The Materials and Appropriation of Tracey Emin

Tracey Karima Emin or better known as Tracey Emin was originally born in London in 1963, she was brought up in Margate with her twin brother Paul by their mother from a very early age (hence the well known nickname, ‘Mad Tracey from Margate’). From a very early age Emin was subjected to sexual abuse, which in turn has been the subject for a substantial amount of her work including sexual nature. Emin attended the Royal College of Art in which she gained an MA in painting. But Emin has described this period in her life as a negative experience, as she felt as though the other students attending the college were far too posh, thus creating an alienated experience. â€Å"Emin has described feeling conspicuously different and alienated from other students. † (Brown, 2006, page 16) Emin is also a member of the Young British Artists group (YBAs) and it is also wildly known that Emin came up with the name for the Stuckism movement in which her boyfriend at the time Billy Childish was a member of. It is believed that the name for this movement came about by Emin claiming that his oeuvre was ‘stuck’. â€Å"Your paintings are stuck, you are stuck! – Stuck! Stuck! Stuck! (That is, stuck in the past for not accepting the YBA approach to art). † http://en. wikipedia. org/wiki/Tracey_Emin 16/11/2010 So who is Tracey Emin? Is she a painter, print maker, photographer, instalaitionist, film maker, sculptor or writer? I would actually consider Tracey Emin to be all of these professions, including much more, due to the wide variety of her skills. Her work consists of a number of techniques that we, as the viewer, have seen since she has been in the public eye from the early 1990’s. The range of materials Emin has used (and still uses to this very day) is very vast indeed. There are very few artists out there in the world who use such an amount. Instead of just complying with the normal standard of art and just subjecting herself to a limited supply of materials, but then again most contemporary artists tend to think outside the box and do not want to conform to normality. The main piece of Oeuvre that I was to talk analyse is Everyone I Have Ever Slept With 1963-1995 1995, otherwise known as ‘The Tent’ (fig 1 and 2). This was originally shown at the South London Gallery as part of a group show called ‘Minky Manky’, which substantionaly became the turning point in Emins career. In regards to the materials Emin has used, the overall body of this piece is actually a shop brought tent (ready made object), which is the shape of a hexagon. It makes me wonder how Emin came about in deciding that this was the tent to use. I can just imagine Emin visiting a substantial number of retail shops searching for ‘the right tent’. Maybe this tent in particular just had that ‘ju ne se qua’ about it that drew Emin towards using it. She has also introduced more forms of materials such as an old mattress that she has placed inside of the tent with the text ‘with myself, always myself, never forgetting ‘appliqued on the bottom of the mattress in the centre. Inside of this small tent Emin has listed all the names of everyone that she has ever slept with during the time period in the title, 102 in fact. Her use of re- appropriating in regards to the appliques method which also includes the use of materials also used in this piece is something that I will be looking into a little later on. I find this really intriguing, as the use of appliques is quite an old fashioned way of making art these days. For centuries women all over the world had used this technique as a simple way of passing the time, as it was not even considered art in itself, and yet here we have a Young British Artist using this old fashioned method as part of her core work. Emin has even used this very same method in other pieces of her work including ‘Hate and Power can be a Terrible Thing 2004’. Now at first I thought this was an arbitrary shameless exhibition of her past sexual conquests. But when I took the time to look at the pictures of ‘The Tent’ (As it would now be impossible to view this in any art gallery, as it was destroyed in an unfortunate fire at the Saatchi Gallery in 2004), I was able to see that included in those names are members of her family, including her twin brother and also her unborn children i. e. , foetus 1 and 2. As I have already mentioned, that this could have been portrayed as an exhibition of past sexual conquests, Emin claims herself that all of the people she has named within the tent are in fact about intimacy and purely nothing sexual. â€Å"Some I’d had a shag with in bed or against a wall, some I had just slept with, like my Grandma. I used to lay in her bed and hold her hand. We used to listen to the radio together and nod off to sleep. You don’t do that with someone you don’t care about†. http://en. wikipedia. org/wiki/Everyone_I_Have_Ever_Slept_With_1963%E2%80%931995 23/10/10 I know from reading about Tracey Emin regarding this piece that the members of the audience that went to view this piece, have said that when they emerged from he tent they were thinking about their own past lives, including the people they have cared about â€Å"Some observers found the action of climbing inside the tent to read the names strangely intimate. http://news. bbc. co. uk/1/hi/3753541. stm 15/11/2010 This just goes to show that she has deliberately played with our minds to make us instantly think about what she wants us to think about, and that is those we care a great deal about. As Emin has said herself, it’s all about the communication. She has more or less re-appropriated this method and made it her own. Instead of sewing the regular ideals of something traditional such as a quilt or clothes in that matter, that would usually be commissioned using this historical method, she has re-invented this technique and used it for something to express her past sexual experiences through the representations of her own body, not necessarily physically for the viewer to see, but through the senses in ways that Emin portrays by symbolising the names of her past. Could Emin be playing with the Signs and Codes of ‘The Tent’? I honestly believe that she could well be. I feel that she is trying to tell us through When it comes to discussing such signs and codes Ferdinand de Saussure (1857-1913) believed that the signs and codes where a way in which the artists and audience could communicate. â€Å"Saussure believed that all of culture is made up of signs. That is to say, social life is characterised by the circulation and exchange of forms to which convention has been given meaning. A sign for Saussure is simply any device through which human beings communicate to each other†. Ward, 2003, page 83) However all of these names have been Appliqued, are those of family, friends and boyfriends (One of which is her former boyfriend Billy Childish). When I think about the signs and codes Emin has used, I start to wonder, did she do this on purpose? Is she forcing me as a member of the audience to subconsciously think about all of the people that I have ever cared about in my own life? As Emin has stated in the quote above that this piece is about intimacy. I believe that Emin has truly cared about all of these names at some point in her own life, as the time and effort she has taken to create this. The use of appliques, which is the term for sewing fabric directly on top of more fabric, of which she has used to attach all of the 102 names inside. This is in itself is a time consuming process and I believe that this is truly a sign to show that she has put as much effort into creating this Oeuvre as much as she did with the relationships in her life. Tracey Emin also uses representations of the body in a number of her drawings and monoprints. Here she uses the method of monprint as a way of capturing her thoughts and ideas. Usually these thoughts are again to do with her turbulent past. When you look at her drawings such as Suffer Love II, 2009 (fig 3) in which you can only see of what is presumably Emins own body is that of two naked legs erotically spread open wearing high heel shoes , you can see who her influences are e. g. Egon Shiele (fig 4). â€Å"Schiele’s eroticism and emphasis on childhood sexuality took this interest to a moral extreme. His depictions of childhood sexuality are a dangerous theme, and one shared by Emin†. (Brown, 2006, page 29) Here you can see that she is expressing her thoughts entirely just by a simple yet effective drawing. Both of the artist’s drawings are very alike in terms of the irrational lines that express how they must have been feeling at the time they were produced. Although Emins work is mostly of sexual emotions, her work does engage the audience. â€Å"Emin is a storyteller whose subject matter comes from Emin's own rich life. Through the poetry of her honest retelling of unique and intimate life-events Emin establishes a generous dialogue between the viewer and the artist. † http://www. saatchi-gallery. co. uk/artists/tracey_emin. htm 20/10/2010 Although some of her work can be quite controversial. Everybody at some point over the years has heard of Tracey Emin either through television or from reading newspapers and magazines, regarding her radical use of her exploration of her own body and personal past life. Her work is very autobiographical, in which her main source of study is herself, and about her past experiences in which she obviously wants to share with us. I would say that in that situation she must either be very naive or just completely an exhibitionist. At first I was unsure as to why I should write my essay on Tracey Emin, but after researching her, I have come to understand the ‘method in her madness’ so to speak. The way in which your mind starts to think in overdrive in how and why she creates such pieces of oeuvre and why she mostly only concentrates on certain parts of her past. I feel that all she is trying to achieve is basically instead of writing a book on her past life, she is giving us the visual experience instead, as sometime books can literally be boring with their little pictures and overrated text, but Emin takes away the boring text and replaces them with bold, brass exploiting words that make you want to read and want to learn more about her.

Learning disabilities and special education

The Article on Learning Disability provided by Psychology Today details the various dimensions of learning disability which thrusts on the following: its definition, symptoms, causes, and treatment. To start off, learning disability refers to the child’s difficulty of translating to their brain what their visual and auditory senses produce. The symptoms of this disorder are categorized into the following: â€Å"language disorders, developmental speech disorders, academic abilities disorders†, and the other category which includes certain coordination disorders and learning handicaps not covered by the previous terms. There is no single concrete explanation to why this disorder has developed but several theories accounted several factors such as errors in fetal brain development, genetic, use of alcohol and drugs, problems during pregnancy, and toxins in the child’s environment. All of these factors contribute to one’s understanding of the existence of such kind of disorder. Several steps have been taken to minimize the adverse effects of this learning disorder such as medication and therapy (MedicineNet Inc, 2002). From a psychological standpoint, I appreciate the various theoretical offerings on the causes of learning disorder of this article. However, I believe that one of the important dichotomies in psychology was underrated by this work, i.e. the genetic vs. environment consideration. Although genetic factors complemented by the cellular basis of learning were considered, the social environment of the child definitely plays a role here as well. This article should have explored on this aspect too. Psychological studies, indeed, have shown that both genes and environment are major determinants of many major human processes (Smith et al., 2003). In addition, the socialization process goes with it too. Although this article is mainly about learning disabilities, the inclusion of Attention Deficit Hyperactivity Disorder, though spurious for this matter, is a beneficial one. It was able to present how learning disability becomes an inevitable consequence of the presence of ADHD. Further, it goes to show several remedial processes that one may undergo to defeat the effects of ADHD and learning disorder – such as medication, therapy, and educational options. The social impact of learning disorder was also mentioned in this article, which is a valuable aspect to look on. Children who suffer from this disorder also suffer from frustration and low self-esteem. Indeed, this is serious matter. The good thing is that several laws have been passed in relation to this problem. First, children with this disorder are guaranteed of free public education which is intended to respond to their specific needs (MedicineNet Inc, 2002). This is supported by a particular stipulation under section 200.2 of Part 2 Regulations of NYS school codes which specifies that an arrangement of special education programs and services for a preschool student with a disability shall be made. This is a very important undertaking in relation to the development of children with learning disorder (New York State Education Website, 2005). This regulation acknowledges the differences of children’s learning development and gives special focus and treatment on children with deficiency on this. How valuable is this if you would ask me? Very much as it goes to show that the state moves toward the enrichment of every member of the society and further, this move minimizes the inequality set forth by this kind of disorder. This claim can is substantiated by the Americans with Disabilities Act of 1990 which ensures equal job opportunity among people with learning disorder. This also orders employers to make reasonable accommodations to workers with this disorder (MedicineNet Inc, 2002). The importance of parental and academic factors in the detection of learning disorder, which was highlighted in the article, can also be seen on the Individual evaluation and reevaluation stipulation under 200.4 which states that developmental and educational information of the student must be gathered plus a physical examination, observation of the student in the educational placement, and a social history are all required (New York State Education Website, 2005). The need for social history underscores the importance of the child’s social environment as a determinant of LD, which is concurrent with the previous point that I have raised. Second, the importance of parental role was accounted for in this stipulation. The information gathered from the parent is required in the evaluation of students with learning disability. In conclusion, learning disability is as crucial as how we perceive it to be. It affects an individual’s normal functioning; and worse, it affects the attainment of one’s fullest potential. But on a lighter note, several measures have been formulated. Thus, the partnership of parents, teachers, and the state is an important element in assisting children with learning disorder. Further, this partnership has the capacity to help these children in attaining their precious little dreams. REFERENCES New York State Education Website (2005). Regulation of the Commissioner of EducationPart 200- Students   with Disabilities. Retrieved October 27, 2006 from Smith, E.E. et al. (2003). Atkinson & Hilgard’s Introduction to Psychology 14th edition. Australia: Thomson & Wadsworth.

Human Resources Practice Essay

1. Introduction The HR Profession Map was developed using the following design principles: †¢ It describes what you need to do, what you need to know and how you need to do it within each professional area at four bands of professional competence. †¢ It covers behaviours as well as the technical elements of professional competence required in the HR profession. †¢ It is organised around areas of professional competence, not organisation structures, job levels or roles. †¢ The scope of the Map will cover the breadth and depth of the HR profession, from small to large organisations, from fundamental to sophisticated practice, local to global, corporate to consulting, charity to public sector, traditional to progressive. †¢ It has the versatility to be used in part, or viewed as a whole, with the core professional areas acting as the key or centre that is relevant to all. 2. Activity 1 Summarise the HRPM The Profession Map captures what successful and effective HR people do and deliver across their specialist profession, and sets out the required activities, behaviours and knowledge. Covering 10 professional areas and eight behaviours, set out in four bands of competence the Map covers every level of the HR profession, from band one at the start of an HR career through to band four for the most senior leaders. The Map has been designed to be relevant and applicable to HR professionals operating anywhere in the world, in all sectors and in organisations of all shapes and sizes. Professional Areas 1. Insights, Strategy and Solutions 2. Leading HR 3. Organisation Design 4. Organisation Development 5. Resource and Talent Planning 6. Learning and Development 7. Performance and Reward 8. Employee Engagement 9. Employee Relations 10. Service, Delivery and Information Behaviours 1. Curious 2. Decisive Thinker 3. Skilled Influencer 4. Personally Credible 5. Collaborative 6. Driven to Deliver 7. Courage to Challenge 8. Role Model (www.cipd.co.uk) 2.1Insights, Strategy and Solutions Human Resources professionals work from a deep business, contextual and organisational understanding to develop actionable insight, and prioritise HR strategies that make the most difference at any given time. You develop insight-led solutions, prioritised and tailored around a good business, contextual and organisation understanding – identifying opportunities and risks and acting on them. Business Vision and strategy of the organisation Products/services and customer profiles Financial and non-financial performance information Contextual Your sector and related regulations/legislation Political, economic, social, technological and environmental issues. Organisation Structure, processes, governance Culture, values, behaviours Key relationships, stakeholders, how decisions get made This understanding – and the resulting insights – allow us to create prioritised and situational HR strategies that make the most difference and build a compelling case for change. Includes these topics: Building a picture Developing actionable insight Delivering situational HR solutions that stick Building capacity and capability -Working with agility Organisation context determines the influence and priority of stakeholder roles and individuals, it also determines how readily new systems/ applications or methods can be adopted, and whether we can get there. If customers / principal stakeholders come from different contexts, this may systematically shape the goals and requirements 2.2 Leading HR Resourcing Band 1 Human Resources Professionals need to have a good knowledge of the principles and procedures for organisations recruitment, selection, training, compensation and benefits of labour relations and personnel information systems. A sound knowledge of business and management principles involved in strategic planning, modelling, leadership technique, production methods, and coordination of people and resources. Motivating, developing, and directing people, as they work, identifying the best people for the job also been able to identify potential for succession planning. . 3. Activity 2 Timely and Effective Service With any organization, we will typically find the customers HR supports are within recruiting, employee relations, training, etc, all pretty much the same, regardless of department, our customers are anyone who uses the HR services we provide we interact with supervisors, managers, employees, external candidates, and external organizations. The way that HR interacts with each of these groups is different depending on what is being delivered, but in the general sense, our customers are all as important as each other. 3.1 Employees Employees want professional HR support from real people and HR need to be responsive and clear about what services we offer. HR need to be easy to contact and able to respond quickly and effectively. Obviously employees require accurate pay and benefits, on time. They also want to be given the opportunity for training and development. 3.2 Managers Managers want an HR function which understands the workforce and can help management balance employee and business needs. They want a proactive HR function which identifies issues before they happen and works with managers to address them. They would like HR to help them with their most challenging people issues including motivation, change and skills development. An HR function which does not understand the business and the workforce completely loses its value. The needs of both employees and managers are sometimes be conflicting. For example, managers require a higher level of production and sometimes longer working hours whereas employees tend to want more time off and more focus on a work/life balance. A good HR department needs to work with both groups to find the best balance. A way of resolving these conflicts is to focus on the overall needs of the organisation, ensuring that the right employees are recruited and retained will help this. The skills and abilities of all employees need to be aligned to their job role and as HR we need to provide development and training to ensure productivity is reached and to manage turnover of employees. Coaching and counselling employees will also help and providing an effective reward and recognition system. 3.3 Recruitment Agencies HR and recruitment agencies are committed to developing and maintaining closer relationships, the outcomes for both parties are more positive, and from a strategic perspective, it’s the formation of these stronger partnerships that bring mutual business benefits and added value. Good reasons why an organisation would use recruitment agencies Gain access to job-seekers (both active and passive)  source candidates from more specific talent pools and match them to an  organisation’s vacancies reduce the time and in-house resources dedicated to recruitment use a range of specialist skills offered by recruitment experts Access specialist services such as screening, filtering and profiling of candidates Gain flexibility in recruitment to meet cyclical/ market demand Get expert opinion about and knowledge of current recruitment legislation Benchmarking purposes – access to salary data and local market knowledge. However in past experience working with some recruitme nt agencies it can become an expensive option as they tend to charge anywhere from 12.5 percentage of the starting salary upwards and a finders fee if the candidate does become permanent. 3.4 Communication Communication Type Advantages Disadvantages Email Easy to send Fairly quick to send Can send 365 days of the year Can send to a group of people at once Email can get stuck in spam and not received Attachments could contain viruses Internet could go down and may not receive mail for sometime Phone call Calls can be made 24 hours a day 7 days a week Get your message across and gain feedback immediately You cannot see each other’s body language Things could get mis-interpreted Costly Fax Can send exact copies of documents Easy to train how to use No immediate response Could misdial number sending documents to wrong person Poor quality of received document 3.5 Effective Service Delivery An effective HR services for all employees is seen as be supportive, not to dilute the responsibility of people management. Also have the ability to coach line managers, especially around managing performance. 3.6 Delivering Service HR should obtain thorough feedback from internal customers, line managers, senior managers and employees. This should cover both what they need from HR, and their user experience of current services. Such feedback could generate a clear and more effective HR function within the organisation. It can provide fresh insights and help the HR function to focus its efforts in these areas could add value to the business. 3.7 Difficult Customers Assuming that the employee provides value to the company and possesses redeeming qualities, there are ways to deal with difficult employees. Most often, managers will simply ignore problematic staffers. Managers who live by this rule hope the problem will just go away; that these people will somehow turn themselves around or stop being troublesome. Ignoring the situation is the wrong solution to what could likely become a progressive problem. It is important to take action as soon as the negative behavior pattern becomes evident when left untouched, this problem will only escalate. (http://www.entrepreneur.com/article/201950#ixzz2h4AjsnQf) 3.8 Resolving Complaints Employee complaints alert us to potential problems within the business Depending on the type of complaint that comes in you’re going to want to keep relevant portions of your staff appraised of it while simultaneously safeguarding the privacy of the individuals involved. It’s important to be transparent in these situations because â€Å"employees are probably going to know this on the office gossip vine anyway,† says Kelly. â€Å"They want to see that management is aware of it too and that management does take action and demonstrates a commitment to a higher ethical standard.† (http://www.inc.com/guides/2010/04/handle-employee-complaints.html/1)

Project Management Tools and Techniques Essay Example | Topics and Well Written Essays - 2000 words

Project Management Tools and Techniques - Essay Example These terms include project-oriented business, project-based organizations, management by projects, organizational structure of project form and temporary project organization. The Sydney Opera House is Australias best-known iconic structure that symbolizes the states beauty and culture. It is also famous due to its management failures during its construction, which had the effect of redesigning seventeen times before successfully ending. According to Architecture Week (2006, p.143), the architecture competition was won by JÃ ¸rn Utzon after New South Wales set out the bidding process in the year 1957, it construction was commenced in the year 1959. The duration that the project was to take was four years with an underestimated budget of $7 million. The project, however, took a total of 14 years to full completion, whooping a total cash of $102 million (Bull 2007, pp. 145-171). Taking such an escalated amount as compared to the initial value that was set with the addition of $95 million, are the reasons why the project is considered unsuccessfully planned and managed. Majority considers the project as the leading projects that had disastrous management in the history, not only from the management, but also financially. In its analysis why it is a consideration as one of the most unsuccessful projects trace from the initial stages. On the conception of this project, the priority is to set out the mission, objectives, and its goals by the time of its completion. "For any project, objectives, goals and intentions have to be defined under the guidance of the client, so that the project can be in line with what is needed to be completed" (Ramroth &William 2006 p. 52). The main factors in a project to be considered a success or a failure are costs, time, and quality. Concerning Sydney and its clients, the last option was of more weight to

Business Organisation and Policy Essay Example | Topics and Well Written Essays - 2250 words

Business Organisation and Policy - Essay Example Moreover, if any firm buys or merges with any other firm which is at a different level of the value chain and the chain of production, it will be called vertical integration. There are two types of vertical integration namely: Backward vertical integration and forward vertical integration. Backward integration occurs when a firm merges with or takes over firms at an earlier level of the chain of production than itself. For example, when a big retail store such as Wal-Mart, purchases a factory or plant which processes and produces frozen food, it would be called backward vertical integration as Wal-mart is ensuring a stable and secure supply of frozen food. Backward vertical integration is helpful where the suppliers have a stronger network and a stronger negotiating power in the industry. On the other hand, forward vertical integration occurs when firms take over or merge with firms which are at a later level of the value chain of production. For example, if a raw material supplier b uys a factory or when a clothes manufacturer opens up a retail outlet, it will be called forward vertical integration. Forward vertical integration opens doors of a steady revenue stream for firms. ... ADVANTAGES OF HORIZONTAL INTEGRATION When a firm expands horizontally, it is likely to experience economies of scale from the increased output. Firms can increase their profitability as per unit cost decreases with the increased level of output. For example, if a huge retail store merges with another chain of retail store, it can achieve economies of scale in the form of more discounts from manufacturers owing to bulk purchasing. As the store would now technically be purchasing close to twice as much as it did before under one umbrella, it would receive large discounts from manufacturers as well. Similarly, if a manufacturing firm merges with another, not only this would be the merger of capital, assets and liabilities, but also the firm would now share each other’s competencies and specialties. This might even include more cost-efficient production processes, vendor relationships, discounts on bulk purchase of raw materials etc. Besides this, the business would also expand on its geographical reach to the market. For example, when the Royal Bank of Scotland merged with Faysal Bank in Pakistan, all of Royal Bank of Scotland’s network of branches and accounts spread throughout Pakistan came under Faysal Bank’s control and brand name. Unilever’s taking over of Polka ice-cream in Pakistan is another example of geographical expansion through horizontal integration. This gave them an easy access to the market of Pakistan. However, as opposed to vertical integration, firms might enter into businesses which are out of the scope of their operations and specialization. This could misallocate resources into less profitable ventures if not unprofitable and even lead to money being drained on the

Traditional Roman Republic Virtues versus Christian Virtues Essay

Traditional Roman Republic Virtues versus Christian Virtues - Essay Example Perpetua and Lucretia depict different virtues as women, wherein Perpetua is shown as virtuous because she willingly accepted suffering for her faith, while Lucretia took suffering in her own hands and asked others to avenge her marred integrity because she and her society assigned ultimate virtue on her sexual purity. Perpetua is different from Lucretia because she lived by the Christian virtue of suffering for her faith rather than renouncing it. She shows courage in accepting her suffering. Her punishment was to face gladiators, and, before they killed her, she told her brother and others: â€Å"You must all stand fast in the faith and love one another, and do not be weakened by what we have gone through.† She embraced her suffering with pride and love. Lucretia did not die for her religious beliefs, but because of her soiled sexuality. She did not even wait for others to punish her for being impure. She said this before committing suicide: â€Å"I will absolve myself of b lame, and I will not free myself from punishment. No woman shall use Lucretia as her example in dishonor.† She could not accept living anymore after being raped because she and her society believed that women must be sexually pure (i.e. have sexual relations only with their husbands). Lucretia killed herself because of her shame, while Perpetua sacrificed her life for her Christian faith.The male interlocutors in these women’s lives lived according to their cultural virtues, wherein Christian males in Perpetua’s life suffered with her.

Stress Essay Example | Topics and Well Written Essays - 250 words - 3

Stress - Essay Example After the re-structuring there is no real motivation to inspire the employees because they fear that they could lose their jobs just like their past colleagues.   Part of the stress suffered by the employees has to do with the rapid transformation that the company has undertaken. This may be unavoidable because the company either has a limited budget or must make the transition by a deadline. This extra work load has required every employee to contribute more to the organization as a whole. Although not a perfect option, one method could be to give a raise to employees who choose to work longer hours. If finances are out of the question, then the company could introduce more work breaks so that employees do not feel tired as much. Another cause of stress can often be job security. The only way to remedy this is to make sure that every employee has a defined set of work responsibilities and no one else is trying to take over their job. Finally, the last cause of stress can be insufficient skills for the job. If an employee is unsure about how to complete their job tasks, then they will likely stress over it. This can be prevented by encouragin g open communication channels between employees and management and transfer employees who do not feel that they are capable of performing their job. Other co-workers can be located or new staff can be hired to help fill the

Analytical Writing Paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Analytical Writing Paper - Essay Example While Amy Tan (1990) describes this reality through her own personal experience and in a linguistic point of view, Beverly Tatum (1999) goes further deep into the issue citing different examples from her own life and also from other circumstances she observed in society which include oppression based on color, sex, religion and even sexuality. Amy Tan shows that the ethnic people, in fact, have to face a rough treatment at the hands of the mainstream White society. As her mother speaks poor and broken English, they are denied proper service many times. She narrates the treatment her mother met at a hospital, â€Å"the hospital did not apologize when they said they had lost the CAT...they did not seem to have any sympathy †¦.they would not give her any more information until the next time† (Tan 78). Tatum too has a very similar opinion in his writings. She vividly explains the common forms of oppression met by a black man on the basis of color. â€Å"Do the women hold their purses a little tighter†¦.. Does he hear the sound of automatic door locks on cars as he passes by†¦is he being followed around by the security guards at the local malls?† (Tatum 289). It is evident from the writings that due to the substandard shoe being forced to put on due to their ethnicity, the disadvantaged ones often develop a hate towards themselves. This often leads to their further alienating themselves from the mainstream society. Some others, on the other hand, start imitating the dominant class blindly and as closely as possible, still with a feeling of indignity. This is very evident from Amy Tan accepting that â€Å"I was ashamed of her English† (Amy Tan 78). Her mother too feels herself worthless and hesitates to communicate with others â€Å"she used to have me call people on the phone to pretend I was she† (Amy Tan 78). However, the writer points out that she used to make a lot of

Land Law Coursework Essay Example | Topics and Well Written Essays - 1500 words

Land Law Coursework - Essay Example A property possessed by an individual via the legal provision of the government holds several legal clauses that bind the owner to the government policies. Knowledge of the law and the clauses it presents in property guide and ownership holds a major fraction in maintaining order after property acquisition. My essay is centered on two cases that depict instances that land laws require careful consideration before judgment is issued on rightful ownership. Part A Bramble farm The coming into force of the LRA (2002) signifies a change from a system of registration of title to a system where registration gives a person title to the land (Gatty, 2003). Previously, what were used were the 1925 reforms, which proved to be cumbersome and sometimes problematic. 1. Therefore, in the case of Rose, she was a previous co-owner to the land but her name was not included on the register as a co-proprietor, which in itself raises problems. Under the old system, a purchaser of land bound whether or no t he had notice of the existence of such interest1 but it depended on whether the interest was commercial or family in nature. Where it was commercial interest, the interest could not shift to the purchaser when it came to selling that land.2 In this case, Mr. Hay would not be bound by the understanding in two parties, as he was not privy to it. 2. When it comes to the matter of executable deed where Mr. Wood had a six-year lease, the law stipulates that where there is a legal lease even though not registered, it would bind Mr. Hay as an overriding interest within schedule 3 paragraph 1.3 Woods contract though not protected by the register would still be binding as an overriding interest within schedule 3 paragraph 2 (LRA, 2002), and that would be if woods was actually occupying the said cottage. However, since he never occupied it his interest in that land would cease to exist and the leasehold giving him the option to buy freehold of the cottage will not suffice. 3. In the case of right of easement or right of way, the law recognizes the right of a third party over somebody else’s land and it does not matter for whatever reason it maybe. This law applied to both lands when focusing on their registry. In this case, Mr. Plant and his predecessor have been using the outbuilding as a short cut. Common law stipulates that where a user is of right and is in continuous usage of that way then he acquires the right of way and it does not matter whether he had permission or not (Smith, 2000). 4. Fixtures and fittings that are on the land become part of the land in that the proprietor and subsequent buyer of the land own them. Chattels, themselves, remain moveable property that do not attain and so are not part of the integral heritable property. Therefore, where there is no express agreement in the contract of sale that the chattels will remain, they may be removed from the land without any right of recourse (Saton, 2000). In order to determine whether an item is a fixture, the initial assessment is whether it is physically attached to the land. This includes plumbing, shelving and heating but not items that are resting on the land, such as statutes.4 The second assessment is the purpose of attachment whether it is for the enjoyment of the item or for purposes of improving the land. In D'Eyncourt v Gregory it was established that ornaments and strategically placed seating, as well as two statutes of lions in a hall, did form part of

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 36

Discussion Board Post Response - Essay Example t refreezing, in the context of your planned change, can be achieved through trainings with an intention of facilitation comprehension of the importance of the planned change. As explicated by McMurray et al (2009), such an approach would reduce fragmentation and hence facilitate adoption of a patient-centered approach to care. In doing so, patient-centered approaches will be adopted and subsequently absorbed within your organization. Jacqueline, I agree with your discussion particularly your observation that asking the right questions during evaluation will establish the practicability of the planed change. In my organization for instance, asking assessing the costs of the planed change helps establish the adequacy of available resources. I also agree that stability can be achieved through refreezing. Dr. Carol Huston (2013e) elucidates refreezing as a process involving adoption of the implemented changes as the norm or their absorption into organizational culture. Viewing change of implemented processes as part of the organizational culture ensures consistency and in doing so, stability is achieved. Dr. Carol Huston (2013e) also posits that evaluation should be a continuous and cyclic process. In this viewpoint, I agree with your observation that evaluation should be

E-Business Strategy Essay Example | Topics and Well Written Essays - 1250 words

E-Business Strategy - Essay Example Kourdi defines business strategy as â€Å"the plans, choices and decisions used to guide a company to greater profitability and success† (3). In e-business terms, we can mould this definition to state that e-business strategy is the plans, choices and decisions that are used by the business owners to guide their electronic transactions with other businesses, customers, suppliers, executives, partners and investors to achieve high end productivity in the virtual world. If the e-business owners are able to implement clearly focused strategy, they are then able to provide commercial success to their virtual businesses. On the other hand, if the strategy is faulty, this leads to total destruction of the company in the short or long run. Therefore, it is important to understand the importance of e-business strategy which is quite different from the real world business strategy. It is also important to differentiate between the strategic plans and otherwise decisions because many bu sinessmen have the â€Å"tendency to label every plan and decision strategic when most are about implementing strategy rather than setting it†, according to Kourdi (3). Successful E-Business Strategy- An Example How and why e-business strategies are successful is understood when the results and outcomes are observed. Dave mentions in his book that when the e-business owner knows in which direction he will drive his company and what kind of organizational culture he is going to impart to his e-business so as to enhance the productivity and attract e-consumers efficiently, this enables them to lay down such a strategic plan that helps them achieve their mission. E-business strategies are successful because they tend to clarify the mission statement and the vision of the e-company thus resulting in goal-based and productive performance of the company in the cyberspace. Dave mentions in his book many examples of successful e-businesses out of which a very interesting one is that of the Dow Chemical (p.249). According to Dave, Dow chemical is the result of implementation of a successful e-business strategy

Cheating Is Wrong Essay Example for Free

Cheating Is Wrong Essay Why is it cheating? It is cheating because: * When you are given an assignment to write a paper for a class, you are being asked to write the paper. If the professor wanted to know what someone else thinks about the topic, she’d ask that other person, not you! * One purpose of assignments and exams in school is to honestly evaluate your knowledge and abilities. If you didn’t honestly demonstrate your knowledge and abilities, then the professor can’t honestly assess them. If the professor can’t honestly assess them, then the university or college is giving you an invalid credential. Once you have an invalid credential, you undermine the integrity of your alma matter (whose reputation upon which you depend for your livelihood) and you are falsely representing yourself, your knowledge and your abilities to prospective employers, graduate and professional schools. * You are lying when you turn in the paper with your name on it as if you were the only author. This makes you a liar, and a cheat. This is no different than if you had someone else take your driver’s test for you or did your job for you while you got paid. Why is cheating wrong? If you need to ask this, you’ve got bigger problems than I can solve. Cheating is wrong because it creates a distrustful community and world – once we can’t trust each other, your doctor, your accountant, your grocery store clerk, and so on, we will have to move into a complete police state. Constant monitoring. No privacy. No freedom. You are entrusted to do your assignments honestly and with integrity, this means always acknowledging the help you receive from others. With trust comes great responsibility. You are responsible for your own integrity. You are responsible for NOT being a cheater.

Working For Children With Disabilities Social Work Essay

Working For Children With Disabilities Social Work Essay There has been a dramatic increase in the survival rate of children born with complex healthcare needs (Carpenter 2003). There are major concerns as a result (Blackburn, Spencer and Read 2010). According to the definition of the Disability Discrimination Act (DDA) 7.3% (CI 6.9, 7.7) of children in the UK are stated as having a disability. Disability patterns differ between sexes, with a higher rate overall in boys than girls and possibly more difficulty with learning and remembering ability, communication, concentration and physical coordination in boys. Children with disabilities find themselves in dissimilar situations to those of non-disabled people. This situation for disabled children exists in particular circumstances such as in minority ethnic groups, black/mixed marriages and single-parent families. These children demand support from different professionals and agencies. It is vital for them to have effective multi-agency working. Currently, there is little evidence about the effect of multiagency working with disabled children and their families. (Sloper 1999) highlighted in her paper the unmet needs for families who have children with disabilities: counselling and support to have information and guidance about services; the condition of the child and how to deal with and help the child; equipment supply; financial support with housing and transportation, and having breaks from care like respite care as practical support. This paper will summarize the outcome of an evaluation of both multidisciplinary and multiagency working with disabled children and their families. Background to Multiagency Working and Multidisciplinary Working Multiagency working is eц¢Ãƒâ€˜Ã¢â‚¬ ¢entially about bringing together practitioner with a range of ц¢killц¢ to work acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ their traditional ц¢ervice boundarieц¢. Thiц¢ iц¢ currently regarded aц¢ crucial to the effective proviц¢ion of childrenц¢ ц¢erviceц¢. Aц¢ local authoritieц¢ re-organiц¢e to provide education, ц¢ocial care, and ц¢ometimeц¢ health proviц¢ion,( Cronin 2005) within a ц¢ingle childrenц¢ ц¢erviceц¢ department or childrenц¢ truц¢t, three modelц¢ for multiagency working are emerging: Multiagency panels or networkц¢ the team around the child practitionerц¢ remain employed by their home agencieц¢ but meet on a regular baц¢iц¢ to diц¢cuц¢Ãƒâ€˜Ã¢â‚¬ ¢ children and young people with additional needц¢ who would benefit from multi-agency input. Multiagency teams made up of practitionerц¢ ц¢econded or recruited into the team, making it a more formal arrangement than a multi-agency panel. The team workц¢ with univerц¢al ц¢erviceц¢ to ц¢upport familieц¢ and ц¢choolц¢ aц¢ well aц¢ individual children and young people. Integrated ц¢erviceц¢ which bring together a range of proviц¢ion, uц¢ually under one roof, ц¢uch as in school or in an early years setting. Staff work in a co-ordinated way to addreц¢Ãƒâ€˜Ã¢â‚¬ ¢ the needц¢ of children, young people and familieц¢ providing ц¢erviceц¢ ц¢uch aц¢ all-year-round, incluц¢ive education; care and perц¢onal development opportunitieц¢ for children and young people; and ц¢pecialiц¢t ц¢upport for children and families. The idea of profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ and agencieц¢ working together iц¢ not new. There are many proviц¢ionц¢ in the Children Act of 1989 which require different authoritieц¢ to co-operate and to conц¢ult with one another while multi-agency ц¢upport iц¢ a feature of the ц¢pecial educational needц¢ framework, ц¢et up following the Education Act of 1981, (Nelson 2002)particularly in relation to ц¢tatutory aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment and ц¢tatementing. à Ã¢â‚¬ ¦ince the Labour government came into power in 1997 a number of initiativeц¢ ц¢uch aц¢ à Ã¢â‚¬ ¦ure à Ã¢â‚¬ ¦tart and Connexionц¢ have been put in place to promote effective joined up multi-agency working to ц¢upport vulnerable children. However, the recommendationц¢ which followed the Laming inquiry into the death of Victoria Climbià © prompted a renewed determination to get ц¢erviceц¢ working together and in 2004 a new Children Act established a duty on agencieц¢ to co-operate with each other to protect and improve the liveц¢ of children. Thiц¢ haц¢ reц¢ulted in ц¢ome of the following developmentц¢: The introduction of major changeц¢ to the childrenц¢ workforce: a comprehenц¢ive curriculum for training all practitionerц¢ who work with children iц¢ currently being developed by government. While thiц¢ iц¢ not going to make all profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ knowledgeable about diц¢abilitieц¢ ц¢uch aц¢ autiц¢m, they ц¢hould have the baц¢ic ц¢killц¢ to recogniц¢e a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible developmental delay, be able to ц¢upport parentц¢ emotionally and, (McCarton 2006)crucially, to know when to ц¢ignpoц¢t parentц¢ on for more expert advice. Working with children iц¢ a key component of the core curriculum which recogniц¢eц¢, for example, that ц¢ome children do not communicate verbally and that practitione rц¢ need to adapt their communication to the needц¢ and abilitieц¢ of the child or young perц¢on. New wayц¢ of ц¢haring information are being developed to avoid duplication, children ц¢lipping through the net and exceц¢Ãƒâ€˜Ã¢â‚¬ ¢ive bureaucracy. The government haц¢ developed ContactPoint, a databaц¢e holding information on every child in England from birth to 18 yearц¢ of age, poц¢Ãƒâ€˜Ã¢â‚¬ ¢ibly longer for children who are diц¢abled or looked after. With greater electronic recording of perц¢onal information reц¢ulting in wider acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ in ц¢ome caц¢eц¢, iц¢Ãƒâ€˜Ã¢â‚¬ ¢ueц¢ of confidentiality are of concern to diц¢abled people. Croц¢Ãƒâ€˜Ã¢â‚¬ ¢-profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional legal guidance ц¢etц¢ out how information ц¢haring ц¢hould happen and coverц¢ confidentiality in ц¢ome depth. The Common Aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment Framework (CAF) which aimц¢ to provide a more ц¢tandardiц¢ed and preventive approach to identifying need and making proviц¢ion and which operateц¢ acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional boundarieц¢ has been developed. à Ã¢â‚¬ ¦ome children may be identified aц¢ having a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible disability, such aц¢ cerebral Palsy, via this route (Eicher 2003). Every local authority (except the beц¢t performing four ц¢tar authoritieц¢) haц¢ to have a Children and Young Peopleц¢ Plan (CYPP) focuц¢ed on better local integration of childrenц¢ ц¢erviceц¢ in locationц¢ ц¢uch aц¢ extended ц¢choolц¢ and childrenц¢ centreц¢. Familieц¢ with children o n the autiц¢m ц¢pectrum ц¢hould find it eaц¢ier to acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ ц¢erviceц¢ aц¢ a reц¢ult and ц¢hould be conц¢ulted about ц¢erviceц¢ they would like to ц¢ee improved and developed. The CYPP coverц¢ all local authority ц¢erviceц¢ affecting children and young people including early yearц¢ and extended ц¢choolц¢ and out-of-ц¢chool child care, education, youth ц¢erviceц¢, childrenц¢ ц¢ocial ц¢erviceц¢. It alц¢o includeц¢ ц¢erviceц¢ provided by relevant youth juц¢tice agencieц¢ and health ц¢erviceц¢ for children and young people, including child and adoleц¢cent mental health. Models of multiagency working Three different models of joint working have been identified by Watson et al. 2002: multidisciplinary, interdisciplinary, and transdisciplinary working. These categories are based on several experts working together effectively in a particular service context, linked with family requirements in a holistic approach (table 1). Multidisciplinary working means single agencies made up of individual professionals (Watson et al. 2002). For instance, a health visitor, a physical therapist, an occupational therapist, a speech and language therapist, and a hospital consultant may work together within a health agency. Professionals work separately to assess the child, and as a consequence they produce separate documents so they do not share their goals and aims, which makes it very difficult to assess the child as a whole. Their care is focused on the childs health care needs only without involving other needs such as educational, emotional and social needs. There is a low equivalent partnership approach with the family and low communication with other agencies; usually family members take on this role. The second model, interdisciplinary working, with different agencies and their professionals working together by assessing the child and his/her family needs separately and then meeting together to set goals according to their findings. This model is focused on the childs needs more than the familys needs. The third model is the more holistic approach and preferred by families, transdisciplinary working, where different agencies work together by sharing goals, knowledge, tasks and responsibilities. This model is focused on a primary provider, the key worker, who is responsible for delivery of an integrated programme for the child, and family care. Moreover, for the most important part is that families are treated equally. Both (Sloper 2004, and Carney 2009) agreed that the transdisciplinary working model in the area of multiagency key working is the only way of integrated working which has favourable outcomes for disabled children and their families. However, there is not so much evidence that could show what type of model is implemented in practice. Sloper et al. 2004 also cited in her paper Cameron (2000) and Atkinson (2002) regarding other models; most models focused on relationships between professionals and how multiagency working was organised. This may contribute to better communication but does not necessarily result in the family receiving a coordinated service. (Table 1 ,Watson et al. 2002) Method Electronic resources (MedLine, Cochrane Library, PsychInfo, PubMed, google Scholar) were used and the focus was on existing reviews, in particular qualitative studies and good quality reviews. Key words The research terms were multidisciplinary working and disabled children, multiagency working and disabled children, and multiagency and multidisciplinary and disabled children. PROPOSED METHOD OF CRITICAL APPRAISAL I have chosen two qualitative studies (Watson, Abbott and Townsley 2007) which help to explore the impact of multiagency/multidisciplinary working on disabled children and their families. CRITICAL APPRAISAL To critically examine the evidence provided by these papers, which are qualitative studies, it is appropriate to use the critical appraisal checklist provided by the critical appraisal programme, from the Public Health Resource Unit, Institute of Health Science, Oxford which was accessed from http://www.phru.nhs.uk . The 10 questions are adapted from Oxman AD, Cook DJ, Guyatt GH, Users guide to medical literature. VI. How to use an overview. JAMA 1994; 272 (17): 1367-1371. The reason for choosing this is because the two studies are qualitative studies. 1st study Authors Watson, D., D. Abbott R. Townsley Title Listen to me, too! Lessons from involving children with complex healthcare needs in research about multi-agency services. Publisher Child: Care, Health Development, (2007) 33, 90-5. 2nd study Authors Carter, B., J. Cummings L. Cooper Title An exploration of best practice in multi-agency working and the experiences of families of children with complex health needs. What works well and what needs to be done to improve practice for the future? Publisher Journal of Clinical Nursing, 16, 527-39. 2007) 10 questions of qualitative research CASP tool (Watson et al. 2007) (Carter et al.2007) Was there a clear statement of the aims of the research? Yes, there was a clear statement of the aims to discover the positive impact of multiagency working on families with children who have complex health care needs. to examine the involvement of complex health care needs children in multiagency services. Yes, there was a clear statement of the aims to create a connection between children, families and people who work with complex needs children. To discover best multiagency working practice with families and people who work with complex needs children, to find out what is good practice. Generate opportunities, associations and guidance plans which will improve multiagency working practice in the future. Is a qualitative methodology appropriate? Yes, there was appropriate methodology: disabled children who are dependent on medical technology and their carer or families. Yes, there was appropriate methodology: 20 Families were targeted (mothers fathers children with complex needs). People working with complex needs children from different agencies. Was the research design appropriate to address the aims of the research? Time spent with 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys (from 6 multiagency services in the UK). Interviews with 115 professionals in the 6 multiagency services about their experience in multiagency services. 25 families visited with parents/carers interviewed about their experience with multiagency services. Appreciative interviews with participants lasted between (40 minutes 3 hours): Individual Face to face Audio- taped Narrative interviews Small group workshops (dreaming design). All participants were invited. Workshops of consent (design and destiny). All participants were invited to attend 5 consensus workshops across 2 counties. Final synthesis. Was the recruitment strategy appropriate to the aims of the research? The authors targeted: 6 services chosen from 26 which presented the highest components of multiagency working. 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys with a range of cognitive abilities, from severe to no learning difficulties. The majority had cognitive impairment. 3 children without obvious learning difficulties. The explanation of chosen participants is explained above#. 18 parents/carers agreed to take part. 2 young people were recruited, one male and one female to help the authors with their meetings and email communication. The authors: Targeted 20 families: 10 families from Burnley / East Lancashire, and 10 from the South Lakes area, to reflect two different health economies within the area served by Cumbria and Lancashire Workforce Development Confederation (WDC), UK. Recruited people working with complex needs children from different agencies as much as possible. Used purposive sampling (families), and sampling of snowballing (professionals). All the targeted population completed the interviews. Also agencies and disciplines were targeted. Were the data collected in a way that addressed the research issue? Time spent / interviews / disposable camera for the purpose of taking photos of all the important people. Informal, adapted, enjoyable and relaxed sessions to meet the needs of each child, lasting for an hour. Small gifts + a 10 pound voucher for taking part. Developed topic guide which covered: Things I like, things I dislike, who lives at home with me, school, friends, adults who helped me, short breaks, difficult things to do, and happiness moments. Drawing on big paper (the child interviewer sometimes). Showing a sheet of simple faces showing different expressions, to choose which one is closest to the child or young person. Asking about seeing professionals, also about having a designated worker, referring to key worker by name depending on the childs cognitive ability. Attride-Stirlings approach to data collection is to codewhat is said in the interviews.( this was used instead of Appreciative Inquiry) Each interview was coded line by line, and codes were assigned to words, phrases and any interesting views relevant to the research aims noted. The researchers used this information to create the 56 statements on a flip charts. they then showed back to the people theyd interviewed.   These people then chose statements which were relevant and meaningful to them, in relation to the research. Small group workshops (dreaming design) All participants were invited. Workshops of consent (design and destiny) All participants were invited to attend 5 agreement workshops across 2 counties. Has the relationship between researcher and participants been adequately considered? Yes it has. A lot of care is taken to create a more equal relationship between the researcher and the complex care needs children and their families. Design method is flexible, non intrusive and responsive to childrens communication styles. The construction of this relationship and the methodology have ethical implications which are discussed below. Yes it has. Flexible and dynamic approach by involving and shared between the participant and researcher. Have ethical issues been taken into consideration? Yes, ethical issues have been taken into consideration. There were plenty of details about how researchers contacted the participants by obtaining consent from young people and some ethical dilemmas were presented. The project was approved by two ethics committees: The Faculty of Health ethics committee. Morecambe Bay Local Research ethics committee (LREC). All the LRECs were covered by Locality Agreements in Cumbria and Lancashire. For the duration of the study, all research team had Honorary Contracts with Morecambe Bay Primary Care Trust (PCT). Comprehensive information was received by the participants and they had opportunities to discuss their involvement. At no time was there any pressure to participate. 24 hours were given as a minimum to make participation decision in the project to participants. Was the data analysis sufficiently rigorous? Yes it was. There was no comprehensive discussion about the method used for data analysis. The authors created data sets using four broad categories and they provided descriptive tables on childrens age, education, use of health technology and communication style. Yes it was. (figure 1) showed how rigorous the data analysis was:, thematic analysis using Attride-Stirlings approach of basic themes grouped into organizing themes and then global themes. Is there a clear statement of findings? Yes, there was a clear statement of findings, there was a discussion of the evidence, but no discussion about the credibility of their findings. Findings were discussed in relation to the childrens communication in multi agency services. Yes there was a clear statement of findings. Their findings were explicit. There was a discussion of the evidence. There was a credibility discussion about their findings. The authors discussed findings in relation to the original research question. 10-How valuable is the research? Yes, the study does make a contribution to understanding the consultation of children with complex care needs used in multiagency services. The authors didnt discuss new areas of research. There was a considerable contribution on involving disabled children in service delivery and research but there is still a gap about involving complex care needs children. The project was valuable because it provided families with a better understanding of how practice should be, and provided opportunities for a mutual relationship between professionals through the exchange of information. The research identified new areas where research is necessary in the future. There was a greater impact on practice by this study and it lead to a better quality of life for both children and their families. Limitations of (Watson et al. 2007) The major limitation in this study is that there was not comprehensive discussion about methods used for data analysis. Moreover, the authors created data sets using four broad categories: friendship and communication, relationships with professionals, school life, and the things that children like and dislike. With such a small sample size, 18 children and adolescents with complex health care needs, between 2-15 years old, it is very difficult to address the effect on the result of bias. Limitations of (Carter et al. 2007) There are some limitations in this qualitative research. The first one is in methods; the authors tried to carry out Appreciative Inquiry but then used Attride-Stirlings approach. Moreover, methods were combined into three stages as another shift in method. Each agency / discipline was not fully represented. There was an absence of involvement of general practitioners. There was a limitation in the appreciative interviews because of they were interviews at a particular point in time. Furthermore, one child was included in the study due to other children being too young to participate or having severe disabilities. Last but not least, the study failed to recruit ethnic minority group parents and children. Discussion The main focus of these two papers was to find out the impact of multidisciplinary or multiagency working on disabled children and their families. Regarding the two studies findings in relation to multiagency working (Watson et al.2007) authors reported that seeing many professionals did not cause any difficulties for the majority of children in the study. However, difficulties did appear when professionals attempted to talk to the child directly. Communication between the key worker and the child was reported as weak or limited. One child expressed their feeling of seeing many professional as a silly and boring thing to do, while another child showed a close relationship with their key worker by recognising their name. In general, this study did attempt the challenge of involving children with complex health care needs, but it is not a reliable study because it used a small sample number of children. As regards the findings of the second paper (Carter et al.2007), they chose two areas from the guidance plans, the 10 statements, as they felt that they reflected the two core areas of guidance which were: the most important As a consequence, authors stated the importance of making children and parents more satisfied and less isolated, and the crucial role of support and voluntary groups. Moreover, families and people from different agencies have to be cooperative when choosing the important role of coordinator for the long term, as this is where parents will seek help. Figure 1 Evidence from disabled children with their families in multiagency and multidisciplinary working Atkinson, Wilkin, Stott, Doherty and Kindel (2002) as cited by (Carney 2009) stated that multiagency working benefits organisations and individuals; it gives a broader perspective by providing enhanced understanding of the matters and improved connections with other agencies, and constructive experience on the whole, respectively. Moving towards better outcomes over the past decade, government has adopted integration of services for children and their families. Integration has taken various appearances such as, putting different types of proficiency together. There are some positive outcomes that have been identified in the review of multidisciplinary team working as a model of multiagency working in health care. (Borrill et al.) came to the conclusion that there was a reduction in hospitalization and cost in terms of primary health care teams; development in the provision of services; growth in health care access; treatment, follow-up and detection are improved, and patient and staff satisfaction and motivation are enhanced Few studies have focused on the impact of multiagency working and multidisciplinary approaches with disabled children and their families (Carter et al. 2007, Townsley, Abbott and Watson 2004, Watson et al. 2002, Watson et al. 2007). The majority of these studies carried out qualitative research methods to find out the key features of successful multiagency working practice and how to make children and parents more satisfied and not isolated, improved and enhanced their quality of life, and the crucial role of support and voluntary groups. Many studies have focused on the positive impact of key worker systems in multiagency services for disabled children and their families (Greco and Sloper 2003, Greco et al. 2005, Greco et al. 2006, Liabo et al. 2001, Sloper et al. 2006). These studies have included comparisons between families with and without key workers. This model stated positive outcomes for families having key workers like enhanced quality of life, less isolation and feelings of strain, better relationships with services, and quicker access to services and reduced levels of stress. (Greco et al. 2005) authors have stated many advantages of having a key worker service in multiagency working for parents and children, as they can relate their concerns to one person who can then ensure the familys needs are met and coordinate services. Having a key worker avoids duplication of telling the same story to professionals, and families received better information. Also, having a key worker enhanced the relationship betwee n the child and their family by providing them with a mediating role and through building relationships with disabled children. Key working is a service, involving two or more agencies, that provides disabled children and young people and their families with a system whereby services from different agencies are co-ordinated. It encompasses individual tailoring of services based on assessment of need, inter-agency collaboration at strategic and practice levels and a named key worker for the child and family (Care Coordination Network UK, 2004). Also there was a range of studies which have mainly focused on staff views (Tait and Dejnega 2001, Presler 1998, Abbott, Townsley and Watson 2005). These studies illustrate the positive impact on staff when they use multiagency working for disabled children. For instance, there was enhanced communication and improved relationships with complex health-care need children, development in their work lives and their professional skills, enhanced teamwork with collaborators and more satisfaction in their role. Two studies have discussed two services; (Young et al. 2008, Robson and Beattie 2004). The former talked about an Early Support programme to improve integrated services for disabled children and their families between 0 and 3 years old. The aim of this study was to improve and enhance outcomes for disabled children and their families, and to find out the relationship between integrated services and the impact of ES in terms of cost effectiveness and their benefits. The other study (Robson and Beattie 2004) is a coordination project by Diana Childrens Community Service and multiagency services using qualitative methods e.g. interviews, questioner , focus group to name but a few. The results were effective collaboration within and between the services for disabled children and their families by enhanced and improved family support and satisfaction; a sense of control and a feeling of empowerment; equivalent partnerships between families and professionals, with duplication and service gaps reduced. Sloper 2004 identified many negative outcomes of multiagency or multidisciplinary working on disabled children and their families when there are barriers to facilitating the integrating of services such as: when there are unclear roles and responsibilities; aims and roles are not shared among agencies; there is disagreement on aims; there is low quality of management including ongoing training, weak leadership and communication, and sharing of information; poor IT systems, and poor relationships with professionals. Conclusion Many studies have focused on the advantages of facilitating multiagency working generally as the most holistic approach for disabled children and their families and on multidisciplinary working specifically in terms of team working. However, there was a lack of studies which concentrated on the drawbacks of the two working models. This results in a need to address more focus on the negatives for future studies for both multidisciplinary and multiagency working with disabled children and their families. In my opinion, from my prospective experience in the disabled children association in Jeddah in Saudi Arabia, I have identified what type of model my organization followed: multidisciplinary working alone which recognises that all professionals are working separately. My recommendation is to implement the holistic approach or transdisciplinary working which focuses on integrating services and adopting the key worker system to gain positive outcomes for the services in DCA.

Should the U.S. build a National Missile Defense System? Essay

Should the U.S. build a National Missile Defense System? â€Å"What if free people could live secure in the knowledge that their security didn’t depend upon the threat of instant U.S. retaliation to deter an enemy attack?† Ronald Reagan; 1983 In his speech of March 23, 1983, President Reagan presented his vision of a future where a Nation’s security did not rest upon the threat of nuclear retaliation, but on the ability to protect and defend against such attacks. The Strategic Defense Initiative (SDI) research program was designed to tell whether, and how, advanced defense technologies could contribute to the feasibility of this vision. What is a national missile defense (NMD)? A NMD is in theory â€Å"a technological shield that could destroy all incoming missiles† (Cirincione and Von Hippel 1). A NMD would most likely employ ground-based missiles that would intercept and destroy incoming intercontinental ballistic missiles (ICBM). ICBMs are missiles that are capable of hitting targets thousands of miles away from their launch site. The National Missile Defense Act â€Å"calls for developing a missile-defense system that could protect the United States from an attack by a handful of nuclear armed ballistic missiles† (Ballistic Missile Defenses). It is important to realize the proposed NMD would not be designed to protect against an all out nuclear attack featuring hundreds of missiles. Is a NMD a good thing for the United States? I believe the United States should not develop and deploy a NMD system. How does the NMD work? According to the Federation of American Scientists at fas.org, there are five elements involved in the missile defense system. The first rudiment is the Ground Based Interceptors (GBI). These are the weapons of the system. Their job is to intercept ballistic missile warheads and through the force of impact, destroy them. The GBI includes the interceptor, its launch and support equipment, missile silos, and personnel. The missile is make of an EKV and boosters, and the GBI sites would be capable of holding 20 missiles with eventual upgrade to 100. The next part of the system is called the Battle Management Command and Control (BMC2). This is the brains of the system and it controls and operates the missile defense system. It provides decisive support systems, battle management systems and displays, and also situation awareness information. Satellites... ...iew: Desirability and Feasibility of Ballistic Missile Defenses.† The Last Fifteen Minutes: Ballistic Missile Defense in Perspective. Ed. Joseph Cirincione and Frank Von Hippel. N.p.: Coalition to Reduce Nuclear Dangers, 1999. 6-15. Gordon, Michael R. â€Å"Russians Firmly Reject U.S. Plan to Reopen ABM Treaty.† New York Times. 21 Oct. 1999: A3. Hulme, Dr. Derrick. â€Å"Arms Control.† World Problems and Conflict. Alma College, Alma, MI. 17 Nov. 1999. Krepon, Michael. â€Å"Missile Defense: Not Such a Bad Idea.† The Bulletin of the Atomic Scientists. May-June. 1999: 31-33. Mendelsohn, Jack. â€Å"Missile Defense: And It Still Won’t Work.† The Bulletin of the Atomic Scientists. May-June. 1999: 29-31. National Academy of Sciences. The Future of U.S. Nuclear Weapons Policy. Washington, D.C.: National Academy Press, 1997. Ray, James Lee. Global Politics. 7th ed. New York: Houghton Mifflin Company, 1998. â€Å"Selling Russia on Missile Defense.† New York Times. 21 Oct. 1999: A24. â€Å"What Proponents of Missile Defense Argue and Rebuttals.† Council for a Livable World. n. pag. Online. Internet. 2 Nov. 1999. Available WWW: http://www.clw/org/ef/bmdrebuts.html. Federation of American Scientists – www.fas.org

GEOLOGY - Earths Interior :: essays research papers fc

INTRODUCTION For millennia mankind has inhabited the third planet from the sun; the planet that supports life and is know to us as Earth. Although there has been life on Earth for quite sometime, it is only in the past few centuries that man has come to learn about what makes up the interior of this planet. The English scientist, Isaac Newton, can be seen as a pioneer in regards to learning about the Earth’s interior, as he calculated from his studies of planets and the force of gravity, that the average density of the Earth is twice that of surface rocks and therefore that the Earth's interior must be composed of a much denser material ¹. Our knowledge of what's inside the Earth has improved immensely since Newton's time, but his estimate of the density remains essentially unchanged. So what is this new knowledge of the Earth’s interior? PRESENT KNOWLEDGE ‘A round sphere with many layers, all varying in thickness, each having it’s own colour and taste†¦Ã¢â‚¬â„¢ this is a description of a gob-stopper and also bares a close resemblance to the internal structure of the Earth; a sphere divided into three layers, differing in density, composition, strength, and state. The densest of these layers is the core, which is composed largely of metallic iron, with small amounts of nickel and other elements ². The less dense mantle then covers this layer, being composed of magnesium and iron silicates. The outermost layer is that of the crust, it has the lowest density of all the layers and can be separated further as its thickness varies greatly from place to place, with the difference being distinguished by land and sea and also its composition. For this reason the core is subdivided into the continental crust (average thickness 45km with a granitic composition) and the oceanic crust (average thickness 8km with a basaltic composition) ¹. Similarly the core can also be subdivided, but the difference is not one between compositions but one by physical state. The inner core of the Earth is solid iron; this is because it is under such high pressure, so high that temperature has no bearing on its state. The outer core has a balance between temperature and pressure so it’s iron composition is in the molten state. Rock strength can also add further categorisation to the Earths interior, bringing in the sphere layers: the mesosphere, asthenosphere, and lithosphere.

code of conducts :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  GUARDIAN AD LITEM CODE OF CONDUCT The Guardian ad Litem shall: 1. maintain high standards of conduct in carrying out his or her duties and obligations; 2. diligently represent and be guided solely by the best interests of the child; 3. report honestly and impartially to the court on what is in the best interests of the child; 4. respect the privacy of the child and family; 5. hold confidential all information obtained in the course of service as a guardian ad litem, as required by law and these Standards; 6. decline appointment, withdraw, or request assistance when the volunteer recognizes that he or she may not have the time or ability to effectively advocate for a child; 7. affirmatively advise the Program if he or she is charged with or convicted of a criminal offense, or becomes involved in any other court proceeding, as this may cause a conflict of interest or adversely affect the guardian ad litem’s ability to effectively advocate for a child; 8. report any new incident of child abuse or neglect to his or her supervisor and the abuse hotline; 9. comply with local circuit Program policies; 10. notify the Program director if the guardian ad litem or any member of the guardian ad litem’s immediate family becomes involved in a case with allegations of child abuse or neglect; 11. discuss all recommendations concerning the case with Program staff prior to submitting recommendations to the court; 12. obtain review/approval from Program staff before submitting any document to the court or other parties; 13. monitor the child regularly pursuant to any policies established by the local Program; 14. return identification cards and all case files and related materials to the Program office upon discharge from the case or dismissal from the Program; 15. discuss case progress and guardian ad litem activity at least every sixty (60) days with Program staff and regularly submit case activity sheets; and 16. complete six hours of inservice training annually. Guardian ad Litem staff and volunteers shall not: 1. take action which: a. endangers the child, a party, a witness or other person; b. is outside the powers or role of the guardian ad litem; or c. Violates state or local law, court rule, Program policy or court or Program procedure; 2. contravene staff or court direction; 3. repeatedly or significantly fail to perform a responsibility as a guardian ad litem; 4. falsify or fail to disclose information on the guardian ad litem application form, misrepresent facts during the screening interview or commit an act which results in a substantial alteration of the individual’s qualifications to serve in the GAL Program;

Personality and Leadership style Essay

1. Personality Over six billion people live on this planet, yet no two of us are alike. Our differences are predominantly reflected in our distinctive actions and our personal appearances. For centuries, people have wondered what makes each of us act the way we do. During this wonderment, people have come to the conclusion that actions reveal our character traits, which in turn reveal our personality. Our personality makes us unique. Furthermore, people distinguish themselves from others by their personal blend of characteristics and the level of emphasis placed on each trait. This distinction reflects our personality and makes us who we are: one in six billion. Personality is defined as a unique blend of traits characterizing individuals, and influencing their interaction with their environment. The terms personality, characteristics and traits are used interchangeably throughout this paper. They refer to those variables judged to be most important and relevant to a variety of human functions, specifically leadership, which further distinguish an individual and influence his/her interaction with his/her environment. In Army for example, the Army’s Leadership manual lists seven values, three attributes, four skills and three actions as the fundamental leadership characteristics for effective leaders. Character is described in terms of an individual’s values and attributes, and is the sum total of an individual’s personal traits. 2. Leadership styles A combination of influencing others and accomplishing the desired goal is essential in defining leadership. A leader is a leader because he or she has followers. One thing that distinguishes the process of leading is the willingness of the followers. People with authority, such as police officers, can force people to do things they do not want to do, but this is not leadership. Leaders inspire, challenge, enable, empower and encourage others to want to follow them to accomplish their shared missions or goals. Leadership is a dynamic process that deserves study. Leadership is a quality  and a skill, which is both admired and needed in our military and our society. As pointed out in the definitions, leadership is a relational process involving personal interactions between leaders and followers. Leaders must continue to expand their understanding of themselves, their role in leadership, and develop their own leadership skills. One way to understand leadership is to review the various leadership theories that have evolved over the past century. Many organizations require from leaders the ability to set and communicate goals, motivate, inspire initiative and empower the followers and facilitate change. Such style of leadership is known as transformational. On the other hand they may require effectively coordinating the subordinates in accordance with procedures and standards; this type of leadership is typically referred as transactional. The attributes of transformational and transactional styles are further explained below. There is a link between an individual’s personality and the leadership style individuals are most comfortable with and more likely to use. The connection between personality and leadership style was noted by several researchers and leadership specialists (e.g. Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003). It is important to understand your natural leadership style so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace. Jung Typology Profiler for Workplaceâ„ ¢ determines the most likely natural leadership style of an individual based on personality type and the expressiveness of various behavioral qualities such as vision, power, resourcefulness, empathy and other behavioral qualities. Based on your personality assessment, the JTPW Career Development Profile provides practical tips for becoming a more effective leader (or a more content worker if leadership is not your strength) and indicates possible pitfall. 3. Relationship between Personality and Leadership styles The question of personality influences on leadership has been off studied but still presents a source of controversy. The unique blend of traits of a leader’s personality creates his or her leadership style and determines the quality of their leadership ability. Individuals with certain personality traits including integrity and honesty, vision, personal courage, good  judgment, compassion, intelligence and knowledge, self-confidence, perseverance, enthusiasm, and initiative are more likely to become effective leaders. Four personality types are more likely to become effective leaders. ISTJ, ESTJ, ENTJ, and INTJ account for roughly 78 percent of middle grade to flag rank officers in the United States military. All of these personality types include thinking and judging (TJ). These four types, however, make up only 30 percent of the general population. Ninety-five percent of senior military leaders are thinkers, leaving only five percent as compassionate feelers. People who h ave task-oriented personality types tend to have considerable focus on details. They are not comfortable initiating an action-plan until they are satisfied they have all the necessary facts. On the other hand, people who have relations-oriented personality types tend to have considerable focus on the result and are comfortable initiating an action-plan when they have just the essential facts (Blake & Mouton, 1982). Therefore, it is important for a leader to understand personality and accurately adjust leadership style to the management situation. The combination of leadership style and personality type appears to meld into a psychological combination that produces the ethos of a leader. â€Å"Leaders are not just identified by their leadership styles, but also by their personalities, their awareness of themselves and others, and their appreciation of diversity, flexibility, and paradox† (Handbury, 2001, p. 11). In addition, McGregor (1960) states, â€Å"It is quite unlikely that there is a single basic pattern of abilities and personality trait characteristics of all leaders. The personality characteristics of the leader are not unimportant, but those which are e ssential differ considerably depending on the circumstances† | Relationship Between Leadership and Personality 2(p. 180). Therefore, it may indeed, make a difference in ascertaining personality type in order to determine the correct job match between an employee and his or her colleagues. Hogan & Kaiser (2005) define leadership as being about the performance of groups / teams. They argue that measuring personality is a valid predictor of leadership capability, when looked at from two perspectives, firstly how you think about yourself, and secondly, how others think about you, (Reputation). The two aspects of reputation they identify are the bright  side, or when our social performance is at its best (In interview for example), and the dark side, which reflects the impression you make when you are off guard, or at your worst. The behaviors or tendencies you display in the dark side tend to be concealed by well practiced social skills, but over a longer time period, for instance in a work/career scenario, the dark side will negatively impact relationships with others. Many well practiced and refined candidates perform well in interview, using their social skills to mask their true behavior as a leader. The use of a trait model, where certain personality characteristic s are seen as predictors or indicators of good leadership, are able to give a below the surface profile of a potential leader, and provider sign posts to potential problems. Hogan & Kaiser make the important connection between personality and organizational performance through the importance of leadership style (Shaped by personality) shaping employee attitudes and the effective functioning of the team, which subsequently drives, or hinders, organizational effectiveness. Where personality is shaped in are younger years, and therefore less developable during are adult years, the skills approach focuses on the skills and knowledge required by a leader to be successful. The skills approach uses 3 skill areas, technical, human and conceptual and postulates that leadership ability is trainable. That is not to say that the skills model completely excludes the importance of personality as one of the three components of the skills model involves personal attributes which includes personality, cognitive ability and motivation. The style approach to leadership emphasis the importance of behavior, which is different from the personal characteristics approach of personality based models such as the trait approach. A big question of course is can leaders behave in a way that contradicts their natural characteristics or personality? Perhaps in the short term, but on an ongoing basis? Using a tool such as the leadership grid appears to oversimplify the behaviors of leadership and shows little connection between the model of style and business performance. What good is a model, if it lacks predictive capabilities? Likewise who is to say that there is a certain style of  leadership most suited to a specific situation! Situational leadership recognizes that certain leaders are more successful in certain situations and espouses the need for leaders to flex and adapt their style to match the situation. Leadership style within a situational model of leadership focuses on the two spectrums of support and direction, and requires behavior to be adapted across both. When you look at some of the underpinning drivers of leadership approaches such as style, situation, and skill, we would argue that personality plays an important part. Our issue with all these models, including the trait model, is that for all the research and academic debate that has gone on over the last half century, why are we still so poor at predicting leadership success? Perhaps leadership of more of an art than a science and therefore the factors of success are less definable than we may wish for, the trait approach can be a useful tool in identifying who will not be successful in a leadership role. However, using an endless list of traits, based on some theoretical model of leadership. Using the big five however, (Myers 2007, pp618 -620) and being clear regarding the consequences of an individual’s profile on the role you are looking to fill can be a valuable process to undertake. For us, businesses spend too much time looking to select people into a role and not enough focus on selecting people out of a role. In other words, identify those key characteristics, such as emotional instability, low drive, and a lack of conscientiousness, that should exclude a candidate from a process, and then consider their skills, style, and ability to adapt to different situations to inform your choice. A final though on this subject is the different between Abell’s approach to linking leadership with strategy, a forward looking approach, and the immobility of approaches such as the skills approach, which appear more focused on management tasks rather than the leadership of future success. We would argue that this gives more support to the idea of using a personality based approach, such as that proposed by Hogan & Kaiser (2005), looking for that magic ingredient of leader who can transform the organisation, and more importantly transform the hearts and minds of the workforce.

Case Study Principles Of Management Education Essay

Introduction: Learning is a procedure. Learn mean know something freshly. It may get cognition, behavior and accomplishment. Human acquisition may happen as portion of instruction or personal development. Learning manners are a manner to assist better personal quality and accomplishments. This differs adult male to adult male. There are many learning manners ; ocular, logical, verbal etc. There are some theoretical accounts and manners in larning like as ‘TRAP ‘ theoretical account ‘VAK ‘ theoretical account and there are some known figures who presented their position for larning. As an illustration Kolb ‘s learning rhythm. Kolb ‘s learning rhythm: Kolb presented the following learning rhythm in 1984 which is called Kolb ‘s learning rhythm. Kolb ‘s experiential acquisition theory are today good known to faculty members, instructors, pupils, directors, and trainers and every bit good as others. Successively, Kolb ‘s acquisition manners theoretical accounts and Fundamental constructs towards our apprehension and explicating human larning behavior and towards assisting others to larn besides. He described larning system in two levels- a four phase rhythm and four-type definition of larning manners. Four phase rhythms is as below: Concrete experience ( making or holding an experience or CE ) Brooding observation ( reexamining or reflecting on the experience or RO ) Abstract conceptualization ( reasoning or larning from the experience or AC ) Active experimentation ( be aftering or seeking out what anyone has learned or AE ) And these four manners are the rhythm and that is every bit below:Figure: Kolb ‘s acquisition rhythmPage-3 ( hypertext transfer protocol: //www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php ) Four-type definition of larning manners, ( each stand foring the combination of two preferable manners from Kolb ‘s manner, it is like a two-by-two combination, harmonizing mathematical matrix regulations of the four-stage rhythm manners, as presented below ) , for which Kolb used the footings: Converging ( AC/AE ) Accommodating ( CE/AE ) Assimilating ( AC/RO ) Diverging ( CE/RO ) ( hypertext transfer protocol: //www.businessballs.com/kolblearningstyles.htm ) Abstract conceptualization ( AC ) Concrete experience ( CE ) Active experimentation ( AE ) Converging ( AC/AE ) Accommodating ( CE/AE ) Brooding observation ( RO ) Assimilating ( AC/RO ) Diverging ( CE/RO ) We besides can stand for it as follows ;( Class talk and class stuffs )Active experimental – abstract conceptualization Active experimental – Concrete experience Brooding observation – Concrete experience Brooding observation – Concrete experience But this tabular array can be represent in many manner merely we have to administer Diverging ( CE/RO ) Assimilating ( AC/RO ) , Assimilating ( AC/RO ) and Accommodating ( CE/AE ) in different manner. And anyone can make that and explicate in his ain manner. Now we will hold a expression how these systems adaptable encephalon or people work or execute in practically. Converging ( making and believing – AC/AE ) – this is a practical and engineering based acquisition system. Peoples with meeting larning manner attempts to work out any job utilizing their acquisition and attempts to happen work out any practical issue. They like proficient jobs and their concern about people and inter personal facets is less. They are best at happening Page-4 Practical utilizations of theories and issues. They are most attracted to proficient undertakings and jobs apart from societal and interpersonal issues. They like to make experiment with new jobs and issues. Accommodating ( making and experiencing – CE/AE ) – The people who are with Accommodating larning manner, they are really active and relies on surmising instead than logical. They use analytical theories and practical attack to make any undertaking. They prefer new challenges and they are much planned. Peoples with an Suiting acquisition manner prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim. Assimilating ( watching and believing – AC/RO ) – The significance of absorbing is absorbing. Absorbing larning penchant is for a concise, logical attack. Their Ideas and constructs are more of import than people. They need a good clear account instead than practical chance. They excel at understanding wide-ranging information and organizing it a clear logical format. They ever prefer to garner thoughts knowledge. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. They are really of import for effectivity in information and scientific callings. Peoples with this manner prefer readings, talks, researching analytical theoretical accounts, and holding clip to believe things exhaustively. Diverging ( experiencing and watching – CE/RO ) – People with this manner are able to look at things from different positions. They are really sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out any job. They are good at sing concrete state of affairss several different point of views. This is called ‘Diverging ‘ manner because these people perform better, in such state of affairss that require ideas-generation, for illustration, brainstorming. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. Different acquisition manners are appropriate in different phase: Human existences are ever larning. In different age and phase people learn otherwise. When we were in school we learned in one manner but after that our acquisition system has changed. And there are some people who learn faster than the other in his same age and phase. So it differ age, phase, state of affairs. There are some people who learn merely by listening. This called auditory scholar. These people they attend any category ( pupil ) or seminar or meeting any where they learn best by listening. They are really sensitive to outside noise. There are some people who learn from optic. They are called ocular scholar. Basically they learn from assortment of coloring material and image or written information. They like to read instructions and conceive of about any topics or subject. They are besides be more sensitive to ocular distraction. Page-5 There is another larning manner named kinesthetic larning manner in VAK theoretical account. This is really physical learning manner. It is like when person traveling, walking, his/her sense is larning. These scholars learn from assorted motions. When they are on any motion they use to do notes. When they read something they scan it foremost and so they focus on it. So human being, they start larning when they are childs. And that clip they learn from listening and watching. But after a certain period they learn to utilize their encephalon. They learn how to speak how to walk. Then they go to school they start their academic acquisition. Person learn by analyzing, average memorising. Person learn from understanding. Briefly, any pupil, he attend the categories and dressed ore talks and he does non necessitate to analyze more to catch the subject. But on the other manus there is person who needs to analyze more than concentrating the talks. At last when they enter their occupation there is another state of affairs. Person can think what he has to make or non. Person needs to explicate everything point to indicate. But it depends how he learns. My learning manner: I can retrieve something a long clip as I have learned it practical. If I do non understand something I try all my best to larn it. But sometimes I can non. If I can hold a expression practically any theory, I can retrieve or use, Especially Scientific footings. But sometimes when I am analyzing something I do guess and seek to compare with any practical events. I think when I do it ; I can capture it really rapidly. For an illustration when I was analyzing in secondary degree, there were a scientific theory name ‘principle of Archimedes ‘ my instructor tried his all best to do it clear to me but he failed. So he shown me this in research lab how it does work and what was the rule. Still today I can retrieve this theory and I can explicate this. Sometimes I when I am in a new phase, I try to set myself with that state of affairs and comparison with some old state of affairs to happen out the similarities. Sometimes it happens but sometimes my thoughts go incorrect. On the other manus I have seen some people who can think something, they can understand anything immediately. But I can non make the same thing. There is person who can conceive of sing any jobs, subject, or undertaking but I ca n't make the same thing. When I think something I find out some critical thoughts where as some easy thoughts could be the best solution. I ever think something which is that solution what is effectual but non instant solution means this could be use subsequently but it is a possible solution of that job. So I think I have to alter this. Another thing when I learn something from person I ca n't catch everything immediately, when I review that so I can understand that. But I think I am better, when I teach something others. And I am reflector sometimes. It is because when I tech something other chap that clip I try to retrieve my lectors and their manner. Finally, I think I have to develop my thinking power, happen out some possible easy solution. Decision: As acquisition is a uninterrupted and lifetime procedure. So it really of import to holding thoughts about assorted larning manners. And there some people who learn otherwise. And there are some celebrated people, they contribute and presented their thoughts and positions on larning procedure. And nowadays Kolb ‘s manner is popular. Page-6 Methodology: To compose the assignment I used these sites and I followed my lector ‘s talk sheets and our class stuffs. hypertext transfer protocol: //www.informa world.com hypertext transfer protocol: //www.learningandteaching.info/learning/experience.htm ( hypertext transfer protocol: //www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php ) hypertext transfer protocol: //www.cs.montana.edu/ % 7Eperkinsm/580/Education/index.htm hypertext transfer protocol: //arbeitsblaetter.stangl-taller.at/LERNEN/LernstileKolb.shtml hypertext transfer protocol: //www.businessballs.com/kolblearningstyles.htm