Child Labour Essay

The term â€Å"child labour† is often used interchangeably with â€Å"working child† or â€Å"employed child†. While all these terms are defined on the basis of age of the person working. According to the Constitution of India, child labourer may be defined as a person who is below the age of 14 years and is working for an earning. However, child labour denies children the opportunities for mental and physical development and consequently their life chances are marred. Children engaged in domestic work or helping their parents in agricultural or household pursuits do not get income but their work interferes with their childhood activities like education and recreation. Hence child labour needs to be defined in a manner which will include both paid and unpaid work. The Operation Research Group of Boards has defined a child labourer as a person who is in the age group of 5 to 15 years and who is at paid or unpaid work and remains busy for any hour of the day within or outside the family. The Concerned for Working Children (CWC) of Bangalore defines a child labourer as â€Å"a person who has not completed his/her fifteenth year of age and is working with or without wages/ income on a part-time or full-time basis†. Poverty and adult unemployment are the main reasons for the existence of child labour, vested interests of employers also encourage its perpetuation. The employers pay low wage to child labour for the same quantum of work that adults can do. Types of Child Labour. The ILO has given a typology of child work which is applicable across the countries. The categories are as follows i) Domestic Non-monetary Work. Children in both rural and urban areas undertake unpaid work within the family for maintenance of the household. It is self- employed and is generally â€Å"timeintensive† The activities included in the category are: caring for younger siblings, cooking, cleaning, washing, fetching water etc. Such work in India is done mainly by girls. ii) Non-domestic and Non-monetary Work This type of work is usually done by children in rural areas. It includes activities like tending of livestock, protecting crops from birds and animals, hunting, weeding etc. This work is also timeintensive and is often intermixed with domestic work. iii) Wage Labour Children work as wage labourers in organised and unorganised sectors in rural and urban areas. They work in artisan production, small scale production, in trade, manufacturing and service occupations. They work in restaurants, as ragpickers, hawkers, newspaper vendors etc. They are preferred to adults because they can be paid low wage for the same quantum of work that an adult does. iv) Bonded Labour Children work as bonded labourers. They are pledged by the parents against a debt or loan till the loan with interest is repaid. They work in exchange of food or nominal wage. Sometimes, an agreement is made between the parents of the child and the employer to work for a specific period of time. The bonded labour system is found both in rural and urban unorganised sector. Although bonded labour is abolished by law, it is practiced in many parts of India even today. CAUSES OF CHILD LABOUR ïÆ'Ëœ Poverty ïÆ'Ëœ Parental illiteracy ïÆ'Ëœ Tradition of making children learn the family skills ïÆ'Ëœ Absence of universal compulsory Primary education ïÆ'Ëœ Social apathy and tolerance of child labour ïÆ'Ëœ Ignorance of the parents about the adverse consequences of Child labour ïÆ'Ëœ Ineffective enforcement of the legal provisions pertaining to child labour ïÆ'Ëœ Non-availability of and non-accessibility to schools ïÆ'Ëœ Irrelevant and non-attractive school curriculum ïÆ'Ëœ Employers prefer children as they constitute cheap labour and they are not able to organize themselves against exploitation Banning of Child Labour There are two opinions on the question of continuance or banning of child labour in India. One group of people think that child labour should be banned since it is detrimental to physical and mental health of the child and is against the Directive Principles of the Constitution of India. The other group considers abolition of poverty as a pre-condition for abolition of child labour. They pled that child labour should be regulated so that children are not employed in hazardous work. The Government of India is taking steps to constitute a Technical Committee for identifying occupations which are hazardous for children. The Child Labour (Prohibition and Regulation) Act 1986 prohibits the employment of child labour below age of 14 in factories, mines and in other firms of hazardous employment and regulates the working conditions of the children in other employment. Following another notification in 1993 under their law the government has prohibited employment of children in the Slaughter houses, printing, cashew de-scaling and processing, and soldering. In 1994 a National Authority for the elimination of Child Labour was set up under the chairmanship of the Labour Minister to co-ordinate the efforts of different arms of the government for the progressive elimination of child labour. The Government of India has also adopted a National Labour Policy in 1987 in accordance with the constitutional mandate and the prevailing legislation on child labour. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=†Ã¢â‚¬ ,o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "studymoose.com"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

Terminal Paper Mechanics

ABE INTERNATIONAL COLLEGE The Big Orange Building. 328 Edsa Caloocan City TERMINAL PAPER MECHANICS PAPER TYPE 1. For the proposal and final oral stages, the researcher may use short, white bond paper. 2. The template is used for the final paper. (See Appendix B). 3. No colored or textured bond paper should be used. PRINT COLOR 1. Blank ink is required for the text. No colored printout is allowed. Graphs and figures should also use varying shades of black. This so because color distinction may not appear definite once the paper is photocopied. 2.The printout must be clear, intelligible, and neat. ILLUSTRATIONS 1. No unnecessary illustrations are allowed. 2. If consequential, all illustrations and photos should be properly labeled so that readers can understand them without having to rely entirely on the picture. 3. Chapter separator pages are unnecessary. PRINT SIZE 1. The required font is Arial. The required font size throughout the paper is 12. Smaller fonts are allowed for charts a nd graphs. 2. Chapter titles, major and minor headings, paragraph heading, and table and figure titles are all typed using font size 12. . Chapter titles must be in all capital letter formats (AAAA) while major and minor headings, paragraph heading, table and figure titles must be in a title format (Aaaa). 4. Page numbers should also be reformatted in Arial in font size 12. MARGINS AND SPACING 1. For the proposal and final defense papers using plain, short white bond paper, the margins are as follows: Top:1. 00 Bottom:1. 00 Left:1. 50 Right:1. 00 2. For the final paper printed on the paper template, the margins are as follows: Top: 1. 70 Bottom:1. 20 Left:1. 80 Right:1. 20 3.Indentation for paragraphs, reference entries, table of content entries, etc. should be consistent throughout the paper. The suggested tab stop position is 0. 5. 4. Preliminary and end pages use single spacing except title page, approval sheet and recommendation for oral defense. (See Appendix C) 5. Line spacing for the text is 1. 5. 6. Within the text, single spacing is used for block quotations. 7. Two spaces are required between chapter headings, major and minor headings, paragraph headings, table and figure titles. NUMBERING A. Preliminary Pages (See Appendix C) 1.Use lower case Roman numerals for all preliminary pages. 2. The title page bears no number but is designates as page i. 3. A blank page (flyleaf) bearing no number is placed before the title page. 4. The approval sheet or the endorsement sheet bears no number, but is designated as page ii. 5. Preliminary pages do not appear in the Table of Contents. 6. Page numbers appear on the center bottom of the page. BIBLIOGRAPHICAL ENTRIES 1. Every bibliographical entry must use APA style of writing. e. g. Document source and Online sources 2. The reference page is an alphabetical list of all sources actually used in the research.The researcher should include only the sources that he/she has cited in the text. 3. If there are two or mor e sources by the same author, do not repeat his/her name for the entries other than the first. In place of the author’s name, use an unbroken underline of 8 spaces long followed by a period. 4. Should there be more than 10 entries in the reference page, divide these into the following: books, journals, and periodicals, other sources (unpublished theses and dissertations, brochures, Internet sources). (See Appendix D) TABLES AND FIGURES 1. All table titles appear above the table; figure titles go below. . All table title must carry complete information: the table number, description of the subject matter, locale, year the survey was conducted (e. g. Table 12. Mean of Burnout Causes among Teacher respondents of Liceo de Los Banos and Los Banos High School, 2003). 3. Never cut tables. 4. Tables and figures presented in landscape format. Appendix B. Research Paper Template 1. 0 â€Å" 1. 5 â€Å" 1. 0 â€Å" Appendix C. Sample Preliminary Entries Appendix D. Sample Bibliograph y Entries Appendix D. Sample Bibliography Entries ———————– 1 CHAPTER I THE PROBLEM AND ITS BACKGROUND IntroductionBackup refers to producing copies of data used as additional copies in case of a data loss event. Data restoration is the primary purpose of backup. Through the additional copies made during the backup, restoration of data is taken as a strategy in place of the lost data. Backups are typically the last line of defense against data loss and the most convenient to use. Since backup makes copy of data, data storage is also considered. Data storage can be with the use of a device such as CD-ROMs, hard drives and other storage media. Through proper organization of storage space, these data storages can be useful for making backups. . 0† APPROVAL SHEET The Independent Study in Information Technology entitled â€Å" iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis † prepared and submitted by Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the degree of Bachelor of Science in Computer Science is hereby approved and accepted. Mr. Enrico P. Chavez Adviser Mr. Teodoro F. Revano Jr. Ms. Mary V. Acabo PanelistPanelist Mrs. Susan S. Caluya Lead Panelist Accepted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Technology (BSIT).Ms. Ma. Gracia Corazon E. SicatMr. Jonathan M. Caballero ICT Project/ Research Coordinator CS Department Chair Dr. Charlemagne G. Lavina Dean, College of Information Technology Education RECOMMENDATION FOR ORAL EXAMINATION The thesis entitled â€Å"iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis† prepared Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the Degree of Bachelor of Science in Computer Science has been examined and is recommen ded for acceptance and approval for oral examination. Mr. Enrico P. ChavezAdviser DEDICATION G. R. H. and J. A. V. iv ACKNOWLEDGMENT Cristielle Faith R. Adriano and Jelyn Y. Lopez ABSTRACT Adriano ,Cristielle Faith R. , Lopez, Jelyn Y. â€Å"A Development of Sales and Inventory System with Online Product Estimates Service for J. O. B. Auto Parts Supply†. Unpublished Thesis. Technological Institute of the Philippines. Arlegui, Manila. May 2009. vi TABLE OF CONTENTS Title Approval Sheet Recommendation for Oral Examination Dedication Acknowledgement Table of Contents List of Tables List of Figures CHAPTER I: The Problem and Its Background1 Introduction 1Background of the Study 1 Theoretical Framework3 Conceptual Framework4 Statement of the Problem6 Hypothesis7 Significance of the Study7 Scope and Limitation of the Study8 Definition of Terms9 CHAPTER II: Related Literature and Studies11 Related Literature11 Related Studies21 Synthesis24 CHAPTER III: Research Methodology26 Researc h Method26 Research Design28 Respondents of the Study31 Data Gathering Procedure32 Statistical Treatment 33 vii APPENDICES A Letter of Permission B Research Questionnaire C System Prototype D Curriculum Vitae viii LIST OF TABLESTable Number Table Description Page |1 |Respondents Matrix |32 | |2 |Likert’s Scale |35 | |3 |Frequency Result of Respondents |36 | |4 |Frequency Result of IT Office Staff Respondents |37 | |5 |Frequency Result of the Respondent’s Length of Years in the Position |38 | |6 |Frequency Result of theRespondent’s Primary Responsibility in their office’s |40 | | |files and documents | | |7 |Frequency Result of Respondents Make Back-up |42 | |8 |Frequency Result of Respondents Using Back-up Utility |42 | |9 |Frequency Result of the Respondents’ Familiarity on the Selected Existing |43 | | |Back-up Utilities | | |10 |Frequency Result of the Importance Rate of Back-up File |45 | |11 |Frequency Result of the Respondents’ Know ledge Rate |46 | |12 |Summary Result of the Online Back-up Utility on the Basic Capability Criteria |48 | |13 |Summary Result of the Online Back-up Utility on Performance Evaluation Criteria |50 | |14 |Difference Between the Means of the Manual Back-up Process and Online Back-up |52 | | |Utility on Functionality Criteria | | |15 |Difference Between the Means of the Manual Back-up Process and Online Back-up |54 | | |Utility on Reliability Criteria | | ix LIST OF FIGURES Figure Number Figure Description Page |1 |Research Paradigm |5 | |2 |Research Design |28 | |3 |Frequency Result of IT Office Staff Respondents |38 |4 |Frequency Result of the Respondent’s Length of Years in the Position |39 | |5 |Frequency Result of the Respondent’s Primary Responsibility in their office’s |41 | | |files and documents | | |6 |Frequency Result of the Respondents’ Familiarity to the Selected Existing |44 | | |Back-up Utilities | | |7 |Frequency Result Frequency Result of the Importance Rate of Back-up File |45 | |8 |Frequency Result of the Respondent’s Back-up Files and Process Knowledge Rate |47 | |9 |Summary Result of the Online Back-up Utility on the Basic Capability Criteria |49 | |10 |Summary Result of the Online Back-up Utility on Performance Evaluation Criteria|51 | |11 |The t-Distribution of the Differences Sample Means of the Manual Back-up |53 | | |Process and Online Back-up Utility on Functionality Criteria | | |12 |The t-Distribution of the Differences Sample Means of the Manual Back-up |55 | | |Process and Online Back-up Utility on Reliability Criteria | | |13 |The t-Distribution of the Differences Sample Means of the Manual Back-up |56 | | |Process and Online Back-up Utility on Availability Criteria | | x iv Book Okuda, M. , & Okuda, D. (1993). Star trek chronology: The history   Ã‚  Ã‚  Ã‚  Ã‚  of the future. New York: Pocket Books. James, N. E. (1988). Two sides of paradise: The Eden myth according to Kirk and Spock. In D. Palum bo (Ed. ), Spectrum of the fantastic   (pp. 219-223). Westport, CT: Greenwood. _ _ _ _ _ _ _ _ (2004). Evaluation of Systems. USA: McGraw-Hill Osborne Media. Encyclopedia Article Sturgeon, T. (1995). Science fiction. In The encyclopedia Americana (Vol. 24, pp. 390-392). Danbury, CT: Grolier. Journal Article Devine, P. G. & Sherman, S. J. (1992). Intuitive versus rational   Ã‚  Ã‚  Ã‚  Ã‚  judgment and the role of stereotyping in the human condition: Kirk or Spock? Psychological Inquiry, 3(2), 153-159. doi:10. 1207   Ã‚  Ã‚  Ã‚  Ã‚  /s15327965pli0302_13 Hodges, F. M. (2003). The promised planet: Alliances and struggles of   Ã‚  Ã‚  Ã‚  Ã‚  the gerontocracy in American television science fiction of the 1960s. The Aging Male, 6(3), 175-182. Retrieved from Academic Search   Ã‚  Ã‚  Ã‚  Ã‚  Premier database. Magazine Article Mershon, D. H. (1998, November/December). Star trek on the brain:   Ã‚  Ã‚  Ã‚  Alien minds, human minds. American Scientist, 86(6), 585. Newspaper Artic le Di Rado, A. 1995, March 15). Trekking through college: Classes   Ã‚  Ã‚  Ã‚  Ã‚  explore modern society using the world of Star trek. Los Angeles  Times, p. A3. Websites Lynch, T. (1996). DS9 trials and tribble-ations review. Retrieved   Ã‚  Ã‚  Ã‚  October 8, 1997, from Psi Phi: Bradley's Science Fiction Club   Ã‚  Ã‚  Ã‚  Ã‚  Web site: http://www. bradley. edu/campusorg/psiphi/DS9/ep   Ã‚  Ã‚  Ã‚  Ã‚  /503r. html National Aeronautics and Space Administration, Jet Propulsion   Ã‚  Ã‚  Ã‚  Ã‚  Laboratory. (2007). Mission could seek out Spock's home planet. Retrieved January 7, 2009, from PlanetQuest: Exoplanet Exploration Web site: http://planetquest. jpl. nasa. gov/news/planetVulcan. fm The Roddenberry legacy of human potential: If only, if only. (2007). Retrieved January 7, 2009, from Star Trek: Official Site Web site:   Ã‚  Ã‚  Ã‚  Ã‚   http://www. startrek. com/startrek/view/news/editorials/article/2310913. html Wiki Star trek planet classifications. (n. d. ). R etrieved January 7, 2009, from   Wikipedia: http://en. wikipedia. org/wiki/Star_Trek_planet   Ã‚  Ã‚  Ã‚  _classifications PowerPoint Presentation Oard, D. W. (2001). Bringing Star trek to life: Computers that speak and   Ã‚  Ã‚  Ã‚  Ã‚  listen [PowerPoint slides]. Retrieved from University of Maryland   Ã‚  Ã‚  Ã‚  Ã‚  TerpConnect Web site: http://terpconnect. umd. edu/~oard/papers   Ã‚  Ã‚  Ã‚  Ã‚  /cpsp118t. ppt

Less Talk, More Work Essay

Have you ever thought that there is a greater need to work constantly on a daily basis than to catch up on your social life with family and friends? Work addiction is a growing problem today. Most workaholics seem to put work, a main priority, before anything else such as time spent with others. The obsession with work is due to many reasons. For some people, work is needed to earn money to pay for necessary expenses such as food and bills. However, too much of a workload affects a person mentally, physically, or even both. Stress is one of the many reactions when it comes to constant hours or days spent at work. In â€Å"The Company Man,† written by Ellen Goodman, the main character Phil shows how chaotic he is with himself and with his work that eventually leads to his tragic farewell. The lifestyle of working excessively is common. The idea of becoming a workaholic is to strive for a certain value or feeling for oneself. Goodman’s story of The Company Man illustrates a vivid example of a common workaholic. If a workaholic is spotted, the image is depicted as â€Å"anxious, guilt-ridden, insecure, or self-righteous about †¦work†¦ a slave to a set schedule, merciless in his demands upon himself for peak performance †¦compulsively overcommitted† (Marlowitz 7). This workaholic image illustrates Phil. In Phil’s world, everything he does is directed towards work. As an addict living with a wife and three children, he works nearly every day as well as many nights (Goodman 61). He works for an important company, serving as a vice president (Goodman 60-61). Having a high-level position makes him feel important because he â€Å"worked like the Important People† (Goodman 61). Based on his high position, Goodman hints at Phil’ s pride, a powerful factor influencing his motivation and duty to work. While Phil is driven mainly by pride there are many other reasons why he works too hard. These reasons include his identity, self-respect, self-esteem, self-doubts, pressure from family expectations, perfectionism, a coping mechanism for his negative emotions, and his obsessive-compulsive behavior. Some of the key components of workaholism include intensity, energy, competition, and motivation (Machlowitz 26). Workaholism also includes three other main components such as enjoyment, drive, and work involvement (McMillan). When it comes to workaholic men like Phil, they view themselves as the family caretaker and feel completely responsible for taking care of all the family needs (Killinger 139). This viewpoint brings pressure on workaholic men because they feel that they are expected to ensure that there is both financial protection and emotional well-being in the family (Killinger 139). They must be independent especially with earning money. Money attracts power, freedom, and independence (Schaef 120). Chasing after the goal of money-making is a way for workaholics to ga in achievement, which sets off a powerful drive (Schaef 120). Not only do pressures from the family increase this drive, but the work addict himself plays a factor as well. A workaholic is able to enjoy and love a job if he is fairly good at it. His self-esteem increases with the thought of being good at something. Therefore, he would feel even better and take even greater pride in what he knows and what he is capable of doing. This pride takes over and motivates him to excel and become a perfectionist. However, there comes a moment when perfection gets out of hand and he develops an obsession. A psychological dependence grows out of the addictive behavior from workaholism (McMillan). Work becomes central and all other aspects of life are forgotten (Schaef 119). As compulsive workers, they become obsessed with work and cannot stop (Shimazu). Their drive is ongoing with the thought of taking charge and taking control over everything and everyone (Shimazu). Fears, doubts, and insecurities start to develop inside, which pushes their mindset to work to the full extent. Aside from these feelings, workaholics hold ambitions, enabling them to be superior and competitive at all times, which can bring an overload of stress (Machlowitz 43). Working hard appears to be the only solution to overcome and avoid negative emotions such as anxiety and to gain respect and approval from others (Machlowitz 43). Other reasons for Phil’s obsession with work include his Type A personality and fears of laziness, failure, and loss of control, and. Phil is motivated to work long and hard because he cannot bear the thought of failing. Failure portrays the end of the world to workaholics like Phil; therefore, they must succeed (Machlowitz 41). Another fear is laziness. Ironically, workaholics hold a strange belief that they are naturally lazy (Machlowitz 42). As a result, they drive themselves even harder to avoid falling behind in work. Some, but not all, workaholics develop a Type A personality. This personality consists of negative traits such as impatience, aggressiveness, and competitive impulses (Machlowitz 44). A Type A also includes the need to rush, to work rapidly, and to set aside feelings such as fatigue during working hours (Machlowitz 44). Workaholics hold an illusion over the loss of control (Machlowitz 45). Because of their obsession, they are made to believe they are given all the respect and hold all the power if everything is done only their way and no one else’s (Killinger 8). Work has the ability to consume selfish and demanding feelings in an addict (Killinger 9). Being a workaholic can significantly affect both psychological and physiological health. According to Barbara Killinger, workaholics are at a loss because they suffer through many mixed emotions. Workaholics experience confusion and pressure from their families, doctors, or colleagues which causes them to reduce the amount of hours they work (133). Severe fatigue and exhaustion also occur (133). When they decide to slack off and the work starts piling up, they are at a loss of control, becoming stressed, overwhelmed, and panicky, and experience claustrophobic moments (134). Some, but not all, may feel empty and at a loss for sense of direction (134). They may also become overly sensitive, restless, and easily annoyed (134). They then go into frenzy, taking all things personally (134). Workaholics have a problem with the need to regain control in order to feel satisfied after (134). They know they cannot accept failure and so, the goal is to succeed fully, otherwise, they turn irate and feel worthless (134). However, the more adrenalin they build up into their system, the more constant fatigue they will most likely experience after (134). Barbara Killinger also mentions fatigue as a leading cause of a number of conditions in behavior (134). A pattern of eating and sleeping changes, sexual desires increase or decrease, inability to concentrate, and lack of motivation in work or play. Other signs include isolation from family and friends, memory loss, mental, physical and emotional exhaustion, unreasonable frustration or mistrust, and lack of care and need to distance oneself from a problem (134). In addition to these signs of depression are the harmful responses from anxiety and workaholism. Such responses can include inability to keep calm, nervousness, dizziness, abnormal blood pressure, heart problems, difficulty breathing, and other physiological symptoms (135). As for the psychological responses, these include an increase in stress and defense responses. Once they experience extreme anxiety they may cope by resorting to fantasy and exaggeration (135). Excessive worry and sense of sudden danger occur as well (135). Once workaholics become paranoid, they also experience high levels of doubt. They feel anxious and worry that bad things are about to occur (135). Going back to Phil, he most likely could have experienced one or more of these kinds of signs or symptoms. As the passage states, â€Å"Phil was overweight and nervous and worked too hard. If he wasn’t at the office, he was worried about it. Phil was a Type A, a heart-attack natural.† (Goodman 62). Therefore, he did have three symptoms: nervousness, worry, and heart problems. These symptoms did some serious harm to him. It is no surprise that Phil passed away because of a coronary thrombosis (Goodman 60). Workaholism also affects those around the workaholic. Very often, workaholics do not consider how their behavior affects others, particularly family members. Consider Phil from The Company Man as an example. Work interference puts the role of parenting in jeopardy. Work serves as the main priority. Because Phil works so much, this interferes with his ability to be a good parent (Killinger 159). There are three types of fathers: authoritarian father, indulgent father, and negligent father (Killinger 147). All three types affect children in negative ways (Killinger 147). Phil is the negligent father type. He is oblivious to the needs of his family and engages solely in work (Killinger 147). A lack of communication exists between Phil and his twenty-four-year-old daughter. They have nothing to say to one another (Goodman 61). A lack of interaction also occurs between Phil and his twenty-year-old son who graduated from high school and works various jobs to support himself for food (Goodman 61). Phil is impressed by his son’s good actions of earning money and the son is Phil’s favorite. However, Phil’s absence and his unavailability is such a disappointment, especially for his son. Phil’s son tries so hard to reach out and grab his attention and approval (Killinger 161-62). Although Phil shows little affection by staying up many nights in excessive worry for his son, it is still not enough to say that there is interaction or love between the two because there is none. Sons of missing fathers think as if they don’t belong in society and feel like outsiders (Killinger 162). As a result, these negative thoughts and feelings cause them to turn to drugs and crime or drop out of school (Killinger 162). From the money Phil’s son earns, he uses it to buy â€Å"grass† or drugs (Goodman 61). His action portrays how badly affected he is for the lack of acceptance, personal warmth, and value he desperately needs from his father (Killinger 162). The negative affection is the same for Phil’s forty-eight-year-old wife Helen (Goodman 61). Phil’s constant absences emotionally harm her the most. As a spouse, it is hard to maintain an intimate, loving relationship if the significant other happens to be a work addict (McMillan). Maintaining such a need leads to a bad outcome. Since there is no emotional attachment, care, and intimacy presented, the relationship is put at risk due to work interference (McMillan). In addition, the family is left in dissatisfaction and distress. Phil chooses to give up his social life, an essential value, instead of his work obsession, what he believes to be most important than anything else (McMillan). Having to continue putting up with Phil’s behavior, Helen is left with no choice but to give up trying to fix the problem of keeping everyone united together when the real problem is Phil and his lack of presence and his role as the father. Emotional damage is not just in family members but in coworkers as well. Coworkers have to deal with the complaints and demands from workaholics (Machlowitz 52). In addition, they are given all the blame and criticism, especially if tasks are not done perfectly (Machlowitz 54). Some workaholics tend to do more than what is expected of them, making everyone else’s hard work seem very little as if they have not done enough (Shimazu). Recognized as aggressive individuals, workaholics put a great amount of pressure and verbal harassment on coworkers (Machlowitz 44). Because of this negative abuse, coworkers may feel easily annoyed or put down too much, which can affect their work performance (Shimazu 156). According to Marilyn Machlowitz, there are actually four types of work addicts (32). Knowing for a fact that there is more than one type is unusual for one may assume all workaholics are the same based on the one activity they have in common: work obsession. However, this assumption is not true. The four types of work addicts are the dedicated workaholic, the integrated workaholic, the diffuse workaholic, and the intense workaholic (33). Phil is a dedicated workaholic because this type of workaholic has no outside activities or hobbies (33). If anything, their relationship with their job serves as the only activity they will ever have because it is their only prime focus. Consider the line of the white rabbit in Alice in Wonderland, â€Å"I’m late, I’m late, for a very important date. No time to say hello, goodbye, I’m late, I’m late, I’m late!† (Killinger 132). Every second is precious because time is a major necessity that cannot afford to go to waste (Machlowitz 31). Impatience is presented but a strong dedication is shown as well. Workaholism works the same way. Like the white rabbit, Phil shows a strong commitment to work and to act on it fully. Studies have shown how badly workaholics put themselves in with themselves and their lives. Studies also show the negative health effects on workaholics more than non-workaholics such as sleeping problems, depression, and dissatisfaction with the balance between work and life, and constant worry over lack of quality time with family and friends (Keown). For example, 56% admit being unable to make time for leisure and making plans to change all that (Keown). Another example declared that one-third prefers to be more isolated (Keown). These studies show how much of a huge impact work has on their identity (Keown). Although they accept the consequences they must bear and the sacrifices they must cope with, workaholism does not eliminate the outcome of having poor detrimental health. Everyone has their own excuses, reasons, and values to workaholism. Their compulsive attitude and behavior gives the impression that nothing gets in the way of work, the â€Å"only† priority in life. However, workaholism puts one’s health, whether mental or physical, at high risk. Emotional and physical harm is targeted not just towards the workaholic but towards his or her family members and coworkers too. The Company Man depicts Phil’s workaholism displaying a serious effect on his wife and children. His work obsession also illustrates the loss of his social life with his family and his coworkers.

Iconic projects are virtually certain to fail.Discuss; illustrate your Essay

Iconic projects are virtually certain to fail.Discuss; illustrate your answer with references to recently completed trophy projects - Essay Example es need to be appropriately addressed by managers of projects worldwide: ‘a) the project mission, b) the top management support and c) the project scheduling’ (Schultz et al., 1987 in Belassi et al., 1996, 142). If these issues are taken into consideration when designing and implementing a project then it can be expected that this project will be led to success. On the other hand, it is supported that the success or the failure of projects in modern market can be depended on many factors – different criteria could be also used in order to decide on the success or the failure of a particular project at any stage of its development. In accordance with Diallo et al. (2004, 21) ‘success can be evaluated only when the evaluation dimensions are adequately defined; a project is usually considered a success if its implementation complies with the usual constraints of time, cost and the client’s terms of reference or ‘‘quality’’â€⠄¢. The above description of a project’s success refers only to the general aspects of project success; there is no reference to the benefits that a project may offers to the parties involved – i.e. even if a project cannot be characterized as successful in terms of the achievement of its targets still it could offer benefits to its creators/ developers – referring to direct or even indirect benefits (e.g. increase of the quality of life of people of a specific area because of the development of a specific construction project – the above project may be left uncompleted or it could be use for a different reason than the one defined by its developers). The importance of project management for the improvement of many aspects of human life around the world could be possibly understood only by referring to specific projects and their benefits for people within the international community. The definition of project given by Gasper (2000) could help identify the general aspects of projects in modern market. In accordance with

Speech Recognition Essay Example | Topics and Well Written Essays - 750 words

Speech Recognition - Essay Example Normal human interaction is verbal and nonverbal (facial expressions). A logical progression in computer technology should be a move away from keyboard and mouse interaction and toward verbal or facial recognition technology. Biotechnology already exists in the form of fingerprint recognition and speech recognition programs. Fingerprint recognition simply plots three points of a fingerprint and gives it a numerical equivalent. Many school systems use fingerprint recognition programs to speed up their lunch lines. Students simply put their thumb on the reader, their print is recognized, and their account is charged for the lunch. In 1965 Gordon Moore made a prediction that computer technology would double about every two years. Specifically, Moore predicted that the number of transistors on a chip would double every two years and that chip size would gradually become smaller. More capacity would open up the possibility to run more and more complex programs. The increased capacity was achieved by each chip having the ability to hold more and more transistors over time. Moore's law is very important because the computer technology of the 1960's would need to increase capacity to handle programs such as speech recognition and facial recognition programs. ... Moore's law has held true. Chip technology has doubled capacity at approximately two year intervals since 1970. Intel's Duel Core Itanium 2 Processor holds approximately 1,000,000,000 transistors compared to the 8088 processor of the 70's which held approximately 15,000 transistors. Speech Recognition A keyboard/mouse interface with computer systems is a design that followed the logical progression from typewriters to computer based word-processing programs. But, this interface does not replicate how people communicate with one another. Natural communication is verbal and includes facial recognition as well. As computers have become integrated into just about every sector of society their uses have become more varied (away from simple word-processing). It is only logical that interfaces should change and evolve as well. Speech recognition technology moves users away from keyboard/mouse interfaces and toward an interface that is more natural for the user. A speech recognition program includes both synthesizers and recognizers. These two devices replicate human interaction by taking human speech and turning it into text (recognizer) and taking text and turning it into speech (synthesizer). Anyone who has used computerized telephone answering services knows that, although recognizable as speech, computers do not do an adequate job of replicating tones of voice or accents found in normal speech patterns. The most up to date speech recognition program on the market is Window's Vista. Intel technologists are working on an AVSR (Audio Visual Speech Recognition) program that will upgrade technology that exists in the form of an audio visual interaction program. Technological advances, such as speech recognition technology, will allow

Anterograde Amnesia in 50 First Dates Movie Review

Anterograde Amnesia in 50 First Dates - Movie Review Example It is proposed that a regular facet of anterograde amnesia is damage to part of an extended hippocampal system that consists of the hippocampus, the fornix, the mammillary bodies, and the anterior thalamic nuclei (Mayes & Downes, 1997). This instigates deficit in the recall of episodic information. The film illustrates that Lucy’s head injury impaired a part of her brain, although details are not explicitly explained. In a review published in the Medical Journal in 2004, According to clinical neuropsychologist Sallie Baxendale (2004), â€Å"it bears no relation to any known neurological or psychiatric condition†. Although dysfunctions in different brain regions can result in anterograde amnesia, the contribution of individual structures and their relationships still remains a matter of uncertainty and debate (Mayes & Downes, 1997). The failure to resolve this central issue is partly due to lack of amnesic subjects with specific patterns of pathology. It may also be due to the complexity of the relationships between those regions contributing to amnesia.Anterograde amnesia â€Å"diminishes between ECT treatments and accumulates across treatments† (Squire & Chace, 1975). It is difficult to identify exactly the point at which new learning ability reaches normal levels. Patients with anterograde amnesia following bilateral ECT in a number of studies seem to have recovered by 6 months after treatment and there is no good evidence that new learning ability is still deficient at this time.

A Real Global Company Assignment Example | Topics and Well Written Essays - 1250 words

A Real Global Company - Assignment Example Walmart Company Introduction Walmart Company was founded in 1962 by Sam Walton. It officially entered the New York stock exchange in 1972. Walmart has its headquarters in Bentonville, Arkansas state. It is an international company specializing in grocery business. The company also owns Sam’s club retail warehouses which are widespread in most parts of North America. Currently, Walmart is located in more than 8000 locations worldwide. It is the largest private employer company in the world with more than 2 million employers. Walmart is headed by a president who is also the CEO. The company generates more than 400 hundred billions of revenue every year (Doole & Lowe, 2005). 1. Describe the main line of business of the company. Walmart is an international company mainly specializing in grocery business in several countries of the world. At initial stages, Doole and Lowe report that Walmart specialized mainly in clothes and a few food items (Doole & Lowe, 2005). However, some year s later, Taylor observes that the company added electronics and few grocery items (Taylor, 2009). Nowadays, Walmart is a versatile company specializing in food supplies, iPods game stations, children toys, computer parts, school supplies, kitchen supplies, jewelry, shampoo, hygiene products, beddings, vitamins supplements, family apparel, healthy and beauty aids, lawn and garden items, automotive products, home furnishings, hardware, sporting goods, pet supplies and house wares among other products (Evans & Wurster, 1997). 2. Names four of the countries in which the company operates. Walmart has more than 8000 stores in more than 10 countries in the world. Apart from in the United States, Walmart operates in other countries like the United Kingdom, Japan and India among others (Kerin, Hartley & Rudelius 2011). It is only in the United States where Walmart operates under its own name. In other countries, it operates under different names. For instance, it is referred to as â€Å"Asd a† in the United Kingdom, â€Å"Seiyu† in Japan and as â€Å"Best Price† in India (Doole & Lowe, 2005). Walmart was introduced in the United Kingdom and other European countries in 1999. It entered India in the same year (Taylor, 2009). By the year 2000, Walmart had been introduced in Japan and it spread to other Asian countries during the same period (Evans & Wurster, 1997). 3. Explains, in detail, the implementation of the 4P's marketing mix concept by the company. There are four main marketing considerations, referred to as 4Ps that can be embraced by any business company. These are product, price, promotion and distribution. Walmart has adopted all these considerations in ensuring that it operates effectively. To begin with, Walmart has ensured that it sells products of high quality-well designed, packaged, branded and labeled. This has helped in building brand loyalty (Kerin, Hartley & Rudelius 2011). Secondly, Walmart has adopted various pricing strategies for its product. Pricing is based on demand, value of goods and cost of production among other considerations (Taylor, 2009). Thirdly, Walmart ensures that its goods are distributed both directly (without using intermediaries) and indirectly (using intermediaries such as wholesalers and retailers) from the point of manufacture to that of consumption (Doole & Lowe, 2005). Lastly, Walmart uses effective promotion strategies in popularizing itself and

Pathophysiology Progressive Condition and End-of-Life Debate Research Paper

Pathophysiology Progressive Condition and End-of-Life Debate - Research Paper Example This essay first traces the breast cancer as one of the most common cancers causing almost 7% of all cancer deaths and 2% of all deaths in the United States. Many people believe breast cancer affects only the breast tissue until the unfortunate situation of metastasis. There are many cases in which breast cancer and metastasis can affect a number of other systems, including the brain, liver and bone tissues. One of the most common signs of breast cancer is a lump in the breast, although other changes in the breast tissue such as thickening, changes in colour and swelling are also reported. The breast can also show signs of pain, although breast pain is common in women and should not be confused with breast cancer. As the disease progresses and metastasizes, a number of other symptoms can be seen. For bone metastases, the patient can expect to feel bone pain. Other symptoms of bone metastases include breakages in the bone due to weakened bone tissue and hypercalcemia, which would be p icked up by routine examination. Breast carcinomas can also metastasize to the brain. The signs of a secondary brain tumour are numerous, and include consistent headache, changes in vision, seizures, stroke or brain haemorrhage, changes in mental status, difficulty with speech or other everyday actions, confusion, loss of control, uncontrolled bladder or bowel movements, back pain, more generalized pain, weakness, vomiting and nausea, double vision, slurred speech, and anxiety. (Gavrilovic & Posner, 2005). Finally, breast cancer can also metastasize to the liver. Signs that this has occurred include anorexia, confusion, fevers, nausea and weight loss (Yarbro, Wujcik & Gobel, 2011). Pathophysiological Causes of Breast Cancer All cancers have similar mechanisms in the way that they develop. All cancers are genetic in that a mutation or

Compose Methodology Section Assignment Example | Topics and Well Written Essays - 1250 words

Compose Methodology Section - Assignment Example Given that the research will be conducted on a common problem, the population is expected to be wider. So, it is incumbent upon the researcher to use Pulaski County School District as a case study. It is here in which studies will be conducted to find out more about this problem. Public education is a wide sector that involves a lot of players-government, educationists, school administrators, teachers, pupils, parents, guardians and the general public. Each of these in concerned about the management and quality of service delivery in these schools. In this regard, for the researcher to gather adequate data to be relied upon during the studies, a proper choice of participants to be engaged in a research needs to be made. In order to conduct the research, the instrument of choice will be interview. As the main instrument of the research, the researcher will design a set of closed and open-ended questions to ask the selected participants. It will give the researcher an opportunity to ask all sorts of questions that need to be answered about the research topic. Interview is the most preferred data collection instrument because it has a potential of enabling the researcher to directly involve the participants in the research process (Boyatzis, 1998). The use of interview schedules can be an appropriate choice for this kind of research. First, it would provide a face-to-face platform in which the researcher will gather first-hand information from the respondents. Besides, the researcher can get a chance to seek for clarifications and answers to all the questions that can address the research problem. However, to effectively conduct an interview, the researcher will need to make a lot of ethical considerations. A proper plan should be put in place to seek the consent of these participants and give them enough time to participate in the interviews. Since participation in the interview will be voluntary, no one should be forced to do so. At the same time,

Management Essay Example for Free

Management Essay Our group feels that this question can be answered in 2 different ways namely, from the manager’s perspective or from the employee’s perspective for each aspect of Ajzen’s theory. 1. Attitude toward the behaviour  In this case, the ‘attitude’ here refers to that of the recession. From employees’ perspective – employees will be low in spirits and morale during a recession as they know that there is a high possibility that they will be retrenched by the company. From manager’s perspective – The manager will have a positive attitude about improving the performance of the employees during a recession because if they do not do so, the company will take a long time or never recover from the recession. The manager can improve the employee’s performance by a. Communicating with the employees about the recession and the possible impacts it will have on the workplace. b. Provide continuous feedback which includes occasional recognition and rewards to boost their morale. c. Attribute the employees’ consistent performance and update them on the state of the economy. 2. Subjective norm From employees’ perspective – employees feel that they should not give in their 100% at work in times of a recession as the likelihood of being retrenched is still prominent, so why work so hard? They are pressured by their peers to act in this manner. From manager’s perspective – managers are pressured by the top management (CEOs, shareholders) to think of ways to improve the employees’ performance. Such methods are as mentioned earlier above. 3. Perceived Behavioural Control  From employees’ perspective – it is very easy to succumb to peer pressure and not give in their best in their work in times of a recession. From manager’s perspective – managers are completely in charge on their intention to improve the employees’ performance during a recession as it is their job to do so.

History Of Bilingual Court Cases Report

History Of Bilingual Court Cases Report This report is a critical summary of research conducted on three legal cases pertaining to bilingual education in U.S. Public Schools. This paper will include a complete description and analysis of Lau et. al vs. Nichols (1974), Castaneda v. Pickard case (1981), and LULAC vs. Florida Department of Education (1990). The objective is to focus on the adequacy and implications of these cases on the rights of English Language Learners (ELL) to receive a Free Appropriate Public Education (FAPE). The findings will consider both primary legal findings and secondary information from professional journals to explain how knowledge of each of these cases may help teachers better meet the need and requirements of mainstreamed (ELL) students. The basis for current provisions to assure the rights of bilingual or limited English proficiency students in public education starts with the Civil Rights Act of 1964. Several Supreme Court opinions, case law precedents, and legislation provide the legal background, which directly influences national school district policy and reaches into the classroom to insure English language learners receive an equitable public education appropriate to their linguistic and academic needs. The three cases presented here are legal milestones that display the continuing efforts toward school district policy and to achieve good teaching practices in the classroom to accommodate limited English proficiency students right to a free appropriate public education. Lau et al. vs. Nichols et al. is a lawsuit filed on behalf of Chinese American students in 1970 against the San Francisco Unified School Board. A lower court judgment and resultant appeals placed the case before the Supreme Court in December 1973. The U.S. Supreme Court Case Lau v. Nichols, 414 U.S. 563, (1974) was the consequence of a lack of English language instruction provided to approximately 1,800 students of Chinese ancestry who did not read, speak, write, or comprehend English in the San Francisco Unified School District. The passing of the Civil Rights Act of 1964 and the Bilingual Education Act of 1968 provided the plaintiffs in Lau vs. Nichols with inspiration to pursue their rights to a quality education. In the legal case, defendants (the San Francisco Unified School District) argued that education is not a right. There was nothing in the Constitution that mentioned education as a basic right for all citizens. Individual states chose to establish schools to provide the basic needs of all citizens, and in this case, the Chinese-speaking children clearly needed special help. Even so, the defendants argued that the students had no Constitutional right to demand that the school district provide a remedy for their problem (McPherson, 2000, p. 64). Citing the Fourteenth Amendment clause, the attorney for the defendant, Burk Delventhal, pointed out that the provisions did not require the state to solve these problems all at once. State lawmakers, in their view, had already done a lot to solve problems for non-English-speaking children. The San Francisco Unified School District had complied within state guidelines as best they could in order to provide services to those in need. Edward Steinman (attorney for the plaintiffs) stated during oral arguments (Lau v. Nichols case summary and oral arguments, 1973) that approximately 1,800 of the 3,000 cited plaintiffs in the class action law suit received no English as a Second Language courses, and only a small number received a 40-minute a day pull-out instructional period. Additionally, a report from the San Francisco Unified School District illustrated how officials were acutely aware of the students lack of access to a quality education and its negative effects. In 1974, Chief Justice William O. Douglas wrote the official opinion; that identical education does not constitute equal education under the Civil Rights Act. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers (Lyons, 1992, p. 8). The ruling set a clear precedent for school districts with a large percentage of non-English speakers, such as San Francisco Unified which counted 83% of its students as non-English speaking in 1974 (Wang, 1975). A well-structured English Language Learner (ELL) plan has to be a whole-school and district-wide initiative created by a multidisciplinary team involving ELL teachers, general education teachers, staff, special education teachers, and other language specialists. The multiple connections between the Lau v. Nichols case and teaching and learning also affect the way curricula is designed to gradually integrate ELL students into the regular school program. In 1975, following the Lau ruling, the Department of Health, Education, and Welfare (HEW) published policies for schools to address Limited English Proficiency (LEP) students, and the Federal Office for Civil Rights (OCR) was in charge of overseeing the Lau resolution. The OCR gave instructions to school districts about how students would qualify to receive help learning the English language, what specific measurements to take in order to help them, and the type of training teachers should have. In 1978, this ruling was tested in the case of Castaneda vs. Pickard when a parent (Roy Castaneda), of two Mexican-American students, filed against the Raymondville Independent School District (RISD), in Texas. Mr. Castaneda indicated the school district was in fact discriminating against his children because his children were placed in a group of classrooms based on criteria that was ethnically and racially discriminating. The claim was that RISD had failed to establish policy for bilingual education programs that would help his children overcome an English language barrier, and thus, as students, they could not compete with native English language speakers in the classroom. The Lau v. Nichols Case (1974) was cited as a requirement for school districts in this country to take the necessary actions in order to provide students the ability to overcome the English educational barriers. The Castaneda argument was that there was not real way to measure if the Raymondville Independent Sch ool Districts approach would overcome the English proficiency barrier. On August 17, 1978, a lower federal court initially ruled in favor of the Raymondville Independent School District citing that, in respect to the Castaneda vs. Pickard arguments, the Castaneda childrens constitutional or statutory rights were not violated. Mr. Castaneda felt the Federal Court made a mistake and filed for an appeal. In 1981, the United States Court of Appeals for the Fifth Circuit agreed and ruled in favor of the Castanedas case. As a result, the precedent established a three-part assessment to hold bbilingual education programs responsible and to gauge how they were following the spirit of the ESEA guidelines. The criterion parts must demonstrate that a program has; a practice grounded in sound educational theory; effective implementation of an appropriate program or practice; and results or assurance that the program is working through an evaluation and subsequent program modification to meet this requirement. This Castaneda ruling, along with the Supreme Court decision Lau v. Nichols (1974) and the Office of Civil Rights (OCR) Lau Remedies, reaffirmed the rights of English Language Learners to accessible public schooling that is adequate to their needs. These guidelines require an appropriate public program and comprehensible academic studies be held to the three level assessments to insure it is developed properly to accommodate the students English proficiency level needs. Such a program has to be aligned to state and local standards as required by statute. In League of United Latin American Citizens (LULAC) et al. vs. State Board of Education (August 1990), the court examines the ongoing efforts of the Florida Department of Education (FDOE) to meet both the letter and spirit of a 1990 Consent Decree between the League of United Latin American Citizens (LULAC) and the Florida Department of Education. On August 14, 1990, a Florida Consent Decree established that Limited English Proficiency (LEP) students receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). The plaintiffs (several groups active in the civil rights/educational community) charged that the State Board of Education had not met the requirements under federal and state law to provide LEP students with equal and comprehensible instruction. On September 10, 2003, the State Board of Education and LULAC signed an agreement, a negotiated modification to the 1990 Consent Decree. The Stipulated Agreement, signed by U.S. District Court Judge Federico Moreno is currently active in all of Floridas school districts. The Stipulated Agreement does not diminish any options for English for speakers of other languages (ESOL) endorsement or coverage in the 1990 Consent Decree. However, it does expand some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage. Second, the amendment requires training, including post-certification hours, for all persons holding administrative and guidance counselor positions. Last, the new 2003 amendment allows the plaintiffs to secure access to the ESOL teacher test in addition, provide input that becomes part of the tests design. According to the Consent Decree, each student must have access to programming appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). In order to monitor this directive, each district must submit an LEP plan to the Florida Department of Education (FDOE). The Consent Decree does not mandate a specific methodology for ESOL instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in E nglish, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an individual Limited English Proficiency Student Plan on file. This document includes information on the date of identification, assessment data, and goals for exiting ESOL programs. Each student is also assigned an LEP Committee composed of the students home teacher, an ESOL teacher, an administrator, in addition, a guidance counselor, or a social worker, if appropriate. Parents are invited to attend committee meetings. LEP committees are generally convened when a pupil is having difficulties, is eligible for reclassification, or is ready to participate in state assessments. Furthermore, each school must form an LEP Parent Leadership Council. According to the Decree, this parental representative body has an active participation in all decision-making processes that impact instruction and issues (United States District Court for the Southern District of Florida. 1990). The LULAC vs. Florida Consent Decree requires each Limited English Proficient (LEP) pupil to receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (Lopà ©z, A. October 8, 2004). An amendment in 2003 requires an expansion of some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage and specific levels of teacher training, including post-certification hours, for all persons holding administrative and guidance counselor positions. The amendment also allows the plaintiffs to secure access to the ESOL teacher test and provide input that becomes part of the tests design. The Consent Decree does not mandate a specific methodology for English Speakers of Other Languages (ESOL) instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in English, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an LEP Student Plan on file. As part of the Elementary and Secondary Education Act (ESEA) reauthorizations, a large part of Title 1 funding is now redirected by the legislation to be dedicated to a whole school program, which did improve the overall quality of education services. (Hanna 2005). The Lau remedies were to be withdrawn in 1981. Legislators attempted additional efforts to transform ESEA in the 1983 and 1989 reauthorizations under the Reagan and George H.W. Bush administrations. These republican admin ­istrations led a major campaign against bilingual education and were in favor of a back to basics education. The Bilingual Education Act, as amended in 1988, was an effort to re-define education programs with more specific goals, to provide for support centers, and to address capacity-building efforts. In 1993, democrats, lead by the Clinton administration, began a new education reform direction with the early development of standards-based reform through bills like Goals 2000. In 1994, under the Impro ving Amer ­icas Schools Act, the Bilingual Edu ­cation Act was reauthorized. This reauthorization rewrote ESEA with the idea that every state would create a standards-based system applicable to all students, including those who qualified under Title I (Hanna, 2005). For the first time, bilin ­gual education was considered a resource to help immigrants become fluent English speakers, and a po ­tential asset to improve the countrys prospects. A wave of anti-bilingualism policies reached its peak with George W. Bushs No Child Left Behind Act (NCLB) in 2002. The law, which was a another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in ­struction. Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger school reform measure (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg ­islation. The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would directs a specific language practice in public schools, however, individual States have passed language policy legislation which places English ove r other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the students English proficiency level needs. State and local school districts are tasked by stature to align public education programs. Building an Equal Access Plan may generate misunderstandings in the classroom and community local levels based on funding and district training. A policy approved by a local school board will take time to construct so that steps for implementing a sound program can occur when needed. A newly arrived student could be waiting for several weeks under that scenario. A consequence of that approach is inaccessibility to appropriate instruction. A policy reflects a school districts intent to comply with the spirit and provisions of law. It also assures that, because it is policy, no teacher or administrator may veto provisions of that policy. It is possible for provisions in policy to become dated or ineffective. Sometimes improved approaches to instruction merit piloting or implementation. Under these circumstances, schools are advised to revise their policy, consistent with the provisions of statute, and to seek school board approval for the newly revised policy or additions to policy. A teachers creativity and excellence will service the classroom student and should not be limited or compromised by policy.

Benjamin Harrison :: essays research papers

Steven Shamlian, Anubhav Kaul Benjamin Harrison was the 23rd president of the United States, from 1889-1893. He was 56 when he was elected president. Benjamin Harrison was born to a Presbyterian family on Aug. 20, 1833, on his grandfather's farm in North Bend, Ohio. He was named for his great-grandfather, a signer of the Declaration of Independence. His grandfather was William Henry Harrison, the 9th president. Ben was the second of the 10 children of John Scott Harrison and Elizabeth Irwin Harrison. Harrison attended Farmers' College in a Cincinnati suburb for three years. While a freshman, he met his future wife, Caroline Lavinia Scott. Harrison and "Carrie" Scott were married in 1853. They had two children, Russell Benjamin and Mary. One year before their marriage, he graduated with distinction from Miami University in Oxford, Ohio. In 1854, Harrison passed the bar exam and moved to Indianapolis. In Indianapolis, he practiced law and campaigned for the Republican Party. In 1860, he was elected report er of the Indiana Supreme Court. A deeply religious man, Harrison taught Sunday school. He became a deacon of the Presbyterian Church in 1857, and was elected the elder of the church in 1861. In 1862, Governor Olive P. Morton asked Harrison to recruit and command the 70th Regiment of Indiana Volunteers in the Civil War. Harrison accepted the challenge. He was a fearless commander and rose to the rank of brigadier General â€Å"foe ability and manifest energy and gallantry in command of brigade.† After the war, Harrison won national prestige as a lawyer. President Hayes appointed him to the Mississippi River Commission in 1879, and he held this post until 1881. Harrison turned down a post in the cabinet of President Garfield because he was elected to the U.S. Senate in January 1881. During his tem in the Senate, Harrison upheld civil service reform, a protective tariff, a stronger navy, and regulation of railroads. He made speeches in favor for the restriction of Chinese immigration and against the importation of contract labor. He criticized President Cleveland’s vetoes of veterans’ pension bills. Harrison was looking forward to a second term in senat e, but was defeated by Indiana’s Democratic legislature by one vote. James G. Blaine, who had lost the 1884 election to Cleveland, refused to run in 1888. The Republicans nominated Harrison to represent their party, partly because of his war record and his popularity with the veterans.

Macbeth?s Responsibility :: essays research papers

The disaster in Macbeth mainly revolves around one person, Macbeth. Although other outside conflicts influenced Macbeth to start his killing spree, most of the killings are committed by Macbeth. The witches and Lady Macbeth were the ones who helped pushed him along his self-destruction path, but ultimately Macbeth decided to carry out the evil deed of murdering Duncan by himself. Macbeth’s meeting with the three witches is what first incites the disaster when they tell him that he is to be the Thane of Cawdor and King of Scotland. Macbeth is surprised by this news and wants to hear more. Macbeth writing to his wife about his encounter with the witches also proved to be a mistake because she became ambitious about Macbeth becoming king and she becoming queen. Macbeth had outside influences involved in the death of Duncan, but the other deaths in the play are caused only by Macbeth. Macbeth was also responsible for the deaths of Duncan’s guards when he said â€Å"O, yet I do repent me of my fury, That I did kill them.† (A2, S3, 100-101) He had no reason for killing them but his rage enabled him to be irrational. When Macbeth became suspicious about Banquo knowing that he had killed Duncan, Macbeth ordered him and his son Fleance to be killed. Banquo was killed and Fleance escaped, which upheld the witch’s prophesy that Banquo’s future would not be happy and that his offspring would be kings. Macbeth showed his true evil when he ordered Banquo and his son to be killed. It showed that he had the ambition to act in a way that would protect his lust for power by retaining the throne of Scotland. When Macduff fled to England, Macbeth ordered that

Resolving Conflict between Science and Religion: Reform Judaism and Sci

Resolving Conflict between Science and Religion: Reform Judaism and Scientific Thought    The relationship between science and religion is not easy to navigate. On the most basic level, they are viewed as different types of thought. Religion, it seems, deals with the subjective, spiritual realm. Science, on the other hand, seems to deal with facts. It may then appear easy to separate the two realms of thought, and philosophers, theologians and scientists have from time to time attempted to do this. Both science and religion make hypotheses about the fundamental nature of human existence and the nature of the universe, however, and inevitably the claims of each come into conflict. Whether this conflict occurs on a personal level or between opposing institutions, the claims of one often seem to place the other in dire jeopardy. We have seen demonstrations of such conflict throughout history, especially in relation to the Christian faith. For instance, few people have not heard about the adverse reaction of the Catholic Church when Galileo propounded his theory of a heliocentric universe. Even today, we are not free of conflicts that arise when religious doctrine conflicts with scientific theorizing. A prominent issue is creation, in which scientific theories about the big bang directly contradict the religious doctrine of the Christian faith, which understands creation through the story of Genesis in the Old Testament. It is an oversimplification to pit science and religion as bitter opposites, but it is undeniable that in many faiths there exists a continuing conflict between advancing scientific theories and the religious perspective. How, then, can one expect to be able to integrate a scientific understanding of the wor... ... faith that binds them to one another and to God. Bibliography Armstrong, Karen. A History of God. New York: Alfred A Knopf, 1993. Barbour, Ian. Religion and Science: Historical and Contemporary Issues. San Francisco: HarperSanFrancisco, 1997. "Human Stem Cell Research (5761.7)." CCAR Responsa. 30 April 2003 . Meyer, Michael A. and W. Gunther Plaut. The Reform Judaism Reader: North American Documents. Cambridge: UAHC Press, 2000. Nuesner, Jacob. Judaism in Modern Times: An Introduction and Reader. Cambridge: Blackwell Publishers, 1995. "On the Treatment of the Terminally Ill (5754.14)." CCAR Responsa. 30 April 2003 . Plaut, W. Gunther. The Rise of Reform Judaism. New York: World Union for Progressive Judaism, Ltd., 1963.

Assessment of Learning

ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning.References to this concept can be found in the majority of project Country Reports on national assessment systems (www. european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by c lass teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching.As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions.This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment ) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with argets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education planAdapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. –The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possi bly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers.The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, b ut how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 upils themselves. Wit hin the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’.Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents .Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al. 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and ass essment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the re search literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements.Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction b etween the pupil and teacher during the ‘feedback loop’).For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream ettings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the B lack Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca. rg. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. 1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journ al, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protoc ol for Collaboration in Education. 8 www. european-agency. org

Importance of Financial Decision-Making in the Business World

In the business world, financial decision-making is important. Some organizations have trouble with accounting and the financial decision-making process in today’s diverse organizational ethics. In this world’s current economy, the expectation for organizations is to behave in an ethical manner. The business world consists of people with different ethical belief systems, which makes it difficult to define ethics (The Journal of Accountancy, 2007). Organizations that do enforce a code of ethics can create unwanted behaviors within the organizations. These unethical behaviors can affect every individual associated with the organization. When an organization instills good ethical behaviors, its rate of success and longevity is more likely to be high. Organizational ethics are a significant part in financial decision-making and accounting. Ethical principles set the foundation on which a cultured society exists. An exceptional illustration of ethics in accounting and finances is the Sarbanes-Oxley Act of 2002. After several financial frauds reported in 2001 and 2002, the president signed the Sarbanes-Oxley Act in July 2002. This act established major modifications to the financial practices and corporate governance regulations. According to n. d. 2006), â€Å"The given name is after Senator Paul Sarbanes and Representative Michael Oxley, who were its main architects, and it also set a number of non-negotiable deadlines for all organizations to comply† (para. 1). The Sarbanes-Oxley Act, known as the corporate responsibility act, act gives considerable supervision responsibilities and control to the Securities an d Exchange Commission (SEC) above organizations external auditors and distribution of financial statements. The SEC must employ a public company accounting oversight board (PCAOB) with the authority to control the public accounting (Albrecht, Stice, Stice, & Swain, 2005, p. 01). This law was put in place because of the involvement of Enron and Tyco International in several accounting scandals. For most organizations, making money is important; money is what makes the business successful. However, a business that becomes greedy and decides to make money illegally will eventually fail. In the article â€Å"Beyond Sarbanes-Oxley†, Neil S. Lebovits, advises businesses to ensure their ethical health by doing several things. Lebovits suggests that organizations must employ the following three ethical best practices to be successful: â€Å"cultivate ethical role models, demonstrate ethical ecision-making, and encourage pushback† (Lebovits, 2006, para. 5). The Directorate of P lanning, Training, Mobilization, and Security (DPTMS) organization that I work for employs these three ethical best practices daily. The management always ensures that workers behave professionally while serving soldiers and making the right decisions that could affect the soldiers training during this time of war. The DPTMS leaders provide explanations on how to make decisions and why the selection of the judgment. The organizational managers have an open-door policy to listen to the workers concerns. Additionally, managers walk throughout the day asking employees if he or she has any issues that the managers could assist on. These types of actions create a sense of trust in the leadership that everyone worker wants to emulate. Lebovits also proposes that organizations can do more to ensure the organization workers behave ethically at all levels. Lebovits suggests that, first, organizations cultivate ethical role models. These role models structures’ must include natural influencers who exhibit strong ethical behavior in their day-to-day work in the financial departments of the organization. Organizations must give influencers proper recognition on every occasion possible. By involving influencers in assignments, the individuals can have an encouraging impact in the organization. When an organization rewards its influencers efforts’, the organization can cultivate ethical conduct (2006). Organizational ethical behavior starts at the top of the organization. The leadership must motivate individuals to follow its behavior. Employees watch and listen to their management carefully for signs of how to act. Leaders should behave accordingly and set the example for the workers to follow. When suitable, leaders must tell workers examples of their business decisions involving their ethics and how they used good judgment. This type of honest conversation provides employees with a quick look on how leaders act and think while representing the organization (2006). Moreover, Lebovits proposes that organizations should also encourage pushback. In other words, companies should encourage their employees to speak up if they question financial actions and decisions that affect them. Ethics hotlines, anonymous e-mails and â€Å"approachable† managers are ways for companies to obtain this type of feedback. Organizations and their key personnel should always conduct themselves ethically and legally. They should promote an environment in which employees can articulate work-related concerns without negative effects and free exchange of information (2006). The organizations that decide to implement and follow good ethical behavior will achieve success and an excellent status as ethical and fair instiution to the clients, employees, and the shareholders. These benefits will assist the organization in the financial phase, and when organizations fail to execute will result in poor financial performance. References Albrecht, Stice, Stice, & Swain, (2005). Accounting: Concepts and Applications (9th Ed. ). Quebecor World, Versailles, KY: South-Western, Thomson. Lebovits, N. (2006, August, 2006). Beyond Sarbanes-Oxley: Three best practices to adopt in your organization. Retrieved March, 2011, from http://www. aicpa. org/pubs/jofa/aug2006/lebovits. htm N. D. (2006). The Sarbanes-Oxley Act. Retrieved from http://www. soxlae. com The Journal of Accountancy (2007). Retrieved March, 2011, from http://www. aicpa. org/pubs/jofa/joahome. htm

Miniature Adults

Journal 2 Describe a situation or several situations you've encounters that reflect the fact that children are not miniature adults. They think differently, see the world differently, and live by different morals and ethical principles than adults. What are some ways of thinking and acting that are simple for adults but not so simple for children A situation that i have encountered was one day when i was playing with my three year old brother while we was listening to some music on the radio.All of sudden a song came on the radio and he started singing the entire song. At first i was extremely shock because i could not believe he knew every lyric to the song and he was only three years old. When the song finish i ask him how did he know the song the whole song he said he taught his self. I ask him could he count to twenty for me and he told me he could only count to five. So i told him if he knew all the lyrics to that song on the radio he should know how to count to twenty or farthe r. Related essay: Explain the Post 16 Options For Young People and AdultsI figured out when it comes to some things it easier for him to learn rather than other things. I also have to remeber that they think differently form us so what might seem to easy to learn for us might not be as easy for children to learn it. It just all really depends on the childrens ages and their stage of development. One way of thinking that is simple for adults but not so simple for children would be the example Piaget wrote about the grasp object permanance.Piaget argue that children must learn that objects exists even when the objects are not in the child's physical presence. For an example if you cover a child's toy the child may not remove because the would think it was automatically gone. After the age of two children often understand that objects still exist even if the can not see them. They now that if you try to cover up something or hide it still exists some where. They usually start trying to use symbols to represent these things in their minds so that they can still think about them.