Analysis Of The Epic Of Gilgamesh - 1596 Words

Christina Moore July 23, 2015 In the verse narrative The Epic of Gilgamesh the principal character Gilgamesh, King of Uruk, is described as a being that is two-thirds god and one-third man. Gilgamesh is a hero/protagonist who exhibits many more human features than divine features. This makes him a flawed hero because all humans are flawed. The Epic of Gilgamesh is the same type of story that is seen in the Old Testament. The story itself was found on stone tablets, written in the same time period as many of the Old Testament stories. It features a similar setup with Gilgamesh being the primary character in the same way that Noah, Abraham and Noah are featured in the bible. Bible characters are portrayed as having flaws and being†¦show more content†¦He is described as doing whatever he wants. â€Å"The people suffer from his tyranny, the people cry out that he takes the son from his father and crushes him, takes the girl from her mother and uses her, the warrior’s daughter, the you ng man’s bride, he uses her, no one dares to oppose him† [Mitchell p.72]. Gilgamesh was able to rationalize this behavior because he was bigger and stronger than most of the men but more likely because he was providing protection for all the people in his kingdom. It does not appear that Gilgamesh had any conscience or morality when he was oppressing his subjects. As Gilgamesh was engaging in his poor behavior, his subjects prayed to the gods to help them. The gods responded by sending Enkidu, similar to Gilgamesh in physical strength but different in that he acted more like a wild animal, to counter Gilgamesh’s poor behavior. Enkidu is initially civilized by a woman who seduces him and enters civilized society because of his encounter with her. Gilgamesh meets Enkidu in Uruk when Gilgamesh was trying to force himself on a woman. Enkidu and Gilgamesh confront each other and have a huge fight. Ultimately Gilgamesh wins the fight but finds some respect and admirati on for Enkidu and the two of them become very close friends. Again, this is more of a human response. Generally, competitors have a high opinion of people who compete with them and Gilgamesh

Intercultural Communication And The Australian Criminal...

Intercultural communication is a relatively new subject that has had increasing popularity among managers in both the business and education sectors. This essay will focus on how a lack of intercultural communication knowledge will result in racism, stereotyping and misunderstandings among different cultures and how this can result in negative long term effects for some already disadvantaged groups such as Indigenous Australians. Without effective Intercultural Communication, particular groups will continue to be disadvantaged in their everyday lives. Firstly, this essay will discuss the role that language, particularly non-verbal, plays in communication and how this is an ongoing issue in the Australian criminal justice system. Following this the effects of racism and white privilege will be discussed and it will be argued that with more cultural acceptance and understanding these issues can be prevented. Finally, the problems that arise in multicultural workplaces will be examined. Intercultural communication has the potential to change many individuals lives to make them more comfortable and easier and it is a topic that should be compulsory in schools, especially when considering how quickly globalisation is taking place in society. When discussing Intercultural communication, we cannot ignore the roles that racism and white privilege play. Jackson (2014) explains Racism as, â€Å"the belief in the inherent superiority of a particular race† and he discusses how in manyShow MoreRelatedEbooks Solution Manuals and Test Banks for Text Books19223 Words   |  77 PagesInformation Systems Basic Concepts amp; Current Issues by Robert L. Hurt 2 Solution Manual Accounting Information Systems Basic Concepts amp; Current Issues by Robert L. Hurt 2 Test Bank Accounting Information Systems Basic Concepts amp; Current Issues by Robert L. Hurt 3 Instructor’s Solution Manual Accounting Information Systems Basic Concepts amp; Current Issues by Robert L. Hurt 3 Test Bank Accounting Information Systems by Gelinas 8 Solution Manual Accounting Information Systems by GelinasRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagespublishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions DepartmentRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesrights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means , or stored in a database or retrieval system, without prior written permission of the publisher. This McGraw−Hill Primis text may include materials submitted to McGraw−Hill for publication by the instructor of this course. The instructor is solely responsible for the editorial content of such

Simple Stimulus Learning Free Essays

a. Explain the concept of habituation. The American Heritage Dictionary defines habituation in terms of psychology is the decline of a conditioned response following repeated exposure to the conditioned stimulus. We will write a custom essay sample on Simple Stimulus Learning or any similar topic only for you Order Now That is an action done over and over in response to a specific situation. One way we learn is by repetition of a specific response across a number of situations (Carducci, 2002). The more we do something the more we have learned it. Then when exposed to the stimulus (an agent, action, or condition that elicits or accelerates a response), regardless of situation, then we perform the behavior. Habituation takes place in small children when trying to teach a new concept or in adults with amnesia when needing to learn a lost skill. Schools use habituation for spelling test and new math concepts. On Mondays students are given the list of spelling words, then each day the write out the words [five times each], find the definitions of each word, write the words in sentences, and then tested on the spelling of each word on Friday. A person suffering from amnesia that lost the knowledge of driving can regain the skill through habituation. b. Analyze the factors that affect perceptual learning. As with most learning, positive reinforcement or rewards have played a factor in how quickly and adequate we learn. Perceptual learning occurs when there is repeated exposure to a specific stimulus followed by a reward, in the form of praise, monetary, or good feelings. It has been proposed that perceptual learning may occur through a reinforcement process, in which consistently pairing stimuli with reward is sufficient for learning (Franko, 2010). In the spelling test example above the positive reinforcement in learning the spelling words is the grade received on the spelling test. Another important factor to perceptual learning is that the stimulus is recognizable and the reinforcement is desirable. In the amnesia case above the person knew how to drive at one time, and currently has a driver’s license (their reinforcement). They would be more inclined to want to learn to drive again to regain independence and also to utilize the already have license. c. Examine the effects of stimulus exposure. If used correctly stimuli have the intended effect of response and learning. The same stimuli will not work the same on everyone, and will not always produce the same response. A good stimulus done correctly will have a positive effect with the desired response (Mundy, 2009). Just as a bad stimuli done incorrectly will have a negative effect with either no response or the opposite desired response (Mundy, 2009). A stimuli that is exposed to too quickly will result in false memory; person replaces what they think they saw (the lost exposure) with an image from memory and report that as what they saw. Schedule of exposure to similar stimuli contributes to the degree of perceptual learning over and above the amount of exposure in a variety of species and stimuli (Mundy, 2009). How to cite Simple Stimulus Learning, Essay examples

Chemical Hazards LEV Framework

Question: What is LEV and what contains a LEV framework? Answer: Numerous mechanical procedures discharge airborne contaminants into the working environment. The insufficient control of these can permit the wastes to enter the breathing zone of laborers' subsequent in inward breath presentation. One technique for limiting introduction is to apply extraction at the wellspring of the contaminant era, along these lines expelling the peril before it enters the working environment air. This procedure is alluded to as neighborhood fumes ventilation (LEV). Hunt and Ingham, (2016) say that this article clarifies LEV, its relationship to the progressive system of control, the distinctive bland hood plans, incorporating cases utilized as a part of industry, and the means that should be taken to accomplish efficient and dependable control. If taking the chain of command of control, designing controls have been recognized as a proper measure to control an airborne inward breath chance it is likely that LEV will be chosen. LEV is presumably the most as often as possible connected building control, and an all around composed, connected and kept up LEV framework ought to be equipped for securing laborers' inward breath chance according to Hunt and Ingham, (2016, p. 182). LEV can be characterized as the expulsion of contaminants near or at their purpose of birthplace by ventilation. Johnson, Fletcher, and Saunders, (2016) suggest that by expelling the airborne contaminant near the source, the measure of air required diminishes significantly when contrasted with weakening by general ventilation. LEV frameworks are comprised of many parts; however, most LEV frameworks contain the accompanying principle components: Hood is the point where the contaminant loaded air enters the LEV framework. The hood configuration differs extensively starting with one framework then onto the next. This will be tended to later in this article. Ducting the ducting transports the contaminant loaded air from the hood to the air cleaner, fan lastly the release point. Air cleaner these channels or cleans the air. Air mover this is typically a fan and moves the air through the framework from hood to release point. Discharge deplete air ought to be released to a protected place. The most popular strategy is vertical release to the outside of the building. A standout amongst the most necessary and minimum comprehended, components of a LEV framework is the hood. On the off chance that the hood is gravely composed, or is the wrong sort, it won't have the capacity to catch or hold the sullied air; in this circumstance whatever remains of the LEV framework is viable excess according to Johnson, Fletcher, and Saunders, (2016, p. 60). In any case, given the underlying way of the hood, very frequently little thought goes into the hood plan and it is not surprising to discover costly LEV frameworks with hoods associated that are minimal more than ventilated boxes. Great LEV hood configuration requires a thorough comprehension of the procedure and the way of the contaminant source to be controlled. General LEV hood plans come in all shapes and sizes, which make it testing to perceive how each hood functions and why a few hoods seem to perform superior to others. Along these lines, it is a regular practice to gathering hoods as indicated by key plan parameters. The arrangement of hoods permits architects, upkeep staff, analyzers, and specialists to see how they function and what the confinements are. It likewise helps any principal evaluation of LEV execution. Nonetheless, as is typically the case, not all hood plans fit advantageously into the accompanying characterization, and a few hoods function as a blend of two sorts. Brown, and O'rourke, (2007) point out that that by far, most of the hoods can be categorized as one of the three after hood sorts: Enclosing, Captor, Receiving. Encasing hood Encasing hoods are the best type of LEV hood. This is on account of the source is put inside the hood. Encasing hoods can be aggregate or halfway; a case of an aggregate walled in the area is the glove box, in this situation the specialist is physically isolated from the contaminant source and presentation, ought to be disposed of (Methner 2010, p. 479). Halfway fenced in areas are more typical as they permit access to the specialist and are along these lines handier. A case of a fractional walled in the area is a smoke organizer. Smolder organizers have a movable straightforward band opening, which permits access to the inside of the smoke pantry when setting up investigations and can be somewhat shut when tests are occurring inside with respect to what Akbar-Khanzadeh, and Brillhart, (2012, p. 344) recommends. Vitally a scarf can isolate the specialists breathing zone from the inside of the fenced in area. By and large the adequacy of encasing hoods increments as the zone of the opening reductions, likewise, diminishing the range of the openings regularly decreases the volume stream rate prerequisites and henceforth running expenses. By their outline, encasing hoods are more robust against drafts and are less defenseless against poor work hones. Captor hood Captor hoods are presumably the most widely recognized kind of hood found in the work environment, yet they are similarly the most abused and misconstrued. For all captor hoods, the contaminant source is put outside of the hood, and accordingly, the hood needs to create adequate wind current quickly around the contaminant source to draw it into the hood, this zone can be alluded to as the catch zone or envelope. Zaidi, et al. (2014) state that the Achilles heel of the captor hood is the constrained size and reach of the catch zone. Inside the catch zone, the airborne contaminant will be caught and expelled by the hood. Outside of this zone, the catch effectiveness falls quickly to zero. The span of the catch zone is reliant upon various parameters and diminishes in size as the source turns out to be more enthusiastic; the LEV framework stream rate falls; disturbing drafts increment; the size of the hood diminishes. From the above, it can be seen that the measure of the catch is processed subordinate. Hence, captor hoods are not appropriate for vivacious sources or where there are huge drafts in the work environment which can't be smothered. Methner (2010, p. 479) claims that Captor hoods come in two sorts: settled and moveable. With a settled hood the work piece is conveyed to the hood, with a moveable hood the hood is situated in the attractive place by the administrator. Moveable captor hoods are a well-known plan and universal all through industry. This is generally because it is moderately simple to retrofit a procedure with a moveable hood, notwithstanding, they are as often as possible situated where space permits near a procedure instead of at the right position to viable catch contaminants. It is basic if the laborer is to limit their presentation that they comprehend the restricted separation that the hood can be set from the source as per the reasons provided by Beaulieu, and Schmerbe r, (2011, p. 877). Accepting hood Similarly, as with captor hoods, the contaminant source is situated outside of the hood. Be that as it may, as opposed to catching the contaminant, extraction depends on the contaminant being impelled into the hood either by the vitality of the procedure or lightness impacts. The traditional case of a getting hood is an overhanging hood over a hot procedure. The rising tuft of air is caught by the hood which then needs to fill as fast as it is filled according to (Cao, Awbi, Yao, Fan, Sirn, Kosonen, and Zhang, (2014:176). This last prerequisite is one of the principle reasons why accepting hoods bomb; frequently the extraction stream rate is less that the rate of tainted air entering the hood bringing about spillage around the border of the hood. Foundation This article has focused on the outline of the LEV hood and how the diverse sorts of hoods function. Maidment, (2012:396) mentioned that this data is essential not just because it is basic to the LEV fashioner additionally to the organization obtaining the LEV framework and the laborer utilizing it. This is because the hood is the segment of the LEV framework that they have a tendency to interface with on an everyday premise Air mover For a LEV framework, the air mover will in all likelihood be a fan. Likewise, with air cleaners, fan configuration fluctuates, and their choice relies on the measure of air moved and critically the framework weights. Similarly, as with air cleaners, it is important that the business accepts exhortation from a LEV originator or a fan producer according to Old and Methner, (2008:65). Determining a LEV Framework When buying a LEV framework, it is prudent to first deliver a LEV determination. Saunders and Fletcher, (2013:18) discuss that this does not have to, and ought not to detail the building attributes of the framework, e.g. volume stream rate, air speeds, and framework weights, as this is the undertaking of the LEV planner. Or maybe it ought to state what is required of the LEV framework, for example, what lessening in presentation levels are normal, and in this way ought to incorporate data on the contaminant you wish to control, and the level of control required. It is prescribed that a 'client manual' is asked for that incorporates data of how to work the LEV, check and look after it. Fletcher, (2015:539) states that the client manual ought to likewise incorporate appointing test information. Besides, preparing ought to be given to laborers on the best way to utilize accurately the LEV framework, as, without this, inadvertent specialist abuse can happen to bring about incapable contaminant control. Contingent on the multifaceted nature and nature of the procedure the business may require help building up a determination based on the arguments of Flynn, and Ellenbecker, (2016:510). Be that as it may, this phase in LEV obtainment merits finishing as oversights at the particular stage will be exorbitant to redress later. LEV Appointing After introducing a LEV framework, it should be authorized to exhibit it meets the plan detail. This will require the installer/magistrate making a scope of estimations, the number and sort will rely on the plan of the hood(s) and the unpredictability of the LEV framework as mentioned by Ellenbecker, Gempel, and Burgess, (2013:753). Run of the mill ventilation estimations will incorporate air volume stream rates, speed estimations at the substance of hoods and conceivably inside the LEV ducting, static weight estimations at a scope of positions all through the framework. While this information is fundamental, of equal significance is data that shows that the framework effectively catches or contains the airborne contaminant and in this manner accomplishes its motivation of ensuring laborers' wellbeing. Checking and Upkeep On the off chance that LEV frameworks are not checked or kept up they will unavoidably fizzle; it is only an issue of when instead of if. The client manual ought to incorporate what checks ought to be done and when. It ought to likewise detail what upkeep is required and its recurrence. A qualified individual from staff might have the capacity to do the greater part of the above. Intermittent Testing Intermittently LEV frameworks ought to be tried to guarantee despite everything they meet the ventilation execution determination built up amid dispatching and point by point in the client manual. Leung, Liu, and Chan, (2015) mentioned that it is not generally necessary to rehash the greater part of the dispatching tests, rather the tests that build up that the frameworks are as yet executing of course, for instance, the estimation of volume stream rates, confront speeds and static weight estimations in addition to an appraisal that the LEV framework is as yet catching/containing the contaminant and in this manner ensuring the laborer wellbeing. This can be completed by the capable boss/representative, however, can likewise be contracted out to a free organization. References Akbar-Khanzadeh, F. and Brillhart, R.L., 2012. Respirable crystalline silica dust exposure during concrete finishing (grinding) using hand-held grinders in the construction industry.Annals of Occupational Hygiene,46(3), pp.341-346. Beaulieu, H.J. and Schmerber, K.R., 2011. M-Pyrol(NMP) use in the microelectronics industry.Applied occupational and environmental hygiene,6(10), pp.874-880. Brown, G.D. and O'rourke, D., 2007. Lean manufacturing comes to China: a case study of its impact on workplace health and safety.International journal of occupational and environmental health,13(3), pp.249-257. Cao, G., Awbi, H., Yao, R., Fan, Y., Sirn, K., Kosonen, R. and Zhang, J.J., 2014. A review of the performance of different ventilation and airflow distribution systems in buildings.Building and Environment,73, pp.171-186. Ellenbecker, M.J., Gempel, R.F. and Burgess, W.A., 2013. Capture efficiency of local exhaust ventilation systems.The American Industrial Hygiene Association Journal,44(10), pp.752-755. Fletcher, B., 2015. The design of local exhaust ventilation hoods for grinding wheels.The Annals of Occupational Hygiene,39(5), pp.535-543. Flynn, M.R. and Ellenbecker, M.J., 2016. Capture efficiency of flanged circular local exhaust hoods.Annals of Occupational Hygiene,30(4), pp.497-513. Hunt, G.R. and Ingham, D.B., 2016. Long range exhaustiona mathematical model for the axisymmetric air flow of a local exhaust ventilation hood assisted by a turbulent radial jet.The Annals of Occupational Hygiene,40(2), pp.171-196. Johnson, A.E., Fletcher, B. and Saunders, C.J., 2016. Air movement around a worker in a low-speed flow field.The annals of occupational hygiene,40(1), pp.57-64. Leung, M.K., Liu, C.H. and Chan, A.H., 2015. Occupational exposure to volatile organic compounds and mitigation by push-pull local exhaust ventilation in printing plants.Journal of occupational health,47(6), pp.540-547. Maidment, S.C., 2012. Occupational hygiene considerations in the development of a structured approach to select chemical control strategies.Annals of Occupational Hygiene,42(6), pp.391-400. Methner, M.M., 2010. Effectiveness of a custom-fitted flange and local exhaust ventilation (LEV) system in controlling the release of nanoscale metal oxide particulates during reactor cleanout operations.International journal of occupational and environmental health,16(4), pp.475-487. Old, L. and Methner, M.M., 2008. Engineering case reports: effectiveness of local exhaust ventilation (LEV) in controlling engineered nanomaterial emissions during reactor cleanout operations.Journal of occupational and environmental hygiene,5(6), pp.D63-D69. Saunders, C.J. and Fletcher, B., 2013. Jet enhanced local exhaust ventilation.Annals of Occupational Hygiene,37(1), pp.15-24. Zaidi, S., Sathawara, N., Kumar, S., Gandhi, S., Parmar, C. and Saiyed, H., 2014. Development of indigenous local exhaust ventilation system: reduction of welders exposure to welding fumes.Journal of occupational health,46(4), pp.323-328.

Muses of Marylyn Monroe

What wonderful powers lead people to their fame and success? What or who can motivate and stimulate creativity and talent? Many years ago the antique authors found the answer to this question with developing the myth about the Muses who inspired artists and their teacher Apollo. Nevertheless, the secret of the enormous glory of the famous people was not solved because behind each talent is a unique destiny.Advertising We will write a custom research paper sample on Muse’s of Marylyn Monroe specifically for you for only $16.05 $11/page Learn More When today people speak about the most vivid cultural phenomena and extraordinary figures of the 20th century they always mention the name of Marilyn Monroe. This actress made a real revolution in the public’s minds of the 1950s years and became the forever legend of cinematography in spite of the fact her talents were not appreciated by critics. It is possible to say that her secret was in her extr eme charm and magic attraction because this woman always smiled and looked happy. However, her smile was the mask of her great loneliness, trying to avoid which Marilyn Monroe directed all her efforts to her career success. Thus, the loneliness and desire of recognition became Monroe’s main forces toward the fame, became her Muses which followed her since birth to death. Marilyn Monroe not only devoted her short and vivid life to art of cinematography and Apollo’s goddesses but also she herself became the goddess of the whole cultural era. While observing vibrant pictures in many magazines and colorful posters, it is difficult to imagine all that pain, loneliness, and misunderstanding which were common for Monroe’s everyday life since her early years. Norma Jeane Mortenson, later known as Marilyn Monroe, was born on June 1, 1926 in Los Angeles. Norma’s mother, Gladys, was an ordinary woman, and the father was unknown to the girl. The family suffered from poverty, but the real tragedy of little Norma Jeane was the mental illness of her mother. When Gladys was taken to hospital Norma Jeane began to change the orphanages and foster homes where she could not find the necessary love and support (â€Å"The Marilyn Monroe Biography†). Her character formed under the influence of difficult life conditions and the enormous feeling of loneliness. Norma Jeane was too young when she understood that she can trust only herself, â€Å"I learned also that the best way to keep out of trouble was by never complaining or asking for anything† (Spoto 123). Nevertheless, it seemed that Norma Jeane can get a chance to have a family when her mother’s friend Grace took her from the orphanage, but at the age of sixteen the girl had to look for new ways to cope with her difficult living conditions. Grace decided that the best variant for Norma Jeane could be marrying a good man. Jim Dougherty was considered as the best party for the girl.A dvertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Norma Jean got everything she wanted because now she had her own home, family, and the social status (Morgan). However, the feeling of loneliness did not disappear. Norma Jeane’s husband spent a lot of time abroad, and the young girl suffered from boredom. In 1944 Norma Jeane worked at factory, and she with other women from the factory was photographed for the promotion of the working woman’s image in the Army (Morgan). The girl’s interesting appearance attracted David Conover, one of the photographers. It was the start of Norma Jeane’s career as a model and the end of her marriage with Dougherty. Describing her marriage, she said that it â€Å"didn’t make me sad, but it didn’t make me happy either. My husband and I hardly spoke to each other† (Spoto 201). Moreover, the career of a model could gi ve her proving her beauty and the feeling of personal significance because the lack of it influenced the development of her many psychological problems and inner complexes (Leaming). Norma Jeane became a famous model who worked for such magazines as Life and Sir. This fact could become the highest top of her career, but in 1946 she signed the contract with Twentieth Century-Fox Studios. Norma Jeane’s first role in Scudda-Hoo! Scudda-Hay! was too small, but she was happy because this new life seemed to be unfamiliar and very interesting for her, full of surprises (Morgan). Moreover, it was the best way to gain the public’s recognition. To be ready for a successful career of an actress, Norma Jeane chooses the pseudonym ‘Marilyn Monroe’. Marilyn was sure that she could have the wonderful future because even when she worked as a model she tried to improve her appearance and prepared for the public’s attention. Thus, she was waiting for the recognition and praise and persistently tried to achieve it. It was very important for her to gain the status of a movie star (Leaming). In spite of the fact the contract with the studio was not extended, Marilyn continued to take the lessons in order to improve her actress’s skills. She stated: My illusions didn’t have anything to do with being a fine actress. I knew how third rate I was. I could actually feel my lack of talent, as if it were cheap clothes I was wearing inside. But, my God, how I wanted to learn, to change, to improve! (Spoto 209).Advertising We will write a custom research paper sample on Muse’s of Marylyn Monroe specifically for you for only $16.05 $11/page Learn More Monroe’s efforts and charm were noticed, and she got the role in Ladies of the Chorus (1948) in which she sang her first song. However, directors of the studios and the public did not consider her as a serious actress. Marilyn began to receive her first significant roles only in 1950. The movies were known as The Asphalt Jungle (1950) and Clash By Night (1952). Monroe’s acting attracted the critics’ attention, and in 1952 she also received the leading part in Don’t Bother to Knock. However, the film was not successful, and the leaders of the studios began to blame Monroe for her bad acting and the failure of the movie (Morgan). Marilyn thought that it was too injustice, and she was alone with her feelings and sufferings again. She noted that â€Å"creativity has got to start with humanity and when you’re a human being, you feel, you suffer† (Spoto 124). Nevertheless, her inner world was only her territory, and nobody could observe her real feelings. It was typical for her to combine the great optimism with disastrous depressions (Leaming). Marilyn found the way to avoid depressions caused by the enormous feeling of loneliness in love. It was necessary for her to feel the love of the public and of those men who were with her. That is why when she met Joe DiMaggio in 1952 she thought that this man could give her that love the lack of which Monroe felt since her early childhood living without her father. She said about DiMaggio, â€Å"he treated me like something special. Joe is a very decent man, and he makes other people feel decent, too!† (Spoto 126). Nevertheless, DiMaggio was not ready to share his wife with a lot of fans and dreamt about a loving housewife, but not a popular actress (Morgan). Marilyn also felt that her husband did not share her success in such movies as Gentlemen Prefer Blondes (1953), How to Marry a Millionaire (1953), and Seven Year Itch (1954) (Morgan). When Marilyn began to achieve her goals and her dreams became true she did not feel the support of close people again. To overcome the attacks of depression, Marilyn began to study at Michael Chekhov’s classes. â€Å"As Michael’s pupil, I learned more about acting. I learned psycho logy, history, and the good manners of art – taste† (Barris 78). It was that place where she felt happy and significant, where she felt being a real actress. Her attempts to improve her acting, develop her inner world, and receive some necessary knowledge were motivated by her extreme desire to find herself as a person, to understand her real nature: I’m trying to find myself as a person, sometimes that’s not easy to do. Millions of people live their entire lives without finding themselves. But it is something I must do. The best way for me to find myself as a person is to prove to myself that I am an actress (Barris 137). Trying to find herself, Marilyn lost her husband, the marriage was broken as a result of DiMaggio and Monroe’s misunderstandings. When she had to choose between her career and marriage she chose the career, because she felt that love expressed by her public, and she did not feel the love of her husband who only wanted to change he r (Morgan).Advertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More During this period Monroe think about the lack of serious roles in her career, she dreams to get a really significant role in an interesting movie. However, she has a definite reputation, and nobody discusses her acting seriously (Leaming). That is why Marilyn joined the Actors Studio in 1955 and began to take the lessons of Lee Strasberg, the famous drama coach. He was one of those few people who could see her talent and considered her as a gifted actress (Morgan). He said that she had â€Å"a luminous quality – a combination of wistfulness, radiance, yearning, that set her apart and yet made everyone wish to be part of it, to share in the childlike naà ¯vetà © which was at once so shy and yet so vibrant† (Barris 154). In spite of Michael Chekhov and Lee Strasberg’s praises and acknowledgements of Monroe’s talents, there always were critics who accentuated only the actress’s weaknesses. According to David Thomson, the American critic, Marilyn co uld not even say two lines at once, and he did not believe that Lee Strasberg really appraised her talents (Leaming). When Marilyn Monroe observed such commentaries she thought that the only way for her was to smile more openly, conceal her real feelings, and do as much as possible to develop her abilities. She was very dependent on the public’s vision of her acting (Morgan). High assessments stimulated her activity and gave her the optimistic state of mood when negative reactions caused her depressions and made her feeling lonely. Monroe could be touchy and sensitive, but she was never indifferent to the other people’s thoughts about her acting and personality. Marilyn also said that â€Å"it’s better for the whole world to know you, even as a sex star, than never to be known at all†, but at the same time she stated, â€Å"I want to be an artist, not an erotic freak. I don’t want to be sold to the public as a celluloid aphrodisical† (Spoto 128). The actress’s way to the Hollywood’s tops always depend not only on her drama talents but also on her appearance. Monroe’s appearance was so remarkable that it determined the special fashion style for the long period of time. Every woman dreamt to look like Marilyn, and every man dreamt about Marilyn. Monroe’s appearance was a result of her everyday hard work. First, Marilyn developed her image because of the desire to be loved by the public and attract its attention. Then her appearance became her main actor’s tool, and it was almost impossible to change the public’s perception of Marilyn as a beautiful doll (â€Å"The Marilyn Monroe Biography†). Nevertheless, in spite of different considerations about Monroe’s talents as an actress, there were very few people who did not admire her as a wonderful woman. Marilyn received the audience’s admiration which was her inner desire from the early years, but now she was not a young dreamful girl. She was a woman who wanted to be considered as a serious actress and, first of all, as a personality. Marilyn ironically noted, â€Å"I don’t want to make money. I just want to be wonderful† (Barris 130). When Monroe met Arthur Miller she was ready to create a real family with analyzing her previous unhappy experiences. Now Marilyn could even choose her family instead of her career successes. Marilyn thought she was happy in her marriage with Miller (Morgan). It seemed that her Muse of loneliness left her, and all her efforts were directed toward creating a lovely nest at home. Moreover, Monroe was pregnant and felt that now she could realize all her love. However, the atmosphere of happiness in Monroe’s family was not long. Marilyn’s pregnancy resulted in the miscarriage, and it was too difficult for her to overcome the following depression. That is why Monroe experienced the drug therapy and used a lot of tranquilizers as the par t of her psychotherapy (â€Å"The Marilyn Monroe Biography†). Her marriage with Arthur Miller was also broken because they were very different people. Marilyn did not receive the necessary support from her husband, and she had to cope with all her problems by herself. The Muse returned with Marilyn’s failures in the private life and stimulated her to act more and more vividly. Her talents developed greatly from Some Like It Hot (1958) to The Misfits (1961) (Morgan). However, the successes in her career could not give Marilyn satisfaction any more. Monroe understood that â€Å"it’s better to be unhappy alone than unhappy with someone†, but once her loneliness became so extreme that only drugs could help her cope with it (â€Å"The Marilyn Monroe Biography†). It was typical for Marilyn to feel guilty for almost everything including her imperfect behavior and acting. The only remedy for Marilyn’s depression could be the public’s praise. â€Å"I feel stronger if the people around me on the set love me, care for me, and hold good thoughts for me. It creates an aura of love, and I believe I can give a better performance† (Barris 29). Even her ex-husband Arthur Miller stated that, â€Å"to have survived, she would have had to be either more cynical or even further from reality than she was† (Spoto 139). Some people said that Hollywood was her single love, and it â€Å"broke her heart† (Thomas). The real peculiarities of Marilyn Monroe’s death in 1962 are still unknown. There are many versions of the tragedy including the possibilities of murdering and committing suicide (Morgan). Monroe’s absence of abilities to survive in the dangerous and cruel world of Hollywood led to her tragic demise. She always tried to become more beautiful, more talented, more perfect, but those people who were close to her rarely noticed her attempts and considered her aims not seriously. It seemed that Mari lyn Monroe’s talents flourished against the critique and mockeries, and her Muse developed on the base of her difficult inner world and private deep feelings. During all her life Monroe tried to get rid of the thought that she is worse than other people because there are so many great talented persons around her (â€Å"The Marilyn Monroe Biography†). Different famous people find their inspiration and their Muses in various things. The secret of Marilyn Monroe’s fame was in her inner tragedy and enormous loneliness. Marilyn did not feel the support of her mother and father in the childhood. She also did not feel the support of her husbands when she became the famous actress, and the public which now praises her comedian gift was not always so merciful to Monroe’s works. However, Marilyn always tried to find the powers and go with her head up, but one day in 1962 her lonely way ended. Works Cited Barris, George. Marilyn: Her Life in Her Own Words. USA: Cita del, 2001. Print. Leaming, Barbara. Marilyn Monroe. USA: Three Rivers Press, 2000. Print. Morgan, Michelle. Marilyn Monroe: Private and Undisclosed. USA: Carroll Graf, 2007. Print. Spoto, Donald. Marilyn Monroe: The Biography. USA: Cooper Square Press, 2001. Print. The Marilyn Monroe Biography. n.d. Web. Thomas, Michelle. Hello Again, Norma Jean. 18 Jul. 2006. Web. https://www.sun-sentinel.com/news/fl-xpm-2006-07-18-0607170102-story.html This research paper on Muse’s of Marylyn Monroe was written and submitted by user Jaxon E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity

Affirmative action policy in professional and university atmospheres was first implemented by an initiative in the Department of Labor under the administration of Richard Nixon as to purposely create equal educational and employment opportunities. However, since its official establishment in 1969 and long before, affirmative action has increasingly become the subject of conflict and dispute in American culture. Though its intentions were noble, affirmative action has become a clouded issue surrounded by controversy. Even in 1969 affirmative action was nothing new, in 1954, when the Supreme Court ruled on Brown versus Board of Education of Topeka, Kansas the African American community had legal restraints removed that had long kept them at a distinct disadvantage. Minorities had long been imposed to prejudice, especially from the greater white population. However the Brown decision failed to cease many white advantages and professional supremacies; â€Å"it merely allowed Blacks to enter the arena of competition,† (Greenberg 300).† The Brown decision only cracked the door of segregation of public facilities it did nothing to help minorities in the workplace. After the United States Congress passed the Civil Rights Act in 1964 minorities were no longer prohibited from the use of public facilities and job discrimination was no longer legally sanctioned. It became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employme nt. The Civil Rights Act of 1964 was a major step in reducing de jure or law based discrimination but was unable to cease deep seeded de facto or actual discrimination in American society. The Civil Rights Act did not require employers to prove that any discriminatory policies were or were not used in the hiring of personnel, â€Å"Instead, the burden of proof was on the woman or minority group member who had been denied a particular job,† (Patterson 161). A... Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity Affirmative action policy in professional and university atmospheres was first implemented by an initiative in the Department of Labor under the administration of Richard Nixon as to purposely create equal educational and employment opportunities. However, since its official establishment in 1969 and long before, affirmative action has increasingly become the subject of conflict and dispute in American culture. Though its intentions were noble, affirmative action has become a clouded issue surrounded by controversy. Even in 1969 affirmative action was nothing new, in 1954, when the Supreme Court ruled on Brown versus Board of Education of Topeka, Kansas the African American community had legal restraints removed that had long kept them at a distinct disadvantage. Minorities had long been imposed to prejudice, especially from the greater white population. However the Brown decision failed to cease many white advantages and professional supremacies; â€Å"it merely allowed Blacks to enter the arena of competition,† (Greenberg 300).† The Brown decision only cracked the door of segregation of public facilities it did nothing to help minorities in the workplace. After the United States Congress passed the Civil Rights Act in 1964 minorities were no longer prohibited from the use of public facilities and job discrimination was no longer legally sanctioned. It became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employme nt. The Civil Rights Act of 1964 was a major step in reducing de jure or law based discrimination but was unable to cease deep seeded de facto or actual discrimination in American society. The Civil Rights Act did not require employers to prove that any discriminatory policies were or were not used in the hiring of personnel, â€Å"Instead, the burden of proof was on the woman or minority group member who had been denied a particular job,† (Patterson 161). A...

Write a critically essay on Liberalists view of International

Write a critically on Liberalists view of International relations.Are these views of any relevance in modern day worldJustify your answer - Essay Example These theories can be divided into two. Positivist and the post positivist theories. The difference between these two theories lies in the fact that while positivist theories such as, realism, liberalism, and neo liberalism aim at explaining the simple question of why and how power is exercised in the international realm, the post positivist theories mainly focus on the question of what power really is, what it is, how it is reproduced and/or experienced. (Introduction to international relations, 2008) The liberalists are those in support of the liberal theory/school of thought in international relations. There are various types of liberalism; interdependence, institutional or even sociological and republican liberalism. (Jackson & Sorensen, 2007) The theory has its basis on the idealism theory of international relations. The theory came about soon after World War 1 and is associated with such people as Woodrow Wilson and Emmanuel Kant. The theory sought to explain he causes of World War One and how it could be avoided in future. According to Woodrow Wilson, war only served to destroy. Thus, if countries could avoid war the better for them. They would gain more from the international cooperation than they would from any war. (Introduction to international relations, 2008) Thus, the liberal school of thought operates on certain core assumptions. The first and most fundamental premise of the liberal school of thought is the argument that the relationship that states have with other actors, state and non state, in the international community to a great extent shapes their behavior by influencing their preferences. To the liberalists, how states behave in the international arena has more to do with their preferences rather than their capabilities. Consequently, depending on such internal factors in states such as culture, the economic system or even the type of government therein, the preferences are likely to be different from state to

Microbial Content of cooked meat kebab Lab Report

Microbial Content of cooked meat kebab - Lab Report Example However, because the meat is cooked on one surface only, there is an increased opportunity for pathogen outgrowth and microorganism multiplication (Vazgecer, Ulu and Oztan, 2004). There have been reported cases of food contamination and foodborne disease occurrences circumstantially connected to kebab consumptions which can lead to more complex outcomes (Angelillo, I.F., Viggiani, N.M.A., Rizzo, L. and Bianco, A., 2000. Food handlers and foodborne diseases: knowledge, attitudes, and reported behavior in Italy. Journal of Food Protection 63 3, pp. 381–385. View Record in Scopus | Cited By in Scopus (35)Angelillo, Viggiani, Rizzo, and Bianco, 2000). Some human ailments may be caused by foodborne pathogens, such as Salmonella serotypes, Campylobacter jejuni and Campylobacter coli, Staphylococcus aureus, Escherichia coli, Clostridium perfringens, and Bacillus cereus (Swaminathan and Feng, 1994). The changing epidemiology of foodborne diseases and the resurfacing of some microorganisms and pathogens are attributable to various conditions, such as everyday habits and routines of consumers, food handling and preparation, food manufacture and distribution, and understanding of food risks (Lacey, 1993; Roberts, 2000; Slutsker, Altekruse, and Swerdlow, 1998). This experiment will determine levels of aerobic microorganisms and identify probable pathogens in two kebab meat samples of chicken and lamb. Moreover, it will verify probabilities on disease transmission and assess kebab’s quality and safety for human consumption. 10 grams of the chicken sample was placed in a sterile stomacher bag with 90ml of buffered peptone water; homogenized with a blender; incubated for 24 hours. 1 ml of chicken sample was then suspended into 9ml of SCB and incubated for another 24 hours at 37 Â °C. 10 grams of the lamb sample was placed in a sterile stomacher bag with 90ml of Ringer solution; homogenized with a blender; diluted with 20uL of sample and 180ul of

Discusion Essay Example | Topics and Well Written Essays - 500 words - 3

Discusion - Essay Example To illustrate this, when people get into a building they would clearly mark the entrances and the exits as a matter of instinct. Unfortunately, what they do not notice would be the fire exit points as they obviously assume that the common entrance or exit points may be the safest exits when a fire occurs. Individuals fear using the emergency exit points mainly due to the unfamiliarity to the route since they did not use them when accessing the building (Clarke, 2002). Secondly, uncertainty of the whether the route would lead to safety in that they may not be open is also another reason why these routes are not used during an emergency. Moreover, a trait that came out during these researches is the different reactions between men and women when confronted by a fire. For women, the most obvious thing that they would do would be to evacuate infants or the elderly, if any. Ironically, for their male counterparts trying to fight the fire would be their immediate response instead of scampering for safety. On the other hand, the reaction by toddlers would be very different to that of adults, as children tend to hide and await rescue by people who are older than they are (Clarke, 2002). Children perceive those older than them to be more able to lead them to safety as they have been around long enough to know what to do and when. Even when being led to safety, children would feel the need to carry with them something that they hold dear, like a toy or a doll, and then feel as if they also rescued something. These clearly depict the various reactions that different age and genders would have in the event of a fire. On the contrary, many tend to think that commotion would awake people when they are in deep sleep but the opposite would do, soothing and peaceful sound. Therefore, in the occurrence of a fire those sleeping would consider unnecessary noise to be a nuisance, ignoring the imminent danger present as

Organisational Structure and Corporate Strategy of Toyota

Organisational Structure and Corporate Strategy of Toyota There are many factors other than organizational structure that have a significant bearing upon the performance of an organization. However, organizational structure is a particularly important aspect as, if properly designed, it allows the other aspects e.g. strategic work, to function properly. For example, Alfred D Chandler (in Foss, 1997) argues that firm structure follows strategy. That is not to say that, if an organization is inappropriately designed, it will not perform adequately (Walker, 1996). ORGANIZATIONAL STRUCTURES All organized human activity give rise to two basic and differing requirements: the distribution of labour into various tasks to be performed, and the coordination of these tasks to complete the activity. The structure of an organization can therefore be defined merely as the sum total of the ways in which its labour is divided into distinct tasks and how its coordination is achieved amongst these tasks (Mintzberg, 1983). To design an effective organizational structure the elements of structure, (the organizations niche, how large it grows, and the methods used to produce) should be selected to achieve an internal consistency, as well as a basic stability with the organizations context (its size, its age, the kind of environment in which it functions, technical systems used and so on) (Mintzberg, 1983).Coordinating an organization engages a range of means. These can be referred to as coordinating mechanisms and are equally concerned with control and communication as coordination. Fiv e coordinating mechanisms appear to explain the basic ways in which organizations coordinate their work: mutual adjustment, direct supervision, standardization of work processes, standardization of work outputs, and standardization of worker outputs. Mutual adjustments realize the coordination of work by the simple process of informal communication. Meaning, the control of the work rests in the hands of the doers. Direct supervision attain coordination by having one person in charge for the work of others, issuing them instructions and monitoring their actions. Work can also be coordinated without mutual adjustment or direct supervision, through standardization. Workers that constantly work in a certain way and know what is expected, proceed accordingly. Work processes are standardized when the contents of work are specified, or programmed. Outputs are standardized when the results of the work, for example, the dimensions of the product or the performance, are specified. Skills and knowledge are standardized when the kind of training required to perform the work is specified. As organizational work turns into more complicated activities, the preferred means of coordination seems to shift from mutual adjustment to direct supervision to standardization, preferably of work processes, otherwise of outputs, or else of skills, finally reverting back to mutual adjustment (Mintzberg, 1983). As is illustrated in the figure above, Mintzberg (1983) illustrates and describes an organization in five basic parts: Strategic apex, techno structure, middle line, support staff and operating core. The strategic apex mission is to ensure that the organization serve its mission in an effective way, and also that it serve the needs of those who control or otherwise have power over the organization (its owners, government agencies, and unions of the employees). This involves three sets of duties. First, direct supervision, which is already discussed. To the degree that the organization relies on this mechanism of coordination, it is the managers of the strategic apex who affect it. They allocate resources, issue work orders, authorize major decisions, resolve conflicts, design and staff the organization, monitor employee performance, and motivate and reward employees. The second obligation is the management of the organizations relations with its environment such as negotiating major agreements, ceremonial activities and informs the organizations external stakeholders about the organizations activities. The third set of duties relates to the development of the organizations strategy. Strategy could be seen as an intervening force between the organization and its environment Formulating strategy entail many aspects as will be discussed more in further chapters. However, the managers of the strategic apex should develop an understanding for its environment and try to adapt the strategy to its strengths and needs. Yet, the process of strategy is rather complex and is not as cut and dried as it seems. What should be said is that he strategic apex typically has the most important role in the strategy process. In general the strategic apex takes the widest and most abstract, perspective of the organization. Work at this level is normally characterized by a minimum of repetition and standardization, considerable prudence, and relatively long decision making cycles. Mutual adjustment is a favoured mechanism for coordination among managers of the strategic apex itself (Mintzberg, 1983). The strategic apex is united to the operating core by the chain of middle line managers with recognized authority. This chain runs from the senior managers to the first-line supervisors, who have direct authority over the operators, direct supervision. Like the top manager, the middle manager is required to do more than simply engage in direct supervision. He also has boundary conditions to manage. Each middle line manager must maintain liaison contacts with other managers, analysts, support staffers, and outsiders whose work is mutually dependent with that of his own unit. The middle line manager, like the top manager, is concerned with formulating the strategy for his unit, although this strategy is, of course, significantly affected by the overall strategy. But managerial jobs shift in nature as they fall in the chain of authority. They become less abstract and comprehensive and more focused on the work flow itself (Mintzberg, 1983). In the techno structure the analysts is found who serve the organization by affecting the work of others. The analysts are separated from the direct operative work flow but they may design it, plan it, change it, or train the people to do it, but they do not do it themselves consequently, the techno structure is only effective when it can use its analytical techniques to make the work of others in the organization more efficient. In a fully developed organization, the techno structure might perform at all levels of the hierarchy. At the lowest level of the manufacturing firm, analysts standardize the operating work flow by scheduling production, carrying out time and method studies of the operators work, and instituting systems of quality control. At middle levels they try to standardize the intellectual work of the organization. At the strategic apex, they design strategic planning systems and develop financial systems to control the goals of major units (Mintzberg, 1983). If one gl ance at almost any large organization, a large number of units is exposed, all specialized, and exist to provide support to the organization outside its operating workflow. Those make up the support staff. None is a part of the operating core. Nevertheless, each gives indirect support to these basic missions. CORPORATE STRATEGY The operating core of the organization encompasses those members that perform the basic work related directly to the production of products and services. The operators perform four prime functions: They secure the inputs for production, they transform the inputs into outputs, they distribute the outputs and they provide the direct support to the input, transformation, and output functions. The operating core is the heart of an organization, the part that produces the essential outputs that keeps it alive. Yet, all organizations need the administrative components described above as well (Mintzberg, 1983). Centralized- and decentralized organization The terms centralization and decentralization have historically been used in many different ways and with different definitions. This thesis discusses the issue of centralization and decentralization in terms of decision making power in organizations. When all power for decision making rests at a single point in the organization, eventually in the hands of one person, one shall call the structure centralized; to the degree that the power is dispersed among many people, one shall call the structure decentralized. As could be understood, centralization and decentralization should not be thought of as absolutes, but rather as two ends of a scale (Mintzberg, 1983). Mintzberg (1983) separates the two terms in vertical and horizontal centralization and decentralization. Vertical decentralization is concerned with the delegation of decision making power down the chain of authority, from the strategic apex into the middle line. Horizontal decentralization includes the transfer of power from managers to non-managers, more exactly from line managers to staff managers, analysts, support specialists, and operators. Strategy In the complex world of organizations it must be stated that there is no best way to generate strategy and strategic management, and nor is there any one best form of an organization (Mintzberg, Ghoshal and Quinn, 1998). The context in which the strategy is set is therefore of great interest. Strategy context and content has been discussed and considered of by mankind, since organizations exist to fulfil a purpose and to create value (Schilling, 2005, De Witt Meyer, 2005). Strategies are then employed to guarantee that the organizational purpose is realized (De Witt Meyer, 2005). In the generic literature a split is made between the strategy analysis stage, the strategy formulation stage, and the strategy implementation stage (Thompson Strickland, 2001; Mintzberg, Ghoshal and Quinn, 1998; De Witt Meyer, 2005). In the analysis stage, strategists recognize the opportunities and threats in the environment, as well as the strengths and weaknesses of the organization. Next, in the formulation stage, strategists decide which strategic options that are obtainable to them, evaluate each and select one. Lastly, in the implementation stage, the selected strategic option is translated into a number of actual activities, which are then carried out (De Witt Meyer, 2005). Those di fferent stages will be discussed and explained further in the sections below. However, as the thesis focus on implementing strategies the analysis and formulating section  will not be as vast as the implementing section. TOYOTA Toyota management leads the way in many aspects of business strategy and strategic management and numerous companies have followed the lead of the Toyota business model. A key architect of the Toyota management style was Taiichi Ohno, who developed the Toyota Production System. Ohno summed up his theory behind the management of Toyota thus: I feel strongly that the word work refers to the production of perfect goods only. If a machine is not producing perfect goods, it is not working. On that philosophy the Toyota Production System was built, in which sensors halted machines when they started to malfunction. Those machines were operated by the workforce who could likewise halt the production line when imperfections occurred. The Production System adhered to the Toyota corporate strategy of cutting waste, listing specific advice such as: Cut down on the distance that things move throughout the plant. Another example of this advice, representative of Toyota strategic management and its attitude towards its workforce is: Utilise the inherent talent of your workers. Toyota business strategies include the development of hybrid cars. Part of Toyota strategic planning is developing a premium position in hybrids in tune with present consumer values. Seisei Kato of Toyota summed up a further example of the Toyota leadership model by saying: Never fail to reward merit, but never let a fault go unremarked. All the Japanese triumphs were personified by Toyota, including, of course, the worldwide drive to setting new standards of production engineering that left Detroit far behind. The foundation of the engineers breakthroughs was quality. Americans had seen the promise of a new philosophy of raising quality standards by systematic approaches. The pioneering hero, W. Edwards Deming, was credited with exporting these new ideas to Japan. They were just as valid for US use and would have won the same painless rewards. But Detroit didnt want to know a wilful ignorance repeated time and again in industry after industry. The Toyota Production System became the world standard, bringing fame to a simple engineer named Ohno whose pupils demonstrated their methods without any fear of successful imitation from the West. It was easier; it seemed, to write off the Japanese revolutions as products of a different culture which was inimical to Western ways. That was nonsense. The cultural advantage, put simply, lay in defining what needed to be done and working out better systems of doing it. That included rigorous methods for checking that the task was indeed better designed and done. At Toyota, the recalls of cars and vans to check on faulty brakes and accelerators represent a staggering failure of this basic philosophy. There must have been a breakdown in the mental conditioning at the Toyota factories, resulting in design and production faults that were as systemic as the traditional hit-or-miss performance of the Western rivals. Since these are beset by troubles enough of their own, such as GMs sorry bankruptcy, there is no room for self-congratulation. Toyotas fall isnt just a Japanese incident, but rather a sign that management in general is failing to deliver. If the management knew about the problems, did it fail to identify the root causes? If the causes had been identified correctly, was the reaction delayed while the company ignored the damage to its market status? If Toyota was capable of timely repair, why wasnt this put in hand? Remember the simple problem-solving rules: Identify the task that needs to be done. Work out systematically better ways of doing it. Employ rigorous methods for checking that the task is better designed and executed. The Toyota affair emphasises some basic points of management. First, any company, no matter how large and how famous for its merits, can stumble into grave error. Second, damaged pride and nervous fear make it difficult to correct the error in good time. Third, management decisions should normally never be taken on the basis of profit forecasts alone. RED CROSS Positioning We will make sure key people and groups know what we do and why and how they can help. By investing more in promoting our work, we will encourage beneficiaries, volunteers, the government, service commissioners, potential supporters, educators and the media to understand us, work with us or join us. We will also speak out more and advocate for change that will improve the lives of vulnerable people and promote our mission. Organisational development We will ensure those who use our services, and who support us in other ways, trust us and have confidence in how we work. We need to clearly demonstrate the difference we make to the lives of people vulnerable to crisis. It is important to us to be accountable to our beneficiaries, supporters and partners. Through doing this we will listen and learn from our beneficiaries, supporters and each other, and continually improve what we do. Funding the strategy We will maximise our net income as cost-effectively as possible. Every donation we receive strengthens our ability to respond to emergencies and help people prepare for and recover from crises. We will inspire more people to support our work by giving what they can, especially through regular donations, bequests, and the relationships we build with trusts and companies. Our charity shops will continue to provide a place for people to donate and shop on the high street and support our work at the same time. There are a variety of perspectives, models and approaches used in strategic planning. The way that a strategic plan is developed depends on the nature of the organizations leadership, culture of the organization, complexity of the organizations environment, size of the organization, expertise of planners, etc. For example, there are a variety of strategic planning models, including goals-based, issues-based, organic, scenario (some would assert that scenario planning is more of a technique than model), etc. Goals-based planning is probably the most common and starts with focus on the organizations mission (and vision and/or values), goals to work toward the mission, strategies to achieve the goals, and action planning (who will do what and by when). Issues-based strategic planning often starts by examining issues facing the organization, strategies to address those issues and action plans. Organic strategic planning might start by articulating the organizations vision and values, an d then action plans to achieve the vision while adhering to those values. Some planners prefer a particular approach to planning, e.g., appreciative inquiry. Some plans are scoped to one year, many to three years, and some to five to ten years into the future. Some plans include only top-level information and no action plans. Some plans are five to eight pages long, while others can be considerably longer. Quite often, an organizations strategic planners already know much of what will go into a strategic plan (this is true for business planning, too). However, development of the strategic plan greatly helps to clarify the organizations plans and ensure that key leaders are all on the same script. Far more important than the strategic plan document, is the strategic planning process itself. Major differences in how organizations carry out the various steps and associated activities in the strategic planning process are more of a matter of the size of the organization than its for-profit/non-profit status. Small nonprofits and small for-profits tend to conduct somewhat similar planning activities that are different from those conducted in large organizations. On the other hand, large nonprofits and large for-profits tend to conduct somewhat similar planning activities that are different from those conducted in small organizations. (The focus of the planning activities is often different between for-profits and nonprofits. Nonprofits tend to focus more on matters of board development, fundraising and volunteer management. For-profits tend to focus more on activities to maximize profit.) Also, in addition to the size of the organization, differences in how organizations carry out the planning activities are more of a matter of the nature of the participants in the organization than its for-profit/non-profit status. For example, detail-oriented people may prefer a linear, top-down, general-to-specific approach to planning. On the other hand, rather artistic and highly reflective people may favour of a highly divergent and organic approach to planning. CONCLUSION Corporate Strategy is concerned with the overall purpose and scope of the business to meet stakeholder expectations. This is a crucial level since it is heavily influenced by investors in the business and acts to guide strategic decision-making throughout the business. Corporate strategy is often stated explicitly in a mission statement. Operational Strategy is concerned with how each part of the business is organised to deliver the corporate and business-unit level strategic direction. Operational strategy therefore focuses on issues of resources, processes, people etc.

Pottery in the Contact Zone :: Essays Papers

Pottery in the Contact Zone It is nearly impossible to discuss Native American art without taking into consideration the effect that western culture has had on it. Native American art, in its purest sense, is something that no longer exists. In its place is an amalgamation of an art form that was once completely Native American and the values that western culture has placed on that art form. This cultural phenomenon is what Mary Louise Pratt has termed the â€Å"Contact Zone† which is used to refer to the â€Å"social spaces where cultures meet, clash and grapple with each other, often in contexts of highly asymmetrical relations of power such as colonialism, slavery or other aftermaths as they are lived out in many parts of the world.† (Pratt 34) What Pratt is referring to is the situation that is created when two completely distinct cultures, that operate on totally different levels, attempt to interact. Each culture brings with them certain values and traditions that the other may not e ntirely understand. This predicament often leads to confusion, misunderstandings or sometimes worse. The meeting of western and Indian cultures created exactly this â€Å"Contact Zone† situation that Pratt defines. The aftermaths of the situation have been both positive and negative and have simultaneously posed a threat to the art form while providing opportunities for the artists. Before contact with the western world, pottery making among the Hopi-Tewa Indians was a communal activity which served to strengthen social relations with tribal members not of the same family. Pottery thus objectified valued social relations where sharing with individuals not of one’s matrilineage was both important and necessary for households to functions. (McChesney, 13) As with most Native American tribes, the Hopi-Tewas strove to maintain a strong social network by dividing up the labor and working together to accomplish it. Immediately the differences can be seen between the social structure of American Indian cultures as compared to that of westerners’ which value individuality over community. With the introduction of the railroad to the areas of northern Arizona where the Hopi-Tewas lived, entered new social challenges that threatened the Native Americans’ lifestyles. In an attempt to operate in an American cash economy, many Native Americans began to make pottery to be sold in trading posts to collectors and tourists.

Continuing Differences Between US Essay

U. S. GAAP IFRS Convergence In January 2008, the U. S. SEC issued a final rule that adopted rules that allowed non U. S. -based issuers’ financial statements in accordance with the IRRS, as issued by IASB, without the need to reconcile with the U. S. GAAP (SEC, pp. 20, 2008). In its ruling, the SEC acknowledged that the convergence efforts between the IFRS and U. S. GAAP have made progress in eliminating many disparities. The SEC acknowledged that its prior complaints on lack of information or disclosure by foreign issuers on certain areas, and the manner of presentation of their financial statements have been resolved by the convergence efforts. The SEC, however, recognize that a number of difference still exist, with some accounting subjects that the IFRS has yet to fully address ( SEC, pp. 20, 1998). Continuing Differences Between US GAAP and IFRS According to the SEC, due to their sources, U. S. GAAP and IFRS will continue to have differences regardless of their convergence. The SEC said that these include (i) the effects of mergers, combinations and other legacy transactions that happened when the convergence was still initiated, and (ii) those arising as a result of accounting elections (for example, hedge accounting) that foreign issuers make under those standards (SEC, pp. 21, 2008). The International Accounting Standards Board in its 2005 report said that certain divergence issues has to be addressed in the long-term. These include (i) classification of debts on refinancing or default under credit agreements, (ii) differences in financial instruments’ accounting, (iii) post-employment benefits, and (iv) long-lived assets impairment and borrowing costs’ capitalization. AIFRS/Australian GAAP PricewaterhouseCoopers reviewed the the Australian equivalents to International Financial Reporting Standards (AIFRS) and gave recommendations to the Australian Accounting Standards Board. PwC pointed to divergences between Australian Standards (AIFRS) and IFRS: According to PWC, the implementation of AIRFS is expect to improve corporate governance and financial reporting in Australia. Ernst & Young Report Ernst & Young said the IRS differ significantly from those principles in use. Among other things, the IRS’ protocol on business combinations compel recognition of more intangible assets to be valued an recognized than practiced in local accounting rules. E&Y said that the IFRS will help companies improve their internal control as it requires more extensive reporting procedures, and will require greater transparency among firms as a common financial standard will be used. E&Y said in its report that the conversion to IFRS has a substantial impact on financial reporting which requires management and personnel to focus on improving strategy because: * financial statements’ presentation has been modified * measurement of assets and debts may result in increase in earnings and volatility in equity. * additional disclosures would be required. REFERENCES Final Rule: Acceptance From Foreign Private Issuers of Financial. January 9, 2008. Securities and Exchange Commission. http://www. sec. gov/rules/final/2007/33-8879. pdf International Convergence status. 15 June 2008. International Accounting Standards Board. http://72. 3. 243. 42/fasac/06-21-05_intl. pdf Padoa-Scioppa. 19 May 2006. Financial Times. retrieved 13 Aug. 2008. http://www. iasb. org/News/Announcements+and+Speeches/Work+on+converging+accounting+standards+must+go+on. htm PriceWaterhouseCoopers. 28 Jan. 2005. Submission to Parliamentary Joint Committee on Corporations and Financial Services. http://www. aph. gov. au/SENATE/committee/corporations_ctte/completed_inquiries/2004-07/aas/submissions/sub22. pdf

Je tu il elle on vous - Singular French Subject Pronouns

Je tu il elle on vous - Singular French Subject Pronouns To replace a noun, French uses a word called â€Å"a pronoun†. You choose this pronoun according to both the grammatical value of the word it replaces and the meaning of the word it replaces. Anne est au marcheÃŒ . Elle est avec Mary.Anne is at the market. She is with Mary   To replace â€Å"Anne† in the second sentence, I used â€Å"elle† (she). â€Å"Elle† is a subject pronoun: it replaces a noun subject of the verb, and its a third person singular to match Anne which is a person about whom I am speaking, feminine, one person, so she. What is a Subject? The subject is the person or thing that does the action of the verb.   How do you Find the Subject of a Sentence in French? There is an easy way to find the subject of a sentence, and its important in French you learn this grammatical question in order to be able to find the subject of a verb without any doubt. First, find the verb. Then ask: â€Å"who verb† or â€Å"what verb†.  The answer to that question will be your subject. A subject is a noun (Camille, flower, room...) or a pronoun (I, you, they...). It can be a person, a thing, a place, an idea...   Examples:  I paint.Who paints?Answer: I paint. â€Å"I† is the subject. Camille is teaching French.Who is teaching?Answer:  Camille is teaching.â€Å"Camille† is the subject.   What is happening to Camille?What’s happening?Answer:  What is happening.â€Å"What† is the subject (This one was trickier, wasn’t it?)   French Subject Pronouns Replacing One Person In French, the list of singular subject pronouns is: Je (or j’ vowel or h, its called an elision) I  Ã‚   Tu (never t’) you singular informal   Il it, he - long â€Å"ee† sound​ Elle it, she - short clip â€Å"L† sound On - this one is more difficult to understand. It used to mean â€Å" one â€Å", but nowadays is used in casual French to say â€Å" we , instead of the now more formal/written form â€Å" nous â€Å". So although its listed as a singular pronoun, nowadays its mostly used to replace several people, so for a plural. See my lesson on on. Vous you, one person, formal. Note that vous is also the pronoun we use for you plural, when you say you to talk to more than one person (yous guys :-) Traditionally, vous is listed as a plural subject pronoun, although it can and does often refer to only one person. Its confusing, I know, so I wrote a whole lesson on tu versus vous. ​French Subject Pronouns Replacing Several People In French, the list of plural subject pronouns (replacing several people) is: Nous we - S is silent, but becomes Z when followed by a vowel or an h. (Nowadays, â€Å" nous â€Å" is used in a formal context and in writing mostly. In conversation, we tend to use â€Å"onâ€Å"). Vous you plural, both formal and informal - S is silent, but becomes Z vowel or an h. Ils they masculine or they masculine and feminine - S is silent, but becomes Z vowel or an h. Elles they feminine ONLY - S is silent, but becomes Z vowel or an h. ​Important : In Pronunciation Il ils / elle elles â€Å"Il† and ils have the same pronunciation, sort of an English eel, and â€Å"Elle† has the same pronunciation as its plural form â€Å"Elles† sort of an English   L sound . Do not pronounce the S to remember the spelling; it would mess up your pronunciation! Oh, and since Im talking about pronunciation, you will soon see that most verbs will take an silent ent to match with ils and elles - Im not explaining the whole French conjugation concept here yet, just planting a seed: this ent matching ils and elles will always be silent. Its not pronounced an, its not pronounced at all. Never in a verb. Its a very bad, but very common mistake French student make. No it Subject Pronoun in French There is no â€Å"it† form in French. Everything: objects, concepts, animals etc. are either masculine or  feminine in French, and are therefore referred to as â€Å"il† or â€Å"elle†. So dont think of il and elle as being only he and she, they also mean it. It will be weird at first, but you will get used to it, I promise.   What Do First, Second, Third Person Singular and Plural Mean? This concept is often baffling to student of French, but its a standard for grammatical jargon. Subject pronouns are often referred to as persons and this is how most grammar books will present a French verb conjugation : a table, with 3 lines, and two columns. As an example, I will take the verb chanter, to sing, in the present indicative tense. Singular Plural Je chante Nous chantons Tu chantes Vous chantez Il, elle, on chante Ils, elles chantent Je is often referred to as the first person singular or 1ps, tu as second person singular or 2ps... can you guess nous? 1st person plural. Which makes ils and elles both third person plural. This presentation is super confusing if you ask me since vous for example could replace BOTH a singular or a plural... But its very common to talk about verbs this way in French, and most French teachers are so accustom to it that they wont even understand that its weird...   French Subject Pronouns in Detail So now that you get an overview of the singular French subject pronouns, lets look at them individually. There is a lot to be said on each. Singular French Subject Pronouns Je Tu Il Elle (what about moi, me, mon...?) Plural French Subject Pronouns Nous, Vous, Ils, Elles (please dont say the s)The Misunderstood French Subject Pronoun on. Finally, before you can go ahead and start conjugating your French verbs, I will encourage you to learn more about Tu versus Vous - A French Dilemma.   I post exclusive mini lessons, tips, pictures and more daily on my Facebook, Twitter and Pinterest  pages - so join me there! https://www.facebook.com/frenchtoday https://twitter.com/frenchtoday https://www.pinterest.com/frenchtoday/

Falalalala - French Christmas Carol Lyrics

Falalalala - French Christmas Carol Lyrics Falalalala is the French version of Deck the Halls. They are sung to the same tune, but the lyrics are quite different. The translation given here is the literal translation of the French Christmas carol. Que lon chante quon sapprà ªteFa la la la la, la la la laSonnez pipeaux et trompettesFa la la la la, la la la laCar cest la joie quon apporteFa la la, la la la, la la laOuvrez donc grandes vos portesFa la la la la, la la la la.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Let us sing let us get readyFa la la la la, la la la laRing pipes and trumpetsFa la la la la, la la la laSince its joy that we bringFa la la, la la la, la la laOpen your doors wideFa la la la la, la la la la Dans les villes et les villagesFa la la la la, la la la laRà ©pandons notre messageFa la la la la, la la la laProclamons la joie profondeFa la la, la la la, la la laQue Dieu a donnà © au mondeFa la la la la, la la la la   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In cities and townsFa la la la la, la la la laLet us spread our messageFa la la la la, la la la laLet us proclaim the profound joyFa la la, la la la, la la laThat God has given the worldFa la la la la, la la la la Voici les cloches qui sonnentFa la la la la, la la la laQue le nouvel an nous donneFa la la la la, la la la laUn coeur rempli de tendresseFa la la, la la la, la la laCest la plus belle richesseFa la la la la, la la la la   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Here are the clocks chimingFa la la la la, la la la laMay the new year give usFa la la la la, la la la laA heart full of tendernessFa la la, la la la, la la laIts the most beautiful wealthFa la la la la, la la la la

Gun ownership Essay Example | Topics and Well Written Essays - 250 words

Gun ownership - Essay Example All these cases show how easy it is for people to own guns, irrespective of how their mental condition is. It essentially needs to be understood here that people who are often involved in such situations are victims of depression which further advocates the fact that prior allowing a person to own a gun, a proper medical and history check needs to be carried out of the concerned applicant. Such cases have led to mass scale antigovernment movements, in a bid to convince the government to take measures limit gun ownership. On the contrary, gun owners and gun ownership associations have defended their positions and lobbied in the parliament to make sure no such measures are taken which would restrict gun ownership (Legault 2008). The best solution to this problem would be to carry out through history and medical checks before issuing gun ownership permissions to applicants. Moreover, licenses should be issued for specific purpose rather than being all-purpose, thereby making sure inappropriate usage of guns is cut

Globalization and the maritime world in the twentieth century Essay

Globalization and the maritime world in the twentieth century - Essay Example Marc indicates that cargo ships were the major systems of transport and were used load and offload goods (166). The goods in this context had different destinations throughout the world. This concept simply explains that globalization was taking place as the goods were sent to different places. The world was soon becoming smaller thanks to the development in the maritime industry. Marc explains that the shipping lines ordered for larger ships that would be used transport the aluminum boxes that were the standard containers (202-21). Additionally, the development of the maritime industry saw the modernization of port cities to accommodate the larger ships (Marc 191-201). The author also argues that in the 1980s computers ventured in as well, that led to a containerized system (Marc 125). A closer analysis of this fact would be said to have shaped the global economy through innovations in the maritime industry. Miller backs the work of Marc by arguing that globalization is historical and can be rooted to the reality of shipping and trading. The maritime world, in his thought, was the major reason behind the global interconnectedness (Miller 11). In the twentieth century, for example, there were a lot of Eurocentric exchanges in the sea. There was the existence of a global maritime system where European ports were constructed, shipping lines as well as partial networks (Miller 12). This commercial maritime world played a huge role in shipping the present day world of business. The Europeans were the principal operators of the global trading and transport systems up to the 1960s. Just like Marc, Miller would argue that there is a great link between containerization, trade, de-colonization and economic growth thanks to the maritime industry and its developments. Through the works, the close correlation between the maritime world in the 20th century and globalization is evident. The process of globalization clearly went through progressions that saw the

Is capitalism sustainable Essay Example | Topics and Well Written Essays - 1500 words

Is capitalism sustainable - Essay Example Thus reduction in these capitals will lead to destruction of the human capital. Contributions of capitalism to the society depend on their profit and growth. Thus the existence of capitalism also leads to reduction in human and social capital. With the increasing cost of production and diminishing social values the sustainability of capitalism is reduced. (Heslam 2002). The growth model used by the capitalism seems to be uncertain due to its dependence on depleting natural resources. Rapid decline in natural capital will be a challenge to the economic capital. Climate crisis, income disparity, and scarcity of financial and social; resources in the global economy are affecting the sustainability of capitalism. Capitalism has helped the development of financial system in countries through increased income from investment and employment opportunity to the society. Thus the existence of capitalism is necessary for improvement in society. Sustainability of any system depends on the energy procured by it. Without energy, sustainability becomes impossible. Capitalism acquires its energy from the environment through extraction. But it does not provide consideration for restoring the energy extracted by it. This makes energy reduction in the environment. It is termed as physical entropy. Capitalism is based on the concept of profit. Without economic benefit, no restoration of energy takes place. Future generations' benefits are not the mission of capitalism. It insists on making profit with the resources in the environment. It undertakes only financially profitable activities. Reduction of wastes and pollution carried out by firms depends on the profitability from that process. Individual's self interest is only considered in capitalism. Energy renewal is carried out to support current consumption and restoring of energy for future generations is not considered. Thus, capitalism inescapably dislocates social energy throu gh weakening the personal relationships in society. In order to ensure maximum economic efficiency, impartial and impersonal relationship between people is necessary. For efficient functioning of market economies, competency instead of cooperation is required. In a more productive business environment social relationship gets less time and energy. In a price based marketing there is no place for trust and personal relationship. It reduces the personal relationship in the society. It is termed as disorganization of social energy through devaluation of personal relationships. In capitalism resources from the society are used for making profit. However, there is no consideration for restoring the social capital which is essential for maintaining effective personal relationships in the society. Investment in the society for the benefit of future generation does not provide any economic incentives for the business capital. Relationship in the capitalistic society depends on its financial benefit for them. Investment in social capital is tr eated as waste of resources in capitalism In an economy people exchange their resources with other people for mutual benefit. Transformation of physical energy in raw materials with the help of social energy in human resources is carried on in capitalism. It is exchange on the basis of profit. Economic capital takes out energy from natural and social capital. Social and

Review of Frank McGuinesss adaptation Essay Example for Free

Review of Frank McGuinesss adaptation Essay On the 7th October, my Drama group and I went to see the Greek tragedy â€Å"Electra† at The Old Vic Theatre in London, adapted by Frank McGuiness. It was directed by Ian Rickson and starred Kirstin Scott Thomas who plays the lead role of Electra. This play follows Electra throughout all the different stages of grief she goes through following the murder of her father Agamemnon. Unwilling to forgive and consumed by a desire for revenge, her anger builds; on the return of her brother Orestes, Electra’s wrath then explodes without mercy, leading to a bloody and terrifying conclusion. Within this play there are strong elements of grief, addiction and an intense need for restitution. Electra is filled with loss from the pathological, addictive grieving over her father who was murdered many year before hand, by her mother and step-father, which traumatic aftershock has left Electra withered and motionless as well as in need of revenge as a sort of compensation for the loss of her father, to the fresh grief over her brother. The set of the play is extremely minimalistic, with small feature which make up the arena; a tap, a fire pit, a tree and two pillar with a door in between them are featured on the stage, and I believe these component are symbolic of the four element, fire, earth, water and air. The tree however is barren and the branches are cut off before their time. This is representative of Electra’s father, Agamemnon as he was murdered but also because his family line is no more, he can no longer have any more children to pass on his name. The door is old and decaying which represents Electra’s family as its slowly falling apart, however it also establishes a huge divide between the inside and outside, essentially creating two separate worlds. These two worlds represent places of oppression. The characters behave appropriately within the inside world as well as by the unspoken rule of the place. The outside is an area where the characters reveal their true colours, nevertheless at the end of the play the two worlds collide. The stage itself is in the round, meaning audience members are able to see each other’s reactions, this is effective as it adds a degree of intimacy to the play, but also because the audience is able to see the play but more importantly the characters from every angle creating a sense of vulnerability, as everything is exposed to the viewer’s eyes. Electra abandons the regal clothes bestowed to her by her mother and completely neglects herself. She is first presented in a ragged, grey dress, held together by a leather belts which eventually she takes off, representing the release of the pent up anger, which she has held on to for so long. She is constantly fiddling with her dress and putting it in between her legs, revealing a more immature nature but also that she’s ashamed of what makes her female. During the time that this play was set, women were constantly oppressed and were seen as unable figures, for example Electra wishes both her step father and mother dead. Electra lacks the capacity to do so, as she is restricted by her gender, which is shown at the end, as despite all of Electra’s defiant speeches, ultimately her brother Orestes is the one who kills both their mother and step father. She also appears shoeless which suggest that she has freed herself from the class system, as an individual without shoes is normally associated with the lower class, however she comes from nobility, which previously was one of the elements that oppressed her, also she is presented with wild hair illuminating a feral nature. Opposingly Electra’s mother Clytemnestra is presented in regal clothing, and is always composed, she tends to move in line rather than curves which Electra moves in. When Electra confronts hers mother, although she holds herself in a strong position, she can never look her mother, which suggest a strong hatred towards her mother. She cannot even follow the general etiquette that one gives another when conversing, controversially it could also mean that she is still bound by her daughter status, as although she’s disowned her mother, she cannot face her as an equal. The actress Kirstin Scott Thomas really emphasizes how the situation has trapped Electra in a terrible stilted adolescence. Her defined features shining with hungry, immature naivety, she moves about in her grey shift like the ghost of someone whose life was been allowed to waste away, permanently on hold. She tortures the audience in a manner of a teenager, through her defiant authoritarianism, serving the audience as a reminder of what is lost in middle-aged compromises, for example the naivety of youth. And yet, there is not an ounce of nostalgia in her performance. When she is finally reunited with her brother Orestes she gives way to an unbound joy, as if all her issues are now resolved. Far from their being any hints of incestuous affection in this encounter between these long-lost siblings, Scott Thomass Electra presses her nose to parts of his body and snuffles up his smell like a wild animal trying to get its bearings. This and her rapid U-turn into optimism brings a deliberate comical note to the gathering doom. In conclusion, the overall production was impressive, from Scott Thomas’s indulgently neurotic performance, which give us a first impression of an independent women who sets herself free from the previous ties and status which has oppressed her for so long from speaking up about her father’s death, however Scott Thomas slowly reveals to the audience that Electra has been maddened by grief for so long, it has trapped in an disillusioned adolescence, to the in the round stage which enables the audience to emphasis with Electra, as it adds a degree of vulnerability, as everyone is visible from every angle you look at them, from the play to the surrounding audience.

Meeting Individual Needs in Lessons for Children

Meeting Individual Needs in Lessons for Children Assessment 1 When planning lessons and activities for children we must ensure that all individual needs are met. To be able to do this firstly we need to look at factors which may affect their development or needs. Affecting factors may include stress, disability, illness, birth defects or home environment. It will be the role of the child’s key worker to evaluate individual children and assess their needs and help them overcome or resolve any issues which may be affecting their development or growth. These observations are best done during the child’s free time when they are more relaxed and not feeling pressured. We can learn a lot when a child is doing a task they enjoy or are playing. Once our observations have been made we can use our findings to plan future activities. Individual observations and assessments need to be made for each child as development varies in all children. Activities need to be based on what the child is able to achieve and must not be too hard for them to complete as they will feel pressured and it may affect their confidence. We must also make sure that the activities are not too easy as the child will not feel fully stimulated and may become bored. Using activities based around a child’s likes or interests is a great way to get them interested and engaged. Differentiation must also be used when trying to meet individual needs, including specialist equipment when needed, visual aids, adult interaction and learning aids when conducting a group activity will ensure that all of the children can be included. Using differentiation will also ensure that all children can meet the overall aim of the group task despite this being done in different ways. When planning for individual needs of children we must make sure we include the practice of equal opportunities. The United Nations Convention on the Rights of the Child state ‘All children have the right to have their views and opinions listened to.’ By ensuring we take this into account we can work with the child and plan activities based on things they enjoy and include their own culture or beliefs. The individual schools ‘Equal Opportunities Policy’ must also be read and followed to make sure all children and their families feel included, it will also help the children to refine their own identities. If we follow all of the above plans and ensure that each child is individually assessed then we can make sure that they are reaching all of their goals and aims and are fully happy and stimulated in the tasks that they are undertaking, this will also aid the development and growth of the child both individually and within a group. As well as making sure that all children’s individual needs are met we must also make sure that we are not discriminating against any of our children. Discrimination occurs when an individual or group of children are treated less favourably than others. This may be due to gender, disabilities, faith, race, culture, physical appearance or even social class. If a child does feel discriminated against then this could result in them becoming withdrawn and it may cause development delays. According to the Development Matters in the Early Years Foundation Stage (EYFS) ‘ children have a right, spelled out in the United Nations Convention on the Rights of a child, to provisions which enable them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disability or gender.’ (EYFS) There are several ways in which we can make sure that we are including all children in all of our activities and the first step in doing this would be to read through the Equality Act 2010. This act protects children from discrimination right through their school life up to the age of eighteen. The Act states ‘.it is unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably’ (Equality Act 2010). This Act replaced nine major Acts of Parliament and almost one hundred sets of regulations. The Act covers all schools in England and Wales and schools managed by Education Authorities in Scotland. Whilst reading through the Act we learn a lot more about how equality can be given in schools and a more defined description as to what counts as equality. As well as making ourselves knowledgeable in this Act there are also several things that we can introduce into the school and classroom setting. Welcome signs in a variety of languages and not just English would be a great idea as it shows before entering the school that all nationalities are welcome. The learning of spoken greetings for different nationalities would also make the school and staff come across as more friendly and approachable. Different cultures and faiths celebrate all different festivals and celebrations throughout the year and by doing entire class projects on these we would not only be benefiting the individual students from the religions but we would also be educating the whole class. The inclusion of toys and games from around the world is another good way to teach about different ways of life. We must also make sure when planning lessons and activities that we include topics which don’t just discuss our own beliefs and preferences as this too would be portrayed as being prejudice to those students whose beliefs were different. According to Albert Bandura ‘behaviour is learned from the environment through the process of observational learning.’ (Albert Bandura 1977). Therefore if we as key workers are seen to be showing and exploring new and different cultures and ways of playing then it will also encourage the children to explore these too. The inclusion of disabled children must also be considered when planning and we must make sure that the correct provisions are in place, such as ramps for wheelchair users and items such as large print cards and sheets for those visually impaired children, visual aids and picture cards must also be available for those children with non verbal communication. If we can follow the guidelines which our individual schools have as well as the Equality Act 2010, common sense too, then we should be knowledgeable in the planning of our lessons and activities to ensure all children are included at all times. All activity planning must be done to ensure all of the individual needs of the children are met. To be able to do this correctly we firstly need to look at the ages of the children we are working with. The ages will fall into the categories of, birth – 12 months, 12-24 months, 24-36 months and 36-60 months. Once we have identified the correct age bracket we can think about our activities, whilst we are doing this we must also ensure that we are giving choices to the children as this will help with their decision making and confidence. For the birth-12 month age where the child is not mobile, placing a selection of toys within their reach is the best solution. For 12-24 months when the children are starting to walk and talk we can place different games and tasks around the setting and communicate with them and give them a choice of what they want to do. Again this can be used for the following 2 age brackets but we can expand on it by asking them to choose, unpack and tidy away their own activities as this will stretch them and promote more independence. Whilst we do have these age brackets as a guideline we must remember that children will develop at their own pace and may not always fall into the set guidelines. Therefore we must assess each individual child and ensure that they are given suitable tasks with they will be able to complete either independently or with a little guidance and help. The child must never feel overwhelmed by the task or activity as this will affect their confidence. We could also again use differentiation for this. Communication will form a large part in ensuring individual needs are met as we can speak to the children and ask if they are enjoying what they are doing and also finding out what their likes and dislikes are will help when planning future activities. Using communication to aid our planning will also benefit any disabled children as we will be able to discuss with them ways which they feel we could make activities easier and more enjoyable for them so their individual needs are also met. It is of paramount importance that we fully meet the individual needs of the children so that they can gain further knowledge and skills which will help them grow and develop. Within early year’s settings we must make sure that we promote the children’s physical and emotional well being, there are several ways that this can be done. Firstly we need to look at safety, not just the part of keeping the child safe and away from danger but making them feel safe in their new environment and with being separated from their parents. The child’s key worker will be in charge of this. The key worker will have to build a good and trusting relationship with the child so they feel safe in their care. Working with parents on this would be very beneficial in making the transition and separation easier. Finding out likes and dislikes of a child will also help with getting to know them as individuals and help build up a good relationship. Safety must also cover keeping the child safe within the setting and away from harm. The key worker will need to ensure all age appropriate toys and games are used at all times to reduce problems such as choking hazards. When we look at the physical wellbeing of the early year’s children we must also look at the key worker to child ratio to make sure the child is getting the correct amount of care. Whilst the children are under 24 months we must make sure that the ratio is one key worker to three children, this is due to them having no sense of danger and requiring extra care and watching. As the children get older and more mobile the ratio reduces, at 24-36 months there is only one key worker required for four children, this is because the children are becoming more independent. At 36-60 months the children are much more independent and are aware of danger and hazards. Emotional wellbeing can be promoted in these early years in different ways. One of the biggest things we can do is to allow the child to make choices and decisions for themselves. Using a selection of games and letting them pick their own is a great way to do this, also allowing a choice when it comes to snack time is beneficial as it promotes independence and decision making skills which they will need in later life. We must also give the children the right to say ‘no’ to certain things as this will empower them and enable them to become more resilient individuals. Other ways we can promote the physical and emotional well being of all children include introducing safety lessons and talks. Lessons such as kitchen and bathroom safety are important. Teaching about road safety and ‘stranger danger’ and appropriate and inappropriate ways of touching and talking to each other will also be very beneficial. If we implement and promote all of the above to our early year’s children then they will have a good, strong and solid foundation which will help them greatly in later life. References:- Albert Bandura (1977) Early Years Foundation Stage (EYFS) (2012) Equality Act (2010) The Children’s Act (1989) The United Nations Convention on the Rights of the Children