A Particular Leadership and Character Building Experience

A particular leadership and character building experience I would like to highlight is my 5-year participation in the Southwestern Company Sales Program while in college from age 16 through 20. As Independent Dealer and Student Manager, I successfully surmounted the obstacles distinctive of the program such as selling door to door; organizing my own business; working at least 75 hr. a week every week of the summer; recruiting, training and motivating my own team; and, at the same time, overcoming the language and cultural barriers. The obstacles I had to face at the age of eighteen were so difficult that very few people in the company thought I would overcome them. But, I proved them wrong, and in recognition of my achievements, I received awards such as: the â€Å"Sizzlers Trip Award†, granted to student dealers with high level of sales during all summer; the â€Å"I Wanna Win Award†, won as a result of the level of sales during the last two weeks of the summer;  "The Presidents Recommendation Award†, won for recruiting, motivating and training the largest Mexican Group in the 100 plus Company ´s at age 19; further awards such as â€Å"The Salesman Ship Award†, â€Å"The Gold Seal Award†, membership in â€Å"The Presidents Club† and other recognitions. The experience of selecting, training and organizing the group in Mexico and preparing them to travel and work for a summer in the U.S. was very challenging. 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Psychology Psychology And Psychology - 1630 Words

Psychology is a very broad field of study and requires a lot of research when choosing a career. The education that is required for pursuing a career in the field of psychology depends on the type of psychologist you want to be. Most psychology programs require at least a master s degree to pursue a psychologist career, but some may require a doctoral degree. It is important to know the educational requirements as well as state requirements when entering the field of psychology. Southwestern has helped me in pursuing my educational requirements for my field of interest in educational psychology and am confident that with my knowledge I will succeed as a school psychologist. There are many careers available with a psychology degree, the difference is whether you have a Bachelors of Arts degree in Psychology, a Master’s in Psychology or a Ph. D. The more education an individual has, the more career opportunities they will have. 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Saphenous Vein In Varicose Veins Health And Social Care Essay Free Essays

Aim: To find the efficaciousness of complete GSV denudation in footings of morbidity, nerve hurt and return rates. Methods: 42 patients with unsophisticated one-sided and/or bilateral varicosities affecting the great saphenous system were included in this survey. Patients with primary and/or recurrent varicose venas associated with active or cured ulcers, patients with bleeding diathesis and those who failed to subscribe the proforma for regular followups were excluded from this survey. We will write a custom essay sample on Saphenous Vein In Varicose Veins Health And Social Care Essay or any similar topic only for you Order Now Complete denudation of great saphenous vena up to the mortise joint, together with multiple phlebectomies was performed in all patients. Postoperatively, limbs were examined for complications like bruising, hydrops, wound site infections and centripetal abnormalcies. All the patients were followed up for the period of one twelvemonth for return and betterment in centripetal abnormalcies. Consequences: All the patients belonged to CEAP category 2 or greater. The average age of patients in this series was 33 old ages ( run 20-48 old ages, SD + 8.24 ) . There were 31 ( 74 % ) were males and 11 ( 26 % ) were females. Majority of the patients presented with blunt hurting in legs. 9 ( 21.4 % ) patients presented with bilateral varicosities affecting the GSV, whereas 20 ( 47.6 ) and 13 ( 31 % ) patients presented with right and left sided disease severally. 7 patients presented with some centripetal abnormalcies at foremost follow up. These were impermanent and spontaneously subsided within 4-6 hebdomads. None of the patient came back with return within a average follow-up period of one twelvemonth. Decision: We conclude that since lasting complication rates do non significantly differ from those secondary to knee degree denudation of GSV and with a low return, and reoperation rates, abandoning complete denudation of the saphenous vena to the mortise joint is non the right determination presently. Cardinal Wordss: G S V, entire denudation, saphenous nervus hurt Introduction: Varicose venas are the most common of all the vascular upsets that affect worlds. Visible varicose venas affecting great saphenous system ( GSS ) affect 10-15 % of work forces and 20- 25 % of women1. The purpose of the intervention for this awful disease is to obtain an acceptable consequence in footings of cosmetics and to alleviate patient A ; acirc ; ˆâ„ ¢s ailments. Different mode of interventions for varicose venas include compaction stockings, froth sclerotherapy and assorted intravenous extirpation techniques 2-4 ; nevertheless the most acceptable intervention for primary varicose venas remains flush ligation of sephano-femoral junction, partial/complete denudation of Great Saphenous vena ( GSV ) and multiple phlebectomies5. Though serious complications are rather uncommon, the process may do considerable early morbidity, including bruising, cutaneal nervus hurt, hematoma, hurting and uncomfortableness in the inguen and leg, and hazard of lesion infection6,7. Limited a rticulatio genus degree denudation has been widely accepted as the gilded criterion operation for varicosities affecting the GSS. This attack is associated with important decrease in hurt to saphenous nervus. However, the hazard is non wholly eliminated as reported in different series8, 9. Restricted denudation of GSV to the articulatio genus degree on the other manus is associated with a high return in the residuary segment10. This completely nullifies the advantage of articulatio genus degree denudation of GSV and doing complete denudation of the vena up to ankle degree an attractive option. This prospective survey was designed to find the efficaciousness of complete GSV denudation in footings of morbidity, nerve hurt and return rates. MATERIAL AND METHODS: From July 2006 to June 2009, this prospective survey was carried out at Liaquat university infirmary and different private medical centres of Hyderabad metropolis. In entire, 30 patients with unsophisticated one-sided and/or bilateral varicosities affecting the great saphenous system were included. Patients with primary and/or recurrent varicose venas associated with active or cured ulcers, patients with bleeding diathesis and those who failed to subscribe the proforma for regular followups were excluded from this survey. The diagnosing and degree of incompetency were confirmed by manus held Doppler ultrasound. Informed consent was taken and patients were given autonomy to go forth the survey at any point without saying any ground. Operative Technique: All patients were operated under spinal block. Injection Cephradine 1gm was given as prophylaxis. The scratch was placed 2cm above the median melleolus. The Great saphenous vena ( GSV ) was identified and separated carefully from the chief bole of Saphenous nervus. Once stray, the GSV was ligated, and olive-head stripper was introduced through a rent in the distal portion and negotiated to the proximal portion. The distal leftover was cut and so ligated utilizing vicryl plus 2.0. Another 3-5cm scratch was made at the sapheno-femoral junction, 2 centimeter below and sidelong to the pubic tubercle. Feeders of GSV were identified and ligated. A little scratch was so placed at the tip of the stripper ; the vena was ligated utilizing vicryli? ‘ 1 and was so stripped from below-upwards. Multiple phlebectomies were done for big bunchs of venas as the state of affairs warranted. Wounds were closed utilizing vicryli? ‘ 000 for tegument and chromic 00 for hypodermic tissue. The lim b was covered with elastic patch, applied in caudo-cranial way. Patients were encouraged for light walk on the first operative twenty-four hours and were discharged from infirmary on 2nd post-operative twenty-four hours in instance of uneventful recovery. The follow-up agenda was designed at 1st, 4th, 8th and 12th hebdomads of surgery. During each visit, limbs were examined for complications like bruising, hydrops, wound site infections and centripetal abnormalcies within the distribution of saphenous nervus utilizing cotton-stick. The abnormalcies were characterized as paresthesia and dysthaesia. All the patients were followed up for the period of one twelvemonth for return and betterment in centripetal abnormalcies. Consequence: All the patients belonged to CEAP category 2 or greater depending upon the badness of the disease. This is depicted in item in table I. Table I: Clinical Phase of the Disease CEAP Classification No of Limbs ( n= 51 ) Percentage Class 2 30 58.8 Class 3 14 27.5 Class 4 7 13.7 The average age of patients in this series was 33 old ages ( run 20-48 old ages, SD + 8.24 ) . Amongst 42 patients in entire, 31 ( 74 % ) were males whereas 11 ( 26 % ) were females. Majority of the patients presented with blunt hurting in legs, followed by dark spasms, weightiness on drawn-out standing. With comparative frequences, remainders of the symptoms are elaborated in table II. Table II: Symptom Profile of the Patients Symptoms No Of Patients ( n= 42 ) Percentage Pain 14 33.33 Night Cramps 09 21.4 Heaviness on Prolonged Standing 11 26.2 Rubing 06 14. 3 Skin Changes 01 2.4 Cosmetic Concerns 01 2.4 In this series, 9 ( 21.4 % ) patients presented with bilateral varicosities affecting the GSV, whereas 20 ( 47.6 ) and 13 ( 31 % ) patients presented with right and left sided disease severally. In entire, 19 limbs out of 51, showed bruising in station operative period, whereas 7 and 4 developed lesion infection and hydrops ( fig I ) . In this series, 7 patients presented with some centripetal abnormalcies at foremost follow up. Figure I elaborate these abnormalcies in item. They were impermanent and spontaneously subsided within 4-6 hebdomads. None of the patient came back with return within a average follow-up period of one twelvemonth. Figure I: Post-Operative Complications Discussion: Nerve hurt is a recognized morbidity after varicose vena surgery. The most normally affected nervus is the saphenous nervus, which is at hazard of hurt during denudation of the GSV, peculiarly when the vena is stripped to the ankle11. Complete denudation, nevertheless, is associated with a low return rate compared to knee degree denudation of the vein12, 13. The argument between complete denudation of the great saphenous vena ( GSV ) up to ankle versus partial depriving up to knee degree continues. The reported incidence of nerve hurt following GSV depriving varies between 23-58 % 9, 15, 16. This was a clinical survey with simple methodological analysis and consistent consequences. In this series, the centripetal abnormalcies were noted in 20 % patients. This is comparable with other surveies describing more or less the same incidence8, 10. Lofgren et al14 showed that GSV depriving from the inguen to the ankle brought good-to-excellent consequences in comparing to high ligation of the GSV entirely vis- A ; Atilde ; -vis centripetal morbidity, with a success rate of 94 % and 40 % , severally. Dwerryhouse et al17 reported duplex-confirmed reflux in one one-fourth of limbs that underwent restricted denudation of the GSV, at the 5-year followup, connoting that this pathology might finally show itself as recurrent varicose venas. These findings besides suggest that Orthodox method of depriving the vena up to the articulatio genus may forestall the harm to sephanous nervus but at the cost of a high return rate. GSV depriving at mortise joint is besides being shown to better q uality of life in early post-operative period7. We have observed that depriving in upward way, utilizing little olive can go through towards the inguens easy with less nerve harm. Cosmetic consequences were besides satisfactory. None of our patient came up with return during the mean follow up period of one twelvemonth. The restrictions of survey were comparatively little size and its descriptive methodological analysis. For the reflux in the full GSV ( inadequacy in the whole GSV ) , the intervention of pick is complete denudation of the GSV to the mortise joint with high ligation and phelebectomies because of low complication and return rates. Nerve hurt may happen after both complete and partial denudation and symptoms of nerve hurt are transeunt and mild. We conclude that since lasting complication rates do non significantly differ from those of other intervention methods evaluated along with high success, low return, and low reoperation rates, abandoning complete denudation of the saphenous vena to the mortise joint is non the right determination presently. How to cite Saphenous Vein In Varicose Veins Health And Social Care Essay, Essay examples

Photoshop Essay Example For Students

Photoshop Essay With the release of Photoshop 5.5, Adobe has once again ensured its position as the world-standard for image editing. Not to be left behind, Adobe has tightly integrated two great programs, Photoshop 5.0 and ImageReady 2.0, to produce a software package that is the Web developers dream, allowing you to take your images from creation to print to the Web while achieving the highest quality in both media. The joining of these two great programs empowers Web developers to perform advanced Web-production tasks such as JavaScript rollovers, animations, sliced images and image maps with the advanced features of ImageReady. Not only that, but ImageReady will write the JavaScript and HTML to make your task even easier! Adobe-standard User InterfacePhotoshop and ImageReady are seamlessly integrated. The menu structure, tool boxes and palettes common to all of Adobes professional graphics programs are present. This eases the learning curve, thus allowing the user to concentrate on creating grap hics. Workflow is enhanced with the addition of a nifty little Jump To icon on the toolbox of both programs. The Jump To button whisks both you and your graphic between programs while preserving all edits, effects, layers, attributes and history. Edits in one program may be easily undone in the other via the preserved history palette. Powerful JavaScript Rollover EffectsComplex rollover effects are a snap in ImageReady. ImageReadys built in Actions will add instant rollover effects creating interactive buttons for an entire navigation system in a matter of minutes. And again, it will write the HTML and the JavaScript; no need for you to write a single line of JavaScript code. Make some changes to your buttons after youve saved the HTML file? Not a problem, the Update HTML feature is all you need to put a new image and updated HTML at your fingertips. ImageReady has even integrated an easy view in browser feature to make checking your work easier. AnimationsAdobe, not to be left behi nd in the race to conquer the Web (or at least the developers behind the Web), has included a powerful animation tool with this release. You can create a multiple frame animation using the Animation and Layers palettes. Frames may be edited, copied and pasted, flattened into layers and arranged into a new sequence. Layer changes may be applied to single or multiple frames. Set the delay value for each frame individually or as a group, rearrange frames, add or delete frames, and optimize the animation all from within the Animation Palette. Save for the WebThe Web designers goal is to pair the best looking images possible with optimal download and display times. Add to that mix the need to check how the images appear in other browsers on other operating systems, and a simple image can become quite a task. Photoshop 5.5 includes comprehensive controls transforming these tasks from time-consuming drudgery todare I say it?something quick and easy! Oh, OK. Maybe not quick and easy, but a long sight better than storing numerous browsers on the hard drive of two different operating systems. Preset GIF and JPG combinations offer quick optimization in both Photoshop 5.5s Save for the Web and ImageReadys onscreen Optimize Palette. You can also add custom combinations to the Optimization Named settings. Magic EraserThe Magic eraser tool erases all similar pixels to transparency with a click of the mouse. You may erase contiguous pixels, restricting the selection to areas connected to the area clicked, or de-select the contiguous option to select all similar pixels in the current layer. Setting the tolerance level adjusts how closely other color values must be for the magic eraser to have an effect on them. Background EraserThe Background eraser tool is effective in generating transparencies around hard-edged objects. This does not necessarily mean straight lines and geometric shapes, just not wisps or poorly defined edges. Rather than a single click, this tool works by dragging on the area to be erased. One major benefit of this tool is its ability to tidy up the fringing of leftover pixels by making them partially transparent. Extract CommandThe Extract command is an advanced masking feature designed to isolate objects with airy, intricate, or undefined edges from their background. What previously was a difficult, if not impossible, task is accomplished with a minimum of work with this tool. In the Extract tool dialog box, simply highlight the objects edges, fill the interior, preview and refine, all before the final extraction. This paper is the property of NetEssays.Net Copyright 1999-2002As A Technology, It Is Called Multimedia As a technology, it is called multimedia. As a revolution, it is the sum of many revolutions wrapped into one: A revolution in communication that combines the audio visual power of television, the publishing power of the printing press, and the interactive power of the computer. Multimedia is the convergence of these different professions, once thought independent of one another, coming together to form a new technological approach to the way information and ideas are shared. What will society look like under the evolving institutions of interactive multimedia technologies? Well, if the 1980s were a time for media tycoons, the 1990s will be for the self-styled visionaries. These gurus see a dawning digital age in which the humble television will mutate into a two-way medium for a vast amount of information and entertainment. We can expect to see: movies-on-demand, video games, data bases, educational programming, home shopping, telephone services, telebanking, teleconferencing, even the complex simulations of virtual reality. This souped-up television will itself be a powerful computer. This, many believe, will be the worlds biggest media group, letting consumers tune into anything, anywhere, anytime. The most extraordinary thing about the multimedia boom, is that so many moguls are spending such vast sums to develop digital technologies, for the delivering of programs and services which are still largely hypothetical. So what is behind such grand prophecies? Primarily, two technological advances known as digitization (including digital compression), and fibre optics. Both are indispensable to the high-speed networks that will deliver dynamic new services to homes and offices. Digitization means translating information, either video, audio, or text, into ones and zeros, which make it easier to send, store, and manipulate. Compression squeezes this information so that more of it can be sent using a given amount of transmission capacity or bandwidth. Fibre-optic cables are producing a vast increase in the amount of bandwidth available. Made of glass so pure that a sheet of it 70 miles thick would be as clear as a window-pane, and the solitary strand of optical fibre the width of a human hair can carry 1,000 times as much information as all radio frequencies put together. This expansion of bandwidth is what is making two-way communication, or interactivity, possible. Neither digitization nor fibre optics is new. But it was only this year that Americas two biggest cable-TV owners, TCI and Time Warner , said they would spend $2 billion and $5 billion respectively to deploy both technologies in their systems, which together serve a third of Americas 60m cable homes. Soon, some TCI subscriptions will be wired to receive 500 channels rather than the customary 50; Time Warner will launch a trail full-service network in Florida with a range of int eractive services. These two announcements signaled the start of a mad multimedia scramble in America, home market to many of the worlds biggest media, publishing, telecoms and computer companies, almost all of which have entered the fray. The reasons are simple: greed and fear: greed for new sources of revenue; fear that profits from current businesses may fall as a result of reregulation or cut-throat competition. Multimedia has already had a profound affect on how these businesses interact with one another. Mergers such as Time Warner, Turner Broadcasting, and Paramount have set the stage. These companies continue the race to be the first to lay solid infrastructure, and set new industry standards. Following in the shadows will be mergers between: software, film, television, publishing, and telephone industries, each trying to gain market share in the emerging market. So far, most firms have rejected the hostile takeovers that marked the media business in the 1980s. Instead, they have favored an array of alliances and joint ventures akin to Japans loose-knit Keiretsu business groupings. TCIs boss, John Malone, evokes octopuses with their hands in each others pockets-where one starts and the other stops will be hard to decide. These alliances represent a model of corporate structure which many see as mere marriages of convenience, in which none wants to miss out on any futuristic markets. One may wonder how this race for market share and the merging of these corporations will affect them personally. Well, at this point and time, it is hard to say. However, there is some thought in the direction we are headed. The home market, which was stated earlier, has its origins based around early pioneers such as Atari, Nintindo, and Sega. These companies started with simple games, but as technology increased, it began to open up new doors. The games themselves are becoming more sophisticated and intelligent and are now offering some of the first genres capable of attr acting and holding an adult audience. Just around the corner looms the promise of interactive television, which threatens to turn the standard American couch potato into the newly rejuvenated couch commando. Through interactive television, which will actually be a combination of the telephone, computer, and television, you will have access to shopping, movies, and other types of information on demand. As this technology increases, it will give way to a form that is known as virtual reality. Imagine, with the use of headgear, goggles, and sensory gloves, being able to actually feel and think you are in another place. For instance, going shopping at a mall could be done in the privacy of your own living room, by just strapping on your headgear. Another break through in the home market is video telephony. These are telephone systems that also broadcast video images. Imagine being able to communicate instantly with voice, picture, and text with a business colleague or a loved one thousa nds of miles away. Interactive multimedia systems promise to revolutionize education. In a complex world of constant change, where knowledge becomes obsolete every few years, education can no longer be something that one aquires during youth to serve for an entire lifetime. Rather, education must focus on instilling the ability to continue learning throughout life. Fortunately, the information-technology revolution is creating a new form of electronic, interactive education that should blossom into a lifelong learning system that allows almost anyone to learn almost anything from anywhere, at anytime. The key technology in future education is interactive multimedia. The purpose of multimedia in education as in so many other multimedia applications, is to: enhance the transfer of information, encourage participation, stimulate the senses and enhance information retention. Multimedia uses a powerful combination of earlier technologies that constitutes an extraordinary advance in the c apability of machines to assist the educational process. Interactive multimedia combines computer hardware, software, and peripheral equipment to provide a rich mixture of text, graphics, sound, animation, full-motion video, data, and other information. Although multimedia has been technically feasible for many years, only recently has it become a major focus for commercial development. Interactive multimedia systems can serve a variety of purposes but their great power resides in highly sophisticated software that employs scientifically based educational methods to guide the student through a path of instruction individually tailored to suit the special needs of each person. As instruction progresses and intelligent systems are used, the system learns about the students strengths and weaknesses and then uses this knowledge to make the learning experience fit the need of that particular student. Interactive multimedia has several key advantages. First, students receive training when and where they need it. An instructor does not have to be present, so students can select the time best suited to their personal schedules. Second, students can adjourn training at any point in the lesson and return to it later. Third, the training is highly effective because it is based on the most powerful principles of individualized learning. Students find the program interesting, so they stick with it. Retention of the material learned is excellent. Fourth, the same videodisk equipment can be used to support a variety of training paths. Last, both the training and the testing are objectively and efficiently measured and tracked. Educational systems of this type, offered by IBM under the product labeled Ultimedia, engage students in an interactive learning experience that mixes color movie, bold graphics, music, voice narration, and text; for instance, the program Columbus allows students to relive the great navigators voyages and explore the New World as it looked when Columbu s first saw it. The ability to control the learning experience makes the student an active rather than a passive learner. Other common systems include Sim City, Carmen San Diego, and a variety of popular multimedia games created by Broderbound Softwarek, one of the biggest companies in this new field. Rather than old drill and kill forms of computerized instruction that bore students, this new entertaining form of education is far more effective precisely because kids get totally immersed in an exciting experience. Classroom computers with multimedia capabilities seem to have sky-rocketed in every faucet of the education arena. From pre-schoolers to college students, learning adapting to this multimedia craze was not hard to do. Teachers and Professors alike share in this technology to plan out their curricular schedules and school calendar. Most will agree that classroom computers seem to have a positive effect on students of the 90s. As schools and universities become more technol ogy driven, there will be an even bigger plea for more multimedia enhancements. The 1980s witnessed the introduction and widespread use of personal computers at all levels of schooling. During the decade the number of computers used in U.S. elementary and secondary schools increased from under 100,000 to over 2.5 million. A majority of students now use computers and computer software sometime during the school-year, either to learn about computers or as a tool for learning other subjects. By the end of the decade, the typical school had 1 computer per 20 students, a ration that computer educators feel is still not high enough to affect classroom learning as much as books and classroom conversion do. Words/ Pages : 2,395 / 24

Monet Painting And Impressionism Essays - Visual Arts, French Art

Monet Painting And Impressionism The comments about Monet's painting, Impression: Sunrise, gives an insight to the artistic vision in Waugh's Vile Bodies and Greene's Brighton Rock. Monet's Impression: Sunrise is a famous and prime example of Impressionism. The impressionist style of painting is characterized by "concentration on the general impression produced by a scene as an object and the use of unmixed primary colors and small strokes to simulate actual reflected light." (WebMuseum) Impressionist paintings use light and color to imitate a certain setting or reality. In both novels, Vile Bodies and Brighton Rock, there is an impressionistic feel to them. There is a sense of darkness and unclearness as one reads along, but have an element of ?light' that is present throughout. The ?light' in these novels are represented through characters. In Vile Bodies, the story is one of nothingness, meaninglessness. None of the characters have an objective reality, it's all subjective. The reality is different to each character. There are concessions to nothing outside the self. Their lives are portrayed as wasted, as if there is no other purpose to them than to be part of a society that emphasizes the importance of money and social gatherings, in other words, a social satire. One source of light in this novel is Mrs. Ape and her angels. They serve as a religious element in a world that is existentialism at its' best. Brighton Rock is a detective story, a ?who done it'. Naturally, being that it is a detective story, there is a dark quality to it. Detective films fall into the film noire genre, because of the dark element. Rose is the ?light', it is present with her. Throughout the novel, along with the murders and crime solving, Rose is the balance, the light. Her good balances with her husband's , Pinkie's, evil. Pinkie seems to be incomplete without Rose. Monet's painting seems to be incomplete, or unfinished. And like the painting, Rose is the stroke of color, that reflects light in the novel. Being that they are married, which is a holy institution, makes her different from the unmarried characters, i.e. Ida, Charles, etc. Rose is the bonding element in her marriage to Pinkie. The comment made by Castagnary, in the test booklet, "They are impressionists in that they do not render a landscape, but the sensation produced by the landscape...There they take leave of reality and enter the realms of idealism", has a connection to the life portrayed in Vile Bodies. The landscape sensation, which is the world and lives of the characters, is produced by the meaningless conversation, relationships, and subjective mentality of the characters. In the essay by Paul Tillich, "The Meaning of Meaninglessness", it states that, "He(man) has sacrificed himself to his own productions... He who is in the grip of doubt and meaninglessness cannot liberate himself from this grip, but he asks for an answer which is valid and not outside the situation of his despair." This is the case for Adam. He is searching for something that is not outside of the satirical world that he is trapped in, created by Waugh, constructed as an example of what the world has become or what the world is soon to become. The author's, as like Monet and other Impressionist painters, have an artistic vision that is expressed through strokes and color and a reality, or lack thereof. In the novels, the strokes are the characters, and the color is the role that the character plays in the world created by the author. All the elements come together to form a world, created by the artist, either with paint or words.

Por vs. Para in Spanish

'Por' vs. 'Para' in Spanish Two Spanish prepositions, por and para, are usually used for the English word for. The differences between them sometimes are subtle, and thus por and para are a constant source of confusion for Spanish students. Key Takeaways: Por and Para Although both Spanish prepositions por and para can often be translated as for, they have separate meanings and can seldom be used as synonyms.Por is often used to indicate who performs an action or the reason for it being performed.Para is often used to indicate the result of an action being performed. Think of Meaning Rather than Translation If its any consolation, prepositions can be as difficult for people learning English. Why do we sometimes say something is under control, and sometimes say something is in control? Why are we in the house but at home? The rules sometimes escape logic. The key to understanding which preposition to use is to think of the meaning you want to convey. If I use a phrase such as three for a dollar in English, the for has a different meaning than it does in this book is for you. In the first case, for indicates an exchange or a rate, while in the second case it indicates an intention or direction. Thus the Spanish translation of the two phrases are different, tres por un dà ³lar and este libro es para ti. The following chart shows some of the major uses of these two prepositions, including ones not translated by for. Uses for Por Por is often used to indicate how something is done or ihe cause of an action. Although the distinction between cause and outcome isnt always clear, por generally isnt used to indicate the result of an action. Expressing movement along, through, around, by, or about: Anduve por las calles de Gijà ³n. (I walked through the streets of Gijà ³n.) Viajamos por Australia con un Land Rover. (We traveled around Australia with a Land Rover.)Denoting a time or duration when something occurs. Viajamos por tres semanas. (Were traveling for three weeks.) Debes pensar en otras personas por sà ³lo un momento. (You ought to think about other people for just a moment.)Expressing the cause (not the purpose) of an action: Me caà ­ por la nieve. (I fell down because of the snow.) Los conflictos originaron por las diferencias culturales e ideolà ³gicas. (The conflicts began because of the cultural and ideological differences.)  Hay diferencia entre comer por hambre y comer por placer. (There is a difference between eating out of hunger and eating for pleasure.)Meaning per: Dos por ciento. (Two percent.) Prefiero comer cuatro comidas por dà ­a. (I prefer eating four meals per day.) Por can also be trans lated as a when a is a preposition: Leo un libro por semana. (I read one book a week.) Meaning supporting or in favor of: Trabajamos por derechos humanos. (We work for human rights.) No puedo votar por el presidente. (I cant vote for the president.)Introducing the agent of an action after a passive verb:. For this reason, por is often used in stating the author of a book or other composition:  Fue escrito por Bob Woodward. (It was written by Bob Woodward.) Ser comido por las aves. (It will be eaten by the birds.)Indicating means of transportation: Viajarà © por avià ³n. (I will travel by plane.)  Quiero llegar a Venezuela por barco. (I want to arrive at Venezuela by ship.)Used in numerous expressions: Por ejemplo. (For example.) Por favor. (Please, literally as a favor.) Uses for Para Para is often used to indicate the outcome of an action or to indicate who or what is affected by an action. Meaning for the purpose of or in order to: Para bailar la bamba, necesita una poca de gracia. (In order to dance the bamba you need a little grace.) Los buses se usan para ir a la frontera. (The buses are used for going to the border.)With a noun or pronoun as object, meaning for the benefit of or directed to: Es para usted. Its for you. Necesitamos mucho dinero para el desarrollo del paà ­s. (We need a lot of money for the countrys development.)Meaning to or in the direction of when referring to a place: Voy para Europa. (Im heading to Europe.) Salimos para el almuerzo. (We are leaving for lunch.)Meaning by or for when referring to a specific time: Necesito el regalo para maà ±ana. (I need the gift for tomorrow.) Vamos a la casa de mi madre para el fin de semana. (Were going to my mothers for the weekend.)

Case Study of California Pizza Kitchen

Case Study of California Pizza Kitchen Rick Rosenfield and Larry Flax started California Pizza Kitchen in 1985 it was in Beverly Hills, California. Today, California Pizza kitchen has over 250 outlets which are around the world; the group is still operated by the initial founders. Most of the CPK’s restaurants are located in California, and the rest are located some in America and the others in Asia, Middle East and North America. California Pizza kitchen has franchised about 50 outlets which bear CPK name. California Pizza kitchen generates revenues from the restaurant which in most cases has very low profit margins that is caused by the cost of goods being very high. CPK is also known to generate higher revenue through a recent franchise agreement with the Kraft foods company, for Kraft food to produce and distribute some of the premium frozen pizzas associated with CPK. The Kraft franchise revenue generates 1% of CPK total annual revenues, revenue from the other franchise revenue is about 0.72% of the total rev enue and the restaurant sales revenue is about 98.31%. California Pizza Kitchen is in the foodservice industry, Foodservice is the sale of food and drinks for them to be immediately consumed, this can be in the premises where they were bought, or in place which is designated for eating and can be shared with other foodservice suppliers. California Pizza Kitchen runs restaurants and thus the NAICS code for the industry is 722110. Background and Assumptions Pizza is a very popular food in America, it is also a very favorite food and it transcends all demographics and it appeals almost all ethnic tastes. California Pizza Kitchen is known to sell fresh and the high quality pizza products. California Pizza Kitchen also offers various varieties of pastas, entree-size salads and soups which are freshly made and they all satisfy all tastes (Flax and Rosenfield 1999). California Pizza kitchen is a popular restaurant that is based in California, there is much more room for expansion of Califo rnia Pizza Kitchen both in America and internationally. The America alone can without any strain be able to support over 3,000 units. This is because Pizza is a favorite dish for all Americans and California Pizza Kitchen has built a big name by selling them. 5 Forces in Porter’s Model for CPK The Threat of New Entrants – (MODERATE FACTOR) This is one area which puts California Pizza Kitchen under pressure. There are some barriers to entry in the restaurant industry, but there are also many things that make it easy for one to enter the restaurant industry. This puts California Pizza Kitchen under constant pressure for them to differentiate themselves over all the other competitors or other restaurants that surround them. Before people spend money on food, they have to consider other restaurants for them to make a decision. There is a higher number of substitutes in the restaurant industry, these is mostly caused by the low barriers to entry. There are many small barrie rs that would deter an organization from entering the restaurant industry. Three major barriers that are faced by new entrants into the restaurant industry are; the ever rising prices of food, the economies of scale, and the heavy competition due to there being very many restaurants in the market. These barriers are not difficult to deal with like the government-enforced barriers which are very difficult to the new entrants into the market, but the barriers can still deter one from entering the market. Though the industry has some barriers, there are also some aspects of this industry that make it very attractive to investors. Some of these attractive elements of the industry include; there are low asset requirement, there is a lot of suppliers, the levels of capital required by the business is low of capital and the inability of organizations to establish true competitive advantage over the competitors.

Reflective report covering the whole of this module Essay

Reflective report covering the whole of this module - Essay Example Problems solving is crucial in every particular aspect of life where one is confronted with problems and challenges that comes in their way (Krantz, 1997). In the introduction phase of the subject area, I was introduced with some of the basic roles and opportunity that are associated with the role of a consultancy. The module included the teaching duo of Mrs Susan Linkman and Mr Steve Linkman. From the introduction phase I was able to learn that the job role of a consultant mainly includes people management, project management and their problem solving behaviour among others. It would be crucial to depict that a consultant is a person who gives expert advice to others in any particular domain. Hence, he/she must develop their competency in numerous areas. I have also learnt about the types of consultant along with their respective job role. My learning in the initial stages of the module also included the steps which a consultant needs to follow with regard to successful execution of the responsibility of their job. I was also told about the courses that are associated with the profession of consultant in a comprehensive manner. I believe this learning will be quite helpful for me in the future context as it enables me to comprehend the basic knowledge regarding a consultant and their working approach. In the subsequent days of my association with the module, my learning was augmented in the area of creative problem solving relative to the domain of consultancy. I learnt that creative problem solving approach include analysing the problems comprehensively and creating diverse or innovative strategies to deal with the same (Meador, 1997). From this part of the module I was able to comprehend that the creative methods of problem solving includes proper identifying of the problems in concern along with generating comprehensive understanding regarding the same. I understand that this aspect needs to be followed by decision making along

Compare and contrast spanish, mexican and american periods in CA Essay

Compare and contrast spanish, mexican and american periods in CA history - Essay Example Thus, the Spanish period boosted the economy of California through agriculture. The Spanish periods was a time that Cattle rearing became very common amongst the people of California as this was introduced by the missions. California began to be under Mexican control in 1825. The dominance of the Mexicans of California was after their independence from Spain in 1821. Alta California, which was when the name of the region became an official territory of the Mexicans in 1825. Some influential Californians were distraught by the wealth and affluence of the Spanish missions and they sought help from the Mexicans and the newly independent Mexico helped to suppress the powers of the Spanish rule in California. Thus, the people of California were actually the ones that invited the Mexicans to come to their aid and rescue them from the hands of the Spanish missions. The Mexicans converted the mission lands in California to settlement region in 1833. The end of the Spanish rule in California saw the fading of the missions in the region and the emergence and further development of cattle ranching in the region as the lands that were seized from the missions were used for ranching and trade by the Mexicans. Thus, it could be inferred that, the Mexican period was more acceptable to the people of California than the Spanish period (Rolle 21-23). The Mexican period ended in the 1840s and there was actually a series of bloodless strife between the indigenes of California and the Mexican authority up to the time that the Mexican rule lasted in the region. The American settlement in California actually started towards the end of the Mexican period in the region. The Americans that initially went to the region before the 1840s were adventurers, fur trappers, and sailors. In 1840, hundreds of American settlers lived in California and this increased the numbers of United States settlers during the initial stage

New labour’s rights policies on inclusive education and rights Essay Example for Free

New labour’s rights policies on inclusive education and rights Essay To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether childrens rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation the 3 Ps (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more children friendly New Labour governments in 1997 and 2001 resulted in significant political development for childrens rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Childrens Taskforce, The Childrens National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government Inclusive Schooling: Children with Special Educational Needs (DfES 2001) which sets out the main principles of inclusive education: with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; an inclusive education service offers excellence and choice and incorporates the views of parents and children; the interests of children must be safeguarded; schools, local education authorities and others should actively seek to remove barriers to learning and participation; all children should have access to an appropriate education that affords 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 prevent the child from being included successfully at a later stage. This document stipulates that schools and local education authorities ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labours commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young Peoples Services, and a Children and Young Peoples Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Childrens Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour governments record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote childrens participation rights or provide them with a voice in the running of their inclusive schools. Perhaps most significantly, New Labours election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the best interests of the child must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the childs welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of childrens incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the governments purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, Reinventing Inclusion: New Labour and the Cultural Politics of Special Education, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , Ainscow, M. 1998, From Them to Us: Setting up the Study, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , Dyson, A. 1998, England: Inclusion and Exclusion in a Competitive System, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A. Millward, A. 1998, Introducing the Issue of Theorising, in Theorising Special Education, eds. C. Clark, A. Dyson A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. Tucker, S. 2003, Contradictory and Convergent Trends in Law and Policy Affecting Children in England, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion, in Strategies to Promote Inclusive Practice, eds. R. Rose C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, Towards Inclusive Therapy: Policies and the Transformation of Practice, in Strategies to Promote Inclusive Practice, eds.R. Rose C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.

Performance management Essay -- Business and Management Studies

Performance management WPA needs to manage the performance of its employees effectively if it is to remain competitive. There are many methods that WPA can use to manage the performance of their employees. These methods include: * Appraisal systems: Performance management is the system in which the employees are reviewed at regular intervals so they are monitored to tell the employer how they perform in their jobs. This is usually be carried out by the employee’s manager, however it is practical to include in the system. Self evaluation: This is where the employee reviews their own performance. Peer evaluation: This involves an employee being reviewed by colleagues who are at the same level or even lower than the employee being monitored. Regular appraisal helps WPA to improve the performance of the workforce; feedback is given regularly which allows WPA to easily identify if there is a problem, WPA also have a staff suggestion theme called ‘think’ this allows the employees to discuss and forward their views so that they are heard. The motivation of the employees are improved as if an employee is working well they may be grateful for some encouragement and a work of thanks, however on the other hand if the employee is not doing so well they need to be told and they need to know what is expected, if the performance is low WPA provide training and support and if it is consistently below the standards of WPA then they use a capability proce...

Hrm Brunei vs Other Western Country Essay

Introduction Employees are indispensible to an organization. Personnel management, now known as human resource management (HRM), ensures that an organization produces maximum output with the greatest efficiency. The role of HRM covers selecting and hiring the right employee, training and retaining talent, wage dispensation to maintaining employee relations (Nankervis et al, 2011). In this essay, we will be looking into a case study of HRM in Brunei and will cover three topics. Firstly we explore how culture affects the way a country runs its economy, its legal and political system, and how they adapt to technology. Next, we discuss how HRM allows individual employees to acclimatize themselves to technical differences in an organization. Lastly, we will do a comparison of how HRM differs in Brunei as compared to a western country. Culture (An Overarching Umbrella) Laurent (1986, p. 92) stated that, ‘every culture has developed through its own history some specific and unique insight into the managing of organization and their human resources.’ Hofstede’s (1984) cultural dimensions theory defines that the values of a society are influenced by their culture, and their belief in those values shapes the behavior of the society. This cultural dimension is most frequently used across culture studies, especially in differentiating Asian and Western cultures (Cho, et al. 1999). Figure 1: Hofstede’s Software of the Mind (Hofstede, 1984) Dimension| Explanation| Power Distance| The degree to which the less influential associates of institutions (such as family) and organizations expect and accept the unequal distribution of power.| Collectivist vs. Individualist| The scale of which individuals are incorporated into groups| Masculinity vs. Femininity| Refers to the distribution of roles and values between the genders. The women in feminine countries have the same modest, caring and competitive, like the men. However, in masculine countries, women are more competitive and assertive, but not as much as the men.| Uncertainty Avoidance| A society’s tolerance for uncertainty and ambiguity| Figure 1 identifies the characteristics of the four dimensions (Hofstede, 1984). Brunei regained independence from British rule in January 1, 1984 (Brunei Civil Service, 2007). Bruneian’s are ruled by the Sultan and adopt the National Philosophy called the ‘Malay Islamic Monarchy’ (MIB) where the Malay culture, language, customs and Islam is incorporated as a set of model values. The population in Brunei is estimated at 390,000 and it comprises of Malays, Chinese and Ethnic Minorities with 67 per cent, 15 per cent and 18 per cent respectively (Kramar & Syed, 2012). According to the Country Paper of Brunei Darussalam, the Government Sector employs 12.23 per cent of the entire population (Brunei Civil Service, 2007). Brunei’s legal and political system is based on both the Islamic law and English Common law. The Sultan takes on the role of the Prime Minister and is the head of government and chief of state (Central Intelligence Agency, 2013). Brunei’s social structure is one of absolute conformity to the Sultan’s authority and challenges made by individuals and organizations are frowned upon (Clarke & Salleh, 2011). Therefore it is evident that power distance is high in Brunei. Brunei’s economy is heavily dependent on the Oil and Gas sector. Actions have been made to branch out into a variety of non-oil related sectors. In a 2008 estimate by the Central Intelligence Agency (CIA), the labor force is composed of agriculture, industry (oil and gas) and services, with it being 4.2 per cent, 62.8 per cent and 33 per cent respectively (Central Intelligence Agency, 2013). Local males and females hold different employment structures, with the females being hired excessively in office, cleaning jobs and associated occupations. Males are predominantly hired in top managerial roles, as well as ‘non-office’ middle level jobs, such as agriculture, plant and machine production. Employment patterns between the local genders does not drastically differ from 20 years prior to 1991, and has been ingrained in Brunei’s employment structure. Thus, masculinity proves to be strongly evident in Brunei due to the job scopes each gender undertakes. The socio-culture in Brunei’s organizations stresses the importance of upholding the national heritage to pass down to generations to come. Islamic values and teachings have been endorsed since 16th century, which differentiates Brunei from other South-East Asian Islamic or Malay countries (Zanko & Nugi, 2003). Hence, Brunei is skewed towards a collectivist culture as they are influenced by the MIB, which instills a family like culture in the workplace. Loyalty to family and the Sultan is expected of Bruneians (Minnis, 1999). The Sultan, in a bid to improve data entry efficiency, transparency and eliminate the use of paper, is implementing a new form of technology. The system, also known as Government Employee Management System (GEMS), is being implemented in three main sectors: government employees, human resource administrators and the public. GEMS will permit the sharing of documents, leave applications and benefits entitlement to be accessible any time, anywhere. There has been mixed reactions toward the implementation of GEMS, with some preferring to stick with the old system, as it is in Malay, which is their national language. It may cause stress to older employees who have difficulty keeping up with technological advances and learning of a new language. From this, we can conclude that Bruneians have concerns towards adapting to new technology. Therefore we can conclude that they have high uncertainty avoidance. From the results above, it can be deduced that Brunei’s culture is adapted in their law and politics, technology, and the economy. The Importance of Human Resource (HR) Policies The heart of organizational effectiveness is developing long-term goals to nurture and skillfully develop human resources as key assets. The importance of investing in training and development has proven to contribute positively to the success of organizations. Government policies worldwide have since adopted management programs to help improve the quality of their human resources, in order to improve overall organizational effectiveness (Rajah & Wallace, 1993). According to Brunei Economic Development Board, 54 per cent of its population is made up of 20-54 year age group that are economically productive. This indicates a major productive workforce with both experienced and inexperienced individuals. With the availability of the workforce, HRM needs to provide training and development to upgrade their staff with knowledge and skills that is required in both macro and microenvironment. (need evidence) Comprehensive policies and procedures establish the foundation of HRM in the public sector. Policies are crucial and serve several important functions. It ensures that organizations comply with legislation and are accountable for the protection against employment claims. Policies also help the management make consistent judgments that are perpetual and expectable. Established HR policies protect not only individuals, but also organizations as well from the pressures of pragmatism (Hard Power: Soft Power, 2011). Human rights legislation is crucial as it protects employees from discrimination. It guarantees equality treatment for the people regardless of well-known characteristics that involved stereotyping or biasness in relation to employment. In Krama & Syed (2012), some interviewees felt that favoritism is still the pivotal point of recruitment, particularly in the government sector. Some interviewees suggested that cohesive social relationships in Brunei society had influence on work connection in the workplace. Although the impact was moderated by the HRM practices, particularly in employment, there is a strong need for Human Rights Legislation to be firmly enforced in Brunei in order to create inclusive workplaces that are more diverse and respectful. (can we link this to how hrm enables individual employees to adjust themselves to technical changes?) Krama & Syed (2012) stated that staff not in managerial roles was not familiar with the availability of the General Order (GO) and State Circulars (SC) as the regulations were poorly imposed. To improve the situation, HR policies must be enforced and properly implemented. Communication of policies horizontally and vertically is important. All new and existing staff could be issued an employee handbook that clearly defines an organization’s values, expectations and standard operating procedures (SOP). The purpose of the policies should be transparent, easily understood and not perceived as variable. A policy training session across the board can be implemented for certain policies like dispute resolutions, disciplinary and safety issues, which are more complicated. With the policies inaugurated, it will greatly support the country’s consistency in treatment of staff, fairness and transparency. These policies must be direct, serve the organization’s mission and not simply be enforced to regulate the conduct and rights of the staff. HRM could also implement key training in communication skills. As mentioned above, Brunei’s national language is Malay, which may lead to language barriers. Teaching employees to communicate in fluent written and spoken English is vital as Brunei branches out into the international market. In comparison to the old SIMPA system in Malay, the new GEMS system in English causes older employees to have a harder time in keeping up with the changes. HRM could provide information technology (IT) trainings to older generation employees to ensure that they are equip with relevant IT skills such as computer software (usage of emails, software program and knowledge of file format) and hardware skills, usage of organization intranet/internet and how to access and use GEMS systems (including searching, gathering of information, applying electronic-leaves, allowance and benefit application). Provision of IT skills would equip them with knowledge and skills to keep up with the technology. HRM can also implement performance management systems within the organization. The purpose of these systems is to identify, gather individual performance and information through self-review of employees and their managers/supervisor. With the self-review programs, managers/supervisor would gather more information about each individual within a team. Self-review program promotes team bonding, interaction and communication between managers/supervisor and staff. By discussing, identifying potential key individual talents, retaining key individuals that benefit the organization. With this, it allows HRM to identify key training areas that can be provided to their employees to adapt to the ever-changing environment. It could be done by overseas attachment allowing the staff to get more exposure and experience. Workshop targets on leadership quality, self development and team building within the organization that allows HR to identify potential leadership quality in individual of each different department of the organization, thus helping individual to achieve self actualization. Implementing formal and informal work environment learning in the organization. Informal workplace learning involves senior experience and junior management where senior management would hold a small meeting/sharing session with the junior management on their knowledge, skills and experience in their field of work. And as for formal work environment learning, a junior will be attached to a senior manager to attend for international meeting or conference held overseas for exposure and experience. Learning and Development program such as social and business etiquette, current affairs between host and home countries, languages, sensitivity awareness and pre-departure training. HRM In Brunei Versus HRM In A Western Country Using Hofstede (1984) and Cho, et al. (1999), we will examine the difference in society cultures of Brunei as compared to a western country, and the differences between their HRM. As mentioned above, Brunei’s culture and politics are represented by Malay-Islamic values whereas a western society where wide mixtures of culture groups are incorporated in the workforce. (need evidence) Malay cultures are highly collectivist with strong emphasis on family orientation (Blunt, 1988; Maxwell, 1996). HRM in Brunei looks beyond the welfares of the employees. Consideration for their families implemented in their HRM policies. A married female interviewee stated that work hours are family friendly and flexible. (Krama & Syed, 2012) Individuals are also less receptive to individual responsibilities, and prefer collective responsibilities in the organization. However, this collectivism also results in informal recruitment as suggested by the case (Myloni et al. 2004). In the individualist western context, employees are likely to focus on self, which also applies for compensation and rewards, where HRM rewards individuals for good performances rather than that of a team, or as collective whole. High power distance is present in Brunei’s workforce; senior managers of organizations take the lead and are regarded as significant role models based on rank, title and status, along with a tall organizational structure. (Abdullah, 2005) In the past, employees were afraid to disagree with their superiors. (Blunt, 1988) Nowadays, managers take into consideration the suggestions and point of view of employees to ensure that they feel valued by the organization. (Kramar & Syed, 2012) Apart from that, managers have no authority to press for change. This reflects a centralized system where the top management exercise great power and subordinates choose to leave the decision making process to senior executives. It is the duty of HRM to ensure that these leaders are highly committed in leading subordinates to fulfill the organization values and goals. In the western context, a decentralized structure is adopted and employees seek to be part of management decision-making process. A low power distance means that they want to be empowered by their management and be autonomous, being able to make decisions and be given responsibilities. The way to motivate them is through challenging jobs, where HRM needs to focus on the job design (Herzberg, 1966). Group discussions value the input of individuals that are taken into consideration, whereas in Brunei, SC and GO shape the HRM practices and the Sultan holds the decision making power. As mentioned in the case study, Bruneians have high uncertainty avoidance. (Blunt, 1988) Employees prefer a clear organizational structure and respect and behave ritually towards authority figures. Promotions or a raise in salary are also based on passing an examination based on the SC and GO. In contrast, a western country is skewed towards having low uncertainty avoidance whereby they are more uncertainty accepting, with higher acceptance for new ideas, innovative products and a willingness to try something new, be it technology or business practices. They also tend to be more tolerant of ideas or opinions from anyone and embrace freedom of expression (Hofstede, 1994). Maybe find a country to support this? In Brunei, the emphasis is on masculinity, men are expected to be assertive and dominant over women in social relations and demonstrates ambitious and competitive behavior. (Maxwell, 1996)

A Reflective Observation on Global Warming

Elizabeth Kolbert’s chapter 2 entitled â€Å"A Warmer Sky† in her book â€Å"Field Notes From A Catastrophe† is basically about the discovery of global warming and the developments in its awareness. It also shows relevant data about certain factors that affect global warming.John Tyndall’s discovery of the ratio spectrophotometer in 1859 was the advent of the awareness in global warming.The function of the said device is to differentiate absorbance and transmittance of their radiation exhibited by the gases. Results of the tests showed that the gases commonly found in the air such as nitrogen and oxygen did not absorb nor transmit any radiation. However, other gases such as carbon dioxide and water absorbed visible and infrared radiation (p.36).With these results, Tyndall stumbled upon a baffling and shocking truth that will cause a worldwide sensation and concern in the following generations. Tyndall concluded that these gases contribute largely to the wa y the earth radiates and absorbs radiation from the sun. He thought of the atmosphere as a barrier that regulates the amount of radiation that enters the earth which affects its overall temperature. This notion was later known as the â€Å"natural greenhouse effect† (p.36).The sun, earth and many hot bodies emit radiation and the amount of radiation is directly proportional to its temperature. This is further explained by the Stefan-Boltzmann Law which sates that the temperature raised to the fourth power is directly proportional to the radiationemitted by the body. The role of the greenhouse gases is to absorb selectively the radiation from the sun and allow visible radiation to penetrate the atmosphere. The earth’s infrared radiation, on the other hand, is absorbed by the greenhouse gases and is emitted partially into space and partially back to earth.This phenomenon regulates the temperature on the surface of the earth. After Tyndall passed away from an overdose of a sleeping drug, Arrhenius continued what Tyndall left unfinished. Arrhenius studied the effects of altering carbon dioxide levels in the atmosphere and he found out that rising carbon dioxide levels will increase the earth’s temperature, hence, he coined the phrase â€Å"to live under a warmer sky† to the next generations (p.42)Interest in the climate change mellowed down after the death of Arrhenius. However, in the mid 1950’s, there was a rebirth in the awareness of global warming and this was due to Charles David Keeling, a chemist. The results of his research in the atmospheric carbon dioxide levels in the atmosphere or the â€Å"Keeling Curve† showed that the carbon dioxide level increases as time increases.The results were devastating as years pass by. The Keeling curve also showed that the carbon dioxide level in 2005 was 375 parts per million and with this terrifying rate, it will increase to 500 parts per million by the middle of the century whi ch will greatly affect the temperature of the earth and will make us feel the full effects of global warming (p.44)Global warming threatens us to extinction. This is caused mainly by industrialization and we must stop, or if not, control the rise of carbon dioxide levels in the atmosphere to save the future generations. Global warming will cause the polar and ice glaciers to melt that constitute to a rise in sea level. This rise will flood coastal regions and other land masses. There is also an expected change of rainfall patterns across the globe that will greatlyaffect food crops and will be a major setback in food production in many nations. With the increase in temperature, plants and animals will be forced to live in cooler areas and those who are unable to adapt will be doomed of extinction.   (Global Warming, Encarta)

Use of Trademark Names in Fiction

Use of Trademark Names in Fiction Use of Trademark Names in Fiction Use of Trademark Names in Fiction By Mark Nichol A couple of years ago, a site visitor asked about the necessity of obtaining permission to refer to trademarked products by name in fiction. Here’s the specific query: How is copyright dealt with in fiction writing? For example, if I sell a story where I wrote that a character jogged to Burger King in his new Reeboks, would there be copyright infringement? Do I need to get approval from the holders of the copyright to use their names in my stories? And, how would I go about doing that? How do I find out what is copyright protected and what isn’t? And here, better late than never, is the response: Fortunately for the multitudes of authors who write fiction (and the innumerable publishing companies that print their books), writers are free, for the most part, to include trademarked names in their stories. The passage in question is especially innocuous, because the references to Burger King and Reeboks are benign: Nobody in the novel dies from eating a Whopper, and no character is fatally run over in traffic because his running shoes are defective. But even if the author had implicated one of these brands in someone’s death, legal retribution would be unlikely; the sheer volume of media overwhelms any one corporation’s efforts to monitor for and suppress defamatory references to their products. But risk is relative: If a writer with the stature of, say, J.K. Rowling had resorted to the plot device of a deadly hamburger or a dangerous pair of running shoes, her publisher would likely be sent a cease-and-desist letter. This terse request from the trademark owner would call on the publishing company to refrain from associating the company’s delicious and nutritious WhopperR brand beef-patty sandwiches or light but sturdy and comfortable ReeboksR brand athletic shoes with anyone’s death. (Side note: The registered trademark symbol is never required; in commercial publications, it is often inserted to imbue one’s products with a protective aura or to refer to those of others, as a courtesy, to encourage reciprocity.) To avoid such a consequence, an astute editor would likely request that Ms. Rowling excise such libelous references before submitting the final manuscript, thus avoiding the arrival of a letter referring to â€Å"possible recourse to further legal options to protect our valuable intellectual property rights.† But your editor would likely do the same, perhaps suggesting that instead, you call the fast food franchise Hamburger Prince or the shoes Teezoks. Interestingly, assigning closely similar names, or describing companies or products that resemble real ones but are not named in their honor (or, often, dishonor), is fair play. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Latin Words and Expressions: All You Need to Know35 Synonyms for Rain and Snow

Communication Organisations and Technologies Essay - 1

Communication Organisations and Technologies - Essay Example Both of these management strategies focus on the needs or motivations of employees, but each has their own benefits and potential disadvantages. Human relations often deal with the specific environmental (physical) conditions of the organisation that tend to boost productivity levels. The Illumination Studies, studies that involved the correct level of illumination in the workplace, tended to show that productivity remained the same regardless of how lighting was increased or decreased in the organisation (Miller, 2008). Further studies showed that in the presence of other factors related to the worker, such as pay incentives, specific work hours assigned to each employee and even the social environment boosted productivity when paired with environmental issues such as lighting (Miller). In order to best describe the human relations approach to managing people, it involves understanding that people want to be included as a part of a team environment and also given the physical conditions that make the job rewarding and worthwhile. providing better bonuses for meeting corporate goals or providing additional compensation through the performance appraisal so that employees realise they are respected and valued contributors to the organisation. Motivating employee loyalty and giving them personalised incentives for meeting more than just job role responsibilities are factors that are modelled into the human relations approach. â€Å"The accountability to which organisations increasingly have to respond can be adequately met only by making an appeal to the responsibility of individual employees. The organisation depends on their loyalty† (Vandekerckhove and Commers, 2004, p.226). What this means for management is that in order for the business to be successful to all different stakeholders, it must depend on the personal actions and loyalties of employees to reach