is important to understand that the New Orleans Police Department is looking forward to achieve change by which communication plays an integral part. Its communication climate as of this moment includes group networks, trying to help one another to establish effective communication. So there is an association of all channel group network that effectively coordinate essential communication coming from the top hierarchy. The communication climate so far at New Orleans Police Department is organized based on integrating networks to ensure effective flow of communication process. Since it is still new with its implementation of effective communication strategy, New Orleans Police Department has great room for improvement and even a high level of flexibility to look for best alternatives. This has become its remarkable strength considering the fact that looking for best alternatives would ensure efficient flow of its operation. However, due to its relatively new policies, there is danger of information overload among personnel as this would incur enough time of familiarization. In this view, communication would need to become more dynamic and consistent. As of this moment, the presence of monitoring system just only proves the fact that New Orleans Department is looking forward to generate feedbacks in order to achieve effective outcome for its newly set direction. However, this alone could not suffice for the need to achieve better outcome of communication. In fact, the New Orleans Police Department is still on the process of communicating the appropriate direction. Aligning of its people towards the new direction is very essential. This makes communication plays a crucial role in its current move (Carpenter, Bauer, & Erdogan, 2009). At New Orleans Police Department, everybody is considered important in order to obtain successful output. Although vertical hierarchy is what it implements so placing high value for beaurocracy is a must, it ensures consistent flow of information to be exact from top to bottom line level in the management sys tem. There is just certain drawback in this system considering that not being able to deliver information from one channel to another could lead to mismatch information in the end if compared from the top. This is feasible considering that there are some important

Applying for masters in architecture Personal Statement

Applying for masters in architecture - Personal Statement Example In the past three years, I have especially been passionate about handling T-squares and drawing boards. Most important, university education in Architecture has opened newer avenues for exploring my passion in the specialty. The new exploit is the use of CAD and other software in survey and executing my architectural drawings. Nevertheless, I still aspire to have a studio where I use drawing boards and T-squares for creating models. I have always done exceptionally well in my studies and been among the top students in my class. My good performances and passion have always inspired me to seek opportunities to improve my skills through practical skills application and to attend higher learning at every opportunity. I have exhibited a passion, the ability to be efficient and innovative in the exploitation of knowledge learned in high school and through to undergraduate level while studying Architecture. During my University foundation, an accomplished architect once asked me my motivation for being an architect. In my response, I said that I wanted to improve the status of the world for better. Asked to elaborate further, I said that, my aim is creating easy and remarkable. The world needs doctors, and I view architects through a similar prism as doctors. Architects are, for this reason, necessary to model concept designs and spaces for utmost fulfilling of and exceeding people’s desires. My passion in structures had begun way before I decided to pursue a career in architecture. Structures have always fascinated me, and I have always tried conceptualizing their creation from infinity to the magnificently completed structures. It is my sincere conviction that I will get a chance in the institution to advance my skills. My confidence in my abilities and astute principals give strength to my resolve to study and be an

Muhammad Essay Example | Topics and Well Written Essays - 1500 words

Muhammad - Essay Example In short, everything in the universe was worth worshipping and the One they did not worship was the One Creator. They were totally unaware of His unity and their need of Him. If He was recognised to all by anyone, it was through intermediaries who too were worshipped. This was a dark period - the background - when the Sunnat Allah1 - the law of Allah for guidance and leaving anyone astray - repeated history and set in motion the natural law of reaction. The light of guidance shone and spread to the four corners removing the darkness of 'Shirk' (associated with God) and ignorance replacing it with faith and knowledge. In such a gloomy atmosphere which had encompassed pre-Islamic Arabia, there glittered a light in the birth of Muhammad (PBUH). Never before or after any individual placed in such adverse circumstances has so completely purged his society of the multifarious deep-seated evils, giving it a new and healthier shape, and had so much influenced the course of contemporary and future history. Muhammad's (PBUH) practical teachings had transformed a savage race into a civilized who brought about the most wonderful revolution in the history of mankind. He was the benefactor of humanity and being the last and greatest of all the prophets, his teachings were universal and for all times to come. As it were these The First verses that were revealed to Prophet (PBUH) were from Surah Al-Alaq: "Read in the Name of your Lord Who created - created man from a blood-clot. Read and your Lord is most Bountiful, who taught by the pen - taught man that he know not" (96:1-5). As it were these verses make perfect the purpose of human life. It has been told in Surah Al-Alaq that true knowledge was essential for attaining higher human qualities. Without that, life is meaningless. If anyone possesses true knowledge but is deficient in action then he does not derive the benefits and the knowledge is of no use. Muhammad (PBUH) was a great promoter of education and advocated the "pursuit of learning even unto distant China". He inculcated love for learning among the illiterate Arabs which paved the way for their outstanding intellectual achievements, ultimately making them pioneers in the domains of science and arts during the "Medieval times". Muhammad (PBUH) proclaimed the sovereignty of God and liberated mankind from the thralldom of unholy associations with His Divinity. He upheld the dignity of man and practiced the high ideals of equality, fraternity and justice he preached. He advocated the unity of God and thereby the unity and equality of mankind. He denounced the differences of colour and race and was the "Prophet in human colour and consequently a true specimen of Islamic unity and brotherhood". As the celebrated English writer Robert Briffault paid rich tributes to the teachings of Holy Prophet of Islam, when he said: "The ideals of freedom for all human beings, of human brotherhood, of the equality of all men before the law of democratic government, by consultation and universal suffrage, the ideas that inspired the French Revolution and the Declaration of Rights, that guided the framing of the American Constitution and inflamed the struggle for independence in the Latin-American countries were not inventions of the

Applying for masters in architecture Personal Statement

Applying for masters in architecture - Personal Statement Example In the past three years, I have especially been passionate about handling T-squares and drawing boards. Most important, university education in Architecture has opened newer avenues for exploring my passion in the specialty. The new exploit is the use of CAD and other software in survey and executing my architectural drawings. Nevertheless, I still aspire to have a studio where I use drawing boards and T-squares for creating models. I have always done exceptionally well in my studies and been among the top students in my class. My good performances and passion have always inspired me to seek opportunities to improve my skills through practical skills application and to attend higher learning at every opportunity. I have exhibited a passion, the ability to be efficient and innovative in the exploitation of knowledge learned in high school and through to undergraduate level while studying Architecture. During my University foundation, an accomplished architect once asked me my motivation for being an architect. In my response, I said that I wanted to improve the status of the world for better. Asked to elaborate further, I said that, my aim is creating easy and remarkable. The world needs doctors, and I view architects through a similar prism as doctors. Architects are, for this reason, necessary to model concept designs and spaces for utmost fulfilling of and exceeding people’s desires. My passion in structures had begun way before I decided to pursue a career in architecture. Structures have always fascinated me, and I have always tried conceptualizing their creation from infinity to the magnificently completed structures. It is my sincere conviction that I will get a chance in the institution to advance my skills. My confidence in my abilities and astute principals give strength to my resolve to study and be an

Organisational Behaviour and the Standard Chartered Bank Scandal Essay

Organisational Behaviour and the Standard Chartered Bank Scandal - Essay Example This was used to fund terrorist groups. The US branch of the bank hid 60,000 transactions with Iran for almost a decade. Speaking in a press conference on August 8th, Standard Chartered Bank CEO, Peter Sands stated that â€Å"there was no systematic attempt to circumvent sanctions in Iran†. He admitted that some deals violated US sanctions of Iran but that was not the whole representative policy of the bank. However, this incident wiped off $17billion from the bank's market value and shares fell by 7% within the 24-hour period (BBC News, 2012a). According to the Telegraph (2012) the US Treasury department showed suspicion that some US banks are collaborating with Iran to fund the nuclear weapons programme of Iran. However, Standard Chartered Bank kept this secret until the lid was opened upon them. A senior business writer for the Guardian in the UK did a thorough critique of the situation at hand (Palmer, 2012). In his critique, he identified important pointers and actions th at are relevant to the case and give a broader view of the concepts involved in the breach. He identifies that widespread illegal activities committed in different parts of the world cannot succeed unless some international banks cooperate with the persons indicted for the activity. In citing a similar case, Palmer identifies that HSBC bank was indicted for helping Mexican drug traffickers to circumvent sanctions by covering up their transactions and presenting them as legal (Palmer, 2012). In the events leading to the Standard Chartered scandal, it is said that the head of Standard Chartered Americas wrote to the director on 5th October, 2005 stating that the UK headquarters' transactions with Iran were â€Å"very serious and even catastrophic enough to cause major reputational damage of the bank† (Palmer, 2012). However, the warning was not heeded and this led to the scandal. However, Standard Chartered went on and altered wire transactions for the Iranian government (see A ppendix 1). Deloitte, the bank's auditors came out and claimed that they had no knowledge of the actions of the bank's employees and this activity was not disclosed to them (Palmer, 2012). However, Palmer insists that the current CEO, Peter Sands served as the finance director between 2002 and 2006 before assuming his current position and he had served long enough to know about this spate of illegal transactions. This is an offence and the management and staff of Standard Chartered Bank are indicted for their role in breaking an international legal convention. This is clearly the case of an unethical behaviour and requires a lot of attention from the major stakeholders. This paper undertakes analysis of the subject and its implications to organisational behaviour. Organisational Structures/Culture and the Scandal â€Å"In banking, there has always been an overlap between corporate governance and banking regulations† (Gup, 2007 p13). This implies that banking has always had a corporate governance culture that requires the people charged with directing the affairs of the bank to follow some important regulations and considerations in decision making and the running of the banks. Gup goes on to state that these rules and imperative requirements were in place since the 1930s where most banks in the developed world had to react to the major economic crises that came up prior to the Second World War (2007).

Aggression: Biological, Psychological and Cultural Explanations Essay

Aggression: Biological, Psychological and Cultural Explanations Most people will agree that aggression can become dangerous and that it is a serious problem. The source of different acts of aggression is trying to be understood from medical, psychological and cultural perspectives. Some scientists try to treat the abnormal aggressive behavior with medication, while others go deeper and try to find out why they have abnormal behavior. Some answers are biological, like genes and hormones, other answers are psychological, like rejection as a cause of aggression, and still others are cultural, blaming aggression on violence in the media. Some men who are aggressive are being treated by scientists who are using SPECT, Single Photon Emission Computerized Tomography, to identify regions of the brain that are causing the problems with aggression. (1) SPECT creates a color picture of the blood flow and activity in the brain and variation in color reveals abnormalities and damaged regions. (1) Unusual increased or decreased activity that are key in causing aggression are often found in three areas of the brains. (1) Aggressive thoughts reside in the left temporal lobe; the anterior cingulate gyrus controls repeated thoughts and amount of attention given to something; and the prefrontal cortex controls impulse. (1) Usually aggressive men have too much or too little activity in the left temporal lobe, too much activity in the anterior cingulate gyrus and too little activity in the prefrontal cortex so that they cannot control themselves. (1) By identifying which region or regions are abnormal scientists can prescribe the bes t drug treatment for that specific person. Drugs help balance the activity in their brains, but why are they im... ...s. (12) Rejection was found to be a direct cause of aggression. So, both the presence of weapons and the feeling of being rejected aid in increased, abnormal aggressive behavior. We have begun to look at different explanations of the why's and how's of aggression. Different biological, social and psychological reasons are presented and are equally supported and rejected. One thing that can be determined by acknowledging the different possible causes of aggression is that there is not one thing that causes aggression, because everyone acts differently to different problems. Not everyone who is rejected acts out aggressively, so maybe some of the people who do act aggressively have other problems that are biological in nature. Aggression is a bio-psycho-social issue that is being addressed, and needs to be addressed in the future, from all different perspectives.

Computer-Based Training :: Business Essays

Computer-Based Training Computer-based training can be found in almost all segments of business and education today. "Virtually every major corporation has turned to computer-based training for teaching employees everything from company regulations, to compliance, to factory operations (Rothfeder 1998) Candice Harp (1998) adds that "Corporate spending for training has risen to over $40 billion each year and a recent survey of Fortune 500 companies found that in some industries, companies dedicate as much as 5 percent of their information system budgets to training" (Harp, Taylor et al. 1998) For one thing, the economics make sense. "Employees can be trained at their desktops no matter where they're based, without incurring travel, hotel and meal costs, and there’s no lost productivity from the time spent traveling" (Rothfeder 1998) But exactly what is computer-based training and what are the various forms it takes? Background In general, computer-based training consists primarily of occupational training for adults, as opposed to computer-aided instruction used mainly in educational settings with younger populations. Training refers to any means of delivering information to people so they can do their jobs better. Computer-based training is delivered using computer tutorials in place of live instructors in a classroom format or video taped instruction. Computer-based training is usually interactive, self-paced, learner-directed, and offers immediate feedback to learners. The various forms of computer-based training currently available include interactive CD-ROM tutorials, multimedia simulations, and most recently, internet and intranet-based programs. Some of the numerous examples where computer-based training has been successfully implemented include instruction for bankers regarding corporate policies, Marine Corps fire teams, airline baggage handlers, MBA’s learning economics, and hostage rescue situations. One of the more sophisticated programs even simulates business war games where profits and losses vary based on management-trainee decisions. Advantages "Adult learning theory postulates that adult learners prefer a high degree of learner control. Computer-based training provides more learner control than other forms of training because it allows the learner to select the appropriate time to engage in learning and which topics will be covered" (Harp, Taylor et al. 1998) Another factor in adult learning theory suggests that adults are motivated by relevance of information to their current needs. With computer-based training, "on-demand training is possible for such instances as mechanics using animated, multimedia reference manuals to learn how to correctly install a new part in a car (Bowman, Grupe et al. 1995) Since most of computer-based training is aimed at adult populations, this advantage is a key factor to its popularity.

Tda 2.3 Communication and Profesionalrelationshipswith Children and Young People

Introduction In this assignment I will be discussing the different way we communicate with children, young people and other adults. Also, how to deal with disagreements between children and adults. And looking at how we speak and communicate with people and the benefits it has Task 1 Children and young people Describe how to establish respectful, professional relationships with children and young people It’s most important that first of all you talk to a child or young person that is at a level that is appropriate to their age.Making sure that you come across as calm caring and approachable person, who is also willing to listen to what they have to say and making them feel that what they have to say is also important. Also setting out mutual ground rules so you both know what is expected from each other so there is no confusion from either side.And simple things like learning a person’s name and pronouncing it correctly, being alert to their feeling, giving time to pupi ls as an individual and using lots of positive and encouraging words when speaking to children and young people. Describe with examples how to behave appropriately for a child or young person’s stage of development When communicating with children or young people you need to make sure you are communicating at a level that is at their â€Å"age related† stage of their development.But keeping in mind that children and young people mature and develop at different stages, and children with â€Å"special needs† may need more help from different professions to assess their development stage. Children in foundation and key stage 1 these pupils are still developing their language and communication skills so it’s important that when we speak to them we get down to their level so we are not towering over them which may be intimidating to small children.When communicating with small children its important you have their undivided attention as they have a limited att ention span a good way of making sure they have understood what you have been speaking about is to get them to relay the information back to you that way you know they have understood this is also a good way to asses there development stage as well. When they become upset or hurt we can put are arm around them to comfort them. We should be enthusiastic when asking them to do things or learn something, this will encourage them to give it a go, and ots of smiles at them are reassuring Key stages 2 By this stage children have a better understanding on how to communicate with their peers and other adults. It’s important that we listen and talk to them at their own level, not talking down at them and make eye contact. We mustn’t talk over them or be sarcastic and we should be positive about what is being said. Now that the children are a little bit older we should encourage them to take pride in their work and the things they do. Key Stage 3 and 4Now that the children are o lder they will be able to communicate effectively with others, we can behave by talking at their level and not talking down to them this may make young people feel intimidated or belittle. It’s also important to set some mutual ground rules so they know what is excepted of them and what the consequences for misbehaving will be make sure you are very clear of what you expect. If they are upset or hurt be sympathetic to their feeling and needs, we can also offer advice and guidance if appropriate.For those children that may be disruptive or not listening, try to encourage them to participate more or remind them what is expected of them Describe how to deal with disagreements between children and young people Some disagreements between children depending on their age they may be able to solve between themselves, but for those that can’t it’s important that we stay neutral and not take any sides. When managing a disagreement it’s important we go back to the b eginning where the argument started and give each child a chance to tell their side of the story.It’s important that the pupil feels they have been heard and acknowledged. It’s also important that the children discuss how the situation has made them feel and possibly give them the chance to come up with a solution themselves on how the disagreement could be resolved. For arguments that maybe more serious it could be advised that the children involved are separated from others and given time out to calm and think about what has happened, we must also encourage children to understand and respect other peoples feeling and emotions.Then we need to work out whether any apologies are required or further steps need to be taken. Describes how own behaviour could: -promote effective interaction with children and young people Children often lead by example, so we must lead the way by showing them how to, with good communication skills, using appropriate language and being a good , positive role model. Encourage children to make the right decision when needed. Always set boundaries so they know what to expect and what is also expected of them.Show them respect and use genuine praise, and build confidence and trust. -impact negatively on interaction with children and young people If you look at some of the opposites that I have talked about above such as bad or low communication this may cause a barrier between you and the pupils which will prevent you hearing and seeing what they won’t or what they are doing. Using inappropriate language they may pick it up and start using it, criticing, teasing, belittling or disregarding their efforts will lower their self-esteem and confidents .Always mean what u say, don’t break trust or confidence as they will feel like you can’t protect or help them. Adults Describe how to establish respectful, professional relationships with adults To establish a respectful professional relationship it’s im portant that we communicate well and offer each other help and support where needed. â€Å"You should use language that other adults (including parents/carers, colleagues, volunteers or students) are likely to understand, avoid using jargon or technical language unless you are sure they understand its meaning. (T Kamen 2010 pg. 71) Whether you are speaking to a colleague, parent/carer or someone from another profession it’s important that you are practical, you may be working with someone who is unfamiliar to the surroundings or need help to find things, also make sure you are informative, you may need to give information and support to someone regarding an issue or situation they know nothing about, act in a professional manner by demonstrating personal courtesy and integrity it’s never appropriate to â€Å"gossip† .Being Emotional have a sense of humour where appropriate being caring and understanding to peoples situation. Developing and promoting good effect ive relationships with the people you work with helps to maintain a positive learning environment for pupils, parents/carers and also staff. Describe the importance of adult relationships as role models for children and young people It’s common for children to copy and model the attitudes, behaviour and actions of adults around them.It’s important that people working with children then understand the impact they can make on a child’s social and emotional development. Being a good role model means we should use good positive and encouraging communication skills, speak to others in a manner we wish to be spoken to, be friendly helpful and considerate to other people. Work cooperatively, take turns to speak not over the top of other and show the importance of sharing.The more we show this through our own interaction and relationships with other adults the more likely children will realise what a guild line is to appropriate socially acceptable behaviour. Task 2 Des cribe how communication with children and young people differs across different age ranges and stages of development Young children in foundation stage and key stage 1 age this age will still be developing the language and communication skills and will need to be reminded to take it in turns when speaking and reminded of the importance of listening to others.When talking to young children it’s important that we speak clearly, slowly and use words that aren’t too big that they won’t understand, it’s important that we check that they have understood what we have said by asking questions and asking them to repeat what we have said. By the time children get to key stage 2 they are starting to mature in the way they communicate with their peers and their teachers. Pupils by this stage have a better understanding of how to communicate and will be less self-centre and more considerate of others.You may need to remind some children about waiting for their turn to speak this may be down to immaturity or possibly their personalities. Also by this stage they will understand bigger words but may still need the meaning of some words explained. By the time they get to key stage 3/4 young people my become more self-conscious about speaking in front of others and be embarrassed easily, it’s important that we give lots of time to prepare and plan for these things and loads of encouragement along the way.Also by this stage they may be using lots of alternative ways of communicating with their peers and other adults such as phone texting, email and possibly social networks. Young people by now will have a good understanding of formal and informal language, and know how to communicate better with people and have a good use of more complexed words. Within each of these different stages you may be asked to work with children with special educational need, where you may have to adapt your communication skills further to meet their independent needs and abilities.Describe the main differences between communicating with adults and communicating with children and young people There are many similar communication skills we use that are the same when dealing with adults and children such as remaining eye contact, responding to what they’re saying, treating them with respect and courtesy, and also using non-verbal communication such as smiling or nodding. When speaking with children it’s important to encourage good communication skills by demonstrating this so we need to communicate clearly, concise and at a level that is equivalent to their age and needs.Make sure you are actively listening and positive responding, offering praise and encourage, or support if need. But when speaking to adults are language is more complex but must be on a professional level, we must also respect other people’s ideas and thoughts even if you’re not sure about them. We may even use different ways of communicating such as t exts, emails, notices or letters. Always comply with policies regarding confidentiality, sharing information and data protection.And also avoid assumptions regarding a person or a situation, Identify examples of communication difficulties they may exist There are many different reasons for communication difficulties which I have listed some below Individuals with special educational needs Age barriers Low or poor communication Hearing impairment Different values or beliefs External factors Opposite expectations Lack of confidence/ self-esteem Speech and language difficulties Bilingual Visual impairedDescribe how to adapt communication to meet different communication needs You may need to adapt your way of communication in order to meet the needs of the person you are speaking to, depending on the age and experience of the person you are dealing with, the context of the conversation and the communication needs of the individual . When communicating with people with earing impairment / deaf, medical problems, special educational needs, poor vision or blind it’s important that we speak clearly, appropriately and slow are speech if necessary, use visual aids such as pictures photography and flash cars. Maintain good eye contact and positive body language. For someone who is hearing impaired or deaf, be sure you face the person so they can lip read or use sign language if you know it.Also if dealing with a visual impaired child make sure you address them by name so they know you are speaking to them, and those with some vision sit them at the front of the class so they have a better chance of seeing you and the board â€Å"It is possible that you will adapt the way you communicate with them without even realising that you are doing it, we often change the way we react to others depending on the way in which they react to us† (L Burnham, B Baker 2010 pg. 49) Describe how to deal with disagreements between the practitioner and children and young people The first thing to remember is never get into an argument with a child or young person you must stay professional and calm at all times. It could be useful to explain to the child what you expect and how their behaviour is unacceptable and why it’s not appropriate but acknowledge that here is a problem and be understanding to their feelings. If the problem starts to escalate you may need to walk away and ask for advice or help from a 3rd party.If you are a bystander you may need to intervene and offer assistants or advice on the situation or report what you have seen depending on the seriousness of the situation -the practitioner and other adults I think one of the most important things to remember If you find yourself in a disagreement with another adult is not to let the situation escalate. â€Å"where there are areas of conflict with other adults ,you will need to show sensitivity an try and resolve the problem as soon as possible, the longer a problem is allowed to go on , the more difficult it will be to put right† (L Burnham, B Baker 2010 pg. 6) So it’s important that individuals involved take time out together to discuss the issue openly and honestly and work out how it may be resolved, as adults we can misread or perceive information wrongly an even just miscommunicate with each other by talking about the issue these confusions can be quickly rectified , It’s hard to work efficiently and effective if the atmosphere you are working in is full of tension or bad feelings. If the disagreement cannot be resolve between yourselves you may need to involve a mediator to offer advice or help on how things can be resolved.If by this stage you cannot resolve the issue the school will have a grievance procedure to then follow this will then usually require you to put the issue or concerns in writing and your line manager and head teacher being involved. For serious conflict issues that cannot be resolve you may need to seek help from the school governors or the local authorities Task 3 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of informationWithin school we are require to gather a variety of information regarding children and young people from medical or health issues, Personal information, records from other schools and many other things too, all the information that we gather is protected by the data protection Act 1998 the principles regarding this legislation is that all information collected can only be used for the purpose it was collected for, must be protected and stored securely, relevant. Information mustn’t be kept longer than necessary and must be accurate.Information collected regarding issues under the Every Child Matters Act 2004 which will look further into the safeguarding an welfare of children once again this information is confidential and will only be used and shared on a need to know bases its important that we know when and when not to share information. You are entitled to see all information that has been collected only about yourself â€Å"your right to know† this is covered by the Freedom of Information Act 2000.Describe the importance of reassuring children, young people and adults of the confidentiality of shard information and the limits of this It’s important that we reassure children, young people and adults that information about them is kept confidential, safe and only be used where and when necessary and only for the duration required, we must reassure them this to maintain their trust and security, Parents/carers and colleagues may hare certain information with you regarding a child to help you understand any particular needs that the child may have all information given to you must be kept confidential. It s their right to privacy that this information is kept confidential and not passed on for others to talk and gossip about as this will also break their trust and make them feel betrayed. Children and young people also need to know that their information is kept confidential and won’t put them at risk of being teased or bullied.Adults also need the peace of mind that the information regarding their child or family isn’t going to become the talk of the playground. There may be times when you need to share information that you have collected but this must only be on a â€Å"need to know basis† with your other colleagues, In most cases parental consent is necessary before sharing information with other professional bodies that may be working with a child, although the school does have a legal obligation to share information if they think there may be a risk to a child.If you are going to pass on any confidential information then it is important that you tell the person you are going to do so and explain to them the reasons why and with whom. Identify the kinds of situations when confidentiality protocols must be breached Con fidentiality protocols may need to be breeched on such occasions, if you suspect a child is being abused, harmed or in danger.We must also break these protocols if a child discloses to you that they are being abused in any way, but it’s important that you tell the individual that you may not be able to maintain confidentiality if they disclose something to you, you should never promise to keep a† secret† but reassure them that information will only be shared for their own safety and wellbeing and only with those that need to know about it. We must always remember that the safety and welfare of a child must always come first and that we follow he correct protocols regarding the breach of confidentiality. the law allows the disclosure of confidential personal information in order to safeguard a child or children† (T Kamen 2010 pg. 54) Confidentiality may also be breeched if you know of a criminal offensive that has happened. Bibliography Teena Kamen -2010 Teac hing Assistant’s Handbook level 2 Abingdon, Oxon – Hodder Education Louise Burnham and Brenda Baker -2010 Supporting Teaching and Learning in Schools Harlow, Essex – Heinemann Teena Kamen – 2008 Teaching Assistants Handbook Abingdon, Oxon – Hodder Eduation

Technology Education and National Development

TECHNOLOGY EDUCATION AND NATIONAL DEVELOPMENT: THE PLACE OF INFRASTRUCTURE BY SUBAIR, S. TAYO AND ASHIRU, AL-MAHROOF. OLASEEWO DEPARTMENT OF EDUCATIONAL ADMINISTRATION FACULTY OF EDUCATION UNIVERSITY OF LAGOS AKOKA – LAGOS BEING A PAPER PRESENTED AT THE NIGERIAN ASSOCIATION FOR EDUCATIONAL ADMINISTRATION AND PLANNING (NAEAP) INTERNATIONAL CONFERENCE VENUE:JULIUS BERGER AUDITORIUM UNIVERSITY OF LAGOS DATE:24TH – 27TH SEPTEMBER 2007 AbstractTechnology education has been defined as a continuous process of special education and training imparted in individuals for them to achieve socio-economic independence. One major essence of technology education is self-sustenance and social development. This paper takes a cursory look at the factors germane to functional technology education and its implications for national development, by examining the concepts of technology education, national development, infrastructure and goals of technology education.The paper goes further to as ses the development status of Nigeria, the relevant of infrastructure in the provision of viable technology education and some areas along policies, practices, attitudes, and sensitization of the public towards imbibing technology education that can foster national development. Introduction The basis of Nigeria’s philosophy of education is the integration of the individual into a sound and effective citizen, such a philosophy as articulated in the National Policy on Education (Federal Republic of Nigeria, 2004).The goal of national development is hardly realizable without technology, which serves as a vehicle for the acquisition of appropriate knowledge, skills, abilities and competencies of both mental and physical nature. This is equipment for the individual to live in his society, and to acquire a relevant and balanced knowledge of facts about local and world phenomena. The etymology of technology is from Greek word ‘tekhne’, which refers to an art or craft, a nd ‘logia’ which means area of study. Simply defined, technology is a science of crafting.Collins English Dictionary (2005, pg. 1675) defines technology as the application of practical or mechanical sciences to industry or commerce, the methods, theory and practices governing such application and the total knowledge and skills available to any human society. Education, as defined by Adesina, Fagbamiye and Talabi (1985) is a tool for the integration of the individuals effectively into a society to enable them achieve self social, economic, political, scientific, cultural and technological progress.Now, in the era of globalization, the growing importance of trans-border education provisions particularly, in the area of technology is quite understandable. Generally, stakeholders are anxious to see that educational institutions deliver what they should deliver and that what they deliver produces desirable outcomes. These desirable outcomes include, among others, changes in structures, attitudes and institutions as well as the acceleration of economic growth, the reduction of inequality and eradication of absolute poverty.Consequently, in addressing the issue of national development vis-a-vis technology education, it is of immense necessity to show the understanding of the phenomenon development and also to harness the indices of development before we can decide what we look out for in a developed, under-developed, developing nation and so on. The Concept of Technology Education According to Adeogun (2004), Ogunranti (1988) and Ukeje (1991), technology is the application of science and scientific knowledge to make the world more efficient using industrial methods.Technology can also be viewed as the sum of the ways in which a social group provides for themselves with the materials of civilization, thus science and technology go hand-in-hand. It could be considered permissible then to say that technology is a systematic approach in an integrated process to achieve practical purpose or achieve an end product. Hence, technology involves a practical engagement, that is, the act of doing, which is meant to solve human problems scientifically and systematically. Translated from its Latin root, ‘educo’ or ‘educare’, the word education means ‘to lead’. In other words, education implies showing the way.In principle, education is the process by which a person or group of persons lead in the act of acquiring new knowledge or experience. Ajelabi (2000) views education as implying the experience that a person gets in contact with or which one undergoes with or without the school. According to Collins Dictionary (2005, pg. 433), education is the act or process of imparting knowledge, especially at school, college or university, the art or process of acquiring knowledge, the knowledge or training acquired by this process, the theory of teaching and learning; or a particular kind of special directives (inst ructions) or training.From the foregoing, an operational definition of technology education required for this paper projects technology education as a continuous process of special education, training and directives imparted in individuals for the development of innovative ideas to ensure socio-economic independence. It could be argued that the type of education which Nigeria pupils and students are exposed to at different levels of education in the school system today cannot favour the accomplishment of the Millennium Development Goals.This can be substantiated with the concern about quality which is uppermost in any educational discourse all over the world, and Nigeria in particular. The United Nations Education Scientific and Cultural Organization (1999) observes that quality in education is a multi-dimensional concept which should embrace â€Å"all functions and activities: teaching, academic programmes, research and scholarship, staffing, students, buildings, facilities, equip ment, services to the community and academic environment†.To show that one is educated means that all aspects of his/her life is transformed to influence and be influenced by self, physical, social, political, economical and spiritual environments. For this reason, technology education should focus on productive skills that are saleable to the world, thus making such a country a power to associate with. The Concept of National Development National development is rooted in a force of change than can raise expectations, through sustainable and broad-based economic growth.It could also be perceived as the totality of all activities within a nation whose main goal is to raise the living standards and general well being of the people. Collins English Dictionary (2005, pg. 443) defines development as the act or process of growing or developing or the product of developing. The Cambridge International Dictionary of English (1996, pg 377) defines development as growing or becoming mor e advanced or a recent important event which is the latest in a series of related events.For the purpose of this paper, national development means the satisfaction and sustenance of the social, political and economic needs of the people of a state (nation). It could also be thought of as planned activities which focus on increasing and enlarging the capacities so that they can successfully handle greater positions in a nation. National development usually focuses on improving the conceptual skills – the intellectual and abilities needed to handle complex situations and do a better job.With economic needs, a change in the economic and social super-structure of the society is guaranteed. It is an improvement in the techniques of production in the consumption choices open to the average citizen, in the health of the citizen, in the behaviour of citizen and so on. It involves both quantitative and non-quantitative aspects. Also, it involves reduction in income inequality, unemplo yment and poverty (Adeogun, 2003).Bannock (1977) opines that economic development is related to the process of growth in total and per capita income of developing nations accompanied by fundamental changes in the structures of their economies. Accordingly, these changes generally consist of the increasing importance of industrial, as opposed to agricultural, activity, reduction of dependence on imports from the more advanced producer and consumer goods, and dependence on agricultural or mineral products as main exports, and a diminishing reliance on aids from other countries.Accompanying this economic process are attendant political and socio-cultural reforms aimed at resolving such problems as cultural deprivation, ignorance, political instability and poverty. Thus, national development can be perceived as the totality of all the activities within a nation whose main goal is to raise the living standards and general well-being of the people. The Concept of Infrastructure According to Coombs (1991), the educational system is a function of the quality and quantity of inputs. Of significance are the buildings, equipment and space.This view gains the endorsement of Ejiogu (1984) and Nwagwu (1983) who note that of the four important factors in an attempt to balance the qualitative and quantitative growth of any educational system is the quality and number of infrastructure in the form of buildings, machinery and equipment; their maximal usage and proper maintenance culture of the students, staff and community members that use such facilities. Infrastructure, as stated by Ehiametalor (2001) are the operational inputs of every instructional programme and they constitute elements that are necessary for teaching and learning.Such include buildings, laboratories, machinery, furniture and electrical fixtures. In specific terms, Bosah (1997) opines that infrastructure represent the empirical relevance of the totality of the school environment for the realization of the s chool business. He identifies the following as components of infrastructure: landscape, playgrounds, buildings – classrooms, library, laboratory blocks, health blocks, toilets, hostels, administrative blocks and so on; utilities such as electricity, pipe-borne water and security facilities – walls (fences), gates, telephone and alarm system.From the above, infrastructure can be considered the basic systems and services that are necessary for an organization, for example, buildings, transport, water and power supplies and administrative systems. These are things that represent the aesthetic picture of the school conveyed by the position of structures in relation to one another. Goals of Technology Education The goals of technology education include: -understanding the principles and dynamics of technology; understanding the principles of tool construction, processes of technology and modes of dissemination; -developing intellectual processes of technology and their rela tion with other systems such as communication, economics, science, industry and society; -acquiring skills such as instrumentation production, maintenance, creativity, designing and communication; -mastering of technology-oriented forms of general and specific problem-solving; -producing technologically literate people; and -producing products that are employable and equally those who would proceed to higher education (Busari, 2004).It is important to appreciate the interpretation of these goals in the policies and practices of technology education in Nigeria. The policy guidelines set by the government for achieving the objectives are provision of basic tools for educational advancement including preparation for crafts of the locality, provision of curricular activities like teaching of science, local crafts, domestic science and agriculture, and provision of qualified teachers to handle technology education subjects. An Assessment of the Development Status of Nigeria In assessing the indices, criteria or factors responsible for the lassification of any country as being either developing or developed, it becomes imperative to understand the underlying key concepts: development, developing, under-developed, least developed, third world or fourth world and developed countries. Development can be regarded as the process of improving human welfare. Hence, the goals of development include: -balanced healthful diet; -adequate medical care; -labour opportunities commensurate with individual talents; -environmental sanitation and disease control; -sufficient educational opportunities; -reduced infant mortality; -decent housing; social and political participation promoting equality (United Nations, 2003). Developing countries are characterized by high rate debts, low level of Gross Domestic Product (GDP), low standard of living, low level of productivity and low level of health, low level of investment; high dependency on the agriculture production and high vulnerabil ity for external shocks. Least Developed Countries (LDC) generally suffer conditions of extreme poverty, ongoing and widespread conflict (including civil war or ethnic clashes), extensive political corruption and lack of political and social stability.The form of government in such countries is often authoritarian in nature, and may comprise dictatorship, warlordism or a kleptocrazy (United Nations, 2003). The Relevance of Infrastructure in the Provision of Viable Technology Education With the present scope of technology in Nigerian classrooms, there are few technical schools and few universities where technology education is made available. It is lamentably sad to observe that the available infrastructure in the available technical colleges and universities of technology is inadequate when compared with the expected functions of such institutions of learning.No doubt that infrastructure comprises things that are used directly or indirectly for the purposes of supporting, facilitati ng, influencing or encouraging transmission or acquisition of knowledge, competencies, skills and know-how. When we think of the poor state of this infrastructure, a question tends to come to mind – is the government actually interested in building this nation? This is just that there appears to be a gap between the policy statements and policy implementation.Lending credence to this is Busari (2004) who observes that institutions (technical colleges, universities, etc) where technology education is run are given little or lip support because they are viewed as any other education programme providers. The lackadaisical attitude of related agencies responsible for the functionalism of technology education is evidenced by the fact that the required infrastructure that would make technology education operational are either inadequate or non-existing. If technology education would facilitate national development, the quality of the manpower available for the performance of such t asks will dictate.As reported by Subair (2004), even the universities of technology experienced a face-lift just because of the accreditation exercise embarked upon by the National Universities Commission (NUC), a body established by the Federal Government in 1962 for the purpose of quality university education. He opines that experiences of the students are better expressed when adequate provision of required infrastructure is made with due consideration for some factors such as students’ population, student-teacher ratio, minimum studio stage per student, drawing boards per student, etc and student work experience practice in particular.The country is now faced with the stark realities of her poor technological base, which manifests in all fronts, ranging from poor economy, inability to properly maintain facilities inherited from colonial masters, to bad educational planning (Odeyemi, 1996). The incessant scarcity of petroleum products, epileptic supply of electricity, bad roads, flooding, and so on points to the fact that this country seriously needs to embrace and appreciate technology education. The resultant effects of Nigeria’s state of technological development are being felt in other sectors of our economy uch as the agricultural sector, industrial sector, building and construction, health and infrastructural sector – water, road, telecommunication and electricity. The bite is much felt due to lack of the necessary technical know-how to maintain the existing infrastructure and fabricate spare parts to maintain the heavy duty and medium size plants. Moreover, the frequent stealing and vandalization of Power Holding Company of Nigeria’s (PHCN) equipment for example is traceable to the inability to produce them locally. Obviously, there will be no market for the stolen ones if the country is able to produce in large quantities.As Oguntoye (2004) comments: There is no doubt that Nigeria has made tremendous leaps forward in educ ational development, especially with regard to quantitative expansion, are probably more than those we faced before the Ashby Commission of 1960. The physical structures may be available (they are in short supply). The problem is not that people are unwilling to send their kids to school, may not be the curriculum, may not even be quantity of trained personnel, but the critical problem is attitudinal, wrong value-orientation, wanting to cut corners, acquiring the certificates without acquiring knowledge, skills and competencies (pg. – 8). It becomes important to say here that if Nigeria as a nation is to be a developed and modern nation, it needs to be rational. A rational society is one which regards people as having the knowledge and ability to control their own destinies. Controlling one’s destiny without depending on other countries for one’s basic needs is self-reliance, a supposed target or goal of technology education.Consequently, the focus now should be acquisition of thorough knowledge, skills, competencies and know-how capable of transforming and encouraging people to develop openness to new experience, readiness to social change, placing higher value on technology education and aspiring to high levels of industrial attainment, understanding the logic underlying production and industry; placing high value on technical skill and accepting it as a basis for the distribution of rewards, and a basic trust in the calculating of the surrounding world, and that people and institutions can be relied upon to meet their obligations.Conclusion Attaining national development depends on three things that are considered most important. One is that education, particularly technology education which is the source of high levels of human capital accumulation, should be heavily invested in to generate the human resources Nigeria needs as the ‘engine’ for growth. There should be active government involvement or intervention that will encourage enormous investments in human capital, educating large skilled manpower able to absorb and adapt the most advanced technology.Secondly, Nigerians should know that modern societies are science and technology driven. There is no reason why we cannot set target year for achieving technology education for all. Such focus will make Nigerians think scientifically and technologically, the resultant effects of which will be change in our attitude and belief system, worthwhile social, economic, political and cultural lives, culminating into poverty alleviation, economic progress that will touch millions of Nigerians.Thirdly, irrespective of the level of education, the students are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly supporting, facilitating, influencing and encouraging the development of their potentials. Therefore, the knowledge, skills, compe tences and attitudes students acquire for life can make them fit into the cultural, social, economic and political contexts of the society in which they live, and to work and employment.It can all be summarily put that quality of education is reflected in the fit between, on the one hand, the expectations of society expressed in the general and specific objective of education, and on the other, the actual characteristics of the educational process (technology education) and the changes observed at the students’ level. References Adeogun, A. A. (2003). Economics of education. Lagos: Olatunji Publishing Press. Ajelabi, A. (2000). Essentials of educational technology. Lagos: Raytel Communications Ltd. Bannock, A. O. (1977).Modern technology and students’ instinct development. New York: McGreen Publishing Company. Bosah, H. O. N. (1997). Improving school plant provision and administration in Nigeria school. N. I. Ogbonnaya and C. L. Ajagbaonwu (Eds. ) Major concepts and is sues in educational administration. NAEP Publication. Ibadan: Awemark Industrial Printers. Busari, O. O. (2004). Towards a rethink of science and technology education in Nigeria. Ejiogu A. (ed. ) Nigerian education and challenges of the 21st century. Lagos: Faculty of Education, University of Lagos.Cambridge International Dictionary of English (1996). Cambridge: Cambridge University Press, pp. 377. Collins English Dictionary (2005). Glasgow: Harper Collins Publishers, pp. 443, 449, 1675. Coombs, Y. (1991). What is planning? Paris: IIEP UNESCO. Ehiametalor, E. T. (2001). School facilities: Management practice in Nigeria. N. A. Nwaguru, E. T. Ehiametalor, and M. A. Ogunu, M. Nwadiani (Eds. ) Current issues in educational management in Nigeria. Benin City, Nigeria: Nigerian Association for Educational Administration and Planning. Ejiogu, A. (ed. ) (2004).Nigerian education and challenges of the 21st century. Lagos: Faculty of Education, University of Lagos. Madumere, S. C. (1997). Educ ational planning and manpower development. Lagos: Samuel Printing Press. Nwagwu, N. A. (1978). Primary school administration. Beverly Hills: Sage Publications. Odeyemi, O. (1996). Technology as a vehicle for qualitiative education in Nigeria. Technology education Today 6(1 & 2), pp. 49 – 52. Ogunranti, A. (1988). Educational technology and curriculum development. Ogunranti, A. (ed. ) Problems and prospects of educational technology in Nigeria.Ibadan: Heinemann. Oguntoye, A. O. O. (2004). Education for national development self reliance in a deregulated economy. A paper presented at the 1st national conference of the School of Technical Education, Federal College of Education (Technical), Akoka. Subair, S. O. (2007). Infrastructure, students’ welfare and students’ motivation to learn in universities. An unpublished post-field report paper presented at the departmental seminar of the Educational Administration Department, University of Lagos, Akoka. Ukeje, B. O. ( 1991).Educational technology in the new national system of education. In Ajelabi, A. (2005). Essentials of educational technology. Lagos: Raytel Communications, p. 18. United Nations (2001). Road map towards the implementation of the United Nations millennium declaration. Retrieved Sept. 17, 2008 from http://www. un. org. /millenniumgoal. United Nations Development Programme (2003). Human development report. New York: University Press for UNDP. United Nations (2005). Jakarta Declaration on Millennium Development Goals in Asia and the pacific: The way forward 2015, Jakarta, 5 August 2005.