Of Ocado Chief Executive Tim Steiner Essay Example | Topics and Well Written Essays - 500 words

Of Ocado Chief Executive Tim Steiner - Essay Example wastage incorporate showing a â€Å"use by† name on their items and giving nourishments that surpass the ensured item life yet are inside product’s â€Å"use by† dates. Carbon emanation and food wastage decrease are significant activities since they maintain a perfect and safe condition that benefits organizations and the network on the loose. Ocado takes intentional activities to compensate and value its representatives. The company’s representative advantages bundle incorporates permitting its workers to possess its offer with an expect to give them a feeling of responsibility for organization. It does this through its Ocado Sharesave Scheme that empowers representatives to spare and own offers relative to their investment funds. This is a significant component of corporate social duty since representatives are pivotal to the achievement of any business. Beneficent gifts are a significant component of Ocado’s corporate social obligation. It has a cause council that arranges occasions and gadgets methods of raising assets. Ocado has given to Macmillan Cancer Support, British Heart Foundation and NSPCC. Beneficent gifts show a company’s benevolence and

Tanning Salons Essay Example | Topics and Well Written Essays - 1250 words

Tanning Salons - Essay Example As we become progressively mindful of the advantages associated with customary introduction to daylight and of the significance of overseeing the dangers that can be related with burn from the sun and overexposure, more individuals are turning to indoor tanning offices to help accomplish their tans in a controlled environment experimentally intended to limit the danger of burn from the sun. (Tanning Truth). Tanning is partitioned into two gatherings, indoor tanning and open air tanning. As the name recommends, indoor tanning is done inside in a tanning salon utilizing diverse fake strategies to tan your skin. Open air tanning is the point at which you open your skin to the sun where your skin tans by presentation to normal beams of the sun which contain Ultraviolet beams which tan your skin. Normally tanning your skin by presentation in the sun requires some serious energy and requires a great deal of persistence. While a tanning salon is a quick and simple method of tanning your skin. Tanning salons utilize various methods of skin tanning. Ultraviolet beams have numerous destructive impacts, such as causing skin malignancy, skin wrinkles, and skin consumes. Tanning salons in this way moderate the manner in which your skin is tanned. For instance, the measure of time you spend in a tanning salon on the various methods of tanning is observed. Indoor tanning in a tanning salon is thought of and furthermore called Smart Tanning. ... Individuals are likewise instructed on how their skin responds to daylight. It is sheltered to settle on tanning in an expert tanning salon today in light of the fact that the administration manages indoor tanning in Canada and the United States. In the United States of America, the introduction time for each tanning meeting is set up by a timetable which is available on each bit of hardware, this takes the leather treaters skin type and the machines force to convey daylight, which is intended to limit the danger of burns from the sun. This sort of controlled tanning is incomprehensible in characteristic daylight, where regularity, climate conditions, height and time make open air tanning extremely irregular and counteraction of burns from the sun troublesome. Studies have demonstrated that individuals who settle on indoor tanning at a tanning salon are less similar to hurt their skin through tanning than individuals who pick open air tanning. Tanning salons additionally show their client how to keep away from burns from the sun and ensure their skin when presented to characteristic daylight outside. It is essential to realize that while tanning, as in every single other thing you do throughout everyday life, it is ideal to go the moderate way, so you can shield your body from any hurtful effects of tanning in characteristic daylight or at a tanning salon. There are various manners by which you can tan your skin misleadingly in a tanning salon. Tanning salons have various techniques like, a tan corner, the popular tanning bed, tanning salves and oils, tanning goggles, tanning pills, and dark tanning. Every one of these techniques require proficient direction from a tanning salon. The most celebrated and well known method of tanning your skin at a tanning salon is the tanning bed. Tanning beds are light fittings that you rests on to get your tan. These light discharge Ultraviolet

OCD and ADHD Similarities Can Cause Misdiagnosis

OCD and ADHD Similarities Can Cause Misdiagnosis OCD Related Conditions Print How OCD and ADHD Similarities Can Cause Misdiagnosis By LuAnn Pierce, LCSW, is a licensed clinical social worker who has worked in the field of mental health and human services for over 25 years. Learn about our editorial policy LuAnn Pierce, LCSW Updated on October 01, 2019 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children SEBASTIAN KAULITZKI / Getty Images OCD is believed to affect 1 in 100 adults and 1 in 200 children, according to the International OCD Foundation (IOCDF). The Anxiety and Depression Association of America (ADAA) reports the median age of onset is 19, with one-fourth of cases present by age 14. One-third of adults with OCD had the disorder as a child.  ADHD is estimated to affect between 5-9% of the population, whereas OCD affects about 1-2%. It is pretty common knowledge that OCD coexists with several other disorders, including other anxiety disorders and Major Depressive Disorder (MDD). Many also recognize there are crossover symptoms of OCD-like behavior and several other disorders. As discussed here before, Autism Spectrum Disorders and ADHD are among those.   Causes OCD and ADHD are strange bedfellows. Both are caused by problems in the frontal lobe, but ADHD is caused by underactivity (not enough dopamine and norepinephrine) in the brain and OCD is due to overactivity (too much serotonin). Although the different types of ADHD present very differently, all types are believed to be caused by low levels of dopamine and norepinephrine in the brain. The person with the hyperactive type of ADHD that is fidgety, restless, impulsive and careless would appear to be the opposite of a person with OCD, generally more cautious, focused and attentive. People with the inattentive type of ADHD are often distracted, disorganized, day-dreamy and forgetful. Again, not your stereotypical OCD traits. Those who have the combined type of ADHD (about 80%) have symptoms of both. Misdiagnosis These two disorders often get confused when a child (or adult in a work setting) with OCD has trouble in school. After all, ADHD, which causes problems with executive functioning (organization, planning, reasoning, prioritizing, executing projects, following through with work, etc.), wreaks havoc in the classroom. A child with OCD who spends a lot of time ordering, arranging or checking his/her books, supplies, and handwriting may appear to be having problems with executive functions when in fact, s/he is simply trying to get or keep things on the desk in the proper place. Understanding what motivates the child’s (or adult’s) behavior is key to a proper diagnosis. ADHD can result in OCD-like coping skills. A child or adult who has trouble getting organized or who are easily distracted may spend an inordinate amount of time arranging, ordering and cleaning things. Sometimes that is procrastination, a typical ADHD trait, but it may be an ADHD coping-skill. Many people with ADHD become over-stimulated by the clutter and disorganization in their environment. This often results in anxiety, or simply shutting down. As a result, they may learn strategies to prevent clutter and disorganization that look like OCD behaviors, ie. arranging, ordering, checking. With regard to proper diagnosis, it is important to remember that ADHD is present across all domains; OCD is generally very specific with regard to the obsessive thoughts and compulsive behaviors. It is also worth noting that not all people with OCD have the type related to fear of germs and cleaning. In fact, most do not have spotless homes or lockers. Although ADHD was once believed to affect only children, the research has finally caught up with reality; treatment guidelines were changed in 2011 to make adult ADHD official, as many continue to have symptoms into adulthood. It was once believed to magically disappear after puberty. Treatment About 30% of people with ADHD have co-occurring anxiety disorders, including OCD. Those who have problems with low dopamine and/or norepinephrine and high levels of serotonin may indeed have both OCD and ADHD. In these cases, it is extremely important to treat both disorders. However, doing so requires skill and patience. While the treatment for OCD with SSRI is not usually contraindicated in ADHD (some estimate up to 50% of people with ADHD also have depression), stimulant medications used to treat ADHD can exacerbate OCD symptoms with very serious outcomes. Prescribers often treat the symptoms that are causing the most problems first. For those with both disorders, there are non-stimulant medications for ADHD that may have less impact on OCD symptoms. Treatment for both OCD and ADHD should include medication management, therapy, and self-help. Find Help With the 9 Best Online Therapy Programs

Frankenstein Ethical Responsibility Essay - 1713 Words

â€Å"‘I will revenge my injuries; if I cannot inspire love, I will cause fear, and chiefly towards you my archenemy, because my creator, do I swear inextinguishable hatred. Have a care; I will work at your destruction, nor finish until I desolate your heart, so that you shall curse the hour of your birth’† (Shelley 125). How does one manage to reach the point where the flame of bitter hatred burns so madly within him? The answer resides in Mary Shelley’s Frankenstein, a novel that chronicles the life of Victor Frankenstein, a man who arrogantly attempts to play God by creating a humanoid from inanimate material. Subsequently, Frankenstein abandons the Creature when he finds the offspring of his scientific enterprise to be monstrous in†¦show more content†¦I found myself similar yet at the same time strangely unlike to the beings concerning whom I read and to whose conversation I was a listener. I sympathized with and partly understood them, but I was unformed in mind; I was dependent on none and related to none. â€Å"The path of my departure was free,† and there was none to lament my annihilation. My person was hideous and my stature gigantic. What did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred, but I was unable to solve them’† (Shelley 109). Since all people possess an innate thirst for knowledge, when society withholds an accessible means of receiving a standard education, a person may seek out alternative streams of enlightenment in order to quench that troubling thirst. On that quest, the person may encounter information that assails the following of social norms, instead appealing to radical and violent intuitions by calling for aggressive resistance and violence against society. Furthermore, a person without any prior knowledge exists in a state of malleability, which facilitates the retention of objectionable ideologies and ra tionalizations, especially if it spites the society that refuses to educate him or her initially, a sentiment the Creature doubtlessly relates to. It is true that even with a formal, sophisticated education, a person may nonetheless pursue opposing indoctrination out of curiosity or waywardness. Still, without even asShow MoreRelatedThe Monster Is Responsible For The Death Of Many People911 Words   |  4 PagesFrankenstein Essay A monster is responsible for the death of many people. Who is more sinful? the monster himself, or the creator of the monster? Although the monster is the sinful murderer, the creator has evaded his responsibilities of containing the monster he has created. Thus, making the creator the more sinful advocate. In the book â€Å"Frankenstein†, written by Mary Shelley, Victor Frankenstein, a young, curious man filled with aspirations to create a living monster has accomplished the unthinkableRead More`` Moral Machines `` By Robert J. Sawyer And Gary Marcus1056 Words   |  5 Pagesbetween science fiction and ethics to technology which compares to Prometheus’s myth. Sawyer explains the relationship in her essay â€Å"The Purpose of Science Fiction† in which he justifies that science fiction can portray the outcomes of future technology. Marcus justifies this connection in his essay â€Å"Moral Machines† when he describes how automated machinery should include ethical moralities in reference to how they are being used in real life scenarios. Sawyer and Marcus reveal the relationship of scienceRead MoreMorality In Mary Shelleys Frankenstein958 Words   |  4 PagesMorality, or the lack of it, has become one of the most commented issues about Frankenstein. This novel has been used as an approach to reflect on the ethics involved in most controversial scientific domains, such as genetic engineering or DNA research. This essay will analyse the controversy of moral standards in Mary Shelley’s novel, focusing on the moment in which Frankenstein contemplates the idea of the creation of a whole new species. I will confront the protagonist’s apparent lack of moralityRead MoreFrankenstein Application Essay1036 Words   |  5 PagesFrankenstein Application Essay, Writing Assignment 5 Can science go too far when it equips man with tools to manipulate life? Some of the underlying ethical dilemmas presented in Mary Shelley’s Frankenstein are similar to ones we struggle with today, such as selective abortion. Shelley’s doomed creature mirrors the devastating result of bringing an unwanted offspring into the world, then shirking responsibility for it thereafter. The practice of playing God and choosing who does and who doesRead More Passivity and Impotence in Mary Shelleys Frankenstein1569 Words   |  7 Pagesand Impotence in Frankenstein   Ã‚  Ã‚   There are many ways to interpret a literary text, especially one as laden with ethical questions and literary allegory as Mary Shelleys Frankenstein. Shelleys complex family dynamic - her conflicted relationship with her father, her need to please her mentor/husband with literary success, her infants deaths - enhances the intrigue of the novel and suggests multiple themes and layered meanings. One discernible theme in Frankenstein is illuminated byRead More The Role of Women in Mary Shelleys Frankenstein Essay1434 Words   |  6 PagesThe Role of Women in Mary Shelleys Frankenstein Whether an author is conscious of the fact or not, a fictional work cannot avoid reflecting the political, social, economic, and religious background of the author. Therefore, regardless of Frankensteins categorization being that of science fiction, Mary Shelley reveals her own fears and thoughts, and, as a result, reveals a great deal about the time and place in which she wrote. She mentions specific geographical locations throughoutRead MoreA Treatise Of Human Nature1562 Words   |  7 Pagesaffection. Hamlet (1602), Frankenstein (1823) and The Picture of Dorian Gray (1891) are all consumed by the innate passion that Hume defines as ‘morality’, yet pivot around the social conventions of their respective eras, broadly identified as ‘reason’. While Hamlet is embodied by his tendency to reason and rationality, Victor Frankenstein and Dorian Gray’s conformity to the values of their era functions to illuminate the irrationality of their actions. Hamlet, Frankenstein and Dorian Gray are allRead MoreThe Depths Of Humanity By Mary Shelley2235 Words   |  9 Pagesresearch, in vitro fertilization and the Human Genome Project, just to name a few. In Mary Shelley’s Frankenstein and Mary E. Pearson’s The Adoration of Jenna Fox, old and new scientific techniques are used to depict the creation of life; for example, Victor Frankenstein’s obsession with science and creating his â€Å"monster† and Matthew and Claire Fox taking on the acts of recreating Jenna. Although Frankenstein and The Adoration of Jenna Fox seem somewhat different in their plot, setting and characters, thereRead MoreFrankenstein, By Mary Shelley3475 Words   |  14 PagesMary Shelley is best known for her gothic horror classic Frankenstein. Frankenstein has been heralded by many as the first science fiction book, and Frankenstein’s monster had become an integral character in the public’s cultural pantheon. However, Mary S helley’s novel is also a cautionary tale of the dangers of intellectual curiosity. Robert Walton, the arctic explorer Victor Frankenstein meets in his final days, serves as a cautionary tale. By embarking on his arctic exploration mission, he placesRead MoreWrite an Essay on the Relationship Between Frankenstein and the Creature, and Compare/Contrast Their Relationship with That Exhibited Between Two Other Characters in One Other Text.2328 Words   |  10 PagesThis essay will examine the relationship between two sets of characters in two different books. In Mary Shelleys’ Frankenstein the relationship between Victor Frankenstein and The Monster he created will be discussed, by analysing both characters relationship to each other before detailing the effects this relationship had, on the others actions and how it led to their eventual downfall. In Matthew Lewis’ The Monk the relationship between Ambrosio and Matilda will be analysed and then compared to

The Imbalance of the Relationships in Hills like White...

Love in relationships intertwines two souls, two minds, and two bodies. It can grow and decay. It can be utterly selfish and entirely selfless. It is a silent agreement and a disruptive debate. It is both a question and an answer. It is a translucent dance between two imperfect beings, with melded minds and synced steps, to a melody of life. The slipups disrupt the chain of steps, and they can either learn and grow, or collapse and give up, or ignore it to where it is no longer a dance for two. In order for a relationship to flourish, it requires the right balance of guidance, communication, support and respect. The stories â€Å"Hills like White Elephants† by Ernest Hemingway and â€Å"Desiree’s Baby† by Kate Chopin, there are differences and similarities between the American and Armand, and Jig and Desiree; which, through the imbalance of influence, communication, and respect, it created instability in their relationships. When comparing the two men in the stories, the American and Armand, they both have many similarities. The two men’s names give them power and authority, which creates an imbalance of their relationships. â€Å"The American† is a foreigner and throughout the story in â€Å"Hills like White Elephants,† he is known as â€Å"the man† and his partner â€Å"the girl.† The author of the story has given a significant age difference between the couple. As being the man, it has given him power and authority, which outweighs the girl’s influence in their relationship. This gives the man a more

Classifications of Market Structures in the US Free Essays

In the United States economy most markets can be classified into four different markets structures. But, each and every market in the United States is completely unique from the others. Generally the best type of market structure for the general public is per-fect competition because it creates the lowest possible price for the public. We will write a custom essay sample on Classifications of Market Structures in the US or any similar topic only for you Order Now There are some exceptions were perfect competition isn†t the best choice for the public on account of various reasons. The United States Postal Service is one of them and since the Postal Service is a monopoly, it is its own market. This paper will discuss the budget dilemmas that the postal service has faced for the past twenty years and if it is in the best interest of the economy for the United States Postal Service to continue as a monopoly. The first time there was talk of privatizing the Postal Service was in 1979 when the Postal Service was losing vast amounts of money in the long run. But since the Postal Service is a necessity for America, the government had to subsidize the service in order for it to continue in operation. In 1979 the United States Postal Service had a cash flow of $22. Billion and was additionally receiving $176 million from investing(#1, Intro). Even with this added revenue the Postal Service was still greatly under funded on its own (#1, Intro). During this time it was discussed to privatize the postal service and introduce competition because of the extreme losses that the service was experiencing. A positive argument for privatizing the Postal Service was with numerous competitors in the market there would be more efficiency and the public would receive lower prices. But this would also increase the usage of resources, for example airplanes and cars. One of the problems the Post Office had was its receipts from consumer purchases that were submitted the next day after the transaction (#1, i). If the receipts were submitted earlier the postal service would receive more money because they could invest that money sooner (#1, i). Another way the Postal Service could increased profits was by competitively selecting banks that would give them higher interest rates and such (#1, ii). Probably the most relevant and final way to improve the budget of the Postal Service is to improve the bookkeeping poli-cies and banking techniques (#1, ii). Not only did the Post Service propose to increase profits but they also proposed to cut costs in a number of ways. There were three methods that were proposed in 1946 for the protection of salaries that no longer exists (#2, Intro). These have to do with the rural mail carriers. Under this antiquated method of delivering mail the Postal Service was los-ing money to any mail that went to â€Å"rural† areas (#2, i) There are 48,000 mail carriers that deliver mail to millions of families that are considered to be living in rural settings; this osts the postal Service 858 million dollars a year (#2, i). This is a fairly easy problem to fix considering how much money is being lost. It was proposed that money loss could be significantly cut down if the Postal Service corrected the following problems. The rural mail carriers were assigned a certain amount of time to deliver to a specific rural area, this method was out of date and because of this the carriers have free time for which they got paid for (#2, ii). The next problem was that other mail routes based pay on how many miles he route covered, so the carriers were getting paid by the mile (#2, iii). With this problem fixed the Postal Service could saved 26. 8 million a year (#2, iii). There was also an hourly rate that was in effect which indirectly promoted inefficient service (#2, iii). A stop to this could have saved the Postal Service $255,000 a year (#2, iii). From the num-bers mentioned above, it can be seen why the United States Postal Service was losing so much money. These problems did indeed eventually did get solved over the past fifteen years and now the Postal Service is making record reaking profits. Now in the first quarter of the fiscal year 1996 the Postal Service already has a net income of $1. 2 billion (#3, 1). Now not only is the Postal Service just breaking even, but they are also making a profit. On top of that, the 1. 2 billion dollar figure is 115 billion dollars better then the quarterly forecast predicted (#3,1). It is incredible that they are not only making a reasonable profit but it is increasing over the years. The Postal Service is also now reducing debts. An example of this is when the Postal Service redeemed a 1.5 illion dollar loan two years in advance which will save them 22 million dollars of interest in the next two years (#3,1). The Postal Service isn†t stopping with the revenue that it is receiving now. The Postal Service is planning to increase its international revenues of $1. 2 billion by twice the amount in the next five years and ten-fold by the year 2005 (#5, 1). The Postal Service is continually working to â€Å"streamline† their operations for the future that they are now run-ning. The Postal Service is continualy looking to cut back on borrowing money. All of the recent financial borrowing has been through the Federal Financing Bank, but the Postal Service now is looking into outside sources, such as bonds in the public markets (#5, 2). Business are starting to get jealous of the Postal Service because of the great prof-its it is experiencing. The Postal Service is now making a major impact on the United States Economy (#6, 1). Business are pointing out that in 1995 the Postal Service had records of $1. 8 billion in net income and a 1. 7 billion dollar debt reduction (#6, 1). The $54 billion revenue that the Postal Service is ringing in would put them in 12th place on the Fortune 500 list and 33rd on the Fortune Global 500, with the worlds largest corpora-tions (#6,1). A recent study showed that domestic direct mail sales were at $333 billion in the year 1994 (#6,1). This figure is expected to reach over $500 billion by the year 2000 (#6,1). It can be seen throughout this paper how the United States Postal Service in-creased profits and does not have to borrow as much money as before. It seems that the Postal Service is doing just fine while it is a monopoly. But there are still two arguments for and gainst the Postal Service continuing to remain a monopoly. On one side compe-tition is thought to make industries in the market more efficient and practice more innova-tive (#4, 1). But on the other hand the competition is also thought to lead to â€Å"a wide-spread cream skimming, with the postal service left only the high-cost, unprofitable markets (#4, 1). † So who is to know which market would be better for the American economy as far as the Postal Service goes. But it is speculated if the United States Postal Service does keep increasing its profits over the years, maybe it will be privatized. How to cite Classifications of Market Structures in the US, Essay examples

Dissociative Identity Disorder Essay Example For Students

Dissociative Identity Disorder Essay Assessment and Treatment of Depression in AdolescenceAbstractTodays youth are faced with many challenges including depression, substance use and suicide. Depressive disorders in adolescence are a major health concern. Depression often disrupts normal development due to the negative impact it has on social and educational functioning. This paper focuses on adolescent depression, as well as its assessment and treatment. Additionally, an examination of both risk and protective factors of adolescent depression, and implications these relationships have for prevention and adolescent health behavior. Adjusting to physical and hormonal changes, becoming more independent, an increase parent-child conflict, social and academic responsibilities, and a desire for intimacy with others are examples of stressors that may predispose an adolescent to experience depression. The challenges faced by youth today are reflected in a host of problems, including depression, substance use or abuse and suicide (Garland ; Zigler, 1993). Whether depression is defined as a symptom, syndrome, or psychiatric disorder, affective disorders in adolescence are a major health concern. The presence of depression disrupts the young persons maturational development through the detrimental impact it has on social and educational functioning. For example, evidence indicates that major depression slows down some aspects of cognitive development and interferes with the acquisition of verbal skills; which can lead to dropping out of school, (Kovacs, 1989). Moreover, research indicates that in the long-term, depressio n that reoccurs leads to an increased risk for depressive disorder and dysfunction in adulthood, (Garber, Kriss, Koch, Lindholm, 1988). Not only is adolescent depression the most significant predictor for adult depression; it also predicts increased risk among females of higher divorce rates and estrangement from parents, while among males there exists increased risk for higher rates of unemployment and car accidents. Both have increased risk for intimacy problems and legal activities (McFarlane, Atchison, Rafalowicz, Papay, 1994). Thus, the study of adolescent depression and its predictors are of utmost importance. Depression remains one of the most significant mental health problems throughout the life span as reflected in its high prevalence among adults, the debilitating effects to overall functioning, in its association with negative outcomes including substance abuse (Weissman, Klerman, 1991). The term depression has been defined as a painful emotion or negative mood; as an aggregate of negative mood and associated complaints such as hopelessness worthlessness, suicidal ideation and lethargy; or depressive disorder with characteristic symptom patterns, and duration that impairs a persons functioning and meets the criteria for a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) diagnosis. High levels of depression or emotional distress may be particularly dangerous for adolescents. There is compelling evidence from diversity of studies that indicate that if depression is persistent it has numerous negative associated features and consequences; such as engaging in dangerous behaviors, hostility or anger, substance use and suicidal ideation and or attempts (Felix-Ortiz, Newcomb, ; Myers (1994). Problems of adolescents are on the rise as research indicates that rates of the emotional and behavioral problems of adolescents have increased over the past ten years (Achenbach ; Howell, 1993). The strongest support of the diagnosis of depressive disorders in youths are longitudinal data including that the disorder recurs and interferes with the ability to achieve and maintain competent function, (Kovacs, 1989). Depressed, or dysphoric, mood refers to feeling sadness, unhappiness, the feelings, or feelings of worthlessness, which are exhibited occasionally or for a brief period of time (Davison ; Neale, 1994). Other hallmark symptoms include feeling discouraged, and feelings of self-reproach. Depressed mood is viewed as a normal response to thwarted goals or to personal loss, as long as it does not become persistent or severely debilitating. For adolescents, a negative mood can occur in response to specific situation such as the loss of significant relationship or getting a poor grade on an exam (Garrison, Schluchter, Schoenbach, ; Kaplan, 1989). .u66473ab4146ae62bd889a6abc93157d6 , .u66473ab4146ae62bd889a6abc93157d6 .postImageUrl , .u66473ab4146ae62bd889a6abc93157d6 .centered-text-area { min-height: 80px; position: relative; } .u66473ab4146ae62bd889a6abc93157d6 , .u66473ab4146ae62bd889a6abc93157d6:hover , .u66473ab4146ae62bd889a6abc93157d6:visited , .u66473ab4146ae62bd889a6abc93157d6:active { border:0!important; } .u66473ab4146ae62bd889a6abc93157d6 .clearfix:after { content: ""; display: table; clear: both; } .u66473ab4146ae62bd889a6abc93157d6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u66473ab4146ae62bd889a6abc93157d6:active , .u66473ab4146ae62bd889a6abc93157d6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u66473ab4146ae62bd889a6abc93157d6 .centered-text-area { width: 100%; position: relative ; } .u66473ab4146ae62bd889a6abc93157d6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u66473ab4146ae62bd889a6abc93157d6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u66473ab4146ae62bd889a6abc93157d6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u66473ab4146ae62bd889a6abc93157d6:hover .ctaButton { background-color: #34495E!important; } .u66473ab4146ae62bd889a6abc93157d6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u66473ab4146ae62bd889a6abc93157d6 .u66473ab4146ae62bd889a6abc93157d6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u66473ab4146ae62bd889a6abc93157d6:after { content: ""; display: block; clear: both; } READ: Why Microsoft Is Not A Monopoly EssayA depressive syndrome is defined by the constellation of symptoms, behaviors and emotions, which may include depressed mood, and a negative self-concept, self punitive wishes, vegetative changes, and/or a decrease in activity level (Beck, 1972). A depressive syndrome is described when the adolescent is (1) withdrawn, (2) complains of numerous somatic complaints, (3) exhibits social or attentional problems, or (4) in some cases are delinquent or self-destructive behavior.

Honeywell Case Summary Essay Example

Honeywell Case Summary Essay Honeywell, Inc. and Integrated Risk ManagementThe finance committe of Honeywell, Inc. must decide whether to approve a new type of risk management contract or not. This new risk management program is to provide combined protection against Honeywell’s currency translation risk along with all traditionally-insured global risks, in a multiyear, insurance-based, integrated risk management program. The committees vote would depend upon whether the anticipated cost savings of the program could be realized, and whether the coverage it offered was adequate. According to the Exhibits, Honeywell had suffered some risks and volatility. New risk management seemed to be on demand for stabilization. The case study suggests the comparison of the traditional and newly suggested risk management method and the changing points. Also it explains how those things may be valuable.Honeywell’s new risk management basically suggested ‘integration’. Specifically, new risk management suggested 2.5-year insurance-based contract that covered all traditionally insured global risks and currency translation risk (in other words, treasury-based integrated program with trigger option). While traditional risk management tools are a mixture of separate insurances and options, the proposed contract is an insurance with an annual aggregate retention of $30 million with the option. The old policy is repeated annually while the proposed contract is in a 2.5-year period. Additionally, the premium is cheaper than the traditional risk management as through ‘portfolio effect’.According to the simulating results exhibit 9, we can find that the standard deviation of total cost of risk for the proposed program is $3,819,568 while the one for the existing program is 15,793,879. The proposed program can reduce the total risk of the firm if the simulating results are real. To add, the simulated results also show that the estimates annual premium savings is about 20%.Thus , it is real challenge

Social Security essays

Social Security essays A little over 60 years ago the nation struggled through what was, up to then, the most dramatic crisis since the Civil War. The economy was uprooted after the crash of the stock market and the country's financial stability destroyed. One of the many steps taken to alleviate the burden on the American people was that of the passing of Social Security Act of 1935 and its amendments by Congress and the President, Franklin D. Roosevelt. Under the provisions of the Act, the government would take on the responsibility of taxing the income of all working Americans and returning the money through numerous public benefits and programs. Now the nation faces an economic and political problem with the program instituted to earnestly help the people. In the first half of the next century the government will face the task of paying benefits to a large generation with funds it will not have. This year Social Security assistance accounts for over 20% of the federal budget and will make up even more for the years to follow. Almost all political sides agree that Social Security must be reformed in some way before the baby-boomer generation begins to retire and collect. Social Security benefits refer to all those measures established by the government through legislation that help an individual or household to maintain an income of a certain level, insure income if one's employment is lost, provide other assistance for disability, old age, survivors, and other forms of compensation. Social Security may be defined through several characteristics: (1) participation is mandatory. Everyone, including children age 5 or older, is required to have a Social Security (2) Eligibility for benefits and levels of benefits depends on past contributions made by earners. (3) Benefit payments begin at a stipulated time such as at retirement from work, upon temporary unemployment, or with disability (4) Social-insurance benefits are means-tested - one's wealth or lac...

The role of Executive management Essay Example | Topics and Well Written Essays - 1000 words

The role of Executive management - Essay Example Executive management is familiar with the subject matter, but they have decided to hire a specialist in this sphere. Executive management view training as an integral pan of the process of quality management and a continual need for the process of staff development. This audience will have to ensure that new training project meets government regulations and guidelines. In half a year, they will need to gather information and compare results of two training systems: web-based training and the traditional one. Then, they will analyze results and efficiency of new project. Department managers are responsible for work coordination, planning, control and organizing. Also, they are responsible for developing and maintaining procedures in conjunction with other depart mental heads for recruitment and training; ensuring adequate safety precautions, etc. Department management is not familiar with the subject-matter and will show resistance to change. Most of them are afraid of the introduction of new technology or methods of working. Also, they can resist new programs because of uncertainty over changes in responsibilities and the increased responsibilities. Web-based training project will have a great impact on their work changing relations with employees, sphere of influence and responsibilities. The change management activities for this audience will include communication with employees to create positive attitudes towards change. They will have to assess employees' skills and assign specific courses for diverse audiences. Also, department management wil l be required to learn how to use the system and monitor completion of the courses once a month. The information they need is: the level of knowledge, task completion, possible difficulties (Senior, 2001). Manufacturing hourly employees and supervisors are responsible for product quality and minimal quantity of defective articles and spoilage. They are not familiar with the subject-matter which can create additional problems for department management. Also, many companies of this type hire low qualified hourly employees with lack of experience to perform a particular type of work. Performance deficiencies can result from motivational problem which is closely connected with lack of skills. Resistance to change can be high among hourly employees who need to spend additional time and efforts on training. New web-based project can be seen as unnecessary expense to achieve output targets. The responsibilities of sales personal include: advising board of directors on marketing policy; plan and execute all the activities for assessing and creating consumer demand and for the sale, storage and distribution of the company's goods; provide market research; sales promotion; control of distribution; control of sales personnel, etc. It is possible to assume that sales personal is familiar with the subject-matter if the company follows B2C and B2B marketing. For sales staff, new web-based project will help to reduce skills shortages, and increase emphasis on flexible working attitudes, create opportunities to develop and update their skills and experiences. This group will not resist change process familiar with the web-based facilities and projects. The main activities for employees and

How have you used reflection (during work experience at a preschool) Assignment

How have you used reflection (during work experience at a preschool) to enhance your own practice and how has this impacted upon your own learning and potential development - Assignment Example For example, when I joined the preschool for teaching, I have used reflective thinking in my relationship with the existing staff members of the school. The new environment of the school challenged me because I meet people from different backgrounds and having different personalities. The reflective analysis enabled me to determine which members of the staff were outgoing while some were reserved. Additionally, the reflection allowed me identify the status of one’s relationship with other staff members; that is if it is conflicting or healthy. Getting along well with other employees is a necessary idea. Therefore, reflection helped me improve my teamwork capabilities and developed positive interpersonal relationship that promotes harmonious existence at preschool (McCabe, 2006) Similarly, I used the reflective skills in examining the how effective I was in making the children enjoy their stay at the school, which I did by evaluating how the children behaved when I interacted with them. I reviewed the instances I have interacted with them; whether they were excited or bored during our meeting with them. Additionally, I considered on how they could look forward to our second meeting; whether they could enthusiastically wait for the meeting or just be disgusted at the thought of a possible meeting with them. Performance in a preschool teaching depends significantly on an individual’s ability to capture the attention of the kids and make them develop a liking towards the person interacting with them. Therefore, reflective thinking enabled me to improve my effectiveness in making the young learners develop a love for me as well as gain the knowledge at school. In other words, through reflection one learns the imperative factor that cements one’s s kills in the field of dealing with children. Nevertheless, I have employed the reflective thinking when evaluating my methods of imparting knowledge to the young children.

Conflict Resolution between Teacher and Parents

Conflict Resolution between Teacher and Parents Introduction From time to time, all teachers will be faced by a difficult and demanding parent. From challenging academic results to accusations of bullying, some parents can be very intimidating or even aggressive. Until relatively recent times, the school was viewed as the realm of the professional, the educator, the teacher. As Carol Vincent states: ‘No parents beyond this point such signs could have been seen in schools around the country, symbolizing the clear division between home and school. She goes on to describe schools as: ‘[I]slands of professional expertise, of calm, order and learning. How we all miss the good old days in the midst of a hectic, stressful Parents Consultation Meeting, when we see the approach of Mr and Mrs Smith, looking as happy as we might have predicted with Johns latest report! Conservative government educational policy, from 1979, was underpinned by the notion of parents as the â€Å"consumers† of an education system, who would be empowered with considerable influence over the way in which the â€Å"producers† the teachers operated, not least by the use of â€Å"parental choice† as a factor in determining which schools would thrive and which close. More recent educational policy, during the Labour Partys terms of office, has stressed the importance of the home/school partnership in promoting the learning of young people. Carol Vincent, quoting a 1986 study by Cowburn, summarises this shift in perception as follows: â€Å"Parents were once kept out of schools so as to allow the professionals uninterrupted control: parents are now being encouraged to get involved, to come into school so that they can understand why the professional exercises control in the manner he/she does†. Communicating clearly, therefore, what we do, what we have done, being prepared to justify our actions by reference to school policy, to educational theory and practice, to the statutory demands of the National Curriculum, for example, needs to be at the forefront of the teachers agenda in any meetings with parents, whether arranged or a surprise encounter. We are no longer autonomous rulers in our own little world, but need, as professionals and experts, to be prepared to explain, or justify, our actions and decisions in language that is accessible to the parent. Situation H or S Heated? In the table above, jot down in the first column possible situations which might generate an ‘interview with parents. For example: report sent home detention issued o praise postcard sent home * In the second column, indicate whether the ‘invitation to meet is most likely to come from Home (H) or School (S) * In the third column, rate the likelihood of the meeting becoming heated on a scale of 1-5, 1 being highly unlikely, and 5 highly likely. Getting the basics right conflict avoidance The importance of the dialogue between school and home cannot be underestimated, and those schools which have taken steps to ensure that their relationship with their parents is a good one, based on mutual respect and concern for the young people whose care they share for at least five days each week will have fewer flashpoints on the level of personal interaction between parent and teacher. Everyone has an experience of school life, so, in that respect, all our parents feel that they are experts! For many, their own experiences of school and of teachers are not particularly good ones: some find entering school premises a daunting prospect, and this unease can quickly escalate into difficult or aggressive behaviour. Many associate their visits to school with negative emotions: they have responded to so many summons because of a childs poor behaviour, attitude or progress that any chance to â€Å"get ones own back† by criticising the school is pursued with relish. Make a note below of skills which you use in the classroom:  · to defuse tension  · to manage behaviour  · to foster co-operation  · to ensure compliance  · to foster a good working relationship A couple of examples are included to get you off to a good start! Skills I use daily:  · Friendly greeting as pupils arrive.  · My ‘no nonsense face.  · Standing up full height to look imposing Which of the above are also useful in dealing with parents? Many difficult encounters can be avoided if the school:  · Has clear policies on a variety of relevant topics e.g. uniform, behaviour, information that is shared with parents on a regular basis. As a teacher, ensure that, in your dealings with pupils, you apply such policies with fairness, consistency and equity.  · Takes steps to involve parents in the life of the school whenever possible the good old school play, or talent show, provides opportunities for parents to cross the school threshold in a non-confrontational context. As an individual, seek out opportunities to establish a dialogue with parents, even if it is only a nod of acknowledgment, if you meet them outside school in a supermarket or in the queue for a plane at the airport! Look for, and utilise, any opportunities to share an interest in something other than the child who is the focus of your relationship.  · Has clear and well established practices for communicating with parents e.g. on behaviour, attendance, progress. Such communication should be timely and prompt, not restricted to key points in the school year e.g. end of year report, and should also inform parents of a childs positive contributions to the life of the school, for example via â€Å"praise postcards†. As a teacher, try to ensure, wherever it is reasonable, that particular parents do not always associate your name with bad news.  · Provides a welcoming environment for parents a cheerful reception area; a cheery greeting from reception staff; a light, warm room in which meetings can take place In many ways, the parents who arrive at the school fired up in defence of their child, or who demand to see a teacher to find out why progress is not being maintained, is less of a threat to the life of the school than those parents who refuse all attempts to initiate a dialogue, to the point that their child is excluded. Parents who are moved to anger by something they believe has happened, normally because their child says so, can potentially become the teachers greatest ally, once a more appropriate relationship has been established. Communicating with parents  · In the table below, in the first column, list the means of communication which your school uses with its parents. There are 3 examples to get you started.  · In the second column, rate the effectiveness of each, on a scale of 1-5, 1 being of little use and 5 being highly effective. Communication Rating Annual written report Grade card termly Consultation evening How could any of the above be adapted to improve effectiveness? What makes a person angry? Anger is a natural part of the human condition, but it isnt always easy to handle. Some people mask their anger. Others explode with rage. Good parents invest a great deal of emotional energy in their offspring: which of us, as a parent, has not been moved to strong emotion by something that our child tells us, or something that they have done, or not done? We also acknowledge the importance of social and emotional intelligence for our young people in school, and many schools are delivering extensive programmes to support this aspect of their pupils development. Since youngsters learn more from models than from lectures, it is reasonable to assume that many of those pupils who have difficulty expressing emotion, or controlling an outburst of anger, are not seeing positive role models at home in this respect. It may be, therefore, that a parent does not intend to show anger or aggression, but has never learned to express concern in a more appropriate way. There are a number of courses which schools can access and provide for their parents, to support them in developing their own emotional literacy, which will not only be of benefit in your encounters, but will also help them to reinforce, and model, the behaviours and responses that you are hoping to develop in the children. The Millennium Cohort Study by the Centre for Longitudinal Studies, Institute of Education, University of London, published in October 2008, shows that what parents are most concerned about in choosing a school in the first place is not only the schools performance, but other characteristics that, taken together, parents rate even more highly the â€Å"good impression† created by the school, a strong anti-bullying policy, its ability to accommodate an ethnic mix, and its facilities amongst others. It therefore follows that these are the sorts of issues that parents are most likely to seek to approach the school with if they feel that it is â€Å"all going wrong† for their child. Psychologists recognize that anger arises for different reasons in different types of people, which may need to be handled in different ways by the sensitive teacher. You may recognize parents that you have had, on occasion, to deal with in the profiles detailed below, although it is highly unlikely that any parent has ever reached the point of hatred towards their childs teacher it just feels like it sometimes! Understanding what may be the underlying cause of parents anger, over and above the particular incident that has provoked this meeting, may help you not to respond too quickly, with mounting irritation, to what appears to be an unreasonable display from across the desk. Types of Anger Disguised Anger These individuals may not, at first, let others know how angry they are. Sometimes, they dont even know how angry they are. But the anger will come out! They look hurt and innocent. They gain a sense of control over their lives by frustrating others. The teacher needs to become practiced in interpreting body language, which may indicate anger bubbling below the surface, just waiting to explode when a trigger point in the conversation is reached. Paranoid Anger This type of anger occurs when someone feels irrationally threatened by others. They seek aggression. They believe people are against them, dont understand their viewpoint or their concerns. They expect others to attack, verbally at least. Because of this, they jealously guard and defend what they think is theirs these parents are often those who say things like: â€Å"My son wouldnt do that† â€Å"My daughter says she has done the work and you lost it and I believe her†. People with paranoid anger give it away it is self evident from their body language, both their verbal and non-verbal communication, that they are very, VERY annoyed. Such parents may often feel insecure, especially in the school environment, and unwilling to trust the school, or you as its representative. Sudden Anger People with sudden anger are like thunderstorms on a summer day. They zoom in from nowhere, blast everything in sight, and then vanish. Sometimes its only lightning and thunder, a big show that soon blows away, but can cause damage, occasionally physical, but certainly in terms of the relationship between the teacher and the home, and to the home-school partnership, that will take a long time to repair. Sudden Anger people gain a surge of power. They release all their feelings, so they feel good or relieved: you, on the receiving end, feel battered and emotionally exhausted. These are the people in danger of losing control: they may get physically violent and, at the least, will say and do things they may later regret. Sometimes, all you can do is simply let the anger blow up, and blow over do not attempt to interrupt or respond until the storm has passed, but keep calm, keep still and make it clear that you are listening. It may even be that the best solution is to simply let this parent have his, or her, say, then suggest a return appointment, in the hope that regret has tempered their anger, and allowed reason to surface. Shame-Based Anger People who need a lot of attention or are very sensitive to criticism often develop this style of anger. The slightest criticism sets off their own shame and since they share such close emotional links with their children, any criticism of the child is felt to reflect badly on them. They feel worthless, not good enough and, like any living creature, when they feel backed against a wall, they will come out fighting! When they feel the teacher is ignoring them, like not giving in to their demands to move their child to a different teaching set, they take it as proof that the other person dislikes them as much as they dislike themselves. That makes them really angry, so they lash out; You made me feel awful, so Im going to hurt you back. They get rid of their shame by blaming, criticizing, and ridiculing others. Their anger helps them get revenge against anybody they think shamed them. Such parents need reassurance; they are good people; they are doing their best for their child; thei r child has huge potential that is not yet being realised because of the issue at hand. Deliberate Anger This anger is planned. People who use this anger usually know what they are doing. They arent really overtly emotional, at least not at first. They like controlling others, and the best way theyve discovered to do that is with anger and, sometimes, violence. Power and control are what people gain from deliberate anger. Their goal is to get what they want by threatening or overpowering others. Firmness and fairness are the best responses to this: such individuals have to learn that he who shouts loudest does not always get what he wants, that you as an individual, and the school as an organisation, does not respond to threats and bullying, but decides what is best in the interest of the pupils. Addictive Anger Some people want, or even need, the strong feelings that come with anger. They like the intensity, even if they dont like the trouble their anger causes them. Their anger is much more than a bad habit it provides emotional excitement. It isnt fun, but its powerful. These people look forward to the anger rush, and the emotional high. Anger addicts gain a sense of intensity and emotional power when they explode. They feel alive and full of energy. You, as an individual, are not going to break this addiction alone but nor should you have to tolerate it repeatedly. If every encounter is the same, this problem needs dealing with at a higher level. It may even be that, in the interests of the health and safety of staff, it may not be possible to continue to accommodate such interviews. Moral Anger Some people think they have a right to be angry when others have broken a rule. They view the offenders as bad, evil, wicked, sinful. They have to be scolded, maybe punished. People with this anger style feel outraged about what bad people are doing. They say they have a right to defend their beliefs. They claim moral superiority. They justify their anger as being for the best, in a good cause. They dont feel guilty when they get angry because of this. They often feel superior to others, even in their anger. These people suffer from black-and-white thinking, which means they see the world too simply. They fail to understand people who are different from themselves. They often have rigid ways of thinking and doing things. Another problem with this anger style is crusading attacking every problem or difference of opinion with moral anger when compromise or understanding might be better. For these people, you need to â€Å"prove† that you are operating â€Å"within the rulesâ⠂¬ : it is not your decision, but one dictated by a policy which you have to enforce. They may not like the rule, but should appreciate the evidence that you are applying it consistently! Hate Hate is a hardened anger. It is a nasty anger style that happens when someone decides that at least one other person is totally evil or bad. Forgiving the other person seems impossible. Instead, the hater vows to despise the offender. Hate starts as anger that doesnt get resolved. Then it becomes resentment, and then a true hatred that can go on indefinitely. Haters often think about the ways they can punish the offender and they sometimes act on those ideas. These people feel they are innocent victims. They create a world of enemies to fight, and they attack them with great vigour and enthusiasm. However, this hatred causes serious damage over time. Haters cant let go or get on with life. They become bitter and frustrated and their lives become mean, small and narrow. Golden Rule NEVER trade anger with anger! You do not extinguish a fire by throwing more fuel on it. Whatever anger type you recognise yourself to be, in the context of a meeting with parents; you are the professional cool and collected. Breathe deeply, switch off your more sensitive self, dont take the insults personally and dont respond in kind, trading hurt for hurt, insult for insult. Learning to read the signs à ¢Ã¢â‚¬ Ã¢â€š ¬ a guide to non-verbal communication! As teachers, we are generally adept at recognising the subtle signs that all is not well with the pupils in our care; we need to adapt and enhance these, often subconscious, abilities when assessing the degree of anger, or annoyance, or high emotion, in the parents before us. When people are tense or nervous, there are clear visual signals, long before the volume, or pitch, of their voice increases! Their fists may be clenched, or their hands or feet tapping. Their hands may be interlocked, as if praying, and the apparent pressure between the hands gives an indication of just how tense they may be. Their arms are crossed, but they are gripping their biceps. Look at the parents mouth: upward turns in the corner of the mouth are often positive signs, and downward turns, or flat lines, demonstrate negative behaviour. Are lips pressed together or relaxed and comfortable? When the parent speaks, emotion is betrayed by a high pitch, fast pace or stuttering, long before the voice becomes over-loud, or the language abusive. Parents may repeatedly clear their throats. Their eyes evade you. Be aware of these signs of unease, and respond sympathetically; you may avoid the situation escalating into anger. Be welcoming and placatory: listen attentively to their concerns; nod in acknowledgment of what they are saying; feed back your understanding of what they are saying. Offer a comfortable environment and perhaps a drink and a biscuit. Do not approach over-assertively; if you put such parents on the defensive, they will move quickly from unease to anger. One of the most valuable ways of discovering whether someone is being open and honest is to look for palm displays. When someone begins to open up or be truthful, he will expose all, or part, of his palms to another person. Like most body language, this is a completely unconscious gesture, one that gives you a hunch that the other person is telling the truth. When a child is lying or concealing something, his palms are hidden in his pockets or he adopts an â€Å"arms folded† position, for example, when he tries to explain where he was. One of the tricky things about body language is that we are often unaware of how we are reacting to it. We may, for example, form a negative judgment about someone because she slouches, wont look us in the eye or talks with her hands. Because we are unaware of why we made the judgment, we are unable to filter out our biases about what body language means and what it tells us about an individual. Be aware, also, of what you are communicating through your own body language. Be open, physically. Do not cross your arms across the chest or hold obstructive objects (such as your marks register) protectively between the two of you. Approach parents with a hand outstretched in greeting, make eye contact and smile as if pleased to see them even, or perhaps especially, if you are not! Aggressive body language will only alienate, and probably exacerbate what may already be a tense or confrontational meeting. You need to appear relaxed, with an upright posture, and maintain direct eye contact. Rounded shoulders tend to imply that you are afraid or subservient, although a rigidly upright posture can, by contrast, convey inflexibility think of the regimental sergeant major! Drooping, hunched shoulders have the connotation of carrying a heavy burden, and will not create the impression of someone who is confident in the decisions they have made. Beware of using arms and legs unconsciously as a protective barrier. Be aware of overall position: put simply, we lean towards people we like and lean away from people we dont. Avoid gazing at the floor, one of the cardinal sins of body language: if you avoid looking at people, you avoid connecting with them. It will make the parent feel youre not interested in them or anything theyre saying if you cant even be bothered raising your eyes to fake interest, what hope have they got? or perhaps that you are arrogant its rude not to look at someone who is talking to you or nervous and slightly dodgy avoid looking someone in the eye and they automatically assume youre hiding something. Try not to resort to habitual actions which convey nervousness, such as fiddling with your collar or scratching your neck. You might as well have a neon sign hanging round it that reads My names John/Jane and youre making me feel horribly insecure and/or as nervous as hell. Both gestures are signs of doubt and uncertainty. People pull their clothes away from their necks when theyre in a hot spot, literal or otherwise; this may be how you are feeling, but do you really want to convey the fact so openly? And finally, propping up your face with your hand putting your hand on the side of your face and leaning on it could be sending a clear message, either â€Å"Im so bored and tired, I can hardly hold my head up† or â€Å"Im feeling faintly superior and quite possibly judging you while Im at it.† We simply would not sit like that in front of a boss or someone we respected. Your facial expression needs to be responsive to what the parent is saying. Keep your hands relaxed and your voice confident, measured in volume and pitch. Bear in mind that, when holding a conversation, people use certain head movements to indicate that they have come to the end of a sentence and are waiting for the other persons answer. Lowering of the head may indicate the end of a statement or raising the head the end of a question, and a demand for your response. Look for signs of growing â€Å"congruence†: when we are starting to see another persons point of view, we tend to imitate their body language. When a group is in congruence, the positions of their bodies mimic each other, in some cases like a mirror image: when one member of a congruent group changes his position, everyone does so with him. Congruence within a group usually indicates that all the members are in agreement. If the group has two points of view, the defenders of each opinion will adopt different positions; each subgroup will be congruent within itself, but not congruent with the other subgroup. When interviewing two parents, looking for congruent movements may help you to establish who is the dominant partner, and it may not necessarily be the one who first begins to speak: they may be holding the â€Å"big guns† in reserve, to catch out the unwary teacher, who is beginning to think that he, or she, is winning the argument. Manage the situation by trying to bring the â€Å"silent partner† into the discussion at a point that suits you â€Å"What do you feel has happened, Mr Smith?† When those on the â€Å"other side† of the discussion begin to mirror your movements, you know that they are getting on side, and listening to what you have to say. To try to break the tension at the beginning of the interview, to increase a persons comfort when they are closed-off, utilize mirroring; observe the parents behaviour and then, in a subtle way, act the same way they are acting. If their arms are crossed over, sit back, relax a little, and then begin to cro ss your arms. The Managed Meeting The majority of times we have an interview with parents, we are well aware that the meeting will take place. There is, of course, the annual Parents Consultation Evening, or you may have sent a letter home about a disciplinary related incident, for example, that you can confidently predict will elicit a response from home and even, perhaps, that it is likely to be an emotional, or even heated, exchange. There are also social events, a â€Å"Celebration Assembly† perhaps to which parents have been invited, which might also prompt some to request a few words with you in private regarding a long running issue. And, sometimes, the meeting has been suggested by you, effectively a summons to the parents to attend a meeting of crucial importance to the youngster, for example, if there has been cause for a temporary exclusion or a permanent exclusion is on the horizon. Whenever you have the opportunity to â€Å"manage† such meetings, make the most of the opportunity to ensure a good outcome for all parties, and the minimum of stress for yourself. It is, perhaps, worth emphasising that most encounters with parents are perfectly amicable, or may be emotional for them, although not in any way expressed in angry exchanges. It would be a mistake to always assume the worst; your own tension will be conveyed to parents and might be the â€Å"last straw† that tips them over the edge! a) Fixing a Date When a parent requests a meeting in advance, or if you are issuing the summons, think carefully about the timing. Allow enough time to prepare effectively a few days at least. When confirming the time and date, if you are not really sure why the meeting is being requested, politely enquire as to the general topic. Pick a time which you can â€Å"manage† i.e. that will have a definite start time and a definite finish: meetings during the school day are often better from this point of view, since parents will anticipate that you will have classes to teach at some point! However, it is also often the time least favoured by parents, who may work during the day or have other commitments, for example younger children to make arrangements for. If the meeting must be at the end of the school day, make sure that you have established with the parents how long the meeting will last, and inform a reliable colleague, whose job it will be to bring the meeting to an end by â€Å"interrupting†: this could be a teaching colleague, a member of non-teaching staff, even a cleaner or caretaker, reminding you that the room needs to be cleared. Emotionally charged meetings have a tendency to become circular, the tension rising and falling, and can, if you dont manage them, carry on for disproportionately long times, and they are no more effective than a short, sharp, focussed meeting in bringing about a satisfactory outcome. When you have fixed the date and time, make sure that it has been entered into the school calendar. Book a suitable room, if available. Inform the appropriate line manager which parents you are meeting and why curriculum leader, pastoral team leader, senior management. Informing the SEN coordinator would also be appropriate for certain pupils. Make sure that the reception staff know, and will be ready to greet the parents warmly. Make it clear to all how long you are scheduling the meeting for, and make sure that there will be some support for you, should matters become heated or should the meeting drag on interminably and have an â€Å"exit plan† agreed to address these possible scenarios. Use the interim time wisely to gather as much information as you can. Check school records for any information from previous meetings, perhaps with other members of staff: ask colleagues for any tips or pieces of information, about family circumstances perhaps, that you might not previously have been privy to. Do not forget support staff and those in reception, for example, who may have had cause to speak to these parents before. Use â€Å"local knowledge†: many support staff live locally and may know these parents in an entirely different social setting, as neighbours perhaps, and may also have useful information to add. Dont forget the child who is the stimulus for the discussion but beware of appearing to pump for information! Always remember that the child has his, or her, own agenda, and you never know what the little dear has been saying at home that may potentially have already inflamed an otherwise perfectly amicable meeting. Gather together the â€Å"evidence† you may have relating to the meeting examples of class work, attendance records, records of missed homeworks and some comparative information (no names of course) with other class members, photocopies of graffiti, photographs of damage whatever supports the issues you need to put across. Have copies available of relevant policy documents, or previous written correspondence, and a clear note of when, and how, such communications have been conveyed. Make sure that you have carefully read records of any previous correspondence, whether on the matter in question or another: incidents which may appear to you to be unrelated, to parents desperate for a reason to excuse their childs behaviour may seem to provide evidence of a â€Å"conspiracy† at least if they bring something up, you will know roughly what they are referring to! The watchword for your preparation should be â€Å"Forewarned is forearmed!† b) Managing the Environment How we guard our personal space boundaries, and how we enter into the others personal space, is integrally connected with the way we relate with other people. It is important for people to have their ‘own space, and how you manage the space in the meeting room will establish the relationship between you and the parent, and possibly the emotional tone that the meeting will take. Make sure that you have established a â€Å"space† for yourself that you are comfortable with, in terms of the distance between you and the parents, and your relative positions. If the meeting is taking place in your â€Å"teaching space†, this is, in one sense, a kind of temporary home territory for you, perhaps marked by personal belongings, and one in which you may feel comfortable. Conversely, you may see this as a potential battleground, or a territory you want to protect, and feel happier in a more formal meeting room. Each school will, in addition, have its own established practices which may dictate the venue. Arrange the chairs in the interview room before the parents arrive, giving thought to the atmosphere you want to establish, as well as more practical issues. A desk between you and them may feel â€Å"safe† and protective, but also conveys that you feel in need of protection, and creates a barrier between you, enforcing an â€Å"us and them† mentality. The room layout should reflect the home school partnership in action. If you want to have the comfort of a desk, or simply need one on which to gather your evidence, consider having the parents sitting at right angles to you, rather than directly across the desk. Think about the position of chairs, and who will sit where, relative to the doorway in the worst possible scenario, you want to be sure that YOU are the one closest to the door and can leave before they do! This may be to seek help or support from elsewhere, to remove yourself from a highly charged atmosphere and allow â€Å"calm down† time, or to bring a meeting to an end when it has gone way beyond sensible limits, despite your best efforts. In these circumstances, always make sure that you h

Review of a Leader Movie Armageddon Essay

1. Style Of Leadership The style of leadership portrayed by Bruce Willis was decisive and with full conviction, in the best interest of everyone under his care and jurisdiction as shown below. a) As a father, he undertook the sole responsibility of bringing up his daughter from young, after his separation from his wife. He brought her everywhere he went and when she got romantically involved with one of his workers, he showed much concern and took actions in the interest of his daughter’s future. b) As a company boss, he was decisive in terminating the services of his best worker, for taking matters in his own hands and thus jeopardizing the safety of the other workers. He did not tolerate any insubordination and commanded everybody’s respect. c) As a project team leader for NASA, he showed great concern for all humanity and thus, agreed to undertake the assignment. This decision showed his compassion and his willingness to make the ultimate sacrifice for the sake of others. As he was knowledgeable and showed great leadership skills, even NASA staff listened to him. This emphasize the fact that a good leader is able to influence and guide everyone, through exemplary actions and compassion for others. d) His willingness to make the ultimate sacrifice and switch places with his worker in staying back to detonate the bomb summarizes all his leadership qualities. As a father, he was more concerned for his daughter’s future and happiness and thus switched place with his worker, even though he realized that by doing so, he would die. As a company boss and the project leader, he felt that it was his responsibility to ensure that the job was done well and his compassion for the human race led him to make the ultimate sacrifice. 2. Leadership Communication Strategy The communication skills and strategy showed by Bruce Willis in the movie was very well portrayed. He was strict but fair. He communicated effectively at all levels and strategized it to ensure that it achieved its desired results, as shown below. a) He was initially very upset when he discovered his daughter’s affair with his worker, but later showed his acceptance without even letting them know. This is strategy. by showing his worker his disapproval initially, it makes his worker realize that Bruce Willis was very much concerned and would do anything to protect his daughter’s future. but as depicted at the end of the movie, it showed how Bruce Willis finally admitted his approval and was even willing to sacrifice his life for them. This is effective communications strategy. b) As the project leader, he showed conviction and determination to get the job done, even when faced with extreme situations. He reprimanded his staff accordingly when necessary and allowed them some recreations when needed to. This shows great strategy and very effective communications. When earth lost faith in him, he managed to persuade the commander to disarm the bomb. When he switched places with his worker to detonate the bomb, nobody suspected he would do so. He managed to strategize his communications well and achieved his target, even though he knew that by doing so, he would die. This was the ultimate strategy of a leader, leading by example and good communication skills. 3) Personality Of A Good Leader Through out the movie, Bruce Willis was portrayed as a leader with a good and humble personality, who was intelligent and critical with his words and actions. he was depicted as a very responsible father, a caring company boss and also a convicted project leader as described below. a) As a responsible father, he cared for his daughter all by himself, even with his hectic work schedule and the dangerous nature of his work. He loved his daughter very much and was very protective of her well being and future. b) As a company boss, he was well liked and well respected by all his workers. He did not hesitate to terminate his best worker when he jeopardized the safety of the other staff, thus confirming that he was fair, but strict, and this applied to all. c) As the project leader, he showed great conviction and determination. His ability to make decisive decisions and actions showed his leadership qualities and his ultimate sacrifice showed that he was a leader with great compassion for others without any regards for his own well being. 4) Motivation A good leader is always able to motivate all by his exemplary actions and effective communications. This was well depicted in the movie. It described how a good leader can have appositive effect on others and can turn failures into success, danger into safety and despair into joy as portrayed by Bruce Willis. a) He managed to motivate and convinced his daughter to allow him to undertake the assignment, even though it might cost him his life. Even though the movie does not depict much about his relationship with his daughter, we can imagine how much his motivation affected his daughter’s willingness to follow him everywhere he goes. Even though her role in the project was minimal, it showed how motivated she was, in trying to ensure that the project was successful. This was portrayed in scenes where she had confrontations with the ground crew. b) As a company boss and project leader, he managed to persuade his staff to follow him and inadvertently, put their lives in danger. Even then, they were willing to do so, through his motivations and his communications skills. Throughout the assignment on the asteroid, he played the part of the motivator, never giving up and never despaired, even though he had lost some of his men, who were also his closest friends. How he managed to persuade the commander to defuse the bomb prematurely, was the best example of a good motivator in action. The words he used to convince the commander and how he managed to persuade him was very effective and only a good leader would be able to achieve such a task. To be able to ask someone to put his life on the line and make the ultimate sacrifice for you, requires all the attributes of an exceptional leader. 5. Leadership Management Only a good leader would be able to manage well. There is a danger of a leader becoming a dictator, if he or she is does not have good management skills. These skills needs to be taught and practiced. In the movie, Bruce Willis plays the part of a father, a boss, and later a project leader. As a father and a boss, he had acquired the management skills and experience to be a good father and a caring boss, and applied these management skills as a project leader, as shown below. a) Even though it was not depicted, he managed to bring up his daughter to be a well educated and responsible person, who could contribute his company. Even under stressed situations, he managed to manage his daughter’s personal affairs and ultimately, ensured that she would be well taken care of, even when he was no longer alive. b) He would not be the boss of the company if he was not a good leader with good management skills. Thus, he was able to manage his team and all others in his attempt to ensure that the assignment was successful. As a leader, he managed to control all personnel under any situations. The fact that he managed to save the world in the movie, after going through extreme conditions and situations and even a near failure, shows that through good leadership management, you can achieve every success. In summary, there is no such thing as a born leader. Good leadership qualities needs to be learned and practiced. Anybody can be a leader but not everyone can be a good leader. The movie â€Å"Armageddon† is about a good leader, as described above. It portrayed how 1 man, who possessed all the right attributes, is able to successfully complete a near impossible mission and achieve the desired results and thus saving the world. This movie might seem unreal, but the message behind the movie is very clear. A good leader is able to affect the lives of other people in a positive way. It may be only one life or it could be billions of lives. The fact is, we could apply the message of this movie in our daily lives. We should all try to be good leaders and have good leadership qualities, for the best interests of ourselves, our family, our race, our religion and ultimately, our nation.

Much Ado About Nothing and Othello

The two villains in Much Ado About Nothing and Othello share much in common, despite their numerous differences. It is evident that Shakespeare framed the second piece of literature to be similar to the first. Although shorter, the plot of Othello is definitely more complex. The villains play a major part in the novels, and are very much alike in their line of thinking. The comedy, Much Ado About Nothing depicts the story of a group of high-ranking soldiers who travel through a town called Messina. They had been to the town before, and this time Claudio confesses his love for the governors aughter, Hero. Because Leonato is so fond of Claudio, the wedding is set to be a few days away. This gives Don John, Claudios bastard brother, a chance to show his true hatred for Claudio. He comes up with a scheme to make Claudio think that Hero is cheating by dressing Margaret in her clothing and perching her near the window with another man. When Claudio sees this, he says that he will humiliate Hero instead of marrying her. The next day Claudio does exactly as he had said, degrading Hero in front of all her family and friends. Because he did not cheat on him, she did not expect that kind of reaction. She is so dejected that she faints, and everyone assumes she is dead. Eventually Borrachio is overheard talking about Don Johns plan, and Don John is arrested. Later Claudio learns that Hero is not actually dead, and they are finally married. Othellos Iago is very much similar to Don John. He wants to get revenge on Othello for not being chosen as lieutenant and also suspects that Othello has slept with Emilia. Somehow Iago manages to manipulate Othello into thinking that Desdemona heated on him. When he demands that she show him the handkerchief he had given her, and she does not, he is convinced that she is being unfaithful. This is when he decides that he must kill her. Later in the novel Othello suffocates Desdemona out of jealousy. The villains of both novels contain an unusually large number of similarities. Both Don John and Iago are determined to break up the key relationships of the two novels. Iago tricks Othello for revenge, Don John out of sheer hatred for Claudio. The bastard brother goes through a period here he acts very pleasant toward Claudio, and Iago seems to be the ally of Othello throughout the entire piece. Both Don John and Othello used unsuspecting women to break up the main characters. Don John used Margaret and Iago used Emilia. Finally, both villains are strong egotists. Don John shows it in the way that he does not interact with the other characters. Iago believes that Othello is much too trusting, and respects no one but himself. Although Shakespeare meant to create these two evil characters alike, there are a few differences etween them. Don John set up Claudio using other people to convince him. I go used his manipulative speaking and wits, along with Othellos gullible nature to convince him. Don John and Iago caused the two main characters to take different methods of revenge on their women. Othello killed Desdemona in a jealous rage, whereas Claudio merely humiliated Hero. Iago seeks revenge on Othello for two reasons: he suspects Othello slept with Emilia, and he also despises Othello for choosing Cassio as lieutenant instead of him. One final and esounding difference between Don John and Iago has to do with the past of each character. Shakespeare portrays Iago as an intelligent and sometimes caring character until Othello supposedly wrongs him. On the other hand, Don John has more of an evil aura about him, and shows his hatred for Claudio right from the start. Overall, the characters of Don John and Iago are very similar, although the latter is much more intelligent and complex. These two men are what draw the readers attention to the novel, and share so much in common that the two seemingly unrelated works are read in tandem constantly.

Using Estimation Banking in Trade Finance Portfolio under Basel III - Free Essay Example

Sample details Pages: 4 Words: 1091 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Cause and effect essay Did you like this example? In responding to the latest credit crisis, Basel committee has proposed a new capital standard, Basel III. The new standard is expected to fundamentally strengthen international banks capital position. In various research papers shaping the new standards, Basel committee identifies that off-balance sheet items are sources of potentially significant leverage. Don’t waste time! Our writers will create an original "Using Estimation Banking in Trade Finance Portfolio under Basel III" essay for you Create order Thus, it is expected that the new standard is going to increase constraint on these off-balance sheet items by pressing stricter credit risk parameters estimation under the Basel Advanced Internal Ratings Based (AIRB) approach. Trade finance (TF) portfolio is a major business line in almost all international banks. Hence it is subject to the new standard. As a result of their features and structure, TF products fall into this off-balance sheet category. To be in compliance with Basel accord, banks have to design new internal credit ratings system and submit this system to regulatory authority for approval. One key input in the Basel AIRB approach is Loss-Given-Default (LGD) . This paper argues that in determining LGD value, TF deserves a more favorable treatment than other conventional lending products, such as corporate term loans and revolvers. Problem The greatest challenge for banks to accurately estimate LGD is the limitation of available data. There are very few default observations available for TF due to its low credit risk profile. Most defaults were related to sovereign insolvency occurred in Asia, Russia, and Latin America during regional economic crises. As a result, expert opinions from credit risk and trade professionals should be heavily relied. Solution A feasible approach for banks to meet this compliance challenge is to adjust downward LGD estimates predicted for other lending business lines such as corporate lending to reflect the difference in credit risk profiles between TF and corporate lending by relying on qualitative research as well as expert opinion. Comparing to TF portfolio, corporate loan portfolio has more recovery experience so that LGD values for corporate loan exposure can be reasonably estimated by using statistic methods. This paper gives qualitative support to this downward adjustment. Qualitative Justification There are two qualitative arguments that banks can use in their efforts to seek regulatory bodies approval for preferential and distinct treatment for TF: 1) TFs importance in general economy and 2) TFs low credit risk profile. TFs importance in general economy There is global recognition of the lower risk profile of TF than conventional lending. Many governments and multilateral organizations give TF products preferential treatment as a result of their importance to economy. The following are two examples of this recognition. International Monetary Fund (IMF) In its own research, the IMF recognizes that emerging markets have historically relied on trade to keep their economies functioning during financial crises. It notes that, when facing difficulties, most countries have not suspended payments on trade credits. In fact, authorities have provided funding directly or through the banking system to trade parties to ease TF shortages, evidences of which can be found in Brazil, Korea and Indonesia. IMF believes that a coordinated framework for trade finance is essential for crisis resolution. While the IMF does not go so far as to exclude trade from off-balance sheet items, it does raise an explicit provision on the seniority of TF instruments. World Trade Organization (WTO) One of WTOs main tasks is to reduce obstacles to international trade among its more than 100 member countries. WTO also delivers a legal and institutional model for implementing and monitoring of trade agreements. These trade agreements among its members provide an extra layer of protection for international trade activities including TF transactions. WTO is also proactive in supporting trade financing, as well as global trade. As the economic crisis took hold in the second part of 2008, WTO was quick to recognize the impact on global trade and the rising cost of trade finance instruments. Given the role played by risk management in this trend, on September 15, 2009, the Director-General of WTO requested, on behalf of the trade and trade finance community, that the banks should continue to work with the Basel Committee on Banking Supervision on increasing the flexibility of the Basel II rules, with the aim of coming up with tangible solutions at its next meeting, in which the Ba nkers Association for Finance and Trade (BAFT) said a more rational treatment under Basel II of trade finance, given its fixed, short-term, self-liquidating nature, will ultimately have a positive effect on the trade finance markets. TFs low credit risk profile As noted above, TF often enjoys preferential treatment from governments, central banks, regulators, and market participants. As a result, TF is widely considered to have lower risk than other traditional bank lending products. In addition, TF with bank counterparties has special features and structure that helps further mitigate credit risk. These features and structural elements are highlighted as follows: Short-term: Typically, term to maturity for TF is within one year. Non-renewable nature: Unlike other lending instruments, such as revolvers that can be automatically renewed upon maturity, TF cannot be rolled over at the end of contract. The bank can act proactively if it is not comfortable with the credit standing of the counterparty. The short term nature discussed above also allows the bank to act quickly in times of rapid market deterioration. Documentation: Underlying assets of TF transactions are subject to strict documentation requirements, which are often based on standardized codes of practice, such as ICC Uniform Customs and Practice. These codes provide a measure of control and security since risks can be mitigated by the title of underlying goods. Double-assurance: When the counterparty for a TF transaction is a bank, there are two opportunities to recover upon default, either from the counterparty bank or the importer. The importer will often pay the lending bank directly to protect its banking relationship with the LC issuing bank and its business relationship with the exporter. Governmental support: Governments support TF transactions because TF finance is essential to strategic industries and critical commodities, such as food and energy. Therefore, trade credit products are less risky than conventional lending products because of their special features and structure. In addition, trade credit with bank counterparties specifically, offers further advantages that reduce the level of recovery risk. Conclusion Given the overwhelming global consensus of the importance of TF, and limited loss recovery experience, TF portfolio deserves a more favorable treatment under AIRB in the modeling of LGD within the scope of Basel III accord than other higher credit risk lending instruments. In addition, banks should consider using qualitative analysis in their efforts to seek regulators approval for LGD preferential treatment for TF portfolio.