Title Essay Example

Title Essay Example Title Essay Title Essay 1. What is the application ZenMap GUI commonly utilized for? Depict a situation where you would utilize this sort of utilization. /Scanning all areas inside the nearby space. /If I was a budgetary bookkeeper, I would utilize this to perceive what my workers are getting to and who is doing what on the organization web. I might want to discover who is bargaining their benefits and getting to improper locales. 2. What is the connection between dangers, dangers and vulnerabilities in accordance with Information Systems Security all through the seven areas of a normal IT framework? /They all influence security and respectability of a system space neighborhood. 3. Which application is utilized in sync #2 in the hacking procedure to play out a powerlessness appraisal check? /Nessus 4. Before you direct a moral hacking procedure or infiltration test in a live creation organize, what must you do preceding playing out the observation and examining and checking methods? Play out an IP have revelation and port exceptional output 5. What is a CVE posting? Who hosts and who supports the CVE database posting site? /A framework that gives a record to freely know ISS defenselessness/The open 6. Could ZenMap GUI distinguish what working frameworks are available on IP servers and Workstations? What might that alternative resemble in the order line if running an output on 172. 30. 0. 10? /Yes/It would be the green content in the order line . In the event that you have checked a live host and distinguished that it is running Windows XP workstation OS, how might you utilize this data for playing out a Nessus Vulnerability appraisal filter? /You have to choose Windows Credentials in the drop down menu close to qualification type. 8. When powerlessness is distinguished by Nessus, where would you be able to check for more data with respect to the recognized helplessness, misuses, and the hazard alleviation

4 mistakes bosses make when hiring new employees

4 slip-ups supervisors make while recruiting new workers When you’re prepared to recruit another representative, it can feel like the finish of a long and debilitating procedure. You’ve conversed with loads of individuals, you’ve read endless resumes, and you could be under a period crunch just to get somebody in and working. There’s most likely strain to wrap things up. All things considered, as you prepare to recruit and installed new representatives, it’s critical to ensure you’re maintaining a strategic distance from a portion of the quite regular mistakes.Mistake: Over-dependence on first impressionsWhen employing, numerous individuals like to go with gut intuition when they meet a competitor. Be that as it may, would you say you are employing this individual since you like them, or in light of the fact that they’re genuinely the most ideal individual for the activity? Prior to causing an offer, to do a cautious audit of how the individual addresses your issues for the activity. On the off chance that they miss the mark in certain regions (however your nature is that they can learn or develop to adjust), ensure that potential is grounded in all actuality not simply unrealistic reasoning. So don’t markdown your early introduction totally, yet do a few gut checks en route to ensure you truly accept they’re the correct individual for the role.Mistake: Not getting ready everybody for the new arrivalIt’s not exactly equivalent to sitting a child down and disclosing that he’s going to have another sibling or sister, however the elements don’t fundamentally change such much from youth to adulthood. Your group presumably knows you’ve been hoping to enlist a renewed individual, however the â€Å"okay, it’s done, here’s your new coworker† approach can feel jarring.If you can, include colleagues in the recruiting procedure, regardless of whether they don’t have any last say in the choice. You can even now have them meet with the up-and-comer during the meeting procedure and request criticism. Before the new individual beginnings, ensure everyone’s got an essential thought of who the new colleague is. A â€Å"get prepared to invite X! He will be taking a shot at these activities, and I hear he plays a mean cello† email can help break the ice and plan individuals for their new colleague.This goes for the new individual too the person in question ought to get a short review of the group, who does what, and what the gathering desires are. Beginning in a new position can feel sufficiently overpowering, yet knowing somewhat about what the individual is strolling into can help facilitate the transition.hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});Mistake: Not characterizing desires for the activity and supervisor representative relationshipJob meetings can be so centered around the on-paper necessities for the activity that a portion of the relational pa rts can get lost. When you’re talking with somebody and it’s liable to advance to a proposition for employment, ensure they comprehend what your job as the supervisor may be, just as your needs and desires for the activity. Once more, the more you can tell them in advance, the simpler it will be to change the opportune individual into the job. Or possibly distinguish potential warnings or clashes before it’s too late.Mistake: Expecting flawlessness from Day OneYou’re recruiting somebody qualified for the activity, as decided from the intensive screening of the employing procedure. So this individual ought to be prepared to shake it on the very first moment, isn't that so? Yes†¦ and no. While you shouldn’t lower desires for the individual in the job, it’s essential to recollect that there’s an expectation to absorb information in any new position. Regardless of whether the individual held a fundamentally the same as occupation at an alternate organization, there’s still the potential barricade of new frameworks, new work environment elements and governmental issues, and distinctive priorities.Having another representative onboarding plan can support this. By envisioning the things that the new individual should learn and ace over a specific measure of time (like procedures, frameworks, programming, and so on.), you can help oversee desires your own and theirs.Putting some additional idea and arranging into your recently recruited employee currently will assist you with maintaining a strategic distance from certain migraines and misconceptions down the line. What's more, take a gander at it along these lines: the better this change goes, the almost certain it is that you’ll have flourishing, fulfilled representatives, and more uncertain that you’ll be experiencing a similar procedure again sooner than you’d trust.

What Were Reading Right Now

What Were Reading Right Now In this  feature at Book Riot, we give you a glimpse of what we are reading  this very moment. Here is what the Rioters are reading today (as in  literally  today). This is what’s on their bedside table (or the floor, work bag, desk, whatevskis). See a Rioter who is reading your favorite book? I’ve included the link that will take you to their author archives (meaning, that magical place that organizes what they’ve written for the site). Gird your loins â€" this list combined with all of those archived posts will make your TBR list EXPLODE. We’ve shown you ours, now show us yours; let us know what you’re reading (right this very moment) in the comment section below! Liberty Hardy The Boy Who Lost Fairyland by Catherynne M. Valente: I’m a HUGE fan of this series. The original trilogy was about a human girl who traveled to Fairyland. This time, a troll boy leaves Fairyland and is trapped in our world. (Hardcover) Viper Wine by Hermione Eyre: I’ve heard nothing but raves about this book, which is about an addictive potion called “viper wine” that restores women’s youthful looks. Also, I think the author wins Most Literary Name ever. (e-galley) The Green Road by Anne Enright: Her new novel about the matriarch of a family and her adult children. Loved The Gathering so hard. Crazy-excited about this. (e-galley) The Ghost Network by Catie Disabato: The book sounds incredibly interesting, about half-completed train lines and a missing pop star. Bonus: It’s published by Melville House, one of my favorite indie presses. (galley) Jeanette Solomon Red Queen by Victoria Aveyard: 100% bought this one for the cover, which is so sexy. The YA fantasy kick continues… (hardcover) The Interestings by Meg Wolitzer: I missed this one at the height of its hype, kind of on purpose, but I’m finally ready to tackle it. (library ebook) Amanda Nelson 2 A.M. at the Cats Pajamas  by Marie-Helene Bertino: Because everyone raved about how charming this book is last year, and theyre right. (Audiobook) The Anchoress by Robin Cadwallader (May 12th, FSG): A novel by a medievalist about a 13th century girl who decides she doesnt want to get married and instead wants to be a holy woman who spends her life in a 97 cell? Too fascinating to pass up. (ARC) American Born Chinese by Gene Luen Yang: Catching up on a contemporary classic of comics. (paperback) David Abrams A God in Ruins by Kate Atkinson: Because Life After Life grew on me like a fungus and I wanted more; this follow-up (out in May) delivers more of Ursula’s beloved brother Teddy. (e-galley) An American Tragedy by Theodore Dreiser: Checking off another overlooked classic on my Five-Year Reading Plan of The Essentials. (hardcover) The Collected Poems of Stephen Crane: Because this volume in Library of America’s “American Poets Project” series is lovely, and because The Red Badge of Courage is the next book in my Five-Year Reading Plan (see above).  (hardcover) Nikki Steele Nine Rules to Break When Romancing a Rake  by Sarah MacLean: Because, ahem, MacLean? (And this is the last one of hers I have yet to read.) (audiobook) The Signature of All Things by Elizabeth Gilbert: Another one I have been putting off and HOLY MOLY, what a mistake. I’m loving it so hard. (hardcover) Jessica Woodbury Attachments by Rainbow Rowell: My last unread Rowell, after this I get a bingo. (audiobook) The Folded Clock by Heidi Julavits: I am taking my time with this one. I like to read it in bed and it’s kind of like having a really interesting conversation with a girlfriend to wrap up the day. (e-galley) Satin Island by Tom McCarthy: Because Tom McCarthy. So far it is appropriately weird and I’m excited to see where it goes. (e-galley) Eric Smith Mosquitoland by David Arnold: Okay, okay, I know I’m not supposed to judge a book by its cover but THIS BOOK IS BEAUTIFUL. When it arrived in the mail I may have hugged it. I’m not even sorry. So far this book is fantastic, a beautiful roadtrip novel packed with heart. (Hardcover) Written in the Stars by Aisha Saeed: I pre-ordered this book ages ago, and someone over at Penguin was kind enough to surprise me with a hardcover advance. Penned by one of the fantastic gals at We Need Diverse Books, I’ve been eagerly awaiting this title… and now it’s mine all mine. Arranged marriages! Forbidden love! Ah! There’s already so much to love here. (Advance Hardcover) Tasha Brandstatter The Sculptor by Scott McCloud: After reading McCloud’s non-fiction book, Understanding Comics, I was very curious to see what he would do with his first graphic novel. (Hardcover) Green: The History of a Color by Michel Pastoureau: Was sent this for a review ages ago and rediscovered it after cleaning my bookshelves. Yay organization! (Hardcover) Cruel Beauty by Rosamund Hodge: I do love me a good Beauty and the Beast adaption, and several bloggers recommended this. (ebook) Rachel Smalter Hall Everything I Never Told You by Celeste Ng: because I finally rose to the top of a very long library holds list. I’ve been excited for this one! (Hardcover) Rat Queens, Vol. 1 by Kurtis J. Wiebe Roc Upchurch: because the subtitle is “Sass and Sorcery,” and that’s the only reason I need. (Paperback) Brenna Clarke Gray Stories I Only Tell My Friends by Rob Lowe: because it’s Rob Lowe. This book sells itself. And I’m listening to the audio, so it’s basically like walking to and from work with Sam Seaborne. (Audiobook) The Song of Roland by Michel Rabagliati: because never was there a more perfect comic artist to emerge out of French Canada. Also I’m teaching it next week because I’m insanely lucky. (Paperback) Derek Attig Oh! You Pretty Things by Shanna Mahin: Because it seemed like a fun read, which I need right about now.. (e-galley) Ms. Marvel, Vol. 1 by G. Willow Wilson, Adrian Alphona Jacob Wyatt: The torrent of Rioters singing its praises finally won me overand thank goodness it did! (Paperback) Rebecca Joines Schinsky Quarantine: Stories by Rahul Mehta: Fellow Rioter Swapna recommended it when I asked for short story collections by diverse authors. Wonderful so far! (ebook) Selfish, Shallow, and Self-Absorbed edited by Meghan Daum: A collection of 16 writers exploring the decision not to have children is a thing I find irresistible. These pieces are thoughtful, moving, provocative, and fun. (print galley) Kelly Jensen Dreamland by Sarah Dessen: I’m trying to catch up on all of the backlist Dessen titles I haven’t read before. This one is heartbreaking and engaging and I am so glad I picked it up. Dessen NEVER disappoints. (Paperback) Invincible by Amy Reed: Amy Reed is one of my favorite undersung gritty YA writers. Her characters are flawed and tough, and this one is no different. (print galley) On Immunity  by Eula Biss: Everyone’s raved about this essay collection and I’m intrigued. I read Biss’s Notes From No Man’s Land and loved it, so I’m eager for this one. (print from library) Aram Mrjoian Half of a Yellow Sun by Chimamanda Ngozi Adichie: Stopped in at RoscoeBooks to check it out and left with a paperback of this novel. The King in Yellow by Robert W. Chambers: I’ve been meaning to watch True Detective to see what all the hype is about, but wanted to read this book first as I’ve heard it is a recurring motif throughout the first season. (used paperback) Kim Ukura A Little Something Different: Fourteen Viewpoints, One Love Story by Sandy Hall: I don’t read a ton of YA/New Adult, but my sister sold me on this one â€" a love story between two people who can’t seem to figure out they belong together, told through snippets from the people around them (their creative writing instructor, the baristas at Starbucks, her roommate, his brother, and a campus squirrel). It’s charming so far. (Paperback) Christy Childers The Life-Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing by Marie Kondo: I’m getting ready for a big spring clearout and wanted a little inspiration. (Hardcover) As for  Me… Hausfrau by Jill Alexander Essbaum: After hearing Rebecca talk about this I was dying to read it. So happy I received an early copy from the publisher, Ive been reading it every chance I get for the past two days. Im LOVING it! (Early Copy Hardcover) ____________________ Expand your literary horizons with New Books!, a weekly newsletter spotlighting 3-5 exciting new releases, hand-picked by our very own Liberty Hardy. Sign up now!   Save

Othello, By William Shakespeare - 962 Words

In Shakespeare’s Othello, the nominal character, an honorable Venetian general, is driven to madness through the deceptions of his honest right hand Iago. Iago plots to ruin Othello and through his deception, he drives Othello’s insecurities by implanting the idea of infidelity of his beloved wife Desdemona. Othello goes on to murder his wife, and after he discovers Iago’s plot, he kills himself. In a time when women were looked down upon, Shakespeare crafted a drama in which women took part in major roles. Modeled by Elizabethan England the women in Othello were portrayed in a light justified by society as in Othello, these women were nothing more to than objectified possessions, forced to submit to the ever dying will of their husbands. This is displayed by Desdemona and Emilia’s and relationships with their husbands. The nature in which women are objectified is made apparent through their relationships with their significant others and in the way men speak of their women. Firstly, after the unblessed marriage of Othello and Desdemona, we see through Iago speech, the objectification of Desdemona. Iago yells â€Å"Brabantio! Thieves, thieves! Look to your house, your daughter, and your bags! Thieves, thieves† (I.I.81)! One can infer from Iago’s speech that the men in the Othello, believe that women, in this case Desdemona, are nothing more than a property of their fathers as the marriage is not blessed by Brabantio, Othello is stealing his property as Iago compares the illegalShow MoreRelatedOthello, By William Shakespeare957 Words   |  4 Pagesinnocent person kills himself while not knowing the truth. The best example of that would be the play Othello by the great William Shakespeare. As little as a handkerchief could make a difference if it is a symbol for something. In the play Othello by Shakespeare, handkerchief is first introduced by Othello to his beautiful mistress, Desdemona, as a sign of their love. At the end of the play what gets Othello to take extreme measures by the location of the handkerchief. As the symbol of the handkerchiefRead MoreOthello, By William Shakespeare1599 Words   |  7 Pages William Shakespeare’s 16th century play Othello is a duplicitous and fraudulent tale set alternatingly between Venice in act 1, and the island of Cyprus thereafter. The play follows the scandalous marriage between protagonist Othello, a Christian moore and the general of the army of Venice, and Desdemona, a respected and intelligent woman who also happens to be the daughter of the Venetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despiteRead MoreOthello, By William Shakespeare1218 Words   |  5 PagesIn a historical time period where emphasis was shifting from religion to race and ethnicity, key indicators of differences that perpetuated into racial prejudice and racial ideologies are evident in Othello by William Shakespeare. Although racism was not fully formed at this moment in history, Othello can be interpreted as a representation and an exploration of this shift in ideology. In the past, before this change to ward racial differences, religion was the major segretory factor in signifyingRead MoreOthello, By William Shakespeare894 Words   |  4 Pagesthose that which occurred in Othello written by William Shakespeare. Throughout the play Othello, we see the struggles of a marriage that is not accepted by their society. Othello is a extremely cherished black general living in a primarily white community. The play begins with Othello secretly becoming married to a white woman named Desdemona. This reasons others who are white to become angry and excuse to dislike this black man further more than they already do. Othello is a downward spiral from loveRead MoreOthello by William Shakespeare790 Words   |  3 PagesThroughout Othello by William Shakespeare, Othello makes numerous poor decisions due to his jealousy. Hitting Desdemona, trusting Iago, and killing Desdemona are among a few of the poor decisions that he makes. The word jealous can be defined as feeling or showing suspicion of som eones unfaithfulness in a relationship. Othello feels suspicious of Desdemona’s and Cassio’s relationship because of the lies that Iago tells him. Many people try to tell Othello the truth but he only believes the wordsRead MoreOthello, By William Shakespeare1923 Words   |  8 Pagesdissatisfaction or complication is shown. Firstly in Othello love is presented as ephemeral and transient while atonement love is presented as unrequited and finally in cat on a hot tin roof love is presented as painful and troublesome due to unreciprocated feelings. The tragic plot of Othello hinges on the potential of the villain, Iago, to deceive other characters, above all Roderigo and Othello, through encouraging them to misinterpret what they see. Othello is prone to Iago s ploys seeing that he himselfRead MoreOthello, By William Shakespeare941 Words   |  4 Pageswas Williams Shakespeare’s play Othello which depicts the tragedy of Othello, a Morris Captain. What is different about Shakespeare play is that the tragic hero is the black Othello and the villain a white Iago. Therefore, Shakespeare depiction of Othello as a tragic character and Iago as a villain, challenges Elizabethan’s stereotypes regarding individuals of African descent. Shakespeare challenges the stereotypical â€Å"type –casting of the black man† in Elizabethan society by depicting Othello asRead MoreOthello, By William Shakespeare1152 Words   |  5 Pages‘Othello’ was a tragedy of incomprehension at the deepest level of human dealings as no one in the play came to an understanding of himself or any of the surrounding characters. The play ‘Othello’ by William Shakespeare focused on tragedy through the anguish of the main character ‘Othello’ which lead to the suffering and death of numerous characters including himself. Appearance Vs. Reality challenged human dealings within the play ‘Othello’ as no-one came to see anyone’s true self and no-one seesRead MoreOthello, By William Shakespeare1178 Words   |  5 Pagesprofitable in condition of good and immorality. Othello is presented as good and Iago as evil, but Iago and Othello’s relationship also shares a distrust of their wives. The overall logical argument is based on love, jealousy and betrayal between two lovers that ultimately leads to their separation because of Iago’s evil plan. I am using this article to agree with Berry s view on how Iago separates two lovers just so he can take retaliation on Othello by manipulating everyone to unmasking their trueRead MoreOthello, By William Shakespeare1140 Words   |  5 Pagesâ€Å"Othello† is a play written by William Shakespeare in 1603. In this play, Shakespeare features three major characters: Othello, Iago, and Desdemona. Othello, a black man, and Desdemona, a white venetian secretly eloped in the play. Iago shows racism and prejudice towards their relationship because of their skin colors. In the play, Iago says: â€Å"Even now, now, very now, an old black ram is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, or else the devil will make a

Cognitive Development - Reflective Statement - 1996 Words

Thirteen years ago I first started learning to play the guitar and today I am still very passionate about developing my skills on the instrument. Looking in detail at the theories of Piaget and Vygotsky, this reflective statement will explore my learning journey of playing the guitar and a challenge I faced with my development explaining the impact it had with reference to the chosen theories. Jean Piaget and Lev Semanovich Vygotsky were two of the most influential theorists that contributed to how we view cognitive development today. Piaget was born in 1896 in Neuchatel, Switzerland to a father who was a scientist and a mentally ill mother. Like his father, this led him to spend most of his time in scientific study rather than perusing†¦show more content†¦This would have first been shown when introduced to the image of a guitar. By not having any prior schemes connected to this new experience, I would have entered a mental state of disequilibrium. To try fixing this imbalanced state, Piaget describes a process called ‘adaptation’ taking place. This is the process of adjusting to new situations and experiences through the modification of existing schemes or the creation of new schemes by either of two processes called ‘accommodation’ or ‘assimilation’. Accommodation refers to creating fresh information to form a new mental i mage or scheme. An example would be when I first experienced seeing a guitar, a new ‘guitar’ scheme was created and every other experience of guitars was then added to this scheme. As well as accommodation taking place, assimilation is used to adjust existing mental models or schemes to fit a mental experience (Krause, Bochner, Duchesne, McMaugh, 2010). An example of this would be when I previously had only seen acoustic guitars, and then being introduced to the experience of seeing an electric guitar for the first time. Knowing that it looked similar to what I currently thought a guitar looks like, but the shape and size were different, I experienced disequilibrium and then using accommodation I adjusted my existing mental model and scheme to fit the new experience. Once balance between what isShow MoreRelatedReflective Practice And Professional Development921 Words   |  4 PagesTL2125 Reflective Practice and Professional Development Assignment 1 This assignment will critically reflect on experiential learning episodes with further assistance from two critical friends, one who is a 20 year old male based in the outdoor sector and another from outside the outdoor sector who is 29years old also male but based outside the outdoor sector as his occupation is a university lecturer and corporal in the British army. it must be recognised that there may be a possibility thatRead MoreThe Theory And Practices Of Reflection1254 Words   |  6 Pages Critical reflection is the active, organised cognitive process used to carefully examine ones thinking and the thinking of others. It draws upon skills used in other ways of thinking, but is viewed as a broader concept that’s differentiated by its holistic, purposeful, reflective and goal orientated nature. Critical thinking is central to quality nursing practice. It is therefore important that nurses purposefully use and develop their critical thinking ability in order to deliver safe and effectiveRead MoreCritical Thinking And Learning Are Interrelated Lifelong Processes1631 Words   |  7 Pagesconstantly affected by situations where there is no single or absolutely correct response, therefor critical thinking, reflective practice and analysing in health are three of the key components for a successful nurse. The enrolled nurses’ practice is guided by competency standards set out by the Nursing and Midwifery Board of Australia. In relation to critical thinking, refl ective practice and analysing in health, the ANMAC competency standard is â€Å"Demonstrates critical thinking in the conduct of enrolledRead MoreSocial Media Use Impact On Reflective Thought Essay2266 Words   |  10 PagesThe purpose of this research is to determine whether or not social media use impacts one s ability for what D.A. Norman refers to as reflective thought; that is, one s ability to think deeply by questioning and examining information (45). The research revolves around the following questions: Do we, as social media users, too readily accept what we read online, without challenging or questioning the thoughts of others? Or, does social media use encourage us to think reflectively through the propagationRead MoreThe Aging Process : An Unyielding Gauntlet Between The Fantasies Of Eternal Youth And Immortality881 Words   |  4 Pagesprocess can be an unyielding gauntlet between the fantasies of eternal youth and immortality. Thesis Statement Although the aging process can be seen visibly, transformations from early though late adulthood can be more easily explained and accepted through the changes in physical, cognitive and emotional changes that every human will inevitably encounter. II. While it is very well known that our development proceeds in continuous stages for some and discontinuous stages for others, our bodies and mindsRead MoreEssay on Week 2 Quiz Chapters 3 and 42076 Words   |  9 Pagesin Adult Development and Learning.       Points Received: 0 of 1    Comments: Question  2. Question : _____________ disputed Pavlov’s ideas in the early 20th century and established that the associations between stimuli and responses mold or shape learning and associations through repetition.    Student Answer: Skinner    Piaget    Pavlov    Watson    Instructor Explanation: The answer can be found in Section 3.2 John Watson, in Adult Development and LearningRead MorePiagets Theory of Cognitive Development Essays1715 Words   |  7 Pagesa lifelong interest in how individuals, especially children, use cognitive development to adapt to the world around them. Piaget published his first paper by the age of 10, completed his bachelor’s degree by the age of 18, and at the age of 22 received his PhD from the University of Neuchatel. Piaget spent many years of his life researching the developmental and cognitive knowledge of children. The Theory of Cognitive Development places focus on human intelligence and developmental thinking. â€Å"InfluencedRead MoreThe Prelude, By William Wordsworth1031 Words   |  5 Pageshad with the imaginative idea to escape from everyday life led him to write The Fall of Hyperion. Both poets use cognitive interpretations as a way to express inner beliefs about the human mind or imagination. Like mentioned in class, W ordsworth begins with his alienation experiences in Prelude 1 and concludes with his adjustment statements in Prelude 11 and 13 and Keats’ development within The Fall shows the start of a happy innocence into a rather painful maturity. Like mentioned aboveRead MorePsychology : Psychology And Its Branches960 Words   |  4 Pagespsychology has impacted humans and their knowledge about the mind and human behavior. 2: My guiding question was what impact has psychology had on humans? 3: My thesis statement was Psychology has had a positive impact on humans by giving researchers information about the brain and human behavior. My thesis statement was correct because psychology has helped humans understand the reason behind mental disabilities, mind functions and mind processes. 4: These are the things i will be talkingRead MoreCyp Core 3.2 Promote Child and Young Person Development Essay1256 Words   |  6 PagesPROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 1.1 When assessing you need to take account of a range of factors: 1. Confidentiality must be kept at all times. You must have the senior practitioner’s and/or the parents’ permission before making formal observations of children. Do not to leave confidential material lying around they must be secured in a locked cabinet. Line of reporting-only talk to authorized personal about confidential material. This confidentially can only be broken when a child

Custom Coffee Chocolate Free Essays

Mgmt 5000 Custom Coffee Chocolate The mission of Custom Coffee Chocolate is to provide lovers of fine chocolate and coffee a place to indulge themselves. From the cafe’s current offerings and proposed expansion, I do not think that the indulgence aspect of the mission statement is limited to the chocolate and coffee itself. I think that the menu variety, entertainment events and amenities that they will offer lend themselves to the mission of indulgence. We will write a custom essay sample on Custom Coffee Chocolate or any similar topic only for you Order Now The menu variety, for example allows one to indulge the pallet and explore the world through taste. Entertainment events allow one to immerse themselves in the sounds and words of other cultures while relaxing and surfing the net all at once. The cafe’s strengths include knowledge of customer base, specialized products, repeat business and a high traffic location. Weaknesses are lack of financial capital, limited staff, and majority of business is takeout. They are also weak in their lack of marketing and short-term lease on property. The cafe does have some opportunities though. The opportunities present are expanding the menu and services, marketing cafe as an entertainment or meeting venue, or include the always-popular wireless connection. Threats present for the cafe are other restaurants and businesses in the area. They are likely to see their success and create a similar offering of their own that features lower prices, better product or services. I believe that one of the first goals that Custom Coffee Chocolate should achieve is extending their hours and staff. By achieving this goal first, it will make moving toward all their other goals flow smoothly. Their next steps should be to secure a wireless connection and begin to have small entertainment events. Brewer should begin to ramp up the cafe’s marketing plan by advertising the events and wireless access. The marketing campaign should be targeted in the local lounges, campus commons, and dorms. After the entertainment has been established as a success, it would provide a good test market to begin expanding the cafe’s menu into new areas. Then finally, they should launch a website for the cafe that features all their best assets. How to cite Custom Coffee Chocolate, Papers

Evidence-Based Practice for Nurses-Free-Samples for Students

Question: Do carers in aged care facilities provide Passive exercise for Clients Daily? Answer: Research question/hypothesis and purpose: With the rise in ageing population, wide array of service and support are now available for elderly people in Australia. The aged care facilities play an active role in providing specific assistance to people aged over 65 years. Active motion exercise is essential for physical fitness and functional independence in older people. However, in aged care facilities, there are many older adults who lack the ability to perform active exercise. As older people above 70 years are most likely to stay in bed or wheelchair, providing them passive exercise is necessary for functional fitness in them. The benefit of passive exercise is that it helps maintain muscle strength and flexibility and pain management (Takahashi et al. 2015). The effectiveness of passive exercise is seen when it is provided by carers in aged care facilities on a daily basis. However, there is little idea regarding the frequency of passive exercise provided to elder. Hence, the main purpose of this research is to evaluate whether carers provided passive exercise to elders on a daily basis or not and find out the frequency of participation and continuation of exercise in these facilities. The main research question related to the topic is: Do carers in aged care facilities provide passive exercise on a daily basis?. The six steps of evidence based practice will support in identifying current weakness in aged care practice and planning future priorities for nurse to enhance their performance. The six steps includes assessing the patient, asking the question, acquiring the evidence, appraising the evidence, applying it to patient and self-evaluation of performance (Schmidt and Brown, 2014). The findings of the research might contribute to evidence based practice because the results will give idea about the rate at which passive exercise is provided and the health status of older clients. In the presence of these data, it will be easy to critically analyze the evidence and find out the best element that can be taken from the result to inform and improve future nursing practice. The result regarding the duration and schedule of passive exercise provided to elders at aged care facilities will also contribute to nursing practice as it will give nurses the idea regarding the barriers and facilitators t o passive exercise regimen. With this insight, they can adopt strategies to reduce barrier and promote active participation of elders in passive exercise routine on a daily basis. It will support nurses to provide restorative care to elderly. In this research, the physiotherapist will significantly contribute to the research as their collaboration would help to understand the types of physical exercise and its benefits for elderly. Their knowledge and experience will also help in determining the duration and frequency at which the passive exercise will provide health benefit to elderly. Literature review: The importance of doing research to investigate about the role of carers in providing passive exercise to elderly people is understood from the review of previous research literature related to the topic. The core idea of the research is the importance of passive exercise for elderly people and the research by Takahashi et al. (2015) was found important in relation to the research topic as it compared passive exercise with active exercise to determine its effectiveness on functional fitness in elderly nursing home residents. The participants were divided into active motion and passive motion exercise group and functional fitness of each group was evaluated after the intervention. The adherence rate and improvement in fitness was found equally in both groups proving that both active and motion exercise are equally effective for optimal health and functioning of older adults. The only negative outcome was that functional reach was not achieved by people in the passive exercise group. I n the research, the duration of the exercise program was 3days/week for 12 weeks. The key gap in the study was that it did not explained the mechanism of how passive exercise produced positive effect for participants. The main contribution of new research on the topic is that it will help to find out the possibility of passive exercise on a daily basis as well as the mechanism by which the underlying benefit is achieved. Takahashi et al. (2015) has carried the research with automatic passive motion exercise machine, however the uniqueness of current research proposal is that it will implement those passive exercise which be provided by carers like nurses in aged care setting. Hence, the results would be a useful piece of evidence to determine alternative mode of exercise for those older adults who cannot tolerate active exercise. In aged care facilities, there are older adults who are strictly on bed rest, however carers also need to consider best mobility exercise for them too. Due to the severity of illness and effects of drugs, some older adults remain completely immobilized. Younis and Sayed Ahmed (2015) considered about the role of passive exercise for such type of patients and aimed to analyze the effect of passive exercise on hemodynamic parameters and behavioral pain intensity pat in mechanically ventilated patients. Although the research was not carried out specially with older adults, however the research had about half of patients between the age of 50-61 years. The outcome is important considering patients who are completely immobilized. The condition of immobilization relates to older people above 65 years of age. The study also proved that most critically ill patients are old. In terms of outcome in patient after implementing the intervention, it was found that passive exercise protocol has posi tive impact on patient and physiological variables of participants remained in normal range. Participants also reported no pain after 20 minutes of intervention. Hence, this study contributed to the fact that apart from functional efficiency, passive exercise can also improve pain intensity and physiological variable in completely immobile people. However, as this study has not defined the optimal time interval at which such exercise should be performed, the current research is crucial to determine how often do cares provide passive exercise to older adults in aged care setting. Stretching exercise are common in passive range of motion exercise and the contribution of the study by Gallon et al. (2011) is it investigated about the effects of stretching on flexibility, functionality and muscle performance of older women under residential care. Elderly women from nursing home were randomly assigned to control and stretching group. 3 session of active exercise was provided for every week for 8 weeks. Muscle strength is an important element to characterize functional capability in people and assessment of muscle tendon flexibility was an important consideration in the research. The stretching program was found to be beneficial in providing hamstring flexibility compared to initial outcome of participant. Positive results were demonstrated in the study by stretching protocols only three times a week. The new research on how often do carers provide exercise can help to determine whether similar 3-4 session protocol per week is followed by carers in aged setting or they provided the passive exercise protocol on daily basis. The outcome of the research will also help to assess older peoples view and perception regarding preparedness of passive exercise on a daily basis. Methodology, data collection and analysis method Research method: As the main purpose of this research is to investigate whether carers in aged care setting provide passive exercise to clients on a daily basis or not, mixed method study will be employed to inquire about passive exercise protocol followed in aged care setting in Australia. The interview with research participants will help to gather details about the passive exercise protocol in aged care setting, type of illness and disabilities in older adults and functional efficiency in participants engaging in passive exercise program. The qualitative approach will be useful in identifying the barrier and facilitator in implementing passive exercise program by cares whereas the quantitative approach will help to analyze numerical numbers regarding the frequency of these programs and improvement in functional and physical parameters of elderly client. The functional parameters that will be analyzed in the research include upper body strength, lower body strength and balance and agility of older adults. Reliable and validated tools will be used to record functional parameters of client and this data will also help to evaluate the effectiveness of passive exercise program on the basis of duration (Mijnarends et al. 2013) Data collection: The main research participants for this research will include carers like nurses working in aged care setting to provide mobility support to elderly people. The data regarding passive exercise program will be collected from 2-3 aged care facilities in Australia. This would give an estimate about the number of passive exercise session usually provided in aged care setting. It is estimated to take about 100 participants for the research to adequate analyze the research data and validate it applicability for future practice. The inclusion criteria for sample selection will include: Carers working in aged care facilities since 1 year Age of carers between 20-50 years All carers must have provided passive exercise to older clients in aged care setting The exclusion criteria for sample selection include the following: Newly placed carers having no experience in providing passive exercise Carers engaging in other routine care for participants. The survey method with the use of survey questionnaire will be employed to collect data from research participant. All participants will be informed about the purpose of interview and the survey questionnaire will be distributed to participants online and they will be given 24 hours time limit to submit their response. The three questions that would be useful in designing the interview questionnaire are as follows: Do you provide passive exercise to carers on a daily basis? How many sessions are provided per week? What barriers and facilitators you have found in providing passive exercise to older clients? What are the improvement in functional parameters of older client before and after performing passive exercise? Data analysis: The qualitative part of the data collected from interview (barriers and facilitator to passive exercise) will be analyzed by an experience physiotherapist and he will categorize the data on the basis of barriers and facilitators identified. In addition, the data regarding frequency of session/week and functional parameters of older clients before and after passive exercise will be analysed by statistical method. The effect of passive exercise will be studied with repeated measure analysis of variance (ANOVA). The advantage of using ANOVA is that it helps to evaluate significant difference between mean in case of functional paremeters of older client before and after passive exercise. This will be useful in evaluating the impact of passive exercise on elderly residents in aged care facility (Kraemer and Blasey 2015). The two potential uses of the data from the research are as follows: Creating standard passive exercise protocol in aged care setting Mitigating barriers experienced in providing passive exercise to older clients The WHO document on standards and operational guidance for ethics review of health-related research with human participants would help to meet the statutory requirements for data collection and documentation (WHO | Ethical standards and procedures for research with human beings 2017). Validity of the research: The dependent variable for this research includes physiological, social and personal variable as capacity for exercise as this will have an effect on frequency and regular participation in passive exercise. On the other hand, socioeconomic variable and emotional variable are the independent factor in research because this research considers only those clients who already residing in aged care facility. There might be two obstacles in conducting this research. It includes the following: The first obstacle in this research would be getting enough participants to include them in research. The problem may arise because many carers may not have enough time to take part in interview due to busy work schedule. This may have an impact on taking adequate sample size for this research. However, this problem has been addressed by engaging in online survey instead of face-to-face interview with participant. This will save time as well as encourage carers to take 5-10 minutes out for giving their response to the questionnaire. Due to this issue, only 3 questions have been included in questionnaire. The second obstacle will be taking permission from aged care facility to allow their carers to take part in research. The possibility of short time in online survey and detailed information of the main purpose of this research might help to address this obstacle in research. One of the strength of the research method is the use of online survey questionnaire to collect data from participants. This will save time and reduce the hassle of analyzing a large amount of data. By developing only 3 important and specific questionnaire, there is less chance of biasness and more accuracy in research finding. The weakness of the research method is that it will be taking participants only from 2-3 aged care facility, however this may affect the reliability of research because 2-3 institute cannot give idea about the standard passive exercise protocol followed in aged care facility in Australia. One approach that would strengthen the validity of the study is maintaining proper balance between sample size and research design. This will ensure that research proceeds in a smooth manner and it can be easily replicated by other parties. The two questions can evaluate the quality of the study includes: Can the research finding be applied and generalized to other aged care setting? Is the variability in research outcome adequately explained in the research study? Ethical, cultural and religious considerations: The physical effect that the study may have on the life of participants relative is that it may have an impact on to physical activity need of their relatives and loved ones. The participant may help to correct faulty method or inadequate period of physical activity in their relative. The study may have emotional impact on participants relative because they may feel stressed out due to poor results of their client. Emotional tensions can be addressed by developing the confidence of carers in overcoming professional issues in practice. While collecting data from research participant, people from certain ethnic group may not be comfortable during interview method in an enclosed room. Hence, anticipating cultural and religious consideration in conducting face to face interview, online survey method has been adopted for this research. While researching and participating in the study, it will be necessary to follow all of the mentioned professional standards of practice. While conducting this research, it be necessary to identify review the Human Research Ethics Committee document of the country and ethical guideline for biomedical research on human subjects. The Human Research Ethics Committee (HREC) will ensure that ethical approval is obtained before starting the research on the topic. Appropriate guideline will be provided to all research staffs giving all detail about research design, research methods and ethical requirement in research to ensure that all research staff apply their duty of care. The confidentiality and privacy of participants will be protected by keeping the name and identity of participants anonymous and only using professional data to analyze research data. Schedule, funding and dissemination of research: Research Timeline Provided in Appendix A Research Budget Provided in Appendix B If the research is approved, then conducting conference will be the best way to share the work findings with Research Committee as well as staffs in aged care. Reflection 9.1 While planning this research proposal, I had to work with a team of other researcher to plan the best topic that would be of interest in the field of aged care. We engaged in positive team work and worked together to take best approach for each stage of research h. We discussed with each other and took suggestion from other regarding the best way to conduct the research. On the basis of team work and collaboration, we could finally decide the research participant as well as the methods to conduct the research. References Gallon, D., Rodacki, A.L.F., Hernandez, S.G., Drabovski, B., Outi, T., Bittencourt, L.R. and Gomes, A.R.S., 2011. The effects of stretching on the flexibility, muscle performance and functionality of institutionalized older women.Brazilian Journal of Medical and Biological Research,44(3), pp.229-235. Kraemer, H.C. and Blasey, C., 2015.How many subjects?: Statistical power analysis in research. Sage Publications. Mijnarends, D.M., Meijers, J.M., Halfens, R.J., ter Borg, S., Luiking, Y.C., Verlaan, S., Schoberer, D., Jentoft, A.J.C., van Loon, L.J. and Schols, J.M., 2013. Validity and reliability of tools to measure muscle mass, strength, and physical performance in community-dwelling older people: a systematic review.Journal of the American Medical Directors Association,14(3), pp.170-178. Schmidt, N.A. and Brown, J.M., 2014.Evidence-based practice for nurses. Jones Bartlett Learning. Takahashi, T., Takeshima, N., Rogers, N.L., Rogers, M.E. and Islam, M.M., 2015. Passive and active exercises are similarly effective in elderly nursing home residents.Journal of physical therapy science,27(9), pp.2895-2900. WHO | Ethical standards and procedures for research with human beings. 2017.Who.int. Retrieved 21 November 2017, from https://www.who.int/ethics/research/en/ Younis, G. and Sayed Ahmed, S., 2015. Effectiveness of Passive Range of Motion Exercise on Hemodynamic parameters and Behavioral pain Intensity among Adult Mechanically Ventilated Patients.IOSR Journal of Nursing and Health Science,4(6), pp.1-18

A Proposal For Gender Mainstreaming In Company Xyz Social Work Essay Essays

A Proposal For Gender Mainstreaming In Company Xyz Social Work Essay Essays A Proposal For Gender Mainstreaming In Company Xyz Social Work Essay Essay A Proposal For Gender Mainstreaming In Company Xyz Social Work Essay Essay Economic growing is a cardinal engine of development and important to cut downing poorness UNIFEM, 2009. Promoting womens engagement in the labour force and increasing adult females s incomes hold a critical potency for poorness decrease and economic growing, including constructing an independent and feasible Palestinian State. Most of the clip, adult females s economic chances are much less than their capablenesss, in economic footings, this is inefficient, because increased adult females s employment reduces poorness and contributes to faster economic growing. Women themselves gain from their employment chances and so do work forces, kids, and the society as a whole. Higher income for adult females improves the state of affairs of their households ; taking to greater passing on household public assistance, nutrition, and instruction ( UNIFEM, 2009 ) . Investings in gender equality and adult females s authorization have a multiplier consequence on the develop ment advancement of a state, but unluckily, the mechanisms disadvantaging adult females s engagement are deep-rooted in most of our local establishments and organisations. I believe that gender inequalities and favoritism exist in cardinal establishments such as household, community, authorities and markets, and it is most seeable in political relations and employment. This papers comes to function the constitution of a baseline for gender mainstreaming in our company, it provides recommendations to steer future action in developing and implementing a comprehensive vision for this company. This papers will seek to clear up the importance of heightening gender mainstreaming in our state in general and company in peculiar. It will seek to give some thoughts about how this can be achieved and what are the long and short term consequences. It besides aims to supply an attack to research, preparation, action and protagonism to accomplish an apprehension of the Convention on the Elimination of All Forms of Discrimination against Women ( CEDAW ) which is used as a tool to beef up adult females s staff rights in this establishment. Introduction Power exists and works at different degrees including political, institutional, family and single degree. Unfortunately, adult females most of the clip are non given this power, therefore they are far from determination devising procedures and entree to resources within all the above mentioned degrees. Furthermore, there are still cases where the human rights of adult females are non acknowledged in Torahs, societal patterns and sometimes national policies. As portion of the uninterrupted attempts to progress rules of equality and non-discrimination and fight misdemeanors of the human rights of adult females that are widespread in different establishments, this papers comes to function the betterment of our capacity to mainstream gender, the recommendations contained in this papers are intended to help our company in developing a scheme which includes gender mainstreaming as a agency to accomplish our vision, mission, equal chances and 50/50 balance at all degrees by twelvemonth 2011 . From an organisational position, our company should be committed to being an equal chance employer, but the managerial indorsement is a requirement for accomplishing this mission. This proposal is designed based on CEDAW Convention which is one of the most widely ratified human rights pacts ; it is a comprehensive measure of rights for adult females. It is based on the rule of equality between work forces and adult females and on the impression that adult females experience peculiar signifiers of favoritism because of their gender, it sets the construct of equality of chance and consequences. The CEDAW Convention recognizes that despite legal rights being granted to adult females in many states where favoritism persists. It acknowledges that adult females s entree to legal rights is frequently limited by the denial of adult females s human rights to economic and societal development. Hence, the Convention bridges the traditional division between civil and political rights, and societal and economic rights, and mandates both legal and policy steps to vouch the human rights of adult females ( UNIFEM, 2009 ) . CEDAW Convention focuses on systems, political orient ations and establishments that perpetuate favoritism. It acknowledges that public histrions such as the State and its establishments, every bit good as private histrions such as communities and corporations, can go against adult females s human rights and deny adult females s entree to chances. It besides recognizes that inequalities adult females face are socially constructed, and that societal, customary and cultural patterns which are based on the thought of the lower status or the high quality of either sex, have a negative impact ( UNIFEM, 2009 ) . Aims and Definitions The United Nations Economic and Social Council ( ECOSOC ) define gender mainstreaming as aˆÂ ¦the procedure of measuring the deductions for adult females and work forces of any planned action, including statute law, policies or programmes, in all countries, at all degrees. It is a scheme for doing adult females s every bit good as work forces s concerns and experiences an built-in dimension of the design, execution, monitoring and rating of policies and programmes in all political, economic and social domains so that adult females and work forces benefit every bit and inequality is non perpetuated. ( ECOSOC 1997 ) . Most of the clip, gender is non good understood as a construct, it is frequently confused with sex or it is taken to intend women s issues . However, sex refers to biological classs ( male, female and neuter ) while gender refers to a set of qualities and behaviours expected from a female or male by society ( Engender Development, 2000 ) . Gender functions are learned and are affected by instruction, civilization, faith and economic sciences. While an person s sex does non of course change, functions associated with gender are socially determined and can germinate over clip ( Notes from the talk by Dr. Baboun, 2009 ) . Gender functions and outlooks are considered obstructions to the equal rights and position of adult females that affect their lives, households, socioeconomic position and wellness ( UNIFEM, 2009 ) . On the other manus, gender equality refers to the construct that all human existences, both work forces and adult females, are free to develop their personalities and do picks without the restrictions set by stereotypes, stiff gender functions or biass ( Engender Development, 2000 ) . Gender equality means that the different behaviours, aims and demands of adult females and work forces are considered and valued every bit without any favour. Gender equality does non intend that work forces and adult females have to go the same, but instead that their rights, duties and chances will non depend on whether they are born male or female ( Notes from talks by Dr. Vera Baboun, 2009 ) . Therefore, adult females s authorization as a construct includes: geting cognition, apprehension of gender dealingss and the ways in which these dealingss may be changed ; developing a sense of dignity, a belief in one s ability to procure desirable alterations and the right to command one s life ; deriving the ability to bring forth picks and exerting dickering power ; developing the ability to form and act upon the way of societal alteration to make a more merely societal a nd economic order, nationally and internationally. ( Compiled from different UN information webs ) . What is the current company s position in gender mainstreaming? From the preliminary research that I have conducted, I believe that the company lacks a clear vision of the gender mainstreaming ; it lacks capacities in gender issues where both adult females and work forces require consciousness ; besides most of the adult females staff are unable to act upon of import decision-making procedures in add-on to unequal entree to resources and services. This is due to the deficiency of cognition and apprehension of rights, unaccessible and irrelevant Torahs and ordinances both on the company and the state degrees. It is critical to understand that gender mainstreaming requires: Strengthening gender equality at work ; Supporting adult females s engagement in decision-making ; Strengthening adult females s staff through capacity edifice ; Targeting work forces with activities for the intent of gender equality ; Enhancing and increasing adult females s voice at all degrees ; Increasing adult females s chance to obtain nice and productive work ; Bettering adult females entree to protection and justness. To accomplish organizational gender equality, means to do certain that adult female and work forces are every bit represented at all the degrees of our organisation and bask equal chances in footings of calling growing, professional and personal development. It is of import to take into consideration, that gender equality is non merely 50/50 balance, but it is to hold staff on board, both adult females and work forces, whom are cognizant and supportive to the construct. From here, I would wish to ask for our direction to take the lead and act strongly to pattern a coveted direction civilization towards mainstreaming gender across this company. What should be done? I would wish to suggest the undermentioned points in order to mainstream gender in this company at all degrees: Through an external adviser, conduct an internal self-assessment through: I ) a questionnaire that is distributed among all staff ; two ) participatory follow-up focal point group treatments ; and iii ) semi structured interviews. In this manner we assess and examine the internal institutional civilization of our company. Afterwards, we must back the gender appraisal and findings by the company s senior direction and staff. This includes airing of the completed gender appraisal every bit good as understanding on the intercessions prioritized by fixing an action program. Along with this, is the demand for understanding on institutional agreements and resource deductions every bit good as monitoring and rating procedures. Strengthen the company s internal capacity for gender mainstreaming through engaging a gender focal point. The gender focal point must be at a sufficient degree of influence to guarantee the company s gender mainstreaming policy is operational. Her or his cardinal undertakings might be: I ) carry frontward the recommendations of the appraisal ; two ) provide ongoing capacity to staff ; three ) set up and develop a cognition base on gender equality ; four ) set up and develop a working relationship on gender equality and adult females s authorization ; V ) develop a adult females s authorization programme and place possible funders and resources ; six ) build capacity to supervise and measure the gender position and often describe to direction. Develop guidelines to clear up the company s gender policy to guarantee the full acknowledgment, enjoyment and exercising of rights contained in the CEDAW Convention ; take stairss to reprobate and take necessary actions to rectify misdemeanors. Guidelines must guarantee that the rules of gender equality and a rights-based model, as embodied in CEDAW and other relevant international instruments, are mainstreamed into the policy and activities of the company. It should exemplify the company s gender mainstreaming policy and what it means ; it should hold sufficient information about gender inequalities in Palestine in relation to our forte and in general. Besides, it should be reader friendly including definitions of cardinal footings and the know-how to incorporate gender mainstreaming into everyday processs and operations. The company s policy requires dedicated resources for adult females s authorization. Cardinal intercessions in this regard should include: capacity edifice for ge nder mainstreaming and the development of a cognition base that facilitate planning in relation to gender. Review and revise operational processs peculiarly in relation to human resources and procurance. Behavior for human resources a gender appraisal and take action to turn to inequalities. The human resources must reexamine the places of all employees in relation to rate, wage ; preparation, publicity position and a set of recommendations should be proposed and endorsed by direction. Such a survey will assist us to place abnormalities, unfairnesss and take actions to rectify them. The publicity and interview panels should be 50/50 work forces and adult females in all places to guarantee that the company becomes an equal chance employer. Procurement unit should take stairss to carry its spouses to go equal chance employers. Besides the company s direction should back the debut and publicity of initiation period and classs. Therefore human resources must put aside 4 or 5 yearss to let new recruits to finish the compulsory preparations and to familiarise themselves with our policy. We must guarantee that gender is reflected in the footings of mention, occupation descriptions and in the interview procedure. The thorough survey for all the human resources Torahs and ordinances will assist us to place the cause of the misdemeanors or favoritisms. There might be certain places and classs within the company that are gender biased either in favour of work forces such as ( drivers and security staff ) or adult females such as ( administrative places and janitors ) , besides there might be indicants that work forces are graded higher than adult females for similar work and have a faster path to publicity. We must guarantee that the company s enlisting and publicity board has equal representation of work forces and adult females. Such reappraisals will assist us to amendment Torahs that are inconsistent with commissariats of the CEDAW Convention in add-on to the discriminatory applications. Form an in-house gender support group that work with employees that might be abused or harassed, such group can move as internal hearers for gender that define term of mention, provide reding services, protection, medical aid and legal assistance. Supply ongoing orientation on gender for staff through some obligatory preparation classs for the both the current and new comers employees. Ensure that the compulsory preparation classs are taken under supervised conditions by all employees and preparation records are reviewed and easy accessed. A gender analysis should be made to place who is profiting from preparation and stairss should be taken to guarantee that work forces and adult females have equal entree at all degrees. There should be compulsory exercisings within the organisation that covers the subjects of sexual torment, gender mainstreaming, adult females empowerment, communicating accomplishments, etcaˆÂ ¦ Such preparations will reenforce one another, better gender dealingss in the workplace and aid set uping good working patterns between work forces and adult females. In add-on to heightening accomplishments, there should be processs and mechanisms in topographic point together that support and reflect gender in mundane work. The Public Relations section should work with the media to do certain that our vision and attempts in gender mainstreaming is seeable. Our company s policy could be used by other organisations and establishments as a theoretical account. Design particular activities for work forces, it is indispensable for adult females s authorization to guarantee that the work forces co-workers accept adult females as equal spouses. Supply some services that are considered critical for adult females such as supplying quality twenty-four hours care services with low-cost costs, increase their entree to preparations, portion clip work policy, adjust the length of pregnancy and paternity paid leave in add-on to supplying transit. Long and short term impacts of gender mainstreaming Through gender mainstreaming we demonstrate our committedness to advancing adult females s human rights. We will be a existent protagonist for national mechanisms in gender mainstreaming and adult females empowerment and we will be one of the innovator companies that supported the promotion of gender equality and the publicity of human rights, we will be a theoretical account and we can carry on preparations and presentations about our experience. We will supply chance to bring forth greater consciousness of the CEDAW Convention at the organisation degree and promote greater coherency in the Palestinian National Authority policy and action in this field. Obstacles and restrictions During our work in gender mainstreaming and gender equality, we might confront opposition by some employees that might decline to collaborate. Human resources records might be hard to entree and some employees might be threatened in this exercising ; they might fear that they will lose their occupations. Therefore, our attempt should be gradual with uninterrupted updating to employees to cut down the tenseness and anxiety. We might confront some fiscal jobs due to the figure of preparations, classs, workshops, transit, gender adviser and other related costs. But this can be easy solved, since we can raise financess to carry through these undertakings, particularly that there are many international organisations and UN organic structures that are willing to back up such attempts. Decision Gender favoritism remains relentless in many dimensions of life. The nature and extent of favoritism vary across parts, provinces and establishments. But the form is striking, where no part in the underdeveloped universe are adult females equal to work forces in legal, societal, and economic rights. The spreads are immense in entree to and command of resources, economic chances and commanding power ( Engender Development, 2000 ) . It is of import to cognize that adult females should hold equality in chances, equality to entree chances, and equality in consequences. All establishments must extinguish any favoritism, exclude and curtail the actions that contribute to the glass ceiling for their development and impede their attempts. It is of import for all establishments, including our company, to see maximising the potencies of CEDAW, this should be done in ways that promote adult females s functions in the human rights arena by supplying them with chances to actively originate and re commend for their ain rights in systematic ways. All establishments must be cognizant of certain issues to guarantee strategic usage of CEDAW, including the demand to develop normative criterions of rights, promote consciousness among employees that will reflect ethical issues that push our company and even our province frontward. It is critical to reform establishments, including our company, to set up rights and chances for adult females and work forces. Reforming economic establishments is necessary to set up foundations of equal rights and chances for adult females and work forces because the domestic jurisprudence uninterrupted to give unequal rights in different facets of life including employment and economic chances ( Engender Development, 2000 ) .

Free Essays on Bobbsey Twins And Magic Tree House

in there speech like â€Å"gay† and the father who’s name was Richard was referred to as â€Å"Dick†. Those types of things are just not in the books written today. The first book in the Magic Tree House series titled, Dinosaurs Before Dark is about two kids, Jack and Annie. Jack and Annie are brother and sister. They find a tree house in the woods by their house and decide to go up and investigate it. When they get up to the tree house the two children find it filled with books. W... Free Essays on Bobbsey Twins And Magic Tree House Free Essays on Bobbsey Twins And Magic Tree House Bobbsey Twins and Magic Tree House After Reading book one of the Bobbsey Twins series, The Bobbsey Twins of Lakeport, and The Magic Tree House series book one, Dinosaurs Before Dinner it became obvious to me that the time periods they were written were very different. The Bobbsey Twins of Lakeport took an immediate trip back in time. The language it was written in and also the story idea seemed very dated. In the Magic Tree House the characters and also the writing was extremely modernized. It was interesting to compare two very different times in which the books were written. When reading the Bobbsey Twins book there were many things that stuck out in my mind. The book was published in 1961 and so much of it was very dated, it reminded me of 1950's TV shows. The family had a mother and a father who played a big part in the book. The family also had a older couple named Dihah and Sam Johnson that lived upstairs in the family’s very large house. Dinah would help Mrs. Bobbsey clean the house and cook for the large family while Sam would drive a truck for Mr. Bobbsey’s lumber company. The Bobbsey family had two sets of twins, Nan and Bert and Freddie and Flossie. The children went on many adventures throughout the book. They were on the hunt for missing treasure in an old house by the school. The children got the key for the house from the principal of their school, something that would never happened in today’s books. The children also used words in there speech like â€Å"gay† and the father who’s name was Richard was re ferred to as â€Å"Dick†. Those types of things are just not in the books written today. The first book in the Magic Tree House series titled, Dinosaurs Before Dark is about two kids, Jack and Annie. Jack and Annie are brother and sister. They find a tree house in the woods by their house and decide to go up and investigate it. When they get up to the tree house the two children find it filled with books. W...

Develop an understanding of the nursing process from admission through Assignment

Develop an understanding of the nursing process from admission through to discharge of a client in a health care facility - Assignment Example 3 years down the line showed a history of Seth losing weight, developing persistent fever that lasted for over a month, oral thrush, plus developing generalized lymphadenopathy (Kathy & Stolley 2009, p. 34). Seth became screened for HIV when he was 11 years and found to be serologically reactive. His parents due to their religious and cultural beliefs had difficulties in accepting the status of their child plus he was their only son. The parents were emotional depressed, following Seth diagnosis and found no happiness in seeing him go through the sickness. Seth had in the recent week been started on Septrin in an attempt to reduce recurrences of bacterial infections. Later, Seth developed an allergic rash all over his body to the medication and his parents brought him to the hospital. On admission, Seth remained sick looking, depressed and withdrawn. The nurse in charge that knew his condition took control of the situation by warmly welcoming the parents and inviting them to a private room. A physical examination became done and found out that she had high temperatures of 38. 2 degrees Celsius. His mother also added in Seth’s history that the boy had difficulties in sleeping due to the high temperatures thereby improvising to sleeping on wet towels in order to control his body temperature. In addition, the nurse explained to the parents the importance of a CD4 count test. Later a test became done and found the boy’s CD4 count to be 300 cells per microliters (Kathy & Stolley 2009, p. 34). Seth became hospitalized in the paediatric ward in order to manage her allergic rash following Septrin use. The nurse admitted the patient and later took the child and a room where his parent’s would constantly visit him. In addition, his room was self sufficient and had television to keep him entertained when his parent’s were working. Through guidance

Logistical issues in the Brazilian coffee supply chain Thesis

Logistical issues in the Brazilian coffee supply chain - Thesis Example is has been facilitated through an in-depth analysis of facts and figures related to production, exports, quality, logistics processes and problems associated with the coffee industry in Brazil. 1. Coffee Production in Brazil 1.1 Production Quantity & Trends Coffee is classified into two types of beans: arabica and robusta. Arabica is cultivated in majority of the coffee producing nations with its share accounting for about 80% of the production. According to the San Francisco Chronicle, Brazilian coffee production is expected to reach about 3.78 million metric tons in 2012 (sfgate.com). Based on estimates for the year 2012 and actual figures from the Food and Agriculture Organization (FAO) of the United Nations, the coffee production quantities (in million Metric Tons) are shown in the form of a graph below: Figure 1: Coffee Production: Brazil – 10 year trend (Source: Food & Agriculture Organization of the United Nations, 2012) As it can be seen, the coffee production in Braz il has not changed significantly over the years. While the growth rate has been in the region of 2 to 4% annually, the only surprising spike observed (estimates for 2012) is for the year 2012, where almost 30% gain is expected to be reported over the previous year. It also helps to have an overview of the state wise coffee production in Brazil. Refer Table 1 for the state-wise production. (The values are in million 60-kg bags). Table 1: Brazil’s state-wise Coffee production trend (in million 60-kg bags) Â   MY 2001/02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 Minas Gerais 16.20 26.70 14.40 21.40 16.30 23.70 18.10 25.75 21.00 Espirito Santo 9.70 11.50 7.90 8.10 8.40 10.00 10.40 11.80 10.40 Sao Paulo 3.20 5.90 3.10 4.90 3.30 4.90 3.10 4.85 4.20 Parana 0.50 2.60 2.20 2.60... This research will begin with the presentation of coffee production in Brazil. Coffee is classified into two types of beans: arabica and robusta. Arabica is cultivated in majority of the coffee producing nations with its share accounting for about 80% of the production. According to the San Francisco Chronicle, Brazilian coffee production is expected to reach about 3.78 million metric tons in 2012. Based on estimates for the year 2012 and actual figures from the Food and Agriculture Organization (FAO) of the United Nations, the coffee production quantities (in million Metric Tons) are shown in the paper. According to the research findings the coffee production in Brazil has not changed significantly over the years. While the growth rate has been in the region of 2 to 4% annually, the only surprising spike observed (estimates for 2012) is for the year 2012, where almost 30% gain is expected to be reported over the previous year. It also helps to have an overview of the state wise coff ee production in Brazil. Refer Table 1 for the state-wise production. (The values are in million 60-kg bags). It can be observed that the ratio of Arabica to Robusta is in the region of 70% to 77%. While Arabica is higher quality coffee beans grown at high altitudes, robusta is lower grade coffee beans which can flourish on medium and lower altitudes also. The state of Minas Gerais has accounted for maximum production of coffee, largely on account of its geography. Moreover, it was one of the earliest states to start production of coffee.

The pre contractual and post contractual issues leading to hold up

The pre contractual and post contractual issues leading to hold up 1. AIM/OBJECTIVE The purpose of this paper is to examining the concepts of hold-up and how power plays an important role in how the problem of hold-up is resolved. And also look at possible strategies or solutions for the buying organisation to avoid hold-up. 2. METHODOLOGY This paper will examine the work of Klein and Chang Ive in answering the concept of hold-up in the supply chain and also will examine the pre-contractual and post-contractual issues leading to hold-up. The first part of the assignment looks at how concept of incomplete contracts led to problem of hold-up in case of the General Motors and the Fishers case. In the second part of the assignment, is about how other factors like asset specificity and lock-in leads to hold-up problems post contractual in reference with the construction projects. Also look at the case of hold-up in the IT industry in regard to the Flash Apple clash. And finally critically evaluating the different cases and conclude by deriving a strategy or mechanism in avoiding or minimising the risk of hold-ups for buying organisations. 3. INTRODUCTION Hold-up is a situation where there are two parties (say, buyer and supplier) and one party has to make specific investments for the trade. If the investment is specific only to that customer, then the supplier is vulnerable to hold-up and on the visa-versa, if the product designed is specific to the raw material possessed by the supplier then the buyer is bound to have higher risk of hold-up (Klien, 1996). The party with the higher power seeks to achieve the quasi-rents  [1]  . Hold-up on the transactions cost economics is the problem of short-sightedness. Hold-ups can occur under various situations both pre-contractually and post-contractually. As explained by Williamson (Williamson, 1985), it could be Opportunistic behaviour of supplier pre-contractually or Kleins theory of uncertainty in the market condition or the issue of moral hazard or bad behaviour by the buyer that leads to the hold-up situation. As explained by Klein, the buyer/supplier conflict can be due to unanticipated events that occur during their contractual term; like reduced/increased cost or demand, which clearly puts one party with the higher bargaining power and thus changing the power dynamics in the relationship. The party with the higher power tries to breach the contract or be opportunistic in order to achieve the quasi-rents. (Klien, 1996) Williamsons concept of feasible foresight/farsightedness could be a possible solution for the buying organisations to avoid or negate the issue of hold-up. People are boundedly rational and having a myopic view is a problem. Klein looks at the role of contracts in solving the problem of hold-up and says the assessment of self-enforcing range of the contract and a better written contract can avoid the situation. The ways of solving or taking into account the problem of hold-up has been in the core of transaction cost economics. There have been occasions where both parties know that there is a possibility in hold-up in future but considering the cost and time involved in defining each and every contingency in the contract is not feasible (Fares, 2006). Below I will be discussing a few cases where hold-up was evident and what corrective actions were taken under different circumstances. 4. HOLD UP: CASE ANALYSIS There have been numerous cases of hold-up discussed in the transaction cost economics and the one that is most spoken about is the General-Motor and the Fishers Case. In this assignment, I will be discussing three different cases focusing on contractual issues, moral hazard, asset specificity and the issues with time in Hold-up. 4.1 General Motor Fishers Case of Incomplete Contracts  [2]   This has been the most spoke about case in economics in relation to the issue of hold-up. In a nutshell, it is a case where both parties signed a contract in 1919 for the supply of automobile bodies by Fisher to General Motors. Fisher, the manufacturer or supplier in this case had to make specific investments in stamping machines and dies for General Motors. This was a long term contract(over a ten year period) and also General Motors set a price formula, Fishers Variable cost plus 17.5%(to cover the capital and overheads). Ideally General Motors(henceforth GM) designed the contract in such a way that they can create a hold-up over Fisher. GM had even threatened to reduce the demand if Fisher did not come down on price, which would mean that the investment made by Fisher would not be efficiently used. But what really happened was not expected by both the parties. Up till 1919, most of the cars had wooden bodies but there was a huge rise in demand for steal body cars in 1919 which lead to a huge rise in demand for Fishers products. GM had no other supplier to replace with and even doing so would lead to a high switching cost. This could also be a problem of myopic view by GM, who view the price in a long term perspective and ignored the market potential/demand. The unanticipated increase in demand gave Fisher the upper hand and used the contractual terms to its strength in attaining the quasi-rents. They moved farther from GM location and created the extra-income through the formula set by GM in price determination. Fisher found that the contract was over the self-enforcing range and was in a favourable position for it to profit out off the contract if it breaches the contract. This provided as an incentive to Fisher. Both the parties new that the contract was not completely perfect and believed that the contact was optimal designed to minimize the probability of hold-up. GM had only two options available to resolve the problem, first to terminate the contract and find a new supplier. This would mean that the huge market demand cannot be satisfied and the switching cost becomes very high. The second being, renegotiating with Fisher and provide a lump sum payment to keep the contract running. Without question, GM had to settle for the option two as the time span was very limited and GM did not have much of an option in suppliers then. Thus the problem of imperfect or incomplete contracting leading to hold-up is evident in this case. In this case, to prevent the ex-poste problem of contracting, GM should have had the farsightedness view towards contract and defined a contingency plan in case there is a drastic change in the market condition to renegotiate the contract and derive at a new price. This could have saved quite a lot of time and resources. It should not be just from the price point view but should be a holistic view of the contract. They should have defined the self-enforcing range so that they need not be amended frequently. They were right in defining the power relation pre-contractually but underestimated on the post-contractual drift in power. Also GM should have had better incentive plans in place so that the supplier does not think about breaching certain incompleteness of the contract (Klien, 1996). Asset / Process Specificity Lock-In Situation In Construction Projects  [3]   The second is a case with multiple levels of hold-up ranging from small to large in the money involved in the dispute. This is a case in the construction project with three different parameters (uncertainty/unanticipated events in the project, lock-in situation and the amount of money involved in the dispute) of hold-ups identified. In the construction specific project a new form of asset specificity was identified, process specificity (Chen-Yu Chang, 2007). The channel tunnel project is a build-own-operate-transfer project for creating a tunnel for railway network. Both the French and the British governments awarded the project to Eurotunnel, to build and operate the tunnel for 55 years(which after extension is 99 year project). Eurotunnel in-turn sublet the construction to a ten member consortium called Transmanche-Link  [4]  . The project was at the design stage when TML was assigned and the changes that they had to make in the project had to comply with safety rules of the intergovernmental commission (Chen-Yu Chang, 2007). The project started under huge pressure and Eurotunnel, gave out the project to TML under two contracts: cost-plus contract for tunnelling and lump-sum contract for fitting out and terminals (Chen-Yu Chang, 2007). Two events that were ungovernable uncertainty that occurred in the first stage where, the conditions for the land, which TML expected it to be better but was in a much worse condition and the delays in signing of the Anglo-French channel treaty delayed the start of the construction. Although the money under dispute was not a large sum at this stage TML had to go for an extension in the project time and there were no concessions made on the cost overruns. The second round of dispute was on the cost overruns which were outstanding from the previous dispute. By this time both were in a lock-in situation as over  £850 million loan has been drawn out of the bank. Due to the delays caused earlier, there was a step rise in the cost which needed the contract to be re-valued and the new target cost for the project was set but TML had to bear a higher percentage of the cost overruns. The third dispute was a large sum of money involved, where the requirements of intergovernmental commission and railway companies induced a huge rise in cost on the equipments. TML passed on this added cost to the contractor Eurotunnel. By this time Eurotunnel was in a lock-in situation with TML and had to settle for the needs of TML. Thus TML benefitted out of the incomplete long-term contract signed. 4.3 Flash Apple War The third case is over property rights issue in IT industry. IT and Software industry is prone to hold-up problem. For example, developing an internet page/company basing it on a particular software firm/application which the company doesnt have property rights is considered equivalent to building a house without owing the land. For any changes that have to be made on the internet, they need the original creator/vendor, which makes it dependant or held-up by the vendor. Flash is a similar kind of software or platform, where the products built on Flash are at high risk of hold up. Because of this, flash is recently been targeted by firms like Apple and Google, in replacing them with a better source. Apple for its new product iPad, needed to make heavy investment in the ecosystem. Had it used Flash, Apples ability to achieve rents from the investment would have been held-up by Adobe. Flash is a more closed software and does not share exclusive information with its clients. This has been a hindrance to many firms and firms are looking for a much open source software and platforms to develop their products. The issue in the IT sector could be minimized by making a clear contract stating the future maintenance and updating of the software and also define a period when the contract will be re-valued or re-negotiated (Michael Schwartz, 2010). 5. CRITICAL EVALUATION After looking at the three above cases some of the prevention measures that a buying organisation could adopt are as follows. It is not always possible for a buying organisations to adopt these is all the situations. Figure 1: Contractual Process The above picture depicts the process of contracting that the buyer could you to adopt to avoid or minimize the risk of hold-up in a relationship. The first step for the buyer is to decide on the investment and make a cost-benefit analysis of the investment. Some of the basic questions like is the investment really needed, is it worth entering into the relationship and most importantly before the investment decision is the analysis of the buyer-supplier power relationship.The buyer before entering into contract specific investment in relationship, has to assess the power dynamics and foresee the possibility of shift in power post investment. If it finds itself in a weaker position, certain contractual terms could be added to protect its profits out of the investment. Defining the relationship also clears the fear of buyer falling into a lock-in situation with the supplier. As Williamson says, buyers need to have the farsighted view on the contracts than signing a contract and taking care of the problem later, only to recognise that they have to settle for the second best option. Then is the writing of contracts. As we have seen from the above case examples, it is clear that all the contingencies cannot be written down in the contract as identifying them is a lengthy process and is an expensive process too. To make an effective contract, we could use both Klein and Williamsons concept in design a contract which has a self-enforcing range but also had the farsightedness view of the project and identifying opportunistic nature of the supplier. Also it is important at this stage to define the property rights of the product or the process that the supplier is making with the specific investment made. It is also important to define the incentives that the supplier gets for on-time completion of the project and within the budget fixed. This incentive should be made as an attractive offer to the supplier so that the risk of opportunistic behaviour by the supplier can be minimised. The next step is that the supplier makes the investment and the buyer needs to overlook the spend so that they do not go excessive of the planned budget. The problem in conflicts and lock-in has in most occasion been due to the excessive spends and buyer had always been to have partially paid for the mistakes of the supplier because of the sunk cost or switching cost for the buyer if he had to change the supplier during conflict. The contract should be defined in such a way that over a specific period of time and cost, the contract will be re-opened for negotiations and a performance review been conducted on the supplier. The fourth and fifth steps are in relation to the renegotiation of the contracts. During the contract stage, the time period of re-negotiation or re-evaluation of the product should also be defined. Even in a long-term contract when the price is fixed on certain parameters, it is better to re-examine the conditions after a few years or after certain unanticipated events like financial crisis or sudden rise in demand to keep a contractual balance and prevent one party from benefiting from the contract. The final step is the payments for the trade and the buyers need to be careful here not to delay the payments as this could lead to conflict and the supplier taking arbitration actions to court. This could also lead to bad reputation and damage the image of the buyer in the market. 6. CONCLUSION Again, Power relations play an important role for the buyer organisation in defining their contractual terms with the supplier. Power is the universal term in economics and failing to understand it could be costly for organisations. From the case evidence above it is clear that being over-optimistic in design the contracts have made some companies in losing their power post-contractually. Hold-ups are due to unexpected events or sometime a deliberate process due to the lack of time or resources available. There has been no specific method or tool to negate the hold-up issue and depending on the situation the actions are taken. But it is important for buyers to pre-empt the situation and be ready to tackle the situation. Thus I conclude by saying that in real world all the situations are possible, information asymmetry, opportunistic behaviour supplier, moral hazard behaviour of buyers, lock-in situation, incomplete contracting and hold-ups are the evident result and one needs to craft a well designed contract to evade the situation. They buyers need to keep in mind this statement of why settle for a silver when you can go for the gold

Rock and Roll in the Early Fifties Essay -- Music Art Musicians Rock a

Rock and Roll in the Early Fifties Hail, hail rock ‘n’ roll, Deliver me from the days of old. Long live rock ‘n’ roll The beat of the drum is loud and bold, Rock, rock, rock ‘n’ roll, The spirit is there body and soul.† - Chuck Berry (Hibbard and Kaleialoha, 19) An African- American euphemism for making love, rock and roll spurred from all genres of music, but mainly that of folk, country, jazz, pop and rhythm & blues (Yorke, 11). It is a type of music that generally involves heavy pounding of the piano, a loud drum beat, saxophone backgrounds and boisterous shouting by the singer. It was a new blend of music emerging from 1948- 1951 as a result of a generation’s need to express their own identity. Originally, rock and roll was performed by black artists because it was a result of the incorporation of a more upbeat background to rhythm & blues. Examples of such artists would be Little Richard and Chuck Berry; both were coined â€Å"the fathers of rock and roll† even though they started out as rhythm & blues artists (Szatmary, 16). In context of â€Å"Cat on a Hot Tin Roof,† the characters most likely to support rock and roll are Maggie, and Mae’s children. This new upbeat, new- age, gibberish was a sy mbol of independence, escapism, and rebellion for youths of the early1950’s (Brown, 4). Although its initial peak of success occurred in 1956, rock and roll had been developing since 1951. The introduction of the 45 rpm disc, transistor radio, and television; and finally, its lively, upbeat sound all contributed to the success of rock and roll(Peterson, 102- 104). The â€Å"baby boomer† generation after the Second World War, was a major influence on the success of rock and roll. Unlike their parents, this g... ... Roll. New Jersey: Prentice- Hall Inc., 1996. This book provides a very detailed outline on how and where rock and roll originated. It places much emphasis on the transition from Black to White rock artists and how society reacted to this change. Szatmary also presents sufficient information on the many aspects of rock and roll, ranging from what the lyrics are about, to the beginnings of rock and roll and new age rock. - Yorke, Ritchie, Rock- The History of Rock’n’Roll. New York: Methuen/ Two Continents Publications, 1976. In Rock- The History of Rock ‘n’ Roll, Yorke provides a chronological approach to rock and roll from 1877- 1974. Although it is not extremely detailed, a general overview of each year’s music is presented. Throughout the book, many descriptive summaries of individual artists may be found along with classic pictures.

Factors That Influence Learning

TASK 18 – Outline the factors that influence learning. Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family * Culture * Gender * Impact of peers * Subject content * Teaching style * Learning skills * Recognition of need to learn * Past experiences of learning * Personal learning styles * Range of opportunities Awareness of the learning process * Barriers to learning * Rewards and punishments All these factors have an impact on the quality and quantity of learning for the pupil. For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value o f learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise.If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical . Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 2 Outline the principles of educational inclusion. Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls * Children with SEN * Children with disabilities Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to ensure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment Ethnic or social background * Gender Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded. * All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always be right for every child all of the time.Equally just because mainstream education may not be right at a particular stage it does not p revent the child from being included successfully at a later stage. The National Curriculum Handbook for primary teachers and the Handbook for secondary teachers in England incorporates a statutory inclusion statement on providing effective learning opportunities for all pupils. It outlines how teachers can modify the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each KS.It sets out three principles that are essential to developing a more inclusive curriculum: * Setting suitable learning challenges * Responding to pupils diverse learning needs * Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 3 Explain the importance of attitudes, skills and resources in the achievement of successful educational inclusion. Sometimes for children with special educational needs and disabilities, obstacles can stand in the way of them getting/achieving the right education and support.Factors that can affect success: * Special education professionals should work in partnership with parents and take into account views of parents in respect of their child’s particular needs * Special educational provision’s should take into account the wishes of the child concerned, taking into account their age and understanding * The culture, practice, management and deployment of resources in school should be designed to ensure all children’s needs are met * Interventions for each child should be reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents * LEAs, schools and settings should work together to ensure that any child’s special educational needs are identified early * LEAs, schools and settings should exploit good and best practice when devising interventions * There should be co-operation between all the agencie s and a multi-disciplinary approach to the resolution of issues Depending on the school setting the teaching assistant may play a vital role in supporting the children with SEN. The tasks that a teaching assistant may help with might include helping pupils with reading difficulties, supporting speech therapy programmes and helping pupils to access the curriculum. Explain the importance of encouraging independent learning when promoting educational inclusion.Independent learning concentrates on the creation of experiences and opportunities that help students to become self-reliant, self-motivated and lifelong learners. Independent learning focuses on the individuals need for independence and active participation in their own learning, both in school and in society. Independent learning is important because it is part of an ongoing, lifelong learning process that stimulates deeper thinking and reflection and promotes the continuing growth of students’ abilities and strengths. I ndependent learners develop the attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning.Teaching staff can help students take responsibility for their learning by providing opportunities and strategies for learning independently and by encouraging pupils to initiate and actively participate in their own learning. Learning is an interactive process among pupils and between teachers and pupils. Pupils engage in learning activities as individuals who are interdependent with other individuals in the classroom and wider society. Students will move towards independence in varying degrees, depending on factors such as age, skill level and ability in a particular subject. Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 4What support can a teaching assistant provide to a pupil with special educational needs? As a teaching assistant there are three aspects in fostering Independent Learning. They are: * The learning environment created by the staff * The relationship established between teacher and learner * The teaching and modelling of skills needed for independent learning A teaching assistant can play an important role in providing a supportive environment that encourages pupil motivation, self-confidence, interest and desire to learn. It is important that the teaching assistant, in order to promote independent learning, knows their students well and should reflect upon their pupils learning processes.In order to help the students succeed as independent learners, the teaching assistant needs to anticipate difficulties and offer support at crucial intervals. The teaching assistant must develop a good understanding of their students’ strengths and weaknesses (socially, emotionally, intellectually and physically) their exceptionalities, their health and their cultural backgrounds. The relationship between the teaching assistant and learner should foster increasing learner responsibility , meaning that as the student grows in maturity and understanding, they are able to take on greater responsibility for their own learning. An important aspect of the teaching assistant’s role is the teaching and modelling of skills needed for independent learning.The attitudes, skills and knowledge of independent learning will be fostered in students through ways in which the teaching assistant organises the classroom and instructs the student. * Teachers should utilise instructional techniques, strategies and approaches based on collaboration between learner and teacher. This will encourage student participation, both in determining goals and in monitoring the learning process. * Teachers should use approaches that foster student self-confidence and empowers students to take responsibility for their own learning. * Students should be taught activities which facilitate the transition to independence through modelling, demonstration and direct instruction of learning skills.Th ese should then be followed by practice opportunities provided by the teaching assistant, who in turn monitors the students’ progress towards their goals of independent decision making. * The teaching assistant should share with students what is being done and why an activity is useful. The goal is that learners will eventually make their own decisions, connect what they already know with what they are learning, make judgements and inferences, apply new ideas and derive pleasure from learning. The teaching assistant’s role is to be a patient facilitator, showing students how to learn independently, encouraging them, providing feedback and supporting their efforts.These are all crucial factors in providing a learning environment which fosters independent learning and which motivates students to pursue independent learning skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 5 List the stages of the statementing process. Children with SEN who attend mai nstream schools are placed on the SEN list in line with this guidance: * If they require provision which is different from, and additional to, that made for most pupils (â€Å"schools action†) * If the pupils fail to make adequate progress, further provision is to be made (â€Å"schools action plus†) The special educational needs of the majority of children should be met effectively through School Action and School Action Plus. In a small number of cases, where the child is still a ignificant cause for concern after intervention in School Action Plus, the school will ask the LEA for a Statutory Assessment. This involves the LEA, working co-operatively with parents, the child’s school and other agencies, where appropriate. The LEA will seek evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful. The LEA will need information about the child’s progress over time and clear documentation on the childâ €™s SEN and the action taken to deal with these needs. They will then decide whether a statutory statement of the child’s educational needs is necessary. Statutory assessment does not always lead to a Statement of Special Educational Needs.The LEA then looks at the statement request. It may be that a certain child’s needs are very significant and complex, in which case the LEA will carry out a multi-agency assessment and then, if appropriate, provide a Statement of Special Educational Needs. A Statement of Special Educational Needs is a legal document that sums up all the advice gathered during the Statutory Assessment. It sets out what the child’s special educational needs are and the special educational provision required in order to meet them. It names the school where this provision is to be made and any other non-educational needs and provisions affecting arrangements at school.This will be reviewed at least every year but can be more frequent if profes sionals working with the child or the parents identify further concerns. A Statement of Special Educational Needs is split into six parts: 1. Identifies the child or young person and those with parental responsibility. 2. Identifies the needs of the child or young person. 3. Identifies the provision required to meet the needs as described in Part 2. 4. Names the school where the child or young person will be placed. 5. Identifies health needs 6. Determines what provisions are needed to meet those health needs. The provision required will normally be quantified in terms of hours of provision and staffing arrangements in order to meet the changing needs of the child.The school must provide: * Appropriate facilities and equipment, staffing arrangements and curriculum * Any modifications to the application of the National Curriculum * Appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum. Natalie Levy Studen t no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement.Where the LEA declines to provide a statement, the school may request a reassessment after six months. Parents also have the right to appeal against the decision to the SEN tribunal. List and explain the broad content of the SEN code of Practice. The SEN Code of Practice gives practical guidance on the fulfilment of functions under part 4 of the Education Act 1996 to local authorities, the governing bodies of maintained schools, settings in receipt of government funding to provide early education and to those who help them, including the health services and social services. It also provides general practical guidance to such settings about the provisio n of nursery education to children with special educational needs.The Code of Practice provides a framework for developing strong partnerships between parents, schools, LEAs and health and social services. It promotes a consistent approach to meeting children’s special educational needs and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The focus is on ensuring that SEN are identified as quickly as possible. The code sets out five principles: * That children with SEN should have their needs met * That their needs will normally be met in mainstream schools * That the views of children should be sought and taken into account * That arents have a vital role to play in supporting their children’s education * Those children with SEN should be offered full access to a broad, balanced and relevant curriculum in the foundation stage and later years. The Code sets out guidan ce on policies and procedures aimed at enabling pupils with SEN to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. It recommends that schools adopt a graduated approach to match provision to children’s SEN so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress.The Code also provides advice on carrying out statutory assessment of a child’s SEN and of making and maintaining a statement of SEN for children with severe and complex needs, this would include carrying out annual reviews of statements and planning for young people with SEN when they make the transition to college, training and employment. The Code emphasises the importance of involving children and parents in decision-making and of effective multi-agency, to combine services around the needs of the children and their families. List and explain the broad content of the LEA and school SEN policies. The responsibility of the LEA in respect of SEN is to: Natalie Levy Student no: SH34604/DLC Assignment no: 6Page no: 7 * Plan its overall special educational provision and review it periodically * Assess those pupils whose special needs may require a Statement of SEN * Ensure that the provision specified in the Statement of SEN has been made available * Initiate annual reviews of every Statement of SEN * Monitor the performance of its maintained schools and Support Services * Identify, assess and make provision for all pre-school children who may have special educational needs The LEA also has a duty to consult with schools, Health and Social Services and voluntary organisations over its SEN Policy, which it must publish and keep under review.Regulations require that the LEA must publish information on the arrangements they make for children with SEN in general. The policy covers all pupils and young people between the a ges of 0 – 19 who may/will experience some form of difficulty in their learning which may arise from a variety of factors, including those relating to the pupil or young person themselves, their learning environment and their social environment. The policy model has three key elements: * Philosophy – Relevant basic details. * Principles – Broad guidelines. General statements derived from the beliefs which can be interpreted by policy users to guide. * Procedures – Practical details.Operating routines and actions derived from the principles which cover the most common areas of policy application or critical events. Updating of the policy and evaluation of its implementation will be undertaken through annual review by the LEA’s SEN Management group, with due reference to SEN initiatives contained within the Education Development Plan and associated planning documents. The school SEN policy is a document that gathers together, in one place, all LEA gu idance and information on all aspects of special needs and inclusion. This includes Special Educational Needs and also many other issues to do with the management of inclusion in schools. It is intended as a management tool for senior managers in schools as well as SENCOs.The framework for the Special Educational Needs policy is provided by: * The United Nations convention on the Rights of the Children (Salamanca Statement) * The Children Act 1989 * The 1994 Special Educational Needs Code of Practice (revised 2002) * The Disability Discrimination Act 1995 * The Education Act 1996 * Key DfEE regulations and circulars on the organisation of special educational needs * The Green Paper â€Å"Excellence for All† 1997 and the DfEE Programme of Action 1998 * The Schools Standards and Framework Act 1998 * The Human Rights Act 1998 * The SEN Code of Practice (Draft) 2000 * The â€Å"Quality Protects† Management Action Plan * The SEN and Disability Act 2001 Natalie Levy Student no: SH34604/DLCAssignment no:6 Page no: 8 TASK 19 – Research the responsibilities of all teaching and support staff for learners with special educational needs in a local school to you. Responsibilities and roles of staff/agencies from the school in which I am based. Class teacher: * Should always be aware of any children who are already on the SEN register. * Make sure time is made available for Termly and Annual Reviews. * Attend INSERVICE training. * Attend regular meetings with the SENCO. * Take account of different needs when planning. * Take into account the feelings of, wishes and knowledge of parents. * Maintain a class SEN file which is to be stored securely. Maintains confidentiality at all times. * Seek advice from the SENCO on strategies which might be used to help the pupil. Teaching Assistants/Learning Support Assistants: * Work on a one-to-one basis where necessary. * Allocated time to work with children at School Action and School Action Plus. * Attend INSERVI CE training. * Attend regular meetings with the SENCO. * Have a minimum of 20 hours per week to support children with SEN. SENCO: * Provide professional guidance to staff with the aim of providing high quality teaching. * Has an overview of provisions made for pupils with SEN. * Liaises with teachers, TA’s and multi-agencies when necessary. Ascertains which stage each child is operating at and reviews when appropriate. * Keeps an updated confidential register. * Arranges review meetings with parents/teachers. * Updates teachers on SEN children and explores/discusses current initiatives. * Responds to specific requests from teachers and other multi-agencies * Visit nursery, pre-schools and secondary schools to help with integration when moving in or on from our school. * Store SEN information securely and in an orderly fashion ensuring easy access. * Share information with the Head Teacher/teachers/TA’s where appropriate. Educational Psychologists: * Performs formal psy chological testing. Assess results and determine whether a child has special educational needs. * Give advice to teachers/TA’s in relation to particular pupils (requested through the SENCO) * Runs INSERVICE training on particular needs. * Carries out intervention work such as counselling, behaviour management and student study skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 9 Speech and Language Therapist: * Assesses the extent of the problem. * Makes a diagnosis of the problem. * Liaises with the SENCO/teacher/parent on the best programme of care for the child. School Nurse: * Carries out various hearing/sight tests. * Inform staff in the school setting of any particular health requirements. Trains staff if injections or other medical procedures are required. * Consult/refer to a doctor if they think other professional may be required in the care of the child. Peripatetic Teacher/Support Worker: * Assess and test the child. * Offer advice and guidance to teachers/TA’s. * Advises on specialist equipment when/if needed. In the school setting where I am the school will also contact other settings who offer OUTREACH services if there is a need. Outline the purpose and use of at least two different resources and two pieces of specialist equipment for learners with special educational needs that might be available in schools. Pupils with poor vision may have difficulty in using a normal computer.However there are a number of techniques that can be applied to assist pupils. Touch typing skills often make it possible to use a computer more effectively. They are particularly valuable for partially sighted and blind computer users as they remove the need to constantly look between the keyboard and the screen. Drills are used to practice each key and sequence of keys until the whole alphabet is covered. Large print keyboard stickers will help a pupil identify where the keys are, they are a learning tool rather than something to be re lied upon. These are available in different colours and styles. Many people with no usable vision, may find it useful to operate their computer by voice (known as voice in-voice out).The users speak and the software recognises what was said and types it into the computer. This means that: * Words are correctly spelled. * The user’s flow is not interrupted by having to stop and worry about spelling. * The need to type or hand write is removed – this is also helpful if the user is also dyspraxic. Speech output is also used. This means the user does not need to be able to see the screen to use a computer. Software called a screen-reader can intelligently send all information to a voice synthesiser such as what is being typed, what has been typed and menu options. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 10Pupils with very poor motor skills will often struggle with normal computers as well. They may find it hard to relate the movement of their hand on the mouse to the movement of the cursor on screen. In these instances it may be that a trackball or joystick is easier to use. A normal keyboard has over 100 keys and can sometimes be very confusing to the user; again key stop stickers could be used. Lowercase keyboards can be used (a standard keyboard but in lower case only) and also overlay keyboards (touch sensitive membranes which slide over the top of a normal keyboard and determine the functions of the keyboard). All of the above are available in the setting where I am and make it easier for the user.They feel confident using computers and can also join in mainstream ICT lessons. Explain the contents and purpose of an individual education plan and explain how a teaching assistant could contribute towards achieving its aim. The Individual Education Plan (IEP) is a planning, teaching and reviewing tool. It should support the process of planning intervention for an individual pupil with SEN. IEPs should be teaching and learning plans setting out â€Å"what, â€Å"how† and â€Å"how often† particular knowledge, understanding and skills should be taught through additional or different activities from those provided for all pupils through the differentiated curriculum.Wherever possible pupils should be involved in setting their own targets for the IEP, in agreeing and implementing appropriate strategies and evaluating the outcomes. IEPs should: * Raise achievement for pupils with SEN * Be seen as working documents * Use a simple format * Detail provision additional to or different from those generally available for all pupils * Detail targets which are extra or different from those for most pupils * Be jargon free * Be comprehensible to all staff and parents * Be distributed to all staff as necessary * Promote effective planning * Help pupils monitor their own progress * Result in good planning and intervention by staff * Result in the achievement of specified learning goals for pupils with SEN IEPs should focus on: Up to three or four key individual targets set to help meet the individual pupil’s needs and particular priorities * Targets should relate to key areas in communication, literacy, mathematics and aspects of behaviour or physical skills * The pupil’s strengths and successes should underpin targets set and the strategies used Though not included in the IEP teachers should always refer back to the pupil’s Individual Pupil Record to get information on their baseline or entry level assessment as well as information about the pupil’s particular needs and current strengths. This profile should also include information regarding the pupils needs in relation to general strategies such as: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 11 * The short-term targets set for or by the pupil * The teaching strategies to be used * The provision to be put in place * When the plan is to be reviewed * Success and/or exit criteria * Out comes (to be recorded when IEP is reviewed) Success criteria in an IEP means that targets have been achieved and new targets need to be set, whilst exit criteria means that not only have targets been achieved but that an IEP may no longer be required.Teachers should always aim to talk to pupils about their IEPs in a quiet place away from the rest of the class. A teaching assistant can contribute towards achieving the IEP aims by: * Providing a positive caring and learning environment that promotes improved self esteem and confidence * Supporting the child on a one-to-one basis in the area of disability e. g. reading, writing * Providing a quiet place to work * Keeping instructions direct and simple, one at a time. Repeating and rephrasing instructions where necessary * Providing visual cues and peer mentoring * Providing consistent and ongoing clarification * Teaching the child â€Å"strategies† not just facts Reducing working time and expectations initially to ensure the chi ld is successful * Trying to ensure that there is a good partnership between home and the school setting and keeping parents informed as to how they can support their child at home. Describe how you might carry out a case study for a learner with special educational needs and what information it should contain. To carry out a case study for a learner with special educational needs the objective is to portray: * How the learner’s needs are identified * The learning experiences and provisions in place for them * The levels of satisfaction, appropriateness and challenge for the learner * The learning impacts and outcomes for themIn a case study I would need to conduct a range of interviews with: * The individual learner (except in the case of a very young person) * Relatives or friends who might have a perspective on the learners experience and development * Those directly providing the learning opportunities at an operational level (tutors, teachers etc) this would usually incl ude local authority representatives. Questions I may need to ask are: * How are the learner’s needs identified and what learning experiences are in place for them? * Are the learner’s satisfied and challenged? * What are the learning impacts and outcomes for them? Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 12Where a pupils’ learning has been supported, helped or promoted by local authorities already, my report should identify the nature of the learning experiences, the outcome derived by the individual learner, the factors contributing to the effectiveness of the learning opportunity and key factors that contributed to the success. Alternatively, where a pupil has not been supported, helped or promoted I should include in the report the key factors and barriers affecting achievement. My report should draw out key messages for local authority staff, schools and other organisations and individuals concerned with successful learning. In short a case study should include: * The relevant characteristics of the learner * How his/her learning needs were identified, or the learning opportunities were accessed * Standard of achievement * Quality of access to curriculum * Support available Quality and effectiveness of support * How well providers work in partnership * Barriers that prevent the learner accessing appropriate curriculum and support * Key factors and barriers affecting the achievement in these outcomes * Progress made * Examine and illustrate the distinct role and contribution of the local authority leadership in promoting and ensuring learning * Key issues for action * The next steps or future developments both for the learner and local authority and other providers who may be involved. Design a brief that could be used to advise school staff of the guidelines in confidentiality in an imaginary school. See attached document.