Work Reduction Policy

Introduction It is the duty of managers to ensure that the success of the organization and the welfare of employees get first priority. However, managers are often required to make a lot of commitments while arriving at certain decisions to avoid any regrets or resentments thereafter.Advertising We will write a custom case study sample on Work Reduction Policy specifically for you for only $16.05 $11/page Learn More In such a situation, a manager has to do what is morally right and ethical for the organization and its employees. In the case scenario, Wireweave is overhauling its workforce after having adopted new technology which will be more effective, efficient, and cost effective compared to the old technology. This is aimed at enabling the organization to make a profit. Muriell Fincher, the personnel director at Wireweave faces the challenge of designing a work reduction policy that will bring about organizational change. Scope of the problem The cur rent case involves a lot of moral and ethical issues. From the perspective of the Company’s president, Wireweave needs to get rid of some employees as it can no longer sustain their wages (Leffler, 1999). Like any other organization, the ultimate goal of Wireweave is to make profits and reduce its operational costs. Although this is a very challenging decision, the personnel manager has to incorporate a policy that will be acceptable to both sides. The policy would see 65 employees leave the company as will further employee reduction exercise schedule in the future. Major issues Once an organization has adopted a new technology, this gives it a competitive advantage in the market. Even as the organization wishes to reduce its operational costs, it is also important to consider the welfare of the employees. These are two conflicting issues and the personnel manager has to design a work reduction policy that would be favorable tor both sides. Alternatives In every scenario, the re are always choices or alternatives available to enable one get out of that particular situation. The different alternatives available to Fincher will depend on the ethical and economic responsibilities of the company towards the employees being terminated.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More They will also be determined by the moral problems that may arise as a result of terminating the services of some of the employees, and the pressure on the president to make a prompt decision (Leffler, 1999). The alternatives include communicating with the employees and explaining to them the organizational change to be incorporated in the reduction policy (Kreitner, 2009). The advantage of this alternative is that employees feel appreciated and this is likely to increase the morale of the retained employees. The disadvantage is that some employees may not be willing to embrace the n ew change. The second alternative is to draw a policy without involving the employees. This would lead to their termination without notice and could result in lawsuits and a bad reputation for the company. However, this is an effective alternative because it is an immediate action that does not involve compromise. The last option is to develop a policy plan that would lead to compensation of the employees and communicating to them about the immediate action being taken. The advantage of this policy is that all employees retained and those who gets terminated feel appreciated and their efforts are awarded. The limitation is that the management may not accept the clause of compensating the employees. Best alternative The most preferred alternative is having a work reduction policy that compensates employees and communicates to them the likely changes in the organization on a face to face basis. In this case, the moral ethics of the retained employees would be addressed. In addition, t he company would assume responsibility of their employees, and the urgency by Jackson for prompt action would be achieved. At the end of the day, the moral and ethical values would be safeguarded and conflicts as a result of organizational change managed (Kreitner, 2009).Advertising We will write a custom case study sample on Work Reduction Policy specifically for you for only $16.05 $11/page Learn More Measuring the success/ failure The success or the failure of the company is measured through performance indexes of the retained employees and the cost of production incurred (Behn, 2003). Conclusion The adoption of new technology by an organization is a good thing because it helps to reduce operational costs and gives the company in question a competitive advantage in the market. On the other hand, it can also lead to the retrenching of some employees. As such, there are a lot of ethical and moral issues involved. Reference List Behn, R. D. (2003). Why measure performance? Different purposes require different measures. Public Administration Review, 63(5), 586-606 Kreitner, R. (2009). Management. Boston: MA Houghton Mifflin Harcourt Publishing. Leffler, K. (1999). Critical incidents in management. Needham Heights: MA Pearson Publishing. This case study on Work Reduction Policy was written and submitted by user Jasiah David to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Importance of Writer Self-Education

The Importance of Writer Self-Education You know that joke, â€Å"The actress was so dumb she slept with the writer†? Why is that funny? Because the writer is always the lowest person on the totem pole. And there are reasons for that. It would never occur to somebody to practice law without learning the law or to put out a shingle as a plumber without ever having apprenticed, but for some reason many writers think they can just have an idea, write it, and sell it, without learning anything about how publishing works. My areas are fiction, journalism, nonfiction, and playwriting. I’ve published two novels and I edit and develop nonfiction with writers and publishers. Here’s some broad-stroke advice from these areas: = A professional text matters! It matters that a book read well, have proper punctuation, spelling, and grammar. It matters that you follow the Chicago Manual of Style (for books and magazines). Or proper film or TV format. Or AP style for newspapers and journals that require it. = Learn the lingo. For instance, â€Å"a fiction novel† is redundant; a novel is always fiction. = If you are writing nonfiction and presenting yourself as an expert, you should be an expert. That means you’ve published on the topic, you work professionally in your area or you teach the topic, you have academic credentials in the topic, you have undergone training where you were evaluated = If you can’t afford a professional edit for your book, read Chicago Manual of Style, 16th edition. Actually READ it. It will not only tell you rules and lingo, but it offers a pretty good course in publishing. = Read all the articles in Writer’s Market. Learn about how to present work, rights, and contracts. = Understand that being a writer is no longer enough. For book writing, writers are expected to have a â€Å"platform† - expertise, ties to the readers of their work, the ability to present and sell. If you resent this, let that go and concentrate on creating or discovering what your platform credits are. = Read Publisher’s Weekly, or subscribe for free to Shelf Awareness-Pro (Shelf-Awareness.com), a daily newsletter about book selling. Even if you don’t plan to self-publish or start your own publishing company, you can join Independent Book Publishers Association (ibpa-online.org) which has a wonderful magazine full of education and news as well as many other benefits and marketing opportunities. = Read Peter Rubie’s book The Elements of Narrative Nonfiction: How to Write and Sell the Novel of True Events, or read the free web chapter on book proposals: http://fineprintlit.com/resources/writing-a-book-proposal/. = If it’s a time in your life when you can afford it, try to get an entry-level job at a publisher or whatever kind of company is appropriate for your interest. You’ll learn the lay of the land from the inside out and make next to no money, but, if you’re like me, it’s a lot more fun than going to school. = If you are a working writer or editor, join the Linkedin group LinkEds writers (https://www.linkedin.com/groups/LinkEds-writers-37917/about). It’s filled with smart professionals who generously share their education. = If you’ve already written your book and know nothing about the publishing industry or editing, I recommend getting help. Ask around, listen to people you trust who work in the industry. And if you need a professional edit or coaching, search ( Educate yourself about the industry you want to work in. It’s fun!

Brian Nichols †Atlanta Courthouse Killer

Brian Nichols – Atlanta Courthouse Killer On March 11, 2005, Nichols was on trial for rape at the Fulton County Courthouse in Atlanta when he overpowered a female deputy, took her gun, and went into the courtroom where he trial was being held and shot the judge and a court reporter. Nichols is also charged with killing a sheriffs deputy who tried to stop his escape from the courthouse and shooting a federal agent at his home a few miles from the courthouse.Nichols escape set off one of the largest manhunts in Georgia history, which ended after he took Ashley Smith hostage in her apartment and she convinced him to let her leave and then called 9-1-1. Case Developments Brian Nichols Avoids Death Penalty Dec. 12, 2008 Brian Nichols, the convicted Atlanta Courthouse killer, avoided the death penalty when a jury deciding his fate deadlocked after four days of deliberation. The jury was split 9-3 in favor of giving Nichols the death penalty rather than life in prison. Atlanta Courthouse Killer Found GuiltyNov. 7, 2008After deliberating for 12 hours, a jury found the Atlanta Courthouse killer guilty of murder and dozens of other charges in connection with his deadly escape from the Fulton County Courthouse on March 11, 2005. Brian Nichols was found guilty of all 54 charges after pleading not guilty by reason of insanity. Previous Developments Ashley Smith Testifies Against Brian NicholsOct. 6, 2008 The woman who talked accused Atlanta Courthouse killer Brian Nichols into surrendering to police testified at his trial that she appealed to his religious beliefs while she was held captive by him in her apartment. Atlanta Courthouse Shooting Trial UnderwaySept. 22, 2008After years of delays and nine weeks to select a jury of eight women and four men, the trial of accused Atlanta Courthouse shooter Brian Nichols got underway under high security Monday. Nichols has pleaded not guilty by reason of insanity for killing a judge, court reporter and sheriffs deputy at the Fulton County Courthouse and a federal agent later that day. Atlanta Courthouse Shooting Trial Finally BeginsJuly 10, 2008Jury selection has finally begun in the Atlanta Courthouse Shooting a day after Brian Nichols pleaded not guilty by reason of insanity to 54 counts, including the murders of four people. More than 600 witnesses are scheduled to testify in the high-profile trial which could last for months. Mental Exam Ordered for Brian NicholsJune 12, 2008A judge has ruled that prosecutors can have their own psychological expert examine Brian Nichols, who plans to claim he was insane when he shot his way out of an Atlanta courthouse in 2005. Nichols Wants New Judge RemovedApril 23, 2008Brian Nichols defense team claims the judge should recuse himself because he was a friend of one of the victims. Judge Keeps Jury Pool in Brian Nichols CaseApril 11, 2008The new judge in the Atlanta Courthouse Shooting case has ruled that the jury selection process will begin again in July where it left off before being interrupted by the controversy over the funding for the defense. Superior Court Judge Jim Bodiford issued a ruling that jury selection would continue July 10 from the original jury pool of 3,500. Courthouse Shooting Judge Steps DownJan. 30, 2008The controversial judge in the Atlanta Courthouse shooting trial of Brian Nichols has stepped down after a magazine article quoted him saying, everyone in the world knows he did it. County to Help Fund Brian Nichols DefenseJan. 15, 2008The death penalty trial of accused Atlanta Courthouse killer Brian Nichols could begin again as early as mid-March after the Fulton County Commission voted to spend $125,000 to help in his defense by paying for a psychiatric evaluation. Brian Nichols Murder Trial Delayed AgainNov. 16, 2007For the fifth time, the murder trial of accused Atlanta Courthouse Killer Brian Nichols has been delayed due to a lack of funds for his defense. Sticking to his guns despite growing criticism, Judge Hilton Fuller ruled that he will not start the trial until there is more money provided to Nichols defense team. DA Tries to Force Start of Nichols TrialNov. 2, 2007The Fulton County district attorney has filed a complaint with the Georgia Supreme Court in an effort to force the judge in the Atlanta Courthouse Shootings case to resume jury selection. Atlanta Courthouse Shooting Trial to BeginOct. 15, 2007Security will be tight at the Fulton County courthouse this week as the trial of Brian Nichols begins in the same building he is accused of shooting his way out of almost three years ago. Lack of Money May Delay Brian Nichols TrialFeb. 12, 2007The trial of Brian Nichols in the Atlanta courthouse shooting case may be delayed because the agency in charge of paying his court-appointed attorneys is out of money. Atlanta Courthouse Shooting Trial BeginsJan. 11, 2007Although there is absolutely no doubt about the guilt of the defendant, a long, drawn out and expensive trial is scheduled to begin in the same courthouse that also happens to be the scene of the crime. Brian Nichols Trial Delay RejectedDec. 22, 2006Superior Court Judge Hilton Fuller has rejected another defense motion that would have delayed the start of the trial of Brian Nichols. Atlanta Courthouse Shooting Trial to Be Moved?Jan 30, 2006Attorneys for Brian Nichols have asked that his trial be moved to another courthouse, because the current one is the crime scene. Hostage Ashley Smith Gave Nichols MethSept. 28, 2005Ashley Smith, the woman who helped authorities capture Atlanta Courthouse killer Brian Nichols, says in her new book Unlikely Angel that she talked with him about her faith and gave him methamphetamine during her seven-hour hostage ordeal. Previous developments in the Atlanta Courthouse Shooting case: Two Arrested for Murder of Ashley Smiths HusbandJune 23, 2005Four years after Daniel (Mack) Smith was stabbed to death at an August, Georgia apartment complex, two men have been indicted and arrested for the stabbing death of the husband of Ashley Smith, the woman who convinced the Atlanta courthouse killer to turn himself into police. Death Penalty Sought for NicholsMay 5, 2005The Fulton County district attorney will seek the death penalty for the man accused of shooting his way out of an Atlanta courthouse, leaving four people dead and setting off the largest manhunt in Georgia history. Ashley Smith Collects $70,000 RewardMarch 24, 2005Ashley Smith was given $70,000 in reward money for helping authorities capture courthouse shooter Brian Nichols. Hostage: God Brought Him to My DoorMarch 14, 2005Ashley Smith, the 26-year-old hostage who notified police that the Atlanta Courthouse Killer wanted to turned himself in, read to Brian Nichols from The Purpose Driven Life, shared her personal faith, and prayed with him for more than seven hours in her Duluth, Georgia apartment. Courthouse Killer Waves White Flag to SurrenderMarch 12, 2005Brian Nichols, the man who killed three people in a Fulton County Courtroom Friday, waved a white flag to surrender to authorities after they surrounded a Metro Atlanta Area apartment that belonged to a woman who managed to call 911. Courthouse Killer Gives Cops the SlipMarch 11, 2005The manhunt for an Atlanta man who killed three people at the Fulton County Courthouse Friday morning became a lot more complicated when the vehicle the suspect was thought to be driving was found 14 hours later on a lower deck of the same parking from which it was supposedly stolen.

G&D's own Ice cream cafe in Oxford Essay Example | Topics and Well Written Essays - 1000 words

G&D's own Ice cream cafe in Oxford - Essay Example Both these new outlets have also been able to gather the kind of popularity as the popular outlet.    It all started with an idea from George Stroup, who was himself a student of the Oxford University. The motivation to set up such a shop came from his own observations that in 1990 there were no quality ice cream parlors in and around Oxford, where people can get value for money products. Thus he sensed a business opportunity in providing quality ice creams at reasonable prices. He also believed that people should enjoy their food in a congenial atmosphere along with decent service provided by the staff. It was decided that in order to provide quality products to the customers, the ice cream should be manufactured indigenously. To transform the idea into actual work, supplies were arranged from the local suppliers and machines were ordered to suit the specific needs.   G&D has set up in house production facilities for all its products. This helps in maintaining the quality and taste of merchandise and to live up to the customer’s expectations. After significant increase in the business, G&D’s has shifted the production unit of baked goods to the George and Denver shop in 2002, while the ice cream production facility remained at the original George and Davis on the Little Clarendon street. Company’s focus was always on delivering quality and tasteful flavors to the customers. Hence the production unit keeps on experimenting with the ice cream recipes to churn out new and innovative flavors. Use of any kind of artificial flavors and preservatives are strictly avoided and stress is put on using only the best quality natural ingredients (like the jersey cream) available in the market. Added to this is the â€Å"slow turn, quick freeze† technique (G & D’s, n.d.), unique to G&D’s, which results in richer product s of superior quality. Hence, it is not without reason that just after two months of setting up the operations,

Genentech's move to restrict the use of its drug Avastin, its Cancer Essay

Genentech's move to restrict the use of its drug Avastin, its Cancer Drug, by ophthalmologists on Eye - Essay Example in disallowing physicians and pharmacists from obtaining Avastin from wholesale distributors1, there are still questions pertaining to the motives which need clarification. Why do they have to restrict the distribution of Avastin for off-label use? Why did they have to refuse the proposal of the American Ophthalmologist Community to conduct a comparative study between Avastin and Lucentis in AMD? What are their motives in doing this decision? We cannot hastily justify, so we are not yet certain whether they are just protecting their own financial interests, or there might be other reasons behind this decision which necessitates such action. Even though the FDA approved the use of Avastin not for ophthalmic use, there is no issue of legality should physicians use the drug other than its recommended indication2, when the physician believe it to be appropriate, under his own risks of doing a medical malpractice3. Due to the drug’s anti-angiogenesis property, it was being used by physicians in treating various eye disorders precipitated by the leak caused by the blood vessels in the eye causing detachment of the retina4. The studies regarding the use of Avastin in eye disorders thru Pubmed search (limited to clinical trials and RCT and published within 3 years) reveals positive beneficial effects, yet requiring further long-term clinical studies. An attempt to investigate the long-term comparison between the two drugs was still on-going, yet an early result of the prospective randomized controlled trial reveals no difference between Avastin and Lucentis in effectiveness for choroidal neovascularizaton secondary to AMD5. Genentech’s decision to allow or suppress the availability of Avastin to the market may have legal implications that would threaten the company. The FDA approves the indication for the drugs after undergoing extensive research, toxicological assessments and clinical trials6. However, using the drugs beyond its indicated use, called

Billboard Hot Country Songs number-one singles Essay Example for Free

Billboard Hot Country Songs number-one singles Essay Hello my name is Chassidy Mitchem I would absolutely love to be a part of your cosmetology program. I love to do hair and, make up. Doing hair is something I enjoy doing in my free time. It’s a way to get away from people and let my mind explore into better things. I enjoy looking and trying new hair styles and colors. I have done makeup and hair for Homecoming court and Grand March. It would be an absolute dream to get into this school and have some hands on time with the things I love doing while learning more about Cosmetology. Cosmetology is very important to the world because someone will always want their hair done or make up done. Most people only want to go to a professional so they know they will be getting the best of their money. You could also be able to set up your own business around your area. I differ from a lot of my peers because no one really understands the importance of Cosmetology the way I do. Everyone thinks it useless. Cosmetology is just as important as other jobs because someone will always need you. There will always be someone needing their eye brows done or maybe there nails especially during homecoming and prom or even a wedding. I’ve talked to a couple people and got some really interesting opinions. Some people has told me I wouldn’t make it and some people has told me I would, but my motto is â€Å"Never give up, because you never know how close you are to fulfilling your dream.† I plan on getting this degree and opening my own salon and I feel that it will give me knowledge I need to know for success. I learned to do this at a young age and I feel very strong about this career. I believe this will be the field I dedicate myself to. I hope to be attending this college at whatever time the school year would begin

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) :: Essays Papers

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) Synapsis The scientific community experienced several advancements from the late 18th century through the mid-19th century. This time period is of primary focus to illustrate the era in which a well accomplished anatomist left an astonishing, but often overlooked, mark in history. John Collins Warren, a skillful surgeon and fine anatomist, influenced and helped re-shape world wide views with his work on comparative anatomy titled Comparative View of the Sensorial and Nervous Systems in Men and Animals. A look into his life, accomplishments, and the time period itself will allow a thorough understanding of the importance and impact left by this work; a work previously unviewed by the internet community. John Collins Warren, born August 1, 1778, was a native of Massachusetts. Warren’s earliest influence, his father, was active in the medical community as both a doctor and surgeon. Warren’s father was such a great influence that young Warren himself decided to pursue a medical career. Warren chose a medical career, coercion free, feeling it would be most beneficial (E. Warren 21). Warren showed early on that his life was full of commitment and willfulness; he readily applied these traits towards his own education. At the time Warren began his studies there was no hospital in Boston and after one year of American schooling, he ventured to Europe to continue his studies. Around the beginning of the 19th century, voyages overseas were not easily accomplished; Warren’s voyage lasted twenty-four days and confirmed his sense of dedication. While in Europe, Warren studied in both London and Paris. Studying overseas was, as Warren himself had predicted, very beneficial. It enabled him to establish life-long relationships with influential members of the scientific community. With help from others, Warren was able to attend lectures by the most prominent scientists in Europe. Several of Warren’s journal entries from Europe speak of lectures by well-established scientists Vauqelin and Hope (E. Warren 57). After spending a sufficient amount of time in Europe, Warren felt he was well-learned and returned to America to advance his career in medicine. Upon returning to America, Warren continued his studies at Harvard and Cambridge and was forced to embrace what seemed like a whole different world.

Persian Gulf War

The war was fought very fiercely for Just one year between 1990 and 1991. Its effects can soul be felt In today's society. The war had quite a large impact on history, particularly modern history. The outcome of the war arguably poisoned the minds of many people, crippling relationships between many groups; particularly between the West and the Middle East. Its whole entirety has left a major impact on the lives of many people and will continue to be looked at as a dark time for Middle Easterners and quite the opposite for Westerners.It is often argued that the war was ultimately a fight for oil. Several sources do present their arguments in favor of this statement, and are successful in establishing a case where this statement is true. His real motive was probably to take control of the wealth possessed by Kuwait (Lowe 2005, up. 253). Referring to Sad Hussein, the author has stated that Sad Hussein's primary motive for the war was to take control of Kuwaiti wealth. Their wealth was their OLL Industry; an Industry that the world relied on heavily, particularly for countries In the Middle East and beyond.Most people take the view that Hussein was short on finances following the Iran-Iraq neighboring countries; this had mostly gone to waste and Hussein would not pay it all back. Additionally, he believed that Kuwait was historically a part of Iraq. Had this been true, he would have already possessed Kuwait for a long time. Several reasons can be produced to support the claim. As Iraq was short on finances, they needed only to claim a nation that had a booming industry. They didn't need to take over a country that had larger powers, and both the superpowers at the time were neutral awards Iraq.These facts, along with the small size of Kuwait, were in due course the main characteristics for Hussein's motives. Moreover, it was the West who was also in strife when they realized what was at stake from the invasion of Kuwait. Lowe (2005, p. 253) argues that Iraq and th e USA were previously on neutral terms, as USA had helped Iraq in their war with Iran. In contrast to this, USA was threatened by the invasion, as it left Saudi Arabia incredibly vulnerable. Saudi Arabia at the time (and still to this day) have possessed the largest oil industry and production for a long mime.This fact left several Western nations vulnerable as well, as Iraq were very close to invading Saudi Arabia next and this threat was made very clear to the West. If Saudi Arabia were to be invaded, their oil industry would have been controlled by Iraq, and the supply to the West would have been cut. The overwhelming evidence suggests that the war was a fight for oil, and a fight to protect the wealth produced by the oil industry. A variety of viewpoints emerge from political conflict in Iraq, and other Middle Eastern nations.Most people take the view that the poor decisions by politics within Iraq, particularly on the part of Hussein, led to the downfall of the overall position and reputation of the Middle East post-war. ‘International politics of Middle East have long been volatile and unstable' (Cellophanes 1992, up. 10). Indeed, the politics within the Middle East have been volatile and unstable, and this has led to their national identity becoming weaker. There is evidence to support that there was conflict in national interests, religions and ethnic rivalries post World War Two.These inflicts have led the people to take sides within their own country, and to oppose neighboring countries who they should call their ‘brothers' or ‘sisters'. The balances of interests have been made harder and harder to achieve and maintain, stemming from the poor decisions made by the leaders of each nation. Therefore, Iraq's downfall arose from Hussein's overconfidence and greed for power, ambition, wealth and reputation. There are many reasons in favor for both sides of the issue about economic impacts for Iraq, as well as the U. S.The majority viewpo int is that Iraq was already suffering financially, and the war left them in an even worse position. The financial crisis in Iraq had reached breaking point by early 1990 and Sad Hussein was in a desperate position (Finland 2003, up. 14). It is established that his motive for the war was to gain money, but the war was decisively won by the opposing side, proceeding to the economic suffering of Iraq. Conversely, the U. S. Did not suffer nearly as much. Hancock (2006) argues ‘The Gulf War being the least expensive of all American wars resulted in a cost of only $26. 92 per American citizen'.Comparatively, citizens of U. S. Had suffered a low economic loss and this was loosely opposite to that of Iraqis and other Arab nations. It is unarguable that the Middle East suffered a lot more economically compared to U. S. A. According to many sources, the aftermath of the war has left its mark on many around the world, particularly Iraqis. Common far more in number, but left negativity w ith Iraq. The Columbia Electronic Encyclopedia (2012) argues that Kuwait and Iraq suffered enormous property damage. This fact presents an argument to support that the huge property damage offered to Iraq applied to quite the rest of the Middle East.They had suffered huge casualties and property damage from the war, but this only created more anger for Iraq. Continued uneasiness and conflict between Iraq and coalition forces; primarily U. S. , led to Second Persian Gulf War (The Columbia Electronic Encyclopedia, 2012). The second war was based off of Hussein's anger towards the West and ongoing conflict was inevitable from the outcome of the first war. For these reasons, it is established that the aftermath of the war had a major effect on Iraq and the Middle East.Even the most superficial investigation of the war produces the major effects of the war on the Middle East. The weight of public opinion is relied on the fact that most Middle Easterners suffered from the outcome of the w ar. Kettle (n. D. ) argues ‘Both Kuwait and Iraq†¦ Would have to face a period of turbulence and instability†¦ Both have had their political integrity and independence, as well as their economy and civilian structures, seriously undermined†¦ ‘. The quote conveniently provides the long term effects of the two nations, but has also affected the whole of the MiddleEast. It is argued that the Middle East has been seen by the West as a permanent battleground. The effects had on the Middle East have even been solely blamed on themselves. Authors Beverly Milton Edwards and Peter Handkerchief (2007, up. 97) collectively argue ‘one recurring theme in academic discourses is that contemporary observers, especially governmental ones, should have anticipated the invasion'. The outcome and aftermath have proved the adversity that the Middle Easterners have had to face, and the way they have responded in the past.As the same time, it is argued that this war has add ed to the Arab-Israeli conflict. The Persian Gulf War led to overall instability within the Middle East, and it is because of this that there have been effects on the Arab-Israeli conflict. Conclusively, the war had a more of an impact on societies within the Middle East. In conclusion, the First Gulf War has led to ongoing conflict between the Middle East and the West in modern history. The war caused political, social and economic conflict between the nations involved in the war.

Promote Positive Behaviour Essay

Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation, frameworks, codes of practice and policies related to positive behaviour support are applied to own working practice. All aspects of my job role are regulated by policies and current legislation. The mandatory training that we attend has been designed to cover all aspects of legislation such as the Children’s Act, which provides a Code of Practice to enable us provide the best possible care and support for children and young people. We also have inspections from OFSTED who ensure we are meeting, not only care standards, but also those relating to behaviour and how we encourage positive behaviour is evaluated. As a staff member I have the responsibility of recording all incidents of behaviour support and these include both positive and challenging behaviour. There are several policies and procedures in my work place relating to positive behav iour: Bullying Rewards and sanctions House rules The code of conduct forms part of a behaviour policy. It will state what is expected from staff as well as young people. It can provide guidence to staff when dealing with innappropriate behaviour presented by a child/young person. It states how to encourage positive behaviour, the importance of being fair and consistent, 1.2 Define what is meant by restrictive interventions. There are a range of different restrictive interventions. When some people think of restrictive interventions they automatically think of phyhsical interventions, however a physical intervention is not always neccessary. Sometimes you can intervene using simple techniques such as language, including body language and facial expressions, this is known as social intervention. Another is mechanical intervention, this is useful with children in their early years, using things such as high chairs and safety gates to contain the child in one place for whatever reason. Physcial intervention is a restrictive intervention that should only be use if there is clear justification for why this type of intervention is being used. Planned intervention can be used if through observation or care plans for example, you expect that a child may present challenging behaviours in certain situations, then you ensure you are already prepared for this as it may be that just having a carer sitting by their si de and placing a hand on their shoulder is all they need to sit back and think about their actions before displaying negative behaviour. The aim of a restrictive intervention is not to take away the young persons right to freedom and movement, it is to give them the opportunity to think about their actions and change their behaviour. 1.3 Explain when restrictive interventions may and may not be used. Physical intervention is a last resort and all staff avoid having to do this however if deescalating techniques such as ‘planned ignoring’, ‘hurdle help’, ‘walking away’ etc. doesn’t seem to work, then restrictive interventions have to be used when young people are displaying certain behaviours such as committing a criminal offence, causing harm to themselves or others, causing damage to property or engaging in any behaviour that is prejudicial to maintain the good order and discipline within the home. 1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used. Where restrictive interventions have been used, staff must follow policies and procedures in place such as ‘recording and reporting’. Firstly staff on shift at the time of the incident must complete an incident report and inform management of the incident. The young person’s parents and social workers should be informed and if necessary other professionals involved in the young person’s life such as YOT and CAMHS (this all depends on the nature of the incident). Once the incident report is complete management will add their observations then send this to the safeguarding officer to do the same. Ofsted are always informed after any incident. If the young person or staff involved have sustained any injuries during the incident this is recorded on the incident report and on a body map as well as the accident book and RIDDOR guidelines will be followed. 1.5 Explain why the least restrictive interventions should be used when dealing with incidents of challenging behaviour. As explained before physical intervention should not be used unless it can be clearly justified why it was used, it is not always neccessary. When dealing with challenging behaviour you can use restrictive intervention such as language which may result in the young person changing their behaviour before it even leads to an incident. For example there is a young person in my care who we have observed that responds well to humour, so if he is beginning to display negative/challenging behaviour we try to make jokes with him and sometimes tickle him. This turns his mood around and prevents an incident even taking place. It is important to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, physical abuse, damage to property etc. 1.6 Describe safeguards that must be in place if restrictive physical interventions are being used. It is important to ensure that the young people and staff are all safeguarded. Any staff that will be using physical interventions should have attended the mandatory training, risk assessments should be in place and staff should follow guidelines to ensure they have tried all possible alternatives before using physical interventions. In circumstances where physical interventions are being used, staff should assess the situation first to ensure it is safe to do so, is there enough staff? Is the environment they’re in safe and appropriate for the use of physical interventions? Staff must always disengage throughout the physical intervention to give the young person opportunity to calm and take back control. 2. Understand the context and use of proactive and reactive strategies. 2.1 Explain the difference between proactive and reactive strategies. Proactive strategies are strategies that everyone may use to deal with behavioural problems, they are strategies that are written in policies and procedures, risk assessments, care plans etc. These are guidelines that are in place to be followed when a child/young person is presenting challenging behaviour even if these strategies are not proven to work as well as others for this particular child/young person. Examples of proactive strategies are having rules and boundaries in place, this is a way of letting the child/young person know the way they should be behaving, give praise to the child/young person for good behaviour and put sanctions and consequences in place when rules are broken. Reactive strategies are the behaviour management strategies that you use at the time of an incident when a child/young person is presenting challenging behaviour. Even though there are guidelines in place for proactiv strategies that should be used, if you have observed that a child/young person responds well to something else and it diverts their attention to something positive then you may use these reactive strategies to stop the incident escalating any further. When using reactive strategies you should still follow guidelines for proactive behaviour management strategies and put consequences in place for inappropriate behaviour. 2.2 Identify the proactive and reactive strategies that are used within own work role Needs completing 2.3 Explain the importance of identifying patterns of behaviours or triggers to challenging behaviour when establishing proactive or reactive strategies to be used. With every child/young person you should be making observations of every aspect of their life. When they ‘slow time’ before going to school or refuse to attend school, is there a pattern in the days they are behaving like this? Is there a certain lesson on these days they dont like? Are their children in their classes on this day who they are having issues with? There is a reason behing every behaviour. It is important to identify patterns of behaviours and triggers so that you can predict when an incident may take place and use planned intervention to deal with these situations. Also different strategies may work for different incidents and different young people. Staff need to ensure they are making these observations, updating care plans and risk assessments and passing on information to all staff during h andovers and meetings. 2.4 Explain the importance of maintaining a person or child-centred approach when establishing proactive strategies. Each young person is different, they need to be seen as an individual. Young people should all be treat fairly and equally but not the same. Some strategies that work on one child/young person may not work on another. Strategies have to be tried and tested, they wont all work but the ones that do, should be identified and all staff bare these in mind when dealing with further incidents. A young person in my care gets really upset when plans for family contact are changed or if it doesn’t go ahead. Staff ensure they tell the young person with at least 2 members of staff present incase they need to use physical restrictive interventions. The usual type of negative behaviour in instances like this is going to their room and slamming doors etc. Due to the young person not actually causing any damage or harm to property or himself, staff use proactive strategies we have in place which in this case would be ‘backing away’ giving him time to calm, and with this particular young person we would use ‘humour’ once he is calm to keep him distracted. Another young person if he gets bored will display challenging behaviour through verbal abuse. Staff use planned intervention and always try and keep the young person busy to prevent him getting bored or agitated. If this particular young person is being verbally abusive staff use proactive strategies ‘planned ignoring’ as if staff give him attention for displaying negative behaviour, he sees this as an excuse to keep repeating this behaviour as he gets the attention he was after. When the young person is showing positive behaviour, even simple tasks like brushing his teeth and having a wash on a morning, he needs lots of praise to show him that h e gets attention when he is being compliant. 2.5 Explain the importance of reinforcing positive behaviour with individuals. Needs completing 2.6 Evaluate the impact on an individuals well-being of using reactive rather than proactive strategies. Needs completing 3. Be able to promote positive behaviour 3.1 Explain how a range of factors may be associated with challenging behaviour. Needs completing 3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours Needs completing 4.Be able to respond appropriately to incidents of challenging behaviour. 4.1 Identify types of challenging behaviours Needs completing 4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. Needs completing 5. Be able to supports others and individuals following an incident of challenging behaviour. 5.2 Describe how an individual can be supported to reflect on an incident. How they were feeling at the time prior to and directly before the incident – Their behaviour – The consequence of their behaviour – How they were feeling after the incident – Needs completing 5.3 Explain the complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour. Needs completing 5.5 Describe the steps that should be taken to check for injuries following an incident of challenging behaviour. This should be done straight after the incident once the young person has calmed. If the young person directed their anger at a particular member of staff, then a different member of staff, preferably who the young person usually has a good relationship with should approach the child/young person to see if they are ok. Get the young person into an environment with privacy and where they feel comfortable, then have a discussion with them about if they are hurting anywhere and check them for injuries. For example if the young person was restrained during the incident see if they have any marks from where staff held them, check their back thoroughly if you recall them banging it etc. If any marks are noticed, firstly check previous body maps in place for the young person to ensure these marks haven’t already been identified and recorded. If not then record the injuries on the incident report, on the young persons body map and daily observations. If needed offer first aid to the young person or medical attention. The young person should be checked for injuries again at a later time as bruising may show the following day.

The Harris Matrix Tool Used to Comprehend the Archaeological Past

The Harris Matrix Tool Used to Comprehend the Archaeological Past The Harris Matrix (or Harris-Winchester matrix) is a tool developed between 1969-1973 by Bermudian archaeologist Edward Cecil Harris to assist in the examination and interpretation of the stratigraphy of archaeological sites. The Harris matrix is specifically for the identification of both natural and cultural events which make up a sites history. The construction process of a Harris matrix compels the user to classify the various deposits in an archaeological site as representing events in the lifecycle of that site. A completed Harris Matrix is a schematic that clearly illustrates the history of an archaeological site, based on the archaeologists interpretation of the stratigraphy seen in the excavations. The History of an Archaeological Site All archaeological sites are palimpsests, that is to say, the end result of a series of events, including cultural events (a house was built, a storage pit was dug, a field was planted, the house was abandoned or torn down) and natural events (a flood or volcanic eruption covered the site, the house burned down, organic materials decayed). When the archaeologist walks onto a site, evidence of all those events is there in some form. The archaeologists job is to identify and record the evidence from those events  if the site and its components are to be understood. In turn, that documentation provides a guide to the context of the artifacts found at the site. Context means that artifacts recovered from the site mean something different if they are found in the construction foundations of the house rather than in the burned basement. If a potsherd was found within a foundation trench, it predates the use of the house; if it was found in the basement, perhaps only physically a few centimeters away from the foundation trench and maybe at the same level, it postdates the construction and may be in fact from after the house was abandoned. Using a Harris matrix allows you to order the chronology of a site, and to tie a particular context to a particular event. Classifying Stratigraphic Units to Context Archaeological sites are typically dug in square excavation units, and in levels, whether arbitrary (in 5 or 10 cm [2-4 inch] levels) or (if possible) natural levels, following the visible deposit lines. Information about every level that is excavated is recorded, including depth below surface and volume of soil excavated; artifacts recovered (which could include microscopic plant remains discovered in the laboratory); soil type, color and texture; and many other things as well. By identifying the contexts of a site, the archaeologist can assign Level 12 in excavation unit 36N-10E to the foundation trench, and Level 12 in excavation unit 36N-9E to the context within the basement. Harris Categories Harris recognized three types of relationships between unitsby which he meant groups of levels which share the same context: Units which have no direct stratigraphic correlationUnits which are in superpositionUnits which are correlated as parts of a once-whole deposit or feature The matrix also requires that you identify characteristics of those units: Units which are positive; that is to say, those that represent the upbuild of material to a siteNegative units; units such as pits or foundation trenches which involved the removal of soilInterfaces between those units History of the Harris Matrix Harris invented his matrix in the late 1960s and early 1970s during post-excavation analysis of site records from the 1960s excavation at Winchester, Hampshire in the UK. His first publication was in June 1979, the first edition of The Principles of Archaeological Stratigraphy. Originally designed for use on urban historic sites (which stratigraphy tends to be horrendously complex and jumbled), the Harris Matrix is applicable to any archaeological site and has also been used to document changes in historical architecture and rock art. Although there are some commercial software programs that assist in building a Harris matrix, Harris himself used no special tools other than a piece of plain gridded papera Microsoft Excel sheet would work just as well. Harris matrices may be compiled in the field as the archaeologist is recording the stratigraphy in her field notes, or in the laboratory, working from notes, photos, and maps. Sources Barros Garcà ­a JMB. 2004. The Use of the Harris Matrix to Document the Layers Removed during the Cleaning of Painted Surfaces. Studies in Conservation 49(4):245-258.Harris EC. 2014. Principles of Archaeological Stratigraphy. London: Academic Press.Harris EC, Brown III MR, and Brown GJ, editors. 2014. Practices in Archaeological Stratigraphy: Elsevier.Higginbotham E. 1985. Excavation Techniques in Historical Archaeology. Australian Journal of Historical Archaeology 3:8-14.Pearce DG. 2010. The Harris Matrix technique in the construction of relative chronologies of rock paintings in South Africa. The South African Archaeological Bulletin 65(192):148-153.Russell T. 2012. No one said it would be easy. Ordering San paintings using the Harris matrix: dangerously fallacious? A reply to David Pearce. The South African Archaeological Bulletin 67(196):267-272.Traxler Ch, and Neubauer W. 2008. The Harris Matrix composer, a new tool to manage archaeological stratigraphy. In: Ioannides M, Addiso n A, Georgopoulos A, and Kalisperis L, editors. Digital Heritage, Proceedings of the 14th International Conference on Virtual Systems and Multimedia:  Cyprus. p 13-20. Wheeler K. 2000. Theoretical and Methodological Considerations for Excavating Privies. Historical Archaeology 34:3-19.

The Future Perfect Tense in Italian

The Future Perfect Tense in Italian â€Å"In two years, I will have learned Italian.† How do you express a sentence like that in Italian? You use a tense called il futuro anteriore, or the future perfect tense in English. You’ll notice that it looks similar to the il futuro semplice, the simple future tense, but has an extra addition. Here’s what that sentence above will look like: Fra due anni, sarà ² riuscito/a ad imparare l’italiano. If you’re familiar with the future tense, you’ll notice the â€Å"sarà ²Ã¢â‚¬ , which is the first person conjugation of the verb â€Å"essere - to be†. Immediately after, you’ll see another verb â€Å"riuscire - to succeed at/to be able to† in a past participle form. (If you’re not sure a past participle is, take a look at this article. It’s basically just the form a verb changes to when you need to talk about something that happened in the past. Other examples you might recognize are â€Å"mangiato† for the verb â€Å"mangiare† and â€Å"vissuto† for the verb â€Å"vivere†.) I’ll give you a few examples first and then we’ll break down how you can start forming and using the futuro anteriore. Esempi Alle sette avremo gi mangiato. - By seven well already have eaten.Noi avremo parlato al padre di Anna. - We will already have spoken to Annas father.Marco non à ¨ venuto alla festa, sar stato molto impegnato. - Marco didn’t come to the party, he must have been very busy. When to Use It Typically you’ll use this verb tense when you’re talking about an action in the future (like you having already eaten) before something else happens (like it being 7 PM). You can also use it when you’re unsure about something that’s happening in the future or that happened in the past, like you thinking that the reason Marco didn’t come to the party was because he was busy. In this case, other words that you could use instead of forming the futuro anteriore would be â€Å"forse - maybe†, â€Å"magari - maybe† or â€Å"probabilmente - probably†. How to Form the Futuro Anteriore As you saw above, the futuro anteriore is created when you combine a future tense conjugation (like sarà ²) with a past participle (like riuscito), which makes it a compound tense. To be more specific though (and easier on you), there are only two verbs that you can use in the future tense conjugation spot, and they are the auxiliary verbs avere or essere. Take a look at the two tables below that show you the future tense conjugations for the verbs â€Å"essere - to be† and â€Å"avere - to have†. Essere - To Be Sar - I will be Saremo - We will be Sarai - You will be Sarete - You all will be Sar - He/she/it will be Saranno - They will be Avere - To Have Avr - I will have Avremo - We will have Avrai - You will have Avrete - You all will have Avr - He/she/it will have Avranno - They will have How Do You Choose Between â€Å"Essere† and â€Å"Avere†?| When you’re deciding which auxiliary verb to use either â€Å"essere† or â€Å"avere† you use the same logic as you would when you’re choosing â€Å"essere† or â€Å"avere† with the passato prossimo tense. So, as a quick reminder, reflexive verbs, like sedersi - to sit oneself, and most verbs that are related to mobility, like â€Å"andare - to go†, â€Å"uscire - to go out†, or â€Å"partire - to leave†, will be paired with â€Å"essere†. Most other verbs, like â€Å"mangiare - to eat†, â€Å"usare - to use†, and â€Å"vedere - to look†, will be paired with â€Å"avere†. Andare - To Go Sar andato/a - I will have gone Saremo andati/e - We will have gone Sarai andato/a - You will have gone Sarete andati/e - You (all) will have gone Sar andato/a - He/she/it will have gone Saranno andati/e - They will have gone Mangiare - To Eat Avr mangiato - I will have eaten Avremo mangiato - We will have eaten Avrai mangiato - You will have eaten Avrete mangiato - You (all) will have eaten Avr mangiato - He/she/it will have eaten Avranno mangiato - They will have eaten Esempi Quando avrà ² finito questo piatto, verrà ² da te. - When I will have finished this dish, I will go to your place.Sarai stata felicissima quando hai ottenuto la promozione! - You must have been/I imagine you were happy when you got the promotion!Appena avrà ² guardato questo film, te lo darà ². - As soon as I have watched this movie, I will give it to you.Riuscirai a parlare l’italiano fluentemente quando avrai fatto molta pratica. - You will succeed at speaking Italian fluently when you will have practiced it a lot.Appena ci saremo sposati, compreremo una casa. - As soon as we are married, we will buy a house.

Adaptation of Hills Like White Elephant Essay Example | Topics and Well Written Essays - 750 words

Adaptation of Hills Like White Elephant - Essay Example Women and men; seduction stories bring to the screen three stories each of which is focused on a man and a woman. Ernest Hemingway perfectly describes the setting of the story it a description of the view of River Ebro and white hills from a point at the train station in Spain. The girl likens the mountains to elephants which the American had never seen. These hills across the valley of Ebrol are described to be long and white with no shade or trees on the inside unlike the setting in the movie which shows the American and the girl seated with drinks on the table as they continue with their journey. The settings in the novel as well as in the movie do not show any variation as they are similarly outlined. The American and the girl are the main characters of the story. However, the American does not reveal his name; neither does the girl address him by his name. The American’s convincing nature is clearly shown as he tries to convince the girl undergo an operation without carin g about the girl. The girl is the female protagonist in the story. The American addresses her as jig although her real name is not revealed in the story. The girl being less sure of what she wants tempts the American to convince her to have an abortion. The girl seems not to care or worry about her self-worth as she is ready to undergo abortion (operation) as long as the American loves her. She is not straight forward about what she actually wants. â€Å"Hills Like White Elephants† consists of the dialogue between the American man and the girl with only few narrated segments in the story as opposed to the lengthy stage direction and frequency of occurrence in the women and men; seduction stories movie. This keeps the reader in the dark about the previous actions of the character and their motives. The aspect of flash is well captured in the women and men; seduction stories movie which helps the viewer to keep pace with previous actions, character’s actions and intentio ns or motives. This helps to set the mood and also establishes the landscape in understanding the conflict of the characters. The inability of the girl to speak Spanish with the bar attendant is an illustration of how dialogue is emphasized and her independence on the American and also shows the difficulties she had in expressing herself to other people. The American and the girl as well as the underlying conflict are characterized by the content and the manner of conversation which demonstrates radical compression and a higher degree of suggestiveness and implication. This is demonstrated during the first interaction between the American and the girl regarding the choice of a drink in which the girl asks the American. This conversation outlines the lack of the girl’s free will to ask for a drink while showing the manipulating character of the man. Conversation is also evident when the girl begs the man to stop talking after she realized that their conversation were futile. T he girl begs him ‘†¦.please, please, please, please†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ Language and communication between the American and the girl become intense and more focused as the couples’ relationship is in a crisis due to the girl’s pregnancy. The couple seems to struggle in their conversation on the course they relationship will take especially when in public. To make matters worse, the readers are left not knowing whether the couple was able to find a common ground as the story ends