Introduction And Literature Review The Decline Of...

1. Introduction Literature review The early 2000s recession was a drastic decline in economic conditions, which mainly occurred in the developed countries. From 2001, the Federal Reserve initiated a move to quell the stock market, caused successive inflation in interest rate, thus â€Å"plunging the country into† the worldwide economic recession (Ruddy, 2006). The annual GDP growth rate dropped below 1% along with the significant downturn in U.S. housing and the stock market. From 2002, the economy started to recover from the recession: the GDP growth rate slightly increased every month, the monthly house price index increased and the SP index increased with an approximate one year lag. The year 2002 and 2003 are the â€Å"golden age† of recovery. The annual GDP growth rate increased to 2%-3% and the housing price index increases significantly with a slight increase in stock prices in 2003. Interestingly, although the GDP growth rate and the house price index started to increase in 2002, the stock marke t remained in recession until the end of the year. Consumer Confidence is an economic indicator, which government should take specific actions to improve to accelerate the process of economic recovery. People’s confidence in the economy or their personal financial situation will significantly influence their purchasing decisions. A booming economy is likely to generate a belief that current financial investments will gain valuable profits in the future; a strong trend inShow MoreRelatedBrics, India, China And South Africa1451 Words   |  6 PagesI. Introduction The acronym of â€Å"BRICS† refers to a group of five emerging economies - Brazil, Russia, India, China and South Africa which represent nearly 30% of the earth’s surface and 40% of world’s population . 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Cognitive decline in older adults, and its impact i. Cognitive decline, particularly dementia, remains among the most frightening and baffling

The Epic of Gilgamesh Compared - 883 Words

(1) The black demon saw a beautiful woman and out of all the nobel women. He picked the one that was about the be married. He kidnapped her on her wedding night. It shows that the black demon does things impulsively. He does not care of the consequences. It shows that since he is a demon. He does not fear the consequences of men. When he saw her he could not longer live without her. When he kidnap her. He locked her in box showing that he does not trust the women he kidnap with other men. It also means he wants to keep her pure. She was kidnap on her wedding night so she did not have sex yet so the demon believed she was pure. The untainted virgin that has not been violated by men was his and his only. When he traveled he took her out of the box and wanted to sleep beside her. It shows when he his comfortable. He would sleep better beside her. The women was the demons most prized possession. It is like comparing the women to a boys secret toy. When a boy is around someone he would hi de his secret toy from everyone. When the boy is alone he would take it and worship it. This meaning is similar to Metamorphoses when Apollo wanted Daphne. Even though she refused him. He impulsively try to rape her. She was turned into a tree, but he still tried to rape the tree. Another text with the similar meaning is in the Epic of Gilgamesh. Any women Gilgamesh desired he would take married or not. Since he was part god and king. He did not care of consequence like the demon. (3) TheShow MoreRelatedThe Epic Of Gilgamesh Essay Essay982 Words   |  4 PagesThe Epic of Gilgamesh is an epic poem from four thousand years ago, from ancient Mesopotamia. It was written on clay tablets, and even if some part of sentences were not able to be recovered, the tale is understable. It is the oldest Epic found, and still one of the most famous too. 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This essay will demonstrate what good leadership is versus bad. This essay will compare the leadership styles of Úta-napà ­shti who saved humanity from the great flood, Gilgà ¡mesh, king of the city of Úruk. This essay will also define leadership, the way of the Tao. Lastly this Essay w ill show how Úta-napà ­shti s leadership compared to other leaders in the epic and summarize all the key points of the Essay. â€Å"The Immortal†Read MoreSimilarities Between Gilgamesh And Noah818 Words   |  4 Pagesis the Enuma Elish compared to the creation story, the Laws of Hammurapi compared to the last four books of the Pentateuch, and the Confusion of Tongues compared to the Tower of Babel. However, I will focus on the Epic of Gilgamesh, comparing and contrasting it to the Biblical narrative of Noah. While both the Epic of Gilgamesh and the Biblical narrative of Noah explore a global flood, there are key differences in their use of gods and the specific details of the flood. Gilgamesh and the BiblicalRead MoreEpic Of Gilgamesh Myths And Dreams931 Words   |  4 PagesGilgamesh myths and dreams In World Literature Gilgamesh is considered to be a masterpiece. After, doing my research I noticed it had to be one of the oldest epics written, but it appears to be more of a myth or dream. The history of this myth draws concern about culture and religion in Babylonian. The perspective I came to understand and focus was myths and dreams. The aspects involved the inner and outer struggles of problems that are essential to this time period. When I look at the science thatRead MoreRoles Of Gilegosh And The Power Of Women In Gilgamesh1440 Words   |  6 Pagesthat the power of women is very potent. The women of Gilgamesh are goddesses, priestesses and a variety of other roles, each with their own set of skills, guide Gilgamesh throughout the epic. Despite the perception of some scholars that the women of Gilgamesh appear inferior, the women have diverse and influential roles throughout the story, challenging the traditional conception of women’s lesser influence and power. The power of women in Gilgamesh is evident in the significant actions of Ninsun, IshtarRead MoreA Long Narrative Poem That Is About Heroic Deeds And A1631 Words   |  7 Pagesculture and person who wrote it is an epic poem. A great deal of writers use epic poems to tell the tales and quest of heroes. It played a crucial part in the Epic of Gilgamesh from Mesopotamia because it recorded the epic deeds of heroes and their culture. The epic of Gilgamesh meets the criteria of an epic poem because the plot centers on the hero of unbelievable stature, it has a wild setting, and it in involves supernatural and godly forces. The epic poem of Gilgamesh plot centers on the hero of UnbelievableRead MoreThe Epic of Gilgamesh in Comparison to the Enuma Elish Essays769 Words   |  4 PagesThe epic of Gilgamesh makes reference to the Enuma Elish, because both stories include gods and heroes. With expressing all details in a clear and obvious way, leaving no doubt as to the true intended meaning one can easily identify an explicit view in the Epic of Gilgamesh, when the main character, Gilagamesh tries to defeat a giant, similar to how Marduk tried to defeat Tiamat in the Enuma Elish. Both wanted to show that they have power, but more so Gilgamesh wanted show that he deserves to beRead MoreThe Epic Of Gilgamesh And Odysseus1497 Words   |  6 Pagescharacter Gilgamesh from The Epic of Gilgamesh and Odysseus from The Odyssey by Homer can be compared by their similar journeys and differing heroic qualities. PURPOSE STATEMENT Through careful research and reasoning, Odysseus and Gilgamesh can be seen as both similar and differing characters because of their choices and changes throughout their journeys. INTRODUCTION Gilgamesh, the famous hero of The Epic of Gilgamesh and Odysseus from The Odyssey are found to be similar. Some say that The Epic of GilgameshRead MoreEssay about Comparing The Epic of Gilgamesh with The Odyssey1262 Words   |  6 Pages The Epic of Gilgamesh and The Odyssey both are held in high respect by literature analysts and historians alike for the characterization of the hero and his companion, the imagery brought to mind when one of them is read, and the impressive length in relation to the time period it was written in. The similarities that these two epics share do not end with only those three; in fact, the comparability of these works extend to even the information on the author and the archetypes used. However, The

Regulations of Conceptual Framework

Question: Discuss about the Regulations of Conceptual Framework. Answer: Introduction The following report aims to present the evaluation and analysis of annual reports of the two organizations registered in Australia. To present the analysis of conceptual framework and AASB standard based on the recent years annual report two companies Volkswagen and 7- Eleven have been selected. The report covers the discussion on compliance of accounting conceptual framework, prudence level of reporting financial information and necessary disclosures to understand the true and fair view of the financial report. The study also highlights the prudence level by considering the disparity in Corporate Reporting for the selected companies. Identification of relevant accounting disclosures in the financial report have been chalked out by comparing and contrasting for the selected organization. Accordingly, necessary principles of conceptual framework and regulations of Australian Accounting Standards Board (AASB) have been considered to critically analyze the annual reports. Background of the companies Volkswagen is a public company founded in the year 1937 by German Labor Front that is a public company and based in the automotive industry. The company serves its business activities across the globe for automobile products whose key person is Matthias Muller, CEO of the company (Volkswagen 2017). During the current year, the production output of the organization was 10.17 million units while total revenue amounted to $244.98 billion and profitability amounted to $13.39 billion, being the largest automaker group across the world. It has been observed that the company has total assets valued at $424.98 billion with the employed number of employees of around 610,000 (Volkswagen 2017). On the contrary, 7- Eleven based on retailing industry serves several parts of the world as an international chain of convenience stores. At present the company serves and operates in 18 countries having around 56, 600 stores while the company was founded in the year 1927 with its first outlet named Totem Stores (7-eleven.com 2017). The organization conducts the business in trading several products including soft drinks, beverage and other food products having total number of employees around 45,000 as per the current records. As per the current records, net profit of the company reflected equivalent amount of $12.89 million while total revenue during the recent year equivalent amount to $13.22 million (7-eleven.com 2017). Compliance of conceptual framework and AASB standard requirements Conceptual framework is an analytical model involving various variations and regulations to recognize and represent organizational financial information. In case the companies are registered in Australia, the management is required to follow the conceptual framework as per the regulations of AASB to determine the use of financial report in terms of nature, time and extent of financial information (Soltani and Maupetit 2015, pp.259-284). The conceptual framework principle requires the organizations to prepare financial statements based on the prudence and accrual basis for recording incomes and expenditures. It is important to recognize assets and liabilities as per conceptual framework to collect relevant information to obtain true and fair view of the organizational performance and financial position (Iliev et al. 2015, pp.2167-2202). In view of Volkswagens annual report, it has been analyzed that the company complied the requirements on accrual and going concern basis to prepare the financial statements that reflects the increase in earnings. It has been evaluated that the organization reported its sales revenue according to the business group before and after tax resulting in net profit available to the investors. Additionally, the company recorded the revenue income as per the prudence and accrual basis as well as based on the consolidated accounting standards reflecting $224 billion (Volkswagen 2017). Similarly, expenses of the company including other financial charges have been recognized in the income statements as per the payments while outstanding dues have been recognized in the statement of financial position (Volkswagen 2017). For example, financial charges paid have been recognized in the income statement whereas financial and other liabilities have been recorded in the financial position statement as current liabilities (refer appendix 1 and 2). As the key characteristics of the conceptual framework is providing relevance, reliable and prudent understanding on the financial performance on the companys business function, Volkswagen followed such principles. 7- Eleven organization presented all the relevant information and disclosures for the benefit of the stakeholders to provide them useful information along with the reliable and material financial information (7-eleven.com 2017). The organization also followed the principle of prudence while recognizing incomes and expenses as the incomes are not overstated or expenses are not understated to avoid the reflection of unrealistic profitability (refer appendix 3). Apart from that, Volkswagen and 7- Eleven recognized the financial information of the subsidiary companies by translating the foreign exchange transactions into local currency for presenting better understanding to the users (7-eleven.com 2017). It has been observed that the company presented relevant disclosures on m aterial future events as per the estimates along with the segment reporting as per AASB that represents compliance of accounting conceptual framework (refer appendix 4). Prudence level addressing the disparity in Corporate Reporting As mentioned above, prudence level under conceptual framework requires the organization to prepare and present the financial estimates with the reasonable estimates for incomes, expenses, profits and losses (Bushee, Carter and Gerakos 2013, pp.123-149). Besides, corporate reporting requires the organization for recognizing and disclosure of relevant financial information in terms of integrated reporting, corporate governance, financial reporting and corporate responsibility statement. It is essential for the organizational management to record the financial information to reflect transparent and accountable results for the benefit of users following the requirements of GAAP and International Accounting Standards (Barth 2015, pp.499-510). In order to present the corporate governance report, company is required to consider directors contribution, managements effective performance on the business activities and confirmation on compliance of necessary regulations. The corporate governance report discloses the relationship strength with the customers, community and stakeholders of the company (Zhang and Andrew 2014, pp.17-26). Consequently, Volkswagens corporate governance statement presents the number of shareholding information, group management report stating key figures of the companys share, compliance of corporate ethics, confirmation and statement of co-operation of the management board and supervisory board (refer appendix 5). Similarly, corporate governance statement of 7- Eleven presents the board charter, code of ethics followed, compliance of regulations to maintain sustainability, responsibilities and performance of the board and remuneration committee along with the details of composition. The statement of t he organization also represents principles on reinforcing independence, commitment on fostering including details and responsibilities of key personnel and board members of the company (Wang 2014, pp.955-992). 7- Eleven disclosed managing risks, financial reporting integrity and other relevant disclosures stating the responsibility of the organizational board to present the financial results in true and fair view (7-eleven.com 2017). Further, framework on internal control for planning and monitoring on the necessary financial budget, business strategies, safeguarding of assets that were insured against the probable loss from natural calamities, theft or any other substantial loss has been disclosed (refer appendix 6). Moreover, conceptual framework compliance is required to be revised in each reporting year to present the provisional expenses or losses. The statement is required to be prepared stating the consideration of standard rates and limits in recognizing the value of provision on the basis of organizations income benchmark to reduce the corporate reporting disparity (Albu, Albu and Alexander 2013, pp.61-90). In view of the annual report of Volkswagen, reported provisions have been estimated for the benefit of employees, insurance and restricting based on the annual leave and long service leave for 12 months along with the standard discounting rates. Moreover, financial report of 7- Eleven states the estimation of provisions has been done on the basis of service amounts of the employees in terms of cost rate and reporting date (7-eleven.com 2017). On the other hand, lease provisions have been recognized on the basis of future inflation, investment return and administration claim (refer appe ndix 7 and 8). Identification of differences in disclosures of the corporation It has been analyzed that the recognition and presentation of financial information of both the companies i.e. Volkswagen and 7- Eleven are in compliance with the conceptual framework and AASB standards. However, certain distinctions have been identified in the financial report of both the companies with respect to reporting the incomes, expenses, assets and liabilities along with the relevant disclosures. The financial report of Volkswagen provides statement on business risk whereas 7- Eleven has not presented such report in its recent annual report. In addition, financial report of Volkswagen Company, statement of shares and bonds, business operation results and statement of financial position valuing net assets has been presented in details (7-eleven.com 2017). On the contrary, 7- Eleven presents detailed statement on corporate and business structure, financial summary of the business group along with the list of properties and compliance information. The financial report of Volks wagen provides information and understanding on the capital management plans and rollout space. Similarly, the company used the estimates and judgments to value incomes, expenses, liabilities and assets based on the historical records and current economy conditions. However, 7- Eleven measured and recognized financial information based on the future events estimates and judgments to value inventories, fixed assets, provisions and other liabilities (7-eleven.com 2017). It has been identified that Volkswagen presented the annual report by disclosing capital management, funding activities for repayments and borrowing proceeds along with the details on acquisition or discontinued operations (Volkswagen 2017). On the contrary, such information is not present in the financial report of 7- Eleven to provide clear understanding on the companys ability to manage funds and resources required to maximize the business profitability and sustainability. Further, disclosure of segmentation reporti ng of the organizations is different which is based on the operating and geographical segment for Volkswagen whereas 7- Eleven presented financial result based on different store locations (Volkswagen 2017). For presenting the value of dividend, Volkswagen reported financial charges in the income statement based on the franked credit while 7- Eleven reported the same on the basis of interim and final dividend. Recommendation Considering the evaluation and critical analysis on recognition and presentation of financial report of the selected companies Volkswagen and 7- eleven registered in Australia, it is recommended that the management should provide complete and appropriate disclosures. it has been noted that the organizations have complied the regulations of AASB standards and conceptual framework but the companies are suggested to follow reporting format as per the benchmark provided by the Board of Accounting. Certain financial information and business information material to the performance of the company has been presented by Volkswagen but missing in the annual report of 7- Eleven. Hence, management of 7- Eleven is recommended to provide clear and separate information on material business risk, capital management plans, strategic plan and information on borrowing funds. In addition, Volkswagen presented the estimates and judgments based on historical records that may not disclose fair and accurate valuation with respect to inflation or other economic changes. Hence, the company is suggested to consider the estimates based on future events to determine the value of necessary assets and liabilities and provisions. Conclusion In view of the above discussion on compliance of conceptual framework and AASB regulations for presenting the annual report of the companies, it is concluded that both the companies duly complied the requirements. Volkswagen and 7- Eleven represented the financial report mentioning the relevant disclosures and followed appropriate methods to value inventories, fixed assets and other liabilities. It has been noted that both the companies prepared and presented corporate governance and corporate social responsibility statement to ensure the responsibilities and performance of the management and key personnel towards the benefit of stakeholders and community. The companies recognized the financial information stating true and fair view along with the compliance of conceptual framework principles to ensure the going concern and prudence level of the business activities. Even though there are certain differences in presenting and recognizing financial information in the annual report of t he companies, it has been analyzed that there was no material misstatements or non- compliance of GAAP or AASB principles. Moreover, certain changes in the presentation and disclosure of financial information would provide better and clear understanding on organizational performance to the users. Reference List: 7-eleven.com. 2017. [online] Available at: https://www.7-eleven.com [Accessed 4 Jan. 2017]. Albu, C.N., Albu, N. and Alexander, D., 2013. The true and fair view concept in Romania: a case study of concept transferability.Research in Accounting in Emerging Economies,13, pp.61-90. Barth, M.E., 2015. Financial Accounting Research, Practice, and Financial Accountability.Abacus,51(4), pp.499-510. Bauer, K., 2014. Fixed assets valuation in the condition of bankruptcy risk: The role of estimates.Journal of modern accounting and auditing,10(6). Bntrix, A.S., Lane, P.R. and Shambaugh, J.C., 2015. International currency exposures, valuation effects and the global financial crisis.Journal of International Economics,96, pp.S98-S109. Bushee, B.J., Carter, M.E. and Gerakos, J., 2013. Institutional investor preferences for corporate governance mechanisms.Journal of Management Accounting Research,26(2), pp.123-149. Haller, A. and Wehrfritz, M., 2013. The impact of national GAAP and accounting traditions on IFRS policy selection: evidence from Germany and the UK.Journal of International Accounting, Auditing and Taxation,22(1), pp.39-56. Hanson, S.G., Shleifer, A., Stein, J.C. and Vishny, R.W., 2015. Banks as patient fixed-income investors.Journal of Financial economics,117(3), pp.449-469. Haupt, M. and Ismer, R., 2013. The EU Emissions Trading System under IFRSTowards a True and Fair View.Accounting in Europe,10(1), pp.71-97. Iliev, P., Lins, K.V., Miller, D.P. and Roth, L., 2015. Shareholder voting and corporate governance around the world.Review of Financial Studies,28(8), pp.2167-2202. Jones, J.S., Lee, W.Y. and Yeager, T.J., 2013. Valuation and systemic risk consequences of bank opacity.Journal of Banking Finance,37(3), pp.693-706. O'Dwyer, B. and Unerman, J., 2016. Fostering rigour in accounting for social sustainability.Accounting, Organizations and Society,49, pp.32-40. Soltani, B. and Maupetit, C., 2015. Importance of core values of ethics, integrity and accountability in the European corporate governance codes.Journal of Management Governance,19(2), pp.259-284. Volkswagen. 2017. Find the perfect VW with the Find a Match tool.. [online] Available at: https://www.vw.com/ [Accessed 3 Jan. 2017]. Wang, C., 2014. Accounting standards harmonization and financial statement comparability: Evidence from transnational information transfer.Journal of Accounting Research,52(4), pp.955-992. Zhang, Y. and Andrew, J., 2014. Financialisation and the conceptual framework.Critical perspectives on accounting,25(1), pp.17-26.

Student Protest Essays - Protest Songs In The United States

Student Protest For years it has been a hot topic. What can students do and what can they not do? What is considered going to far? For many this is a question that has no true and legal answer. To many students, that is. In fact I happen to be one of the many. Now it would be wrong for me to write this paper and not put in my ?two sense?. In my opinion this student protest bullshit has no limit. Students should not be restricted to what they can and cannot do. They like everyone else are American citizens and should not have their rights as American citizens stripped from them when they enter a building teaching them all about the rights they possess. To me that is the very hypocritical. To teach one thing, and practice another! I mean come on doesn't that come a cross as more than a tad bit wrong. There are a number of court cases that cover the matter of student protest. Like always though I choose not to follow the norm, if you will. I would much rather take you on a trip through my mind and my opinions. As for student protest I am all for it. I would take it to the highest degree if it has to go that far. I see school as a place to come and socialize. The stuff that is taught is all boring to me. It always seems as if I already know what is going to be said. So what is the point? To go and get a diploma that in all actuality is nothing but a piece of paper that could easily be made by me. Perhaps that is why I get myself in so much trouble here. I am not the only one students just get bored and try to heighten the learning experience. Try to make it more fun for everyone. Even though there may be those who don't quite comprehend what is going on, they still enjoy the laughter. Who knows maybe they even learn a thing or two from the student that the obviously more intelligent teacher couldn't get them to understand. I am not saying that the student is smarter than the teacher but in some cases the yelling and screaming of a teacher to get through can be substituted by the subtle sarc asm of the student. As for the protesting part of protest, there are many things that I would love to protest against but a protest doesn't work when its one person against the entire school. Numbers are very important. The more people that show the better your chance to achieve what you want. The main thing that I would protest is the right of a student to be able to smoke cigarettes at school during their lunch break. The fact is that today almost half of the teen population smoke. More than half of them are already addicted. Those whom are addicted no what it is like to go through a day of school without a smoke. Many will say it can be very stressful. To put up with the rambling nonsense of the educated minds in this building of knowledge all day can cause some serious temper tantrums. I am a perfect example of this. Problems occur and there is no smoke to ?chill you out? so you sometimes resort to things that will only cause you trouble. Or for another example take those who smoke on campus illegally. They are only trying to escape trouble from later in the day. If the administration could only see that after a cigarette the teens are much more in control of themselves and less prone to cause problems. A lot of the problems in this school system to me could easily be rid of if they did away with some of the administration and changed some things. This is a small community and it could easily de al with off campus lunches. That would solve the problem of smoking on school grounds as well as keep the school a smoke free environment. So many things like this are right in front of there faces and they just

GM Returns to South Africa

GM Returns to South Africa Free Online Research Papers Why did GM leave South Africa ten years ago? What was the dilemma facing foreign firms at that time? GM pulled out of South Africa because of the country’s policies of racial segregation and pressure from shareholders. â€Å"The industry was too small, too fragmented and overtraded to provide a viable future for the 7 major vehicle manufacturers at the time,† says Nico Vermeulen, executive director of NAAMSA. Mlota elaborates: â€Å"The key original objectives were to improve international competitiveness and domestic vehicle affordability, encourage domestic growth, reduce complexity in supply through rationalization, convince manufacturers to focus on longer production runs and modernization, create sustainable employment, create a better balance in foreign exchange, and particularly to achieve growth in exports.† In tackling such a multifaceted agenda, the MIDP has continued the methodical process of bringing down custom barriers which began in the late 1980s with the reduction of import tariffs as high as 115%, and created for the first time, based on the previous Australian model, powerful new measures such as Import-Export Complementation and Productive Asset A llowances to spur a renaissance in the local industry. Why did some firms decide to continue operating in South Africa at the time of racial segregation? Do you think they were being more or less socially responsible to the people of South Africa? Research some MNCs that did not leave during the period of apartheid. Do you think they are better off now than those which left? How can foreign firms balance their strategic interests and their social responsibility when faced with similar situations? Is GM in a better position in South Africa now? Is the South African economy in a better position now that GM has returned? Yes, South Africa’s automobile exports are booming, making cars one of the country’s fastest growing industries, largely because of new trade agreements and domestic regulations that give companies credit for cars and parts they export. The country also can tout cheap industrial land, even cheaper electricity, stable macroeconomic policies, proactive management, immense natural resources, expertise in process engineering and niche innovation, unparalleled production flexibility, and ISO certifications. These positive factors outweigh the current challenges of a strong commodity-fueled Rand, poor local infrastructure characterized by a lack of coordination between national, provincial and local governments and little input from the automotive industry. In addition, they are also employing the South African’s which also helps the economy. On the back of all-time record production of 530,000 vehicles and sales of 617,000 vehicles, increases of 16.5% and 25.7% re spectively, South Africa was the world’s fastest growing domestic vehicle market in 2005. Clearly, this status has been the driving force behind new players like India’s Tata and the Koreans taking on the South African incumbents head on with their value-proposition imports. It is abundantly clear that even though South Africa is a Top 10 global market for both Daimler Chrysler and BMW, the country is quickly growing beyond its traditional prestige market and brands. Today, the South African marketplace is already home to over 1,100 models and variants, an amazing ratio of offerings per capita, and economic forecasts of 6% real growth going forward should ensure a fantastic cascading effect as the industry counts down to the One Million Vehicle Sales mark. What other similar situations prevail in the world now, and how do you think MNCs should respond? A similar situation that comes to mind is the war in Iraq. The United States is a huge country with their set of values and so is Iraq. That doesn’t make either country right or wrong. In fact, since we believe that majority of the world should adopt our way or no way, makes us a bully. Just as we have long standing traditions on how we do business, so do other countries. The United States presence in Iraq is making the people of the country angry because we do not share their beliefs. Although we are there to assist in rebuilding the countries infrastructure, we should also adjust our beliefs and customs to theirs. â€Å"When in Rome, do as the Romans do.† I think we should respect their beliefs like the women should be covered with only their eyes being exposed. We should stop to pray at particular times of the day. We should respect their customs about keeping the cow sacred and not eat beef, well especially in their presence. Research Papers on GM Returns to South AfricaDefinition of Export QuotasBringing Democracy to AfricaTwilight of the UAW19 Century Society: A Deeply Divided EraPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfNever Been Kicked Out of a Place This NiceGenetic EngineeringAnalysis of Ebay Expanding into AsiaComparison: Letter from Birmingham and Crito

Sample Character Reference Letter for a Friend

Sample Character Reference Letter for a Friend SAT / ACT Prep Online Guides and Tips This final recommendation letter example represents a character reference. A character reference might come from a friend, neighbor, or even relative. It tends to be more personal than professional and speaks to the subject's personality and character. In this guide, we'll explain what character references letters are and when they are needed, as well as how to write one and what to include in your letter. We also include a sample character reference letter so you can see what a complete one looks like, and we end with tips to help you write your own letter of recommendation for a friend. When Are Character Reference Letters Needed? There are two main situations when character reference letters are most needed. The first is for legal reasons, such as a background check or for a court case. In this case, your character reference is used to provide evidence that the person you're writing the letter about is overall a good person and should be found innocent/given a reduced sentence/be paroled, etc. You may also be asked to write a character reference for a friend who is applying for a job but doesn't have much work experience or who has been out of the workforce for an extended period of time but still needs references in order to apply to a job. Some clubs, programs, or schools may also require character reference letters, or they may be needed to sign a lease, but these reasons are less common. How Do You Write a Character Reference Letter? What Should It Include? Writing a character reference letter for a friend can seem intimidating, but it's actually quite straightforward. All you need to focus on is telling the truth about what you like about your friend and why you think they're a good person. This is the template your letter should follow: Introduction: You should always include the date at the top of your letter so people reading it can see how recently it was written. Also, be sure to use the proper honorific, such as "Ms." "Mrs." "Mr. or "Dr." Judges should be referred to as "Your Honor or "The Honorable Judge." How you know your friend: In the first paragraph, give a little background on yourself, how long you've known the person you're writing about, and what your relationship to them is. For example, "I've been Emily's next door neighbor for ten years, and we grew up spending every afternoon playing in my backyard." Your friend's character: In the next paragraph(s), discuss what your friend's character is like and what makes them so great. You can mention ways they have helped you, goals they have achieved, volunteering they've done, donations they've made, causes they're committed to, and/or ways they've helped others. Like the previous paragraph, be specific and use examples in order to make your letter as effective as possible.Writing "Emily has shown her generosity by volunteering at our local senior center every weekend for the past year" is much more effective than just saying "Emily is a generous person." If possible, tailor your examples to the reason you're writing the letter (such as examples of how a person is a great parent for a custody case). Remorse/improvement you've seen (optional):This isn't needed for all character references, but if you're writing a letter because your friend made a bad decision (such as drinking while driving), you can also include examples you've seen of remorse or steps they've taken to make better choices in the future, such as abstaining from drinking and attending AA meetings. This shows that they take their mistake seriously and are committed to being a better person. Conclusion: End your letter by thanking the person reading it for their time and offering to answer any additional questions they may have. Include your full name and contact information at the bottom of the letter. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: Sample Letter #9: Written by a Friend as a Character Reference Lara Turner60 Main St.Midtown, NH 03031 April 15th, 2019 To the Honorable Judge Eva Miller, I'm writing on behalf of Rose Davidson in regards to her gaining custody of her two children. I know Rose to be an exceptional parent, and I fully support her having full custody of her daughters.Rose and I have been neighbors for eight years, and our children play together at least once a week. I see her nearly every day, either in the neighborhood or while dropping off or picking up our children from school, andI can attest to her strength of character and devotion to her daughters. I first met Rose when she and her daughters moved into the house next door to mine. We quickly found our paths crossing not just as neighbors, but also as fellow parents involved in the PTA. We and our families have become close friends, and over the years, we've frequently spent time together and set up play dates for our children. Rose and I also regularly babysit for each other, and I always feel confident that my children are safe and well taken care of when she is watching them. I have always been impressed by how dedicated Rose is to being an outstanding mother. She shifts her work schedule and completes her work late at night after her daughters have gone to bed so that she can pick them up from school and be present in the evenings with them. She encourages her daughters to pursue classes and activities they enjoy and is always willing to help with homework and drive them to their weekly soccer practice and art classes. She even goes above and beyond by regularly providing snacks to teammates and classmates during these events. She always listens to her daughters and makes them feel cared for, and I know from my own children that Rose's daughters feel secure and well-loved by her. Rose's daughters are thriving academically and passionate about many extracurricular activities, and I know that with Rose as their mother, they'll grow up to be upstanding members of society. I feel incredibly lucky to know Rose as both a friend and as an inspiration for what a great mother looks like. Ihope that my letter will help Rose gain full custody of her daughters so they can continue to lead full and happy lives. Please feel free to contact me for any further information. Thank you for your consideration. Sincerely, Lara Turnerlara.turner@gmail.com508-726-6245 Recommendation Letter #9: The Breakdown This recommendation letter sample represents a specific type, that of a character reference. A character reference may come from a friend, neighbor, relative, or other person close to the recommendee. While some jobs ask for character references, other circumstances when they might be called for court, as in the above example, buying a house or condo, or for acceptance into a group or committee. Reference letters for a friend tend to be much more personal than a typical professional letter. If you’re asked to provide a character reference, you can describe the person’s personal qualities and character. Just as with any other letter, you should strive to give specific examples to back up your characterization of the subject of your letter. In the above sample character reference letter, Lara Turner attests to the strong character of her friend and neighbor, Rose, to help Rose with her custody arrangement of her daughters. Lara talks about her close relationship with Rose and describes some of Rose’s personal strengths. Since a custody case is specifically concerned with creating the best arrangement for the children, Lara focuses especially on Rose's dedication to her daughters and the effort and care she puts into being an exceptional mother. She states her support and gives specific examples to back up her words. Overall, her letter stands as a strong statement of support for Rose and fulfills its purpose as a character reference for Rose's custody hearing. Tips for Writing a Character Reference Letter Keep the following tips in mind to write the strongest character referenceand letter of recommendation for a friend possible. Know who you're writing to so you can address the letter properly. Know why you're writing the letter so you can better customize your writing. Keep the letter short (generally a page or less). Use specific examples to show your friend's character. Keep things positive. Focus on the positive aspects of your friend's character, and don't disparage them or anyone else in your letter. Maintain a professional tone (no slang or overly familiar language). Proofread your letter before sending it to make sure it is clear and free of errors. What's Next? Are you looking for a more professionally-oriented letter of recommendation example? Check out this job reference sample written by a manager for a full-time employee. Want to learn more? Head over to our full guide on recommendation letters for eight more samples, along with suggestions for how to write your reference. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today:

Consequences of Immoral Behaviors Assignment Example | Topics and Well Written Essays - 500 words

Consequences of Immoral Behaviors - Assignment Example According to Donner (2007), American Psychological Association ethical principles of psychologists and code of conduct requires all information given to a psychologist in the cause of his or her professional work be kept in private. As a professional, a forensic psychologist should be able to protect information provided in a professional relationship. It is wrong for a psychologist to allow private information relayed to them to be disclosed to a legal system. A forensic psychologist would have to weigh their decision and consider whether this would harm the prisoner. The inmate gives much trust to the psychologist by admitting to him that he took the blame for his son’s assault to a 17 year old friend. Under no circumstances should the psychologist give this information to a third party. The plaintiff did not protest against the father’s decision to own up his son’s mistake. The process of decision-making is to a large extent based on ethics. A psychologist sho uld be aware of ethics related concerns in a given situation. An informed decision can be arrived at only if there is a clear understanding of these concerns. The psychologist should be able to determine ethics based priorities. Self-honesty is fundamental for the purposes of decision-making. Priorities should be determined on the best interest of the inmate, professional code of ethics and the benefit to society. For example, in a case Tarasoff v. Regents of the University of California, the court held that the protection privileges ends where public peril begins (Buckner & Firestone, 2000). Period of deliberation also comes in hand when dealing with the question on ethics and confidentiality since they are not easily answered. A forensic psychologist should be able to make any ethical decision and take responsibility for that choice. There may be consequences likely to occur as a result of the verdict taken. In this case, the person who committed

Ethical issues in regards to social work Case Study

Ethical issues in regards to social work - Case Study Example In his personal point of view he has to inform the lady about the matter as he knows the lady and moreover it is a case against human values and morality. However, as per the professional ethics, the practitioner is not supposed to confide the things the client says to him and besides he has to do as much favour to the client. But it is said that if a problem becomes a great threat to the society the social worker has to maintain the social aspects of it and should work for it without discriminating the client. Therefore, it is imperative that the clinician has not only the â€Å"ethical responsibility to maintain the privacy and confidentiality of clients† but also â€Å"to practice within the confines of the law and in an ethical manner† (Corbin 2007). As evident, the social worker is here taken up by two ethical problems- personal and professional. The personal ethics tend him to speak this to the lady at once but the professional ethics pushes him into a dilemma and so he becomes reluctant to speak to the lady. If he speaks to the lady he violates the rule of confidentiality with the client. The code of ethics for National Association of Social Workers state that â€Å"social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons†; however, it is not applicable â€Å"when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person.† (School Shootings: Ethical & Confidentiality Boundary Issues). Therefore, in the given case, the clinician can disclose the information to prevent the imminent harm that will be done to the girl. However, as the professionalism stresse s confidentiality, the social worker here can also work hard to make the client realise the problems involved in his marriage. By marrying the lady he, not

Historical Development of the Early Childcare Essay Example for Free

Historical Development of the Early Childcare Essay a) History and current status of childcare provision in Ireland During the early Twentieth century in Ireland there was a lack of job opportunities for women in the workforce. Women were still seen largely seen as the ‘stay at home figure’. Due to this environmental impact, children were cared for in their own homes mainly by their mothers. Therefore there was less of a demand in the Early Childcare Education sector. This ended when children started attending Primary school. During the latter part of the Twentieth century, during the times of the Celtic Tiger, the number of job opportunities for women in the workforce escalated. This resulted in an increase in urbanisation and a decrease in family support. For example: Families lived further apart from each other, and as a result, it did not make sense to leave the children with their grandmother or other family members due to financial restrictions such as the price of fuel, or time restrictions such as the length of time taken to leave the children from one  destination to the other. This lead to parents seeking the childminding services privately or within their local area. Statistics have shown that approximately 60% of children under six years of age attended a form of childcare service at this time. (Class Notes) There was a substantial increase in the demand for both private and community childcare services. In response to the rapidly increasing demand for childcare service, it was deemed necessary that an ‘Expert Working Group on Childcare’ was formed. The Expert Working Group came together and arranged a meeting to discuss ways to resolve the upcoming problems within the childcare services sector. They held discussions on how to make childcare services more readily available and accessible to families in Ireland. It was recognized at this point, that there was a need to develop a ‘National Strategy’ to assist them with the transformation of the current childcare services sector. Thus, a National Strategy was developed and was published in 1999. The National strategy recognized and contained the following principles: ‘The Needs and the rights of the child, Equality of access and participation, Diversity, Partnership and Quality’ (Class Notes Page 2) It also contained suggestions and advice on support for parents/guardians, Laws relating childcare, Qualifications, Employment, Planning and Co-ordination. In 2002, the Centre for Early childhood development and Education was established. This centre was set up to develop standards and to improve the childcare sector. The Centre for early Childhood Development and Education aimed to ensure that every childcare setting (whether it was a Full-time / Part-time service or a Public / Private service); met the criteria and quality standards that that were established by the Centre. The main objective of the Centre for Early childhood development and Education was to focus on improving more disadvantaged are as as well as the more advantaged areas so as to ensure that all areas within the childcare sector offered the same quality of services In 2006, ‘Siolta’ was launched. Siolta was set up to implement the first aim of the Centre for Early Childhood Development and Education which was to develop the current standards within the childcare sector. This was called ‘The National Quality Framework for Early Education’. This ensured that there was support in improving quality across all childcare services which contained children from 0-6 years of age. Further to this, in 2009, a new scheme was introduced within the Childcare sector. The Early Childcare  Education scheme ‘Free pre-school place’ was formed. The free pre-school place enabled children within the age range of 3 years and 3 months and 4 years 6 months in September of the relevant year to engage in one free academic year within a full time or seasonal service. If a childcare service/ centre wanted to take part in the Early Childcare Education scheme, the criteria set out by Siolta had to be met and furthermore the Principles set by An Siolta would have to be implemented within their current childcare setting. It is important to recognize that this is the first time that Early childhood education has received any direct Universal funding. As a result of the free pre-school place initiative, the demand within the childcare sector continued to grow. (Siolta) More recent developments within the childcare sector include the introduction of a new initiative called ‘Aistear’, which was established by the Department of Education and Skills through NCCA in 2010. Aistear from the Irish word meaning ‘journey’, is of relevant importance to childcare settings where children from the ages of 0-6 years receive their care and education. Aistear works closely alongside Siolta and consists of an informal curriculum that contains twelve principles and themes that give guidance to the childcare worker. Aistear recognizes that education and care are not separate within the childcare sector and they aim to help children grow and develop independently.(Aistear) b) Current range of childcare provision in Ireland Six types of services that can be categorised under sessional and fulltime services are: Naà onraà  – A Naà onraà  is a sessional service. It organises and communicates with the playgroup through the medium of Irish, they recognise each child as individuals. The service doesn’t put pressure on children to speak Irish, they still encourage and support children either way. As the children are surrounded in Irish they will gradually pick up and learn the language in their own time. The service is recognised by Forbairt Naà onraà . Parent and toddler groups – This is a sessional service and is supported by Early Childhood Ireland. Parents and their children/toddlers meet in one area, often held in one of the parent houses who are taking part in the service. It gives children the opportunity to gain the experience of interacting with others, therefore promoting and developing the child’s social skills. It also gives parents the opportunity to intera ct with other  parents, gaining support of each other. Montessori pre-schools – The pre-school is usually privately run, it develops its curriculum around the methods of Dr Maria. The Montessori focuses mainly on the child’s educational development, its curriculum is therefore more practical based, isn’t fully focused on play. This action of purely practical based education may be scrutinised by certain individuals as it thought by some theorists that children should experience and develop through the experience of play at this young age. The pre-school functions on academic year and mainly cares for children from three to six years of age. Home and community playgroups – Home and community playgroups care for children within the age range of 2 and a half to five years of age, they operate in either a home or community basis. Home playgroups are generally privately funded where as community playgroups receive funding from the government, each service usually opens and runs for a period of three to four hours each day. The service highlights and develops children’s social and emotional learning through play. Crà ¨ches, Nurseries and Day care services – These services are recognised as a fulltime service and cater for children from the age of approximately three months to five years of age. They are open at a minimum of eight hours a day and usually provide a day-to-day curriculum. The services can be privately or publicly run, an increase in demand for these services greatly increased after the Free Pre-School Year was introduced. Each service provides the children attending the service with a hot meal and snacks during the duration of the day. Each service helps met the child’s safety, welfare and developmental needs. They also help children make the best of their abilities, whether that be through play or practical learning. Family Day Care – Children are looked after in the childminders home. There is no specific age group that Family Day Care caters for, they can cater for all different age groups at once in the same facility. The hours that the carer caters for the children is arranged between the child’s parent and the carer. The children become easily settled in this form of day care as they are only interacting and building a relationship with one adult with the service. The children are provided with snacks and possibly hot meals, depending on the length of time the child is attending the service. The service is supported and recognised by Childminding Ireland. c) Current range of roles in childcare support organisations and agencies Health Service Executive (HSE) – is the first service contacted when there is a serious concern involving a child safety or family issue , the Health Service Executive then has the responsibility of bringing services and agencies together to help resolve the concerned matter. The Health Service Executive provides services that helps protect and support children, parents/guardians and families. There are many roles within the Health Service Executive, they include: Family support worker – The Family support worker offers support and supplies services to family’s going through emotionally distressing times. The Family Support Worker tries to keep families remained together unless there is a family member deemed at serious risk if kept together. Some of the services that The Family Support Worker will supply to the family to try help resolve the issues are, â€Å"Parenting Skills, Confidence and Personal Development, Home Care management, Diet, Nutrition and Health Care, Budgeting and family Finance†. (Class notes page 4) Community Childcare Worker The Community Childcare Worker works alongside professionals to give support to children who are in disadvantaged families, deemed at risk, deprived or in care. The Community Childcare Worker also helps children deal with or come to an understanding of why they are in that care home. Social Worker – works with problematic families and individuals, The Social Worker helps resolve problems in families whether that is emotional, behavioural or social problems. Social Workers also deal with problems such as child abuse, domestic violence, and adoption. Before removing children from their home and separating families social worker s have to prove that they have gave families every option possible, if the family /parents does not comply with any of the options, the matter continues to rise and the child/children are still recognised at risk then the case is taken to court and assessed by a Judge whether the child/children should be removed from the family home, thus action is seen as a last resort. Barnardos – Barnardos is Ireland’s biggest children’s charity. It is focused on working with children and families on, whether that be group work or one-on-one interaction. Barnardos help children make the best of their abilities when going through difficult situations, such as neglect, abuse,  or poverty. They provide a range of services to help families through distressing time’s i.e counselling, and bereavement help lines. Barnardos also protest against Government laws that affect children and their way of living e.g. child benefit cuts. d) Six National Childcare organisations Barnardos – Barnardos is Ireland’s biggest children’s charity, it is mainly focused on working with children and families. Barnardos provide a range of services to help assist and support families through distressing times, they also help children make the best of their abilities whilst going through or have gone through difficult times e.g. neglect. Childminding Ireland- is a registered Charity and was created in 1986. It was created by a small group of childminders that further grew into a bigger organisation. The organisation promotes home-based childcare. Forbairt Naà onraà  Teoranta – is a voluntary organisation which supports education and care for children from birth who are brought up in Irish. St.Nicholas Montessori Society of Ireland – Provide opportunities for Montessori teachers to further their profession. They also offer help, support and give guidance for Montessori teachers. The Irish Society for the prevention of Children’s Cruelty – Provide a 24hour support service for children who are going through a difficult situations. States that id high quality childcare service wants to keep their service high quality, then the service must ensure that there is good child protection within the facility. The organisation also recognises children are individuals and therefore the child’s right s and values should be supported. Border Counties Childcare Network – Is a network that services in counties such as Monaghan, Meath, Louth, Cavan, Donegal, Sligo and Leitrim in helping deliver a childhood service of high quality. LO4: Clear explanation the rights of the child in the context of an ECCE setting. A) Examine the UN convention on the Rights of the Child. The UN convention on the Rights of the Child has 54 articles. These  fifty-four articles are a written list of the different types of the child’s rights, if those rights are intentionally broken it is seen as breaking the law. The UN convention on the Rights of the child can be broken into four broad areas, these four areas are – Survival, Development, Protection and Participation. Survival – The child has a right to life and the right to the basic requirements to survive life e.g. food, water, shelter, clothing, medical aid. Development – The child has a right to education, religion, play, develop the identification of right and wrong and leisure. The child also has the right to be provided with a safe environment to develop these skills and knowledge. Protection – The child has the right to be protected against abuse and neglect. If a child has come in interference with and suffered from abuse then the child has the right to some form of counselling to come to an understanding and overcome the traumatic situation. Participation – The child has the right to join organisations e.g. clubs, groups, freedom of expression and speech. Standard 1: Right of the child. â€Å"Ensuring that each child’s rights are met, requires that she/he is enabled to exercise choice and to use initiative as an active participant and partner in her/his own development and learning.† (Siolta page 13) Component 1.1 – Choice for the child Practitioners could put component 1.1 into practice at meal time. By giving the child the options at meal time, this could be achieved by giving the child the choice of two different meals therefore enabling the child to make its own choices. If a child decides they do not want to eat at meal time the practitioner should respect the child’s decision. By having different utensils available at meal time e.g. chopsticks, this provides choice for the child. The child can then make the choice on what they want to eat there meal with. Component 1.2 – Use initiative A practitioners could put component 1.2 into practice with a child from twelve – thirty-six months by providing the opportunity of letting the child out on its coat independently, enabling the child to zip or button  the coat. The practitioner should talk the child through the process, encourage the child as she/he is trying to overcome and accomplish the task and support the child if he/she comes into difficulty. Component 1.3 – active participants A practitioner could put component 1.3 into practice with a child from birth to eighteen months by viably communicating. While/when the practitioner is changing the child’s nappy he/she could viably communicate to the child and make eye contact whilst changing its nappy. The practitioner could also sing nursery rhymes and act out movements to the child e.g. three little pigs, touching the child’s toes whilst singing the rhyme. This makes the child feel comfortable and an active participant throughout the activity. LO2: Detained description of the qualifications and experience needed for work associated with one occupation in the ECCE sector. a) Outline legislations, policies, practices and procedures pertaining to ECCE provision. Childcare Act 1991 Provides asset of rules relating to children/young adults under the age of eighteen in Ireland, it governs the care and protection of children in Ireland. (Classnotes) Due to this legislation the Health Service Executive has a mandatory duty to promote and protect the wellbeing of all children under this act. Children who are being abused or at risk, this Act allows those children to be removed or be placed under the care of the Health Service Executive. In relation to preschool services the Act is consulted with when rules and regulations are being drawn up for the supervision of children of pre-school services. Under the Act the pre-school carers have a responsibility and duty to implement safety and wellbeing of children under their pre-school setting. If the pre-school carer has concern for a child’s safety health it is their responsibility to notify the Health Service Executive. If a new pre-school setting is being set up or is intending to set up the local Health Service Executive must be notified. The Health Service Executive then has a duty to inspect the pre-school setting to  ensure the health and safety standards of the setting are being met. The rules and regulations drawn up from the Act must be strictly followed by the practitioners. Childcare (preschool services) Regulations 2006 The regulation outlines the standards that a preschool setting of any form must put/have in place before it can commence e.g. all forms of health, safety and welfare of the setting must be put in place to ensure full safety of the child is being met. It is the Health Service Executive’s duty for inspecting and giving a report of information on pre-schools of any sort or kind who care for children from the age of zero-six years of age. The regulation is arranged in six parts – thirty-three regulations and can be broadly covered over the following areas: â€Å"Health, welfare and development of the child Notification and inspection by the Health Service Executive Record keeping Standard of premises and facilities General administration† (class notes) Policies and procedures must be drawn up and developed from these points. Children First 1999 Children First was first made available in the year 1999 but was later replaced with Children First: National Guidance for the Protection and Welfare of Children 2011. The general rule of the document was left unchanged but acknowledges past inspections and reports and feedback, due to this the document had been edited to set out distinctive guidelines that individual roles should take is concerned for a child’s health, safety and welfare. Children First: National Guidance for the Protection and Welfare of Children 2011 main aims are to ensure children’s health safety and welfare are being constantly met. That society are aware that they should not assume but should report any concerns regarding a child’s health and safety and realise that it is their responsibility to put this action into place. The legislation provides advise/support for parents/guardians in regards to their role as a parent/carer. Inspections made by the ‘Department of Education and Science’ will take place through-out schools of all sorts to  reinforce and ensure that the new legislation is being enforced. Siolta Siolta is made up of twelve principals, sixteen standard and seventy-five components. The twelve principals provide the base of the frame work. Without the principals the components wouldn’t be able to be put in place. The principals give direction for childcare workers on how they should carry out their work in an Early Childhood Care and Education environment, how to interact and communicate with children and fillies, how subjects should be taught and how the services that the childcare worker works in should be organised. The twelve principles contain: Equality – is a necessary aspect to have in a childcare setting, it is essential every child feels equal. Diversity- Every childcare setting should recognise that each child comes from very different backgrounds. It is the childcares settings responsibility to confirm that they understand, respect and accommodate this with visual aids e.g. posters, dolls from different ethnic backgrounds, chopsticks in the home area ec t. Environment- The physical layout of the setting should be organised to meet, encourage and develop the child’s abilities so the child can reach their full potential. Welfare- The child’s health, safety and welfare is essential and should be met as much as it possibly can be e.g. if a child has chicken pock’s, that child should be removed to a room where no other children are present the child’s parents should be contacted and the child shouldn’t return until it has cleared to prevent it infecting other children. The role of the adult- The adult working in the setting has a responsibility to make sure the child is making the most of their experience and are reaching full potential while in that adults company. Teamwork-Good communication and respect should be shown and practised in settings between the various workers in the setting. If there isn’t respect among workers, there won’t be good teamwork skills therefore the children present in that company will pick up on the negative energy and put what they have picked up on into practice. Pedagogy- The study and theory of the methods and principals of teaching should be put in place in early childhood care and education through holistic play, as this is the most appropriate method of learning for children of that age range. Play-Should be promoted, as it is an essential part in a child’s development  whether that be physical or theory learning. Sioltas sixteen standards are essential and necessary in services as it give guidance for workers within the service, IT gives guidance on how to act, provide and develop services with the setting. The standards contain various elements such as the various elements such as the child’s rights to the legislation and regulation. It’s from the sanders that the seventy-five components are made up. The components help meet the standard. Without the sixteen standards and seventy-five components the knowledge of the twelve principals wouldn’t be able to be put in place as effectively. Siolta was created to improve the way childcare is taught, organised, carried out and viewed in the Early Childhood Care and Education settings who cater for children from the age range of birth to six years of age. It â€Å"defines, assess and supports† these improvements. Early Childhood Care and Education settings and services taking part in the free school year must implement Siolta, making more demand for the service. (siolta) Aistear Aistear, was established by the Department of Education and Skills through NCCA in 2010. Aistear from the Irish word meaning ‘journey’, is of relevant importance to childcare settings where children from the ages of 0-6 years receive their care and education. Aistear works closely alongside Siolta and consists of an informal curriculum that contains twelve principles and themes that give guidance to the childcare worker. Aistear recognizes that education and care are not separate within the childcare sector and they aim to help children grow and develop independently. (Aistear) The manager The manager is required to have a minimum level 7/8 qualification in childcare, they have to manage the day-to-day routine of the preschool setting, ensuring that the developmental needs, safety and wellbeing of each individual child are being met. The manager may also be required to work unsocial hours and must attend to relevant meetings. The manager also has the responsibility to ensure the child protection policy is being implemented within the setting, recording and concerns and also ensuring high sanders of safety are being maintained at all times. (Class notes) The Childcare assistant The Childcare assistant is required to have a minimum of a level 5 qualification in childcare and previous experience is required. They assist in the day-to-day organisation and preparation of the childcare setting. The Childcare assistant must maintain all personal information of the individual children as confidential and at times have to work unsocial hours. The assistant must ensure the children within their care are receiving high standards of care, safety and wellbeing whilst also ensuring the developmental need of the children are being met accurately. The Childcare Assistant will have to at times participate in fundraising activities, special events and outings. They must strictly follow the Child Protection policy and report any concerns. (class notes) The Playgroup Leader The Playgroup Leader is required to have a minimum of a level 5 qualification in childcare and previous experience in childcare is required. The Playgroup Leader is required to manage the day-to-day routine of the playgroup. The playgroup leader has the responsibility to ensure the safety, wellbeing and developmental needs of the children are being continually being met. They must keep all personal information regarding the children within the service, children’s family and staff strictly confidential. Must strictly follow and promote the Child Protection Policy, ensuring high standers of hygiene and quality are being promoted within the setting. Organise regular meetings with parents throughout the year. Must regularly carry out appraisal on the staff’s performance, make sure all staff and volunteers have guard vetting. Must try to obtain good staff more and show respect to other staff members. Special Needs Assistant A Special Needs Assistant must have a minimum level5 qualification in childcare. Must ensure that all personal information regarding children or staff they work with remains confidently then it should be reported. Must strictly follow the Child Protection Act and make sure the developmental needs of the child are being met. The assists are recruited to help assist  and support children with special needs or difficult behaviour problems in schools. The assistants engage regularly with the parents of the special needs child, they also participate in fundraising activities, special events and outings to further help the child or children with special needs. Montessori teacher Must have a minimum level5 qualification in childcare. Must strictly follow the Child Protection Act and make sure the developmental needs of the child are being met, ensuring high standards of hygiene and quality are being promoted within the setting. A Montessori has the responsibly to provide opportunities for children so they can figure out how to do something for themselves. Must observe children within the setting and comment on their development. They provide challenging tasks for the children, so they make the best of their abilities. Organise meetings with the parents throughout the year. Detailed description of the qualifications and experience needed for work associated with on occupation in the ECCE sector. One occupation in the Early Child Care and Education sector I have chose to further evaluate on is the pre-school manager. The pre-school manager has many roles and responsibilities such as: Being strictly confidential within and outside the Early Childhood Care and Education setting in relaxation to keeping personal information about the children, their family and also the staff. Ensuring when planned activities are taking place that each individual child’s developmental needs are being met. Making sure that every area and all facilities of the Early Childhood Care and Education setting are being met to Sioltas standards. Has the role of preparing and creating curriculum plans for the staff to carry out in the Early Childhood Care and Education setting. Making sure that there is good staff morale, resolving any issues that arise promptly and effectively Making sure that there the Child Protection policy is being promoted and that the policy is being firmly stuck to. If any concerns are arisen then the manager must document and record this. Organise meetings with parents throughout the year to inform them and discuss such things as the child’s progression and also  adhering to any concerns raised by the parents. It is also a role and responsibility of the manager to prepare and organise special event and outings for the children attending the Early Childhood Care and Education setting. ( class notes) The preschool manager must have a minimum qualification of level of seven/eight in childcare.\This qualification can be obtained in most IT’s. The duration of study that it would take to obtain this would be approximately three to four years depending on the level of qualification. To then further become a pre-school manager the level of experience the individual would need to have would depend on the Early Childhood Care and Education setting. Generally the minimum experience needed by the individual would be approximately two – four years. It would be appropriate that the individual had experience as a supervisor before becoming a pre-school manager. Employment and Career Opportunities in Childcare Funding that is made available to state to childcare services, such as the Equal Opportunities Childcare Programme, the Early Childhood Care and Education Scheme / Free Pre-School year and Community Childcare Solovention scheme make the option of childcare services more appealing and therefore increase the demand for childcare services. As a result of the increased demand for childcare services, the demand for employment opportunities also increases. The Early Childhood care and Education Scheme / Free Pre-school year (FPSY) was introduced in 2009. The scheme recognized the importance of qualifications within the childcare sector and as a result it introduced a minimum qualifications standard for pre-school leaders. An important feature of the scheme is that it offers more funding for better qualified staff and because of this feature it can increase or decrease an individual’s employment opportunities e.g. if an individual applied for a particular position in which the state requires the potential employee to hold a Level 7 qualification, and the candidate did not hold a Level 7 qualification,  that candidate will most likely not get the position as a result as their employment would not benefit the pre-school. The Community Childcare Subvention Scheme is a support scheme that was set up to aid and support non-profit childcare services/centres. This scheme does not support profit childcare services. The schemes main focus is to help the non-profit childcare services. This scheme allows non-profit childcare services to provide their services at a lower rate, which enables children with disadvantaged parents the opportunity to attend childcare services. Each Community based service that takes part in the Community Childcare scheme, has the responsibility to make a guideline available of the different rates for each type of service that they offer to parents. There are four types of fee rates available; and the parent/guardian will be offered the rate depending on what price band or category they fall into based on their individual financial situation. This scheme enables more access to all types of parents and therefore increases the demand for childcare services and effectively increases employment opportunities. Special Needs Assistant – Due to the downturn in the Irish Economy, there have been substantial cuts in Special Needs Assistants. It has been revealed that approximately 1200 Special needs assistant positions will be cut in the near future. (Class notes) If this happens, there will be a sharp decrease in the amount of employment opportunities available within the childcare sector. It is also thought that as a result of the cuts, individuals that currently hold a Level 7/8 qualification may not be willing to apply for job opportunities that become available due to the poor pay conditions and low status of the childcare positions. Progression of qualifications within the childcare sector e.g. achieving a Level 5 and progressing to a Level 6, Level 7 and Level 8 qualification is becoming more important to childcare workers to help them increase their employment opportunities. The better the qualification that a childcare worker obtains means they have a higher chance of securing employment within the childcare sector. E.g. If an advertisement is published in a newspaper for a childcare position, and an individual that holds a Level 5 applies  while also an individual what holds a Level 8 qualification also applies, the individual with the higher qualification i.e. the Level 8 qualification, will have a higher chance of getting the position. After obtaining a Level 8 qualification i.e. A Degree in childcare, which is generally obtained over a three year period, there is a career opportunity to continue to study towards a Primary school teaching qualification. A further two years of study in Teacher training is also required before obtaining a qualification as a Primary school teacher. After achieving a minimum of a Level 7/8 qualification, there is also the opportunity to become a manager within a childcare setting. An individual seeking to further their career or who wishes to pursue a career in management would also need sufficient experience within the early childcare and education setting to secure a higher position. This career opportunity can only become available for the individual if they have obtained a Level 7/8 qualification.

Learning about America in the Dominican Republic :: Personal Narrative Essays

Exactly one week after graduating from high school, with thirteen years of American education behind me, I boarded a plane and headed for a Caribbean island, I had fifteen days to spend on an island surrounded with crystal blue waters, white sandy shores and luxurious ocean resorts. With beaches to play on by day and casinos to play in during the night, I was told that this country was an exciting new tourist destination. My days in the Dominican Republic, however, were not filled with snorkeling lessons and my nights were not spent at the black jack table. Instead of visiting the ritzy East Coast, I traveled inland to a mountain community with no running water and no electricity. The bus ride to this town called Guayabal, was long, hot and uncomfortable. The mountain roads were not paved and the bus had no air conditioning. Surprisingly, the four-hour ride flew by. I had plenty to think about as my mind raced with thoughts of the next two weeks. I wondered if my host family would be welcoming, if the teenagers would be friendly, and if my work would be hard. I mentally prepared myself for life with out the everyday luxuries of a flushing toilet, a hot shower, and a comfortable bed. Because Guayabal was with out such basic commodities, I did not expect to see many reminders of home. I thought I was going to leave behind my American ways and immerse myself into another culture. These thoughts filled my head as the bus climbed the rocky hill towards Guayabal. When I finally got off the bus and stepped into the town-square, I realized that I had thought wrong: there was no escaping the influence of the American culture. In a way, Guayabal was an example of what author Mary Louise Pratt refers to as a contact zone. Pratt defines a contact zone as "a place where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power" (Pratt 76). In Guayabal, American culture and American consumerism were clashing with the Hispanic and Caribbean culture of the Dominican Republic. The clash came from the Dominicans' desire to be American in every sense, and especially to be consumers of American products. This is nearly impossible for Dominicans to achieve due to their extreme poverty. Their poverty provided the "asymmetrical relation of power" found in contact zones, because it impeded not only the Dominican's ability to be consumers, but also their ability to learn, to work, and to live healthily.

Critical Analysis of Frustration Essay

The concept of this story is that war can never be justified through self-righteousness. That is, if a person is trying to start a war because he thinks himself to be better than his target, there is no just reason for him to do it. Most, if not all, wars are primarily begun by one man believing himself to be better than is target. This is proven through the history of Rome and other nations. But what makes war justified? Is there ever a reason to destroy another’s life? The answer is no. Starting a war can never be justified. This story proves that. In â€Å"Frustration† a man is trying to find proof that a justified war is indeed possible. His advanced technology allows him to run through computer simulations which, in theory, would find a series of events that would make this man’s war, right. The main issue that is brought up is that a computer, in itself, lacks self-righteousness, meaning that it places a much higher value on human lives than the average human does. But how does this make any difference? Humans naturally believe that they are in some way better than each other. If a man thinks that he is better than another man than what is to stop him from attempting to subdue and enslave the lesser man? It is this self-righteousness, unchanged by generations, that causes all wars. All through that ages humanity has stayed the same in their behaviors and characteristics. This story implies this even at the very beginning of it. â€Å"The whole meal has been prepared by computer. Untouched by human hands†. With these words we know that this story takes place in the future. Herman Gelb, the main protagonist in the story, is at a meeting ith the computer programmer Peter Jonsbeck. Immediately the conversation is turned upon the activities of old man Hargrove, the Secretary of Foreign Affairs. Herman is intrigued by the fact that Hargrove is intent on finding a war that is justifiable and efficient. At questioning this, Herman get the response from Peter, â€Å"He wants the world to be the way we are-noble, honest, decent, full of respect for human rights and so on†. Now we know that it is the self-righteousness of Hargrove that is leading him to perform these computer simulations. It shows that, in this author’s view, humanity is likely to stay unchanged in the future; ignorant from their distaste of the other man, self-righteousness driving them to believe that they are the best in the world. And so our characteristic of self-righteousness never changes. Our personal beliefs can never justify war. Self-righteousness makes us blind to the true needs of our fellow man, and in the end brings dissent among people, and war. Peter makes the quote, â€Å"And they’re keeping the pressure on us, too. They don’t think we’re perfect†, this shows that self-righteousness never travels one way, that is, one person may think he is superior to someone else but that someone else will not think that person superior to him. In the story the three men all believe that they need to conquer the world in order to make it like them. They use this to justify their reason for war. When Peter says, â€Å"Hargrove thinks it is possible to find some combination of starting conditions and courses of development that will result in clear victory for us and not too much damage to the world, and he labors in constant frustration. , we know that Hargrove is so consumed by his self-righteousness that he labors furiously in order to find some kind of equation that will make his war just. This relates to human nature in a way that is explicitly obvious. We do not want to be alone in the world and therefore try to make others to be like us. Sadly in this process we begin to believe that we are better than our fellow man. This is not so. â€Å"After all†, says Peter, â€Å"It may be that even the losing nations would benefit from being directed by us, with our stronger economy and stronger moral sense. These men in the story are blind. In believing that they have a stronger moral sense, they have proven their humanity. What kind of people, with a strong moral sense, would attempt to take over nations, in order for those nations to be like them. As a people we desire not to be alone but to be supported. However, through this desire, we get blinded from our true motives. Attempting to assimilate a people is not moral or just. It is simply, wrong. As a race we tend to put a much higher value on ourselves and our desires than the needs of our neighbours. Computers have no sense of self-righteousness, which is one of the key components of humanity’s character. Herman mentions to Peter that there would be casualties. In reply Peter says, â€Å"Yes, of course. But the computer will presumably compare the casualties and other damage-to the economy and ecology, for instance-to the benefits that would derive from our control of the world, and if it decides the benefits outweigh the casualties, then it will give the go-ahead for a ‘just war’†. The computers in the story could not find a good enough excuse for a â€Å"just war† because they had no sense of self-righteousness. They did not believe that they â€Å"needed to be in control of the world and subdue other nations. In response to an accusation from Gelb that Peter is in the computer programming business for the money, Peter defends himself saying, â€Å"There won’t be a war. There’s no realistic combination of events that would make the computer decide on war†. The computers put a much higher value on life than Hargrove and the others. Hargrove believed that the other nations needed to be controlled by them in order that they be â€Å"proper† nations. The computers could not justify war by the human’s need to be in control. Gelb is curious as to why there will not be a war so Peter tells him, â€Å"I don’t know any way of programming a computer to give what is most needed in any war, any persecution, any devilry, while ignoring any harm that may be done in the process. † Sadly this is true. Any war, in order to be begun, needs some sort of devilry in order for it to get a kickoff. Computers have no sense of devilry because they have no self-righteousness, and, therefore, they can find a reason to start a war for just reasons. Those reasons simply do not exist. Human nature never changes. Wars are wrought. Lives are lost. These wars can never be justified by man’s need to be superior to his neighbour. Ever since the dawn of mankind, wars have been fought because one man, or people, believed they were the superior. This characteristic had never changed through our history, and it never will. God gave us the command to love our neighbour as ourselves. However, as this story dictates, people often love themselves way more than their fellow man. Destruction and chaos have been driven by humanities self-righteousness. But as the story dictates, self-righteousness is never focused one way. People will not freely believe that someone else is better than them. We want others to be like us because we do not want to be alone in the world. Unfortunately through this process, we begin to believe that we are better than other people. This desire for attention leads to some of the world’s greatest tragedies and depressions. Computers lack what war needs in order to be begun. They lack any sense of devilry and self-righteousness. They place a higher value on life than the average man. Never will they justify war for the sole reason to assimilate another people or nation. No set of equations or circumstances can lead a computer to giving the â€Å"OK† for a just war. It just will not happen.

Bsa 375 Sr-Rm-022 Part 1

Myrna Bravo Riordan Manufacturing is in need of updating their decrepit HRIS system to stay profitable. This system will move from the legacy system, integrated with the financial system, into a new standalone system used to integrate all of the HR tools within the system presently. In 1992 Riordan Manufacturing opened its doors to the Human Resources Department. At that time the system, HRIS, was integrated to be cohesive with the financial system.Now, 20 years later, the system has seen better days as it continues to utilize both outdated hardware to run the system and processing methods for the current data associated with the system. Riordan Chief Operations Officer, Hugh McCauley, has reached out to find a single standalone solution to their need for an updated HRIS. This solution is aimed at becoming more sophisticated, state of the art information system in the Human Resources Department. Initial Evaluation Riordan Manufacturing currently operates one system for seven differen t facets of the Human Resources Department.This system is responsible for the following information: employee information, training and development records, open positions and applications, performance and attendance, compensation, employee relations, and the original financial suite as well. Each individual facet has its own key personnel that use the systems respectively to the other systems. Some aspects of the system are still in hard copy forms kept in locked cabinets in the offices of the personnel responsible for them. Worker’s compensation is maintained by a third-party organization that maintains their own records.Key Stakeholders Key stakeholders will include the end users of each system that is in use at this time. This can be organized into a JAD session for each area to acquire the information in a brain storming environment instead of the feeling of an interrogation. The culture of the organization will lend invaluable information to developing the system. In ad dition to the end users that work with the software daily both Yvonne McMillan, Director of HR, and Maria Trinh, Chief Information Officer, will be conferenced with the stakeholders to provide their perspectives of the requirements.Maria will be brought in to the requirements solicitation to provide information and resources of the physical requirements while agreeing upon acceptable and favorable terms for the system as a whole. Yvonne will be brought in as an overall eye of the system. Her point of view will be more thorough about the system than the end users. Her sight is of an overall understanding whereas the end users only see their portion. Other key stakeholders will be advised of the information and updated to the progress as the information becomes available.The other key stakeholders will include the other executives of Riordan Manufacturing. Information Gathering and Analysis Tools It is important to have information gathering techniques so that no information can be ov erlooked. The information system that we are looking for must meet the requirements of the organization and the employees that will be using the system. The first part of information gathering should consist of identifying information sources.The main sources of information in the company should be employees who use the system and will be using the new one because they can tell you what works and what does not work or basically what’s good about this system so that we can implement it in the new system. Another source is forms and documents that have been used in the past for example accreditation paperwork or system requirement paperwork. There are also procedure manuals, rule books and reports that can be used to gather information as well.Once the analyst have identified proper sources they will then view the current system and determine the system’s problem areas as seen by the people who currently use the system and from that develop the SRS (Systems Requirements Specification) which is a tool that analyst use to specify what information requirements will be provided and also can be used for detailed design of the system. The SRS should be complete, specify operational, tactical, and strategic information requirements, it should eliminate possible arguments between users and analysts and it should use graphical aids easily understood by users who are not computer savvy.â€Å"Information Gathering†,  n. d). Techniques to Gather Requirements Several techniques are available to gather requirements information about the system. These can include interviews, documentation, and sequestered input through surveys or other mediums. Ideally one of the most effective means of gathering this information is through interviews of the people that use the system most often. While dealing with interviews we need to make the most of the time available and as such one of the best means is by utilizing a Joint Application Development session.This will provide the interviewees the ability to freely share ideas of what is wrong with the system, what is right with the system, and what is neutral. JAD will provide more information than individual interviews. The use cases ability will provide us access to the system to walk step by step through the system processes to discover how the system is for untrained personnel, resource management, and reliability. This will provide us with information that is not obtained by any other means in certain terms.The information gathering process will continue to the end of the project by the stakeholders providing feedback based on results. As we proceed through the design and development of the system we will have the ability to test each phase. This testing will provide the stakeholders with an opportunity to provide information based on the results. Information gathering will be continuous for Maria Trinh and her department as we will require their input about system longevity and down time al lotted for the new system. This information will be obtained at the inception of the project and built into the application.If the time frame provided from Maria Trinh in regards to down time is not obtainable, negotiations will commence to find a favorable median up time to maintenance time. I propose categorizing the requirements into functional requirements, operational requirements, technical requirements, and transitional requirements. The functional requirements define how the user thinks the system is functioning overall, the operational requirements define what background processes need to be executed in order for the system to work optimally over a period of time, the technical requirements define what echnical issues that must be addressed in order to successfully implement the system, and the transitional requirements define the processes or steps needed to implement the system smoothly and successfully. Project Scope â€Å"Project scope is the part of project planning t hat involves determining and documenting a list of specific project goals, deliverables, tasks, costs and deadlines† (Rouse of TechTarget. com).This scope should include the following (â€Å"Dummies. om†,  2012):Justification: How and why your project came to be, the business need(s) it addresses, the scope of work to be performed, and how it will affect and be affected by other related activities.Objectives: The products, services, and/or results your project will produce (also referred to as deliverables).Product scope description: The features and functions of the products, services, and/or results your project will produce.Product acceptance criteria: The process and criteria for accepting completed products, services, or results.Constraints: Restrictions that limit what you can achieve, how and when you can achieve it, and how much achieving it can cost.Assumptions: Statements about how you will address uncertain information as you conceive, plan, and perform you r project.ConclusionAll of the information gathered through JAD Sessions; interviews; and hands on experiences will be set into current attribute categories. Each of these categories will be divided to show the good aspects and the bad aspects of the application. All of this will be agreed upon unanimously in a last JAD session to determine what the actual requirements are that need to be placed into the requirements list. The requirements list will then be compiled to form the foundation of the scope and feasibility of the project. After the scope and feasibility have been accepted by the organization we will begin the development process.