Daughter acrobat Review Essay Example

Daughter acrobat Review Paper Essay on Daughter acrobat Daughter and son fantasy acrobat Back in the 19th century, Anatole France said, the best of the books the ones that give the most food for thought, and at the same time on a variety of topics. So, I carry a book Jostein Gaarder Daughter acrobat to the best. The day for which I read it, I would call a day in another world. I actually lived with the characters in this book, and it was very difficult to break away from these pages that attracted me with him to the gates of another world the world of fantasy. It is with these pages I have gained a new friend Petter, anyway Spider, the main character of this book. In life, he goes with fantasy hand in hand. She pursues him or is it? But the destiny prepared for Petter such surprises and stories are similar to those which he supplied the writing fraternity. He chose this path. It was he who was ordained him. Because he is not like everyone else. He Spider. He snared his web of the whole world, and finally himself in it, and confused. Happiness was very close. Yes, ordinary human happiness a beautiful wife, baby daughter. But this happiness was not for him, not for the spider. He chose a different path or the path chosen him ? This is the way a lot of obstacles and errors. Way of the S pider. He proved this web enmeshed with the most dear to him people. Authority of Her Majesty Fantasy drove it to a standstill. One can only hope for a miracle. We will write a custom essay sample on Daughter acrobat Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Daughter acrobat Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Daughter acrobat Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was two steps away from happiness, but they have not met he was destined to a different fate. Unusual craft, the unusual love two loves, one unfortunate friend. And love for fantasy, which, in my opinion, he has blocked the way to happiness. But it is not for us to judge Spider he has lived an interesting life, His life, which is not similar to the lives of millions of others. He did not know what to leave eight to work, smacking his wife goodbye, that is to come home to a hot meal, princess-daughter. But he knows a lot of other things that are alien to us. The book was a very unusual and fascinating. It really gives a lot to think about where it is, happiness, whether it is the same for everyone? The fact that the means of your life for someone fantasy it is life itself. And in the end, these concepts are confused and are woven into one unit, which is already impossible to disentangle. This is my vision of this book it would be interesting to know your opinion

Motivating Employees through training

Motivating Employees through training Free Online Research Papers INTRODUCTION The success of any organization depends on the ability of managers to provide a motivating environment for its employees. Motivated employees are more productive, happier, and stay with the organization longer. One of the primary tasks a manager faces is to find out what motivates their staff. By understanding employee needs, managers can understand what rewards to use to motivate them. Advanced economies are constantly evolving. There is a general sense that the pace of change has accelerated in recent years, and that we are moving in new directions. Central to these notions is the role of technology, particularly information technology. The implementation of these technologies is thought to have substantial impact on both firms and their workers. Globalization and increasing international competition also contribute to the sense of change. In this environment, greater attention is being paid to the management and development of human resources within firms. Education and training are increasingly seen as an important investment for improved prosperity- both for firms and individual workers. This paper studies what motivates employees and designing a motivation program based on those needs, drives, and expectations. NEW TRENDS IN HUMAN RESOURCE MANAGEMENT With todays workforce, becoming increasingly diverse, and organizations are doing more to maximize the benefits of the differences in employees, Human Resource managers are evolving from the old school sideline player to the front-line fighters. Organizations are relying on managers to get the people who get the job done, and of course, make the company money. People have always been central to organizations, but their strategic importance is growing in todays knowledge-based business world like never before. An organizations success increasingly depends on the knowledge, skills, and abilities of its employees, particularly as they help establish a set of core competencies, which distinguish one organization from its competitors. When employees talents are valuable, rare, difficult to imitate and organize, an organization can achieve a sustained competitive advantage. In order to compete through people, an organization has to be able to do a good job of managing their human capital: the knowledge, skills, and capabilities that add value to the organizations. Managers must develop strategies for identifying, recruiting, and hiring the best talent available. Develop these individuals in ways that are specific to the needs of their individual firms, encourage them to generate new ideas while familiarizing them with the company strategies, invite information sharing, and rewarding collaboration and team work. The basis on which compensation payments are determined, and the way they are administered, can significantly affect employee productivity and the achievement of organizational goals. It is generally recognized that firms that innovate are more profitable, grow more rapidly and create a larger number of jobs. Within a firm, the process leading to innovation requires a high level of human capital among workers. In order to participate fully in this process, workers must not only acquire strong basic knowledge through the education system but also need to have opportunities to acquire training in the labour market. Training taken within the firm could extend the knowledge acquisition process and help workers to renew or adapt previously accumulated skills and enable them to fully contribute to the improvement of productivity or to innovation (see Figure 1). Figure 1 Human Resource Managements front-line fight is to get the organization in order. Evidence points to a more active interest in and careful implementation of human resource management. Management is, by definition, getting things done through people. If managers are to increase productivity, reduce costs, and improve their organizations competitive advantage, they must focus on how properly manage personnel. Creating effective motivation and leadership, recruiting and retaining the right personnel, rewarding and treating employees fairly, establishing an environment that supports the people and benefits the organization, the Resource Manager looks towards a future with exciting challenges and opportunities for managing an organizations most valuable resource its people. UNDERSTANDING EMPLOYEE DRIVES AND MOTIVATIONS Definition of Employee Motivation The heart of motivation is to give people what they really want most from work. The more you are able to provide what they want, the more you should expect what you really want, namely: productivity, quality, and service. When you think about it, the success of any facet of your business can usually be traced back to motivated employees. From productivity and profitability to recruiting and retention, hardworking and happy employees lead to triumph. Unfortunately, motivating people is far from an exact science. There is no secret formula, no set calculation, and no work sheet to fill out. In fact, motivation can be as individual as the employees who work for you. One employee may be motivated only by money. Another may appreciate personal recognition for a job well done. Still another may work harder if she has equity in the business. The way I believe you motivate people is to make it clear not only what goals the company is trying to achieve but also why the goals are important to society. It is important that employees feel a sense of passion and deep interest in doing a good job, no matter how big or little the job may be. Matching the right job with the right person will further help to motivate employees. An employee who feels mismatched with their job will feel frustrated and motivation will decrease. Many individuals express frustration in performing the same responsibilities repeatedly . The ability of a company to structure career planning programs, including job rotations, skills training, and project management assignments are of interest to many employees. Providing immediate recognition for a job well done is most rewarding. This will likely ensure work to continue to be good throughout the day, week, or month. If recognition is only given at specific times, employees will only be motivated closer to the time the recognition or reward is expected. Advantages of Employee Motivation A positive motivation philosophy and practice should improve productivity, quality, and service. Motivation helps people: achieve goals; gain a positive perspective; create the power to change; build self-esteem and capability; manage their own development and help others with theirs. Disadvantages of Motivating Staff There are no real disadvantages to successfully motivating employees, but there are many barriers to overcome. Barriers may include unaware or absent managers, inadequate buildings, outdated equipment, and entrenched attitudes, for example: We dont get paid extra to work harder. Weve always done it this way. Our bosses dont have a clue about what we do. It doesnt say that in my job description. Im going to do as little as possible without getting fired. Such views will take persuasion, perseverance, and the proof of experience to break down. Basic Principles to Remember 1. Motivating employees starts with motivating yourself. A great place to start learning about motivation is to start understanding your own motivations. The key to helping to motivate your employees is to understand what motivates them. So what motivates you? Consider, for example, time with family, recognition, a job well done, service, learning, etc. How is your job configured to support your own motivations? What can you do to better motivate yourself? 2. Key to supporting the motivation of your employees is understanding what motivates each of them. Different things motivate each person. Whatever steps you take to support the motivation of your employees, they should first include finding out what it is that really motivates each of your employees. You can find this out by asking them, listening to them and observing them. 3. Recognize that supporting employee motivation is a process, not a task. Organizations change all the time, as do people. It is an ongoing process to sustain an environment where employees can motivate themselves. If you look at sustaining employee motivation as an ongoing process, then you will be much more fulfilled and motivated yourself. 4. Support employee motivation by using organizational systems (for example, policies and procedures) do not just count on good intentions. Do not just count on cultivating strong interpersonal relationships with employees to help motivate them. The nature of these relationships can change greatly, for example, during times of stress. Instead, use reliable and comprehensive systems in the workplace to help motivate employees. For example, establish compensation systems, employee performance systems, organizational policies and procedures, etc., to support employee motivation. In addition, establishing various systems and structures helps ensure clear understanding and equitable treatment of employees . THEORIES OF HUMAN MOTIVATION Hierarchy of needs theory Abraham Maslow proposed the theory called hierarchy of needs theory . Maslow believed that within every individual, there exists a hierarchy of five needs and that each level of need must be satisfied prior to an individual pursues the next higher level of need. As the individual progresses through the levels of needs, the preceding needs lose their motivational value. The five levels of needs, according to Maslow are 1. Physiological Needs These needs include food, water, and sex, which are essential for us to survive. If these needs are not met, then all other needs will not be a source of motivation. 2. Safety Needs This refers to the need to feel safe from physical and emotional harm. 3. Social Needs These needs are concerned with social interactions with others. The individual needs to feel a sense of belonging, affection, acceptance, and friendship. 4. Esteem Needs Esteem is concerned with the feelings of self-confidence derived from achieving something, and the recognition and prestige that comes with that achievement. 5. Self-Actualization Needs This level of needs is concerned with achieving ones full potential and dreams. It is only when these needs are met that workers are morally, emotionally, and even physically ready to satisfy the needs of the employer and the customers. Two-factor theory Fredrick Herzburg developed another popular theory of motivation called the two-factor theory . Herzburgs findings suggest there are two factors that contribute to employee satisfaction and dissatisfaction. The first is referred to as motivators, which includes responsibility, advancement, and recognition. The other is known as hygiene factors. These factors include the work environment, management, salaries, and company policies. Unsatisfactory hygiene factors can act as de-motivators, but if satisfactory, their motivational affect is limited without motivators. Thus, Herzberg has put emphasis on the psychological needs of the employees in designing jobs. Reinforcement theory Another theory, developed by B.F. Skinner, is the reinforcement theory . This theory is a behavioral approach. The main point is consequences influence behavior. According to the reinforcement theory, there are four ways to modify behavior. The first and most affective way is positive reinforcement, which refers to rewarding a desirable behavior to strengthen the likelihood that it will be repeated. The second way a manager can modify behavior is negative reinforcement, which is defined as removing a negative stimulus in the environment after the behavior occurs. Another way to modify behavior is punishment, which decreases the chances of the behavior to occur. The last method of behavior modification is lack of reinforcement. The idea behind this method is that if a behavior is not reinforced in any way that it will decrease in frequency, and be eliminated. Expectancy theory The last theory of motivation this paper will cover is the expectancy theory , proposed by Victor Vroom. Unlike the reinforcement theory, this theory is concerned with internal processes that an individual undergoes in order to decide whether they want to put forth the effort to strive towards a specific goal. According to Vroom, there are three important elements to consider when determining motivation. The first element is valence, this refers to the desire an individual has to achieve a goal or fulfill a need. The second element is instrumentality, this is the belief that if an individual gives a certain level of performance, then a desirable outcome is expected. The third element is expectancy, this is the belief an individual has about the relationship between effort and performance, if one exerts a high level of effort, then one can expect good performance. What motivates people depends on their perception of the attractiveness of the goal and its attainability. Regardless of which theory is followed, interesting work and employee pay are important links to higher motivation. Options such as job enlargement, job enrichment, promotions, monetary and non-monetary compensation should be considered. ESTABLISHING COMPENSATION PACKAGES Work is about the money and earning a living. Work becomes not about the money only when employees have enough money to meet their basic living expenses. Establishing compensation programs require both large and small organizations to consider specific goals. Employee retention, compensation distribution and adherence to the budget must be carefully weighted against the overall organizational goals and expectations. Compensation must reward employees for past performance while serving as a motivation tool for future performances. Internal and external equity of the pay program will affect employees concepts of fairness. Organizations must balance each of the concerns while remaining competitive. For internal equity, an organization can use one of the basic job evaluation techniques to determine relative worth of job. The most common are the ranking and classification methods. The job ranking system arranges jobs in numerical order based on the importance of the jobs duties and responsibilities to the organization. Job classification slots jobs into reestablished grades with higher rated grades requiring more responsibilities, working conditions, and job duties. External equity can be determined by a wage survey. Data obtained from the surveys will facilitate establishing the organizations wage policy while ensuring that the employer does not pay more, or less, than needed for jobs in the relevant labor market. Base salary is only one aspect of a retention plan for important employees. By offering enticing compensation packages, equitable pay, flexible benefits and known incentives, an organization allows itself the luxury of identifying and selecting those, which meet the needs of the organization. In filling job openings above the entry level an employer usually finds it advantageous to use transferring and internal promotions. By recruiting from within, an organization rewards employees for past performances and sends a signal to other employees that their future efforts will payoff, while capitalizing on previous investments made in recruiting, selecting, developing, and training its current employees. The budget for salary, compensation, and benefits is not unlimited in most organizations. Thus, in addition to traditional increases to base pay, and variable rewards, such bonuses, profit sharing and gain sharing, I recommend attention to quality of work life rewards. These can include the following: Payment of a one-time, lump sum payment for a result or outcome that deserves recognition. Payment of smaller rewards with â€Å"thank you† notes for above the call of duty contributions These are not necessarily tied to an achieved result, but they are contributions, that when emphasized, increase the probability of results. Increased emphasis on additional benefits such as pre-paid legal assistance, educational assistance, and vision insurance. Increased opportunity for flexible work arrangements and job-sharing. An organizational emphasis on the training and development of employees. Clear career paths so employees see opportunities within your organization. In summary, organizations are moving toward salary and compensation systems that emphasize flexibility, goal achievement, and variable pay based on performance, and less emphasis on increases to base pay. They are using bonuses based on profit and accomplishment to add to employee compensation. The rising cost of benefits is causing rethinking of their place in the compensation system. Forward thinking organizations are emphasizing â€Å"quality of work life† rewards and recognition to add to the value of the total compensation package. Benefits Benefits and incentive plans are valuable rewards in recruiting and retaining essential employees. Benefits are an established and integral part of the total compensation package. In order to have a sound benefits package there are certain basic considerations. It is essential that a program be based on specific objectives that are compatible with the organizational philosophy and policies as well as affordable to the company. By utilizing a flexible benefits package, employees are able to choose those benefits that are best suited to their individual needs. On average, organizations spend 41 cents for benefits for every dollar of payroll. That is 29 percent of the total employee compensation package. Research reported in the journal, Personnel Psychology, suggests that employees only understand and appreciate between 31 and 68 percent of the cost or market value of the benefits they receive . Employees undervalue their benefits for many reasons including: employers communicate the value of the benefits poorly, the employees have little or no choice in benefits packages or options, and the employees misunderstand the market value of benefits. Firms that wish to maximize the value of their benefits expenditures need to survey their employees to ask them what they value and how much. Benefits surveys or focus groups are important first steps in understanding employee preferences. Relevant questions might include the following. What benefits are most important to you? If you could choose one new benefit, what would it be? If you were given X dollars for benefits, how would you spend them? Follow-up research about the cost of the benefits employees desire, can help you determine which programs will provide the most â€Å"bang for the buck.† Based on the data developed, you can adapt your benefit offerings or provide choices consistent with organizational objectives such as employee retention or performance. The success of an incentive pay plan depends on the organizational climate in which it must operate, employee confidence in it, and its suitability to employee and organizational needs. Importantly, employees must view the incentive plan to be equitable and related to their performance. Tuition Assistance Tuition assistance is an employer-provided employee benefit that is a win-win for your workplace. In a tuition assistance program, an employer pays all or part of an employees cost to attend college or university classes. Most employers, who offer a tuition assistance program, pay the full cost of the employees tuition, lab fees, and books. In most cases, employers cap the amount of tuition assistance available for employees. Either employers set a limit in terms of dollars available per employee per year or they establish the number of classes they will pay for per year per employee. When tuition assistance is available, the most common method for administering the program is to require employees to pay for their own tuition and books when they register for classes. The employee is then reimbursed when he or she submits the receipts and evidence of earning a C or above grade upon completion of the class. In some cases, where extensive funds are spent on tuition assistance, the employer requires that the employee sign an agreement to pay back the tuition assistance if he or she leaves the organization within a certain period. In these cases, the employer forgives a percentage of the tuition assistance for every year the employee stays with your organization . Tuition assistance makes sense for employers because you enable your employees to continue to grow and develop their knowledge. Your employees stay in the practice of learning and university attendance fosters an environment at work that supports employee learning. Performance appraisals Performance measures should be quantifiable, easily understood, and bear a demonstrated relationship to organizational performance. Performance appraisal programs serve many purposes, but in general, those purposes can be clustered into two categories: administrative and developmental. The administrative purposes include decisions about who will be promoted, transferred, or laid-off. Developmental decisions include those related to improving and enhancing an individuals capabilities. These include identifying a persons strength and weaknesses, eliminating external performance obstacles, and establishing training needs. In every enterprise, every form of employee compensation or reward is either contingent or non-contingent on accomplishment of desired performance. Contingent Reward is that which can only be had through doing desired performance. In other words, if the performance is not accomplished, the reward is not realized. Non-contingent Reward is that which can be had without doing desired performance. In other words, employees get it regardless of whether or not they accomplish desired performance. A key to building employee motivation for desired performance is to increase the amount of contingent reward and decrease the amount of non-contingent. The difference between the amounts of contingent and non-contingent reward we call the contingency differential. The greater the differential between contingent reward and non-contingent reward, the more frequently employees will choose desired performance over undesired performance . We should consider installing a differential pay program - a program that enables each employee to get a larger paycheck when s/he accomplishes a particular â€Å"bonus† performance criteria during the pay period. By doing that, we increase the net payoff that employees derive from pursuing desired performance, which builds their motivation for continuing to pursue it. Carefully designed performance standards that are reliable, strategically relevant, and free from either criterion deficiencies or contamination are essential foundations for evaluation. TRAINING Providing opportunities to learn new technologies, methods and accomplish new achievements are significant in capturing prolonged interest from high potential staff. Giving people the opportunity to gain exposure and implement new programs while building self-esteem and credibility is valuable for both the company and the employee. Opportunity and recognition of accomplishments can prove to be a much more lucrative incentive than any financial considerations a company may offer. Today organizational operations cover broad areas and require continuous training for effective job performance, evolutions in product areas, and corporate growth. In order to have effective training programs organizations can utilize a systems approach. Key areas of this approach include needs assessment, program design, and evaluation. Needs assessment begins with organizational analysis. Managers must establish a context for training by deciding where training is needed, how it connects with strategic goals, and how organizational resources can best be used. In designing a training program, managers must utilize principles of learning in order to create an environment that is conducive to learning. The evaluation of a training program should focus on several criteria: participant reactions, learning, behavior changes on the job, and bottom line results. There are two types of training, classroom training supported by the employer and on-the-job training supported by the employer. Classroom Training Classroom training (sometimes called formal training) is defined as training activities with a predetermined format, pre-defined objectives, specific content and progress that can be monitored or evaluated. Occupation appears to have a significant impact on the probability of taking classroom training, but not much on the probability of taking on-the-job training. The various categories of workers (except managers) are less likely than professionals to take classroom training. Thus, professionals not only have better access to training but they are also more inclined to take it, if available. Permanent workers are more likely than non-permanent workers to take classroom training (of around nine percentage points) and on-the-job training (five percentage points). Since firms are less likely to recover their investment in training for temporary workers, they will be less inclined to support training for these workers (especially the most costly training). Temporary workers may also be less interested in investing time in training if they see few benefits in it. Further, participation in classroom training increases with level of education, these two forms of investment appearing to be complementary. However, this effect appears to be limited to post-secondary education since the effect of a high school diploma (compared with no high school diploma) is not significant. Having a university diploma increases the probability of taking classroom training by 12 percentage points. The probability of taking on-the-job training does not appear to be substantially affected by the level of education. One possible explanation of this phenomenon is that this type of training is more useful at the beginning of employment in order to assimilate the characteristics inherent to the work performed, and that this applies to all workers regardless of level of education. On-The-Job Training By definition, on-the-job training is given during work hours and at the workplace (in a location that is not necessarily separate from the production facilities). On-the-job training involves four steps : 1. DESCRIBE the performance to be learned. 2. DEMONSTRATE how to do it. 3. REVIEW the employee doing it. 4. REINFORCE the employee for what s/he did well. If needed, Step 5 is REPEAT steps 2-4. Step 1 Describe DESCRIBE what the learner will be learning. In doing this, describe WHAT the task is, HOW it is done, and WHY it is done that way. Bear in mind, the ability to do something well usually depends on three components: Attitudes, Skills, and Knowledge. So be sure to describe the particular attitudes, or perspectives, that are vital to doing the task excellently. In addition, explain how excellent performance of the task is important to the company. Also, explain how it can contribute to an employees career development. Step 2 Demonstrate DEMONSTRATE how its done. If the tasks performance involves a particular speed, first demonstrate how its done at regular or full-speed, then demonstrate it at half-speed, or step-by-step. For the step-by-step demonstration, consider having the trainee/s read aloud the procedure for each step prior to you’re doing it, if applicable. Also, consider fortifying your demonstration with a follow-up visual aid (photo, video tape, computer CD). Step 3 Review Have the trainee try it while you REVIEW his/her performance. Before s/he starts, ease the tension by explaining, â€Å"No one expects perfection first time out. So just relax, enjoy it and give it your best effort - whatever happens will be fine.† If it is a complex multi-step process, suggest that the person refer to the manual between steps. Finally, if applicable, have the trainee explain what they are doing while they are doing it. Step 4 Reinforce REINFORCE the trainee for good performance. To do this, point out what the trainee did well and praise him or her for it. This is vital to creating a positive attitude and motivation to continue learning. Therefore, no matter how weak the persons first performance might be, always pick out the strongest aspect of their demonstration and commend them on it. General Benefits from Employee Training and Development There are numerous sources of online information about training and development. Several of these sites suggest reasons for supervisors to conduct training among employees. These reasons include: Increased job satisfaction and morale among employees Increased employee motivation Increased efficiencies in processes, resulting in financial gain Increased capacity to adopt new technologies and methods Increased innovation in strategies and products Reduced employee turnover Risk management, e.g., training about sexual harassment, diversity training CONCLUSION Every employee has a need for self-expression, entertains plans for professional development and career advancement, wishes to be accepted as family member, feel respect towards management and pride in his/her work, receive acknowledgment and reward, be listened to and trusted. Through strategic communications, it is manager’s duty is to share with employees’ company goals, market, industry and business information and futures plans, and invite employees to give feedback. We must learn how to place people in a role where they can use their abilities and make progress towards the realization of personal goals. Misplacements can cause a company substantial financial loss due to turnover, accidents, lawsuits, rebates, refunds, loss of customers and sales. Fair benefits and pay is the cornerstone of a successful company that recruits and retains committed workers. If you provide a living wage for your employees, you can then work on motivational issues. Without the fair living wage, however, you risk losing your best people to a better-paying employer. It is important for employees to know that management is aware of their existence, recognizes them, remembers their names and greets them. Managers who fail to greet employees or respond to greetings lead to a high degree of de-motivation, lack of trust, and disloyalty. We must learn how to create a corporate culture and a supportive work environment. This is done through leadership and management excellence, a human approach, effective human resources strategies, positive discipline, fair and just treatment to all, clearly defined policies, career and personal development training programs (including cross-training and job rotation), organizational communications, tools to facilitate communication, team assignments, reward programs, objective appraisals, adequate pay, benefits and company activities . Research Papers on Motivating Employees through trainingThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperResearch Process Part OneIncorporating Risk and Uncertainty Factor in CapitalTwilight of the UAWMarketing of Lifeboy Soap A Unilever ProductPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfInfluences of Socio-Economic Status of Married Males

How Hard is it for a Woman to Start a Food Companie In The Indonesian Assignment

How Hard is it for a Woman to Start a Food Companie In The Indonesian - Assignment Example The gender of the entrepreneur is also not much of a factor that determines the possibility or otherwise of succeeding with the business opening. Again, as to whether the business would survive determines on how well the person, be it a male or female can apply very basic and common economic principles. To this end, it would be said without an iota of doubt that it is feasible for the 33 year old Indonesian woman to start the cooking oil company. Instead of thinking that the age and gender would be a limitation to inhibit the feasibility of the possibility of the business, it they may rather be seen as blessing in disguise because the fact that the entrepreneur is young means she would have more years ahead of her to manage her company, correcting all wrongs that may come her way along the running of the company. As far as the business experience of the entrepreneur is concerned, it can be said that is will never be too late to learn the basic rudiments of business operations. A theo ry that supports this assertion is the genuine leadership theory that argues that leaders are born rather than made. According to genuine leadership theorists, leadership is an innate characteristic and feature of a person that cannot be acquired externally (Khan & Ghani, 2004). According to the theory, the only time that an external condition comes in is to polish up what is already possessed by the leader (Williams & McGuire, 2010). With this justification, it can be said once this entrepreneur sees herself as a born leader she would not have to worry so much about her experience in business. What must be a concern is how to polish up what she is born with, the result of which is the zeal she has to go into business. With this said, it would be noted that the fact that she sees herself as a respectable person in her school and community will come with a great benefit or advantage in the creation of business connections. As noted by McDermott (2010), the kind of connections that n entrepreneur is able to develop from about her most immediate background goes long way to influence the creation of social capital and socio-economic networks positively. The respectability gained among colleagues in school and community must therefore be a first step into establishing social capital and socio-economic networks. The concentration of food companies in the Indonesian city where she lives would mean that she will be in strict competition, of which she has to device a competitive advantage to survive. Most often, new entrants are identified to face very hostile and stiff competition in emerging markets such as Indonesia. The reason as explained by Salehizadeh (2005) is because government macroeconomic strategies and interventions are often targeted on established firms rather than new and upcoming ones. To this end, new entrants are often forced with the need to structuring their competitive advantages based on microeconomic strategies and interventions. As far as the g overnment biases are concerned, Salehizadeh (2005) has said that governments in emerging markets, the size of their gross domestic products do not often have the luxury of testing the waters. They would rather want to invest where their returns can be guaranteed. The concentration of food companies in the city of the intended entrepreneur is therefore going to be a challenge to entry that must be addressed. As indicated earlier, there could be attempts to use competitive advantage that are structured around the use of more microeconomic based

Fujitsu Siemens Computers Essay Example | Topics and Well Written Essays - 3750 words

Fujitsu Siemens Computers - Essay Example This essay stresses that large market and increased production scale is favorable for attaining the targeted market growth. The joint venture of technological firms makes possible to share the ideas and knowledge relating to competing and emerging technologies between firms. The research and development process becomes advanced through combination different useful ideas and knowledge. External participation in research and development process is helpful for diversifying the research process. Firms can concentrate on major research process through sharing the development cost. Organizational efficiency improvement is the main tool for competing in the industry. The organizational efficiency will be much improved by changing the organizational strategy by business combination. Fujitsu is a leading firm in the field of internet focused IT solutions, on a global basis. This paper makes a conclusion that in case of Fujitsu and Siemens, the equity joint venture strategy is suitable to each other for exchanging the technical know-how and manufacturing capabilities. Their stable and reliable partnership provides suitable environment for attaining business growth and profitability in the competitive industrial conditions. Through the joint venture they attained world’s most complete product and solution portfolios with world class computer technology and innovative IT infrastructure capabilities.

Poem Explication Essay Example | Topics and Well Written Essays - 750 words

Poem Explication - Essay Example The poem is patterned in three stanzas structure, having an identical rhyme scheme (ababab cdcdcd efefef). The same basic meter (iambic tetrameter) is maintained throughout the poem. The division of stanza in the poem corresponds to the poem’s meaning in internal structure, within the three stages of his acquaintance with the advancing lady, first from a distance, then next to him and finally, after the encounter. The point of relationship between the author and the subject lady are expressed by the prepositions â€Å"which†, corresponding to the distance between the author and the lady. Then â€Å"how†, expressing the lady’s closeness to him, and finally, â€Å"whose†, conforming to time after the encounter. The lady the writer notices in stanza one possesses beauty and displays it as she walks along. The timing is in a cloudless night, which gives him the chance to observe the lady without being noticed. Probably, he was imagining on how the ladyà ¢â‚¬â„¢s beauty matched with the starry skies. Even in the darkness, the author imagined the lady to appear bright and was mesmerized by the brightness of her eyes. Perhaps, the dressing of the lady adorned her by its glittering. The poem is all about beauty which possessed the lady of the night. Moreover, the author imagined that the lady was surrounded by beauty like an aura. The Lady was not only beautiful physically, but the stanza introduces the inner beauty of the lady as she was tender. The second stanza introduces some contrast in darkness and in the light, and that the lady was fair in the dark, but not so fair in the light. The author expresses his sentiments by use of words to claim that her graceful and beauty were nameless, which could be implying that he could not quite point out what made her so graceful. â€Å"Every raven tress† could be something to do with her beautiful hair, which â€Å"lightens her face†. The woman’s facial expression reveale d the sweet serenity of her thoughts. The speaker is deep in imagination that the sweet expression of the lady reflected her state of mind â€Å"dwelling place†. The contrast of the inner thoughts and outer expression is developed over and over as â€Å"sweetness† and â€Å"pure†, which all summed up as valuable and precious â€Å"dear†. The smiles and tints (blushes) that â€Å"glow† on the lady’s cheek and brow (poetic term for fore head) are calm and serene. This could imply that the woman was quite and elegant, yet her smiles and blushes were eloquent. The writer was strongly attracted by the expressive smiles and blushes. Byron seams to suggest that the smiles expressed all the time that the lady spent on doing good acts. Because the lady was not just pretty faced, but was equally kind and good, she managed to appear notably â€Å"calm† with serenity around other people (â€Å"all below†). Finally the love of the lady was innocent, which could mean that she had not fallen in love as yet. It could as well mean that she was in a platonic love. The writer of the poem utilized plenty of figurative speech to express the theme of romance. The title of the poem is presents some figurative as the term â€Å"walks† could imply advancement both in space and in time. In other words, the beauty evidenced in the lady was not just for the particular period that the writer noticed her, but it could mean that beauty possessed her. Similarly, by introducing the aspect of light and

Reflection on Engineering Placement

Reflection on Engineering Placement CAREER EPISODE 3 INTRODUCTION CE 3.1 As a student of second last semester of Bachelors Degree, I prepared a work report as an individual on a title called Continuous Improvement in Production of Lamination Department. This last career episode describes about this work report completed at the faculty of work placement 2, Jayco, 1 Jayco Dr., Dandenong, Australia. The project was accomplished in 8 weeks from Oct 2015 to Nov 2015. I pursued my Bachelors Degree in Engineering Technologist and specialized in Mechatronic from Chisholm Institute, Australia. I got constant support from Daniel and Jeffery and gained training from them. BACKGROUND CE 3.2 Nature of project Jayco Australia, had some issues arising in their lamination department, it was leading to time wastage of labor and cost. Jayco is a recreational vehicle products manufacturer in Australian market. They wanted to rectify the issue, for this purpose I had documented a report based on some of these issues. The report was document to record the tasks performed at the work placement in lamination department of Jayco. I had to understand the position and role I was going to contribute to the company based on the way the company runs. I was introduced to the company and my duties, task, timing, and department was assigned to me. I understood its organizational structures and responsibility and the manufacturing processes that took place in lamination department. Problem statements were identified after detecting the issues and the cause of its occurrence. CE 3.3 Lamination process consists of 4 major stages. They are: Stage 1 Welding (Framing) involves cutting the rails of aluminum or ply, welding them together, grinding the surfaces and writing chassis number for identification. Stage 2 Filming fill the frames with Styrofoam, Gal strips and blocks. Stage 3 Pressing apply adhesive to attach the frames and put it under press machine. Stage 4 Routing here, it is trimmed and excessive spots are removed out from the lamination. CE 3.4 Objectives The primary objective of the project was to address the issues arising in the production and to give a possible and suitable solution that would help to rectify the problem and help in improving the efficiency of the production specially in the Saws and Lamination department. It would also augment the cost. My project is divided into three different objectives and goals, that is based on some topics arising in the company after understanding the its role. A stepping stone is taken forward towards my primary aim by completing one of these three goals. Objective 1 Full description to PM (Preventive/Proactive Maintenance) from RM (Reactive maintenance) and CLPR (Cut List per Run) from BOS (Bulk Ordering System) Objective 2 recommending and suggesting updates on the drawings. Objective 3 Rectifying the misalignment between the plan, drawings and cut lists. CE 3.5 The chart of organizational structure The below chart shows my position for my work report. It is with respect to my university supervisor and the departmental manager of JAYCO. CE 3.6 Duties In-depth research and studies was carried out on lamination process. Based on my study, I planned various possible solution that matched the requirements. Presented my objectives and roles to the company manager for approval. Layouts and work plans were made. Mathematical calculations were needed for deciding the sizes of each part/component. Learnt how CNC shield is operated and G code is programmed. Performed online and practical testing on the operating machine. Compared various components before selecting them. Prepared various engineering drawing for implementation of my project with the help of engineering tools. Task was divided into small parts for achieving higher accuracy. Kept good relations with supervisor. Reporting the development of the project to the lab supervisor and coordinator. Regular meetings were kept with the manager to get feedback of the progress. PERSONAL ENGINEERING ACTIVITY CE 3.7 I started to work on my first objective where the issue was that the constant disorder in inventory of the blocks was causing wastage in labor time and cost. I identified that the problem was related to the Saws department and filling section. To rectify this issue, I suggested full transition to PM from RM and CLPR from BOS. To investigate the issue, a reverse tracking process was applied of the root cause. I prepared a process chart that described all the processes it involved. Machine down time was noted in the Saws department fur to reactive maintenance, it was causing delay in schedules. Then the blocks were not getting delivered on time, so ordering of blocks was needed in BOS in lamination department, and in filling section, because of the type and way of delivery, there was wastage in labor time and cost. CE 3.8 I then started my research on what exactly BOS and CLPR are and its function. So basically, from my research work and notes, I came to a point that BOS displays limited amount of information in general and CLPR is more data specific and focuses importantly on each run. In the current block production system in the Saws department is making use of BOS i.e. bulk order system which is the major concern. In such situation, the ideal mode of production would be using CLPR. I prepared a flow model for the functioning of CLPR. CE 3.9 From my investigation and survey, it was found that the Saws department transitioned from RM to PM and block production of CLPR to BOS. CLPR increased the focus of importance per Run and reduces the scrap. It also optimized the production cost and saves time along with discarding of manual processes such as stock monitoring, ordering process and paper work flow. And by using PM maintenance type, it minimizes the risk of production delay, and gives more accurate information. It was found that the employees still suggest RM for use rather than PM at its on early stages. CE 3.10 For my second objective, there was a suggestion on updating the plans as they were too old. So, I decided to go with that, and it was found that there was wastage of materials and awning blocks on door side frames. So, I tried to analyze the issue and find the solution to increase the efficiency of the production. I made few drawing using engineering tools to understand the basic functioning of the side frame and the reason of awning of the blocks. CE 3.11 It was found that there was full length of awning of the blocks at the front and the rear part. And there was blocks in combination of full length along with top and bottom.   On understanding the situation, it could be summarized that there had to be an update in the drawings related to the ongoing activity and the company had started taking those suggestions. The possible solutions could be still done by offering the customers the option of attaching the electric awnings. CE 3.12 Thus, after proper research and development on each task and issues, various suggestions were recommended. For objective 1, I suggested to arrange a system that records the details of the machine down times and whenever detected it should be resolved to avoid disturbance in the flow of production. Pareto diagram can be established as per the findings of the machine down times and can be made use to find and optimize the PM structure. Considering the objective 2, by organizing a structure that would determine the extent of blocks can be eliminated and comparisons can be made between the actual requirement of the block and measurements for complete unit per Run. By this way, possibility of wastage can be reduced and the workload can be minimized which results is efficient and cost effective production. And in case of objective 3, there was a gap of communication between the departments which can be rectified by optimizing the solid communication system and troubleshooting it by minimiz ing the human errors that occur at the planning stage. CE 3.13 While, there was a transition period of block production system, and the blocks were reported at the filling section wit wrong specifications. To resolve this, was my third objective. For this purpose, a thorough troubleshooting was required so that the misalignment between CLPR, drawings and the plan can be solved. I studied a sample case and noted my observations and findings from that. It was found that there was an issue with the dimensions. They were calculated and corrected. The wrong specification was reported and planned for the best possible solution and given to the concerning department to fix the misalignment issue. SUMMARY CE 3.14 I had successfully completed the training and pleased the company by giving my findings and recommending them various possible solutions. I constantly reported them about my progress and maintained a healthy professional relationship with them. I utilized various engineering knowledge that I learnt from my degree course, like project management, engineering mathematics, engineering CAD etc. these subjects became the base for my research work. It helped me understand various concepts easily, so I could suggest new innovative solutions. This work placement experience gave me a corporate experience and enhanced my technical skills. I presented a PowerPoint presentation and final work thesis that described in details about my findings and research work.

Antony a better Leader than Caesar in Shakespeares Antony and Cleopatr

Antony a better Leader than Caesar in Shakespeare's Antony and Cleopatra: In Shakespeare?s play 'Antony and Cleopatra' Caesar, while he displays remarkable tactical skills, is calculating and cold hearted. Antony on the other hand embodies many admirable qualities and emotions which make him the greater of the two. Firstly I will look at Caesar?s military victories before examining Antony?s great human qualities. Looking at Caesar, he is highly successful in his military battles due to his great organisation skills and strategic planning. Caesar values organisation since he receives hourly reports on how matters are abroad (Act I Scene 4 lines 34-36) and keeps detailed accounts of his battles. His logical thought also makes him so successful: ?Strike not by land, keep whole, provoke not battle, Till we have done at sea? (Act III Scene 8 lines 3-4) This strategic plan allows Caesar to defeat Antony. Duty is of unmatched importance to Caesar. Caesar condemns Antony for seeking pleasure before duty and he says of himself: ?Doubt not, sir, I knew it for my bond? (Act I Scene 4 lines 84-85) So the basis of Caesar?s abundant military victories, also against Antony, are his logical tactics and his sense of duty. However, Caesar is so determined to succeed and so power hungry that he is willing to hurt and manipulate other people in order to be successful. Caesar is calculating in that he uses Lepidus to defeat Pompey yet then sees to it that Lepdius is deposed as a triumvir so that he can gain more power. Another example of Caesar?s deviousness is: ? Plant those that have revolted in the van, That Antony may seem to spend his fury Upon himself.? (Act IV Scene 6 lines 9-11) Caesar intentionally places... ...flees the battle, he does not blame Cleopatra but takes responsibility for his own actions and is very ashamed of them: ?I have fled myself, and have instructed cowards To run and show their shoulders.? (Act III Scene 11 lines 7-8) It is in particular this characteristic which makes Antony greater than Caesar. Though it would be easy to make another person the culprit, Antony always carries the burden of the blame himself and is truly remorseful of his actions. In conclusion, Caesar?s arrogant, calculating, unemotional character is opposed to Antony?s forgiving, generous, responsible one. Though Caesar is a great military leader, his success is achieved through deliberate cold-hearted scheming and manipulation of others while Antony displays true nobility through his incomparably great human qualities. Thus, in our minds, Antony is the greater of the two.

Ethical Issues In The ICU Essay

Medical practitioners are faced with the challenge of making decisions on whether to withhold or withdraw a patient’s life sustaining therapy in the intensive care unit. Intensive care units are departments which provide high quality and advanced forms of therapies to very ill patients in the intensive care unit at an increased cost. These patients’ expectations are high with regard to modern medicine, and as a result, have led to the rise of complex ethical issues in the ICU. Clinicians managing patients in the intensive care unit face many ethical problems during the patient’s routine care. This is seen in cases of withholding life sustaining therapy, withdrawing life sustaining therapy, informed consent and making decisions that affect the patients. Introduction Ethical related issues in the intensive care unit are a dilemma facing medical practitioners and nurses. This has affected the quality of care given to the patients in the ICU. Nurses responsible for caring for critically ill patients are faced with many ethical problems in the ICU due to the lack of enough full time critical care personnel and lack of enough funds to facilitate and run the intensive care units. A guideline on ethical issues in the intensive care unit demands that nurses offering critical care to patients apply the care with humanity by showing respect for the emotions and choices of the patients and their families. Nurses in this field are required to provide all necessary information to the patients and the family, counsel them and assist in interpreting the results so they can make well informed decisions. Nurses must consult with all physicians involved in the patients’ management. ethical problems facing nurses in he intensive care unit range from aggressive forms of treatment, following the wishes of the patients families to using extreme forms of reducing pain and assisted suicide and euthanasia.. Care of patients in the intensive care units involves aggressive forms of treatments with high risks associated with them and high-tech modern medicine which has higher risks than improving the patients’ prognosis. Critically ill patients and terminally ill patients who should be left to die in the comfort of their homes like in the earlier days are now made to undergo last minute aggressive treatments which may end up being no significant. In such cases when the treatment fails and the patient dies, the patients’ family blames the nurses and doctors for being insensitive to their wishes. Nurses are faced with the burden of not knowing where to draw the line between extending the natural process of dying by applying aggressive forms of medical care and when to apply life support systems. Ethics require that medical practitioners and nurses put the interests of their patients and their families’ first rather than applying futile medical technology to save the life of the patient or prolong their dying process against the family’s wishes. Nurses in the care of critically ill patients are required to set proper goals and interventions for terminal are of patients. End of life decisions should be made after consensus with all involved physicians. Critically ill patients in the intensive care unit get the most complex forms of treatment even in cases where their prognosis is poor. These patients also die under the most undesirable situations such as comatose conditions or under ventilatory support. Research studies have shown that critically ill patients are put through very aggressive forms of treatment which the clinicians would not want to undergo. The same studies have shown that the majority of patients in the intensive care unit are on a life-limiting care. Only very few patients in the intensive care unit receive full life support treatment and CPR. Most nurses and medical care givers are faced with the burden of choosing whether to resuscitate a patient or not when their prognosis is poor. Categories of ethical problems Cost reduction Critical care of patients in the intensive care unit is the most expensive form of treatment. Critical patients who die are said to accumulate more expenses than those who survive. This is because aggressive modern medicine for sustaining life is very expensive. Due to this the standard of care give in intensive care units has deteriorated as it focuses more on cost reduction rather than provision of quality health care. Medical care providers are often faced with the burden of how to establish when to provide full life support to patients and when to withdraw life sustaining support. These decisions are usually based on the patient’s age, type of illness or their prognosis. In effect the medical care providers are influenced to make biased decisions. Defining the standards of care to be given in the intensive care units is based on reducing the incurred costs. (Lo B. (2005). Quality of care Most health care institutions have developed strategies of limiting life support on critically ill patients. Families of critical patients may wish to write do not Resuscitate orders if their patient’s rate of survival is low. In case this is done, this category of patients receives less attention from medical personnel and less care from nurses. Strategies of limiting life support have been based on the patients’ age, prognosis and the family wishes. Patients who are categorized as old and with a poor prognosis tend to get less attention from the medical care providers and the care given to them is of less quality. Rather that receiving actual medical care these patients are given sedatives and narcotic analgesia. Terminally ill patients receive fewer medical interventions before death and are usually given narcotic analgesics to mitigate pain and sedatives to reduce their suffering. Ethical guidelines urge that all patients be given quality care irrespective of their condition but medical care providers often base their interventions on biased decisions. The concept of futility Medical care providers use the concept of futile therapy to withhold or withdraw life sustaining treatment. In the clinical practice very few things are of absolute certainty and so physicians must avoid making decisions based on the futility of the treatment. The outcome of CPR application cannot be based on whether the patients’ family signed the Do not Resuscitate order. Every other patient in the intensive care unit should be given quality care based on facts rather than assumptions. Decisions on withholding or withdrawing life support should be discussed with the patients or with their family members. This expresses respect for their rights and wishes and helps in avoiding conflicts which may lead to legal litigations. The medical personnel are faced with a dilemma in cases where the patient’s prognosis is poor and extending the natural process of dying through aggressive treatment would be futile. In such cases some family members could insist on sustaining the patients’ life. The medical personnel thus have no option in deciding what is best for the patient. Putting such a patient through aggressive treatment enables the family to understand the realities of the concept on withholding or withdrawing the life support. Autonomy This principle demands that no form of treatment should be administered to patients without their own approval or that of their family members, except in cases of emergency where immediate intervention is required. Patients and their families have the right to disapprove any form of treatment and their wishes should be respected. These wishes should be indicated on a written consent in form of advance directive. However, when writing the directive the patient may not have anticipated his present condition or he may decide to change his mind. Medical personnel are thus faced with burden of making the best decision for the patient by putting the patient’s interests first. In the intensive care unit, medical personnel deciding whether to apply CPR on a patient with a good prognosis or to follow his family wishes to withdraw life support. The reliability of family members to represent the best interests of the patients is questionable because some family members may want to withdraw the patient’s life support for their own selfish interests. As a result, doctors and nurses are required to make the best decision for the patient irrespective of the family’s wishes. (Pozgar G. D (2005). Euthanasia and assisted suicide Euthanasia is whereby a medical care provider administers a lethal dose to the patient while in assisted suicide the killing drug is self administered by the patient with the help of a physician. This practice is no widespread, although physicians all over the world are engaging in the practice. They justify their actions as a form of relieving their patients from pain and suffering. In some cases patients do not give consent for euthanasia but still physicians practice it. Most family members choose terminal sedation whereby patients are put in a comatose condition and then food and water is withdrawn. (Morton P. G (2005) Organ donation Patients in the intensive care unit requiring critical care may require an organ transplant to assist in sustaining their life. Patients and family members might have advance directives which disapprove the idea of organ transplants. Medical care givers have a difficult time determining whether a patient should receive an organ donation or not. Performing an organ transplant without the patients or family’s consent could lead to a legal litigation. (Melia K. M (2004). The principle of beneficence In this situation the medical care provider is faced with a moral dilemma in making the best decision fro the patient with regard to his interests rather than those of the family. The role of a physician to apply his best judgement for the patient’s interest is hindered by the patients’ family which rejects the concept of futility. Such family members impose unreasonable demands on the physician to extend the natural process of dying. This only prolongs the patient’s pain and suffering. Medical personnel should therefore be able to make the best decisions for the patients. Ethical issues in the nursing field hinder the ability of physicians to administer quality medical care to critical patients in the intensive care unit.  Physicians are urged to shoe humanity and compassion when applying intensive care to critical patients. Nurses and doctors should set goals and objectives when giving end of life care to patients with both good and poor prognosis. In regard to ethical issues in the intensive care unit, medical care givers should know that their duties are both directed towards the patients and the families. Before carrying out any medical treatment and procedure, nurses and doctors should obtain written consents form patients or their immediate family members to avoid ethical dilemmas which may lead to legal litigations.

The 3 Best Recipes for How to Make Slime

The 3 Best Recipes for How to Make Slime SAT / ACT Prep Online Guides and Tips It’s alliiiiiiiveeee! Slime is a fun and interactive way to teach kids about chemistry. There are hundreds of slime recipes out there, which produce slimes with different qualities. In this article, we’re talking all about slime: what it is, how to make it, and what you absolutely need to know to make the best slime of all time. We promise, we won’t do that rhyme again. What Is Slime? Slime is a sticky, gooey substance that’s fun to touch and great to use for teaching about viscosity and chemical reactions. When kids make slime, they can learn about how different chemicals react with each other to create something new. They can also learn about how adding different amounts of different ingredients affects the viscosity (thickness) of a material. There are hundreds of slime-based toys out there, but the best way to really get the most out of your slime is to make it yourself! How to Make Slime Learning how to make slime is simple! You can make slime with tons of different ingredients: glue, borax, yogurt, water, cornstarch. Even shaving cream! Whatever recipe you choose to go with, make sure you have a mixing bowl and spoon on hand. You may also need some paper towels or cloth towels on hand to mop up spills. But don’t be afraid to get messy! That’s part of the fun. Without further ado, here are our three favorite slime recipes. Recipe #1: How to Make Slime Without Borax This recipe makes about two cups of slime. INGREDIENTS 2 (4-ounce) bottles washable school glue, such as Elmer's (see note for variations) 1 to 2 drops liquid food coloring (optional for adding some fun) 1/4 cup glitter (optional for adding some fun) 1 teaspoon baking soda 2 to 3 tablespoons saline solution (i.e., contact lens solution), divided Color the glue (optional): Pour the glue into a medium bowl and stir in the food coloring and glitter, if you want your slime to be extra exciting. Add the baking soda: Add the baking soda to the glue mixture and stir until smooth. Add the contact lens solution: Pour in 2 tablespoons of the contact lens solution and stir slowly. The mixture should begin to harden, becoming stringy. Mix until a ball of slime forms. Pick up the slime and knead between your two hands, until smooth. If the slime is particularly slimy, work in another 1/2 tablespoon of contact lens solution as needed. Source Recipe #2: How to Make Slime Without Glue Want to make some nice and sticky slime but don’t have glue on hand? No worries! This recipe uses guar gum, which can be found in the specialty foods aisle of your grocery store. INGREDIENTS 1/2 tsp of Guar Gum 1 cup of warm water 1/2 tsp baking soda 1 tsp of saline solution Food Coloring (optional) Start with your warm water. Stir in the guar gum until there are no lumps. Add your food coloring if you’d like. Stir! Add in your baking soda and saline. Stir away and watch the slime form! Source Recipe #3: How to Make Super Slime Ready for the real-deal, gooey kind of slime that you see in movies? Look no further than this slime recipe! INGREDIENTS Â ½ cup Polyvinyl alcohol (PVA) 2 tsps Borax (Sodium tetraborate) Food coloring (optional) Pour the polyvinyl alcohol (PVA) solution into your bowl. If you want colored slime, add food coloring to the PVA solution and stir with a stir stick. Add 2 teaspoons of the Sodium Tetraborate (Borax) Solution into the PVA solution and stir slowly. Try lifting some of the solution with the stir stick and note what happens. Once the slime has formed, it’s time to touch! Just don’t eat it. Source It's Slime Time! (We had to). Now that you've got three great recipes, it's time to make some slime! Have fun, get messy, and let us know in the comments if we missed your favorite slime recipe. What’s Next? Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class?We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

The period of the twentieth century during genocides than in wars The WritePass Journal

The period of the twentieth century during genocides than in wars Introduction The period of the twentieth century during genocides than in wars IntroductionReferences:Related Introduction Genocide in Rwanda, 1994 Throughout the period of the twentieth century it is believed that more people died during genocides than in wars (Helen Fein 1993:81), despite this staggering claim, the genocides have received noticeably less attention than the recent wars of the twentieth century. There exist many varied definitions of genocide, to state one; â€Å"a form of one-sided mass killing in which the state or other authority intends to destroy a group, as that group and membership in it are identified by the perpetrator† (Frank Chalk and Kurt Jonassohn, 1990) This very similar to the UN definition also used by such agencies as Medecins Sans frontiers (Destexhe 1995), the definition included in the 1948 convention states (Article 2): ‘In the Present convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: A)  Ã‚  Ã‚  Ã‚   Killing members of the group; B)  Ã‚  Ã‚  Ã‚   Causing serious bodily or mental harm to members of the group; C)  Ã‚  Ã‚  Ã‚   Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; D)  Ã‚  Ã‚  Ã‚   Imposing measures intending to prevent births within the group; E)  Ã‚  Ã‚  Ã‚  Ã‚   Forcibly transferring children of the group to another group.’ Furthermore as Article 1 reiterates ‘genocide, whether committed in time of peace or in time of war, is a crime under international law which [the Contracting Parties to the Convention] undertake to prevent and punish’. The UN definition of genocide highlights in Article 2 the difference between direct and indirect killings, the latter being techniques such as birth control however they both share the same aim; biological destruction of the group. In addition the UN definition for political reasons excludes mass killing, this definition continues to be up for debate for example Helen Fein (London sage: 1993) views genocide as; â€Å"sustained purposeful action by a perpetrator to physically destroy a collectivity, directly or indirectly, through interdiction of the biological and social reproduction of group members, sustained regardless of the surrender or lack of threat offered by the victim†. An exact definition of genocide had direct repercussions when investigating and treating the individuals or groups responsible, it is possible that the potentially guilty party who controlled the genocide may contest the accusation of genocide, stating the actions taken took place in self defence or even under conditions of civil war.   They may also believe that those held responsible should be tried under war crimes and not under the crime of genocide, which is described as a crime against humanity under international law (Republic of Rwanda 1995:31). Throughout this case study I intend to provide a detailed insight into the horrific Rwandan genocide during 1994. Jean Kambanda created history on 1 May, 1998 becoming the first person to ever plead guilty to the crime of genocide at an international court hearing.   Kambanda, the prime minister of the Rwandan government, not only planned but instigated the mass attacks and in turn killings in 1994.   With the logistics of the genocide overseen by Kambanda, local authorities had enough people in place to initiate the killings; those who were not willing to cooperate with the orders were simply murdered. Furthermore he commissioned an ambience of anger and paranoia, initiated violence and as a result eventually oversaw mass murder. Kambanda as a result was convicted on all six counts and was sentenced to life imprisonment. Kambanda’s politics during his spell in government can be described as irrational and extreme; an underlying theme to his work was exclusion of Tutsis, believing them to be evil. In order to fully comprehend the reasons behind the genocide in Rwanda, it’s important to understand the history behind it. The origins of Rwanda’s genocide can be traced back a hundred years previous, when in 1894 the King of Rwanda welcomed Gustav Adolf von Gotzen, a German count, to his court. Ten years previously at the Berlin conference Rwanda was gifted to Germany as Africa was divided amongst the European superpowers. Belgium took control of Rwanda in 1916, until 1962 when independence was gained.   The Belgians favoured the Tutsi minority (Between 8 and 14 percent of the population at the time of the genocide) granting them preferential status. The ethnic relations between the Tutsis and the Hutus (At least 85% of the population in 1999) were respectable, furthermore they were not believed to be distinct races or tribes, thus Hutu and Tutsis conflict didn’t occur often. Furthermore any tension that existed between the two ‘tribes’ was increased further and highlighted by the Belgian colonial policy.   Gerard Prunier (1997:5) believes that â€Å"Each group had an average dominant somatic type, even if not every one of its individual members conformed to it.† With the Hutu being generally a small, stocky somatic type, â€Å"a standard Bantu physical aspect†, in comparison the Tutsi were generally tall and thin. However on the flip side Gà ¼nter (1955:672-7) believes ‘there were gross exaggerations of the physical characteristics between Hutu and the taller Tutsi, with the aristocratic minority invariably being compared with the majority of farmers and servants.’ Furthermore the colonisers implemented an identity card system in 1933, this categorised every Rwandan as Hutu, Tutsi, or Twa (The latter being an aboriginal group that before the genocide in 1990 accounted for 1 percent of the population). The identity cards in question were retained during the post independence era, this providing information to the architects of the genocide, as they located their Tutsi victims and Hutu opponents. The Tutsi, who were deemed better educated and more prosperous, headed the campaign for independence after World War II. As a result the Belgians changed allegiance, now backing the Hutus. The change in allegiance let vengeful Hutu components murdered approximately 15,000 Tutsis over a three year period between 1959 and 1962, as Prunier (1997:63) states ‘ Violence in Rwanda forced many Tutsi into exile between 1959 and 1964, then again during 1972-3, amounting to approximately 600000-700000 people’. The Tutsi fled notably to Uganda and Burundi, where they formed a guerrilla organisation known as the Rwandan Patriotic Front (RPF), with the aim of overturning the new regime.   This aim came to fruition in 1990, when the RPF invaded and occupied the north east of Rwanda. In August 1993 Habyarimana finally accepted an internationally-mediated peace treaty, providing the RPF with a share of political power and a military presence in Kigali. As a result the UN deployed 5,000 peacekeepers to oversee issues, referred to as UNAMIR (United Nations Assistance Mission to Rwanda). However there is a school of thought that believes the Rwandan government, despite to treaty, didn’t accept the peace agreement. In addition some government’ officials and high ranked military officers had at that point designed personal ways to combat the Tutsi ‘issue’ as early as 1992. Habyarimana’s controversial decision to make peace with the RPF won others over to their side, including opposition leaders. Many believed themselves to be patriots when involved in the genocide. The above situation was referred to as the ‘Hutu power’ movement, this movement included moderate Hutu’s who opposed the genocide, which organised and supervised the genocide of April-July 1994. Additionally not only a strong sense of secrecy but a false sense of security combined to disarm the majority who were murdered during the genocide, Friedlander (1997: 60-1) described the situation pre genocide as an ‘illusion of normality’.   It is thought that a great deal of the Tutsi contingent based in Rwanda failed to anticipate the imminent genocide of 1994, despite mounting evidence that something was being planned, including periodic killings of innocent and unarmed Tutsi’s.   Covert actions were an important dimension of the Rwandan regime’s close political control, and were especially effective in a highly stratified society, where power differentials had long been taken for granted (Maquet 1961). Some high profile politicians and public figures had consistently voiced an opinion that the Tutsi ‘had it coming to them’, however references to a potential future genocide were few and far between. Firm statements of intent were rare, furthermore the rumours that indicated a potential planned genocide in fact served further to disarm the Tutsi contingent of Rwanda, by appearing to ’cry wolf’.   Had the Tutsi believed the genocide to be possible a greater number would have fled the country before April 1994 (Chretien 1995: Reyntjens 1994).   According to Clapham (1998:209), ‘groups who sought a genocidal solution’ used the period of the Arusha negotiations to prepare for the genocide, and had no intention of agreeing with the terms of any settlement. Ambiguity was deliberately cultivated during preparation for the genocide, and even during its implementation. April 6th 1994, the day that is widely thought to have triggered the holocaust in Rwanda. Presidents Habyarimana was assassinated when his plane was shot down from the sky by a surface to air missile as the plane approached Kigali airport. Although responsibility for the assassination has never been resolved, many believe that the Hutu extremists had opted to remove their president, who had previously allowed the Tutsi back into government, and initiate a ‘solution’ to the Tutsi ‘problem’. This is thought due to the speed with which the genocide was effectively launched. Within 24 hours of the president’s plane being shot down, roadblocks sprang up around the Kigali. The interahamwe ( â€Å"those who help one another†) militia controlled these roadblocks. In addition to this the Tutsi were segregated and hacked to death with machetes at roadside, however because of the perceived physical differences between the two ‘racial’ groups many taller Hutus were also killed. Furthermore death squads were established and given targets, both Tutsi and moderate Hutu, including the prime minister Agate Uwilingiyimana. The genocide quickly expanded from the capital city to more rural areas. The official sanction to kill originated from government state, but the killings were also conducted by normal people and quickly established militia’s, the astounding issue here is why were the population of Rwanda so determined to kill. Prunier (1997:140-1) proposed the ideal of the manipulation of certain group identities; â€Å"In a world where illiteracy is still the rule, where most of the population has horizons which are limited to their parochial world, where ideologies are bizarre foreign gadgets reserved for intellectuals, solidarity is best understood in terms of close community. In turn, these positive (or negative) group feelings are manipulated by the elite in their struggles for controlling the scarce and even shrinking financial, cultural and political resources.† However the reason could lie in the culture of Rwanda, a culture that embodies obedience to authority. The incursions and attacks of the PRF prior to the genocide made the Hutu’s perceive every Tutsi as a threat even more so. It is estimated that in just two weeks after the start of the genocide, approximately a quarter of a million Tutsis and moderate Hutus had been murdered.   Alongside the mass murder of Soviet prisoners of war during World War II, it is thought to be the most concentrated act of genocide ever; â€Å" The dead of Rwanda accumulated at nearly three times the rate of Jewish dead during the Holocaust.† (Gourevitch 1998:3), however Prunier (1997:261)believes the killings happened at an ever faster rate; â€Å" The daily killing rate was at least five times that of the Nazi death camps.† On a slightly more specific note, the gender aspects of the brutal killings is one of the least investigated factors of the Rwandan genocide. Judy El-Bushra states: â€Å"During the war of 1994, and particularly as a result of the genocide massacres which precipitated it, it was principally the men of the targeted populations who lost their lives or fled to other countries in fear. This targeting of men for slaughter was not confined to adults: boys were similarly decimated, raising the possibility that the demographic imbalance will continue for generations. Large numbers of women also lost their lives; however, mutilation and rape were the principal strategies used against women, and these did not necessarily result in death.† (El-Bushra, 200:73). This trend can be seen throughout the early 1990’s when Tutsi males were murdered as they were presumed to be part of the RPF organisation. ‘Throughout the genocide orders to kill were passed down from the top, and the majority who refused to kill were often killed’ (Gourevitch 1997:44-51), an example of this can be seen when the prefect of Butare refused to order Hutu to murder the Tutsis, he was killed and replaced by militia’s from the north (Prunier 1995:261; Article 19 1996:57). As a result all social ties were abolished,   leaving a situation where ‘pupils were killed by their teachers, shop owners by their customers, neighbour killed neighbour and husband killed wives in order to save them from a more terrible death’ ( Destexhe 1995:31). The Hutu used physical features as a guide during the genocide, such as a ‘long nose, long fingers or height (were) considered a sufficient basis for a sentence of death’   (African rights 1996:45), however as Clapham (1998:197) states ‘the blurred vision between the two ‘ethnic groups’ could not be taken as a re liable identity indicator’. On the topic Prunier (1995: 198,142) states that ‘Chopping up men was â€Å"bush clearing† and slaughtering women and children was â€Å"pulling out the roots of the bad weeds†Ã¢â‚¬â„¢. As mentioned above the Tutsis and moderate Hutu males were almost exclusively targeted prior the genocide and in fact in its early stages, however there exist strong evidence that between April and June 1994 the gendering of the genocide altered, with more women and children being murdered in the later stages. Alison Des Forges in a 1999 report on the genocide wrote; â€Å"In the past Rwandans had not usually killed women in conflicts and at the beginning of the genocide assailants often spared them. When militia had wanted to kill women during an attack in Kigali in late April, for example, Renzaho [a principal leader of the genocide] had intervened to stop it. Killers in Gikongoro told a woman that she was safe because Sex has no ethnic group. The number of attacks against women [from mid-May onwards], all at about the same time, indicates that a decision to kill women had been made at the national level and was being implemented in local communities. (See Human Rights Watch, Mid- May Slaughter: Women and Children as Victims, in Leave None to Tell the Story: Genocide in Rwanda.) As briefly discussed the Tutsi formed an organisation called the RPF, as soon as the genocide erupted the RPF launched an attack on Kigali.   As a result the government resistance was destroyed; this eventually brought an end to the genocide in many areas of the country.   On July 4 1994, Kigali fell to the RPF and in turn the genocide came to an end on July 18th. It is difficult to establish an accurate death toll for the genocide, a figure of 800,000 is generally accepted, although this remains unclear. This figure provided by the Human Rights Watch and is based upon a 1991 census, thus not taking into account the number of other victims of the genocide.   However Philippe Gaillard estimates that up to one million people were killed, this confirmed by Charles Petrie, the deputy co-ordinator of the UN Rwanda Emergency Office.   Additionally in a preliminary report published by the Rwanda Military of Local Government in December 2001, the figure of just over one million casualties is cited, based on a census in July 2000. The report states that 93.7% of the victims being killed because they were Tutsi; 1% because they had some form of relations with Tutsis; 0.8% because they looked like Tutsis; and 0.8% because they opposed the Hutu movement. Furthermore young people were particularly targeted, as 53.7% of the victims were between 0 and 24 years of age. Furthermore the strategy behind the Rwandan genocide was created and implemented by a small contingent of government officials, led by Bagosora, a Hutu extremist.   Bagosora, a retired army colonel, held the position of defence minister at the time of Habyarimana’s assassination. Agathe Habyarimana, the wife of the former president, Bagosora acted quickly in not only organising the genocide but rallying government support. These leaders exploited the highly-centralized nature of the Rwandan state, The genocide happened not because the state was weak, but on the contrary because it was so totalitarian and strong that it had the capacity to make its subjects obey absolutely any order, including one of mass slaughter. (Prunier1995:353-54.). Reyntjens (1996:244-5) believed the ‘Rwandan peoples tendency for obedient compliance, aided in facilitating the ruthless efficiency of the 1994 genocide’. There can exist no simple explanation to the genocide, a numbers of caus es may have aided in contribution, such as; colonial ideology of racial division (identity cards, preferential status to Tutsi then change of allegiance); political and economic struggles prior 1994; the nature of their organised society; and finally the fragile regional and class base of a political fraction determined to retain state power at any cost, which perhaps resulted in the mass killings To conclude I believe I have provided an extensive background to the genocide in Rwanda, which is crucial when aiming to understand to reasons behind the genocide leaving approximately one million dead. Furthermore I have provided an overview of surrounding factors that contributed to the violence and a detailed account of the genocide. References: Melvern ,Linda, (2004), Conspiracy To Murder The Rwandan Genocide, Verso African Rights. (1995). Rwanda: Death, Despair, and Defiance. Revised edition. London Hintjens, Helen M, (1999), Explaining The 1994 Genocide In Rwanda, The Journal Of Modern African Studies, Cambridge University Press, [Online] Available at   jstor.org/stable/161847?Search=yessearchUri=%2Faction%2FdoBasicSearch%3Ffilter%3Diid%253A10.2307%252Fi301388%26Query%3D258%26wc%3Don Accessed: 30-4-2011 Martin, Brian, (2009), Managing Outrage Over Genocide: Case Study Rwanda,   [Online] Available at: bmartin.cc/pubs/09gcps.html#_ftn2 Accessed : 24-4-2011 Rwanda: How The Genocide Happened, [Online] Available at http://news.bbc.co.uk/1/hi/1288230.stm Accessed on: 30-4-2011 Webster, Colin, (2007), Understanding Race and Crime, Open University Press,   [Online] Available at:  Ã‚   dawsonera.com/depp/reader/protected/external/AbstractView/S9780335230396 Accessed on: 18-5-2011 Institute for the study of Genocide, [Online] Available at instituteforthestudyofgenocide.org/oldsite/definitions/def_genocide.html Accessed on 18-5-2011 Accessed on 18-52011 Fein, Helen, 1992, Accounting for genocide after 1945: Theories and Some Findings International journal on group rights 1, no.2:79-106, Kluwer academic publishers Gourevitch, Philip, 1998, We Wish to Inform You That Tomorrow We Will Be Killed With Our Families: Stories from Rwanda, [Farrar, Straus and Giroux, 1998], p. 3.), St. Martins Press

Research Summary and Ethical Considerations , spiritual coping Essay

Research Summary and Ethical Considerations , spiritual coping strategies - Essay Example Some of the spiritual coping strategies discussed in this paper include Jewish meditation, trust and acceptance and expansion of our personality. They are elaborated more by a mother who revealed about her boy, who was suffering from CF illness. She was incapable of healing mental illness, ease pain or motivating somebody to live. The first spiritual coping strategy is Jewish meditation. She focused on few verses that shaped her experience. She used to sing or chant them several times. One of the verses was (Ps. 51:15) which request God to open person’s mouth in order to praise Him. She used to say Adon Olam meaning God was with her, and she would not fear. When she faced confusion times and thought would be different, she would say there was nothing else but God (McSherry & Ross, 2010). The mother would elevate her mood being happy and rejoicing the day God has made for her. When she brimmed with thankfulness, she would give thanks to God claiming His kindness is everlasting. Meditation helps the nurses to show no tears, feelings or fear towards patients. The nurses harden themselves to patients’ suffering. If the nurses turns toward patient’s suffering, have a feeling towards them and work with compassion, they will end up suffering. The second spiritual coping strategy is to build trust and strength. The mother just accepted the things how they were and had the capability of doing what was necessary. The only tool she used was the prayers (McSherry & Ross, 2010). She regarded God as her caring father. She thought in two ways. One way was to thank God for taking care of all her needs, and the other was to thank God for creating all her needs. Building of trust is long term process. She trusted on what happened or was happening was from the will of God. The same case should apply to nurses; they should always accept the conditions the patients are

Personal Development and Careers Essay Example | Topics and Well Written Essays - 2750 words - 1

Personal Development and Careers - Essay Example The process of learning leads to acquiring of knowledge. Learning is commonly defined as the process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995)’.Learning process focuses on what happens when the learning takes place. There are various Learning Theories which explore the process of learning. A learning theory is attempts to describe how people and animals learn; thereby helping us understand the inherently complex process of learning. Thus, through this process permanent change in the behavior and pattern is observed. The change, which comes through learning, is permanent in the sense that it improves one’s performance in his/her field. Learning theories have two main functions. According to the definition by Hill (2002). â€Å"One is providing us with vocabulary and a conceptual framework for interpr eting the examples of learning that we observe. The other is suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.† David Kolb’s, a pioneer in the field of learning, developed a model, which he published in the year 1984.Through this model was originated the Kolb’s Experimental Learning Theory. This theory establishes four stage-learning styles which can also be called the Training Cycle. In this four-stage cycle of learning, â€Å"immediate or concrete experiences provide a basis for observations and reflections. These observations and reflections are assimilated and distilled into abstract concepts producing new implications for action that can be actively tested in turn creating new experiences†. Through the entire cycle of learning, the learner touches the basis, that is, a cycle of experiencing, reflecting, thinking , and acting. Immediate and concrete experiences lead to observations and reflections, these reflections are then absorbed or assimilated as abstract concepts which in turn help in creation of new processes. Thus, Kolb’s categorizes learners into four types according to his definition. Convergers, Diverger, Assimilator and Accommodator. A learning process must accomplish all these four responses. Convergers are characterized by abstract conceptualization and active experimentation; they are good at practical application of ideas and proficient at deductive reasoning. Divergers are reflective in observation and they are imaginative. They have concrete ideas. Assimilators are capable of crafting theoretical models by means of inductive reasoning and Accommodators are good at actively engaging with the world. Kolb’s learning style methods are acknowledged by the academicians, teachers, managers and trainers. This model has helped people in learning and understanding human behaviour. Another model of learning is Howard Gardner’s Multiple Intelligence Theory Model that offers simple and accessible methods to understand and explain people preferred ways to learn and develop. It is a classic model to understand and teach many aspects of human behaviour and intelligence, learning style and personality. It is also a widely accepted model in the field of academics and industry though developed initially for psychology. In simple terms this theory is based on cognitive perspective. Gardner discovered seven