tag:blogger.com,1999:blog-57199482830604967402024-02-20T03:48:33.445-08:00How to write an apa paperSports Research Paper Topics 2016carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-5719948283060496740.post-86438775358386537062020-08-24T12:21:00.001-07:002020-08-24T12:21:05.164-07:00Diversity Worksheet Essay Example for FreeAssorted variety Worksheet Essay 1. What is decent variety? For what reason is assorted variety esteemed? Decent variety implies unique. This can be a distinction in societies, objectives, qualities, ways of life, and thoughts. There isn't two individuals that will think or live similar. We have to figure out how to acknowledge that others will get things done and figure diverse then we do. It is imperative to esteem our decent variety so as to have the option to cooperate. 2. What is ethnocentrism? In what ways would ethnocentrism be able to be adverse to a general public? Ethnocentrism is the place individuals accept that they are superior to others in an ethnic gathering, yet it can likewise create from racial or strict contrasts. This can make issue by driving bogus feelings about various societies, perhaps messing correspondence up. 3. Characterize displacement and migration. Displacement is the place individuals are sent out from a nation whether it is deliberate or not. Migration is the place individuals are coming into another nation to live as a perpetual occupant. Reasons that individuals may leave a nation for to each other is that there may not be employments there and even war can make individuals need to leave. 4. What are a portion of the manners in which gatherings of individuals are distinguished? There are four different ways that gatherings are distinguished and they are race, religion, sexual orientation, and ethnicity. Racial gathering alludes to minorities that are socially separate on account of evident physical contrasts. A few models would be the shade of skin, the shade of hair and perhaps the sum hair on the body. Religion bunches fluctuate around the world. Individuals ought not be decided on the religion that they trust in. With sexual orientation it is said that guys are the social greater part and the ladies are the social minority. Ethnic gatherings are distinctive in view of the way social contrasts, for example, the food that they eat, the way that they bring up their youngsters, the language that they talk ,and even the way that they take a gander at being hitched to someone. 5. For what reason do individuals mark and gathering others? I would imagine that the reasons why individuals put others down would be that they need to cause themselves look better and to feel better about themselves. This can have a constructive or adverse impact on the individual and the one that it is aimed at. On the off chance that it is sure it can help lead to the individual or the gathering getting more certainty. In the event that it is negative, at that point it can prompt the gathering or individual getting pulled back from disgrace or harassing. 6. Characterize culture. Is culture restricted to racial and ethnic foundations? Clarify. The meaning of culture is the attributes of a specific gathering of individuals characterized by everything, for example, the language they talk, the sorts of music that they tune in to, the kind of food that they eat, and the religion that they rehearse and put stock in. I don't accept that it is restricted to racial and ethnic foundations in light of the fact that each gathering is distinctive in the manner that they live and there isn't right way or incorrect approach to live. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-76280143465007114452020-08-22T01:19:00.001-07:002020-08-22T01:19:16.948-07:00The Impact of Information Technology on the Society Research PaperThe Impact of Information Technology on the Society - Research Paper Example Data innovation was not as cutting edge as it is today and correspondence was additionally costly and proficient. A couple of decades prior an immense insurgency in correspondence and registering happened which were the markers of data innovation progression. Over the most recent couple of decades, quick advancement in the field of innovation generally in immense web spread made the innovation significantly increasingly concentrated among individuals. These improvements have changed the manner in which numerous organizations work, for example, training, medication, and business. At the point when humankind started to speak with others, they were capable in utilizing language and furthermore other significant and easier procedures as in drawings. The time of this kind of strategy was known as pre-mechanical and no multifaceted specialized gadgets were being used. As the time passed, people enjoyed utilizing papers, and letters in order which improve the specialized gadgets. With the p rogression of time, this method changed to the general improvement of libraries and books for putting away data. In the later years, many number frameworks appeared by making correspondence simpler. The motorization of advances of correspondence utilized simple PCs improvement as in Blaise Pascal, which Pascaline developed. In the electromechanical period, media transmission was created. This period was not without its development of phone, radio, and transmit. The period was taken over by the colossal creation of PCs that could without much of a stretch be utilized at workplaces and at homes.â ... Contemporary world followed this period which was chiefly overwhelmed by digitized PCs. The cutting edge advancements include focal handling creation units with memory and rationale. The PCs came as altruism to individuals (Library and Information Technology Association, 1982).â Literature survey In 2012, Nasir, Sultan, and Khattak additionally contended that these improvements in the field of data innovation have prepared for human correspondence extension. This has changed the way of life and customs of different gatherings of society. Moreover, people have been joined by this data innovation and world is currently a worldwide town. The advancement of these innovations and furthermore fast improvement of higher created ones have been made conceivable. Media industry has likewise observed an extreme improvement because of this data innovation. In 2012, Heinz and Hirschheim said that numerous fields of sciences are presently upgraded because of data innovation. These advancements i mproved the numerous encounters of human instinct, for example, human cooperations and business. In 2004, Onwuegbuzie and Qun said that data innovation has changed the arrangement of training. These innovations were applied in numerous territories of training, for example, libraries and have made the strategies of instruction a lot simpler. Besides, the educators can give guidance in numerous regions without dreading meeting understudies. Furthermore, the web and gadgets accessibility as in PCs are a gift for virtual understudies; in truth they bring forth virtual examinations. Another field where data innovation has its influences is the region of the board sciences. The hierarchical carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-90271548040078817722020-07-20T16:03:00.001-07:002020-07-20T16:03:03.279-07:00100 Must-Read Books about Books100 Must-Read Books about Books This installment of 100 Must-Read is sponsored by The Readers of Broken Wheel Recommend by Katarina Bivald. Broken Wheel, Iowa has never seen anyone like Sara, who traveled all the way from Sweden just to meet her book-loving pen pal, Amy. When she arrives, however, she finds Amyâs funeral guests just leaving. The residents of Broken Wheel are happy to look after their bewildered visitorâ"not much else to do in a small town thatâs almost beyond repair. They just never imagined that sheâd start a bookstore. Or that books could bring them togetherâ"and change everything. *** When I worked in publishing, my colleagues and I had a weird ritual when new books arrived from the printer. We would all gather around the big shipping boxes and cut them open, then weâd each reach in for a copy, open it up, and put our noses to the pages. Ahhh, the smell of fresh books, someone would always say, breathing in the inky scent. When youâre a true-blue book person, you love everything about books: The way they smell. The way the pages feel. The weight they add to your bag. The way they look on your shelf. (Do I sound like a book stalker? Guilty.) Itâs only natural, then, that bibliophiles love reading books about books. Whether itâs cheering on the rebel readers in Fahrenheit 451 or following the true story of an infamous book thief in The Man Who Loved Books Too Much, novels and nonfiction that give books a starring role have an undeniable appeal for book lovers. In How Reading Changed My Life Anna Quindlen writes, There was waking, and there was sleeping. And then there were books. If youre nodding your head in agreement, this list of one hundred bookish books is for you: Fiction 1. Balzac and the Little Chinese Seamstress by Dai Sijie 2. The Bestseller by Olivia Goldsmith 3. The Book of Lost Things by John Connolly 4. The Book of Speculation by Erika Swyler 5. The Book Thief by Markus Zusak 6. The Bookshop by Penelope Fitzgerald 7. The Bookstore by Deborah Meyler 8. Booked to Die (Cliff Janeway #1) by John Dunning 9. The Camel Bookmobile by Masha Hamilton 10. The Case of the Missing Books (Mobile Library Mysteries #1) by Ian Sansom 11. The Childrenâs Book by A. S. Byatt 12. The Club Dumas by Arturo Pérez-Reverte 13. The Eyre Affair (Thursday Next #1) by Jasper Fforde 14. Fahrenheit 451 by Ray Bradbury 15. Fangirl by Rainbow Rowell 16. First Impressions by Charlie Lovett 17. The Forgers by Bradford Morrow 18. The Guernsey Literary and Potato Peel Pie Society by Annie Barrows and Mary Ann Shaffer 19. The Haunted Bookshop by Christopher Morley 20. If on a Winterâs Night a Traveler by Italo Calvino 21. Ink and Bone (The Great Library #1) by Rachel Caine 22. Inkheart (Inkworld #1) by Cornelia Funke 23. The Jane Austen Book Club by Karen Joy Fowler 24. The Little Paris Bookshop by Nina George 25. Matilda by Roald Dahl 26. Mr. Penumbraâs 24-Hour Bookstore by Robin Sloan 27. The Name of the Rose by Umberto Eco 28. The Neverending Story by Michael Ende 29. The Night Bookmobile by Audrey Niffenegger 30. Night Train to Lisbon by Pascal Mercier 31. A Novel Bookstore by Laurence Cossé 32. Parnassus on Wheels by Christopher Morley 33. The People of the Book by Geraldine Brooks 34. Possession by A. S. Byatt 35. The Readers of Broken Wheel Recommend by Katarina Bivald 36. S. by J.J. Abrams and Doug Dorst 37. The Secret of Lost Things by Sheridan Hay 38. The Shadow of the Wind (The Cemetery of Forgotten Books #1) by Carlos Ruiz Zafón 39. The Storied Life of A. J. Fikry by Gabrielle Zevin 40. The Strange Library by Haruki Murakami 41. The Summer We Read Gatsby by Danielle Ganuk 42. The Thirteenth Tale by Diane Setterfield 43. Too Loud a Solitude by Bohumil Hrabal 44. The Uncommon Reader by Alan Bennett 45. An Unnecessary Woman by Rabih Alameddine 46. Unwritten Vol. 1: Tommy Taylor and the Bogus Identity by Mike Carey and Peter Gross 47. The Violets of March by Sarah Jio Nonfiction 48. 84, Charing Cross Road by Helene Hanff 49. 1,001 Books You Must Read Before You Die by Peter Boxall 50. At Home with Books: How Booklovers Live with and Care for Their Libraries by Estelle Ellis 51. Bibliotopia: Or, Mr. Gilbarâs Book of Books Catch-All of Literary Facts Curiosities by Steven Gilbar 52. The Book by Julius Friedman 53. Book Crush: For Kids and Teens Recommended Reading for Every Mood, Moment and Interest by Nancy Pearl 54. Book Lust: Recommended Reading for Every Mood, Moment, and Reason by Nancy Pearl 55. The Book of Lost Books: An Incomplete History of All the Great Books Youâll Never Read by Stuart Kelly 56. The Book on the Bookshelf by Henry Petroski 57. Books: A Memoir by Larry McMurtry 58. The Bookshop Book by Jen Campbell 59. Browsings: A Year of Reading, Collecting, and Living with Books by Michael Dirda 60. Classics for Pleasure by Michael Dirda 61. The End of Your Life Book Club by Will Schwalbe 62. Ex Libris: Confessions of a Common Reader by Anne Fadiman 63. Forgotten Bookmarks: A Booksellers Collection of Odd Things Lost Between the Pages by Michael Popek 64. A Gentle Madness: Bibliophiles, Bibliomanes, and the Eternal Passion for Books by Nicholas A. Basbanes 65. A History of Reading by Alberto Manguel 66. The House of Twenty Thousand Books by Sasha Abramsky 67. How Reading Changed My Life by Anna Quindlen 68. How to Read a Book: The Classic Guide to Intelligent Reading by Mortimer J. Adler 69. Howards End Is on the Landing: A Year of Reading from Home by Susan Hill 70. Leave Me Alone, Iâm Reading: Finding and Losing Myself in Books by Maureen Corrigan 71. The Lost Art of Reading: Why Books Matter in a Distracted Time by David L. Ulin 72. The Man Who Loved Books Too Much: The True Story of a Thief, a Detective, and a World of Literary Obsession by Allison Hoover Bartlett 73. My Bookstore: Writers Celebrate Their Favorite Places to Browse, Read, and Shop by Ronald Rice 74. My Ideal Bookshelf by Thessaly La Force 75. My Life in Middlemarch by Rebecca Mead 76. My Reading Life by Pat Conroy 77. The Novel Cure: From Abandonment to Zestlessness: 751 Books to Cure What Ails You by Ella Berthoud 78. A Passion for Books: A Book Loverâs Treasury of Stories, Essays, Humor, Love and Lists on Collecting, Reading, Borrowing, Lending, Caring for, and Appreciating Books by Harold Rabinowitz 79. Phantoms on the Bookshelves by Jacques Bonnet 80. The Pleasure of Reading: 43 Writers on the Discovery of Reading and the Books that Inspired Them by Antonia Fraser 81. The Polysyllabic Spree: A Hilarious and True Account of One Mans Struggle with the Monthly Tide of the Books Hes Bought and the Books Hes Been Meaning to Read by Nick Hornby 82. The Professor and the Madman: A Tale of Murder, Insanity and the Making of the Oxford English Dictionary by Simon Winchester 83. Rare Books Uncovered: True Stories of Fantastic Finds in Unlikely Places by Rebecca Rego Barry 84. Read This! Handpicked Favorites from Americaâs Indie Bookstores by Hans Weyandt 85. A Reader on Reading by Alberto Manguel 86. Reading Like a Writer: A Guide for People Who Love Books and for Those Who Want to Write Them by Francine Prose 87. Reading Lolita in Tehran by Azar Nafisi 88. The Reading Promise: My Father and the Books We Shared by Alice Ozma 89. Ruined by Reading: A Life in Books by Lynne Sharon Schwartz 90. Sixpence House: Lost in a Town of Books by Paul Collins 91. So Many Books, So Little Time: A Year of Passionate Reading by Sara Nelson 92. Ten Years in the Tub: A Decade Soaking in Great Books by Nick Hornby 93. Tolstoy and the Purple Chair: My Year of Magical Reading by Nina Sankovitch 94. Used and Rare: Travels in the Book World by Lawrence and Nancy Goldstone 95. Weird Things Customers Say in Bookshops by Jen Campbell 96. When Books Went to War: The Stories that Helped Us Win World War II by Molly Guptill Manning 97. Where Iâm Reading From: The Changing World of Books by Tim Parks 98. The World Between Two Covers: Reading the Globe by Ann Morgan 99. The Year of Reading Dangerously: How Fifty Great Books (and Two Not-So-Great Ones) Saved My Life by Andy Miller 100. The Yellow-Lighted Bookshop: A Memoir, a History by Lewis Buzbee What other books about books did I miss? Share your favorites in the comments! carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-68483028871670506592020-05-21T23:11:00.001-07:002020-05-21T23:11:05.214-07:00What Are Sedimentary Rocks Sedimentary rocks are the second great rock class. Whereas igneous rocks are born hot, sedimentary rocks are born cool at the Earths surface, mostly under water. They usually consist of layers or strata; hence they are also called stratified rocks. Depending on what theyre made of, sedimentary rocks fall into one of three types. How to Tell Sedimentary Rocks The main thing about sedimentary rocks is that they were once sediment ââ¬â mud and sand and gravel and clay ââ¬â and were not greatly changed as they turned into rock. The following traits are all related to that. Theyre generally arranged in layers of sandy or clayey material (strata) like those youll see in excavations or a hole dug in a sand dune.Theyre usually the color of sediment, that is, light brown to light gray.They may preserve signs of life and surface activity, like fossils, tracks, ripple marks and so on. Clastic Sedimentary Rocks The most common set of sedimentary rocks consists of the granular materials that occur in sediment. Sediment mostly consists of surface mineralsà ââ¬â quartz and clays ââ¬â that are made by the physical breakdown and chemical alteration of rocks. These are carried away by water or theà wind and laid down in a different place. Sediment may also include pieces of stones and shells and other objects, not just grains of pure minerals. Geologists use the word clasts to denote particles of all these kinds, and rocks made of clasts are called clastic rocks. Look around you at where the worlds clastic sediment goes: sand and mud are carried down rivers to the sea, mostly. Sand is made of quartz, and mud is made of clay minerals. As these sediments are steadily buried over geologic time, they get packed together under pressure and low heat, not much more than 100 C. In these conditions the sediment is cemented into rock: sand becomes sandstone and clay becomeà shale. If gravel or pebbles are part of the sediment, the rock that forms is conglomerate. If the rock is broken and recemented together, it is called breccia. Its worth noting that some rocks commonly lumped in the igneous category are actually sedimentary. Tuff is consolidated ash that has fallen from the air in volcanic eruptions, making it just as sedimentary as a marine claystone. There is some movement in the profession to recognize this truth. Organic Sedimentary Rocks Another type of sediment actually arises in the sea as microscopic organisms ââ¬â plankton ââ¬â build shells out of dissolved calcium carbonate or silica. Dead plankton steadily shower their dust-sized shells onto the seafloor, where they accumulate in thick layers. That material turns to two more rock types, limestone (carbonate) and chert (silica). These are called organic sedimentary rocks, although theyre not made of organic material as a chemist would define it. Another type of sediment forms where dead plant material builds up into thick layers. With a small degree of compaction, this becomes peat; after much longer and deeper burial, it becomes coal. Coal and peat are organic in both the geological and the chemical sense. Although peat is forming in parts of the world today, the great beds of coal that we mine formed during past ages in enormous swamps. There are no coal swamps around todayà because conditions do not favor them. The sea needs to be much higher. Most of the time, geologically speaking, the sea is hundreds of meters higher than today, and most of the continents are shallow seas. Thats why we have sandstone, limestone, shale and coal over most of the central United States and elsewhere on the worlds continents. (Sedimentary rocks also become exposed when the land rises. This is common around the edges of the Earths lithospheric plates. Chemical Sedimentary Rocks These same ancient shallow seas sometimes allowed large areas to become isolated and begin drying up. In that setting, as the seawater grows more concentrated, minerals begin to come out of solution (precipitate), starting with calcite, then gypsum, then halite. The resulting rocks are certain limestones, gypsum rock, and rock salt respectively. These rocks, called the evaporite sequence, are also part of the sedimentary clan. In some cases, chert can also form by precipitation. This usually happens below the sediment surface, where different fluids can circulate and interact chemically. Diagenesis: Underground Changes All kinds of sedimentary rocks are subject to further changes during their stay underground. Fluids may penetrate them and change their chemistry; low temperatures and moderate pressures may change some of the minerals into other minerals. These processes, which are gentle and do not deform the rocks, are called diagenesis as opposed to metamorphism (although there is no well-defined boundary between the two). The most important types of diagenesis involve the formation of dolomite mineralization in limestones, the formation of petroleum and of higher grades of coal, and the formation of many types of ore bodies. The industrially important zeolite minerals also form by diagenetic processes. Sedimentary Rocks Are Stories You can see that each type of sedimentary rock has a story behind it. The beauty of sedimentary rocks is that their strata are full of clues to what the past world was like. Those clues might be fossils or sedimentary structures such as marks left by water currents, mud cracks or more subtle features seen under the microscope or in the lab. From these clues we know that most sedimentary rocks are of marine origin, usually forming in shallow seas. But some sedimentary rocks formed on land: clastic rocks made on the bottoms of large freshwater lakes or as accumulations of desert sand, organic rocks in peat bogs or lake beds, and evaporites in playas. These are called continental or terrigenous (land-formed) sedimentary rocks. Sedimentary rocks are rich in geologic history of a special kind. While igneous and metamorphic rocks also have stories, they involve the deep Earth and require intensive work to decipher. But in sedimentary rocks, you can recognize, in very direct ways, what the worldà was like in the geologic past. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-1797727025980713362020-05-06T23:56:00.001-07:002020-05-06T23:56:36.833-07:00Intelligent Design Versus Aquinas Motion And Causation Intelligent Design versus Aquinas Motion and Causation Intelligent design Theory The theory of intelligent design theory holds that an intelligent cause and not an indirect process best explain the nature of living things and the universal features. The theory appreciates that, for the existence of the universe and the living things in it, there must have been in existence an intelligent force. The theorist are not out to show proof of the intelligent designer or who the intelligent designer ought to be. Intelligent designers make an observation and subsequent inferences on intelligent agents actions and the resultants complexities. The inferences and observations are accessed against information obtained in the natural process concluding life is an intelligent design ADDIN EN.CITE Dawes200748067(Dawes 67)48048017Dawes, Gregory W.What Is Wrong with Intelligent Design?International Journal for Philosophy of ReligionInternational Journal for Philosophy of Religion69-816122007Springer( HYPERLINK l _ENREF_2 o Dawes, 2007 #480 Dawes 67). Aquinas Motion and Causation Aquinas a Dominican priest, philosopher and theologian strongly opposed the traditional creation doctrine supported by Christian. Aquinas rose to defend the when conflict arose between natural changes and nature of creation. His doctrine teaches that there ought to be a distinction between the two implying, bringing to being is a cause to natural change. The art of bringing to being is a cause carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-50141495781605371692020-05-06T08:49:00.001-07:002020-05-06T08:49:45.571-07:00Indicators of Employees Motivation Free Essays string(71) " or arbitration panel shall proceed to hear and determine the dispute\." |[pic] | |Listà ofà Members | | | |[pic] | |Functionsà andà Independence | | | |[pic] | |Industrialà Relations | | | |[pic] | |Staff | | | |[pic] | Complaintà Form | | | |[pic] | |Theà Labourà Actà 2003,à (ACTà 651) | | | |[pic] | |Regulationsà ofà theà NLCà ââ¬âà NATIONALà LABO| |URà COMMISSIONà (NLC) | | | |[pic] | |Listà ofà Mediators | | | |[pic] | Codeà ofà Conduct | | | |[pic] | |Inuaguralà Address | | | |[pic] | |Pictureà Gallery | | | |[pic] | |Annualà Report | | | |[pic] | |Listà ofà Members | | | |[pic] | |Functionsà andà Independence | | |[pic] | |Industrialà Relations | | | |[pic] | |Staff | | | |[pic] | |Complaintà Form | | | |[pic] | |Theà Labourà Actà 2003,à (ACTà 651) | | | |[pic] | Regulationsà ofà theà NLCà ââ¬âà NATIONALà LABO| |URà COMMISSIONà (NLC) | | | |[pic] | |Listà ofà Mediators | | | |[pic] | |Codeà ofà Conduct | | | |[pic] | |Inuaguralà Address | | | |[pic] | |Pictureà Gallery | | | |[pic] | |Annualà Report | | | Top of Form [pic] [pi|[pic] |[pi| |c] |[pic] |c] | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | |[pic] | | | |à | | | |[pic]November 13, 2011November 09, 2011 | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |à | | | |[pic] | | | | | | | | | | |[pic] | | | | | | | |Website Design: CON-IMEDIA | | | |[pic] | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pi c] | | | | | | | |à | | | | | | | |à | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | |[pic] | | | | | | | |[pic] | | | | | | | |Website Design: CON-IMEDIA | | | | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |à | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |à | | | | | | | |à | | | | | | | |à | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |NATIONAL LA BOUR COMMISSION REGULATIONS, 2006 L. I. 1822 | | | |à IN exercise of the powers conferred on the Commission under section 152 of the Labour Act, 2003 (Act 651) these Regulations are made this 1st day of February, 2006. We will write a custom essay sample on Indicators of Employees Motivation or any similar topic only for you Order Now | | | |à | | | |à Negotiation procedures | | | |à | | | |Negotiation in good faith. | | | |1. Parties to an industrial dispute shall negotiate in good faith in the first instance to resolve the dispute in accordance with the dispute settlement procedures established in their respective Collective Agreements or Contracts of Employment. | | | |à | | | |Time for concluding negotiations. | | | |The Negotiation shall be concluded within seven working days after the occurrence of the dispute. | | | |à | | | |3. Records of Negotiation Process. | | | |The parties shall keep written records of the negotiation process and outcome signed by both parties. | | |Where the parties cannot agree to sign a consensus record together, each party may present its own record duly signed. | | | |à | | | |Failure to resolve dispute by Negotiation. | | | |4. If the dispute remains unresolved after seven working days, either party shall refer it to the Commission for the appointment of a mediator. | | | |à | | | |Failure to exhaust procedures in Collective Agreement. | | |Where the Commis sion is satisfied that the parties have not exhausted the procedures established in the Collective Agreement or have not agreed to waive those procedures, the Commission shall order the parties to comply with those procedures within the time as determined by | | | |the Commission. | | | |à | | | |à Mediation procedures | | | |à | | | |Complaint to be in writing. | | | |The Complainant shall submit a written complaint to the Commission or complete Form ââ¬ËAââ¬â¢ (Complainant Form) specified in the Schedule to the Regulations and submit it to the Commission. | | |à | | | |Time within which to respond to Complaint. | | | |(1) The Commission shall within three (3) working days serve the other party with a copy of the complaint and request the other party to the dispute to respond to the complaint in writing within fourteen (14) working days of the receipt of the Commissionââ¬â¢s request. | | | |(2) Where a party to a dispute fails to respond to the request of the Commission à à within the stipulated period of fourteen working days, the Commission shall send a final notice to the party concerned to respond within a further seven working days after which the Commission | | | |shall proceed to determine the case. | | |Choice of Mediator | | | |After receipt of the response in regulation 7, the Commission shall provide both parties the list of mediators for the parties to make a selection of a mediator or mediators. | | | |Appointment of Mediator | | | |The Commission shall appoint the mediator or mediators jointly chosen by the parties to mediate in the dispute. | | | |Failure to agree on choice of mediator | | | |Where the parties to a dispute fail to agree on a choice of mediator the Commission shall, within two (2) working days, appoint a mediator or mediators as the case may be to mediate the dispute. | | |à | | | |Time within which to conclude mediation | | | |The mediation shall be concluded within fourteen days after the date o f appointment of the mediator. | | | |à | | | |Dispute settled through mediation | | | |(1) Where at the end of the mediation there is a settlement of the dispute, the terms of settlement shall be recorded and signed by the mediator and the parties to the dispute. | | |à | | | |(2) A copy of the signed terms of settlement shall be lodged with theà à à à à à à Commission. | | | |à | | | |Binding Settlement | | | |The settlement referred to in regulation 12 shall be binding on the parties. | | | |à | | | |Duty to cooperate in mediation efforts | | | |The parties to the mediation process shall cooperate in the mediation efforts. | | |à | | | |Failure to settle through mediation | | | |Where there is no settlement at the end of the mediation process the mediator shall immediately declare the dispute as unresolved and refer the dispute to the Commission within three days for Voluntary Arbitration. | | | |Conflict of interest. | | | |A mediator shall disc lose in writing, any interest whatsoever nature in a dispute referred for mediation. | | | |Upon consideration of such interest by the Commission, the mediator may be changed unless the parties to the dispute consent in writing to retain the mediator. | | |à Voluntary arbitration | | | |à | | | |Reference to voluntary arbitration | | | |Where a dispute is referred to the Commission under regulation 15, the Commission shall with the consent of the parties refer the dispute to an arbitrator or an arbitration panel for voluntary arbitration. | | | |à | | | |Failure to agree on choice of arbitrator | | | |Where the parties to a voluntary arbitration fail to agree on the appointment of an arbitrator or an arbitration panel, the Commission shall, within three working days, appoint an arbitrator or arbitration panel. | | | |Disclosure of interest. | | |An arbitrator shall disclose in writing, any interest whatsoever nature the arbitrator may have in a dispute referred for volunt ary arbitration. | | | |Upon consideration of such interest by the Commission, the arbitrator may be changed unless the parties to the dispute consent in writing to waive this option. | | | |Time within which to submit statement of issues or questions in dispute | | | |Within three (3) working days after the appointment of an arbitrator or arbitration panel, the parties to an industrial dispute shall submit to the arbitrator in writing a statement of the issues or questions in dispute signed by one or more of the parties or their | | | |representatives. | | |à | | | |Failure or refusal to sign a statement of issues or questions in a dispute. | | | |Where a party to a dispute fails or refuses to sign a statement as required in regulation 20, the statement may be submitted without that partyââ¬â¢s signature. | | | |A statement pursuant to sub-regulation (1) shall state that the other party has failed or refused to sign the statement and the Commission shall authorize the arbitra tor to proceed with the arbitration despite the fact that only one party has signed the statement of the issue. | | | |Failure to appear before an arbitrator | | |If any party fails to appear before the arbitrator or arbitration panel after the expiration of seven (7) working days after being notified, the arbitrator or arbitration panel shall proceed to hear and determine the dispute. You read "Indicators of Employees Motivation" in category "Papers" | | | |à | | | |Time within which to conclude voluntary arbitration | | | |The voluntary arbitration process shall be concluded within fourteen (14) working days from the date of appointment of the arbitrator or arbitration panel or within the extra time determined by the Commission. | | |à | | | |Voluntary Arbitration award binding | | | |The decision of the arbitrator or a majority of the arbitrators shall be binding on all the parties. | | | |Arbitration award to be communicated | | | |à | | | |The arbitrator or arbitrati on panel shall within seven working days of the last sitting make an award and communicate the award to the parties and the Commission within seventy-two hours. | | |à Compulsory arbitration | | | |à | | | |à à à à à Compulsory arbitration by the Commission | | | |If a dispute remains unresolved within seven (7) working days after the commencement of a strike or lock out, the dispute shall be settled by compulsory arbitration by the Commission. | | | |à | | | |Content of notice to be served by the Commission | | | |27 (1) Where a dispute is referred to the Commission under Clause 26, the Commission shall serve a notice on the parties; | | | |à | | | |(a)à stating what in its opinion the unresolved issues are between the parties and | | | |à | | | |(b)à asking the parties whether they agree to those issues | | | |à | | | |à à à à à à (2)à the parties shall respond within three (3) working days. | | | |à | | | |Composition of Compulsory Arbitration Panel | | | |28. A compulsory arbitration shall comprise three members of the Commission, one member each representing Government, Organized Labour and Employers Organization. | | | |à | | | |Time within which to conclude compulsory arbitration | | | |The compulsory arbitration process shall be concluded within fourteen (14) working days after service of the notice in regulation 27. | | | |à | | | |Compulsory Arbitration Award binding | | | |The award of the majority of the arbitrators in a compulsory arbitration shall be binding on the parties. | | |à | | | |Publication of compulsory arbitration award in Gazette | | | |A compulsory arbitration award shall immediately on completion, be published in the Gazette and other state media by the Commission and copies shall be given to the parties to the dispute. | | | |à | | | |Appeals against compulsory arbitration award | | | |Appeals against a compulsory arbitration award shall lie to the Court of Appeal on questions of law only within seven (7) working days after the publication of the award under regulation 31. | | |à | | | |Summary settlement of dispute by the Commission. | | | |(1). After the receipt of a complaint in accordance with regulation 6 and a response to the complaint in accordance with Clause 7, the Commission may, after giving the parties to the dispute the right to be heard, settle the dispute summarily without recourse to mediation or | | | |arbitration. | | | |à | | | |(2). Where a party to a dispute fails to respond to a complaint in accordance with regulation 7, the Commission may determine the complaint without recourse to that party and the decision of the Commission shall be binding on the parties to the dispute. | | |à | | | |(3)à The Commission may re-open a dispute which has been determined under sub-regulation (2) if a party to the dispute on application within fourteen working days after the determination of the case provides reasonable explanation for the failure to respond to the complaint. | | | |Procedures for resolving disputes from essential services | | | |à | | | |à à à à à Dispute Resolution in Essential Services | | | |Parties to an industrial dispute in essential services shall endeavour to settle the dispute within three (3) days after the occurrence of the dispute by negotiation. | | |à | | | |Referral to the Commission after failure to resolve dispute | | | |If the dispute remains unresolved after the expiration of the three (3) days referred to in regulation 34, the parties shall within the next working day refer the dispute to the Commission for settlement by compulsory arbitration. | | | |à | | | |Compulsory arbitration by the Commission | | | |The Commission shall, not later than three (3) working days after the dispute has been referred to it, constitute a compulsory arbitration panel to settle the dispute by compulsory arbitration within fourteen working days. | | |à Strikes and lockout procedures | | | |à à à à à | | | |à à à à à Notice of intention to strike or lockout | | | |Where | | | |à à à à à à à à à à à (a) the parties fail to agree to refer a dispute for voluntary arbitration, orà | | | |(b) a dispute remains unresolved at the end of the arbitration proceedings, either party intending to take a strike action or lockout, shall give written notice of the intended action to the other party and the Commission shall, within seven (7) working days after the failure | | | |of the parties to agree to refer the dispute to another arbitration, terminate the arbitration proceedings. | | |à | | | |Time within which strike or lockout action can be undertaken | | | |Strike action or lockout may be undertaken after the expiration of seven (7) working days from the date of the notice referred to in regulation 37 and not at anytime before the expiration of that period. | | | |à Effective date of notice of strike or lockout | | | |The sev en (7) working days referred in regulation 38 shall begin to run from the date of receipt of the notice by the Commission. | | |à | | | |Prohibition of strike or lockout in respect of essential services | | | |à An employer carrying on, or a worker engaged in an essential service shall not resort to a lockout or strike in connection with or in furtherance of an industrial dispute in which workers in the essential service are involved. | | | |à | | | |Cooling-off period | | | |A party to an industrial dispute shall not resort to a strike or lockout during the period when negotiation, mediation or arbitration proceedings are in progress. | | |à | | | |Procedures for maintaining a database of mediators and arbitrators and fees | | | |à | | | |à à à à à List of mediators and arbitrators | | | |The Commission shall maintain a list of industrial relations mediators or arbitrators who meet the criteria of the Commission. | | | |à | | | |Application to be li sted as mediator or arbitrator | | | |à A person who seeks to be listed as a mediator or arbitrator shall complete and submit an application form which may be obtained from the Commission. | | |à | | | |Mediators and Arbitrators not employees of Commission | | | |A person appointed as mediator or arbitrator of the Commission does not become employee of the Commission. | | | | | | | |Disqualified mediator or arbitrator | | | |A person appointed as a mediator or arbitrator is not qualified to serve in that capacity if the person has a financial or other interest in the undertaking or employersââ¬â¢ or workersââ¬â¢ organization involved in the dispute, unless the parties to the dispute agree to the | | | |appointment in writing despite the disclosure of the interest. | | |à | | | |Removal from the list of mediators and arbitrators | | | |A personà listed as a mediator or arbitrator may be removed from the list by the Commission on the grounds that the person; | | | |à | | | |(a)à à à à no longer satisfies the criteria for admission | | | |à | | | |(b)à has been repeatedly or flagrantly delinquent in submitting reports to the Commission | | | |à | | | |(c)à à à has refused to make reasonable and periodic reports in a timely manner to the Commission concerning activities relating to mediation or arbitration. | | |à | | | |(d)à has been the subject of complaints by parties who use the services of the Commission after appropriate enquiry has established a just cause for cancellation, or | | | |à | | | |(e)à à à has died | | | |à | | | |Notice for removal of mediators and arbitrators | | |A mediator or arbitrator listed on the database may only be removed after thirty days notice. | | | |à | | | |Voluntary withdrawal from list of mediators or arbitrators. | | | |A person listed as a mediator and or arbitrator by the Commission may withdraw from the list at any time by giving the Commission thi rty (30) days notice in writing. | | | |à | | | |à à à à à 49. Mediation and voluntary arbitration fees | | | |à à à à Fees shall be in conformity with Government Consultancy rates obtainedà fromà the Ministry of Finance and Economic Planning. | | |à | | | |à | | | |à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à | | | |SCHEDULE | | | |(Regulation 6) | | | |NATIONAL LABOUR COMMISSION | | | |à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à COMPLAINT FORM A | | | |Complainant: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã Respondent: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |Address: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã Address: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |Contact No. â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã Contact No. â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |à Date: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ 20â⬠¦.. | | |à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à COMPLAINT | | | |à â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢ ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â ¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |Relief Soughtâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |Signed: â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. | | | |à à à à à à à à à à à à à à à à à à à à à COMPLAINANT | | | |à à à à à à à à à à à à JOSEPH A. ARYITEY | | | Chairperson, National Labour Commission | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |Date of Gazette notification: 17th March, 2006 | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | |à | | | | | | |à | | | |à | | | |à | | | |à | | | |à | | | | | | | |à | | | | | | | |moreâ⬠¦ | | | | | | |à | | | | | | | |à | | | | | | | |[pic] | | | | | | | | | | | |à | | | |[pic] | | | | | | | |[pic] | | | |à | | | |à | | | |[pic] | | | |[pic] | | | | | | | |à | | | |à | | | |[pic] | | | |[pic] | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |Subscribe to our Newsletter | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |Name: | | | |[pic] | | | | | | | |E-mail: | | | |[pic] | | | | | | |à | | | |[pic]unsubscribe | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |à | | | |à | | | |[pic] | | | |[pic] | | | | | | | | | | | | | | | |à | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | |[pic] | | | |News Events | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |20/10/2009 | | | | | | | |ARBITRATION AWARD | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |01/10/2009 | | | | | | | |ANNUAL REPORT ââ¬â 2006 | | | | | | | | | | | | | | | |â⬠¦ more | | | | | | |[pic] | | | | | | | |29/09/2009 | | | | | | | |ANNUAL REPORT ââ¬â 2007 | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |29/09/2009 | | | | | | | |ANNUAL REPORT 2008 | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |13/10/2008 | | | | | | | |ARBITRATION AWARD ââ¬â SGS LAB SERVICES GHANA LIMITED VRS MINEWORKERS UNION | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |15/04/2008 | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |20/02/2008 | | | | | | | | | | | | | | | | | | | | | | | |â⬠¦ ore | | | | | | | |[pic] | | | | | | | |20/02/2008 How to cite Indicators of Employees Motivation, Papers carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-12386509789474890192020-04-26T17:49:00.001-07:002020-04-26T17:49:02.506-07:00Of Mice And Men...Book Vs. Movie Essays - English-language Films Of Mice And Men...Book Vs. Movie Of Mice and Men: Movie Vs. Book The movie 1992 movie version of Of Mice and Men shows differences along with similarities to the book written by John Steinbeck. Differences were common mainly within the plot of the story. The first notable variation was in the beginning. The book started off with George and Lennie walking on a dirt road near a swamp while the movie started off with George on a train with a flashback. This shows how the movie differs by starting off in a different time frame than the book. Another case in point of a small but noticeable plot change was when Lennie kills the puppy. The book states that Lennie is sitting on the ground of the barn crying with the puppy lying in front of him. On the contrary, the movie shows Lennie standing up with the puppy in his hands pacing back and forth while worried yet not crying. Hence, the movie provides a different picture for the viewer than Steinbeck gives for the reader. In the last instance, which possibly shows the greatest contradiction between the two, is the ending. The novel illustrates the ranch workers coming and finding that George had just killed Lennie. Slim tries to comfort George while they move away from the scene as Carlton says ?Now what do ya ?spose is eatn' them two In sharp contrast to this, the movie ends with George on a train once again, possibly to make it a traditional denouement, and visualizing him working on the ranch with Lennie walking off into the sunset. Indeed, two completely dissimilar endings plot wise. Along with those differences there are aspects in the movie that show a strong resemblance to those in the book. For example, Lennie's characteristic of being childlike shows in the movie as well as in the novel. John Malkovich who plays Lennie does a great job at showing a glimmering expression on his face when he looks at George as well as a playful expression when he is playing with the puppies. This is parallel to Steinbeck's description of Lennie's facial expressions. By the same the token, Georg e's character keeps his characteristic of being a father figure towards Lennie. George, played by Gary Sinise, does this primarily with his tone of voice by varying it from strict, such as when he is scolding Lennie about Curley's wife, to more compassionate, for instance when he is cleaning the blood off Lennie's face after the fight with Curley. The tone characteristics coincide with those described in the same situations in the book. A correlation is shown between the book and movie as well with the basic mood of the story. The dismal ambiance is illustrated through George's look of helplessness and grief from Lennie's mistakes. The sense of a righteous closure is also felt at the end due to the fact that even though Lennie had been shot point blank by the only person in the world that had an ounce of care or affection for him, the feeling that it was the only suitable action for George to take resides in the movie in an almost equivalent way to Steinbeck's novel. To recapitulate , John Steinbeck's novel Of Mice and Men possesses aspects of resemblance as well as discrepancy to the 1992 film version of the classic narrative. Book Reports carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-4025614343776526352020-03-19T00:21:00.001-07:002020-03-19T00:21:03.101-07:00As I Lay Dying essaysAs I Lay Dying essays Looking for Love in All the Wrong Places My aloneness had been violated...by time, by love, by Anse(172). With these words, Addie Bundren describes a common theme in the South. Many women become trapped in an unsatisfactory life, and then drained, both physically and emotionally, by the people in their environment. In As I Lay Dying (1930), William Faulkner creates Addie and this theme of the novel through imagery, figurative language, and details, both before and after she dies. From the day she decides to take Anse (170) as her husband, Addie begins her lifelong journey of losing herself. That day, Addie realizes that my aloneness had to be violated over and over each day, (172) until the day that she dies. After she marries and gives birth to Cash, Addie knew that living was terrible(171). She does not enjoy being a wife and mother because her family cannot meet her needs. She did not experience love as a child, and longs to be loved and appreciated, but her husband and children cannot give such emotion. Once she realizes this, she feels as if he had tricked me, hidden within a word like within a paper screen and struck me in the back through it (172). While Addie lies on her deathbed, Anse resents her because he must pay for the doctors visit. He says, Making me pay for it, when she was well and hale as ere a woman ever were. One might think that Addies husband would realize the gravity of the situation, but once again her entire family reveals t heir true nature of selfishness. When Addie finally escapes her terrible life, she has been married for thirty years and raised five children. She lived, a lonely woman, lonely with her pride...and she was not cold in the coffin before they were carting her forty miles away to bury her, flouting the will of God to do it(23). The dysfunction of the Bundren family does not cease... carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-81808414533884927262020-03-02T16:05:00.001-08:002020-03-02T16:05:02.798-08:00The Dos and Donts of Job Hunting While Youre At WorkThe Dos and Donts of Job Hunting While Youre At Work One problem with job hunting when you work in an open office is the lack of privacy, which can be reminiscent of a college dorm. Since you canââ¬â¢t put up your own partitions, learning how to use stealth moves while job searching can help you. There are ways to practice your stealth without putting on a fake nose and eyeglasses while pretending to be a visitor to the office, and these tips can help you out. Handling Phone Calls at the OfficeSince you canââ¬â¢t hold a conversation with a recruiter using only words such as uh-huh or no, talking to a recruiter while at the office is not a good idea. It is a better idea to set your phone on voicemail, and give the recruiter a callback when you are somewhere else, whether itââ¬â¢s another part of the building or at a local cafe during lunch hour. The main point is to keep others in your office from knowing you are job searching, or the next person who finds out about it might be your boss.Using Company Phones or Other EquipmentI f you are using a company phone to receive or make phone calls about job listings, you might as well go ahead and put up a banner that says you are job hunting. Other employees might overhear those phone calls and deduce that you are job hunting. In addition, many employers monitor computer use in the event employees are playing on the Internet instead of working, and finding that an employee has been checking the job classifieds could be problematic. Donââ¬â¢t use company phones or emails to contact others about job openings. Instead, only use your personal phone number and email to job hunt.Keeping It PrivateWhile you may have friends among your coworkers, the fastest way for the news to get around that you are job hunting is to share that information in the office. If you feel you have a friend in the office whom you can absolutely trust, you should still think twice before taking that person into your confidence.Social Media MistakesEmployers frequently check social media emp loyee accounts, LinkedIn and other sites to see what employees are doing. If you have updated your profile or resume, it might end up reported back to your boss. Turning off features that broadcast updates and making your information private can help. Actively broadcasting that you are job hunting on social media websites is a bad idea and would be better left to private messaging only to individuals you trust.Advertising on Job BoardsAdvertising on job boards lets you job hunt while keeping your personal information private. While this may not be the best way to job hunt, since an employer has to actively search for someone with your qualifications, it is one way to keep the news that you are job hunting from the eyes of your current employer.Updating Your ResumeIf you need to update your resume and donââ¬â¢t want to post it to LinkedIn or other sites where this might be discovered, then do it in private on your home computer, of course. Apply directly to job sites or companies and include your new resume from home. The personal approach can take more time for you to find the right job but can receive more attention from employers who are really interested in your talents.Donââ¬â¢t Go to Interviews From the OfficeOne mistake job hunters make is that they make interview appointments from the office or take personal leave during the day. It can look suspicious when you normally dress in comfortable clothing for the office and one day show up wearing a suit for a lunch with a friend. Change of style in clothing can be a big clue that something is up. In addition, taking time off using the pretext of a doctorââ¬â¢s appointment is doing a disservice to your current employee. Schedule interview appointments for weekends or evenings when you are off and it will cause you less stress and help protect the fact that you are job hunting.Job hunting while employed in an open office atmosphere takes finesse and caution so the entire office doesnââ¬â¢t find out . TheJobNetwork offers an easier way to job hunt and not miss jobs for which you are qualified. After you fill out your qualifications and job interests, we search around the clock for positions that would interest you and send these job listings as email alerts. If you wish to be more proactive in your search, you can also look for employment yourself on the job site. Sign up with TheJobNetwork to let us do the job hunt for you. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-25874336943240320542020-02-15T07:31:00.001-08:002020-02-15T07:31:02.792-08:00Management of Organisations Assignment Example | Topics and Well Written Essays - 2500 wordsManagement of Organisations - Assignment Example 1.) Therefore, organisational performance should be measured. Assessing an organisation's performance also helps to determine whether or not the company has a clear mission (one that addresses the needs of a particular marketplace) and whether or not people on all levels of the organisation understand the mission. Assessing the performance also allows the organisation to review the mission statement and to determine if the mission is referenced when developing organizational strategies. Assessing an organisation's performance will help to determine the procedure and processes that are set in place and whether or not these are in compliance with federal, state, and local laws. Examining the current ethics compliance programs (if there is one) and the processes which are set in place to assess compliance with accounting and financial management system helps to determine if the system that human resource uses is effective. Examining how the organisation measures employee satisfaction and how it handles employee satisfaction and how the processes of accreditation and certification operate along with their effectiveness can be determined by the assessment of an organisation. These methods are just some way that a manager can assess internal environment of an organisation. organisation is service oriented and its focus is on the c... The organisation is service oriented and its focus is on the clients. Fitness First is the largest health club operator in the UK and Europe. Having grown from a single health club, twelve years later Fitness First has 1.2 million members in fifteen countries. There are 166 Fitness First clubs in the UK, which is the focus of this case study. They provide top-quality service and equipment at a value price in a non-intimidating environment. Regardless of an individual's current fitness status, they offer the opportunity to improve his/her fitness level.Fitness First strives to deliver its members the best experience each and every time he/she walks through their doors. It was found that the customer service to clients is impeccable. Through word-of-mouth, feedback, increased membership, etc. the assessment of this portion of the organisation was excellent. However, the assessment of employees, staff, and policies regarding staff were assessed, the results were not the same. The company pl aced much emphasis on meeting the needs of its clients which left a gap in meeting the needs of its employees. Perhaps by implementing Investors in People, the largest health club operator, which caters to people can also provide cater to their people (employee) and reach its objectives more effectively. Management 4 In order to improve the company's weaknesses, based on findings during the assessment, the company decided to invest in its staff and employees in addition to investing in its clients. Taylor & Thackwray, (1996:1), as cited in Scutt (1998) stated that, "Investment in equipment depreciates whilst investment in people appreciates". As this quote points out, investing in people will deliver a huge return. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-32684548178516010442020-02-02T06:06:00.001-08:002020-02-02T06:06:03.878-08:00Human Resource Development Essay Example | Topics and Well Written Essays - 5500 wordsHuman Resource Development - Essay Example The following discussion presents a detailed account of how firms shape and re-invent their HRD policies in conformity with their business requirements and what processes are the most crucial for survival in an environment where a competitive advantage is the only way to survive in the market. The paper also contextualizes the various learning and developmental activities that international firms take up in the attempt to brace with the changing business climates and the paper provides a brief outline of the HRD processes implemented by two international organizations in their various international business units. Strategic steps for human resource development are among the most crucial decisions that organizations take as these decisions usually are the critical factors which determine not only the effectiveness, but also the efficiency of the organization and its workforce in the long run. The initiatives that are taken for developing systematic HRD plans pay out for organizations because they bring together the development of employeeââ¬Ës competence , the development of a shared vision of the business and the various business strategies employed so that they are aligned together to provide maximum benefit to both the employees and the employer. For a business operating in more than one country, the dilemmas regarding HRD and HRM strategies are numerous and varying in their degree of influence on the organizational success, however, since organizational effectiveness is a key component which drives the need to have any such strategy to begin with, these dilemmas pose a serious question for all such organizations. This paper has tried to evaluate the major forces which drive organizations to bring about a change in their management philosophies and how these changed perspectives affect the Human resource development policies of these firms. This paper aims to evaluate the impact of management ideals and strategic decision making on the carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-54844457278529580812020-01-25T02:30:00.001-08:002020-01-25T02:30:04.426-08:00Aspects and implication of Cyberspace Surveillance Technologies EssayThe three most thought about aspects of a surveillance society, would be; from one side it protects and monitors, but on the other hand in order to achieve its protection functions, certain boundaries of privacy are crossed. Some would argue that it is governments demand for more power over people, a disciplinary technique; the fact that people are more likely to behave if they had known they had been under a certain amount of supervision. But not all of the time can this be beneficial to them; questions are asked of whether the success of it, rationalize for existence radical surveillance technologies. As much as it acts as a nation protector, and crime preventer, it is also, on a massive scale, a privacy invader. In this essay I will examine some of these aspects and theories that justify their disadvantages from their advantages. The purpose of surveillance as Lyon explained, is: ââ¬Å"the focused, systematic and routine attention to personal details for purposes of influence, management, protection to directionâ⬠(2007: p.14) this describes a more of national secure safety matter, then what he had supposed in his 1998 description of ââ¬Å"watching othersââ¬â¢ activities as a means of monitoring and supervising themâ⬠this here, describes a more a simple service, people are being watched purely for the purpose of monitoring and supervising, such as a prison watcher or an exam monitor. However in since the happening of September, 11 of 2001, surveillance on individual has became more of a formal national security issue. Moving away from the notion of specific should be targeted, to a notion of everyone is suspected and therefore targeted. Post nine eleven, ââ¬Å"war against terrorismâ⬠has become a major excuse or reason for national security to k... ...ivilians fears over the paranoia of under consent surveillance and feel that their freedom is under consent restriction. Works Cited Foucault, M. (1979) Discipline and Punish. London: Penguin. Dreyfus, H and Rabinow, P. (1982) Michel Foucault: Beyond Structuralism and Hermeneutics. Chicago: Chicago University Press. Lyon, D. (1988) The Information Society: Issues and Illusions. Cambridge: Polity Press. Lyon, D. (2003) Surveillance after September 11. Cambridge: Polity Orwell, G. (1948) Nineteen Eighty Four. New York: New American Library Links: BBC. (2005) ââ¬Å"Shot man not connected to bombingâ⬠July 23. Available at: http://news.bbc.co.uk/1/hi/uk/4711021.stm ââ¬Å"Cookiesâ⬠http://epic.org/privacy/internet/cookies/ BBC. (2005) ââ¬Å"Full text of Tony Blair's speechâ⬠September 27. Available at: http://news.bbc.co.uk/1/hi/uk_politics/4287370.stm carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-18536459719176482072020-01-16T22:52:00.001-08:002020-01-16T22:52:05.424-08:00British ParliamentaryBritish parliamentary The British Parliamentary Debate Format Robert Trapp, Willamette University Yang Ge, Dalian Nationalities University A debate format consists of a description of the teams in the debate and the order and times for the speeches that make up that debate. The British Parliamentary debate format[1] differs from many other formats because it involves four teams rather than two.Two teams, called the ââ¬Å"First Propositionâ⬠and the ââ¬Å"Second Propositionâ⬠teams, are charged with the responsibility of supporting the proposition while two other teams, ââ¬Å"First Oppositionâ⬠and ââ¬Å"Second Opposition,â⬠are charged with opposing it. Two speakers represent each of the four teams and each speaker gives a speech of seven minutes. The following chart describes the basic format and time limits. As you will see from the chart, each speaker is given a unique title. British Parliamentary Debate Format Speaker |Time | |Prime Minister |7 minutes | | 1st speaker for 1st proposition: | | |Leader of Opposition |7 minutes | |1st speaker for 1st opposition: | | |Deputy Prime Minister |7 minutes | |2nd speaker for 1st proposition: | | |Deputy Leader of Opposition |7 minutes | |2nd speaker for 1st opposition: | | |Member of Government |7 minutes | |1st speaker for 2nd proposition: | | |Member of Opposition |7 minutes | |1st speaker for 2nd opposition: | | |Government Whip |7 inutes | |2nd speaker for 2nd proposition: | | |Opposition Whip |7 minutes | |2nd speaker for 2nd opposition: | | As can be seen from the table above, the first four speeches are delivered by the First Proposition and the First Opposition teams then the last four speeches are delivered by the Second Proposition and Second Opposition teams. Therefore, the First Proposition and First Opposition teams generally are responsible for the first half of the debate and the Second Proposition and Second Opposition teams have the responsibility for the second half.The table above describes all of the formal speeches but it does not describe one of the most important and dynamic parts of the debate: points of information. Points of information provide opportunities for members of each team to interact with members of the teams defending the opposite side of the motion[2]. Points of information can be requested after the first minute of a speech and prior to the last minute of the speech. The first and last minute of each speech is ââ¬Å"protectedâ⬠against interruption. The point of information can last no more than fifteen seconds and may take the form of a question, a statement, or an argument. Only a debater defending the opposite side of the proposition as the speaker can request a point of information.In other words, the debaters for the proposition can request points of information of members of the opposition teams and vice versa. To request a point of information, a debater rises and politely says something like ââ¬Å"point of information please,â⬠or ââ¬Å"on that point. â⬠The debater giving the speech has the authority to accept or to refuse the request for a point of information. In general, debaters should accept a minimum of two points during their speech so that the judges and the audience will know they are able to answer points quickly and directly. Accepting more than one or two points is not advisable because to do so may have the effect of disrupting the speech.To refuse a point of information, the debater may say something like ââ¬Å"No thank youâ⬠or ââ¬Å"not at this time,â⬠or may simply use a hand gesture to indicate the person should take return to their seat. If the request for a point of information is accepted, the person who has requested the point has a maximum of fifteen seconds to make the point. As stated earlier, the point can be a question, a statement, or an argument. Sometimes points of information are made to force an opponent to clarify a position but more commo nly, they are made to attempt to undermine an argument being made by the speaker. After accepting a point of information, the speaker should answer the question directly.The person offering the point of information is not allowed to follow-up with additional questions. Points of information are among the most important and most interesting parts of British Parliamentary debate because they introduce an element of spontaneity to the debate and give each debater the chance to demonstrate critical thinking skills. Although points of information are a common occurrence in every speech in the debate, each speech contains elements that are unique to that speech. The following table explains the basic responsibilities of each speaker in British Parliamentary debate. Following the table is a fuller explanation of the responsibilities of each speech. Speaker Responsibilities for British Parliamentary Debate Speaker |Speaker Responsibilities | |Prime Minister |Defines and interprets the moti on | |1st speaker for 1st proposition: |Develops the case for the proposition | |Leader of Opposition |Accepts the definition of the motion | |1st speaker for 1st opposition: |Refutes the case of the 1st proposition | | |Constructs one or more arguments against the Prime Ministerââ¬â¢s interpretation of the | | |motion. |Deputy Prime Minister |Refutes the case of the 1st opposition | |2nd speaker for 1st proposition: |Rebuilds the case of the 1st proposition | | |May add new arguments to the case of the 1st proposition | |Deputy Leader of Opposition 2nd speaker for 1st |Continues refutation of case of 1st proposition | |opposition: |Rebuilds arguments of the 1st opposition | | |May add new arguments to the case of the 1st opposition | |Member of Government |Defends the general direction and case of the 1st proposition | |1st speaker for 2nd proposition: |Continues refutation of 1st opposition team | | |Develops a new argument that is different from but consistent with the case o f the | | |1st proposition (sometimes called an extension). | |Member of Opposition |Defends the general direction taken by the 1st opposition. |1st speaker for 2nd opposition: |Continues general refutation of 1st proposition case | | |Provides more specific refutation of 2nd opposition | | |Provides new opposition arguments | |Government Whip |Summarizes the entire debate from the point of view of the proposition, defending the| |2nd speaker for 2nd proposition: |general view point of both proposition teams with a special eye toward the case of | | |the 2nd proposition | | |Does not provide new arguments. |Opposition Whip |Summarizes the entire debate from the point of view of the opposition, defending the | |2nd speaker for 2nd opposition: |general view point of both opposition teams with a special eye toward the case of the| | |2nd opposition | | |Does not provide new arguments. | The following sections briefly describe the speeches given by each of the eight speakers listed in the previous table. These are very brief descriptions that will be expanded in later chapters. Prime Minister The debate begins with a seven-minute speech by the Prime Minister.The Prime Minister has two basic responsibilities: to define and interpret the motion and to develop the case for the proposition. The first of these responsibilities is to define and interpret the motion for debate. The definition and interpretation is particularly important because it sets the stage for the entire debate. Remember, the Prime Minster has the right to define the motion and the responsibility to do so in a reasonable fashion. Therefore, if the Prime Ministerââ¬â¢s interpretation is a poor one, the likely result will be a poor debate. In order to properly define and interpret the proposition, the Prime Minster should do the following: 1)Define any ambiguous terms in the proposition. )Show how these definitions are reasonable ones. 3)Outline a model that will be used by all teams in advancing the debate. More will be said about these three points in Chapter 5 on constructing a case for the proposition. The second responsibility of the Prime Minister is to construct a case for the proposition. Simply stated, a ââ¬Å"caseâ⬠consists of one or more arguments supporting the Prime Ministerââ¬â¢s interpretation of the motion. Therefore, the Prime Minister will outline the arguments supporting the interpretation and begin to develop each of those arguments. The Prime Minister need not present all of the arguments for the First Proposition team.In many cases, the Prime Minister will state that the First Proposition team will have a certain number of arguments and that some will be presented in this speech and the Deputy Prime Minister will present the rest. Leader of the Opposition The Leader of the Opposition has three primary responsibilities: to accept the definition and interpretation of the proposition, to refute part or all of the Prime Ministerââ¬â¢s case, an d to present one or more arguments in opposition to the Prime Ministerââ¬â¢s interpretation of the motion. First, in most ordinary situations, the Leader of the Opposition should explicitly accept the definition and interpretation of the motion as presented by the Prime Minister.In extraordinary cases, when the definition is completely unreasonable as to preclude meaningful debate, the Leader of the Opposition has the right to reject the definition. The problem with rejecting the definition is that such an action will ultimately lead to a very bad debate and the First Opposition team likely will get the blame. Therefore, even in the event of an unreasonable definition, the Leader of the Opposition should point out to the judge and the audience that the definition and interpretation presented by the Prime Minister is unreasonable and then should go ahead and accept the definition for the purposes of the current debate.Second, the Leader of the Opposition should refute part or all of the Prime Ministerââ¬â¢s arguments for the motion. Because of the limits of time, the Leader of Opposition cannot reasonably expect to refute all of the Prime Ministerââ¬â¢s arguments. The proper goal is to select and refute the most important arguments presented by the Prime Minister. Finally, the Leader of the Opposition should present one, two, or three arguments directed against the Prime Ministerââ¬â¢s interpretation of the motion. These arguments are different from those arguments offered in refutation. They should consist of the most persuasive reasons that the Leader of the Opposition can present to convince the audience to reject the proposition. Deputy Prime MinisterThe Deputy Prime Minister has three primary obligations: to defend the case presented by the Prime Minister, to refute any independent arguments presented by the Leader of the Opposition, and to add one or more arguments to the case presented by the Prime Minister. First, the Deputy Prime Minister d efends the case presented by the Prime Minister by engaging any refutation presented against the case by the Leader of the Opposition. This task needs to be accomplished in a very systematic fashion. The Deputy should take up the Prime Ministerââ¬â¢s argument one by one and defend each argument against any refutation by the Leader of the Opposition. Thus, at the end of this section of the Deputyââ¬â¢s speech, the audience should see that the case originally presented by the Prime Minister still stands as strongly as it did when initially presented.Second, the Deputy Prime Minister should refute any of the independent argument presented by the Leader of the Opposition. Like the Leader of Opposition, the Deputy should not try to refute all arguments, just the most important ones. Finally, the Deputy Prime Minster should add one or two arguments to the case presented by the Prime Minister. The reasons for adding new arguments in this speech are two-fold: First, the Prime Minister may not have had adequate time to develop all of the arguments that the First Proposition team wishes to present and second, presenting these additional arguments gives the judges and audience a way to judge the ability of the Deputy Prime Minister with respect to the ability to construct arguments. Deputy Leader of the OppositionThe duties of the Deputy Leader of the Opposition are similar to those of the Deputy Prime Minister. The Deputy Leader should 1) defend the refutation offered by the Leader of Opposition, 2) defend the arguments offered by the Leader of the Opposition, and 3) add one or more new arguments to those being offered by the First Proposition team. First, the Deputy Leader should defend the refutation offered by the Leader of the Opposition. The Deputy Prime Minister will have engaged the refutation presented by the Leader of Opposition. At this time, the Deputy Leader needs to show that the original refutation is still sound. Second, the Deputy Leader should def end the arguments presented by the Leader of the Opposition.The task of the Deputy Leader is to make sure that these arguments still stand firm in the mind of the judges and audience. To do so, the Deputy leader needs to consider each argument one by one, engage any refutation offered by the Deputy Prime Minister, and therefore rebuild each argument. Third, the Deputy Leader should present one or more arguments against the proposition. These arguments can be similar to those arguments raised by the Leader of the Opposition, yet they should be new ones to give the judges and audience the ability to judge the Deputy Leaderââ¬â¢s argument construction skills. Member of Government The Member of Government initiates the second half of the debate.The Member of Government needs to defend the general direction taken by the First Proposition team but needs to offer a new perspective from the Second Proposition team. In other words, the Member of Government needs to defend the thesis of th e First Proposition team while doing so for different reasons. The obligations of the Member of Government can be summarized as follows: 1) Defend the general perspective of the First Proposition team, 2) Continue refuting arguments made by the First Opposition team, 3) Develop one or more new arguments that are different from but consistent with the case offered by the First Proposition team. The first responsibility of the Member of the Government is to defend the general direction of the debate as started by the First Proposition team.In so doing, the Member of Government demonstrates a sense of loyalty to the other debaters defending the proposition. This part of the Memberââ¬â¢s speech is important but need not be time consuming. One or two minutes devoted to this aspect of the speech will probably be sufficient. Second, the Member of Government should continue refuting arguments made by the First Opposition team. The Member of Government should not use the same refutation a s provided by debaters of the First Proposition team, but should introduce new points of refutation unique to the Second Government team. To the extent possible, the refutation should focus on the arguments presented by the Deputy Leader of the Proposition.Finally, the Member of Government should develop one or more arguments that are different from but consistent with the arguments offered by the Prime Minister. These new arguments sometimes are referred to as an ââ¬Å"extension. â⬠This extension is one of the most important elements of the Member of Governmentââ¬â¢s case as it provides an opportunity to distinguish the Second Proposition team from the First Proposition while simultaneously remaining consistent with their overall approach. Member of Opposition The Member of Opposition begins the second half of the debate for the Opposition side. Like the Second Proposition team, the goal of the Second Opposition team is to remain consistent with the First Opposition team while presenting a unique perspective of their own. To accomplish this goal, theMember of Opposition needs to fulfill three obligations: 1) Defend the general direction taken by the First Opposition team, 2) Continue the refutation of the case as presented by the First Proposition, 3) Provide more specific refutation of the arguments introduced by the Member of Government, and 4) Present one or more new arguments that are consistent with, yet different from, those presented by the First Opposition team. First, the Member of Opposition should defend the general perspective taken by the First Opposition team. This need not be a time-consuming enterprise, but the Member of Opposition should make clear that the Second Opposition team is being loyal to the arguments of the First Opposition team.Second, the Member of Opposition should briefly continue the refutation of the case presented by the First Proposition team. Again, this continued refutation should be brief and should involve new points of refutation not yet considered by members of the First Opposition team. Third, the Member of Opposition should present more specific refutation of the arguments introduced by the Member of Government. Refutation of the Member of Governmentââ¬â¢s arguments is an important task because these are completely new arguments supporting the proposition side and have not yet been joined by the opposition side. Finally, the Member of Opposition should present an extensionââ¬âan argument consistent with, yet different from that presented by the First Opposition team.Like the Governmentââ¬â¢s extension, this is an important responsibility of the Member of Opposition because it allows the Second Opposition team to show its loyalty to the First Opposition team while clearly differentiating themselves form the First Opposition. Government Whip The whip speakers for both teams have the responsibility to close the debate for their respective sides. The Government Whip should acco mplish three goals: 1) Refute the extension offered by the Member of Opposition, 2) Defend the extension offered by the Member of Government, and 3) Summarize the debate from the perspective of the Proposition side. The first responsibility of the Government Whip is to refute the extension offered by the Member of Opposition. This extension has yet to be discussed by the Proposition team and doing so is an important responsibility of the Government Whip.Second, the Government Whip should defend the extension offered by the Member of Government. The Member of Governmentââ¬â¢s extension is a very important party of the Second Governmentââ¬â¢s case and in all likelihood has been refuted by the Member of Opposition. Therefore, defending this extension is an important responsibility of the Government Whip. The final, and perhaps most important responsibility of the Government Whip is to summarize the debate from the perspective of the Proposition side. The summary may be accomplish ed in a number of ways. One of the most effective ways is to identify the most crucial issues in the debate and discuss how each side has dealt with each.The summary should, of course, be made from their sideââ¬â¢s perspective while being and appearing to be fair-minded. Similarly, the summary should be fair to the First Proposition team but should focus on the arguments pursued by the Second Proposition team. Opposition Whip The responsibilities of the Opposition Whip are almost identical to those of the Government Whip except they are accomplished from the perspective of the Opposition side rather than from the Proposition side. Again, the Opposition Whip should 1) Refute the extension offered by the Member of Government, 2) Defend the extension offered by the Member of Opposition, and 3) Summarize the debate from the perspective of the Opposition side.The details of this speech are exactly like those of the previous speech except that they focus on the Opposition side of the d ebate rather than the Proposition side. Once again, the primary goal of this speech is to summarize the debate from the perspective of the Opposition side, particularly from the point of view of the Second Opposition team. This summary should fairly support the Opposition side of the debate while focusing on the accomplishments of the Second Opposition team. Summary This then is the basic format of British Parliamentary debating: four teams of two persons each engage one another through a series of seven-minute speeches interspersed by points of information.The teams from each side attempt to maintain loyalty with one another while simultaneously demonstrating the unique qualities of their own arguments. Much has been introduced here that was not fully developed. Later chapters will further explore issues only mentioned here, issues such as case construction, opposition arguments, points of information, refutation and many others. ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬ââ⠬âââ¬â [1] British Parliamentary debate sometimes is referred to as Worlds-style debate or simply four-team debate. [2] The topic for the debate is called the motion, proposition, resolution, or sometimes just the debate topic. All of these words are used interchangeably. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-80849429745011329402020-01-08T19:15:00.001-08:002020-01-08T19:15:02.930-08:00My Internship At Wbrc Fox6 News - 1749 Words If you like working in a fast paced environment, the news industry is the place to be. Walking into the news field I had a few ideas of what to expect, as in working holidays, finding unique stories to cover and being inside a noisy news room. During my internship at WBRC FOX6 News, I learned how to operate multiple cameras and other equipment in the studio for different news segments. I was able to work with a variety of reporters, learn about their experience from being on camera and going out in the field to cover different stories. The most interesting thing I learned was that if a reporter is not able to make it back to the station in time to get their package made, they can use their laptop to edit their footage and still send it inâ⬠¦show more contentâ⬠¦Also people who watched some of my videos were able to understand the message I was trying to get across. I could see a huge difference from the beginning and I began to be more calm and relaxed. When I first did a stan d up I put emphasis on everything and when covering stories every word doesnââ¬â¢t need emphasis put on them. I decided to meet with Collin Gaston, who is the general manager at FOX 6. He asked how my internship was going and I told him what I enjoyed the most and also he gave me some wonderful feedback about if this was something I really wanted to do. After speaking with Gaston I sat down with Mark Glover, who is an Assistant News Director for FOX 6 and let him view my current projects. What I like the most was his criticism, because that will help me on my next stand-ups. After he watched my videos he noticed I tend to be energetic, voice is great, but when the video is ending I fall back. However, when I am delivering a stand-up I tend to focus more on what Iââ¬â¢m saying than actually giving out the message. Any advice that Glover gave me, I wrote down so now I know what to work on and also I can be more prepared for more stand-ups. The biggest thing Iââ¬â¢m still work ing on is pronunciation, speaking clearly and making sure I save all my work, because a few stand-ups I did werenââ¬â¢t saved right so they got deleted. I learned in tragic carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-17284284698982022382019-12-31T15:40:00.001-08:002019-12-31T15:40:05.011-08:00The Success Of A Nurse - 926 Words As with any career-focused education, it is the students who determine the future triumph of that particular career. Nursing students are provided with the knowledge, tools, and experience that they need in order to be successful. Ultimately, the patientââ¬â¢s wellness is the central focus of the success of a nurse. The American Nursing Association defines nursing as, ââ¬Å"â⬠¦the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations.â⬠(American Nurses Association, 2015). The responsibilities of a nurse are critical and uniquely tailored to each individual patient. One uniform piece that must remain consistent among the daily practices of a nurse is infection control. Body The basis of infection control is hand hygiene. Hygiene education often begins during childhood, with the aid of playful rhymes and charismatic diagrams on bathroom walls. Although the attempt to establish a strong habit of hand hygiene at an early age has good intent, it is not always successful or effective. Hand hygiene for health care professionals must be successful and effective in order to prevent healthcare-associated infections (HAIs), making hand hygiene a major part of the curriculum in nursing schools (World Health Organization, 2015). HAIs are infections that are acquired in a healthcare settingShow MoreRelatedThe Success Of Registered Nurses1291 Words à |à 6 Pages Hard work, knowledge, and interpersonal skills are some of the most important aspects that will directly impact the success of registered nurses (RNs) within the medical healthcare field. They are professionals that require an amount of comprehensive education and skills that are related to assessing, planning, and intervening to promote patient care (ââ¬Å"The Nursing Process,â⬠n.d.). In order to become RNs, associate degrees in nursing (ADN) must be earned from a state-approved training program. TheRead MoreEvaluation Of A Nurse Leader s Leadership Style And Identify How Their Style Has Helped Them Achieve Success1426 Words à |à 6 Pageswith three nurse leaders to ascertain their preferred leadership style and identify how their style has helped them achieve success. 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The hospital value-based purchasing program now adjusts the reimbursement hospitals receive on several key concepts including the patient experience. Patient satisfaction accounts for 30% of the total performance scores (Centers for Medicare Medicaid carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-59568454564135337192019-12-23T11:27:00.001-08:002019-12-23T11:27:03.811-08:00Chinese Food As A Multicultural Country - 852 Words Nowadays, Canada has become increasingly popular for immigrants moving here, so it becomes a multicultural country. How can the new immigrants adapt to themselves to live in different lifestyle and culture? According to the author Arlene Chan, ââ¬Å"Canadians celebrate on July 1 because that day is Dominion Day, but for Chinese is ââ¬Å"Humiliation Dayâ⬠(Chan, 1878). It means Chinese immigrants refused to celebrate like what the Canadians do in July 1. Thus, different cultures cannot be merged easily due to food culture, wedding culture and education culture. First of all, based on the countries food culture, people would prepare their traditional food in their daily meals. Chinese food is an important part of Chinese culture, and it profoundly influences East Asia Food Culture. For example, most of Chinese people who born in Canada, and they still like eating Chinese food because they are living in traditional families. According to an article, many people are curious about the authorââ¬â¢s nationality and her culture; simultaneously, they tried to convince the author do not hyphenate herself, and just call herself Canadian.(Sun 1992) Take Chinese for example, Chinese immigrations even the second generations are very traditional since they mainly chose their ethnic food from which they can be easily distinguish. The difference of food culture between Chinese and western country is so complicate, and it can be reflected in many perspectives, especially it reflects the difference of livingShow MoreRelatedCanada Is A Multiculturalism Cou ntry1070 Words à |à 5 PagesWe always say Canada is a multiculturalism country. However, what is multiculturalism? A country that is full of people with different cultural backgrounds and different races living together in peace. Canada is a multicultural society, so an increasing number of immigrants came to Canada, mostly from African, Asian, and Caribbean countries. But in Canadian history of multiculturalism has started with xenophobic approach to immigrants. In the beginning of 20th century, immigrants could not be recognizedRead MoreThe Australian and Chinese Cultures: A Comparative Analysis623 Words à |à 3 PagesAustralia boasts one of the worlds most multicultural societies. Therefore, it can be difficult to pinpoint what being Australian really is, or to define Australian culture. The best way to approach an analysis of Australian culture may be to compare it with another culture. Chinese culture is equally as complex and diverse as Australian culture, as both countri es have a large variety of ethnic groups within their borders. However, in terms of the many aspects of culture such as meaning, languageRead MoreMulticulturalism : The New Reality Of Canada1353 Words à |à 6 Pageshelps us understand each other and discourage hatred and violence.â⬠() Furthermore, various ethnic groups introduce their individual beliefs, traditions, as well as, religions to the Canadian society. Generally speaking, be part of an expanding multicultural society has impacted Canada economically, demographically and socially. 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Australia has many beautiful environments such as the Great Barrier Reef, Uluru, the Blue Mountains and beautiful beachesRead MoreThe Integration of Chinese Americans and Asian Britons in the United Kingdom1759 Words à |à 7 Pagesï » ¿There has been enough research done on immigrant communities in the United States of American and The United Kingdom yet little on a combination of the two. This paper critically examines the integration of the Chinese Americans as well as their counterparts, the Asian Britons in the United Kingdom. The worlds immigration pattern has transformed societies and those thought of as visitors turned hosts. In many parts of the world especially in the United States and the United Kingdom, there are remarkableRead MoreHigher Education For International Students998 Words à |à 4 Pages(UKCISA, 2008). Whereas, the students who come from developing countries responded that the higher education in the UK would extend work field as well as the effect of social cognition (Mazzarol and Soutar, 2002). Hence, it will be discussed in this essay whether opportunities outweigh the challenges by analyzing the phenomenon, reasons and drawing the conclusion. 2.0The opportunities for international students In the UK, a pluralistic country, there is diversified culture promoting to the cultural communicationRead MoreThe Only Real Day By Frank Chin989 Words à |à 4 PagesSan Francisco, as a multicultural city, undoubtedly included a large variety of groups of people from all around the world. In English 162 course, weââ¬â¢ve learned a lot about history and culture of the bay area. From the gold rush the outsiders came, to the diversity of the Fillmore, we can see that even people far from the other side of the earth came here for a better life. As for myself, I came from a Chinese culture country, which is surely different from the culture here in America. Besides ââ¬Å"TheRead MoreWhy America Should Not Be A Multicultural Country Ever Since The 18th Century983 Words à |à 4 PagesAmerica has been growing as a multicultural country ever since the 17th century. Over the years more cultures have been spreading throughout the colonies. At first Native American traditions were being used by colonists for agricultural purposes. However, the colonists took the Native American style of farming and claimed it as their own. Different cultures have been becoming ââ¬ËAmericanized.ââ¬â¢ Chinese food in America is not the text book definition of a traditional dish in China. America will take carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-76739032383908379612019-12-15T07:57:00.001-08:002019-12-15T07:57:02.891-08:00Existentialist Curriculum on the Humanities Free Essays ââ¬Å"I should seek not the way, but my way. â⬠Rather than follow a strict set of rules about what school should or should not be like, the existentialist chooses his or her own vision of education. There is truly no one right way for students to learn or one method of teaching that is universally applicable. We will write a custom essay sample on Existentialist Curriculum on the Humanities or any similar topic only for you Order Now Existentialism classrooms therefore offer freedom for both educator and student. The existentialist model also encourages growth and creativity through limitless freedom. As Blaise Pascal said, ââ¬Å"Live today as if you were to die tomorrow. According to this philosophy, the students and teachers would do whatever they felt inspired to do at that moment, and curriculum would be loose. The existentialist teacher eschews structure. The existentialist does not attempt to become a specialist because to do so is too restricting. I agree with the quote, ââ¬Å"Specialization diminishes a man-He is a creature of knowledge, not the master of it. â⬠I also appreciate the existentialist vision of education as a ââ¬Å"conversation between persons in which each person remains a subject for the other, a conversation. With this viewpoint, the teacher is not authoritarian, and does not stand up in front of the class and lecture all day. Finally, the existentialist teacher helps students achieve self-realization. I agree that the purpose of education is more than just to memorize multiplication tables or vocabulary words. There is a reason why students donââ¬â¢t like school, and if more teachers incorporated the fundamental philosophies of existentialism in their classrooms, more students would enjoy school. Learning would be more fun. I had an existentialist teacher in high school. The class was social studies, but we did not have a textbook. Rather, the teacher taught to us from Buddhist teachings and encouraged each student in the class to discuss the meaning of life. Instead of memorizing historical data, we learned how to think creatively about our world and about our own selves. The existentialist classroom can focus on any subject. In fact, the true existentialist classroom focuses on as many subjects as possible, and is not restricted to math, English, science, or history. However, when teaching restrictive subjects like math, the teacher uses highly creative methods rather than rote learning. The existentialist teacher brings in various multimedia materials, and welcomes technology as a tool for teaching. The teacher teaches whatever the students appear interested in on that day rather than force them to focus on one specific thing. The students and teacher might sit together in a circle, rather than in typical classroom format. Students are encouraged to tell stories and share jokes. They might perform some creative projects with art or music. Games are also encouraged. The existentialist class is frequently held outside on the lawn on sunny days, or alternatively, goes on a field trip to a park or wherever seems fun that day. If itââ¬â¢s raining, the teacher might bring in a movie to teach a unit on cinematography or on a specific theme. The existentialist classroom also incorporates current events as a means to expand the studentsââ¬â¢ awareness of their universe. Furthermore, the teacher imparts knowledge regarding psychological and social coping skills; the existentialist class is not about rote memorization of specific materials but rather on the big picture: the meaning of life and the life purpose behind education. The existentialist views humanity as integral in the perception of reality. Rather than see a physical universe ââ¬Å"out thereâ⬠that exists independently of the person as a realist would, the existentialist knows that human consciousness alters reality. Human beings are therefore active creators and participants in the universe. In order to better understand the metaphysical underpinnings of the universe we first need to better understand ourselves. The quote ââ¬Å"Man is nothing other than what he makes himselfâ⬠refers to the power of human consciousness in shaping personal as well as collective reality: we are what we think. Human beings are born with free will; free will is neither good nor an ideal; often free will is a source of our pain and suffering, for when we make mistakes we suffer the consequences. Therefore, free will enables human beings to make painful mistakes in order that we may learn and grow. Because of the absolute nature of free will, each person is ultimately responsible for his or her own actions. Knowledge is highly variable, and not as absolute as some may believe. An individualââ¬â¢s knowledge depends on his or her interpretation of the world, and is also highly dependent on his or her personal value systems. Beliefs inform reality. While some knowledge has been codified, the codification of knowledge is not absolute. Human beings are continuously shifting our view of the universe, as our understanding expands and grows. Moreover, people in different cultures and from different backgrounds have different worldviews and therefore have different knowledge. No one form of knowledge is any more or less valuable than another, just different. Specialization is an attempt to own knowledge, to master something completely. However, specialization ââ¬Å"diminishes the manâ⬠because specialization is by definition limiting. The existentialist teacher seeks as many different opinions as possible to enrich the conversation. Teaching is a process of conversation and collaboration, a back-and-forth sharing of ideas. All teachers must be aware of their limitations and not attempt to falsely represent themselves as ââ¬Å"experts. â⬠An existentialist curriculum will focus on the humanities because of the openness and creativity inherent in the humanities. Students actively participate; they donââ¬â¢t simply sit back and try to absorb material from the teacher. How to cite Existentialist Curriculum on the Humanities, Papers carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-73773904902612911932019-12-07T04:40:00.001-08:002019-12-07T04:40:04.841-08:00Evaluating Market Strategy Recommendations -Myassignmenthelp.Com Question: Discuss About The Evaluating Market Strategy Recommendations? Answer: Introduction When an organization introduces a new producor service, it needs to develop different marketing strategies related to product and its advertising among people. Marketing mix is a strategic framework that includes various marketing strategies, which can be used to develop better customer relationships and increase customer base. This framework incorporates many strategies, i.e. 8 Ps stands for product, price, place, promotion, processes, people, partnerships and physical evidence (Beamish, Ashford, 2008). It comprises of every aspect, which is used by organization to increase the demand of its different products. It is very important part of marketing audit that assists in realize that marketing mix strategies are the best ways to establish strategic interaction of the company with its customers and other stakeholders. In this report, each and every P of marketing mix is discussed for an Australian Company, i.e. Woolworths. Theoretical concepts of marketing mix are described along with their application on Woolworths products. Woolworths is one of the largest retail chains in Australia and headquartered in Bella Vista, NSW Australia. The product range, which is taken into consideration here, is hair care product, offered by Woolworths. Moreover, the report includes the discussion about the contemporary issues, which are confronted by the organization in this competitive business environment. Woolworths is facing various issues, which are affecting the growth and marketing strategy of organization in supermarket industry. The organization is formulating effective strategies to deal with these issues. In the next section, recommendations are provided for each component of marketing mix. Company Overview Woolworths Limited is one of the major organizations in Australia with a large retail interest throughout New Zealand and Australia. In Australia, it is on second position in terms of profits and revenues. This organization is dealing in different industries, like; supermarkets, petrol, liquor, hotels etc. and offering a wide range of products worldwide. From them, one of the most profitable and established business of Woolworths Limited is Woolworth Supermarkets. The organization is selling various grocery products such as; vegetables, fruits, packaged goods. In addition to this, they also offer beauty and health products, household items etc. Currently, it is operating its 1000 stores in Australia and employing 111,000 people in the country (Woolworths group, 2018). Marketing Mix Concepts and their Application to Woolworths Products Primarily, marketing mix is made up of four components, i.e. product, price, place and promotion. Now, this framework is extended to 8 variables by including processes, people, physical evidence and partnerships. Marketing mix concept can be defined as a framework that is used to develop a significant and effective marketing strategy with every component being utilized in different ways at different places (Dumas, La Rosa, Mendling, Reijers, 2013). In todays business environment, it is essential for every organization to develop this framework, so that it can develop effective marketing strategies to compete with its leading competitors. All of these components are equally important for the sale of products and services and growth of business. Woolworths is implementing an effective marketing mix for its hair care product. However, this organization is offering a variety of products and using effective marketing strategies to connect with its potential customers. This part of report includes theoretical concepts of 8Ps of marketing mix and their application on Woolworths hair care product. Product Under marketing mix approach, first component is product that means anything, which is offered by a company to its potential customers to satisfy their expectations and demands. Woolworths is one of the leading retail in Australia and it offers a wide range of products as a major component of its marketing mix. In this report, the product of Woolworths include hair care product, i.e. hair shampoo, which is offered with the intention to provide an advanced solution to target population regarding issues related to hair. This shampoo includes different herbal materials and ingredients (Alembakis, 2017). It will not create any adverse effect on hair such as; dandruff, hair fall etc. It has prepared this product by considering the needs and demands. In this way, it completely focuses on customers needs and their satisfaction. After looking at the companys product range, it can be said that Woolworths is offering consumer products, which are purchased by customers to satisfy their family a nd personal needs. After preparing the products, every organizations thinks about setting an effective price for its products and services, which will be profitable for business. Pricing is the component that indicates the money that is needed to pay by the people for buying any product of a company. For an organization, it is essential to develop an effective pricing strategy, so that it can enable the customers to buy newly introduced product easily. Generally, Woolworths makes efforts to maintain higher prices than its competitors in the industry. For this product, organization is adopting comparative lower pricing strategy (Dominici, 2009). This strategy appears beneficial and justifiable in the beginning, because it is assisting the organization in targeting the rights customers. By using this strategy, it is very easy to target lower and middle income people, who are facing hair related issues. It has a reward program at some of its stores that offers vouchers for the points collected. In additio n to this, the organization also gives the shopping card that tracks the purchases automatically and provides the fuel discounts, which are applicable. Thus, there is no requirement to keep paper receipts. Place is another important component of marketing mix framework that includes different aspects related to distribution of products and services of an organization. Place determines the processes and activities that how the products and services of a company will be delivered to the right customer. In this way, it is a significant element in making decision on product placement. For its hair care product, Woolworths ensures that its products are available at supermarkets and retail stores, where other products of Woolworths are delivered to customers (Hanssens, Pauwels, Srinivasan, Vanhuele, Yildirim, 2014). For this company, it is essential to ensure the maximum availability of products for targeting a large population and having more marketing opportunities in Australia and other countries. In addition to its retail stores, this company is offering its products online through its website and mobile application. Thus, the Woolworths organization has established a large distribution network. Promotion Promotion is one of the most important components of marketing mix that assists the organization in communicating its brand message and approaching its targeted audiences. It includes different marketing and communication strategies and tactics. These strategies may include sales promotion, advertising, public relations and special offers. For determining this component, organization needs to choose an appropriate strategy for its products and services (Engel, Warshaw, Kinnear, 2010). For its hair care product, Woolworths Company is implementing sales promotion and advertising strategies. Under advertising strategy, it uses both traditional and modern media, like social networking sites. In addition to this, the organization is using print media also, as it is the best way to approach the customers through newspapers and magazines. Apart from this, price concessions and discounts are also given to the people in the introduction stage of hair care product. For Woolworths, promotion h as always been of an intense importance and they have been using very innovative ways. Easy availability and accessibility of products is assisting them in generating customer loyalty. A wide range of promotional channels assists Woolworths in approaching its target customers and generate revenues for this product segment (Hollensen, 2015). Processes In the marketing mix approach, next component is processes, which is an appropriate operating procedure in delivering the products and services. The organization needs to ensure that it is following rights and appropriate processes for product delivery to customers. There is need of involving more sales persons in the conversion process. Woolworths has a customer friendly process and emphasize on delivering customer satisfaction (Huang, Sarigll, 2014). At Woolworths, process component includes fast billing services and getting the good purchased, both online and offline as well. The company ensures that the process is fast by the use of advanced billing process and software. The staff at stores takes the response and feedback of customers to make innovations in the processes. It assists the organization in staying competitive in the industry. Generally, the hiring of a company reflects its brands values, so that it focuses on recruitment of right people to produce, sell and offer its products. Under this process, the organization ensures that its brand communicates to the customers effectively. Currently, Woolworths operates with more than 111000 people and delivers the services effectively (Kotler, 2015). The sales assistants are accountable for its success to great level. The major objective of organization is customer satisfaction in super market industry and Woolworth is the best example. The human resources of this company are well-trained and contribute in the success of organization. Partnerships Partnership is the process of establishing alliances between two independent firms for the benefits of both firms and to satisfy the needs and demands of customers. Organizations are using effective strategies to partner with another organization (Lam, and Harker, 2015). These strategies are such as; joint venture, franchises, strategic partnerships etc. There are so many manufacturers, who are using this component for future product development. Woolworth is developing partnerships with different small scale organizations, so that it can increase its product and customer base. By doing this, Woolworth is able to gain more resources and skills. Physical Evidence Physical evidence is the intangible and tangible evidences, which can be observed by the customers, like; maintaining the outlets, delivering customer service effectively etc. It is very important component for validation of product and service quality. It shows the environment and other physical factors in the organization and its workplace. The retail stores of Woolworths are attractive and clean. These stores are customer friendly and easy to explore through different category of products. The retail stores of this company are major physical evidences of its survival. Thus, the theoretical concepts of marketing mix are very important for each and every organization. It can be analyzed that Woolworth is performing its marketing mix very well. By its implementation, the company is able to attract a large customer base and increase the sales of its products. Contemporary Issues and their impact on Woolworths and its Marketing Strategy Competition is one of the major factors, which impact the growth and success of organization in business environment. Each and every organization needs to conduct marketing research for analyzing the competitive pressures (Low, 2016). Woolworth is one of the largest retailers in Australia, but still it is facing intense competition from other leading players, like; Aldi, Coles, Tesco, Wal-Mart and Macro Wholefoods Ltd. From its competitors, Coles is one of the biggest competitors that are operating its business operations as an Australian supermarket, consumer services and retail chain. The organization is headquartered in Melbourne and owned by Wesfarmers Limited. Currently, the organization is operating its 801 stores allover Australia. It is implementing various marketing and brand strategies, which assists the organization in attaining a better brand image and competitive advantage in retail industry (Knox, 2015). It is posing intense competition for Woolworths with the name of its parent company, i.e. Wesfarmers Limited. Technology Advancement In todays competitive business environment, the organizations prefer to use modern and advanced technologies, so that they can deliver their products and services effectively. Woolworths is facing the issues related due to advancement in technology and technology resources. It has a large impact on organization and its marketing strategy, as other competitors are using advanced technology for manufacturing and delivery their product and services (Kalia, 2017). The retail stores are using latest billing technology to deliver fast services. Amazon is one of the best examples that are using drone delivery service that is leading it ahead. Apart from this, there are some other areas of Woolworths service delivery, where company is unable to implement advanced technology. These areas are such as; supply chain management, smart phone marketing, synching inventory and securing the confidential information of regular customers. It is the major reason that Woolworths is facing issues, as its competitors have already adopted effective technologies and strategies to attract customers (Pasquier, Villeneuve, 2017). Supply Chain Issues Supply chain management is the most important process for the organization, operating business in retail and supermarket industry. It is essential for a retail organization to manage its supply chain as it includes all the processes from production to distribution of products. Woolworths is a growing retail store in Australia and it has various suppliers for supplying its products. However, the company is facing various challenges related to supply chain management, like; wholesale order delivery of products at dock and lack of space for storage for some specific products (Fernie, Sparks, 2014). In addition to this, the organization has established an inappropriate tracking system for ordering and receiving the products. Due to this, the company has to bear Bullwhip effect and people of company stand helpless for not enough delivery of products by its suppliers. It has an inappropriate inventory management system, so it is failed to deliver the quality products to its customers. It is affecting marketing strategies and brand image of Woolworths in Australian retail market (Scott Walker, 2010). Increase in Raw material costs This is another issue, which is affecting the business operations of Woolworths adversely. In Australia, costs of raw materials are increasing continuously, so that organization needs to implement higher pricing strategy. Setting a higher pricing strategy declines the customer base of organization. Due to this, Woolworths has lost its regular customers for its retail products and services (Meffert, 2013). Increased costs of raw materials and labor add more cost to the manufactured products that means company should increase the prices of products. By doing this, company has failed to gain enough profits and revenues, which can balance its cost of production and manufacturing. Recommendations However, Woolworth is a leading player in Australian retail industry, but brand image and marketing of this organization got affected due to above-mentioned issues. To resolve these issues, the company should make changes in its marketing strategies under marketing mix framework (Khan, 2011). There are some recommendations for 8Ps of marketing mix, which are given for Woolworths to overcome these issues and establish effective marketing process. These recommendations are stated below; As far as it is concerned with the product component of Woolworths marketing mix, the organization should focus on diversifying its product segments. The company should manufacture its products by using effective and advanced technologies and procedures. By the use of modern technology, it should start offering more products and services and it should not only depend on grocery and departmental stores. By focusing on technology production, the company will be able to deal with competition in Australian retail industry (Nenycz-Thiel, 2011). Woolworths Organizations should establish the prices by considering the needs of market. The company has offered so many products, which prices are comparatively higher than its competitors. It can harm the organizational image and profits for long term. Thus, it is recommended that the company should make investment in more profitable businesses that will increase its revenues and profits (Seo, and Jang, 2013). Under its place strategy, the company should expand its distribution network and open its stores in countries of Asia. In addition to this, the company should focus on resolving the supply chain issues and hire some more suppliers. It should enhance the quality of its products for regaining its brand image among Australian population. As discussed above, promotion is one of the most important marketing strategies under marketing mix. It can be recommended that Woolworth should make more investment in advertising and promotional activities. It should use effective technologies in its advertising and promotional campaigns for effective communication of brand message to target audiences (Sinapuelas, Wang, Bohlmann, 2015). Woolworths Organization should focus on delivery process and improve the supply chain management. In addition to this, the organization should use some innovative process for providing a better shopping experience to customers. It should develop better relationships with suppliers to reduce the cost of raw materials. The organization should conduct a training process for enhancing the skills and abilities of its human resources. They should be aware about the stock excess and stock out at its retail stores. By doing this, the company will be able to retain its existing customers and create new customers. Under partnership strategy, Woolworths Organization should partner with the large scale organizations also. The company can connect with the organizations, which are using advanced technologies and have sufficient resources. It can expand its business in US by partnering with a leading retailer, i.e. Wal-Mart. This partnership will be very profitable for the growth and success of Woolworths business (Thomas, 2017). Physical Evidence For the physical retail business, it is very important to manage the physical evidence effectively. In the case of physical sales, the Woolworths Organization should focus on improving the ambience of retail store. The stores should be clean and very attractive. Staff at organization should be customer friendly and helping, so that customer can have a better shopping experience (Dominici, 2009). Thus, Woolworths Organization should consider the above given recommendations, so that it can make a better image and reputation in the industry. By resolving these issues, the company will be able to attain more competitive advantage over its competing brands. Conclusion It is hereby concluded that marketing mix is one of the most important approach under marketing management process. Each and every organization needs to focus on its marketing strategies to deliver its products and services to final customers. Form this report, it can be concluded that Woolworths Organization is implementing effective marketing strategies to communicate its brand message and offer products to target customers. It has employed better and efficient processes under its marketing mix framework. Now, the company is planning to expand its business by introducing new products and services. In its organizational life, the company is facing various issues, like; supply chain, competition and technology advancement. These issues affected the brand image of organization adversely. At the end, some recommendations are provided, which will assist the organization to overcome the issues and regain its brand image in future. By doing this, the company will be able to expand its bus iness in other countries and establish its retail stores all over the world. References Alembakis, R. (2017). Woolworths facing shareholder resolution asking for human rights supply chain disclosure. Retrieved from https://theconstantinvestor.com/woolworths-facing-shareholder-resolution-asking-human-rights-supply-chain-disclosure/. (Accessed on 4th February 2018). Beamish, K. Ashford, R. (2008). Marketing planning. London: Elsevier Science. Dominici, G. (2009). From Marketing Mix to e-Marketing Mix: a literature overview and classification. IJBM, Dumas, M., La Rosa, M., Mendling, J., Reijers, H. A. (2013). Fundamentals of business process management (Vol. 1, p. 2). Heidelberg: Springer. Engel, J.F., Warshaw, M.R. Kinnear, T.C. (2010). Promotional strategy: managing the marketing communications process. 8th ed. Indiana: Irwin. Fernie, J., Sparks, L. (2014).Logistics and retail management: emerging issues and new challenges in the retail supply chain. Kogan page publishers. Hanssens, D. M., Pauwels, K. H., Srinivasan, S., Vanhuele, M., Yildirim, G. (2014). Consumer attitude metrics for guiding marketing mix decisions.Marketing Science,33(4), 534-550. Hollensen, S. (2015). Marketing management: A relationship approach. Pearson Education. Huang, R., Sarigll, E. (2014). How brand awareness relates to market outcome, brand equity, and the marketing mix. InFashion Branding and Consumer Behaviors(pp. 113-132). Springer, New York, NY. Kalia, P. (2017). Service quality scales in online retail: methodological issues.International Journal of Operations Production Management,37(5), 630-663. Khan, S. (2011). Marketing Mix Strategy Adaptation: A Retail Organisations Response To The Global Economic Downturn. Cape Peninsula University of Technology. Knox, M. (2015).Supermarket monsters: The price of Coles and Woolworths' dominance(Vol. 6). Black Inc. Kotler, P. (2015). Framework for marketing management. Pearson Education India. Lam, W. and Harker, M. J., (2015). Marketing and entrepreneurship: An integrated view from the entrepreneurs perspective: International Small Business Journal. 33(3). pp.321-348. Low, C. (2016). Coles, Woolworths, Aldi price war gets personal with cut-price tissues and toothpaste.The Sydney Morning Herald. Meffert, H. (2013). Marketing-Management: Analyse Strategie Implementierung. Springer-Verlag. Nenycz-Thiel, M. (2011). Private labels in Australia: A case where retailer concentration does not predicate private labels share. Journal of Brand Management, 18(8), 624-633. Pasquier, M., Villeneuve, J. P. (2017). Marketing management and communications in the public sector. Routledge. Seo, S. and Jang, S.S., (2013). The roles of brand equity and branding strategy: a study of restaurant food crises: International Journal of Hospitality Management. 34. pp.192-201. Sinapuelas, I. C. S., Wang, H. M. D., Bohlmann, J. D. (2015). The interplay of innovation, brand, and marketing mix variables in line extensions.Journal of the Academy of Marketing Science,43(5), 558-573. Scott, P., Walker, J. (2010). Advertising, promotion, and the competitive advantage of interwar British department stores.The Economic History Review,63(4), 1105-1128. Thomas, S. (2017). Woolworths' nightmare in Australia. Retrieved from https://www.businesslive.co.za/fm/money-and-investing/2017-02-23-woolworths-nightmare-in-australia/. (Accessed on 4th February 2018) Woolworthsgroup, (2018). Woolworths supermarkets, Accessed on 4th February 2018, https://www.woolworthsgroup.com.au/page/about-us/our-brands/supermarkets/Woolworths. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-69540304449570445872019-11-29T16:21:00.001-08:002019-11-29T16:21:04.762-08:00Linguistics and Language free essay sample In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. We will write a custom essay sample on Linguistics and Language or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and canââ¬â¢t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learnersââ¬â¢ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules donââ¬â¢t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learnerââ¬â¢s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesnââ¬â¢t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesnââ¬â¢t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesnââ¬â¢t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the ââ¬Å"wugâ⬠test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they donââ¬â¢t know what they canââ¬â¢t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in oneââ¬â¢s mind. In other words, sentences donââ¬â¢t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as functionà words, and the childââ¬â¢s thoughts and words begin to develop more sense meanings. For instance, where the word ââ¬Ëcatââ¬â¢ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique s enses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ââ¬Ëdisappearââ¬â¢ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a personââ¬â¢s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ââ¬Ëcatââ¬â¢ immediately after. The next day, as the child sees the cat, it says the word ââ¬Ëcatââ¬â¢ without needing to be told by their parents. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomskyââ¬â¢s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomskyââ¬â¢s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language ââ¬â head-first and head-last ââ¬â and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language \is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Brocaââ¬â¢s and Wernickeââ¬â¢s Aphasias show that certain areas of the brain affe ct speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lennebergââ¬â¢s Critical Period Hypothesis (1967) and the cases of ââ¬Å"wild childrenâ⬠are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age ââ¬â around the age of 12 ââ¬â and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomskyââ¬â¢s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piagetââ¬â¢s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piagetââ¬â¢s work and theory is critical, it neither accounts for the childââ¬â¢s behavior as a whole nor for the cognitive development after the stage of ââ¬Ëformal operationââ¬â¢ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting itâ⬠¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashenââ¬â¢s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process. Linguistics and Language free essay sample Language Comprehension â⬠¢Language Production â⬠¢Language Acquisition Psycholinguistics is a branch of cognitive science What will be covered in this class? â⬠¢ How do we produce and recognize speech? â⬠¢ How do we perceive words, letters, and sentences? â⬠¢ How do we learn and recall information from texts? â⬠¢ How can we improve texts to make them easier to understand? â⬠¢ How does the brain function to process language? â⬠¢ What are the causes and effects of reading disabilities? Is there language in other species? Central themes in psycholinguistics 1)à What knowledge of language is needed for us to use language? Tacit (implicit) knowledge vs. Explicit knowledge â⬠¢ tacit: knowledge of how to perform something, but not aware of full rules â⬠¢ explicit: knowledge of the processes of mechanisms in performing that thing 2)à What cognitive processes are involved in the ordinary use of language? How do we understand a lecture, read a book, hold a conversation? Cognitive processes: perception, memory, thinking, learning Some definitions of basic components of language: Semantics: The meaning of words and sentences Syntax: The grammatical arrangement of words in a sentence or phrase Phonology: The sound pattern of language Pragmatics: How language is used in a social context Examples from psycholinguistics Parsing garden path sentences The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. We will write a custom essay sample on Linguistics and Language or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1) The defendant examined by the lawyer turned out to be unreliable 2) The evidence examined by the lawyer turned out to be unreliable The process of parsing is the process of making decisions The effect of prior knowledge on comprehension The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more, and the whole cycle will then have to be repeated. However, that is part of life. Bransford amp; Johnson, 1973 Recall: No context: 2. 8 idea units out of a maximum of 18 Context afterwards: 2. 7 idea units Context before: 5. 8 idea units Child language development How many words do you know? Hint: Dictionary has about: 450,000 entries Test high school graduates: How many words do they know? About 45,000 english words About 60,000 including names and foreign words The average six year old knows about 13,000 words. Learning about 10 words per day since age 1. (One every 90 minutes) How much do we have to teach children to learn language? Do you have to teach a child to walk? Is it the same way of learning a language? My teacher holded the baby rabbits and we patted them I eated my dinner A brief history of psycholinguistics Wilhem Wundt (early 1900s) Interest in mental processes of language production Sentence as the primary unit of language â⬠¢ Speech production is the transformation of complete thought processes into sequentially organized speech segments. Behaviorism (1920s-1950s) â⬠¢ Rejected the focus on mental processes â⬠¢ Measurement based on objective behavior (primarily in lab animals) â⬠¢ How does experience (reward and punishment) shape behavior? B. F. Skinner: Children learn language through shaping (correction of speech errors) Associative chain theory: A sentence consists of a chain of associations between individual words in the sentence Whatââ¬â¢s wrong with the behaviorist approach? Noam Chomsky (1950s present) 1) Colorless green ideas sleep furiously 2) Furiously sleep ideas green colorless. 3)à George picked up the baby 4)à George picked the baby up. Almost every sentence uttered is a new combination of words The Poverty of stimulus argument: There is not enough information in the language samples given to children to account for the richnes and complexity of childrenââ¬â¢s language The pattern of development is not based on parental speech but onà innateà language knowledge Linguistic Diversity vs. Linguistic Universals Linguistic diversity There appears to be a lot of diversity among languages Even within languages there is diversity When are two languages different? We speak the same language if we can understand each other Exceptions: Norwegian and Swedish Cantonese and Mandarin Dialects within languages: The myth of pure language How/why do languages change? Why does there seem to be a correct English? Members of the dominant (most powerful) sub-culture tend to speak one dialect and may punish those who do not Linguistic Chauvinism Belief that oneââ¬â¢s own language/dialect is the best of all possible languages Black English Vernacular (BEV) Study by William Labov Interviewed African-American street youth You know, like some people say if youââ¬â¢re good anââ¬â¢ sh*t, your spirit goinââ¬â¢ tââ¬â¢heaven . . . ââ¬Ën if you bad, your spirit goinââ¬â¢ to hell. Well, bullsh*t! Your spirit goinââ¬â¢ to hell anyway, good or bad. [Why? ] Why? Iââ¬â¢ll tell you why. ââ¬ËCause, you see, doesnââ¬â¢ nobody really know that itââ¬â¢s a God, yââ¬â¢know, ââ¬Ëcause I mean I have seen black gods, white gods, all color gods, and donââ¬â¢t nobody know itââ¬â¢s really a God. Anââ¬â¢ when they be sayinââ¬â¢ if you good, you goinââ¬â¢ tââ¬â¢heaven, thaââ¬â¢s bullsh*t, ââ¬Ëcause you ainââ¬â¢t goinââ¬â¢ to no heaven, ââ¬Ëcause it ainââ¬â¢t no heaven for you to go to. â⬠¢ Place holders: There vs. It in the copula Copula: Is, Was optional â⬠¢ Negatives: You ainââ¬â¢t goinââ¬â¢ to no heaven BEV just as linguistically complex as Standard American English We donââ¬â¢t see/understand the complexity in other languages Moral: All languages seem to permit as wide range of expressions as others Linguistic Universals What is in common with all languages? Sentences are built from words based on the same physiological processes â⬠¢ All languages have words â⬠¢ All humans have ways of making sounds. â⬠¢ Languages tend to use a small set of phonemic sounds â⬠¢ Phoneme: The minimal unit of sound that contributes to meaning How many phonemes in a language? English: 40 phonemes â⬠¢ Range: Polynesian 11 to Khoisan 141 Discreteness Messages in human language (e. g. speech sounds) are made up of units of which there is a discrete (limited) number Arbitrariness The relationship between meaningful elements in language and their denotation is independent of any physical resemblance between the two. Words do not have to look or sound like what they describe Openness â⬠¢ New linguistic messages are created freely and easily â⬠¢ Languages are not constrained in a way so that there are a limited number of messages that can be created. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-56744187120427459212019-11-25T18:24:00.001-08:002019-11-25T18:24:03.745-08:00Letter to an Atheist â⬠Theology EssayLetter to an Atheist ââ¬â Theology Essay Free Online Research Papers Letter to an Atheist Theology Essay Dear friend, Over the years, we have conversed about the existence of God. We have discussed creation and the unlikely theory that this vast, varied, and complex universe could have just come into existence by accident or have evolved over a trillion years. We have considered the Apostle Paulââ¬â¢s argument that from the creation of the world people have seen the earth and the sky and all that God made. They can clearly see his invisible qualities ââ¬â his eternal power and divine nature. So they are without excuse whatsoever for not knowing God. (See Romans 1:19-20.) These observations and other reasoningââ¬â¢s seemingly did not convince you of the existence of an almighty, awesome, and loving God. A God we can know personally and who knows us personally. (See Psalm 139.) You have had friends and now a dear loved one die. ââ¬Å"The question now comes back to me,â⬠you say, ââ¬Å"How does one face death? Iââ¬â¢m an atheist, but I have no idea whatââ¬â¢s on the other side. Is there an after life? When someone dies, I often think about what happens ââ¬â where do they go?â⬠My friend, thatââ¬â¢s a very perceptive and critical question. I think that it was Mark Twain who observed that there are only two things certain in life ââ¬â death and taxes. ââ¬Å"Everyone must die.â⬠This trite sentence conceals a mass of questions, problems, yearnings, and troubles that have plagued all of us at some time in our lives. Is death the end of everything? Is this life as good as it gets? Or, is there an eternal life? Someone once said that there are no atheists in a foxhole. Perhaps that is true. In the book The Faith Letters by Helmut Thielicke, the story is told about the death of the wife of an older member of their project group in Germany. Some friends from America sent a letter of sympathy to the grieving gentleman. ââ¬Å"Dear E-, . . . It would be of little use to come to you now with pious clichà ©s. But you should know that we suffer with you, that we accompany you in love upon your lonely way and that your name is spoken again and again in our prayers. Those who do not know God can only see death as the archfiend. For them it is the end and severs their relationship with everything we consider dear and valuable. For us Christians, however, it is only an incident, hardly an interruption. In the New Testament we are repeatedly struck by the spirit of joy which overcomes the pain of death. We pray that this certainty may also be yours . . .â⬠The letter refers to ââ¬Å"the incident of deathâ⬠. The terror of death often appears as the absolute end. Consider how many deal with death. In many countries, funeral homes no longer use black hearses, but are ââ¬Å"disguisingâ⬠them in neutral colors. People are getting away from many customs of grieving to keep from reminding them of death. In the New Testament we are always struck by the spirit of joy concerning death. The focus is not on the way people ââ¬Å"experienceâ⬠death. The basis of the New Testamentââ¬â¢s message and hope is not the human incapacity to bear death in its harshness but the defeat of death itself by and through Jesus Christ. Thielicke says, ââ¬Å"The New Testament is thus not concerned how death can be made subjectively bearable, but with the victory over death as an objective power.â⬠My friend, you ask ââ¬Å"What happens in the end?â⬠The Apostle Paul addressed that question. ââ¬Å"If in this life only we have hope (in Christ), we are of all men most miserableâ⬠(I Corinthians 15:19). He further declared, ââ¬Å"I face death daily . . . And what value was there in fighting wild beasts . . . if there be no resurrection from the dead? If there is no resurrection, letââ¬â¢s feast and get drunk, for tomorrow we die!â⬠(I Corinthians 15:31-32 NLT). The hope and teaching of the Word of God is resurrection. Death is not the end. Death was conquered by Jesus when he arose from the dead on the third day, victorious over death, hell, and the grave. Jesus says, ââ¬Å"Because I live you shall live also.â⬠Jesus gave this promise to Martha after raising Lazarus from the dead, ââ¬ËI am the resurrection and the life. Those who believe in me, even though they die like everyone else, will live again. They are given eternal life for believing in me and will never perish . . .â⬠(John 11:25-26 NLT). When we put faith in Christ and receive him as Savior and Lord, He takes us into His fellowship and will never let us go. He will go with us through deaths door and he will, as in the conversation with the penitent thief on the cross, ââ¬Å"be with us in Paradiseâ⬠(Luke 23:43). My friend, I noticed that the words ââ¬Å"Love Says It Allâ⬠was stamped on the back of the envelope that your letter came in. Itââ¬â¢s so true. Paul writes concerning the power of Easter, ââ¬Å"Neither death nor life . . . can separate us from the love of God that is revealed in Christ Jesus our Lordâ⬠(Romans 8:38-39 NLT). How do we face death? Look to the one who is victor over death ââ¬â Jesus Christ. ââ¬Å"For God so loved the world that He gave His only begotten son that whosoever believes in Him shall not perish but has eternal lifeâ⬠(John 3:16). Research Papers on Letter to an Atheist - Theology EssayThe Masque of the Red Death Room meaningsCapital PunishmentComparison: Letter from Birmingham and CritoBook Review on The Autobiography of Malcolm XArguments for Physician-Assisted Suicide (PAS)Harry Potter and the Deathly Hallows EssayThe Fifth HorsemanTrailblazing by Eric AndersonEffects of Television Violence on ChildrenBringing Democracy to Africa carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-56221962373390679332019-11-22T01:48:00.001-08:002019-11-22T01:48:04.056-08:00Enlightened Shareholder Value Essay Example | Topics and Well Written Essays - 2250 wordsEnlightened Shareholder Value - Essay Example The concept of shareholder value holds that company directors must tailor their policies to be in line with the interests of the shareholders of the company1. Directors are therefore expected to steer the operations of the company with the maximization of the shareholderââ¬â¢s interests as the main priority. The United Kingdom established the Company Law Review Steering Group (CLRSG) in late 1990s and mandated it to come up with a detailed review of English company law. At the end of its exercise, the CLRSG noted that the countryââ¬â¢s legal system, like other Western jurisdictions, prefers shareholder value. The CLRSG indicated that the current legal system reflects the reality that business organizations are run in such a way that the shareholders often benefit. That is, the legal system confers upon shareholders absolute powers in the management of the local companies, such that the mandate of the directors is basically to exercise delegated power. Additionally, the CLRSG st ated that the crucial goal of business organizations is to create maximum gains for the investors in the short term as opposed to long-term goals2. This paper examines the argument that the enlightened shareholder value principle is a sophisticated restatement rather than a refutation of the principle of shareholder primacy. ... This is especially true even after the latest repeals to the body of law as envisaged in the Companies Act 2006. It is arguable that, unlike the largely fair structures of company law, English case law has consistently reaffirmed the primacy of shareholders. The courts have traditionally held that any public business organization should be managed to the advantage of the membership or shareholders3. However, the CLRSG has recommended a change of tack. To this end, the reviewing body supported the implementation of the principle of enlightened shareholder value (ESV)4. Section 172(1) of the Companies Act 2006 mainly captures the provision for the ESV. The provision reaffirms the management of every company should be done with respect to the interests of the shareholders. The section basically upholds the principle of shareholder value, but limits the formerly absolute benefits of the group by introducing the rule and the need for due respect for the interests of other stakeholders5. T his is arguably a proposal for a new doctrine in the English law, in the sense that section 172(1) conditionally supports the primacy of the interests of the shareholder. The requirement, which could be interpreted as the enlightened aspect of the shareholder value, underscores the doctrine of due attention to the value of non-share-holders as well. The latest law has brought about far-reaching legal implications in the understanding of the provision. Responses to the new clause among legal opinions may be divided into two categories: supporters and detractors of the enlightened shareholder value rule. It can be argued that section 172(1) is actually a modest but well thought-out principle that will balance the carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-11309314897816082062019-11-20T19:13:00.001-08:002019-11-20T19:13:03.780-08:00A Profile of Mr Bean's Carrier in Comedy Essay Example | Topics and Well Written Essays - 500 wordsA Profile of Mr Bean's Carrier in Comedy - Essay Example Mr. Beanââ¬â¢s humor is atypical for a British sitcom. For example, British comedy series usually employ satire, parody, sarcasm and dry humor. But breaking away from this tradition, Mr. Bean thrives on a mix of visual and physical humor. While it is logical to believe that this type of slapstick humor appeals to children and adolescents, Mr. Beanââ¬â¢s appeal is near universal spanning across age, gender, cultural and linguistic backgrounds. Described as ââ¬Å"a child in a grown manââ¬â¢s bodyâ⬠, the endearing character goes about everyday tasks in a disruptive yet funny manner. Mr. Bean, or for that matter any other character in the series, speaks much. This adaption to the ââ¬Ësilent movieââ¬â¢ genre works very well, as it resonates with classic comic works of Charlie Chaplin, Laurel & Hardy, etc. Background laughs are added to accentuate the effect and to imply humor. The recurring motifs of the show, in the form of the troublesome car, the tenuous love affair with Irma Gobb, his most intimate companion the Teddy bear, etc, all help to heighten the humor. Childlike in his behavior and thoughts, Mr. Bean gets himself into various sorts of crises. Though some of the situations he gets himself into are serious, most of them are light and trivial. Moreover, Mr. Bean is always finding new ways of annoying and offending people around him. The plots are constructed in such a manner that comedy takes precedence over realism or credibility of situations. This is not such as bad thing for the audience as they get maximum worth out of the time spent. It is a testament to the success of the TV series, that movie and animation adaptations followed - Bean: The Ultimate Disaster Movie and Mr. Bean (animated) respectively. Books and DVDââ¬â¢s inspired by the original show also came forth. The outstanding commercial success of the show and its adaptations are complemented by critical appreciation as well.à carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-19004209569042916912019-11-18T20:46:00.001-08:002019-11-18T20:46:04.913-08:00Organizational Change Plan - Part II Essay Example | Topics and Well Written Essays - 1000 wordsOrganizational Change Plan - Part II - Essay Example Some of the metrics that can be used to monitor the implementation process include the transformation of work processes through improved access to patient data and communication in the organization. The systems should provide the required transaction information. Some of the success factors for EMR implementation include the clarity of vision, the stakeholder commitment level, the effectiveness of change management teams, the leadership capability, the change communication strategies and the alignment of the EMR change management with the organizational culture. Organizational change plan- part II Introduction Electronic Medical records consist of several software applications that are integrated to input, store and output patient medical data and information (Rodrigues, 2010). EMR include the physician order entry, integrated communication systems with laboratories, decision support systems, and data entry systems. EMR increase efficiency of information access and enable standardiza tion of the medical information documentation (Carter, 2008). Physicians can easily access and review huge volumes of patient data on previous disease history, allergies, laboratory tests and medication administered. Electronic Medical record can be divided in to EMR standards that include the patient privacy and security issues, the EMR infrastructure that include the telecommunication systems (Rodrigues, 2010). The other parts of EMR includes the information content like summaries and health delivery history and change management that is concerned with acceptability of the system by the users and availability of a skilled workforce to efficiently utilize the EMR (Walker, Bierber, & Richards, 2006). The EMR will improve staff productivity since laboratory information can be easily accessed in the form of text, graphs and tables that are convenient to interpret. Data entry procedures are simplified and drug prescription tools in the system reduce the time required for medication ren ewals (Carter, 2008). EMR will provide decision support systems that will improve medical diagnosis, treatment and prescription. The system will also reduce the costs associated with test ordering and prescription since the patient medical data is readily available. The systems will support primary patient care through a disease management system due to a better understanding of the population health need trends overtime (Rodrigues, 2010). However, there are certain concerns or issues that may arise due to implementation of the EMR. Some of the issues include patient privacy of confidential information, the costs associated with implementation of the EMR and possible staff resistance of the change occasioned by EMR implementation (Carter, 2008). Some methods that can be used to monitor the implementation of the proposed change include random sampling of patients at predetermined intervals in order to monitor the efficiency in the health care delivery process (Carter, 2008). Another method of monitoring is the stakeholder analysis in order to assess whether the users and stakeholder needs have been attained. For instance, it is important to analyse the staff acceptability level and the level of motivation after the EMR implementation (Rodrigues, 2010). Documentation review can be used to ascertain whether the EMR systems are meeting the expected carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-68018410627070737912019-11-16T09:19:00.001-08:002019-11-16T09:19:12.228-08:00Social Exclusion Of Different Types Of People Social Work EssaySocial Exclusion Of Different Types Of People Social Work Essay To what extent are EITHER children OR people with disabilities OR older people OR people with illnesses socially excluded? Social exclusion is a blend of multi-dimensional and mutually reinforcing processes of deprivation associated with a progressive dissociation from social milieus, resulting in the isolation of individuals and groups from the main-stream of opportunities society has to offer (Vleminckx and Berghman, 2001, p6) In this piece of work I am going to discuss the notion of social exclusion using the service user group of people with learning disabilities to give examples of social exclusion and to show what the Government is doing to tackle social exclusion. à à à à à à à à à The quote above is a complex description of the term social exclusion, and perhaps a simpler explanation would be the definition given by BMJ Journals (2001) which defines social exclusion as the inability of our society to keep all groups and individuals within reach of what we expect as a society and the tendency to push vulnerable and difficult individuals into the least popular places (p1). à à à à à à à à à Exclusion is linked to a persons identity, and the identity of a person that has been excluded becomes oppressed, which in turn leads to the person finding it difficult to control their own life, and which inevitably leads to further exclusion from society (Dominelli, 2002). It is also important to realise that when discussing exclusion you must also need to take into account the Government initiatives on inclusion, as these initiatives are proactive rather than reactive, which means they react to the problem instead of trying to prevent the problem before it arises (Thompson, 2001). The report, Inclusion through Innovation: Tackling Social Exclusion Through New Technologies is a good example of how exclusion and inclusion are linked together (www.socialexclusionunit.gov.uk, 2006). This report explores the improvement of the quality of life for the most excluded groups in society by using Information and Communication Technologies (ICT) to meet their complex needs (www.socialexclusionunit.gov.uk, 2006). The Joint Report on Social Protection and Social Inclusion, that was published by the EU in 2005, tells us how a well designed social protection system not only leads to good economic development but helps to combat the problem of social exclusion (www.europa.eu.int, 2006). A significant piece of legislation that affects the whole population is the Human Rights Act 1998, and Mind (2006) makes us aware that there are articles within this Act that are specific to people with learning disabilities; these articles include the right to life, prohibition of inhumane or degrading treatment, prohibition of discrimination and the right to education. Whilst this piece of legislation is in place, our society should not be facing the problem of social exclusion, let alone having to produce and implement more initiatives in a bid to control the problem (Mind, 2006). à People with learning disabilities are one of the most vulnerable groups in society, and the Government is committed to improving their life chances (www.dh.gov.uk, 2006) The Government in various ways is dealing with social exclusion, although this is difficult because social exclusion comes in many different forms. Despite this, the Government is dedicated to tackling these problems, although many initiatives come late in the process, addressing consequences rather than causes (www.mind.org.uk, 2006, p1). Mind (2006) also informs us that in our society it is the learning disabled that are amongst the most isolated groups. à à à à à à à à à Thompson (2001) tells us that disabled people have never had priority status in social work, and this particular area has often been given very little attention on training courses for this profession. This in itself can be seen as discriminatory and leads to what is now known as disablism (Thompson, 2001). Thompson (2001) describes disablism as referring to the combination of social forces, cultural values and personal prejudices which marginalizes disabled people, portrays them in as negative light and thus oppresses them. This combination encapsulates a powerful ideology which has the effect of denying disabled people full participation in mainstream social life (p112). à à When discussing the exclusion of learning disabled people from society it is important to take into account the medical model of the disability and the social model of the disability; the medical model of disability looks at the person and their difficulties in terms of their condition and looks to repair the person, whereas in contrast the social model of the disability looks towards the society being disabling as society is not making enough provisions to enabled the disabled person to lead what we consider to be a normal life (Thompson, 2001). à à à à à à à à à There is an important link between social exclusion and poverty; because of benefit rules people with learning disabilities are effectively unable to gain employment which means that they have to rely on benefits to survive, which rules out the chance of them ever owning their own home which is a common goal for much of the nation (Davies, 2002). Although education is becoming increasingly available for people with learning disabilities, especially opportunities for further education, the reality is that there are still no jobs available for people that are learning disabled, and inevitably this group of people end up re-entering education again as there are no other opportunities for them (Davies, 2002). à à à à à à à à à People with learning disabilities often struggle to find relationships; if they are still living with their parents they very rarely spend time with other people of the same age, and those who have left their parents home tend to have only a small social group of people with similar disabilities to their own (Davies, 2002). Because of the protectiveness of parents of children with learning disabilities their children become very dependant on them so when they get older they find it difficult to cope on their own which in turn leads to further segregation for society (Davies, 2002). à à à à à à à à à Another aspect that excludes people with learning disabilities is that they have a lack of information of the range of services that they are entitled to, from health to housing, although Mencap has produced a picture bank of information to help resolve this problem. The picture bank is a range of visual explanations that can be accessed by people with learning disabilities (www.mencap.org.uk/html/accessibility/accessibility.asp, 2006), and has also helped the Guardian newspaper to publish a news stories with easy to read words and pictures. Watt (2001) tells us that it is in the past 20 years that society has become immensely unequal in the UK, where some people have done extremely well and others have not. It appears that the Government has recognized the issues surrounding social exclusion for many years, but their proposed solutions are small for the problems that apply to the whole of society (Watt, 2001). The Office of the Deputy Prime Minister (2006) emphasizes the fact that people who have become socially excluded often become part of a vicious cycle of related problems which include unemployment, low incomes, poor housing, bad health and family breakdown, and its focus is to prevent this from happening in the future by fighting the problem now. The Social Exclusion Unit repeatedly tells us that it is critical to implement early preventative action, and children and young people are especially vulnerable to the effects of social exclusion (www.socialexclusionunit.gov.uk, 2006, p1). Valuing People (Department of Health, 2001) à à à à à à à à à The white paper called Valuing People: a new strategy for Learning Disability for the 21st Century was published by the Government on 20th March 2001, and was a key turning point for people with learning disabilities, and not only addressed their needs, but proposed a way of trying to make their lives better (www.mind.org.uk, 2006). Four of the key principles in this white paper were civil rights, independence, choice and inclusion things that people born without disabilities take for granted (www.mind.org.uk, 2006). The main aim of Valuing People was to give people with learning disabilities a chance to have a real say in where they live, what work they should do and who looks after them (Department of Health, 2001a). Valuing People sets out proposals from the Government to improve the life chances and opportunities for people with learning disabilities and their families, and looks towards collaboration between different agencies in order to ac hieve this (Niace, 2003). à à à à à à à à à Nothing about us without us (Department of Health, 2001b) This report was published by the Department of Health regarding the rights of people who have learning disabilities, and the report says that a person with learning difficulties cannot have their lives discussed without them being present so that they are involved in making the decisions about their life (Department of Health, 2001). The report also says that if decisions are being made that could affect people with learning disabilities then there must be people present that have learning disabilities (Department of Health, 2001). A report called Hidden Lives was published by the charity Turning Point, in which they examined how effective legislation had been in tackling social exclusion (Batty, 2004). The results of the report were quite alarming, with many service users claiming that improvement had been very slow, and the charity fear that people with learning disabilities are facing social exclusion forever (Batty, 2004). The solution to social exclusion lies not in myriad attempts ro repair society at points of breakdown, but in persuading relatively affluent groups that social inclusion is worth paying for (Watt, 2001) carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0tag:blogger.com,1999:blog-5719948283060496740.post-16540746765472500512019-11-13T21:50:00.001-08:002019-11-13T21:50:04.832-08:00HRM Strategies Needed by Janssen Pharmaceutical Companies to Achieve High Performance Work :: Janssen Pharmaceuticals Case StudyEXECUTIVE SUMMARY High Performance Work (HPW) is absolutely essential for the associations to manage the to a great degree aggressive markets. Absence of organisational effectiveness or techniques would absolutely push the association in the negative course. In this paper Leadership and Human Resource Management (HRM) ideas are contemplated for expanding the superior working of the Janssen Pharmaceuticals. The collaboration and HRM procedures utilized by the Janssen are assessed. The assessment is carried out on the premise of proper hypothetical models. The ranges in which the association is solid and powerless are unmistakably distinguished and portrayed as a feature of the examination. Janssen which is fundamentally a Health care supplier has powerful HRM procedures. In the meantime there is so much the association can enhance in the fields like wellbeing, reasonable arrangement. Proposals for expanding the proficiency of the association are unmistakably depicted. Table of Contents Executive Summary................................................................................................... 2 Introduction ............................................................................................................... 4 Analysis...................................................................................................................... 4 About Janssen............................................................................................................ 4 Leadershipâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. ............................................................................................. 5 Human Resource Management (HRM) .......................................................................6 Conclusion.................................................................................................................. 10 .Recommendations..................................................................................................... 11 References................................................................................................................. 12 INTRODUCTION For Janssen pharmaceuticals, leadership and human resource management are two essential perspectives that need to be analyse. The primary motivation behind taking these two angles it is straightforwardly connected to the High performance work (HPW) of the organization. Separated from all other criteria, leadership is a special quality that straightforwardly connected to the accomplishment of the organization, in light of the fact that it incorporates the social relations between higher powers and their minimum employees. The intermediate managers are paramount on the grounds that his predisposition part of leaders and supporters (Clegg, et.al 2011). The relationship of representatives with the top level administration is not entrenched for Janssen, may be a direct result of the absent of immediate contact with one another. There are different exercises included in the Human resource management. They are enrolling the workers, setting up the choice and remuneration techniques. It additionally incorporates execution administration frameworks, offering the data and including the workers in an extensive manner. All these exercises are done in a thorough way for procuring, creating and retaining the talented workforce. All these practices are by and large considered as high responsibility or high inclusion frameworks. In less difficult terms they are alluded as high performance works (HPWS). This idea is identified with strategic human resource management (SHRM). SHRM positively includes the managerial movements identified with communication and participation, preparing and advancement, recruitment and staffing and execution administration and compensation (Anthony et. carolegraham197http://www.blogger.com/profile/11719097213085457656noreply@blogger.com0