Report on the Financial State of Affairs of Central Pool and Taff View Assignment

Report on the Financial State of Affairs of Central Pool and Taff View Pool - Assignment Example The important factor for consideration both in the case of Central Pool as well as Taff View is that there seems to be an immediate need for the sales to be enhanced since there is gross underutilization of the operating assets. This is evidenced by the Ratios of Operating Profit to Operating assets and the Sales to Operating assets. As against the ratio of operating assets to operating profit of 21% in the case of Field Park it is 1.55% and 4.60% for Central Pool and Taff View respectively. These ratios are very low. Similarly, the ratio of sales to operating assets is only 1.10%... We can review this report together once you have gone through the basics. We can take up from there for the implementation of any suitable plan of action for the overall financial improvement of the units concerned. The important factor for consideration both in the case of Central Pool as well as Taff View is that there seems to be an immediate need for the sales to be enhanced since there is gross underutilization of the operating assets. This is evidenced by the Ratios of Operating Profit to Operating assets and the Sales to Operating assets. As against the ratio of operating assets to operating profit of 21% in the case of Field Park it is 1.55% and 4.60% for Central Pool and Taff View respectively. These ratios are very low. Similarly, the ratio of sales to operating assets is only 1.10% for Central Pool and 1.34% for Taff View, whereas the same ratio for Field Park is 2.80%. Comparatively the ratios for Central Pool and Taff View are poor. Similarly, the profitability of both Taff View and Central Pool is well below the comparative profitability of Field Park. This is quite obviously exhibited by the operating profit to sales ratio of both facilities. The operating profit to sales ratios stands at 1.41% for Central Pool and 3.44% for Taff View. These are very low as compared to the ratio of 7.60% for Field Park signifying the profitability of both the facilities is not up to the mark.  

Competency Goal Essay Example for Free

Competency Goal Essay Functional Area #1 Safe: In order to provide a safe environment and teach children safe practices to prevent and reduce injuries I do the following: †¢I always do my classroom counts every 30 minutes, or more often when necessary, to make sure that my head count matches the actual number of children in my classroom. †¢Our centers are set up to reduce open floor space and the opportunity to run freely indoors †¢I check all toys and equipment for broken or missing parts often to ensure they remain safe for use and play. †¢I ensure that all chemicals and cleaning supplies are put away out of the reach of children or stored in locked cabinets to prevent injury or poisoning. †¢I keep my emergency routes posted and easily visible and my emergency contacts are always with me in a binder and easily accessible. †¢I am trained in emergency evacuation procedures and plans to remove all children from the classroom and/or building in the event of a tornado or fire †¢I am certified in First Aid, CPR, and Pediatric First Aid which makes me knowledgeable of caring for accidents or injuries. Functional Area #2 Healthy: In order to provide an environment that promotes health and prevents illness, and teaches children about good nutrition and practices that promote Wellness, I do the following: †¢Cleaning and sanitizing classroom items, including future toys, a task done multiple times a day. I sanitize all toys immediately after being put into a child’s mouth, to prevent the spread of germs. †¢ I wash my hands wear gloves before after handling food, helping with toileting, cleaning noses to prevent germs from being spread. †¢ I follow the center’s policies for sick children to prevent other illnesses in the classroom. †¢We also serve Healthy Balanced meals breakfast, lunch snack. Functional Area #3 – Learning Environment: In order to use relationships, the physical space, materials, daily schedule, and routines to create a secure, interesting, and enjoyable environment that promotes engagement, play exploration, and learning of all children including children with disabilities and special needs, I do the following: †¢I have made sure that all Centers are laid out to help Children better benefit in learning. By putting the quite, busy messy centers together. †¢We also have an ABC carpet that’s just for group time. Limit 10 to 15mins †¢I have put out many different learning activities for each center. Reading has lots of books, writing has name cards letter strips, Dramatic Play table toys has theme related items. Blocks have cars, animals, dollhouse furniture. Science has Theme related items Art I put out different things weekly to keep the Creativity going. †¢Also during the day we have group time twice, free time, small groups twice, outdoor play twice when weather permits nap.

Capital Punishment Essay - I Stand Against :: Argumentative Persuasive Essays

Essays - I Stand Against Capital Punishment      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Capital punishment is what I consider, â€Å"the legal† punishment of a criminal.   Capital punishment has been used as a form of punishment for many years. At modern time, capital punishment is more controlled. Although, when capital punishment is mentioned it brings shivers down the back of most of society. Being it is a factor of death, capital punishment , should not be taken so lightly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The term capital does not represent or signify any ideas in the negative aspect.   Capital is defined as first or foremost; first rate or excellent.   Punishment, on the other hand, is defined as the rough handling or penalization for a wrong doing.   Neither of these terms, when mentioned individually signify anything in the negative aspect.   Although when these two terms are combined   there is alot more meaning to them than just excellent or penalization.   These now strictly signify, death.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Capital punishment has been a form of â€Å"disciplining† since 1750 B.C., when it was part of the code of Hammarabi.   The bible itself, also prescribes death as a penalty for any of thirty crimes committed. The crimes ranged from any between murder and fornication.   In the 18th century more than two hundred capital crimes were recognized, and as a result over one thousand people a year were faced with the sentence of death.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Now at modern time, the death penalty, has been rekindled. Although, it is not as barbaric as it was.   Now the law only allows itself the use certain types of â€Å"disciplining†. In the early 18th and 19th century the death penalty was inflicted in many ways.   Some ways were, crucifixion, boiling in oil, drawing and quartering, impalement, beheading, burning alive, crushing, tearing asunder, stoning and drowning.   In the late 19th century the types of punishments were limited and only a few of them remained permissible by law.   In the 19th century capital punishment was to only be inflicted by the following methods: hanging, electrocution, the gas chamber, firing squad and lethal injection.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The opinions brought upon us stating that the death penalty is a very strong deterrent against crime holds allot of water.   It is a proven statistical fact that states that have reinstated and now enforce the death penalty show no difference in their crime and murder rate.   In some cases, states that do impose the death penalty have a higher crime rate than the states that do not impose this â€Å"disciplinary† action.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Whosoever shed man's blood, by man shall his blood be shed† (Genesis 9:6).   With this statement from Genesis, some people could almost

Theory of knowledge

What are the methods of the historians and how do they compare with other methodologies: First of all, we have to know what is the definition of history: It is a branch of knowledge dealing with past events, political, social, economic, of a country, continent, or the world. It is an orderly description of past events. It is also a train of events connected with a person or thing. Secondly I will define what is a method. It is 1) a system, orderliness, 2) it is a way of doing something 3) doing things with 4) it is a science or study of something. The differences between the facts of the past and historical facts: We all know, or think we know, what a fact is: a reliable piece of information, something we know to be, in the common sense meaning of the word â€Å"true†. We also know, or think we know, what an historical fact is. Give examples. These are facts, definite pieces of historical knowledge, close perhaps to the natural scientific knowledge the nineteenth century historians wanted to use as their model of knowledge. But these facts are only the start of history, only the foundation on which history is built. History is not the facts of the past alone but the processing of these facts into a coherent, meaningful interpretation of the past with which these facts are concerned. â€Å"History is the interpretation of these facts, the processing of them into a narrative with causes and effects.† These facts, these pieces of information about the past are important to historians. Historians must be certain of their accuracy, must have confidence in their integrity before they can confidently interpret them for their contemporaries. Historians collect their facts from whenever they can. Certain historical facts, mostly those obtained from archives, may be collected directly by historians themselves. Historians can visit public records offices or churches and examine historical documents directly. Epigraphy is an interesting example of such a discipline. It is the study of ancient inscriptions: letters and words and symbols, chiselled, moulded or embossed on stones. E.g.: the Rosetta stone: it is an inscribed stone found near Rosetta in northern Egypt in 1799. History is a selection: Historians make history by selecting facts and processing them and it is the processing that creates history. History has been described as an enormous jig saw with lots of bits missing. Historians try to create the missing pieces. They can only do this by selecting from all the information available to them. What evidence we have for this comes, of course, from the people in the middle Ages who wrote about their own lives and times. And the people who wrote about their own lives and times in the middle Ages in Europe were monks and priests. Imaginative understanding is an important part of an historian's skill, but imaginative understanding varies from historian to historian. They have to imaginatively understand the minds of the older people. The only way they can do this is by using their own thought processes. Historians recognize that to portray history is impossible. They cannot really be sure of the motives of the writers of the archive documents. â€Å"The past can only be seen through the eyes of the present†. Historian should present their records of the past. Ranke and his fellow nineteenth century historians believed that not only was it possible to present the past â€Å"How it really was† but they also believed they were doing exactly that when they wrote their history books. The historian's job was to collect together a proven body of facts and present them to the readers. Is history a unique area of knowledge? We have seen that natural sciences, mathematics and logic, and the social sciences have distinctive areas of knowledge. Can a similar claim be made for history? YES of course it can be made!!!!. One way of answering this question is to look at the work of historians. As we do this, we should ask ourselves the question † What do historians do that scientists, mathematicians and social scientists do not do?†!!!!!. Four different stages exists: 1) Recording: Some scholars collect records and preserve evidence from the past. If we stick to our definition of historians as interpreters of facts these scholars are not historians in our sense of the word. They are archivists and curators, collectors and preservers. E.G: Nothing is moved until photographs are taken, measurements made and meticulous records compiled of everything that is there and exactly where it is. That is the work of the historical researchers who record and preserve evidence from the past. Every objects is recorded and, as far as possible identified. The historical knowledge these Historians have is no different from the knowledge of natural science: it is empirical and of course objective. Give example of the titanic. 2) Assessment: These historians asses the evidence they have, compare it to other similar evidences that might be available and come to the conclusion that Holden's room are indeed a unique historical event. 3) Reconstructing the past: Having assessed the evidence and accepted its importance, historians now have to use it, to infer from it and to reconstruct the past. They use evidences. Historians also are interested in reconstructing beyond the obvious. They attempt to reconstruct the values of a wealthy youth 100 years ago. 4) Interpreting: Historians ask themselves questions. They might compare the artefacts with other atifacts for instance†¦ Historians' ways of knowing are distinct. They record, assess, reconstruct and interpret in a way that others scholars do not. Historians continually reinterpret the events of the past and reappraise them for each new generation. Historical sources: Primary and secondary sources: The problem with the past is that it has passed. It has gone. The idea of all time past, and present, running parallel is intriguing but until we have the technology to explore other times in reality, we have to explore the past through what the past has left us, through the multitude of artefacts surviving from times past. Historians use what they term PRIMARY SOURCES as their main access to the past. Secondary sources are also available: these are sources of information provided by other historians. Primary sources are the bedrock of history. They include every conceivable type of documents: maps, treaties, churches and temple records, imperial archive documents, letters, legal records, diaries, newspapers, catalogues and even bus tickets. They can be formal or informal, private or public, serious or frivolous. Primary sources also include artefacts. Unlike science, say, history is often criticized for serving no purpose. We are unable to learn from history, it is argued, either because precisely the same circumstances as in the past cannot arise again in future, or because if sufficiently similar circumstances did arise, we would not be able to act differently. In the natural sciences we have both statements of immediate observations, reporting for instance the outcome of an experiment, and general laws from which we can derive predictions. These two kinds of statements are justified in quite different ways: observational statements by perception. The evidence, not necessarily written, which historical research is based on are the ‘sources'. Sources need not be items that go back to the time in history which is being studied, but can be texts written since then about that time: the former are called primary, and the latter secondary sources. There are two main questions that must be asked regarding primary sources. The first of these concerns their authenticity, or genuineness. Suppose that we have, for instance, a painting of a particular historical event; then the painter may have added or omitted certain details to please his customer, or to make it a better painting, he may not have been there himself and have used incomplete accounts, the painting could even be a later forgery, and so on. The other question concerns their completeness. We must bear in mind that the material available to us has already been systematically selected, in a variety of ways: we tend to know more about the upper classes of the societies we study, because it is largely their doings that were recorded, while we find many ruins in some parts of the world, little remains of the wooden structures that were more common elsewhere, and so on. On one side there are those who hold that historical explanation must be like the scientific explanation of an event: to understand an historical event, we must have a general, or ‘covering' law, so that from this law and a description of the historical situation we can deduce that the event would happen. For even where history is capable of being objective, there are problems with the ‘evidence' it is based on, as we have seen: the sources available may not be authentic, and they will certainly be incomplete. And to the extent that history is (necessarily) subjective, i.e. a matter of the position from which it is written, historical accounts or explanations are liable to the problem of bias, i.e. partiality, tendentiousness or even prejudice. The historian cannot be objective about the period, which is his subject. In this he differs (to his intellectual advantage) from its most typical ideologists, who believed that the progress of technology, ‘positive science' and society made it possible to view their present with the unanswerable impartiality of the natural scientist, whose methods they believed themselves (mistakenly) to understand. For much of the time that history has been written, the work of the historian was not thought to be particularly problematic — as long as he had the right intentions, he would just try to discover the truth, and †tell how it really was.† The first law for the historian is that he shall never dare utter an untruth. The second is that he shall suppress nothing that is true. Moreover, there shall be no suspicion of partiality in his writing, or of malice. History, then, is not, as it has so often been misdescribed, a story of successive events or an account of change. Unlike the natural scientist, the historian is not concerned with events as such at all. He is only concerned with those events, which are the outward expression of thoughts. †¦ Theory of Knowledge Bertrand Russell was a British philosopher and a mathematician who is generally recognized as one of the founders of analytic philosophy. He, like many other people was searching for proof and evidence of us- people being rational animals, whose thoughts and actions are reasonable and sensible. Reason is a way of knowing in which we build up explanations by refining independent ideas and theories in order to reach a logical conclusion or in other words we use reason to decide whether something is correct or wrong. Through observations and experiments we can prove by reason if our hypothesis was right, and by this broaden our knowledge horizons. Reason is present as much as in everyday choice making, as it is present in science, mathematics and other areas of knowledge. However reason is not always the most useful way of knowledge, for example in music and arts, as we are not robots and we also rely on our emotions and perception. So how can we gain truth by reason, when there are so many different opinions and emotions involved? Reason can help us gain knowledge, but only to a certain extent and therefore it has its strengths and weaknesses, which I am going to discuss in my essay. In science logic and reason are said to be the core element to get a valid conclusion, but there are some contradictions and exceptions to this general judgment. For example in biology, we use reason and logic to make a hypothesis, and then through several experiments or observations, we can obtain a valid and logical conclusion, which will support our hypothesis. As an example, a biology class, had to run an experiment to find out the presence of glucose and starch in two different food solutions. In two test tubes A and B, two different food solutions, which are unknown to the students, are found. The class divided into four different groups and each group had to add chemicals such as iodine for starch and benedicts solution for glucose to find out, in which test tube was each solution. If starch was present the solution had to turn from blue to black, and for glucose it had to change from blue to orange. Group 1, was successful and their one solution turned to black, proving that it has starch in it and the other turned orange demonstrating that it has glucose. Group 2 however, had a negative outcome, as both of their solutions did not change color, therefore showing that it has none of the solutions present. One of the solutions of group 3 turned green, instead of orange, therefore contradicting the hypothesis and the whole theory. By this example we see that logic and reason, has its own uncertainties and doubts. Reason can sometimes obscure our knowledge if we see something, which contradicts our initial theory. This logic is quite similar to perception, as we need to use our five senses- see, hear, touch, taste and smell to acquire a rational verdict. In music and art, I think that reason as a way of knowing has both advantages and disadvantages. We cannot express our opinion on a piece of music or a piece of art without bringing up emotion and perception. A composer cannot write music without any feelings, same as an artist cannot paint without inspiration through his senses. A piece of music however requires some basic reason. For example if a composer needs to write a concerto for a violin, he will not write a concerto for a piano, and no other instrument than a violin can replace it. This is very basic reason, but we can see that it is present in creative arts. I am an IB Art student and I know that reason has little to do with it. Making art is based mostly on emotion and on the way we feel or what we think at a certain moment. Art comes from the heart, and reason is only present when we need to know which two colors for example make purple or what do we need to do to make a canvas. Add reason Another demonstration of advantages and disadvantages of reason is present the case of superstitions. In many cultures superstitions make up a lot of beliefs that are carried throughout generations. For example it is said that it is bad luck to go forward of a black cat has passed your way. Even though I have never heard anyone claim that he or she has bad luck because of a cat passing his or her way, I would still rather prefer to avoid it, as I was brought up with this and I actually started to believe in it. Even though there is no scientific prove of this superstition and common logic experience says that this is not true, most people would still avoid it. Therefore reason can be very objective, in a way that it can differ from different cultures and dissimilar beliefs. Mathematics is the one area where reason plays a fundamental part. Reason is the basis on which mathematics is founded. Before any mathematical theorem can be taken as true, it must be backed by a reasonable mathematical proof that shows, that the answer got is correct. This type of empirical, reasonable verification shows that of all the areas of knowledge, mathematics uses reason the most. In mathematics, an answer is either wrong or right. There is no midpoint in mathematics. Without reason, all mathematical arguments would naturally fail, and so if a mathematical statement cannot be fortified with reason, the statement should be rejected. Mathematics is the only area of knowledge where every statement must be backed up by reason. Reason itself is not enough to explain such things as the origins of the universe, or right and wrong, and so reason can and should be complemented by other sources of knowledge. Reason can be used when the sense misinformed us. For example when you put a straw in water senses tell us that the straw is bent, because it looks like it, but through reason we deduce that the straw is straight. Therefore reason is more reliable than our senses and is used more effectively. For the conclusion, I should discuss whether in the end our knowledge can be obtained purely by logic and reason, or it needs the support of human emotion and perception to give us reasonable comprehension of our existence. â€Å"Man is a rational animal who always loses his temper when called upon to act in accordance with the dictates of reason,†- this is a quote by Oscar Wilde. I agree with him as I think that emotions and feelings often overtake reason, as we are more driven by our desires, fears and passion than logic and rationality. I think that pure reason cannot exist without other ways of knowledge, and has its strengths and weaknesses. Reason is valid when it is not contradicted by anyone, but can we call something rational knowledge when someone disputes it? Reason within its domain is very reliable, as for example in mathematics, you can be almost one hundred percent certain that something is true, and this is the main strength of reason. I think that in all the other areas of knowledge, reason has many weaknesses. Reason always needs input from another source and therefore can only be reliable as its source of data. In the arts, in the absence of inspiration, no great work can be done, however reason is present in the mixing of colors and proportion and so on. Science without any data has no use of reason, and is therefore unreliable. My conclusion to this essay is that reason always needs input from another source and therefore can only be reliable as its source of data. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception. Theory of Knowledge How do we acquire our knowledge? Don’t we acquire our knowledge through our senses? We know something is round because we have seen it and we have touched it. A blind person can distinguish a sphere from a cube, because of the sense of touch. But can a blind person really know what the difference between green and purple are? Maybe, but it might be a hard one to explain because you cannot really explain what light and dark is if a blind person has not really seen these differences. The eyes might not be the true organ of sight but in my opinion it is one of the necessary things needed to acquire knowledge. But what is sight? What is knowledge? According to the Oxford Dictionary sight is defined as the faculty or power of seeing, and knowledge is information and skills acquired through experience or education. The definition of sight from the Oxford Dictionary did not connect it with the word knowledge for knowledge helps us to describe the object that we are seeing. For example, if we look at an object with our eyes without any knowledge of what is being perceived, the object that we are seeing will be just an unknown object to us. The object being perceived does not contain that much meaning to it for the lack of knowledge. So is knowledge really the true organ of sight? It is to some extent for we cannot fully comprehend what we see if we did not have the previous knowledge to describe what we see and without seeing I think it makes it a little bit harder to acquire enough knowledge to fully describe what is around us. Can knowledge be only achieved by seeing? How do blind people acquire their knowledge without their eyes? I think they gain knowledge by experience, touching and hearing. They learn things differently than people who can see because they probably create their own images of what we see. It is through knowledge of what they have experienced that they â€Å"see† what is put infront of them. For us who can see and have been seeing in our life time gain knowledge from what we see and what we have experienced. All these contribute to us gaining knowledge of the world. Perception, defined as the act or faculty of apprehending by means of the senses or of the mind. This plays a vital role in some subjects rather than others because some just require more understanding than the rest. It is important to understand what you learn before practicing. In short, our senses do give us to a certain extent knowledge and this works together with the sense of perception.

Development from birth †19 years Essay

The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy ‘reading’ books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 – 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 – 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 – 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the child’s own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to ‘people please’ and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the ‘terrible twos’ They have trouble understanding the concept of sharing and believe that everything is ‘mine’ They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2’s or 3’s, sharing ideas and being friendly to other children. They may also have ‘best friends’. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about ‘fitting in’ and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the child’s intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when it’s basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) ‘freeze’ when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carer’s voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as ‘goo’ ‘ga ga’ and ‘aah-aah’ They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as ‘baba’ ‘mam-mam’ and ‘dad-dad’ They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as ‘pick up your toy’ or ‘pass me your cup’ At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of ‘P’ Levels which is a programme that gives me information on the varying categories of the developmental process’s. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Student Nurse Assessment

Student Nurse Assessment Free Online Research Papers Assessment This assignment will describe the assessment of a client that the student nurse has worked with and show how a holistic approach to the assessment process was used and the importance for this. Reference to the academic theory that support and are the reasons behind the student’s actions will be made throughout. The nursing process contains four stages based around the individual: The first and most important stage of the nursing process is assessment where good communication skills are essential to the nurse to allow her to identify problems with the client; actual and potential, physical and psychological (Kenworthy et al 2001). One of the most important nursing skills is the ability to assess the client as this is the first stage in the nursing process and is vital to obtain the information that will allow the nurse to plan and implement nursing care and evaluate their effectiveness (Smeltzer Bare 2003). The client’s details have been changed to maintain client confidentiality in accordance with the NMC Code of Professional Conduct 2004. â€Å"Anastasia Beaverhausen†, aged 78, was admitted to hospital for treatment of a fractured neck of femur. Shortly after Anastasia’s arrival to the ward, the nurse assessed the client’s blood pressure, pulse, temperature, respiratory rate and oxygenation levels (SP02). This gives the nursing team a baseline to monitor Anastasias future observations against to determine any progress or deterioration of the client’s health. The wards assessment model was loosely based around the Roper, Logan and Tierney, and was used to begin the first stage of the nursing process. This wards model used the 12 activities of daily living designed by Roper et al which are maintaining a safe environment, communication, breathing, eating and drinking, elimination, washing and dressing, thermoregulation, mobility, working and playing, expressing sexuality, sleeping, death and dying (Holland 2005) with the added assessment of skin/pressure areas. The assessment interview allows the nurse-patient relationship to be established on the basis of mutual concern for the patient’s well being. However, the interview must have a structure and contain a beginning and an ending, and should progress logically, ensuring meaning to the participants (Mallet Dougherty 2000). The nurse began by introducing herself to the client and explaining what she was going to do. In accordance with the NMC 2004 where it states that nurses must promote and protect dignity of clients, the nurse pulled the curtains around the client’s bed space to promote the client’s privacy. A private room would have been a better place to undertake the assessment, as other patients could potentially still overhear, however this was not available and the situation was dealt with to the best of the nurse’s ability. The nurse informally chatted to the client to begin to build a relationship with her. She did this to help make the client feel at ease with her and therefore feel able to express her feelings and concerns as some problems may not be disclosed by the client and may only be identified when the nurse-client relationship develops and the client feels able to trust the nurse (Mallet Dougherty 2000). To do this, the nurse positioned herself near to the client and used warm body language and eye contact. At this early stage of interaction, both verbal and non-verbal communication skills are extremely important, as any relationship comes about through communication (Nolan 2003). To enable the nurse to identify any interrelated problems, a holistic approach to the assessment was required. The term comes from the Greek word ‘holos’, meaning ‘whole’. By applying the holistic approach to health care, the nurse takes places emphasis on the whole person, taking into account the physical, emotional, intellectual, spiritual and cultural background and needs of the individual rather than simply treating the symptoms of their illness (Kenworthy et al 2001). And upon review of the many nursing theories currently in use, it is clear that they all take into account the whole person (George 1995). Early on in their conversation, it was established that Anastasia was very concerned about her dog that had been left at home with no-one to look after it. She was extremely worried about this and the nurse noted that this was a holistic need of the client that needed to be addressed. This emphasizes the importance of a holistic approach, because although it was not a symptom of the client’s injury, it was causing her to feel anxious and distressed. To gain Anastasia’s trust and her acceptance of her treatment plan, the nurse had to address this issue so the nurse asked the client if there was anyone that she could contact on her behalf and if Anastasia would be happy for this person to take care of her dog. The client remembered that her neighbour, who was a close friend, had a key to her house and that it would put her mind at rest if she knew she could care for the dog. For the purpose of this essay, the focal point will be on three of the activities of daily living that relate most to the client. For Anastasia, these were Eating and Drinking, Mobility and Skin / Pressure Areas. These were chosen because nutritional weakness and injury may also result in loss of muscle, and possibly decrease the client’s mobility and increase the likeliness of pressure sores and therefore increase recovery time. Through building a relationship with Anastasia, the nurse was mostly able to complete the assessment without asking too direct questions and therefore creating a feeling of formality for Anastasia, as clients may be reluctant to offer information around having a fall for fear of being put in a home or the need for a walking aid (Delorito 2002). During their discussion the client explained that her injury was the result of a fall after she slipped on some ice while out walking. Through talking to Anastasia about her previous medical history and reading the clients notes, the nurse saw that there had been no record of any previous slips or falls. It is important to ask the client if she has had any previous slips or falls, as a history of these is one of the most common risk factors for future falls (Delorito 2002). It was reported to the nurse by the client that she was a very active and social lady and she hoped to return to her normal life as soon as possible. The nurse was able to gain a picture of Anastasias mobility through their interaction, and noted that she usually walked unaided, had no stairs at home as she lived in a bungalow and took her dog for daily walks. The nurse also made a visual assessment and saw that the client was able to move positions in bed reasonably well which would therefore aid keeping her pre ssure areas in tact but she seemed to be in pain by doing so. To enable the nurse to assess how much pain Anastasia was in, she asked her to describe her pain on a scale of one to ten, with ten being the worst and zero being no pain at all. The client reported six on this scale and the nurse noted that this could hinder her movement while on bed rest and potentially lead to pressure sores. The nurse explained to Anastasia that she would have to remain on bed rest until the fracture had been stabilized and informed her as to how and why pressure sores form and that she could potentially be at risk, and for this reason, the nurse would need to carry out a Waterlow Assessment. Thus is in accordance with the NMC 2004 where it states that nurses must recognise and act to minimize the risk to clients. The Waterlow assessment is a tool used to determine the risk status of the client, and professional judgment must still be used. It allows clients to be classified according to their risk of developing a pressure sore under the categories of weight for height, continence, skin type, mobility, sex and age, appetite, and special risks such as tissue malnutrition, neurological deficit, major surgery or trauma and medication. To complete the weight for height score with, a body mass index (BMI) calculation must be carried out. This is a measure which takes into account the client’s height and weight to measure their body fat and can alert nurses to possible health risks for the client; the higher the BMI, the bigger the risk is of developing further health problems such as diabetes, high blood pressure and heart disease (Lee Neiman 2002). As the nurse was unable to measure and weigh Anastasia, she used information provided by the client to calculate her BMI. The nurse also asked to look at the client’s pressure areas to see if there was any evidence of any sores, either healing or beginning and noted that there were none. As part of the assessment process, the nurse also needed to assess Anastasias nutritional status. Nutritional assessment is a crucial part of nursing care (Horan 2000) as this would help the nurse to identify if the client was undernourished, the possible reasons for this, and to provide a baseline for any future care given (Gibson 2005). Because a good diet is essential to the healing process it is vital to know if the client was getting the proper nutritional intake. The nurse needed to take the clients diet history, including food frequency, habits, preferences, meal patterns, and possible religious restrictions (Lee Neiman 2002). To do this, the nurse spoke to the client about what she would usually eat at home and asked her open questions beginning with how and why, for example, creating a much greater chance of the client feeling able to express their feelings rather than simply answering â€Å"yes† or â€Å"no† (Nolan 2003). This extra information given by the client enables the nurse to gain a more comprehensive picture of Anastasias eating and drinking habits. The client became upset and reported that she had had a loss of appetite over the past two months since her husband had passed away. This was also why she was so anxious about her dog and hoped to return to her normal routine and social activities as quickly as possible as she feels that this helps her to cope with her loss. The nurse also noted, through a visual assessment of the client that her skin was dry, indicating dehydration. This was verified when the nurse asked Anastasia what she would normally have to drink in a day, including alcohol, as the client reported that she drinks only two to three cups of tea per day and drinks a glass of cherry on special occasions only, enabling the nurse to confirm her belief that the client also had an insufficient fluid intake as clients should be encouraged to drink 2-3 litres of water per day (Gibson 2005). As part of the nutritional assessment, Anastasia was also asked if she had any dentures, was taking any vitamins, minerals or supplements, and if she had any food allergies, to which the client explained that she had a full set of dentures, took no supplements, but was wheat intolerant and found this hard to cope with, which also influenced her eating habits as she cant eat the simple snacks she would like to because she is no longer cooking regular meals. The nurses visual assessment, and noted that the clients clothes and rings seemed a little loose, indicating a recent weight loss (Lee Neiman 2002). The nurse also noted that a lack of sufficient nutrients could have influenced the clients fall if she was weakened by a poor diet, as vitamin D is an essential nutrient for bone health and a major cause of its insufficiency is poor nutrition (Gennari 2001). While speaking to Anastasia the nurse made notes that she could refer to later. This was done to allow the client-nurse interaction to continue a little smoother than if the nurse was to repeatedly stop to document and to create a more relaxed atmosphere. After the assessment, the nurse used her notes to record and document all her findings clearly and legibly onto the clients assessment form, promoting effective communication between other health professionals and in accordance with the NMC Code of Professional Conduct 2004. CONCLUSION It has been established that the assessment is probably the most important stage of the nursing process because if it is done without care or inaccurately it will affect the planning, implementation and evaluation stages and possibly the clients care. Perhaps the most important factors to the assessment process are good communication and good documentation. A good assessment is dependant on the relationship between the nurse and the client and the most important aspect of all nursing activities are those that promote professional, compassionate, human to human interaction (Weber Kelley 2003). Good documentation remains in line with the NMC Code of Professional Conduct 2004 as it promotes better communication, consistency, continuity, efficiency, and professionalism within the nursing team (Wood 2003). Research Papers on Student Nurse AssessmentThree Concepts of PsychodynamicThe Project Managment Office SystemResearch Process Part OneArguments for Physician-Assisted Suicide (PAS)Moral and Ethical Issues in Hiring New EmployeesIncorporating Risk and Uncertainty Factor in CapitalStandardized TestingThe Relationship Between Delinquency and Drug UseRelationship between Media Coverage and Social andRiordan Manufacturing Production Plan

Women in the Maltese Falcon Essay Example

Women in the Maltese Falcon Essay Example Women in the Maltese Falcon Essay Women in the Maltese Falcon Essay All of the women except for Effie are corrupt in the novel. They dont seem to have any important duties or roles throughout the story, but they do the dirty work for the men and participate in Illegal and immoral activities such as murder and having affairs. Sam Spade is a womanlier and thinks of women as people to do things for him and he likes to love them and leave them. It Is obvious that he does not Like to have relationships or get too close to anyone, so Instead he doesnt treat women the greatest. Spade orders Effie, his secretary, around and Is always giving her orders. She lights his cigarettes, takes his phone calls, runs his errands and listens to his problems. He gives her his dirty work to do and she does It all Immediately without saying a word or complaining. Spade also uses Burgled to benefit himself. He takes a lot of money from her, not knowing If he Is partaking In anything Illegal, and agrees to help her. She Is portrayed as a liar and can never keep her story straight. She Is a murderer, but falls in love with spade very quickly. He gets Information from her to solve the case, she becomes his lover, but in the end he turns her into the police. Finally, there is Via. She has an affair with her husbands partner, Spade. Spade pays no attention to Via after her husband is killed and has a relationship with Brigit. Even though he is never there for her, she is waiting for him at the end of the novel still. I think this shows women as being weak. She puts up with him treating her badly and she cheats on her husband. This portrays women as not having any morals and settling for how men treat them no matter if it is good or bad. Overall, the novel depicts men as getting all of the women and money. The women murder, cheat and stick with men such as Spade even though they are not appreciated or treated well.

22 Top Career Marketing Communication Strategies for 2015

22 Top Career Marketing Communication Strategies for 2015 The long-awaited Findings of 2014 Global Career Brainstorming Day: Trends for the New the Next in Careers has been released by the Career Thought Leaders Consortium! This report summarizes the findings of a November 14, 2014 meeting of 150 career professionals from six countries who brainstormed â€Å"best practices, innovations, trends, new programs, new processes, and other observations that are currently impacting, and are projected to impact, global employment, job search, and career management.† The section that most interests me in the report is â€Å"Career Marketing Communications,† which includes resumes, cover letters, social media profiles and other career marketing communications. Here are some of the findings and advice you’ll want to keep in mind: Content Powerful, consistent branding is essential in resumes and across all job search messages and materials. Taglines with a candidate’s USP (Unique Selling Proposition) are becoming more common. Great resumes tell stories with testimonials and other unique information that â€Å"connects the dots† for readers. Keep resumes short and snappy, with smart, strategic use of SEO/keywords! Infographics, hyperlinks, graphs and charts are all fair game on resumes! Resume content may evolve to address behavioral questions. Mailing addresses may be omitted from electronic resumes (this reduces the risk of identity theft)- but consider including them on paper versions. Short, half-page cover letters are most frequently submitted in the form of an email. Use a punchy subject line to capture interest! LinkedIn profiles should almost always be written in the first person. Make sure your resume is readable on mobile devices. Craft your job marketing messages with an organization’s culture in mind. Is the organization conservative/traditional? Casual? Dynamic? Strategy Send your resume by snail mail to stand out – especially with older hiring managers. Don’t skip the thank you letter! It will make you stand out. Send a thank you email (it’s fast) and follow up with snail mail to make an impression. LinkedIn Premium is not recommended except to human resources professionals and recruiters. (I would add that anyone wanting to pursue leads from those who view their profile would also benefit.) The portfolio approach for career marketing documents is valuable, in particular for technology and engineering fields. 30/60/90 plans will be requested by more and more employers. Applying to jobs on job boards is discouraged. Instead, identify the jobs on the job boards, then go to LinkedIn or the company’s website to network with key decision-makers. Networking and referrals are still king for getting into a company. 80% of jobs are found by networking! Apply to jobs if you meet at least 75% of their requirements. 100% is not required. Company Context Companies understand a LinkedIn profile is an essential networking tool. Employees can be less afraid of their companies’ becoming suspicious when they update their profiles. Companies are sourcing candidates directly from LinkedIn, and using recruiters less. A large network on LinkedIn is attractive to many companies. Resumes are still important documents, distinct from LinkedIn profiles! If you are engaged in a job search, take this report to heart and create your career success! To read more about the New and the Next in Video Bios, Web Portfolios; Job Search Job Boards, Networking, Interviews Hiring, Career Planning Management, Personal Branding, and other important career topics, see Findings of 2014 Global Career Brainstorming Day: Trends for the New the Next in Careers.

Social responsibility Research Paper Example | Topics and Well Written Essays - 2500 words

Social responsibility - Research Paper Example Usually social responsibility measures are assigned to a small group or an individual, often within the human resources management department. Employees tasked to carry out this responsibility have to focus on social subject matters in three primary domains (Anderson 15): 1. Total compliance with international, federal, state, and local legislative laws and acts; 2. Moral and ethical standards and procedures under which the firm will operate; and 3. Philanthropic giving Most business organizations face challenges in developing and implementing socially responsible measures. Still, all businesses should consider and participate in this area. To function without serious losses or disruptions, a business should always fulfill their legal obligations. It should formulate, execute, and monitor moral and ethical guidelines for all members of the organization. In the philanthropic domain, where there is greater freedom of activities in where, when, and how the company should plan about and resolve numerous issues before creating just and practical course of action (Clegg & Rhodes 57). With more involved citizens and government, social responsibility has continued to receive much attention and popularity over the recent years (McShane & Steen 105). Social responsibility will keep on demanding more effort, time, and resources. Skilled and diverse management is needed in all the domains of social responsibility. Businesses, the government, and society should team up more strongly in the future if major developments are to be achieved in the area of social responsibility. What is Social Responsibility? The concept of corporate social responsibility (CSR) is usually associated with related concepts like stakeholder management, corporate social responsiveness, and corporate citizenship. All these concepts refer to a company’s responsibilities outside its main purpose that involves generating a profit (Blackburn, Doran, & Shrader 195). A primary reason for the multifa ceted nature of CSR is that it binds society and business. It requires no extensive study to understand the different debates over social responsibility occurring across society. Two major concepts appear to be vital to the understanding of social responsibility, namely sustainability and responsibility (Clegg & Rhodes 53). Sustainability is a standard concept on the external and internal environment as regards intangible and tangible resources. Intangible resources, such as skills and knowledge, must be recognized and developed. Tangible resources, such as oil and raw materials, should be utilized with precise care and, preferably, substituted by alternatives and reused (Anderson 18-20). It is in the interest of the company to thoroughly care for the pooled intangible and tangible resources and to manifest this in its operations. On the other hand, responsibility today implies not just economic, but also environmental and social responsibility. Companies are persuaded to surpass th e economic perspective and consider a broader framework. This challenge may be viewed as indirect or direct societal demands to integrate environmental and social principles into business activities (Anderson 24). In recent times, it has become somewhat widespread to define this responsibility as CSR.

Blacks and televised news Essay Example | Topics and Well Written Essays - 750 words - 1

Blacks and televised news - Essay Example Most of the sections of the media that have a maximum of white representation, do better in terms of citizenship and attracting the masses, as well, leading to a poor contribution of black people to the news. Black people are stereotypically very outgoing and social and like to be portrayed by the media as yet another group or community of people who are waiting to be heard by the rest of the world. However, they are not able to reach out to the masses and are subdued when it comes to the local news. Local news channels have the ability to showcase whatever they want to; the broadcasters and producers of the channel or the show get to decide whether or not to represent certain pieces of the news and thus, because of this reason, black people are not able to gain much representation on the local news. Furthermore, the local news gives very less importance to crime news with white people and thus if there is black representation, it is mostly about crime and vandalism, because this is what flatters the US audience. Despite this, a number of black women state that, â€Å"Without a doubt black males, young and old, must be held politically accountable for their sexism. Yet this critique must always be contextualized or we risk making it appear that the problem of misogyny, sexism, and all the behaviours this thinking supports and condones, including rape, male violence against women, is a black male thing.† (Brooks, Dwight E.) Black women and men however are suppressed by the community and even though they might have a very outgoing personality, they are not able to show case the same through the news. A lot of statistics show that black people as compared to white people have a 6:1 ratio of being televised because national and local networks portray them on channels and shows that do not require much intelligence. This leads people to believe that they are not

Management Essay Example | Topics and Well Written Essays - 500 words - 8

Management - Essay Example ause the nature of the relationship is a subjective one, the leader is unable to determine whether any progress is being made, despite the fact that he is responsible for accountability. One of the things that a manager has to teach his sales representatives is the ability to bend and flex and adapt their sales pitch and styles to suit the needs of different customers. In the insurance industry in particular, there are certain standardized packages that are available, however a sales representative needs to be able to tailor his sales talk in such a manner that it suits the needs of the particular customer. Therefore, the most important lesson that a manager can teach his representatives is how to ask customers the right questions, by formulating at least 20 different types of questions that the customer can be asked in order to determine their needs. Once such answers have been obtained by the representatives for these key questions, they will be able to do things that are inexpensive, thoughtful and also inexpensive at the same time. (Acuff and Wood, 2004, p 190). The manager must teach the sales person how to understand what the customer desires by asking the necessary questions and then try to determine how best a particular product can meet that need, or how it can be tailored or modified slightly to meet the need. Therefore sales people should not focus exclusively on the customer or exclusively on the product but rather focus on bringing about a synergy between the two and managers should teach their salespeople how to achieve this.(Acuff and Wood, 2004, p192) The manager must also teach the sales person that his or her goal is to help customers understand that the company’s product is worthwhile. In the insurance business, the manager must therefore teach the sales people how to emphasize and focus upon the benefits of the products, in that it provides insurance against accidents and liabilities. By teaching sales people to focus upon the attributes of

Espionage during the Cold War Essay Example | Topics and Well Written Essays - 1250 words

Espionage during the Cold War - Essay Example s had a secret service that was quite developed and the ancient Chinese treatise on the art of war throws light on deception and intelligence gathering and says that all war is based on deception. Political espionage gained importance during the Middle Ages. Joan of Arc was betrayed by Bishop Pierre Cauchon, a spy employed by the English, and Sir Francis Walsingham is credited with developing an efficient political spy system for Queen Elizabeth I. In the modern age systematized espionage became an essential part of government in most countries. Joseph Fouchà © developed the first modern political espionage system, and Frederick II of Prussia is considered the founder of modern military espionage. Nathan Hale and Benedict Arnold became famous spies during the American Revolution. During the U.S. Civil War there was considerable use of spies and by World War I, all big powers except the United States had elaborate espionage systems. After World War II, espionage activity increased co nsiderably especially during the cold war between the United States and the former USSR. It has not stopped with that As Stephen Dalziel (2000) says â€Å"Anyone who thought that the end of the Cold War a decade or so ago would mean the end of espionage has received plenty of examples to show them that, Cold War or not, the worlds states want to know more about each other.† Though the Soviet Union was a temporary ally of the United States during World War II, things changed after the dropping of atomic bombs and by the late 1940s the Soviet Union and the United States became ideological opponents both striving to gain political, economic, social, and cultural dominance in the world. This non military rivalry came to be known as the â€Å"Cold War.† The Cold War between the United States and the Soviet Union was unlike traditional wars where armies are used and shots are fired. It was a rivalry that was both tense and competitive. The war was a long war, lasting from 1945 to 1989.

Americ's History Essay Example | Topics and Well Written Essays - 750 words

Americ's History - Essay Example Thus, the people became less empowered while the central government became more controlling and powerful. By design, when the Constitution was ratified, the states were empowered. However, over time a gradual drift toward a dominant national government has become evident. Two distinct political positions began to evolve from the colonists. Most Americans considered citizen "virtue" fundamental to any successful republican government. Because political power no longer rested with the central, all-powerful authority of the king, individuals in a republic needed to sacrifice their personal self-interest to the public good. The collective good of the people mattered more than the private rights and interests of individuals. Yet, not all Patriots agreed with this viewpoint defining republicanism. Some favored a republic ruled by a group of talented and educated elite. Republicanism for them meant an end to hereditary aristocracy, but not an end to all social hierarchy. These more conservative republicans feared that the fervor for liberty would overwhelm the stability of the social order. They watched with great concern as the lower-class in society - the poor farmers, tenants, and laboring classes in towns and cities seemed to embrace a kind of republica nism with a level playing field. Thus, two groups of people formed different political ideologies. The first weak national government, the Articl... They were eager to persuade their fellow citizens to amend the Articles of Confederation in favor of a muscular central government. But the poorer states' rights people played down the talk of anarchy from Shays rebellion. Many were debtors who feared that a powerful federal government would force them to pay their creditors. Yet, both groups agreed, the Confederation needed some strengthening. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, and protection for property, while still upholding republican principles and states' rights. The American people were somewhat astonished, so well had the secrets of the convention been concealed. The public had expected the old Articles of Confederation to be patched up; now it was handed a startling new document in which, many thought, the precious jewel of state sovereignty was swallowed up. One of the hottest debates of American history forthwith erupted. The antifederalists, who opposed the stronger federal government, were arrayed against the federalists, who obviously favored it. Some of the leaders of the antifederalist camp included prominent revolutionaries like Samuel Adams, Patrick Henry, and Richard Henry Lee. Their followers consisted primarily, though not exclusively, of states' rights devotees, backcountry dwellers, and one-horse farmers - in general, the poorest classes. Large numbers of antifederalists saw in the Constitution a plot by the upper crust to steal power back from the common

Legal Aspects of Business Decisions Unit 2 IP Research Paper

Legal Aspects of Business Decisions Unit 2 IP - Research Paper Example Sturge Ltd to honor obligation amounts to violation of Ohio’s statutory and property law. According to Steinberg (1993), the court’s holding asserted that the Ohio Blue Sky Laws in subject were not applicable since international transactions at that time were not explicitly covered within the laws. The plaintiff, West Shell Jr. and the defendant R.W. Sturge Ltd were locked in a case, which was eventually brought to conclusion by Hamilton County Court in December 08, 1993. With respect to the presiding judges, West Shell Jr. et al were supposed to be refunded all monetary resources that they incurred as loses after investing in unregistered securities. According to Steinberg (1993), the court established that the defendant R.W. Sturge Ltd et al made a coalition with other third parties in selling illegal stocks and securities to the plaintiff. Therefore, R.W. Sturge Ltd et al was liable for refunding money used to purchase securities as well as payment of any attorney fees incurred by the plaintiff throughout the case. With respect to procedural construct of the case, British law asserts that any insurance and investment premium received by underwriters of a financial company is automatically placed in a trust fund. Any profits realized from a trust fund are released to the underwriters association, upon which the underwriters will extend the proceeds to investors. In this case, R.W. Sturge Ltd failed to honor its agreement by selling illegitimate securities to the plaintiff. Consequently, the plaintiff argued that the agreement binding the sale of securities was void under the Ohio Blue Sky Law. With respect to the legal background, Ohio Blue Sky Laws states that all public transactions brought into Ohio are accorded protection from fraudulent contracts and misrepresentation of facts during an agreement. According to Steinberg (1993), this means that Ohio Blue Sky Laws protect investors against gullibility and mischievousness of international

Americ's History Essay Example | Topics and Well Written Essays - 750 words

Americ's History - Essay Example Thus, the people became less empowered while the central government became more controlling and powerful. By design, when the Constitution was ratified, the states were empowered. However, over time a gradual drift toward a dominant national government has become evident. Two distinct political positions began to evolve from the colonists. Most Americans considered citizen "virtue" fundamental to any successful republican government. Because political power no longer rested with the central, all-powerful authority of the king, individuals in a republic needed to sacrifice their personal self-interest to the public good. The collective good of the people mattered more than the private rights and interests of individuals. Yet, not all Patriots agreed with this viewpoint defining republicanism. Some favored a republic ruled by a group of talented and educated elite. Republicanism for them meant an end to hereditary aristocracy, but not an end to all social hierarchy. These more conservative republicans feared that the fervor for liberty would overwhelm the stability of the social order. They watched with great concern as the lower-class in society - the poor farmers, tenants, and laboring classes in towns and cities seemed to embrace a kind of republica nism with a level playing field. Thus, two groups of people formed different political ideologies. The first weak national government, the Articl... They were eager to persuade their fellow citizens to amend the Articles of Confederation in favor of a muscular central government. But the poorer states' rights people played down the talk of anarchy from Shays rebellion. Many were debtors who feared that a powerful federal government would force them to pay their creditors. Yet, both groups agreed, the Confederation needed some strengthening. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, and protection for property, while still upholding republican principles and states' rights. The American people were somewhat astonished, so well had the secrets of the convention been concealed. The public had expected the old Articles of Confederation to be patched up; now it was handed a startling new document in which, many thought, the precious jewel of state sovereignty was swallowed up. One of the hottest debates of American history forthwith erupted. The antifederalists, who opposed the stronger federal government, were arrayed against the federalists, who obviously favored it. Some of the leaders of the antifederalist camp included prominent revolutionaries like Samuel Adams, Patrick Henry, and Richard Henry Lee. Their followers consisted primarily, though not exclusively, of states' rights devotees, backcountry dwellers, and one-horse farmers - in general, the poorest classes. Large numbers of antifederalists saw in the Constitution a plot by the upper crust to steal power back from the common

Writing assignment of auditing Essay Example | Topics and Well Written Essays - 500 words

Writing assignment of auditing - Essay Example In my opinion, I think it is appropriate that the cash balances are confirmed under the U.S. Auditing standards. This is mainly because cash amounts are the most liquid part of the business and can easily be stolen from the firm or misrepresented (Kieso 77). Moreover, it could be termed as a control measure to ensure that no cash is lost between the time of recoding and auditing. It may also be trick especially because businesses are in operations whereby the cash balance is expected to vary with business activities. The procedure for cash balances auditing may be a bit different as compared to other forms of audits yet so closely related. The first step is to identify the main purpose of the cash audit; which in this case is to ensure that the balances indicated in the cashbook correspond to the cash balances. This is to ensure than no cash is lost between the time of recording on the balance sheet and the time of auditing the records. The second step is taking into consideration the relevant developments for the cash account. Such developments could be as a result of sales or expenditure among other things. Finally the audit process is conducted to ensure that the balance is consistent. Finally, bank reconciliation may or may not be made. The cash account is one that is under constant risks. To start with, being the most liquid asset, cash can easily be stolen from the company by either the workers or the management. Moreover, it is more likely to be misrepresented due to the fact that it is constantly changing. When controlling cash related risks, caution is taken to avoid confusion with the bank account. More often than not, some transactions are conducted using both accounts and often recorded as one. Additionally, proper planning must be taken into consideration to avoid any risks that might occur in the process (Kieso 77). These risks can be classified into the fraud triangle which has

Post-WWII History Essay Example for Free

Post-WWII History Essay After World War II, the United States focused on putting an end to Communism. The economic climate of the immediate postwar years was conducive to the rise of the political left. The detrimental effects of depression and global war generated popular demands for widespread social, political and economic reforms. Furthermore, wartime controls made ordinary citizens believe that economic planning was the best way to restore economic growth and equity (Painter, 1999). The United States, however, underwent a shift to the right. Republican domination of both houses of Congress after the 1946 midterm elections led to the strengthening of conservative opposition to the New Deal. Despite this accomplishment, the Republicans were unable to contain the main achievements of the New Deal – unionization of heavy industry, Social Security, agricultural subsidies and civil rights militancy. Throughout Europe and in parts of the Third World, meanwhile, chaotic social, political and economic conditions resulted in the emergence of Communist parties and other leftist groups (Painter, 1999). The aforementioned developments prompted Washington to assume that a new foe was in its midst – Communism. McCarthyism: The Great American Red Scare The period from the late 1940s to the mid-1950s was characterized with the rise of Communism in China and several nations in Eastern Europe. As a result, the US became fearful that it was losing the power struggle against the Soviet Union – a battle that was later known as the Cold War. This apprehension was exacerbated by suspicions that traitors within the American government were aiding the spread of Communism (Fitzgerald 2006). Such paranoia on the part of the US eventually resulted in the era of McCarthyism, a chapter in American history that was synonymous with state-sponsored Communist witch-hunts and anticommunist hysteria among the populace. Red Alert On the night of February 9, 1950, a senator from Wisconsin named Joseph McCarthy gave a Lincoln Day speech to the Republican Women’s Club of Wheeling, West Virginia. His speech on that particular evening, however, had absolutely nothing to do with Abraham Lincoln’s birthday. McCarthy’s address instead focused on the hostile relations between the US and the Soviet Union. He warned the audience that the Soviet Union intended to spread Communism throughout the US by sending spies to infiltrate the US government (Fitzgerald 2006). To prove this claim of his, McCarthy held up a piece of paper and reportedly stated: I have here in my hand a list of 205 (men) that were known to the secretary of state as being members of the Communist Party and who, nevertheless, are still working and shaping the policy of the State Department. (p. 10) This was a very grave allegation. The State Department is the government institution responsible for the establishment of foreign policy. The presence of Communists in such an important organization would therefore cripple the US in its fight against Communism worldwide. They would most likely work as spies, providing the Soviet Union with sensitive information about atomic weapons and US military and political strategy (Fitzgerald 2006).

The Rhetoric of Reggae in Artful Cinema for the World :: Reggae Jamaican Music Film Essays

The Rhetoric of Reggae in Artful Cinema for the World Perry Henzel's The Harder They Come is credited with a significant and unique role in introducing American audiences to reggae. Whereas earlier cinematic crossmarketed films like A Hard Days Night or Help! were adjunct to and dependent on a group's previous commercial musical success, Henzel's film was for many an introduction to reggae and both precursor and impetus for its international impact and commercial popularity. The film's status as a cult classic and phenomenon, to the extent a phenomenon can be explained, perhaps rests on its lack of commercial pretentions or promotional glitz, and thus its authenticity. The rhetoric of this film -- its images, words, and music in complementary array -- is rhetoric in the best sense because it uses the power of language to reveal, not to disguise, the unconscionable constraints on the lives of poor Jamaicans. Principally it's a film by a Jamaican artist about some musically and culturally significant events happening in Jamaica at the time, and though it is formulaic as films tend to be, it also encompasses all of the majors themes and conflicts that define and swirl around reggae music: spirituality, sensuality, commercialism, social justice, the messiah, and even Armageddon, though its tenor is decidedly secular The genius of the film is that it synthesizes a multitude of cultural and musical elements and still manages to function rhetorically on separate but parallel levels of communication. The fundamental message for Jamaican audiences was to document, authenticate, and value the Jamaican reality. As Henzel notes in his running commentary, a special feature of the DVD, Jamaicans cheered the film's opening scenes wildly, simply because they recognized themselves and their world in a powerful global medium that had paid them no mind until then. "There is no thrill in moviedom like people seeing themselves on the screen for the first time." The experience and the legacy of colonialism accustoms people who suffer it to literature and film that depicts the lives and perspectives of the colonizers, not the colonized. As Jamaica Kincaid explains in a memoir of a Carribean childhood, all of her reading was from books set in England. Her land and its people were not worthy of literary attenti on. While finally getting such cinematic attention is a joyful, liberating, and affirming interaction for the Jamaican audience, it has an ironic dimension too in that the downpressed are joyous because at last they see themselves if not through the downpressor's lens, at least on his screen.

Children and Eating Disorders Essays -- Anorexia Bulimia Weight Essays

Children and Eating Disorders In the past few decades researchers have focused on eating disorders, the causes of these disorders and how they can be treated. However, it has mainly been in the last decade that researchers have started looking at eating disorders in children, the reasons why these disorders are developing at such a young age, and the best recovery program for these young people. To understand this growing problem it is necessary to ask a few important questions: Is there a relationship between family context and parental input and eating disorders? What effect do mothers who suffer or have suffered from an eating disorder have on their children and specifically their daughters’ eating patterns? What is the best way to treat children with eating disorders? TYPES OF CHILDHOOD EATING DISORDERS In an article focusing on an overall description of eating disorders in children, by Bryant-Waugh and Lask (1995), they claim that in childhood there appears to be some variants on the two most common eating disorders found in adults, anorexia nervosa and bulimia nervosa. These disorders include selective eating, food avoidance emotional disorder, and pervasive refusal syndrome. Because so many of the children do not fit all of the requirements for anorexia nervosa, bulimia nervosa, and eating disorder not otherwise specified, they created a general definition which includes all eating disorders, "a disorder of childhood in which there is an excessive preoccupation with weight or shape, and/or food intake, and accompanied by grossly inadequate, irregular or chaotic food intake" (Byant-Waugh and Lask, 1995). Furthermore they created a more practical diagnostic criteria for childhood onset anorexia nervosa as: (a)... ... and Allied Disciplines 36 (3), 191-202. Edmunds H., Hill AJ. (1999). Dieting and the family context of eating in young adolescent children. International Jounal of Eating Disorders 25(4), 435-40. Kreipe RE. (1995). Eating disorders among children and adolescents. Pediatrics in Review, 16(10), 370-9. Lunt P., Carosella N., Yager J. (1989) Daughters whose mothers have anorexia nervosa: a pilot study of three adolescents. Psychiatric Medicine, 7(3), 101-10. Marchi M., Cohen P. (1990). Early childhood eating behaviors and adolescent eating disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(1), 112-7. Smolak L., Levine MP., Schermer R. (1999). Parental input and weight concerns among elementary school children. International Journal of Eating Disorders, 25(3), 263- 71.

Should Governments Sponsor Gambling?

Should Governments Sponsor Gambling? The government is now sponsoring gambling to raise revenues. By 2002 government-sponsored gambling brought in 11 billion dollars! â€Å"Winning means a life of luxury and happiness,† is only one of the many slogans the government uses to advertise gambling. Gambling has a lot of pros as to the economy and employing more citizens but it has a lot of cons as well. Should governments sponsor gambling? The answer is no! Governments should not sponsor gambling because it is a total money grab, it feeds gambling addictions, and it destroys families and exploits Canadian citizens.Gambling can be an expensive waste of time. Gambling is a complete money grab. Statistics show that the average household spends about $300 per year on gaming. The chances of winning the lottery are slim to none. The government promise a greater life if you win, but with chances that are extremely low, it is highly unrealistic. Gambling is a form of entertainment that giv es you hope for something. This can be dangerous as it can lead to over spending or dull judgement. Alcohol is mostly always associated with gambling.This can add to the high expense and even sway your choice to spend more and more. Many people say that the government should not sponsor an activity that can be strongly addictive. Statistics show that 3. 1 percent of Ontario’s population are Problem gamblers. â€Å"Ontario derives a huge portion of it's gaming revenue from problem gambler's. Therefore, government-sponsored gambling is contrary to the interest of the general populace, and therefore contrary to the purpose of the government. † Robert Williams, University of Lethbridge, Alberta, November 2004 .Government sponsored gambling feeds an unhealthy addiction that many people can have. These addictions can lead to theft and even suicide. Gambling is just like any other addiction, it completely takes over the person's life. This can affect your family and marriage. Always being at the slots or casino's funded by the government can make you lose quality time with your family. It can financially hurt you and hurt your family in the long run. Government-sponsored gambling is causing problems with your person life. It will exploit you for more and more money.It constantly brain washes you with it's advertisement of the amazing times you will have and how much better your life will be. This is not true. These people chase their losses by risking more money, thinking that somehow persistence will pay off. It rarely does. They suffer from depression, anxiety, financial and family breakdown. Governments should not sponsor gambling. It is a big money grab, it is highly addictive, and it can tear apart families. Gambling has an ill affect towards canadian citizens. The government says gambling is a form of entertainment.With such a low chance of winning, how is loosing money fun? In gambling, many people inherit a sense of hope. The small chance that y ou might win and go out with more money than you came with. This is an unlogical probability but, everyone is driven by this hope that they might win. Gambling does bring a lot of jobs and boosts our economy, but the problem to balance responsible gambling with generating profits to the economy. Impossible maybe but, better efforts have to be made so that gambling doesn’t take over canadians.