France increasingly eclipsing Spain as the favorite destination for UK Essay

France increasingly eclipsing Spain as the favorite destination for UK property buyers to invest - Essay Example If you thought the overseas property market is dying due to the recent financial upheavals, then think again. The most-recent and the biggest-ever study of overseas holiday homeowners has revealed that in spite of price falls ranging from ten percent in France to fifty percent in Spain, the number of Britons purchasing homes in other European countries has actually increased in course of the recent recession. In 2006 for instance, some 385,000 Britons owned holiday homes in other European countries, a figure that has since increased tremendously to as high as 430,000 by 2010 (Avella, 2004). Reflecting travel and tourism trends, investments in long haul holiday destinations like Caribbean, Asia, and Africa, which generally offers warm climates enable holiday home owners to benefit from longer visiting seasons and therefore, longer rental periods. Correspondingly, holiday homeowners have been taking advantage of the short-term letting in the year-round city-break market (Keller, & Bieger, 2008). However, compared to inland nation and urban locations, it is beach holiday destinations that seem to attract most second home investment. Motivated both by the letting potential and their own holiday plans, over half of UK overseas properties owners have bought homes in coastal areas as can be demonstrated by the graph below. Due to this changing environment in the property market in Europe, we are going to explore the attractiveness of a number of countries in terms of overseas property investment. In this case, we will focus on three European countries namely; France, Italy, and Spain. ... currently, we will be able to advice our clients on those countries (Italy, France, and Spain) on whether to continue holding on to their property investment or to sell them. Sample Framework: In coming up with appropriate information to help ascertain which among France, Italy, and Spain is a better property investment destination at the moment, we will be required to ask property investor in UK a number of a question on each of these countries and score them on a 5-point Likert Scale before using a Frequency distribution as a quantitative technique to draw a conclusion. Sample Size and Technique: The sample of this research will be a total of ten property investors residing in UK. The research will make use a number of sampling techniques namely; a. Random sampling; questionnaires will be issued at random to people who have properties in all or any of the three countries (Italy, France, and Spain), something that is expected to ensure that each property investor residing in the UK is accorded an equal chance of participating in the research. b. Convenient sampling; because of the difficulty that might be involved in identifying a UK citizen who is not only conversant but also up-to-date with overseas property investment, it might be a bit difficult to achieve randomness in this research. However, in order to bypass this handicap it therefore becomes necessary to issue a questionnaire or hold an interview with any UK property investor that the researcher bumps on, which is a measure that will help the researcher achieve randomness in this research. c. Purposive sampling; because of the complexity of some of the issues, reaction of some research questions will require the input of particular property investor. This therefore calls for an approach that will see to it

Introduction to People, Organization Andmanagement Essay Example for Free

Introduction to People, Organization Andmanagement Essay 1. Key Information Module title: Introduction to People, Organisations and Management Module Leader: Hermione McIntosh Chelmsford/Michael Ashcroft Building/ Room MAB 301 Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: * the Virtual Learning Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This 30 credit module covers four key areas. The organisational context: This module allows students to explore the organisational context and will furnish students with tools to analyse the organisational environment and the degree of dynamism and complexity in which organisations operate. Students will be encouraged to examine organisational responses to environmental turbulence. The development and impact of organisational culture will also be assessed. Organisation structures and approaches to management: Students will analyse the changes to organisational structure and architecture and the evolution from self-contained structures to boundaryless organisations. Approaches to management from scientific management to postmodern organisations will be evaluated and the way groups and teams are formed and structured. Motivation will also be examined as a motivated workforce can be a sign of a successful organisation and students will be encouraged to reflect critically on theories of motivation and apply them to real life situations and case study scenarios. Management processes: Intensified competition, technological innovation and increased knowledge intensity has resulted in a pattern of ‘repeat change’. The results of change programmes are often disappointing and students will examine the triggers for change, why change is resisted and organisations’ approaches to change management. This module will also investigate the difference between leadership and management and critically evaluate classical and contemporary approaches to leadership theory and the role power and politics play in organisational life. Individuals in the organisation: This part of the module focuses on individual differences. The ability to learn, and to continue learning, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a number of learning theories which affect management practices and will have an overview of the learning organisation. Students will examine the role that personality and perception play in shaping and directing our own and other people’s behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual career prospects. Students will therefore be equipped with a robust intellectual framework for analysing and understanding the past, present and future influences on their own thinking, attitudes, values and behaviours and to reflect on how these might impact their effectiveness and performance in practice. Please also refer to Sections 6a and 6b of the MDF. 3. Intended Learning Outcomes. Anglia Ruskin modules are taught on the basis of intended learning outcomes and on successful completion of this module, you will be expected to be able to demonstrate that you have met these outcomes. On successful completion you will be able to: 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and appreciate the contribution of effective people management to the success of organisations. 3. Explore a range of theories developed to aid the understanding of learning and human behaviour, reflecting on their learning experiences and career development. 4. Examine the application of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the analysis of managing employees with specific reference to leadership, power, motivation and teamwork. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and personal reflective practice within a framework for personal and career development. 4. Outline Delivery. Wk| Lecture A People| Lecture B – Organisation Management| Reading (Buchanan and Huczynski, 2010)| 1| Introduction to Part A of the module. Individual behaviour and personality| Introduction to Part B of the module. What is an organisation? Introduction to organisational behaviour. Orientation to work and the work ethic.. | Chapters 1 and 6| 2| Personality theories in the workplace. | The organisation’s environment. Business ethics and corporate social responsibility. | Chapters 2, 3 and 6| 3| Perception. | Organisational culture and socialisation. | Chapters 4 and 8| 4| Attitudes and values. | Organisational structure and architecture. | Chapters 15 and 17; Brooks Chapter 3| 5| Learning as a process. The Behaviourist and Cognitive approaches. | Approaches to organisations and management. (1)| Chapters 5, 14 and16| 6| Learning in practice and the Learning Organisation| Approaches to organisations and management (2)| Chapters 5, 14 and 16,| 7| Motivation: content theories| Groups and teams at work. | Chapters 9, 10, 11, 12, 13| 8|. Motivation: process theories| Organisational change| Chapters 9 and 18| 9| Communication| Leadership (part 1)| Chapters 7 and 19| 10| Career management and choices| Leadership (part 2)| Chapter 19| 11| Reflective practice and managing self. | Power in organisations| Chapter 22| 12| Module review. | Module review| | 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutors. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment This module will be assessed through two pieces of coursework which will allow you to evidence the demands of this module and meet the learning outcomes (see sections 7 and 9 of the MDF). Both pieces of coursework have a word limit of 3,000 words and have a 50% weighting. The assignment hand-in date is Tuesday, 8 May, 2012. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet . Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback. You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see  your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. ASSIGNMENT ONE Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh. Instructions:See below Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic report format. You should consider how the two organisations differ in the way they operate and in the way they are managed. In particular, you should focus on the following areas: * Organisational design and structure * Teams and teamworking * Approach to leadership and management * Organisational culture Your analysis must be supported by relevant theories and concepts that have been covered in the module and you must demonstrate that you have read widely around the subject area and used this reading to support the arguments you are making. Do not rely solely on the key text but use a range of academic texts and journal articles. Refer to the reading list in your module guide for further guidance. It is essential that you use the Harvard Referencing System and it is recommended that you download the University’s Guide to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance: Introduction| 10%| Analysis of issues including use of the literature to support arguments| 60%| Conclusion and recommendations| 20%| Presentation and structure of the report including written expression and referencing| 10%| Case Study One Case study 1: Biogenta plc. Biogenta is a world-leading business, producing crop-protection products (herbicides, fungicides and insecticides). It currently employs 15,000 employees in over 80 countries and has manufacturing facilities in 10 countries. It is organised into four major functional areas: Research and Development, Manufacturing, Sales and Marketing and, finally, Support (covering financial services, human resources and legal services). Jane Morgan, the Chief Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values based on extensive consultation with Biogenta’s stakeholders. Biogenta’s mission is to be the most trusted provider of crop-protection products in the world and their values include: Be adventurous, creative and open-minded Pursue growth and learning Be passionate and determined Build open and honest relationships Create fun These values have been embedded in the culture of the organisation. Jane is deeply respected and many of her staff have even called her inspirational. She is very motivational and communicates high expectations of all staff. Her aim has always been to empower her staff and to stimulate staff to be  creative and innovation so that they try novel approaches and develop ground-breaking new products. Biogenta is committed to innovation and sees this as a major strength. It has a strong focus on recruiting extremely able and highly motivated employees. It is also committed to investing heavily in their development. As well as recruiting highly educated staff, many of whom are educated to doctorate level, the company offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta wants to recruit the brightest and the best from all over the world. In Cambridge, alone, one of its four research and development ‘hubs’, it employs people of 20 different nationalities. It offers generous support to employees who want to further their education and training by paying fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbaticals or gap years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the company sponsoring a large amount of art work and landscaping to enhance the environment. It is also a major sponsor of a number of exhibitions and museums around the world with a ‘biological science’ theme. Staff are encouraged to contribute to community work, and the company sponsors a number of projects working with schools in a number of countries on biological science projects. Although Biogenta has a traditional structure, as would be expected of an organisation of this size, Jane believes that structures, job titles and power can put barriers up between people and inhibit innovation and performance. She believes it is far more effective to put her faith in people and in teamwork and there is minimal hierarchy. Although almost all employees work in one of the four functional areas mentioned above, the organisation also promotes cross-functional working in project teams, some of which are virtual teams. Project working is seen as essential to achieving constant product improvement and innovation. These teams can be large or small, short term or fairly long in duration. It recognizes that getting people from different functions to work effectively together can be a challenge and it has a number of ways of trying to minimise these, including the use of technology. Many of the support staff have at least undergraduate degrees in science subjects. For example Jacqueline Baryomunsi works in the marketing team but she has a degree in Biology, although she was later sponsored by Biogenta to do an MBA. Although originally based in Cambridge, she was recently posted to a nine month international assignment in South Africa where she worked on a project to develop a new herbicide, working with a team of four others. This included Jonathan Etherington, who has a PhD in chemistry from the USA and has been working on production in one of Biogenta’s manufacturing bases in Italy until recently. The other team members included two people from Biogenta’s research and development function (both based in South Africa) and the team was led by Kathryn Tate, originally from Australia, who has a PhD in molecular biology and is based within Biogenta’s support function as an IT specialist. This project involved long working hours but Kathryn Tate also made sure the team had time for some fun: team members spent quite a lot of time together outside work, even, on one occasion managing to go shark-fishing as well as regularly sampling the night life of Durban. (This is a fictional case study.) Case Study Two OUTBACK INC. Setting Tourism is a strong contributor to Australia’s economy, with over a half million people employed in the sector, and tourism spending reaching over $85 billion a year. The country promotes its beautiful landscapes, Aboriginal art and cultures, coastal lifestyles and the outback as the main attractions for visitors. Australia’s top five international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have grown strongly, while the number of Japanese and Korean tourists has declined in the last few years. China is now Australia’s fifth largest international tourism market, brining it into second place with New Zealand, and this is set to grow over the next decade. However, Australia’s share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its peak in 2001, it has also declined as a proportion of Australia’s gross domestic product. The Australian tourism industry continues to struggle from the effects of a series of crises, starting with a pilot strikes in 1989 and the worldwide economic outfalls of the Iraq War and the SARS outbreak. More recently, after four strike free years at Qantas, there has been a bitter pay dispute which closed the airline down in October this year. Qantas passengers could face further delays and cancellations after one of the unions locked in a wage dispute threatened more strikes and legal action if the airline did not improve its pay offer. Skilled staff shortages are also contributing to Australia’s tourism industry troubles, with an estimated 42,000 employees needed by 2015. Outback Inc Established in the early 1990s, Outback is an adventure-based tour company located in Sydney, Australia. The company offers a variety of services, including guided tours, accommodation and meals, to those wishing to visit remote and regional areas of Australia. Outback’s comprehensive packages of services have traditionally appealed to travellers from all over the world, particularly visitors from Japan, who typically make up over 80 per cent of their client base, but its product offering has not been updated for a number of years. Profitability has now been on a downward trend for some time and there is no clear vision or detailed strategy to move the company forward. Despite increased marketing efforts aimed at the general Asian market, the company has seen a decrease in bookings from its traditionally reliable Japanese sector. The poor exchange rate has negatively affected tourist numbers from the U. K. and Outback has yet to attract new clients from China or other Asian countries experiencing more favourable economic conditions. Although Outback grew from a small, family-owned business in the early 1990s to a moderately sized company with sales of several million dollars a year, it still retains its original functional organisational structure. Its Chief Executive Officer is a son of the original founder and his autocratic style of leadership, although dressed up in paternalism, has meant that he is not prepared to listen to staff members, particularly those at the lower end of the hierarchy. Outback’s managers, typically members of the company’s founding family, head up the various departments, which are structured around traditional functions such as marketing, finance and human resources. In order to satisfy the needs of family members, there are a number of hierarchical levels within the organisation which often negatively affects the organisation. There is limited teamwork and virtually no cross-functional working with each of the functions operating in a silo. At times this has resulted in a poor service to clients where their expectations have not been met, and the company has recently received some bad press in the Asian tourist magazines and newspapers. Although this is an adventure-based tour company, it is not a fun place to work and the culture and leadership style stifle creativity. As with most organisations in the hospitality field, the Outback management uses a traditional leadership style, with decisions made at the top levels of management and communicated downwards. The majority of Outback’s employees are young, highly motivated and eager for learning opportunities, but the company struggles to regain them, facing a turnover rate higher than even what is expected in an industry with a notorious turnover culture. Although the company does have its own website, management has been hesitant to move away from using standard travel agencies for their client booking purposes, which is relatively costly. Many of the younger staff have ideas on how to improve the product range, the service offered to clients and how to target the all important Asian market, but have given up voicing their ideas as these have not been listened to in the past and they are concerned about being blamed for the rise in client complaints. (This is a fictional case study which has been adapted from Bratton et al. , 2010) Specific assessment criteria for assignment one 70% + Extensive knowledge and understanding surrounding organisations and management is evident. A deep level of critical analysis has been provided throughout with coherent and convincing arguments made. Theory and practice (case studies) have been integrated convincingly. Analysis is supported by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are excellent resulting in a credible assignment which is well-structured, concise and demonstrates clarity of thought. 60 – 69% Good knowledge and understanding surrounding organisations and management is evident. A good level of critical analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated well. Analysis is supported by significant background reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with consistent citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 – 59% Sound knowledge and understanding surrounding organisations and management is evident. Generally good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by background reading (academic texts). A satisfactory conclusion is included. An appropriate structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 – 49% Some knowledge and understanding surrounding organisations and management is evident. The assignment is more descriptive than analytical, but arguments are sufficiently identifiable and free of obvious contradiction. Limited integration of theory and practice (case studies). Limited background reading from academic sources to support the work. Conclusion is drawn, but not all key issues are included. The assignment is adequately referenced with an appropriate structure. Written expression is satisfactory, but there are weaknesses in the presentation. Fail – 39% and below Very limited knowledge and understanding surrounding organisations and management is evident. The assignment is very descriptive with poor application of relevant theories, concepts and models. Minimal evidence of further reading. No or limited conclusion. The report is weakly referenced and the structure is inadequate. Written expression is poor resulting in an assignment which lacks clarity. Overall the task is poorly presented and argued and does not achieve an adequate standard. ASSIGNMENT TWO Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh Instructions:Answer all four questions Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. Complete ALL four of the following tasks. 1. What is personality? And what relevance has this concept to understanding behaviour in the workplace? 2. â€Å"Learning is the process of acquiring knowledge through experience which leads to an enduring change in behaviour. † (Huczynski Buchanan, 2010, p. 732) Explain this statement, showing how it relates to a learning theory that you have studied on this module and to your own approach to learning. 3. One way to understand different motivation theories is to interview your peers on what is important to them when choosing a job. Form a diverse study group, and discuss the following: How important is pay in choosing a job when you graduate? Is personal autonomy important in your work motivation? Explain your findings and discuss them in relation to appropriate motivation theory. 4. Choose FOUR barriers to communication and suggest, as a manager, how you might overcome such barriers. Within the 3,000 overall word limit, you should allocate words equally to each of the 4 tasks above. You should also illustrate your answer by referring to relevant literature, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment Criteria for these written tasks: 70% + Extensive knowledge and understanding of the literature is evident. A considerable depth of application has been achieved with the literature and examples of practice. A high level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by extensive reading. Written expression and referencing are excellent; ideas are well structured, balanced, and succinct and demonstrate clarity of thought. 60-69% A good grasp of knowledge and understanding of the literature is evident. A very good depth of application has been achieved with the literature and examples of practice. A significant level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by good background reading. Written expression is of a very good standard and referencing is strong with consistent citation and listing. The ideas are well structured, balanced, and clear and concise 50-59% Sound knowledge and understanding of the literature is evident. Generally good application has been achieved with the literature and examples of practice. There is evidence of insight and thought throughout the arguments made and the findings presented. Analysis is supported by background reading. Written expression and referencing is of a satisfactory standard. The ideas are fairly well structured, and clear and concise. 40-49% Some knowledge and understanding of the literature is evident. Generally the work is more descriptive than applied. Limited evidence of insight and thought throughout the arguments made and the findings presented. Analysis is limited, and not all the key issues are addressed. Written expression and referencing is of a satisfactory standard, but there are weaknesses in the presentation. Fail 30-39% Very limited knowledge and understanding of the literature is evident. The work is very descriptive with poor application of relevant theories and concepts. Minimal evidence of insight, thought and analysis. Written expression is poor resulting in writing which lacks clarity. Poor presentation overall, and does not achieve an adequate standard. 6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 1 GenericLearning Outcomes(Academic Regulations, Section 2)| Assessment criteria by level| Marking standards (by mark band)| | | 70%+| 60-69%| 50-59%| 40-49%| 30-39%| 1-29%|. | Characteristics of student achievement per mark band | Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study | Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study| Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation | Fails to achieve module outcome/s related to this GLO and is not eligible for compensation | Knowledge and Understanding | Level 1 (FHEQ level 4) intr.

The Unwitting Vehicle for Evil in Moby Dick :: Moby Dick Essays

The Unwitting Vehicle for Evil in Moby Dick My opinion about symbolism in the book Moby Dick is a patchwork of the "Evil Captain" theory and the "Nothingness" theory. In this theory chance and circumstance cause an unlucky (as opposed to ill-fated) captain to become the unwitting vehicle for evil. It is not his fault, he is driven to it by simple bad luck, and so evil is created out of nothingness, and then disappears from whence it came. The whale represents nothing, Starbuck represents nothing, Pip only serves to represent the madness that would have overtaken Ahab had he not invented an evil whale to blame his leg on, and most importantly Ishmael represents God, or the truth, or something I haven't thought up a name for yet. One thing that surprised me about this book was how contradictory the wording was. Sentences, paragraphs, and whole chapters were quite simply put to the ax and cut short as if Herman changed his mind upon further contemplation. At first I thought that Herman had A.D.D. but soon I figured that he was playing the old trick on us. That is, he was intentionally being non-descript in order for everyone to interpret the book in a different way (its such a common trick now that I look back, but it really had me for a while). In the beggining the quote reads, "Whales in the sea, Gods will obey," as if Moby Dick was beyond a force of nature, a tool of consummate evil, but by the end the book the quote reads normal, "Whales in the sea, God's will obey" (notice the possessive apostrophe missing in the first one?[thank you for misquoting]). An example of this type of contridiction of ideas occurs between pages 197 and the last page: Aside from the more obvious considerations touching Moby Dick, which could not but occasionally awaken in any man's soul some alarm, there was another thought, or rather vague, nameless horror concerning him, which at times by its intensity completely overpower all the rest; and yet so mystical and well nigh ineffable was it, that I almost despair of putting it in comprehensible form. it was the whiteness of the whale that above all things appalled me. But how can I hope to explain myself here; and yet, in some dim, random way, explain myself I must, else all these chapters might be naught.

Effective Project Communication Management Essay

Different communication methods are used within the business environment in order to ensure that the business runs as smoothly and effectively as possible. By doing so, this means that no misinterpretations or misunderstandings are made and therefore all information is both passed and received correctly. Different examples of communication used within a business environment can vary from phone calls, emails and face to face meetings. Depending on the situation and case you’re dealing with depends on what form of communication you would use as you want to use the one that is the most effective for what you’re doing. For example, if you want something in which you gain the most information from and get a feel for what you’re dealing with then a face to face meeting will probably be the most effective. Whereas if you just want to send something quick and easy then an email is probably more appropriate to use. When considering requirements for different audiences you have to take into consideration different things that might mean you have to vary how you go about things. For example, age, gender, and any disabilities may all be factors that you have to cater around. If you have a group of people who you’re wanting to do some sort of activity with and someone within the group is in a wheelchair then you have to make sure that they are also able to take part too and that you make any adjustments if needed to do so. Just like if you have someone who is partially/ fully death then getting a translator in so that they can understand too is necessary to make sure all information is collected efficiently by everyone there. Grammar. Grammar is what makes a sentence make sense. It’s the way that sentences are constructed. Without correct grammar, sentences can easily be misunderstood. By using correct grammar in a business environment means that you’re communicating more effectively and therefore acts as a time management skill as it lessens any confusion. Sentence structure. It is key to use sentence structures in the business environment. This ensures your messages are broken down clearly and aren’t all one big message with no punctuation or break down etc. By doing so helps emphasize any points being made and also means that communications are correctly interpreted. Punctuation. Punctuation breaks down texts into sentences, phrases, clauses and so on. It’s important that it’s used in a business environment because it helps stop any confusion arising or misunderstanding of the message that is supposed to be given. This is because lack of or incorrect punctuation can give a sentence a completely different meaning. For example, â€Å"Let’s eat Faye† as opposed to â€Å"let’s eat, Faye†. That’s why, in order to communicate effectively, it is important to ensure you use correct punctuation where needed. Spelling. When it comes to spelling and business communications, again, it is key to make sure everything is spelled correctly. Just like the rest, incorrect spelling leads to a misunderstanding of what is trying to be said as one misspelled word can change the entire meaning of a message. Conventions. Conventions make writing more understandable as it’s broken down into paragraphs with correct grammar, spelling etc. This makes communications in a business easier as it means that the message can be fluently read rather than having to be broken down in order to be able to understand it properly. Correct grammar is important when being used in business documents, such as emails, as it forms a professional relationship between both colleagues and customers. A massive part of communicating involves face to face meetings and therefore means the way that you put yourself across with, not only your tone of voice, but also body language is extremely important. This meaning that when dealing with sensitive cases, the tone of voice you use and body language you express should be taken into consideration greatly. You should make sure that you’re empathetic and that you consider the words in which you emphasize when trying to draw the listener’s attention. It is important to make sure you make a conscious effort to control your body language and tone of voice when speaking because body language portrays subconscious messages when communicating and can sometimes mislay the wrong impression. Examples of good body language would be making sure you make sufficient amount of eye contact, correct gestures if necessary and making sure facial expressions are appropriate. As for the tone of voice, a lot of the time people don’t remem ber what we say as such but more how we say it and that’s why using the correct tone of voice is important within the business environment to stop any misinterpretations.

Wade and Tavris

Two of the renowned authors in the field of psychology Carole wade and Carol Tavris have been vocal in delivering psychology books which are famed for their critical thinking ideals. The topic of motivation has been high on their agenda and the two authors borrow heavily from Abraham Maslow who was a humanist psychologist. Most of Abrahams work involved ideals such as â€Å"self actualization and human potential†. Most of his work revolved around the concept of gaining fulfillment and attempting to get it by rising through various levels of needs. This as Abraham came to describe is the â€Å"hierarchy of needs† which is a pyramid. Abraham described it as one that provided â€Å"motivational strivings† for people to achieve its various stages. Maslow proposed a number of levels that make up the pyramid (Abraham, 1999). The bottom level contains basic needs; the second level contains security needs, with affection and belonging being in the third level. The fourth level contains self respect and self esteem needs while the last and fifth level is the self actualization (Wade and Tavris, 1998). Maslow emphasized the needs to fulfill the basic needs to some certain degrees before the other stages in the pyramid can be attained. Wade and Travis describe motivation as â€Å"an inferred process within a person or animal that causes movement either toward a goal or away from an unpleasant situation†. The authors argue that a competent animal will obviously have motives to achieve. Thus people will generally have the tendency of going through the various stages in the hierarchy of needs and thus possess goals and aspirations. The two individuals assert their positions that goals will have the effect of improving motivation but they have to be pegged on certain conditions. The two argue that in order for the goals to improve motivation then some of the characteristics that they have to posses is that they should be specific, challengeable but achievable and framed in such a way that what is being wanted supersedes what is unwanted. Wade and Tavris go further to describe types of goals which are performance and mastery (learning) goals. The two describe performance goals as those that are framed in such a way that an individual has enhanced performance in front of others and thus is judged favorably with little or no criticism being directed in his direction. Masterly (learning goals) on the other hand are framed in such a way that the individual works towards increasing his competence and skills. With these the two authors suggest that an individual’s main motivation will be to perform well in front of others or learning the skill for the satisfaction of it. The two renowned personalities tend to argue that praise may not be a motivation and they show this by giving an example of how a child may loose the pleasure or motivation of learning if the child is being praised for being smart. Motivation is regarded as one of the powerful tools that has the capability of enhancing performance and when the right form of motivation is found then the individual will achieve higher. Self efficacy which is an individuals belief that he they are capable of attaining goals, being efficient and learning new skills is one of the best motivations that an individual can have (Bandura, 1997). However the motivation will only work when the goals that are desired are achievable and thus the expectation that is pegged to the motivation should coincide with the attainability of the goal.

The Confessions of St. Augustine Essays

The Confessions of St. Augustine Essays The Confessions of St. Augustine Essay The Confessions of St. Augustine Essay Essay Topic: Confessions Name: Course: Instructor: Date: The Confessions of St. Augustine Outline: Assignment The main ideas in the Confessions Books 2 and 3, which characterize the moral philosophies upheld by St Augustine are his rebuke and refute of the Manichean religion, which he had been a follower for some years. This is because of the contrary belief to Christianity held by the Manichean religion that God is not omnipotent. He also engages in discourses on issues of sexual morality such as fornication during his day. This is an indication that he adequately values his sexual morals and seeks to uphold them in relation to the will of God and the church. In confessions Book Two, he gives a confession of the pleasure derived from the acts of stealing. Additionally he also engages in a discussion about his quest for higher knowledge in the course of his work, and he seems to make an inference that knowledge even at the highest or noblest level is empty without the presence of humility granted by God through his grace. Thesis: St Augustine has a specific prayer that he longs for the grace of God to provide him with the grace to live up against his unclean soul, because God is essentially the true support against all the evils of the world. He provides that the laws of God are sufficient to provide man with the needed soul nourishment and ensure his ability to overcome the societal evils and temptations. Supporting argument one St. Augustine in his discourses manages to make a deep self-evaluation in terms of his adherence to the laws of God and his level of innocence and righteousness. Evidence one It is evident that he desire to love and be loved which is a gift of God. In Book Two, he provides â€Å"who can unravel such a twisted and tangled knottiness? It is unclean†. This statement is clear in providing that man is inherently unclean and seeks constant redemption from God, which he grants through his enduring love and grace. Supporting argument two St. Augustine provides that he longed fro the righteousness and innocence bestowed by God given that he was unclean and was characterized by a great level of wretchedness. His belief fro forgiveness and cleansing is based on the foundation of the love of God and man. Evidence He is of the opinion that love is divine and mirrors the grace and mercies given to man in terms of existence. He points out that such privileges should be exercised within the context of divine relationships between man and woman. This is essential, as it would prevent the numerous incidences of fornication, which are essentially exercised outside the marital settings or context. Supporting argument three He had strong relationships with friends, which served as principal motivation towards committing acts of sins such as theft. Evidence His acts of theft were driven by the joy he derived from the presence of his friends as well s the acts of stealing and not in the good, which they stole. He provides such an example to give an illustration of the ability of friendships to corrupt the morals and ethics of others. Explanation St Augustine provides thorough his discourses that man is, evidently, inherently unclean. This is because of the belief in Christ that man is sinful and thus is in need of constant redemption from God to rid himself of his great share of sin. The order of the arguments is provided from the initial relationships of man and god to the relationships of man with friends, partners and peers. The logical order is expressly provided from the beginning of an inward evaluation of self by St Augustine to determine the cause of deviation from the natural laws of God. He makes an inference that man is unable to attain purity and righteousness independently as if against God. Education is an essential factor in determining the ability of an individual to relate with God. This is because education with the inclusion of god in such plans is paramount in setting a good foundation for success. However, the exclusion of such plans has the potency to lead to mockery of God as an individual seeks to stand p against God resulting in God acting in a manner aimed at humbling man and illustrating who is the authority. He essentially seeks to indicate to the human race that he is the beginning and the end of all things in the earth. He defined that his departure from the presence and grace of God resulted in a feeling of wasted opportunity given that he was unclean, and his life was in shambles. This is an indication of a revelation for man of the incompleteness of a man in need of God’s grace for completion and purpose of life. Conversely, he points out that men in the world seeking to progress towards the path of goodness and righteousness are also susceptible to temptation and failure on their journey towards goodness. He points out that there exists a difference between the right in the sight of God and the sight of man. What might seemingly be right in sight of man might be inappropriate and a sin in the sight of God. Conversely, what might be wrong or inappropriate in the sight of man might be appropriate in the sight of God. Such is provided through an example of a correction act against an individual or a child. This might be viewed from the human eye as driven by the need to inflict paint, whereas it is driven by the need to correct and provide direction terms of repetition of a similar act, which attracted the punishment. The predominant point derived from the two books is the inherent nature of man to incline towards sin. This necessitates him to engage constantly in a fight for redemption from his sinful nature given that he stumbles and falls due to the temptations. In addition, he also provides that God is omnipotent and understands that man is inherently sinful and is in need of his constant grace and everlasting love. Love is a strong factor in that through love God provides his grace and mercies to man leading to an eventual forgiveness and a renewed relationship. Furthermore, another aspect also provide din the writings is the presence of friendships and relations, which are based on love. Love is a God given privilege, which he also exercises in his illustration of grace and mercies towards the human race and all his creations on earth. Friendships, as St. Augustine provides in his discussions, have the ability to bring forth great fruits if such friendships are based on truth and other natural factors granted by God to society in order to ensure that society abides according to the will of God. Conclusively, love is strong and should be used to enhance emotional bonds in marital settings. This is because true love is provided by God and is enduring. It has the ability to reduce or eliminate altogether the possible incidences of fornication and other sexually immoral activities, which are associable with relations outside of marriage. St. Augustine stated that God has mercy on all irrespective of their transgressions, and he thus sought mercies from god because of his enduring love and grace for man irrespective of their sins and transgressions against his will.

Free Essays on The Girl Who Loved Tom Gordon

The Girl Who Loved Tom Gordon Have you ever been lost before? Were you scared? Did you feel alone and helpless? Or did you take control of the situation and fight to survive? Stephen King’s The Girl Who Loved Tom Gordon is a novel that is very realistic and packed with suspense. Its use of characterization, suspense, and detail forces the reader to confront any fears they may have about being lost. While there are a limited number of characters in the story, King presents each very realistically. The main character in the story is Trisha McFarland, a nine year old girl who lives with her mother and brother Pete. Her parents are divorced and her mother and brother are always fighting. She doesn’t like hearing them fight; this is the main reason she ends up lost in the woods. Another main character is a Boston Red Sox baseball player named Tom Gordon. He is Trisha and her dad’s favorite baseball player. She thinks, â€Å"...Number 36 is the handsomest man alive, and if he ever touched her hand she’d faint† (11). Tom Gordon becomes a very important character in the story. When Trisha gets lost in the woods he becomes her imaginary friend and only link to the outside world when her walk-man breaks. She uses this hallucination to keep from becoming totally scared to death of the â€Å"special thing† (98) that follows her through the woods. His character also fits well into the book because the book is written around a baseball theme with chapters ordered by inning. Besides characterization, King uses suspense to keep the reader intrigued. As mentioned before, the chapters are arranged by innings and this is a very clever move on King’s part. Because of this chapter setup, King moves the story along at about the same speed of a baseball game. Just as in most baseball games, the suspense builds as the innings progress. The beginning of the book is not very suspenseful; just Trisha getting lost in the woods. ... Free Essays on The Girl Who Loved Tom Gordon Free Essays on The Girl Who Loved Tom Gordon The Girl Who Loved Tom Gordon Have you ever been lost before? Were you scared? Did you feel alone and helpless? Or did you take control of the situation and fight to survive? Stephen King’s The Girl Who Loved Tom Gordon is a novel that is very realistic and packed with suspense. Its use of characterization, suspense, and detail forces the reader to confront any fears they may have about being lost. While there are a limited number of characters in the story, King presents each very realistically. The main character in the story is Trisha McFarland, a nine year old girl who lives with her mother and brother Pete. Her parents are divorced and her mother and brother are always fighting. She doesn’t like hearing them fight; this is the main reason she ends up lost in the woods. Another main character is a Boston Red Sox baseball player named Tom Gordon. He is Trisha and her dad’s favorite baseball player. She thinks, â€Å"...Number 36 is the handsomest man alive, and if he ever touched her hand she’d faint† (11). Tom Gordon becomes a very important character in the story. When Trisha gets lost in the woods he becomes her imaginary friend and only link to the outside world when her walk-man breaks. She uses this hallucination to keep from becoming totally scared to death of the â€Å"special thing† (98) that follows her through the woods. His character also fits well into the book because the book is written around a baseball theme with chapters ordered by inning. Besides characterization, King uses suspense to keep the reader intrigued. As mentioned before, the chapters are arranged by innings and this is a very clever move on King’s part. Because of this chapter setup, King moves the story along at about the same speed of a baseball game. Just as in most baseball games, the suspense builds as the innings progress. The beginning of the book is not very suspenseful; just Trisha getting lost in the woods. ...

Feeding Problems and Autistic Spectrum Disorder Research Paper

Feeding Problems and Autistic Spectrum Disorder Research Paper Feeding Problems and Autistic Spectrum Disorder Research Paper Evidence Based Practice Articles on Autism and Feeding Problems Autism spectrum disorder is characterized by different forms of difficulties such as verbal and non-verbal communication, repetitive behaviors, and social interactions (Freedman, 2008 p.4). The condition is a learning disorder, and it depicts a development issue in the brain. Children with autism and autistic spectrum disorder find it hard to interact with other children of their age, and when in school, teachers, and other pupils consider the autistic children as â€Å"difficult†. However, autism can be managed very well. Children with autism need nursing care to bring out the best from them. According to a research conducted by Marcus Autism Center, children with autism are at risk of poor feeding and feeding disorder (Woodruff Health Sciences Center , 2013 para.1). It is notable that proper and healthy meals help children to develop mentally by socializing during meals, but autistic children do not experience that. Good nursing practice are needed to ensure that autism does not affect feeding and health of a child. Children with Autism at Considerable Risk of Nutritional Deficits and Feeding Problems The Department of Pediatrics at the Emory University School of Medicine and the Marcus Autism Center were the first institutions to conduct a research on the issue (Woodruff Health Sciences Center, 2013). First of all, it is not clear what causes autism. It may be genetic since the condition runs in families. Scientists have conducted several other researches to determine the brain sections that lead to the condition (Woodruff Health Sciences Center, 2013). The investigation carried out involved using all peer reviewed articles written on autism and feeding problems. A meta-analysis of the peer reviewed articles was conducted by researchers from Emory University and Marcus Autism Center. From the research, they noted that most children diagnosed with the condition have a lower intake of calcium and protein, and also have a high number of other nutritional problems (Woodruff Health Sciences Center , 2013). Some of the feeding problems that children with autism experience include allergies for many food products. Therefore, the nurses should monitor the feeding habits of children, and ensure that the children eat food which is full of nutritional value (Woodruff Health Sciences Center, 2013). Secondly, autistic children also suffer from pica, a condition in which they eat nonfood materials, which is also a feeding and behavioral deficiency that nurses must observe and restrain. The peer reviewed literature meta-analysis did not indicate that feeding disorders in autistic children resulted from the fact that they had a diet with only a few types of food. However, the Marcus Autism Centre researchers subtly indicated that parents of autistic children complained that few foods make up the diets of their autistic children (Woodruff Health Sciences Center , 2013). As a result of this meta-analysis conducted by researchers from Emory University and Marcus Autism Centre, nurses and caregivers of autistic children now have a chance to make the diets of children right by ensuring that they give supplementary nutrients such as proteins and calcium in the form of tablets or injections. The information is essential in making long-term decisions on the management plan for autistic children and the management of other health issues which they have. Another significant impact of the Emory University and Marcus Autism Center research is that the nurses dealing with autistic children can develop a guideline on how to cope with the condition of those children who suffer from autism. Elimination diet has traditionally been used by nurses in coping with the adverse reactions which autistic children have to some types of food, but now it is clear that utilizing the elimination diet strategy could have a malnutrition potential for those involved (Brown-Guttovz, 2008 p.29). This is what drives the nursing community helping the autistic people to determine the best way of dealing with the feeding disorders. The Emory and Marcus Autism Center research was unique and it aimed at improving nursing process for the autistic children. Early Feeding Problems that Indicate Autism Early diagnosis of any condition is beneficial because it helps in determining the right strategies of coping and managing the impacts of the condition. Researchers at the University of Bristol in England noted that children who have feeding disorders are most likely to be autistic (Neale, 2010 Para. 5). This opens a primary method for early diagnosis of ASD (autistic spectrum disorder) which would help in nursing of such children especially in managing their diet and nutrition. According to the study conducted by Golding and his colleagues, children with autism are selective on the food they eat and accept solid foods way later as compared to those who do not suffer from the condition. They are also not easy to feed, and nurses or parents have to struggle to feed them (Land, 2001 p.10). They are slow feeders and accept very few varied diets. Diagnosis should not be entirely dedicated to the feeding habits; hence, the discovery that children are pervasive food refusers or slow feeders, and other factors such as their speech, attention and behaviors should also be scrutinized to determine if they could be suffering from autism (Neale, 2010 para.8). To come to that conclusion, the researchers asked parents to fill questionnaires with information on feeding and dietary habits of their children at different stages in life starting with 6 to 54 weeks, and when the children were at the age of 7, their heights were measured (Neale, 2010 para.8). The information collected from the questionnaires was compared with the information collected on children who have ASD and those who did not have. The patterns of feeding were identified the characteristic of resistance towards change exhibited by autistic children and, hence, found to be very important in early diagnosis of the condition for easy management. SWEAA – A Self-Report Questionnaire Targeting Eating Disturbances within the Autism Spectrum Children with ASD are sometimes thought to be fussy eaters. In many cases, caregivers and parents withhold food from fussy eaters so that they can eat when hungry. With children suffering from ASD, this strategy is dangerous (Karlsson, Rà ¥stam, Wentz, 2013 p.2225). Wentz et.al developed a self reliant questionnaire which people filled to determine how their eating habits were affected by autism. This questionnaire is useful for teenagers and young adults who have autistic spectrum. However, the young adults must have an IQ of over 70 or have no potential for diagnosis of intellectual disability (Karlsson, Rà ¥stam, Wentz, 2013 p.2225). The Swedish Eating Assessment for Autism spectrum disorders (SWEAA) research conducted by Wentz et.al showed that people with ASD prefer food of certain colors and taste. They were also unable to eat because of the inability to eat certain foods and cut at the foods with the utensils provided (Lesinskiene, PÃ… «ras, Kajokiene, Senina, 2002). Thirdly, the traditional setup of the eating place in which there was a sense of sociability was a challenge for people with autism because most of them prefer to do things on their own, but not in a place where there are other people. This indicated that people with ASD could suffer from different other disorders especially related to allergies and phobias, and the best way to handle such cases is by ensuring that these people are well understood (Pinto-Martin, Souders, Giarelli, Levy, 2005 p.164). Secondly, the SWEAA questionnaire is very essential because it helps in knowing the types of foods that the autistic individual does not naturally take so that substitutes are made available for the individual, and the nutritional balance in the body is maintained (Spurgeon, 1967 p.1416). It is quite unhealthy to withhold food for an autistic individual because such an individual may get malnutrition. John 2004 Reflective Model Johns model of reflection is based on five main questions. The cue questions enable an individual to break an issue into several stages including the process, outcomes and experience. In the determination of nursing issues, Johns reflection model was utilized. The breakdown of its application is shown in the discussion below. Description of the Experience At this stage, the knowledge of how autism is manifested in individuals is very important. The investigations conducted all focused on the feeding problems associated with the autistic children and the implications which these children might get from the feeding problems. Children with such conditions also have great potential to lack good social skills, especially those which are acquired during meals. Parents and caregivers of children with this condition understand better how the children behave with food. It was noted that children with ASD usually accepted solid food later in life as compared to their peers. Autistic children are also choosy on the foods they take (Neale, 2010 para.4). The research conducted by Jean Golding and her colleagues also indicated that some were slow eaters, while others were quite troublesome during feeding (Neale, 2010 para.2). In the Emory University and Marcus Autism Center research, an analysis of case recorded about autism and feeding problems were subjected to meta-analysis to come to a conclusion. In the Jean Golding research, parents and caregivers were asked to fill questionnaires which were used in the determination of the impact of autism on feeding, and the SWEAA study involved young adults and teens with ASD. The teens and young adults were required to fill in the questionnaires on their own (Karlsson, Rà ¥stam, Wentz, 2013 p.2226). The information collected from the three empirical researches was subjected to scrutiny and compared to that of feeding behaviors of people without ASD and the difference noted. The Goals and Objectives of the Researches All three researches, the Emory University and Marcus Autism Centre, the Jean Golding headed Bristol University research and SWEAA study, had one main goal and objective which they wanted to achieve. The goal was to determine the extent of feeding problems associated with autism and the consequences they have on health and nutrition of people suffering from the condition, and hence, and secondly, to determine the best nursing strategy which would impacts of autism to the people diagnosed with the condition. It is necessary to keep in mind that they all suffer allergies towards some food, they have a dislike for foods of certain colors, and more importantly, they suffer a low intake of calcium and proteins. These are some of the issues which nurses consider to define the relevant supplements or alternative feeding which can be used. Influencing Factors Age is one of the most important factors influencing the study. If feeding disorders are discovered early, they can be used to diagnose the condition early. Early diagnosis leads to early intervention for children with ASD, including offering substitutes and food supplements in their diet to ensure that the feeding disorders do not affect their health. Secondly, it is notable that early diagnosis of any condition offers the best chance for effective management, and hence, it is beneficial in nursing. Good nursing practice requires the individual to have a guideline for management. What Could Have Been Improved The articles selected for these assignments are all articles which deal with feeding disorders among the autistic children. However, although they are empirical and they give detailed information on the consequences of the disorders among the autistic, it is worth noting that they do not have mathematical representation, which could be essential for quantification. This would have been appropriate and quite beneficial for the study. Research Outcomes There are many issues that an individual can learn from the exercise. First of all, children with autism are not difficult to feed simply because they want to be rebellious, but because they have allergies for some foods. ASD affects some functions of the brain which cause autistic people to be choosy at what they eat or to have repetitive behavior. It is, however, not certain why children with autism have some allergic reactions to some foods since there is not direct connection of the brain functions with the diet. Secondly, it is important to develop a diet which can help in substituting the foods which the autistic children do not like, because it would be even harder to nurse the autistic children if they are in bad health. Lastly, some of the traditional strategies used in managing choosy children cannot be applied to children with autism, and hence, it is important for parents to enlist the help of professional nurses with knowledge and experience in handling such children. If food is denied to force them to eat it when hungry, they may still not take it because they do not refuse to take on their volition, but as a direct response from the brain triggered by color of food, smell or taste as a result of brain function. Conclusion The study involves analyzing three empirical researches on a learning disorder in regards to nursing. The condition chosen is autism, which is a learning disorder and quite challenging in nursing. Three studies have been analyzed and a John 2004 model of reflection used on the three studies. The intention is to help in further understanding of autism and its implications in nursing. If you need a custom research paper written by a professional academic writer dont miss your chance to contact .

Analysing legal text (The case of Mark v. Mark ) Study

Analysing legal text (The of Mark v. Mark ) - Case Study Example Still, the question of whether the divorce should have gone through in Britain or in Nigeria was the initial problem, and the analysis presented below gives an overall summary of the situation. Since the couple was originally from Nigeria, and the wife had been spending the majority of her time in Britain and had decided not to return to her home in Nigeria, she filed for divorce in Britain. Her husband, however, did not agree with this, and moved for a stay, stating that the proceedings should be decided in Nigeria. The following provides an overview of this case, and what and why the British court decided the way it did. The two individuals involved in this case are from Nigeria, born in that country in 1948 and 1950 respectively. They were married by the law of the River State of Nigeria in 1979; the marriage at that time was considered valid and polygamous, since the husband had married at least two other wives prior to this one, and possibly two more after. Between this particular couple, there were four children, all born in the United Kingdom. All four children have been granted British citizenship. The husband in this particular case served in the Nigerian army, and became a General as well as becoming involved in the government following the military coup of 1983. During this time period, he was able to become quite wealthy. He was posted to Washington in 1990. The wife, on the other hand, had been a lawyer that had practiced in Nigeria. When her husband went to Washington, she proceeded to take classes at Queen Mary College in London, spending time either at school, in Nigeria, or with her h usband. She had obtained multiple entry visas and was able to come to Britain for up to six months at a time until March of 1997. Another coup occurred in November 1993, and the husband did not agree with the new ruler, General Abacha. Therefore, he left the army and decided to leave Nigeria for Britain. The couple then proceeded to establish a domestic home here. The husband was able to obtain a four year work permit that would allow him to remain in the country for that time. The wife was also allowed to stay for a longer period of time than her multiple entry visa originally allowed. After this, the husband was given indefinite leave to stay in Britain because of two of the children. The wife was out of the country, in Florida at the time, and was not included in this decision. When she wanted to return, she was allowed to enter for one day, but she stayed longer. This meant that she had become an over-stayer and was violating sections 24(1)(b) and 24A of the Immigration Act 1971. However, she was eventually granted indefinite leave, but only after the case between she and her husband had started. In June 1998, General Abacha died, so the husband came back to Nigeria to once again pursue politics. He eventually became a Senator in the Upper House of the Nigerian Parliament. However, he still made trips to Britain so that he could visit his wife and children. However, as time passed, the wife in this case gave up hope of coming back to her home country as the most important wife to the husband, and therefore decided to stay in Britain. The wife then issued a divorce petition on July 17, 2000. When she did that, she only focused on her current residence in Britain to discover the court jurisdiction; this was later fixed to add a claim

Physical security and risk assessment of the alfred p.murrah building Term Paper

Physical security and risk assessment of the alfred p.murrah building - Term Paper Example A commission was formed to deal with rectifications of the existing principles that had been used to direct the construction of the Murray building. It was found that use of beam columns provided the highest degree of vulnerability in the event of explosion attacks thus the propping up of three edge bond with all having completely diverse technique. First there was the pre-Northridge moment-resisting bond was looked into. This majorly looked at three distinct areas that might create points of weakness. These are the preliminary error extent, beam susceptibility to succumb to pressure and finally the fracture strength that the fused parts contained was put into perspective. Second model put into question the independent manner of each element then later on putting together these elements to have them form one strong connection. These elements were the T-stub, panel zone and the shear tab. Those already built buildings that were constructed by method of riveting the joints, it was deci ded that an alternative better method be used. This method had to withstand earthquakes and the uneven constricting and none rigid nature in the joint section as well as the caternary action. The pre-Northridge moment-resisting frames degree of success was gauged by mean-centered deterministic technique as well as the likelihood technique according to Goldstein (2010). First a resolving reviewing of frames with complete and incomplete force wielded T-stub joint was put to test having in mind three beam spans from both bearings. Buildings that were initially built and had unsupported concrete mixture as well as unsupported brickwork infill plates were looked into. To achieve the need for comparative simple method for the preliminary vulnerability assessment, an energy-oriented nonlinear fixed pushdown analysis method was developed. This method offers a different procedure of

Gender And Politeness In An ESL Language Academic Context Research Proposal

Gender And Politeness In An ESL Language Academic Context - Research Proposal Example However, politeness in every societal setting has a distinct relationship with gender based on how a person perceives the other ought to behave and respond. This greatly varies across individuals based on their respective cultural norms, which influences on how one ought to respond and react in varied situations when interacting or conversing with a person of a different gender. Hence, bringing in the long acknowledged aspects of superiority and inferiorly that characterize gender in every societal setting whereby females assume the lower â€Å"ranks† compared to their male counterparts. Consequently, this depicts itself also in linguistic politeness whereby the informed parties bear varying utterances that if not addressed well may end up irritating other people (Bell, Arnold, Haddock, 2009). Since, what may be acceptable in a certain societal setting may be wrong in the other. This is especially in a multilingual class setting, which is the main context chosen for this study to focus on interactions among peers and student-teacher relationship based on culture as well as one’s gender (Bacha, Bahous & Diab, 2012).

Elizabeth Gaskell short story The Old Nurse's Story, which is taken Essay

Elizabeth Gaskell short story The Old Nurse's Story, which is taken from the Virago Book of Ghost Stories (Virago 2006), The Weir by Connor McPherson, and dramatises Valerie's story - Essay Example ‘The Virago Book of Ghost Stories’ has series of ghost stories which are edited chronologically so that the reader can feel the change in the pattern of the ghost stories over the ages. In the short story ‘The Old Nurse’s Story’, the author Mrs. Gaskell pitches in various factors that make the plot of the story truly supernatural. She inculcates the series of untimely deaths, the secrets of the family, the sibling rivalries along with more common features like love and jealousy. The most important attribute that makes the story so popular in the genre of the supernatural stories is the addition of certain Gothic features like that of the old manor house, stormy evenings, extreme emotions, super natural ambience and above all the child ghost. The excerpts from the story, â€Å"I was all in a hot, trembling passion; and I said it was very well for her to talk, that knew what these sights and noises betokened, and that had, perhaps, had something to do with the spectre -child while it was alive. And I taunted her so, that she told me all she knew, at last; and then I wished I had never been told, for it only made me afraid more than ever† (Gaskell, â€Å"The Old Nurses Story†) provides for the superb case of spectre - child. The play ‘The Weir’ captures the scene of a regular rural Irish Bar where three ‘regulars’ are busy in having drink with the bar owner. The four of them are old time friends. While sipping in to their drinks, they are busy narrating and swapping stories with each other. All of a sudden, a lady, in her late thirties, arrives at the bar and asks for wine. She joins the four friends with her drink. The chemistry of the group changes as all of them tries to impress the lady with their stories which in due course of time turns to Irish folklores with supernatural events. After all the male counterparts are done with their respective stories, the lady commences her narration of the melancholy

Gender and Development Essay Example | Topics and Well Written Essays - 2000 words

Gender and Development - Essay Example ever, as 60 million girls disappear each year (many from Asian countries) as a result of sexual crimes, and one third of the population of women around the world experience some form of violence. In addition to this 4 million women and girls are trafficked every year, while approximately one million girls enter the sex trade. Before delving further into the issue of violence against women, it is important that a firm definition of what the subject matter is be established. There is actually no universally accepted definition of violence against women. Some advocates of human rights prefer broad definitions that include poverty and unequal access to education and health to describe acts of violence against women. Some however prefer a more narrow definition so that the actual descriptive power of the term is not lost (Kapoor, 2000). According to Dean Kilpatrick, Director of the Medical University of South Carolina’s National Crime Victims Research and Treatment Centre, the debate as to whether to define violence against women broadly or narrowly is â€Å"old, fierce and unlikely to be resolved in the future† (DeKeseredy, 2011). Likewise, debates about terminologies are also prevalent. Whatever the case maybe, the need for a concrete and specific definition is important so that research, monitoring and policy-making can become more specific as well as applicable cross-culturally (Kapoor, 2000). According to the World Health Organization (2011), the United Nations defines violence against women as â€Å"any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. The above definition has recognized that violence against women is one of the most fundamental social mechanisms wherein women are forcibly placed on lower positions as compared with men. In addition it has also

Dq-7.1-Terence Coursework Example | Topics and Well Written Essays - 1750 words

Dq-7.1-Terence - Coursework Example (1)What are the advantages? The new approach that many software developers are adapting today that entails parallel working among programmers has many advantages. Programmers that work in parallel when developing software can easily compare the algorithms they have concern the developments they are making. Making comparisons is important since it enables the programmers develop a system that is too fine enough to avoid minor breakdowns (Dingsà ¸yr, Nerur, & Moe, 2012). In the same way, this working model enables system developers to benefit from their colleagues in different ways. For example, one system developer can take advantage of his or her counterpart’s expertise. In this case, the less experienced worker is going to acquire tips and important knowledge from the colleague assigned to him/her. When programmers get to work in parallel, they save a lot of time for the organization they are serving. Instead of spending a lot of time working separately then combining their pieces of work later on, the programmers can just work together at the same time. The clients being served here are assured of being served instantly in some cases. Management of the software development program is also made easier by the approach of having parallel software developers. In this case, the supervisors of the projects are not compelled to supervise all the programmers’ work one after the other. The management of the project is always concerned about the quality of software that has been developed by the programming activity. There is little time that is spent on management of this activity when the process is done using the parallel approach (Ajimatanrareje, Shaw, & Pucci, 2014). The new approach of parallel working among software developers is important to any organization that is concerned about the software used I its operations. However, this approach may also have negative effects with the management is

Gender and Development Essay Example | Topics and Well Written Essays - 2000 words

Gender and Development - Essay Example ever, as 60 million girls disappear each year (many from Asian countries) as a result of sexual crimes, and one third of the population of women around the world experience some form of violence. In addition to this 4 million women and girls are trafficked every year, while approximately one million girls enter the sex trade. Before delving further into the issue of violence against women, it is important that a firm definition of what the subject matter is be established. There is actually no universally accepted definition of violence against women. Some advocates of human rights prefer broad definitions that include poverty and unequal access to education and health to describe acts of violence against women. Some however prefer a more narrow definition so that the actual descriptive power of the term is not lost (Kapoor, 2000). According to Dean Kilpatrick, Director of the Medical University of South Carolina’s National Crime Victims Research and Treatment Centre, the debate as to whether to define violence against women broadly or narrowly is â€Å"old, fierce and unlikely to be resolved in the future† (DeKeseredy, 2011). Likewise, debates about terminologies are also prevalent. Whatever the case maybe, the need for a concrete and specific definition is important so that research, monitoring and policy-making can become more specific as well as applicable cross-culturally (Kapoor, 2000). According to the World Health Organization (2011), the United Nations defines violence against women as â€Å"any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. The above definition has recognized that violence against women is one of the most fundamental social mechanisms wherein women are forcibly placed on lower positions as compared with men. In addition it has also

MBA BUSINESS ANALYSIS, portfolio 1 sub Essay Example | Topics and Well Written Essays - 1000 words

MBA BUSINESS ANALYSIS, portfolio 1 sub - Essay Example Business analytics is the key for the company to run its business activities. As Vijayan (2011, p. 1) states, â€Å"predictive analytics approaches are focused on helping companies glean actionable intelligence based on historical data†. For working on the data provided by the clients and checking its operational feasibility through predictive models, the use of business analytics seems essential. Moreover, the company also uses management information system to manage information in a logical manner. The management information system helps the company in storing and processing of information into useful data which can be used for decision making purposes. Let us take a real life example of the use of business analytics in Front Guide investment Solutions. A client goes to the company to know whether he/she should make investment in the telecom sector of any particular country or not. Now, the company will gather data related to the telecom sector of that country which may incl ude annual revenue, growth potential, GDP deflator, and other important data and will perform statistical analysis of the data to know whether investment in that sector will be a feasible option for the client or not. Looking at this example, it is obvious that the company is a data driven organization and has adopted the use of business analytics to a great extent. How is it benefiting from doing so? The company is getting a number of considerable benefits from the use of business analytics. For example, the company is able to provide accurate details about the feasibility of investment to the clients. Clients come to the company to know what the investment will yield for them in future. The company provides the clients with information based on statistical analysis of data which in not only accurate but also very close to reality as the analysis is done using predictive models. As Stubbs (2011, p. 1) states, â€Å"the value of analytics lies in its ability to deliver better outco mes†. The more the employees will be skilled in using business analytics, more accurate and consistent will be the results of analysis. The well organized business analytics system also provides many other benefits for the company. For example, one of the main benefits of using business analytics appears when the company applies re-apply existing competencies to get real life data regarding investment scenarios. The company also applies modeling skills to increase the revenue, improve customer retention, and maintain the business image. Along with improving the business efficiency, business analytics helps the company in avoiding the risk of miscommunication by communicating the value of business analytics clients in such a way that become able to build support and gain traction. Business analytics does not just relate to statistics, it also plays a key role in organizational change processes (Stubbs 2011). Do analytics contribute to business performance and profitability? The business analytics definitely contribute to improved business performance and profitability. It helps the company maintain its competitive advantage that comes from the firm’s ability to capitalize on uniqueness. Front Guide investment Solutions has the potential to make use of that exact uniqueness in a unique and matchless way. The company takes advantage critical data, which is the biggest

Motivated by applications Essay Example for Free

Motivated by applications Essay Until the last century, mathematics was always motivated by applications (Kline, 1973: iv); it took humanity an enormous time span to reach the abstraction capacity necessary to become interested in ‘pure’ mathematics. It follows that children take some time to reach the necessary mental maturity to deal with the formalism and type of thinking involved in abstracts and mathematics. It is interesting to note that in many countries, 21 (the end of this 7-year period) is the age for a young person to become legally responsible. It is a recognition, that only at this age are all human capacities fully available, and the individual is able to control and be totally responsible for his or her actions (Steiner, 1982; Talbot, 1995 and Bronfenbrenner, 1995). In conclusion, this paper supported my aim to prove that the extensive implementation of computers in pre-high school education is having a detrimental effect on the development of children. The first argument I presented to support my aim is that computer technology is ecological and like all technology may have long reaching effects on children’s emotional, psychological, spiritual, moral and social sensibilities. Fostering a mechanical, rational view of social relationships. Secondly, I argued that a computer is a tool, and to be effective it is necessary children understand what it is and how it works. Just as a childs physical development is stunted when muscles are not exercised, the development of disciplined thinking is stunted when the computer relieves the child of the responsibility for planning and organizing his/her thoughts before expressing them. It should be kept in mind that tools designed to aid the mature mind may hinder the maturation of the developing mind. Thirdly, I supported my aim by arguing that computers work with an extremely restricted class of children’s thoughts. It was demonstrated that early computer use and an emphasis on computer like thinking, is leading childrens development to be dominated by the rigid, logical, algorithmic thinking, that is characteristic of computer interaction. This accelerated, but isolated intellectual development, brings a childs mental abilities to an adult level long before they have grown strong enough to restrain it and give it humane direction. The fourth argument presented to support my aim was, that how computers are used in education is detrimental to children’s development. Children need time for active, physical play; hands-on lessons of all kinds, especially in the arts; and direct experience of the natural world. The prevalent emphasis on technology is diverting us from the urgent social and liberal educational needs of children. A proper education requires attention to students from good teachers and active parents. It requires commitment to developmentally appropriate education and attention to the full range of childrens needs; physical, emotional, and social, as well as cognitive. Finally and most importantly I demonstrated that developmental stages in children are not compatible with computer use. Combining Steiner, Bloom and Krathwohl developmental concepts with the fact that computers are mathematical tools, forcing a purely abstract and mathematical type of thinking as well as use of symbolic formal language. Applying these concepts and properties of computers to proper educational goals we may surmise that they are unsuitable for extensive use by children in any form before approximately age 15, or high school. Convincing arguments have been presented to prove the extensive implementation of computers in pre-high school education is having a detrimental effect on the development of children. Bibliography: Bloom, B. and D. Krathwohl. Taxonomy of Educational Objectives: Handbook 1: The Cognitive Domain. New York: McKay, 1956. Bronfenbrenner, U. Developmental Ecology Through Time and Space: A Future Perspective in Examining Lives in Context: Perspectives on the Ecology of Human Development, (Moen, Elder and Luscher [Ed.]). Washington: American Psychology Association, 1995. Bowers, C. A. The Cultural Dimensions of Educational Computing Understanding the Non-neutrality of Technology. New York: Teachers College Press, 1988 Coon, D. Essentials of Psychology: Exploration and Application (8th edition). USA: Wadsworth/Thomson Learning, 1999 Craig, G. , M. Kermis and N. Digdon. Children Today (2nd edition). Toronto: Prentice Hall. 2001 Kline, M. Why Johnny Cant Add the Failure of New Math. New York: St. Martins, 1973.

Iago in William Shakespeares Othello Essay examples -- Shakespeare Ch

Iago in William Shakespeare's Othello Iago has many motives for destroying the other characters in the play. One of these is jealousy. Iago is jealous of Othello, Desdemona, Cassio and even his own wife, Emilia. He is jealous of Othello for many reasons. Iago wants the power and the respect that Othello has. We see this in Act 2 scene 1 where Iago says ‘the moor- howbeit I endure him not- is of a constant, loving, noble nature’ which hints that he wants what Othello has as they are both opposites and these attributes may be the ones he will need to gain power. Iago is jealous of Othello’s marriage with the senator’s daughter as it gives Othello even more power and an attractive wife- he envies Othello for his wife as he states ‘I do love her too’ which suggest that Iago may have feelings towards Desdemona making him more jealous of what Othello has. Also Iago is crude and racist and always calls Othello the ‘moor’ which is a racist term. This could be the reason for his jealousy as he finds the fact that Othello is above him quite unnatural. In his soliloquy, Iago states ‘he’s done my office’ referring to Othello, which means Othello has slept with his wife making him even more jealous, even though he does not know if it is true or not. Iago is also jealous of Desdemona. He wants to be in her place- he wants to be an influential person to Othello- he wants to be closer to him thus closer to power. He twists the fact that Othello is passionate and obsessed with Desdemona to his own advantage. We see this when Iago states that he will ‘put the moor at least into a jealousy so strong that judgement cannot cure’ meaning that Iago will use... ...om Cassio) with his words and need not use them anymore. We are left to make our own minds up about why Iago did it. There are hints here and there but still we do not know him well enough to conclude what his reasons were from the evidence we receive throughout the play. We cannot even be sure that Iago was telling us his true thoughts in his soliloquies about Othello and Cassio having slept with Emilia. May be he is motiveless: he just invents reasons to be bad. We do not hear of the affair situation anywhere outside Iagos soliloquies. He does say himself ‘I am not what I am’ so does this not mean that anything he seems to be he is not and everything he says is a lie. I believe that Iago is the character with the most depth that I have ever encountered- so much depth that it becomes almost impossible to analyse him.

United States Budget Deficit Essay -- Research Economics American Hist

United States Budget Deficit "Spending financed not by current tax receipts, but by borrowing or drawing upon past tax reserves." , Is it a good idea? Why does the U.S. run a deficit? Since 1980 the deficit has grown enormously. Some say its a bad thing, and predict impending doom, others say it is a safe and stable necessity to maintain a healthy economy. When the U.S. government came into existence and for about a 150 years thereafter the government managed to keep a balanced budget. The only times a budget deficit existed during these first 150 years were in times of war or other catastrophic events. The Government, for instance, generated deficits during the War of 1812, the recession of 1837, the Civil War, the depression of the 1890s, and World War I. However, as soon as the war ended the deficit would be eliminated and the economy which was much larger than the amounted debt would quickly absorb it. The last time the budget ran a surplus was in 1969 during Nixon’s presidency. Budget deficits have grown larger and more frequent in the last half-century. In the 1980s they soared to record levels. The Government cut income tax rates, greatly increased defense spending, and didn’t cut domestic spending enough to make up the difference. Also, the deep recession of the early 1980s reduced revenues, raising the deficit and forcing the Government to spend much more on paying interest for the national debt at a time when interest rates were high. As a result, the national debt grew in size after 1980. It grew from $709 billion to $3.6 trillion in 1990, only one decade later. .. ...abilities, and deficit money is being wasted. For example two of the largest portions of the budget: defense and social security. Defense spending produces little or nothing except in times of war. Judging by the current status of the United States as the only existing â€Å"Nuclear Super Power† war is not a tangible event in the near or distant future. The way social security is managed creates a huge waste. As managed, social security is money spent to immobilize a large and fairly capable part of the work force. It encourages elderly people not to work by spending deficit money on them. Reducing productivity and increasing the debt at the same time. In its current state the U.S. should attempt to reduce its deficit but eliminating it is not necessary and could do more damage than good.