Thursday, August 27, 2020

Modern Day Fairytale free essay sample

When was the Pewters Birthday, their folks went to purchase a guitar-formed otherwise known as an amazement. Tragically, they were hit by an alcoholic driver and they kicked the bucket in the fender bender. Along these lines, the 3 young men chose to sell the house, and with the cash they went to a great deal of gatherings and clubs. After two months they went to the acknowledgment that they truly required a house. In this way, with the cash that they despite everything had left finished, they went to purchase materials to construct their own. They chose to assemble their three new homes in the nearby town. The town was tranquil with pleasant neighbors, calm with enormous parks and wellsprings. The town was great, however with one exemption N the woods close to the town carried on a neighborhood government official who was extraordinarily covetous and extremely brutal with the limitations and duties. Subside chose to fabricate a lodge, since he was extremely sluggish. After two months they went to the acknowledgment that they truly required a house. Along these lines, with the cash that they despite everything had left finished, they went to purchase materials to construct their own. They chose to construct their three new homes In the neighborhood town. The town was tranquil with pleasant neighbors, exceptionally calm with huge parks and fountains.The town was great, yet with one special case. .. N the timberland close to the town carried on a neighborhood government official who was extraordinarily ravenous and cruel with the limitations and expenses. Dwindle chose to construct a lodge, since he was exceptionally apathetic. The lodge just took him seven days to complete It. At the point when Peter completed his lodge, he began to play his electric guitar, to shout and to shake the head bouncing. In the interim Ajax chose to fabricate a fashioner ski lodge (despite the fact that it never snowed in their town). Since he too was extremely lethargic, he recruited a gathering of manufacturers to assemble his home for him.Two weeks after the fact, the gathering of developers completed the house, and Ajax shot to celebrate by tossing parties each night In his home. Brian then again wasnt lethargic by any means! He began to fabricate his home on the ends of the week and in his extra time when he wasnt working. He completed in 3 years. Then, his siblings visited him in a great deal of events, disclosing to him You Brian! Quit buckling down. Come out and party with us! Be that as it may, Brian consistently stated, No, moronic, a house requires significant investment and exertion. Since I am taking as much time as is needed, my home will be the best! Half a month later when Brian completed his home, Peter and Ajax had just burned through all beneficiary cash on gatherings, food and garments. Thus, when the property charge was expected, they couldnt pay it. The nearby lawmaker visited the Pewters house first for the installment. Dwindle stated: l didnt have cash to pay you, disappear and give me a touch of time! However, the Politician stated: Too awful for you! Pay me or I will hold onto your home! Subside was ousted the following day and his home was seized. Requesting the property charge installment. Older sibling, Brian appeared Just at the last possible second conveying an enormous pack loaded with cash and he offered it to the politician.When the operator snatched the sack and investigated it, he grinned a major grin and left! Dwindle and Ajax were completely befuddled. They asked to their older sibling, Brian, How is conceivable that you despite everything had such cash? Brian answered in light of the fact that I realize that two Mold wind up squandering the entirety of the cash. In this way, I took the greater part of the legacy from our folks and contributed it over the recent years. The securities exchange has been performing great and we lucked out. I had an inclination that I would need to bail both of [Our grieved, sluggish butts out of a Jam one of these days!So, Peter and Ajax took in their exercise. They chose to locked in and return to class for their degrees. Presently, Peter is a music instructor at the nearby Junior school. Despite the fact that he despite everything plays in an overwhelming metal band, he has a decent reserve funds and 401 k kept for later. Ajax returned to the school to concentrate to be a style originator. He is currently understand the world over for his club roused attire structures. He despite everything parties with the top super models, however does it mindfully and all while giving his elder sibling, Brian, the credit for his prosperity.

Saturday, August 22, 2020

Proposal Writing Tips For Writers

Proposal Writing Tips For WritersSo, you're off to the wedding and want to incorporate your proposal writing skills into the process. Writing a proposal for a bride to be can be an interesting exercise, especially if you're a writer who enjoys capturing the moment. Here are some tips for how to write a proposal in the best possible way.The first thing you need to do is to make sure that you're comfortable with the topic. You may be introducing yourself to the person you're proposing to, but it doesn't mean that you have to know every detail about him or her. Just be respectful and give enough information to allow them to make up their mind. If there's any doubt, it's best to avoid using your proposal as a way to find out more about a person. Instead, use it as a spur-of-the-moment gift idea.The next thing you should do is to ensure that the proposal is short and sweet. Don't try to come up with a complicated and fancy proposal at the last minute.Some couples prefer a formal proposal, while others don't mind the idea of a cute and personal one. However, you should still do what is necessary to make the proposal as romantic as possible.The proposal should be written with the proposed groom's or bride's preferences in mind. They should not be going in with the idea of proposing to someone they've just met. Most people tend to put off a proposal until the wedding, and that means it's time to be romantic. So, instead of thinking about who the proposal is going to be presented to, write a personal statement and use it as a guide.Don't be afraid to take a few moments to think about the paper. You don't want to rush through it, so be sure to go over your ideas thoroughly.There are plenty of rules and regulations about the traditional proposal and your proposal should follow them. Don't be lazy or sloppy, and give it the attention it deserves. It will make a big difference on whether or not the proposal succeeds.Finally, give your proposal the personality you want it to have. Don't be a generic 'personalized proposal' as that will probably not turn any heads.

Friday, August 21, 2020

Middle Ages Essay Topics For High School Students

Middle Ages Essay Topics For High School StudentsMiddle ages essay topics are quite a bit different than those used in high school. In order to have a successful essay, you will need to be able to analyze different historical times and apply them to your situation. However, there are many types of topics that you can use when writing an essay, but only a few that you should really look at when doing your research.One of the most important middle ages essay topics is the feudal system. In this period, the church, the nobility, and the commoners all controlled each other through fear and necessity. They were also able to control their subjects by using religion, political power, and force.Another great period for writing about this time was the times of the civil war. The governments were able to stamp out religion and use fear to control the people. There was also a need for an order that could not be established through philosophy or religion.The French Revolution was another great p eriod for researching topics for an essay. This period was actually a civil war between the Church and the monarchy, which ended with the end of the monarchy in 1789. Things were quite different than they had been before in France.Medieval history is another category of middle ages essay topics. Medieval life was controlled by the church and many were forced to adhere to religious rules and standards. Many people had their heads shaved and were often given the role of servants.Medieval history essay topics are considered controversial, but they are very interesting and the way the stories are told is very interesting. Other great topics include the Tudors, the Hundred Years War, the English Civil War, and the Wars of the Roses. These are all great periods of history and can be used to write a short paper on history.Middle ages essay topics should really be interesting and must involve your own experiences. You will need to explain your reasoning for choosing one particular topic ove r another. You will also need to present a thesis statement, which is needed to show your intent for writing an essay.The great use of middle ages essay topics is that they allow you to have a great amount of input. When you use essay topics that are medieval, you will need to figure out something that you can explain in a way that relates to the history that you have written about. You will find that it is easy to use that you understand how to write an essay topic, as long as you can analyze historical events and figure out a thesis statement to use.

Monday, May 25, 2020

Gradualism And The Inflationary Fix - 764 Words

Gradualism And The â€Å"Inflationary Fix† The new Finance minister Barbosa is now fully in command of the economic team and has issued his marching orders. Contrary to the approach of his predecessor, gradualism will be his strategy to achieve macroeconomic stabilization. The â€Å"shock and awe† strategy of the former minister Levy did a terrific job in correcting distorted relative prices. His having sweepingly removed heavy subsidies on fuel and utility prices, notably electricity rates, and managed a hefty exchange rate depreciation (the real lost 29% of its value against the US dollar in 2015) without triggering a currency crisis spared Brazil from both an energy and balance of payment emergency. But these are adjustments that depend solely on government will and market mechanisms. A key item of his envisaged stabilization plan was fiscal consolidation, which required intense political negotiation. Progress here was clearly unsatisfactory. The new Finance minister Barbosa will not push for a swift fiscal fix. Instead he is looking forward to incremental gains and thinks this is a more effective strategy in a convoluted political scenario. His first move was to tighten the grip on the execution of the 2016 budget and actual disbursements over the next months will be materially smaller than originally programmed (the budgetary bill in Brazil authorizes this expedient). His second move is to secure the approval of selected legislation that reduces mandatory spending over the

Friday, May 15, 2020

Roman Republic - 6360 Words

Rome: Transition from Republic to Empire Paul A. Bishop Introduction________________________________________________ Since its collapse, historians have attempted to explain the struggle for power and control over both the Roman Republic and the Roman Empire that followed. To explain the complexities of the Roman Republic, the Empire, and their political complexities can be a daunting task. For nearly ten centuries Rome would rule most of the known world before the fall of the Western Empire (Byzantine) in 476 C.E. Before that fall occurred, a fundamental change would take place that would transform the original Republic into the Roman Empire. Many factors would be directly and indirectly responsible for this transition. These would lead†¦show more content†¦However, due to its immense prestige, and the fact that all elected officials were Senators, nearly all Senate consultations were enacted as a matter of course. The Senate was further empowered to authorize the nomination of a dictator to deal with state emergencies. This was seen as an extreme measure, whereby a magistrate was given e xtraordinary authority as â€Å"dictator†. This â€Å"supreme magistrate† would possess unquestioned authority for a short time to handle important matters of state safety. The dictator thus served as both chief executive of the government and supreme commander of the army. Dictatorships were limited to six months, but generally the official resigned the office immediately upon the conclusion of the business for which he had been appointed. The practice was shunned during the later half of the Republic, as the Senate began to opt to avoid dictatorships by declaring â€Å"martial law†. The Senate then would move to empower consuls, who were the highest elected political and military magistrates, to protect the safety of the Republic. Power within the Roman Republic and its higher offices was limited and checked though a system of collegiality, the holding of the same office by at least two men, as found in the case of magistrates and consuls. In this manner it wa s felt that the tyranny of individuals could be checked. Also, the early Republic had no â€Å"standing army†, reducing both the cost and internal threat to the state. Consuls, ofShow MoreRelatedThe Roman Republic874 Words   |  4 Pagesthe Roman Republic was ruled over by some twenty families of Patricians , these families represented the upper crust of society, a society which prided itself on the continuation of the family line. This system was threatened by the ideology of novitas which people achieved glory not from there illustrious family history, but through merit. Cato the Elder and Gaius Marius were not born of noble stock and thus represent two of the best examples of novus homo in action. The Roman Republic s systemRead MoreRoman Republic And The Roman Empire1108 Words   |  5 PagesRoman Republic, one of the most famous republic in ancient time, established a form of government comprising three main parts: a few magistrates, a Senate, and several assemblies. Roman Republic was the period of ancient Roman civilization starting with the collapse of the Roman Kingdom in 509 BC, and ended in 27 BC with the founding of the Roman Empire. The government had representatives selected by citizen and ended because of the civil war between powerful generals including Antony and BrutusRead MoreThe Fall Of The Roman Republic1368 Words   |  6 PagesEssay- The Fall of the Roman Republic From the fall of the last king of Rome, Lucius Tarquinius Superbus, in 509 BCE, to the beginning of the principate in 27 BCE, the Roman Republic thrived as a strong and relatively stable government. This was despite its two major issues that eventually led to its downfall- the class struggle between plebeians and patricians as well as the autonomy the military had that allowed for armies to become loyal to its commander rather than the Roman state. For centuriesRead MoreThe Battle Of The Roman Republic1741 Words   |  7 PagesAs the Roman Republic found its way into the third and second centuries BC, it could not have anticipated its level of military engagement nor the number of conflicts it would find itself in over the next two hundred years. A series of wars allowed the Roman Republic to consolidate power on the Italian peninsula, emerge as a major force in the Mediterranean area, and lay the groundwork for what eventually would become the Empire. The series of wars Rome fough t had profound impacts on the politicalRead MoreThe Fall Of The Roman Republic Essay2445 Words   |  10 PagesChalking up the fall of the Roman Republic to a decline in traditional Roman morality, while not false, sells the events and changes that were the causes for the fall of the Republic short. At the end of The Third Punic War with Carthage we arguably see the Republic at its height. However in only a decade things begin to change, we see events that send Rome as a Republic past a point that Rome could not recover. Gaius Marius’s military reforms, specifically that of allowing for the captive cencsiRead MoreThe Roman Republic878 Words   |  4 PagesSome policies and institutions of the Roman Republic were useful to help them succeed in conquering first Italy and then the Mediterranean world. Before of the institution of the republic, the romans were a monarchy since their beginning and they were basically a pastoral people. Rome suffer several changes and improvement s under the control of the Etruscan kings. The Etruscan were civilization settled north of Rome in Etruria, and they once had control over almost all the Italic peninsula. The EtruscansRead MoreRoman Republic6375 Words   |  26 PagesRome: Transition from Republic to Empire Paul A. Bishop Introduction________________________________________________ Since its collapse, historians have attempted to explain the struggle for power and control over both the Roman Republic and the Roman Empire that followed. To explain the complexities of the Roman Republic, the Empire, and their political complexities can be a daunting task. For nearly ten centuries Rome would rule most of the known world before the fall of the Western EmpireRead MoreThe Roman Republic1881 Words   |  8 Pages Before 59 BC, The Roman Republic existed as a vague and shadowy figure under our lens of understanding. Unfortunately for Rome, it lacked a driven storyteller that could effectively convey its stories of unfolding growth and success, as a newly conceived government. It was a collective air of distrust and hesitancy, instilled by the constant wavering and venality that had took root within Rome. Deprived of a capable historian, any forthcoming enlightenment from Rome could not be shared nor couldRead MoreJulius Caesar And The Fall Of The Roman Republic1122 Wo rds   |  5 PagesTyler Boyer Coach Charb World History 9 June 2017 Julius Caesar and the fall of the Roman Republic Julius Caesar was one of if not the greatest ruler the Roman Republic has ever seen. He was born in 100 BC to Aurelia and Gaius Caesar. Although his family was hailed by Roman aristocrats, they were still very poor. When Julius Caesar was only 16 his father died. Rome was very unstable at this time, almost being in chaos. Around the time his father died Caesar decided to make an effort bringing backRead MoreThe Roman Republic961 Words   |  4 Pages1. The Roman Republic was a â€Å"democratic† republic, which allowed first citizens to vote, and to choose their governors in the senate (Hence, their consuls). However, it was a nation ruled by its aristocracy, and, consequently, the entire Republic`s power was concentrated in a few individuals. Furthermore, the Senate was controlled by Patricians, which directed the government by using wealth to buy control and power over the decisions of the senate and the consuls. This situation aroused the inconformity

Wednesday, May 6, 2020

The Woods Essay - 908 Words

I am sitting in the passenger side as my dad is driving, and we are on our way to my grandpas land which is located about 25 minutes east of Dubuque. First thing we do when we get there is to finish putting on our coats, and then to grab our bows out of the back, then I close my door softly. Walking through the open field I have dead weeds and tall grass crunching under my boots, and at the end of the field we reach a barbed wire fence that we crawl under. Then we cross under a bunch of pine trees and go about 30 yards into the woods to where my tree stand sits. Then my dad tells me good luck and he heads down into the gully where his stand is located. So I then climb the 12 foot ladder and sit on the seat and put on my safety belt and†¦show more content†¦The only occasional sounds that are heard are a car driving down the gravel road, dead leaves being blown around, or the wind howling in the trees. Being out in the peaceful woods is also meaningful to me because it gives me time to relax and think about events in my life, and to think about my future. Being out there is relaxing because I am by myself sitting or standing without a care in the world at the time. Being it me against the deer, it gives me a sense that I can outsmart the animals senses and be able to get a chance to shoot it. Since it is away from the noise of the city and my job, it gives me a sense that I am in charge and not being bossed around by anyone else. nbsp; The main reason that hunting and being out in the woods is meaningful to me is because it gives me quality time to spend with my father. This time is precious to me because, he works Tuesday through Saturday (three until midnight), so I dont have a whole lot of time to see him except for when I work on the same day he does. The only time we get to talk during work does not amount to much either because we are both always busy. I think that hunting means pretty much the same to me as it means to my dad, and I think that he also enjoys the time that we get to talk together. We normally talk on our way to the land and on our way home. This gives us time to talk about what is going on in our family at the time, or what to expect as I get older. If it was not for that timeShow MoreRelatedThe Lake Of The Woods1432 Words   |  6 PagesIn the Lake of the Woods is about ghosts, personal and national, and about the impossibility of escaping them. Author Tim O’Brien poured much of his own likeness into protagonist John Wade. Wade grew up in Minnesota and like O’Brien, he served in Vietnam so he could maintain or get more love from his peers and family. Like O’Brien, he likely committed some wartime sins and like O’Brien, he cannot escape the past. However we see a key difference between the two mean as O’Brien confronts his personalRead MoreMeeting in the Woods668 Words   |  3 PagesWhere have you been? he asks in a calm manner. I motion towards the woods behind me. What were you doing in the woods, he asks, raising his eyebrow. Thinking, I say, wanting to get off the subject. About what? I glare at him, catching on to his game. About you, I say sarcastically. Oh, really? Im flattered, he says in a flamboyant voice while fluttering his eyelashes. You should be. I dont just think about any guy, I joke. Well, its a pleasure to be thought about, he saysRead MoreDeath In The Woods1371 Words   |  6 PagesAnalysis of Death in the Woods ?Death in the Woods? is a story about a woman that lives a hard life. When she was a girl she worked for a German farmer and his wife. When she was a little older she married a man named Jake Grimes thinking she would get away from the crude work of the farmer. She soon finds out that life doesn?t get any better for her than it already was. Later in the story she is found dead by a rabbit hunter in the woods (Cleveland). ?Death in the Woods? seemingly concerns a farmRead More The Woods Essay2198 Words   |  9 Pagesheading to the old tree house in the woods. They were always fighting about wasting food. He saw where she was coming from. They were pretty tight on cash, but if she was so intent on not wasting food why didnt she eat it. He was sitting at the foot of the abandoned tree house, drawing a dragon in the sand, when he suddenly felt the overwhelming need to go deeper into the woods. He knew he shouldn’t go. There were dangerous animals like wolves and bears in the woods, but he had to. Some hidden forceRead MoreThe Popular Musical Into The Woods1655 Words   |  7 PagesIn the popular musical Into the Woods, composed by Stephen Sondheim and written by James Lapine, a twist is placed on long-loved fairy tales, such as those of Cinderella and Rapunzel. The fairy tales all start out normal- Little Red Riding Hood is going into the woods to bring goodies to her grandmother, Jack to sell his cow for money. Cinderella wants to go to the ball; Rapunzel wants to escape the tower and be with her prince. Everybody wants something, as humans generally do. Where the twist comesRead MoreCharacteristics And Characteristics Of Wood1725 Words   |  7 PagesINTRODUCTION Throughout history, the unique characteristics and comparative abundance of wood havemade it a natural material for homes and other structures, furniture, tools, vehicles, anddecorative objects. Today, for the same reasons, wood is prized for a multitude of uses(Miller 1999). Wood is made up of cells of varying shapes and sizes (Panshinand Dezeeuw1980). Variations in the characteristics of those cells make woods heavy or light,stiff or flexible, and hard or soft (miller 1999). Knowledge of theRead MoreInto The Woods By Stephen Sondheim1578 Words   |  7 PagesInto the Woods is a musical that was written by songwriter, Stephen Sondheim and director, James Lapine. In this musical, several Disney stories are humorously re-told by creatively combining their stories into one interrelated adventure. This show opened on November 5, 1989 and ran 764 performances before this film of the musical was released in 1990. Into the Woods was one of Sondheim’s most popular works in over 25 years. He is known to be the â€Å"giant† of musical theatre during his time for suchRead MoreStopping By The Woods Essay1012 Words   |  5 Pageswider world is a multifaceted component, manipulated to be found in all aspects of life. Composers such as Robert Frost and David Wilkie incorporate these notions into their literary works. Robert Frost dexterously composed the poems Stopping by the woods on a snowy evening and Mending Wall to reflect the ambiguous nature of m an’s interpretive expeditions. Similarly, David Wilkie adapts Titan’s 16th century ‘Supper at Emmaus’ to his 19th Century painting Christopher Columbus at the convent of la RabidaRead MoreSolid Wood Hardwood Wood Flooring1223 Words   |  5 PagesSolid wood flooring will last more than 100 years, and the finish can be easily renewed when needed. Just having wood floors increases the value of your home. Not too long ago, the only choice you had was the old-fashioned solid wood tongue and groove strips in maple or oak. Today, wood flooring can be planks from old barns, exotic woods, pre-finished engineered wood strips which eliminate the dust and disruption of finishing on site. You even can have wood laminate flooring, which isn t wood, butRead MoreMarketing and Love Wood Essay1275 Words   |  6 Pagesappropriate. ï  ¬ Advice ï  ¬ You are advised to spend about 20 minutes answering Question 1. (JAN10BUSS101) G/K46670 6/6/6/6/ BUSS1 2 Read the case study and then answer the questions that follow. Love Wood At school, Padma developed and patented a technique for joining different woods together to create a patterned effect. This patented process improved efï ¬ ciency allowing Padma to produce more cheaply than competitors. A large company offered to buy the patent, but Padma decided to keep it

Tuesday, May 5, 2020

Future Scope of Nursing

Questions: 1. Increase the proportion of nurses with a baccalaureate degree to 80% by 2020? 2. Double the number of nurses with a doctorate by 2020? 3. Ensure that nurses engage in lifelong learning? 4. How will increasing your level of education affect how you compete in the current job market? 5. How will increasing your level of education affect your role in the future of nursing? Answers: 1. The academic nurses need to increase the proportion of the nurses in the nursing school by working together to increase the number of nurses up to 80 percent by 2020. The leaders of the academic nurses must join hand with one other dealing with the public and private academics to meet the need and demand of the nurses in the diverse population. The need of the nurses in the present era is increasing more and to meet the need the percentage of nurses must be increased for the future need as explained by Allen (2012). 2. The nursing school must increase the seats for the students wants to acquire the degree for the doctorate by the year 2020. The private and the national institute must plan to increase the number of doctorate throughout the nation. As with the passes of time more knowledge is required to provide proper treatment to the patients and taking proper care to overcome the health related issues as studied by Smith Crookes (2012). The increasing number of doctorate nurse will help the nation to provide a healthy environment by taking proper care. 3. The nurses need to engage themselves in the lifelong training process for acquiring the knowledge related to the new diseases and the process to overcome the issues and taking care of the patient in an appropriate manner. According to Fitzpatrick Ea (2012) the nurses dealing with the lifelong process has more knowledge and experiences in comparison to the other and thus can provide better services to the patients and can make a healthy environment. The academic administrator should encourage the participant in joining or attaining different programs and seminars that will help in increasing the information and knowledge related to the new disease that attacks the nation. 4. After taking the degree nurse, the individual need to opt for the high-level education or doctorate as that will provide a better impression in the job market. The company hiring a candidate will select those have more education qualification. As stated by Glasgow Prevost (2012) the candidate having high educational qualification can perform better in the job field by providing better work productivity. As the care in the hospitals became more complex therefore the nurses need to make appropriate and critical decision related to the care of the patients and must know the proper uses of the modernized technologies for which high education is required. 5. As the techniques and the equipment in the modernized era have increased thus learning the working process is necessary for the nurses so that handling become easy. In the near future the techniques will become more tough and complicated, thus gaining more knowledge in the present time will help to handle the situation or the working process easily and effectively. The nurses having the higher education will be promoted in the better position in the hospitals in future and this will build the reputation and responsibilities of the individual. According to Fitzpatrick Ea (2012) the higher education in necessary and required in the field of job in the present market scenario. References Allen, J. (2012). The Future of Nursing in Assisted Living. Geriatric Nursing, 33(5), 416-418 Fitzpatrick, J., Ea, E. (2012). 201 careers in nursing. New York, NY: Springer. Glasgow, M., Prevost, S. (2012). New directions in nursing education. Philadelphia, Pa.: Elsevier. Smith, K., Crookes, P. (2012). The Study of Nursing Care project: back to the future for contemporary nursing research?. Journal Of Advanced Nursing, 68(11), 2586-2593

Sunday, April 12, 2020

The Underground Dance Movement Essays - Street Dance, Hip Hop Dance

The Underground Dance Movement In almost every culture throughout history, there has been dance. Prayer dances, celebratory dances, social dances. In many cases, we can see the cultural progression through the progression of dance. In the United States alone, we've seen the transitions from the European-grown ballet to tap, then to modern dance. What is not so well catalogued, however, is the underground progressive dance movement. Starting in the late sixties, the so-called Underground or counter-culture has built its own species of dance. Our subject today is the three most dominant styles of this new wave, popping, or the Electric Boogie, hip hop/break dancing, also known as old school dance, and the trance/house or new school dance. The television show ?Soul Train? was really one of the keys to the spread of these radical new styles. It was especially instrumental in spreading the Electric Boogaloo, or Boogie. The Electric Boogie developed in the mid-sixties by a family of black men living in Fresno, California, through influences like James Brown and strangely enough, TV shows like ?Lost In Space.? It was a mutant child of sorts, of what is called ?The Robot' dance, Popping, and Miming. The Robot is a dance that our generation has grown up recognizing, the angled body parts, sliding feet, and rigid motions all creating the illusion of a human robot. Popping, however is an unfamiliar term to many of you. Popping can be described as energy passed through the body, popping and snapping elbows, wrists, necks, hips and just about all the body joints along the way. The final ingredient to the mix, however, to control and smooth out the stop-and-go of a popping robot, was the influence of mime. The miming is what gives the Electric Boogie its voice, by making it possible to tell stories and create illusions with the body. This new dance was the forerunner to break dancing, and indeed many of the so-called power moves in break dancing incorporate some . . . electrical features. Break dancing was also influenced by the great James Brown. The original model for breaking was called ?Good Foot? from Brown's record of the same name, and based on his unique dancing style. At that point, it was just foot work, rather than the full body moves we see today. Good Foot was the first freestyle dance that incorporated moves involving drops and spins. Breaking today consists of extended footwork, spinning/power moves, and strategically spaced freezes. There is controversy between b-boys and b-girls (the ?b? coming from the word break) over emphasis; some put emphasis on power moves and their combination and the others show their style and individuality by footwork and freeze. It is also called hip hop dancing because in the 1980's, when movies like BeatStreet and Breaking became popular and when the style was really developing, the preferred music used to dance was hip hop for its revolutionary experimentation with beat mixing. It is called break dancing or breaking beca use the dancers move to the breaking part of the beat. The traditional four-count measure was broken down into about four different coinciding rhythms, giving the dancers more options for improvisation. However, dancing to break-beats is not limited to break dancing, but is utilized throughout progressive dance. The Electric Boogie uses it, as does the most common style of dance, trance/house dance. House and Trance are two of the most popular genres of techno; these two are more closely related to each other than any of the other genres, jungle, speed garage, or hardcore, and the dancing styles are closely related as well. It has been noted by Ejoe Wilson, a reknowned house dancer, that while in hip hop, you control your body to the beat, in house dance, music controls your body. It is more free style than hip hop and its emphasis on footwork. House clubs are unique of clubs because of the ?vibe' that they carry. One of the most important aspects of house dancing is the style. Style is everything when it comes to house dancing, because there are no set moves to master, no steps to learn. It is club dancing, which is to say, anything that makes you feel good, that gets

Tuesday, March 10, 2020

Relationship Between Tour Operators And Their Suppliers Tourism Essay Example

Relationship Between Tour Operators And Their Suppliers Tourism Essay Example Relationship Between Tour Operators And Their Suppliers Tourism Essay Relationship Between Tour Operators And Their Suppliers Tourism Essay In this study I would compose about The relationship between the circuit operators and their providers . I would give some description of Accommodation, Transport, Ground animal trainers, jaunts and activities, Food and trades. This is related to the subject so I will seek depicting them every bit good as possible. I will besides compose about Tourism and supply concatenation direction, conveyance to and from finishs and besides decision. Hopefully would be apprehensible for other who are interesting in this topic. Body: The power of the circuit operator for their Sellerss has been the focal point of great argument in the concern in latest old ages. Sightsee operatives besides known as circuit operators difference that the marketer is a self-acting service supplier in excess of whom they do non use regulation. Sometimes, but, it is non easy to make up ones mind that the marketer is a self-acting service supplier or the circuit operator s agent. The significance of the division is in the dissimilar costs that run from the changed interactions. A Tour operators have normally offered an article in their brochure stand foring: A They do non use consecutive regulation above the twenty-four hours to twenty-four hours organisation of accommodation, air hoses, railroads and other supernumeraries sing to your holiday. They so are powerless to hold to duty for some work or lapse ground by persons concerned in your holiday activities over which they do non use consecutive regulation . Though the difference is determined by deliberation of all the conditions and non merely by suggestion to the phrasing of the understanding associating them. Exist three cardinal motivations for the significance of the difference associating a director and a self-sufficing service supplier: A Explicit duty: the sightsee operator is vicariously responsible for the work or faux pass of representative but non persons of self-sufficing service suppliers ( except in the EU where the Package Travel Directive applies ) .The duty to offer security: the circuit operator has a duty to obtain reasonable concern for the single protection of workers ( e.g. representatives ) except for the Sellerss. Legal responsibility: regulations that inflict expressed duty on a manner typically detain to duty to the work of employees and agents and do non usually inflict duty for the work of self-sufficing service suppliers. hypertext transfer protocol: //wftga.org/news/consumer-rights-tourists-international-level-and-role-tourist-guides-john-j-downes ( 13/03/12 ) A The contribute sequence consist of the Sellerss of all the supplies and forces which go lament on the release of touristry goods to clients. It consist of all Sellerss of supplies and services which may non be straight agreed by sightsee secret agents or by their representatives ( including land animal trainers ) or Sellerss ( includingA adjustment suppliers ) . Tourism contribute ironss engage tonss of work non merely lodging, A A transit and touring, but besides clubbing and cafes, handcraft, food markets production, rubbish clearance, and the transit that supplies touristry in places.A A Delivery chains work via trade-to-trade dealingss, and support concatenation organisation distribute sustainability presentation development next to economic act, by operational to develop the industry process of all Sellerss in the bringing string.A Sightsee operatives cover immense power over actions all over the touristry bringing concatenation, as they point and power the size of touristry, th e tourer marks and comfortss which are second-hand. Sightsee operatives may use that to help in advertisement universal development in sustainability act as component of excellent industrial preparation. Within readying activities for sustainable bringing ironss, sightsee secret agents and The Travel Foundation have to memorize that exist theoretical accounts of excellent developing all over the consecutive bringing concatenation of sightsee secret agents plus in a choice of travel marks but these are merely applied by a few concerns and tonss of others may analyze from them. This will be easiest to use sustainability demands in lodging and really hard in transporting, chiefly discernible in circuit and public presentation as most helpful to the neighboring market asA this supplies food markets and ability industry. Target sustainability attempts will necessitate bigger stockholder organisation and if merely for this motivation will be excess period concentrated to use. A safe gros s flow, by steady understandings and projected understanding fortunes plus value is top, together to ease the indispensable nest eggs by the Sellerss, and to do stronger the assurance in the association. Scheme requires period of clip for concerns to do understanding and expand dealingss, and sightsee secret agents tend to necessitate a stable and of import measure of actions with a marketer or mark if they are to make an of import contribution and delay for transforming in restricted processs. Three fortunes in the sightsee operative-and marketer association are chiefly important for the achieve triumph of bringing twine program: long-time organisation, sensible value and a dependable sum of procedure. Exultant bringing twine dealingss among concerns and their Sellerss are developed and applied harmonizing to a clear figure of stairss: To set up a sustainable supply concatenation policy and direction system. To back up providers in making Sustainability Goals, including raising consciousness on sustainability issues amongst providers and showing why sustainability public presentation is of import To incorporate sustainability standards into providers contracts and preferentially understanding providers that meet those standards. Trade advantages from assume all right preparations for touristry bringing threading organisation consist of saving of clients, as around they raising presume in charge public presentation still from persons non prepared to pay for this ; raised income ; deal disbursals and better working effectivity, outstanding spirited to see and respond to danger and opportunity in the stock promote ; A · organisation of jeopardy and maintain on in forepart of governmental petitions ; better work force act, success of improved employment and workforceA A care, when happy work force are an of import advantage ; defense mechanism of the centre resources of the trade ( environment and civilization ) ; and improved merchandise worth, position and market place, supporting image and place, particularly for concerns openly quoted on shop sell. They advise to the TF offer precedence to attempt in the lodging sub country, particularly in comparative to middle-sized edifices, and in place food markets industry and support, and that the precedency parts for development in every of these bombers parts are: Room, ecological act, service fortunes for work force and judicial admission of counsel on sustainability topics ; service chances for local countries population ; ecological transit in the finish, peculiarly for organisation of difficult and unstable harsh environment ; linkages with the place market peculiarly for food markets support, handcrafts and equipment ; advertisement of publically and environmentally sustainable touristry packages and Sellerss Local nutrient A ; trade manufacturers A ; providers: Sustainable industry manner contains doing development and counsel ; Class, consistence and supply ; and reach to sells. On the beginning of present bringing twine presentation and actions, developments are needed as a right of manner in these touristry sub-sectors in all development states where touristry takes topographic point. In add-on, developments which might be related to transit, land trainer, tours A ; actions and nines A ; eating topographic points sub-parts, are drawled. As good they advise the undermentioned advantages for act by the TF that will assist in advertisement bringing twine developments: Support TF sightsee operative associates to increase excess precise and methodicalA dataA on their actions which supply to better sustainability at the scope of purposes in their bringing strings, peculiarly for garnering touristry. Support larger blessing and public presentation by TF members of active theoretical accounts of excellent preparation in the bringing twine, with back-up of their Sellerss via watchfulness increasing, counsel and technological support, and apply of precise understanding clause as suited, to use all right exercising equipment and rules for their zone, on socio-financial and ecological characteristic. Support TF sightsee operative associates to roll up informations sing sustainability affairs at the aims peculiarly group touristry marks which they go perchance by establishing a regular docket of informations assembly and reevaluate gap with twosome of marks chiefly. Persuade TF associates to better substructure with finish stockholders on chief sustainabi lity subject and to spread out concern with finish stockholders to construct up and understand development to come on sustainability program. Persuade TF associates to presume and spread out client learning so that their clients are watchful of of import communal, fiscal and ecological subjects at marks, and of behaviors that they may obtain to develop sustainability during on holiday ; and to use selling to promote in client-welcoming lingua Sellerss and holidaies that are excess sustainable. This statement reconsiders instance of active touristry bringing twine program from figure points of the universe and at figure of topographic points in the bringing twine. A bringing twine comprises the Sellerss of all the supplies and services which go into the transportation of touristry goods to clients. It comprise all Sellerss of supplies and services whether or non they are consecutive agreed by sightsee secret agents or by their representatives. Plus land trainers or Sellerss and lodging provider. This must every bit good be mentioned to a few touristry supplies and services are given consecutive to visitants and are purcha sing by clients plus it must non be onwards that sightsee secret agents may pull strings their clients in this part every bit good. The strategy overviewed in this statement pays attending on developed net income to the finish topographic points, clients and the touristry trade. These strategies are determined of four major purposes in the touristry bringing twine: Adjustment Conveyance Land animal trainers, jaunts and activities Food and trades Besides contain a scope of many actions from turning the size of place supplies and services old in the touristry country. To run on ecological and socio-educational subjects, for illustration waste organisation preparations, service readying and combat forbidden figures of touristry. Tonss of these thoughts were put into preparation by individual or twosome of touristry industry, on occasion running in partnership among many topographic points in the bringing twine. Tour operators have besides integrated several thoughts purposed to keep further sustainable touristry which are being assumed at finish rank. Tourism and supply concatenation direction: The consequence of a sightsee operative appear from the effects of every workings of the goods they retail, every bit good as usage of unprocessed resources and their giving out and industry, every bit good as consequence from move and supply. Admiting the sustainability of every touristry ware follows vanishing to the unprocessed resources from which are made, via Sellerss, Sellerss Sellerss, and etc, traveling back to beginning, including guarantying a concern assemble sustainability status in its single inner function.A A Tourism, as any old bringing strings, work through trade-to-trade dealingss, and bringing twine organisation may be practical to administer sustainability presentation development next to economic act, by working to develop the merchandising procedure of all Sellerss in the bringing twine. One major fluctuation among touristry bringing twine and persons of more countries, like that visitants journey to the ware, and the ware that they purchase has a largely high service element in other linguistic communication, this engage a upper sum of persons in the instant industry of the holiday pattern. Very good instance of bringing threading organisation from a different country is the DIY marketer, B A ; Q, that has urbanized and applied a chief bringing threading organisation docket, primary dressed ore on ecological effects, and presently suit in public effects on top, for all its 40,000 goods. in bend to see its in general sustainability as a marketer, B A ; Q analysis the sustainability of its goods traveling back to the unprocessed resources from which they were formed, via Sellerss, Sellerss Sellerss, and etc. , traveling back to footing, besides as vouching that B A ; Q gather sustainability norm in its single inner procedure. Used for B A ; Q, the rules of ware plus service and operational environment are a cardinal component of category and sustainability. Contribute concatenation organisation in all zones, every bit good as tour istry, wrap all pieces of a ware life rhythm : unrefined resources, processing, bring forthing, supply, merchandising, client apply and last dumping.A A In general, the sustainability of a touristry ware, consequence on subjects plus the ambiance and operational environment in top targeted provinces ; security, plus security of clients and employees in distribute all characteristics of a touristry goods ; and militias use and remotion, every bit good as good direction, recycle and recover of rubbish supplies, and steps to raise the effectivity of supplies apply. Tourism bringing strings engage tonss of plants non merely lodging, transportation and Tourss, but besides inns and cafes, handicraft, food markets industry, waste dumping, and the transit that ropes touristry in marks. All those type a fraction of the holiday ware which is usual by visitants while they buy holidaies whether or non the Sellerss of those plants are straight agreed by a sightsee secret agent. Merely like no sightsee operative will offer first category transportation to acquire clients to a 5th category holiday public house, the sustainability of a holiday, like category, its up to presentation on all the associates in the touristry bringing twine. An extra characteristic of the touristry bringing twine is the public presentation of clients during on holiday, largely in relation to public presentation and what they footing for themselves in tourer mark. Sightsee operative are publicizing the full holiday apprehension to clients, and is consist of opportunities to pattern a marks place ware and activities. Sightsee operatives may collaborate a major undertaking in if suited suggestion to their clients sing place wares and activities, and in warrant that place maker and installation provider include manner in to travelers on a inexpensive monetary value. Lots of sightsee secret agents by now supply more informations on these characteristics, but there is scope to make supernumeraries. A Transport to A ; from finishs Sightsee working contain selling, purchase, trades betterment, publicity and trade, and bargains. Land processA A contain land transportation and Tourss. A few of the plants of touristry merchandisesaˆÂ ¦ sightsee secret agents treaty Sellerss to offer a few of these plants straight: others are attain by Sellerss and their Sellerss. The full Sellerss offering subdivision supplies and services which go under the dispatching of touristry ware are component of the bringing twine for that good. A hypertext transfer protocol: //www.thetravelfoundation.org.uk/images/media/5._Tourism_supply_chains.pdf ( 16/03/12 ) A A Decision: Finally I would wish to state that current relationship between circuit operators and their providers is strong as this study states and findings I have put down. It besides really interesting to me because some of the facts I did non cognize before. Particularly the Accommodation, Transport, Ground animal trainers, jaunts and activities, Food and trades and Tourism and supply concatenation direction. These sectors of the study explains how strong the relation ships are between the circuit operators and their providers.

Sunday, February 23, 2020

Should animal be used for experimentation Essay Example | Topics and Well Written Essays - 500 words

Should animal be used for experimentation - Essay Example The use of animals in laboratory experiments has its advantages and disadvantages. Although a lot of animal rights activists believe and argue that it is not justifiable nor it is ethical on the part of humans to cause harm to the animals in exchange of improving the life span of human beings, I strongly believe that the benefit of using these animals in medical research purposes significantly outweighs the socio-economic consequences as being protested by the animal rights activists. Even though the use of animals in laboratory testing can be perceived as an act of cruelty, it is undeniable that the end-result of using animals in laboratory experimentation has significantly improved the quality and efficiency of medicine in terms of searching for effective medicine in treating human illnesses and prolonging the lives of each human being. During the past few decades, the use of these animals in medical experiments has contributed a lot in terms of enhancing the available medicine tha t is being used to cure a long list of diseases including diabetes and leprosy among others.

Friday, February 7, 2020

The Pictorial Presentation Essay Example | Topics and Well Written Essays - 1750 words

The Pictorial Presentation - Essay Example As the paper highlights because of these reasons, Darren was feeling that it is highly unethical to change the artwork of a country, change the tradition (involving men whereas traditionally it’s being done by the females) and satisfy them by just paying a handsome amount. Traditions and artifacts mostly represent the people of country, their rituals, history, important events etc. Changing the artifacts and traditions means changing the base of the country. This study outlines that generally, ethics are considered important for the success of any business. Basically ethics and seven step model recommends the concept of righteous of action. Righteous of action means that any task you do for any one it should be trustful. It should meet all required obligations. Every thing or deal made should be crystal clear.   One should make decisions regardless of differences of religion, age, sex and position. Ethics highly recommend the fair decisions, sense of responsibility of each other. Thus, ethical decisions should be made by keeping these all facts in mind. According to the seven step model, an organization should be trustful with its customers, internal and external members of the organization. If the company does not do this; it would be ethically wrong. Here, Darren should be trustful with Puna Native American’s. He should tell them the pros and cons of doing this commitment with the Artifacts, LTD i.e. tell Puna Native Americanà ¢â‚¬â„¢s that societies, countries became weak when their basic cultural symbols are change. Whereas, he did not did that as his boss wanted him to do so for the Fredrick and the profit of the company. According to the model Darren should motivate Fredrick and her boss to think on some other idea or plan.

Wednesday, January 29, 2020

Research on Science Essay Example for Free

Research on Science Essay ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., Dlamini, Z. (2000). Learning Science through contexts: helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252. Haigh, M., France, B., Forret, M. (2005). Is ‘doing Science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., Kipnis, M. (2004). Providing high school chemistry students with opportunities to deve lop learning skills in an inquiry-type laboratory: a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters – to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http://www.narst.org/publications/ research/skill.htm Tomkins, S.P., Tunnicliffe, S.D. (2001). Looking for ideas: observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science investigations. International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA: Teacher Created Materials, Inc.

Tuesday, January 21, 2020

Anxiety Disorders Essays -- OCD Post-Traumatic Stress Panic

This paper is going to be about anxiety disorders. I am going to explain what anxiety is and the different types of anxiety disorders. The types of anxiety I am going to talk about are Obsessive Compulsive Disorder (OCD), Post-Traumatic Stress, Panic Disorder and Social Phobia.   Ã‚  Ã‚  Ã‚  Ã‚  Anxiety is a normal reaction to stress. It helps some one deal with a tense situation in the office, study harder for an exam, keep focused on an important speech. In general, it helps some one cope. But when anxiety becomes an excessive, irrational dread of everyday situations, it has become a disabling disorder.   Ã‚  Ã‚  Ã‚  Ã‚  Anxiety disorders are serious medical illnesses that affect approximately 19 million American adults. These disorders fill people's lives with overwhelming anxiety and fear. Unlike the relatively mild, brief anxiety caused by a stressful event such as a business presentation or a first date, anxiety disorders are chronic, relentless, and can grow progressively worse if not treated. Obsessive Compulsive Disorder: OCD afflicts about 3.3 million adult Americans. It strikes men and women in approximately equal numbers and usually first appears in childhood, adolescence, or early adulthood. One-third of adults with OCD report having experienced their first symptoms as children. OCD involves anxious thoughts or rituals you feel you can't control. With OCD you may be obsessed with germs or dirt, so you wash your hands over and over. You may be filled with doubt and feel the need ...

Sunday, January 12, 2020

Hrm: Procter & Gamble

Human resource management is a vital part to any business striving to be successful in the world. Every business has a way that they like their business to be ran. Human Resource management is the â€Å"policies, practices, and systems that influence employee’s behavior, attitudes, and performance. † Without human resource management many companies would simply not be able to function correctly. Human resource management deals with every practical part that has to do with people in general. It depends on the employees of a company to want their company to be a success.It is always a team effort to make sure everything is right and acceptable. This paper explores the different aspects of human resource in a company. It details the relationship between human resource strategies and business strategies. It shows specific strategies that will benefit a company’s overall objective. The strategic partner is discussed greatly in the paper. The paper discusses the situat ion where the strategic manager reports to the CEO or in some cases where it does not. Procter and Gamble is the company that will be discussed in regards to its business and human resource strategies.There are key competencies that the strategic manager must follow to assess what is needed to develop programs for a company. The career path for a senior executive is also discussed. | The human resource department of a company usually formulates more than one strategy. They all come together for one purpose and that is the success of the company. In order to advance to an actual strategy a company’s human resource department must go through many steps devising. A company’s human resource strategy usually consists of many things such as, what the company, employees, and sometimes their customers need.The relationship between human resource strategies and business strategies aids in the outcome of the company’s goals. One of the main goals of human resource managem ent is to make sure that the company’s human resource provides a competitive advantage over other companies. There are many problems that exists that cause human resource management to choose other routes for the company. The strategies the company chooses can be â€Å"the specific adjustments and actions taken to deal with a particular situation. † That is the reason there is always more than one strategy in business. For every problem, a new solution is needed to solve it.The human resource strategy and business strategy go hand and hand. Human resource typically is what helps the company’s business strategy to come together. The human resource department decides on recruitment, compensation, recruiting, training and development and also evaluating performance. Human resource has to make sure the company is competitive in relation to other companies in their spectrum. â€Å"Competitiveness is related to company effectiveness, â€Å"which means that a company must make sure that all people involved with their company are satisfied and receiving what they expect.Important people include stockholders, customers and employees. Stockholders generally expect to receive a return on their investment that they have purchased from the company. If the company cannot pay out stockholders then this must mean that the company is not making money. The customers expect a product of high quality or service just as good. People set high standards on products and services that they like. If they are not satisfied then the company has not succeeded in this. Without competition companies would probably never make the maximum profit that they are able to make.Competitiveness aids in helping a company go over and above the standard of what is expected. Human resource helps with this. All aspects of the company rely on the human resource strategy. Every company has a business strategy that they go by. What the company wants to focus on to be successful typica lly maps out their business strategy. The business strategies are usually the base of a successful business. The business strategies usually answer many questions about the company and what their expectations are for the long run.The long-term view of the company, the markets they want to pursue, what resources they need, and the main point they think about is whether they will be able to keep up and compete. The strategy a business chooses is what makes the company know how they will function. Choosing a strategy is not the end to the process, the company still has to figure out how they will apply it to the company’s way of functioning. Strategy has to be thought about on a level of what the company can do regarding the internal and external environment.The business strategy has to be able to work with both internal and external activity to be successful. Without a successful internal, there is no way the company can excel at the level that they wish to. The company uses it ’s mission, goals, external and internal analysis to reach their business strategy. The relationships between human resource strategy and business strategy have reason together. They both go hand and hand with one another. People have to believe in a strategy and this requires that leaders create the right environment for the change to occur and for believing that it can.All human resource strategies are implemented with the business strategy in mind. Human resource strategies usually provide support for the business strategy. The human resource strategies and business strategies must be aligned. The aligning of the two strategies is important because it helps the company to execute its business strategy. A company’s business strategy needs certain things from human resource. The human resource strategy must be able to complete its goals to the company by providing employees that are needed to carry out the business strategy.The human resource strategy has many feature s that aid in the future success of the business strategy. Human resource has a major influence on business strategy. A successful business depends on how well the human resource strategy is implemented to aid in the business strategy. The Procter and Gamble Company, is one of the largest packaged consumer goods company in the world. Procter and Gamble is responding creatively and competitively with branded products and services that enhance firm’s performance and their consumer’s satisfaction.Two men, William Gamble and John Procter, founded Procter and Gamble. Procter and Gamble strives to provide products and services of the best quality. Their products must be of the best standards. They strive to offer products that will take them over the competition by the customers. Procter and Gamble has come a long way from where it started in 1837. The company employs over 98,000 people and they operate in over 140 countries. Procter and Gamble first started its production b y working out of a storeroom. The business began during nationwide panic and depression.But the struggling young firm survived. Cincinnati proved a sound business base because as a meat packing center, it offered plenty of fat and oil for soap and candle making. Procter and Gamble’s profit is more than some countries GDP. They produce many products from soap to baby diapers. They are a company that many people depend on. Procter and Gamble is a company that focuses on sense and value. Procter and Gamble has a strategy of touching and improving more consumers’ lives in more parts of the world. One of Procter and Gamble’s biggest functions is the idea of innovation.Procter and Gamble are known around the world for its innovation of its products. The success of Procter and Gamble comes from the company not being afraid to take risks. They have ventured and tried many products un-related to what products they began with. Procter and Gamble owns over 300 brands. Proc ter and Gamble has prospered by organizing around customer driven innovation. Procter and Gamble works by trying to increase how much earning per share of their company is a year. It usually starts at 4% to 6% but by the end of the year it has grown a couple of percents.This helps to show the company that they are making a profit because of the increases. Procter and Gamble work to connect with the consumer and customer. The innovation of product depends on the customer’s first experience. If they enjoy it, then Procter and Gamble have found a new loyal user. The innovation strategy is a great way for the company to achieve its overall goals. If the innovation is a success than the company has a new product that consumers and customers can get. It provides satisfaction to customers, helps with the company’s profit, and would essentially be a positive thing for the company.Procter and Gamble is a company that focuses on the good of the environment and people. There are different human resource strategies that can influence Proctor and Gamble’s ability to achieve its objective. A type of human resource strategy that provides certain compensation for workers who achieve goals for that the company has set would be effective for the company. Employees would work harder to get money when there is an essential benefit to what they are doing extra for the company. It sort of challenges the employees to work over and above what they are expected by the company.Another, type of human resource strategy would be the type of recruiting the human resource department chooses. The human resource department must recruit in places where the best people are. A company wants the best and most knowledgeable workers they can get to achieve objective. A third human resource strategy could be related to benefits to customers. Any person would love to work in that offer the best benefits for both short and long term.. With this strategy, human resource would conce ntrate on helping their employees. There could be many different type of programs implemented to help employees with any need they have.There are different strategies that human resource could use to obtain a company’s objective. They all must come together for the positive influence of the company. The human resource management side of an organization is important for a business. The human resource department reports to the chief executive officer or CEO as a strategic partner. The chief executive officer expects a lot from human resource. Communication is a key for the business to rely important information to higher levels of the business. The strategic partner is the person that aligns human resource management strategies to business strategies.They would typically be the person that reports all information about human resource to the chief executive officer. By reporting to the CEO, the strategic partner is building a relationship between the two. The report the strategi c partner shares with the CEO is translating the human resource case into a definite plan. The role of strategic partner gives direct contact with the CEO. Human resource has the opportunity to more opinion of the expectations and challenges a company faces with direct contact with the CEO. Being a strategic partner provides the human resource department with more input in company decision.The consequences that a company might face because of the human resource not reporting to CEO could be minor or major. Depending on the company, the human resource aspect of the company not reporting to the CEO directly might cause a problem because of the lack of communication. The CEO is the person who is a top power of the company. When the human resource reports as strategic manager is shows the human resource department more about the company. They have more inside view of the company’s needs for future planning of human resource.The CEO’S opinion matters greatly when it comes t o human resource and their decision. All businesses must work as a team in order to achieve their overall objectives. As stated earlier, the human resource strategy and business strategy work together. Therefore without the reporting to the CEO there might be miscommunication between what is expected from both departments. The strategic partner provides good opinions to the CEO on behalf of the human resource department. Without this connection between the strategic partner and CEO, the company might lose out on vital information needed to make it better.All employees should work together for the greater good of the company. A human resource executive must know the key competencies of business in order to develop appropriate programs for the company. There are four main competencies a human resource executive must be aware of. The first is the business competence. This is knowing all about the company. The human resource executive must be aware of the company’s financial capa bilities. The business competence helps in making decisions that helps support the company’s strategic plan. This competence also deals with both monetary and nonmonetary business.The human resource executive must make decisions based on the amount of money available but also make decisions about other issues that do not require money. The next competence would be the professional and technical knowledge aspect of business. The human resource executive should know everything that regards to human resource management practices. They need to know everything and keep up with new programs and plans being applied to human resource departments. The human resource executive must be able to know what new programs can be used to benefit the company.The human resource executive also must be equipped in the ability to change. The HR executive must keep up with any change in the company. One minor change within the company’s strategy causes every department to change in a way. Cha nges might cause problems for departments. The human resource executive must be able to oversee these problems and choose the most efficient way to solve. The final thing the human resource executive must know is the integration competence. The human resource executive must be able to bring together all the competence to ensure the company’s value is up.All parts of the company’s human resource should work together to ensure the goal they are seeking to meet. With the knowing the different competencies for human resource, the executive should be able to develop different risk management programs for the company. The human resource executive should be very knowledgeable about the company and the external environment in order to assess what is needed. There are many jobs available in the field of human resource management with many different salary ranges. Of course, the top paying human resource job ould be senior human resource executive. A college degree and postgradu ate work are what most workers of the human resource profession have. Many companies train beginning human resource workers by letting them work in different departments of the business. When they eventually move up in the HR department they have a sense of how the business is ran. The path to being a senior human resource executive comes with time and experience. A person must always start at the bottom and make their way to the top. There are many HR jobs available with different specialization.A person must climb the corporate ladder in order to become a senior HR executive.References Anonymous. â€Å"Strategic HR Review. † Chicago: Jan/Feb 2005. Vol. 4, Iss. 2; pg. 6, 1 pgs. Bates, Steve. â€Å"FACING the future. † HRMagazine 47. 7 (2002): 26. Business Source Elite. EBSCO. Web. 28 Apr. 2010 Berger, Lance A. â€Å"Anatomy of a successful HR executive. † HR Focus 75. 3 (1998): 11. Business Source Elite. EBSCO. Web. 28. Apr. 2010. Harrington, Siam. â€Å"Human Resources. † London: Apr 2007. Pg. 25, 2 pgs. Leonard, Bill. â€Å"What Do HR Executives Want from CEOs? †. HRMagazine 43. 13 (1998): 92. Business Source Elite. EBSCO. Web. 28 Apr. 2010. Noe, Raymond. , Hollenbeck, John. , Gerhart, Barry. , Wright, Patrick. Human Resource Mangement: Gaining a competitive advantage. 5th edition Saporito, Bill. â€Å"Making P & G New and Improved. † Time International (South Pacific Edition) 16 (2008): 53. Business Source Elite. EBSCO. Web. 27. Apr. 2010. Strategy, Goals & Progress. Procter & Gamble. www. PG. COM (26. Apr. 2001) â€Å"What CEOs Want From HR. † HR Focus 79. 9 (2002): 1. Business Source Elite. EBSCO. Web. 28 Apr. 2010.