Aviation Security The Security Threat, Securing...

Security is one of the most important departments in aviation. Without security in aviation it would be extremely vulnerable to threat, harm and accidents to passengers, employees and aircrafts. Aviation has been threatened for decades now. From bombings and hijackings since the 1960s to the recent bombing in Brussels. It wasn’t until 9/11 when America knew there was a big gap in the security infrastructure in aviation. So what exactly is aviation security? Aviation Security is techniques and methods used for protecting passengers, employees and aircraft from harm, danger and other possible threats. A lot has been learned from prior accidents and trying to prevent further accidents is a challenge in aviation security. There are several challenges in aviation security that I will discuss in this paper. The challenges in aviation security are identify the security threat, securing perimeter, and The Transportation Security Administration (TSA) screening related to passenger flow. I will also discuss possible solutions to each challenge that may be used in the future of aviation. Security could vary from place to place, so in this paper I will discuss the challenges within in the United States. Threats The biggest challenge in aviation security is identify the threat. It is challenging because if you cannot identify the threat you cannot prevent or resolve it. Trying to identify the threat is also a challenge because of emerging techniques and strategies used byShow MoreRelated Airport Security and the Transportation Security Administration (TSA)2719 Words   |  11 PagesThrough the history of aviation the importance of airport security has steadily increased. Since the terrorist attack of September 11, 2001, many changes have taken place at airports to prevent such an attack from occurring again. The purpose of this paper is to: outline airport security procedures, discuss the different technologies involved with airport security, as well as examine the components of airport security. In addition I will also discuss the Transportation Security Administration’s roleRead MoreAirport Security Essay 82808 Words   |  12 PagesRunning head: Airport Security David A. Fowler Embry-Riddle Aeronautical University Abstract Through the history of aviation the importance of airport security has steadily increased. Since the disastrous terrorist attack of September 11, 2001, many changes have taken place at airports to prevent such an attack from occurring again. The purpose of this paper is to: outline airport security procedures, discuss the different technologies involved with airport security, as well as examine theRead MoreThe Security Of Rail Transportation1609 Words   |  7 PagesThe security of rail transportation in the United States Rail Security falls into two categories, namely, passenger rail and freight rail. Passenger rail together with the mass transit is among the transportation subsector networks that provide numerous means of transportation from access points to end destinations connecting to other modes of transportation (Department of Homeland Security, 2007). While Freight railroads are key element of the nation’s transportation system that comprises of over

The Rugmaker of Mazar-E-Sharif Free Essays

Mazari has been through all sorts of conflict throughout his lifetime from where he was a young boy minding sheep in Afghanistan to opening an authentic rug store in Australia. He first had a major loss happen to him when he was a young boy and his father was killed. This was a traumatic time for his family and there was a conflict within his family. We will write a custom essay sample on The Rugmaker of Mazar-E-Sharif or any similar topic only for you Order Now When his father died, Najaf was forced to take on new responsibilities within the family and everyone had to do their part. When he was a young teenager his house was hit by a rocket causing major damage to his leg. His leg took over 6 months to heal properly and he was finding it difficult to cope in this time as he saw himself as a burden on his family which was a personal conflict. He has faced various conflicts during his time at Woomera detention centre, one of which was a religious conflict. Certain people could not talk to other people because of their religion. This made a somewhat difficult experience in his life even more difficult as he was continuously having trouble with other people because they believed in different gods. Finally when he was released and working freely in Australia he had conflicts at his work places. One of which was when he worked for a lady who was too demanding on him and he could not work to her expectations with him. This was a cultural conflict as he was not used to working under her conditions. How to cite The Rugmaker of Mazar-E-Sharif, Essay examples

Broken Spears Essay Research Paper Broken SpearsAround free essay sample

Broken Spears Essay, Research Paper Broken Spears Around 1519, a Spaniard by the name of Hernan Cortes sailed to what we now know as modern twenty-four hours Mexico. Diego Velazques, governor of Cuba, instructed Cortes to do contact with the New World. What was supposed to be an guiltless journey of geographic expedition and trading, became a hideous race murder of the Aztecs of the New World. Cortes was a violent, manipulative, and a greedy adult male. To give you an thought of the force Cortes and his work forces were capable of perpetrating, I would wish to associate a transition of a Nahautl history, from the book by Miguel Leon-Portilla, Broken Spears: They ran in among the terpsichoreans, coercing their manner to where the membranophones played. They attacked the adult male who was beating and cut off his weaponries. Then they cut off his caput, and it rolled across the floor. They attacked all the celebrators, knifing them, spearing them, striking them with their blades. They attacked some of the from buttocks, and these fell immediately to the land with their visceras hanging out. Others they beheaded: they cut off their caputs, or divide their caputs to pieces. They struck others in the shoulders, and their weaponries were torn from their organic structures. They wounded some in the thigh and some in the calf. They slashed others in the venters, and their visceras all spilled to the land. Some attempted to run off but their bowels dragged as they ran ; they seemed to embroil their pess in their ain visceras. ( twenty-six ) The old transition took topographic point during the Fiesta of Toxcatl. Although Cortes was non present at this clip, I believe the actions of his work forces were a direct contemplation of Cortes thirst for force. I besides came across different parts in the book where it described how Cortes and the Spaniards would hang, anguish, and provender people to their Canis familiariss. Cortes was besides involved in the violent death of unarmed people in Cholula. Cortes would utilize any agencies necessary to suppress the Aztecs and rob them of their gold. Cortes most likely was a violent adult male due to the fact that he came from a classical influenced society that was violent by nature. An illustration of the force in this society was the type of athleticss and amusement they used to bask, such as human and carnal combat. Most of the clip the also-ran of the battle would pay with their life. I think Cortes was a manipulative adult male every bit good. In the book it describes how he was able to derive Alliess such as the Tlaxcaltecas and increase the size of his ground forces. Cortes besides was able to do great fright and confusion by the usage of his arms, Canis familiariss, and Equus caballuss. The native ous people had yet to see any of these types of arms and animate beings. A good illustration of merely how manipulative Cortes was takes topographic point when Motecuhzoma meets him for the first clip. Motecuhzoma believed Cortes was their god Quetzalcoatl returning to claim his imperium. After Motecuhzoma tells Cortes how happy he is for returning to his people, Cortes answers: Tell Motecuhzoma that we are his friends. There is nil to fear. We have wanted to see him for a long clip, and now we have seen his face and heard his words. Tell him that we love him good and that are Black Marias are contented. Then he said to Motecuhzoma: We have come to your house in Mexico as friends. There is nil to fear. La malinche translated this address and the Spaniards grasped Motecuhzoma s custodies and patted his dorsum to demo their fondness for him. ( 65 ) Little did Motecuhzoma cognize the great grief his people would subsequently come to digest. Another trait of Cortes was that he was a avaricious adult male. All the blood that was spilled was in the hunt for gold. Cortes would hold liked one to believe that this senseless slaughter occurred in the name of the Lord, to distribute Christianity. Cortes s true motivation was the ictus of gold for his ain personal addition. Any gilded point that was seized was melted down in order to transport every bit much as possible. All the Aztec adult females would be searched under their vesture for gold. Cortezs and the Spaniards would even travel so far as to demand gold that was lost by the Spaniards when they retreated from the Canal of the Toltecs. A good portraiture of Cortes greed is from an history where Motecuhzoma sent his minister plenipotentiary to run into Cortes and brought him gifts of gold. They gave the Gods ensigns of gold, and ensigns of quetzal plumes, and aureate necklaces. And when they were given these nowadayss, the Spaniards explosion into smilings ; their eyes shone with pleasance ; they were delighted by them. They picked up the gold and fingered it like monkeys ; they seemed to be transported by joy as if their Black Marias were illumined and made new. The truth is that they longed and lusted for gold. Their organic structures swelled with greed, and their hungriness was famished ; they hungered like hogs for that gold. ( 51 ) Cortezs came to the New World with such few work forces, and such small resources. He was able to derive 1000s of Alliess, and deceive 1000s of work forces. He conquered one of the largest imperiums within a 2 twelvemonth clip period. Although I am non fond of Cortes character, and I am disgusted by the mistreatment of the Aztecs people, I must acknowledge I admire Cortes as a great military leader.

The Catcher in the Rye and The Adventures of Huckleberrry Finn Essay Example For Students

The Catcher in the Rye and The Adventures of Huckleberrry Finn Essay In recent times there has been a considerable amount of media attention surrounding the movement of the youth culture. The topic of teenagers growing up in a violent and consumerist culture has been a hot topic as there has been growing concern over the adult issues that teenagers are forced to deal with in today s society. Generation after generation there has been a division between the rebellious nature of the youth and the adult world. The Catcher in the Rye and The Adventures of Huckleberrry Finn although written in two different eras attempt to capture the essence of youth and explores the central theme of the journey of the adolescent into adulthood. The two central figures of the novels Holden Caulfeld and Huck Finn reflect this central theme through the realities of the contrasting world s they have created and the experiences they encounter. The two novels take place in different eras, Catcher in the Rye tells the story of Holden exploring the modern New York society made up of different social classes and people from every walk of life. We will write a custom essay on The Catcher in the Rye and The Adventures of Huckleberrry Finn specifically for you for only $16.38 $13.9/page Order now Huck Finn explores the world of the Mississippi river in the 1800 s during a time of slavery and also in the midst of the industrial revolution. Both these characters deal with two contrasting worlds on one hand a world filled with materialism, phoniness and urbanization and on the other hand a rural world that is not yet urbanized however has the elements of corruption that are taking form in the midst of modernization. Holden confronts characters that are a product of a modern city such as pimps, hookers, actors and overall a collection of phony people who thrive on worldly possessions and materialism. Huck Finn however deals with different characters who do not share qualities of urban intelligence but show a more natural form of human evil that is not influenced by the wickedness of the city. These characters are a representation of the kinds of people that were the reality of the Mississippi in those times. Holden and Huck deal with adult worlds from different times and different societies and therefor the view each character has towards life differ. However with the different social realities of the two figures they still struggle to understand the adult worlds they observe. Both characters in the midst of a modern and a rural society still encounter corruption, hypocrisy and a world that generally still has faults and evils lurking beneath the people who surround them. Holden is necessarily one of the modern American descendants of Huck Finn, as once said by a critic. Both characters depict the adolescent youth for their generations and eras however both characters are different in their attitudes towards life and the world. Holden is a 16 year old boy that has a contempt for the phony world that encompasses him. His contempt is a result of his cynical view towards everyone and everything he observes and encounters in his experiences. Huck on the other hand is more innocent and childlike as he is warm hearted and in search of adventure. Holden holds the view that everyone in society is phony and protests anything related to phoniness. He hates television, movies, actors and Hollywood as they all represent a phony society. He goes on to comment on Hamlet as a, sad, screwed up guy who should be portrayed that way and not as a goddamn general. This indicates Holden s cynicism and his contempt for phoniness. Huck does not make observations or any criticisms on the corruption of the society around him other than the fact that he says he can not understand much of the ill treatment and behaviour of many individuals. Instead of criticizing or judging the people around him he seeks to create justice in a world of injustice. He sets out to do this by helping his pal Jim a black runaway slave reach his destination of freedom. Huck is too young to understand as much of the world as Holden does and does not have any concrete opinions on the reality that surrounds him. .u4b386207dc555204dd6aaa945109ca27 , .u4b386207dc555204dd6aaa945109ca27 .postImageUrl , .u4b386207dc555204dd6aaa945109ca27 .centered-text-area { min-height: 80px; position: relative; } .u4b386207dc555204dd6aaa945109ca27 , .u4b386207dc555204dd6aaa945109ca27:hover , .u4b386207dc555204dd6aaa945109ca27:visited , .u4b386207dc555204dd6aaa945109ca27:active { border:0!important; } .u4b386207dc555204dd6aaa945109ca27 .clearfix:after { content: ""; display: table; clear: both; } .u4b386207dc555204dd6aaa945109ca27 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4b386207dc555204dd6aaa945109ca27:active , .u4b386207dc555204dd6aaa945109ca27:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4b386207dc555204dd6aaa945109ca27 .centered-text-area { width: 100%; position: relative ; } .u4b386207dc555204dd6aaa945109ca27 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4b386207dc555204dd6aaa945109ca27 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4b386207dc555204dd6aaa945109ca27 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4b386207dc555204dd6aaa945109ca27:hover .ctaButton { background-color: #34495E!important; } .u4b386207dc555204dd6aaa945109ca27 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4b386207dc555204dd6aaa945109ca27 .u4b386207dc555204dd6aaa945109ca27-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4b386207dc555204dd6aaa945109ca27:after { content: ""; display: block; clear: both; } READ: The Love Song EssayThis is the reason for his innocence and naivete. Holden and Huck both resist to be affected and influenced by the adult world s around them. Holden with his negative attitude and anti-social behaviour refuses to conform with the rest of society. He sets himself apart from the mass of the population criticizng the world for all their faults. He is at the age where he must mature and make the transition into adulthood however he struggles with the hopelessness of the hypocritical world and cannot bring himself to materialize into a man. Huck is a few years younger than Holden and is not yet at the stage where he must make the transition into adulthood however it is first time being exposed to a world beyond his reality and sees the adult world for the first time. He stays youthful with a sense of charm and adventure and combats the adult thieves and hoodlums of the world in the 1800 s. Holden and Huck are also symbols of the all American youth. They are rebellious as they will not listen to any authority figures like parents, teachers and the social norms that are presented upon them. Holden is kicked out of school and Huck is willing to help a black slave in times of great racial barriers. Holden and Huck represent youth and seek to be the saviours of youth. Holden with his wish to be the Catcher in the Rye represents his wish to save or catch children before they make the leap into adulthood. And Huck preserves the greatness of youth from his attempts to be go against the adult world that would condemn for befriending a black slave. This shows the innocence and greatness of youth culture who speaks out against the politics and injustice of the adult world. Huck Finn and Catcher in the Rye are both novels that have been voices for their generations speaking out against the adult worlds of their times. These books also reflect the world in which we live in today where the increasing pressures of the world are making it difficult for young people to realise the greatness of youth. Holden Caulfeld and Huck Finn are truly good examples of the American youth misunderstood by American society and act as good examples to teenagers whom they may be able to identify with.

Banking Regulation and Taxation

Banking Regulation and Taxation Banks play a pivotal role in the financial system of any nation. Due to the scope of activities of the banking industry, it is vital for governments to regulate the industry. The global financial crisis portrayed the importance of banks in the financial system of any country.Advertising We will write a custom essay sample on Banking Regulation and Taxation specifically for you for only $16.05 $11/page Learn More The collapse of the banking industry led to the ultimate collapse of other industries (Ciro, 2013, p. 84). Governments use taxes as a source of revenue and for regulatory purposes. In the banking industry, governments should use taxation for regulatory purposes. Since the global financial crisis, various governments have introduced various taxes on the financial sector. These taxes are at the domestic and international level. One of the major purposes of these taxes is to increase the Tier 1 capital of banks. This helps in solving the liquidity probl ems that banks may face. In addition, increase in Tier 1 capital enables banks to support their risks (Alworth Arachi, 2012, p. 173). Governments should ensure that there is careful consideration before using taxes for regulatory purposes. It is vital for the government to consider whether banking regulation or taxation would help in achieving the desirable goals. Since banking regulation and taxation should run concurrently, it is vital for the government to consider their interaction. Ideally, these measures should complement each other. Since banking regulation and taxation have various economic costs, it is vital for the government to undertake a cost benefit analysis to determine the most efficient measure. The cost benefit analysis would also help in identifying various problems that these measures may face. This would enable the government to formulate strategies on how to avoid or cope with the problems. It is vital for governments to ensure that they consult relevant banki ng associations before implementing various taxation policies. This would help in determining the most effective tax rate.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, consulting the banking associations would increase banks’ tax compliance (OECD, 2009, p. 117). References Alworth, JS Arachi, G 2012, Taxation and the financial crisis, Oxford University Press, Oxford. Ciro, T 2013, The global financial crisis: Triggers responses and aftermath, Ashgate Publishing, Hants. OECD 2009, Building transparent tax compliance by banks, OECD Publishing, Paris.

Explore a Career as a Marine Biologist

Explore a Career as a Marine Biologist Marine biology is the scientific study of organisms that live in salt water. A marine biologist, by definition, is a person that studies, or works with a salt water organism or organisms. That is a fairly brief definition for a very general term, as marine biology encompasses many things. Marine biologists may work for private businesses, in non-profit organizations, or at universities and colleges. They may spend most of their time outdoors, such as on a boat, underwater, or in tide pools, or they may spend much of their time indoors in a laboratory or aquarium. Marine Biology Jobs Some career paths that a marine biologist would take include any of the following: Working with whales, dolphins or pinnipeds in an aquarium or zooWorking in a rescue/rehabilitation facilityStudying smaller organisms like sponges, nudibranchs or microbes and using them to learn about neuroscience and medicineStudying shellfish and the best way to raise animals like oysters and mussels in an aquaculture environment.Researching a particular marine species, behavior or notion; and teaching at a university or college. Depending on the type of work theyd like to do, there may be extensive education and training required to be a marine biologist. Marine biologists usually need many years of education at least a bachelors degree, but sometimes a masters degree, Ph.D. or post-doctorate degree. Because jobs in marine biology are competitive, outside experience with volunteer positions, internships, and outside study are helpful to land a rewarding job in this field. In the end, a marine biologists salary may not reflect their years of schooling as well as, say, a doctors salary. This site indicates an average salary of $45,000 to $110,000 per year for a marine biologist working in an academic world. That may be the highest-paying job path for marine biologists. Marine Biology Schooling Some marine biologists major in topics other than marine biology; according to the National Oceanic and Atmospheric  Administrations Southwest Fisheries Science Center, most of the biologists are fishery biologists. Of those who went on to do graduate work, 45 percent got a B.S. in biology and 28 percent got their degree in zoology. Others studied oceanography, fisheries, conservation, chemistry, mathematics, biological oceanography, and animal scientists. Most got their masters degrees in zoology or fisheries, in addition to oceanography, biology, marine biology, and biological oceanography. A small percentage got their masters degree in ecology, physical oceanography, animal sciences, or statistics. Ph.D. students studied similar topics including operations research, economics, political science, and statistics. Click here to learn more about what marine biologists do, where they work, how to become a marine biologist, and what marine biologists get paid.

Comparasion of Apple and Samsung Essay Example | Topics and Well Written Essays - 3500 words - 1

Comparasion of Apple and Samsung - Essay Example A comparison of the stock prices provides us with the information on the relative investor confidence on the two companies. A comparative analysis of the two companies helps the investors to reach an investment decision on the common stocks of Apple and Samsung. A comparison between two publicly traded companies Apple and Samsung could be done with the help of financial ratio analysis. The profitability ratio, liquidity ratio, investment value ratio and debt ratio has been taken into consideration for this comparison. The financial ratio has been determined by considering the financial statements of the two companies for the last two years. The return on assets for Apple is much higher with respect to Samsung. While Samsung produced an 8.83% return on assets in 2011, Apple registered an ROA of 22.28% in 2011. Apple focused to increase its asset base in 2012. The rate of increase in ROA for Samsung is more than that of Apple but the percentage return on assets for Apple is 23.70% which is more than 13.17% ROA for Samsung in 2012 (Bragg, 2012). The return on equity gives an indication of the efficiency of fund management by the companies to increase the wealth of the shareholders. The net income earned by the companies could be expressed as a percentage of the total equity of the company. The return on equity for Apple is more than the return on equity for Samsung in the last two years. In 2011, Samsung achieved a return on equity of 13.58% as compared Apple’s return on equity of 33.83%. From the 2011 to 2012, rate of increase in ROE for Samsung is more than Apple. Despite that, Apple recorded an ROE of 35.30% in 2012 which is more than 19.63% ROE for Samsung. A comparison of the asset turnover of Apple and Samsung provides a measure of utilization of assets of the two companies. Asset turnover indicates the amount of revenue generation of

Laboratory Report Essay Example | Topics and Well Written Essays - 500 words

Laboratory Report - Essay Example Question 4: In this example of the elbow flexion unloading response (i.e. the task performed during the laboratory), state the muscle from which the data from sheet 1 was recorded, and whether the weight was removed unexpectedly or was self-removed by the subject. What was the latency of the response Answer: The data from sheet 1 showed the elbow flexion unloading response of the biceps. The weight was self- removed as we observed the reduced EMG activity of the biceps, starting before the onset of the unloading. The latency time is about 50 milliseconds. Question 5: Based on evidence from the laboratory and/or the literature, explain the major reflex pathway that causes the reduction in agonist EMG in the unexpected unloading response. Include the series of neural events from just prior to the release of the weight until the end of the first agonist (biceps) response. Answer: Anticipation in the postural domain is an example of the ability of the CNS to predict the consequence of the mechanical effect of movement on posture and helps minimize a forthcoming disturbance. A classical example was provided by the pioneer work of Belenkiy et al. (1967). They showed that, during arm raising while standing, the prime mover activity in the biceps brachii was preceded by an activation of a leg muscle, the biceps femoris, starting 100 ms before the movement onset.

Mckinsey Accounting and Engineering Advisors Essay Example for Free

Mckinsey Accounting and Engineering Advisors Essay The firm was founded in 1926 by university of Chicago professor, James (â€Å"Mac†) McKinsey, it was called â€Å"accounting and engineering advisors†. Mac started recruiting experienced executives and training them in the integrated approach he called his General Survey outline. In Saturday morning sessions he would lead consultants through an undeviating sequence of analysis – goals, strategy, policies, organisation, facilities, procedures and personnel – while still encouraging them to synthesize data and think for themselves. McKinsey’s mission was to help clients make positive, lasting, and substantial improvements in their performance and to build a great firm that is able to attract, develop, excite, and retain exceptional people. Bower’s vision of the firm was: â€Å"one focused on issues of importance and top-level management, adhering to the highest standards of integrity, professional ethics, and technical excellence, able to attract and develop young men of outstanding qualifications, and committed to continually raising its stature and influence. Above all, it was to be a firm dedicated to the mission of serving its clients superbly well. Bower also articulated a policy that every assignment should bring the firm something more than revenue – experience or prestige for example. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. The firm grew extraordinarily domestically in the 1950’s which provided a basis for international expansion that accelerated the rate of growth in the 1960’s. Offices opened in London, Geneva, Amsterdam, Dà ¼sseldorf and Paris. McKinsey was now a well established and highly respected presence in Europe and North America. To Gupta the task of knowledge development had become much more complex over the past decade or so due to three intersecting forces: †¢ In an increasingly information and knowledge driven age, the sheer volume and rate of change of new knowledge made the task much more complex †¢ Clients expectations of and need for leading edge expertise were constantly increasing †¢ The firm’s own success had made it much more difficult to link and leverage the knowledge and expertise represented by 3800 consultants in 69 offices worldwide. Gupta believed that knowledge is the lifeblood of McKinsey. How does knowledge create value for McKinsey and Company? Creating value for a firm means performing activities that increase the value of goods or services to consumers. McKinsey does this by trying not only to ‘serve its clients but also to develop its consultants’. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. Because of the use of knowledge management one of McKinsey’s clients managing director reflected on a certain outcome that â€Å"their value added was in their access to knowledge, the intellectual rigor they bring, and their ability to build understanding and consensus among a diverse management group.† In 1980 when Gluck joined the central small group that comprised the firm office he proposed that â€Å"knowledge development had to be central, not a peripheral firm activity; that it needed to be ongoing and institutionalised, not temporary and project based; and that it had to be the responsibility of everyone, not just a few†. Gluck was trying to build a shared body of knowledge throughout the firm. Even though doing this may be costly Gluck was hoping the benefits would outweigh the expenses. Knowledge had created value for McKinsey and Company through that its client’s impact studies indicated that the new knowledge structure led to a longer-term focus on deeper understanding of issues. McKinsey and Company’s use of knowledge throughout the firm helped build long lasting client relationships. Gupta believed that knowledge was the core factor in being successful in the long run. Knowledge is a fundamental value for the McKinsey and Company. Even though focusing on developing knowledge throughout the firm may lead to less client work Gupta argued that it was still worth it and would increase value for the firm in the long term. Critically evaluate the company’s soft knowledge management strategy. I.e people. Soft knowledge management is â€Å"less quantifiable and cannot be captured codified and stored easily† (Kidd, 1994; Skyrme, 1998) Tacit knowledge is an example of soft knowledge. Tacit knowledge â€Å"cannot be easily communicated and shared, is highly personal, deep rooted in action and in an individual’s involvement within a specific context. It is commonly referred to as ‘the knowledge in people’s heads†. â€Å"Soft knowledge becomes accepted by virtue of informal authority and consensus within the group.†(Hildreth, Wright and Kimble, 2005). Gluck felt that there was a need to adjust the firm’s knowledge development focus. He believed that â€Å"knowledge is only valuable when it is between the ears of consultants and applied to clients problems.† Knowledge is less effectively developed through the disciplined work a few than through the spontaneous interaction of many. He changed the more structured â€Å"discover-codify-disseminate† model to an â€Å"engage-explore-apply-share† approach. Which is, a more loose approach. Even though McKinsey had adopted hard knowledge approaches, it still relied heavily on soft knowledge components, such as personal networks, old practices like cross-office transfers and strong ‘one firm’ norms like helping other consultants when they called. Unlike the hard knowledge approach the transfer of knowledge with the soft approach is not through databases and ‘Knowledge Resource Directory’s† it is a more informal method. It is when the older staff of the firm helps and teaches the new comers by sharing their experience an d knowledge.

Free Essays - First Impressions in Pride and Prejudice :: Pride Prejudice Essays

First Impressions in Pride and Prejudice Pride and Prejudice was first titled First Impressions, and these titles embody the themes of the novel. The narrative describes how the prejudices and first impressions (especially those dealing with pride) of the main characters change throughout the novel, focusing on those of Elizabeth Bennet. Elizabeth's judgments about other characters' dispositions are accurate about half of the time. While she is correct about Mr. Collins and how absurdly self-serving he is and about Lady Catherine de Bourgh and how proud and snobbish she is, her first impressions of Wickham and Darcy steer her incorrectly. Wickham is first thought to be a gentleman by all. His good looks and his easy manner fool almost everyone, and Elizabeth believes without question all that he tells her of Darcy. Elizabeth's first impressions of him are contradicted when she realizes that he has lied about Darcy. Elizabeth and many of the other characters see Darcy as proud, and it can be seen from this quote just how quickly this judgment of him is formed. "The gentlemen pronounced him to be a fine figure of a man, the ladies declared he was much handsomer than Mr. Bingley, and he was looked at with great admiration for about half the evening, till his manners gave a disgust which tuned the tide of his popularity; for he as discovered to be proud, to be above his company, and above being pleased; and not all his large estate in Derbyshire could then save him from having a most forbidding, disagreeable countenance, and being unworthy to be compared with his friend." It is not only what she believes to be pride in Darcy's character that makes her judge him harshly, but also her prejudice against him because of the lies Wickham has told her. Darcy sees this fault of prejudice in Elizabeth, stating that her defect is "willfully to misunderstand everybody." In the end Elizabeth realizes her folly in trusting her first impressions and prejudices about the men, and states, "how despicably have I acted... I, who have prided myself on my discernment! - I, who have valued myself on my abilities..." The above are only a few of the major examples of first impressions, prejudice and pride in the novel, as these themes show up throughout the story.

Alice in Wonderland

Alice in Wonderland/Through the Looking Glass by Lewis Carroll I would like to start by saying that I hated this book. It made no sense to me, and the entire time I felt that the author was on crack. I was expecting it to be a great book, because I loved the movie so much (animated one). The book never had a sensible plot, it was just this annoying little girl who was having these twisted dreams that made no sense to me, although I do realize that they have deeper social/political meanings. It is a complicated and intelligent novel that only smart and analytical people can understand it, while actually enjoying it too.In some sense the craziness of the novel kind of makes sense because it is a dream, and dreams can be quite ridiculous. I did not like the novel because it did not have an exciting climax or conflict. I never had the feeling of anticipation while reading it, or any enthusiasm whatsoever. The book had a lot of puns and poems that a lot of people enjoy, but I personally h ate puns and poems. Overall the book was not a good match for me, and I will be more careful in choosing my novel next time. RAWLIPS Wisdom of Youth:Alice is constantly challenged of who she is and how she perceives things, but by the end she is the same little girl with the same outlook of life. She remains true to herself. Loss of Innocence: This seems to be the more apparent theme in the entire novel. Alice’s loss of innocence is illustrated with her constant change in size which represents puberty. In the beginning, she comes across one of her first obstacles: getting through the small door into the garden. First she drinks the bottle that reads â€Å"DRINK ME† (Carroll 10) which shrinks her, but then she realizes she forgot the key.So then she eats a piece of cake that reads â€Å"EAT ME† (Carroll 12) and she grows large. It’s clever that Carroll chooses to have actual food to be the thing that makes Alice grow. The whole growing and shrinking happen s quite a few times throughout the novel. The whole point is to show how Alice doesn’t really think of the consequences of her actions, just like an innocent child. She just doesn’t care. But when she is faced with the difficulty of her mistakes, she suffers. She cries when she realizes she can’t get through to the garden, which then ends up almost drowning her.She almost destroys the White Rabbit’s house because of her gigantic growth yet again. She gets called a serpent by a pigeon, again because of her weird growing. She also begins to forget a lot of her lessons. All this change to her physical appearance makes her realize she also has issues inside. She begins to have an identity issue, like a lot of kids when growing up. â€Å"’I-I’m a little girl’ said Alice, rather doubtfully† (Carroll 43). Alice doesn’t know if she’s herself anymore. She also comes across people who aren’t exactly kind and understa nding to Alice, especially the Queen who represents evil.She is saddened by the world she sees, especially when she sees the corruption and coldness of the Queen who sends everyone to their execution. So here is this little girl, in a whole new world that’s so twisted and filled with twisted people, going through all these physical and emotional changes. However, Alice is one of the few characters of this theme to NOT crumble and lose. She is able to preserve her view of the world as it originally was, and doesn’t change much from the beginning of the novel to the end, because her adventure only happened in her dream.It’s only at the end of the first book where Alice grows physically and realizes she doesn’t have to be afraid of the creatures â€Å"nothing but a pack of cards! † (Carroll 97) and then she wakes up. Her waking up proves that everything was made up and an illusion, so she shouldn’t be afraid. Illusion VS Reality: Alice is prett y much in an illusion throughout the entire novel. She doesn’t know what’s real and what’s not. She tries to fit in what she thinks is reality, but is contradicted by all the characters.The part of the novel where the illusion finally becomes reality is when Alice is attacked by the playing cards in the court room, and it is shown to actually be â€Å" dead leaves that had fluttered down from the trees upon her face† (Carroll 98), waking her from her dream (illusion) into reality. And then again in Through the Looking Glass when Alice thinks she is shaking the queen, when really it’s just her cat. Alice doesn’t even dwell over the fact that she goes in and out of reality, because she is just a kid. Although she does think about the King, and that maybe she’s actually in his dream.Characters Alice Liddell: A seven and a half year old girl whose goal in Wonderland is to go to the Queen’s garden, and to become a queen in Through t he Looking Glass. Alice can be described as imaginative and creative. It seems her only real friends are her sister, who doesn’t even have a name, and her cats. Alice is an adventurous girl, and sometimes her curiosity gets the better of her. She can’t help but follow her instincts without second thought. She wants to learn more about the world around her, and like a kid doesn’t realize the consequences of her actions.But, it’s important to note that she is in a dream, and in a dream our decisions don’t really matter because the consequences aren’t real. So Alice might have gotten herself in dangerous situations because of her curiosity, but she was never in any really danger. Alice also never grows as a character in the novel. She does grow physically, but not mentally. She doesn’t learn anything, she doesn’t become any smarter or wiser or experienced—she remains the same because nothing has physically happened in her l ife, it was all a dream.Alice’s sole purpose is to guide the reader into this wonderland and through these crazy characters. White Rabbit: This character is the opposite of Alice. He thinks too much, and he is the epitome of stress and anxiety. He’s always worried about being late. He is also the reason why Alice ends up in wonderland. He was curious to her. The Caterpillar: The Caterpillar is probably my favorite character. He is the first character in which Alice gets help from. He helps her with her size issue by telling her about the mushrooms. He also tells Alice about metamorphosis and that it’s not a bad thing to grow.Deeper meaning would be that growing up is a part of nature and completely normal. The Caterpillar reminded me of like a kid in school who is experimenting with drugs and is peer pressuring Alice to take mushrooms (the drug that people do now). I don’t know if people did mushrooms back then during Carroll’s time, I’m pre tty sure it was available because its mushrooms, but it’s a funny coincident. The Cheshire Cat: Out of all the characters in Wonderland, Alice likes the Cat the best because she is fond of cats. The Cat is known for its grin and also that it can disappear and reappear whenever it wants.The cat shows to be a powerful character because not even the most powerful people, the King and Queen, can get it. The Duchess: The Duchess is a little weird. She seems bipolar because her personality drastically changes the second time she meets Alice in the garden. In the pepper room she was an abusive parent, and then in the garden she was nice to Alice and kept trying to get close to her. She also kept trying to get to the moral story, â€Å"†Every thing's got a moral, if only you can find it. â€Å"(Carroll 70). However, Alice just seems annoyed by her, and whatever she thinks, is what Carroll thinks.And so if Carroll is annoyed by her, than he might be annoyed by morality. Howeve r, that doesn’t make sense because Carroll was a religious person. So, this is the character I am unsure about. The Queen of Hearts: She is the evil character in the wonderland. She constantly goes around sentencing people to death. What I don’t understand is why Carroll always makes the most powerful character a woman, and also the most evil. It is speculated that Carroll was not exactly smooth with the ladies, but instead had an obsession with little girls, like Alice Liddell, who was an actual person (Shulevitz).So, maybe he just didn’t like older women and saw them as evil. King of Hearts: He is not mentioned much but in comparison to the Queen he is much kinder in that he prevents the Queen from executing everyone. He is also a doormat in the relationship with the Queen. This might also be a view that Carroll has. He might not like older women because he thinks they dominate and control the relationship in ruthless and corrupt ways. I am completely guessing , but it sounds plausible. The Red Queen: She is the queen in the Looking Glass world.She defies my theory on how Carroll views women. Because she is actually nice and helps Alice become a Queen. Even though you would think, because the whole thing is based on a chess game, the Red Queen would hate Alice for being a queen because they are not on the same side of the game. She is also extremely fast, just like a queen player is in a game of chess since they can pretty much go in any direction and as far as they want. But the Red Queen is commanding and bossy. She also turns into Alice’s cat at the end. The White Queen: The White queen is a child archetype.She can’t really look after herself, and many times Alice has to help her. The whole idea of Looking Glass world is that everything is backwards and the relationship between Alice and the Queen is another example of this. Instead of the adult taking care of the child, the child is taking care of the adult. Deeper meani ng to this would be that even children can be mature and be caregivers. This makes sense because Carroll did have an eerie interest in little children, especially girls. It’s even been speculated that he wanted to marry the real Alice Liddell (Shulevitz).The White Knight: After reading the Sparknotes definition of the White King, his role in the novel makes a little more sense than a random guy just escorting Alice because he wants to. The Sparknotes page states that Carroll modeled the White Knight after himself. This is plausible to me because the White Knight seemed really interested in Alice and helping her. â€Å"I’ll see you safe to the end of the wood—and then I must go back, you know. That’s the end of my move. † (Carroll 181). Carroll also chooses to have Alice say that the White Knight â€Å"dazzled her† (Carroll 187). Like the White Knight, Carroll had shaggy hair, blue eyes, and a mild face. Also like Carroll, the White Knight ha s a penchant for inventing and compulsively preparing for any kind of contingency, no matter how ridiculous† (Sparknotes Editors). The White Knight is also really clumsy and can’t seem to ride his horse properly in a straight line. This makes sense because the entire thing is a game of chess, and since he is a Knight he can only move in a shape of an L. The White Knight also recites a song for Alice and says she is going to cry (because of the separation between them in real life maybe).According to Sparknotes, â€Å"he sings a song that conjures up feelings of wistful longing, calling attention to the idea of Alice’s transformation into a queen as a metaphor for her sexual awakening into womanhood. The White Knight represents a figure from her childhood who can bring her to the point at which she reaches adulthood before he must let go. The scene between the White Knight and Alice is marked by feelings of nostalgia tinged with regret, since Alice must eventuall y leave the White Knight and claim her new role alone† (Sparknotes Editors).The first time I read through the song that the White Knight sings to Alice I did not get any â€Å"metaphor for [Alice’s] sexual awakening into womanhood†, because she’s only seven and that would never go through my mind. So I read it again and I still didn’t see it. But the line â€Å"Of that old man I used to know† (Carroll 189) jumped out at me and then I kind of got the poem. The â€Å"old man† is obviously Carroll, and the â€Å"I† is Alice. Carroll believes that the real Alice Liddell viewed him as an old man that played with her, but Carroll also states that she cared about him when he writes that she â€Å"weep[s]† for the old man.But that’s in the poem, and not what actually happens because Alice doesn’t cry at all after hearing the song. So I’m not really sure if Carroll is saying that the real Alice Liddell cared f or him or not. The White Knight does state that â€Å"the end of [his] move† is when he gets her to a safe place where she doesn’t need his protection anymore. This can be seen as the real life situation between Carroll and Alice Liddell. Carroll couldn’t stay with her forever and so there had to be a time where he had to let her go.He couldn’t follow her through puberty and her growth into a woman (maybe because he didn’t want her as an older woman, because he’s not attracted to older women, and wants to stick to little girls). Either way Carroll is creepy. The Red King: Most important thing about him is that he sleeps, and Alice thinks that she is a part of his dream, instead of him being a part of her dream. Humpty Dumpty: He recites poems and also analyzes them to Alice. He does to poems what the students do in AP Lit. When he finds the meanings of things he makes up whatever he wants. ’When I use a word,’ Humpty Dumpty sai d in rather a scornful tone, ‘it means just what I choose it to mean — neither more nor less. ’’(Carroll 161). Again, it’s like AP Lit, we have to try to find a meaning a bigger picture in the text we read even if we have no idea what it’s about. Make stuff up, right? Well that’s what humpty Dumpty does. As I have learned in class, you can’t be wrong as long as you can back up her theory with proof. Although, he might give any word any meaning he wants, he says that names should have a specific meaning. I don’t understand what the meaning behind that is. He explains the poem â€Å"Jabberwocky† to Alice.While reading the book I never paid much attention to the poem because I thought it was nonsense. Humpty Dumpty has a lot of riddles and puns. When Alice asks him why he’s all alone, he says that there is no one with him. Well, obviously. He doesn’t answer the questions that Alice asks of him the way sh e wants, the way normal people in the normal world would. His riddles and puns remind me of the joke, â€Å"why did the chicken cross the road? † It’s like, no duh to get to the other side. Tweedledum and Tweedledee: Twin brothers that recite poetry to Alice and also get into a fight because of a rattle.Carroll is literally portraying little boys who are immature. It also shows that Carroll did not like little boys; he liked little girls. He portrays Alice as a smart little girl, but the twin boys as idiots. The twins are also the only young boy characters; Carroll decides not to have little boy characters. It might be because he doesn’t see Alice’s partners as little boys, but grown men like himself (Shmoop Editorial Team). With the way Carroll describes the relationship between the White Knight and Alice as opposed to the relationship between the twins and Alice is different.He sees someone like him as more fit to be her partner than little boys. Just c reepy. The Mad Hatter: A guy at the tea party in which Alice went to. He shows up a couple of more times through the novel, but doesn’t have a major role in the story. I’m kind of surprised he wasn’t more important in the novel because Tim Burton made an entire movie dedicated to the Mad Hatter. He tells Alice that he had a fight with Time and as a result the tea parties are always at six o’clock, and it just so happens that it’s always six o’clock. He acts as if Time is a real person.I don’t understand the meaning of time being stopped, or even treating time as a person. The whole point of the Tea Party scene, along with its weird members, is to show the craziness of wonderland. Mock Turtle: The Mock turtle is named after mock turtle soup, because the Queen says it herself to Alice that â€Å"It's the thing Mock Turtle Soup is made from,† (Carroll 73). The Mock Turtle is depressed because he wants to be a real turtle. The Mock Turtle is another pun, because the actual soup uses parts of a calf in the soup, and the non-muscular meat part of it is used to imitate (mock) turtle meat.So there isn’t actually any turtle meat in the soup. And the picture in the book illustrates the head of the Mock Turtle is that of a calf. This pun literally wants me to smack my forehead and say â€Å"really? † It’s so weird, and I don’t get the point of doing it. It just goes to show that this really is a book meant for children; however it’s too complicated for them. And you have to be an adult who really likes puns and nonsense to enjoy this book. The Gryphon: He is the one that tells Alice that the Queen of Hearts doesn’t actually execute anyone. This realization shows that rulers control people by fear.Caucus Race Carroll uses the caucus race of the animals to criticize politics and people in politics. The whole â€Å"dry† thing (â€Å"how to get dry again† [Carroll 21]) can mean that they are â€Å"dry† people, as in boring. So politics and politicians are boring. When they race, there is no finish line or anything, they just call stop so that everyone wins. Nothing gets accomplished, other than the fact that they get dry. Carroll is also exposing that politicians are just like these animals, which randomly run around without a proper â€Å"race† and accomplish little.For example, Obama during the 2008 campaign promised a bunch of stuff and in the â€Å"race† he won. But once he was president, he didn’t do a lot of what he said he was going to do, and in fact did the opposite of what he was going to do. So in the end, it can be argued that he didn’t do as much as he could. Also, just because he was announced the winner, doesn’t mean his opponents didn’t win either. For example, Sarah Paling got extremely rich because of the media exposure she got off the campaign. Cards I noticed that all the im portant and high class people were Hearts, including the king and queen.And the Spades are gardeners, Diamonds are courtiers, and the Clubs are soldiers. I always assumed that the Spades were the most powerful because in the game 21 getting black jack is the best hand. Also, in a deck of cards the ace of spades is the only card that looks slightly different than the rest of the deck. The thing that puzzled me is that the King of Hearts (the actual playing card) is more powerful than the Queen of Hearts, but in Wonderland the Queen appears to have more power than the King. The King does overshadow the Queen in the fact that he preempts the executions demanded by the Queen.So, she might appear to have more authority, but the actual power is in the hands of the King. However, I don’t really understand why Carroll would do this. Is it to show that no matter how many female rulers there are, the man will always be in charge and undermine the female ruler’s commands/choices? Croquet This is the scene I was most familiar with when I read it in the book because it was such a big scene in the animated movie. Instead of having inanimate objects as the equipment of the game, they were live animals. It’s just weird; I don’t think there is a meaning behind it.All I know is that it is definitely animal cruelty and PETA would not be pleased with the idea. The Queen always wins this game because if anyone seems to be better than her, she will just sentence them to death. Chess The game of chess is important in the second half of the novel in Looking Glass World. The entire journey for Alice is a Chess game, because she is transforming from being a pawn into being a queen. It’s exactly like how the real game works. My main strategy in chess is to always get one of my pawns all the way across to exchange it for a queen.Carroll is using this analogy to illustrate the growth of Alice. The pawn represents her being a child, and the queen represen ts her growing up and maturing. The queen is also the most powerful piece in the game, which is why Carroll has the Red Queen as a more powerful character than the king, who just sleeps. Importance of Color The colors red and white are important both in Wonderland and Looking Glass World. First you see the white roses that the cards put by mistake, because they were supposed to be red by the Queens orders. Then in Looking Glass World there are the red chess pieces and the white chess pieces.I don’t think this is a coincidence. White represents innocence and purity, and red represents rage. In the case of the roses the white roses represents Alice. The painting of the white roses with red paint could represent the Queen’s rage and trying to overshadow Alice and what Alice represents, which is youth. The Queen is likely to be jealous of Alice’s youth, which is a major theme in the novel. As for the chess pieces the descriptions of the colors don’t match tha t well, because the Red Queen is not full of rage. And also why choose red and white, when it’s normally black and white? ConclusionI disliked the book, but there was a lot to talk about in the log. It’s possible to write twenty or more pages on this book because everything is random, and something new just keeps coming and coming. My problem was that because I disliked the book, it was hard for me to talk about it and analyze it because I had no interest in it. I thought it was all nonsense. And trying to take apart the poems the riddles and puns that Carroll uses was like trying to understand the universe. The guy has a talent with language, I will admit that. I just find it useless because it brought me no joy or entertainment, just a headache.

Fashion in the 1920s

Women's Fashion In The sass After the end of World War l, the United States president, Warren G. Harding, claimed that he wanted to return to normalcy and to bring back the peace following the years of war; society did change, but it was no where near what it had been before the war (Margarita 14). â€Å"The reactionary temper of the sass and the repressive movements it spawned arose as reactions to a much-publicized social and intellectual revolution that threatened to rip America from it old moorings† (Tindal 800). During this time, the 18th Amendment was passed in order to maintain society's previous morals and tankards.Many Americans saw the consumption of alcohol as a sin and did not want their society to lose their morals (Margarita 8). Shortly after its passage, the 19th Amendment was passed allowing women the right to vote; instead of having a passive role in society, women were beginning to be more proactive. The appearance of woman in society did not stop work place; instead, because of prohibition and the popularity of speakeasies, women were welcomed and populated such venues. Tuxedoed men accompanied women wearing the latest fashions filled the latest clubs (Margarita 27).Traditionally, 1920 was seen as marking a clear divide in the chronology of women's affairs: the passage of the Nineteenth Amendment giving women the vote ended years of struggle, and with the ‘liberation' of the war, which destroyed old stereotypes, led on to the ‘New Woman' of the sass† (Wynn 133). World War I was the turning point from traditional values to a newly enlightened America, a rebellious youth, and newly freed women; as art reflects society, the emancipation and celebration following the war is reflected in the style and fashion that came alive in this new era.Beautiful coordinated and accessories outfits were a feature of sass's ladies fashion, [which consisted of] hats, shoes, stockings, handbags, dresses and Jewelry [that] all came togethe r in perfect harmony to create a unique and elegant style† (Scott). This style portrayed the times as Americans began to stray from the past and the old American ways. â€Å"During those years a cosmopolitan urban America confronted an insular, rural America† leading to the development of urban cities (Tindal 800).In these populated cities, people began to let loose as â€Å"Prohibition indirectly led to bootlegging and speakeasies, while the rowing rebelliousness of teenagers highlighted the generation gap† (Drowned back cover). Participation in these illegal venues had been unheard of in the previous decades, but these changing times encouraged the promotion of such activities and these environments called for a certain style and fashion. â€Å"The Twenties did roar, and this volume shows the many colorful ways the decade altered America, its people, and its future† (Drowned back cover). This ‘new woman' [that arose] eagerly discarded the constrain ing fashions of the nineteenth century – pinched-in corsets, conforming petticoats, and floor-length dresses† (Tindal 801). As the times were changing, their fashion changed in order to reflect â€Å"the rebellion against prudishness and a loosening of inhibitions† (Tindal 801). These new trends shocked the old-timers as the â€Å"the revolution in manners and morals, evidenced first among young people† were represented in their clothing (Tindal 800). As women were beginning to live more freely, their style reflected the same attitude. In 1919 women's skirts were typically six inches about the ground; [but] by 1927 they were at the knee, and the flapper' was providing a shocking model of the new feminism† (Tindal 801). These omen portrayed â€Å"a period of escapism, a youthful reaction against the dark and serious clothes, behavior and mood of an older generation still clinging to old Victorian and Edwardian values† (Herald 6). They were star ting to represent the idea behind the ‘new women. ‘ During this time the girls are actually tempting the boys more than the boys do the girls, by their dress and conversation† straying away from old traditions (Tindal 801).They began â€Å"a move[meet] toward breaking down national boundaries in everything from finance to style – [which] was a theme that ran through the decade† (Herald 6). Women's fashion reflected the change in attitude evident following the war. Fashion followed the new needs of the wearers and the more rebellious consumers in urban American society. â€Å"The passing of bustles and corsets gave clothing designers much greater freedom of expression resulting in innovative styling† (Scott). This permitted the newly reformed lifestyle and attitude to be expressed in women's clothing.In came â€Å"the new and colorful fabrics [that] echoed the Joy felt by a war weary population following the end of hostilities† as well as the â€Å"slim, streamlined look of the twentieth century,† which represented â€Å"youth, ability, and a freer form of sexual expression† (Scott; Blackjacks 133). Women now had the freedom to express themselves and not worry about the opinion of the public. They no longer had to be concerned with their modesty as the ideals began to yield â€Å"to modern sensibilities,† they began to expose their limbs and a â€Å"tight encasement of the[IR] torso† (Blackjacks 133).Society demand brought the new style as they insisted â€Å"that clothes be appropriate for the time of day, the activity, or the formality of the occasion†¦ The higher someone's rank, [depicted the amount of] clothes they needed to meet society demands† (Herald 11). In addition, fashion made improvements towards practical clothing as â€Å"women's underwear changed . With corsets becoming smaller and more flexible, and modern style bras being introduced†¦ [providing] shape and support whereas the older style tended to flatten breasts and constrict the chest† (Scott).Another practical need emerged with the growing popularity of the speakeasies. Women were welcome and where the women are, the men will be and the women were flocking these clubs and actively dancing the night away. â€Å"Flappers, as the trendy young women were called in the U. S. Wore short dresses with a straight loose silhouette. By 1927 seams had risen to Just below the knee, so that part of the knee could be seen when dancing the Charleston† (Scott). â€Å"Flapper fashion featured bobbed hair, minimal undergarments, gauzy fabrics, and sheer stockings† so that they could be free to move while dancing (Tindal 801). Although the sass did abound with flappers and would be flappers, the decade also hosted†¦ Women asserting new power† (Coot 413). And while the flappers' new needs were sought out, fashion also created new opportunities in the workforce for Hes s brave and powerful women. Along with the 19th amendment allowing women's voice and freedom, fashion opened up new Job opportunities that were available to women. â€Å"Women were beginning to enter male-dominated profession, where male clerks were generally being replaced by women typists and secretaries† (Herald 11).The â€Å"office girls needed a whole new wardrobe of smart day wear [as they began working] with new-fangled machines† (Herald 11). These Jobs of â€Å"dressmaking and millinery courses in particular were embraced by women who wanted the new fashions but couldn't afford the retail prices† (Scott). Some women moved into new vocations created by the burgeoning consumer culture such as accounting assistants and departments store clerks† (Tindal 802). â€Å"All the big department stores had mail-order catalogs where you could order clothes for men, women, and children† and have them delivered (Scott).This meant country people had easy ac cess to city fashions for the first time† (Scott). Others were looking to create full part-time Jobs for themselves† (Scott). They also wanted to â€Å"support their fatherless families or to earn extra income to spend on the new luxuries. Working omen also embraced the relatively inexpensive ready-made clothes a mass production of contemporary clothing became common. † (Scott). As the times began to change, the clothes and their designers followed suit.Style and design of fashion changed as women's clothing became â€Å"lighter (due to less material and new synthetic fabrics) and brighter and shorter that ever before† (Scott). Fashion designers experimented with colors, patterns, and fabrics for textures. Evening dresses, coats and Jackets were often trimmed with fur. Hemlines rose for most of the decade† (Scott). One of the influential designers of the decade was Hattie Carnegie, known for her â€Å"personal taste and fashion sense, [which] influen ced the styles worn by countless American women† (Shaw). She sought to â€Å"interpret European style for American consumers† and her style was welcomed as it had â€Å"a guarantee of sophistication and propriety' (Shaw). Carnegie had â€Å"an approach to fashion that emphasized consummate polish in every outfit† (Shaw). Eventually she â€Å"made her name synonymous with American high fashion for almost half a century' (Shaw). â€Å"The Carnegie customer, whatever her age, seems to have been neither girlish nor attorney, but possessed of a certain decorousness† portraying the turn in attitude as well as fashion (Shaw).As the event of changing style, different fabrics were introduced changing the shape, feel, and mood of fashion. â€Å"The sass opened with an explosion of color† as the education of fabric became known and lines were becoming more demonstrated through out the style (Herald 6). Hattie Carnegie â€Å"often stressed the importance of black as a wardrobe basic for both day and evening† (Shaw). The color blue was known as â€Å"a standard color for woman's dress† in the sass's (Scott). Fashion designers used color to portray different emotions.Colors such as green were notorious for being â€Å"very restful to the eye [as] light orange is too bright to be used freely' (Scott). Later the â€Å"Barberry Company introduced its trademark red/camel/black-and-white check in the twenties as a lining for the trench coat† that is still popular today (Herald 6). As women were beginning to understand the use of the textiles, they began to see their â€Å"possibilities and make the most of them† (Scott). Fashion helped the women express their individuality as their role of the ‘new woman' was taking form.The transformation in American culture and society would not have been possible without World War l. Whether it was the celebrations for the end of the war or the results of 18th and 19th Ame ndments, society transformed from traditional values to new, enlightened customs. The celebrations, speakeasies, and superfluous lifestyles demented change and woman paved the way with fashion. Not only did women's fashion change, the new ‘modern women' was born. During this era known as the ‘Roaring Twenties' women were given the right to vote and more importantly, the right to live more freely throughout society. Fashion in the 1920s â€Å"Fashion is one of the greatest forces in present-day life. It pervades every field and reaches every class†¦. It has always been a factor in human life but never more forceful, never more influential and never wider in scope than in the last decade, and it gives every indication of growing still more important. † So with everything in mind, we can really agree with him when he said that it was more than an expression of individual taste; it was instead a statement of group membership, of involvement in the currents of one's time. â€Å"To be out of fashion,† he wrote, â€Å"is, indeed, to be out of the world.During the decade technology vastly improved which helped spread the word about what people were wearing and driving and how they were decorating their homes or designing their public buildings. Improved communication meant that a large proportion of the general population was exposed to the latest fashion trends and responded, positively or negatively, to them. During the sass the most distinctive clothing styles originated in Europe: in France for women's attire and in England for men's. Coco Channel was one of the first women designers to adopt the new era of clothing, which meant that she adopted a more boyish look.She replaced the corset with lighter clothing that wasn't so restrictive. Throughout the years dresses kept getting shorter and the backs lower. â€Å"By 1925 dresses were the shortest in history – an act of the devil, some thought. † Many people were so outraged that they passed laws in the states of Ohio and Utah that the hem length of ladies gowns had to be seven inches from the floor but these responses from mature adults simply increased young women's fondness for their short skirts and cosmetics. After all, what fun is it to rebel if nobody notices or cares? But what are some major reasons for this changes in women fashion?The first one is that after the war women continued to work outside their h ome, so the clothes had to be altered to allow for an ease of movement. Also with the lack of men due to the war, women began wearing more alluring clothing to attract a husband. The ratification of the 19th Amendment also played a major role as women soon began wearing loose pantsuits called ‘pajama suits', a direct result of the newly gained right to vote and the strong cries for further female empowerment. Probably, one of the first images that pops into your head when you hear the word sass fashion is the Flapper which is the symbol of the oaring twenties.It embodied the decades modern fashion elements such as short sleek hair, a short shapeless dress, a flat chest, and exposed limbs. Flappers also had a reputation that added to their style as well; they smoked from long cigarette holders, applied makeup in public and danced to Jazz with reckless abandonment of propriety. Men of this time wore suits, day suits, formal suits, all different kinds of suits. Along with their s uits, they wore a hat according to their class in society: the upper class wore top hats, middle class wore a fedora, and the working class wore a flat cap or no cap at all.To complete their ensemble they wore black patent leather shoes or saddle shoes. As well as the classic suit, flannel, twill, knickerbockers, and sweaters were a more commonly seen casual wear among men of all ages, Then around 1925 â€Å"Oxford bags† were introduced to the public, after being worn as a kind of uniform for Oxford University students. This style grew and grew and before you knew all the young men were wearing them. As the decade progressed, the automobile increasingly became another definer of status and social class in America, both for young people and their parent's. Henry Ford's Model T, which dominated the U. S. Rake until it went out of production in 1927, gave middle-class and even lower-middle-class citizens affordable, reliable transportation. The quintessential expression of Ameri can energy and optimism in the sass was the skyscraper, the great tower that aspired toward heaven and dominated the earth (rather, the urban streets) below. Throughout the sass, then, a concern for fashion, for style as a social and cultural delineated, flourished. Fashion developments in attire, in architecture, and in automobiles helped to define the decade and these developments proved more pervasive and more influential than they had ever been in the past. Fashion in the 1920s Women's Fashion In The sass After the end of World War l, the United States president, Warren G. Harding, claimed that he wanted to return to normalcy and to bring back the peace following the years of war; society did change, but it was no where near what it had been before the war (Margarita 14). â€Å"The reactionary temper of the sass and the repressive movements it spawned arose as reactions to a much-publicized social and intellectual revolution that threatened to rip America from it old moorings† (Tindal 800). During this time, the 18th Amendment was passed in order to maintain society's previous morals and tankards.Many Americans saw the consumption of alcohol as a sin and did not want their society to lose their morals (Margarita 8). Shortly after its passage, the 19th Amendment was passed allowing women the right to vote; instead of having a passive role in society, women were beginning to be more proactive. The appearance of woman in society did not stop work place; instead, because of prohibition and the popularity of speakeasies, women were welcomed and populated such venues. Tuxedoed men accompanied women wearing the latest fashions filled the latest clubs (Margarita 27).Traditionally, 1920 was seen as marking a clear divide in the chronology of women's affairs: the passage of the Nineteenth Amendment giving women the vote ended years of struggle, and with the ‘liberation' of the war, which destroyed old stereotypes, led on to the ‘New Woman' of the sass† (Wynn 133). World War I was the turning point from traditional values to a newly enlightened America, a rebellious youth, and newly freed women; as art reflects society, the emancipation and celebration following the war is reflected in the style and fashion that came alive in this new era.Beautiful coordinated and accessories outfits were a feature of sass's ladies fashion, [which consisted of] hats, shoes, stockings, handbags, dresses and Jewelry [that] all came togethe r in perfect harmony to create a unique and elegant style† (Scott). This style portrayed the times as Americans began to stray from the past and the old American ways. â€Å"During those years a cosmopolitan urban America confronted an insular, rural America† leading to the development of urban cities (Tindal 800).In these populated cities, people began to let loose as â€Å"Prohibition indirectly led to bootlegging and speakeasies, while the rowing rebelliousness of teenagers highlighted the generation gap† (Drowned back cover). Participation in these illegal venues had been unheard of in the previous decades, but these changing times encouraged the promotion of such activities and these environments called for a certain style and fashion. â€Å"The Twenties did roar, and this volume shows the many colorful ways the decade altered America, its people, and its future† (Drowned back cover). This ‘new woman' [that arose] eagerly discarded the constrain ing fashions of the nineteenth century – pinched-in corsets, conforming petticoats, and floor-length dresses† (Tindal 801). As the times were changing, their fashion changed in order to reflect â€Å"the rebellion against prudishness and a loosening of inhibitions† (Tindal 801). These new trends shocked the old-timers as the â€Å"the revolution in manners and morals, evidenced first among young people† were represented in their clothing (Tindal 800). As women were beginning to live more freely, their style reflected the same attitude. In 1919 women's skirts were typically six inches about the ground; [but] by 1927 they were at the knee, and the flapper' was providing a shocking model of the new feminism† (Tindal 801). These omen portrayed â€Å"a period of escapism, a youthful reaction against the dark and serious clothes, behavior and mood of an older generation still clinging to old Victorian and Edwardian values† (Herald 6). They were star ting to represent the idea behind the ‘new women. ‘ During this time the girls are actually tempting the boys more than the boys do the girls, by their dress and conversation† straying away from old traditions (Tindal 801).They began â€Å"a move[meet] toward breaking down national boundaries in everything from finance to style – [which] was a theme that ran through the decade† (Herald 6). Women's fashion reflected the change in attitude evident following the war. Fashion followed the new needs of the wearers and the more rebellious consumers in urban American society. â€Å"The passing of bustles and corsets gave clothing designers much greater freedom of expression resulting in innovative styling† (Scott). This permitted the newly reformed lifestyle and attitude to be expressed in women's clothing.In came â€Å"the new and colorful fabrics [that] echoed the Joy felt by a war weary population following the end of hostilities† as well as the â€Å"slim, streamlined look of the twentieth century,† which represented â€Å"youth, ability, and a freer form of sexual expression† (Scott; Blackjacks 133). Women now had the freedom to express themselves and not worry about the opinion of the public. They no longer had to be concerned with their modesty as the ideals began to yield â€Å"to modern sensibilities,† they began to expose their limbs and a â€Å"tight encasement of the[IR] torso† (Blackjacks 133).Society demand brought the new style as they insisted â€Å"that clothes be appropriate for the time of day, the activity, or the formality of the occasion†¦ The higher someone's rank, [depicted the amount of] clothes they needed to meet society demands† (Herald 11). In addition, fashion made improvements towards practical clothing as â€Å"women's underwear changed . With corsets becoming smaller and more flexible, and modern style bras being introduced†¦ [providing] shape and support whereas the older style tended to flatten breasts and constrict the chest† (Scott).Another practical need emerged with the growing popularity of the speakeasies. Women were welcome and where the women are, the men will be and the women were flocking these clubs and actively dancing the night away. â€Å"Flappers, as the trendy young women were called in the U. S. Wore short dresses with a straight loose silhouette. By 1927 seams had risen to Just below the knee, so that part of the knee could be seen when dancing the Charleston† (Scott). â€Å"Flapper fashion featured bobbed hair, minimal undergarments, gauzy fabrics, and sheer stockings† so that they could be free to move while dancing (Tindal 801). Although the sass did abound with flappers and would be flappers, the decade also hosted†¦ Women asserting new power† (Coot 413). And while the flappers' new needs were sought out, fashion also created new opportunities in the workforce for Hes s brave and powerful women. Along with the 19th amendment allowing women's voice and freedom, fashion opened up new Job opportunities that were available to women. â€Å"Women were beginning to enter male-dominated profession, where male clerks were generally being replaced by women typists and secretaries† (Herald 11).The â€Å"office girls needed a whole new wardrobe of smart day wear [as they began working] with new-fangled machines† (Herald 11). These Jobs of â€Å"dressmaking and millinery courses in particular were embraced by women who wanted the new fashions but couldn't afford the retail prices† (Scott). Some women moved into new vocations created by the burgeoning consumer culture such as accounting assistants and departments store clerks† (Tindal 802). â€Å"All the big department stores had mail-order catalogs where you could order clothes for men, women, and children† and have them delivered (Scott).This meant country people had easy ac cess to city fashions for the first time† (Scott). Others were looking to create full part-time Jobs for themselves† (Scott). They also wanted to â€Å"support their fatherless families or to earn extra income to spend on the new luxuries. Working omen also embraced the relatively inexpensive ready-made clothes a mass production of contemporary clothing became common. † (Scott). As the times began to change, the clothes and their designers followed suit.Style and design of fashion changed as women's clothing became â€Å"lighter (due to less material and new synthetic fabrics) and brighter and shorter that ever before† (Scott). Fashion designers experimented with colors, patterns, and fabrics for textures. Evening dresses, coats and Jackets were often trimmed with fur. Hemlines rose for most of the decade† (Scott). One of the influential designers of the decade was Hattie Carnegie, known for her â€Å"personal taste and fashion sense, [which] influen ced the styles worn by countless American women† (Shaw). She sought to â€Å"interpret European style for American consumers† and her style was welcomed as it had â€Å"a guarantee of sophistication and propriety' (Shaw). Carnegie had â€Å"an approach to fashion that emphasized consummate polish in every outfit† (Shaw). Eventually she â€Å"made her name synonymous with American high fashion for almost half a century' (Shaw). â€Å"The Carnegie customer, whatever her age, seems to have been neither girlish nor attorney, but possessed of a certain decorousness† portraying the turn in attitude as well as fashion (Shaw).As the event of changing style, different fabrics were introduced changing the shape, feel, and mood of fashion. â€Å"The sass opened with an explosion of color† as the education of fabric became known and lines were becoming more demonstrated through out the style (Herald 6). Hattie Carnegie â€Å"often stressed the importance of black as a wardrobe basic for both day and evening† (Shaw). The color blue was known as â€Å"a standard color for woman's dress† in the sass's (Scott). Fashion designers used color to portray different emotions.Colors such as green were notorious for being â€Å"very restful to the eye [as] light orange is too bright to be used freely' (Scott). Later the â€Å"Barberry Company introduced its trademark red/camel/black-and-white check in the twenties as a lining for the trench coat† that is still popular today (Herald 6). As women were beginning to understand the use of the textiles, they began to see their â€Å"possibilities and make the most of them† (Scott). Fashion helped the women express their individuality as their role of the ‘new woman' was taking form.The transformation in American culture and society would not have been possible without World War l. Whether it was the celebrations for the end of the war or the results of 18th and 19th Ame ndments, society transformed from traditional values to new, enlightened customs. The celebrations, speakeasies, and superfluous lifestyles demented change and woman paved the way with fashion. Not only did women's fashion change, the new ‘modern women' was born. During this era known as the ‘Roaring Twenties' women were given the right to vote and more importantly, the right to live more freely throughout society.

Personal preferences Essays

Personal preferences Essays Personal preferences Paper Personal preferences Paper Be considered as an individual, to be listened to and have their wishes and feelings taken into account when decisions are made concerning their welfare A child care and education worker should focus on an individual childs personality as a relationship is built up, not ethnicity, religion or background. They should also promote a broad range of cultures, religions and beliefs by valuing and exploring differences with children in their care. Childrens sense of belonging to their culture is very important part of their lives and needs to be acknowledged and valued. Any personal preferences and prejudices must be put aside; all children should be treated with respect and dignity irrespective of their ethnic origin, religion or socio-economic group. Bruce and Meggitt (2002) Children pick up attitudes and morals from watching others and view the C. C. E. W. as a role model. A good C. C. E. W. would consider the cultural differences and practices before jumping to conclusions about a situation (e. g. beat in British terms would mean forceful hitting, but in Caribbean it means smack). Also, the role of the C. C. E. W. would be very important in dealing with any negative incidents promptly. Actions and words mentioned by the adults around the children could have lasting effects on the development of self-esteem, which shows that, Early Years Practitioners have a strong role in promoting equal opportunities within their settings they need to make sure every child feels valued and also that children learn to value and respect others Tassoni (2002) A child care and education student should be a good role model for children to see. Personal beliefs, attitudes and prejudices should not discriminate against children or families. All skin colours should be portrayed in a positive way. The student should offer to expand childrens learning opportunities through knowledge and understanding of the world, food, music, language etc. Questions regarding suitability of activities for all children should be asked before carrying them out, encouraging cooperation and pleasantness through interactions with children. The student should look out for ways to value all children, trying not favour one child over another, promoting positive self images in children from all family backgrounds and encourage caring attitudes. Questions from children regarding race, culture or religion should be answered honestly using appropriate language. A culture, religion, language or lifestyle should not be promoted as superior to another; however a childs first language should be respected.

Albert Einstein Flashcards Example for Free (#11)

Albert Einstein Who called him public enemy number one? Why? Hitler, because he didn’t help build the atomic bomb so he wanted to make Einstein look like he betrayed Germany What president did he write a letter to and why? Roosevelt, to warn him about Germany planning to build an atomic bomb When did he win a nobel prize and what for? 1922 and for his photoelectric theory How old was he when he built a 14 story house of cards? Einstein was a pacifist, which meant†¦ He doesn’t believe in solving problems with violence When and by who was he asked to be president? How many wives and children did he have? What did he say Americas worst disease was? Why do we not know his dying words? They were said in German, the nurse in the room was American What inspired him to be a scientist? A compass he got when he was young, fascinated by the invisible force moving the hand When was he born and when did he die? Born – March 14 1879 Died April 18th 1955 Why did he charge money for his autographs? So he could donate the money to charity What magazine voted him person of the century? He loved sailing†¦ why was this ironic? When he came to America what did he work as? A professor in Princeton NJ, made $10,000 a year Thomas Harvey for 20 years, kept it in his car trunk He had an abdominal aneurysm, refused surgery and bled to death We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy We will write a custom sample essay on

Ocular Centrism and the Other Senses Essay Example | Topics and Well Written Essays - 1000 words

Ocular Centrism and the Other Senses - Essay Example The author traces such an ocular centric culture from the renaissance era during which individualism took shape and found more application during the industrial era of the 19th and 20th century that have led to the present technological dependence of mankind, however, he also cites a few examples of ocular centric architecture as early as the age of the Greeks. In addition, the author feels that significance given to the power of sight has been witnessed in the architectural structures and the culture of the respective periods. For example, a person with blindness is considered severely disabled when compared to one who is deaf. The ocular centric nature of succeeding cultures has not only led to an increasing dominance of sight and its influence of culture, it has led to ignorance of the other senses which has also influenced architecture by making it one – dimensional. In order to prove this point, the author examines various structures of the past that have qualities absent in contemporary architecture. For example, the author explains the use of light and shadows in some famous structures and how a lack or limited amount of light contributes to the aesthetic beauty of a structure. He also goes to propose that light in the use of today's structures invades privacy and has other effects such as limiting the creativity of the human mind. With respect to sound, he says that although it has been taken into account in today's buildings, they do not aid the effects of hearing such as its interactive ability which was incorporated in structures of the past. Similarly, the power of smell and touch have not only shown to be important factors in architecture, they are shown to have an influence on the human mind itself. Therefore, by ignoring these senses in creating architecture, western culture has also experienced a significant reduction in the qualities that is attached to these senses such as intimacy which is associated with touch, warmth associated with smell and interactivity associated with hearing, etc. Therefore, the resulting structures are one-dimensional in nature and do not engage the individual as intensely as with structures of the past. Hence, architecture needs to encompass the variety of senses and emotions experienced by an artist rather than the dominating sense alone. The author also establishes that art is as much an interaction between the viewer and the structure as it is with the quality of the structure alone. Ocular centrism has not only led to a one-dimensionality of the structures but also a corresponding quality in today's artists that significantly decreases the quality of contemporary art. Today's structures are built with the idea of optimality and rationality than through the experiences of the artist. The author also cites simple buildings such as hospitals and houses for this purpose (Pallasmaa, 285-296). Human Rootedness The author's remarks are significant because of the importance of architecture i n human life. Architecture is a reflection of the characteristics of the culture of the particular period. It is the same reason architecture is studied in such detail while endeavoring to know about the nature of past civilizations. Architecture and other forms of art deal with questions that have been at the centre of man's imagination ever since civilization took shape. This is evidenced in the ancient cave paintings around the world to the relatively

Economics of Organisations TAKE HOME EXAM 1 writer for all 3 questions Essay

Economics of Organisations TAKE HOME EXAM 1 writer for all 3 questions - Essay Example Requirement for decreasing transaction costs causes formation of economic institutions so as to achieve transactions in the framework and via it to reduce transaction costs (Williamson O. 1996). Williamson formulates a clear representation between the 3 dimensions of transactions and the cost-denigrating control structure, with diverse institutional agreements rising with special linking of these variables. Transaction in particular assets can help in earning quasi-rents and these quasi-rents render the motivation for distribution of struggle. Those Agreements which helps in influencing the allocation of the quasi-rent should be decided, supervised, and imposed. All these processes results in transaction costs. If opportunism jeopardises the persistence of the deal itself then amalgamation would be the best solution since it can successfully restrain opportunism. Williamson, Oliver E. ... (Adopted from Dnaiel 2003) Asset Specificity Asset specificity is a rationally understandable perception. It denotes to the level to which an asset can be redeployed to different uses, without surrendering its productive worth (Williamson, 1996). According to John and Weitz (1988, p 24), "Because non-redeployable specific assets make it costly to switch to a new relationship, the market safeguard against opportunism is no longer effective." Consequently, if asset specificity is high, TCE forecasts that the firm has a tendency to use more incorporated channel structures so that transaction costs can be minimised. The normal proposal has benefited some level of back up in existential research. Anderson (1985), John and Weitz (1988), Klein, Frazier, and Roth (1990), and Majumdar and Ramaswamy (1995) all feel that asset specificity is definitely linked to the point of channel integration. But, Aulakh and Kotabe (1997) could not discover a noteworthy outcome for asset specificity on channel combination. Two researchers discovered back up for the potential integration between internal uncertainty and channel integration. Anderson (1985) determines that the complexity of assessing salesperson execution is certainly linked to the utilisation of a company possessed sales force. In reality asset specificity produces a specific form of monopoly which is based on stretched link between economic agents. Considerable quantity of the transactions' unusual investment is an issue for competence. At the same time it links economic agents in such a way so that they have to reckon on each other very powerfully. There are events where the parties enlarge the specificity of the assets affected in the contract so as to protect against ethical danger. For instance

Discovering Management Thought Leaders - Andrew Kakabadse Essay

Discovering Management Thought Leaders - Andrew Kakabadse - Essay Example ict approach to governance practice, boardroom effectiveness and research work has contributed widely to his success, achievements and excellent reputation. According to Wall Street Journal, in support of the Harvard Business Review, Kakabadse features in the top fifty executive researchers and educators, who specializes in interpersonal skills, particularly on issues related to governance practices, international relations and leadership (Kakabadse, Bank & Vinnicombe 2004). According to Kakabadse, Bank & Vinnicombe (2004), what separate Kakabadse from other instructors, educators or professors are based on priority, interest and the mode with which he disseminate his services, which inherently include teaching, writing and proper research on top teams and boards. In addition, much as other instructors would be over emphasizing on payment before delivering their services to their clients, for instance charging the clients according to duration and amount of service they provide to the clients, Kakabadse would put his results before the payment (Kakabadse & Korac, 1998). This implies that he would not ask for payment if he has not registered a positive impact or result to his clients. Another feature, distinguishing Kakabades from other thinkers, is his peculiar understanding of the issues related to board research and the concept surrounding the international practices and the governance practices. Unlike other educators, Kakabadse view research and international relation not as a brief interaction but rather as a lasting obligation to generate exemplary results to the boards and their team, and to establish how the boards are viewed, including positive feedback, which can be assimilated into his more than 20 global databases. Moreover, Kakabadse, through out his working, has maintained hyperactive and relentlessly positive character, a trait which has made him outsmart other thinkers in the same line of activity (Kakabadse, Bank & Vinnicombe 2004). This

Impact of Speech, Language and Communication Difficulties

Impact of Speech, Language and Communication Difficulties Language is the vehicle for most learning, so when a child has speech, language and communication difficulties it can affect the development of the child’s cognitive, social and emotional wellbeing. The level of development problems will vary depending on the severity of the problems and the support that the child receives. All children can benefit from some support in speech, language and communications because of how important it is for learning. We need all three elements of speech, language and communication to get our message across, without any of these, what a child says and understands may become confused. Here are some areas that may be affected. Personal, social and emotional development. Some may find it difficult to follow the rules of communication and interact socially with others. Because they may find it hard to express themselves and get their views and needs across to others they can often find themselves avoiding social interaction situations. This can then make them feel they lack confidence and have a low self-esteem. Decision making will become difficult and they may start to rely on others to make decisions for them. Friendships. Friendships are very important for children. Children with speech, language and communications difficulties can find making and maintaining friendships a real challenge. The ability to understand and negotiate disagreements, socialise with peers and be part of a friendship group is an important development in life. This can become even more difficult as the child progresses through primary school as the need increases for them to become more aware of the feelings, thoughts and motives of others. Behaviour. Children with these difficulties can often become frustrated, this can result in them demonstrating behaviour difficulties. These can range from occasional bouts of unpredictable behaviour to more specific patterns of misbehaviour. Sometimes because of this poor behaviour, which is often seen as the bigger issue, the language difficulties can be missed. Play. Play is a vital part of a child’s development, by playing they can learn from their peers. When a child struggles with speech, language and communication, this can have an effect on their ability to play with others. They may not have the confidence to mix with others and participate in games as they can struggle to understand the rules or to make themselves be understood when explaining what they want to play. Literacy. Spoken language is important for the development of reading and writing. Children with speech and language problems will often go on to also have reading and writing difficulties. Children who are unable to understand complex oral language and word meanings can have reading difficulties because their ability to understand and produce written language is limited. This can have a knock on effect with accessing the rest of the curriculum, for example, for the development of maths there needs to be an understanding of language and instructions to help with mathematical problem solving and using number and shape names. Adapting Communications Methods. There are lots of things all practitioners can do to help a child with language and communication difficulties. The level of adaptions required will depend on the severity of the child’s difficulties. You will need to discover how the child communicates and just how well they can communicate to be able to make the best adaptions. It would certainly be advisable for all practitioners to take part in a speech and language therapy total communication workshop. This will explain the ability to communicate by whatever means available. This may include a combination of any of the following. Natural gesture, e.g. painting, body movements, speech, vocal noises, signs, symbols, pictures and photos. Children are more likely to learn and take in more when they are not rushed and given time to listen. Slow your speech down so that they have more time to process what is being said to them or asked of them. Make sure the child is given time to answer a question. By rushing them into answeri ng can make them feel they have failed and therefore less likely to want to attempt to communicate. Objects of reference can be used as a way of communication. These are objects that are chosen to represent activities, places, times etc. and are used meaningfully and systematically. Objects are used because they are multi-sensory and permanent. They also help when used in a systematic way. It can develop symbolic understanding, for example, something that can represent something else. Develop the understanding of what’s going to happen next. Develops the concept of start and finish. It also helps retention of information by the use of prompts. It will develop the ability to communicate when using objects of reference. It is important to speak to the child, but the level of language should be based on the level of understanding by the child. Use keywords, known vocabulary and have a consistent routine. PECS(Picture Exchange Communication System) can help those that have communication difficulties to initiate communication, although this is a very structural approach and best implemented by someone who is trained in it. When giving children with language and communication difficulties instructions or explaining to them about an activity, it is important that you make sure the child has fully understood what has been said to them. Asking the child to repeat what you have asked them or get them to explain the activity to you will help you decide if they have a good understanding of what is asked of them. You can help by shortening your sentences and use more simple words that are age and development related. Signing with a child can be helpful in many ways, it gains their attention and can improve eye contact, expressive speech can develop. Signing is known to stimulate the some area of the brain as speech, make sure you sign slowly and only sign keywords. It is important to speak naturally with the signs. Do not overload the child with too many signs and only teach the signs that are useful to the child that you are working with. Just by learning a few key signs such as drink and toilet can enhance s ome children’s lives enormously. English as an addition Language. Because there are more and more children entering the childcare settings who speak English as an additional language, practitioners may have to give extra support to these children to help them develop their skills in English. Practitioners should value this linguistic diversity and provide opportunities for these children to use and develop their home language in their play and learning. Home language skills are transferable to new languages and can strengthen the child’s understanding of language use. As some of the child’s family may not speak any English, it is important to understand that the child will still need to speak their home language for communications in the home. Home languages are vital for maintaining positive family connections. Practitioners have a key role in reassuring parents that by maintaining and developing their home language will benefit their children with their developing skills in English. English will need to be learnt in a context, throu gh practical meaningful experiences and interactions with others. These children may spend a long time listening before they speak and go through a silent phase. This is not usually a cause for concern as they are still learning. They will often be able to understand much of what they hear, especially where communication through gesture, facial expression and visual support is encouraged. Understanding is always in advance in spoken language and it is important that children do not feel pressured into speaking until they feel confident to do so, but it is essential that adults continue to talk to the children with the expectation that they will respond. Learning opportunities should be planned to help children develop their English. Build on the child’s experiences of language at home, so that their developing use of English and other languages support one another. Provide a variety of writing in the children’s home languages as well as English including books, labels and notices. Make sure the child has a range of opportunities to engage in speaking and listening activities in English with peers and adults. Practitioners will also have to keep close supervision over children that have English as an additional language and continually reinforce instructions, as these children may find it difficult to understand rules and boundaries and therefore can place themselves at risk of danger and hurting themselves. Supporting Speech, Language and Communication needs of children. The earlier any problems with a child’s speech are picked up the better as the relevant support can be put into place. It is therefore vital for all those working with children to appreciate the importance of speech, language and communication. Make sure they are aware of how they can support the development of speech, language and communications in all children. Are able to identify children with difficulties and know where to get them additional support. Know how to work with specialists such as speech therapists. It’s not always easy to tell if a child has a speech, language and communication need, it can depend on several things, and for example what age the child is and what type of difficulties they may have. Usually a parent or a family member will be the first person to realise the child has a difficulty, sometimes it can be staff at a nursery or school who notice there is a problem. Testing can begin right from birth as many babies now have a new-born hearing t est. Problems with hearing can lead to speech difficulties. If a parent has concerns about their child’s speech, language and communication development, they can seek advice from their health visitor, G.P. school nurse or teacher. Any of these should be able to support the parent in making a referral to a speech and language therapist if necessary. Speech and language therapists have specialist skills and knowledge about the development of speech and language. They are trained to assess the child’s speech and language development, notice whether there are any difficulties, make a diagnosis and develop an individual treatment plan to the child’s needs and work alongside the parent to implement the plan. Impact of Speech, Language and Communication Difficulties Impact of Speech, Language and Communication Difficulties Speech, language and communication development are at the heart of all childrens learning and link to other areas of a childs development. Without speech, language and communication skills, a child will not be able to reach their full potential. According to the charity ICAN, 1 in 10 children in the UK, 2 or 3 in every classroom have communication difficulties that require specialist help. (http://www.ican.org.uk/) With such a high number of children with communication difficulties, it is important to have knowledgeable practitioners to effectively support childrens speech, language and communication skills. Learning Outcomes At the end of this unit, you will be able to: Explain how speech and language difficulties can impact on a childs overall development. Describe ways in which communication can be modified or adapted. Explain how to meet the communication needs of children who speak English as an additional language. Analyse the role that other professionals play in supporting the speech, language and communication needs of children. Introduction There are increasing numbers of children entering an educational environment with speech and language difficulties. This unit will enable you to understand some of the main causes of speech and language difficulties and the effects it can have on other areas of childrens development. This unit will help you to understand how to effectively support childrens speech, language and communication skills and adapt your communication accordingly. Effects of speech and language difficulties Speech and language difficulties in children can be caused by many different factors: Childhood Illnesses Chronic ear infections can have an effect on a childs speech and language development. If ear infections are persistent, fluid will be present in the ear for long periods of time. This can result in hearing difficulties, which can affect how a child processes language, which can in turn result in delayed speech and language. Use of dummies and bottles Prolonged use of dummies and bottles in babies and young children can have effects on a childs speech, language and communication. Before babies learn to say words and sentences, they explore their voices by producing noises and different sounds. Prolonged use of dummies and bottles can result in a child using their voice less often to make noises and sounds. The teat from the bottle or dummy can also prevent normal movement of the tongue and lips at the front of the mouth; leading to distorted speech. Difficulty in using oral muscles Oral motor disorders can affect children. A child that has an oral motor disorder will find it difficult to use the muscles in their lips, jaw and tongue. Difficulty in using these muscles will affect how a child can use their mouth and create difficulties with speaking, eating and drinking. Developmental Difficulties Children with Autistic Spectrum Difficulties experience difficulties in communicating. They find it difficult to understand or use verbal or non-verbal communication skills. Pregnancy or birth difficulties Dysarthria is a condition affecting the muscles used for speech, creating speech and language difficulties. It is often caused by changes to the brain during pregnancy and at birth. Lack of stimulation Children learn by watching others. They observe and copy language, behaviour and actions of others around them. If a child does not receive language stimulation in their early years, they will not acquire effective language and communication skills. The Literacy Trust runs an initiative titled, talk to your baby to support early language stimulation. They explain that, lack of early language stimulation can lead to language delay, and sometimes literacy and learning difficulties that then extend well beyond early literacy development and can be extremely costly or difficult to remedy. (http://www.literacytrust.org.uk/talk_to_your_baby/about) The Impact of Speech, Language and Communication Difficulties Speech, language and communication skills are fundamental to promoting other areas of learning. During a recent review of the Early Years Foundation Stage Curriculum by Dame Clare Tickell (The Tickell Review), it became apparent that communication and language skills provide a strong foundation for further learning to take place. As a result of this review, Communication and Language development has now become a prime area of learning for children within the Early Years Foundation Stage. If a child is having difficulties with communication and language, their overall development may be affected. The impact of a childs communication and language difficulties will vary depending on the childs individual needs and severity of their difficulties. The following areas could be affected: Personal, Social and Emotional Development Friendships Behaviour Play Literacy Mathematics Personal, Social and Emotional Development Personal, social and emotional development looks at how children develop self-confidence and self-esteem and also at how children make choices and decisions. A child with a communication and language difficulty may find it difficult to express their needs and preferences, meaning that they may refrain from making their own choices and decisions. The development of acceptable social skills is reliant upon play and interaction with others. Children may not feel confident in entering social situations where they find it difficult to interact or participate to a full extent; this can negatively affect their social and emotional difficulties. Friendships The development of friendships relies on positive interaction between two people. Children build friendships by communicating and interacting with one another. Positive communication relies on eye contact, body language and gestures to be used alongside language in order to understand what another person is saying. As children become older, language is essential for establishing and maintaining relationships. A child with difficulties communicating may be left out of friendships. Behaviour Communication and language difficulties and behaviour are closely linked. Children, who have difficulty listening and processing language, therefore may not understand the rules and boundaries of the classroom or setting. This may result in tantrums or frustration demonstrated by the child, as they are unable to understand why they are not allowed to do something. Communication difficulties can result in a child having fewer opportunities for social interaction with other children and less experience in co-operating and sharing with others. In this instance, children may not understand the social expectations of play, which can result in the child snatching toys, rather than learning how to share. If a child has difficulty verbally communicating, they may become frustrated as they are unable to explain their interests and needs. Play Play is valuable for young children. The Early Years Foundation Stage curriculum values play as an effective method of learning for young children, play is essential for childrens development, building their confidence as they learn to explore, to think about problems, and relate to others. Children who have difficulty with communication may find it difficult to engage with and relate to other children during play. As children become older, they enjoy using language to communicate with each other and to play team games with rules. Difficulty engaging with others or understanding the rules of games can leave a child isolated and left out of activities with other children. This will also affect a childs confidence and self-esteem. Insert photo here: http://www.istockphoto.com/stock-photo-4096771-left-out.php?st=fcaf64f This image shows how a child can be left out from group games and activities. Literacy Speech and language skills are important for childrens literacy development. Difficulty in understanding and processing language can lead to delays in the development of phonic skills and reading. The ability to understand written communication is an essential tool for learning, as it supports learning across other areas of the curriculum. Mathematics Mathematical development includes aspects such as problem solving and reasoning, which often require understanding of language and instructions. Many other areas of Mathematics also rely upon the use of mathematical language, such as using number and shape names and numerical language. This close link between literacy and mathematics can cause mathematical delays for children with communication difficulties. Adapting communication methods Children with speech, language and communication difficulties will all have varying degrees of severity and will therefore need different levels of support. There are many different strategies that can be adopted in order to support individual children. Slow down your communication In order to process language, children require time to listen, think about and work out what has been said to them. Slowing down the speed in which you communicate with children will give them time to listen to and process the language. By pausing after asking questions, children will get the chance to think about an answer to the question. Do not rush children. This may result in the child feeling like they have failed and will lower their self-esteem and confidence. Children will be more likely to attempt to communicate and answer questions if they feel comfortable and get the opportunity to participate. Use Visual Aids Using visual aids can support children in understanding communication. Within everyday communication, gestures and hand actions can support a conversation and can engage a child. Within a setting, visual aids can be used to help the child to understand the daily routine and to make choices and decisions. A visual timetable is a popular strategy used to give children structure for the day and reduce anxiety. A visual timetable is a sequence of symbols or pictures that is displayed in order to demonstrate the activities planned for the session. Children can become involved in the visual timetable by removing the symbols when that activity is complete. Symbols or pictures can also be used to support children in decision making. For example, a practitioner could have symbols for different types of fruit and encourage a child to choose a picture to represent what they would like for their snack. This strategy can be applied to other areas of the childs day, such as choosing activities. Check Childrens Knowledge and Understanding When giving children instructions or explaining an activity, it is important to clarify their knowledge and understanding of the task. By encouraging children to repeat the instructions or by asking them to explain what they are expected to do, you will be able to ensure that they have understood what you have asked them to do. Simplify your Language Shortening your sentences and simplifying your language can help children to process language and understand what has been said to them. Think about the words you use with children and ensure that they are not too complex for their age and stage of development. For example, you could replace the word construct with the word build. Guided Activity Think about some of the vocabulary you use with children. For each word or phrase, identify a simplified version you could use with children with communication difficulties. Praise Childrens Efforts Giving children praise is an important method to promote the use of communication. Praising a child for participating in an activity or for what they have done well will help to build a childs self-esteem and confidence and may further encourage their participation. Share the conversation Model the correct language and communication Being a good role model is important for all childrens acquisition of language and communication; however it is especially important for children with communication difficulties. If a child is saying a word or sentence wrong, do not place emphasis on the error, but repeat the word or sentence back to them in its correct form. For example, if a child says me do paint, you could join in with the child and say, Im doing some painting too. Use Alternative and Augmentative Communication Methods For some children that have little or no verbal communication skills, using an alternative or augmentative communication method is essential to enable them to communicate their needs and preferences. Children with Autistic Spectrum Difficulties will often have little or no speech. They will usually be able to understand communication, but will need alternative communication methods to enable them to communicate their wishes. Supporting children who speak English as an additional language There are more and more children entering childcare settings who speak English as an additional language. Most of these children will have developed speech, language and communication skills in their home language and will need support from practitioners to develop their skills in English. It is important for practitioners to recognise childrens home languages as important because: The child will feel valued and respected. The home language is important for family relationships and connections. Some members of a childs family, may not speak any English, therefore a child will still need to speak their home language for vital communications in the home.