Responsibility of Employers for Acts of Employees

Another employee of your paper mill, Hotspur, steals a shipment of wood pulp for your company to impress you with initiative to secure new resources for free. Unfortunately, he runs down a pedestrian crossing properly in the crosswalk on his way back to your factory, injuring her. If the pedestrian sues your company can there be a recovery for the injury? Discuss your answer. The employee who stole the shipment will cause the company to be responsible for the recovery for the injury. I believe that this is a case of the doctrine of respondeat superior.This is Latin for â€Å"let the master respond†. The employee is an agent of the company therefore the employer is responsible for their actions. Even though the employer had no idea of knowing what the agent was going to do, the company is still liable for his/her actions. As noted in the text, the following example was given, â€Å"If a truck driver, the employee of a delivery firm, negligently runs a red light and injures a p edestrian, the owner of the truck is liable for the injury† (Hallowell & Miller, 2012).In addition, the employee could be terminated because of his/her actions while being employed as an agent. The employee could be terminated because an injury or possible death occurred that was not what the agent was contracted to do. The employee could also be prosecuted because the wood pulp was stolen. Even though it was an effort to impress the company it is still punishable by law because the goods were stolen, not free.

Africa&Egypt Essay

Africa is one of the richest continents when it comes to spectacular experiences with nature. Nowhere in the world can one encounter the abundance and variety of wildlife. Africa also delivers a plethora of ecosystems, geographical features and amazing wilderness experiences. Whether it is deserts, rivers, lakes, mountains, jungles, waterfalls, etc. Africa Geography The continent of Africa borders the southern half of the Mediterranean Sea. The Atlantic Ocean is to the west and the Indian Ocean is to the Southeast. Africa stretches well south of the equator to cover more than 12 million square miles making Africa the world’s second largest continent. Africa is also the world’s second most populous continent. Africa is one of the most diverse places on the planet with a wide variety of terrain, wildlife, and climates. It is the second largest and second most populous continent. Major Cities The highest point in Africa is Mount Kilimanjaro in Tanzania at 5895 meters high. The lowest point is Lake Asal in Djibouti at 153 meters below sea level. The largest country in Africa is Sudan, the smallest is The Seychelles. The most populated country is Nigeria and the largest city is Cairo in Egypt. The largest lake in Africa is Lake Victoria and the  longest river is The Nile River, which is also the longest river in the world. Africa is rich with varied wildlife including elephants, penguins, lions, cheetahs, seals, giraffes, gorillas, crocodiles, and hippos. African languages are varied with more than 1000 languages spoken across the continent. The Suez Canal divides Africa from Europe. The Sahara Desert The Sahara is larger than the US. Temperatures can reach as high as 130 and some areas go 10 years without rain. A few areas have grasses that can support animals. For thousands of years people have carried goods and ideas across the Sahara. The Kalahari Desert The Kalahari is not as dry as the Sahara. Grasses and wild melon grow and animals are able to graze. The Namib Desert The Namib Desert is one of the driest places on Earth. Trees and get water from mists that drift from the Ocean. Still animals and people find ways to survive in this area. Desertification: Turning semi desert land into desert Desertification can happen by natural actions: drought or by human actions such as cutting down forest for cooking fuel or to make farmland, overgrazing of shrubs and grasses by cattle and goats. With no grass or tree roots, the topsoil blows away and the desert advances. Natural Resources The most abundant natural resources in Africa are gold, diamonds, copper, cobalt, and oil. However, the distribution of resources is uneven causing wealth in some counties and poverty in others.

Mosquitoes

William Faulkner's Mosquitoes is a roman à   clef featuring some of the people and locations Faulkner encountered while staying in New Orleans as a young writer. This paper will examine the relationship between the upper class and the artists and the relationship between the upper class and the workers. In particular this paper will examine the actions and character of the two main characters: Mr. Gordon and Patricia Robyn, as well as a most interesting character Ernest Talliaferro.Faulkner stages much of his novel aboard a yacht so that they won't have contact with other members of society. In literature the use of isolating the characters from society is not uncommon for example Huckleberry Finn by Mark Twain, Shakespeare's The Tempest and Agatha Christie's Ten Little Indians and The Mousetrap. By separating characters from society, the author is able to focus his or her attention on the people as themselves, almost as if he or she were isolated for a laboratory experiment. Mosqui toes provides Faulkner a forum to examine the artistic life in contrast to the life of the members of the beautiful people and the workers. In particular Faulkner examines the creative growth of the artists and the lack of growth of the part of the others on the cruise (Atkinson, 8).Faulkner stocks his novel with characters representing three groups or perhaps communities of society. He represents the artists with of Dawson Fairchild, a novelist, Mr. Gordon, a sculptor, Mark Moore, a poet trying to â€Å"nurture a reputation for cleverness,† Dorothy Jameson, a painter and Eva Wiseman, a lesbian poet (Fitzgerald 39). Also included with this group is Julius Kauffman who at times serves as a narrator such as when he relates the life story of Mrs. Maurier, hostess of the cruise   or as the philosophic pathfinder for the artists' discussion throughout the book.Among the social elite are Mrs. Maurier a social dilettante who is quite wealthy and a hanger-on of artists, her twin ni ece and nephew Patricia, who is the catalyst for much of the book's action, and Josh Robyn who are visiting from Chicago, and Ernest Talliaferro who is the conduit between three classes. He is a member of the working class as a buyer of women's clothes for a local department store, he is friends or is at least known by some the artists who don't really seem to care too much about him, and visits with Mrs. Maurier who also appears to not care about him except for his ability to provide access to the artistic community.The novel is written in six major sections days 1, 2, 3, 4, a prologue where Faulkner gathers up his characters and an epilogue where he returns them to their individual places in society. The sections, Day One through Day Four take place largely Mrs. Maurier's yacht the Nausikaa. In Homer's Odyssey Nausikaa was a young woman, daughter of the king, who found Odysseus and brought him into her city to care for him. In Mosquitoes Mr. Gordon represents Odysseus and Patricia Robyn is the analogue of Nausikaa.Mr. Gordon is a sculptor. When the novel begins, Gordon has just finished a sculpture. It represents his ideal woman. It is of a young woman with small breasts who has no head, arms, or legs. Mr. Gordon has sculpted the piece from his imagination rather than using a model. At this time he has little interaction with others, artistic or otherwise.Shortly after the novel begins, Mrs. Maurier, Patricia Robyn, and Ernest Talliaferro visit Gordon's studio and see the new sculpture. The reactions of both Patricia and Gordon are plot points in the novel. When she first sees Gordon's sculpture Patricia believes she recognizes the statue as being of herself, â€Å"[i]t's like me† (Faulkner 28). Mr. Talliaferro describes it more eloquently â€Å"[d]o you see what he has caught? . . . The spirit of youth, of something fine and hard and clean in the world† (26-27). Mr. Gordon is very interested in Patricia in relationship to his sculpture. He exa mines â€Å"her with growing interest her flat breast and belly, her boy's body. . . . Sexless, yet somehow vaguely troubling. Perhaps just young, like a calf or a colt† (Faulkner, p. 26).Throughout the book there is a sexual tension between Gordon and Patricia. When they are swimming he twirls her around and throws her into the water. She is thrilled, â€Å"for an instant she stopped in midflight, . . . high above the deck while water dripping from her turned to gold . . . the last of the sun slid upon her and over her with joy† (Faulkner 72).Ultimately it is Patricia and to a less extent, Mrs. Maurier who provide the artistic growth for Mr. Gordon. Just as Nausikaa rescued Odysseus from the sea, Patricia rescues Gordon from his previous tendency to work without a model, working from his mind using ideal types that don't exist in reality. When Mr. Gordon sees her in her young, self-centered state, he realizes he must work from real life. He makes a mask of Mrs. Maurie r. This is significant because it is the first time, as far as the reader knows, that Mr. Gordon had sculpted based on a live person rather than his personal artistic ideal.His growth and change of artistic inspiration to the real world are punctuated in the Epilogue where he walks the busy night streets of New Orleans with Fairchild and Kauffman drinking and celebrating their epiphany of working within society. Gordon leaves the book when he decides to visit a bordello looking for a real woman instead of a fantasy woman (Hepburn, 21-22).Throughout the play Patricia has an androgynous quality about her. Despite her sexual appeal to Gordon and later to David West the ship steward, Patricia is always described as â€Å"hard and firm and sexless† (Faulkner 140). In many ways she seems androgynous, neither male nor female. Although she will flirt with men, kiss them and even run away with them, whenever she feels she is not in control she brings the interaction to an immediate ha lt. She is the female part of the person she and her brother make together.At times they will call each other â€Å"Gus† as if Gus were the real person and Patricia and Josh were just partial personae of Gus. She lies next to her brother for part of the night of day four because she wants to be near him. He will be leaving for Yale the next day where she not be nearer to him than living in an apartment in New Haven. While lying together she asks him â€Å"[d]idn't you do something to that boat† (Faulkner, p. 261.The yacht had gone to ground and was unable to move for three days, making certain they were uninterrupted by outsiders. This was caused when Josh removed a rod in the steering mechanism, but Josh denies it, â€Å"I never hurt—I never was down there except the morning when you came tagging down there (Faulkner, p. 261). Yet he quickly tacitly admits his guilt when he asks if Patricia has told their aunt.By the second day Patricia is bored with being a l iving ideal and looks for diversion. She decides to go swimming and coaxes David West, the steward to go with her. While swimming he is aroused by her, he â€Å"looked up at her with an utter longing, like that of a dog.† On day three they leave the ship and try to cross the swamp and get married in Mandeville. Their excursion into the swamp, struggle to find the road and the way to Mandeville with David West seems to foreshadow for Patricia what her life might be if she were to give up her place in high society and marry into the working class.She wouldn't be able to bear it. She would use up her working class husband, working him until he collapsed from exhaustion. It isn't long before Patricia treats West like an animal. She is done slumming with the working class and decides to take charge just as her social position permits. She demands, in the face of reason, that they take the direction she chooses when they arrive at the road. This seems to indicate that she realizes she has chosen the wrong way by leaving the boat, representing wealth and high society.She literally rides him into the ground as he carries her when she is too tired to walk. When they discover they have been walking the wrong direction, West collapses. Ultimately they find someone to give them a ride back to the Nausikaa, but she insists on paying with her own money. As a consequence of what David and Patricia went through together David quits his job and is gone the next morning.A curious thing is that Patricia seems to the only one troubled by mosquitoes. Almost exclusively she is the one who â€Å"angled her knee upward and outward from the knee, scratching her ankle† (Faulkner 23). It is she that â€Å"suddenly slap[s] her leg when she and West are planning to enter the swamp. It is Patricia is so badly bitten by mosquitoes that West puts his shirt over her to protect her (Faulkner 150). Of all of passengers, she is the one that is most irritated by the pesky â€Å"mo squitoes† of life.One last point about Patricia that should be made has to do with the evening when she first met Mr. Talliaferro. As Mr. Talliaferro prepares to leave Mrs. Maurier and Patricia for the evening Patricia calls him â€Å"Mr. Tavers.† This is apparently his real name and the incident shocks him. His entrails feel cold because of her statement (Faulkner 31). This writer tried on numerous occasions to find a resolution to this puzzle but was unable to do so. The nearest indication that might solve this puzzle appears in the description of Talliaferro (Faulkner 32) â€Å"[t]hey never did know what became of Mr. Talliaferro's sister.† This might indicate that Faulkner had initially intended to make some previous connection between Patricia and Talliaferro through his missing sister, but failed to do so in the final version.This event provides a segue to a most interesting character: Ernest Talliaferro. Mr. Talliaferro is a tiny man, eager to please, unwi lling to make waves, but eager to spend time with artists, particularly Dawson Fairchild. He is a buyer for the women's clothes department at a local department store. He married young, was widowed young and set about making himself over. He â€Å"did† Europe in forty-one days and cultivated friendship with artists and members of society, such as Mrs. Maurier. He lacks confidence, often apologizing and knocking into things. He is eager to date women but finds himself unable to get up the nerve.Frequently he seeks Fairchild's advice. On the second day of the cruise Fairchild tells Talliaferro that he isn't â€Å"bold enough with women . . . I don't mean with words. . . . They ain't interested in what you're going to say: they are interested in what you're going to do† (Fitzgerald 96). Sadly, but a bit amusing, Talliaferro takes this advice to heart and tries to implement it with Jenny the attractive young woman whom Patricia invited to attend. On the second day Talliafe rro finds Jenny sleeping on the deck.He tries to wake her â€Å"[w]ake princess with kiss† (Faulkner 109) this causes her to awaken but she is terribly frightened. However she does dance with him later that afternoon and things go smoothly until day four when the guests are trying to free the boat and Talliaferro is overcome with desire and grabs her and pulls her with him into the water. Naturally, Fairchild thinks this it is funny that Talliaferro has implemented his advice in such a boisterous fashion and laughs about it. Unfortunately, Talliaferro has not learned his lesson and repeats his efforts in the â€Å"Epilogue† only to be disappointed again. By the end of novel Talliaferro has retreated further into himself and seems to have no interest in a relationship with a woman.Although Faulkner never uses the â€Å"M† word in this book, it is clear by the scratching and slapping that there are both literal and figurative mosquitoes. As mentioned above, Patric ia suffers from bites from mosquitoes. Most of characters suffer from pesky, annoying irritations throughout the book. The artists are irritated by the way in which the non-artists want to parade them around on the cruise like some sort of show pony. Talliaferro is irritated due to his inability to successfully seduce women, Josh Robyn is irritated that Major Ayers does not believe that he is making the pipe for fun. Naturally Ayers is upset because he wants to market the pipe, and Robyn will not help him do so.It is in part due to the irritations that Gordon, Fairchild, and Kauffman grow. Prior to the cruise, they had lived their lives working when they could and trying to avoid the pesky little mosquitoes fostered by the non-artists. By the time the cruise has ended they have realized that these pests provide much of the motivation and interest in life. In essence, they have changed their philosophy of art from â€Å"an aesthetic ideology of formalism as part of a larger expressi on of cultural conservatism (Atkinson, 6)Unhappily, no one else appears to have changed much other than these three. Mrs. Maurier is still the social matron, though she is quite angry with the artists. Patricia Robyn has returned to the self-centered, sexless, hard person she was when she first appeared in the novel. When she says good-bye to the poet Mark Frost, she is just as cold to him as she was to Gordon when she first met his him. Mr. Talliaferro, the wonderful, Chaplinesque man, is still frustrated. He has had no success trying to seduce a woman. However Faulkner tells the reader that Talliaferro was to be married soon. Sadly, he does not appear to tell Ernest.The conclusion that Faulkner draws with this book appears to be that artists need to explore life, down and dirty. However, his apparent conclusion that non-artists will not grow is parochial and hopefully false. This smacks of the self-centered arrogance a young, gifted writer might have before he and his craft mature . Summary of â€Å"Faulkner's Mosquitoes: A Poetic Turning Point†By Kenneth Wm. HepburnHepburn's thesis in this article is that there was a turning point in Faulkner's writing that occurred not with Satoris as many scholars have alleged by with Mosquitoes published two years earlier. The author tries to establish that â€Å"the poetic which finally involves from the structural considerations of various artistic strategies is both necessarily prior . . . and central to the development of† the open-ended poetic of Faulkner's more famous novels (Hepburn 19). To prove his thesis, Hepburn focuses his study on Sections Nine and Ten of the â€Å"Epilogue† (Faulkner 277-288). In the first of these sections Hepburn contends that three of the artist, Gordon, Fairchild, and Kauffman undergo the greatest change. They are walking the streets at night through the â€Å"seedier streets† of New Orleans (Hepburn 20).   In this section each of the artists, Gordon, Fitzge rald, and Kauffman make the transformation from artists that were polarized from each other to artist are more in congruence. In this section there is a parable of three groups, priests, revelers, and rats encounter a dead begger [sic] clutching a piece of stolen bread.The priests in their â€Å"thin celibate despair† (Faulkner 277) and the revelers engage in an orgy-parade cannot be bothered with the dead begger [sic]. Only the rats can appreciate him by â€Å"dragging their hot bellies over him, exploring unreproved his private parts† (Faulkner 281). According to Hepburn the parable indicates that these three artists have changed and recognize â€Å"[o]nly the artist who is willing to wade into life will ever be able to confront it with any intimacy and accuracy† (Hepburn 23).It is evident that Hepburn has interpreted these sections correctly. What is not evident is why Hepburn views Mosquitoes as a poetic turning point. What he appears to prove is that Mosqui toes provides a needed prerequisite to his later writing. This need not signify a turning point but rather may be just one more step along the path toward becoming the writer Faulkner   would become in subsequent years. Works Cited Atkinson, Ted. â€Å"Aesthetic Ideology in Faulkner's Mosquitoes: A Cultural History. The Faulkner Journal 17, 1(2001: 3-18. Faulkner, William. Mosquitoes. London: Chatto & Windus, 1964. Hepburn, Kenneth Wm. â€Å"Faulkner's Mosquitoes: A Poetic Turning Point.† Twentieth Century Literature 17, 1 (Jan. 1971): 19-28.

Describe how a project manager might achieve effective project Essay - 1

Describe how a project manager might achieve effective project management Refer to project team issues considered in the lecture notes - Essay Example triple constraint† – project scope, time and cost – are a paramount consideration, and are shown as antecedents in the framework in our lecture, reproduced below: The focus of discussion is on the project manager, and what attributes he should possess to be able to effectively manage a project, and by such attributes is meant his (1) knowledge, (2) skills, and (3) attitudes with which he addresses his job. Almost instinctively, the first requirement would be for the project manager to possess the technical knowledge of the processes required in the project, such as construction, IT, engineering, and so forth. Technical competence is plainly and simply a necessary requisite, a product of the PM’s education and training. Some such specialized knowledge are obtainable through courses and seminars, such as those described by Dadashzadeh (2010) as Work Breakdown Structure, Gantt charts, and Earned Value Analysis. Pacelli (2010), in describing the attributes of an effective project manager, states that the PM should have the ability to clearly articulate a project workplan, its dependencies, and the resulting deliverables, which could only b e attained by an elevated level of technical competence. Possessing competence, the PM should possess the skills needed to perform the tasks of project management. This refers to the ability to systematically plan, schedule, calculate costs, and communicate verbally and graphically, not discounting the use of automated (computerized) means where needed. While knowledge implies cognitive appreciation, skill refers to the ability to practice this knowledge with some degree of expertise. Additionally, the best and brightest technical talent need to develop an entirely new skill set to become effective project managers, according to Hitachi Consulting. The recent proliferation of project management toolkits and certifications still leave a skill gap that may be breached only by a focus on proper project management

What do international students need to know before they come to UK Essay

What do international students need to know before they come to UK Challenges an International Student Likely to Encounter - Essay Example In my case study, I will explore potential threats to the comfort and academic excellence of an international student. My views, encounter, and success in the new environment will be shaped by Maslow hierarchy of needs which outlines various needs and preparedness one ought to have towards attaining excellence in all spheres of life. Further, some of my ideas and facts will be drawn from diverse academic resources presented by specialist in the light of the case study. Finally, other ideas will be corroborated by interviews I conducted with students and lecturers. Background Located strategically at the centre of England, the University boasts a total student population of â€Å"23,207 inclusive of 2,500 international students† (University of Wolverhmpton, 2013). According to factual information presented in the university official web site, University of Wolverhampton traces its way back in the mid- 1800s as Wolveharmpton Mechanics Institute and college of Arts. It later gain ed the current status 1969 as the University of Wolverhampton. It offers over six international courses such as international foundation, undergraduate courses, postgraduate courses, pre master’s program, English pre-sessional course, just to mention a few. Also, the university has three campuses located in Telfoord, Walsall and the city campus. It has modern and well-equipped accommodation facilities with different options to suit the needs and privacy of every student. The university offers over one hundred courses in its various academic programs. Food and Accommodation Burnapp (2009, p.13) points out that â€Å"what a body needs to survive such as food, water and somewhere to sleep . . .† aid in excellent physiological development. The university has taken this into great consideration with spacious and fully functional hall of residence. However, this is enjoyable for those who had been accommodated. As an international student, accommodation becomes a major chall enge and if not addressed before taking that flight you may be unlucky and forced to spend some few days under someone’s roof, your â€Å"good Samaritan† and it can be a hell of experience without a friend who has settled there or a relative to turn to at such hour of need. Many students are often misguided and fail to prioritise accommodation. All they do is to firmly fix their eyes on the academic part of it. This is absolutely wrong for an international student. Nelson (2012) in an interview mentioned the importance of accommodation for an international student, but for him all had been done by his parents prior to his coming. This clearly shows how accommodation is so valuable for an international student. We didn’t stop at importance of accommodation and further talked about food. â€Å"I managed to find my local food† (Nelson, 2012) something we shared in common as I managed to find my local favourite dish with much ease. Undoubtedly, it will be abs olutely right to authoritatively say food and accommodation play major role which an international must consider before taking a flight. Security Every student needs to feel safe each. The university authority does not take students security lightly. Every student is required to flush out their issued ID to pass the security guards on the ground. This is unlike my country institutions which indeed, each student is issued with student identification card but hardly used at the entrances making it

HLSS311 Forum 4 Assignment Example | Topics and Well Written Essays - 500 words

HLSS311 Forum 4 - Assignment Example Conversely, the victims of such circumstances are the local populace and the country (Andreas, 2009). Smuggling of animal products such as ivory and animal skin results to extinction of certain animal species whilst smuggling of natural resources results to loss of revenue, rural poverty, deforestation and climate change. Moreover, smuggling of illicit firearms results to escalated rates of homicides. Drugs result to massive school dropouts and corresponding escalation of crime rate (Richardson, Gordon & Moore, 2009). Populaces who suffer from smuggling are mainly the locals as it disturbs peace due to human rights violation thus undermining both economic social and political advancement. Moreover, it also results to massive corruption and numerous health problems (Treverton, et. al.2009). U.S government can triumph war on drug by increasing educational awareness on its negative effects to the consumers thus ensuring that do not take part in drug trafficking (Andreas, 2009). The governments ought to initiate proper coordination with the underlying international communities via identification, investigation and prosecuting the existing smugglers. Moreover, the government can train more specialized law enforces in drug trafficking unit in order to escalate intelligence in combating smugglers and corresponding drug traffickers. Training in the means of utilizing technologies will aids in arresting drug smugglers (Treverton, et. al.2009). U.S government can also support the prevailing developing countries in countering smuggling threats. Supplementary border violations that normally threaten the expedition of genuine trade encompasses smuggling of citizens money to foreign accounts to avoid suspicion, which corrupt tycoon utilize in purchasing the other assets at the expense of the suffering citizens (Andreas, 2009). Globalization of organized crime is

DB2 Essay Example | Topics and Well Written Essays - 250 words - 1

DB2 - Essay Example The Last Judgment is stuffed with nude figures and actions depicting violence. It was criticized as offensive because it contains bodies which were naked and placed behind the altar of the Sistine Chapel. Michaelangelo used The Last Judgment painting to communicate about counter-reformation. He used his techniques of painting such as the broader and monochromatic figures to make a change and create a new standard. Artists in Medieval times create painting with figures dressed presenting their social ranks. Michaelangelo on the other hand presented figures without clothes to show equality. I think Michaelangelo’s work wanted to express his opposition on how the people value social classes during their times. I believe he wanted to promote equality among the people. He wanted to convey that people should not be judge according to their classes and according on how they dress. In his painting, he stripped the figures bare of rank. Leonardo da Vinci’s Mona Lisa is one of th e most legendary and well known portraits of all times. The model of the painting is Lisa, the wife of Francesco del Giocondo. The painting wanted to convey mystery and enchantment with her ambiguous smile. The figure depicts a very simple portrait.

Marketing strategies, tactics and techniques Essay

Marketing strategies, tactics and techniques - Essay Example This is already faster than the normal speed of cars available in the market at present. It is equipped with capabilities that limit the acceleration into 155mph that electronically safeguards the person driving thus avoiding cataclysmic effects of speed in accidents. http://www.businessweek.com/innovate/content/apr2006/id20060426_124236.htmchan=innovation_auto+design_new+%3Cfont+face%3D%22arial%22%3E%2B%3C%2Ffont%3E+noteworthy. Question here is, can this be available to ordinary consumers earning meager income enough to support a family of three Or is this limited only for those who can afford the luxury of buying expensive cars like that of BMWs As Steve Job would say, is the cost effective enough to be accessible to the ordinary masses Or will they be confined to subways and busses I believe that consumers nowadays are better equipped with options and better judgement this is why advertisement gets a bigger chunk of investments. In the end, no matter how popular the product may be , it would still boil down to what is necessary and therefore price is not the only consideration here. http://biz.yahoo.com/ap/060602/oil_prices_europe.html.v=1 With gas prices increasing unpredictably, shoppers would go for the best value for their money. In as far as economic stability staggers due to the erratic trend of gas prices, sellers are at the same time on their toes for tough competition.

Nursing assignment Essay Example | Topics and Well Written Essays - 1250 words - 1

Nursing assignment - Essay Example ea of wound dressing since I identified that wound dressing is a technique, and this involves high level of professional involvement and meticulousness to impart this. Apart from the principles of wound infection, wound nature, and principles of sterility, a thorough understanding of the physiology of the particular variety of wound is necessary so a standard care can be delivered to the patient. If all the principles are followed in a rigorous manner, there is no reason why a difficult wound would not heal; therefore, wound dressing has implications in patient outcome. I have observed that my skills in wound dressing have improved with practice and repeated dressings of the same wound while the patient was under my care. This indicates that practice of the principles improves the standard of the care particularly applicable to wound dressing, and the care standards may be strengthened, that is, practice may be strengthened. I have decided to reflect on my wound dressings with Joanna since reflection is a process that critically analyzes the care provided, and it would help me to find out my weaknesses and strengths. Not only that, this process of reflection would enhance my future practice (McCormack B, Manley K, Garbett R., 2004). Definitions: The professional practice of nursing, midwifery, and health visiting takes place in a context of continuous change. New researches are taking place continuously, and the evidence base of practice and learning is being enhanced in a rapid manner. Therefore, new developments and continuously being introduced in practice, influenced by factors, such as, government initiatives and improvements in medical and nursing science. Professional nurses cannot hope to practice safely, efficiently, and effectively being constantly accountable to the fact whether standards of practice have been met or not unless they engage in continuing professional development mainly to maintain up to date knowledge base to underpin that practice and

Development during Middle Age Essay Example | Topics and Well Written Essays - 1000 words

Development during Middle Age - Essay Example As middle age is considered as the age of wisdom, emotional stability and social acceptance of an individual, the theories possess ample importance on human psychology and physiology. Here, an attempt is to assess the validity of foretold theories by analyzing the findings related to an interview with two middle-aged individuals. As it is not fair to disclose the identity of interviewees who co-operated with the interview, imaginary names and professions are used. The first person is George Thomas, my friend, a doctor and the second person is John Mackenzie, my relative, a professor of English Language & Literature. Louise Simmers makes clear that middle age shows emotional change and it may be either a period of satisfaction or crisis (Simmers, 2003, p. 197). Related to the theories of Erikson, Vaillant, Levinson, and Peck, which deals with the socio-emotional, physical, and cognitive development of middle-aged people, a questionnaire (see appendix-1) was prepared including fifteen questions that can be answered as yes /no. Then I informed them that they do have the right to refuse to answer any question posed to them. This helped the respondents to have a clear idea about the aim of the interview. The following part deals with the data manipulation and findings derived from the foretold interview. According to Erikson, there exist a conflict between generativity and stagnation among the middle-aged individuals. Neil J. Smelser & Erik H. Erikson concludes that: â€Å"Speaking of middle age, Erikson describes even generativity in terms of ego.† (Smelser & Erikson, 1980, p. 161)Erikson deals with problems of middle-aged people and describes generativity by relating it to the ego. The response to the first question proves that both the respondents are generative in their career but feel stagnant in their family life. Bernice Levin Neugarten reflects that middle-aged people possess different perceptions, related to their male/female role in the family (Neugarten, 1968, p. 4).

Public Administration Beckons Essay Example | Topics and Well Written Essays - 500 words

Public Administration Beckons - Essay Example The desire to make a living while providing for the basic needs of as many people as possible was born out of idealism and was nurtured by experience. I have always been both awed and fascinated by the intricate workings of government, the noble and delicate task of balancing the often scarce human and material resources to administer the executive-branch functions of government - international relations, environmental sanitation and conservation, mail delivery and providing for the general health, education and welfare of the citizenry. Public administration calls for a deep sense of responsibility and organization, foresight, leadership and a way with people. It also requires a steep grounding in accounting and management. In municipal and state governments, public administration means running programs on a multitude of concerns such as health, highway, fire, police, water, transportation, electricity, gas, care of parks and recreation facilities, development of natural resources, public housing and urban renewal. A public administrator sees to the proper staffing pattern for sanitation services, clerical and maintenance connected with the above functions. You will never find a more edifying set of challenges in other careers or professions where self-interest is the chief motivation for work.

Important People of History Essay Example for Free

Important People of History Essay Ancient Greece was known for many things, including great thinkers and philosophers. Many names come to mind from this period, including that of Socrates. Certainly, none are so colorful. He wrote nothing, but his impact was unmatched by others. His ideas were revolutionary, and caused enough controversy that he was finally put on trial in Athens, guaranteeing that his mark on history would be indelible. Socrates was born in 469 B. C. E. to Sophroniscus and Phaenarete. Little is known about him beyond what others wrote, since he resisted any urges to put words on paper. What is known about him comes from Aristophanes, Xenophon, and Plato, all of whom wrote about him. However, their narratives differ in some crucial ways, and so there are some things that will never be known about the enigmatic philosopher. Socrates was a firm believer in the power of the intellect. He insisted that â€Å"a man must order his life by the guidance of his own intellect,† believing that it was this above all that must be cultivated. He never hesitated in saying what he believed, and this tendency made him unpopular in many circles. However, he did not allow this to deter him from expressing these beliefs. Knowledge and truth were paramount to him, and he would not sacrifice these virtues for anything. When he was eighteen, Socrates was required to do the duty of every citizen, and this included training in the Athenian militia. He served the years that were expected of him, engaging in battle in 432 as a foot soldier to help put down a revolt. On the way home from the siege that followed, Socrates saved the life of Alcibiades during a subsequent battle near Spartolus, losing the battle. They returned to Athens in 429, where he was accused of helping the playwright Euripides to write his tragedies. Important People of History Page 2 of 5 Socrates next saw battle at Delium in 424. The Athenians saw defeat yet again, although Socrates distinguished himself once more. In another year, he was yet again immersed in battle, this time at Amphipolis. This ended in another defeat, and was also the last battle that Socrates fought. Peace was made between Athens and Sparta, and this is when Socrates could begin to concentrate in earnest on debates and discussions to pass on his ideas and beliefs. Education, democracy, and Mystery religion were key themes in this. During this time, Socrates married Xanthippe, and they would have two sons. Socrates perhaps became best known for the Socratic Method. This method was meant to help intellectuals come to correct conclusions, and it made definition the most essential point of this. In a desire to find the truth, Socrates believed that one must â€Å"require a standard of truth and an explanation of the causes of error. † The comparison of two ideas is necessary in making a judgment, and those ideas must be clear and not vague. This method lasted throughout the centuries, and is still practiced today. Socrates is also known as the founder of utilitarianism. Ethics and the process of applying his methods to them was a key interest of his, and this study led to utilitarian ideas. With this, he came to the conclusion that good is useful and â€Å"virtue is happiness. † This formed the core of his paradox, which is that men do not willingly commit wrongs, and that this is done only through ignorance. While Socrates wrote nothing, he spent a great deal of his life conversing with others. This was a major part of his Socratic method. He never attempted to teach, for he believed that he had no knowledge. He professed that he was only exceptional in the fact Important People of History Page 3 of 5 that he knew that he knew nothing. It was a goal of his to prove that popular ideas were inconsistent, and he wished to convince all to whom he spoke that their convictions could not stand up under examination. Socrates was well known for frequenting places such as marketplaces, where he would engage people in conversation. He enjoyed doing this with people of all ranks and stations, often putting off important people and gaining their animosity. His manner and lack of deference gained him many enemies; many resenting what they felt were his ridicule. There was nothing that Socrates felt was too sacred to question and criticize, and this included both religion and government. He was perhaps more agnostic than anything, and he had no compunctions about questioning and criticizing the gods. This added to feelings of animosity against him, as did the fact that he was also quite vocal against the ruling powers. It was this that was to lead to his arrest and subsequent trial, which is perhaps the pinnacle of his career. Socrates was arrested when he was seventy on charges that â€Å"he does not believe in the gods recognized by the city, but introduces strange supernatural beings; he is also guilty, because he corrupts the youth. † The political reasons were kept quiet, instead focusing on impiety, and the sentence proposed was that of death, although those who accused him had no real desire to put him to death, only to force him to leave and no longer be a thorn in their sides. However, Socrates refused to leave, instead remaining behind to face the charges against him. A life away from his interactions with the Athenians would not have suited him, and so he remained. Important People of History Page 4 of 5 Socrates faced a jury of 501 men. This jury, as all Athenian juries, would vote twice. Their first vote was on guilt or innocence, and their second vote was for the sentence. While Socrates expected that he would be convicted, he expressed surprise at â€Å"how closely the jury was split on the first and basic question. † It was a difference of six percent that would have turned the tide, acquitting him. Socrates had the chance to avoid a sentence of death once the verdict came in. It was a practice of the Athenian law system to allow the defendant to put forth another punishment, and the jury would choose between the two. However, the punishment that Socrates suggested was merely a small fine, which was so minuscule a punishment that the jury had little choice but to condemn him to death. It was not for thirty days after his trial that Socrates would meet his end. During that time, his friend Crito appealed to him to escape, but Socrates believed that the harm that would come from that would be a greater harm to the city than to allow himself to follow through with the sentence, and that it would have â€Å"brought shame on his family and friends. † Socrates did not seem to fear his death. In fact, on the day upon which he was scheduled to die, he seemed quite happy and pleasant. Death was perhaps another opportunity for him to learn and experience. He was also not alone when the end came, as his wife and younger son, as well as friends, were present. He spent his last day doing what he loved best, discussing philosophy and once more passing on his wisdom. Xanthippe was taken home before his actual death took place, leaving him with his Important People of History Page 5 of 5 friends and advising them to agree if they believed what he said was truth, and to oppose it if they did not, refusing to restrain themselves. To the end, he was determined to hold onto his ideals and beliefs, and insisted on others doing so as well. After bathing and then meeting with his family once more, he met with his executioners. He was given a glass of hemlock after having its effects explained to him. After this formality, he â€Å"cheerfully took the cup and drank. † Thus ended the life of one of the most profound leaders of philosophy. Socrates, through all of his life, lived up to the ideals and beliefs that he taught. He never compromised these, even up to the day that he died. To him, the importance of remaining true to himself and his teachings was paramount, and to do otherwise would be an injustice. He did not simply talk and hope that others learned from him; he lived by example and died by the same. His legacy proved to be quite enduring, and is still a cornerstone of philosophy to this day. His students, such as Plato, helped to preserve this and pass it on. Without Plato and others, little would be known today of Socrates. The impression he made was a lasting one, and a good example even today, encouraging people not to be afraid to question and discuss, because without these things, learning cannot be successful. Works Cited Bury, J. B. and Russell Meiggs. A History of Greece. London: Macmillan Education LTD, 1975. Nails, Debra. â€Å"Socrates. † Stanford Encyclopedia of Philosophy. 16 Sept. 2005. http://plato. stanford. edu/entries/socrates/. Stone, I. F. The Trial of Socrates. New York: Doubleday, 1989.

The Importance Of English Language English Language Essay

The Importance Of English Language English Language Essay The usage of English Language has become significant in our daily life. It is a fact that English Language is the language that is used globally in the world nowadays. Many countries governments practise English Language as the formal language to carry out their jobs and to complete the paper works. In conjunction with the global trend, the English Language society of SMK Pandan Indah has planned some activities to be carried out in the school compound since the beginning of the year. This is implemented so that the students of the school can be exposed to the importance of English Language. Aims and Objectives of Programmes With the support from school administration, the English Language society manages to carry out the English programmes for all the students to participate in. There are few aims for the programmes to be held. First of all, the English Language society wishes to fully make English Language to be visible in the school compound. To make the English Language to be visible in the school compound, five essential skills are needed to be promoted among the students, that are reading, listening, speaking, writing and grammar. All the students must master all these skills to avoid being eliminated from the global trend. Besides, the second aim English Language society conducts English programmes is to make use of English as the medium of communication. Nowadays, english has become vividly important in the world. Many countries use English as the mean in carrying out the administration work. Being able to speak in English is not a strange anymore. Students who are not able to communicate English with people will be eliminated from the global trend. As we all know, the world nowadays becomes very competitive and undergoing rapid changes. Students must be able to improve themselves from time to time. Mastering English Language is unavoidable anymore. To support with the aims being set, English Language society has planned two activities to be carried out throughout the year. The first programme is learn a phrase a day. The objective is to boost up students confidence by standing up on the stage to speak in English. This activity will provide a medium for students to practise their English publicly. Through this programme, the students are also able to improve their pronunciation of English. Students of new era are weak in pronunciating the correct way of English words. From this activity, students are expected to learn the correct pronunciation of English words. Moreover, students will have the chances to boost up own confidence when presenting in English in front of the audience. The second programme is English Fortnight. In that two weeks, many activities will be organised by English Language society. This is to promote the use of English when participating in competitions.The students will be exposed to the importance of English Language through a series of activities being carried out. They should not only focus on their mother tongue respectively, but to learn other languages as well. Through the activities, students are expected to equip themselves with fluent English as it will be very helpful to them in the future. Duration of Programmes At the beginning of the year, English Language society officiated the learn a phrase a day activity at the assembly. An opening ceremony was held on 10th of January, 2011. This activity was being carried out throughout the whole year. Everyday before assembly commences, the activity was held on. It took up around 5 to 10 minutes for every presentation. For English Fortnight, it was held at the midst of the year, which was around the end of April to the beginning of May. The opening ceremony for English Forthnight was held on 25th of April, 2011. The programme lasted for two weeks consecutively. A series of activities was planned to be organised for all the students to participate in. Both programmes were carried out during schooling hours. For morning session, the programmes were held on from 7.20am until 1.20pm for Mondays to Thursdays, and from 7.20am until 12.45pm for every Friday. Meanwhile, for afternoon session of schooling, it is from 1.20pm until 6.45pm for every Monday and Friday, and for Fridays, the schooling hours are from 2.20pm until 6.45pm. Target Group Both programmes were being carried out with its specific target group. For the programme Learn a phrase a day, students of form four were required to take turn to present at the daily assembly. For afternoon session, students of form one and form two needed to send representatives for each class to give presentations on the stage everyday. Students of form three and form five were excluded as they were informed by the school administration to concentrate fully on government examinations, that were PMR and SPM. Meanwhile, English Fortnight was planned to involve every student of each form. There were numerous activities that took place for specific form of students to join. For examples, essay writing competition was held and targeted on form three and form five students. Choir singing competition was held for every form of students. Form one and form twos students were involved in poem recitation competition. Impromptu speech competition was organised targeted for form fours students. Report on implementation of Programmes Learn A Phrase A Day Learn a phrase a day was the major programme that was held according to the school policy. The programme was subdivided in to two parts. On Mondays, students selected were required to deliver speeches in English. For Tuesdays to Fridays, students were required to choose a phrase to present on the stage. The phrase could be selected from idioms, vocabularies, and so on. One week before the presentation of phrases, English teachers would guide the classes to elect few students for the presentation. For every presentation, two students would be selected. One would hold a manilla card written with the phrases of the day while the other one would explain the phrases to all the students in the assembly. The meaning, and the example are needed to be provided by the presenter so that all the students would get to understand the phrases better. For every Monday, one student would be needed for the presentation only and the respective student was required to present a speech. The speeches presented by the students must be conducted in English Language. The mean to select students for the presentations was on the teachers discretion. They could either choose the representatives by themselves, or being democratic by organising the voting session. In the morning session, form four students were involved in it only. Hence, every of the students in form four had to take turn to present on the stage according to the ascending order of the class name lists. Excuses such as sore throat, stomachache, or headache were not being accepted for them to skip the presentations, unless they could have the medical certificate verified from the doctors as the proves. Nevertheless, they could exchange the position for presentation with their classmates, with the base that the particular student agreed with the exchange. For form one and form twos students, the programme started from students of form two. This was because form twos students had adapted to the new studying environment after studying in the school for one year. Form ones students were still undergoing a period to adapt to the new studying environment and new rules and regulations. Their session started after March of 2011. The schools top administration would become the panel of judges to evaluate the performance of each presenter. The marks were allocated based on the pronunciation of the phrases, the content of the presentation, and the combination of gesture. The marks were collected to be accumulated until the end of the year. It was not an individual competition, but a class competition. Classes accumulated with the highest marks would be awarded with the RM500 and hamper worth RM200. Eventually, 4K class won the champion away for morning session while for afternoon session, 1S defeated other classes and took the prizes away. English Fortnight English Fortnight was the second major programme organised by English Language society. It was held from 25th of April, 2011 until 6th of May, 2011. A series of activities and competitions were planned accordingly. The first activity of the programme was choir singing competition. Every form of students were required to take part in it. Every class had to prepare a song to perform. The selection of songs was on their discretion, but with one criteria that all the songs must be performed in English. One week was given to them for the preparation work. The competition held on 3rd of May, 2011 in the school hall. The performance will be judged by few criteria, that were the combination of gesture, the rhythms of the songs and the content of the songs. Use of costumes was optional too. They could prepare some equipment to aid in their performance. Each class had to finish their performance within 8 minutes. There were 3 judges responsible for the adjudication, that were Mr. Herman, Ms. Wong, and Ms Geraldine. The competition went well as scheduled. Each of class performed well and the judges had the hard time to choose the winners. For the morning session, 4K emerged as the champion with the song t itled Love is Colour Blind. The first runner up went to 3S with their song You Raise Me Up. The second runner up went to 5K, who sang Hero. Meanwhile, 2B won the champion away for the afternoon session. 1M won the first runner up while third place went to 1K. The champion received cash RM 200 and hamper worth RM100. The first runner up would receive cash RM 150 and hamper worth RM50 while cash RM 100 was given to the second runner up. The champion teams were required to perform once again on the stage during the closing ceremony. Essay writing competition was another activity being held on. The competition targeted on form three and form fives students. Each class had to send two representatives to take part in the competition. The competition was held in the language room. The title of the essay writing was The role of English Language in the future. All the participants were given one and a half hour to complete the essay. The essay must be at least 350 words. Mr Illamaran and Ms Toh were the judges to mark the essays. The winners name list was announced during closing ceremony. The champion would receive hamper worth RM100. The first runner up would have a hamper worth RM50 while the second runner up would receive hamper RM30. Eventually, Cedric Koh from class 5K emerged as the champion and Mohd Hashim Hafiz won the first runner up place. The master pieces of them were pasted on the board and were uploaded into the school buletins. Besides, there was an impromptu speech competition which was specially for form fours students. Each class had to send a representative to participate the competition. The competition was carried out on 28th of April, 2011. On that day, all the participants were needed to gather at language room at 9am sharp. Participants were given the topics on the spot. They chose the topics by drawing from a box prepared. 5 minutes was given to them to prepare after they getting their topics respectively. Marks will be allocated on the combination of gesture, the content, the fluency of the speech, and the vocabularies. Ms Jamielah and Mr. Lim were the judges to evaluate the participants performances. Some gave up as the topics they got were too difficult and they were not able to think critically for the speech. Meanwhile, some students managed to perform well and they spoke in English fluently. Both panels had the hard time choosing the final winners for the competition. Damian Phun from class 5K emerged as the champion with the score 91 out of 100 marks. He took away hamper worth RM200 and cash RM200. Both judges were stunned with his impressive performance when his turn to deliver the speech. For the poem recitation competition, it took place in the school hall. Every class in the afternoon session were required to have a representative to participate in the competition. It was the last activity carried out in English Fortnight. Each participant was allowed to recite the poem of their choice within 5 minutes. Mr. Ong and Ms Lim were the panels to evaluate the performance of all the participants. They allocated the marks for the pronunciation of the grammars, the gesture, and the rhythm of the poem. All the participants prepared well as they managed to recite the poems with different rhythms. All the students applaused for their great performances to show their supports. The champion of the competition was Caryn Chang from class 2S with the poem entitled Road Not Taken. She took away cash RM200 and hamper worth RM200. Derek Lim for class 1M scored the first runner up place and take away cash RM100 and hamper worth RM100. His poem was Mama. The second runner up went to Audr ey Lim from class 2B with the poem titled Loneliness. Strengths and Weaknesses of Programmes The implementation of both programmes were a success. All the activities went well smoothly. To have a better performance in organising programmes in the future, English Language society had numerous meetings to discuss about the progress of the programmes and to analyse both programmes. For the strengths analysed, English Language society appreciated for teachers and students full cooperation. All the teachers had played their part according to the organising committees set. Any arguments incurred the teachers would calm down first before discussing in order to find out the solutions. The students were cooperative too as most of them were active in participating in the programmes designed. They were not shy to take part in it, vice versa, they volunteered themselves to represent the class respectively in the competitions. Through the programmes planned by the English Language society, all the students were given a chance to expose to the use of English. They had the opportunity to practise English in the daily life. Some of the students realised the importance of English and began to speak in English when communicating with students or even teachers. As the saying goes Rome was not built in one day, learning English is not simple, and we should figure out the different ways to improve English respectively. Through writings, students would be able to increase the vocabularies. The writing skills would be increased too. Through speaking, students would be confidence to communicate with others in English. They would not be shy to speak in English. Though listening, students would tend to understand what others say. They would not be blurred with what others say. Indirectly this will greatly enhance the discussions among students and establish good relationship among each other. In short, the programmes p rovided a medium for all the students to learn English and to speak English among them. Without support from parents and school administration, both programmes would not success. During the planning of the programmes, English Language society received great support from both parties. This indirectly boost up the progress of the plannings and the programmes were very successful. School administration had contributed the equipment needed such as PA system, the classroom and so on. Meanwhile, parents had played their part in encouraging their children to take part in the competitions organised. Morever, English Language society managed to seek for sponsorship from outsiders. The committee members approached to local companies to request for sponsorships of the hampers. The companies were willing to play their part in corporate social responsibilities by sponsoring the hampers and providing the incentives as the fund of the programmes. Nevertheless, English Language society had noticed few weaknesses that are needed to improve. First of all, in some competitions such as impromptu speech competition, most of the participants were old faces. All these participants were the school representatives for speech competitions. Indirectly this will discourage other students to take part as they think that they will definitely lose to the school representatives. Their confidence was gone before competing. Besides, the PA system of the school was old and not modern enough. During competitions such as choir singing competitions, the committee members often faced the problem that PA system was malfunctioning. The competition could not go smoothly. The malfunctioning of PA system nearly caused the competition to be delayed and could not finish on time. Furthermore, in the progress of the competitions, some students tend to give excuses such as going to toilets to leave the classroom. Indeed they went to watch the competitions and support their classmates. They would rather played truancy to watch the competitions that staying in the class to study. Schools disciplinary will be affected when the outsiders know. Suggestions and Recommendations In order to maintain the English programmes at high spirit, English Language society would like to share some suggestions and recommendations for improvements. First of all, English Language society would wish that the school administration would give the permission to extend the activities to be carried out outside the formal schooling hours, regardless the time and places. This is to enable the students or parents to watch the competitions and to give support to the participants. For the broken PA system, the school administration is advised to take immediate action to send the PA system for repairing and maintenance in order to maintain the good quality of the equipment. Furthermore, teachers should often encourage the students to speak English in the class through a series of indoor activities. Teachers are the ones who colour the students life, hence they should be good role models by speaking English with the students. Monitors are ought to lead the class to talk in English too. Students will be influenced when most of the students speak in English. Students should not tease those who are weaker in English, vice versa, they should become guiders to help them improve their English. Conclusion In a nutshell, the programmes planned by English Language society had hopefully generated positive effects towards the students, teachers, or even parents. As the saying goes, Practices Make Perfect, students should always bear the quote in mind and begin the trend of speaking English. The English Language society will keep the hard work up and plan the similar programmes next few years to benefit all the students and make English Language becomes more visible in the school compound.

Young Peoples Time Perspectives: From Youth to Adulthood

Young Peoples Time Perspectives: From Youth to Adulthood Summarise and critically evaluate the article (Brannen, J Nilsen, A 2002) â€Å"young peoples time perspectives focusing on; A) Its conceptual and theoretical framework and B) Its methodology and approach to evidence. The Author Brennan’s history includes her being a professor in Sociology for the University of London. She has written books and researched in on topics relating to gender and families with young people and children. She also co-edits, the International Journal of Social Research Methodology: theory and practice. The co-author history included Nilsen being a professor at the Department of Sociology, University of Bergen in Norway. She has researched in topic’s relating to women’s life course, biographical methods and time and environmental sociology. She is also the co-editor of the Journal of Psychology. The article under discussion examines three bodies of theory: individualization, the life course, and concepts of time. It cross-examines these theories with respect to the following questions: how young people speak about the future; the bearing of young peoples situations and time perspectives upon the way they envisage the transition to adulthood. Empirical d ata is taken from five different European countries and material from focus group discussions and interviews are conducted with young people taken from west-European countries, Britain and Norway. They analyzed variations in young peoples ways of thinking about their future lives, and propose, as a basis for further research, three ideal typical models. The concepts include Nowotneys concept of â€Å"extended present, which is the notion of planning for the future, which may be altered by the experiences of the present†. It is has been stated by Sennett 1998, that a shift from linear concept of time can mean people no longer try to predict the future and the notions of planning loses its meaning, Brannen and Nilsen have scrutinized all the theories and concepts mentioned. The purpose of their article was to begin to develop a language of description (Bernstein 1996) for representing and interpreting the nuances and diversity in young people’s orientation to adulthood which may be applied and modified in future research. They aimed to look at theories of life course processes and wanted to observe how young people think and speak about the future. The cross national study â€Å"young people’s orientation to the future reconciliation of employment and family life†, This initial cross-national analyses focus was on young peoples view’s of future in general and did not set out explicitly to examining the future in general, neither or their conceptualizations of time. There work related to another parallel study carried out with interviewing Norwegian men and women, (Nilsen, and Brannen 2002). The study method included 12 focus groups with three different groups for interviews; they tried to make each group as alike in terms of demographics as possible, however theory did not discuss what measures of precaution they took. The groups were divided by education and training levels, by occupational level, and by those in manual or while collar jobs. Questions about merging employment and family life were for most young people at the time of interview were hypothetical. The study was not concentrating on the issues such as time perspectives and theories linking to it, thus they were not able to examine methodically the interactions of gender, age and social class to the three models thinking about the future. The explicit focus of the study was on future reconciliation or employment and family responsibilities. Nilsen and Brannen were interested in gathering a qualitative approach. They did not however take into consideration the time scale was short and the research funding wa s low, there lack of planning and budgeting was thus seen. They explained further that is when the aim of when they decided to change it from a qualitative approach to an exploratory one. They employed focus groups ranging from 3-10 people. They do however agree to that fact that it is not justifiable, in which focus group methodology can generalize about young people to produce biographical material. They further stated that as well as focus groups, interviews were conducted with selected young people aged 18-30 however they did not provide evidence and document the findings in the article, which leads to questions of the purpose of such interviews. They talked about the theoretical perspectives including in the Individualisation theory (Beck 1992, 1994; Beck-Gernsheim, 1995; Giddens, 1991, 1994). This theory holds the idea that the processes remove structural separations of gender, social class and age. The assertion that individual choices become more important and the choice biography replaces the standard biography 1996. This theory has received much speculation, by Beck, Giddens 1994, Bauman 1998a, and Nowotney 1994. The â€Å"extended present† which takes account of â€Å"choice biography† and suggest it is untried as argued by Brannen and Nilsen that the way people pass through the transition to adulthood is prejudiced by their experiences of time. Brannen and Nilsen’s came to the conclusion of explaining there findings through proposing, three models. Brannen and Nilsen looked at three theories, 1) Individualization, 2) The life course 3) concepts of time. The models they obtained suggested a larger range in ways of thinking and planning for the future than the individualization theories. They attempted to apply theory to empirical data. They stated they were looking for a qualitative approach which then talked above exploratory, which leads the reader feeling a bit baffled. They compared the findings form both countries of Norway and England. They have put forward three models in the conclusions, model of Deferment, the model of Adaptability and the model of Predictability. There work carries no internal or external validity, when a test has content validity; the items on the test represent the entire range of possible items the test should cover. Individual test questions may be drawn from a large pool of items that cover a broad range of topics, however in Nilsen and Brannen study this was not the case. Brannen and Nilsen stated that young people were chosen as young people focus on time, a feature of social experience which has been ignored in empirical research. Brannen and Nilsen have put forward three ideal typical ways that have been identified in and applied to new material. One of the models of deferment, they have presented a critical case of younger women consider adulthood in looser terms, than the women in the second group the model of adaptability. From their findings they did report that imposing a dichotomy upon peoples lives in terms of either the â€Å"choice biography† is too simplistic. Brannen and Nilsen did not agree with other researchers they argued looking at their own models that a greater array of though processes and planning for the future in comparison to Individualization thesis â€Å"choice Biography†. They proposed that there are many factors affecting time orientations; these include the opportunity structures of education and training w hich have influence for employment aspirations. They argue that the complex material of social, cultural and discursive resources available or not, to young people together with the way young people adjust themselves in time, lead to construction of their identities .Brannen and Nilsen focus was differing from the cross-national analyses published by Brannen et al 2002. In that study the focus was on examining the view of the future in general neither or their conceptualizations of time. This article presented draws on a separation of cases from Norwegian and British seeking to apply to theories in time .At the end of the study all participants should have been given a full debrief, it is not clear from their article if this was carried out or not. All study participants should be told about procedures and any potential risks he confidentiality must also be maintained. They explained that the life course is no longer so clearly gendered .They researched that the decline of unskilled and semi skilled jobs in Britain and Norway led to led to men holding adult responsibilities at the same time as pursuing their youth, however women expected to have a job first then go down the route of motherhood, Brannen et al 1997. They also found that youth as a period of preparation for adulthood is going through change (Furlong and Cartmet ). The sources the authors used included their own research areas and past research that they had carried out. (Brannen and Moss, Owen Wale 1997, also Brannen and Nilsen and Smithson 2002; Also from Nilsen’s 1998, and 1999 studies).This article appears to be an extension of the areas of attention brought forward from past research experiments. The rhetoric and style of the article seems to be quite informal and loosely structured. Although some areas of their experimental explanations are clear, other areas are quite unclear with regard to the methodology and gathering of data. As a reader one is not convinced of their findings as t hey are qualitative and can not draw generalization to the wider public. Cultural issues were not considered in the countries studied carried out in, it is difficult to generalize the findings from cross-national studies, as every country to some degree has their own cultural patterns in youth to adulthood. In total they reported five countries were studies however he results qualitative that they may have been, was not mentioned. Other countries studied were not talked about a great deal nor the results discussed. Their study held no concurrent validity, construct validity or any predictive validity, as no tests were employed The intended audience to receive the data and outcomes of this research can be interpreted as the government and large organizations, as their focus was orientations over time, this would be beneficial to know. Also Cross-national studies lead to practical implications. The observations made can lead to a comparison of the employment/ education levels along with areas that each of the countries studies .This information is useful in the knowing which country is economically developing, along with attitudes of the public. Bibliography: Brannen Nilsen 2002, a ‘Young Peoples Time Perspectives: From Youth to adulthood. 2002. Falmer 2000. Connecting children and family life in later childhood, Routledge D. C. Howell 2002. Statistical Methods for Psychology, 5th edition, Duxbury/Thomson Learning. Weiner, I., 2003. Handbook of Psychology. New York, NY: Wiley 1

Feminism in William Gibsons Neuromancer Essay -- Feminism Feminist Wo

Feminism in Neuromancer Neuromancer is an amazingly complex novel. Being one of the first of its kind, Gibson tells a chilling tale of a world where computers, and a thing called " the matrix," become more "real" than reality. The story, set in the not-so-distant future, has our hero, Henry Dorsett Case, embarking on an adventure that stretches the limits of the reader's imagination. But even though Case is our main character, there are others with as much or more power and influence. Women play a significant role in aiding Case throughout his mission. Not only are they noteworthy, they hold most of the "power" and at the end, it is a woman who holds the final "key." By using the feminist approach to literary criticism, we can explore these female characters to find out how they contribute to the overall plot. Feminist literary criticism looks at how literary works portray women. They look to see if there is any social power exerted by females. Feminists also see our culture as a "patriarchal society organized in favor of the interest of men." (HCA...

GIS: A Step Above Essay -- Business Essays

GIS: A Step Above Urban growth in the suburbs and maintaining what is already built is one problem facing the United States today. One difficulty in regional planning is the visualization of the area in question. Finding the problem areas, addressing all the issues involved, and discovering the best way to implement changes can create challenges for those in charge. A technology that is growing to accommodate the various areas of study which helps address these issues is Geographical Information Systems (GIS). Geographical Information Systems is the prime tool for spatial research. GIS at work Geographic Information Systems (GIS) are used in a wide variety of businesses across the United States. The program can compile various amounts and types of data into the system’s database. The computer can then use the information to aid in spatially analyzing a specific research topic. Information stored in the GIS database is structured to order the information in separate applications. In a study of an urban street, information about the poverty statistics over the last decade would be saved separate from the literacy percentages. This input data could serve to catalog all the information a homeless shelter would record for the different neighborhoods around it. The computer software of the GIS system is what is used to analyze that data. GIS provides â€Å"an accessible, realistic model of what exists in the real world,† (Martà ­n 2) which allows different types of questions to be addressed. â€Å"Spacial means related to the space around us, in which we live and function.† (Clarke 2) The foundation for the use of GIS is to incorporate the many details of life in one location to describe the unit as a whole. ... ...ilities of GIS makes the program software realiable, accurate, and updatable. 6) Martà ­n, David. Geographic Information Systems: socioeconomic applications. Ed. 2. Routledge: London, 1996. - This book defines GIS by its uses, history, and the principles behind the technology. Its purpose is to explain to newcomers how to use the software. It details recent advances in GIS. 7) Vine, Marilyn F., Darrah Degnan, and Carol Hanchette. Geographic information systems: their use in environmental epidemiologic research. Journal of Environmental Health v. 61 no3 (Oct. ‘98) p. 7-16. - This article shows how GIS allows for researchers to show the relationship between human exposure and inset of the disease. The data from previous technology analysis used with the recent data can be used to show the spatial relationsihp of these elements.

Health and Safety Policy Essay

General statement of policy This policy is to provide and maintain safe and healthy working conditions and equipment for all our employees, and a safe environment for all children to learn and develop in. We wish to develop and promote a strong health and safety provision within the nursery for the benefit of all staff, children, parents and visitors. The policy will be kept up to date, particularly as the business changes in nature and size, and will be revised annually, or as and when necessary. Aims and objectives The aim of this policy statement is to ensure that all reasonably practical steps are taken to ensure the health, safety and welfare of all persons using the premises. To achieve this we agree to comply with the following objectives: †¢ Establish and maintain a safe and healthy environment throughout the nursery. †¢ Establish and maintain safe working procedures amongst staff and children †¢ Ensure information, instruction and supervision is provided for all employees where necessary. †¢ Ensure the safe handling and use of substances. †¢ Ensure all employees are competent to do their role and to provide adequate training where needed. †¢ Maintain a healthy and safe place of work and safe entry and exit from it. †¢ An effective policy and procedure is in place covering fire and other emergencies and for evacuating the nursery premises. The evacuation procedure is practiced on a regular basis. †¢ Follow the regulations of the Health & Safety at Work Act 1974 and any other relevant legislation. †¢ Maintain a safe working environment for pregnant workers with appropriate risk assessments undertaken where necessary. We believe the nursery as a whole is a low risk but to maintain the maximum protection for children, staff, parents/carers and visitors we comply with the following: †¢ Ensure the entrances and exits from the building, including fire exits remain clear at all times. †¢ Regularly checks are carried out on the premises and the individual rooms any faults or defects are reported to management as soon as possible. †¢ Ensure all staff are aware of the fire procedures and they participate in regular fire drills. †¢ Ensure that all members of staff are aware of the procedures in case of accidents. †¢ Protective gloves and clothes are worn when appropriate by all staff to control and prevent the spread of infectious diseases. †¢ The nursery has a strict no smoking policy in place. †¢ Any contractor working on the premises must seek permission from the owner prior to commencement of work. †¢ No inappropriate jewellery to be worn. One pair of stud earrings and wedding/engagement rings are acceptable. †¢ Dress code is smart black trousers no jeans, linen trousers or combat trousers and practical with sensible black shoes/small heeled boots and all hair must be tied back at all times. †¢ No running inside the premises. †¢ All electrical sockets are protected by safety plugs. †¢ All cleaning materials/toilet cleaner are out of reach of children and are kept in cupboards off the ground in the utility room. †¢ Appropriate clothing is worn when working in the kitchen. †¢ Peanuts and any other foods that can cause an allergic reactions are not allowed in the nursery †¢ Telephone calls must be received before 7am if a member of staff is not well enough to attend work. This must be to a senior member of staff, Owner, Manager, Deputy Manager or Assistant Manager. †¢ All staff know where the First Aid box is and know who the appointed First Aider is †¢ Children are supervised at all times by qualified staff  Ã¢â‚¬ ¢ Student are not left unsupervised at any time.

Advertisement Analysis essay

Advertisement Analysis On average, people today strive to look the best that they can. With this influence, consumers prefer to buy products that will give them the results they wish to achieve. Your advertisement has successfully portrayed many positive aspects of the Garnier Fructis product Sleek and Shine. By including detailed information about your product it educates a large number of consumers through the Sleek and Shine advertisement.Along with educating your consumers, as a corporation you also persuade your clients with evidence to back up your claims made about Sleek and Shine. Although your company exposes many valid points, when it comes to the ad itself it falls short with aspects like reassurance. If you take a look at the Pantene advertisement it is clearly backed by a credible source. The Pantene advertisement can also appeal more to viewers because its layout is crisp and easy to read, instead of one that is pushed to the side and jumbled like your Sleek and Shine a dvertisement.Although your an ecofriendly company which bases their products with mainly elements of nature (which explains the backdrop of a sky and a green bottle), the Pantene ad features an Olympian with a gold theme that conveys a thought to consumers that their product is the best and it will give the consumer what they want to look their best. What gives Pantene such a strong hold with this advertisement is the ethos that is set up behind it. The credibility of this ad is what brings it home for consumers; this is because it gives them reassurance that they are using the best product available to them.Having partners like P&G or the Olympics shows that this Pantene product is one of the best because it is back by major successful enterprises. Another huge aspect of the credibility of this ad is the quote â€Å" †¦ I always come out shining† by an Olympic gold medalist confirming that if you are one of the best you would only use the best products. Featuring major enterprises and Olympians gives the consumer trust and reassures them that by using this Pantene product they are getting what the best use. Along with the use of ethos the Pantene advertisement persuades its cliental by manipulating their emotions.As you can see there is a wide use of gold tied into this ad: from the water, to Natalie Coughlin’s bathing suit and hair, as well as the tops of the Pantene shampoo and conditioner bottles. The reasoning behind the wide use of gold is because how the color itself makes one feel. Gold conveys a feeling of joy for people it is also the color of the first place medal that one can receive at the Olympics. Just by the use of color Pantene has been able successfully apply pathos to evoke happy emotions towards using their product, which also make them believe that it is the first place product when it comes to hair care.One of the last key rhetorical devices that Pantene uses to convey their consumers to buy is the use of logos. Althoug h there is not much of it used in this advertisement it still helps validate points for the product. Pantene makes a claim at the bottom of the advertisement that consumers will receive â€Å"healthier hair in less than seven days†. The placement of this statement also plays a role in the use of logos, by placing it at the very end it shows the consumer that on top of being a gold medal worthy product it also is effective almost immediately.The only thing that discredits this claim is that the Pantene product, which is a moister renewal, is compared to a non-conditioning shampoo. Aside from what the product was compared to, the claim still adds logic on to reason to use this product. When it comes to comparing your advertisement for Sleek and Shine to the Pantene advertisement it seems that Sleek and Shine has its positives, but there are things that could defiantly be improved on. One of the major differences from your advertisement compared to Pantene is Garnier’s us e of logos.The Sleek and Shine formula shows scientific evidence to back your claim of a three-day seal of sleekness. Also by including showing an actual picture of the raw materials used to make your new formula it makes it seem more logical that the product really works. Unfortunately one of the biggest down falls to your strongest rhetorical devices is the size of the text as well as layout. The fact that everything is so small these great details about the product can easily be over looked, resulting in less of a response than you should obtain.In addition to the use of logos in the Sleek and Shine hair care we see a use of pathos. This use of emotional appeal those who want a product that works, but is also eco-friendly. By using a deep blue sky with bright white clouds and a bright green bottle it conveys the idea for the consumer that this product is natural and pure, resulting in a positive effect on your hair. This pure outlook may also result in a happy reaction from clien ts because there are not unknown products being put into use on their body.Once again although this thought of purity can be illustrated to consumers, the layout still creates problems in the advertisement. A simple correction that could be applied to solve this problem would be to include information made about its natural recourses in a bigger and bolder text. One last place that your product may need to be overlooked to be revised has to do with the use of ethos. Although there is lots of scientific evidence to convey some sort of credibility, there is no direct evidence like testimonials or a quote from a credible source giving feed back on how well your product works.However one good thing that does work for this advertisement is that by not having a credible source like an Olympian it makes the product seem more relatable and that it is a product for the everyday woman. Over all as an advertisement the Sleek and Shine product seems to be portrayed as a top product, but only if you look closely into the ad. Although the good news is that with a few slight revisions and rearranging this conclusion that this is a top product will jump right off the page and into a consumers head to influence them to buy your product.

“Motivation: Main Key of Public Service?”

Since their first day on earth humans have been running after happiness in form of one or the other, though happiness   is something that eludes anyone who chases it, and instead, evolves out of one's actions. Such characteristic of happiness was once nicely described by Allen K. Chalmers's words – â€Å"The grand essentials of happiness are, something to do, someone to love and something to hope for.† A package of actions like that actually   brought forth the idea of motivation – the charger of mind that would keep one inspired to fulfill one's mission. To make things better, the wise humans have even created many sets of do-s and don'ts to maintain a consistent streak of motivation. Those sets have tremendous utility value to maintain balance and consistency in decision-making and action-taking. Over the years, social scientists have improvised   those sets and subset of ideas to further establish the cohesion of thought and action, the ideal approach for any individual or an institution to achieve any undertaken mission. Thus this paper focuses on some of the essential elements of organized behavior like Motivation, Goal Setting and Reward System, before coming to its own conclusion and indicating about its future implication in the field of child protective service. What is Motivation? a)  Ã‚  Ã‚  Ã‚  Ã‚   It is an internal state or condition that activates behavior and gives it direction; b)  Ã‚  Ã‚  Ã‚  Ã‚   It is desire or want that energizes and directs goal-oriented behavior; c)  Ã‚  Ã‚  Ã‚  Ã‚   It is an influence of needs and desires on the intensity and direction of behavior. (Huitt, 2001). Motivation is a psychological phenomenon that propels humans or any other organism to act – be it for survival, or to develop, in this regard, even inaction can also be counted as the product of motivation – especially when humans engage themselves in deep thinking or meditation. Motivation is that persuasive force which the living beings cannot do without. According to modern management guru Shiv Khera (p. 112), motivation is â€Å"a drive that encourages action or feeling. Motivation can also mean igniting the spark for action. It is powerful. It can persuade, convince and propel you into action. In other words, motivation can be defined as motive for action. It is a force that can literally change your life† (Khera, 2004). The definition above might generate a few questions – if motivation is something like an automated process; why then people need to be motivated?   or, if motivation process is already active, then what is the logic behind attempting to activate it further? While it is right that motivation guides every action, yet the degree of its intensity determines the level of achievement. One easy example of that is the difference between humans and animals – while the animals' achievements are limited in leading only a fuller life, humans lead a multi-dimensional life that is packed with uncountable actions in addition to the actions for living. Thus motivation converts itself to a primitive urge to survive when it deals with basics like existence, and it works like the guiding light on aesthetics, emotional or esoteric plane of existence. According to Paul Hanna, every individual has many kind of goals spread out at various levels of his/her existence, and to achieve each of those goals s/he needs to utilize the power of mind and the force of body. In such circumstance motivation could be the only catalyst to synchronize the body and mind of that individual. Here the synchronization of body and mind covers more than the plain eye meets – where motivation enables one to heighten the intensity of emotion and passion to achieve the goal, besides helping to create clear mental pictures of the goal and the roadmap to reach there (Hanna, 2001). Now if one considers about how many instances of such goals a human has to achieve in a single day, the importance of motivation would come clear to one. Humans' world of desires is far more spread than any other creatures of earth, and therefore they need an uninterrupted supply of motivation to accomplish their missions. And what is a desire, anyway? Desire is a some kind of dream which people want to unearth through action. For that much needed action, humans need an intense urge to bring it to perfection. Motivation provides that intense urge with its persuasive force, as for example, auto-suggestion.   â€Å"In the forming of that intense urge,† Shiv Khera says, â€Å"auto-suggestion is a statement made in the present tense, of the kind of person you want to be (Khera, 2004). Motivation thus, an element which conditions a humans to achieve their cherished goals. Reason for Choosing this Topic In this era of fierce competition in every sphere of life humans need to remain motivated to perform their tasks smoothly, to block the stress and to create space for thinking about future development. This more applicable when it comes to public service or on behalf any non-profit organization, where motivation could be the only guiding force to inspire one to stick to social cause and not to opt for other services for personal gain. Therefore this topic has been chosen to spread more awareness regarding the potential of motivation and it's impact on humans. How Motivation Works Motivation creates a power-packed belief about achieving success and creates a make-believe condition where the possibility of the success seems as a reality. There are many ways to motivate the self, but the easiest way to be motivated is to repeat the belief time and again, just like hammering the idea again and again to get it registered in the subconscious mind. The reason behind such act is that, subconscious mind is considered to be a skeptic taskmaster who simply works on and on with whatever assigned to it! It is for this reason Dr. Joseph Murphy, writes in his book, ‘The Power of Your Subconscious Mind' (65), â€Å"Belief is a thought in your mind that causes the power of your subconscious to be distributed into all phases of your life.† While it is true that practice of self-motivation could be a tough task for someone initially, as it might take time to generate a belief in the abilities of the subconscious mind. Yet, the enormous potential of subconscious mind is now widely accepted and one can easily check that with the wise sayings or from the success stories of many. If motivation is something like a train raring to move out from the platform, what could be the shortest possible roadmap between the starting point and the destination? With this question one discovers the importance of   ‘Goal- Setting' a vital task for a person utilize the power of motivation. However motivated one becomes, in the absence of a roadmap, that power will be a sheer waste – as the old adage goes – an aimless life is like a rudderless ship in the sea without any fixed destination. Goal and Goal-setting Goal-setting enables one to march ahead with confidence and brings in joy and cheer through fulfilling a mission in the shortest possible time. Situations shape like that, because the process of goal-setting imbibes the sense of purpose in any action, and thereby justifies it wholeheartedly. Human life has many sets of goals bundled within one big goal like happiness or contentment – thus it can easily be understood that if one wants to achieve the main goal, one has to obtain the goals within it. But is it possible to achieve every goal of life? Certainly not. If it is so, then are the humans destined to miss the happiness? Certainly not, because it is the attitude towards accomplishing the goal that brings in satisfaction, which counts more on the devotion of one's inner beings rather than the external conditions, which might not always be conducive to achieve the goal. To clear the confusion in this regard, the sages have provided a solution, where they created a sub set of goals within the main goal of happiness, which usually covers the six areas of human life. And they are: 1. Family : To achieve harmony and prosperity. 2. Finance : To achieve source of sustenance and development and freedom of movement. 3. Physical and mental health : To achieve healthy body and a sound mind. 4. Social responsibility : To achieve good understanding with the world around by mutual exchange of good vibes and necessities. 5. Spiritual standing : To achieve the understanding about the greater world and its association with self. There are many explanations available about these areas – however, all are varied or extended interpretation of one single idea – to be happy with one's endeavor in life. Thus, it is easily understood that goal-setting is that coveted road-map or the action-plan which not only helps to achieve the goals, but also adds purpose in the actions. In other words, goal-setting is a multifarious instrument which encompasses all individual as well as collective goals, all the while acting as a helper to determine the feasibility of a goal, as well as a provider of suggestion of an alternative plan (John, 2007). Reward System Reward system is something that is based on the effect of appreciation and recognition on the humans. It caters to the emotional need of humans, which in turn motivates them. In today's world, when every people are stretched with competition the need for emotional support is being felt more than ever. â€Å"Every behavior comes out of ‘pain and gain' principle†, says Shiv Khera (p110), while emphasizing on the fact that if the pain is greater than the gain, then that would be a deterrent to smooth action. If the gain is greater than the pain, that is a motivator. (Khera, pp110) There can be many types of gains, ranging from money, vacations or gifts to medallions, or even they can be intangible too – recognition, appreciation, sense of achievement, growth, responsibility, sense of fulfillment, self-worth, accomplishment, and belief are the examples of such gains, which comes more from selfless public service. Reward system separates the elements of motivation into two categories, external and internal. In the first category it lists items like money, societal fame, approval, or fear, while in the second, it keeps factors like â€Å"pride, sense of achievement, responsibility and belief†. It values the fact that inner motivation is actually the inner gratification that might not always depends on the material success – it is an innate desire to feel content with an accomplishment, rather than just achieving a goal (Khera, 2004). This is very important issue in the sphere of public service. The elements like praise, love and faith can rise anytime as the most important element of motivation under a specific environment, they can be instrumental to boost one's self esteem, or to build a strong conviction to march ahead towards one's cherished goal. Inner motivation factors are bound to be more powerful than the outer ones. CONCLUSION From the above discussion it becomes clear that motivation, goal setting and reward system together form the way towards, the ultimate goal, and all three of them are entwined and can even be flexible in their order of appearance. Primary motivation (to succeed in life) helps to goal setting – which then can check and filter the mission before breaking them into easy steps. Next, reward system inspires a person towards accomplishing the mission. However, in all its form, motivation is extremely powerful and an invaluable tool to succeed in life. It persuades, convinces and propels one into action and therefore, it is an invaluable tool to motivate oneself and others in public service or in non-profit organizations. Application of Motivation in Chosen Mission Since I'm planning to work as child protective service worker in charge of four co-workers, I can utilize the power of motivation at every level of its functioning, where goal-setting can help us in formulating our schedules in three steps – long-term, mid-term and short-term, while reward system can take clue from the history of civilization that records innumerable selfless human endeavors to achieve happiness for the society. For the greater application of motivation we would use factors like pride, sense of achievement, responsibility and belief in oneself, besides practicing auto-suggestion technique and covering all areas of life that one has to deal in life. This way we would keep our spirit fresh to devote ourselves in public service. A Brief Overview of How Motivation can be Applied into My Workplace References Carnegie, D. (1999). â€Å"How to Stop Worrying and Start Living†. Dale Carnegie ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates Inc. Hanna, P. (2001). â€Å"Believe and Achieve†. Penguin Books, 2001. Huitt, W. (2001). â€Å"Motivation to learn: An Overview†. Educational Psychology    Interactive. Valdosta, GA: Valdosta State University. Retrieved 12 April 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html Khera, S. (2004). â€Å"You Can Win†. Macmillan India, 2004 Murphy, J. (2001). â€Å"The Power of Your Subconscious Mind†. Bantam Books, January   Ã‚   2001 â€Å"Motivation†. Retrieved 10 April 2008.   http://www.d.umn.edu/kmc/student/loon/acad/strat/motivate.html â€Å"Motivation & Leadership†. (1997). Retrieved 10 April 2008. http://www.nwlink.com/~donclark/leader/leadmot.html â€Å"Seven Rules of Motivation†. (2000). Retrieved 11 April 2008. http://www.motivation-tools.com/ elements/seven_rules.htm Information Technology and Management. â€Å"What is Motivation?† Retrieved 12 April 2008. http://opax.swin.edu.au/~388226/howto/it2/motiv1.htm John. (2007). â€Å"Increase Self Motivation†. Retrieved 12 April 2008. http://www.pickthebrain.com/blog/21-proven-motivation-tactics/ Webb, B. (2000). â€Å"Elements of Motivation. Motivational-Tool†. Retrieved 12 April 2008. http://www.motivation-tools.com/elements/ database. Weller, M. (2005). â€Å"General Principles of Motivation†. Retrieved 12 April 2008. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/ motivate.htm ; ; ; ; ; ;