The poem Essay Example | Topics and Well Written Essays - 500 words

The poem - Essay Example The period idolized the imagination as the highest of human capacities. This was largely because of its creative abilities and as a means of reacting to sweeping change in every aspect of life. It also esteemed nature because of the creative element inherent in it and because of the manifestation of the imagination that could be found within it. This refers to the idea that we create what we see, reflecting a growing awareness of our co-existence with our environment. The world was full of symbols and signs that would portend future events and actions which were knowable through their relationship to the myths and legends of antiquity. The period had some overlap with the transcendental movement as well in which everything encountered in life had a higher spiritual meaning. These concepts of using natural symbols to convey a deeply spiritual idea by pushing the reader’s imagination can be traced through much of Dickenson’s poetry. By avoiding titles, she forces her readers to pay closer attention to what the poem says as a means of identification at least. Once she has her reader engaged in her poem, she then uses natural imagery to make a closer connection with the reader. This can be found in lines such as â€Å"invisible as music / But positive as sound† (This world is not conclusion 3-4); â€Å"They went to God’s right hand / That hand is amputated now† (Those dying then 3-4); and â€Å"Tell all the truth but tell it slant / Success in circuit lies† (Tell all the truth but tell it slant 1-2). In each of these lines, Dickenson encourages her readers to create a mental image analogy of her idea, but this also requires the engagement of the imagination at the same

Concepts Of Equaltiy Diversity And Rights Essay Example for Free

Concepts Of Equaltiy Diversity And Rights Essay Equality: Equality has been established to ensure that everyone has the right to equal opportunities, equal rights in work environment or in general and therefore classed as important focused and organizations take it really seriously as they have to ensure that every individual employee are entitled to same choices, opportunities and are treated equally. There are various types of equality such as the racial equality act, gender equality act, women’s equality act, Marriage equality and many more however the Equality Act 2010 (the Act) replaced previous anti-discrimination laws with a single Act. The equality of act in health and social care setting came into force on 1 October 2010. Whenever an individual need health care or medical treatment or when an elderly or an individual with mental problems who are being cared for in nursing homes, care in day Centre and such, they have the right not to be discriminated against because of their race, gender, gender identity, disability, religion or belief or sexual orientation. Diversity: is to understand that every individual is unique and recognize individual’s difference, therefore respected and valued in community or in the workforce. We live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity. In the healthcare setting, workers will reflect this diversity around gender, race and ethnicity, disability, religion, sexuality, class and age. Rights Every individual is entitled to basic human rights and in turn they have to able to and if not learn to respect other’s human rights. Right to life nobody even the government can try to end an individual’s life. This also means that an individual has the right to be protected if their life is at risk. The human rights act also prohibits the death penalty in UK. The courts have held that the right of life however don’t include right to take your own life. The right to life is absolute however it does not always apply in certa in situation. A person’s right to life is not breached if they die when a public authority (such as the police) uses necessary force to: †¢stop them carrying out unlawful violence †¢make a lawful arrest †¢stop them escaping lawful detainment Of course, even in these circumstances, death would be avoided wherever possible, and the force used must be absolutely necessary and strictly  balanced. According to law, Everyone’s right to life shall be protected by law. No one shall be disadvantaged of his/ her lives intentionally save in the execution of a sentence of a court following his/her conviction of a crime for which the penalty is provided by law. In health and social care setting career or anyone has to be able to respect other’s human rights. Right to liberty every individual has the right to their personal freedom. The government cannot take away an individual’s freedom by detaining them without any good reason even if it’s just for short period of time. Importantly, the Human Rights Act provides that if an individual is arrested, they have the right to: †¢Why an individual have been arrested and what charges they face, would be told in a language they would understand. †¢Be taken to court punctually. †¢Have a trial within a reasonable time. †¢If an individual is confident enough than Go to court to challenge their detention if they think it is unlawful. In health and social care setting worker/career, every patient is entitled to right of their personal freedom therefore they have the right to equal required health care services needed as everyone else within the care setting. Discrimination is unlawful within Britain. Law protects you from discrimination at situation like these †¢At work. †¢As a consumer †¢When using public services. However there are two types of discrimination overt discrimination and covert discrimination. Overt discrimination is when a colleague of an individual is paid more because of their gender even though they both are doing the same job with the same qualification, there should be no differences at all. Unfortunately sometimes it does still takes place and that individual have to be aware and make sure that it is sorted out. Covert discrimination is opposite to overt, this is more complicated to demonstrate as it is hidden. For example it is when an individual is applying for a job with the same qualifications and experience as other applicants, someone between those two might not get picked because of their skin color or their sexuality or their ethnicity. It still does take place but the only thing is hard to  demonstrate as it is hidden. An individual has to be aware of covert discrimination against people using health and social care services. Stereotyping is dangerous and common with the children, which they tend to pick up from the adults. The most common types of stereotypes are that All overweight people are too lazy to get anything done All homeless people do not want to work. The Williams and Best gender study from 1992 found that within 30 different countries, males were typically characterized as adventurous, powerful, domineering and independent. Females, on the other hand, were characterized as sentimental, submissive and superstitious, however slowly the society has been making transition away from the stereotyping. Prejudice is when someone makes and judgment about someone without really knowing the facts. Sub culture is a culture is a culture with its own distinctive norms and values for example chav, Emo, Goth etc. people might judge them and stereotype them without knowing, some people see Goth as dark inside, dark thoughts and heavy makeup, but who are they to know assume that, because in fact they are only seeing them visually, if they actually approach them and talk they might not be what they think they are at all. In the health and social care profession an individual may still have these thoughts not just health and social care settings but everywhere however they have to be careful of how they see and treats others which will make an impact in their work. If individual lets prejudices interfere them with their work in health and social care the person will not be treated fairly.

Herpes Essay -- essays research papers

Herpes Herpes is one of the common of more than 30 different sexually transmitted diseases (STD’s) in America today. Herpes is an infection that is caused by one of two closely related viruses, herpes simplex virus type 1 (HSV-1) and herpes simplex virus type 2 (HSV-2). Both of which are very easily caught, have similar symptoms, and can occur on different parts of the body. Even though it is most common to see the virus HSV-1 appear as oral herpes and to see the virus HSV-2 appear as genital herpes.   Ã‚  Ã‚  Ã‚  Ã‚  Most often herpes is a relatively harmless disease that is rarely life threatening. The most common form of herpes is oral herpes and usually shows up on the lips or inside of the mouth as â€Å"cold sores† or â€Å"fever blisters†. Cold sores are common in young children who acquire them from being exposed to active cold sores of adults and other children. This form of herpes is annoying but harmless in both children and adult, but is however very harmful to a newborn. It can sometimes be difficult to distinguish whether or not someone has been exposed to the other form of herpes, genital herpes. This is because there are very often no symptoms that go along with the virus. This is not always the case though and when symptoms do occur they are often seen as a cluster of blister sores, usually on the vagina, vulva, cervix, penis, or anus. For genital herpes, symptoms may last several weeks, go away but only to return again weeks, months, or even year s later. Symptoms may a...

Essay --

Erika Poeling 6R Ella Fitzgerald Ella Fitzgerald was a great role model to many people including the members of several bands that she played in. She inspired the people of her generation and those after to pursue their dreams. She loved children that liked to play and do other fun stuff that she liked to do when she was a kid. She wanted to make people happy by singing. She is known as The First Lady of Jazz. Ella Fitzgerald was an African-American that was born on April 25th, 1917 in Newport News, Virginia. She was left in a park at age 4 by accident and got sent to an orphanage, but her mom, Temperance, was able to get her back a few days later. Her family was very poor and racial segregation was wide spread in the United States during this time. Her mom got divorced from Ella’s father, William, shortly after she was born. After the divorce, Ella and her mom moved to a town in New York called Yonkers. There, her mom got married to Joseph Da Silva. In 1923 Temperance and Joseph had a daughter and named her Frances. To help support her family during this time, Ella worked as a money runner for gamblers and bookies. Ella attended Sunday school and Bible study in addition to worship services, Here, Ella was introduced to music and singing. In school, Ella liked to dance and perform for others. When she entered fourth grade at a public school, she did not have a lot a lot friends because she did not know how to talk to others without hurting their feelings. She had to go to the school that was less expensive because they did not have that kind of money to spend on a private school. Ella had been singing since she was 4 years... ...way or something they did was bad. Older people today still listen to her music. She always had a smile on her face when she was mad or upset. She helped children to bring the dreams to a better place by practicing with them on their career. Ella liked going to the photo both to take pictures with her friends and family but she never had the time for all of the fun things because she always had to perform in a concert or on stage. Ella Fitzgerald is a great role model to kids and other adults. She shows us that hard work and determination can lead us to do great thing. She shows us that we should us the talents that we have. She inspired the people to go after their dreams and never give up on themselves. She loved children that wanted to peruse their dreams and she made them come true by helping them do the things that she loved to do when she was a kid.

What’s Make an Effective Hrm

Course Study Guide Part 1: Course Info 2012–13 International HRM INDU1130 Contents 1. Welcome3 2. Introduction to the Course4 2. 1Introduction and Rationale4 2. 2Aims4 2. 3Learning Outcomes4 2. 4Learning and Teaching Activities4 3. Contact Details5 4. Course Content6 5. Assessment Details8 5. 1Summary of assessment8 5. 2Assignment one – Group presentation and individual report8 5. 3Assignment two – Essay11 5. 4Final Examination13 5. 5Resit Assessment13 6. Reading13 6. 1Core Textbooks13 6. 2Supplementary Reading14 6. 3Other Sources15 7. Other Details15 8. Feedback sheets15 . Past Exam Papers18 1. Welcome Dear student, Welcome to the final-year course International Human Resource Management. We hope that you will enjoy the course. This course, which is an option for students on the BABM and other programmes, assumes no detailed prior knowledge of the field of human resources management. This course handbook explains how the course is organised and what the assessme nts are. It also lists the lecture and tutorial topics. Tutorials accompany the weekly lectures, and are designed to deepen your understanding of the topic using real-life examples.We expect you to attend all lectures and tutorials, and to do all the prescribed reading (detailed in section six) – generally, you have to read one chapter per week from the course textbook. This course deals with the question how organisations (private-sector companies as well as public sector organisations) manage people, in particular how they motivate employees to achieve the high standards of performance required in today's competitive markets. The course also deals with the wider social, economic, political and historic context within which organisations operate.The course is split into two parts: The first term introduces you to Human Resource Management (HRM), while the second term introduces Employment Relations (ER), sometimes also called Industrial Relations (IR). Both fields are closel y related, but focus at different aspects of the employment relationship (the relationship between employer and employees). HRM focuses mainly at the company level, while ER also investigates the national (and international) levels; and while HRM focuses more on individual employees, ER concentrates more on groups of employees and their representatives, trade unions.Human resource management is both an academic theory and a business practice. It is based on the notion that employees are humans, and thus should not be treated as a basic â€Å"business resource† (despite the name â€Å"human resource management†). HRM focuses on the human aspect of a company and its strategic importance. HRM is, supposedly, very different from traditional â€Å"personnel management†, which is a purely administrative function. HRM is much more than the pure administration of personnel and their contracts (e. g. wages, payment systems, and working hours).HRM deals with topics such a s employee involvement (i. e. giving employees a say at work) and motivation. Employment relations or industrial relations focuses on the wider relations between management and workers, particularly groups of workers represented by trade unions, and the structure of labour markets. Industrial relations can take place on many levels, such as the â€Å"shop-floor† (i. e. at the level of the factory or office), the regional level, or the national level. Governments set the framework for industrial relations through legislation and regulations.The climate and institutions of industrial relations vary considerably between countries, being more â€Å"cooperative† in some (e. g. Germany and Japan) and more â€Å"adversarial† in others (e. g. the US, the UK and France). Again, We hope that you will enjoy the course and find it useful! Good luck! Niels-E. Wergin-Cheek (course leader)and the course team| | 2. Introduction to the Course 2. 1Introduction and Rationale Human resources are being recognised increasingly as vital to achieve competitive advantage, and managing human resources is thus a vital activity.The course introduces relevant concepts and theories in the field of HRM, and will provide students with the knowledge, understanding and key skills required to undertake human resource management at a professional level. This course is aimed at those students on generalist business and management programmes (in particular BABA and BABM students) in the Business School who have not previously studied any specialist HR courses. The course focuses, as much as possible, on comparative and international aspects of HRM. 2. 2AimsThis course aims to outline the background and the main theoretical frameworks for the study of HRM; explain the historical context in which HRM is located; and introduce the broad functional areas of HRM, its organisational responsibilities, and how they interact. Rather than focusing solely on the situation in the UK, read ings, examples, and case studies from a variety of countries will be used, highlighting international diversity, allowing students to compare the role, activities, and institutional frameworks of HRM in different national contexts. 2. 3Learning OutcomesKnowledge and understanding of: * reasons why human resource management is a vital part of organisational success, * main theoretical frameworks used in HRM, * broad activities of HRM such as resourcing, reward, performance management, training and development and employee relations, * policies and practices in these key areas of HRM that are available to HR managers, * best practice in these areas and the business reasons for them, in particular the role of employee involvement and participation in motivating and empowering employees, * the ways in which these areas are interconnected, the external and internal factors which potentially have an impact on these four areas, * the strategic integration of the main HR functions into corp orate strategy, * international and comparative aspects of HRM (†¦) 2. 4Learning and Teaching Activities The course supports the student in an independent learning process in which teaching is interspersed with reading and information gathering. Students are encouraged to relate key theories within the subject field to practice at workplace level. Lectures introduce and familiarise the students with the main issues surrounding the course.Tutorials contain a combination of tutor-led and student-centred activities. The latter will be used to enable independent learning with students collaborating in groups. Activities include the discussion of videos, case studies and other readings, as well as group discussions, role plays and presentations by students. 3. Contact Details Name | Room| E-mail | Phone | Office Hours| Le Quyen Thuy Trang| | [email  protected] com| +84-903 148 548| | 4. Course Content Abreviations: ch: chapter, wk: week; chapter numbers refer to core textbooks (se e below) Lecturers: Bui Quoc Liem, Le Quyen Thuy Trang | Date| | Topic| | Reading| Block 1| | PART I: The HRM arena and context| | | 1| | Lecture| The nature of human resource management (NW)| | Bratton,| | | Tutorial| Introduction to the course | | ch. 1| 2| | Lecture| The Context of Human resource management (PG)| | Bratton,| | | Tutorial| Oil Tool Inc case study| | ch. 4| 3| | Lecture| Strategic human resource management (PG)| | Bratton,| | | Tutorial| Air National case study| | ch. 2| 4| | Lecture| International human resource management (PG)| | Bratton,| | | Tutorial| FAEKI case study| | ch. | 5| | Lecture| Restructuring Work and Organisations (PG)| | Bratton,| | | Tutorial| Wolds Insurance case study| | ch. 5| 6| | Lecture| Flexibility (PG)| | Bratton,| | | Tutorial| ‘Flexibility at Burton Group and Ferodo’ exercise| | ch. 5| | PART II: HRM functions and practices| | | 7| | Lecture| Resourcing I: HR Planning (PG)| | Bratton,| | | Tutorial| Presentation 1: Human Re source PlanningCDX Bank case study| | ch. 6| 8| | Lecture| Resourcing II: Recruitment and Selection (PG)| | Bratton,| | | Tutorial| Short listing exercise| | ch. | 9| | Lecture| Resourcing III: Performance Management, Appraisal (PG)| | Bratton,| | | Tutorial| Presentation 2: Performance Management, AppraisalInsight Communications case study| | ch. 8| 10| | Lecture| HRD / Training and Development (PG)| | Bratton,| | | Tutorial| Presentation 3: HRD / Training and DevelopmentAppoint in Hase, Repent at Leisure case study| | ch. 9| 11| | no class| Reading week| | | 12| | Lecture| Employee Reward (PG)| | Bratton,| | | Tutorial| Presentation 4: Employee RewardCity Bank case study | | ch. 0| 13| | Lecture| Evaluating HRM (PG)| | Bratton,| | | Tutorial| Report surgery session| | chs. 14+15| Block 2| | PART III: PERFORMANCE MANAGEMENT – STRATEGIC AND GENERAL CONSIDERATIONS| | | 14| | Lecture| Chapter 1: Performance Management and Reward Systems in Context  Ã‚  | | Aguinis| | | Tutori al| Case Study: Good practice in performance management | | ch. 1| 15| | Lecture| Chapter 2: Performance Management Process  Ã‚  | | Aguinis| | | Tutorial| Case Studies:Disrupted links in the performance management process at Omega Inc.Performance Mangement at the University of Ghana| | ch. 2| 16| | Lecture| Chapter 3: Performance Management and Strategic Planning  | | Aguinis ch. 3| | | Tutorial| Case Study: Creating a Strategy and Linking It to Performance at The Gap, Inc| | | PART IV: PERFORMANCE MANAGEMENT – SYSTEM IMPLEMENTATION| 17| | Lecture| Chapter 4: Defining Performance and Choosing a Measurement Approach  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Identifying Task and Contextual PerformanceChoosing an Appropriate Performance Measurement ApproachSt. Jessica’s Urban Medical Center Emergency Room| | ch. | 18| | Lecture| Chapter 5: Measuring Results and Behaviors  Ã‚  | | Aguinis| | | Tutorial| Case Study: Accountabilities, Objectives and StandardsT he College of Business at VIP University| | ch. 5| 19| | Lecture| Chapter 6: Gathering Performance Information  | | Aguinis ch. 6| | | Tutorial| Evaluating an Appraisal Form used in higher education| | | 20| | Lecture| Chapter 7: Implementing a Performance Management System  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Implementing a Performance Management Communication Plan at Accounting, Inc. Training the Raters at Big Quality Care| | ch. 7| PART V: EMPLOYEE DEVELOPMENT| 1| | Lecture| Chapter 8: Performance Management and Employee Development  Ã‚  Ã‚   Chapter 9: Performance Management Skills  Ã‚  Ã‚   | | Aguinis| | | Tutorial| Development Plan Form at Old Dominion UniversityEvaluation of a 360-Degree Feedback System DemoPersonal Developmental Plan at BrainstormWas Robert Eaton a Good Coach? | | chs. 8+9| PART VI: REWARD SYSTEMS, LEGAL ISSUES AND TEAM PERFORMANCE MANAGEMENT| 22| | Lecture| Chapter 10: Reward Systems and Legal Issues  Ã‚  Ã‚   Chapter 11: Managing Team Performance   Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Stryker & Boeing Reward PlansCase Study: Rewards System at H.H. Haley Company| | ch. 10+11| 23| | Lecture| Revision Lecture | | Re-read| | | Tutorial| Exam preparation| | | 24| | no lecture| -/-| | Re-read| | | Tutorial| Exam surgery session| | | | | 5. Assessment Details Your mark for this course is made up from three components: two pieces of coursework (an essay and a portfolio), and the final exam. These components are weighted differently (i. e. some count more than others): the exam accounts for half of your final mark, the essay for one fifth, the portfolio for three tenth.Marks range from zero to 100 per cent (zero being the worst). In order to pass the two pieces of coursework and the exam, you need to achieve at least 40 per cent. If you fail any of these, you might be able to retake the failed piece of assessment once. The assessment will be different from, but similar to the original one. You must follow the instructions given for each assessment, otherwise you might fail. It is important that you hand in both pieces of coursework on time. Late submissions will be marked zero (unless you are granted â€Å"extenuating circumstances†, e. . for being ill; cf. section 7. 2). In order to pass the course, the weighted average of your four pieces of assessment needs to be at least 40 per cent. If you fail the course, you might have to re-take it in the following academic year. 5. 1Summary of assessment Assessment Title| Weight towards final grade| Pass Mark| Due Date| Group presentation and individual report (HRM part 1)| 15%| 40%| 28 December 2012| Essay (HRM part 2)| 35%| 40%| 03 April 2013| Final examination| 50%| 40%| May 2013| Total| 100%| 40%| | 5. Assignment one – Group presentation and individual report Task:This assignment consists of two parts, a group presentation and an individual report. Both elements are compulsory, but only the second part will be marked. If you do not complet e both parts of the assignment, you will automatically be marked zero. Part one:Prepare a 15-minute group presentation investigating one of the following topics, using a case study: 1. Human Resource Planning 2. Performance Management and Appraisal 3. Human Resource Development / Training and Development . Employee Reward Your presentation should be based on a case study, i. e. it should investigate: * how one organisation (either a private company or a public-sector organisation) deals with these issues, * what actual or potential problems the organisation is facing in doing this, * what the causes for these problems are, * what alternative solutions to solving these issues there are, and how these could be implemented. For detailed guidance, please see the instructions on analysing case studies below.NB: The presentation itself is not marked. However, if you do not participate in preparing and delivering the presentation, you will not be allowed to submit the second part of this a ssignment (see below), which is marked. Part two:Prepare an individual report on the topic of your presentation. Your report should be based on extensive individual research on your topic, and should be referenced throughout. Your report should not merely summarise the case study, it should cover your topic (e. g. Human Resource Planning) in general.You should then use the case study to illustrate the topic, following the instructions on analysing case studies below, and relate this to the four questions above. It is important that your report develops an argument rather than just summarising points from the textbook or the case study. This is an individual piece of work (that is, you are not to write it collectively with fellow students); and that you should develop your points from the presentation further, rather than just repeating it in written form. You have to attach the slides you used during your presentation, otherwise your assignment will be marked zero.Sources to be used : HRM and Employment Relations textbooks * Employee relations and HRM textbooks * Academic journals (e. g. Industrial Relations Journal; Employee Relations) * HR Practitioner journals (e. g. Personnel Today, People Management) * Newspaper articles (e. g. Financial Times, Independent, Guardian, not tabloids like, for example, the Sun) * CIPD website (www. cipd. co. uk) Word Limit:1,500 words Due Date: 28 December 2012 Weighting:This assessment is worth 15% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your next assignment. Nota Bene: The individual report must be your own work, and not copied by or from another student or from books e tc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style.Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 3Assignment two – Essay Choose one of the following two questions. You must follow the instructions given below! Question 1: What makes an effective Human Resource manager? What skills, competencies and knowledge does he or she require to become a successful manager in the organisation of today? Use at least one actual case example to illustrate your answer. Suggested Structure: Part of essay| What should be included|Introduction| Define what is meant by an HR manager. Outline the skills, competencies and knowledge required, using textbooks and journals. Give an overview of the essay’s main sections as well as your argument. | Main body| Discuss at least one case example of good practice , relating them to the skills, competencies and knowledge identified in the introduction, using the sources described below. Divide the main body into subsections, using your own subheadings. | Conclusion| Summarise your answer to the question and the main arguments you have used to arrive at that answer. References | In-text references and list of references (at the end of the essay) in Harvard style. | Sources to be used: * HRM textbooks (658. 3 in library catalogue) * Academic journals (e. g. Human Resource Management Journal) * HR practitioner journals (e. g. Personnel Today, People Management) * CIPD website (www. cipd. co. uk) * Corporate websites Question 2: How would you describe â€Å"good practice† in performance management in today's work organizations? What processes, strategic planning, measurement approach, and skills would you recommend?Illustrate your answer with at least one real life case example. Instructions: Word Limit:2,000 words Due Date: 03 April, 2013 Weighting:This assessment is worth 35% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. 5 cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your exam.Nota Bene: The essay must be your own work, and not copied by or from another student or from books etc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style. Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 4Final Examination The exam lasts for two hours (plus reading time). It is a â€Å"closed book†, which means that you are not allowed to bring any books or notes into the exam (dictionaries are not allowed either).The exam accounts for 50 per cent of your overall mark for the course. The exam has two sections with four questions each. You will have to answer two (out of the four) questions from each section. Each question carries equal weighting. You will have revision lectures to prepare you for this that you must attend. Please refer to your Study Skills booklet for tips on revision and examination technique. Past exam papers for most courses are available in the library and on the University of Greenwich Business School website at http://gibs. gre. ac. uk/admin/pep. sf. Past exam papers for this course are available in section ten of this handbook. 5. 5Resit Assessment Your coursework and exam results will be reviewed by a Subject Assessment Panel (which looks at the course) and a Progression and Award Board (which reviews your progress). The discussions in these two committees will determine whether you have failed any cou rsework or exams, and whether you will be offered the chance to do resits. Please note that there is no automatic right to do resits; whether these are offered depends on your overall progress.Resits will usually involve a new coursework topic or exam. Where you have been deemed to have failed a piece of group work, or a presentation or a test, any resit of these will normally involve a similar piece of individual coursework. If you have been notified that you have to complete coursework resits, check on your course’s WebCT/Blackboard site where the details of the assessment task, submission dates and methods will be explained. If you have been notified that you have to complete exam resits, check the University’s exam timetable on the Student Portal. 6. Reading 6. Core Textbooks Block 1: Bratton, John and Gold, Jeff (2007): Human Resource Management – Theory and Practice (4th ed. ). Basingstoke: Palgrave Macmillan. ?37. 99, ISBN: 978-0230001749. Block 2: Herman Aguinis, (2013): Performance Management (3rd ed. ). Pearson. ISBN: 978-0132974356 We expect you to buy both of these books. They are essential to prepare you for, and help you with, lectures, tutorials, assignments and exam. The books are available in the university bookshop, which is located in the Mews building on campus (the first building on the left when entering the campus hrough the West Gate, opposite the library). NB: We have negotiated a special deal with the publisher: If you buy both books together at the University Bookshop, you will receive a discount of about 30% (? 20). 6. 2Supplementary Reading Bach, S. and Sisson, K. (2005): HRM and Personnel Management (4th ed). Oxford: Blackwell. Bamber, G. , Lansbury, R. and Wailes, N. (ed) (2004): International and Comparative Employment Relations: Globalisation and the developed market economies (4th ed). London: Sage. Baron, J. and Kreps, D. (1999), Strategic Human Resources: Frameworks for General Managers.New York: Wiley. Beardwell, I. , Holden, L. and Claydon, T. (2004): Human Resource Management: A Contemporary Approach (4th ed). London: FT Prentice Hall. Blyton, P. and Turnbull, P. (2004): The Dynamics of Employee Relations (3rd ed). Basingstoke : Palgrave Macmillan. Bratton, J. and Gold, J. (2003) Human Resource Management: Theory and Practice (3rd ed). Basingstoke: Palgrave Macmillan. Edwards, P. (2003): Industrial Relations – Theory and Practice. Oxford: Blackwell. Ferner, A. and Hyman, R. (ed) (2000): Changing Industrial Relations in Europe (2nd ed). Oxford: Blackwell. Foot, M. and Hook, C. 2005): Introducing Human Resource Management (4th ed). London: FT Prentice Hall. Gennard, J. and Judge, G. (2005): Employee Relations (4th ed). London: CIPD. Hollinshead, G. and Leat, M. (1995): Human Resource Management: an international and comparative perspective on the employment relationship. London: Pitman. Hollinshead, G. ; Nicholls, P. and Tailby, S. (2003): Employee Relations (2nd ed). Londo n: FT Prentice Hall. Huczynski, A. and Buchanan, D. (2003): Organizational Behaviour: an introductory text (5th ed). Harlow: Pearson. Hyman, R. (1975): Industrial Relations: A Marxist introduction.London: Macmillan. Hyman, R. (1989): The Political Economy of Industrial Relations. London: Macmillan Press. Hyman, R. and Ferner, A. (ed) (1994): New Frontiers in European Industrial Relations. Oxford: Blackwell. Kessler, S. and Bayliss, F. (1998): Contemporary British Industrial Relations (3rd ed). London: Palgrave Macmillan. Legge, K. (2005) Human Resource Management: rhetorics and realities (anniv. ed). Basingstoke: Palgrave Macmillan. London: FT Prentice Hall. Maund, L. (2001): An Introduction to Human Resource Management. London: Palgrave. Noon, M. and Blyton, P. (2002): The Realities of Work (2nd ed).Basingstoke: Palgrave. Redman, T. and Wilkinson, A. (2006): Contemporary Human Resource Management: Text and Cases (2nd ed). London: FT Prentice Hall. Salamon, M. (2000): Industrial Rel ations: Theory and Practice (4th ed). London: FT Prentice Hall. Torrington, D. ; Hall. L. and Taylor, S. (2005): Human Resource Management. London: FT Prentice Hall. Watson, T. (2002): Organising and Managing Work. Harlow: Pearson Education. Other books on Human Resource Management, Personnel Management or Industrial/Employee Relations in the library will also be useful to follow up particular topics.These are found at shelfmark (the book’s ID number, which can be found on it’s spine) 658. 3, or you can search the library OPAC (on-line catalogue) with keywords. The catalogue can be accessed at the library, and via the internet at http://libcat2. gre. ac. uk/TalisPrism. 6. 3Other Sources In addition to reading the texts, you should also read and consult the following newspapers, journals and web sites that are all available in the library: Newspapers: * Financial Times * The Independent * The Guardian * The Independent * The Times Journals: * Human Resource Management J ournal Incomes Data Services (IDS) Studies and Reports * Industrial Relations Journal * IRS Employment Trends * People Management * Personnel Today * Personnel Review Web Sites: * Trades Union Congress: www. tuc. org. uk * Confederation of British Industry: www. cbi. org. uk * UK Government: www. direct. gov. uk * Department of Trade and Industry: www. dti. gov. uk * ACAS www. acas. org. uk * European Industrial Relations Observatory: www. eiro. eurofound. eu. int * Chartered Institute of Personnel and Development: www. cipd. co. uk * People Management journal: www. peoplemanagement. co. k * Incomes Data Services: www. incomesdata. cu. uk . See also the websites suggested in the set texts 7. Other Details Please refer to your programme handbook for any further information you might require including methods of submitting assignments, advice and administrative procedures. 8. Feedback sheets The following three pages show the feedback sheets that your tutors will use to mark your assi gnments. Have a look at them to see what is required! ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 1: Report Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Fluently writtenAcademic writing style| | | | | | Inele gantly writtenInformal writing style| 4. 2 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 3 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excellent, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 2: Essay Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Flu ently writtenAcademic writing style| | | | | | Inelegantly writtenInformal writing style| 4. 5 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 6 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excelle nt, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | 9. Past Exam Papers EXAMINATION PAPER – 2003/04 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU1025UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES You MUST answer ALL the questions in Part A (case study) Choose ONE question from Part B Choose ONE question from Part C Section A carries 33% of total marks Section B carries 33% of total marks Section C carries 33% of total marks ————————————————- SECTION A CASE STUDY SUPERSTORES Superstores is a large food retail company that has been in existence for 100 years. The organization has built a reputation for good quality fo ods, and depends on relatively well-off customers for its market.Most stores are in the South East of mainland Britain. There are more than 4,000 employees, and it is very dependent on part-time women workers and also student workers who mainly work in routine store jobs, paid just above the minimum wage level. Managers are full-time and are assigned to each store. The firm has medium to high labour turnover, because of the unsocial hours that some staff have to work, and the fact that students often do not want to stay for long. The firm has never recognized trade unions, but has had an informal system of local employee committees. However, many of these committees are no longer being used, so that there is little consultation with employees in some stores.The big retail food firms in Britain are in intensive competition with each other to sell food at low prices, which means that Superstores must find ways to cut labour costs by using its employees in a more effective way. At the same time Superstores must improve the customer service it offers and also give its customers a greater variety of quality foods. The trade union TGWU (Transport and General Workers’ Union) is actively recruiting Superstores employees. It looks as if Superstores will be presented with a claim for union recognition in the near future. The Managing Director of Superstores is aware of this, and is considering whether or not to accept a trade union presence, and if he should negotiate a partnership agreement with the union if they are recognized.SECTION A QUESTIONS – YOU MUST ANSWER ALL OF THESE (33%) 1. Advise the Managing Director on the legal position in Britain on trade union recognition. What are the advantages to Superstores of recognizing trade unions? What are the drawbacks? 2. What kind of flexibility is Superstores getting from its part-time employees? Why is this important in food retailing? SECTION B – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 3. What is Hofstede’s theory of culture? How does this help companies that operate in more than one country? What are the main criticisms of his theory? 4. Identify and outline the different managerial frames of reference. Which style of management fits each of these?Illustrate your answer with real-life examples. 5. Outline the legal position in Britain on redundancy. Besides conforming to the law, what are the advantages to firms of having a redundancy policy? 6. Briefly outline THREE theories that try to explain how the labour market works. Discuss which one best fits the current situation of the 21st century. SECTION C – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 7. What is meant by Taylorism and Fordist work systems? What problems are created by these ways of organizing work for people managers? 8. Outline TWO types of payment systems and the sort of jobs paid in each way. What are the recent trends in payment systems in the UK? 9.Describe TWO different theories that exp lain how people learn. Why do people managers need to know how people learn? 10. What do we mean by ‘performance appraisal’? What are the objectives of an appraisal interview, and what are the main problems that can arise? EXAMINATION PAPER – 2004/05 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU 1025 UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES Answer three questions in total, answer one question from each section. All questions carry equal marks. This is a closed book examination. ————————————————-SECTION A – Answer ONE question from this section 1. â€Å"Collective bargaining causes unnecessary conflict between management and workers and should be replaced by individual, direct negotiations betwe en employees and managers. † Discuss. 2. â€Å"Firms should avoid trade unions†. Discuss. 3. â€Å"Collective bargaining it the best way to give employees a voice at work. † Discuss. SECTION B – Answer ONE question from this section 4. Explain the differences between recruitment and selection. Outline three recruitment methods and three selection methods. 5. Explain the difference between overt (written) contract of employment and the covert (unwritten) psychological contract of employment. 6.Describe the advantages and disadvantages of the flexible firm for employers and employees. SECTION C – Answer ONE question from this section 7. HRM has been the subject of much debate. How would you attempt to define and explain its underlying principles? 8. â€Å"Reward refers to all of the monetary, non-monetary and psychological payments that an organization provides for its employees in exchange for the work they perform†. Describe different forms o f reward and outline the main objectives of the reward system. 9. Define ‘performance management’ and explain the role of the ‘appraisal’ in performance management. Discuss different forms of appraisal.

Capture Your Stories - Guest Post by Gary Ryan

Capture Your Stories - Guest Post by Gary Ryan Capture Your Stories Guest Post by Gary Ryan, edited by Brenda Bernstein, The Essay Expert In last week’s article by Gary Ryan, How Students Can Leverage Part Time and Volunteer Work, he explained what employability skills are and why they are important for your future. This week he asks an important question: How do you capture your experiences in a useful way? Your stories are important in the context of both creating your resume (The Essay Expert’s specialty!) and preparing for an interview. Are you the right fit? Once you are in front of your prospective employers, your goal is to communicate that you are the right fit for their organization. The interview is largely about testing your personality. The interviewers already know that you have the right technical skills or a demonstrated ability to learn them. What they don’t know is whether or not you will fit in their company culture. This is where your stories about your employability skills kick in. 95% of interview questions are behaviorally based. This means that you will be asked questions that require you to provide an example about how you have demonstrated your employability skills in the past. If you haven’t prepared your answers, you will likely fumble your way through your interview. Tell us about a time†¦ As an example, imagine being asked, â€Å"Please tell us about a time when you had to work with a difficult person.† This question is meant to elicit how well you will interact with your fellow employees. Will you be a good team member to have around the office? If you have prepared stories about teamwork, communication, leadership and problem solving, you will quickly be able to modify one of your existing stories to provide a succinct and coherent answer to this question. If you haven’t prepared your stories, your face could turn white, the blood draining from your brain: â€Å"I’m not sure. I can’t think of one right now. I know that I have worked with difficult people before but I can’t think of one right now. Sorry.† It is not unusual for these sorts of responses to be heard in an interview. How do you think the interviewers will judge your organizational â€Å"fit† with this kind of response? A structure to rely on Now here’s the good news: Interviewers have formulas that they listen for with regard to how your answers are structured. If you know the formula, you can prepare so you don’t get caught off guard. One common formula is the CAR (Challenge / Action / Result) method. When answering a question such as the one above about working with a difficult person, you might choose a CAR story that you had prepared. Let’s break down the components of a CAR story so you can create some of your own: ‘C’ is for Challenge or Circumstance. What situation sets the scene for your story? What was the context? Who were the players? What goal were you (as a team or individually) trying to achieve? What roadblocks stood in the way? Although the first place to look for CAR stories is in your work experience, some of your best examples might come from family, recreational, or other extracurricular activities. This is especially true if you are a new graduate, but might be relevant even if you are a seasoned professional. If you planned a wedding, for instance, you learned skills that will apply in any paid position where you might be asked to organize a project or event. And if you get along well with your family, that’s a great sign that you will be a great person to have in the workplace! ‘A’ is for Actions. This is where you differentiate yourself. What did you do that made a difference? Be specific and include the most pertinent actions that you undertook. In the example above, you may have recognized that part of the reason for the â€Å"difficult† person’s behavior was that you hadn’t been clear in your communication. So you may have stopped talking and just listened. Perhaps you discovered that they had misunderstood what you said- enabling you to communicate your message in a way they could comprehend. ‘R’ is for Results. This is the â€Å"So what?† part of your story. The results you have produced are some of the most important employability skills you can demonstrate. In the above example, your effective use of communication through improved listening may have resulted in a clearer understanding for the entire team of what it was trying to achieve- which in turn created a high level of focus and ultimately a successful project. You might even add that a big lesson from this experience was that through effective communication, you realized that the â€Å"difficult† person in question wasn’t that difficult after all. By sharing your results, you emphasize the positive impact you can have on an organization. Reap the benefits of preparation Preparing your CAR and employability skills stories, complete with results and lessons learned, provides you with flexibility when answering questions. You will be able to simply listen to the question and then select the most appropriate story to answer it. Your answers will be well-thought-out and evidence-based, and will make your interviewers engaged and favorable toward your application. The power of telling your stories through a structure such as CAR is that it enables you to shine and reveal your personality, in addition to demonstrating how well you prepare for important meetings (yes, an interview is a meeting!). Your interviewers are then in a position to objectively judge how you would fit in the organization. If you’d like to learn more about how to prepare yourself to be a successful interviewer and Young Professional, including another powerful formula for creating your stories and examples, then access What Really Matters For Young Professionals! Gary Ryan is the Founder of Organisations That Matter, author of What Really Matters For Young Professionals! and creator of the Yes For Success online platform for creating and executing a life of balance and personal success!

EARLY COLD WAR Essays - Cold War

TRUMAN'S PRESIDENCY/KOREA/POST WWII/EARLY COLD WAR Essays - Cold War TRUMAN'S PRESIDENCY/KOREA/POST WWII/EARLY COLD WAR NATO/Warsaw Pact- North Atlantic Trade Organization that was a military alliance founded after WWII to strengthen alliances between North American and European countries, especially the U.S and Europe. I t was a great counter balance to the Soviet Warsaw Pact. This Warsaw Pact was a military alliance established between the Soviet Union , Poland, East Germany, Czechoslovakia, Romania, Hungary, and Bulgaria in order to answer the creation of NATO. Domino Theory- This was a theory coined by Dwight D. Eisenhower and anticipated by Dean Acheson at the inception of the Cold War, that theorized if one political event in a country of a particular region fell to communism, neighboring countries could fall to communism as well. Question of Poland- The United States pushed for a democratic Poland where the representatives of the Polish government in exile, the London Poles, would be included. The U.S saw Poland as an outpost of European civilization against communism. Differently, the Soviets wanted a Soviet run Poland where the "Lublin Poles" would run the government. Stalin viewed Poland as the route of attack for Germany under Hitler and wanted to control it. He went on to break is promises at Yalta and clamped down on Poland and much of Eastern Europe. The Coup of Czechoslovakia- The Communist Part of Czechoslovakia took control of the country implanting communism and maintaining undisputed control of the country for four decades. The importance of this is that it forced the United States Senate to endorse the Marshall Plan, while it also forced Truman to ramp up the power and discretion of the CIA. Marshal Plan- This was an initiative under President Harry Truman that sent 13 billion dollars of aid to the countries of Western Europe in order to help rebuild the countries while restoring the economies and industries across Europe and stimulating jobs and trade, while ultimately trying to prevent the spread of communism. National Security Document 68 (NSC-68)- This was a document that was 58 pages which emerge under the presidency of Harry Truman. It provided the basis of militarization for the entirety of the Cold War. It also advocated for the expansion of the United States military budget, the creation of the hydrogen bomb, and providing aid to the allies of the U.S. Additionally, it emphasized the policy of containment of communism, while rejecting the policy of rolling back communism. Roots of Conflict in Korea- The Soviets and the United States split Korea at the 38 th parallel, allowing for Kim Il-Sung to head the communist Democratic People's Republic of North Korea, while Syngman Rhee head the anti-communist Republic of Korea in the South. Civil War continues to wage on in the South from 1945-1950 when eventually the North Koreans invade the South in 1950. The communist North felt encouraged about attacking the South as Truman had established the "Europe First" strategy, while Acheson had given his "defense perimeter" speech, giving the North hope that the U.S wouldn't come in to support the South. At the same time, Stalin gave the "OK" for the Northern communists to attack the South. The South Koreans are overrun quickly and the "Free World" now faced a major setback. Douglas MacArthur, American Caesar- Legendary American General who scored his greatest triumph at Inchon, which helped to turn the Korean War around and restore the previous positioning of the 38 th parallel. Against the approval of Truman, MacArthur went on to try to unify Korea, wanting to rollback communism rather than just contain it. He wrongly assumed China would not get involved, while promising to end the war early. Catastrophe at the Yalu- Unlike what MacArthur had assumed, the Chinese get involved in the Korea War and intervene in force, prompting the U.S to now face an entirely new war, one that they may struggle to win. A Seesaw Slaughter in Korea/MacArthur Fired- The communists take Seoul once again. This prompts Truman's decision to replace Walker with Ridgeway. He helps to restore American moral and leads a U.S/UN force to push back the Chinese and North Korean back up the peninsula and restore the 38 th parallel while taking back Seoul once again. Truman decides to fire

Spinal Cord Injuries Essays - Neurotrauma, Motor System, Free Essays

Spinal Cord Injuries Essays - Neurotrauma, Motor System, Free Essays Spinal Cord Injuries As an Emergency Medical Technician (EMT), when someone has a spinal injury, additional movement may cause further damage to the spine. EMTs must always immobilize the patients head and torso in the position found. The purpose of an EMT is to prevent further harm to the patient until more professional medical help can be obtained. If in doubt about whether a person has received a spinal injury, always assume he or she has. A spinal cord injury (SCI) is very serious because it can mean the loss of sensation and function in the parts of the body below the site of the injury. SCIs are caused in many different ways. Some of the most common ways a person may obtain a SCI are- motor vehicle accidents, bullet or stab wound, diving accidents, electric shock, awkward positioning of the body, falls, sports injuries (such as football or diving), industrial accidents, assault and gunshot wounds. Polio, Spina Bifida and Friedreichs Ataxia are some of the frequent diseases that cause SCI. SCI may also be know in other names such as spinal cord compression (SCC) and spinal cord trauma (SCT). According to an article in , SCIs occur in approximately 12,000 to 15,000 people per year in the U.S. About 10,000 of these people are permanently paralyzed, and many of the rest die as a result of their injuries. Most spinal cord trauma occurs to young, healthy individuals. Males between the ages of 15 and 35 are most commonly affected. The spinal cord is about 18 inches long and extends from the base of the brain, down the middle of the back, to about the waist. It is composed of 33 bones called vertebrae, 31 pairs of nerves, 40 muscles and numerous connecting tendons and ligaments running from the base of the skull to the tailbone. Between the vertebrae are fibrous, elastic cartilage called discs. These absorb shock and keep your spine flexible and cushion the hard vertebrae as it moves. The nerves that lie within the spinal cord are upper motor neurons (UMNs) and their function is to carry the messages back and forth from the brain to the spinal nerves along the spinal tract. The spinal nerves that branch out from the spinal cord to the other parts of the body are called lower motor neurons (LMNs). These spinal nerves exit and enter at each vertebral level and communicate with specific areas of the body. The sensory portions of the LMN carry messages about sensation from the skin and other body parts and organs to the brain. The motor portions of the LMN send messages from the brain to the various body parts to begin actions such as muscle movement. The brain and the spinal cord both make up the Central Nervous System. Motor and sensory nerves outside the central nervous system make up the Peripheral Nervous System and another diffuse system of nerves that control involuntary functions such as blood pressure and temperature regulation are the Sympathetic and Parasympathetic Nervous Systems. Rings of bone called vertebra surround the spinal cord, and these bones make up the spinal column or backbones. Most often, the higher in the spinal column the injury occurs, the more dysfunction a person will experience. The vertebras are named according to their location. The 8 vertebra in the neck are called the Cervical Vertebra. The top vertebra is called C-1; the next is C-2, and etc. Cervical SCIs usually cause loss of function in the arms and legs, resulting in quadriplegia. The 12 vertebra in the chest are called the Thoracic Vertebra. The first is called the T-1 and its where the top rib attaches. Injuries to this region usually affect the chest and the legs and result in paraplegia. The vertebra in the lower back between the thoracic and the pelvis, are called the Lumbar Vertebra. The sacral vertebras run from the pelvis to the end of the spinal column. Injuries to the 5 Lumbar vertebra and similarly to the 5 sacral vertebra generally result in some loss of functioning in the hips and legs. The effects of SCI depend on the type of injury and the level of the injury. SCI can be divided into two types of injury- complete and incomplete. A complete injury means that there is no function below the level of the injury, no sensation and no voluntary movement. Both sides of the body are equally affected. An incomplete injury means that there is some functioning below the primary level

Progressive Era during the Great Depression Essay

Progressive Era during the Great Depression - Essay Example The progressive era that transpired through the 1800s to 1920s established a critical moment of change for the American society and world in general. The period characterized by massive urbanization coupled with high rate of industrialization. In nutshell, the Progressive era became synonymous with high levels of poverty that touched lower class that constituted the biggest percentage of the American population. No sooner had the impacts the Progressive era fade than America and world, in general, bumped into yet another tempting moment of Great Depression. This period began in 1929 and ended in early 1940, before giving way for World War II. According to Sage, the spirit of progressive started to signalize in the early 1890s when small businesspersons, farmers, and other reform-oriented leaders merged to form the Populist Party. The purposes of the party were to confront and address the problems faced by the American societies such unemployment, injustice, poor leadership among other. It is from Populist Party that Progressives would later develop after the former gained national trust. As mentioned earlier, Progressive era entailed numerous events ranging from urbanization and industrialization that necessitated the need for change in the American societies. The rate at which urbanization took place alongside industrialization could only translate to the effects of poverty. Increased poverty among the majority of citizens translated to poor health services, high crime rates, racism, violence, class warfare, and greed, together with corruption. In the description of Burt, poor working conditions and environments were als o justifiable causes of concern by the Progressives. By 1890, 18% of the total labor in the country constituted of the women and children.

Construction Toys Research Paper Example | Topics and Well Written Essays - 250 words

Construction Toys - Research Paper Example This toy according to the reviews of the customers is durable, fun and well-constructed. KNex is a privately-held company with its headquarters and manufacturing facility in Pennsylvania. It is the most innovative and fastest growing construction toy company3. Their products are distributed in over 30 countries worldwide. They also distribute BRIO trains and toys including Lincoln Logs in North America. One of their products is the Tractors & Trucks 10 Building set which comes with KNexmen and a KNex building system with real KNex bricks with rods and connectors4. Advantages of this toy include having a handy storage container for portability and it’s easy to clean. This is made up of 130 different toy pieces. This is priced at $ 12.99. Guidecraft started in 1964 in a small woodshop. It has been making quality educational items for kids for some years now, and are made with the same quality and durability as that of the furniture that they are making5. The Guidecraft wooden blocks and construction sets are some of the classic toys sold by the company. An example of the construction set by Guidecraft is the Construction Truck Sort and Match whose heavy duty pieces are attached to the matching board with pegs and some embedded magnets. It includes 6 double-sided pattern cards, 48 construction truck pieces, a durable birch plywood storage case and a self-propping board with pegs and a metal backing. This is priced at $ 40.006. Hasbro was started by three Polish brother textile merchants who experimented with different product lines, ranging from sales of cloth scraps to pencil bags and hatbox liners. Hasbro, then the Hassenfeld Brothers, initially were known for their pencils before their toy line, but with the advent of their switch to plastics in the 1940s, and the creation of Mr. Potato Head, they became giants of the toymaking world. They now are the parent company of Coleco, Tonka Co., The Parker Brothers, and Milton Bradley.

Freedom Writers and the Economics of Race and Gender Essay - 1

Freedom Writers and the Economics of Race and Gender - Essay Example It also touches upon the economics of race and gender. On a cursory viewing the story looks deceptively simple. But when the storyline, screenplay and other nuances in the film are observed, numerous interpretations are made available. Embedded within it are themes of economics, especially that applying to race and gender. Moreover, what comes through the narrative is the strength of character and commitment shown by Erin Gruwell as she undertakes to set right a challenging group of students. For example, â€Å"She encounters a diverse but segregated community so racially charged, hostile and potentially combustible that she likens it to Nazi Germany. Without the support of her administrators (played by Imelda Staunton and others) and the school system, which views teenagers more as threats than scholars, Miss Gruwell devises her own methods for reaching students. She begins educating them about other young people who've endured wars, like Anne Frank, and simultaneously gives them journals so that they can tell their own stories, thus, giving each person a voice and a sense of value.† (Mayo, 2007, p.43) Another test of character and commitment for Erin was the divisions within the classroom on the basis of race, ethnicity and class. The term 'Economics of Gender and Race' is usually employed by economists to talk about disparities in income and work opportunities among different races and the two genders. In the American context, these disparities are skewered in favor of white Americans, especially the White Anglo Saxon Protestant (WASP) group. The whites generally have a head-start in terms of standard of living they are born into, career opportunities they can avail of, neighborhoods they can inhabit, etc. Also, on average, whites earn more income than other minority groups. A similar disparity exists among the genders, where males are favored for both positions of high office and in the incomes they earn. In the movie Freedom Writers, the classroom under the charge of Erin Gruwell is a representative collage of these realities. There we see white pupils born to well-to-do parent s (who also perform better in exams) contrasted against pupils from minority communities such as blacks and Hispanics, who are projected to be disorganized and less disciplined (indicative of their socio-economic backgrounds). The microcosm of the classroom is a reflection of larger realities in American society. The semblance to reality is all the more so because the movie was based on the real life story of an American teacher of the same name – Erin Gruwell; and the school she works for Wilson High School. (Pimentel, 2010, p.51) Hence only a person of impeccable force of character and commitment could have overcome these many disparities and bring out the creative energies. Any other ordinary teacher in Erin’s place would have utterly failed in uniting and pacifying the group of students. What moves the story forward are a) a racially motivated shoot-out involving members of the class and b) the interception by Erin of a racially-loaded drawing in the classroom boar d. This is a crucial juncture in the movie from where the students will embark on a creative, developmental journey. Instead of indulging themselves in gang-wars and wasting their lives, by recording and exchanging their experiences they would gain insights into other perspectives and viewpoints. Erin struggles to procure necessary stationary for students' writing projects - since the class is largely comprised of minority students, their lower socio-economic background meant that they cannot buy stationary supplies with their own money. Erin’s out-of-the-box thinking helps her to transform the attitude of her pupils. The proof of her

Social Media Marketing Plan Assignment Example | Topics and Well Written Essays - 2250 words

Social Media Marketing Plan - Assignment Example III. Social Branding / Identity Recognition / Online Presence A. Social media platforms. 1. Company website According to Li and Bernoff (2011), using social media starts with having a well designed modern website. As of now, Lips-to-Go does not have a business website. This is a big setback for Lips-to-Go’s online strategy and the business should consider having a well designed website. Lips-to-Go will design a website and use it to advance its business. While the social media is a good platform for Lips-to-Go to have an online presence, most social media don’t give the users as much control as the business would require with regard to sharing information about the firm (Kabani, 2013). In this regard, a well designed website should be developed which will help the firm have a well branded online presence. The website will be the heart of the online branding for Lips-to-Go while the social media platforms such as Facebook, Twitter and YouTube will be anchored to the webs ite and act as a complement for the website. The website will also be used for other promotional activities such as online ordering etc. 2. Facebook. a) Lips-to-Go has a Facebook page which was established a while ago. The Facebook account is used to post various messages regarding Lips-to-Go, posting photographs of the various kinds of dishes which Lips-to-Go serves, etc. b) Although Lips-to-Go has been having this account for a long time, there is an indication of lack of consistent activity, maintenance and management of the account. Lips-to-Go seems to only update its Facebook status only once in a while and fails to engage its subscribers with daily updates. Lips-to-Go should come up with a strategy which will make it... This essay describes the social media merketing plan for the Lips-to-Go restaurant. The researcher concluds that Lips-To-Go will need to develop a new and well planned online presence plan. Social media is becoming such a serious issue with regard to businesses managing their image and their interactions with the public that most businesses are taking it a notch higher by hiring a whole team of professionals to manage their social media platforms. Lips-to-Go should not be left behind in this because if fails, its competitors will beat it on this end, and this could have dire consequences on the future of the business. In line with this, it is important for Lips-to-Go to hire at least one professional and experienced online relations employee who will be dedicated in helping to ensure that that the business is able to manage its online presence and image. This will include making sure that Lips-to-Go has a sleek and technically sound website which is well maintained. The online relati ons human resource will also be mandated with the responsibility of making sure that all the social media platforms such as Facebook, YouTube, LinkedIn, and Yelp are well managed by updating and uploading content on a daily basis. It also stated by the researcher that for the more dynamic platforms such as Twitter and Facebook, the updates will need to be done a number of times a day by a special employee. For YouTube platform, the video uploads may be done on a daily basis but ensuring regularity and consistency.

Bibliography Essay Example | Topics and Well Written Essays - 750 words

Bibliography - Essay Example Investors who are risk-averse and are searching for a recognized periodic payment arrangement usually prefer to invest in bonds. On the other hand, investors who wish to risk more than is the case with bondholders, and are seeking to be included as joint partners in a corporation. Investors who are risk-averse and are searching for a recognized periodic payment arrangement usually prefer to invest in bonds. On the other hand, investors who wish to risk more than is the case with bondholders, and are seeking to be included as joint partners in a corporation. The source describes one disadvantage in investing in stocks being that they do not necessarily guarantee returns. Bonds, however, guarantee returns (Kristof, 17). The source also states that there are greater prospects of high returns with stocks, even though there is also the likelihood of losing money. Compare and contrast the advantages and disadvantages of each? Milevsky, Moshe. Are You a Stock or a Bond?: Identify Your Own H uman Capital for a Secure Financial Future, Updated and Revised. New York: FT Press, 2012. The source describes stocks and bonds as being types of investment that give people the chance to invest their money in a specific business establishments in the hope of accruing handsome profits in future. Though both of these have a number of similarities, they also differ considerably in many ways. Both of these financial tools, in general, allow an individual to be able to invest in private or public companies, in the hope of being a future beneficiary through accrued profits. Stocks, which define the ownership shares in a corporation, are often the most favored by short time investor. One disadvantage in investing in stocks is that they do not necessarily guarantee returns. Bonds, however, guarantee returns. Therefore, there are greater prospects of high returns with stocks, even though there is also the likelihood of losing money. The source asserts that stocks are descriptive of a busin ess’s shares (Milevsky, 84). When a shareholder uses his own money to buy stocks from the company, he is actually acquiring ownership of the business. When the business realizes any profit, a percentage of it is given to the shareholders. In the matter of bonds, when a person invests in them, he is actually lending money to the business in question with the expectation that the firm will reimburse the bonds' amount along with a pre-determined interest rate on a definite time period. According to the source, business establishments may need to raise capital in such ways in order to expand into different localities or new ventures. They also raise capital in order to fund their businesses. Usually, it is the developing businesses that favor issuing stocks to get the necessary finances as this facilitates their growth while helping them to avoid accumulating more debt. The larger corporations are more likely to prefer acquiring capital by availing bonds without giving the chance of ownership to additional shareholders. The Risks involved in making investments in stocks and bonds Bernstein, William. The Ages of the Investor: A Critical Look at Life-cycle Investing. New York: CreateSpace Independent Publishing Platform, 2012. The source states that for the most part, making such investments in a company always has different risks for the shareholder; but can also deliver handsome profits (Bernstein,

Social Media Marketing Plan Assignment Example | Topics and Well Written Essays - 2250 words

Social Media Marketing Plan - Assignment Example III. Social Branding / Identity Recognition / Online Presence A. Social media platforms. 1. Company website According to Li and Bernoff (2011), using social media starts with having a well designed modern website. As of now, Lips-to-Go does not have a business website. This is a big setback for Lips-to-Go’s online strategy and the business should consider having a well designed website. Lips-to-Go will design a website and use it to advance its business. While the social media is a good platform for Lips-to-Go to have an online presence, most social media don’t give the users as much control as the business would require with regard to sharing information about the firm (Kabani, 2013). In this regard, a well designed website should be developed which will help the firm have a well branded online presence. The website will be the heart of the online branding for Lips-to-Go while the social media platforms such as Facebook, Twitter and YouTube will be anchored to the webs ite and act as a complement for the website. The website will also be used for other promotional activities such as online ordering etc. 2. Facebook. a) Lips-to-Go has a Facebook page which was established a while ago. The Facebook account is used to post various messages regarding Lips-to-Go, posting photographs of the various kinds of dishes which Lips-to-Go serves, etc. b) Although Lips-to-Go has been having this account for a long time, there is an indication of lack of consistent activity, maintenance and management of the account. Lips-to-Go seems to only update its Facebook status only once in a while and fails to engage its subscribers with daily updates. Lips-to-Go should come up with a strategy which will make it... This essay describes the social media merketing plan for the Lips-to-Go restaurant. The researcher concluds that Lips-To-Go will need to develop a new and well planned online presence plan. Social media is becoming such a serious issue with regard to businesses managing their image and their interactions with the public that most businesses are taking it a notch higher by hiring a whole team of professionals to manage their social media platforms. Lips-to-Go should not be left behind in this because if fails, its competitors will beat it on this end, and this could have dire consequences on the future of the business. In line with this, it is important for Lips-to-Go to hire at least one professional and experienced online relations employee who will be dedicated in helping to ensure that that the business is able to manage its online presence and image. This will include making sure that Lips-to-Go has a sleek and technically sound website which is well maintained. The online relati ons human resource will also be mandated with the responsibility of making sure that all the social media platforms such as Facebook, YouTube, LinkedIn, and Yelp are well managed by updating and uploading content on a daily basis. It also stated by the researcher that for the more dynamic platforms such as Twitter and Facebook, the updates will need to be done a number of times a day by a special employee. For YouTube platform, the video uploads may be done on a daily basis but ensuring regularity and consistency.

Quality Performance Measure in Health Sciences and Medicine Case Study

Quality Performance Measure in Health Sciences and Medicine - Case Study Example Overall service has declined by 19.78%, overall clinical 15.90%, the overall quality of service, food positively improved by 1.98% while overall cleanliness declined by 2.63 %. It is suggested that a fine balance between the quality performance measure and patient satisfaction should be created rather than focusing on one aspect alone like quality performance as is the case now. 2. It seems the CEO has not properly carried out her responsibility for educating the board. The board should have been in a position to satisfy the needs of the patients while at the same time upholding high standard performance measures if they have adequate knowledge about the new changes being implemented within the clinical set-up. With proper knowledge, at least positive results should be noticed in all sectors of the healthcare system after the implementation of the new changes. 3. It is recommended that human resources development through learning should be implemented in various departments of the healthcare institution. According to Robbins (1993), learning promotes the development of knowledge that in turn can improve the performance of the employees. Through learning, the employees can also share their ideas with others members and this can help them to improve their performance. This strategy will also help the employees to pull their efforts towards the same direction for the betterment of the organization as a whole. 4. The quality data that should be reported and utilized by this board of directors is related to employee satisfaction as well as patient satisfaction. These are the two major indicators that show that the organization operating within the right direction to fulfill its mandate. Essentially, an organization that is committed to its success should ensure that its interests, as well as those of the employees, are satisfied (Jackson and Schuler, 2010).  Ã‚  

Advantages and Disadvantages of the Experimental Design Essay Example for Free

Advantages and Disadvantages of the Experimental Design Essay Advantages and Disadvantages of the Experimental Design Advantages: * As well as controlling the independent variable the experimenter attempts to eliminate unwanted extraneous variables. * Control over extraneous variables is usually greater than in other research methods. * Experimental design involves manipulating the independent variable to observe the effect on the dependent variable. This makes it possible to determine a cause and effect relationship. Because of strict conditions and control the experimenter can set up the experiment again and repeat or ‘check’ their results. Replication is very important as when similar results are obtained this gives greater confidence in the results. Disadvantages: * Elimination of extraneous variables is not always possible. * Experimental situation may not relate to the real world. * It may be unethical or impossible to randomly assign people to groups. Eg. : Unethical to deliberately deprive children of sleep. * Impossible (expensive) to observe ‘jetlag’ by sending people on world trips. * Unethical to experiment on forms of punishment on children by subjecting them to punishment. * Advantages and Diadvantages of the Quantitative Observational Design. Advantages: * Quantitative observational designs allow variables to be investigated that would be unethical, impossible or too costly under an experimental design. Some kinds of behaviour can only be observed in a naturalistic setting. Disadvantages: * Cannot infer such a strong cause and effect relationship because there is or greater chance of other variables affecting the results. This is due to the lack of random assignment to groups. * Cannot replicate the findings as the same situation will not occur naturally again. * Quantitative Observational does not allow generalisation of findings to the general population. * Observer bias may influence the results.

Spinal Muscular Atrophy

Spinal Muscular Atrophy Spinal Muscular Atrophy Spinal muscular Atrophy is a disorder when the spine and muscles are affected. The Neurons on the spinal cord that control movement of muscles are infected and causes the Neurons to shrink and become destroyed and prevents messages coming from the body To the brain and muscles depend on that for proper function. Some muscles are not affected when having SMA like the bladder muscles. Hearing and vision are not affected and intelligence is normal or above average. Investigators have noted that children with SMA can have very high intelligence. There are 3 types of SMA all 3 types are known As autonomic recessive genes. To inherit SMA both parents must give the defective gene in order for the offspring to inherit the disorder. Sometimes SMA is inherited as an autonomic dominant gene. Type 1, 2, and 3 are got from a defected same gene on chromosome #5, different affected chromosomes will have different affects and types of SMA.There is another form of the disease called x-linked spinal bulbar atrophy that arises from a defect in a gene called the androgen receptor gene on the X chromosome. Every form of SMA affects the bones muscles of the trunk and limbs. These muscles are closer to the center of the body and are more infected than other parts that are farther than the body like the fingers. SMA type 1 affects the neurons that control your mouth and throat which makes chewing and eating problems. Type 1 is the most severe of all the types of SMA and is noticed during the first 6 months of birth. Cannot sit without support or a cushion, death is usually occurred before the age of 2. SMA type 2 isnt as worse as type 1 and is noticed during the ages of 7 months to 18 months of age. Cannot sit properly without a cushion or support, cannot learn to walk without any help or assistance has numerous swallowing difficulty some lucky children survive until childhood. Type 3 SMA occurs after the age of 18 months old. Weakness of the muscles in the mouth and throat is not likely to happen. Not as severe as type 1 and 2 but still can cause death if not cared for, children might live up to adulthood SMA is inherited by both parents having the recessive gene is their DNA and the offspring inherits 22 of the non sex chromosomes. When genes are defected they do not function and properly produce the proteins that are needed for a cell to function. A big chain can happen when a little protein is absent when there is too little or too much protein or if it doesnt work right for some reason. In the case of SMA protein abnormalities prevent the normal functioning of motor neurons. SMA causes muscle degeneration and will shrink until muscle weakness happens. SMA is not spreadable because disorders cannot spread from person to person only if parents have the 2 recessive SMA genes. There are no cures or treatments for spinal muscular atrophy right now but researchers and scientist are trying to find a way to get rid of SMA or at least reverse some of the affects that causes death for the young. Some symptoms of SMA are muscle weakness, leg weakness, thin muscles, hard time breathing, hard time eating/swallowing, lack of movement and walking, head control, hard time sitting up, hard time crawling when a baby. SMA affects life span a lot, especially when a child or a baby because you have a high risk of dying because of the disorder. Muscles are weak and have a hard time walking. SMA affects all kinds of people. In 1890 G. Werdnig found about SMA and the first type of the form of SMA. Years later a person named Kugelberg and another person named Welander described the less severe types of SMA and its affects to the human body and muscles. SMA is the most common diagnosis in girls with progressive weakness. It is one of the most common genetic causes of death in children! In the United States it is about 5 out of 100,000 child births that are affected with SMA. In ND (North Dakota) it is about 15 out of 100,000 children that are affected with SMA. SMA seems to be affecting more people in North Dakota then anywhere else in other areas. Males are more common to get SMA other than females, the ratio to males to females is 2:1 although the ratio is 2:1 how long you live with SMA is not affected by sex. Spinal muscular atrophy used to be only affecting black African Americans but years have passed and it is indicated that SMA is not affecting African Americans that much as it used to a while back. Spinal muscular atrophy is caused by the region of chromosome #5 that contains SMN (survival motor neuron) gene has a very abnormal huge duplication. The gene copies its self which causes mutation. The smn2 gene has a another mutation that makes less protein that does it in a very slow level. The most common forms of SMA are caused by the mutation of the SMN gene and affects different areas of the body and makes severe or less severe damages depending on how the gene mutates. Boys that get the gene die before the age of 2, but girls that get the gene are carriers unless they die before having an offspring. There are about 1,386 families that have SMA and 759 females and 776 males that do have SMA. Doctors and researches help with the symptoms and features of SMA to help reduce the chance of death. Doctors talk with children and help babies walk and breath. The spine is dislocated and is not straight. The spine wont function correctly and spine neurons will eventually die out and muscles will die out to.

Postmans Amusing Ourselves to Death Essay -- Amusing Ourselves Death

Postman's Amusing Ourselves to Death I have just read Postman's Amusing Ourselves to Death. Postman states that the age of typography has been replaced by the age of television. This has changed the way we look at the world and the way we think, which in turn has almost made us less intelligent. Postman speaks his opinions freely, and really gives the reader a new perspective on media, and the effect it has on society. To often we think nothing of what we see and read in the media, but after reading this book you see things a lot differently. Postman believes that the culture is shaped by how its media is conducted. In the age of typography, for example, politicians spoke of how people wrote. In today?s society the news is broadcasted in bits and pieces, and the unrelated topics are all thrown up and tied together with the phrase 'Now and This'. Our culture, he states, now functions best when focused on tiny bits of unrelated material. We believe that things should come in unrelated bits, continuously, and with lots of flash. To us it doesn't seem weird that commercials interrupt our programs every few minutes, though to someone who has never seen television, it would seem very odd indeed. Postman says that televisions have changed everything in our culture; politics and teaching. Politics have conformed to the ways of television. An example is how debates are conducted in modern politics. Before debates lasted many hours and contained many long thought out res...

Theorectical Bases For Counseling :: essays research papers

Five major theoretical bases for counseling in psychology are biological, learning, cognitive, psychodynamic, and sociocultural. Each one of these perspectives searches for answers about behavior through different techniques and researching a clients childhood or adult life experiences looking for answers to different kinds of questions. Due to the different types and styles of counseling approaches, each counselor forms their own thoughts and explanations. The premise behind the biological perspective in psychology is that all actions, feelings, and thoughts are associated with different events in a person’s life. Biological psychologists examine how the electrical impulses, hormones, and chemicals flowing through the body can affect behavior. Physocologists are concerned with how the aspects of biology effect people’s emotions and their perception of events. Many of the important findings in psychology from the behavioral theory later evolving into the social learning theory or cognitive social learning theory. Behavior therapists used to believe that actions were responses to stimuli that were learned. This concept led to a broadening of psychology. Many groups that were often overlooked by psychologists until behavior therapy became the dominant school of psychology in the U.S. after the 1960's. The cognitive perspective of psychology focuses on the thought process. Psychologists from this school argue that it is necessary to know what is going on in the mind to fully understand why a person will do the things that they do. The reason for cognitive psychology is to understand how perceptions and interpretations relate to behavior. Why some people turn to violence when insulted while another person will not. Many critics of the psychodynamic therapy do not believe psychodynamic theories have any bearing on psychology. Based upon the fact that many of the psychoanalysis assumptions could not be verified. Research psychologists were more related to philosophy rather than clinical science. Though not as scientific as the other theories the psychodynamic theory is still associated with psychology. The sociocultural perspective concentrates on an individual’s culture or society rather than the individual. To understand why people show certain behavior traits. Psychologists look at what effects the person's community and how other people affect a person. These five theoretical bases are similar because they all try to determine what causes a person to be how they are. If I were to do counseling, I think I would like to become a behavior therapist. I am fascinated by what makes a person what they are, and why does a person do what they do?

Durkheim and weber

We link Durkheim with social fact, and Weber withVerstehen. Durkheim's writings led to functionalism while Weber's writing led to symbolic interactionism. Both were â€Å"Fathers† of sociology, and wrote mainly in the late nineteenth century. Both called for applying the scientific method to the study of society, and both wanted sociologists to be objective (although they had different ideas about objectivity). Both contributed to the sociological perspective. Both criticised Marx, but in different ways.The main difference between them was that Durkheim coined the term â€Å"social fact† o indicate that there were forces beyond the individual that affected their behaviour, while Weber said we needed to understand the meanings people put on their behaviour to understand society. The approach by Weber has developed into modern perspective of sociology called symbolic interactionism. Durkheim's study of suicide to show how rates of suicide differed between groups with diff erent social characteristics, although we do not have enough information to predict which individuals would commit suicide.Suicide rates are quite predictable, when based on specific social characteristics. Durkheim used this to explain â€Å"social fact. † The idea of seeing social facts as external to the individual was Durkheim's contribution. See â€Å"Inside or Outside? † In contrast, we see Weber'sverstehen as a â€Å"deeper understanding† (which is why we use the German term rather than the weaker English equivalent) of the society which we all carry within us. Although we might at first see these differences as mutually exclusive and un- reconcilable, Weber's â€Å"internal† approach and Durkheim's â€Å"external† approach, we must integrate these two perspectives.Modern sociology requires that you see them both as valid and operating simultaneously. Weber made other important contributions, eg to the study ot bureaucracy and to the factor of religious beliefs and values in social change. Similarly, Durkheim made many other contributions, such as differentiating between organic and mechanical solidarity, and explaining anomie. Weber's study of the rise of capitalism, and his thesis that it was caused by the rise of the Protestant ethic, can be used to contrast him with Marx.

Sap Bw Parallel Data Load

Scenario You have an SAP BW system with several (application) servers. You would like to distribute the workload of the data loads and other data warehouse management activities in a way that fits your needs best. This could mean that you would like to have all processes distributed across all available servers or that you would like to have one dedicated server for these processes. 2 Introduction SAP uses the terms instance and application server synonymously. In order to avoid misunderstandings we use the term instance for an SAP instance (application server) in this document.For a physical machine we use the term server. Some of the settings described in this document are done on an instance level, some on a server level. If you don’t have several instances (of the same SAP system) on one server you don’t have to draw this distinction between instance and server when reading this document. There are a host of functions and settings in the area of load balancing provi ded by the basis system (Web Application Server). However, these have been designed primarily for SAP’s ERP system.Customizing these features for optimal use with SAP BW requires further considerations. The challenges presented with data load processing originate from the fact that many fairly long running processes can be started almost simultanesouly. The standard SAP load balancing approach takes the quality of the instances into consideration when distributing the load. This quality is evaluated in regular intervals (five minutes by default). Within one interval a lot of parallel processes may be started on the best instance, using a lot of work processes while the other instances are idle.An optimal distribution of BW OLAP workload or data load resource consumption cannot readily be achieved with this standard method. Without adequate planning, and under heavy workload (peak) conditions, the risks can increase that hardware becomes a bottleneck; a limited number of serve rs can become saturated with processes consuming resources, and performance (and stability) can potentially suffer significantly. A successful load balancing approach optimally utilizes the hardware resources that have been allocated to the BW system.Note that this discussion assumes that an adequate sizing has been performed to properly size the SAP BW system (see SAP Service Marketplace alias â€Å"quicksizer† for more information). This document describes load balancing approaches for typical SAP BW activities. Commonly these activities process large amounts of data. Data (within one process) is split into packages and can thus be processed in parallel on one or across several servers or instances. On the other hand, several processes can run in parallel on one or on several servers or instances.This means that we can have parallel processing (and consequently achieve load balancing) both within one process and across processes. In our examples we will use a system called XXX as SAP BW system and a system called YYY as an SAP source system of XXX. During data load processing, data is extracted from the source system and sent to the target SAP BW system. Other load processes involve the SAP BW system as source system, as well as the target system (for example, DataMarts, activation of data in ODS objects). The instances and servers on XXX are as follows, the server ab1234 being the database server: