Might vs. Right essays

Might vs. Right essays Response to T.H. "White's The Once and Future King" Anguish of Ireland had once dreamed of a wind which blew down all their castles and towns, and this one was conspiring to do it. This quote from The Once and Future King symbolizes the huge wars fought, as well as the wars to come, during King Arthurs reign, in which blood flowed as freely as the rivers. The Once and Future King by T.H. White is a collection of many King Arthur tales including The Sword in the Stone, The Queen of Air and Darkness, The Ill Made Knight, and The Candle in the Wind. They tell of Arthurs life from childhood through his old age. The tales describe King Arthurs rise to power, from youth to king of all Camelot. The novel begins with The Sword in the Stone, which concentrates on Arthurs upbringing. Arthur Pendragon, nicknamed Wart, is a young boy living with his guardian, Sir Ector, and Ectors son, Kay. Arthur knows he is not related to these people, but he has no idea who his father is. Arthur runs wild until he meets Merlyn, who becomes his tutor. Merlyn is a wizard who is living backwards. This backwards living makes him absent-minded and muddled, but he manages to be a good teacher, especially to Arthur. He is a generous, uncomplicated, loving boy. White describes him as a hero worshipper, a born follower; He does not lose these traits when he becomes king. At the end of The Sword in the Stone Arthur pulls a sword from the stone in which it is imbedded, thus proving himself the rightful king of England. The tale ends with him being declared King. The Queen of Air and Darkness focuses mostly on Morgause, Arthur's half-sister and queen of Orkney, and on her four sons, all of whom grow up to play important parts in the Arthurian drama. Gawaine is hotheaded and loyal, and figures prominently throughout Arthur's life. Agra...

Manifest Destinies role in the breakdown of Indian Culture essays

Manifest Destinies role in the breakdown of Indian Culture essays Native American culture in the western United States suffered greatly during the mid-1800s. Intrusions by white settlers believing in Manifest Destiny, or the obvious belief that Americans were meant to expand from the Atlantic to the Pacific, caused the Natives to be driven from their homelands. Their culture was continually broken apart by relocations and severed treaties. Many tribes refused the forced relocations to reservations. Thousands of Natives were killed during the following confrontations. Manifest Destiny played a key role in the demise of Native American culture during the 1800s. The Native Americans living in the western region of the United States had very well-developed cultures. The nearly 150,000 Native Americans living in the west were divided amongst many different nations. Most Indians followed large herds of buffalo that roamed about the plains. Indians lived in tipis, which can be compared to modern day tents. They carried these tents around with them on travois and hunted Buffalo. The buffalo was extremely important to the Indians. It could be made into food, leather and clothing. The bones were used to make tools and the sinews to make thread. Nothing was wasted in Native American living. The Native Americans were at peace with nature and they shared the land that they lived on. Their unique culture was doomed when settlers began eyeing the vast western regions. They saw the lands as a big empty space to start over on. This region was not empty; however, people had been living there for hundreds of years. Conflicts quickly arose between the settlers and the Native Americans living on the western lands. Most settlers believed in Manifest Destiny and thought little of the Indians. They believed that they were superior to the Indians and that they needed to be brought into white mens civilization. As expansion drew westward more and more Native Americans were forced...

How is the reasoning on the given issue adrift and how might that Thesis

How is the reasoning on the given issue adrift and how might that reasoning be approved I chose the issue of Legalization of M - Thesis Example One side is against Marijuana legalization and wants it to be banned or abolished because of the negative impacts, it could have on the human lives. On the other hand, the supporting side views at the positive effects of Marijuana, particularly its medicinal purposes and how its legalization could save many lives and alleviate the sufferings of many people. However, if one takes the supporting stance and favors legalization of Marijuana, the reasoning seems adrift regarding certain aspects. At the same time, a stronger reasoning can be formed in favor of legalization. So, this paper focusing on the issue of legalization of Marijuana will discuss how marijuana can aid many suffering people, although there seems to be some adrift, which can also be covered with more stronger reasoning. People suffering from certain health ailments and pro-groups consider Marijuana has an effective treatment option. Although marijuana is harmful to the physical and mental health if it is misused, none i s as tragic as the rejection of medicinal marijuana to many patients, who could have some of their physical and mental pain alleviated. Marijuana, commonly known as weed, pot, hash or cannabis is known for its intoxicating effect, often causing the individual to experience states of mental pleasure through a heightened effect of pleasure on the pain and sensory receptors. This is the reason why marijuana has been banned. However, it is important that we also realize the medical uses that the plant has, mainly acting as a pain reliever to those who suffer from ailments such as cancer, where other pain relievers are not quite as effective. In addition, Marijuana is being proved to be an effective cure or even a controlling cure for many health ailments. Thus, the legalization of marijuana for medicinal purposes is sure to make lives better for those who suffer from diseases as well as chronic pains. While analyzing the legal perspective, we understand that the government made the deci sion based on the anti-drug campaign and the overall social implications. Special attention was not given to the percentage of patients who are greatly benefited by the use of marijuana as a medical drug. Marijuana is the term given to the dried form of the hemp plant Cannabis Sativa. That is, it is a dry, shredded green and brown mix of flowers, stems, seeds, and leaves derived from the hemp plant Cannabis sativa (Shohov 1). The main chemical in the plant which gives the users a kind of mental ‘high’ (a kind of ‘false’ mental pleasure) and eventually many problems is the delta-9-tetrahydrocannabinol, THC for short. This is where the adrift in the reasoning comes into the picture. Here, the adrift takes place from chemical or even behavioral angle. That is, as Marijuana gives that mental high, it is being abused by the users in many ways. Marijuana users could suffer from various diseases, affecting different parts of the body. Firstly, Marijuana has a dang erous effect on the lungs’ functioning. As the inhaled Marijuana first enters the lungs, the carcinogens found in it, will get deposited in the lungs, leading to diseases like Cancer. â€Å"Marijuana users usually inhale more deeply and hold their breath longer than tobacco smokers do, which further increases the lungs’ exposure to carcinogenic smoke† (â€Å"NIDA InfoFacts: Marijuana†). Following the lungs, the heart’s functioning will also affected by Marijuana. Inhaling of Marijuana increases the hearts’

Campus Museum 2 Essay Example | Topics and Well Written Essays - 250 words

Campus Museum 2 - Essay Example 5. They serve not only render visible the processes that are invisible, but mediate everyday experience. Nevertheless, it is also the art to operate as lo-fi digitally storage media and distinctly tactile. The process of creating the art is through grouping 6 bits into pixel colour RGB values. This makes the images have 64 hues, which are then mapped to a custom woven colour palette. Stearns mixes eight colours of yarn on a satin weave using variations created it. On the back of the piece, the key to the patterns of bidding is given. The decoding of the original sourced binary data is achievable by the way Stearns did direct mappings from binary data to forming an image, and from the image formed to weave pattern (Doherty 1). The process that Stearns used in creating this art is complex since he translated digital data from program that are familiar such as Microsoft word. I think that Stearns is making a visual correlation between digital pixels and machine stitching while rendering impalpable digital data into physical objects. I like the piece of art because of its smooth, tender and multi-coloured

Communicating with Children Essay Example for Free

Communicating with Children Essay ‘Communication is fundamental to development’ (Crow et al, 2008, p. 11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with. The word ‘communication’ basically means ‘to share’ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on ‘theoretical knowledge, cultural understanding and experience’ (Crow et al, 2008, p. 7). It involves an ‘interchange of thoughts, opinions, or information’ (www. efinitions. net/definition/communication) which are transmitted through body language, ‘touch, listening, tone of voice, gesture, playing, observing, reassuring, explaining [†¦] and reflecting’ (Crow et al, 2008, p. 7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause ‘confusion, discriminat[ion], alienat[ion], [†¦] or create problems’ (Crow et al, 2008, p. 7). One such barrier is seen due to cultural differences. Through efficient communication, children learn the social rules of non-verbal communication, which includes body language and gestures. Learning these social rules are essential in order to communicate competently, however, communication is socially constructed, and body language and gestures therefore bear different meanings between and within cultures. The differences within sub-cultures are due to ‘language acquisition, linguistic differences or [a]different mother tongue’ (Crow et al, 2008, p. 30). It is also not uncommon for children to develop their own language and signs through the use of modern technology. This, on the one hand, is a positive aspect of communication, as developing bilingually can lead to future success, and technology allows for innovation and promotes relationships, but, not all children are as resilient as each other, and learning two languages at once, be that spoken or sign language, can confuse them a great deal. New forms of communication can also be confusing for practitioners with little experience of modern technology, which can lead to a reluctance to communicate and socialise, especially between generations. Cultural differences can therefore ‘inhibit as well as influence communication’ (Crow et al,2008, p. 0) with children. Socialisation is of great importance for communication with children. Gerhardt (2004, cited in Crow et a. , 2008, p. 11) claims that it should start from birth because ‘communication between carer and baby plays a key role in the development of the infant’s brain’. These first dydadic relationships and further experiences of socialisation contribute crucially towards a child’s communication progress as they allow for empathic responses, interpretation of non-verbal communication and the understanding of emotions at a later stage. Children who are not communicated with as babies are reported to suffer restricted brain growth and global delay (Crow et al, 2008, p. 12) due to deprivation of social contact and care. This can create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and they still learn to communicate. Hart and Risley’s (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families suggests that the rate of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary. The nature/nurture debate therefore seems at large here in that babies may have an innate predisposition to learn spoken language but that it is their experience of communication and articulation with key members in their environment that shapes / hinders their capacity to learn. A positive environment can therefore promote communication with children; however, a child’s environment can also be of hindrance in numerous other ways. Children with sensory sensitivities, especially those diagnosed with an Autism Spectrum Disorder (ASD), can face profound barriers which could affect their communication. This is due to difficulty processing everyday sensory information in colourful/lively so called child friendly classrooms. These children, by not being able to cope with all the information surrounding them are likely to become anxious, stressed, cross, or even feel physical pain which can result in challenging behaviour due to their failure to communicate their emotions. There is a clear physiological explanation for this behaviour in that the ‘perception of threat causes the release of the hormones cortisol and adrenalin which block cognitive and memory processes and trigger the fight, flight or freeze reaction’ (Crow et al, 2008, p. 4). It is not only the communication of children diagnosed with ASD that are affected by emotions though. Children who have experienced neglect, abuse or who are being bullied can all suffer in silence. Furthermore, the emotions of practitioners themselves can have an impact on communication with children. If practitioners are angry, sad or not feeling themselves, their emotions and means of logical thinking can become impaired. Practitioners therefore need to find better ways of communicating with children, especially those who face particular barriers on a daily basis. A starting point would be to acclimatise themselves with what ‘studies of communication skills and processes have suggested [†¦] vital to model in work with children’ (Crow et a. , 2008, p. 22), namely expressive skills, listening skills and process skills. Expressive skills are vital to convey messages to others so that they understand what is being communicated. These skills involve facial expressions and body language. Listening skills involve the total opposite to expressive skills, and requires the listener to obtain and understand the messages and information conveyed by the other person. Both these sets of skills are important as they allow the practitioner to understand how they come across to others and to read emotions. Process skills are needed to manage communication, and they essentially help the practitioner to make appropriate choices, retrieve information/ knowledge or collect necessary tools in an orderly manner in order to interact with a child. Practitioners need to be very aware of their expressive skills and distinctive use of language, especially in light of cultural diversity. As Valerie Daniel (The Open University, 2013 a) stated, ‘body language says a lot’, and alongside gesture, it bears distinct meanings between cultures. Eye contact is one significant area of concern. It is one of the most forthright modes of communication, and where and how you look at someone can alter the interaction. Staring at someone you are communicating with can cause that person to feel uneasy, yet it is important to look at him/her in order to show that you are paying attention. Some cultures however discourage eye contact all together, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one black pupil commented that ‘around the school when it’s white boys it’s a group but when it’s black boys it’s a gang and I think it’s wrong’(London Department Agency, 2004 cited in Crow et al, 2008, p. 16). It is important therefore that practitioners take care in their use of language as what people hear influences their perception (Kay and Kempton, 1984, cited in Crow et al, 2008, p. 5), and perceptions and understanding shape’s the experience of other’s. Practitioners therefore should use their process skills to gain cultural knowledge in order to be aware of the different implications of expressions and language before judging the actions of a child, as judgments are always based on personal experience. In doing so they can develop a rapport based on respect, and open up communication pathways so that children can ‘develop their own communication skills and [†¦] understanding of their society and culture’ (Crow et a. , 2008, p. 1) As communication methods develop, experience indicates that practitioners need to prioritise ways of communicating their services through modern technology. According to Turner (2003, cited in Crow et al, 2008, p. 11), one attribute children saw in an inadequate practitioner was that they are not interested. It is therefore important for practitioners to engage as much as possible with children and young people’s interests in order to get them to participate and communicate openly, rather than become introvert due to frustration over lack of understanding. Some may argue that ‘information technology is damaging children’s ability to communicate articulately and effectively’ (Crow et al. , 2008, p. 38). Nonetheless, as Vikki Butler (The Open University, 2013, b) suggests, ‘no one wants to participate in something that’s not relevant to them’, and in today’s technological age, it is modern technology that is embedded in children’s lifeworlds. Despite lack of training opportunities and funding, practitioners need to find a way of familiarising themselves with children’s culture. Children in turn will learn to respect practitioners for their interest and for not dismissing their innovative skills (Crow et al, 2008, p. 38), allowing communication and socialisation through the formation of collaborations. Providing opportunities for socialisation through group interactions could further develop practitioners’ communication with the children they work with as it allows the chance to ask open ended questions, which demand reactions longer than single word answers. Practitioners must not however ask too many questions in their quest to extend learning, as children tend to become wary and refuse to open up. Practitioners must also make use of their listening skills by listening to the child’s intent as well as content, not interrupting them and reflecting empathetically on their answers in order to show the child that they are interested in what they have to say. A group interaction such as circle time is a good method to improve both children’s and practitioner’s communication. It must be based on interests though because when ‘children are interested in what they do, [ ] you will be surprised at what they achieve’ (Valerie Daniel, The Open University, 2013, a). Ground rules of considerate communication must be set however, and these could be negotiated together as a group, but in the long run could result in helping children with their concentration, taking turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who missed out on being spoken to as babies. Practitioners can also provide younger children the chance to communicate and socialise through play. Play allows the practitioner a myriad of opportunities to gain knowledge regarding a child’s understanding of the world (Crow et al, 2008, p. 33). It also allows time to observe how a child feels at any given time. Further experience indicates that by providing toys such as puppets, toy animals or dressing up clothes, the practitioner provides the child with a means of expression in a safe environment, allowing him/her to detach themselves from an emotional situation. This can also be seen on the DVD material, (The Open University, 2013, b) where the child, an elective mute, used karaoke machines and puppets as a medium of communication. Ensuring safe havens would therefore promote practitioners communication methods with children who place importance on feeling safe. Children often suggest that practitioners could provide security by recognizing bullying as a real problem among pupils (The Open University, 2013, b). Practitioners could therefore prioritise emotional literacy by providing ways of expressing emotions such as placing bully boxes in classrooms. Ensuring equal opportunities between boys and girls would see the practitioner as being fair, which is an important issue during childhood. They could also ensure that every child feels valued at the setting by simply being friendly or by showing care and support for them. This could be done by a simple hand on the shoulder or reciprocating spontaneous hugs (The Open University, 2013, a), however practitioners, especially males, need to be aware of policies and the implications of touch, as contact can be misinterpreted. Actions must therefore always be above any criticism. Nonetheless, allowing a means of safety and ensuring a place where a child feels content can inhibit frustrations and improve a child’s self-esteem. This can only lead to better communication channels with practitioners. Cultural, social, environmental and emotional factors can therefore create barriers and affect children’s communication. Still, as communication is a social construct, the extent to which it is inhibited depends on time and place. Practitioners, through knowledge of vital skills can alleviate these barriers in order to assist children suppress their frustrations and emotions, and develop their communication skills along the way. Simultaneously, practitioners gain an insight into the way they are perceived, allowing them to reflect and become better communicators with the children with whom they work. As already stated therefore, ‘communication is vital for development’ (Crow et al, 2008, p. 11), however it is now clear that it has been, presently is, and will be equally vital to the progress of both children and practitioners in the future.

Cultural Perspectives in Tom Robbins Even Cowgirls Get the Blues :: Even Cowgirls Get the Blues Essays

Cultural Perspectives in Tom Robbins' Even Cowgirls Get the Blues Literary works are always affected by the times and places in which they are written. Those crafted in Western America often reflect conflicts that occurred between advancing civilization and the free spirited individual. The 1970’s was a particularly popular time for authors to introduce new ideas for living in the modern world. There are few authors who captured the essence and feeling of culture quite like Tom Robbins. Robbins comments on the differences and similarities between Western civilization and Eastern philosophies. His text offers philosophical and cultural meaning that is completely original. Certain beliefs are threaded through out the content of the story. He includes significant content reflecting the laws of physics; how motion and force affect the life process. Through the dialogue and action of his characters, Robbins illustrates how two very different ideals can coexist. Robbins intentions are to expand cultural perspectives and awareness through his novels. His use of metaphors and stylistic diction emphasizes further how thoughtful and awesome his work is. Tom Robbins writing offers an insightful perspective into cultural themes of our modern world. Robbins writing reflects different lifestyles, and philosophies. His characters are eccentric and complex; yet retain a familiar quality that allows them to be adored by the reader. His characters often possess personality traits like those he admires—women in particular. The characters, plot, and writing style all reflect Robbins thoughts about the world. In 1967, Robbins introduced Sissy Hankshaw to the world. In his novel Even Cowgirls Get the Blues, Sissy dedicates her life to hitch-hiking across the globe. She is one of many characters whose attitude and actions conflict with stereotypical Western values. She is unbiased in nature and insightful about the world around her. The Cowgirls Quest Sissy takes on hitch-hiking as her life mission mostly because she was gifted in one area imperative to successful hitching: Sissy develops abnormally large thumbs. Robbins comments on how he pondered the opposable thumb: the one small physical difference that catapulted the homo sapiens ahead of other species. Hitch-hiking becomes Sissy’s passion--her purpose in life--at a very young age. The extraordinarily large thumbs not only gave her the will, but also isolate her from the other children. She accepts the fact that she is different from everyone else, but also acknowledges the negative view of her digits is not universal.

CIPD Profession Map and HR/L&D practitioner services Essay

1. Introduction. The HR Map can be found on the CIPD website. It is an on-line self assessment tool created and based on research and collaboration with some of the organisations. It is continuously reviewed und updated. The HR Profession Map was developed by the profession for the profession. It was created by both specialists and generalists, working in the UK and globally, across the private sector public and third sectors. 2.The summarise the CIPD Profession Map. 2.1 The architecture of CIPD Profession Map. There are ten professional arrears which describes what need to be known for each area at four bands of professional competence and gives an extended definition of what HR people need to do and what they need to know for each area of the HR profession at four bands of professional competence. Each area gives a detailed explanation of the key requirements of people who work in that area. There some examples of areas. Strategies, Insights and Solutions – which must focus on the needs of the customers and employees, add value to the organisation, develop understanding of the organisation and use the insights to tailor strategy and solutions to meet organisational needs now and in the future. The other example is Leading and Managing the Human Resources – where HR professionals need to be able to leads and manage a fit for purpose HR function, act as a role- model leader, ensuring that the function has the right capability and organisation design. As the leader makes efforts within supporting, developing and works collaboratively to support each other, each understanding what their own role is and how it contributes to the overall organisation strategy. The Eight Behaviours There are eight behaviours which describe how HR people should carry out their activities. 2.2 How the Map works? The 4 Bands of Professional Competence define the contribution that professionals make at every stage of their HR career. For example within Band 1 you should be able to demonstrate supporting colleagues with administration and processes effectively manage information and data. At Band 2, should be able to advise on HR related issues and show a clear understanding of the evaluation process and the solutions available. At Band 3, should be able to lead a professional area, acting as a consultant or partner, addressing key HR challenges at an organisational level. At Band 4,  should be able to leading the function or professional area. 2.3 Comment on the one of the professional areas – Insights, strategy and solutions. For Insights, strategy and solutions, to build the picture of how my organisation is currently functioning on the market, from both business and HR related view. So I need a high level of curiosity. I analyse internally and externally my organisation and tried t o place the organisation in the bigger picture. I also try to match what is going on inside with the market by connecting with other specialists within my company using the credible behaviour. I used the analytical tools, experience and the necessary information to understand where my organisation is currently and what are the coming trends, business and HR related. I develop actionable insights so my curiosity to identify opportunities and risks, collaborate internally to choose appropriate priorities and activities. I used my curiosity to develop and implement situational HR solutions, by extensive research. Supported by the behaviour I am able to build capacity and capability. I am creative and seen as credible when I inspire others people, regardless the management level they are on. I inspire and help to develop not only colleagues in my team but also other teams such as payroll or operational. Managing people and helping them reach performance, means that I understand how each person works to do the task that I understand the goals and I can work using the appropriate tools. With my professionalism and curiosity, I can find the proper way to manage issues, situations and difficult situations than advise accordingly and support each individual, assess team culture and provide insights. Being curious means being very interested on how the business is working, how each department and individual is contributing within the organisation, how the business suits the market, how the competition or similar companies are working and functioning. Being curious means being up to date with the job requirements, including law, HR and others departments’ processes or company policies. Having the necessary knowledge and being constantly interested in understanding the changes, develops my credibility as an expert and professional in the area, where people rely on me. I understand the business and I am capable to implement changes. Being curious as an HR Professional I constantly seek feed-back to develop. Managing you, it is very important as HR professional, inside the organisation. Constantly developing yourself, growing and being seen as an important part of the  business while you represent HR is an important step. Being curious allows me to support the HR function design and service delivery, resource planning and development, delivering value and performance in groups and teams. Managing upwards and across means being the support point for fixing HR related issues to all levels of organisation. 3. How an HR Practitioner should ensure the services provided are timely and effective? 3.1 Different customers and their needs. From the definition that the customer is anyone, internal or external, who is affected by processes, products or services of HR, I had have a look who are our customers. The HR department in our company is a service department to a range of customers. We entertain a wide variety of customers within our company; the 3 key users that we deal with are the external candidates, who wish to work for our company, employees and management. Those who use HR’s services, whether staff, managers, candidates, etc., will have needs. External candidates except that the requirement process is easy to understand and that the induction could be helpful to understand the company strategy and values. Employees want professional HR support therefore HR needs to be responsive and clear about what services it offers. Employees except response quickly and effectively and want to contact to HR easy. Therefore it is very important to offer support to employees regarding equal opportunities to ensure all staff members have the same rights and privileges. Managers want an HR function which understands the workforce and can help management balance employee and business needs. They want HR team which help identifying the issues and works with managers to resolve them. They would like HR to help them with their most challenging people. Therefore providing management with correct and precise information regarding an employee’s duties, schedules, and expectations of the job itself and on the area the person would be working in is very important. As an HR practitioner it is important to indentify and manage properly the needs. 3.2 Prioritising conflicting needs. The needs of employees and managers sometimes could be conflicted. To prioritise conflicting needs effectively, the HR practitioner first has to determine what is the most important. Managers require high levels of  production and longer working hours. Therefore the target for employees has been increased. It is very difficult for employees as there a half term just has started and they want more time off to spend the quality time with children. HR department should work with managers and employees to find the right balance. First the conversation could be done, where everybody should concentrate on what can be done. A way of resolving this conflict is to focus on the needs of the organisation. Ensuring that the some workers from the agency are recruited will help this. Coaching and counselling employees and managers will also help and providing an effective reward and recognition system. Where there is the need for efficiency as well as effectiveness, there will always be conflicting needs. The better HR professionals are able to identify these conflicts, quickly and prioritise them. This in turn allows the HR person to manage time more effectively. 3.3 Effective communication. There are a range of communication methods and all of them need to be considered to ensure it is appropriate for the recipient. We should think what is the best method not straight away using the technology. Emails There are advantages to using emails; it is a convenient way to convey information to a wide audience. Information can be sent quickly and any time of the day. However the disadvantages are that it can be open for interpretation of information or tone. It is impersonal and there’s no guarantee that the recipient has read the email. Team briefings Team briefing can be an effective way of communicating information to a targeted audience. It can work well to provide key details that can be filtered. In my company the team briefing is done before each shift starts, The casual conversation. It is quite vital to spend some time with the customers, showing that you understand them, asking about the feedback in formal and informal way. Therefore the simple conversation is vital. 3.4 Effective service delivery. By providing HR services to employees and management, we need to be sure that the employees are happy with our service. Therefore it is vital to build trust with the users. If we provide confidential and good advice, the employee is more likely to stay with company for a long period of time. It will also allow for company to have a good name throughout the industry and encourage potential candidates to apply to work with us. Actively building and strengthening relationships with customers should be a focus of every HR function.

Discuss ways in which Ort tries to make sense of his existence

Throughout the novel, Ort indeed tries to make sense of his existence in many ways. It is also true to say that his relationship with Henry Warburton helps him with this discovery. Their relationship, although time-taking to discover, is beneficial towards Ort's understanding of his existence, and his character in particular is greatly benefited. Ort's quest to make sense of his existence is brought on by the car crash in which Sam, his father, is put into a coma. From this moment on, the whole family in fact tries to make sense of their existence, and Warburton is a useful influence towards the whole family in this sense, not just Ort. Before discussing the ways in which Warburton is useful influence in the process of identifying Ort's existence, it needs to seen in which ways he tries to make sense of his existence; After the car crash, which left the father, Sam, out of the picture for the family, Ort has been given the responsibility of the father figure. Of course, for this to happen to a twelve year old boy, it leaves him lost, and obviously misled towards what exactly has just happened. One important thing that Ort considers during this period of discovery is about his own form of religion, or some sort of deity like figure to look up to. It is seen by the audience that the only thing that Ort can look up to and get any help from is that newly formed deity figure apparent in the sky. He uses this deity in the sky to hopefully save him from non existence and subsequently help him discover his current existence. Henry Warburton is then brought into the discussion, as he has a positive effect on Ort's outlook on life, and existence. He helps Ort understand his place in life, and is almost the deity for Ort, providing assistance and support, and also helping with Ort's self discovery. Even Henry Warburton claims that he is a god, and that he has come to help Ort, promoting himself as a god like figure. Warburton provides the positive influence for Ort's discovery of his existence, as he provides help surrounding certain paths of life. Warburton has the ability to see and believe things that no one else in the family, including Ort, does, therefore providing assistance in Ort's self discovery. In many scenes throughout the novel, Henry Warburton's influential figure is scene, which brings support for Ort's understanding. He acts as a father like figure to Ort, even providing discipline to other members of the family on occasions, and supporting Ort's actions and ways of thinking. Despite these obvious ‘perks' on Warburton's behalf to help Ort's understanding, some less positive aspects about Warburton's influence are apparent, when deeper aspects of the novel are analysed. Warburton's character inevitably appears flawed to the family, through a number of faults such as the fact that he has a glass eye and a speech impediment. ‘Geez, he's got troubles'. Coinciding with this realisation by the family, Warburton decreases his rhetoric, and shows the audience that Ort has become quite dependant by this stage in the novel. Throughout the novel, Ort experiences things which would normally never be experienced by a boy that age. With all the crises he goes through, Henry Warburton, a strange but loving preacher who shows up on the doorstep, shows Ort the way to understanding, and self realisation, and is therefore a useful influence towards Ort's understandings.

The Complete Guide to a Geology Term Paper

The Complete Guide to a Geology Term Paper Students are sometimes required to write a term paper at the end of their school semester. It is usually designed to enable the instructors to assess and track the students’ knowledge of the course. It is important to note that a term paper is somehow different from an essay as it needs extensive research and technical writing skills. An instructor expects a paper that is well-researched, analytical, organized, and generally well-written. With the help of these skills, a student can write a term paper that can show that they have acquired the needed knowledge. A term paper is easy to write as long as a student follows the basic steps needed to complete such papers. This geology term paper guide offers a step-by-step process that can be used to write an excellent term paper. However, it is important to take into account the needs of the instructor. How to Start a Winning Term Paper: Best Picks from Our Writers Selection of Geology Term Paper Topic The first step is to select an appropriate topic for the geology term paper. At times, an instructor provides a specific topic that should be covered in a term paper. In such a case, the topic cannot be changed, and the student can move forward with the other steps. The other scenario is when students are required to pick a topic on their own. In this case, students can use various strategies to select a suitable issue. An example is where a student elects to examine geologic materials in the library and brainstorm ideas for a suitable topic. Nevertheless, it would be appropriate for them to select a topic in areas where they are interested in or that can be useful for their future careers. Choosing an interesting topic can be a good recipe for writing a good term paper. Here are some sample topics in geology term paper writing you can discuss: Analysis of the Processes Involved in the Formation of a Coral Reef; Exploration of Underlying Activities in Volcanism; The Impact of the Hydrologic Cycle on Agricultural Activities; Analysis of Anthropogenic Activities Contributing to Climate Change; How the Process of Weathering Varies According to the Geographical Location. Researching the Sources The chosen topic will guide the student on the resources that will be needed to complete the term paper. The materials for the research can be obtained from the school library or online databases. In both cases, it is important to come up with keywords that can make it easier to obtain relevant sources within a short time. Students should follow the instructor’s guideline in the selection of suitable sources. For instance, the instructor might need to use only scholarly sources. In such a case, only books and journal articles should be used in the research. If there is no such requirement, students can be free to use information from other reliable sources such as government websites, for example. Journal articles usually have information that is specific, while books tend to focus on a more general audience. It is important to group the chosen articles based on the similarities in their concepts. Obtaining Knowledge The number of sources that should be used in a paper is dependent on the number of pages. However, there are some cases where the instructor can define the number of external sources in the term paper. Students should not go beyond the instructor’s guidelines. After obtaining all the required sources, they should go to a quiet place where there is no disturbance and start to analyze information. For journal articles, students can obtain the main ideas by examining their abstracts. These are summaries that can provide a better way of understanding the material. This can be followed by reading the entire articles for more detailed information. For books, students are advised to look at the table of contents so as to guide them to the specific information that they might need. They should note down all the vital information as they read through the sources. For a term paper, the process can take a few days depending on the number of pages and required sources. Organizing the Material The information noted should be organized before it is used in the term paper. It would be better to identify important themes to make the analysis of the materials easier. Information from the sources should be grouped according to the themes. For a geology term paper, the themes can be used to build up sections and subsections of the paper. Students should find as many of them as possible but within the limited topic and number of pages. At the end of this process, they should be ready to start writing the term paper. However, it is important to identify the thesis statement that will be used to focus it on the specific concepts as shown below. Thesis Statement/Statement of Purpose After completing the research process, it is vital to look back on the topic and identify the strongest idea or ideas that will be discussed in the paper. This is an assertion that the student will make it clear to the instructor or reader about what they expect to learn in the paper. This is the spine of the paper and all the conclusions will be anchored here. For a term paper, it is also allowable for students to use a purpose statement to show the direction of the paper. Nevertheless, students should provide enough room for flexibility in case they might want to make some changes in the course of writing. They can go back and adjust the thesis or purpose statement as necessary. When all the elements have been covered, the students will be set to complete the first draft of the term paper based on the outline provided below. Is the Outline an Essential Part? Title Page and Abstract The title page and abstract can be completed at the end of the paper. The format of the title page can differ depending on the formatting style used or the requirements of the instructor. However, standard title pages should have the title of the paper, the name of the student, class, and submission date. After completing the title page, the student should write the abstract or executive summary. It is important to note that the summary is quite different from the conclusion or introduction. Some students have a tendency of copying some information from the conclusion to the abstract. It is important to note that an abstract is a brief review that presents a term paper and the most important points or findings. The reader should be able to understand the entire paper by reading only the abstract. That is why it should be completed at the end of the paper. Introduction In a geologic term paper, the introduction provides some background information about the topic that is going to be discussed. If the topic is about the formation of coral islands, the students should provide some information about corals and their role in the marine system. Besides, they should include information that will inform the reader about the value or worthiness of the research. In other words, the author should justify the reason why the topic is important to be investigated and what he or she is trying to achieve in the end. For example, a geology research can be used to assist the local people to determine better ways to preserve their natural ecosystems. At the end of the introduction, the student should provide the statement of purpose or goals to show the author the specific focus of the paper. By the end of the paper, the audience should be content that the goals stated in the introduction were adequately addressed. Main Body The body is where the topic is discussed in details. Short term papers can be completed through a series of paragraphs. However, students are recommended to separate long term papers into sections using appropriate headings. The heading should be relevant and reflect the information below them. In some cases, students might want to use subheadings to show main subject discussions. The sections and subsections should be simple to write because they are based on the themes obtained from research. Each paragraph should start with a claim that will be supported through outside sources. All the outside information needs to be paraphrased before it is included in the text. If direct quotations are used, they should be minimized as well as properly cited. Besides, information cited within the term paper should be minimized and the bulk of the information should be the student’s analysis. Overall, the body paragraphs should satisfy the reader by piecing together the evidence and makin g logical statements and arguments. Conclusion The purpose of the conclusion is to consolidate the result of the discussion and provide a summary of the issues that emerged in the process. It should show the reader the implications of the results in the larger context. For example, the reader can conclude that the continued deterioration of the coral reefs will affect the marine ecosystems in the long term. In other words, the conclusion should focus on the bigger picture. It is vital to note that whereas the abstract focuses on the smaller picture of the study, the conclusion focuses on the implications of the outcome in the larger context. However, there are cases where information in the abstract and conclusion can overlap. At the end of the conclusion, a student is expected to provide a statement about the future of the topic that has been discussed. This can be in the form of a recommendation on further research that will have to be performed. Reference List The reference section provides a list of all the sources that a student referenced in the term paper. It is important to take into account the formatting style when creating the references. For example, the way references are cited in the American Psychological Association (APA) is different from the Modern Language Association (MLA), Chicago, or Harvard styles. Each of these styles has its own format that should be followed strictly when referencing. Referencing also differs based on the type of source. For example, the format used for journal articles is different from that of books, periodicals, websites, films, etc. Hence, it is important for a student to understand the style that should be used in the term paper. Nevertheless, the reference list at the end of the paper should be clear, complete, and consistent in style. It will guide the reader on the relevance and credibility of the sources used to support the paper. Appendix The appendix should be used to offer additional information that is more detailed and used to support the body of the text. This is the information that would make the term paper untidy and disorganized if it is included in the main text. Some of the information that can be placed in the appendix includes charts, tables, statistics, maps, and many others. The tables and figures included in the appendices are those that are usually more than one page. Otherwise, those that are short should be embedded in the text. It is important to note that information in the appendix should not stand-alone. It needs to be clearly referenced and explained in the body of the text. The final step is to proofread the paper before it is submitted to the instructor. This process should involve checking for typos and spelling mistakes that might be present in the paper. There are many words that are commonly misspelled in geology. For example, the use of the words such as the name of the planet should be capitalized irrespective of where it is used in a sentence. It is also one of the most valuable geology term paper tips to take a break of about one day before proofreading the paper. That would allow the student to identify errors that might not be easy to recognize. References: Chin, P. (2013). Academic writing skills. Cambridge: Cambridge University Press. Fogiel, M. (2009). REAs quick easy guide to writing your A+ term paper. Piscataway, N.J.: Research Education Association. McLean, M. (2011). Essays term papers. Pompton Plains, NJ: Career Press. Oreopoulos, P., Brown, R., Lavecchia, A. (2014). Pathways to education. Cambridge, Mass: National Bureau of Economic Research. Sorenson, S. (2010). Websters New World student writing handbook. Hoboken, NJ: Wiley Pub.

What Ive Learned Writing Internationally

What Ive Learned Writing Internationally I’m based in South Africa, but many of my clients aren’t. Writing internationally opens you up to a whole new reader-base, and it means access to more paying gigs! Getting in Break in Language and style switches    Read the publications you aim to pitch. Keep language and style differences in mind: UK, US and South African English differ, and it pays to know why. While saying â€Å"robot† to mean â€Å"traffic light† is fine in SA English, it’ll confuse readers anywhere else! Books like The UK to USA Dictionary are a big help. Keep an eye on exchange rates Exchange rates affect your budget when writing internationally. In my case, the South African rand weakened drastically against the U.S. dollar (approximately R15.39 per one US dollar) last year, and it meant a minor bump in pay for a while. But of course, that fluctuates. Charge clients the same rates, but convert your per hour or page rate into the applicable currency (and yes, it’s okay to round off). Sites like XE (xe.com) help you convert currencies (xe.com/currencyconverter) and keep an eye on applicable exchange rates. Payment Different countries use different payment systems. While a direct bank transfer is fine for local clients, my international clients pay via PayPal. Do your research on which payment system is the most popular in the country you’ll be writing for, so you don’t get any nasty delayed payment surprises. Cashing money paid via PayPal to my bank account takes an additional five to eight business days, so I’ve learned to account for that. Taxes internationally Know the tax rules in your country and theirs. In addition to my own tax forms, I’ve had to fill out a W-8BEN (Certificate of Foreign Status of Beneficial Owner) form for international vendors. I’ll also have to consider PayPal income from international clients part of my tax returns, and so will you. investopedia.com/terms/w/w8form.asp It’s about time Always mind time zones, especially for meetings, off days and holidays. Ensure you know what the time (and sometimes occasion) is elsewhere. This helps when pitching seasonal content, too, but also makes sure you’re on the same calendar page with your client. The process is constant Don’t ever think you’re â€Å"done† breaking into the market. I’m always coming up with new ideas and getting to know new markets. That way, you don’t stay too reliant on one source for an income. That’s dangerous ground for a freelancer! Having a pitching cycle (say,   sitting down to pitch every Monday and Thursday) helps you keep a continuous rhythm to it. More markets Many markets came from just picking a publication, finding the editor and asking. Allindiewriters.com, Writersweekly.com , and WritersJobBoard.com are more market sources.   Search engine tricks like these are also useful:   Ã‚     Specific sites: site:sitename keyword   Ã‚     Exact phrases: ‘search term’ (searches an exact phrase, like ‘writers market’ or ‘$50’)   Ã‚     Adding results: +searchterm   Ã‚     Decluttering results: -searchterm

The Montessori pedagogy. Why has it become so popular in Norway when Essay

The Montessori pedagogy. Why has it become so popular in Norway when private schools are being established - Essay Example ities have had a strong influence on education policies concerning both the content of teaching and the management of schools (Darnell & Hoem, 1996; Lauglo, 1998). Operating parallel to this decentralized process, however, has been the states effort to exert more management and control over the schools in order to protect a democratic popular education. Such control is considered necessary for maintaining equality in education. In 1997, Norway developed a new national curriculum plan for primary and lower secondary schools. The 343-page plan (Laereplanen, 1997) is ideologically based on nationalism, is oriented both to children and to the community, and focuses on projecting methods and integrative strategies for teaching. The plan also stresses subject knowledge and explains, in detail, "what should be learned." Today, not only public schools but also private schools receive almost all of their funding from the state, and they must follow an overall state policy for education. The vast majority of students attend public schools. At the university and college level, only about 10 percent of students attend private institutions. At the upper secondary level, 4 percent are in private education. More than 98 percent of primary and lower secondary education students attend public state schools. Only a very few children are home schooled. For all intents and purposes, the state has a say in almost all school matters in Norway, and its reach is extending toward such alternative education methods as home schooling. As a result of the special geography and history of Norway, there is no historically rooted national upper class. While some children have learned from private tutors, or at Christian schools or other private schools, Norway does not have a strong tradition of private, upper-class schools. Some alternative schools at the primary and lower secondary levels were established by special interest groups for religious or other ideological

Radiation safety Essay Example | Topics and Well Written Essays - 1000 words

Radiation safety - Essay Example For this reason, the Australian government has developed, implemented and enforced certain laws and regulations that guide behavior during the performance of duties. The medical field has particularly been given preference because procedural implications have a direct influence on the life of the patient. This paper evaluates the ‘RADIATION SAFETY ACT OF 1975-1999’. Specifically, it details the aspect of patient safety and measures that have been undertaken to ensure that this is upheld at all times. Undoubtedly, the Act has a very strong relationship with the medical imaging field and therefore influences related mannerisms and decisions. RADIATION SAFETY ACT 1975-1999 The Act addresses different issues related to the field of radiology in general concepts without placing particular emphasis on a specific field. It has five different parts that are further subdivided into various sections. Perhaps the most interesting faction pertains to part III named ‘RADIATION SAFETY GENERAL REGULATIONS’. In particular, section 19A addresses issues pertaining to abnormal or unplanned radiation exposure. In this respect, the Act acknowledges that patients, medical practitioners and visitors are all vulnerable to the exposure of radioactivity (UN 2000, p. 68). Besides detailing various forms through which the unplanned exposure occurs, the Act underscores that measures that need to be undertaken to protect the patients from the effects of the dangerous radiation. In their comprehensive review, Strom and Watson (2002, P. 375) indicate that during the radio therapeutic procedure, the lowest dose should be given to the patient. In this respect, it should be acknowledged that there are different doses that are received by the patient during the procedure. In particular, there are doses directed at the affected organ and there are other doses that reach the organs adjacent to this particular organ. Arguably, the organ that requires medical attention needs to receive the sufficient dose for optimal outcomes (Radiation protection in Nuclear Medicare, 2008). Thus if the radiation to that particular tissue is insufficient, the level of effectiveness of the procedure would be reduced significantly. On the other hand, measures need to be undertaken to ensure that doses reaching other issues are minimal. Also worth acknowledging for their contribution to patient safety during the procedure are the operational and design consideration. In his informative research, Bossuyt (2003, p. 8) asserts that the entire system and equipment need to be well positioned to ensure that the doses produced are sufficient, relevant and effective. For this reason, it is imperatively important to ensure that the equipment is in good condition to prevent incidences of leakages as well as accidental overdoses. In essence, the design as well as usage of the relative equipment needs to aim at preventing maladministration of the particular radiation doses because th e cases have serious consequences (European Commission, 1998, p. 71). Another measure that has contributed significantly to the protection of patients entails the calibration of the particular radiotherapy equipment employed during the procedure (Radiation Protection in Radiotherapy, 2008). In this regard, calibration as well as testing of the performance of the equipment needs