Berlin Art and Culture Essay Example | Topics and Well Written Essays - 1000 words

Berlin Art and Culture - Essay Example Extravagant style and works of art can be comprehended by experiencing its chronicled setting. The principal current age started in the seventeenth century. In the mid seventeenth century, the Catholic Church of Rome in Italy received Counter-Reformation style. Later it spread to all the Roman Catholic nations all through all the nations of Europe. Ornate is considered as a time of imaginative style, which utilized the movement, overstated, and show was created with the reasonable and simple to deciphered subtleties. Works of art, figures, design, writing, move and music were given ascent in this time. The catholic Churches helped in advancing the Baroque style as they concluded that the workmanship ought to be associated with the strict topics. In this time, there can be seen an uncommon change in the design and workmanship. The Baroque art’s attributes comprise of a feeling of development, pressure and vitality (Norberg-Schulz 19). The International Style in design rose in B aroque period. In the Baroque time frame the craftsmen endeavored to free the specialty of its entanglements as they brought the standards of clearness, equalization and monumentality in the artistic expressions by maintaining a strategic distance from the asymmetry and twisting patterns. The specialists, for example, Annibale Carracci and Michelangelo Merisi took the fine arts towards disentanglement. The Baroque methodology consistently showed the sensational force, vastness, showy experience and mix of hues. The new structure incorporated the workmanship, coordinating writing, music, dramatization and artworks, and so forth.

Free Essays on First Year in College

My First College Year Regularly in my life since I began school has been the equivalent. It appears as though I do something very similar regularly without recollecting that I did that the day preceding or just yesterday. It resembles a fairly programmed rehash of my day and I don’t even acknowledge it. I generally consistently wake up at around 8:00am each Monday, Wednesday, and Friday to go to class. Just on those three days I get up right on time. On Tuesday and Thursday I wake up only a little nibble later, around 11am or 12pm. I generally concentrate throughout the day when I don’t go to class on those two days. There has never been weekdays were I haven't followed this accidental strategy, well perhaps just on long ends of the week and occasions. My Saturdays and Sundays are likewise typically like some other ordinary end of the week. I generally get heaps of schoolwork on Fridays, so the two days of my free end of the week is passed by considering. I never concentrated on the ends of the week when I was in secondary school. Realize that I am in school, I have gotten increasingly full grown, and concentrated then ever, intellectually. School has completely changed my resting propensities moreover. I for the most part rest at either 2 or 3 am regular paying little mind to having school the following day or not. I think the motivation behind why I won't rest is on the grounds that realize I am increasingly stressed over completing my concentrating early, rather then holding up to the latest possible time. I am happy that school has caused me to turn out to be progressively positive about examining. This system has truly made me a superior and a constructive individual, since I have really freed myself up to pose more inquiries, and giving more consideration during classes. My musings and feeling are opening up more regularly. The individuals who previously had there first year in school may really comprehend my perspective. First year in school is the greatest year, where you’ve become experienced, concentrated, metally alert, and furthermore attempting to discover what profession openings are available.... Free Essays on First Year in College Free Essays on First Year in College My First College Year Ordinarily in my life since I began school has been the equivalent. It appears as though I do something very similar ordinarily without recollecting that I did that the day preceding or just yesterday. It resembles a to some degree programmed rehash of my day and I don’t even acknowledge it. I for the most part consistently wake up at around 8:00am each Monday, Wednesday, and Friday to go to class. Just on those three days I get up right on time. On Tuesday and Thursday I wake up only a little chomp later, around 11am or 12pm. I for the most part concentrate throughout the day when I don’t go to class on those two days. There has never been weekdays were I haven't followed this accidental method, well perhaps just on long ends of the week and occasions. My Saturdays and Sundays are likewise typically like some other normal end of the week. I generally get heaps of schoolwork on Fridays, so the two days of my free end of the week is passed by examining. I never concentrated on the ends of the week when I was in secondary school. Realize that I am in school, I have gotten progressively full grown, and concentrated then ever, intellectually. School has completely changed my resting propensities moreover. I as a rule rest at either 2 or 3 am ordinary paying little mind to having school the following day or not. I think the motivation behind why I won't rest is on the grounds that realize I am increasingly stressed over completing my concentrating early, rather then holding up to the latest possible time. I am happy that school has caused me to turn out to be progressively positive about examining. This technique has truly made me a superior and a constructive individual, since I have really freed myself up to pose more inquiries, and giving more consideration during classes. My contemplations and feeling are opening up more frequently. The individuals who previously had there first year in school may really comprehend my perspective. First year in school is the greatest year, where you’ve become experienced, concentrated, metally alert, and furthermore attempting to discover what vocation openings are available....

2016s Presidential Candidates By the Books

2016s Presidential Candidates By the Books There are currently 20 people who hope to be president, and almost all of them have had books published. If youre looking to dig into the mind of any of the candidates, may I suggest a book? To be clear, Im just rounding up books that list the hopefuls as authors, and not books written about them. Also, this list comprises individuals who, at the time of writing, are still considered to be in the running, and ignores those who have dropped out or are speculating. Jeb Bush (R) has written (or co-written) three books. They are Profiles in Character, Reply All, and Immigration Wars. That last one was published last year, and Reply All is actually up for pre-order for release later this month (at the time of writing). Ben Carson (R) has written many books, and some of them have to do with his previous profession as a neurosurgeon. Im listing the ones that seem to do more with politics to narrow the list down. That leaves A More Perfect Union, One Nation: What We Can All Do to Save Americas Future, and What I Believe (an essay/column collection). Lincoln Chafee (D) has written just one book, which was published in 2010 called Against the Tide: How a Compliant Congress Empowered a Reckless President (ebook). Chris Christie (R) has not written any books. Hillary Clinton (D) has written three books, her most recent being Hard Choices, released earlier this year. The other two are It Takes a Village and Living History. Ted Cruz (R) has written one book, released this year titled A Time for Truth. Carly Fiorina (R) has written one book that relates to her current position as a politician, released earlier this year, titled Rising to the Challenge. Jim Gilmore (R) has not written any books. Lindsey Graham (R) has not written any books. Mike Huckabee (R) has written many books, his most recent being God, Guns, Grits, and Gravy which was released earlier this year. Other books to consider are Do the Right Thing, A Simple Government, and From Hope to Higher Ground. Bobby Jindal (R) collaborated with a few people to write Leadership and Crisis a few years ago, and you can pre-order his upcoming book (release October 20) American Will. John Kasich (R) has written two political books, the latest of which, titled Stand for Something, was published in 2006. The other is titled Courage is Contagious. Lawrence Lessig (D) also has a book coming out October 20th titled Republic Lost. Martin OMalley (D) has not written any books. George Pataki (R) wrote an autobiography back in 1998, but since then, nothing. Rand Pauls (R) latest book, released earlier this year, is called Taking a Stand. Hes also written Government Bullies and The Tea Party Goes to Washington. Marco Rubio (R) just released a book called American Dreams and previously wrote a memoir titled An American Son. Bernie Sanders (D) released an autobiography earlier this year called Outsider in the White House. You can also read The Speech. Rick Santorum (R) released a book in 2014 called Blue Collar Conservatives. Hes also written American Patriots: Answering the Call to Freedom. Donald Trump (R) released a book earlier this year called Time to Get Tough, and has another on the way for November called Crippled America. Of course, hes also released many books about his personal and business life.

Differences Between Italy And England - 883 Words

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Concept Development Florence Nightingale -Its Con Free Essays

CONCEPT DEVELOPMENT: Florence Nightingale – Influence on Nursing Theory 1. AIM: This assignment gives an abridged account of Florence Nightingale’s life, her education, aspirations and career. It also discusses the development of nursing theory in general, and Florence Nightingale’s influence in later nursing theorists’ work. We will write a custom essay sample on Concept Development: Florence Nightingale -Its Con or any similar topic only for you Order Now Florence Nightingale’s philosophy regarding the environment was fundamental to her concept of nursing and health, which was demonstrated through her work on sanitary reform and hospital construction. 2. BACKGROUND: Florence Nightingale was born in 1820 to well-educated, affluent British parents. Her youthful upbringing brought her into aristocratic society, where she made life-long distinguished friends and acquaintances. These would prove pivotal in her work as the founder of modern nursing. Schooled by her father in mathematics, languages, religion and philosophy (which were put to good use in forming her theories), the young Nightingale began her nursing training in Germany. After returning to England, she became Superintendent of the Hospital for Invalid Gentlewomen 1. During the 1840’s, sanitary reform in the community became a big political issue, which Florence Nightingale zealously embraced. She utilised plans for eliminating sanitation problems on the army wards during her time in the Crimean War. Although medical care in the army was higher than in the community, conditions were still appalling with blocked latrines, overflowing cesspools and contaminated drinking water. The latter playing an important part in epidemic outbreaks of cholera. 1,2. The soldiers named her as ‘The Lady of the Lamp’ when she carried her lantern through the corridors at night. In 1855, Florence Nightingale became very ill with ‘Crimean Fever ‘ and was not expected to survive. This disease is believed by some to be brucellosis melitensis. Her symptoms subsided and she returned to England, after which, she founded nursing schools at St. Thomas Hospital and at King’s College Hospital. Her achievements have included her many writings, such as ‘Notes on Hospitals’ and ‘Notes on the Sanitary State of the Army in India’. Florence Nightingale also compiled statistics and much evidence for the Royal Commission. Hospitals were set up world-wide financed by the Nightingale Fund. Although bed-ridden for much of her later years, she worked prolifically into her eighties, gathering data and expounding her nursing theories. In 1910, Florence Nightingale died at the age of 90 years. . Development of Nursing Theories and Practices Between 1858, when Florence Nightingale first wrote her ideas for the theory and practice of nursing, and the 1950’s, there was little change to the task orientated, authoritarian concept of nursing practice. The nursing theorists may have started to evolve in order to change this viewpoint. Notable protagonists include Henderson, Peplau, Abdellah and Orem. 4 In addition, reactions to the medical paradigm which was well established and developed, may have prompted the change of nursing, from one of traditional symptom orientation to a nursing paradigm in it’s own right. Figures 3. 1 3. 2 refer). [pic] Nursing theories have gone through several changes and ideas that were rejected in one stage of development have been accepted in another. There has been a shift from the early rejection of nursing theories, through the positivistic, quantitative research of the sixties to the recent revival of Florence Nightingale’s concept of nursing of health and environment. Nursing research has shifted towards the phenomenological viewpoint (the meaning of experience and perceived reality) illustrated in Figure 3. 3. [pic] Nursing theories prove that nursing is a profession, not simply an occupation. Meleis describes these as being â€Å"a systematic, coherent body of knowledge with boundaries†. There are three types of nursing theories, according to Alligood and Chong Choi. 1 The first is nursing philosophy, in which the meaning of nursing is realised through analysis, reasoning and logical argument. Exponents of this type of work were early theorists. Florence Nightingale’s work is a philosophical one. The second or ‘grand theorist’ type gives a conceptual framework in which one can view the world and take into account it’s aspects. (J. Fawcett 1989)1: 6 . Orem and Neuman are examples of this type. The third type are middle range theories, which are derivatives from other works such as grand theories, philosophy of nursing theories or perhaps from other, related theories. 1 4. Florence Nightingale’s Influence on Nursing Development and Practice Florence Nightingale was the first nursing theorist. She believed her life in nursing to be a calling from God, her chief mission being to improve the environment in which people lived and in which people were cared for. Although an innovator, she was also a product of her time as sanitary reform in the community became a big issue with the educated classes. Her other philosophies influenced nursing theory and practice. These were: * Nursing as a profession distinct from Medicine. Gathering of statistical data for applied research The establishment of recognised system of nurse training Definition of Health Dichotomy of nurse / patient role. The reparative process of disease 4. 1 Environment Florence Nightingale placed great emphasis on the physical aspects of the care setting. These are namely; clean air, pure water, efficient drainage, cleanliness and sunlight, 7 which are largely taken for granted in our modern hospitals. She believed these would eradicate the main source of illness, although, Miss Nightingale rejected the theory of bacterial infection on the grounds that she had no empirical evidence to support it. Florence Nightingale believed that building construction, in particular, hospital building, should pay particular attention to sanitation and ventilation. This together with the correct diet would eliminate much current sickness. Her writings on this subject revolutionised hospital construction. 10. In her Notes on Nursing, she admonished nurses who noisily tripped over fire-irons, thus breaching safety standards. Virginia Henderson wrote of Florence Nightingale’s influence on her own work regarding the environment, when she said, â€Å"Like Miss Nightingale, I have shared an interest in seeing the environment made safer for people. She put more emphasis on fresh air than I, of course, did. I had more opportunity to learn how to control infection than she did. † 8. Miss Hende rson further enlarged on Florence Nightingale’s theory to say that nurses should recommend the construction of buildings, purchase of equipment and maintenance in order to minimise chances of injury. 1 Kathryn Barnard, speaking in 1966, said that in order for the nurse to assist the patient in promoting and maintaining his / her independence, a change in the patient’s environment may be necessary. 1 Martha E. Rogers (1970) and Betty Neuman (1995) echoed Florence Nightingale’s belief that the provision of an environment which was conducive to healing, such as cleanliness, fresh air and calm, were prerequisites for recovery from illness. Nursing theorists widened the concept to include people’s responses to their immediate and broader environment. 9 Rogers holds that the description of person and environment ‘energy fields’ are inseparable. Dorothea Orem’s ‘Universal self-care requisites’ (1980) lists the maintenance of air, water, food, rest and solitude, as being required by all human beings and adding to these; social interaction, elimination, activity, social interaction, prevention of hazards and promotion of human functioning. 4. 2 The Profession of Nursing and Health. The idea that there would be a professional body of exclusively female nurses (Miss Nightingale believed women were natural nurturers) was revolutionary in the last century. The exception was in psychiatric nursing, where men’s’ physical strength was valued. This view is largely discounted today, of course. She was also passionate about the uniqueness of nursing, existing alongside but not incorporated into, other related disciplines, such as medicine. Adherence to signs, symptoms, surgery, medication and disease prevailed in this era of health care. 5 She was suspicious of ‘new’ scientific thinking, wh ich would turn nurses into ‘medical women’. 10 The training of young, more educated nurses in the new progressive schools like St. Thomas Hospital, included Florence Nightingale’s own concept of health: hygiene, environment and care. Her belief was that health was a state of wellness, desired by the patient and gained by using all power available, to the fullest extent. 1:10 Miss Nightingale combined both health education with sick nursing in her teachings, a practice which is very much in evidence today. Hildegard Peplau, followed Florence Nightingale, in 1952, and pioneered a knowledge-based nursing practice, which included education and research; distinguishing it from medicine-based health care. 1, 11 In 1987, Rosemarie Rizzo Parse echoed the need for nursing to move away from the medical model in order to evolve. 4. 3 Concept of Nursing and Statistical Data Gathering In 1970, Martha Rogers took Miss Nightingale’s concept of nursing and redefined it as a constant human interaction with the environment. 5 She lauded Miss Nightingale’s ability to place the person â€Å"within the framework of the natural world†, by her vision of health and by supporting this with statistical data. 1 Rosemarie Rizzo Parse was greatly influenced by Martha Rogers. She believed that, since Florence Nightingale’s time, nursing owed it’s existence to Man and Health. 1 4. 4 Nurse/ Patient Role and her Model of Nursing Florence Nightingale believed disease to go through a reparative process Her model of nursing reflected her belief that nature would cure the patient by the actions of the nurse’s control on the environment, 12 the patient’s role was a passive one, with little or no say in the way in which he or she was treated by the health care team. Few would argue that nursing theories has taken a more holistic approach than was the case in Florence Nightingale’s time. A legacy of the Nightingale School is the military terminology used by Miss Nightingale from her time spent in army nursing. Phrases such as; ‘on duty’, ‘off duty’ and ‘sick leave’ are still in use today. 10 5. Conclusion Florence Nightingale saw nurses as women who were not only professionals in their own right, (a revolutionary concept for Victorian England, when most women were subservient to male domination) but were to be instrumental in bringing about changes in order to improve the environment in it’s broadest sense. By this token, she was also the first health educator. Miss Nightingale presented her own empirical evidence i. e. based on her own experiences and observations, as established facts. She was a believer in research. Her gathering of statistical data was used to give credence to her hypotheses on her epidemiological studies. She laid the foundations for a recognised system of nurse training, not only in this country, but abroad. However, those nurse educators, who followed in Florence Nightingale’s footsteps in teaching young (and from an increasingly higher social class) women in the art of nursing, failed to differentiate between the goals and focus of nursing and of medicine. The medical model tended to neglect the patient as a human being. Furthermore, nursing creativity would be stifled (at least in the U. K. ) under a regimented, task-orientated regime until the early 1950’s until the emergence of new nursing theorists, such as Peplau (1952), Henderson (1955) and Orem (1958). Some of Florence Nightingale’s practices and beliefs have been largely discontinued or discounted today, such as the pathology of dirt and dampness, her disregard to the germ theory, and the fact that the patient was non-participative of his/her method of care. This lack of holism was perhaps in keeping with her time. 1. Her vision of nurses as innovators for social health reform, continues to inspire us today. – End of Assignment – REFERENCES: | | | |1. | Marrinner-Tomey, A. (1994). Nursing Theorists and their Work. St. Louis, Missouri: Mosby. | |2 |Dingwall, R. , Rafferty, A. M. , Webster, C. (1988). An Introduction to the Social History of Nursing. London: Routledge | |3 |Baly, M. E. (Nov. 13. 1996). Different history for Nightingale illness, Letters. Nursing Standard, 8 (11) 10. Harrow, Middx. , R. C. | | |N. Publishing Company. | |4 |Castledine, G. (1994). A definition of nursing based on nurturing, 3 (3): 134. British Journal of Nursing. | |5 |Meleis, A. I. (1985). Theoretical Nursing: Development and Progress. Pennsylvania: J. B. Lippincott Company. | |6 |Fawcett, J. (1989). Analysis and evaluation of conceptual models of nursing. In A. Marrinner-Tomey (Ed). Nursing Theorists and their| | |Work. St. Louis, Missouri: Mosby. | |7 |Nightingale, F. (1992). Notes on Nursing. London: Scutari Press. | |8 |Smith, J. P. (1989). Virginia Henderson: The First 90 years. London: Scutari Press. | |9 |Pearson, A. , Vaughan, B. , Fitzgerald, A. (1991). Nursing Models for Practice. London: Heiman | |10 |Baly, M. E. (1986). Florence Nightingale and the Nursing Legacy. New York: Croon Helm. | |11 |Fitzpatrick, J. and Whall. A. (1983) Conceptual Models of Nursing. Prentice Hall Publishing Co. | |12 |Kershaw, B. and Salvage, J. (1994) Models for Nursing. Great Britain. John Wiley Sons Ltd. | How to cite Concept Development: Florence Nightingale -Its Con, Papers

The Watergate Complex Is A Series Of Modern Buildings With Balconies T

"The Watergate Complex is a series of modern buildings with balconies that looks like filed down Shark's Teeth" (Gold, 1) "The Watergate Complex is a series of modern buildings with balconies that looks like filed down Shark's Teeth" (Gold, 1). Located on the Potomac River in Washington, D.C. it contains many hotel rooms and offices. What happened in the complex on June 17, 1972 early in the morning became a very historical event for our nation that no one will ever forget. The "Watergate Scandal and constitutional crisis that began on June 17, 1972 with the arrest of five burglars who broke into the Democratic National Committee (DMC) headquarters at the Watergate office building in Washington D.C. It ended with the registration of President Richard M. Nixon on August 9, 1974. (Watergate) At approximately 2:30 in the morning of June 17, 1972 five men were arrested at the Watergate Complex. The police seized a walkie talkie, 40 rolls of unexposed film, two 35 millimeter cameras, lock picks, pensized teargas guns, and bugging devices. (Gold, 75) These five men and two co-plotters were indicated in September 1972 on charges of burglary, conspiracy and wire tapping. Four months later they were convicted and sentenced to prison terms by District Court Judge John J. Sercia was convinced that relevant details had not been unveiled during the trial and offered leniency in exchanged for further information. As it became increasingly evident that the Watergate burglars were tied closely to the Central Intelligence Agency and the Committee to re-elect the president. (Watergate) Four of these men, that were arrested on the morning of June 17, 1972, came from Miami, Florida. They were Bernard L. Barker, Frank A. Sturgis, Virgillio R. Gonzalez, and Eugenio R. Martinez. The other man was from Rockville, Maryland named James W. McCord, Jr. The two co-plotters were G. Gordon Liddy and E. Howard Hunt. (Watergate) The senate established and investigative committee headed by Senate Sam Ervin, Jr., to look into the growing scandal. As they were investigating, they related that the famous break-in was far more involved than what everyone had expected. (Watergate) The White Houses involvement of that morning first became evident when James McCord wrote a letter to Judge Sirca. In this letter McCord explained that he wanted to disclose the details of Watergate. He made it apparent that he would not speak to a Justice department official of an FBI agent. Although his letter did unveil details, it made server chargers. McCord justified that "Political pressure" (Westerfled 36) had generated many defendants to plead guilty and remain silent. He also claimed that there had been whiteness at the trail who had committed perjury in order to protect the people who headed the brake-in. McCord declared that he, his family, and his friend may be in danger if he spoke out. (Westerfled 36-37) The Senate Watergate Committee saw their chance to unravel the mystery of this scandal. The offered James McCord a chance to speak publicly. In his first meeting with representatives of this committee he named two more people that he claimed were involved in the burglary and cover-up. Theses two men were John Dean and Jeb Margruder. Margruder was the second-in-charge of the CRP and Dean was a White House aid. After hearing these substantial accusations the Senate Watergate Committee promptly subpoenaed John Dean and Jeb Margruder. (Westerfled 37-38). After the next session with James McCord he took the whiteness stand and explained how Liddy had promised him an executive pardon if he would plead guilty. This began to question the a White House involvement since only the president could present such a pardon. (Westerfled, 40) Jeb Margruder was the next witness to testify. He admitted his own perjury to the Grand Jury and verified what McCord had said. While on the stand he also revealed another name to add to the list of those involved, John Mitchell. (Gold, 246-247) The next witness scheduled to appear was John Dean. In Dean's testimony he exposed that the Watergate burglary had been only a part of a greater abuse of power. He said that for four years the White House had used the powers of the presidency to attack political enemies. They spied on and harassed anyone who did not agree with Nixon's policies. If a reporter wrote stories criticizing the White House they would be singled out for tax investigations. The White House also kept an "Enemies List" (Westerfled 43) of people that the presidents men wanted revenge on. After being fired, dean kept official documents that supported his statements. (Westerfled 43-44; Gold 309-330) John Dean said,

Importance of the Benefit Package for Employees

Importance of the Benefit Package for Employees A benefits package is necessary for the well being of employees in an organization. Employee benefits can be defined as non-monetary rewards which employees gain apart from their salaries and wages. These benefits are meant to improve the quality of life of employees working in an organization.Advertising We will write a custom proposal sample on Importance of the Benefit Package for Employees specifically for you for only $16.05 $11/page Learn More Some of the benefits offered will be either mandatory or discretionary. Mandatory benefits are benefits which an employer has an obligation to provide to his employees as stipulated by the law. Discretionary benefits are those benefits an organization offers its employees out of its own volition. The benefits packages offered will fall in the two categories. They are meant to improve the welfare of all employees working in this organization. The first category of benefits to be offered will be in form of retireme nt benefits. These benefits are mandatory by law because the government values social security of all working people. All employees in the firm employed on a permanent contract are required to remit monthly payments in specific retirement schemes. Employees will have a specific amount of money deducted from their monthly earnings depending on the amount of salary each individual earns. The money will be held in a pension fund from which an employee will be able to obtain his savings upon retirement. Health insurance is important because workers need to have adequate medical cover whenever they fall sick. Workers who have families will have four of their nuclear family members covered by the health scheme. Employees’ salaries will be deducted and the funds obtained will be remitted to health service providers. This benefit is mandatory because an organization with healthy employees has the ability to produce high levels of output. Sick employees will be granted sick leave to a llow them to get treatment. The company will also offer maternity leave to pregnant female employees. Health benefits will improve the living conditions of employees that work in this firm. Housing benefits will also be offered to all employees in the organization. These benefits are discretionary. The criteria to be used will influenced by the level of status an employee holds in the organisation. Employees in a specific pay grade will be offered a uniform housing allowance every month on top of what they earn. All employees will get additional monetary compensation on top of the salaries they earn monthly.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A transport allowance will be offered to interns at the organization to help them reduce their commuting expenditure. This is a discretionary allowance which will ease the burden of commuting costs on interns about to become f ull time employees. Employees will be encouraged to join optional life insurance plans with various insurance providers. These plans will be easily transferable and will offer compensation depending on the length of time an employee is willing to subscribe to them. The insurance plans offered will yield annual interest depending on the amount of premiums an employee contributes. An insurance risk cover for employees working in hazardous environments will be introduced. The company will also implement safety measures which guarantee the wellbeing of employees. Employees who get injured accidentally while performing their duties will be offered monetary compensation for injuries sustained. This benefit will only apply to employees who get injured inside the company. They will have to provide evidence that shows the injuries they sustained were accidental. The compensation offered will be commensurate to the type and severity of the injury suffered. Employees who are found to have used intoxicating substances in the form of alcohol and drugs at the work station will not qualify for compensation. Other benefits to be offered will depend on the individual situation of each employee. These benefits will be offered depending on the performance appraisals of each employee in the company. There will also be benefits that will be offered to employees going through difficult times to help them recover and continue with their duties at work. These benefits make the organization to be responsive to the needs of its employees. The recruitment and staffing policy in the organization will focus on hiring competent individuals who are suitable for the organisation’s staffing needs. The organization will be divided into four departments all of which will coordinate closely. These departments are: finance, sales and marketing, production and human resource. The production department is critical for the company’s survival and it will have the largest number of staff . The sales and marketing department will also need several support staff that will represent the company in its target markets. The finance and human resource departments do not require large personnel teams.Advertising We will write a custom proposal sample on Importance of the Benefit Package for Employees specifically for you for only $16.05 $11/page Learn More The company is to be headed by a Managing Director who will oversee the operations of all departments headed by their respective managers. This position fits a person with a long term growth strategy for the firm and good leadership skills. The finance department will be under the finance manager who will be responsible for computing and analyzing financial issues in the firm. A person with good book keeping skills combined with good financial analytical skills will be suitable for this position. Seven accountants and an IT officer working under him will be responsible for maintaining and updatin g the firm’s financial records. The production department will be headed by a production manager. This will suit a person with effective technical knowledge on suitable equipment and production processes to be used by the organization. The production manager will be responsible for planning work shifts for staff under his department. He will liaise with the marketing department to determine the level of output which needs to be produced to satisfy existing demand in the market. He will work with three line managers who will supervise support staff in the firm. The support staff will be operating production machines. Employees in this department will be offered a risk cover because of the hazards they are exposed to in their working environment. The human resource department will be headed by a human resource manager. A person with a thorough understanding of labour issues and efficient human resource practices will be suitable for this position. The human resource manager wil l be responsible for recruitment, staffing and preparing organizational procedures to be followed by the firm’s employees. He or she will work closely with other support staff including front office staff, drivers, secretaries and security officers. These employees will assist the organization to run its operations smoothly. A marketing manager will watch over sales and marketing functions in the organization. A person that can effectively analyse existing market opportunities and their potential will be suitable for this position. He will be responsible for initiating marketing strategies and plans that help to increase the company’s market share.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More He will be assisted by sales executives who will be liaising with distributors to meet the set sales targets. Sales executives will also be required to conduct market research to gather important information and data which reveal more about the market. The recruitment criteria for employees to fill these positions will be influenced by their skills, suitability and experience. All recruited candidates will have to undergo rigorous interviewing processes to determine their suitability. The finance, production and marketing departments need employees who have college education. The interviewed employees will have to do aptitude tests to evaluate their skills, personalities and knowledge. Employees selected to work in production will undergo induction programs to make them conversant with technical procedures involved. The organization has a clear communication structure which all employees are required to follow when they are performing their duties. Cafeteria plans will be included i n the benefits policy being formulated. Employees will be able to purchase meals during lunch and tea breaks. The cafeteria program will be subsidized and employees will pay a small fee for the service which will be deducted from their gross salaries. There will be schemes that reward employees who surpass established performance parameters. These individual incentives will be influenced by impressive performance outcomes. These employees will be given bonuses, holiday benefits and gifts to motivate them. A study leave paid for by the company will be offered to talented employees who desire to acquire more skills and knowledge in their areas of expertise. In conclusion, these benefits will help to improve the welfare of all employees who work in the organization. All employees will be made aware of these policies to make them conversant with organizational procedures.

Your Work Adds Value †Start Pricing It That Way

Your Work Adds Value – Start Pricing It That Way When I began to inquire about a cleaning service – you know, someone to clean my house so I could have two hours of my life back – I was floored with the going rate. The going rate for cleaning toilets (in my area) is $80 per hour. You want clean laundry? Much more. This made me reflect on how experts not only price their services, but whether they believe they offer something of value. This isnt to say cleaning for a living doesnt deserve to be paid. It sure does. But writing for a living is worth at least that, dont you think? If you search online for the going rate of freelance writers, youll be disappointed. Those rates are false. If you accept that $30 an hour for a writing project is fair, youd be better off cleaning toilets for a living. How do you counteract the low fees as a professional writer? Quality clients First, realize you should only accept the clients who will agree to your rates. Clients have to have a substantial marketing budget. Theres a reason why cleaning services are typically used Charge per project Second, drop the hourly rate. When your plumber is working on a task, are you watching the clock and seeing $100 fly out the window every hour? Dont do that to clients. Give them a set project fee, which corporate clients prefer. Dont cheapen your skill Appreciate your value Third, develop confidence in your rates. Dont leave room for negotiation Say no Finally, say no more often. The more work you accept at insulting rates, thats additional work you could lose at better rates. Weed through the undesirable, cheap paying clients. Set yourself up as an expert. Produce quality work and enhance your portfolio. The more quality clients you choose to work with, the more youll believe youre worth every penny. Realize that you will always be surrounded

EARLY VERSUS LATE CLAMPING OF THE UMBILICAL CORD Essay

EARLY VERSUS LATE CLAMPING OF THE UMBILICAL CORD - Essay Example Internationally, roughly a quarter of children below the age of four have iron deficiency anaemia, the severest type of iron deficiency (McDonald & Middleton, 2009). In Europe alone, the occurrence of this iron deficiency is between 3 to 7% among children below the age of four, and the occurrence of iron deficiency has been found to be as high as 26% (Grajeda et al., 2013). Some researchers argue that late cord clamping might have poor neonatal implications with enhanced risk of polycythaemia, respiratory symptoms, need of phototherapy and hyperbilirubinaemia (Emhamed et al., 2012). However, the main findings of this paper are that delaying of the umbilical cord clamping in full-term neonates for at least 2 minutes following birth is useful to the infant, extending into infancy. Even though, there was a raise in polycythemia among babies in whom cord clamping was belated, this condition seemed to be benign. Another main finding of this paper is that the iron amount in the blood in th e cord is large, which the baby requires for optimal fitness and for the hindrance of anaemia. Prior to the mid 50s, the phrase â€Å"early clamping† was defined as the clamping of umbilical cord in a minute just after birth, and â€Å"late clamping,† on the other hand, as clamping the of the umbilical cord over 5 minutes following the baby’s birth (Grajeda et al., 2013). In a number of researches of blood quantity changes following a baby’s birth carried out by researchers in nations like the U.S., the United Kingdom, as well as Canada, it was found out that in healthy term babies, over 90% of blood volume was attained in the first few breaths the baby took following birth (Mathew, 2011). Due to these findings and the lack of specific recommendations regarding the best timing, the period between birth and clamping of the umbilical cord started to be reduced. In a majority of cases, clamping of the umbilical cord is carried out between 15 to 20 seconds following the birth

Western architecture before 1100 AD Research Paper

Western architecture before 1100 AD - Research Paper Example It is given that there are compelling reasons which inform my choice of the Bent Pyramid. One of the qualities that make the pyramid strikingly unique is the pyramid’s very structure. Unlike other pyramids, the structure of the Bent Pyramid is divided into portions. The lower part of the Bent Pyramid is raised from the surrounding desert or physical landscape at an inclination of 45 degrees. However, the upper part of the Bent Pyramid has a shallower angle. The shallower angle is 43 degrees and thereby lending the pyramid a palpably bent appearance. As if the immediately foregoing is not enough, it is strikingly important that the Bent Pyramid has two entrances. Both of the two entrances lead to chambers with high and corbelled ceilings. One of the entrances has a low down on its northern side. This side has a substantial wooden staircase which had been built for the sake of tourists. Specifically, the northern entrance give way to a chamber that is situated below ground level. Needless to say, presently, the Bent Pyramid is not accessible for tourists. Facing the west side of the pyramid is the second entrance which is located higher above the ground, than the first entrance. The second entrance (the western one) leads to a chamber which is in the body of the very pyramid. According to Broughton (1998, p. 469), the corbelled ceiling which is to the left is also to be visible from the first chamber. This corbelling is to be rougher, to ward off the danger of termites or rot. When one turns around by 180 degrees, he is able to take the first peek into the lower chamber. Again, the corbelled ceiling is to be covered with modern scaffolding. There is to be a ladder, nearly 50 foot long leading up to a connecting passageway which is between the passageways and chambers that are accessible from the western entrance, one the one hand, and the set of chambers, on the other. As if the positive and aesthetic attributes of the Bent Pyramids are not

Facilitation Theory Or The Humanist Approach?

Facilitation Theory Or The Humanist Approach? Teaching and learning today are completely different from yesterday because we are facing the challenges of changes in higher education for the future prosperity with todays young students and their readiness to take up these challenges to face up to the coming centuries. Understanding teaching and learning is not easy, not something that can be based on the representation of what has been perceived or limited to a few methodological prescriptions. In this chapter, we are going to go back and shed light on some theories of learning to understand better to what extent teaching is related to learning and how they can impact in society. 1.1 languages Teaching and Learning Language teaching and learning still requires much effort to be stored in individuals mind perfectly. It should have acquired an appreciation of the values of a broad range of intellectual disciplines such as linguistics, sociolinguistics, psycholinguistics and mainly applied linguistics as well as general detailed knowledge. So, how can language pass on these disciplines to become dynamic and pragmatic in use? To answer this question, let us see what Campells theory depicts, in figure 1 below, about the relationship between three disciplines: linguistics, applied linguistics and pedagogy. Campbell ( 1980:7) says: The relation between the language sciences and language teaching has emerged as one of the key issues in the development of a language teaching theory à ¢Ã¢â€š ¬Ã‚ ¦For him: Applied linguistics is the mediator between the practitioner and the theorist.. See Fundamental concepts of language teaching book of H.H.Stern,(1983:36) Linguistics Applied linguistics Pedagogy Theoretician Mediator Practitioner Figure1 Campells model of the relationship between theory and practice According to Campells theory starting from linguistics, the scientific study of language, alone is not enough to get an effective relation between pedagogy and linguistics. The latter requires much practice to relate theory to practice and make language more effective. For that reason, to consolidate the three disciplines, Campell included three extra elements to his conceptual framework. These elements are psychology, sociology and anthropology. Campells model of the relationship between theory and practice made Spolsky( 1980:72) argued and then modified Campbells theory .For Spolsky, sociolinguistics discipline is very interesting to achieve a good result in the relation between theoreticians and practitioner. He divided language teaching into three main sources: Language description: General Linguistics Language teaching: psychology for the theory of learning and psycholinguistics for the theory of language learning Language use in society : sociolinguistics What we can understand from Sposkys theory language teaching is an interesting amalgam of disciplines, each one contributes to educational language in practice and the focus here is on the educational language. Pragmatically speaking, according to many people the understanding of language is not only learning theories but it is also our reflection and thinking of knowing to what extent can be these theories impact on the teaching of language. The theories are different of how we learn, and they are useful and ready for how students learn and also how teachers teach. Each one of them, student and teachers, has own way of thinking of own different way of learning. So who are we in these theories? And what are these theories? To answer these questions let us see some fundamental theories of learning: 1.2.1 Reinforcement Theory This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner (Laird 1985, Burns 1995). Laird (1985) sees this aspect of behaviourism not relevant to education. It is about some positive and negative tasks the learners made in his daily life. This theory requires much Competency Based Training ( henceforth, CBT), It is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice but higher order learning is not involved in it. The criticism of this approach is that it is rigid and mechanical (Burns 1995). 1.1.3 Cognitive-Gestalt Approaches The focus in this theory is on the importance of experience, meaning, problem-solving and the development of insights (Burns 1995, p 112). Burns notes that this theory has developed the concept that individuals differ from one to another, they have different concerns at different times with different subjective interpretations in different contexts. This theory is very close to learners to get themselves in learning language by knowing to what extent they are different from each other. It is also very close to the learners characteristics of today (for more details see chapter 3) 1.1.4 Holistic Learning Theory The basic understanding of this theory is that the focus is on the composition of the individual personality which consists of many elementsspecifically the intellect, emotions, the body impulse (or desire), intuition and imagination (Laird,1985, p 121) that all require activation if learning is to be effective. This theory is about a complementary theory to Cognitive-Gestalt approaches. 1.1.5 Experiential learning In this theory, Kolbs research found that people learn in four ways in learning (McGill Beaty 1995). The ways are as follows: Concrete experience Testing implications of Observations and Reflections concepts in new situations Formation of abstract concepts and generalization Figure 1 the Experiential Learning Model (Kolb, 1981) à ¢Ã¢â€š ¬Ã‚ ¢ Learning through concrete experience à ¢Ã¢â€š ¬Ã‚ ¢ Learning through observation and reflection à ¢Ã¢â€š ¬Ã‚ ¢ Learning through abstract conceptualization à ¢Ã¢â€š ¬Ã‚ ¢ Learning through active experimentation In discussing these theories, we confirm from the educational researchers concept that learners are different in their way of learning. Kolb, one of these educational researchers whose interests are involved in proving that learner, individually, can choose any style and way of learning which reflects his behaviour to act in learning which is the link between him and his society through actions and reflective process (McGill Beaty 1995). This theory confirms Spolskys argument ( 1980:72) 1.1.6 Facilitation Theory or the Humanist Approach Carl Rogers and others have developed the theory of facilitative learning. The basic introduction to this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors (Laird 1985). Other characteristics of this theory include: à ¢Ã¢â€š ¬Ã‚ ¢ Human beings must be eager to learn (prompt willingness) à ¢Ã¢â€š ¬Ã‚ ¢ Human beings must be curious to learn (curiosity) à ¢Ã¢â€š ¬Ã‚ ¢ To change on selfs concept we must be involved in a significant learning. ( flexibility and readiness). Carl and Rogers see that: The Characteristics of Facilitative Teachers are: à ¢Ã¢â€š ¬Ã‚ ¢ They are not more protective of their beliefs than other teachers à ¢Ã¢â€š ¬Ã‚ ¢ They are affectionate they are all listening to learners, especially to their feelings à ¢Ã¢â€š ¬Ã‚ ¢ They are much attentive to their relationship with learners in the classroom. à ¢Ã¢â€š ¬Ã‚ ¢ be open-minded and apt to accept feedback, whether positive or negative and to use it as a reflective and constructive insight into themselves and their behaviours. Some of these characteristics do fit our changes into innovative and modern teachers but others still to be modified according to our readiness for being autonomous teachers. In this work, we are going to focus on the changes from the traditional, affectionate and facilitative teachers into modern teachers. The characteristics of learners: à ¢Ã¢â€š ¬Ã‚ ¢ Must be courageous, autonomous and responsible for their own learning à ¢Ã¢â€š ¬Ã‚ ¢ Must care and provide much information (input) for the learning which occurs through their deep perception (insights) and experiences. à ¢Ã¢â€š ¬Ã‚ ¢ are encouraged to evaluate themselves before their teachers and to be aware of their learning needs to focus on what factors may contribute to achieving significant results. These characteristics are mandatory and required in the new systems implementation. To understand better this theory which impacts strongly our work we must understand the relationship between teachers and learners or in another words between learning and teaching as well as the strategies made to enhance this relationship. So what is learning and what is teaching? And what is the relationship between them. Teaching is to get and pass on knowledge while learning is to acquire this knowledge by studies; it is also the process where knowledge is created through transformation of experience (see page 3 David Kolb 1981). It seems that the relation between them is very strong and interrelated. From these definitions, we can also understand that the relationships between teaching and learning lead to the best academic achievement for students having the desire to acquire learning language which represents an individuals receptive cognition to learning different tasks depend on the context (Peterson, et al., 2009). It is an input which differs from one individual to another depends on the teachers in regard to what type of information is most effective. The concept that students and teachers have different competence that vary from one to another to learning and teaching language in different styles and ways lead theoreticians and practitioners, those who are responsible for curriculum control and revision, to think of the curriculum framework, i.e. how to be in charge of approaches and systems to structure teaching language and planned in the curriculum frame work. The curriculum is now very interesting to empower both learners and teachers to develop their potential in knowledge. So, what is Curriculum? Who are responsible for planning it? And what is it for? To respond to these questions we need first understand the curriculum meaning. 1.2 What is Curriculum? The curriculum is concerned with two terms teaching and learning, i.e. what is given in learning and teaching, and how they take place. What teachers teach or learners learn comprises aims, strategy, knowledge, skills and outcomes of learning students are intended to make obvious. The how of the curriculum concern teaching/learning methodology, teaching strategies and media resources. The curriculum has been changed due to changes in systems implementation such as CBA, LMD and ICTs integration in the classroom. The latter needs some cases of the invention of new technology to modify the content and enlarge knowledge to make a good curriculum. The systems , CBA, LMD and ICTs integration, in many ways can be seen to be affecting the curriculum both in terms of content and methodology. Further, we mean by the word curriculum run a Course, i.e. it describes a series of steps in teaching and learning specific contents. It is also considered as a sequence of learning experiences; the fact of these definitions that without curriculum none can control the individual students experiences. Thus through curriculum students can be provided with opportunities to learn a specific content. From the latter, we can understand also that the suitable definition to the curriculum is a sequence learning opportunities given to students in their study for specific purposes. A sequence of learning opportunities cannot be seen but it can be planned and made through the classroom activities. Thus, curriculum appears in different aspects which exist in textbooks for specific contents to facilitate teaching and make teachers efficient to pave this sequence of learning opportunities for students. It is actually made to develop learners competence; herein we are speaking about the importance of curriculum development 1.3 The Importance of Curriculum Development The importance of curriculum development appears in its focus on knowledge transmission and skills development in regard with competency based language teaching (henceforth CBLT) or learning outcomes. That is to say, working on the four skills (reading, speaking, writing and listening), knowledge and attitudes make effective teaching strategies. In relation to CBLT, Docking says that: CBLT [Competency-Based Language Teaching] is designed not around the notion of subject knowledge but around the notion of competency. The focus moves from what students know about language to what they can do with it. The focus on competencies or learning outcomes underpins the curriculum framework and syllabus specification, teaching strategies and assessment. (Docking, 1994: 16) From the above quotation basing on what have been already said, we can understand that Competencies focus on four main parameters appears in the following: Learning outcomes Curriculum Syllabus Teaching strategies (a course) Assessment Figure 1: The Main Parameters of Learning Outcomes or Competencies Figure one represents the relationship between curriculum and its aspects (syllabus, teaching strategies and assessment) in regard with learning outcomes. These four fundamental concepts help theoreticians and practitioners to define the context in relation to the students needs about the curriculum framework which is clearly related to students learning needs. To respond to learning needs and CBLT the curriculum planning must take care of the following points: Setting: Students number, age, gender, purpose, education Aim: Type and purpose of course, mandatory and required tests . Materials needed or available: text, books, e- books, magazines, articles or computers, laptops with their connection to the net and so forth. Time: How many hours, day of week, time of day. These four points can also be viewed as part of syllabus. The latter is very important to design a course that must focus on the needs of learning outcomes. Herein, to understand more the concepts given let us have a look at what is a course in regard with syllabus or vice versa. 1.3.1 Course A course is an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge. (Hutchinson and Waters 1996: 65) The distinction between a curriculum and a course is important because some of the areas of concern in curriculum development as: societal needs analysis, testing for placement purposes or program wide evaluation may be out of the hands of teachers who are developing courses (Richards, 2001). 1.3.2 Syllabuses Syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level Dubin Olshtain, (1997: 28), Syllabus is essentially a statement of what should be taught, year by year through language syllabuses often also contain points about the method of teaching and the time to be taken (Lee 1980:108). Another opinion is that that Syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level Dubin Olshtain, (1997: 28). Syllabuses are more localized and are based on accounts and records of what actually happens at the classroom level. Given these definitions it is suggested that it seems helpful to define a curriculum and a syllabus as separate entities. To conclude we can now ensure that we can see syllabus design as part of course design, they are complementary and parts of curriculum whose importance appears also in the following: The educational purpose of the program. The content teaching procedures and learning experience which will be necessary to achieve this purpose .(the means) Some means for assessing whether or not the educational ends have been achieved. ( Richards, Platt and Platt 1993: 94) From these most significant points Allen sees that: Curriculum is a very general concept which involves consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program. (Allen quoted in Nunan, 2000: 6) Thus, it is the change of instructions in teaching and learning in all over the world. For that reason, most developing countries institutions among them Algerian institutions have amended and revised their curricula in another words their syllabuses, methods, approaches and systems to respond to the world requirements, taking into account the various factors( external or internal) that influence learning process. To understand more this policy of education we must understand its basic notions in the structural education such as competencies or learning outcomes, syllabus, course, assessment and curriculum. Today, there are many of teachers and students who think that curriculum is syllabus; in fact, syllabus is a part of a curriculum. It describes the content of a course .i.e. It shows the content of what is going to be taught including a set of knowledge and skills. Herein, the importance of presenting the basic notions education is to go over the global changes and structures of the various disciplines to learn from others and to be apt to know what others think of us. In addition to curriculum development made by policy makers which enables learning to take place, during the course of study, in terms of knowledge and skills, teachers should highlight the main syllabus to present the main learning and methods and to provide the learners with resources and equipments to support the effective teaching of the course. In this case the teacher notion must focus on how to structure the knowledge to be well received by learners. The following quotation ensures our saying the learning structure through teaching. Teaching is knowledge transmission, management of learning. The teacher is a decision maker, provider of learning structure, collaborator, and resource. (Adapted from Graves 2000: 31) Our aim from understanding the curriculum development and its importance is to ensure a successful and effective teaching of the language through official curriculum delivered by policy makers to be implemented in schools and universities. Implementing such curriculum requires much effort to respond to the learners needs and competence. Algeria as one of developing countries and a multilingual schooling is in the process of growing out of its historical roots run riot to make changes in educational policy encouraging the education ministry to revise, modify and update the curriculum for basic education, particularly in basic education programs. Speaking about changes in educational programs and organizing content lead us to think of the CBA approach and LMD system that are the fundamental concepts, today, of the curriculum whose interests are in organizing and exploring learners competence (knowledge and skills). They both work on input (data/ knowledge) and outcomes. The question to be raised here what are these implementations? These systems implementations are CBA approach in primary and secondary schools and LMD system in universities. 1.4 Historical Background about CBA In 1973, the word competency was introduced to psychology literature when David McClelland argued in his article Testing for competence rather than for intelligence that neither job performance nor success can be got through old and traditional tests of academic discipline. Thus, the search for theory and tools that could unfailingly see coming effectiveness in the workplace began (McClelland, 1973). In1982 it was Boyatzis who first drew together comprehensive data that had been collected inthe USA using the McBer Company Job Competence Assessment method. Since then, competency has become a significant factor in HR development practices (Simpson, 2002). The word competency comes from a Latin word meaning suitable (Bueno Tubbs, 2004). Boyatzis (1982) defines a competency as an underlying characteristic of a person which results in effective and/or superior performance in a job (p. 97). According to Boyatzis (1982) a job competency represents ability. An individuals set of Contemporary Management Research 49 competencies reflect their capability or what they can do. A job competency may be a motive, trait, skill, aspect of ones self-image or social role, or a body of knowledge that an individual uses, and the existence and possession of these characteristics may or may not be known to the individual. Similarly, Mitrani et al. (1992) state that competencies could be motives, traits, self-concepts, attitudes or values, content knowledge, or cognitive or behavioral skills. A competency is an individual characteristic that can be measured or counted reliably and that can be shown to differentiate significantly between superior and average performers, or between effective and ineffective performers. Meanwhile, competency can be described as a set of behavior patterns that an incumbent needs to bring to a position in order to perform its tasks and functions in the delivery of desired results or outcomes (Bartram, et. al, 2002; Woodruffe, 1992). Spencer and Spencer (1993) viewed competency as an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation (p. 9). They recognized five types of competency characteristics consisting of motives, traits, self-concept, knowledge and skills. First, motives are the things that an individual consistently thinks about or wants that stimulate action. Motives drive, direct and select behavior toward certain actions or goals and away from others. Second, traits are physical characteristics and consistent responses to situations or information. Third, self-concept is an individuals attitudes, values or self-image. Fourth, knowledge is the information that an individual has in specific content areas. Finally, skill is the ability to perform a certain physical or mental task. Knowledge and skill competencies tend to be visible and relatively surface characteristics, whereas self-concept, traits and motive competencies are more hidden, deeper and central to personality. Surface knowledge and skill competencies are relatively easy to develop and training is the most cost-effective way to secure those employee abilities (Spencer Spencer, 1993). Figure 1 illustrates central and surface competencies. Knowledge Attitudes, Values Trait Motive Surface: Most easily developed Core Personality: Most difficult to develop Skill Knowledge Self-Concept Trait Motive T Skill Knowledge Self-concept Trait Motive tr The Iceberg Visible Hidden Figure 1 The Iceberg Model and Central and Surface Competencies Source: Spencer and Spencer (1993: 11) In other words, visible competencies such as knowledge and skills may be somewhat technical competencies basically required by the job, whereas hidden competencies such as self-concept, traits and motives are behavioral competencies that drive an individuals performance in the job. Boyatzis (1982) states that motive and trait competencies have the most direct impact on self-concept and also have an impact on skill. The United Nations Industrial Development Organization (UNIDO, 2002) defines competency as a set of skills, related knowledge and attributes that allow an individual to perform a task or activity within a specific function or job. If an individual possesses these three elements of competency they can effectively perform duties as required by the specific job. From the wide range of related literature, the definition of competency can be summarized as an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation. Job competency is a set of behavior patterns that a job incumbent needs to bring to a position in order to perform its tasks and functions with competence. A job competency can be a motive, trait, skill, self-concept, body of knowledge or an attribute that allows an individual to perform a task or activity within a specific function or job. 1.4 The Implementation of the CBA Approach in the Algerian Classroom The CBA approach has been adopted by the Algerian education ministry to be integrated in the primaries and secondary school to improve teaching and learning. It is imposed on both teachers and learners to explore their competence and roles in lifecycle. A competency based approach is a new reform contributes to better the learners knowledge situations that may varied in a range of skills. The CBA is closely related to a context-of-use. In other words, students will be good learners to use language effectively in their lifecycle by drawing a map to master what they have learned in schools. 1.5 The reasons of the CBA Approach Implementation in the Classroom The reasons why the Algerian authoritarians those who are responsible for educational policy implement the CBA approach in the primary and secondary school classrooms is to develop students linguistic and problem-solving capacities that will make students to deal with different tasks cognitively and pragmatically challenging any difficult situation in the classroom. It will also make learners autonomous and see learning as an essential process for both their studies and their future. So it is implemented in schools because it is a productive approach basing on what the learners are expected to do rather than on what they are expected to learn about. 1.6 The Characteristics of the CB Approach The CBA approach enables learners to check their capacity to overcome obstacles and problems; it is problem- solving approaches that make learners think of well doing. It is a creative use of a newly constructive knowledge. Moreover, it characteristics can be listed as follows: It makes students challengers to endure and encounter all kind of complexity and ambiguity in learning. It is about reflection, self-assessment, and performance review are fully integrated into the exercise. As a result, challenge becomes success. Collaboration in teamwork is essential to the effective learning experience. It enables students competence to affect the world beyond the classroom and to make contributions that are valued by professional and experts. It provides learners with information based on assessment tasks. It is based on authentic language proficiency across sociolinguistic context. It reveals the learners innateness. It is usable for instruction and curriculum adaptation to the learners needs. It is based on the outcomes as in Schencks saying: It is outcome-based and is adaptive to the changing needs of students, teachers and the community à ¢Ã¢â€š ¬Ã‚ ¦ competencies differ from other students goals and objectives in that they describe the students ability to apply basic end other skills in situations that are communally encountered in everyday life. Thus CBE (Competency Based Education) is based on a set of outcomes that are derived in life role situations. Schenck (2001:14) To reinforce what has been said about CBE let us see some extra definitions of Competency Based Education to understand better from where does CBA come from? Richards and Rodgers (2001) says: Competency Based Education focuses on outcomes of learning. CBEaddresses what the learners are expected to do rather than on what they are expected to learn about. CBE emerged in the United States in the 1970s and refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge, skills, and behaviors students should possess at the end of a course of study. Richards and Rodgers(2001) To reinforce Richards and Rodgerss definition of CBE Savage see that CBE is a functional approach to focus on skills depends on the learners needs and competence. He sees in his definition the following: Competency Based Education is a functional approach to education that emphasizes life skills and evaluates mastery of those skills according to actual leaner performance. It was defined by the U.S. Office of Education as a performance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society. Savage (1993: 15) For Mrowicki, referring to skills only is not enough in speaking about CBE because competency is an interesting amalgam of knowledge and attitudes for more effective results. Thus he sees in his definition the following: Competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. These activities may be related to any domain of life, though have typically been linked to the field of work and to social survival in a new environment. Mrowicki (1986: 144) It is very interesting to understand what we have presented as most significant definitions of CBE regarding the Communicative Approach which is at the basis of the Competency Based Approach, the educational system applied in Algeria, and which can be also considered to be at the basis of the LMD system applied at the level of the University, next section is devoted to the presentation of the latter, i.e. of the LMD system, to see in what way is the LMD system a continuation of the CBA. 1.7 What is LMD? The LMD system, introduced in the Algerian universities by 2003-2004, is a current issue that specialists in Algeria and elsewhere are interested in. The LMD system (Licence, Master and Doctorate) is the latest reform applied in the Algerian universities. It aims at bringing the Algerian diploma to the universality and to bring the Algerian student to a higher level of learning on the one hand and to the world of job on the other hand. The introduction of LMD in the Algerian universities should be accompanied by these new ideas for innovative teaching practices to improve the performance of the university system but also lead to greater employability of graduates. 1.8 The Characteristics of the LMD System In practice, we observe that the formalization of thes

Poverty and a Lack of Education are Fueling Juvenile Crime Essay

In the early 1960’s, the epidemic of juvenile crime began to take shape. The problem of juvenile crime is becoming an increasingly pressing matter in America. Anyone who watches the news on television or reads the newspapers is well aware of the urgency and intensity of America’s juvenile crime problem. Effectively establishing the causes of juvenile crime may help to deter it in the future. A proper solution cannot be executed until the root causes and reasons are exposed. There are undoubtedly many factors contributing to juvenile crime, but the focus should be on those which contribute the most. The two factors which come most readily to mind are the extremes of poverty and poor education. Juveniles from poor communities are not even interested in becoming educated because there are not any decent paying jobs for them anyway. By not going to school, these juveniles are not are not developing the proper mental framework with which they can make good choices in life. The growing numbers of poor communities does not help the situation. It is old news that crime follows poverty. Americans should be concerned that juvenile crime is being fueled by a lack of education and poverty. Poverty has three basic definitions which are absolute poverty, relative poverty and exclusionary poverty. An absence of the most basic resources such as food, shelter, and clothing constitutes absolute poverty. Relative poverty refers to those people who are poor when compared to the wealthier members of the society. Exclusionary poverty includes people without access to healthcare, proper nutrition, transportation, and opportunities for participating in community life. The references to poverty in this argument include individuals from all three categories (Ryerse). The biggest differences between the upper-class and lower-class communities is the quality of education the youths receive and economic security. In upper-class communities juvenile crime exists, but it is far less common and severe than in the impoverished communities. Neighborhoods with a high concentration of poverty are at a much higher risk of having problems such  as single-parent families, ineffective parenting, violent schools, high dropout rates, substance abuse, and high unemployment rates (Delbert, 86). Youths growing up in such an environment are experiencing violence daily and are destined to resort to violence themselves. Poor communities have a tendency to be very unstable because of economic insecurity. Economic insecurity is caused by chronic unemployment. This is especially a problem in the inner-cities where, without jobs, people live impoverished and overcrowded lives (Parcels, 43). Since they are not able to sell their labor, they resort to illegitimate markets such as drugs and prostitution (Parcels, 43). The illegitimate businesses emerge because the communities cannot effectively resist them, and they provide some social organization and economy (Elliot, 86). Unemployment is not the source of frustration and desperation that eventually leads to violence. A lack of income is, because it forces people into situations that they would choose not to be in. Robbery, prostitution, and drug dealing yield practical and immediate results. These industries naturally organize into street gangs which are known for their violent behavior. If these people were properly educated and lived in an economically secure environment, then there would not be any reasons for them to engage in crime. Unfortunately, they are currently engaged in enterprises which are dangerous and extremely violent. These enterprises are attractive to the juveniles who are looking for status and a steady income. They are not interested in education or legitimate employment It does not make any sense for a juvenile in a poor community to have much interest in becoming educated in the first place. They know that an education will not help their situation in the long run. The likeliness that a high school diploma will land them a good job is almost nonexistent, and college is completely out of the question without a substantial amount of money. Therefore, if the juvenile wishes to make something of himself he will naturally find means available to him. By becoming a low level drug dealer  he can make a considerable amount of money in a relatively small amount of time. It becomes even more profitable to be a drug dealer in a gang because of the protection a gang can offer. The money, on top of the prestige and respect drug dealers have in poor communities, makes the experience quite rewarding. This is why younger individuals are attracted to the criminal lifestyle. In the criminal sub-culture violence is not only condoned but encouraged. The methods and details involved are often learned from a parent or older sibling. Because the juveniles parents are poor and undereducated, they are more likely to be engaged in criminal and deviant activity themselves. The children grow up watching their parents struggle to survive and live a criminal lifestyle. The adults, frustrated by their hopeless situation, frequently turn to drugs and alcohol which affects how they deal with their children. The frustration and anger that a juvenile experiences in such a family can easily pour over into other areas of their social life in the form of violence. The limited availability of resources in poor neighborhoods creates both social isolation and economic stress on families. Parents who have limited problem solving skills, poor impulse control, and a history of violent behavior during adolescence are those at a high risk of child abuse. Frequently, they are young, low-income, single parent, minority women with four or more children in the household. If the fathers are present, they tend to have only a limited education and be part-time employed. Because they have few alternatives and limited social support, they do not have anyone who might provide social controls on their behavior and non-violent alternatives for managing their children (Elliot, 86). Neither the government, nor any other outside entity seems willing to provide much needed solutions. This is really no surprise considering the current power structure in the United States, which includes the politicians and the elite class, have an interest in keeping the lower classes confused, disorganized, and helpless. This is because of the fear that if the poor class organizes and unites the poor will at once recognize the current power  structure is the source of their oppression. Capitalism, by definition, requires an abundance of labor which is it’s foundation. Noam Chomsky, professor at MIT, suggested that America’s two-tiered society with enormous wealth and privilege amidst poverty and suffering was created and sustained with bipartisan agreement. There are not enough jobs in America, because capitalism does not and never did provide full employment (Parcels 45). Eric Parcels, writer of the New Unionist, believes that â€Å"capitalism likes to keep a reserve army of unemployed people to help force wages down (44). The widening gap between the rich and the poor and the hopelessness it creates are two reasons which make the poor angry and frustrated (Hall 124). The young people see drugs, gangs, and anti-social behavior as a way to get back at the system (Hall ). Gus Hall, chair of Communist Party USA, claims â€Å"whenever there is severe unemployment and poverty, there is crime, drugs, and violence (125).† Some people argue that not all poor people are violent and many grow up in poor areas and do not become criminals. This is true, but the point is that growing up in a poor neighborhood increases the likeliness criminal activity will emerge. Others point out that white- collar crime is rampant, but these crimes are not as common or as severe as those committed by the gangs and other violent youth. There are also the questions of overcrowding and media violence. These factors undoubtedly contribute to crime, but they do not have as much influence as poverty coupled with poor education. When trying to solve the problem of juvenile crime most people are quick to suggest increasing law enforcement and creating harsher prison sentences. These solutions will help to a certain extent, but they are treating the effects of juvenile crime instead of the causes. Some people are proposing that America test Buckminister Fuller’s idea of the negative income tax. This is the idea that a line be drawn somewhere above the poverty line and no one can receive less. The most remarkable aspect of this idea is that it would cost less than the current bureaucratic welfare system. It’s opponents argue that it would increase inflation, but this is not necessarily true if the Gross Nation Product was not exceeded. Educating and giving money to the poor would not solve America’s crime and violence problems overnight. A more reasonable time frame would be several generations. There is also the idea of investing in a massive adult education program. This might be effective in breaking the cycle in which juveniles are learning bad habits and criminal behavior from their parents. Though it may not be the most effective solution, it does seem to be the most civilized. America’s juvenile crime problem is not going to fix itself. Realizing that juveniles who grow up uneducated and poverty stricken are prone to engage in crime may lead to the discovery of a viable solution that can be agreed upon. Until then, the problem still lingers and threatens to intensify. By not addressing the situation in a healthy and rational manner, the juveniles are destined to become even more angry and frustrated at the hopelessness of their situation. It is now clear how poverty and a lack of education are linked to juvenile crime. Juvenile crime will continue to exist as long as the public and the government chooses to ignore it’s relationship to economy and education. It was Gus Hall who said, â€Å"crime, like joblessness, is a national disease. When people-any people-lose hope, when poverty and despair is the only view of the future, crime, drugs, and violence are the results (125).† Works Cited Chomsky, Noam. Interview with David Finkel. Chomsky on Capitalism. 1991. 27 Feb. 2003 Elliot, Delbert. â€Å"Environmental Factors Contribute to Juvenile Crime and Violence.† Juvenile Crime: Opposing Viewpoints. Ed. A.E. Sadler. San Diego: Greenhaven, 1997. 83-94. Hall, Gus. â€Å"Capitalism Causes Violence.† Violence: Opposing Viewpoints. Ed. Scott Barbour. San Diego: Greenhaven, 1996. 120-125. Parcels, Erik. â€Å"Capitalism Fosters Gang Behavior.† Gangs: Opposing Viewpoints. Ed. Charles Cozic. San Diego: Greenhaven, 1996. 41-45. Ryerse, C. Thursday’s child. Child poverty in Canada: A review of the effects of poverty on children. Ottawa: National Youth Care Network, 1990.

Coagulation Definition (Chemistry and Biology)

Coagulation is a gelling or clumping of particles, typically in a colloid. The term typically applies to the thickening of a liquid or sol, usually when protein molecules cross-link. When coagulation or clotting occurs in blood, it proceeds immediately after blood vessel damage. Two processes occur. Platelets change and the subendothelian tissue factor is exposed to plasma Factor VII, which ultimately forms fibrin. Primary hemostasis occurs when platelets plug the injury. Secondary hemostasis occrs as clotting factors strengthen the platelet plug with fibrin factors. Also Known As: coagulate, coagulating, clotting Examples of Coagulation Milk proteins coagulate to thicken the mixture that forms yogurt. Blood platelets coagulate blood to seal a wound. Pectin gels (coagulates) a jam. Gravy coagulates as it cools. Sources David Lillicrap; Nigel Key; Michael Makris; Denise OShaughnessy (2009). Practical Hemostasis and Thrombosis. Wiley-Blackwell. pp. 1–5. ISBN 1-4051-8460-4.Pallister CJ, Watson MS (2010). Haematology. Scion Publishing. pp. 336–347. ISBN 1-904842-39-9.

War is Inevitable and Death is Too - 1111 Words

Kurt Vonnegut’s Slaughterhouse-Five is a satire on the behaviors of man. Often characterized as an anti-war novel, Slaughterhouse-Five tries to show that war and destruction are a part of the human life cycle. Humanity is highly conflict prone; conflict resolution often manifests itself in the terms of war. Vonnegut attempts to show that war results in widespread death and destruction; therefore, war and death are inevitable. In Slaughterhouse-Five, Kurt Vonnegut explores the inevitability of war, shown through the examination of color usage - such as blue and ivory - in order to symbolize the interminable presence of war. Vonnegut establishes the over riding idea of how war is inevitable to prove that no human beings will ever be†¦show more content†¦Vonnegut continues to explore the relationship between the colors blue and ivory as he depicts the attire of Howard W. Campbell Jr.. He is â€Å"sheathed in a blue body stocking which [has] yellow stripes running from his armpits to his ankles† (162). The attire that Campbell wears is often associated with super-heroes, characters that symbolize hope and morality, in comic books. Campbell propagandizes war and is the ultimate embodiment of the loss of hope and of the existence of moral depravity. The use of blue and yellow, which is a component of ivory, in Campbell’s uniform, comes to symbolize both physical and moral death. Campbell’s armband, â€Å"with a blue swastika in a circle of white† (163), is the ultimate visualization of Nazi death and moral depravity. The use of color on Campbell’s uniform, imitates the repetitive use of blue and ivory throughout the novel; however, the use of â€Å"yellow† on Campbell’s uniform as derivative of ivory, ultimately symbolizing a greater sense of some sort of moral deterioration. 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