Ownership and digital downloads Essay Example | Topics and Well Written Essays - 1000 words

Ownership and digital downloads - Essay Example They cannot hold any ownership rights other than those of using it. Technology has evolved with high speed and it attracts many people especially the youths who prefer to use online downloads as opposed to tangible sources. As result, people who have produced their content such as books, music and film are attracted to upload their content online for people to buy it and then download it. Sales are better online than on the stores as it is convenient, faster and accessible. The internet provides an easy method of sale but the prices are much lower than those of purchasing a tangible content such as a book, a CD or a tape. Books, CDs and tapes carry ownership rights and can be considered the buyers property as opposed to the online copy which ownership does not leave the copyright. In this case, you cannot be said to own something you cannot show or hold. Thus, the intellectual property belongs to the owner who produced it regardless of the rights granted to the person who downloads the content. Legally, the digital content cannot be bequeathed to other persons as gifts, selling or inheritance unlike tangible content like books which can be given out to siblings, friends or left as inheritance. For instance, if you love reading books and you have a collection of both tangible books and eBooks, you can give out your books or bequeath them in the event of your death but this will not be the case for eBooks. As such any digital content such as eBook, movies, music among other online content does not belong to you even if you have bought it and you reserve no rights over it. This includes even the paid-for digital content. Payment for the downloaded content is meant for enjoyment of privileges associated with reading, watching r listening to it and not for ownership. The copyright is protected by The Copyright Law to prevent users of their content from selling it as their own. Terms and conditions are given to the subscribers of the digital content that apart

Con Man Essay Example for Free

Con Man Essay This is covered under clause 29, which covers the Revision of date of completion of the project. Under clause 29 the JBCC lists events where the contractor is entitled to a revision of date practical completion but is not due compensation and those that the contractor is due compensation, in the case of the JBCC, the value of the contract or project will not change as a result of the listed event. All though this is the case, some of the events listed under clause 29. 1 are covered in section 6, but have different consequences. One such issue is how the different contracts deal with adverse weather effects on works during construction period. While the NEC contract states the effects of weather on the works as a compensation event under clause 60. 1. 13, where a weather measurement is recorded during a calendar month, before the completion date for the whole of works and at the place stated in the contract data, the weather event must occur less frequently than once in ten years to be a compensation event. This could mean that should this occur the contractor is due compensation for any costs incurred and a revision of completion time. While the JBCC deals with weather in a different way. In clause 29. states the circumstances where the contractor is entitled to a revision of the completion date but where the principal agent shall not adjust the contract value, are the delays to practical completion caused by various events. One such event, stated in clause 29. 1. 1 is the adverse effects of weather conditions. This implies that the contractor can not claim for adjustment to contract value due to adverse weather condition s like in the NEC contract. This is one less compensation event that will need to be budgeted for under the JBCC agreement. Another difference in this is under clause 60. 9 of the NEC contract which covers events neither party could account for or prevent which stops the contractor continuing works and is not one of the stated compensation events. While this is covered in the JBCC under clause 29. 1. 4 as an event that neither party could prevent also, it only allows the contractor a revision of date of completion without a revaluation of the project. The JBCC recognizes some events as requiring compensation and others not, while the NEC all the events are seen as compensation events which will require the employer to pay the contractor more money. In regards to the communication of such events occurring the NEC gives the contractor considerably more time to notify the Project Manager of the possibility of the compensation event occurring. This is stated under clause 61. 3 which gives the contractor a maximum of eight weeks to notify the Project Manager of the event, failing to do so will mean that the contractor will not be entitled to change prices or the completion date. This is only if the Project Manager failed to notify the contractor of the event, if it was the responsibility of the Project Manager to do so. While in the JBCC also allows for a time period, which gives the contractor more time to claim compensation if any of the events occur that are listed in clause 29. 1 to 29. 3. Under clause 29. 4. 1-3, the contract states that the contractor must notify the principal agent within 20 days of becoming aware of the event and must take all steps to try and avoid it. There is also a 40 day period after which the event has occurred, within which the contractor must alert the principal agent of it occurring or lose out on being able to claim for compensation. This is stated under clause 29. 5 of the contract. In both contracts these claims are submitted to the project manager, in the NEC and to the principal agent in the JBCC. These claims are investigated by the employer’s agents, clause 61. 4 in the NEC, states that the project manager must decide whether the event occurred as a result of actions taken by the contractor, or has not happened or is not expected to happen, has no effect upon the defined cost or completion date and is not one of the listed compensation events, the project manager may decide that the contractor has no grounds for his claim and deny the contractor compensation. If the project manger does decide that there are grounds for the claim he notifies the contractor to submit a quotations for the claim. Should the project manager fail to reply the contractor within a week or a longer time period that is agreed upon by both parties, then the claim is viewed to have been accepted by the project manager. The contractor is the free to submit quotations for the claim. While in the JBCC the process is similar, and is covered under clause 29. which gives the principal agent 15 working days of receiving the claim to grant or refuse the working days claimed or revaluation of contract value depending on the basis of the claim. During which time the principal agent shall determine the revised date of practical completion and identify each circumstance and relevant sub-clause and for each event grant or deny the contractors claim. The principal agent must also supply reasons for the decisions he or she has made. But while in the NEC no response by the project m anager, the claim is deemed to have been accepted, in the JBCC it is assumed that the claim has been rejected. This is sated under clause 29. 8, which provides certain cover for the employer should there be a mishap and the principal agent is unable to reply the contractor, unlike in the NEC. In essence the JBCC contract is the better contract on managing the cost of the project along with time constraints. The contract clearly states the events which if they do occur, will require revision of the date of practical completion and also which events will require both a revision of the date and revaluation of the project. While under the NEC contract the events listed are events that can all be claimed for money by the contractor, which may lead to the employer having to set aside a greater budget for contingencies because of the number of items listed that can be claimed as a compensation event. The better contract that would ease the client’s worries about budget and time constraints is the JBCC principal agreement. References 1. JBCC Series 2000 Principal Building Agreement Edition 5. 0 2. NEC Engineering and Construction Contract

Job Requirements of an Addiction Counselor Essay -- Career

The job of an addiction counselor specializing in, but not limiting my choice to substance abuse is the job profession I have chosen. The opportunities for this field are very open in my area of the country and throughout the Unites States. The counselors that work within range of me are very busy, and have little time to offer to a person in training. I was able to arrange an email interview with a particular counselor working at a rehabilitation facility for alcoholics and drug addicts. His job entailed monitoring the day-to-day progress of several people assigned to his case load. These clients were monitored for coping skills, stress levels, emotional stability, and general state of health. These areas were not limited to whether it was personal, romantic, or job related, but covered all aspects of the client’s day. The interview consisted of a brief explanation of each of the five questions and was performed via email. The counselor replied stating that his job duties included; group and individual therapy sessions. Other areas of responsibility were taking notes, treatment planning and management of each case including referrals and all documents. The counselor mentioned the most difficult obstacle was resistance from the client and being able to carry out a treatment plan. He also mentioned there is always the difficulty of emotional detachment. This is also one of the reasons the job is rewarding. The fact that this is a very engaging and challenging job, but there are times it can be sad. With alcoholics and addicts you never know what they will do next, since they can be unpredictable. This can be a fun and interesting profession, and is one that keeps you on your toes. The counselor explained that these are the t... ...lenging and rewarding, and yet sometimes they would bring sadness. One has to be a strong and caring person to work with people who have addictions. In the end, the result would be for the patient to feel better about their self and gain the desire to succeed. Works Cited Kartha, D. (2010). Substance abuse counselor job description. Retrieved December 16, 2010 From http://www.buzzle.com/articles/substance-abuse-counselor-job-description.html Smith, J. (2010). Addiction counselor careers. Retrieved December 16, 2010 from http://www.ehow.com/list_7191834_addiction-counselor-careers.html Thompson, E. L. (2010). The role of substance abuse counselors. Retrieved December 17, 2010 From http://www.ehow.com/about_6630288_role-substance-abuse-counselors.html

Romeo and Juliet Open Response

In Romeo and Juliet, the maturity level between Romeo and Juliet differs drastically despite their age difference because of the way Juliet thinks through any decision she is going to make and the way Romeo makes careless and irresponsible decisions. First, Gullet's higher level of maturity is expressed through the way she thinks through the consequences of any decision before she makes it.For example, when Juliet is talking to herself on the balcony without knowing Romeo could hear her, she says,† O Romeo, Romeo! Wherefore art thou Romeo? ‘ Deny thy father and refuse thy After Juliet meets Romeo or the first time and realizes that she really likes him, Juliet thinks through what would happen if she actually got into a relationship with Romeo. Juliet realizes that their families being arch rivals is a huge problem and tries to come up with a solution for this which contradicts the way Romeo makes his decisions.Next, Romeos careless and irresponsible decisions show his lev el of maturity. For instance, when Juliet tells Romeo that her family will kill him if they find out he is here, Romeo says,† Alack, there lies more peril in thin eye/ Than twenty of their swords: look thou but Even though Romeo knows it's not safe to stay in the Capsules' house any longer, he decides he doesn't want to leave Juliet and stays.Romeo does not think through the consequences of this decision and makes an irresponsible decision which differs from how Juliet makes her decisions. The way Romeo and Juliet make their decisions clearly shows that Juliet is more mature than Romeo despite their age difference. Throughout Act II, Romeo and Juliet have different priorities and concerns which shows the difference in their level of maturity, even with the difference in their age.

Power and control comparrison Essay

Examine the way Shakespeare presents power in the character and actions of Lady Macbeth. In this Controlled assessment I will be trying my hardest to examine the power, actions and emotions of Lady Macbeth throughout the entire play. ‘Macbeth’ by William Shakespeare is a very unusual play, the characters aren’t part of your expectations especially Lady Macbeth. Shakespeare made a clear opposite feature between Lady Macbeth and Macbeth, which is a very challenging yet effective technique. Shakespeare’s character Lady Macbeth is a very different character, her personality shines throughout the play, Lady Macbeth wasn’t your usual woman in that time period, most of the women then were very obedient, shy and quiet. Most of the women of that time were very obedient towards their fathers and husbands†¦ Well, Lady Macbeth was the complete opposite; she was the dominant person in hers and Mac Beth’s relationship. Lady Macbeth was very controlling of Macbeth, we know this because- â€Å"Infirm of purpose. † This quote suggests that Lady Mac Beth was trying to control Macbeth and show that she has power over him. Lady Macbeth was aiming to be the most encouraging, yet powerful partner, although she ended up acting malicious and self-centred. There is a clear transition between the characters Lady Macbeth and Macbeth; it makes you think about why she was so powerful and why Macbeth was allowing her to overrule his life. Macbeth seems to be very conscious of Lady Macbeth, and her behaviour towards him and others. Macbeth comes across to the audience as quite weak and unstable, we don’t know if it’s because of the way he is treated by Lady Macbeth, or if that’s just his nature. Although, Shakespeare may have written the play to insinuate that Lady Macbeth treats Macbeth the way she does, because he allows it, and he is generally just an easy going character. On the other hand Lady Macbeth gets tired of Macbeth being too easy going towards her and their surroundings; we know this because â€Å"Screw your courage to the sticking place† basically Lady Macbeth said man up, start acting braver & courageous like a ‘real’ man. The audience in the gallery must have all had a different experience watching Shakespeare’s plays, as there were different sections of the Gallery. Although, the audience were probably quite shocked because of how different the story line was. Also because back then all of the characters would have been played by males, which must have made it harder for the audience to feel the emotions of Lady Macbeth and understand how Macbeth really felt when his own wife treated him like her slave. We don’t know if ‘Macbeth’ was influenced on a true story, but Shakespeare wrote it very well, as if sounded and was based out very real, we could easily tell what type of person Lady Macbeth was and how she was treating Macbeth. Lady Macbeth is a very stubborn character, she likes to have everything her way, with no one telling her different. Lady Macbeth was a very foolish selfish woman, she wanted everything for her own wealth and fortune, but she would never do it with her own hands, so she wanted Macbeth to kill the king (King Duncan) so that she could be queen and Macbeth would be king; Lady Macbeth didn’t care that she was killing someone, she just wanted to kill the king, and thought no one would notice or find out it was Macbeth. Macbeth was very hesitant to kill Duncan, as much as he would love to be king, and he was next in throne, he just wasn’t sure if he was the right person for the job. Lady Macbeth wasn’t pleased with Macbeth trying to back out of the situation, we know this because- â€Å"when you durst do it, then you were a man† Lady Macbeth is basically saying to Macbeth, stop worrying and waiting around. just hurry up, just kill the king!! Lady Macbeth was very blunt and truthful to Macbeth, which was sometimes deceived as being nasty and hurtful. How does the poem present power and control. In this essay I will be examining how Sassoon presents power and control in comparison to ‘My last duchess’ and ‘Base details’. Robert browning shows power and control in his poem, ‘my last duchess’. We know this because of this quote in the poem, ‘That’s my last duchess painted on the wall’. This quotation represents power and control, by the way it has been written, ‘that’s my’ implying that he owned the duchess, and that she was his property, but more of an object to show off his power towards women. ‘My last duchess’ seems as if there has been more than one duchess. He seems to have a lot of pride to be more of less a lady’s man. As he is a duke, and a very wealthy man, he’s wary of others and wants people to know his authority. Being a duke he feels as though he can control others, mainly his wife/duchess. Browning shows another side of the duke, which was quite unexpected, especially to the readers; as the duke seems very strong and powerful, although a strike of jealousy shines though, in this quotation, ‘she thanks men’ this to me implies jealousy, as the duke is pointing out that she is talking to other men, which clearly he isn’t impressed with. This shows mainly control, the duke treats his wife like an object, she can’t talk to other men, other than her husband she father. Because of the duke’s controlling outlook on life, he can’t see his wife talking to other men, because I think he fears he could lose her& his pride. In this quotation, browning portrayed the Duke living up to his high authority, ‘I gave commands’ this quotation sums up the dukes attitude towards others, and is probably the best example of power and control in this poem. Back In the 16th century, men had most of the control, so it wasn’t as shocking then as it is now. The duke looks down at others and expects people to bow down to him. Browning has portrayed power in the duke well, as we can clearly see that the duke doesn’t agree with others getting attention or ignoring his authority, so he makes his importance head and clear. Browning makes the readers feel sympathetic towards the duchess in this quotation, ‘She had a heart-how shall I say- too soon made glad, too easily impressed’. In this quotation is tells us more about the duchess, that she is a woman with a heart of gold and wouldn’t want to hurt anyone or get on the wrong side of anyone. By us knowing this about the duchess, it makes us think more about the way she is being treated by the duke, as she doesn’t un-impress anyone, so the duke must get away with murder. The duchess obviously loves the duke, and gets impressed with the smallest of compliments. In this case their relationship clearly shows that Love is blind. ‘My last duchess’ and ‘Macbeth’ are very similar, in that they both examine the different structures of power and control. Browning shows power between a couple, and that the duke has all of the power and control in the relationship, we know this because of the past quotation ‘I gave commands’; which is a very powerful quotation, it makes the readers feel sympathetic towards the duchess and others surrounding the Duke. This quotation also shows that the relationship is built on power and control, the duchess won’t do anything to aggravate the duke, as she is probably scared of the outcome. Shakespeare’s Sassoon examines the theme of power and control in his poem ‘Base Details’. This quotation, ‘And speed glum heroes up the line to death’ represents power and control in that the majors couldn’t care less about the difficult conditions the soldiers have to face up to. It’s clear to me, that although the soldiers should earn full authority, the majors think they are one better than the soldiers to take full authority of them and treat them like dirt. By Sassoon using the specific word ‘death’ it makes us worry that the soldiers, too young or old will eventually be left behind to die. This is the harsh reality of WW1, as there would have been too many weak soldiers who would have been left in harsh conditions to die painfully; as there weren’t as many doctors and nurses on the scene as there are today. Sassoon compares the similar themes between ‘base details’ and ‘Macbeth’. From the quote ‘poor young chap-I’d say I used to know his father well. This shows that the majors don’t care about the man, as they can easily say poor young chap but didn’t seem to help him in any way shape or form, also by saying ‘I used to know his father well’, this shows that the majors are so inconsiderate of others. It’s very selfish that the youngest men are put on the front line, by the majors, it seems as though the majors think that the young men aren’t as experienced to do anything else, so they are put on the most life threatening position.

20 Reaction Essay Topics Hot and Fresh Topics on Social Stratification

20 Reaction Essay Topics Hot and Fresh Topics on Social Stratification If you are tasked with writing a reaction paper on social stratification, your first step is to select the most appropriate topic, one which has been narrowed down enough to fill the page requirements you have ahead of you. But this is not always easy. There are many topics out there from which to choose and which can make it difficult. Thankfully, you can get a little break by reading the 20 topics on social stratification for a reaction paper listed below. You might even find that one of them is perfect for your reaction paper: The Functionalist Perspective to Social Stratification The Contributions of Kingsley Davis and Wilbert Moore to Stratification The Role Social Stratification Plays in Social Function Why those Who Perform More Difficult Tasks Are Entitled to More Power and Prestige Social Mobility: Why Social Stratification Benefits from Open Stratification and Social Mobility What Contributes to Social Strata: Beyond Power, Wealth, and Prestige Melvin Tumin’s Theory of Social Stratification: What New Assumptions Are Given Max Weber’s Theory of Social Stratification Karl Marx: The Original Contributor to the Theory of Social Stratification The Positive and Negative Impact Social Stratification has on Society Can Societies Function without the Rules of Social Stratification? Why Closed Social Systems Are Beneficial to Economic Stability: The Case of India Conflict Theory and the Nature of Class: How Social Stratification Was Historically Defined Capitalist Societies: Exploiting the Working Class and Keeping Social Mobility Down The Harmful Impact of Social Stratification on Criminal Behavior The Positive Impact of Social Stratification on Religious Organizations The Role of Wealth and Production on Social Classes How Increases in Wealth Change the Landscape of Social Stratification The Validity of Kingsley Davis and Wilbert Moore’s Theory of Social Stratification The Validity of the Functionalist Perspective Aren’t those great topics? Naturally these are meant only as a guide for you when you set out to write. You will have specific guidelines which you must follow, as explained by your teacher. Nonetheless, this list gives you some idea of where to start and what kind of topics make for appropriate essays. You can take one of the topics from the list above if it is applicable to your task and use it as the foundation of your next essay. Along with all this useful material you may also check our 12 facts on social stratification and guide for a reaction paper on the subject. Sample Research Paper: Max Weber’s Theory of Social Stratification: What He Influenced For centuries social stratification has been analyzed by sociologists in terms of the causes and the effects it has on society. Karl Marx and Max Weber disagreed implicitly about the nature of class, something which applied to the traditional framework of stratification. Karl Marx based his ideas on the fact that modern society was divided into two groups of people. He divided people based on those who owns all means of production and those who work for production. According to this theory the capitalist societies, particularly those who owned all means of production exploded those who had to work. They did not pay a livable wage nor did they give workers an affordable place to live. Unfortunately it was thought that the workers fail to realize they were being exploited. It was Marx who believed that a revolution was on the horizon especially given the fact that the rich continue to grow richer by exploiting the lower class. His vision however did not come true. Society began to modernize and the working class acquired more education and specific job skills which allowed them to achieve financial success which was not feasible during the time of Karl Marx. Those individuals who were being exploited soon came to appreciate the protection offered by labor laws and unions. Factory workers started to earn salaries which were similar to the middle-class counterparts. It was Max Weber who attacked this seemingly simplistic idea of social stratificati on. Max Weber argued that only property, such as owning the equipment or the factories used for production, is not the only thing which determines the social class in which an individual is placed but rather a small part of that. Social class was better defined by Max Weber to include power and prestige as well as wealth and property. People who run businesses but do not own them are still able to increase production and enjoy greater profits. Max Weber argued that property can bring individuals prestige given the fact that people tend to hold rich people in a higher regard. But this can also come from another source such as an intellectual ability which far surpasses counterparts or athletic ability which is outstanding. In such cases the athletic or individual ability can lead to property if an individual is willing to pay for access to prestige. That being said Webber further defined prestige as something intertwined with wealth. It was Max Weber who believed that social class resulted from power, something which was a reflection on the ability of each individual to get what they want.   As part of his theory, Weber stated that individuals could overcome opposition, something which would lead to increased social mobility. Individuals who were simply hard-working and honest enough to overcome any opposition would be able to achieve greater power and change social classes. Wealthy individuals were more powerful than poor people but that power can come from the prestige of an individual which means that even poor people are able to achieve the same social status as wealthy people. Today sociologists consider social class to be the grouping together of individuals or groups of people who have similar levels of power, wealth, and prestige. It was the contribution of Max Weber to expound upon the ideas presented by Karl Marx which led to the modern understanding of social stratification and the manner in which Western societies divide individuals socially into different strata. Without the extrapolation on the different classes and what contributes to different social strata, modern social stratification would be significantly different if not for Max Weber. References: Esping-Andersen, Gà ¸sta. UNTYING THE GORDIAN KNOT OF SOCIAL INHERITANCE†. Research in Social Stratification and Mobility  21 (2004): 115-138. Web. Gamson, Zelda F. The Stratification Of The Academy.  Social Text  51 (1997): 67. Web. Gupta, Dipankar.  Social Stratification. Delhi: Oxford University Press, 1992. Print. Hiller, Peter. SOCIAL REALITY AND SOCIAL STRATIFICATION.  The Sociological Review  21.1 (1973): 77-99. Web. Holmwood, John.  Social Stratification. Cheltenham, UK: Edward Elgar, 1996. Print. Jackson, J. A.  Social Stratification. London: Cambridge U.P., 1968. Print. Lambert, Paul.  Social Stratification. Farnham: Ashgate, 2011. Print.

Examples of Interpersonal skills The WritePass Journal

Examples of Interpersonal skills Professional development for strategic managers, including technical competence, social and human skills, and conceptual ability Examples of Interpersonal skills Professional development for strategic managers, including technical competence, social and human skills, and conceptual abilityIntroduction1.1   Personal Skills required to achieve Strategic Goals.Time managementEffective DelegationCommunication and the Management of ConflictStress Management1.2   Techniques to assess the professional skills required of a Manager2.1 skills audit to evaluate the strategic skills needed to meet current and future leadership requirementPsychological Testing2.2 Application of appropriate techniques to identify preferred learning styleReferencesRelated Professional development for strategic managers, including technical competence, social and human skills, and conceptual ability Introduction In order to carry out the process of management and the execution of work, the manager requires a combination of technical competence, social and human skills, and conceptual ability. As the manager advances up the organisational hierarchy, greater emphasis is likely to be placed on conceptual ability, and proportionately less on technical competence. (Mullins,1999). 1.1   Personal Skills required to achieve Strategic Goals. According to the work of Pedler, Burgoyne and Boydell, as cited by (Mullins, 1999) From their experience of the nature of management work and research project, they identify 11 attributes which were possessed by successful managers and which could not be found with less successful managers. The attributes are grouped into three different levels but many of the qualities are interconnected and possession of one contributes to possession of another. Basic knowledge and information- this is needed by the manager in making decisions and taking action. This is the foundation level. (Mullins, 1999) The specific skills and qualities- this directly affect behaviour and performance. That is the skill or quality of continuing sensitivity to events allows managers to acquire basic knowledge and information. The ‘meta-qualities’ allow managers to develop and deploy skills and resources, and to deploy the situation-specific skills needed in particular circumstances.(Mullins, 1999) Below are other personal skills of an effective manager: Time management Though it is currently a popular topic of attention, the significance of time management has long been recognised as an inherent feature of management. Drucker (1988) as cited by (Mullins, 1999) refers to time as the limiting factor for effective executives. Time is an irreplaceable resource you cannot rent, hire, buy or otherwise acquire more time. He further says that the supply of time is totally inelastic; time is completely irreplaceable and everything requires time. There are a number of suggested procedures and techniques for managing time, but the basic requirement of good time management include: Clear objectives; The ability to delegate successfully; Careful forward planning; The definition of priorities and action Stewart (1988) as cited by (Mullins, 1999) suggests that it is often helpful for managers to compare what they think they do against what they actually do in reality. Answers to the following questions will help managers decide what, if anything , they should check, and to review their effective management of time. I. Am i dividing my time correctly between different aspects of my job? Is there, perhaps, one part of my job on which I spend too much of my time? II. Am i giving adequate attention to current activities, to reviewing the past and to planning for the future? III. Am I certain that I am not doing any work that I ought to have delegated? However, inspite of developing interest in time management, it should not be viewed in isolation from related tasks of management, such as delegation and leadership. (Mullins, 1999) Effective Delegation Delegation is described as a process of entrusting authority and responsibilities to others, it is not just about illogical apportioning of work. It is the creation of a special manager-subordinate relationship within the formal structure of the organisation. (Mullins, 1999).Delegation should lead to the optimum use of human resources and improved organisational performance. Effective delegation allows manager to make profitable use of time, to concentrate on the more important activities and to spend more time in managing and less in doing. This should lead to a more even flow of work and a reduction   of bottlenecks.(Mullins, 1999) It will make managers more accessible for consultation with subordinates, or other managers, hence improving the process of communication. Effective delegation provides a means of training and development, and also of testing the subordinate’s suitability for promotion. It can be used as a means of assessing the likely performance of a subordinate. If managers have trained competent subordinates capable of taking their place this will not only aid organisational progress but also enhance their own prospects for further advancement. (Mullins, 1999) Another area to be discussed is the area of communication and the management of conflict Communication and the Management of Conflict It has been made known that diverse perspectives, practices and perceptions have to be accommodated, or otherwise made productive, in order to meet an organisation’s overall goals. (McCall and Cousins, 1990).These differences can, depending on the circumstances, be overt or covert. They can take place between superiors and subordinates. In the great majority of situations conflict is either present or threatens to be present. However for manager to handle conflict effectively, a useful framework of Pondy (1967) as cited by (McCall and Cousins, 1990) who saw conflict as having a number of different phases. The first phase is latent conflict, in which two or more parties co-operate with each other and compete for certain rewards. This could be measurable in terms of bonuses or effectiveness benchmarks. The second phase is perceived conflict. This is a situation where group rely on each other and one believes that the other is pursuing a course of action which is harmful to its members (McCall and Cousins,1990). The third phase is felt conflict, in which differences of interests and opinions are given expression in specific issues which take on and added significance because they symbolise how the parties feel about each other. It is at this stage that the manager start to make choices. How he defines situation may be a conscious or unconscious choice, depending on the manager’s awareness of the alternatives and the forces at work on him; how they orient themselves in terms of degree of assertiveness and co-operativeness will influence the ease with which conflict can be managed. (McCall and Cousins, 1990) Strategies for managing conflict – the strategy to be adopted by a manager will vary according to the nature and sources of conflict.(Mullins, 1999) Personnel policies and proceduress are : job analysis, recruitment and selection, job evaluation; systems of reward and punishment, arbitration and mediation. Development of interpersonal/group process skills- this may help to encourage a better understanding of one’s own behaviour, the other person’s point of view, communication process and problem solving. Leadership and management- a more participative and supportive style of leadership and managerial behaviour is likely to assist in conflict management. For example, showing an attitude of respect and trust; encouraging personal self-development. A participative approach to leadership and management may also help to create greater employee commitment. Clarification of goals and objectives- the continual refinement and clarification of goals and objectives, performance standards, role definition will help to avoid misunderstandings and conflict. Socio-technical approach- viewing the organisation as a socio-technical system, in which psychological and socio factors are developed in keeping the structural and technical requirements, will help in reducing dysfunctional conflict.(Mullins, 1999) Stress Management Stress as defined by McKenna and cited by (Mullins, 1999) as any condition that is seen as threatening, burdensome, ambiguous or boring is possibly to result in stress. (Mullins, 1999) cited Handy who suggests some organisational situations that are likely to result to stress for individual at work. These are; Integrative or boundary functions- the particularly stressful role to the coordinator, link person or outside contact, perhaps due to the lack of control over their demands or resources. Career uncertainty- if future career prospects become doubtful the uncertainty can quickly become stressful and spread to affect the person’s duty. Relationship problems- difficulties with boss, colleagues or subordinates. For certain people, especially those with a technical orientation, the need to work with other people is a worrying complication. Strategies for coping with stress; I.   Need to examine the reward system- for example pay and intangible rewards II. Relaxation techniques- this includes considering counselling and advice systems. III. Employee appraisal- manager can review target setting and controlling expectations IV. Training- this could be on stress awareness, assertiveness, time planning. (Mullins, 1999) 1.2   Techniques to assess the professional skills required of a Manager As Management has become more about managing people than managing operations, however, and social and human skills reflect the ability to get along with other people are progressively important attributes at all levels of management. However a simplistic approach, the following framework provides a useful basis from which to examine the combination and balance of the qualities of an effective manager. The degree of technical competence or conceptual ability will vary according to the level of the organisation at which the manager operates. Conceptual ability – this is required in order to view the complexities of the operations of the organisation as a whole, including environmental influences. It also involves decision-making skills. The manager ‘s personal contribution should be related to the overall objectives of the organisation and to its strategic planning.(Mullins, 1999) Technical competence-   this involves the application of particular knowledge, methods and skills to discrete tasks. Technical competence is likely to be required more at the supervisory level and for the training of subordinate staff, and with day-to-day activities concerned in the actual production of goods or services. Social and human skills- has to do with the manager’s interpersonal relationships in working with and through other people, and the application of judgement. A distinguishing feature of management is the ability to secure the effective use of human resources of the organisation. This involves effective teamwork and the direction and leadership of staff to achieve co-ordinated effort. It is under this that effective manager could find sensitivity to particular situations, and flexibility in adopting the most appropriate style of management. (Mullins, 1999) 2.1 skills audit to evaluate the strategic skills needed to meet current and future leadership requirement It is undeniable that various occupations require different skills, competencies and abilities. It is also the case that individuals differ with regard to their mental capabilities and the degree at which they relate them at work. The ‘happy’ scenario is that a match should occur between the individual’s abilities and their occupation, but reality suggests that this is not the case always. The excesses include employees bored inflexible with a simple task who become careless in their attitude and make a succession of mistakes and the employees who have been promoted beyond their capability. The result could be stress either for the individuals unable to cope or their work colleagues who are picking up the debris left behind. It can be assumed that a person’s ability is dependent upon his or her intelligence. (Mullins, 1999). In a similar vein to the studies of personality, different schools of thought have emerged with regard to the study of abilities. Simi lar debates to the ones that surround the study of personality have also twirled around the research on intelligence. (Mullins, 1999) Psychological Testing Furthermore the early tests of intelligence have evolved into a large psychological business. Tests are broadly divided by the British Psychological Society into: Tests of typical performance. These assess individual typical responses to given scenarios. Here, answers indicate an individual’s choices and strength of feelings. Answers are not right or wrong as such, but identify preferences. Personality assessment and interest inventories are examples of such tests. (Mullins, 1999). Tests of maximum performance. These assess an individual’s ability to perform effectively under standard conditions. Performance on these tests, which include ability and aptitude tests, can be judged as right or wrong. Ability tests come in many various forms and may test a general intellectual functioning or a specific ability (such as verbal reasoning, numerical reasoning, etc.) Modern Occupational Skills Tests are an example of specific ability tests and measure a range of clerical and administrative skills: verbal checking; technical checking, numerical estimation, etc. they claim to be an aid in the selection of administrative staff. Other methods that could be used to conduct the skills audit include: Checking current records for example, training records to identify what staff have been trained in. Observing staff as they carry out their various tasks and analysing the outcomes for quality. Using surveys to find out what peers or supervisors observe are the skills, knowledge, needs and weaknesses. Carrying out interviews with employees. This could be part of a performance review. (www.records.nsw.gov.au) 2.2 Application of appropriate techniques to identify preferred learning style It is essential for the long-term health and future of the organisation that managers understand the learning process to ensure that not only the needs of individuals are met but that the store of wisdom and ‘know-how’ can flow effectively. Theories of learning can act as a framework for managers to help in the identification and analysis of problems. (Mullins, 1999) In order to understand how people learn, cognitive factors must be taken into account. Observing changes in behaviour is only part of the learning process. Attention must be given to a countless of individual factors, in order to understand how and why the people learn. People learn not only by association and rewards, but by having knowledge of their results and by receiving feedback. The success of their desired aims and goals motivates and drives people to learn. This has brought about making theorists and educationists to consider the ways in which people learn through experience. (Mullins, 1999)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://academic.regis.edu  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Some cognitive theorists have emphasised the cyclical nature of learning and its active nature. Davis(1990) as cited by (Mullins, 1999) for example, claims that ‘experiential learning is an integration and alternation of thinking and doing’. Kolb’s learning cycle is typical of this approach and is the one that is most often used in the management literature. It provides beneficial insights into the nature of learning: It shows that learning is endless, but only another turn of the cycle. It identifies the significance of reflection and internalisation. It is a useful way in recognising problems in the learning process. Learners are not passive recipients but need to actively explore and test the environment. (Mullins, 1999) Moreover, the approach highlights the significance of the fusion between an individual’s behaviour and the evaluation of their actions. The important part of the learning process is the reflection of what has been learned in order to experiment with new situations and to become aware of new possibilities. It is the real essence of action learning; by going through the cycle that learners are opened to applying, reflecting and testing out their learning. This encourages individuals in habits harmonious with the concept of life-long learning. Hence, it is no surprise that Kolb addresses his concepts to managers and suggests that experiential learning will enable managers to cope with change and complexities. He made a suggestion that: A main function of strategic management development†¦is to for managers to have access to knowledge and relationship networks that can aid them in becoming life-long learners and cope with issues on their continually dynamic agendas. Relating his learning cycle to the study of individual differences, Kolb demonstrated that individuals may have a preference for one of the main stages and therein lies their learning style, (Mullins, 1999). The four different styles of learning identified by Kolb are: Accommodative-strong penchant for concrete experiences and active experimentation (hands on); Divergent preference for concrete experiences, but to reflect on these from different viewpoint; Assimilative prefers to swing between reflection and conceptualisation and will use inductive reasoning to develop new theory; Convergent prefers to apply ideas, and will take an idea and test it out In practice. (Kolb,1985) as cited by (Mullins, 1999) Honey and Mumford(1992) as cited by (Mullins, 1999) refined Kolb’s learning style questionnaire by simplifying his learning cycle. The outcome is that managers can identify whether they are predominantly: Activist  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   what is new? I’m game for anything. Reflector  Ã‚     Ã‚  Ã‚  I would like time to think about this. Pragmatist  Ã‚   how can I apply this in practice? Theorist  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   how does this relate to that? The scholars assert that an understanding of one’s learning styles will improve learning effectiveness. And also that an integrated and effective learner will be prepared to manage all four styles even though they may have a favourite. References ATKINS, M.J., BEATTIE, J. and DOCKRELL, W.B., Assessment Issues in Higher Education, Department of Employment (October 1993), p.51. CHARSLEY, W.F. ‘Effective Management-so you think you’ve got it right?’ British Journal of Administrative Management, vol.1, November 1986, pp.11-12. See also: ALLEN,T. Hands off Local Government’, Management Today, September 1993, p.5. DAVIS,L. Experience-Based Learning Within the Curriculum, Council for National Academic Awards (1990) DRUCKER, P. The Practice of Management, Heinemann Professional (1989), p.3. GALLWEY, W.T. The Inner Game of Golf, Jonathan Cape (1981), p.19. HANDY, C.B. Understanding Organisations, Fourth edition, Penguin (1993) HONEY, P. and MUMFORD, A. The Manual of Learning Styles, Third edition, Honey (1992) HONEY, P .’Styles of Learning’ in MUMFORD, A. (ed.) Handbook of Management Development, Fourth edition, Gower (1994) JOHNS, T. Perfect Time Management, Century Business (1993) and VAND DE VLIET, A. ‘Beat the Time Bandits’, Management Today, May 1997, pp.90-2. KOLB, D.A., Experiential Learning: Experience as the Source of Learning and Development, Prentice- Hall (1985) LUTHANS, F. ’Successful vs. Effective Real Managers’, The Academy of Management Executive, vol.11, no.2, 1988, pp.127-32. ‘Managing Your Time Effectively’ Management Checklist 016, The Institute of Management, 1997. McCALL, I. and COUSINS, J. (1990) Communication Problem Solving, ‘The Language of Effective Management’, Courier International LTD, Essex. MULLINS, L.J. ‘Successful Training- A Planned and Systematic Approach’, Administrator, July 1991, pp.4-5. MULLINS, L.J. (1999) Management and Organisational Behaviour, Fifth edition, Pitman Publishing, Great Britain. REES, W.D. The Skills of Management, Fourth edition, International Thompson Business Press (1996), p.26. SNAPE, E., WILKINSON, A., MARCHINGTON, M. and REDMAN, T. ‘Managing Human Resources for TQM: Possibilities and Pitfalls’, Employee Relations, vol.17.no.3, 1995, pp.42-51. STEWART, R. Managers and Their Jobs, second edition, MacMillan (1988), p.123. ‘Training for Advantage’, Management Today, May 1997, p.89. Training Learning Consultancy LTD. Bristol, England. STERNBERG, R.J. and WAGNER, R.K. Practical Intelligence, Cambridge University Press (1986) http:// academic.regis.edu/ed202/subsequent/Kolb2.htm. (accessed on 18th of June 2011) www.records.nsw.gov.au/recordkeeping/government-recordkeeping-manual/guidance/guidlines-17/guideline-17-part-2. (accessed on 18th June 2011)

Defining Portraits and Portraiture in Art

Defining Portraits and Portraiture in Art Portraits are works of art that record the likenesses of humans or animals that are alive or have been alive. The word  portraiture  is used to describe this category of art. The purpose of a portrait is to memorialize an image of someone for the future. It can be done with painting, photography, sculpture, or almost any other medium. Some portraiture is also created by artists purely for the sake of creating art, rather than working on commission. The human body and face are fascinating subjects that many artists like to study in their personal work. Types of Portraits in Art One could speculate that the majority of portraits are created while the subject is still alive. It may be a single person or a group, such as a family. Portrait paintings go beyond simple documentation, it is the artists interpretation of the subject. Portraits can be realistic, abstract, or representational.   Thanks to photography, we can easily capture records of what people look like throughout their life. This was not possible prior to the invention of the medium in the mid-1800s, so people relied on painters to create their portrait.   A painted portrait today is often seen as a luxury, even more than it was in previous centuries. They tend to be painted for special occasions, important people, or simply as artwork. Due to the cost involved, many people choose to go with photography instead of hiring a painter. A posthumous portrait is one that is rendered after the death of the subject. It can be achieved by either copying another portrait or following instructions of the person who commissions the work. Single images of the Virgin Mary, Jesus Christ, or any saints are not considered portraits. They are called devotional images. Many artists also choose to do a self-portrait. It is a work of art depicting the artist created by their own hand. These are typically made from a reference photo or by looking in a mirror. Self-portraits can give you a good sense of how an artist views themselves and, quite often, it is rather introspective. Some artists will regularly create self-portraits, some just one in their lifetime, and others will not produce any. Portraiture as Sculpture While we tend to think of a portrait as a two-dimensional piece of artwork, the term can also apply to sculpture. When a sculptor focuses on just the head or the head and neck, it is called a  portrait. The word  bust is used when the sculpture includes part of the shoulder and breast. Portraiture and Appropriation Usually, a portrait records the subjects features, though it often also tells something about them. A portrait of the art historian Robert Rosenblum (1927–2006) by Kathleen Gilje captures the sitters face. It also celebrates his outstanding Ingres scholarship through the appropriation of Jean-Auguste-Domonique Ingres portrait of the Comte de Pastoret (1791- 1857). Ingres portrait was completed in 1826 and Giljes portrait was completed in 2006, several months before Rosenblums death in December. Robert Rosenblum collaborated on the choice of appropriation. Representative Portraiture Sometimes a portrait includes inanimate objects that represent the subjects identity. It doesnt necessarily have to include the subject itself. Francis Picabias portrait of Alfred Stieglitz  Ici, Cest Ici Stieglitz (Here is Stieglitz, 1915, Stieglitz Collection, Metropolitan Museum of Art) depicts only a broken bellows camera. Stieglitz was a famous photographer, dealer, and Georgia OKeeffes husband. The early twentieth-century Modernists loved machines and Picabias affection for both the machine and Stieglitz is expressed in this work. The Size of Portraits Portraiture can come in any size. When a  painting was the only way to capture a persons likeness, many well-to-do families chose to memorialize people in portrait miniatures. These paintings were often done in enamel, gouache, or watercolor on animal skin, ivory, velum, or a similar support. The details of these tiny portraits- often just a couple of inches- are amazing and created by extremely talented artists. Portraits can also be very large. We often think of paintings of royalty and world leaders hanging in enormous halls. The canvas itself can, at times, be larger than the person was in real life. However, the majority of painted portraiture falls in between these two extremes. Leonardo da Vincis Mona Lisa (ca. 1503) is probably the most famous portrait in the world and it was painted on  a 2-foot, 6-inch by 1-foot, 9-inch poplar panel. Many people do not realize how small it is until they see it in person.

Reaction paper 6 Article Example | Topics and Well Written Essays - 500 words

Reaction paper 6 - Article Example The once famous off shoring and outsourcing strategies are not as beneficial to the companies as it used to be. Companies like Ford motors are reconsidering closing their subsidiaries located in the foreign countries (Here, there and everywhere par. 4-15). The reason for this major reorganization is the constantly increasing cost of labor in countries that once provided the cheapest labor in the world. The increasing cost of labor in countries like China deprives the companies that have their existence in China, an opportunity to generate high revenues. Second, most companies have realized that it is highly risky to produce in a foreign country away from the major market target. The disadvantage this creates is a low response to the change in consumer needs due to the extended time between acquiring the information and implementing a strategy to respond to the consumers needs. This renders most companies less competitive. Third, the off shoring has another side effect that is the increased transportation cost due to shipments made over a long distance. Fourth, the distance proved to destabilize the supply chain of most companies. The named emerging pitfalls of off shoring have forced most companies to move their operating location bac k home. This major reorganization also applies to the service industry. This trend is likely to cause an explosion of job opportunities in the U.S, thus increase the employment rate. Therefore, the U.S job market could run short of employees in the short-term (Here, there and everywhere par. 4-15). There is a heated debate about the effect of technology on employment. Some argue that the increasing sophistication in the technological environment reduces the level of employment as computers and robots replace human labor. This section of people justifies their point by sitting the increase in productivity levels in the U.S while the unemployment rates decrease. Another section of people with a

The Propensity for the Success of a Career in Finance as a Business Statistics Project

The Propensity for the Success of a Career in Finance as a Business Leader - Statistics Project Example I derived much learning from my internship experiences. At that time, I was just in my late teens but felt so grown-up in the positions I held. As an assistant, I was given a good view of how things are done in work settings and watch my mentors implement their duties and responsibilities. I also feel honoured that I was trusted by the people I worked with even if I was much younger than they are. One time, a teller was fretting over her balance at the end of the day. She kept counting the money and found out she was short of a hundred pounds! She tried her best to re-trace all the clients whom she transacted with. She spoke out loud enough that I can hear her from a where I was sitting. I was not even aware that my mind was keeping track of the numbers she was saying. She was getting so confused with all the numbers and was at the verge of tears. I approached her and listed down all the transactions she said she made and saw two fifty pound withdrawals from separate clients that she forgot to compute in her balance. Those two transactions were the missing links in her balance sheet. When she realized that, she gave me a big hug out of gratitude and I felt so good at being able to help out. Another teller commended me for my knack for details and said I’d make a great finance analyst someday. Another employee was amazed at how good I was able to keep track of numbers because it was a long day and they had so many clients that day! This incident made me realize that my natural talent for math is an asset that I need to cultivate seeing how it is so helpful to others.

EU Essay Example | Topics and Well Written Essays - 1500 words

EU - Essay Example The flipside of this provision has been its penchant for predisposing member states to the inability to control entry and residence within their territory. Eventually, this has led to the member states’ trying to minimise to stem the burden that unbridled movement of persons place on them. The EU and its member states have attempted to salvage this situation by proposing and ratifying laws such as directives, regulation and articles in law, as shall be seen forthwith. First, it is important to note that even in the face these challenges, EU has never made any dereliction on the right to free movement. Particularly, according to Barnard (2007, 23) and Cholewinski (2005, 252), Article 21 (1) of the Treaty on the Functioning of the EU (TFEU) continues to make provision for EU citizens to exercise free movement. The same applies to Regulation EEC 1612/68 and Regulation EU No 492/2011. In this light, there are already over 2 million EU citizens who are exercising this right. EU has tried to resolve this problem that tries to harmonise the dynamics of free movement and the burden that accompanies it through the issuance of directives such as the Directive 2004/38/EC. The Directive 2004/38/EC for instance acknowledges the fact that free movement is attributable to citizens of the EU or the EEA and the direct family members of EU citizens. The latter qualification is relevant since it expunges the non-direct family members of EU or EEA from accessing this right. However, Directive 2004/38/EC is categorical that these family members must be direct dependents of the EU citizen. The Directive 2004/38/EC is also important in absolving EU member states from the burden of free movement because it specifies those who are not qualified to enjoy the right to free movement. For instance, the Directive 2004/38/EC rules out those citizens who live in their home EU member states but have not worked in other EU member states. In this respect, all movement by non-EU family mem bers into the home estate is subject to national law. Again, Directive 2004/38/EC also recognises the right of older EU member states to exercise the provisions catered for in the transitional arrangements. The transitional arrangements inhibits EU citizens’ ability to move freely to work, provided that these citizens originate from new EU member states such as Romania and Bulgaria. The inhibition in this case can be protracted up to 7 years. It is important to note that even during this time when there is the imposition of this limit, citizens of the new EU member states are still legible for travel throughout Europe, together with their non-EU family members. The crux of the matter herein is that while free movement is not restricted, the ability to access jobs is. Thus, this is a way by which scarce economic values such as employment are safeguarded against unfair competition and infiltration. Again, it is important to note that the Directive 2004/38/EC also excludes those citizens of non-EEA or non-EU countries who are not accompanied by members of EU/EEA citizens from accessing some of the privileges that are extended to EU citizens. Some of these privileges include free and fast issuance of visas; the right to work and play for up to 90 days prior to the issuance of visas; permanent residence of 5 years; and easy right to stay in the EU country longer, should the EU citizen be working, learning. In this case, during applications, Directive 2004/3

E-Portfolio Essay Example | Topics and Well Written Essays - 1000 words

E-Portfolio - Essay Example The course will concentrate on creating a thorough syllabus that will help the students generate and interpret ideas (O'Malley & Pierce). The social studies theme chosen for this curriculum is known as "The American Dream". It will focus on creating an individual who is educated and enlightened in all spheres of life. The theme will cover a variety of diverse subjects including history, geography and social etiquette. It will contain hidden undertones that emphasize the greatness of America and the roots taken for her to achieve success. The title of the book will remind the children of the motto held by the great state in ensuring its citizens provide and achieve the best from it. Thus, if later in life the student ever stumbles in their path to make a difference, this social studies book will be a perfect reminder of the Declaration of Independence which asks all Americans to strive in the pursuit of happiness because the state can indeed provide it. The units created in this essay will be Mystery History, YOU and Now your turn. All three topics will vary in the education they provide to the students. Starting with Mystery History, it will focus on the time before the Declaration of Independence was signed. It will cover a wide range of material from the time of colonialism to the Boston Tea Party, the Colonial Wars and success leading to the Declaration of Independence. Without going into the intricate details of these events, the topic will cover the bare essentials, mostly focusing on the reasons and consequences behind certain events. An idea like this cannot be taught without dates but it shall be ensured that only the most basic of dates are given such as the signing of the Declaration of Independence. This topic will touch the history of America and will instill the idea of the sacrifices made to achieve the status it has today. Thus ensuring that at a very young age the student knows the cost at which their freedom was a chieved and the necessity to maintain it. The second topic will be known merely as "YOU". This topic will refer to the rights each American citizen has in his country. Because this topic is too extensive and complicated for a young student, many might defer from using it. However, if taught it will form a basis of what the student should expect from life in the future and will be the breeding ground for true American freedom. This topic will be in quick succession after the history of American Independence because it will create a connection with what has been achieved by the students' ancestors. It will focus on the basics of the Declaration of Independence, ensuring that the student realizes that this is practiced even today: All men are created equal. They have unalienable rights amongst them are those of life, liberty and the pursuit of happiness. The third topic will be titled "Now your turn". Its connection with the second title will come because it shows the student their responsibility to return to America what the country has given it. This topic will cover a wide range of ethics that a student must learn from something trivial to throwing garbage in the trash can to helping an elderly woman cross the road.

Excessive Police force In america Research Paper

Excessive Police force In america - Research Paper Example When the officer was being tried for killing, the jury was told to consider the following verdicts: second degree or involuntary manslaughter. The juror decided to charge him with involuntary manslaughter even after substantial evidence was provided. This kind of judgments also contributes a lot to police officers become brutal to their citizens. Even after congress had passed Violent Control and Law Enforcement Act, they have neglected their responsibility to continuously provide the necessary funds for its enactment. There is no need for the police to keep and criminal records since the legislations can handle this matter. It is quite unfortunate that the legislation department does not hold police officers responsible for their criminal acts and the violation of human rights. When police officers murder innocent citizens in America, they are most of the time charged with involuntary manslaughter. The definition of this term in legal terms is the unlawful killing of person that was done unintentionally (Alexander, 2005). May states in the world do not even have the proper definition of this term, thus many people go unpunished for the criminal act they have committed. Many people who are brutally murdered by the police officers rarely get justice. Even after a police officer is found guilty, his sentence is reduced. Some p olice officers are even released on parole when current fracas reduces and people have forgotten about the incident. When the court does not hold police officers accountable of his actions after committing a crime, citizens start demonstrating. The same police officers mishandle the citizens by arresting them in large numbers even if they are holding peaceful demonstrations. The citizens are disconnected to the police officers because of being handled heavily and brutally (Alexander, 2005). Families that are not served with justice after one of them is murdered are

Case 8-3 Ikea Essay Example | Topics and Well Written Essays - 1250 words

Case 8-3 Ikea - Essay Example It can also be defined as the way in which companies manage their business processes to produce an overall positive impact on society (Mallerbaker, 2009). This paper discusses the problems Ikea Corporation faced in the late 1990’s associated with CSR issues particularly child labor accusations. Ikea Corporation create a corporate culture that while it was streamlined and relaxing since the manager did not operate in beaurocratic manner, they also seem to forget about their responsibilities of the activities of the company abroad. Ikea was not well prepared to deal with international issues such as child labor. The company got a wake up call after some of its suppliers were caught involved in child labor practices. The company did not like the negative impact the revelation had on its sales and customer relations. The firm realizes its needs solutions to deal with the issues the company is facing. The company is facing public relations problems due to accusations that the firm is involved in child laborer practices. The child labor violations occurred not directly at Ikea, but as indirect associations since major supplier of Ikea at being accused of such acts. The first reaction of the company was that they were unaware of the child labor activity and they are against that type of illicit activity. The company never before had dealt with these types of issues. The executives of the company were at fault due to their incompetent managerial activity in which they failed to implement any proactive measures that could prevent such circumstances from occurring. The business risk of the company is high regarding its public image. After the public relations issues the company lost 20% of its sales in Denmark (Barlett et. al., 2008). Ikea is a company that has been able to successfully implement an organic growth model during the last 40 years. The

Excessive Police force In america Research Paper

Excessive Police force In america - Research Paper Example When the officer was being tried for killing, the jury was told to consider the following verdicts: second degree or involuntary manslaughter. The juror decided to charge him with involuntary manslaughter even after substantial evidence was provided. This kind of judgments also contributes a lot to police officers become brutal to their citizens. Even after congress had passed Violent Control and Law Enforcement Act, they have neglected their responsibility to continuously provide the necessary funds for its enactment. There is no need for the police to keep and criminal records since the legislations can handle this matter. It is quite unfortunate that the legislation department does not hold police officers responsible for their criminal acts and the violation of human rights. When police officers murder innocent citizens in America, they are most of the time charged with involuntary manslaughter. The definition of this term in legal terms is the unlawful killing of person that was done unintentionally (Alexander, 2005). May states in the world do not even have the proper definition of this term, thus many people go unpunished for the criminal act they have committed. Many people who are brutally murdered by the police officers rarely get justice. Even after a police officer is found guilty, his sentence is reduced. Some p olice officers are even released on parole when current fracas reduces and people have forgotten about the incident. When the court does not hold police officers accountable of his actions after committing a crime, citizens start demonstrating. The same police officers mishandle the citizens by arresting them in large numbers even if they are holding peaceful demonstrations. The citizens are disconnected to the police officers because of being handled heavily and brutally (Alexander, 2005). Families that are not served with justice after one of them is murdered are

Leading and Managing in Organisations Essay Example | Topics and Well Written Essays - 1750 words

Leading and Managing in Organisations - Essay Example iate it with something negative that brings ineffectiveness of the working or living conditions or the situation that promote inefficiency within the organization. However, conflict is not always a bad thing, in particular when it appears within organizations. Some types of conflict instead encourage new visions and solutions and increases creativity within the working team (Sims, 2002). Mullins (2007) proposes alternative philosophies of conflict. One of such concepts is a unitarist perspective, which is more traditional and views harmony and cooperation as natural state of human interactions. That is why it views conflict as negative effect of different misunderstandings and unwillingness to follow the common rules. While in the organizations the unitarist perspective is followed, it assumes that all organizational member should be in the same side, should be united by the leader and pursue the same goals. Whether some fail to follow the rest, they create conflict situation. The mo st vivid example of unitarist concept is the creation of team, a group of people that would follow certain rules and be led by the other person for the sake of reaching the same target. The pluralist perspective does not see conflict as an evil for the effectiveness of organization. Instead, it sees conflict as natural concept, however pluralists stay for handling conflict and set up certain policies and rules how to manage conflict. The radical perspective is derived from the Marxist idea about the constant struggle between owners and those who should work for owners. In organizations, a conflict is viewed as struggle between capital and labor, where managers are seen as the agents of owners and should not have their interest other than owners. Conflicts arise if managers fail to recognize these facts. The interactionist perspective views conflict as neither bad nor good thing, however, it is the integral part of each organization. However, the absence of conflict bears no ideas an d

A Streetcar Named Desire - Commentary Essay Example for Free

A Streetcar Named Desire Commentary Essay In the play, A Streetcar Named Desire, written by Tennessee Williams, Blanche the protagonist who is mentally fragile and depends on her sister’s help to overcome various adversities as her husband’s passing away and her paying many debts decides to move to New Orleans, where her sister lives. Throughout the play, Blanche, who is from a southern part called Laurel, strives to conform to society’s norms and attempts to ï ¬ nd a man to marry her; but she is incapable of feeling involved in the scenery and as a consequence of that, she loses her mentality at the end of the play. In this speciï ¬ c passage, Blanche returns from a date with the character Mitch who desires to marry her to please his ill mother. Through this particular scene, Williams initiates to develop the relationship between the aforementioned characters to reveal that their relationship depends merely on mutual beneï ¬ ts rather than feelings. In this particular scene, Williams establishes the codependent relationship between Mitch and Blanche, which is founded on mutual loneliness and the desire to be with anyone, to demonstrate that society employs pressure on each and every individual to conform to its norms. Initially, Williams assigns the elements of punctuation to highlight that the characters Blanche and Mitch are forced to have a relationship that only depends on the desire to be with anyone because of gender stereotypes that society puts forth. For instance, the playwright utilizes the element dash to demonstrate that Mitch and Blanche awkwardly hesitate to approach each other. Mitch states the line â€Å"Can I uh kiss you good-night?†, and Blanche states the line â€Å"The one that says the lady must entertain the gentleman or no dice!†. The dashes in these two quotes convey that both Mitch and Blanche appear to be hesitant and forced to be in this relationship. They tend to be indecisive about whether to ï ¬ nish their sentences or not. The characters’ uncertainty draws a conclusion that they feel irresolute about whether they should comply with gender stereotypes of society or not. Additionally, Williams supports the aforementioned claim by utilizing another element of punctuation called ellipsis. Blanche states the line â€Å"I liked the kiss very much. It was the other little familiarity that I felt obliged to discourage†. The utilization of ellipsis in this sentence once again proves that the characters constantly complete their sentences with hesitation and that they are uncomfortable talking to each other. Their constantly hesitating shown by these elements is due to the fact that in this particular setting, gender stereotypes are put forth by society which commands individuals to marry anyone to be regarded as â€Å"normal† by the others. Blanche and Mitch, who do not actually bear feelings for each other, choose each other to comply with these rules, but as a consequence of this situation, they appear to be forced to have this relationship in order to conform to gender stereotypes in society. Through the elements of punctuation, Williams remarks that Blanche and Mitch are forced to be together and that their co-dependent relationship is founded on the pressure that the norms of society exert. Furthermore, the playwright utilizes the elements of characterization to reveal that the relationship between Blanche and Mitch depends rather on the pressure exerted by society than on emotions. Williams depicts Blanche’s state in this scene through employing direct and indirect characterization which put forth the conclusion that Blanche feels compelled and exhausted to have her relationship with Mitch. For instance, the playwright employs direct characterization in the stage direction to depict that Blanche has â€Å"utter exhaustion† in her â€Å"voice and manner†. This direct characterization reveals that Blanche becomes disappointed in the quality of the date that she and Mitch return from. As a result of this disappointment, she reï ¬â€šects her exhaustion in her voice regarding that Mitch is not similar with the man whom she desires to have. Williams additionally utilizes direct characterization to regard Blanche’s personality as â€Å"neurasthenic†. This description conveys that Mitch’s manners aggravate her due to the fact that his manners are inadequate compared to those of the man whom Blanche desires. Hence, these examples of direct characterization prove that Blanche, who becomes dissatisï ¬ ed with Mitch’s qualities feels obliged and compelled to have a relationship with Mitch because the norms of society force her to marry anyone to be regarded as â€Å"normal†. Moreover, Williams employs indirect characterization to indicate that Blanche strives to conform to the norms of society through having a relationship with Mitch. For example, Blanche states the line â€Å"The one that says the lady must entertain the gentleman or no dice!†. Through this instance, the playwright highlights that women in society are regarded as â€Å"worthless† without conforming to gender stereotypes. Blanche states that if she does not â€Å"entertain† her â€Å"gentleman†, she will have â€Å"no dice†. The conclusion drawn from this point is that women in society cannot endure unless they satisfy their men. Hence, Blanche regards Mitch as her last option and conforms to gender stereotypes of society through having a relationship deprived of emotions. Through the elements of characterization, Williams conveys that Blanche and Mitch has an artiï ¬ cial relationship on behalf of complying with gender stereotypes of society. Subsequently, Williams accounts the elements of ï ¬ gurative language to mention that Blanche and Mitch are coerced to be in a co-dependent relationship because of the constraint that gender stereotypes of society apply. Williams implements the element of allusion to address the aforementioned message. For instance, Mitch bears, upside down, â€Å"a plaster statuette of Mae West†. In this example, the statuette of Mae West is an allusion to the sexual desire between the couple regarding that Mae West is known as a sex symbol. However, since Mitch carries the statuette â€Å"upside down†, this signiï ¬ es that there is something wrong with the sexual connection between Mitch and Blanche. Indeed, the statuette refers to the lack of sexual tension between the couple due the fact that their relationship depends only on a mutual beneï ¬ t which is to be accepted by society. The playwright employs the allusion of â€Å"Mae West† to illustrate that there is not any sexual desire between the couple regarding that their relationship does not harbor any emotion. In addition, the playwright employs the allusion of â€Å"the Seven Sisters† to remark Blanche’s loneliness. â€Å"The Seven Sisters, also referred as the Pleiades, were the seven daughters of the Titan Atlas. They became a group of stars.† Although Blanche has a sister, she is indeed mentally unsupported because of her sister’s lack of consideration. Being compared to the Seven Sisters, she adores â€Å"the Seven Sisters† for their unity, feels lonely and seeks to be with anyone to comply with the rules of society. Hence, she decides to rely on Mitch who is her last option. This allusion once again proves that Stella and Mitch build up an unnatural relationship deprived of feelings in order to conform to the norms of society. Williams implements the elements of ï ¬ gurative language to establish the relationship between Blanche and Mitch which merely depends on the desire to be with anyone and the pressure put forth by society. In summation, Tennessee Williams applies the elements punctuation, characterization and ï ¬ gurative language to develop the artiï ¬ cial relationship between Blanche and Mitch, which originates from the desire to be with anyone, in order to illustrate that society compels each and every individual to obey its norms. Through these elements, Williams eventually clariï ¬ es that this imitated relationship arises from the enforcement exerted by the gender stereotypes of society.

Bilingual Education Essay -- essays research papers

Benefits of Bilingual Education David Hosterman The issue of bilingual education is a very controversial issue and many people have different views concerning this subject. "Bilingual education began in 1968 as a small, $7.5 million federal program to help Mexican-American students, half of whom could not speak English well when they entered first grade" (Chavez 23). In addition, it began 23 years ago as a historic order for busing students to schools to achieve racial integration. One would believe that the supporters of bilingual education are Latino's but in actuality they are black and white professionals who know the advantages of their children being bilingual. It has been proven that students who are enrolled in bilingual classes have better scores on standardized tests, such as the ACT's and SAT's, than those who are not enrolled in bilingual classes. Bilingual education is beneficial for our country and enables students to learn English as well as keeping their native tongue for future success in our global econ omy. Bilingual education works in our society and should stay intact within the schools and should be funded to enable students who wish to take these classes should be able to. In aspect of Rudolph Giuliani's view that bilingual education doesn't work and that it is too expensive should be better thought out and he should look at the benefits that come from it. Giuliani was quoted regarding bilingual education by saying, "It's cruel to them and gives them less of a chance to succeed" (Willen 8). This is a bizarre view that Giuliani is issuing considering that it has been proven that students who are enrolled in bilingual classes perform better on standard eyes tests. This is an advantage for these students to succeed considering that the better the test grades the better the opportunity to get into good college. In addition one can notice that knowing more than one language can "utilize the strengths of bilingual children to prepare all students to compete in a global economy that increasingly calls for multilingual and multicultural expertise" (Beyer 11). Bilingual education can be seen beneficial in many schools and helps students prep are for a future in corporate America. In El Paso at a secondary school bilingual education can be seen as helpful for both the students and credibility of the school. At this... ... September 1998:11 EV. Bowen, Ezra. "Education: For Learning Or Ethnic Pride? Parents Politicians and Pedagogues Battle Over Bilingual Classes" Time 8 July 1985: 80. Chavez, Linda. "Bilingual Education Was to Teach English, Not Trap Students" Minneapolis Star Tribune 2 April 1995: 23A. Gonzales, Patricia. "Why Is Bilingual Education Opposed?" The Dallas Morning News 11 July 1996: 23A. Pratt, Chasity. "One Class, Two Languages/ Both English, Foreign Benefit Bilingual Schools." Newsday 4 April 2000: 6A. Ruano-Martinez, Natalia. "Should We Abolish Bilingual Education? No: It Prepares Kids For Global Economy." USA Today 2 June 1998: 13A. Weber, Brian. "Native Tongue Denver Schools Wrestle With Bilingual Education As Feds Make New Demands" Denver Rocky Mountain News 19 October 1997: 40A. Willen, Liz. "Bilingual Debate/ Rudy's Push to Limit Education Programs Draws Flak" Newsday 16 January1998: 8A.

My Volunteer Experience at a Nursing Home :: Community Service, Service Learning

Up until a few years ago I never thought that one of my grandparents would be in a nursing home. I had always been lucky to have them healthy. However, this changed about a year ago when my grandfather had a mini-stroke, which caused him to require extra care my grandmother could not provide. Watching my family deal with my grandfather made me aware of the care and services the elderly need and has made me realize how important it is to volunteer at a local nursing home. My grandfather's stroke affected his legs and his memory, which made it difficult for him to walk. My grandfather first used a cane, but his legs became too weak, so he tried a walker, but this lasted only a month. Not only could he not walk or take care of himself, but also he began to stay up at night and fall out of bed. My family started looking into nursing homes. It took us weeks before finally deciding. Unfortunately he will have to stay there until he improves, both mentally and physically. Since summer I have volunteered at his nursing home because I saw how lonely some of the residents were. I volunteered two days a week during the summer, which I have continued. I have learned many things about nursing homes and the factors to consider when choosing one, including the residents' quality of life, the care received, the environment surrounding them, and the nursing home's payment policy. I have been working with the recreation director, who plans activities for the residents. I have painted the women's nails and read them letters from their children. Also, I have helped with special days like Ice Cream Day, Summer Picnic Day, and Clown Around Day. For each we create special word scrambles. I also have taken patients for walks. We also have birthday parties and exercise days. Through my volunteering I have made a new friend - Irene. She has family, but they live faraway and cannot come to visit often. Our friendship grew through the summer. She grew up in Shelton and lived in Milford before she came to the home. She has two sons who seldom visit. Her grandchildren, however, do visit every weekend.

Plts Award in Employement and Personal Learning Skills in Health

Unit 1- Preparing for an Apprenticeship 1. What are the components of your Apprenticeship? 1. 1 What are the components of your Apprenticeship framework and what is the relevance of each? | Functional Skills Level 1 (English & Maths) : Functional skills provide you with the basic skills that are required in day to day activities to support you in life, learning and work.Employment and Personal Learning and Thinking Skills Level 2 (PLTS) : Personal learning and thinking encourages the development of being able to generate ideas, tackle problems and find solutions, work independently or within teams and understand legal and organisational requirements. Certificate in Healthcare Support Services Level 2 : The purpose of this qualification is to guide and assess the development of knowledge and skills relating to the health workforce.This qualification confirms competence in a range of healthcare support service skills. | 1. 2 Describe how each component will be assessed| Functional Skil ls Level 1 (English & Maths) : This component will be assessed by the completion and achievement of external assessment (online or paper based test) achieved within an agreed timescale of the first 6 months. Employment and Personal Learning and Thinking Skills Level 2 (PLTS) : This component will be assessed by the completion of the PLTS workbook.Certificate in Healthcare Support Services Level 2 : The component will be assessed through work based learning. Demonstrating knowledge and performance within set criteria using a variety of methods, such as: Observations, Work Products, Case Studies, Professional/Guided Discussion. | 1. 3 Describe the purpose of the apprenticeship agreement| The apprenticeship agreement states that all persons involved in the apprenticeship are supportive to the learner achieving what has been agreed, and are fully committed to do so.This relies highly on the learner being dedicated and motivated to achieve their milestones, the employer being able to pro vide the learner with opportunities to learn with guidance from their mentor, with their mentor being able to recognise the learner’s individual learning styles and strengths in order to efficiently support and capture evidence to gain achievement of the framework within the agreed timescale. | Be able to set goals for the coming year. 2. 1 Describe the importance of meeting deadlines| Deadlines are there for a reason.Without a deadline to meet you could simply postpone whatever it is you have been working on for as long as possible resulting in work never getting done, which is hardly a productive way of working. It is therefore important to meet any deadlines that have been set. Failure to meet the deadlines puts you into a stressful position and may damage self motivation and efficiency with meeting set targets. The deadlines are there to help me as a learner achieve areas of my framework within a realistic timescale.Not meeting deadlines may result in falling behind other colleagues on work and could potentially assist in failure of tests/assessments that are carried out. | 2. 2 Describe the importance of being organised| Being organised will ensure successful completion of qualifications. Its helps me to know what is expected and helps to be prepared to meet those expectations. Once organised, I will not only be prepared to respond effectively, I’ll also find that organisation allows me to be more creative and productive. Organisation consists of prioritising my objectives making them easier to handle.For example delegate tasks that are not my strengths or are not in my area of expertise. Being unorganised will result in:High stress levelsMissed deadlinesMissed targetsUnder Achieving Letting yourself and others downPrevent others from supporting effectively| 2. 3 Create targets for own skills development and completion of the Apprenticeship. | Complete units and targets in time for deadlinesKeep work and research to a high standardResearch j ob opportunities or further educational routesBe punctualFollow policies and proceduresWork to the scope of practiceMaintain a professional appearanceUphold the Trust’s image|Understand the progression routes. 3. 1 What sources of information are available regarding progression routes? | Information that is available regarding progression routes and roles can be sourced from the Internet and YAS Intranet. | 3. 2 What are the possible progression routes within YAS? | There are many progression routes that can be taken after completing the apprenticeship. Three of the main roles are:Band 2/3 PTS DriverAssistant PractitionerParamedic |

Theo Georgiades

Dramatic irony is a feature of many plays. It occurs when the development of the plot allows the audience to have more insight about what is happening than some of the characters themselves. Iago is the source of much of the dramatic irony in Othello, informing the audience of his intentions. Characters may also speak in a dramatically ironic way, saying something that points to events to come without understanding the significance of their words. The opening scene is laced with dramatic irony, all of which centres on Iago. Roderigo fails to see that a man who admits he is a self-serving conman – â€Å"I am not what I am† – might also be fooling him, and Brabantio is unaware of the aptness of his line â€Å"Thou art a villain†. Iago has exposed himself very early and we watch fascinated as he manipulates others. In Act I, Scene III, we almost admire Othello's â€Å"free and open nature†, as Shakespeare states, but we are worried that Othello is gullible enough to be taken for a ride. His choice to place his wife in Iago's care is frightening, although it shows his high opinions of him. We are given two menacing hints about the future progress of Othello's marriage when the senators leave; Brabantio warns Othello against trusting Desdemona, while the first senator tells Othello to â€Å"use Desdemona well†. These lines are examples of dramatic irony; hints to the audience about the way the plot will develop. In Act III, Scene III, Othello is under pressure from the moment he enters. He is able to order his wife, although he seems nervous throughout his dialogue with her at the start of the scene. There is acknowledgment in his line â€Å"I will deny thee nothing†, as we are very well aware that this line is very true. We might feel that Othello is already on the threshold of disaster, even before Iago's words get to him properly. As Desdemona leaves Othello says â€Å"Excellent wretch [†¦] come again† (see lines III.3.90-2). These lines suggest that Othello will be completely lost if his love is shattered. Note the two words in these lines that hint at the trouble to come: â€Å"perdition† and â€Å"chaos†. The audience will be aware of the dramatic irony of these lines. Also found in Act III; Scene IV is packed with dramatic irony. This sad scene focuses on Desdemona. Emilia's purpose in this scene is to remark on what she sees and hears. She introduces the subject of Othello's jealousy, enabling us to value just how much naive confidence Desdemona has in her husband. We quickly learn that we can rely on her judgement; Emilia accurately guesses that it is jealous thoughts which trouble Othello. Emilia is also intelligent in her description of jealousy; â€Å"It is a monster/Begot upon itself, born on itself†. Later on in the play we will see the excellence of these words. Shakespeare fills this scene with examples of alarming dramatic irony, for example Desdemona's words at lines 25-9 and 30-1. In spite of the fact that she lies to her husband about the loss of the handkerchief, we are likely to feel much sympathy for Desdemona. She does not appreciate the danger she is in, signified by her words at line 30 and is alarmed by her husband's description of the handkerchief and his repeated requests to see it. Shakespeare's play Othello is a play where dramatic irony prevails practically everywhere. The audience is not just an observer, but a kind of judge one might say, having enough information to evaluate the significance of certain words stated by characters that are none the wiser; and can therefore sit back and enjoy the art in the villain's skills aswell the excellence of Shakespeare at play.

Home Based Childcare Essay

Childminder must handle all information that she has on the child as confidential and should be shared only with the child’s parents and the child. It is essential to handle data about children and families in a confidential way, due to that they have a legal right to privacy. It is equally important that information should not be passed on without written approval of the parents or carer, because they have the right to give or deny their consent before the childminder may take certain action with respect to their child. For example the parents or carer approval is needed to discuss information about the children with professionals such us GP, health visitors or teachers. Therefore it is important also to get permission to share the child’s learning journey with other professionals. In second place confidentiality and data protection also means that all information about children and families should not discussed with a friend or other parents. Therefore there are only two sets of circumstances to share information: * Parents or cares gave the written approval for it. * It is essential to do so in the best of interest of the child, for example safeguarding or medical emergency. All information about children and families is sensitive. So that all documentation, reports, notes about the child should be kept in a safe place such, as in a filing cabinet, which can be locked, and not removed from the childminder’s home. Furthermore all information stored on computer must be password protected. In the same way photographs of the children can only be taken with the written consent of the parents and carers. Data protection Act exist to strike a balance between the rights of individuals to privacy and to use data for the purposes of the business. The purpose of data protection legislation is to make sure that the personal data is not processed without the knowledge of the individuals. The act of data protection introduced basic rules of registration for data users and right of access to that data for the individuals who are related to it. The childminders have data protection responsibilities. First of all they need to protect the children and their families and maintain sense of trust between parent and staff. Most important is that if they keep records of the children’s health, behaviour or development on the computer or takes digital photograph of the children, they â€Å"will be expected to register with the Information Commissioner’s Office (ICO)† (ncma.org.uk, 2013). The points that I may include in my confidentiality and Date protection policy are: Confidentiality Policy * All parents receive a copy of my policies and procedures, which detail how I run my setting. * My certificate of registration is displayed and available to all parents. * I am aware of my responsibilities under the Data Protection Act 1998 and the Freedom of Information Act 2000. * I maintain a record of parents’ and/or emergency contact details, the contact details of the child’s GP and appropriate signed consent forms. * If a child is identified as a child in need (section 17 of the Children Act 1989) I will, normally with the parent’s permission, give appropriate information to referring agencies. * I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. * All information shared will be kept confidential and will not be disclosed without the parents’ consent, except as required by law, for example, if there appears to be a child protection issue. Please see my Safeguarding Children policy. * I expect parents to keep private and confidential any sensitive information they may accidentally learn about my family, setting or the other children and families attending, unless it is a child protection issue. * Ofsted may require to my see records at any time. * Parents have the right to inspect all records about their child at any time. * All significant incidents are recorded in an incident book and will be shared and discussed with parents so that together we can work to resolve any issues. * As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. * If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. An NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. * If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. * If I am using the National Childminding Association (NCMA) public liability insurance, the total life of the policy is 21 years and 4 months to enable the child to make a claim against the policy at a later date. Data Protection Policy * I am aware of my responsibilities under the Data Protection Act 1998 and the Freedom of Information Act 2000. * If I keep records relating to individual children on my computer I will ask for the parent’s permission. The information will be securely stored for example, in password-protected files, to prevent viewing of the information by others with access to the computer. Backup files will be stored on [insert method, for example, a memory stick, DVD or CD] which will be locked away when not being used. * All information on children, families and anyone working with me (if applicable) is kept securely and treated in confidence. Information will only be shared if the parents/carers/co-workers give their permission or there appears to be a child protection issue. All details will be kept confidential and records are kept secure. The details are easily accessible if any information is required for inspection by Ofsted. * All parents will be asked to complete permission forms for use of photos, please see Parent Permission form. Photos will be used for observations. I will be carrying my mobile phone with me when I am on outings to keep emergency contact details and to call for assistance and to contact parents if First Aid is required. My mobile does have a facility to take photo’s (this will done in accordance to parental permissions). * I am registered as a Data Controller with the ICO (Information Commissioner’s Office). Biography * http://www.ncma.org.uk/childminders/your_business/policies_and_procedures/data_protection.aspx * Riddall-Leech, Sheila (2010): Home-Based Childcare Student Book: Level 3 Unit CYPOP5 * The date protection Act 1998