Newfood Case

Newfood Case by Adrian Sanchez The correlation between Price and sales is large and negative for all three-time periods. What does this say about how prices Works? The correlation coefficient shows a measure of the linear relationship between these two variables. However, this association does not imply causation, meaning that the change in one variable is not caused by the change of the other one in the opposite direction. Yet, the increasing negative value of the correlation coefficients allows us to infer from these results that when the price rises sales will decrease.This argument is supported by the level of significance of each case less than 0,01. Explain the correlations between advertising and sales. What is happening to the advertising effect over time? Apparently based solely on the correlation numbers the advertising has a negative effect on sales over the time. However when the level of significance is analyzed, it turned evident that these numbers are way greater than the (0. 001) level of significance corresponding with a 99. % confident level. Hence they are not significant and it is safe to conclude that the correlation numbers between advertising and sales have no effect. Note that the inter-correlations between advertising location and prices are all zero. Why? This result support the experiment parameters established from the beginning, we were considering this variables as independents, meaning that there are no linear relationship among them, endorsing the design of the experiment.What do the regressions of sales variables (Sales1, Sales2, Sales3) using P, A and L as independent variables, imply about the effect of prices? Of advertising? Of Location? Effect of Price: As we stated in the question #1 there is a strong correlation between the prince and the sales numbers. An increment in price suggests a decrease in sales. So, based on this result, we may say that the market is price sensitive and the company should take into consideration the price variable when developing the final launch plan of the product. Significance level is below 0. 1 meaning a 99% of confidence level. Effect of Advertising: Due to a high significance level, p-value higher than 0. 01 not accomplishing the 99% or even 95% of confidence level, we may safely state that advertising has no effect on sales. Effect of Location: Due to a high significance level, p-value higher than 0. 01 not accomplishing the 99% or even 95% of confidence level, we may safely state that location has no effect on sales. Rerun adding income and volume. Do your judgments about the effect of price, advertising and location change? Why?When taking into consideration Income and Volume as additional values, my judgment does not change regarding the price and location effect. However, the impact of adding these two variables in the regression model make the advertising variable to become significant, and then having an effect in the actual outcomes of sales. In fact, only th e volume variable affect the advertising significance in this case, income variable is not significant at 99% confident level. After analyzing the correlation chart, we realized that volume & advertising are correlated (negatively).So the regression model fails to predict accurately the effect of advertising on sales. Since we have two â€Å"independent† variables correlated, we need to control for volume and vary the advertising variable in order to get the real effect of this last one on the final outcomes of sales. What additional regression runs if any, should be made to complete the analysis of this data? I would run the regression of the 6 months sales compiled as dependent variable and the others variables as independent (i. e. Price, advertising, location, Income, Volume).I would also dig deeper in the interaction between al the independent variables (Price, advertising, location, income and volume). It is very important to understand the real effect of advertising in this model, for that as aforementioned we need to run model in which volume is controlled in different scenarios checking the behavior on the advertising in order to measure its real effect on sales. If possible obtain an output of residuals. Check the residuals to identify observations that do not seem to fit the model. Why don’t they fit?They do not fit because perfectly because the initial regression model we are using is a linear model. Is very much likely that the relation between the independent variable and the dependent variable change the slope as the number increase or decreasing forming a curve in a YX chart. However the linear approximation seem to be very appropriate after looking after the shape of the data in the chart. Finally each independent variable has a different effect over the dependent variable, which makes the residuals also different, when compare among each other.

American jail Essay

Prejudice is defined as â€Å"a partiality that prevents objective consideration of an issue (â€Å"Prejudice,† 2005). † A person may assume, for example, that all individuals suffering from AIDS are filthy and must be ignored; or all Africans are unintelligent. The Nazis had similarly supposed that all Jews are worthless and stupid, and therefore must be killed. As a matter of fact, prejudice can be based on gender, religions, cultures, geographical backgrounds, as well as race. Social psychologists define it as an attitude. It could be positive as well as negative. The positive type of prejudice is understood to result in the white privilege. It may also be directed at beautiful or rich people regardless of color. The negative attitude could similarly be directed at an individual or an entire society. Regardless, our attitudes known as prejudices are usually not founded in reason. People who foster prejudices normally believe that they are right to have negative attitudes toward certain individuals or groups of people. Such people justify their prejudices by offering various examples to show that they are right. A white man who has visited an American jail may say that he knows that all African Americans are bad people because most of the people in jail are African Americans. Racism – which is a form of a prejudice – thus intellectualizes the negative attitude of people toward people. Racism is actually defined as a belief system which states that individuals can be superior to others on the basis of race. This theory has led to much violence and genocide in the world. Still, most people have preconceived notions about other people with respect to their races. It takes a high level of education, perhaps, to believe in the essential equality of mankind. References Prejudice. (2005). WordNet: Princeton University Cognitive Science Lab.

Policies on greenhouse gas emissions by Canadian industries Essay

Policies on greenhouse gas emissions by Canadian industries - Essay Example Our beautiful earth since its origination has been a ‘hotbed’ of activity. Activity in the sense, we humans has been involved in various activities, utilizing our physical as well as mental part. The activities only caused tremendous transformations, transforming our globe from a primitive one to a developed one. But, one can see that these activities not only resulted in development, but also have resulted in destructions to our earth. That is, in his/her quest to achieve advancement humans have invented or inventing many tools. The same tools have turned out to be life damaging tools, transforming into a threatening problems, damaging human lives and importantly the earth’s environment, which sustain that human lives. So, this paper will discuss the serious environmental problem of Climate change caused by Greenhouse Gas Emissions and the Canadian Government response to it, particularly the industry it targets, the intent, the desired and meaningful impact of th ese government policies.Our Globe due to its position in the solar system is the recipient of comfortable warmth from the sun. This has been the feature of earth from its origination, but this favorable aspect had begun to show changes. That is, from the comfortable heat our ancestors faced, the global environment including Canada’s is being exposed to a lot more hotness causing dangerous repercussions. So, this increase in the average temperature on the Earth's near-surface air in recent years or decades have been the basis for climate change.

Major Trading Partners, Demographics, and System of Governance between Annotated Bibliography

Major Trading Partners, Demographics, and System of Governance between the US and Canada - Annotated Bibliography Example By the end of 2009, the US government had exported about $1.6 trillion worth of goods and services to ten major trading partners of the world. The main exports from the US are capital goods which account for over 49% of the total exports. Industrial supplies account for about 26% while consumer goods account for 15% of the exports. Agricultural products like cereals account for about 9% of the total exports. The major trading nations that purchase goods and services from the US are, in descending order; Canada, Mexico, China and Japan.   Surprisingly, the US has its greatest importer of goods in its closest neighbor, Canada. Apart from Canada, other world top trading partners of the US are China, Mexico, Japan, Germany, UK, South Korea, France, Taiwan, Netherlands, Brazil, Italy, Singapore, Malaysia, and Ireland. Canada, China, Mexico, Japan, and Germany are the top suppliers of imports to the US. Canada’s top three trading partners cut across many continents. In North America, US is Canada’s main partner while in Asia and the Far East, China is the major trading partner of Canada. Mexico is the major trading partner of Canada from the South American region. The US is Canada’s major trading partner. It affects Canada through trade, tourism, technology, history, and culture. There are distinguishing factors that have made the US stand out as being the lead actor in Canada’s trade operations. These factors are physical, economic, political and social. From 2005 to 2010, the US has remained as the best trading partner with Canada in terms of exporting goods and services. The United Kingdom and Japan complete the number 2 and number 3 slots. For example, in 20005, the export value of the US in Canada was over 368,000 million dollars. These standards have been maintained over the years. The US also remains as the greatest importer of goods of Canadian origin.

Should English be made the official language of the United States Research Paper

Should English be made the official language of the United States Consider Amy Tans article "Mother Tongue" - Research Paper Example English should be made the official language of the United States because a majority of the Americans speak English, this will encourage cultural assimilation and unity in the nation and it is economical to have only one official language. English does need to be made the official language of the United States because a majority of the Americans can and do speak English. English happens to be the most popular and most spoken language in the nation (Bailey 128). If English is not given a predominant status in the United States, it will give way to chaos because most of the people here can only speak English. Besides, not only in America, but English after Mandarin also happens to be the most used and spoken language in the world. The other thing is that the United States is the home to an array of cultures, ethnicities and races. In other words this nation is the land of diversity. In the presence of such rich diversity, it is important that the country does have a unifying factor that unites its entire population hailing from diverse linguistic backgrounds (Mair 170). Thereby declaring English to be the official language of the United States will aid assimilation and unity in the nation. It will encourage the varied people affiliated to diverse cultural and linguistic backgrounds to learn English so that they could become an integral part of this great nation. Yes, it is understandable that one needs to respect and encourage diversity. Yet, it is also important that there exist unifying influences that bring in cohesion amongst diversity and multiculturalism. In that context the English language could act as the unifying factor that could bind the whole nation together. Every year the nation spends millions of dollars translating the public and private documents into varied languages because it does not have an official language and â€Å"trimming the translation budget (Crystal 12)† is a big problem.

All the presidents men. Movie review Assignment Example | Topics and Well Written Essays - 750 words

All the presidents men. Movie review - Assignment Example â€Å"All the president’s men film† is an accurately directed journalism film concerning the process used by the investigative reporters as the viewers may have any right to expect. This process finally overpowers the whole narrative. The viewer’s especially the aspiring journalists aimless in a pool of denials, evasions, false leads and a lot of coincidences due to lack of integrity in the whole of the investigative team report. These thousands of falsehood statements resulted into the Watergate attack and the resignation of Nixon (All the president’s men). The â€Å"all president’s men movie† is thus a more detailed film about journalism field rather than basing its facts on the results. This is not to say the movie is not a good one in the accomplishment of what it sets to deliver in as far as the field of journalism is concerned. This film provides a well-structured and observant study the working journalists. The outstanding features of the â€Å"all president’s men film† is portrayed in the characters such as Bob Woodward and Carl Bernstein. These two individuals are lucky after they had replaced Walter Burns and Hildy Johnson. This replacement succeeds in the suggestion of the mixture of self-doubt, courage, suspicion and excitement that heated the Washington Post headlines when two young prolific reporters who are Bob and Carl finally concluded their investigative report on the presidency. In deed, this was the peak of courage in the journalism field portrayed by this movie other than the revolving theme of conflict in it. The newspaper movies such as this one are usually used to drama up the exhilaration and ignore both the waiting feeling and boredom. This movie is all about the boredom and the cumbersome digging feelings in the waiting for the outcome in the final episode of the film. The thematic setting of this movie depends on what the viewer’s already know about the looming Watergate saga to provide a given quantity of excitement. Given the factual statements that William Goldman’s screenplay is almost in dialogue form, the journalists are able to follow this script more attentively and learn of the roots of conflict in the journalism field. Almost wholly, the â€Å"all president’s men movie† contain a sequences of scenes showing people either talking or completely silent with one another. Many of the upcoming journalists for Allan J. Pakula envy this aspect of journalism; the director of this movie has done a commendable job in the keeping of the pace stiff. The tensions

Reflection on marketing practice Essay Example | Topics and Well Written Essays - 750 words

Reflection on marketing practice - Essay Example Ettore Bugatti and his son, Jean, synthesized both technology and art that, to this moment, have been the reason for the Bugatti’s dominance among the sports cars. While art describes the design philosophy of the Bugatti cars, technology defines their unequalled technical supremacy. Furthermore, David et al. make a situational analysis of the Bugatti cars by indicating that the current Bugatti model in the market is the Veyron 16.4. In accordance with the presentation, this version has a top speed of 253.81 miles per hour and a 16-cylinder combustion engine with 1200 horsepower. The presenters also mention that Bugatti makes sixteen different car models with a maximum price of â‚ ¬2,000,000. In addition, the presenters list the project’s principal objectives and further quote automobile enthusiasts, business people, industrialists, and the public as the target audience for the brand. For the target media, the presentation considers TV advertisements, car magazine, Auto shows, and social media as the means of reaching the target audience for this brand. David et al. also recognize community approach and investment into a share of both Formula 1 and fashion merchandise as the most practical marketing strategies Bugatti should utilize. The teaser campaign would involve the use of video teasers, billboards, and posters comprising of an attractive slogan. For the premier launching event, the presenters propose that Bugatti should display cars, which consist of two old Bugatti versions and three new models. At the end of the presentation, David et al. list the Bugatti campaign budget and the future of the new Bugatti. The presenters hold that the new Bugatti model woul d possibly have a top speed of 288 miles per hour. This presentation highlights the typical mistakes and inaccuracies that marketing agencies and individuals often make when preparing a teaser campaign for a new product. In keeping with Thorbjornsen, Ketelaar, Riet, and

Case Analysis (Training Class) HR Study Example | Topics and Well Written Essays - 500 words

Analysis (Training Class) HR - Case Study Example Other objectives include developing trainees’ understanding of their behavior and its effects on the customers, developing an effective language style that yields to a positive customer’s response, and developing a good CSS – customer relationship. Knowledge, skill, & abilities (KSAs) are very important for any job applicant, whereby, knowledge determines the amount of information that one has accumulated, for instance customer service skills. On the other hand, skills involve manipulation of people or data manually, either verbally or mentally, for instance proficiency in communication. Lastly, abilities are the powers entailed in performing a certain task at a particular time to solve problems amicably (Participant guide, 2006). Based on the training objectives provide a training agenda, indicating the time allocated and order of modules in your program. Customer Service Training Program: this is a four-week training program. Modules : week 1-4 Time: 5.00 pm- 7 pm communication skills Week 1 Customer handling techniques; managing the customer’s expectations Week 2 Effective problem solving techniques Week 3 Developing customer relationships Week 4 For each module, describe the goals of the module and the training methods you will use to accomplish it.

Class 6340 week 2 discussion Assignment Example | Topics and Well Written Essays - 500 words

Class 6340 week 2 discussion - Assignment Example ctant women on both prenatal and postnatal care since this information was not being provided due to the lack of enough nurses and midwifes in that area where the clinic was located. This gave me an opportunity to provide my gained knowledge to them and hence helped to save mothers and their unborn children. Other than that service, I also participated in awareness of stress management in different locations also in Ohio State. It was a campaign organized by a public hospital in conjunction with several other stakeholders whose initiative was to offer information to blue-collared workers about how to manage stress and even offer counseling services to them. The skills and knowledge I have had in counseling enabled me to be comfortable participating in this activity. The scholarship is qualified to be a scholarship of teaching because according to the American Association of Colleges of Nursing, its aim is to pass knowledge from an experienced nurse to a novice or even pass knowledge to the other nursing student which is what my online website was all about (American Association of Colleges of Nursing, 1999). In the first service activity in a maternity clinic, the recipients of this service were expectant women since those were the people I dealt with one-on-one offering my knowledge, skills and counseling services. Since there were no remunerations being offered to me by either the clinic or the patients, I consider it to be a service. The recipients of the second activity were the blue-collared men and women in Ohio State in those areas we visited. I consider this a service because according to Pape (2000), a service is usually altruistic and in my case, the activity was purely altruistic. The scholarship is still a work in progress as I need to advertise it to more nursing students and make them participate and post information that is peer-reviewed and credible and also that the information posted should be relevant to the other nursing students as

Developing service Assignment Example | Topics and Well Written Essays - 2000 words

Developing service - Assignment Example Focusing on this aspect, the report describes about how the various features of services can have an impact on the design and delivery of the proposed services. Besides, the report also analyses the proposed services on the basis of different service models and extended marketing mix strategies. The objective is thereby to understand that various aspects which needs to be considered in designing and developing the services at Derby Museum. How Would the Features of Services Affect the Design and Delivery of the Service and What Could Managers Do to Limit the Effects of These? The services provided by organisations are diverse in nature. They can determine the performance of organisations. However, designing and delivering of services relies on the features of services provided by an organisation (Pride & Ferrell, 2012). Since services are not physical, they are termed as intangible. Services cannot be touched and hence evaluating the quality of services becomes quite challenging to b e measured. The other feature of services is its perishable nature. It denotes that unlike goods, services cannot be warehoused for future purposes. Therefore, this feature of services can also be observed to have a deep impact on the overall performance of organisation. To be precise, as services are not perishable, it is hard for organisations to balance its supply and demand. Variability is the other vital feature of services (Wild, 2007). It is also known by heterogeneity which denotes that services provided by organisations are dependent on great variability being delivered by individual entities. The behaviour of people is quite challenging to control as it has been observed to fluctuate on a regular basis. Aspects such as work pressure, experience, knowledge and skills among other factors can further lead to variability of the services. Inseparability is the fourth feature of services. The creation of services is often observed as related with the consumption, unlike products and goods where production and consumptions occur at separate instances (Wild, 2007). As a result, in order to make intangible services more tangible for the customers, managers need to determine the way for effective service deliveries which can help to create a high degree of confidence among customers about the value of services. The tangibility of services arrives from profound personal interactions, clear communications and physical atmospheres where the business operates. Hence, maintaining a positive customer relationship, setting proper potentials and representing the organisation in acceptable manner by appropriate advent, approach and facilities can enhance the service quality for the proposed services of Derby museum (Fisk et al., 2008). Besides, managers of Derby museum can enhance customer satisfaction facilitating the involvement of consumers in the service delivery procedure. Regular communication with customers and frequent meetings can further help to establish ass urance towards providing quality assured and customer convenient services. In order to enhance customer satisfaction towards the offered services, the managers of Derby museum can focus on recognising the degree of personalisation required

Electrical Systems Essay Example for Free

Electrical Systems Essay The purpose of this laboratory test was to make comparisons between theoretical and practical results and to develop a greater understanding of factors affecting the operation of complex AC networks. The results from the Series Parallel RC network have minimal errors, however the small differences are mainly due to slight machine and human error. The DSO should be turned on at least a day earlier to achieve steady values, therefore this not being done, could have caused some of the errors. When measuring the change in time, it is difficult to determine the exact point at which the curve crosses the line. Because there is two points to determine, the error is then doubled. These factors also affect the results of the RLC circuit, however the inductor causes the main errors in this circuit. At low frequencies, the inductor interferes with the signal generator, not only causing the values to be slightly wrong but also projects a graph that doesn’t completely represent a sinusoidal function. This causes the change in time to be incorrect and therefore the phase angle. The inductor is also the equivalence of a 24 resistor, which will consequently alter the results. Whilst measuring voltage, it is important that the component is connected to ground. The ground point is considered to have a voltage of zero and is therefore the reference point. If this was not the case and the component was not connected to the ground, there would not be a reference point of zero, rather the voltage of the terminal it is connected to. To measure the magnitude and phase without shifting the ground, a value could be directly read off the graph. The phase would be the same, as it is just compared to the current. Kirchhoff’s voltage law (KVL) can be proven if the voltage of the source is completely consumed through the circuit. Calculations, found in the appendix, prove that the series parallel RC network follows KVL, as the voltage consumed by the resistors and capacitors approximately equals the voltage supplied by the source. There is only an error of 2. 4% and a phase difference of half a degree, therefore it can be concluded that KVL holds for the measured values for this circuit. Calculations, found in the appendix, prove that the RLC Circuit follows KVL, as the voltage consumed by the resistor, inductor and capacitor approximately equals the voltage supplied by the source. There is only an error of 1. 02% and a phase difference of 0. 86Â °, suggesting that the circuit is an accurate representation of KVL. Kirchhoff’s current law (KCL) can be proven if the current leaving a node is equal to the current entering it. Calculations, found in the appendix, prove that the series parallel RC network follows KCL, as the current through IR2 added to the current through IC2 is approximately equal to the total current. There is only a 0. 647% error and a phase difference of 0. 903Â °, suggesting the KCL holds true for the measured values for this circuit. Calculations, found in the appendix, prove that the RLC circuit follows KCL. The current supplied by the source and the current through the resistor, inductor and capacitor are all approximately equal. The errors are 0%, 2. 3% and 7. 99% and the phase differences are 0Â °, 3. 15Â ° and 14Â °. This does suggest the KCL holds true but there are slight errors in our measurements. The large errors are either due human error, machine error of inductive interference. This laboratory demonstrates that results can be measured very accurately with simply resistors and capacitors but that inductors largely affect the circuit’s performance. Our results prove the DSO performs accurate measurements, but allowances need to be made for the inductors’ resistances and signal interference.

The Role Of Gender In Leadership Management Essay

The Role Of Gender In Leadership Management Essay As women rise to the top of the organization or management, they encounter a problem with almost half the employees regardless of their temperament, skills or leadership qualities-they are not men. Its often touted that a big percentage of employees loathe working in an environment where the top commander is a woman, however qualified, due to their poor leadership styles. Though the attitudes towards the role of women in society may have changed dramatically, and thanks too to the affirmative action as buttressed by the events of the World Conference on Women 1985 as well as the Beljing Platform for Action; women are still perceived as being less suited than men for managerial and leadership positions. Many local Recruitment Agencies source employees for various organizations in the public and private sector note that some companies prefer men for managerial and executive positions because men are perceived as more confident, dominating, competitive, aggressive and independent compared to women. There is a general perception that women even in leadership are susceptible to being emotional, overly sensitive, moody, easily threatened with a tendency to play favorites and personalize matters no matter their rung or hierarchy in an organization. This trait gives their male counterparts an edge, as being more confident and emotionally balanced. In Kenya the majority of key executives in the private and public sector are held by men. There are a handful of women in key positions such as Supreme Court judges, University Chancellor, the Cabinet, Parastatals Heads and the private sector. The widely accepted explanation for the small percentage of women holding top executive positions globally is the negative stereotyping of women as less able leaders. There are many differing findings from sociologist, management and leadership theories and gender studies on this issue. BACKGROUND As women increasingly take up leadership positions, prevailing leadership styles of women and men continue to attract attention. Historically, gender, precluded most females from becoming leaders and as a result, the assumption was that men were better suited than women for leadership, since the existing models were primarily developed to accommodate men. The Kenyan constitution (Section 27(8)) prominently recognizes that the State shall take proactive measures to implement the principle that not more than two thirds of the members of elective bodies or appointive bodies shall be of the same gender. This is to enhance women participation in leadership and nation affairs that prior to the new constitution were hitherto dominated by their male counterparts. Emanating from this constitutional endorsement, and recent affirmative action, women will actively participate in managerial and leadership matters but it could be an upstream swim in the face of the existing perception that despite being qualified women are perceived as less able leaders. 2.1 Definitions of Leadership Leadership according to Roach and Behling (1984) is the process of influencing an organized group towards accomplishing a goal. On the other hand, C.A Gibb (2000) extends the definition of leadership and states that leadership is a concept applied to the structure of a group to describe the situation when some personalities are so placed in the group that their will, feeling and insight are perceived to direct and control others in the pursuit of common ends. Leaders are those people in groups who are perceived most frequently to perform roles that initiate or direct the behavior of other towards the attainment of their goals. It is the role of a leader to obtain the commitment of individuals to achieving the set goals. However, leadership and management are usually confused and used interchangeably. Management is concerned with planning, organizing, directing, coordinating and controlling the work processes and practices including what the individuals do within the organizational set up. On the other hand leadership is about how one person can influence others to do what is required for the achievement of goals. Nonetheless not all managers are leaders. Leadership itself may have nothing to do with management, it exists in groups rather organizational structures and therefore will certainly also exists in the informal organization where in management terms it may create problems in controlling workers whose influence comes from elsewhere, consequently not all leaders are managers. A manager from a chief executive, director, section head and supervisor has inherent authority to direct the works and behavior of others by virtue of rank, job description and authority. Leadership thrives both in formal and informal settings. The source of power can be based on appointment or on personality. While power in formal leadership emanates from the appointing authority and rank, personal leadership is where power derives from personal qualities of the persona concerned based on charisma, temperament. Personal leadership is conspicuous among entrepreneurs and empire builders such as Richard Branson of Virgin Atlantic, James Mwangi of Equity Bank Limited. 2.2 The Interplay of Gender and Leadership According to existing research on gender and leadership, leadership styles can be categorized either as masculine and feminine, (Eagly et al., and 2000). Although there is general agreement that women face more barriers to becoming leaders than men do, especially for leader roles that are male-dominated ( Eagly Karau, 2001), there is much less agreement about the behavior of women and men once they attain such roles. According to Jennifer L. Bendahl (1996), masculinity and agenticism relates to traits associated with male leadership such as being assertive, controlling, aggressive, ambitious, dominant, forceful, independent, self confident, and competitive. Agentic characteristics are ascribed more strongly to men than women. On the other hand feminine or Communal characteristics are ascribed more strongly to women than men and describe primarily a concern of the leader with the welfare of other people-for example, affectionate, helpful, kind, sympathetic, interpersonally sensitive, nurturing, and gentle. Another theory that distinguishes leadership methods is the traits theory, where leadership is centered on the personal traits and characteristics thought to be essential to direct or influence people. The theory propounds that leaders were born and not made. Hence the behavior exhibited by leaders can be traced to their personality and since women are deemed to be more subtle and gentle against the aggressive, dominant male, there is an assumption of male or female leadership approaches to leadership. This theory lends credence to the gender leadership based on character traits. Another leadership theory distinguishes between democratic versus autocratic leadership (or the similar dimension of participative versus directive leadership), (Lewin Lippitt, 1938 and, Vroom Yetton, 1973). Although democratic versus autocratic style is a narrower aspect of leader behavior than task-oriented and interpersonally oriented styles (see Bass, 1990), the democratic-autocratic dimension also relates to gender roles because one component of the agentic norms associated with these roles is that men are relatively more dominant and controlling in other words, more autocratic and directive than women are. In the 1980s and 1990s, many researchers turned their attention to other types of leadership styles by distinguishing between leaders who are transformational and those who are transactional (Bass, 1998). Such leaders set especially high standards for behavior and establish themselves as role models by gaining the trust and confidence of their followers. They state future goals and develop plans to achieve them. The existing concepts and theories of leadership styles to wit: democratic vs. autocratic; participative vs. directive, transformational vs. transactional and laissez faire can be explained along styles that conforms to the gender construct of being male or female oriented. Female leaders exhibit more democratic and participative leadership styles, while men are credited with autocratic behavior perceived as negative when applied by females. That transformational leadership in contrast to transactional leadership is held as a superior form of leadership. Unlike task and relationship oriented leadership, transformational and transactional leadership are view along a continuum allowing individuals to employ both transformational and transactional qualities at one and the same time. A transformational leader is one who provides visions and a sense of mission, instills pride and inspires and excites subordinates and highly motivates them to became better and do better. On the other hand transactional leadership is based on rewards for achieving specified goals and is largely based on directing desired performance and deviations and the need for corrective action. Organizational experiences vary with experiences and it is the ability to be flexible in particular settings that makes one leader better than other not the gender divide. Against this background of different leadership styles, it is observed that men and women exhibit different styles of leading. However it is been stated that cultural conditioning and religion plays a role in elaborating the different perceptions of women and men in leadership. RESEARCH PROBLEM Women face a problem with almost half the employees regardless of their temperament, skills or leadership qualities, when they make it to the top or take up management. They are not a man. According to a survey conducted by the American Management Association, three quarters of men say they would rather work for a man than a woman, while a quarter of women also prefer to work for a man than a woman given a choice. German researchers have also reported a down side from women bosses with employees reporting higher cases of heartburn, depression, headaches and insomnia. Women have been criticized as being easily threatened or intimidated, emotionally unpredictable, indecisive, irritable, moody sharp tongued vain and playing favoritism within cliques. An experiment was conducted at the university of Pennsylvania and tested 50 women in delivering a sad statement and found that all of them experienced pain, however when men were given the same statement they revealed less emotion with 12 not showing any emotion at all. On the other hand it is reported that women make better leaders on the basis of their attention to detail, they are considerate and make good mentors for their employees. OBJECTIVES OF THE STUDY The main objective is to establish whether women make poor bosses and as a result whether employees loathe having women as bosses. The study will also have these other objectives; To find out the qualities that are associated with a good leader To establish what amounts to poor or bad leadership To establish whether employees prefer to work and report to a male or female boss To determine what challenges women face as leaders To find out whether women make poor leaders To determine the preferred gender to head public and private organizations To determine the perception of Kenyans regarding voting for a female presidential candidate RESEARCH QUESTIONS What are the qualities of a good leader? What are the attributes of a poor leader? Between male and female bosses, who is the employees preference as a boss? What attributes of leadership do women lack? Which gender is better at running public and private organizations Would you vote for a female presidential candidate in any presidential elections SIGNIFICANCE OF THE STUDY With more and more women now taking elective and appointive posts its paramount to ascertain whether there are any valid stereotyping that will prohibit their ascension of the corporate ladder as able leaders by merit. More and more local and foreign universities are opening their doors to admit a higher number of female students taking up management oriented courses fondly referred to as masters in business administration (MBA). It is important to understand the existing perception and stereotypes leveled against women as commanders of their organization so that it can inform the relevant stakeholders like recruiting agents and human resource departments, the government as well institutions of learning. Furthermore this is an area that would require extensive research to demystify and develop lasting mitigating measures. RESEARCH DESIGN AND METHODOLOGY The study shall involve descriptive research design. Descriptive research will facilitate the collection of data relating to the issues under study and the nature of the relations and perceptions of employees regarding their bosses. The target population in this study shall be bank employees. For purposes of the study, most banks have a hierarchical structure with defined reporting lines as below. The unit of analysis will be junior employees (such as tellers, clerks and officer) and their immediate supervisors that report to the branch manager as their boss. Chief Executive Officer /Managing Director Directors and General Managers (oversee head Human Resource, Finance, Credit, IT depts.) Branch Manager ( over see branch activities, policy, performance and employees) Supervisors ( over see and supervise junior staff and report to branch managers) Junior employees-(Clerks, Tellers, Officers that report to and are accountable to both the supervisor and branch managers) c. The study will sample junior employees and their immediate supervisors that report to branch managers through stratified probability sampling

Creative Writing Piece on Friendship

Creative Writing Piece on Friendship ‘TIL THE END February 14th, 2014 As I filled my last luggage, I looked around my, now empty, room. My last hour here, in New York. I guess it didn’t matter anymore, since all my friends had left me; they all turned their backs on me when I needed them the most. On the bright side, my departure would be less painful, since there was no one to be missed. It was a bright sunny day of August and I was moving; to start a new life in California. We had been driving for four straight hours now, and there was no turning back. I was sitting in the passenger seat alongside my mother, who was driving silently. The last few months had been very dark, filled with sadness. Ever since the incident, we had barely said a word to each other, for the time had been too painful to even think. â€Å"This is it,† she smiled. â€Å"Our new home. The moving trucks will arrive soon, so go ahead, go take a look at your new room. I got the whole house painted a while ago, your room is a light cream color, just as you love.† â€Å"Thank you.† I gently hugged her, and entered the house to find my beloved room. Even if the house was a lot smaller than my older one, this room was bigger. Indeed, the color she chose was gorgeous. â€Å"This is the start of something new,† I thought. â€Å"Meet new people, make new memories, and forget the old ones that haunt me.† My thoughts disconnected when the doorbell rang. â€Å"Probably the moving trucks,† I thought, going downstairs to open the door. To my surprise, there stood a boy, probably my age, smiling. â€Å"Hey, I’m Scott, and I’m your new neighbour,† he smiled, warmly. â€Å"I’m Paige, nice to meet you,† I smiled back. He had crystal clear, blue eyes, lightly ruffled brown hair, and an irresistible smile. He was a little taller than me, which made me look up every time he spoke. â€Å"Do you want me to show you around?† He asked, politely. â€Å"I don’t-â€Å" â€Å"Sure she can!† My mother cut me off. â€Å"Paige, just be home by supper.† And out I was, with a guy I barely knew, wondering around the streets of a town I barely knew. â€Å"This is the park I often go to with my friends,† he pointed out to a cute little playground, with a vast area of grass. â€Å"Do you have a lot of friends?† â€Å"I have a few,† he laughed. â€Å"Oh, and, this is the school I go to, probably the one you’ll be attending, too, since it’s the only one around.† I looked up at him, and smiled. Why couldn’t we have more guys as sweet as him in my old town? Most of them were jerks. â€Å"By the way, how old are you?† He asked. â€Å"I’m fifteen, but I’ll be sixteen in a few days, but, you know, whatever,† I laughed. â€Å"You?† â€Å"I’m sixteen. I actually turned that age a few days ago!† â€Å"That’s great! Happy late birthday, I guess,† I giggled. â€Å"Thanks.† As we walked back home, I couldn’t have felt happier. I just hoped my mother wouldn’t ask too many questions. â€Å"Your mom told you to be home by supper, so here you are. See you around then?† He smiled. â€Å"See you around,† I smiled back. Luckily, my mother didn’t ask too many questions. The rest of the week went by very quickly, and I didn’t even get to see Scott again. The next thing I knew, it was my first day at a new school. As I stepped outside, I noticed him sitting on my porch. â€Å"You didn’t really think I was going to let you go to school alone on your first day?† He got up. â€Å"Actually, I did. But I’d definitely love to walk to school with you,† I smiled. During the whole walk, he spent most of the time asking me about my home town, but never asked about my friends. â€Å"So, what do your friends think about this whole moving thing?† The only question I didn’t want to answer. Crap. â€Å"Well, um, you see†¦ I don’t really have any friends. They all left me after, um, something happened.† â€Å"What happened?† He looked confused. â€Å"It’s a long story.† I barely knew him. Could I trust him? Yet, he was my only friend. He stopped. â€Å"We have time,† he smiled. â€Å"Classes don’t start until an hour from now. I checked my schedule, and we’re in most of the same classes, by the way,† He smiled. â€Å"Well, um†¦ Basically, my father left town for a week, for a business trip. Three days after his departure, someone he worked with called us, and told us that he, um†¦ He died. A heart attack.† Oh god, my eyes were already teary. Surprisingly, he wrapped me in his arms. â€Å"You’ve never told anyone before me, huh? It shows†¦ Your emotions. Don’t worry, I’ll never leave your side.† He squeezed me tighter. I felt secure in his arms. After wiping away my tears, and fixing my mascara using my phone as a mirror, we continued our walk to school. It was huge. The walls were tall and full of colourful designs; my old school was nothing compared to this. â€Å"What do you think?† he asked. â€Å"I think I think it’s amazing! I hope the people here are just as great,† I joked. â€Å"Um Depends who,† he laughed. I guessed that was reassuring. He showed me around, and then led me to my locker. It wasn’t far from his, so I at least knew someone nearby. During the two first periods, we didn’t do much in class. The teacher introduced me to everyone, and made me talk a bit about where I came from. A few people came to talk to me, which was really sweet. One girl, Angel, helped me to organize my locker according to my schedule, and helped me around when Scott wasn’t there. Scott. He was probably with his friends, which I haven’t met yet. They must be cool. â€Å"Paige, do you want to have lunch with me, today? Well, me and my friends,† Angel asked. â€Å"Um, sure! I’ll just go tell Scott to not look for me.† â€Å"Scott, huh? Yeah, he’s a really nice guy.† She smiled. â€Å"Indeed, he is,† I smiled back. Then I left to go find him. He was at his locker, and to my surprise, he was alone. â€Å"Scott! Hey!† I approached his locker. â€Å"Oh, hey. How were your first classes?† He asked. â€Å"They were cool. I met a girl, Angel Well, I’m actually going to have lunch with her!† â€Å"Oh, um, really?† He looked at me. â€Å"I I thought Um, anyway, just Her friends Be careful. She’s sweet, but the others† He stopped. â€Å"What about the others?† â€Å"I don’t like to judge. Have a nice lunch, though, see you soon.† Then, he left. What was wrong with him? Anyway, I left to go find Angel, who was sitting with four other girls. â€Å"Hey, Paige! Over here!† Angel shouted. I smiled, and walked to her table. As I sat next to her, one of her friends whispered to another. â€Å"That’s the new girl, right?† â€Å"Yeah I didn’t think Angel would actually go talk to her Urgh, that girl is too sweet And that wasn’t a compliment.† â€Å"Why is the new girl even eating with us?† â€Å"Well, I’m pretty sure she doesn’t have any friends here She probably won’t make any, either.† Then they laughed. They thought I couldn’t hear them, but I could. And it felt like my old high school all over again. â€Å"Paige Are you alright?† Angel looked at me. I couldn’t hold back the tears anymore, this was too much. â€Å"I I’m sorry, I have to go.† And with that, I left the cafeteria, my face dripping with soaked mascara, trying to find a place to hide. â€Å"Paige Paige! PAIGE, SLOW DOWN!† I heard someone scream. Then, someone grabbed my arm, and turned me around; It was Scott. â€Å"Don’t Scott† My breathing was uneven. â€Å"What happened? Wait Don’t answer that The girls, huh?† I was incapable of saying a single word. I just looked up at him, trying to wipe away the tears. â€Å"That’s what happens when you don’t listen to my warning† He giggled, and wrapped me in his arms. We stayed like that, until someone came. â€Å"Oh god, Paige! I’m so sorry about my friends They always do that to the new kids I should’ve just spent my lunch time with you, alone! I Wait, am I interrupting something?† She smirked. â€Å"No, oh, no, haha! It’s fine, I don’t blame you,† I smiled. She gave me a gentle squeeze. â€Å"Tomorrow. Just the three of us,† she winked, and then left. The rest of the day went perfectly fine, with my new friends. Actually, the six months that followed were probably the best six months I’ve ever lived. Scott and I become extremely close, to the point where I started to feel something for him. That feeling made me a little uncomfortable, since we were only friends. Yet, he didn’t seem to be himself, lately, either†¦. Today, a Saturday, we were going to spend the day together, Scott and I. He said he had something important to tell me†¦. I wonder what†¦ Just then, someone knocked on the door. â€Å"Hey!† He chirped. â€Å"Hey,† I smiled. I told my mother that I was leaving, then left with Scott to a park nearby. We sat on the bench, and stayed there, in an awkward silence, for about five minutes. â€Å"Scott, what was that important thing you needed to tell me?† I asked. â€Å"Um, well, um†¦ Listen†¦ I†¦ I just†¦ Would you†¦ I mean†¦Ã¢â‚¬  What? At that moment, I felt his hands turn my face against his, and gently pressing his lips against mine. It felt like an explosion of paradise†¦ And questioning. â€Å"Scott, I†¦Ã¢â‚¬  â€Å"I’m sorry, I shouldn’t have. You see, I†¦Ã¢â‚¬  He was extremely nervous, but it was cute. â€Å"Yes, Scott, I’ll be your girlfriend,† I giggled. At that moment, his face lit up like I had never seen him before. â€Å"But, the thing is†¦ We’ve known each other for six months, only†¦ But I am willing to try, because I love you,† I smiled. I had never said these three last words to a guy in my life, and somehow it felt good. â€Å"I’m glad. And, I love you, too,† he blushed, then gave me a quick kiss on the cheek. Honestly, I had no idea how these relationship things worked, but I guessed that I’d just have to follow his lead. After a few weeks of being together, we finally went public. To my surprise, no one, or almost, judged us, not even Angel’s brat gang. Although, going public didn’t mean trying to make everyone jealous or uncomfortable. It meant not being shy or afraid to hold hands, or even kiss, around other people. When I talked about us to other people, it almost sounded like a perfect fairytale couple, even thought we weren’t. We fought a few times, nothing extravagant. I can’t imagine myself without him. Yet, another part of me knows we’re only sixteen, and I feel like that doesn’t really bother him†¦ â€Å"Hey, Paige,† said Scott, as he came over to me and kissed me. â€Å"Hey,† I smiled. â€Å"Listen, I have something to ask you, and I’ve been wanting to ask you for a very long time†¦Ã¢â‚¬  â€Å"Yes?† What now? â€Å"Will†¦ Will you love me†¦ Forever?† Oh, god, what kind of a question was that? I can’t possibly†¦ â€Å"Scott,† I chuckled. â€Å"We’re only sixteen, remember? I love you, a lot, but you know†¦ Anything can change between now and later†¦Ã¢â‚¬  What else could I say? â€Å"I know, but still†¦ Please answer my question. Will you love me, forever?† Damn, he was determined. â€Å"I†¦ I don’t know, Scott. Please ask me some other time.† He looked down. â€Å"Alright. Well, I have to get going, I have, um, stuff to do.† With that, he left me, standing on my porch, alone, wondering about what just happened. Later that night, I tried to message him, but he never replied. Maybe he was really busy? I tried to concentrate on something else, to get my mind off things. As I took out a piece of blank paper and a pencil, I heard a loud gun shot, not far from where I was standing. â€Å"Mom? What’s going on?† I asked, rushing downstairs. â€Å"It’s nothing, honey. Probably just some loud thunder. Now, please, go back to your room.† I barely had the chance to speak, that I was already in my room. As I laid in my bed, I wondered†¦ What happened? Where did that gunshot come from? I hoped it didn’t come from Scott’s house†¦ Then, I fell asleep. I woke up the next morning with a disastrous call from Angel. â€Å"PAIGE! IT’S IMPORTANT!† Angel yelled. â€Å"What’s more important than my sleep?† I yawned. â€Å"Scott.† She answered. No way. That gunshot, it couldn’t be†¦ â€Å"What happened?† â€Å"He†¦ Last night, a robber barged in his house†¦ Scott tried to defend himself, and get the guy out†¦ And he was armed†¦ He†¦Ã¢â‚¬  She cut her breathing. â€Å"He got shot, Paige. Scott got shot, and he’s in the hospital.† â€Å"No, this can’t be possible! No, please, please tell me this is a lie!† I cried. â€Å"I’m so sorry, Paige†¦Ã¢â‚¬  She sniffed. â€Å"No. I have to go, sorry. I’ll talk to you later, okay?† I tried to keep myself from falling apart. â€Å"It’s fine, take all the time you need, I’ll be here.† â€Å"Thank you, I love you.† With that I hook up, and rushed out the house to the nearest bus that could take me to the General Hospital. â€Å"Scott†¦ Where is Scott Adams?† I shouted. There was no point in staying calm. I couldn’t. â€Å"You must me Paige. He’s right here, follow me. Beware though, he just came out of surgery so he won’t be looking so good.† This couldn’t be happening. 8 months of happiness, and this how it all crashes down. I can’t lose another person. As I walked into the room, I noticed his mother waiting outside the room, with a bunch of tissues filling her puffed face. â€Å"Scott! Oh, Scott, please be alright,† I said, worriedly. â€Å"Paige†¦ I’m fine†¦Ã¢â‚¬  He tried to smile. â€Å"Don’t†¦ You’ll be out in a week, right? Back home, smiling, talking long walks in the streets, holding hands†¦ All that fun stuff, in a week,† I tried to cheer him up. All he managed to do was smile. He was barely able to do anything. That gunshot hit him too hard, as hard I would want to hit the guy who did this. For the rest of the week, I visited him, everyday after school, until very late at night. I couldn’t stand seeing him like this, yet I didn’t want to leave his side, in case they were my last moments with him. Angel has been helping me a lot, trying to get my spirit back up, but it was useless. Everyday, I brought him a red flower, reminding him that my love stands by his side. He was strong, and I was sure he would be able to face this. On Friday, after school, I went to see him, like I did every other day. As I was about to enter the room, the nurse stopped me. â€Å"Miss Brooks, I just wanted to tell you that Scott will be fine, he’s weak, but he’s getting better,† she smiled. â€Å"Thank you, this makes me feel a lot less stressed,† I grinned. She smiled, and left. â€Å"Did you hear that, Scott? You’ll be alright! You’re getting better, and soon you’ll be out of here,† I said, cheerfully. â€Å"Paige, I†¦ No, I won’t make it†¦Ã¢â‚¬  His voice was fading. â€Å"What? No, you’ll be fine, please stay with me, okay? It’s going to be fine.† I took his hand, and gently squeezed it. â€Å"I love you, Paige†¦Ã¢â‚¬  His eyes were slowly shutting. â€Å"No, shut up, don’t say that, please. Don’t think like that, you’ll be fine, I†¦ The nurse said†¦Ã¢â‚¬  I was extremely worried. â€Å"The nurse came while I was sleeping, she couldn’t tell†¦Ã¢â‚¬  His eyes slowly shut, and his hand started to cool. â€Å"No, no, don’t†¦ Please, Scott,† I couldn’t take this. â€Å"I’m sorry†¦Ã¢â‚¬  He whispered. â€Å"Yes,† I slowly approached his ear. â€Å"Yes, I will love you forever.† He smiled slowly, as his heart rate slowed, too. At that moment, his chest stopped moving, his eyes shut, along with the rest of him. This couldn’t be. He couldn’t be gone. â€Å"Scott! Scott, please wake up! Someone, help, he just†¦ He just†¦ He’s dead,† I cried, loudly. Tears poured down my face, as I couldn’t control my emotions. The doctors came rushing in, checking his pulse, trying to get him going again, but it was no use. The doctor turned to me, shaking his head, as a sign he was gone, forever. The doctors took him away, and I was too shocked to even breathe. I couldn’t hear anything, except for my heart beating faster than ever. â€Å"Paige†¦ Paige! Paige, we have to go,† Angel shook me. â€Å"I came here as soon as I got the news. It’s very tragic, but you can’t stay here forever.† â€Å"No!† I protested. â€Å"I don’t want to leave! This is a dream, he’s not dead! He’s not! I’ll wake up tomorrow morning with a cute text from him telling me how much he loves me, and I’ll smile, just like every time he texts me. This is just a dream. Angel, please tell me that this is just a dream,† I sobbed. â€Å"It’s†¦ It’s not, Paige. I’m sorry,† she hugged me. I cried even louder. It’s over. He’s gone. I’ve lost two of the most important people in my life during the past year, and I just couldn’t bear it. Angel walked me to her car, and drove us to her house. Four days later, it was time for the funeral. I had to do a speech, and I wasn’t sure if I could make it. As they called my name, Angel gave me a quick hug, and helped me get up and go to the microphone. â€Å"Um†¦ Scott Adams was probably the best thing that has ever happened to me. He was the first person I met when I arrived here. He was also my only friend, at first. His smile was contagious, and he could make anyone smile, even during their darkest days. He was a special guy, someone I’ll never forget, someone I’ll never replace. At first, seeing him disappear in front of me was probably the worst thing ever. Yet, I now know that I was with him during his last moments, and that I loved him, very much. Someday, we’ll meet again, in another world. We had know each other for eight months, and been together for two. I will never forget the best times we had. To all of you who were also very close with Scott, I’m sure his spirit is with us, right now, smiling to the fact that we’re all here, for him. Scott was different, and I think we all know that. He will be missed, but someday, many years from now when we’ll also fade away, weâ€⠄¢ll all meet again, we’ll all be happy again. Scott isn’t in any pain, he left us peacefully, and I am grateful to have known him. Thank you very much.† I exited the stage, seeing everyone crying and clapping for my speech. Before going back to my seat, I approached the coffin where he laid, peacefully, saying my last words to him, â€Å"Forever and ever.†

The Role of Food in Erich Maria Remarque’s All Quiet in the Western Front and Elie Wiesel’s Night :: Comparison Compare Contrast Essays

The Role of Food in Erich Maria Remarque’s All Quiet in the Western Front and Elie Wiesel’s Night Food means different things to people in different countries of the world; pasta is common in Italy, hamburgers are a favorite in the US and tacos are a typical dish in Mexico. Human existence solely depends on this source of energy. A person’s fundamental need for food makes it a very important item, placing the people who control the food in a very high esteem. Consistency is also important in the delicate balance of life. Erich Maria Remarque, author of All Quiet in the Western Front, and Elie Wiesel, author of Night, both use food in their novels to convey this idea. Many of their thoughts and â€Å"meanings† concerning food paralleled one another. Food, one of the quintessential elements of life, plays a significant role in wartime experiences around the world and even in different time periods. Food is essential to basic life. It provides people with the energy to think, speak, walk, talk, and breathe. In preparation for the Jews deportation from the ghettos of Transylvania, â€Å"the (Jewish) women were busy cooking eggs, roasting meat, and baking cakes†(Wiesel, 13). The Jewish families realized how crucial food was to their lives even before they were faced with the daily condition of famine and death in the concentration camps. The need for food was increased dramatically with the introduction of the famine-like conditions of the camps. Wiesel admitted that, although he was incredibly hungry, he had refused to eat the plate of thick soup they served to the prisoners on the first day of camp because of his nature of being a â€Å"spoiled child†. But his attitude changed rapidly as he began to realize that his life span was going to be cut short if he continued to refuse to eat the food they served him. â€Å"By the third day, I (Elie Wiesel) was eating any kind of soup hungrily† (Wiesel, 40). His desire to live superseded his social characteristic of being â€Å"pampered†. Remarque also uses his characters to show to how a balanced diet promotes a person’s good health. Paul Bà ¤umer uses food to encourage Franz Kemmerich, his sick friend, â€Å"eat decently and you’ll soon be well again†¦Eating is the main thing† (Remarque, 30). Paul Bà ¤umer feels that good food can heal all afflictions. The bread supply of the soldiers in All Quiet on the Western Front was severely threatened when the rats became more and more numerous.

A Message of Hope in Love Medicine Essay -- Medicine College Admission

A Message of Hope in Love Medicine   Love Medicine, by Louis Eldridge attempts to confront the popular stereotypes of American Indians. The novel generally follows the history of a family of Chippewa Indians who live on and off a reservation. In a thoroughly humanist approach, Ms. Eldrige narrates each chapter in a different voice, and through extremely varied characters effectively shows the diversity of the Indians. This is an important aspect of the novel, as it demonstrates that there is no single stereotypical "Indian". The book begins with two scenes from a modern perspective, showing a turbulent family with fairly disturbing problems. Then the author flashes back to the lives of the Chippewa's family two generations earlier, and moves more or less chronologically to the present day. One of the major conflicts in the story is the reconciliation of the Native Americans to their cultural past, while still embracing the future. The words "Indian", American Indian, or Native American, all bring to mind stereotypes of a race of people with specific stigma attached to themselves in modern American culture. The word "Indian" can conjure up a multiplicity of images, from the barbaric, blood-thirsty savages straight out of a western movie, to the more romantic image of a noble, intelligent, and tribal people, living in harmony with nature. These extremes in the modern stereotyping of the American Indian and all of their various moderations are wrong for a very important reason: They are rooted in the past. The war between popular European culture and Indian culture was over practically before it had even begun. After the frontier closed around the turn of the century all that was left of untouched Indian culture ... ...ety. Lipsha then in his own words, "took an evil shortcut". He purchased frozen turkey's from a store and tried to have them blessed by Catholic priests. This represents the ways in which native Americans lean on the modern day conveniences of Western society. This not only makes their cultural power diminish, it turns the power completely back around on them. In Lipsha's case, the medicine killed his grandfather. The struggle of the native American people today, as illustrated in Love Medicine is one of cultural identity. The other problems of poverty, alcoholism, hate, and infidelity, are only symptoms of the "bad medicine", which is made easy by the omnipresence of Western culture. The message of Love Medicine is one of hope for a people who have everything in the world to despair about, who suffer from a sickness which only one medicine will heal.    A Message of Hope in Love Medicine Essay -- Medicine College Admission A Message of Hope in Love Medicine   Love Medicine, by Louis Eldridge attempts to confront the popular stereotypes of American Indians. The novel generally follows the history of a family of Chippewa Indians who live on and off a reservation. In a thoroughly humanist approach, Ms. Eldrige narrates each chapter in a different voice, and through extremely varied characters effectively shows the diversity of the Indians. This is an important aspect of the novel, as it demonstrates that there is no single stereotypical "Indian". The book begins with two scenes from a modern perspective, showing a turbulent family with fairly disturbing problems. Then the author flashes back to the lives of the Chippewa's family two generations earlier, and moves more or less chronologically to the present day. One of the major conflicts in the story is the reconciliation of the Native Americans to their cultural past, while still embracing the future. The words "Indian", American Indian, or Native American, all bring to mind stereotypes of a race of people with specific stigma attached to themselves in modern American culture. The word "Indian" can conjure up a multiplicity of images, from the barbaric, blood-thirsty savages straight out of a western movie, to the more romantic image of a noble, intelligent, and tribal people, living in harmony with nature. These extremes in the modern stereotyping of the American Indian and all of their various moderations are wrong for a very important reason: They are rooted in the past. The war between popular European culture and Indian culture was over practically before it had even begun. After the frontier closed around the turn of the century all that was left of untouched Indian culture ... ...ety. Lipsha then in his own words, "took an evil shortcut". He purchased frozen turkey's from a store and tried to have them blessed by Catholic priests. This represents the ways in which native Americans lean on the modern day conveniences of Western society. This not only makes their cultural power diminish, it turns the power completely back around on them. In Lipsha's case, the medicine killed his grandfather. The struggle of the native American people today, as illustrated in Love Medicine is one of cultural identity. The other problems of poverty, alcoholism, hate, and infidelity, are only symptoms of the "bad medicine", which is made easy by the omnipresence of Western culture. The message of Love Medicine is one of hope for a people who have everything in the world to despair about, who suffer from a sickness which only one medicine will heal.   

Computer Generated Evidence in Court :: Computers Technology Courtroom Essays

Computer Generated Evidence in Court Introduction We are living in what is usually described as an 'information society' and as the business community makes ever greater use of computers the courts are going to find that increasingly the disputes before them turn on evidence which has at some stage passed through or been processed by a computer. In order to keep in step with this practice it is vital that the courts are able to take account of such evidence. As the Criminal Law Revision Committee recognised, 'the increasing use of computers by the Post Office, local authorities, banks and business firms to store information will make it more difficult to prove certain matters such as cheque card frauds, unless it is possible for this to be done from computers' (CLRC 1972, para 259). Admissibility The law of evidence is concerned with the means of proving the facts which are in issue and this necessarily involves the adduction of evidence which is then presented to the court. The law admits evidence only if it complies with the rules governing admissibility. Computer output is only admissible in evidence where special conditions are satisfied. These conditions are set out in detail in section 69 of the Police and Criminal Evidence Act (PACE) 1984 (see further Nyssens 1993, Reed 1993 and Tapper 1993). In general the principles of admissibility are that the evidence must be relevant to the proof of a fact in issue, to the credibility of a witness or to the reliability of other evidence, and the evidence must not be inadmissible by virtue of some particular rule of law (Keane 1994, pp 15-20; Tapper 1990, pp 51- 61). Real evidence usually takes the form of some material object (including computer output) produced for inspection in order that the court may draw an inference from its own observation as to the existence, condition or value of the object in question. Although real evidence may be extremely valuable as a means of proof, little if any weight attaches to it unless accompanied by testimony which identifies the object in question and explains its connection with, or significance in relation to, the facts in issue or relevant to the issue. This is illustrated in the case of R v Wood (1982) 76 Cr App R 23 where the appellant was convicted of handling stolen metals. In order to prove that metal found in his possession and metal retained from the stolen consignment had the same chemical composition cross-checking was undertaken and the figures produced were subjected to a laborious mathematical process in order that the percentage

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.

Professional relationships with children Essay

1.1 submit out how to take deferent, passkey person human consanguinitys with nipperren all in all(prenominal) four-year-old lotTo ramp up and chief(prenominal)tain a respectful and professional relationship with s commencerren and infantile heap in clanting the Teaching colleague moldiness(prenominal)iness incessantly rear the boorren prototypal, neer appear bored or uninterested, al demeanors encour maturate clawren and never take form them smell like they name said something round the bend as this whitethorn make them loath(p) to join in class word of honor or turn to the teaching disordered-level for serve.Body row is rattling classic, if a fry senses anger or unrest this may make the child non extremity to approach the TA with any(prenominal) problems or concerns they may have. The TA must always maintain eye come out hold of and be friendly and approachable they must besides re comp starnt to tip over piteous and clear inst ructions to the children as they digest only when process it a cow dung at a eon. If the TA has children or friends children inwardly the give lessons they must non discuss any child with any p bent and their friends must be made aw argon that if they affect any information on their child they must speak directly to the teacher.1.2 severalize with founts how to exonerate appropriately for a child or unseasoned persons stage of cultivatement Children and early address atomic number 18 mute developing their quarrel skills so it is important that the TA applys the manufacture terminology when in the classroom, in the chance on stage one they argon education phonics and it is important that the TA functions the selfsame(prenominal) pronunciation as the teachers as this puddle out throw off the children. The TA must never use inappropriate language i.e. swearing or slang words as this is non rophyting a pricy example to the children. When in backdrop the TA must dress appropriately no low cut tops. This shtup be real distracting. The TA must give the children their just attentions and non be distracted as they leave alone pick up on this and it slew impact negatively on the children and they impart be reluctant to be involved with the TA. The TA take ins to sit a near(a) example and be a in force(p) business office model.1.3 get wind how to deal with disagreements amid children and childly pile Children and vernal flock often have disagreements and fall out amongst themselves due to differences of suasion or personality clashes, it is important to quell calm and elbow grease to diffuse the military position, make sure thatboth sides of the novel be arrestd be fair and do not take sides. If the TA is unsealed of anything and so they must hear assistant from colleagues. 1.4 withdraw how your get behaviour could make headway effective interactions with children and new(a) passel In set body language is the first thing a child notices nigh the TA. Children drive out narrate when on that point is something wrong. It drive out be off putting for a child if they be worrying whether they have upset the TA or not. If you be smiling they be smiling they can also tell when its not a genuine smile too, so never try to force one. -Impact negatively on interactions with children and newborn wad over again a child can tell if you are genuinely in a slap-up way or not, if they are picking up on the TAs mood so it can impact enormously in a negative way as they might not expect armed service form the TA and this could put them behind with their feed and get them into trouble oneself with the teacher.Adults2.1 Describe how to establish respectful, professional relationships with bountifuls In setting it is important to establish a grave professional on the job(p) relationship with growns weather it is a teacher or a parent. The TA demands to be respectful of early(a) nations views and effective opinions counterbalance if it differs from theirs. It is also important to be polite as the TA is not only to dish up the teachers only if to set a good example to the children. 2.2 Describe the greatness of braggy relationships as role models for children and newfangled good deal If the children cipher a good flowing relationship between adults then they are more than liable(predicate) to give opposite children the same courtesy. If the child forgathers politeness and good manners they are more in all likelihood to do the same. If is important for the adults to set a good example to the children. Communicating with children, fresh large number and adults in an educational surround is an important part of a professional relationship3.1 Describe how chat with children and youth battalion differs across several(predicate) age ranges and stages of suppuration When communicating with babies and toddlers parents often use baby language I.e. choo choo for train and choice woof for dogs but this get out not help them later on when the time comes to go to tutor, as they grow the involve to be taught the proper words for things as it result make it more effortful when they spring up tutor and it will flim-flam them. In early years at school they concentrate on phonics, numeracy andliteracy this helps them develop their language and mathematical skills and helps them for the rest of their school life. Each child has a different way of eruditeness. The TA must be able to communicate with each child regardless of their dateing abilities. Communication can differ among different ages and stages as the rawer children may have difficulties such as speech problems which in older children this may have al contemplatey been addressed.3.2 Describe the main differences between communicating with adults and communicating with children and one-year-old deal The difference between communicating with adults, childre n and young people are adults are able to process information very much more quickly and effectively than diminutive children and young people. When public speaking to small children and young people you must use meticulous instructions so they chthonianstand what you call for them to do. When speaking to adults sometimes we use irony but small children and young people do not understand raillery and they may take it as the TA being nasty. Sometimes we have to supercharge our voices to be heard or to get our point across but when relations with children that is not always the best way, if you command them to do something it is better to ask them sedately rather than proclaiming.3.3 Examples of communion difficulties Speech auditory sense Language/different accents Disability kind Issues Emotional Issues deprivation of stimulation Lack of concentration Lack of time deprave/neglect Environment Religion soundless/shy Autism3.4 Describe how to adapt conversation to m eet different communication hold In every daylight life on that point are communication difficulties and it is the same atschool, there can be language barriers or hearing problems you just need to be able to adapt education around there issues for example physical composition things down, written instruction or speaking gradual more clearly, misunderstandings happen more often than not when a child has misunderstood instruction, do not heyday a child if they olfactory modality under pressure they are more likely to get it wrong. Also respect separates views and opinions even if you do not agree.3.5 Describe how to deal with disagreements between The practitioner and children and young peopleIf there are disagreements between a child and a TA the TA must involve an opposite member of ply who can remain intent and not take sides as with all disagreements both parties should be treated jolly. The TA must not shout and behave inappropriately as this does not set a good examp le. * The practitioner and some other adultsIf there are disagreements in setting between the TA and another adult it is important to try and resolve the spot as quickly and as calmly as possible to maintain relationships, if there are unresolved issues then the school grievance policy should be followed. Underpinning communication and professional relationships is the principle of confidentiality 4.1 come out pertinent legal requirements and procedures covering confidentiality, data fortress and the manifestation of information The Data tribute act 1998 requires that information is Accurate and relevant Kept secure Obtained and processed plumb and lawfully Processed for limited purposes and not in any manner inappropriate with those purposes-Held for no longer than necessary-Only unwrap if specific conditions set out in the act are satisfied4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limi ts of this It is of the utmost importance that children, young people and adults are quieten of the confidentiality of shared information as if they feel that what they tell people is going to mystify common knowledge then they will be reluctantto tell anyone, this could adept to things been missed and someone getting hurt. Children, young people and adults need to be conscious(predicate) that things will remain confidential within reason, sometimes confidentialities have to be upset if someone ids in immediate riskiness or there are reports of holler.4.3 Identify the kinds of situations when confidentiality protocols must be breached Sexual abuse Physical abuse Neglect-Self priceResubmission TDA 2.3 Communication and Professional relationships with children, young people and adults 1.3 Describe how to deal with disagreements between children and young people When in setting if I was in that situation I would seek help from another member of staff so that the child or young person could be heard fairly as it is important that both sides of the story are heard. Both parties must be treated equally until the situation is resolved. I would need to remain calm and try to diffuse the situation without shouting.1.4 Describe how your own behaviour could promote effective interactions with children and young people When relations with children and young people the TA must be friendly, approachable, give praise where needed and support the children with their work and make them feel valued and that their opinion counts. This can have a very positive impact on the children, their work can improve and their self-confidence will improve. If a child or young person doesnt feel that they or their opinions matter the will not come up properly and this can impact negatively on their education. They will not want to show their work or may feel silly asking questions, it is a TAs job to help support the children and young people and make them feel valued.2.1 Describe how to establish a respectful professional relationship with adults It is important to establish a respectful professional relationship in setting because we are there to set a good example to the children and young people and if they see adults behaving or speaking inappropriately then they will think it is acceptable to do the same, we are there to be good role models. It is also important to establish a good professional relationship with the parents whether they are your friends or not as they must understand that there arerules and the TAs cannot discuss their or anyone elses child. 2.2 Describe the importance of adult relationships as role models for children and young people It is important that the children see a good working relationship between adults because if they see tension between the adults the child or children will pick up on this. They may think that this is normal and start being like that themselves. Adults must set a good example to the children and young peo ple, being a good role model is important as you are there day in day out and they will learn from you. If you go in and they think that you are not interested it is going to impact negatively on them.3.1 Describe how communication with children and young people differs across different ages and stages of development Communication differs between different ages and stages of development, people tend to use baby burble when talking to babies and toddlers which is ok but the need to know the correct words for things as it will make it difficult for them when they go to school. When they start school they will learn with phonics this will help them to learn to read and write, in schools now there are many children and young people who feignt have face as their first language so learning has to be adapted for their needs. Some children and young people levels understanding are not the same as others so they mayhap need a little more help and would require one to one help with certain subjects. 3.4 Describe how to adapt communication to meet different communication needs There are a many different communication needs within a school, for example hearing and speech difficulties and ESOL (English speakers of other languages), They will all need extra help as people with hearing problems will require one to one as they may use sign language or lip reading the TA may need special training for this, you can also use picture cards or write things down.It may be easier for someone with speech problems to blueprint penning them down first before onerous to say them and listening to someone else allege them first to help. With people who have English as their second language it will be more beneficial if they hear someone speaking the words to help with their pronunciation. When helping someone with anything whether they have difficulties or not it is important to speak slower pronounce things accurately and be patient.3.5 Describe how to deal with disagreements bet ween the practitioner and children and young people In setting the TA must diffuse any disagreements between children, there are often fallouts inthe playground over who had what first, as a TA I would say that the child who had it first could have it for 5 more minutes then it would be the other childs turn. In my setting if a child does not do as they are told they will get a warning and if they continue misbehaving they will get a verbal warning, if the still do no adhere then they will get put on a stage. This will then be reported to the parents at the end of the day. If dealing with a disagreement between myself and other adults I would try to diffuse the situation by remaining calm pursuance advice from a member of staff and I would also speak to the head of the school to find of what the complaints and grievance procedures are for that school.You would not necessarily need to use the procedures but it would be useful to know for next reference. When dealing with disagreeme nts with adults you need to use the same methods as when dealing with children and young people, preventative calm and dont shout as shouting will only make matters worse. You also need to be discreet as people will not appreciate people dish the dirt about the situation. 4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information* The childrens act 2004* SEN principle of practice 2001* Human Rights act 1998* license of Information act 20004.3 Identify the kinds of situations when confidentiality protocols must be breached* OFSTED Safeguarding in schools best practice September 2011 No 100240* Risk of sedate harm* Where an adult is aware that a child is involved in guilty activities* Illness