Total Environments, Health, and Safety Management in Nestle Essay

Total Environments, Health, and Safety Management in Nestle - Essay Example Employees are important part of any firm, whether big or small. Their behavior, attitude and personal hygiene plays a significant role in making the organization’s environment clean and healthy.Nestle considers the knowledge and attitude of its employees about health and safety and always come up with certain program which enhance the knowledge of its employees. The personal hygiene of the employees is the top most thing because a person can make the surroundings clean if only he or she is clean.Considering major element, it also includes the standards in every aspect. Nestle takes it as an important task which comprises each and every input, whether policies or plans, from process to progress. The best way to implement the above elements for healthy and safe environment is continuous monitoring and Nestle is doing the job quite impressively. Nestle plans such workshops which helps the employees in the identification of the hazards and related risk assessment. It includes the recognition of the health and safety hazards, its listing and risk rating of each hazard and the counter act for it. It also includes decision making and steps that may be necessary to reduce, minimize or control the risks.Nestle is organizing events like â€Å"Safety Awareness Week† in its factories with devotion, commitment and understanding to endorse safe working conditions of its employees, visitors and contractors. Not only this days like Environment Day and Earth Day is also observed at Nestle worldwide.... the knowledge and attitude of its employees about health and safety and always come up with certain program which enhance the knowledge of its employees. The personal hygiene of the employees is the top most thing because a person can make the surroundings clean if only he or she is clean. Considering major element, it also includes the standards in every aspect. Nestle takes it as an important task which comprises each and every input, whether policies or plans, from process to progress. The best way to implement the above elements for healthy and safe environment is continuous monitoring and Nestle is doing the job quite impressively. Nestle plans such workshops which helps the employees in the identification of the hazards and related risk assessment. It includes the recognition of the health and safety hazards, its listing and risk rating of each hazard and the counter act for it. It also includes decision making and steps that may be necessary to reduce, minimize or control the risks. Nestle is organizing events like â€Å"Safety Awareness Week† in its factories with devotion, commitment and understanding to endorse safe working conditions of its employees, visitors and contractors. Not only this days like Environment Day and Earth Day is also observed at Nestle worldwide. Efforts like this and many others have been done in Nestle so that a healthy and safe environment is created in the factories and offices round the globe. Following the above steps, any organization can bring the higher standards in their product and can built trust among its costumers. By making a safe and healthy environment we can move towards a prosperous world and also towards greener tomorrow. Safety Visions, goals and Objectives Nestle is one the leading multinational companies. Being the

advertisements concerning attention, cognitive learning and motivation

advertisements concerning attention, cognitive learning and motivation 1.0 Executive Summary This proposal examines broad areas of issues in advertisements concerning attention, cognitive learning and motivation in messages as problem in the communication field. The first section elaborates about that background of advertising, followed by the definitions of problems. In the later section, an integrated oriented literature review of previous research conducted will give a short insight of the methods and social research that were carried out. In section 4.0, the objectives of the proposed study will give the highlights what the study can obtain and follow by the methods of research, data collection and analysis. The summary of the proposal is included in the section 6.0, which is the conclusion. 2.0 Background To The Problem 2.01 Advertising Belch and Belch (2004) defined advertising as space or time that is bought by an identified sponsor to use any form of nonpersonal communication elements (e.g., television, radio, magazines, or newspapers) to deliver messages to a large number of individuals of potential consumers, frequently at the same time about an organisation, product or service (Belch Belch, 2004, pp16). Wells, et al (2003) alleged that advertisements strive to satisfy consumers objectives by engaging them and delivering a relevant message. Hence, the consumer may remember the advertisement if it is sufficiently entertaining and possibly learn to relate the advertisement to personal needs. Furthermore, the information extracted from the advertisement may provide incentive and reinforce the consumers decision. Whilst from the advertisers perspective, the definitive objective of placing an advertisement is to persuade or influence consumers to do something. The advertiser aims to move consumers to action by attaining the consumers attention, seizing their interests for a period of time to convince the consumers to change their behaviours, try the advertisers product or build brand loyalty (Wells, el at 2003, pp.5). According to Wells, et al (2003) people are concerned about the society being overrun by advertisements, thus many aspects of ethical advertising issues such as advocacy, accuracy and acquisitiveness are being investigated. Hence, advertisers must make mindful decisions to either adhere or breach the codes of ethics (Wells, el at 2003, pp.30 33). 2.02 Problem Definitions Wells, et al (2003) articulate puffery as one of the key issues in advertising, which is defined as ‘advertising or other sales representation, which praise the item to be sold with subjective opinions and superlatives or exaggerations, vaguely and generally stating no specific proofs, the empirical evidence on the effectiveness of puffery indicated that reasonable people do not believe such claims whilst there are public who expects the advertisers to prove the truth of their superlative messages. Ergo, advertisers are advised to conduct necessary research that verifies facts about ethical messages for effective advertising. Advertisers and advertising agencies that have insights into the minds of the potential consumers views and evidences on their perceptions will prove to be helpful in assessing what are ethical conducts (Wells, el at 2003, pp.33 34). Wells, et al (2003) elucidate ‘subliminal messages is transmitted below the threshold of normal perception, where the receiver is not consciously aware of receiving, the embedment of messages are placed to manipulate. Research has yet to prove subliminal messages can affect behaviours due to physiological limitations, while the results in different research has shown indications that subliminal stimuli can cause some types of minor reactions (Wells, el at 2003, pp.42). This proposed research aims to examine the hierarchy of issues in advertising from the consumers perspectives, hence the research process is designated to investigate the important levels of attention, cognitive learning and motivational messages in advertising. 3.0 Literature Review The evidence from studies on advertising overwhelming indicates that additional studies are needed to cover the broad spectrum of issues concerning advertising practice. Rosbergen, et al (1997) adduce a methodology to examine the effects of physical ads of consumers attention to visuals elements on the accounts of heterogeneity, to inquire when and how consumers devote their attention to commercial stimuli and what determines the consumers attentional strategies and patterns. The proposed methodology was driven by the lack of research conducted on consumer attention, even though the importance of attention has been acknowledged (Rosbergen, et al 1997, pp.305). A growing body of research indicates that exposures to ubiquitous advertisements over a period of time have lead to increased physical dissatisfaction amongst a large proportion of women (Halliwell, el at 2005, pp. 408). Other research findings proved that women portrayed in the advertisements do not control for attractiveness. For example, Posavac, et al (1998) compared viewing fashion models with realistically-sized women ‘you might meet in everyday life. Although they do not report attractiveness ratings, they note that the attractiveness of models is accentuated by artificial means. (Halliwell, el at 2005, pp. 408) There are many theoretical reasons to expect that consumer reactions to advertising are affected by their response to the program or print material in which the advertising is inserted. Indeed many studies have looked at the impact of media context on the effectiveness of advertising. At present, however, two major issues arise with this literature. One concerns the need for more specific theories about how media context can affect advertising as well as the other relates to when context affects advertising positively and when it affects it negatively. (Halliwell, el at 2005, pp. 408) Researchers increasingly recognise the interest in on the psychology of consumers has been steadily on the rise. Much of this research has focused on changes in information processing (e.g., Roedder-John and Cole 1986). The research indicates that, consumers of different ages have different level of susceptibility to misleading advertising (Gaeth and Heath 1987) and the truth-inflating effects of repetition (Law, Hawkins, and Craik 1998; Skurnik et al. 2005). The research has shown evidences that consumers of younger age rely more on schema-based whilst older consumers adopt detailed processing strategies. However, aging also has important effects on motivational processes that can significantly affect information processing. In particular, aging is associated with an increase in the motivation to attend to emotional versus factual information (e.g., Labouvie-Vief and Blanchard-Fields 1982; Williams Drolet, 2005, pp.343) Williams and Drolet (2005) conducted their first study on how time horizon perspective affects older and young adult consumers attitudes toward and recall of emotional (vs. rational) appeals. The experiment 1 design was a 2 (age group: older vs. young) x 2 (appeal type: emotional vs. rational) x 3 (time horizon perspective: limited vs. expansive vs. control). In control conditions, where the researchers were expecting age to interact with appeal type that: (1) older participants will have more favourable attitudes toward and better recall of emotional (vs. rational) appeals and (2) young participants will have more favourable attitudes toward and better recall of rational (vs. emotional) appeals (Williams Drolet, 2005, pp.345). Additionally to expectation time horizon perspective to moderate the above effects such that in limited time horizon conditions, where researchers anticipate young participants will show increased attitudes toward and recall of emotional (vs. rational) appeals. In expansive time horizon conditions, Williams and Drolet (2005) look at the prospect of older participants showing increased attitudes toward and recall of rational (vs. emotional) appeals (Williams Drolet, 2005, pp.346) From the analysis tested for potential differences due to the use of two different products (coffee and film), the results indicated no significant differences in results (all ps 1 .30), and analysis are collapsed across the two products. The product categories were tested to use as a potential covariate in the analysis. No effects were significant ( ps 1 .30) and were not discussed further. As expected by Williams and Drolet (2005) the findings from Experiment 1 indicated that in the control time horizon conditions, older participants had greater liking and recall of the emotional appeals whilst the younger participants had greater liking and recall of the rational appeals. Whilst in limited time horizon conditions, both older and young participants attitudinal and memory responses were higher for the emotional appeals. In contrast, in the expansive time horizon conditions, the attitudinal and memory responses were higher for the rational appeals for both groups. As an afterword for Experiment 1, which have proven that age and time horizon perspective moderate responses to emotional and rational appeals to older and young adults. The results compiled from Experiment 1 differ from results of previous research (e.g. Fung and Carstensen 2003), which had inadequate evidence.(Williams Drolet, 2005, pp.345) In Experiment 2, Williams and Drolet (2005) examine how differences in age and time horizon perspective influence consumers attitudes toward and recall of emotional appeals that focus on the avoidance of negative emotional experiences. Participants were instructed to read either a positively framed or negatively framed emotional appeal of one of two emotional products. After reading the appeal, participants were required to answer questions about their attitudes toward products. After that, participants were required to do manipulation checks and answered product use and demographic questions. Lastly, participants were asked to recall all they could about the appeal that they have read earlier (Williams Drolet, 2005, pp.349 50). Williams and Drolet (2005) tested for differences by using two emotional products (greeting cards and flowers). The analysis found no significant differences in results ( ps 1 .30). Hence, Experiment 2 have shown indications that aging and time horizon perspective impact and preferences for emotional versus rational appeals, but also preferences for different types of emotional appeals. Specifically, that avoidance of negative emotional outcomes is more preferable and has higher memory retention among both groups of older and younger participants in limited time horizon view. On the contrary, younger and older participants who had an expansive time horizon view generated were preferably higher on positive emotions and are more memorable (Williams Drolet, 2005, pp.351). Gunter, et el (2005) have preliminary evidence that can lead advertisers to believe that effectiveness of advertisements on consumers retention and comprehension of messages relies on the placement of television programs, positioning of ads in print materials or radio airtime. The nature of the advertising environment can affect memory for embedded advertising as a result of cognitive interference effects when and where the advertisement formats are congruent semantically (Furnham, Bergland, Gunter, 2002;Furnham, Gunter, Richardson, 1999) or in terms of format (Gunter, Baluch, Duffy, Furnham, 2001); or as a function of program-induced moods (Goldberg Corn, 1987; Kamins, Marks Skinner, 1991; Schumann, 1986). Arousal (Mundorf, Zillman, Drew, 199 1; Pavelchak, Antil, Munch, 1988), or excitement (Singh, Churchill, Hitchon, 1987). While unpleasant arousal or interference can impede memory for embedded advertisements, the degree to which any advertisement format involves or appeals also can affect memory (Gunter, et al 2005, pp. 1680) 4.0 Objective of Proposed Research The objective of the research is to provide advertisers and advertising agencies to have insights to create ethical, effective and efficient advertisements to publics. The collection and analysis of consumers personal information from various electronic media and tools with the advancements and improvements in the new age of technologies and research methods, advertisers are able to analyse consumers information, perception and behaviours. 4.01 Methods This study aims to investigate which element in advertising precedes primary in the minds of the consumers, by taking into account the possible role of attention, puffery and motivational messages in advertising. The use of focus group interviews allows researchers to generate information that can be used to design effective, ethical and efficient messages in advertising. Focus group interviews can provide researchers with relevant perceptions and attitudes of selected participants (Frey, et al 2000, pp.221). In addition for more insight and higher success of the interviews, four facilitators will be acquired to guide and lead the focus group interviews. The facilitators will introduce the topics; encourage participations and probes for more information. The participants will be exposed to advertisements of different materials (e.g., television commercials, radio commercials, magazines ads, or newspapers ads). The participants will be divided into four focus groups that will be videotaped and recorded with written consents given by the participants. Every participant will be asked to provide demographic information including age, gender, race, ethnicity, marital status, and religion. The members of the research team were present to greet and support the focus group, by playing the roles of complete participant, participant observer, observer participant and complete observer via listening to the discussions, and record field notes (Frey, et al 2000, pp.269). Male and female participants will be assigned randomly to 4 treatment conditions, ensuring equal numbers of 5 each gender per condition: Group 1- television commercials and magazine print ads; Group 2- radio commercials and newspaper ads; Group 3- television commercials and radio commercials; and Group 4 magazine print ads and newspaper ads. Each group will spend 30 minutes on the different advertising formats that will be played in a small theatre room that will be fully equipped with a large screen, enhanced audio systems, desks and refreshments. After observing the different formats of advertising, each group will be lead into discussions by the facilitators, where participants will be encouraged to express themselves freely about their experiences, opinions and perceptions. Before finalising the focus group sessions, participants will be given three set of questionnaires to answer. Commercials rating questionnaire. On the program rating questionnaire, participants will use a 10-point scale to rate the advertisements, which they have watch, heard or seen in the focus group session on 12 evaluative scales (absorbing, hostile, arousing, disturbing, engaging, entertaining, enjoyable, exciting, happy, violent, interesting, and involving). Each scale ranged from 1 (not at an> to 10 (extremely). Free-recall questionnaire. A free-recall questionnaire will ask participants to write everything they could remember about the advertisements that they saw. They will be required to write down the name of the product and the brand advertised, and any details of the advertising message. Such details could include specific product-related information, such as price, promotional appeals, specific strengths or benefits, presence of celebrity endorser, and other idiosyncratic features of the advertisement. Brand recognition questionnaire. A brand recognition questionnaire will test participants memory for the brands advertised in the duration of the focus group. Participants will be asked to indicate as many brands as they could remember that appeared during the focus group. Each correct answer was scored 1 point, while incorrect choices were given 0 points. 4.02 Data Collection and Analysis All the members of the research team who will engage in a series of meetings to review and compare the four focus groups coding schemes The meetings will audio-recorded, and then the selected portions of the recordings were transcribed to review dialogue through which concepts will be refined. Metaphor analysis and fantasy theme analysis can best complement the data collected from the focus groups interviews. Metaphor analysis will allow researchers to investigate into participants figures of speech in a word or phrase that denotes one object to another, while fantasy theme analysis allows participants to interact between one another and share stories and experiences (Frey, et al 2000, pp.285). The questionnaires will be content-analysed and compared against a pretested list of salient points that had been identified for each advertisement. The research will be compiled into an informal structure report written by the researchers in first-person singular voice, which signifies rhetorical assumption of naturalistic paradigm (Frey, et al 2000, pp.20). Every participant will be treated as a unit of analysis in analytic strategy to consider the participants behaviours, attitudes, perception and cognitive process. 5.0 Timeline The proposed timeline of research is as below: Week 1 Selecting Respondents Or Target Participants Week 2 Setting the environment for focus groups Week 3 Conducting Focus Group Interviews Week 4 Conducting Focus Group Interviews Week 5 Collection of Data Week 6 Compiling Of Data and Transfer Data Into Transcripts Week 7 Analysis Of Data Week 8 Compilation of Report Week 9 Compilation Of Report 6.0 Conclusion The proposed study has important social implications that can provide advertisers and advertising agencies with more concrete and overwhelming findings to help overcome the issues that are threatening the effects and impacts of advertising on individuals. Hence, the study can result in advertisers creating ethical, efficient and effective advertisements that can influence and persuade individuals with motivational messages that affect emotional appeals positively. 7.0 References Belch, G. E. Belch, M. A. 2004, Advertising and Promotion: An Integrated Marketing Communication Perspective, 6th edn, McGraw Hill, Singapore. Frey, L., Botan, C. Kreps, G. 2000, Investigating Communication: An Introduction to Research Methods, 2nd edn, Allyn Bacon, Needham Heights, MA. Gunter, B., Furnham, A. Pappa, E. 2005, Effects of television violence on memory for violent and nonviolent advertising, Journal of Applied Social Psychology, vol 35, no. 8, pp. 1680 97. Halliwell, E., Dittmar, H. Howe, J. 2005, The impact of advertisements featuring ultra-thin or average-size models on women with a history of eating disorders, Journal of Community Applied Social Psychology, vol 15, pp. 406 13. Jacoby, J. Hoyer, H. W. 2002, Viewer miscomprehension of televised communication: Selected findings, Advertising Social Review, viewed 16 October 2009,http://muse.jhu.edu.ezproxy.lib.uts.edu.au/journals/advertising_and_society_review/v001/1.1jacoby.html Rosbergen, E., Pieters, R. Wedel, M. 1997, Visual attention to advertising: A segment level analysis, Journal of Consumer Research, vol 24, pp. 305 -15. Wells, W., Burnett, J. Moriarty, S. 2003, Advertising: Principles and Practice, 6th edn, Prentice Hall, New Jersey. Williams, P. Drolet, A. 2005, ‘Age related differences in responses to emotional advertisements, Journal of Consumer Research, vol.32, pp. 343 55.

William Blake Essay -- Biography William Blake Papers

William Blake William Blake was born in 1757 during a time when Romanticism was on the rise. Romantic poets of this day and age, living in England, experienced changes from a wealth-centered aristocracy to a modern industrial nation where power shifted to large-scale employers thus leading to the enlargement of the working class. Although Blake is seen as a very skillful writer his greatest successes were his engravings taught to him by a skilled sculpture. Blake differed from other poets in that he never received a formal education. His only education consisted of the arts, and therefore he enrolled in the Royal Academy of the Arts around the age of twelve. It was only in his spare time that he showed any interest in poetry. At the age of twenty-four he married Catherine Boucher who in fact had been illiterate at the time but Blake soon taught her to read. From there he pursued teaching in drawing and painting, illustrated books, and engraved designs made by other artists. It was only after many failures at the attempt of public recognition, and after years of isolation, that Blake had experienced his first audience. It was a small group of painters that admired his works and listened to every one of his talks. Blake is best known for intertwining his artistic talent and poetic flow. Proof of such success is seen in "Songs of Innocence" and "Songs of Experience", in which almost every poem has been engraved and beautifully sculpted onto a plaque. These two sets of poems represented what Blake believed to be the "two contrary states of the human soul". Blake was considered a social critic of his own time and often thought of himself as a prophet. His criticism was a reflection of his own country and of an era in time that... ...rth to awake, he is asking not to physically wake up but to really open your eyes to the world around you and see what you have become. See how materialistic and self-centered you have become. He says not to turn away because turning away won’t solve your problems only surpress them for the time being. The poem is drawn in a night’s sky to give the Earth the opportunity to wake up with the new morning.http://members.aa.net/~urizen/experience/soe02.html When Blake combined the two titles "Songs of Innocence" and "Songs of Experience" he added a phrase that sums up the meaning of the two. He added "Shewing the Two Contrary States of the Human Soul", these two states being childhood and adulthood. Childhood represents Innocence and adulthood represents Experience and what we do with our lives comes from childhood imagination and adulthood determination and judgment.

Brene Brown – the Power of Vulnerability

1. Summarize the â€Å"Ted† talk: Brene Brown, Ph. D. , LMSW, a self-purported â€Å"shame-and-vulnerability expert†, is a research professor at the University of Houston, Graduate College of Social Work. Focusing the last ten years of her studies on the topics of vulnerability, courage, authenticity, and shame, Brene Brown’s work has been featured on PBS, CNN, NPR, and most notably TED.In her TED talk, she shares the findings of her lengthy qualitative research, a massive collection of interviews including a colorful rendition of her own personal struggles, on the idea of human connection which she states â€Å"fundamentally expanded her perception† and has â€Å"changed the way she lives, loves, works and parents†. Her touching account of her personal struggles with this research centers around her views of vulnerability, which Brown summarizes as our â€Å"ability to empathize, belong, and love†.Brown digs even deeper into her exploration of shame and vulnerability, and how they act as obstacles in one's pursuit of true happiness. Brown draws together her ideas in a concept she labels â€Å"Wholeheartedness†, and illustrates her theory on how to engage in our lives from a place of authenticity and worthiness. 2. Identify the assumptions made by the speaker: To summarize her concept of â€Å"Wholeheartedness†, Brown begins her talk on the topic of ‘Connection’. We are hardwired to connect with others, it’s what gives purpose and meaning to our lives† explains Brown, that in order to allow connection to happen, â€Å"we have to allow ourselves to be seen as we are, not presenting only the parts we think others will like†. During Brown’s research on connection, she elaborated on the idea that we often fear being disconnected from others, which she describes as the meaning of ‘shame’. We often feel shame and fear when we feel that we may become disconnect ed from others.Brown decided to take a one-year detour from her research to explore â€Å"shame† in depth, unexpectedly resulting in six long years of what she quotes as â€Å"the most important things she has ever learned in the decade of her research†. Brown discovered thru her interviews that there were two distinct groups of individuals with only one variable separating the two groups: a sense of ‘Worthiness’, which she defines as â€Å"a strong sense of love and belonging†. Brown explains that the one thing that keeps us from connection is the fear that we are not worthy of connection.While digging deeper into the minds of those individuals whom had a strong sense of worthiness, what she found in common was their sense of ‘Courage’. Brown reveals her participants â€Å"had the courage to be imperfect, the compassion to be kind to themselves first and then to others,† further stating â€Å"they had a connection as result of authenticity, they were willing to let go of who they thought they should be in order to be who they were,† which she theorizes you absolutely have to do in order for connection to happen.Moving on to the group of participants who struggled with worthiness, Brown stumbles on the concept of ‘vulnerability’, which she describes as the core of shame and fear, and why we struggle with vulnerability. Having to see her own therapist to sort out her ideas on vulnerability, she explains that to be seen lets us build that connection with others which often means that we may find ourselves â€Å"excruciatingly  vulnerable†. â€Å"We live in a vulnerable world† states Brown, and in order to cope with these emotions, we numb ourselves†.Brown theorizes that by numbing everything, we feel miserable and look for purpose and meaning, we feel vulnerable and then reach for something to ease our discomfort, a quick-fix, such as alcohol, drugs, or even food. Bro wn’s assumptions are summarized in her overall theory of ‘Wholeheartedness’: We must have the courage to allow ourselves to be seen even if it means we are vulnerable. To do so allows us to have compassion to connect with ourselves and others. 3. Describe any evidence given to support these assumptions. Brown explains that there is evidence of her theory of vulnerability. We are the most in-debt, obese, addicted and medicated adult cohort in US history† states Brown. She summarizes this evidence with the statements that â€Å"we make the uncertain – certain†. â€Å"There is no discourse explains Brown, no discussion, just a right or wrong answer†, which she compares to what we see in current day religion and politics. She goes on to further explain that we not only â€Å"perfect and blame†, but that we also â€Å"pretend† that what we do does not have an affect or impact on others, both in our personal lives and even the c orporate world.This is evident by such dealings as the BP Oil Spill, the recent bail-outs, recalls on retail products, etc. She draws the association of how common shame is using her own experiences, and how it contributes to our anxiety and unhappiness which all to many of us attempt to suppress with the use of medication , food, drugs or alcohol to suppress these unwanted feelings. 4. Are there points of view not considered by the speaker? Explain. Although Brown’s assumptions of human’s need for connection, our fears of shame and vulnerability are legitimate, these assumptions are based on â€Å"surfacey† feelings.Brown does not consider variables outside of our control, variables such as life experience stemming perhaps from early childhood or adolescence, witnessing or partaking in traumatic events, or any other life experience that effectively molds these feelings of unworthiness. Brown herself instructs her own therapist not to dig into her own family lif e, no â€Å"childhood sh*t†, she just wanted to touch on the subject of vulnerability so that she could â€Å"personally and professionally understand† what makes us â€Å"worthy† of connection without digging below the surface.Opening up pandora’s box would most certainly result in much grittier results. 5. State your position or perspective on the topic. I genuinely agreed with Brown’s talking points in her TED discussion, and I related to her own descriptions of her fallbacks of self-control, ie: the need to always be right or better, and her fear of shame. The manner in which Brown unfolded her findings of her dedicated research clearly illustrated her theories. Drawing together her conclusions in her concept of â€Å"wholeheartedness† was clever and purposeful.However, the subject matter was very generalized and did not reflect real-life experience as a cause of such feelings of unworthiness or vulnerability, although it was helpful in nature. I personally view the discussion more as â€Å"self-help† collection of ideas that you might find quoted in a calendar or collection of daily passages to motivate yourself that you are worthy of connection, to allow yourself to be vulnerable, to open up yourself without the hesitation of risk. 6. What are the implications or consequences of the speaker’s conclusions?Brown’s ideas are similar to what addicts are taught in rehabilitation-type settings. Addicts generally numb their feelings of unworthiness with substances such as drugs, alcohol, or food, or by actions or disruptive behaviors that allow them to release these feelings such as sex or pornography addicts and arsonists. However, once a traumatic event unfolds or an addict or even a non-addict experiences a trigger, or something that reminds them of their original feelings of unworthiness, individuals tend to fall back on their addictions or behaviors, relying even more on their numbing effects.I believe one can only tell themselves so much what they want to believe before they face what they feel to be the truth of themselves or how they view themselves. A consequence of Brown’s ideas to tell ourselves to love with our whole hearts, to allow ourselves be to be seen, and to believe we are enough, could potentially lead one to a false sense of self, an inflated idea of who they are. Generally, individuals feel unworthy for a reason, due to their upbringing or life experience. In a perfect world, Brown’s ideas would be enough to self-medicate our ill wills.

Implications Of Shared Characteristics For Literacy Instruction Education Essay

Child with Down syndrome ( DS ) have several general features in common which play an of import function in how good they are able to prosecute in literacy acquisition ; some of these features are cognitive, whilst others are physical. This paper identifies some of these shared features and high spots the deductions of these for literacy direction in mainstream schoolrooms ; it so provides illustrations of possible differentiated direction in reading and authorship, and support that instructors can give to DS kids so that their specific demands are met within a regular schoolroom context. Finally, it highlights how instructors, professionals and parents can work together in an organized manner to guarantee that DS kids are being every bit supported at both school and place. DS kids make a alone part to mainstream schoolrooms ; their emotional, physical and academic demands can be demanding for the instructor but when these are met, advancement can be made. This advancement will non g o on overnight but as the expression goes, â€Å" Good things take clip. † Shared Features of Down Syndrome Children Possibly the most of import feature of DS scholars is that their chronological age and physical adulthood are non declarative of their rational development, which develops at a much slower rate. For illustration, a DS pupil who is 10 old ages old might work cognitively and linguistically at the same degree as a typical 5 twelvemonth old ( Farrell & A ; Elkins, 1994 ) . DS pupils normally have problem with the development of their gross and all right motor accomplishments, which combined with a really low musculus tone affects the person ‘s ability to keep an appropriate position whilst acquisition. Fine motor accomplishment jobs mean that simple activities such as keeping a book and turning a page can be hard, as is handwriting ( Jordan, Miller & A ; Riley, 2011 ) . Because kids with DS frequently struggle to bring forth speech sounds and talk clearly, it is widely accepted that DS kids ‘s receptive vocabulary, is more advanced than their expressive vocabulary ( Farrell & A ; Elkin, 1994 ; Jordan et Al, 2011 ) . Stoel-Gammon ( 2010 ) states that DS kids by and large have a slow vocabulary growing ; by the clip kids are six, a DS kid has a productive vocabulary of around 330 words whereas his mainstream equals have productive vocabularies of several thousand words. Although hearing loss is a characteristic of these kids, they compensate by being extremely ocular scholars and when larning to read rely on their stronger ocular processing accomplishments to larn new words, instead than concentrating on letter-sound correspondences. Bing visually inclined, DS pupils learn to read utilizing a sight-word attack in which they recognise whole words based upon visual aspect and topographic point no accent on letter-sound relationships ( Lemons & A ; Fuchs, 2010 ) . DS kids have a high involvement in societal interaction and bask chances to collaborate, portion and learn with other people. They besides have high emotional demands and necessitate four times every bit much positive feedback as other pupils do ( Down syndrome WA, 2009 ) . Deductions of these Shared Characteristics for Literacy Instruction DS kids are sensitive to failure and deficiency consolidation schemes when larning. For this ground, Buckley and Bird ( 1993 ) recommend that instructors minimise pupil failure ; instructors can make this by to a great extent scaffolding them through each measure of a new reading or composing undertaking until they can finish it without the instructor ‘s intercession. Buckley and Bird highlight that DS pupils experience considerable trouble rectifying errors, much more so than other kids, so forestalling errors happening in the first topographic point is of import in the early phases of new acquisition, particularly with script. There are really strong links between DS pupils talking, reading and composing accomplishments. As mentioned, DS pupils learn to read best by larning sight-words instead than concentrating on letter-sound relationships to decrypt them. This impacts on the manner that instructors teach DS kids to read as it is non the same manner that they will learn the remainder of their mainstream pupils ( Buckley & A ; Bird, 1993 ) . As DS pupils are larning sight-words, instructors should promote them to correctly articulate them every bit good ; these two accomplishments interact with and inform each other so that the kid grows to understand the significances of words. The instruction and acquisition of composing straight links to speech and reading, excessively. Because DS pupils have small cognition of sentence structure, larning to compose utilizing common linguistic communication constructions influences how they begin to talk ; fundamentally, they learn the construction of sentences through acquisition to compose them and so get down to mime this construction when they are talking ( Buckley & A ; Bird ) . Although the usual attack to reading and composing for DS kids is through sight-words cognition, it is possible for them to larn letter-sound relationships ; instructors can help this by indicating out letter-sound correspondences in words that pupils already know good and pulling their attending to onset and rhyme within that word ( Buckley & A ; Bird, 1993 ) . Because DS kids do non follow auditory instructions good, instructors need to show information/directions/explanations/instructions in a ocular manner. Farrell and Elkers ( 1994 ) highlight that DS pupils prefer print because the ocular message does non melt away like a verbal message does. Kirijian, Myers and Charland ( 2007 ) reference that the instructor ‘s informed choice of literacy stuffs can maintain DS pupils engaged on the content for well longer periods of clip than they would be the instance if they were utilizing regular schoolroom stuffs. As DS kids have trouble with cognitive development, musculus tone and all right motor accomplishments, they find reading and composing undertakings more palling than others in their category do ; instructors need to be cognizant of this and give them smaller sums of work to finish or let short interruptions during lengthier activities ( Down syndrome Ireland, 2011 ) . Differentiated Direction for Teaching Down Syndrome Children Writing Before any authorship can take topographic point, instructors need to guarantee that their DS pupils have their organic structures supported in an unsloped place so they are non using energy seeking to keep an unsloped place because of their hapless musculus tone. Because all right motor accomplishments are ill developed, DS pupils ‘ handwriting direction can be adapted to holding the kid following letters in the air or on a flaxen surface with a finger, instead than doing them pull with a pencil on paper like other pupils. Once they have a strong tweezer clasp, the instructor can scaffold script by utilizing a highlighter to organize letters which the DS kid can follow over ; this will necessitate to be done many times before the kid is able to copy it, himself. It is of import that instructors ne'er assign the script to pattern and walk off to look into on other pupils because if the DS pupil makes a whole row of wrong letters, he is larning bad wonts that will be really hard to rectify. During these composing lessons, a feel good factor is critical for DS pupils to larn so it is better for them to merely compose 3 letters during this clip and have the lesson coating with them happy than for them to hold to compose more and stop up detesting authorship clip ( Down Syndrome WA, 2009 ) . During the existent authorship activities, instructors frequently need to back up DS pupils with both the formation of thoughts and so scribing them ; this is frequently done through joint building of texts by the pupil and instructor ( Moni & A ; Jobling, 2000 ) . As mentioned antecedently, instructors need to promote DS pupils to joint their thought as they read and write. To promote this, the instructor acts as a Scribe by composing down the pupil ‘s thoughts for him. Next, the instructor and child return turns physically composing the bill of exchange together ; this is done to avoid weariness in the pupil and assist him to accomplish something that would be beyond his ability if working unaided. By co-constructing texts, the instructor is besides patterning the thought processes required for authorship ; these texts can so be used for future reading pattern as it has significance for them. Another manner that instructors ‘ can distinguish composing for DS pupils is t o promote them to utilize a word processor to type up their co-constructed bill of exchange ; during this exercising, the instructor can cut down the scaffold by taking herself from the pupil and giving him a opportunity to work independently ( Moni & A ; Jobling, 2000 ) . Differentiated Direction for Teaching Down Syndrome Children Reading For the DS pupil, instructors need to make single reading ends and undertakings that are much simpler than those set for the remainder of the category. When larning to read, DS pupils require considerable more repeat to solidify larning than their mainstream equals do ( Jordan, Miller & A ; Riley, 2011 ) . By instructors uniting repeat of an activity with stuffs aimed at the DS kid ‘s ocular acquisition penchant, they are able to capitalize on run intoing both these demands in one spell. As pronunciation of sight-words is an issue for DS kids, instructors need to pattern this at the same clip that larning the word is happening. In several respects, DS kids learn to read in an opposite manner to mainstream students. DS kids learn the whole word foremost and attach significance to it at the same clip, whereas other pupils will utilize letter-sound correspondences to read the word and so use intending to it through sentence context. Once DS kids know a word, the instructor can construct on this by offering phonics direction utilizing that word, ab initio sectioning it into onset and rime and finally placing letter-phoneme relationships if the kid is able to. DS kids struggle with comprehension as their grammar and sentence structure cognition is ill developed or non-existent ( Buckley & A ; Bird, 1993 ) . To get the better of this, instructors can do simple books based on the kid ‘s ain experiences and write sentences with the kid ‘s spoken linguistic communication demands in head so that he is reading words, phrases and sentences aimed towards assisting him to speak with greater lucidity ( Buckley & A ; Bird ) . DS kids require little ‘bite sized ‘ reading undertakings instead than the 1s typically given to other pupils ; this enables them to experience a sense of accomplishment and stop the lesson on the all of import positive note. Because DS kids have high societal demands, instructors can integrate them into group and equal activities to increase larning chances accomplishments ( Snowling, Nash & A ; Henderson, 2010 ) . Teachers can besides offer reading support to DS pupils by supplying modeling of reading as equals read a text aloud whilst the DS pupil tracks the print in his ain book ; the same text can be repeated by several pupils as the repeat is of import for larning to happen. A similar affect can be achieved by utilizing engineering such as computing machine programmes that read aloud while pupils follow the text on screen. How Parents and Professionals can be Involved in a Literacy larning Partnership Due to the demands of learning DS kids literacy, instructors have terrible restraints placed on their clip as one-to-one direction is the most effectual manner of learning them. As such, it is necessary that the instructor receives help from a teacher adjutant or voluntary so that she can give attending to the other pupils in her category. The monetary value of holding an inclusive schoolroom is that particular demands pupils place force per unit area on the instructor. To get by with this, the instructor needs to garner together a support squad that can portion these demands and work hand in glove to learn the DS kid. With respects to literacy acquisition, it is of import that this school-based support squad works closely with the DS kid ‘s parents so that school and place literacy events are aligned and concentrating on a specific result. When DS kids are larning a specific reading accomplishment, instructors or specializers can teach parents how to reenforce this same acquis ition at place ( Snowling, Nask & A ; Henderson, 2010 ) . For illustration, Snowling et Al. province that parents frequently fail to inquire higher-level inquiries during reading activities with their DS kids ; as such, instructors can offer specific direction to parents on how to make this, likewise for onset/rime cleavage and phonological consciousness direction. This attack ensures that the kid is n't being instructed in two perchance counter-productive ways. Regular meetings and conferences between learning staff and parents should be held to measure advancement and program for following measure larning. These meetings besides give both parties an chance to discourse any concerns and maintain each other informed about other facets of the kid ‘s life, such as health/emotional province etc, which may hold an impact on larning ability. Decision Teaching DS kids is non a simple undertaking. They bring a combination of demands into the schoolroom which if separately broken down would each supply a challenge for the instructor to suit. The first measure to learning DS pupils is cognizing the issues that they face when larning to read, compose and talk ; these issues are both cognitive and physical and have deductions for how schoolroom instruction and acquisition is accomplished. DS pupils do n't larn the same manner as mainstream pupils do ; they require really heavy staging and advancement really easy when developing literacy accomplishments. However, single instructors are non entirely in this undertaking ; they have the support of other professionals and the kid ‘s parents, and jointly this group provides the kid with the emotional, physical, and academic support needed to go an active and valued member of both the schoolroom and wider society.

Blade Runner Analysis essays

Blade Runner Analysis essays In the science of studying media and communication, there are many different ways of approaching the subject in which you are going to analyse. That is to analyse advertisements, texts, TV-series, films etc. and other media. My task for this assignment is to give an analysis of a film of my choice. A film is a quite complex medium to analyse; thus it is important to have analysis "tools" or some criteria to follow. In my analysis I am asked to consider the use and resolution of binary opposition and through analysis of narrative structure. In my assignment I am going to consider how the couple is represented, and how the narrative structure and binary oppositions have influence on the plot of the story. The film I have chosen is the old science fiction film noir "Blade Runner". During this analysis, I will use the abbreviation BR when referring to Blade Runner. I have chosen the original version, and not the "Directors cut"- version that were released in 1992. Furthermore, this is a complex movie that I thought would be interesting to use for an analysis. It is a dark, futuristic science fiction movie, which is said to be "a hybrid of science fiction, film noir, detective thriller, bounty-hunter western and love story" (Gianetti, L., 1999, p. 313). Thus it is a quite complex film, and there are lots of things to consider. Moreover, the complexity is due to the fact that there are more than one possible plot in the movie. In my opinion the most important plot is that androids or replicants vs humans. Deckards dramatic need in BR is to haunt and kill four "nexus 6" replicants that is considered a great danger to humans. Another plot is the romance between Deckard (human) and Rachel (android or replicant). This is more of a sub-plot. Further, there is the question if Deckard himself is a replicant. Film analysts and Blade Runner fanatics frequently ask that question. Deckards glowing eyes and his fascination for phot...

The Presidents Role in the U.S. Federal Budget Process

The Presidents Role in the U.S. Federal Budget Process The annual federal budget process begins the first Monday in February of each year and should be concluded by October 1, the start of the new Federal Fiscal Year. In some make that most years, the October 1 date is not met. Here is how the process is supposed to work. The President Submits a Budget Proposal to Congress In the first step of the annual U.S. federal budget process, the President of the United States formulates and submits a budget request for the upcoming fiscal year to Congress. Under the Budget and Accounting Act of 1921, the president is required to submit his or her proposed budget to Congress for each government fiscal year, the 12-month period beginning on October 1 and ending on September 30 of the next calendar year. Current federal budget law requires the president to submit the budget proposal budget between the first Monday in January and the first Monday in February. Typically, the president’s budget is submitted during the first week of February. However, especially in years when the new, incoming president belongs to a different party than the former president, submittal of the budget may be delayed. The president’s budget proposal may also be delayed by pressing government financial difficulties. For example, President Barack Obama did not submit his FY 2014 budget proposal until April 10, 2013, due to ongoing negotiations with Congress over the implementation of the budget sequester and mandatory spending cuts dictated by the Budget Control Act of 2011. In fiscal year 2016, the federal budget called for the expenditure of nearly $4 trillion. So, as you might imagine, deciding exactly how that much taxpayer money is to be spent represents a major part of the president’s job. While the formulation of the president’s annual budget proposal takes several months, the Congressional Budget and Impoundment Control Act of 1974 (the Budget Act) requires that it be presented to Congress on or before the first Monday in February. In formulating the budget request, the president is assisted by the Office of Management and Budget (OMB), a major, independent part of the Executive Office of the President. The president’s budget proposals, as well as the final approved budget, are posted on the OMB website. Based on the input of the federal agencies, the presidents budget proposal projects estimated spending, revenue, and borrowing levels broken down by functional categories for the coming fiscal year to start on October 1.The president’s budget proposal includes volumes of information prepared by the president intended to convince Congress that the president’s spending priorities and amounts are justified. In addition, each federal executive branch agency and independent agency includes its own funding request and supporting information. All of these documents are also posted on the OMB website. The presidents budget proposal includes a suggested level of funding for each Cabinet-level agency and all programs currently administered by them. The presidents budget proposal serves as a starting point for the Congress to consider. Congress is under no obligation to adopt all or any of the Presidents budget and often makes significant changes. However, since the President must ultimately approve all future bills they might pass, Congress is often reluctant to completely ignore the spending priorities of the Presidents budget. House and Senate Budget Committees Report the Budget Resolution The Congressional Budget Act requires passage of an annual Congressional Budget Resolution, a concurrent resolution passed in identical form by both House and Senate, but not requiring the Presidents signature. The Budget Resolution is an important document providing Congress an opportunity to lay out its own spending, revenue, borrowing and economic goals for the coming fiscal year, as well as the next five future fiscal years. In recent years, the Budget Resolution has included suggestions for government program spending reforms leading to the goal of a balanced budget. Both the House and Senate Budget Committees hold hearings on the annual Budget Resolution. The committees seek testimony from presidential administration officials, Members of Congress and expert witnesses. Based on testimony and their deliberations, each committee writes or marks-up its respective version of the Budget Resolution. The Budget Committees are required to present or report their final Budget Resolution for consideration by the full House and Senate by April 1. Next Steps: Congress Prepares its Budget Resolution

The Running Style in English Prose

The Running Style in English Prose The free-running style, said Aristotle in his book On Rhetoric, is the kind that has no natural stopping-places, and comes to a stop only because there is no more to say of that subject (Book Three, Chapter Nine). Its a sentence style often used by excited children: And then Uncle Richard took us to the Dairy Queen and we had ice cream and I had strawberry and the bottom of my cone fell off and there was ice cream all over the floor and Mandy laughed and then she threw up and Uncle Richard took us home and didnt say anything. And the running style was favored by the 19th-century American poet Walt Whitman: The early lilacs became part of this child,And grass, and white and red morning-glories, and white and red clover, and the song of the phoebe-bird,And the Third-month lambs, and the sow’s pink-faint litter, and the mare’s foal, and the cow’s calf,And the noisy brood of the barn-yard, or by the mire of the pond-side,And the fish suspending themselves so curiously below thereand the beautiful curious liquid,And the water-plants with their graceful flat headsall became part of him.(There Was a Child Went Forth, Leaves of Grass) The running style often appears in the Bible: And the rain descended, and the floods came, and the winds blew, and beat upon that house; and it fell: and great was the fall of it.(Matthew, 7:27) And Ernest Hemingway built his career on it: In the fall the war was always there, but we did not go to it any more. It was cold in the fall in Milan and the dark came very early. Then the electric lights came on, and it was pleasant along the streets looking in the windows. There was much game hanging outside the shops, and the snow powdered in the fur of the foxes and the wind blew their tails. The deer hung stiff and heavy and empty, and small birds blew in the wind and the wind turned their feathers. It was a cold fall and the wind came down from the mountains.(In Another Country) In contrast to the periodic sentence style, with its carefully layered subordinate clauses, the running style offers a relentless succession of simple and compound structures. As Richard Lanham observes in Analyzing Prose (Continuum, 2003), the running style gives the appearance of a mind at work, making things up as it goes along, with sentences mimicking the rambling, associative syntax of conversation. In The New Oxford Guide to Writing (1988), Thomas Kane itemizes the virtues of the running style- which he calls the freight-train style: It is useful when you wish to link a series of events, ideas, impressions, feelings, or perceptions as immediately as possible, without judging their relative value or imposing a logical structure upon them. . . .The sentence style directs our senses much as a camera directs them in a film, guiding us from one perception to another, yet creating a continuous experience. The freight-train style, then, can analyze experience much like a series of segregating sentences. But it brings the parts more closely together, and when it uses multiple coordination, it achieves a high degree of fluidity. In the essay Paradox and Dream, John Steinbeck adopts the running (or freight-train) style to identify some of the conflicting elements in the American character: We fight our way in, and try to buy our way out. We are alert, curious, hopeful, and we take more drugs designed to make us unaware than any other people. We are self-reliant and at the same time completely dependent. We are aggressive, and defenseless. Americans overindulge their children; the children in turn are overly dependent on their parents. We are complacent in our possessions, in our houses, in our education; but it is hard to find a man or woman who does not want something better for the next generation. Americans are remarkably kind and hospitable and open with both guests and strangers; and yet they will make a wide circle around the man dying on the pavement. Fortunes are spent getting cats out of trees and dogs out of sewer pipes; but a girl screaming for help in the street draws only slammed doors, closed windows, and silence. Clearly such a style can be effective in short bursts. But like any sentence style that calls attention to itself, the running style can easily wear out its welcome. Thomas Kane reports on the downside of the running style: The freight-train sentence implies that the thoughts it links together with grammatical equality are equally significant. But usually ideas are not of the same order of importance; some are major; others secondary. Moreover, this type of construction cannot show very precise logical relationships of cause and effect, condition, concession, and so on. To convey more complex relationships between ideas in our sentences, we generally shift from coordination to subordinationor, to use rhetorical terms, from parataxis to hypotaxis.

Swot or FDI analysis on Human Development Indext in International Essay

Swot or FDI analysis on Human Development Indext in International busines - Essay Example To support international business the government has had to create a number of policies that are in line with the HDI measures. Human development is supported by the ability of the population to access a variety of products and services affordably. Infrastructure is therefore key to human development (Ranis, Stewart, & Samman, 2006). Since the inception of international business by the Economic committee, international business has been designated as the lifeblood for economic growth of Singapore and the impact the same has on both the finance and the logistics sectors of this economy. The SWOT based on HDI in relation to international business include: Strength- Existence of attractive trade infrastructure hence a huge trader in world oil. There is wide connectivity in terms of business and physical location (Chowdhury, & Squire, 2006). Political stability is a key requirement for international business to thrive. Weaknesses are much unwelcome as they discourage FDI and global business in the long run: these include; less pool of local professionals in trade with costs such as rent and wages rocketing high. In addition there is limited access to capital and export credit insurance. The opportunities on the other hand are vast including the international access of markets and the increased liberalization of Asia as well as demand for risk management. We experience a few threats including other locations offering better incentives and an increase in direct trade. The increased access to international business has an impact on overall Human Development Index (HDI) as the population will be able to improve in terms of living standards given the trade in variety (Chowdhury, & Squire, 2006). Human development index is directly related to the strengths and opportunities presented by the access to international business. This is due to the fact that the

Ethics and Social Responsiility of Corporations Essay

Ethics and Social Responsiility of Corporations - Essay Example Also because there is such a flux occurring , in individuals mind sets regarding their values , norms and belief systems which build up the ethical responsibility list , that it seems as if no individual could ever reach a point where , he/she would be able to describe a perfect list of ethics , ethical responsibility. In the Author's views Schools don't aid students nowadays, in learning or sustaining proper ethical behaviors. So, that they would be able to cope with the global environment. There exists a blame game, which initiates at a point where the business schools are blamed by some. Blamed, for not grooming their students in the right manner in terms of ethical value realization, and responsibilities. When it is time to take responsibility, then we see this Blame hat shifting from individuals to individuals, organizations, teams and groups of individuals. Employees are observed blaming the management for their workload and pressure, the management on the other hand blames the external environment, the competitive forces which are global. There are larger organizations blaming the environment as they believe that, in failing to co ordinate and innovate with the changing trends and patterns of organizations globally would mean bringing the organizations on the brink of extinction. The managements cannot be blamed, neither can the employees, suppliers, or consumers .Globalization has enveloped us all rather quickly and so we all need to cope up with this notion in our individual ways, at our distinct levels. This era of Globalisation has changed a lot many do's and don'ts in the ethical value record book. Because every individual is part of this, the blame will eventually fall to all. Every organization, or an individual on their own have distinct roles in society. So, each is seen playing their parts. Arguments on, whether child labor is acceptable or not Does pollution in third world countries promote employment for individuals Is the meaning of good ethical behavior this that we justify all acts of ours through our views of what seems ethical If management set minimum employee wages, the organization can prosper because of the fact that the organization would be able to sell at cheaper costs thus increasing market shares rapidly. It seems that there is an erosion of the less privileged. This has further shifted our notions in the 'I' direction. We can see characters building up the set of individual ethical mindsets, and values and so we raise a question of whether characters can be built Characters those are responsible ethically. All these and many more arguments have now initiated at distinct forums. Organizations, researchers and individuals are now looking at another picture, how we can comprehend what these changing values, and characters, behaviors and ideas are mounting up to. The traditional views and arguments are all now being overseen by new values, perceptions and belief systems. And so we see that a fresher look is being given to Ethics and Ethical responsibility and education, at distinct levels.It is now, considered essential for all individuals, organizations o look at ethics and define our ethical culture, and value system in a manner that would aid us in critically evaluating our Positions at various levels i.e. of organizational, employee level etc. It is vital that all courses that are designed at

Strategy Book and creative book Essay Example | Topics and Well Written Essays - 1750 words

Strategy Book and creative book - Essay Example They also operate a restaurant in Oregon serving mainly vegetarian dishes. Their premises are open all week through from 7 AM to 11 PM. Its herbal department also stocks a variety of medicinal herbs that clients could purchase (Paul 12). One of the main competitors is Whole Foods. It was created in 1980 in Austin. It is more of a grocery store but deals mainly in organic food substances. Its produce is available in several supermarkets across North America. Walmart is another key player in the organic food market. It is a large-scale store with units in over 28 countries worldwide and almost 10000 stores. Their stores stock over 400 different varieties of organic foods. Costo are another competitor in the market. They have over 600 branches spread out over the country. However, even with their many branches and long reach, costo are still not able to exhaust the demand for organic products. However, they have succeeded in creating great customer royalty from their clients. Kroger has retail stores in about 31 states countrywide. They stock several varieties of the common organic food products plus several of their own custom brands. However, these variations in the products they offer can be cause loss of some of their market share. Health experts and increasing awareness of the effects of food products that people consume has led to an increase in demand for organic food products. With rapid increases in the per capita income for consumers, there has increase in demand for fresh food produce. These mainly include fruits and vegetables. People rely on supermarkets and grocery stores for their food produce needs. A survey carried out by the Hartman group on consumer behavior in the USA shows that people purchase organic foods because of superior taste and benefits to their health. Safety concerns especially because of the processes through which the food is produced are another motivating factor

What were the principal causes and consequences of the Essay

What were the principal causes and consequences of the Spanish-American War - Essay Example The paper tells that various wars were fought by Cuba in order to gain independence from Spain. Spain held the country as a colony ever since the end of the 19th century. These wars were labeled as the Cuban War of Independence. While these wars were being fought, Cuba’s status was slowly being changed. Slavery was abolished in October 1886 and many of these liberated slaves were able to gain positions as farmers or urban working class employees. These social changes caused rich people to lose their properties, downgrading their status to middle class. A significant amount of money was also flown into Cuba from the US, with amounts reaching almost 50 million dollars. While money was flowing into Cuba, issues on whether the country was US or Spanish territory were raised politically and economically. During the Cuban War of Independence, the last few months of the conflict triggered the bigger Spanish-American War. Spanish colonial policies were revised soon after the country e xperienced two major losses in the colonial wars. These defeats caused the loss of its colonies in the Americas and in the Peninsular Wars. Soon after, the concept of the Spanish empire was being redefined by Spain. Spain’s colonialism can be explained in terms of culture and language. Although oceans separated these territories from each other, their culture and language united them as Spanish colonies. CÃ ¡novas also claimed that Spain was remarkably different from other empires such as Britain, and France. As opposed to these empires, Spain uniquely contributed to spreading civilization to the New World.3 On the other hand, the US also had its own interests in the Caribbean area. According to the US Monroe Doctrine, it would not allow any interference in any states’ issues and goals in expanding their colonies. Interestingly, however, Spanish Cuban colonies were exempted from the statement. For Americans, Cuba has been attracted by offers to be brought from Spain a nd other Americans were also high in ‘their hopes of future annexation’4 of the country. The US government did not however consider the same possibilities for other Spanish colonies like the Philippines, Guam, or Puerto Rico.5 Canovas del Castillo was in charge of Spain’s restoration following the wars and it mandated General Martinez-Campos to control the uprisings in Cuba. The general was however unable to control these insurgent activities; he was then replaced by General Valeriano Weyler who succeeded in stripping the insurgents of their weapons and supplies; he also moved many of the insurgents into reconcentration camps. This move however enraged the US and labeled Spain’s actions as extermination, not civilized warfare.6 Towards the end of the 19th century, various factors eventually came together in the US which established its concerns on overseas expansion. Concerns were also growing on new markets and other sources for its raw material needs7. T he erratic economy of the late 1800s where the US was hit with depression, prompted the US to consider the foreign expansion of its markets. In effect, they saw the foreign market as a market which could take in their industrial and agricultural surpluses at the same time, one which they could also get their raw materials from8. Latin America and the Far East were considered fertile ground for its economic plans. America was however very much aware that in order for it to succeed in its economic expansion plans, it also needed to build a strong navy to protect its interests9. This meant that the US would have to establish its naval bases in the Pacific islands of the Far East, including the Philippines, Guam, and American Samoa10. A canal through Central America would therefore also be necessary for its economic expansion plans. Other elements also came into play in the Spanish-American war. The end of the 19th century also brought about the missionary expansion of American Protesta nt Churches11. These missionaries

Finance assignment Example | Topics and Well Written Essays - 2500 words

Finance - Assignment Example The expected return figures obtained for these four companies are justified as they reflect in part the general trend observed in the various sectors. Watson and Head (2007) suggests that Biotech companies are expected to incur high cost of initial investment in research but with time they record high returns owing to the sale of their innovative products. The findings concur with those of Brown et al, (2012) who further proposes that the high returns for pharmaceutical companies increase exponentially as the new product’s market reach increases. On the other hand, Construction companies can be termed as safe investments as they have less risk, since most of the capital for such companies is held up in assets (Boritz, 2006) and (Megginson, 1996). This sector has high returns on investment owing to the booming real estate industry in Australia. The banking sector is dependent on the country’s economy and income levels of the people as discussed by Mishkin and Eakins (200 6). They state that since Australia is a developed country, over 90% of the people above 18 years of age operate bank accounts. With more people saving money with the banks, there is enough money to offer loans to businesses and individual thus making it a profitable sector. In contrast to this, the travel and leisure industry is highly affected with seasonal tourism experienced in Australia as reported in â€Å"An Introduction to Technical Analysis† (1999). Although most people may have disposable income to use in leisure, they prefer international destinations during seasons such as winter when the temperatures are very low. In addition, the competition in the sector, makes it a less profitable sector especially for small and medium companies. There are three major methodological setbacks associated with the Gordon’s growth model. Firstly, it is assumed that the growth rate is constant which might not necessarily be the case. Secondly, for stocks of growing

American History Term Paper Example | Topics and Well Written Essays - 1500 words

American History - Term Paper Example Unequal conditions among the blacks and the whites were rampant in almost every sector and part within the country. Considering that the blacks received unfair treatment than their white counterparts, the demonstrations were justified. Considering the cause of reasons behind these protests, i would advice that it is right to support the demonstration as opposed to the white students during that period who failed to support their fellow black students’ demonstrators. The next incidence that occurred in the following year relates to the Weather Underground Organization formation. The organization founded at Ann Arbor branch of Michigan University aimed at achieving a democratic society by students. The primary objective as evidenced through the naming of the faction as Students for a Democratic Society was to work as a radical left wing that would materialize and succeed in overthrowing the American government. October 8, 1969 characterized the first demonstration organized by t he group in Chicago that was deliberate to coincide with the trials of Chicago eight. The group embarked on bombing demonstrations, jail breaks among other ill forms of demonstrations. The attacks mostly focused on government buildings as well as various banks while evacuation warnings were also given to others. It is important to note that these students’ demonstrators grew to become criminals over time and facilitated bombings or became parts of bombings after their engagement in 1969. Although the authorities failed to engage them forcefully to abandon their demonstrations, deaths among the students were reported on various occasions. My opinion relating to such engagements falls against joining such students owing the acts of violence the group engaged in, it is ill-advising for any student of the current multi-cultural and civilized U.S to participate in such demonstrations. From

Finance assignment Example | Topics and Well Written Essays - 2500 words

Finance - Assignment Example The expected return figures obtained for these four companies are justified as they reflect in part the general trend observed in the various sectors. Watson and Head (2007) suggests that Biotech companies are expected to incur high cost of initial investment in research but with time they record high returns owing to the sale of their innovative products. The findings concur with those of Brown et al, (2012) who further proposes that the high returns for pharmaceutical companies increase exponentially as the new product’s market reach increases. On the other hand, Construction companies can be termed as safe investments as they have less risk, since most of the capital for such companies is held up in assets (Boritz, 2006) and (Megginson, 1996). This sector has high returns on investment owing to the booming real estate industry in Australia. The banking sector is dependent on the country’s economy and income levels of the people as discussed by Mishkin and Eakins (200 6). They state that since Australia is a developed country, over 90% of the people above 18 years of age operate bank accounts. With more people saving money with the banks, there is enough money to offer loans to businesses and individual thus making it a profitable sector. In contrast to this, the travel and leisure industry is highly affected with seasonal tourism experienced in Australia as reported in â€Å"An Introduction to Technical Analysis† (1999). Although most people may have disposable income to use in leisure, they prefer international destinations during seasons such as winter when the temperatures are very low. In addition, the competition in the sector, makes it a less profitable sector especially for small and medium companies. There are three major methodological setbacks associated with the Gordon’s growth model. Firstly, it is assumed that the growth rate is constant which might not necessarily be the case. Secondly, for stocks of growing

Compensation Benefits Essay Example | Topics and Well Written Essays - 1000 words

Compensation Benefits - Essay Example I am the new Director of benefits for Lansing-Smith Corporation. I am recommending a compensation program that will hopefully retain our employees and offer those benefits that are better then other companies. It is my liability as compensation and benefit expert to conduct market pay studies, these studies decide what jobs that our company ought to pay, what benefits and incentives are suitable. I start with a clearly define job description; insure comparable market information, base pay, salary compensation, salary trend and total compensation. Then I will study salary survey data, make a few phone calls to external sources and send out complete questionnaires to companies and agencies to collect data relating to these job descriptions. The explanation will have title of job, department, who the employee reports to, a job summary and the synopsis of the necessary functions of the job. I then will accumulate my findings on a salary analysis form. "Position title, base pay, benefits such as medical, dental, vision, life, stock options, retirement benefits and additional incentives. (Appendix A & B) This will make it easy to contrast and examine information in various salary categories". With well defined job explanation and great tools to assist organize the information I can accomplish a market pay study to help our company stay spirited. The job assessment is a tool used to assess the worth of each job in our organization and in the market. With a winning job evaluation system I can make our organization's pay system evenhanded, understandable, lawfully defensible, approachable, and outwardly competitive. "I will use the job evaluations to: * Clarify job metaphors so that employees comprehend the expectations of their roles and the association of their roles to other jobs inside the organization. * Attract desirable job candidates. * Retain high-potential employees. The market assessment job will compare compensation for our organization's jobs to the marketplace rate for comparable jobs. This method necessitates precise market-pricing surveys. Market pay is the compensation paid for an exact job, including information regarding bonuses and benefits that is resolute by a continual analysis of the aggressive job market. Market pay data is a fraction of our organization's overall policy to determine evenhanded compensation. Otherwise, we may not remain spirited"(http://www.worldatwork.org). In raising a market pay study I will gain a list of companies that have positions related to our company's positions, and then I would converse job descriptions and pay ranges for every position. I will then have the market pay information needed to found and communicate employee compensation. "In reality, collecting data that precisely reflects the market rates for jobs in our organization is additional hard. Because your organization's most excellent similar jobs are likely to be those of our main competitors. As I conduct the market pay study, I keep in mind that I should use market pay data as part of the overall strategy not as the sole strategy to determine equitable compensation within our organization. Our organization's compensation values and compulsion to fair, evenhanded, and unbiased pay practices should also play a role, in addition to conducting marketplace pay studies"

Social Pedagogy in Child Development

Social Pedagogy in Child Development The education success of both children and young people cannot be comprehended, not in education terms, but must also align with social and economic circumstances that afflict them. Community education can be perceived as grounded in three key pillars, namely: the nature of man; the prevailing social conditions and social challenges; and, pedagogy. The idea of social pedagogy avails a fascinating collection of paradigms in facilitating education for sociality. The social education plus the social group manifests some overlapping concerns as pedagogue has tended to strip away its democratic and communal significance minimizing it to pedagogy for case management. Until the end of the last century, in UK, the local and national policy remained grounded in concise boundaries between the disciplines of education, social care, and childcare. The distinct divisions were evident at diverse levels whether conceptual, organizational, professional, and in relation to training and education. Nevertheless, the UK has witnessed significant changes in administrative reorganization of the responsibility for childrens services and a change in the manner in which individuals envision provision for both children and young people. Social pedagogy delineates education in the expansive sense of the word or a perspective entailing social action that aims at facilitating human welfare via child-rearing and education practices; to safeguard or ease social problems by availing individuals with the means to manage their own lives, and effect changes within their circumstances. The fundamental notion of social pedagogy centres on facilitating social functioning, inclusion, involvement, social identity and competence as fully functional members of the society. Social pedagogy in practice incorporates an all encompassing and personal approach to child care in all its facets that connects education and care, and support for families. In addition, social pedagogy avails a prospective approach to training at diverse levels that integrates education, psychology, and philosophy with the spheres of child care, family support, and the advancement of childrens rights. Social pedagogy can be viewed as an activity and a collection of ideas that, while mirroring the broader concerns for the welfare of children, is organic and adjustable to the attributes of the society, and mirrors humanistic values grounded in a representation of children as active agents in society. As such, social pedagogy operates in the here and now and employs the moment as a launch pad for pedagogical practice. Social pedagogues have been implemented across Europe in a broad range of service such as early years, schools, residential care, youth work and family support, disability services, and in some instances support for the senior citizens. Public policy within England has started to acknowledge that social, pedagogic training is a significant way to enhance practice within social care. This stems from the realization that this bears the potential to underpin a more collaborative approach, and aid to establish a shared language for working with children that could be adopted by diverse professionals operating within their own practice contexts. Social pedagogy bears a critical focus on constructing relationships via practical engagement with children, the youth, and families. It avails the basis for training entities working with children and young people and presents a certain expertise in working with groups and utilizing the group as a support. Social pedagogy can be employed as a foundation for workforce reform within UK since it can avail a strong basis for an approach to children, young people, and families that exemplify ideals of active citizenship, rights, and participation. The positive aspects that can be derived from social, pedagogic practice entail: it avails a holistic view to engaging children and youth by exploring on the whole child/young person and availing support to their overall development. Social pedagogy underlines relationship building with children and young people, especially in the development of practical skills to assist in the relationship building. Similarly, social pedagogy highlights child ren and young peoples development, especially on their emotional wellbeing. Social pedagogy demonstrates the significance of reflection, and the capability to herald both theoretical understanding and self knowledge to the process of working with young people, besides it facilitates childrens rights, participation, and empowerment. Effectiveness of social pedagogy in working with children, young people, and families Drawing from several case studies on successful approaches to enhancing the wellbeing of looked after children within other countries such as Denmark, Germany, and France, British stakeholders working within childcare settings and with young people can draw immense and promising lessons from social, pedagogic models with the primary social, pedagogic objective being fostering healthy cognitive, and social development within everyday settings. Bringing social pedagogy to England is likely to better childrens services and herald greater coherence with several services becoming largely social pedagogic provisions. The holistic notion of social pedagogy combines two dimensions: the social (caring) and the pedagogic (cognitive). This prompts some elementary alterations in the way in which the government should engage children and young people. The adoption of social pedagogy will aid to deliver a stronger workforce manifesting better communication professionals engaged with both children and young people, thus highlighting elevated focus on every aspect of the childs life. According to the UNICEF report (2007), UK ranks low in terms of child wellbeing assessment in which factors such as health and safety, material wellbeing, childrens relationships, education wellbeing, young peoples behaviours and risks. Thus, is essential that action undertaken by UK at the national level matches its European counterparts. The incorporation of social pedagogy in the work of children and young people will work towards elevating UK standards, and enhancing childrens and young peoples overall wellbeing. The adoption of social pedagogy can avail a number of benefits to social policy. As an overarching concept, social pedagogy could bring enhanced coherence to childrens and young peoples services as demonstrated by the adoption of Childrens Plan. In addition, pedagogy could also avail a platform for discussing aspirations of children and young people within the society. Social pedagogy also manifests the capability to establish the family support network and reinforce childrens overall development. Social pedagogy can serve several aspects of government policy towards both children and young people. Pedagogy manifests the possibility for an inclusive approach. The normalizing approach inherent in social pedagogy aligns with governments aims for children with exceptional needs. Pedagogic approaches are mainly child-focused, instead of procedure-focused. Although attention to procedures is a significant part of work, it should not necessary shape it basis. Overall the adoption of social pedagogy will deliver immense support to reinforcing professionalism of the worker and enhancing the transparency of practice, which avail best guarantee to child safety. Social pedagogy plays a role in working with young people via the provision of personal advisor services. Fundamental to the concept of social pedagogy is the pursuit to enhance current welfare practice by facilitating creativity. Creativity depicts an active process whereby the social pedagogue works with the individual employing their service in the manner in which they maximize their potential, their capability t arrive at decisions and enhance their life chances. The inventive and all-encompassing approach to social pedagogy can deliver beneficial effects with regard to enhancing self belief and self confidence of individuals within a range of varying situations. A critical feature of social pedagogy is the recreation of relationships depicted by an attempt to enhance social assimilation and a commitment to guaranteeing that the people pedagogues work with, connect and/or re-engage with the communities in which they reside. According to Eischesteller and Rapey (2007), social pedagogy could play a critical function in reclaiming the nucleus values of the youth work within the UK. The adoption of social pedagogy can empower the participants and reinforce their self esteem, their acting, skill and individual development of productive new life. As such, young people will be able to turn a problem into something that they can be able to work with as mirrored by the close and compassionate character of the social pedagogues rapport with the young people. The social pedagogues can aid young people to exercise significant steps with regard to developing essential life skills. Social pedagogy is likely to benefit children and young people within the UK, as is avails support and direction to young people who might feel dislodged and cut off from the society by aiding them to gain support and direction. Social pedagogy highlights excellence in youth work and social work practice and facilitates children and young people to be proficient fully functional members of the society. Social pedagogy is beneficial in constructing positive informal relationships that enable professionals to view individuals in a holistic way. Problems and/or Barriers to the adoption of Social Pedagogy It is apparent that the implementation of social pedagogy is reliant on its social context; therefore, the implementation of social pedagogy within the UK will differ from that of the European counterparts and must be assembled in dialogue with professionals, building on the present practice, motivating them with diverse ideas, and underlying their practice with pedagogic thinking, concepts, and theories. There may be barriers to introducing the term social pedagogy to the children, and youth workforce n England owing to deficiency in familiarity with the language of social pedagogy, diverse interpretations on the connotation of social, pedagogic policy, and absence of a tradition of social pedagogy policy, training, theory, and practice. One of the outstanding problems that manifests in the adoption of social pedagogy is the perceived competition with social work, plus other professions. The greatest divergence social work and social pedagogy centres on the degree to which social pedagogues remained trained for work within group settings, in which they share the daily lives and activities of both children and young people. This is less factual for social work within UK since in the rest Europe, social work and social pedagogy do not appear to be in competition as they manifest diverse complementary facets of work. Another barrier to the introduction of social pedagogy into the UK entail the possibility that it will be perceived as being too idealistic; not adequately appropriate; not adequately well understood or valuable within a UK context; not essentially appropriate for all professionals working with young people or children; and, a discrepancy in its education and training. There may also be concerns centring on the challenges of funding and the potential dilution of individual specialisms, and the possibility of resistance of the workforce in the event that appropriate account was not considered of the cultural variations between the UK and the European countries. Another barrier stems from the observation that devoid of publicly funded training opportunities that match the duration and depth of those found in the rest of Europe a profession comparative to that of the pedagogue cannot be effectively established. Youth work within UK stands to be re-energized by the incorporation of social pedagogy framework within the activities of youth workers. The adopted perspective should move beyond an individual focus to one that employs an approach that appreciates structural perspectives. Nevertheless, in adopting a social pedagogy for work with children, young people, and families, it is critical to consider the difficulties of integrating social pedagogy into a diverse cultural, political, and social context. The practice and cultural shift apparent in the adoption of social pedagogy may not be always welcome. For instance, social pedagogy perceives risk taking as an educational goal that conflicts with the considerable priority awarded to health and safety within childrens homes. Whereas the values and the general approach of social pedagogy appeals to practitioners, there remain embedded difficulties within the organization of services for children within residential care when it comes to initiating social pedagogy. This implies a need to respond to social pedagogy not only as a training issue, but also a sector development issue. Conclusion UK should integrate social pedagogy for work with children, young people, and families in a constructive and beneficial way. The adoption of social pedagogy in the work with children and young people is likely to create an environment that cultivates relationships between young people and staff, and fashions a sense of positivity and wellbeing. The social, pedagogic model should be grounded in nurturing relationships, creativity, and individuality. Social pedagogy spotlights positive youth development that highlights young peoples assets rather than their deficits. This perspective can be broadened by identifying young people as agents of change. Social pedagogy would promote the children and young peoples workforce as it: persuade professionals not to compartmentalize certain facets of children or young peoples lives; delivers more person driven approach; persuade professionals to highlight the views of the children or young people; and, persuade professionals to consider all facets of a childs life.

Personal Narrative - Rejoice in the Lord Always Essay -- Personal Narr

Personal Narrative- The Bible Spoke to Me I sat on my bed. Alone. Lonely. But I wasn’t. Everything that everyone had said, left unsaid, was with me. Smothering me. As scenes danced mockingly through my mind, I cried out, â€Å"Does anyone care about me?! Does anyone care if I come to school or church-would anyone notice if I just quit?!† A small, still voice whispered in my ear. Something stirred, struggling to be free, but my tormented mind smothered it, preferring to drown in self pity. â€Å"Does anyone listen to me? Does anyone want me?† I moaned. As I sank into despair, a book caught my eye. Buried beneath homework, magazines, and litter was my poor bedraggled Bible, falling apart from years of use-none of it recent. I dragged it out and opened it to Philippians. â€Å"Rejoice in...

The West Point Cheating Scandal Essay -- West Point Academy Cheating E

The West Point Cheating Scandal Description: In April of 1976 it was found that there was a possibility that over half of the junior class at West Point Academy had violated the West Point honor code by cheating on a case assignment. The honor code states "A cadet will not lie, cheat, or steal, nor tolerate those who do." This was by far the largest violation of the honor code in West Point history and presented some unusual challenges to the administration. As the year dragged on it was found that more and more students possibly had cheated on the assignment and was also becoming a public relations nightmare in the press and internally to the Army branch of the United States military. The honor code at West Point was pointed and harsh in its dealings with violators and this case brought scrutiny, criticism as well as staunch support for the code and how violations were dealt with. To follow the honor code would be to expel all students involved and this would be a heavy hit on the academy. â€Å"At this time West Point had been having trouble recruiting soldiers because of the public attitude toward the military following the Vietnam War† The other possibility was to scrap the way the system was supposed to behave to keep the cadets in school and to reconstruct the honor code and the way it handled violations. Diagnosis: The diagnosis of the problem stems from the fact that honor code was a rigid book of rules that all cadets were expected to adhere too. All parties guilty of violations were given the harshest punishment of expulsion. They were 100% aware of what was involved and consequences of actions if violated. The Army and the military in general has always been a place of direct leaders and subordinates and takes in pride in the fact that it is a highly disciplined way of life. More so at the respective academies which were created to train and educate future leaders in the branches. The academies are based on trust of your superiors as well as obedience to their commands. There is also the possibility of disappointing your colleagues and in turn losing their respect and camaraderie. This in itself is the one of the reasons some say that the honor code and system had been so successful throughout the years. A change in the code would go against everything that West Point had always stood for and then would hold future gr... ...e, however in support of changing the honor code system in terms of the expulsion penalty at all times as well as the tolerance portion of the penalty. I feel that there are many circumstances in which expulsion is extreme and unnecessary especially when it has to do with tolerance of an honor code violation. Fallout: There is no answer that is going to satisfy all. If the code is changed those who lived and died by it are going to be upset. No matter what happens the media is going to point to different answers. The best answer is one that displays that the army and the academy are strict yet fair and understand and employ honor at all times themselves. When issues like this arise it is a good chance to update a system that could be considered outdated and it is a good time to show that a system such as this can change with the times while still reflecting the pride and honor that is so bestowed upon it. Works Cited http://www.findarticles.com/p/articles/mi_m1316/is_n11_v20/ai_6860628 http://www.valuebasedmanagement.net/methods_french_raven_bases_social_power.html Luthans, F. (2005). Organizational Behavior. 10th edition. New York: The McGraw Hill Companies.