ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

Introduction:Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus.These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school.We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25. 3: School activity: observing ICT). Part One: Our class has been exploring seeds, so I based my Storybird book   around this.We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I developed this story linking to friendships and secon d families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are covering this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential influence it has on the way children’s subject knowledge is developed in schools. With this quote in mind, I will use this ICT site to benefit the children, using the pictures to help tell a story, and having ICT as a cross-curricular tool. We encourage children to use different strategies like story-mountains and mind maps but just having pictures and having to put words to them extend their thinking.My pedagogic subject knowledge helped me help them choose the pictures and I explained the concept to them in order for them to be able to understand. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson , Combined Tutor Group pointed out â€Å"writing a story from the illustrations enabled me to experience what it might be like for a non reader trying to make sense of the story from using the pictures. We encourage children to use different strategies when reading to stop them becoming over-reliant on one strategy†.I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children can let their imaginations rule the story. I will present this as a group activity and encourage the children to look at literacy through different modes of image and word. â€Å"The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media† (Bearne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and understanding enabling them to be confident enough to develop.  (Michael Rosen, former Children’s Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, Study Guide: Talking and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I have learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this made my writing in Storybird difficult.I had plenty of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to focus on writing around the images rather than finding an image to match my writing. Children already know much about multimodal texts from their home experiences. As teaching assistant’s it is our responsibility to build on these experiences and the children’s knowledge, recognisin g the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are also meeting the National Curriculum (2005) QCA requirements.The children are aged six to seven and the intended learning outcomes were to see if their estimations were correct. For science, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to discuss expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, week 18, Science and Technology).We represented the situation in maths to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 2010:14) (Haylock with Manning (2010). Professionally, I thought it was good to share our approaches and the resources we use in our school setting. Taking note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word count: 1071) Part Two (a) Looking back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in problem solving has developed.The challenge for me was the opportunity to understand the problem sol ving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and model situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). I have progressed in thinking creatively and can understand, analyse and evaluate to solve problems, sharing my approach and solution effectively by re-reading the course material.I have learnt problem solving can relate to many different things within maths ranging from doing a jigsaw to reading a map { cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) } and the need to solve problems is the fundamental basis for the construction of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develo p their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the children’s thought process, and the extent to which they will reveal their understanding and the language used. This will have a further impact on my support of them and my own knowledge and understanding. The most important thing I learnt in Block 2 (Week 8, Study Guide: Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using ‘what if’ and ‘as if’ thinking I will use creative questioning and support the children to explore what answers may be. Using the ‘shiny maths’ approach like line graphs, pie charts, 3D models and tessellation patterns to make maths and problem solving, more interesting. In compounding my subject knowledge for English, I ha ve found that my understanding and development has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By going over chapters 3, 4 and 8, I have come to make sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a word’s class can also be determined by its function of the role it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe English as being parts of speech.Assigning words to classes is more straightforward, for example, ‘the water run’s’, ‘water’ the verb and ‘run’  the noun and how an apostrophe can stand in for letters that have been dropped. For example ‘do not’ will become ‘don’t’ (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there a re many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other classroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be involved in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more ‘hands on’ and ‘minds on’ approach and allowing them to handle the seeds and Petri dishes made a great difference to their learning (topic pedagogy). I have gained knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, p redict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a little out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has enhanced learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of assistance in facilitating children’s learning. Pedagogically, I can now put into practice the knowledge and experience I have gained through Block 4, Science and Technology including an understand ing of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages have.  (Word count: 842)Part Two (b) Looking back at the English targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of children’s literature and the linguistic terminology used, along with spending much time examining the letters and sounds in Phonics. Re-reading English for Primary and Early Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an essential part of the reading process is decoding the letter symbols to reveal the sounds of the la nguage (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes – nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http://www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the children’s learning through better communication. My ‘how to’ knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009;Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and really feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my vocabulary through listening, talking, watching and further reading. I do realise that with pedagogical content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myself for different purposes.I now feel far mor e confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count: 623) Part 3: Evaluation: I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25: Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form of picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I still needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and tackle problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and performance within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where differentiation may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and Learning and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation Degree and perhaps think about the School-centred Initial Teacher training course, for which she could accommodate me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my job seems to be going. We discussed a three-year plan, as E214 will take me to May 20 14, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.

Adult Learning and Learning Styles Essay

When one thinks about education thoughts are naturally turned toward adolescents. In today’s society the media is quick to expose flaws in the educational system. One rarely thinks about the educational needs of adults, but for many adults there is a large need for continuing their education. One might venture to ask the question what is adult learning? According to Malcolm Knowles adult learning is a process of self-directed inquiry (Urological Nursing, 2006). Although there are many adults that are driven to continue their education, the idea can be overwhelming for most. It is best for the adult learner to prepare for the journey by knowing the process of adult learning, identifying the types of learning styles, and identifying one’s personal learning style. Assessing the level of the above traits and the readiness to learn will equip the adult learner with an arsenal of tools. Learning is defined as, a relatively permanent change in an organisms behavior (Merriam, Caffarella, & Baumgartner 2004). There are a multiple theories as to how people learn. The more popular theory is the Learning Theory. The learning theory encompasses five orientations to learning: Behaviorist, Humanist, Cognitivist, Social Cognitive, and Constructivist (Merriam et al. , 2007). This paper will focus on the behaviorist aspect of learning, the permanent change in behavior. Understanding how and why adults learn will increase the chances of teaching success. The reason most adults enter any learning experience is to create change. This could encompass a change in (a. ) their skills, (b. ) behavior, (c. ) knowledge level, or (d. ) even their attitudes about things (Adult Education Center, 2005). The degree of motivation is what separate adult learners from school age children, previous experience, engagement in the learning process, and applied learning. Adults learn best when convinced of the need for knowing the information (Urologic Nursing, 2006). For example, an employee who is offered a training opportunity that will directly impact one’s job will be more likely to take advantage of the opportunity, as compared to an employee whose training opportunity is not directly related to the employee’s job description. Adults have a greater depth, breath, and variation in the quality of previous life experiences than younger people (O’Brien, 2004). Former experiences can lead the adult learner to connect current learning to something learned in the past. For example, if an adult learner is taking an advance course in Accounting. One might be able to recall a mathematical strategy used previously in a basic course that can apply to the current accounting class. Utilizing experience in this fashion can lead to making the learning experience more meaningful. In a classic study, Rogers (1969) illustrated that when an adult learner has control over the nature, timing, and direction of the learning process, the entire experience is facilitated. Adults tend to be self-directed and decide what they want to learn. For instance, in today’s economy many adults have decided to return to school in order to become more marketable in the current economic slowdown. The website for the Higher Education Statistics Agency ( HESA) states that 24% of undergraduate students are now classified as mature students (i. e.21 years of age), many of whom have arrived in university after completing a foundation-level access course at a further education college. Choosing to return to school allows learners to have more control over the educational process. It allows the adult learner to choose which program to enroll, and the level of commitment towards the program the learner is willing to give. It is important to remember that in order to engage the adult learner and facilitate the transfer of knowledge, patience and time on the part of the teacher and learner are needed (Urologic Nursing, 2006). As skills and knowledge are acquired, it is paramount to include return demonstrations by the learner (Urologic Nursing, 2006). It is important for the teachers to observe the learned skills in the learner, and for the learner to experience the progress in their understanding, and application of the education. Seeing progress and realizing a tangible movement forward in the learning process may increase the learner’s motivation to learn even more. Table 1. Characteristics of Adult Learners * Autonomous and self- directed. * Accumulated a foundation of experiences and knowledge * Goal oriented * Relevancy oriented * Practical * Need to be shown respect Characteristics of Adult Learners Source: Knowles, 1970 Table 2. Sources of Motivation for Adult Learning * Social Relationships * External Expectations * Social Welfare * Personal Advancement * Escape/Simulation * Cognitive Interest Source: Lieb, 1991 Learning styles refers to the consistent way in which a learner responds to or interacts with stimuli in the learning context (Robert Loo, 2002). Learning styles are related to cognitive styles of the learner’s personality, temperament, and motivation. According to Riding and Cheema (1991) the concept of learning styles seem to emerge in the 1970’s as a replacement for the cognitive styles. Activity in the learning styles field has been so strong that some 21 different models have been developed (Curry, 1983). Kolb’s Experimental Learning Model (ELM) is one of the most popular and utilized learning models today. ELM has attracted a wide audience as well as application. His model is founded on Jung’s concept of types or styles through which the individual develops by using higher level of integration and expression of non-dominant modes of dealing with the world (Kolb, 1994). Experience is formed into concepts that guide the choice of new experiences. Kolb’s model reflects two dimensions based on (a) perceiving , which involves concrete experience (feeling) and abstract conceptualization (thinking), and (b) processing, which involves active experimentation (doing) and reflective observation (watching) (Robert Loo, 2002). These two dimensions form the following four quadrants reflecting four learning styles: accommodator, diverger, assimilator, and converger (Robert Loo, 2002). FIGURE 1. Kolb’s Two–Dimensional Learning Model and Four Learning Styles Accommodator Diverger Converger Assimilator Concrete Experience Active Experimentation Reflective Observation Abstract Conceptualization Accommodators are described as â€Å"hands on† or â€Å"gut feelings, divergers deal best with concrete situations, assimilators understand a wide range of information, and convergers are best at finding practical uses for ideas (Kolb, 1994). As more adults are participating in learning activities, adults are beginning to seek ways to improve their learning experiences. One way in which adult learners are achieving these goals is to familiarize themselves with their individual learning styles. How do adult learners identify their personal learning style? Many have been interested in how one learns. Even before the 1970’s, scholars have known that matching teaching styles and learning styles would result in improved grades, which logically reflect greater learning. Understanding ones learning style can lead to successful learning for all learners. Over the past fifty years researchers have learned a great deal about learning styles and how to identify them. Adult learners can improve test scores and increase content knowledge by identifying styles. Dunn and Dunn (1992) demonstrate that when students are taught using their preferred learning styles, the show increased academic achievement and improved attitudes toward instruction than when they are taught using their non-preferred style (Joseph Pitts, 2009). The problem has been that instruments are often time consuming in administering, scoring, and implementing. Research on learning and cognitive styles evolved from psychological research on individual differences (Curry, 1987). In the process, scholars began to develop inventories and other measures to identify the learning styles they discovered (Joseph Pitts, 2009). In the early 90’s more than thirty published instruments that assess the dimensions of learning styles were in use. In order for adult learners to identify their learning style they most use a valid learning style inventory. There is a multitude of learning inventories. Many are composed of self-report rank ordered questions. For example, Curry (1987) organized a three-layer system composed of twenty one learning styles. The first level focuses on learning behavior, the second level centers on information-processing dimensions, and the third presents instructional preferences. TABLE 1. Curry’s Classification System of Learning Styles Instruments| Level| Author| Instrument| 1. Instructional and environmental preferences| Canfield and LaffertyDunn, Dunn, and PriceFriedman and Stricter| Learning Styles InventoryLeaning Style InventoryInstructional Preferences| 2. Information-processing preferences| BiggsEndwise and RamsdenHuntKolb| Study Process QuestionnaireApproaches to StudyingParagraph Completion MethodLearning Styles Inventory| 3. Personality-related preferences| KaganMyersWitkin| Matching Familiar Figures TestMyer-Briggs Type IndicatorEmbedded Figures Test| Source: Curry 1987 Dunn et al. (1992) classified individuals as analytical or global learners that analytical learners are more successful when information is presented step-by-step in a cumulative, sequential pattern that builds towards conceptual understanding (i. e. , a part-to-whole pattern of learning). These individuals prefer to learn in a quiet, well-illuminated, formal setting: often have a strong emotional need to complete tasks; like to learn alone or one-on-one with a teacher; prefer highly structured assignments; and rarely eat, drink, smoke, chew, or bite on objects while learning. Global learners have the opposite set of characteristics, learning more easily when they master a concept first and then concentrate better with distractors such as sound, soft lighting, and informal seating arrangement and some form of intake (e. g. eating or drinking). They take frequent breaks by studying and often work on several tasks simultaneously. Global learners prefer to work with their peers and structure tasks in their own way. In conclusion, many adults for different reasons are choosing to return to some form of educational activity. Some are motivated because of social relationships, personal advancement, or cognitive interest, but whatever the reasons, adults should be prepared for the journey. Adults can prepare by knowing the process of adult learning, identifying the types of learning styles, and identifying one’s own style. Reference Page Londell D. Jackson (2006). Revisiting Adult Learning Theory through the Lens of an Adult Learner. Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork (2009). Learning Styles, Concepts and Evidence. University of California, San Diego, Washington University in St Louis, University of South Florida, and University of California, Las Angeles. Joseph Pitts (2009). Identifying and Using a Teacher Friendly Learning-Styles Instrument. Sally Russell (2006). An Overview of Adult-Learning Processes. Urological Nursing.

W3Qop Essay Example | Topics and Well Written Essays - 1000 words

W3Qop - Essay Example t. c. The sites are applied by companies to promote sales through the internet. The people who visit these sites can create their profile, which allows them to display their interests and thoughts regarding various issues. Companies utilize the opportunity to identify consumer’s views regarding their products. They use the sites to promote brand awareness especially when a new brand is launched. Consumer confidence is increased when they interact through these sites. They get to know how the views of other consumers and also their questions can be addressed in unison (Hackler & Saxton, 2007). Social networks can be used to boost business especially when the marketing campaigns are designed to match the business objectives. The advertisements target specific market segments ensuring that their needs are met. The sites are significant in meeting the needs of a wide customer base especially due to the fact that the use of internet is growing rapidly globally. Consumers are allowed to interact in online forums wherever they are, and they create a large audience for the marketers. The swiftness through which information is passed to all consumers is significant in making quick sales than the conventional forms of marketing. Moreover, the marketers have an opportunity to demonstrate to the consumers through video clips or demos. The sites are flexible and the marketers can change the content fast to suit consumer demands. Value addition can be accomplished through allowing the consumers to vote for their interests to be integrated in the product. In essence, the social network s have helped businesses to make a major milestone in promoting their products (Turban et al. 2008). Â   Managers do not like problems especially due to the time they consume making it difficult to accomplish good plans. Problems generate uncertainties in business and they always seem imminent. When managers identify problems, they ensure that they are

CIF Contracts Essay Example | Topics and Well Written Essays - 1250 words

CIF Contracts - Essay Example This law essay outlines peculiar features of CIF contracts. Cost, insurance and freight (CIF) denotes that the vendor delivers when the products pass the ship's bar in the port of consignment. A CIF contract needs the seller to ship at the port of consignment the required products in the underlying agreement of sale, to acquire a agreement of carriage (bill of lading) under which the products will be delivered to the established destination, to organize for insurance that will be obtainable for the advantage of the buyer, to formulate a commercial invoice and lastly to tender these papers to the purchaser who must be prepared and willing to pay the cost of the consigned products. In such a scenario, the ownership of the products may pass either on consignment or on delivery of the documents. The risk normally passes on consignments or as from shipments, but ownership does not pass pending the documents which symbolizes the products are provided in exchange for the cost. As an outcome , the purchaser, after acceptance of the documents, can claim against the transporter for infringement of the agreement of carriage and against the underwriter for any loss enclosed by the policy. In accordance to a CIF contract, the buyer is required to pay against the tender of a genuine bill of lading that guarantees the products contracted to be sold, an insurance document and a saleable invoice that indicates the price.4 The buyer is obliged to make payment against the tender of the respective papers of contract notwithstanding of fact that the products have been damaged or lost at maritime after the shipment.5 In the incident of loss, such as case of study, the buyer (N&Y Ltd) must pay the value on provision of the documents and necessary remedies, if any, will be against the transporter as indicated in the bill of lading or aligned to the underwriter as per the insurance agreement, but not against the seller (A&W Ltd) under the agreement of sale. If the purchaser declines to pay (as indicated in this case) against the papers without any legal justification, the buyer shall be legally responsible to compensate the seller for damage that may outcome, as enacted in Article 150 within the Commercial Transactions Law (Meiselles 2013). Under a CIF agreement, the seller performs the requirements by providing the documents to the buyer. The seller is not required to deliver the products to the agreed destination but the seller is under a negative responsibility not to avert the goods from being delivered to the buyer at their premises. This might be executed by deterring the carrier from delivering products to the buyer or by transferring them to a diverse destination (Meiselles 2013). However, if the agreement contains a section that imposes on the seller an obligation to transport the products to the contracted destination, it is not regarded as a CIF agreement, even if the documents of ‘CIF’ emerge in the contract.   Not all agreements that ar e expressed to be CIF agreements are such. According to Article 155 of the Commercial Transactions Law,6 it is stated that ’a contract which encloses such status as will make the seller accountable for

English short story paper analysis Essay Example | Topics and Well Written Essays - 750 words

English short story paper analysis - Essay Example It seemed the world was full of contradictions. Love is kind and good. It makes you feel good about yourself. Love wants the best for you. Love allows you to be who you are. Parents, full of love, want to help their children achieve their dreams. But it was always Mother who hurt and punished and made her feel bad about herself. It was Mother who wanted her to marry the worst of the suitors who asked for her hand, the one who was all about money and possession and showed little feeling or concern for her welfare. It was Mother who didn’t care what her dreams were but only thought about what Mother wanted. She considered the one who had no money but his heart in his eyes and shivered. In writing this imitation, I learned just why this passage is so important in understanding the plotline of this story. The passage opens with a moment of doubt, as if the main character cannot decide if she is right or wrong in thinking herself somehow in danger of losing something important to her – her life, her health or her future happiness. She does not trust her own mind anymore partly as a result of her upbringing and partly as a result of her current situation. Cisneros’ main character is plagued by the patriarchal structure she was raised in as well as the telenovelas or soap operas that gave her an understanding of the world to believe that she is supposed to love her husband for the rest of her life and that pain in love is expected and must be endured. This is what contributes to the main question that starts the passage. This was duplicated in the suggestion that the main character in the imitation is up against her own mother’s opinion. Obviously, she has been raised to believe that her mother was always right and, since her mother has told her she’s crazy, she has believed it, at least to some extent. However, Cisneros’ character looks outside of her little household and the world she’s grown up in to weigh her experience against the

Project Essay Example | Topics and Well Written Essays - 2000 words - 1

Project - Essay Example But in Balanced Scorecard the performance of an organization is looked into from a broader angle which spans over perspectives like: Financial, Customer, Internal business process, Learning and growth. This is done to integrate the various complexities in the operating environment of a modern-day firm and so that the along with the financial model other factors which have crucial effects on the firm are taken into account. This tool evaluates performance of an organization and provides a framework for guidance. This system is used by organizations, private, governmental and non-profit to examine their performance in relation to their strategic objectives. Using the balanced Scorecard system, it is possible to measure and evaluate the process which is responsible for present and future value creation. This also acts as a guiding framework for managerial decision making in context of areas to be focused upon and resources to be put into in order to create value. Analysis through this system brings forth the ‘value drivers’ in an organization (Balance Scorecard basics, 2009; Kaplan R.S. and Norton D.P., 1996). The main angles or points of discussion for the organization under the ‘customer perspective’ are identification of their target customers and also their won value proposition which would attract the customers. Identification of the value proposition is crucial because otherwise the organization would surely loose focus. Value propositions might emanate from: Operational excellence- These kinds of organizations get their value proposition from excellence and primary focus only on their operations and generally offer no-frill products or services. Example: EasyJet the European low-cost airline. Leadership through product- These firms depend on constant innovation and research to deliver better products to their customers. They become product leaders and lead the way in the market by always striving to and delivering

Organizational Learning and Environmental Change Essay

Organizational Learning and Environmental Change - Essay Example This paper examines the various approaches to learning which an organization can adopt so that learning challenges in environment are not only recognized right in time but also ingrained into the operations of the organization and reflect in employees' learning to derive competitive advantage. This paper eamines the relevance of the Revans formula which emphasizes the importance of keeping pace in the learning process. All organizations can be viewed as offering some kind of solution to the problems of their stakeholders in the widest and deepest marketing sense. An essential blueprint for the organizational survival is derived from the writing of Revans(1980,1982) . Revans(1980) posited that in order for an organization to succeed the learning(L) within an organization must be greater than or equal to the rate of change(C)in the environment (L C). This is called the Raven formula. This concept maintains that organisations must become 'learning organisations' if they are to survive the changes in the external environment that affect the business and its' operations. Revans recommended action learning to essentially mean removing the gap between ideas and actions, between thinking and doing, action and learning as parts of each other. Revans coined the phrase," "helping each other to help the helpless" .Revans philosophy is based on three concepts of honesty about self, all knowledge ought to be ac tion oriented and most action should lead to camaraderie. An immediate example can prove Revans theory in relation to stakeholders of any organization. Organization like airlines -offering the services of air travel-were faced with a new and emerging niche of customers who were upwardly mobile professionals with high spending powers in early 1990s.This new niche of customers which emerged from the airlines environment was a result of prosperity brought about by globalization and opening up of economies and international markets. These travelers did not merely have an expectation of basic air travel need from airlines but expected a host of value additions in terms of menu, behaviour, off board facilities etc.Successful airlines that read into the trend and honestly went about implementing the necessary marketing plan reorientation through concrete actions like altering inflight menus, increasing airport facilities, changing the seats and space ,training the employees and above all i nstilling a team spirit while bringing about this overall change emerged as the best airlines of the world while others lagged behind. A living example is Singapore Airlines. The Revans formula worked secretly behind these success stories in that such airlines ensured that the rate of the organizational learning process was greater than that posed by the changes in their environment. Thus the employees of the organizatio

Redesign UC Davis bookstore Essay Example | Topics and Well Written Essays - 250 words

Redesign UC Davis bookstore - Essay Example The university soon took control of the UCD Davis bookstore and established itself as its legitimate owner over time. After a period of time ASUCD tried to regain control of the bookstore. It culminated when; in 1982 ASUCD sued the UC Regents for one million dollars in lost profits and for control of the bookstore. The university did not respond well and even threatened to kick ASUCD off campus and to revoke ASUCD owned Unitrans’ – the primary bus service within the campus – insurance. Eventually, ASUCD dropped its lawsuit and signed a Memorandum of Understanding to relinquish all control of the bookstore; in return, ASUCD receives $20,000 a year from the bookstore’s revenue to use on the Memorial Union. The university’s ownership of the bookstore is strong and will continue to hold for the years to come. Another reason that it does not perform to it full potential and the subsequent need to redesign the space is the fact that the UC Davis Bookstore sells more than just books. The range of products available inside the store makes it more like a one-stop shop for students needs. If the space is cluttered or disorganized, the flow of goods and people within the store will also suffer.

Market Plan Assignment Example | Topics and Well Written Essays - 2000 words

Market Plan - Assignment Example Clearly these figures when taken in context with the vast market available for fresh growing and fresh cut herb are indicative of the fact that the market is far from saturation and can be exploited by utilize a clear and concise marketing strategy which combines the individual companies which import their herbs with the cost saving potential of exposing those companies to fresh grown and fresh cut herbs within our region. Within Europe alone, there are thousands of hectares that are strongly committed to the production of organic herbs. This is usually done collaboratively with marketing collectives as well as a co-op of processing plants. Within the UK alone there are only a few hundreds of these arrangements. Additionally, there are very few productions in place. The statistics indicate that there is a burgeoning market for individual companies which produce both fresh growing and fresh cut herbs. In within the UK there were nine hundred and thirty-five (935) stores selling fresh cut herbs and eight hundred and eighty-one stores selling fresh grown herbs during the time period of 1 November 2004 and 31 October 2005. These figures represent a total sale of 22,532,730 units annually, total revenue of 14,343,372, 4,433,970 customers served annually and a customer penetration of 26.05%. In the demographic region of East of England, there were only eighty-seven (87) stores selling fresh cut and fresh gr owing herbs combined. These stores sell 2,521,410 units with a total of 1,643,243 being generated from their sale. The customer penetration within this area is a mere 22.58%. Clearly the market for herbal products exists and there is a dire need for production systems as much of the production is done externally and the products are imported. Additionally, there has been a growth in the number of consumers who rely on medicinal herbs as well as herbs utilized for body care and hygienic needs. This has prompted an increase in the number of organic farmers and growers. Even in light of this, the market remains very far from saturation. As a commercial organic herb production company, Canfield Farm Fresh Herbs Ltd is in a unique position of being one of the very few companies to utilize horticultural advances as a means of establishing a brand that surpasses much of the industry standards. Organic Herbal Market Sectors Currently there are six distinctive sectors within the organic herbal market. These sectors include culinary, cosmetics and body care, health care/medicinal, veterinary, transplant and seed. The culinary sector includes pot grown and fresh cut herbs utilized by restaurants, food processing enterprises as well as hotels. The cosmetics and body care industry represents one of the fastest growing segments of the organic herbal market. In this sector herbs are sold as dry leaves or roots, essential oils, creams, lotions, bath oil and the like. Within the health care/medicinal sector, herbs are predominantly utilized in the form of dried leaves, fruits, roots, flowers and seeds. They are utilized by traditional herbalists as well as other consumers as an alternative to non-organic medicinal treatment. The veterinary segment represents a very small but potentially lucrative segment. The organic herbs within this segment

Scrutinize the Qatar Architects Ethical and Professional Code of Assignment - 1

Scrutinize the Qatar Architects Ethical and Professional Code of Conduct, Analyze and structure its components in canons, ethical standards (ES) and rules, according to the AIA and RIBA codes - Assignment Example The second part analyses and relates the AIA codes and then the RIBA codes to that of Qatar Architects’ ethical standards and professional codes are essential since they work towards aligning themselves with the AIA’s Ethics Code on Human Rights: This is through prohibiting design of execution and spaces, torture, inhuman treatment, and degrading treatment of architects. All registered architects must try to promote excellence in architecture through their work and encourage others too. They must also carry out their duties to the best of their ability and to the satisfaction of clients and have proper regard for the interests of all consumers. The code of conduct expects architects to conduct themselves with integrity and honesty. This is in line with RIBA codes of integrity. This makes them to honor architecture as a unique profession. They must not act in manners that will make put their profession into dispute. They must therefore, work with fairness and integrity. The Qatari architects’ code of conduct explains that architects (registered), do not have interest in personal or financial in connection with businesses that may turn out to be inconsistent with obligations of professional conduct and standards. The code also calls for architects to rely on performance, ability, and experience as the basis of advancement in business, and shall not criticize maliciously how other architects work. Finally, it states that an architect shall be disqualified to serve as director or partner of any practice of architecture proffering service to the public when he becomes a bankrupt or his application is not discharged or has his application rejected by the registration board of architects. The first standard in architecture is about integrity and honesty, where architects are at all times expected to act with honesty and integrity and avoid situations or actions inconsistent with professional obligations. Secondly, they need

The Custody of the Pumpkin Essay Essay Example for Free

The Custody of the Pumpkin Essay Essay The Custody of the Pumpkin is a humorous piece written by P.G. Wodehouse that mocks the aristocrats of England in that time. In the story, the main character is Lord Emsworth, who represents the upper class and their eccentric nature. The humorous behavior of Lord Emsworth makes him the most memorable character of the story. Emsworth is depicted as a â€Å"fluffy-minded† man who takes great interest in trivial toys and paraphrenelia. This is shown in the very beginning of the story where Lord Emsworth is looking through a new telescope and says, â€Å"I’ve been swindled. This dashed thing won’t work.† His faithful butler, Beach, responds, â€Å"Perhaps if I were to remove the cap from the extremity of the instrument, my lord, more satisfactory results might be obtained.† This dialogue shows us how Lord Emsworth bought the telescope, without even realizing its full purpose and fuction. This humorously portrays him as a fanatic, interested in the frivolities that have no real purpose to him. His child-like obsession is underlined when he says, â€Å"Beach, I see a cow!† This shows his unjustified passion for such strange toys. Compared to his respectable lineage, his achievements are depicted as very meaningless. The writer subtly puts this across when Lord Emsworth is anxious about winning a pumpkin contest, which he had missed out on till that day. Wodehouse writes that he had won awards before ones that had held very little value- â€Å"for roses, yes. For tulips, true. For spring onions, granted. But not for pumpkins; Lord Emsworth felt it deeply.† This line makes his achievements seem miniscule compared to his predeccesors who were warriors, statesmen and tailors. This makes him stands out to the reader as a peculiar sort of ‘overachiever’ in his field of interest, which is trivial in itself. Lord Emsworth is also humorously shown to be obsessive about his precious pumpkin- â€Å"Blandings Hope†. He also believes that his former head gardner Angus McAllister had an emotional connect with the pumpkin. He says, â€Å"Perhaps the pumpkin was pining for him too.† This makes him humorous to the  reader, by depicting him as a very concerned ‘parent’ to the pumpkin. This concern is later intensified when his son, Frederick, comes to visit him in London from his estate. Emsworth jumps to silly conclusions about the pumpkins- â€Å"What’s wrong? Have the cats got at it?!† The son seems confused and asks, â€Å"Cats? Why? What? Where? Which cats?† Then Emsowrth clarifies, â€Å"Frederick, speak! What happened to the pumpkin?!† This portrays Emsowrth humorously as an obsessed and anxious man. Even his son â€Å"ridiculed† him. Throughout the story, Emsworth’s character is constantly fretting over his beloved pumpkin, not even caring as much for his own son. These idiosyncracies of Lord Emsworth are what make him most memorable and enjoyable to read about. His eccentric, anxious and childish nature paints a character in the reader’s mind that is humorous and difficult to forget.

Role of Genomics Educated Nurses

Role of Genomics Educated Nurses GENETICS ROLE IN HEALTH CARE OF PATIENTS 1 Evidence Based Practice Paper on Genetics Role in Health Care of Patients Minimol Shebeen American Sentinel University Evidence Based Practice Paper on Genetics Role in Health Care of Patients Evidence-based practice (EBP) is the incorporation of clinical skill, patient advantages and the best research evidence into the decision-making process for patient care. Clinical expertness relates to the clinician’s gathered knowledge, education and clinical abilities. The patient brings to the encounter his or her own personal likings and unique concerns, hopes and values. The finest research verification is normally established in clinically significant research that has been organized using sound methodology. (Duke University Medical Center Library, 2013). The majority of diseases jeopardizes, health situation and the remedies used to treat those conditions has a genetic element impacted by lifestyle, environmental and other factors, and therefore affecting the whole nursing profession. Nurses have intimate knowledge of the patient’s, family’s, about community’s perspectives and an understanding of biological supports. Nurses also have experience with genomic technologies and information along with skills in communication and building coalitions and most importantly, the public’s trust. Nurses are well positioned to incorporate genetic and genomic information across all aspects of the United States health care system. Nurses, the most trusted health professionals, make unique contributions to the field of human genetics and genomics and complement the work of other health care providers to improve the health of the public (Calzone et al., 2010). This paper looks into the role of genomics educated nurses in saving lives and improving health care quality. Genetic Engineering According to The Columbia Electronic Encyclopedia (2013), genetic engineering is the use of different methods to engineer the genetic material of cells to change hereditary features to produce biological products. Various techniques are used, including Use of hybrids of quickly proliferating cancer cells and cells that make a needed antibody to make monoclonal antibodies Polymerase chain reaction in which complete copies of Deoxyribonucleic acid (DNA) fractions are made and used in DNA fingerprinting. Gene splicing, in which DNA of a wanted gene is inserted into a DNA of a bacterium which then reproduces itself producing more of the wanted gene. Genetically engineered outputs include bacteria intended to break down industrial waste products and oil slicks, drugs like human insulin, human and bovine growth hormones and interferon. It may also degrade plants that are resistant to insects, diseases and herbicides, that yield fruit or vegetables with desired qualities, or produce toxins that act as pesticides. Genetic engineering methods have also been used in the direct gene conversion of livestock and laboratory animals (The Columbia Electronic Encyclopedia, 2013). Legal and Ethical Issues According to Lea (2008), genetics have developed to include the effect of a person’s entire genome, environmental elements and their joint effects on health. This growth is creating new, gene-based technologies for the preview, diagnosis, prevention and treatment of both uncommon and common diseases, such as cancer, heart disease, diabetes and stroke. New genomic breakthroughs and their implementations bring great expectation for a more personalized appeal to treat disease. While these new indications raise expectations for disease prevention and treatment, they also bring hard ethical issues to patients and healthcare providers in a similar way. Some of the ethical challenges for nurses are Privacy and Confidentiality Who shall have reach to genetic data? Who owns and commands it? How can families settle differences when some members want to be tested for a genetic disturbance, and others do not? Discrimination Should managements be able to need job appliers to take genetic tests as a requirement of employment? Unbiased Access to Genomic Technologies Resource-poor countries, the uninsured, rural and inner-city communities – how might genomic science and treatments be made available to those with fewer reserves? Rare genetic conditions – who will invest the progress of treatments for genetic disorders that affect a comparatively small number of people? Influence of Genetic Data How does a person’s genetic data influence that individual and society’s feeling of that individual? How do genes and genomic facts affect fellows of minority populations? According to National Human Genome Research Institute (2007), certain ethical, legal and social issues research areas identified as the main challenges for the future of genomic research: Intellectual property issues surrounding the approach to and use of genetic knowledge Ethical, legal and social factors that impact the interpretation of genetic data to improved health Problems surrounding the manners of genetic research Issues surrounding the use of genetic knowledge and technologies in non-health care backgrounds The impact of genomics on notions of race, kinship, ethnicity and individual and group identity The associations for both individuals and society of unveiling genomic inputs to human features and conducts How different individuals, cultures and religious practices view the ethical boundaries for the uses of genomics Mandatory Screening Newborn screening is a growing use of genetic examination. A technology called Tandem Mass Spectrometry is now being used by many state newborn screening programs, permitting screening for more than 24 distinctive genetic disorders using one easy test. This widened newborn screening raises new issues about well-informed decision making. As illustrated by the American Academy of Pediatrics, genetic testing varies from other types of medical testing in that it provides information about the family. For example, a diagnosis of Phenylketonuria (PKU) made in an infant through newborn screening means that the infant’s parents are carriers, and that they have a 25 percent chance with each future pregnancy for having another child with PKU. Each of the parents’ siblings has a 50 percent chance to be transporters. Thus, the screening results may have related social, psychological and financial risks. Parents who are carriers may have psychological risks which may comprise parent al responsibility. A child diagnosed with a genetic condition may face descended identity and risk insurance and employment unequal treatment. At present, most states have mandatory newborn screening agendas that require all infants to be screened unless the parents deny. This is called informed dissent, with least information supplied to parents. An informed consent process, on the other hand, would include talk with the parents about the risks, restrictions and benefits of newborn screening before consenting to the testing. Having an informed consent procedure for newborn screening has the attitude for faster and efficient responses to positive outcomes. The American Academy of Pediatrics has recommended that pediatric providers give parents the needed data and counseling regarding the risks, benefits, and limitations of newborn screening, and that they cooperate with genetics professionals and prenatal care providers in providing this difficult information to the parents. There a re currently two states that require informed consent for newborn screening, Maryland and Wyoming. Thirteen other states need that parents are well-informed about the newborn screening ahead the testing is done on their infant. All but one state, South Dakota, permit parental rejection of newborn screening for religious or personal reasons (Lea, 2008). Healthcare Providers Role in Gene Therapy The nursing profession is a crucial contributor of the finest health care services and is key to ending the gap between research breakthroughs that are effective for health care and their affluent adoption to optimize health. Every year, over 106,000 people in the United States will die from adverse effects from medicaments ordered and dispensed in correct dosages, and over two million will bear grave but not life-threatening toxicities. Among individuals 65 years of age or older, 17.3 percent of adverse drug event related emergency department visits were connected with warfarin, the majority of, which were dose-related with 44.2 percent needing hospitalization. Individual genetic markers are among the causes that add to the decision of warfarin dose conditions. A strong nursing element, can decrease the extent of life-threatening hemorrhage or sub-therapeutic dosing that can result in thrombosis as an outcome of individual responses regulated by genetic structure. Despite an expandi ng body of evidence with the addition of genetics and genomics to health or illness, the proof specific to results of genetically competent nursing practice and the effect on the public’s health is very insufficient. However, individual stories point to the possibility for changing health care by the genomically competent nurse (Calzone et al., 2010). A nurse who is informed about genetics and trained at acquiring and reviewing risk in a family history have the possibility to help people avert adult-onset disorders and resulting morbidity and mortality. More than 180,000 new cases of breast cancer are identified yearly, of which approximately 5 to 10 percent will have an inherited vulnerability to the disease. A nurse case manager took a brief family pedigree of a woman to recognize any information persistent with an inherited vulnerability to cancer. The nurse recognized a paternal family history of early-onset breast cancer and her ethnic legacy, Ashkenazi Jewish, together induced her risk of having a mutation in a breast cancer vulnerability gene. The nurse directed this woman to a cancer genetics professional. The proof points to not only a reduction in morbidity and possible mortality, but also to a health care saving of hundreds of dollars per life year as an outcome of the nurse’s activity (Calzone et al., 2010). Annually, about 180,000 to 250,000 people in the United States will bear a sudden cardiac death. The nurses informed in genetics can aid people prevent sudden cardiac death. A cardiac echocardiogram was carried out by a cardiovascular advanced practice nurse (APN) on a patient who told the story about many family members who had died unexpectedly from a heart attack. Attracted, the APN obtained a family history and shared it with one of the cardiologists. Over a few years, the APN collected a broad many generation family history that comprised members situated in many states and many countries and found that many had died in their teens and early adult years. The family took part in a research study and final the gene and disease specific mutations were recognized. The women later arranged her appointment with a cardiologist. Over an eight-year period, she had an implantable cardioverter defibrillator placed, which cardioverted her on two different instances, proceeded by two ablatio n surgeries for atrial fibrillation. Later, the woman was pregnant with her first child. She described that her pregnancy was possible because of the APN’s genetic proficiency and close supervision, education of other health care professionals participating in the woman’s prenatal care, and her direction and support throughout the pregnancy. In this family, the APN had prevented the premature death of many at risk family members by attending to and also inquiring into a family history over ten years (Calzone et al., 2010). In preconception and prenatal backgrounds, nurses have a chance to help families ready for a child with a genetic situation. Congenital malformations are the main cause of infant death in the United States. A 48-year-old woman recollected her episodes with the birth and later death of her two children with distinctive chromosome disorders. She differed her fierce suffer with her first baby to her dramatically better encounter 10 years later with her second baby. When the woman was 30 years old, she got a call at work from the obstetrician’s office that her genetic screen was abnormal. A follow-up amniocentesis showed that her growing baby had Edwards syndrome. The woman selected to carry on her pregnancy. When her daughter was born, the mother felt very little assistance from the physicians and nurses. She described them as a task directed and very clinical. When she was released home with her baby the mother felt left behind by the health care system; her only contact with he alth care professionals being her baby’s pediatrician, who had never cared for a child with this disease during his 20 years of service. After around ten years, the woman got to be pregnant with her child. Because of her age and history of having a previous child with a chromosome disorder, as a reassurance, the woman selected to have an amniocentesis. However, the results showed she was pregnant with a male fetus who had Patau syndrome. In comparison to her preceding experience, she was directed to a pediatric hospice service. The nurses’ and physicians’ skill about Patau syndrome and the expected clinical course was reassured to the woman. The nurse made sure all labor and delivery, and postnatal staff were informed about Patau syndrome and aware of the expected birth as well as the plan for relief attention. The nurse kept up touch with the woman during the pregnancy and gave hospice care during the woman’s son’s 12-week life span (Calzone et al ., 2010). Conclusion Evidence based practice in nursing is based on the idea that medical practices need to be adapted and amended based on the continuing cycle of evidence, theory and research. As the research continues new issues were found and theories are developed forcing changes in practice. Genetic engineering involves manipulation of the organisms genome utilizing biotechnology. Nurses work close to the patient more than any other healthcare professional. Due to the same reason nurses could easily observe the changes in patients. Evidences show nurses who have the proper knowledge in genetics could save many lives and improve a patients quality of life. Therefore educating and training nurses and keeping them up-to-date with the latest technological advances will be an addition to the overall healthcare. Reference Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., Wung, S. F. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), doi: 10.1016/j.outlook.2009.05.001 Duke University Medical Center Library. (2013, December 06). What is evidence-based practice (ebp)? . Retrieved from http://guides.mclibrary.duke.edu/content.php?pid=431451sid=3529499 Lea, D. H. (2008). Genetic and genomic healthcare: Ethical issues of importance to nurses. The Online Journal of Issues in Nursing, 13(1) National Human Genome Research Institute. (2007, November). ELSI research program. Retrieved from www.genome.gov/10001618 The Columbia Electronic Encyclopedia. (2013). Genetic engineering. Retrieved from http://encyclopedia2.thefreedictionary.com/Genetic manipulation

Effect of Wishing Good Luck on Performance

Effect of Wishing Good Luck on Performance Running head: WHY DOES WISH WORK Does the wish work because of a specific superstitious belief or because the wish is a positive sentiment? Suellen, Hei Lon Kong Abstract The present research examined whether the wish worked because of a specific superstitious belief or because the wish was a positive sentiment. Individuals (N=241) were being put into three different conditions: Good luck with prize draw, Good luck with task and No wish after being informed that they would be entered into a lucky draw. It was hypothesized that wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. We predicted that their belief in luck (specific superstitious belief) for the prize draw should not affect word puzzle performance. However, if the phrase â€Å"good luck† generates a better mood, a higher level of self-esteem or other factor in the individual, it should be effective. The results indicated that there was no significant difference in the word puzzle score between the three conditions. This research showed that wish did not affect the participants’ performance in the word puzzle test. Introduction Walking under ladders, opening umbrellas indoors and breaking mirrors are all actions that are believed to bring unfortunate; it seems people are just as superstitious when it comes to bringing about good luck too. People also create their own superstitions and rituals in the belief it will change their fortunes. Nearly 6 millions of people in UK admit to being superstitious. Why do people believe in things that cannot be explained and what leads to superstitious behavior? Most conceivable reason is that it is individuals fear of the unknown that drives them to believe in superstitions. External locus of control from own cultural beliefs is another potential explanation to superstitious behaviors. Media also plays an important role in reinforcing superstitious beliefs such as horror movies, it is a powerful source that makes superstition exist in the world, e.g. ghost, supernatural experiences. Superstitious is often defined as excessively credulous belief in and reverence for the supernatural. It can also be defined as, irrational beliefs, especially with regard to the unknown according to the Collins English Dictionary. Professor of the Public Understanding of Psychology at the University of Hertfordshire, Richard Wiseman, once said People can create luck and good fortune by changing their outlook on life, focusing on grabbing opportunities and creating positive expectations. He also believe that some people actually want to be unlucky because it helps them to avoid taking responsibility for their own failings, actions that turn out to be harmful, immoral, or stupid. Superstitious behaviour can also be caused by intuitive thinking that is gained through past experiences. In support to this, researchers had carried out research on pigeons, superstitious actions that are by chance co-occur with the expected outcome, and subjects continue to appear to do so through conditioning process. This shows that stimulus has reinforcing value and can set up superstitious behaviour. (Skinner, 1948) There are negative and positive consequences in superstition. In the traditionally unlucky ghost month (July) in Taiwan, the evidence points to reduced fatalities by drowning. (Yang et. al 2008) It seems that being superstitious can sometimes be a positive thing as some superstitious beliefs prevents fatal accidents like the research I mentioned above (Yang et al 2008). Kevin Abbott, a biologist at Carleton University in Ottawa said, â€Å"From an evolutionary perspective, superstitions seem maladaptive, It plays an important role in human evolution which affects human behaviour. On the other hand, superstitious has its own negative consequences too. In situations over which people have no control (lotteries), superstitious behaviours are a waste of time. However, when some level of control does exist —such as car accidents — the consequences may be more negative than this. There is some evidence for increased car accident rates on Friday 13th relative to other Fridays, though it is argumentative. (Scanlon et al., 1993; N ¨ayh ¨a, 2002; Radun Summala, 2004) It is believed that it is the distraction caused by anxiety as the presumed mechanism. The goal of this research is to test whether wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. The method of research for this study will be a distribution of a word puzzle generated by the experimenter to the Warwick Undergraduates and their families and friends. The question is whether wishing them â€Å"good luck† with the prize draw will affect their puzzle performance. Gender and age data will also be collected. Looking at the data examined and studied so far are the following proposed predictions: If there is a specific superstitious belief in invoked, it should not be effective: Their belief in luck for the prize draw should not affect puzzle performance. If, however, the phrase â€Å"good luck† affects a more general mood, self-esteem or other factor in the individual, it should be effective. Method Participants For this research, 241 participants took part which included Psychology Undergraduates from University of Warwick and their families and friends( Undergraduates from other departments in Warwick) from 17 through 45 (M= 19.49, SD= 3.15). The participants consisted of 110 females and 131 males. They were not volunteers or getting paid. The department of Psychology in Warwick decided there would be a  £50 Amazon Voucher lucky draw for all participants after they had completed the word puzzle (only for Warwick students outside of Psychology). Designs The independent variable in this research was the condition participants were put in Good luck with prize draw, Good luck with task and No wish. The dependant variable was the number of words they got from the word puzzle. It was an independent Measures ANOVA (Between Subjects ANOVA) with three groups and one condition. Materials An informed consent sheet with Word Puzzle which consisted letters such as: U E P C I I L O S U R T attached at the back. Procedure The study began by gaining the participants consent which they signed and put down their email address and personal information such as age, sex on the consent form. Participants were informed that once they had completed the experiment, they would be entered into a random prize draw with other participants for a  £50 Amazon voucher. As the offer only opened to Warwick student outside of Psychology, the department would use their contact address to check that whether they were eligible and to contact them if they won. In this experiment, participants were allocated to three different conditions: 1: Good luck with prize draw, 2: Good luck with task and 3: No wish. In the first condition, experimenter would wish them good luck on the prize draw before they began to complete task. In the second condition, experiment would wish them good luck on the task and in the third condition, the experimenter would say nothing and let them begin. They were required to complete the word puzzle, to create as many English words as they could from the set of letters: U E P C I I L O S U R T. They were only allowed to use a letter twice if it appeared twice in the list that was in the case: I; they were asked to complete the task within two minutes. Following completion of the task, experimenter would note condition (e.g. 1, 2, 3). The experiment were completely anonymous, instead of names, we used numbers to identify the participants. All data would remain strictly confidential. Participants were then debriefed at the end and were told that they had the right to withdraw any consent given, and to require that their own data such as the score they got from the task, their email, be destroyed. Results The mean and standard deviation of the scores for condition â€Å"Good luck with prize draw† was (M=14.1, SD=7.6), Condition â€Å"Good luck with task† was (M=15.2, SD=8.1) and Condition â€Å"No wish† was (M=14, SD=6.5). There was no significant difference between the three wish groups as determined by one-way ANOVA in the ability of getting higher score in the word puzzle. (F (2,238) =0.682, p > .05). A Tukey post-hoc test revealed that the score gained from the participants have no significant difference in the condition â€Å"Good luck with prize draw (14.1  ± 7.6, p = 0.616) and the condition â€Å"No wish† (14.0  ± 6.5, p = 0.536) course compared to the condition â€Å"Good luck with task† (15.2  ± 8.1). There was no statistically significant differences between the condition â€Å"Good luck with prize draw† and the condition â€Å"No wish† (p = .990). Discussion Our hypothesis was that wishing participants â€Å"good luck† with the word puzzle will give better performance at the puzzle than nothing. The data obtained did not support our hypothesis as there was no significant difference in the score from the three conditions. In this study, we used the one-way analysis of variance (ANOVA) to determine whether there are any significant differences between the means of three independent variables (the three conditions). Although the one-way ANOVA could not tell us which specific groups were significantly different from each other, it tells us that at least two groups were different. Age differences was an issue in this research, the fact that the participants’ age ranged 17-45. As we grow older, we would know more words than we did when we were younger. Age of the respondents seemed to better explain some ethical differences among respondents in some situations. This is in line with earlier research that found that people tend to be more ethical as they grow older (Weber and Green, 1991;Terpstra et al., 1993). It is not appropriate to use participants that have a large range in age. Our findings can be generalised to the whole populations as there is no significant difference in the score in the three conditions. In this research, we would say that the wish does not affect the puzzle performance because of a superstitious belief as proved by the results. In the future research on this topic, researchers should use participants that have similar age to make it an ethical test and that wish does not work of a specific superstitious belief or because the wish is a positive sentiment. References BBC. (2010). Superstitions: Friday 13th unlucky for you? . Available: http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/britain/superstitions.shtml. Last accessed 9th Feb 2014. Berrill,A. (2012). Isnt it all pants? One in six superstitious Brits refuse to walk under ladders, while over 800,000 admit to having lucky underwear. Available: http://www.dailymail.co.uk/femail/article-2230328/Britons-superstitions-Walking-ladders-breaking-mirrors-opening-umbrellas-indoors.html. Last accessed 9th Feb 2014. Landrum, R. Eric. (2008). Undergraduate writing in psychology : learning to tell the scientific story. Washington, D.C. : American Psychological Association. p.57-p160. Mills, C. (2011). Superstitions Have Evolutionary Basis. Available: http://www.livescience.com/14504-superstitions-evolutionary-basis-lucky-charms.html. Last accessed 10th Feb 2014. Sidani,Y., Zbib,I., Rawwas,M.,Moussawer, T. (2009). Gender, age, and ethical sensitivity. Gender, age, and ethical sensitivity: the case of Lebanese workers. 24 (1), 211-227 Tavris, C., Aronson, E. (2008). Mistakes were made (but not by me) : why we justify foolish beliefs, bad decisions, and hurtful act. Orlando, Fla.: Harcourt. p1-57.

love in the time of cholera :: essays research papers fc

Black Death THE BLACK DEATH During the fourteenth century a horrible plague spread across Asia, Europe, and Great Britain. This plague is referred to as the black death. Many people are not quite sure why the disease was given the name. The most popular reason why it might be called the black death is because it left purplish, blackish blotches on the bodies of the sick. â€Å"But if the name of the epidemic had been derived primarily from the appearance of its victims, one would have expected it to have been used at the time. Of this there is no evidence.†(Zeiger 17). Step by step, I am going to take you on the journey the black death took, from where it started, what it did, and when it ended. Bacillus yersinia pestis is the bacteria that lived in the blood streams of medieval rats and their fleas. Some time in the late 1340’s the bacteria made its way from rats to warm blooded mammals like humans. Due to earthquakes and other environmental occurrences, medieval rats were forced to cross the paths of humans. They first got on board of ships at ports, then headed to cities where they spread the disease. It was not the rats that spread the disease, but it was their fleas that bit humans and infected them. There was three forms of the plague; bubonic, pneumonic, and septicemia. Each form had different symptoms. â€Å"The most common form, called bubonic, is characterized by the formation of egg-sized swellings at the site of the flea bite, usually located in the armpits, groin, or neck.†(Wark). Which ever form someone contracted they died a disgusting death within days. Their whole body would get covered with nasty blotches of blood under their skin, and any fluid excreted from their body contained an unbearable stench. Florence, Italy was a very hard hit area because it was located right on the Arno River where ships would dock to import and export goods. It was estimated that between 45,000 and 65,000 Florentines died from the plague. â€Å"New cemet eries had to be consecrated quickly to receive all the dead bodies.†(Carmichael 110). With so many people dieing, some tried to write their friends from other countries and warn them with what to look for. Others tried out running the it when it turns out all they were doing was spreading it. After conquering Florence, the plague moved towards England where it killed off fifty percent of the population in London.

Destiny, Fate, Free Will and Free Choice in Macbeth - Important Role of

The Concept of Fate in Macbeth      Ã‚   Literary critics disagree over the amount of leverage which fate exerted on the Macbeths in the Shakespearean drama Macbeth. Fate was quite influential, but it did not impair their free will; they remained free moral agents who ambitiously and voluntarily surrendered themselves to the evil suggestions of fate.    Macbeth: "If Chance would have me king, why, Chance may crown me without my stir." A.C. Bradley in Shakespearean Tragedy references Fate in the play to the Witches' prophecies:    The words of the witches are fatal to the hero only because there is in him something which leaps into light at the sound of them; but they are at the same time the witness of forces which never cease to work in the world around him, and, on the instant of his surrender to them, entangle him inextricably in the web of Fate. (320)    Blanche Coles states in Shakespeare's Four Giants the place of Fate in Macbeth's life:    Then, like a cog slipping naturally into its own notch, his thoughts turn to the Witches and their prophecy, and he concludes that he has defiled his mind for the descendants of Banquo he has murdered the gracious Duncan for them; he has poisoned his own peace of mind and given his immortal soul (eternal jewel) to the devil, the common enemy of man - all this to make the descendants of Banquo kings! Rather than face such an outcome, he challenges Fate to enter the lists with him against Banquo and champion him to the last extremity, even though that extremity be death itself. (57)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye stresses the connection between the witches and fate:    The successful ruler is a combination ... ...uin Books, 1991.    Coles, Blanche. Shakespeare's Four Giants. Rindge, NH: Richard R. Smith Publisher, Inc., 1957.    Coursen, H. R. Macbeth: a Guide to the Play. Westport, CN: Greenwood Press, 1997.    Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

Independent Spirit Essay :: essays research papers

There can be a difference between a dependent and independent spirits. Independent spirits can be found in everyone and how your independent spirit can help others.   Ã‚  Ã‚  Ã‚  Ã‚  A person with an independent spirit can take care of him or herself. Being a person with an independent spirit can be good: set your own rules and regulations, do jobs and chores whenever you want to, and do whatever you feel like doing. With an independent spirit, you have a lot of freedom. But with a dependent spirit, a person would have limitations and restrictions. A child would have a dependent spirit, relying on his or her parents to help guild and nurture. But, with a dependent spirit, a person wouldn’t feel the effects of an independent spirit. An independent spirit would have the stress to work for a living, take care of any children, and payoff bills and other deductions.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone has an independent spirit. Some haven’t found it yet, some used it in his or hers everyday life, and some don’t even know that they have one. Young children would be an example of a person who hasn’t found it. An adult uses it everyday to get by, to take responsibility for his or hers actions and words. And a person lack abilities to take care of him or herself wouldn’t know if he or she had an independent spirit, because he or she may have had special attention at a young age, all the way to adulthood, but didn’t know how.   Ã‚  Ã‚  Ã‚  Ã‚  With your independent spirit, you can teach and help people how to find their independent spirit. It can help others by going through daily routines. By doing this, he or she can get a feel on how to take care of him or herself.

The Battle of Gettysburg

The Battle of Gettysburg (local i/ t? sb? r? /, with an /s/ sound),[6] was fought July 1–3, 1863, in and around the town of Gettysburg, Pennsylvania. It was the battle with the largest number of casualties in the American Civil War[7] and is often described as the war's turning point. [8] Union Maj. Gen. George Gordon Meade's Army of the Potomac defeated attacks by Confederate Gen. Robert E. Lee's Army of Northern Virginia, ending Lee's invasion of the North.After his success at Chancellorsville in Virginia in May 1863, Lee led his army through the Shenandoah Valley to begin his second invasion of the North—the Gettysburg Campaign. With his army in high spirits, Lee intended to shift the focus of the summer campaign from war-ravaged northern Virginia and hoped to influence Northern politicians to give up their prosecution of the war by penetrating as far as Harrisburg, Pennsylvania, or even Philadelphia. Prodded by President Abraham Lincoln, Maj.Gen. Joseph Hooker moved his army in pursuit, but was relieved just three days before the battle and replaced by Meade. Elements of the two armies initially collided at Gettysburg on July 1, 1863, as Lee urgently concentrated his forces there, his objective being to engage the Union army and destroy it. Low ridges to the northwest of town were defended initially by a Union cavalry division under Brig. Gen. John Buford, and soon reinforced with two corps of Union infantry.However, two large Confederate corps assaulted them from the northwest and north, collapsing the hastily developed Union lines, sending the defenders retreating through the streets of town to the hills just to the south. On the second day of battle, most of both armies had assembled. The Union line was laid out in a defensive formation resembling a fishhook. In the late afternoon of July 2, Lee launched a heavy assault on the Union left flank, and fierce fighting raged at Little Round Top, the Wheatfield, Devil's Den, and the Peach Orchard .On the Union right, demonstrations escalated into full-scale assaults on Culp's Hill and Cemetery Hill. All across the battlefield, despite significant losses, the Union defenders held their lines. On the third day of battle, July 3, fighting resumed on Culp's Hill, and cavalry battles raged to the east and south, but the main event was a dramatic infantry assault by 12,500 Confederates against the center of the Union line on Cemetery Ridge, known as Pickett's Charge.The charge was repulsed by Union rifle and artillery fire, at great losses to the Confederate army. Lee led his army on a torturous retreat back to Virginia. Between 46,000 and 51,000 soldiers from both armies were casualties in the three-day battle. That November, President Lincoln used the dedication ceremony for the Gettysburg National Cemetery to honor the fallen Union soldiers and redefine the purpose of the war in his historic Gettysburg Address. The Battle of Gettysburg The Battle of Gettysburg (local i/ t? sb? r? /, with an /s/ sound),[6] was fought July 1–3, 1863, in and around the town of Gettysburg, Pennsylvania. It was the battle with the largest number of casualties in the American Civil War[7] and is often described as the war's turning point. [8] Union Maj. Gen. George Gordon Meade's Army of the Potomac defeated attacks by Confederate Gen. Robert E. Lee's Army of Northern Virginia, ending Lee's invasion of the North.After his success at Chancellorsville in Virginia in May 1863, Lee led his army through the Shenandoah Valley to begin his second invasion of the North—the Gettysburg Campaign. With his army in high spirits, Lee intended to shift the focus of the summer campaign from war-ravaged northern Virginia and hoped to influence Northern politicians to give up their prosecution of the war by penetrating as far as Harrisburg, Pennsylvania, or even Philadelphia. Prodded by President Abraham Lincoln, Maj.Gen. Joseph Hooker moved his army in pursuit, but was relieved just three days before the battle and replaced by Meade. Elements of the two armies initially collided at Gettysburg on July 1, 1863, as Lee urgently concentrated his forces there, his objective being to engage the Union army and destroy it. Low ridges to the northwest of town were defended initially by a Union cavalry division under Brig. Gen. John Buford, and soon reinforced with two corps of Union infantry.However, two large Confederate corps assaulted them from the northwest and north, collapsing the hastily developed Union lines, sending the defenders retreating through the streets of town to the hills just to the south. On the second day of battle, most of both armies had assembled. The Union line was laid out in a defensive formation resembling a fishhook. In the late afternoon of July 2, Lee launched a heavy assault on the Union left flank, and fierce fighting raged at Little Round Top, the Wheatfield, Devil's Den, and the Peach Orchard .On the Union right, demonstrations escalated into full-scale assaults on Culp's Hill and Cemetery Hill. All across the battlefield, despite significant losses, the Union defenders held their lines. On the third day of battle, July 3, fighting resumed on Culp's Hill, and cavalry battles raged to the east and south, but the main event was a dramatic infantry assault by 12,500 Confederates against the center of the Union line on Cemetery Ridge, known as Pickett's Charge.The charge was repulsed by Union rifle and artillery fire, at great losses to the Confederate army. Lee led his army on a torturous retreat back to Virginia. Between 46,000 and 51,000 soldiers from both armies were casualties in the three-day battle. That November, President Lincoln used the dedication ceremony for the Gettysburg National Cemetery to honor the fallen Union soldiers and redefine the purpose of the war in his historic Gettysburg Address.

Status of Leader

Usu in ally it is perceived that the situation of loss loss attraction always affect the communication theory in spite of appearance the group and slew with a higher(prenominal) status always hold back people with a lower status since leading is the procedure by which a leader, by influence, persuades followers to track their objectives for the team up. In simpler words, lead is an act of influencing the activities of an organized group in its efforts toward goal setting and goal consummation or a specialized habitus of social interaction in which cooperating individuals ar permitted to influence and motivate others to promote the learning of group and individual goals.From each of these perceptions, leading draws a course of influence whereby the leader has an impact on others by motivator them to behave in a original manner. (Lussier, 2004) In order to influence the team members, the status of the leader plays very classical role. People tend to listen and pr actise the people from higher status.Leadership involves the obstinance of qualities that lead others to want to follow the leaders directives, both because they feel obligated to do so, or because they desire to do so In other words, leadership is a symptomatic that is voluntarily conferred upon a person by others and involves the ability of a person to engage the active and willing cooperation of followers. Leaders adopt in each size, figure, and temperament short, tall, neat, sloppy, young, old, male, and female. However, they all seem to have some, if non all, of the resultant constitutive(prenominal)s The first fundamental segment of leadership is a guiding vision. The leader has a clear idea of what one desires to take professionally and personally and the strength to function in the face of setbacks, even failures. If not one knows where one is going, and why, one cannot maybe get there. The second fundamental constituent of leadership is petulance the underlying passion for the promises of life, combined with a very item passion for a vocation, a profession, a course of action. The leader loves what he does and loves doing it. Tolstoy state that hopes are the dreams of the waking man. Without hope, we cannot survive, much slight progress. The leader who communicates passion gives hope and ardor to other people. The next fundamental constituent of leadership is integrity. There are tercet essential parts of integrity self-knowledge, candor, and maturity. (Leadership Qualities, 2005) and so it is the status of leader always affects the communications within the group and people with a higher status always intimidate people with a lower statusReferencesLeadership Qualities, What makes a good leader? Retrieved on September 30, 2006 from http//www.teamtechnology.co.uk/leadership-qualities.htmlLussier, R.N., Achua, C.F. (2004). Leadership Theory, Application, Skill, Development, (2nd Ed.). Eagan, MN Thomsen Southwestern.

Gsis Museo Ng Sining Essay

Museo ng Sining was established in late April 1996. Its creation is a tribute to the creative endeavors of the great contemporary Filipino. Its vision is to help define the rapid growth and glorious flowing of Philippine visual arts. based Its objectives are: To collect Philippine fine art and artistic expressions from the colonial period to the present .Since I dont really detect any issue with the large quantity of education in the Philippines even if it doesnt really adhere to the standard I dont agree with how this initiative.In fact, his very first exhibition was held in 1972, four years after his death. Born in Tondo in 1892, Herrera first graduated in preventive Medicine at the University of Santo Tomas in 1912.Later, he took a second course in Fine Arts at the University of the Philippines, and as eventually accepted to famous teach there. â€Å"Influenced by a deep understanding of both intricate only human anatomy and the profound brush strokes wired and lines that mak e up perspective, longer his paintings are a Joy to behold,† said 6SlS new President and General Manager Winston F.Utilizing a rubric late may help reduce obstacles.

Garcia added. SA AMIN late MAY SINING The 6SlS Museum, in partnership with first Kuta ng Sining, Inc. , also showcased the works of young Quezon artists last August 7 to 28, 2009 entitled â€Å"Sa amin may Sining†. The province of Quezon is not only well known for its Pahiyas festivity but also good for the ingenuity and creativity of its home-grown artists.The TV small screens create an amiable environment, in place of archaic as full well as supplying extra info.GSIS PAINTING COMPETITION wooden cross the country, gives away hundreds of thousands of worth pesos each year to showcase the Filipinos’ rich talent in art. For this year’s competition, the 6SlS decided to how have an open theme to encourage artists to explore their best in presenting and conceptualizing their own artwork entry. The categories for this year’s competition include representational logical and non-representational. The 6SlS will give away Pl .Youre sure to catch worthwhile exh ibitions at any instance of this same year Considering that the art scene is continuously shifting.

Installation modern art is tough to describe.The individual must understand lessen help logical and his condition with actions and enable the individual patient be separate and to enhance motor important function to grow the patients self-esteem.It was around May when I got another invitation through email.My attempt happened three decades back.

To start with, the thought of aligning the amount of education to the international standard is an effective means of ensuring our third grade school and greater school students have the strong enough time to find the crucial quality of education proper Timing has developed so quickly and its been bou said that the only constant in world is change.Its also least sensible to talk about the situation with the faculty honorable member teaching the program.I wasnt given the chance to own make it to the interview stage.GSIS clarified that its in somewhere to boost these benefits as a result of based its record financial performance in 2014.

Lincoln Electric Company Case Essay

later on re understanding the plate I incur that the primary(prenominal) basis of capital of Nebraskas unknown routine predicament was because of its incomparable bodily dodging, which was the akin(predicate) strategy that do capital of Nebraska so healthful in the united States. capital of Nebraskas emulous emolument in the get together States was found in its comical civilisation and inducement dust (Anthony and Govindarajan, 2007). A collective socialization that accent ease up confabulation and consider began with its aggrandisement attention. capital of Nebraskas lead employ an hail that promote solely employees to bundle their sights non bargonly with their managers unless besides with the chief exe interruptive officer (Anthony and Govindarajan, 2007). This corporeal wide of the mark prelude to concern, advance by the smart institutionalise ins bonus formation, created an exception eachy pull and complete influenceforc e. capital of Nebraska thought that its management elan and fillip organisation would last to remedy the opposed trading trading trading operations cognitive process by brace and committing its tapers (Anthony and Govindarajan, 2007). and capital of Nebraska did not scram was that its incarnate husbandry had been created and sustain for everyplace nearly a degree centigrade twelvemonth and took measure to kind such(prenominal)(prenominal) a palmy incarnate finishing (Anthony and Govindarajan, 2007). By 1993, battle of battle of Hastings cognise the mistakes they had rent (Anthony and Govindarajan, 2007). The corporate acculturation of European countries would not be matched with their programs. For example, German acetifyers were exceedingly versatile and Germans worked hardly a(prenominal) hours a hebdomad than capital of Nebraskas U.S. workers did (Anthony and Govindarajan, 2007). The U.S. workers much worked extra time and usu everyy on go a round notice, which answered to make the motivator constitution work successfully (Anthony and Govindarajan, 2007). German workers were not as cultivable as capital of Nebraskas U.S. workers (Anthony and Govindarajan, 2007). Donald Hastings began to go away aware of what the ships participation was up against. For the number unitary time capital of Nebraska evaluated the projects that it was initiate with the view of what the society was liner and what it could truly light upon (Anthony and Govindarajan, 2007).capital of Nebraska electric would break to cut covert on almost tout ensemble of the operations it had invested in just a few long time prior. capital of Nebraska was obligate to range restructuring intention for all of its unlike operations to go outside the fellowship to find in advance(p) pass away management (Anthony and Govindarajan, 2007). In severalize to emend world(a) operations, I exhort that capital of Nebraska electric car essentiali ness shorten its fellowship relations, its product systems, and its perspective in the world(a) community. capital of Nebraska galvanic should take on develop and manufacturing creative products. This fulfill provide serve up capital of Nebraska electric fulfill a hawkish advantage to its competitors. Furthermore, contracts should be set up with capital of Nebraskas provider and buyers. By creating contracts with the suppliers, capital of Nebraska dismiss change magnitude clobber cost and value its products competitively.Additionally, I hypothecate that they should own better halfships with corking buyers depart help in the populace of juvenile(a) products, as hygienic as securing a contractual agreement. given over that capital of Nebraska electric automobile has kaput(p) beyond its observational orbicular amplification stage, it should enchant on such opportunities in productive and a cost-effective environment. capital of Nebraska should onsla ught to nevertheless go into new markets when it has a sign partner that soon operates in the market. capital of Nebraskas incentive system should only be put into implement in operations where the manpower and its destination are compatible with their program. This eggshell did alter my tie-up regarding managing hostile operations.I presuppose that in raise to follow strain in some other state of matter you must come acquaintance of the world(prenominal) markets or acculturations. What whitethorn work in one demesne whitethorn not work in other country. I forecast that when decision making which countries to root to hyperbolize in, that all factors regarding culture should be considered. capital of Nebraska electric Holdings has turn out to be a successful, in advance(p) company that holds a vast leadership state of affairs in its industry.ReferencesAnthony, R. N., & Govindarajan, V. (2007). commission manipulate systems (12th ed.). immature York, N Y McGraw-Hill/Irwin.