Human Resource Management Essay

1. What do you think is causing some of the problems in the bank’s home office and branches? ANSWER: Attrition or employee turnover was high during past eight years, as a result supervisors tried to find a suitable employee to replace the worker who had quit. We know that employee turnover is very costly especially in lower paying job roles, for which the employee turnover rate is highest. There was no standardization of recruitment process in organization. Absence of effective communication process is also apparent because all branch office hired employees without communicating with their home office. Bank’s local supervisor failed to train their employees properly. They didn’t spend much time for their employees. A rigorous performance evaluation system wasn’t also in place. 2. Do you think setting up an HR unit in the main office would help? ANSWER: Of course I think it would. Since there are HR-related problems both in the home office and in the branches, it is clear that if an HR office were set up, it would help coordinate the HR activities in the branches more effectively. 3. What specific functions HR units carry out? What HR functions would then be carried out by supervisors and other line managers? What role should the internet play in the new HR organization? ANSWER: Core functions of HR unit  should be recruitment, training and development, employee relations, compensation and benefits, performance evaluation etc. Core functions of supervisors and other line managers would consist of: day-to-day people management managing operational efficiency providing technical expertise allocating work monitoring work and checking quality Measuring operational performance. HR may use the Internet to reach candidates and communicate with them, to create and use an up-to-date employee database, measure the employee’ abilities, communicate with them, train them and monitor them

The Free Radical Theory

The free radical theory was firstly introduced in 1954 by Robert Gerschman and later was developed by Dr. Denham Harman from the University of Nebraska. The term â€Å"free radical† is used by the scientists to describe any molecule which is different from conventional molecules.Actually, free radicals posses a free electron and, therefore, they are able to react with other molecules in destructive and volatile ways. In contrast to free radicals, in conventional molecules the electrical charge is always balanced meaning that electrons are able to come in pairs and their electrical energies simply cancel their charges.In other words, conventional molecules have negative electrical charge because atoms which miss electrons are combined with atoms with excessive number of electrons, and, in the result, a stable molecule with paired electrons and neutral charge is created. (Theories of Aging 2004)In contrast to conventional molecules, free radicals always possess extra negative ch arge. The result is apparent: unbalanced electrical energy makes free radicals attach themselves to other molecules and steal â€Å"a matching electron to attain electrical equilibrium†.However, it is necessary to note that free radials are often claimed to be promiscuous meaning that they break happy marriages of combined electrons trying to steal happy partner for themselves. In such a way free electrons create free radicals which definitely lead to extensive damage of cells and human body. So, activity of free radicals within human body is negative as they cause aging process.If there were no free radicals, human bodies would be able to produce energy and to maintain immunity. Moreover, our bodies would manage to transmit nerve impulses and to synthesize hormones necessary for our muscles.Nevertheless, electricity of the body makes people perform these functions, but electricity is the result of unbalanced electron activity of free radicals within out body. (Theories of Ag ing 2004)Further, free radicals are known to damage the structure of human cell membrane by creating so-called metabolic waste products. One of such waste products is substance called lipofuscins. His effect is damaging as, for example, excessive amount of lipofuscins leads to emergence of aging spot or darkness of the skin in certain areas.Moreover, this substance reduces significantly abilities of cells to restore and to reproduce. The synthesis of DNA and RNA is disturbed as well the synthesis of protein. Next, lipofuscins lowers energy levels preventing in such a way human bodies from building muscles. (Theories of Aging 2004)Consequently, cellular enzymes are destroyed, but they are necessary for vital chemical processes without which the aging process starts. Free-radical damage starts from the birth and continues throughout out life till natural death.During childhood and adolescents free-radical processes are minor as they body still is provided with repair and replacement m echanism. Health young people have healthy organs and working order. However, when people become older free-radical processes begin to take their toll.Scientists say that â€Å"free-radical disruption of cell metabolism is part of what ages our cells; it may also create mutant cells leading ultimately to cancer and death†. (Theories of Aging 2004)Finally, free radicals damage collagen and elastin which are responsible for keeping our skin moist, elastic and flexible. Under influence of free radicals, human vital tissues are breaking and fraying. This process is noticeable in the face – folds of skin and deep wrinkles are the results of free-radical damage.Gerontologists argue that â€Å"another way of looking at free-radical changes is to think of its as oxidation, the process of adding oxygen to a substance. Another word for oxidation is rust and in a sense our aging process is analogous to the rusting away of a once-intact piece of metal†.(Theories of Aging 20 04) Oxygen forms are free radicals and while breathing we produce free radical which intensify the process of aging. Antioxidants are substances used to prevent harmful effects of oxidation and free radicals. We should pay attention to vitamins C, B and beta carotene to fight aging process.ReferencesTheories of Aging. (2004). Retrieved November 29, 2007, from http://www.prolongyouth.com/theories.html

Observation Report Essay

On the 7th of March 2013, I visited the Kogarah Court House for two hours. During this time period, I became particularly aware of the court’s role, purpose and place within the Australian legal hierarchy of courts rules and boundaries, set by adults and peers alike, that the children often encounter when attempting to frame their interactions in an acceptable way. To simply walk up to a group of children and ask them to play in a friendly manner represents only a miniscule factor of social development. As a child interacts, he or she must learn to interpret a wide variety of complex cues and requirements. Problems arise when separate requirements conflict with one another or with the child’s own perceived needs and, at times, it is difficult for the child to understand that these requirements even exist! The internalization of formal rules is one facet of social development to which adults assign great significance. Indeed, noncompliance is the â€Å"most frequent reason for psychiatric referral of young children† (Schaffer, 1999, p. 250). Self-control is important, of course. â€Å"Adults play a crucial part in helping children to achieve control over their own behavior; it is only through initial dependence on others that a child can develop autonomy† (Schaffer, 1999, p. 249). What many adults tend to overlook, however, is that children are sometimes trying to operate within several different â€Å"realities,† each of which sets forth an entirely different set of rules. For example, Turiel (cited in Schaffer, 1996, p. 268) notes that the requirements set forth by the family differ significantly from the requirements set forth in the â€Å"outside world.† Similarly, the objectives of the adults on the playground are very different from the objectives of one’s cohorts, and the child must find a way to interact that satisfies the rules delineated by both groups if he is to function successfully. Finally, the child must also learn the appropriate ways to meet his or her own needs. Thus, the process of moral development is far more complex than memorizing simple phrases such as â€Å"do this† and â€Å"don’t do that.† Several attempts have been made to construct a model that tracks the moral development of children. In this paper, I have found the work of Piaget, and Kohlberg to be the most useful references to explain the observations I made on Woodward’s playground. In some way, each of their theories assumes that moral development follows a pattern in which the child progresses from fulfilling the needs of the self to fulfilling the needs of the whole. It is important to note, however, that, like any form of development, the internalization of rules does not occur in a rigid, homogeneous pattern. I witnessed displays of egocentrism in children who, according to Piaget, should have moved well into the third stage of moral development by then. The concept of â€Å"soft assembly† (Thelen, 1994, p. 30) in the dynamic systems perspective provides a much better format for the progression of moral development. According to the dynamic systems perspective, there is no predetermined outcome. Rather, certain innate possibilities, such as the potential for various types of moral reasoning, that lay within the child are assembled in a malleable configuration when the environment for such growth is provided. A pattern of behavior emerges as the self-organizaition continues, becoming more and more stable over time (Thelen, 1994, pp. 30-31). In the example of moral reasoning, the child, recalling memories from each stage in his or her life, attempts to create a sensible â€Å"pattern† from these experiences. It is this pattern that leads to the internalization of a belief system, the belief that â€Å"this† is the way things â€Å"ought to be,† and therefore, this is what I â€Å"should† do in this situation. Everyone has a unique life experience. Therefore, it makes sense that some children may have had more opportunity than others to expand their realm of self-awareness into the more complete awareness of the whole. In this paper, I will explore different aspects of several experiences that I had with the children, attempting to make sense of their moral interpretations of each situation. I will use the theories of Piaget, Kohlberg, and Eisenberg to provide a loose context for their behavior, with the understanding that each child is different, and may not fit the profile set forth by each theory in other situations. On the playground, the children do not know that they are learning. Their behavior is, for the most part, purely spontaneous, and, sometimes, they happen upon a new form of successful interaction quite by accident. It is then up to them to remember this behavior, and to utilize it in future situations. * To protect their identities, fictitious names have been given to all children mentioned in this report. Observations Monday, April 16, 2001 Immediately upon entering the playground setting, I became engaged in an opportunity to define a rule for a group of children and apply its importance to a greater context. The discussion took place between myself and three little girls who were enthralled by my necklaces. The necklaces, I told them, came from my grandmother, and so they were pretty special to me. I then took the necklaces off to give them a closer look, and offered to let them wear one each for the duration of recess. I made it clear, however, that I needed them back at the end of the play period, assuming that they would understand that this deal was non-negotiable. The girls wanted to keep the necklaces for themselves, however, and seemed unable to comprehend that I had set this boundary because I had a â€Å"greater motivation† (i.e. I did not want to keep the necklaces simply because I liked them and was being â€Å"selfish,† but because they were from my grandmother and therefore had sentimental value). Instead, they were more focused on the immediate, tangible evidence, which to them implied that I should be more thoughtful of their needs. â€Å"Why should you get to keep all of them?† one of them asked me. I had several necklaces, they went on to explain, so why couldn’t I just give each of them one of mine and keep one for myself? When that didn’t work, they tried to show me how similar the necklaces were—I could give them that one and keep the one that looked just like it. When I held my ground, they resorted to bargaining: if they could make it all the way across the monkey bars, then would I consider relinquishing the jewelry? At this point I reminded them that gifts from relatives were very important to people, and that my grandmother would be hurt if she knew that I sometimes gave away the presents that she had given to me. I asked them how they would feel if somebody wanted to take a gift from their grandmothers. I also stressed that I had explained the conditions before I took the jewelry off. After this explanation, they seemed to be more thoughtful, and willing to accept the limitations of our agreement. At the end of the play period, each of them willingly sought me out and gave the necklaces back, asking if they could wear them again next time. Without guidance, these girls evidently operated within Kohlberg’s second stage of moral understanding, the instrumental purpose orientation. At this stage, children are able to understand individualized needs, but believe that each individual should and will act in his/her own best interest (Kohlberg, 1969, cited in Berk, 2000, p. 493). Accordingly, the girls formed the belief that they deserved to have the necklaces based on their personal desires, and believed that my desire to keep the necklaces were purely based on self-interest as well. This level of thinking coincides nicely with the â€Å"needs of others† orientation, which is the second stage in Eisenberg’s levels of prosocial reasoning. Without my guidance, they displayed limited perspective-taking skills, as they were unable to conclude on their own that I might want to keep the necklaces because they were a gift. Their interest was more focused on the concrete, material desire (Eisenberg, 1982, cited in Berk, 2000, p. 493). Once I pointed out that my grandmother would be hurt and discussed how they might feel if they were in my position, they were able to take a more empathetic perspective on the situation. In this situation, the girl’s thinking process coincided more effectively with Eisenberg’s level of empathetic orientation (Eisenberg, cited in Berk, 2000, p. 505), as Eisenberg was less concerned more with an empathetic understanding of rules than Kohlberg, who is more oriented toward a utilitarian ethical structure that focuses on punishment, authority, and the needs of society (Berk, 2000, p. 505). With my reminder, they were able to reflect hypothetically upon the situation and understand how they would feel if they were either in my situation, or my grandmother’s. While it is helpful to classify the children’s level of moral reasoning in order to understand that a progression did take place with the proper instruction, it is more important to understand that a child’s moral development is just that: a progression. With their life experience, the girls were not yet able to instantly consider how another person would feel, and based their demand on their immediate need. Here, the theory of soft assembly comes into play. They would be able to take this experience and apply it in the future, incorporating more and more experience into their moral development. Selman (1980) indirectly supports the theory of soft assembly through his model of children’s stages of empathy, by postulating that children begin upon the path to empathy by understanding the views of others as being highly individualized and flexible. Later, as their ability to think in more abstract terms develops, and as their experiences accumulate, they begin to consider the views of others simultaneously (Selman, 1980, cited in Schaffer, 1996, p. 173). Although the fact that they were unable to advance right away is partially due to their lack of sufficient cognitive development, empathetic reasoning is also hindered by lack of experience, and a sufficient â€Å"template† of the circumstances of others. I provided this template by describing my feelings and my grandmothers feelings, connecting both of our individual sentiments to the overall concept of sentimental value. When I reminded them to reflect upon â€Å"how they would feel,† they considered their own varied assortment of life experiences and applied certain experiences to the concept I had just explained, and were more capable of understanding why I had placed this limitation on their use of the necklaces. With clear and positive guidance, these third graders demonstrated that they were capable of developing a sense of empathy and understanding a standard in the spirit of its application, but only when they were provided with the opportunity to think about their actions. In order to facilitate this development, the authority figure can use several techniques. Each can have a different impact upon the way that a child processes information, and therefore each can lead to a different outcome in the development of a moral code. Hoffman (1977) hypothesizes that authority figures use three methods of discipline to show children the nature of their â€Å"moral mistakes:† love-oriented discipline (if you do/don’t do this, my opinion of you will be enhanced/lessened), power-assertive discipline (do/don’t do it because I said so), and inductive discipline (do/don’t do it for this reason) (cited in Schaffer, 2000, pp. 305-306). Hoffman’s research has shown that inductive discipline is usually the most effective, because it not only explains the rules, but also appeals to the child’s own emotions (Hoffman & Salzstein, 1967, cited in Schaffer, 2000, p. 306). This was the technique that I used, and it did indeed prove to be effective. Through this exchange, one can see the connection with the dialogue between the authority figure and the child described by Schaffer. With patience, the adult uses the child’s questions to provide feedback about important details in everyday life, and to establish and negotiate rules and boundaries (Schaffer, 1996, p. 261). I used the girl’s questions to talk about the relationship between grandparents and grandchildren, and the nature of giving gifts. By the end of the conversation, the little girls had a slightly deeper understanding of the concept of â€Å"sentimental value.† Thursday, April 19, 2000 Hoffman has found that, while most parents tend to use one of the three techniques more often than the others, parents usually end up using some combination of all three in order to gain compliance from their children emotions (Hoffman & Salzstein, 1967, cited in Schaffer, 2000, p. 306). I found that, in order to effectively maintain control over a larger group of children, I sometimes assumed the role of the enforcer, using power-assertive discipline along with inductive discipline. The first incident that illustrated this combination of techniques involved a small group of boys, both in the third or fourth grade, who were threatening to jump off of the swings. I told them that this might not be such a good idea, because, I explained, they seemed to be able to swing very high. They talked back, claiming that they would, and I told them that if they did, they would have to sit with me for the rest of the period. This assertion seemed to have the desired impact. The boys decided not to jump off of the swings. Later, however, it became apparent that my more authoritative instruction failed to instill a true sense of â€Å"playing safely on the playground.† This was illustrated five minutes later, when I turned around and saw that the boys were challenging the other children to walk between the swings without getting hit. Once again I informed them that their behavior was unsafe, but they continued to play in this manner until I stepped into the area between and physically stopped the swinging. â€Å"If you can’t play safely,† I told them, â€Å"You can’t play.† By assuming a more authoritative role, I was responding to two aspects of the situation. First of all, their behavior was dangerous, and there was a very real chance that one of the children running between the swings could have gotten hit at any moment. Secondly, these boys were responding in a very confident manner, and acting assertively was the only way I could get their attention. Actively stopping the swinging by itself without providing an explanation would have been a purely power-assertive role, however, because I provided the boys with feedback for why I was doing this (they were not playing safely and somebody could have been seriously injured) I was also using inductive discipline. However, there were drawbacks to my reaction, and, while it did keep them safe for the moment, power assertion is not the best way to instill an autonomous reaction to a rule. The rule came from the â€Å"outside,† and (fortunately) they were unable to witness the consequences of their actions. Piaget argues that the best way for children to obtain his highest stage of moral understanding, moral subjectivism, in which children recognize that rules are â€Å"arbitrary agreements† that are sometimes based on motivation, is to interact with their peers. He believed that â€Å"cognitive conflict,† which is the most powerful motivating factor in provoking change, can be caused most easily by â€Å"interpersonal conflict† (Piaget, 1932, cited in Schaffer, 1996, pp. 292-293). It is difficult for interpersonal conflict to emerge in a vertical relationship between a child and an adult, the one-way interaction wherein the adult sets aside his/her own needs in order to meet the needs of the child. In a horizontal relationship, however, which takes place between peers, reciprocal behavior is demanded by both parties, and conflict can easily begin if one party feels that his/her needs are not being met (as cited by Tan, 2001). It was not until I became involved in a more structured game, where adult rules were consistent and obvious, and the interactions of the children were cooperative and directed at meeting a wide variety of goals, that I was able to observe the scope of the variables in moral development. I also was able to compare the more flexible nature of the informal rules that emerge within a group of children without direct adult feedback. Thursday, April 26, 2001 The game that allowed such a rich opportunity for observation is called â€Å"Pom Pom Pull- Away,† and it is usually run by Mary, one of the head playground supervisors. The formal rules are quite simple: players run across the soccer field in order to avoid being tagged by the players who are â€Å"it.† The â€Å"its† are accumulated until one runner is left out. This runner then gets to choose whether or not he wants to be it for the next round. This game, I have found, is the most efficient way to observe the children’s behavior on their own terms, in â€Å"their world,† according to their own laws of social functioning. When the game runs smoothly, Mary and I are merely there to ensure that the game proceeds at a quick pace, and that the â€Å"chaos† remains ordered. The kids in this group are fourth graders, and they seem to be quite competent at following the simple structure of the game. According to Piaget, children of this age have generally entered what he calls the â€Å"cooperation stage† of the application of rules. At this age, winning is still the primary goal of playing the game, but by now the children have developed a â€Å"sense of mutual control, unification of rules, and agreement within a game† (Piaget, 1932, cited in Singer & Revenson, 1996, p. 99). The children tend to be â€Å"hyper-conscious† of the rules, and are quick to point out the mistakes of their teammates. Usually they try to direct Mary’s or my attention to the actions of the â€Å"culprit.† 9 Although their censure usually coincides with an action that has negatively affected their own performance in the game, their awareness demonstrates that they are beginning to internalize the need for the rules, and most of them understand that the rules do not merely exist because the adults â€Å"said so.† I am more interested, however, in the kids’ set of rules; they have their own â€Å"code.† Piaget accounts for this in his stages, stating that children at this level often retain individual interpretations of the rules (Piaget, 1932, cited in Singer & Revenson, 1996, p. 99). During the course of the game, it also became apparent that they had a separate understanding of the purpose of the game from the adults. Mary mentioned that she has them play this cooperative game because it helped them to function better as a group, and since they had started it she had noticed a significant improvement in their cooperative behavior at lunchtime. The children themselves, however, seem to play the game for various other reasons, especially status. The game becomes an excellent opportunity for the child to view his or her own behavior compared to other members of the group, and, generally, there is a firm consensus about what is acceptable to the group and what isn’t. For example, whiny or pouting behavior is tolerated far more easily by the adults than by the children, whereas, interestingly enough, the children seem to have a higher tolerance for aggression, unless it is directed at them. For example, I observed several particularly â€Å"rough† tags during the course of the game, but only the children at whom the aggression was directed would respond. However, when children resisted assuming the position of â€Å"it,† (and they often did) I would frequently hear comments from his/her peers such as â€Å"You are holding up the game!† Conversely, Mary and I are more likely to stop aggression, and we are far more sympathetic to tired or frustrated children, reminding them frequently that it is ok to take the option of resting on the side of the field. Nevertheless, it seems to be far more detrimental to one’s social status to break the code set forth by the children themselves than it is to break the rules set forth by the adults! This â€Å"code† is far more intrinsic in their behavior; it is simply expected that their standards (such as bravery or stoicism) will automatically be known. This higher expectation could be because they have yet to understand the situational nature of behavior—as stated before, â€Å"rules† are still rather rigid and universal before Piaget’s stage of moral subjectivism is reached. Also, the rules set forth by the adults represent a convention that shifts from situation to situation; the teachers in the classroom hold different expectations from Mary on the playground. However, at Woodward, the children’s group always remains the same—the same class has the same playground hours. Thus, they have more of an opportunity to observe one another, and they establish a more consistent code, which I will call the â€Å"code of social morality.† This code is intrinsic enough to be consistent with Turiel’s definition of convention versus morality, as described by Schaffer: â€Å". . . children learn to make the distinction between these two categories from a quite early age because of the different types of social interaction that they involve. Conventions are dogmatically taught, being handed down by authority. Initially, they may be regarded as universal; it does not take long, however, before children realize that the done thing in one’s own family is not necessarily the done thing in any other family. Moral principles, on the other hand, are acquired because children perceive that certain actions have consequences for other people that are intrinsically harmful: witnessing a younger child being hit is sufficient to show that such an act, in whatever social context, is undesirable. Thus children begin to construct two quite different domains of knowledge about the social world and its functioning† (Turiel, 1983, cited in Schaffer, 1996, p. 268). In this quote, the teachers play the role of the â€Å"family,† and the playground assumes the role of the â€Å"real world.† Here, the children have the opportunity to witness the actions that are intrinsically harmful within the social needs of their age group. Because they are less closely supervised on the playground, they are more likely to â€Å"be themselves,† and witness the consequences of their behavior firsthand. And, because status is so important, the requirements of the adults naturally become a second priority. One boy grew particularly angry at his peers during a hiatus in the game and a shoving match began. Later, I saw two children collide, and their immediate response was to ask one another if they were all right. Positive and negative responses such as these occur without any adult intervention, and it is the social outcome of these behaviors that catalyze the child’s formulation of a moral theory. Friday, May 11, 2001 Frequently, the children search for ways to â€Å"bend† the adult rules in order to advance their status. Most of the time, in this game, the key to status is to be tagged last, proving that they are faster and better athletes than their peers. Others resort to other methods, such â€Å"playing tricks.† This is usually amusing to the adults as well as the kids. They are permitted to take breaks that last one round, sitting on the sidelines when they get too hot or too tired. Several of the boys, however, simply began to walk across the field one day, stating that they could not be tagged because they were â€Å"on break.† For them, this was merely a strategy that would help them to avoid being tagged until they reached the other side of the field, at which point they would call â€Å"time in† again. When I reminded them that breaks could only be taken on the sidelines, they claimed that the rules stated that breaks had to be taken by walking across the field. I understood that this was not the case, and another supervisor supported me. At this point the boys laughed, and began to run again. It is amusing to fool the adults and their peers, and none of the children would ever label their own behavior as â€Å"cheating.† They are quick to recognize it in others when it interferes with their efficacy in the game, but they do not seem to realize that these rules can be applied to themselves as well. When they are labeled as â€Å"cheaters,† they will in fact say almost anything to defend their behavior, demonstrating that, while children of this age are just learning to understand the actual value of the rules as they apply to the group, they are simultaneously learning to view themselves as playing a functional role within this group. Although the boys were â€Å"breaking the rules,† Schaffer reminds us not to become worried by some demonstrations of noncompliance. Through simple tricks such as these, the boys were developing â€Å"social skills and strategies to express their autonomy in a socially acceptable way† (Kuczynski, Kochanska, Radke-Yarrow, and Girnius-Brown, 1987, cited in Schaffer, 2000, p. 251). They were tired, but they did not want to be removed from the game, and it was perceived as being more socially acceptable by their peers to walk across the field rather than to sit down. Furthermore, it is completely understandable that they would still demonstrate some egocentrism by believing that  the rules apply to others and not to themselves, for they are still forming their identities in a group context. Schaffer cites a study by Hartshorne and May (1928-1930) that found that children’s tendency to lie fluctuates depending on the situation with which they are confronted, and that a child’s tendency to lie is therefore not an innate characteristic (Schaffer, 2000, p. 301). It seems that, when children engage in behaviors such as bending the rules, they are in fact testing socially acceptable boundaries. Monday, May 14, 2001 I observed the most obvious struggle for status in a child whom I will call Justin (not the child’s real name). He did not seem to be as athletic as the other children, and many times he would accidentally collide with somebody, or trip, and then burst into tears. After falling, he would often blame the other child for his misfortune, and at times making an appeal to authority, telling me that he had been singled out by his peers, once more, as an object of their aggression. Early in the game, I observed that this was not the case; that the falls were all accidents, and Justin’s reactive behavior might be exacerbating his social situation. After one particularly bad episode, I decided to talk to Justin. As he collected himself, he began to tell me how he felt. He claimed that â€Å"Nobody ever left him for last,† meaning that he felt that his teammates were singling him out personally to tag first. Here, he demonstrated that he had a more egocentric interpretation of the social code. Like a younger child in Piaget’s egocentric stage of moral interpretation, his concept of rules was flexible, indefinite, and tailored to fit his individual needs (cited in Singer & Revenson, 1996, p. 98). At this particular moment, he firmly believed that one of the implied rules of the game was that he, as an individual, should not be tagged so often, even though, to an adult, it would seem that he did not get tagged any more often then the other children. This slight difference in maturity also affected his perception of the â€Å"social code,† and he eventually developed a tendency to rely upon me to enforce his current interpretation of the rules. For example, when we returned to the game, he expected that I would tell the other children that it was his turn to be â€Å"it.† According to Piaget, write Singer & Revenson, in the egocentric stage of social development, â€Å"[children] feel a communion with the abstract, ideal adult who epitomizes fairness and justice, but at the same time they may be inventing their own rules throughout the game† (1996, p. 98). Justin clearly hoped that I would intervene when it seemed that his peers were not treating him according to his perception of fairness, even though this perception would alter to fit the current situation. His style of interaction with me also often assumed the form of a â€Å"monologue,† which is Piaget’s stage of language development that coincides with the egocentric stage of rule development (cited in Singer & Revenson, 1996, p. 98). In the collective monologue, a group of children play together and speak, but the speech is often unrelated to what the others are saying or doing, and the purpose is rarely to exchange real information (cited in Singer & Revenson, 1996, p. 60). This immature style of communication may inhibit a child’s ability to communicate with more mature peers, limiting his or her opportunity to absorb the â€Å"code† set forth by the group. Shortly before Justin and I returned to the game, I tried to encourage Justin by stating that â€Å"everybody has different talents,† and that â€Å"some people are better at sports than others.† He comprehended my implication, and stated that he was good at playing tic-tac-toe. However, he then attempted to show me how to play the game by drawing in the dirt, when I needed to be with the other children, because the other playground supervisor had gone in. He did not seem to notice that I needed to be interacting with the other children, and showed little interest in the bigger game until he realized that he now had an opportunity to be â€Å"it.† â€Å"I want to be ‘it,’† he told me, but made no further comment when the other children protested. He simply looked at me and was apparently waiting for a response. Here, he relied heavily on our vertical relationship to ensure that he would be treated fairly. For him, it was perfectly natural to put the game â€Å"on hold† while he showed me his skill, and to expect me to help him to assume a leading role once he was finished. Unfortunately, this perception did not coincide with that of his peers, and Justin experienced even more trouble with acceptance as the game progressed. Later on, Justin did tag one of the bigger boys. This particular child, Alex, often displays reactive tendencies as well, but is far more athletic, and generally it seems that the other children leave him alone. I happened to be watching Justin, and thus happened to witness Alex’s immediate reaction as well. Immediately he turned around and leaned over Justin, who was a good head shorter than he. His eyes were wide and his expression was angry, and it seemed to me as though he was ready to push the smaller child. I yelled Alex’s name and told him that this action was not acceptable, that Justin had tagged him â€Å"fair and square.† This diffused the immediate conflict. Alex, however, continued to insist that Justin â€Å"always went after him,† and that â€Å"it wasn’t fair.† Once again, this illustrates how children have the egocentric tendency to alter their own rules to fit their needs during the course of a game. Alex did not want to be â€Å"it† anymore, and so he felt that he was justified in blaming Justin for tagging him â€Å"all of the time† so that he would not have to be. Perhaps he selected Justin because his peers were biased against Justin at the time, and would be more likely to accept his assertion that â€Å"Justin was acting out again.† In this instance, the â€Å"understood rules,† the intense desire for â€Å"fairness† that so often dominates the game, could have very well developed into a bully/victim dynamic should this aggressive pattern have been allowed to continue. However, in this early stage of the interaction, it was clear that Alex’s behavior was largely due to his perception of Justin’s intent. In late childhood, asserts Schaffer, children are more likely to link their behavior to the motivations of others (1996, p. 280). Alex also displayed some egocentric behavior, however. His actions, in this instance, can be linked to Kohlberg’s stages of moral understanding. By stating that Justin â€Å"always went after him,† he assumed that Justin (and probably others) was doing this in his own self interest, probably because it made Justin â€Å"look good† to tag one of the bigger boys. This fits nicely into Kohlberg’s instrumental purpose orientation, in which behavior is reciprocal, but each participant acts in his own self interest with the assumption that the other will do the same (cited in Berk, 15 2000, p. 493). This provides insight into the perspective that bullies often take when defending their actions toward victims. Because the aggressive child attributes his/her actions to another’s behavior, he/she is likely to believe that the other child â€Å"brought it on himself.† The aggressor’s assumption is precluded by another assumption, a moral belief that may lead to a bullying dynamic: that the victim should know that the bully will behave in a way that will further his own interests, and therefore, the victim should take the appropriate measures to protect himself. Fortunately for everybody, the need for social status also encourages prosocial behavior, especially in children such as Justin, who are having difficulty with acceptance from the group. This was certainly the case with Justin. The next observation I made of Justin’s interaction with his playmates had a far more positive outcome. Either somebody had been teaching him the benefits of prosocial behavior, or he had simply figured out that it is more beneficial to act in a manner that keeps the game moving â€Å"forward.† This time, around the beginning of the game, Justin entered late, when the team member who had been tagged last was trying to choose a partner who would be â€Å"it.† Justin asked rather brightly if he could â€Å"help,† and the other boy said that he could. Mary, Bill and I all acknowledged his contribution. The need for acceptance, however, is not the only motivation for internalizing the rules. I believe that, above all else, the children like each other, and participate in the game with the understanding that everybody should be having a good time. These children had moved well beyond the stage of egocentric empathy described by Hoffman (1987), and well into the stage of having empathy for another’s feelings. Schaffer expands upon Hoffman’s theory by stating that â€Å"it is . . . when confronted by another person’s distress that a child’s prosocial tendencies become most evident† (Schaffer, 1996, p. 271). Most of the children whom I have come to view as more confident and popular seem to have internalized the rules of empathy and are able to put them into practice during the appropriate times, indicating that they have improved their social skills with their peers, not simply their ability to interact well with adults. For example, during this game it is very likely that children will fall, and, while it is not very likely that the child is hurt, most of the kids demonstrate concern for their fallen peer. After one particularly rough collision, the boy who stood up first immediately and sincerely asked the other boy if he had been hurt. Replying that he wasn’t, the other boy reciprocated by asking his friend if he had been hurt. This demonstration of prosocial skills exemplifies the awareness that is required for successful peer interaction. Conclusion As time went on, it seemed that more and more of the children were truly integrating the various codes set forth by the different situations in their lives. They began to develop a sense of empathy necessary to understand the purpose of boundaries, and they began to internalize the real rules of the game and understand how the restrictions of the game applied to their group function. This is partially due to the modulation provided by the adults. For example, I indirectly talked with the three girls about empathy, and Mary continually stressed the importance of â€Å"keeping the game going,† and, eventually, they began to demonstrate their new understanding in several ways. For instance, they tend to argue less now when they are caught breaking the rules. During the beginning stages of the game’s development, they would become very argumentative when they ran â€Å"out of bounds,† which serves as the equivalent of a â€Å"tag.† Often, they would blame the person who was chasing them for â€Å"making† them run out of bounds. Now, however, they are far more good-natured. When a player runs out of bounds now, I am often amused to witness the realization spread over his or her face. Usually, they grin and shake their heads, make a comment such as â€Å"Oh, man!† and go to their proper place as a â€Å"tagger.† This slight difference in reaction illustrates a more mature interpretation of the rules. Children who react in this manner have made a connection between their realm of understanding and the realm of the adults; they realize that the rules do not exist in order to restrict them as individuals, but to keep the game going and to help them to function more smoothly as a whole unit. The interaction itself also gave the children feedback on how to play the game. By acting, and observing the acceptable and unacceptable interactions of their peers, the children first internalized the socially acceptable ways of responding and, in turn, began to view the rules in the spirit in which they were intended, instead of interpreting them as â€Å"moral realism,† the outside edict of an adult with the power to punish (Piaget, 1932, cited in Singer & Revenson, 1996, p. 101). Mary has noted that the game proceeds far more smoothly now, and the children seem to facilitate decisions more quickly about who will be â€Å"it† at the end of the game, when there is usually some confusion. Arguments about whether somebody was tagged or not are usually less frequent now, which tells me that the children have begun to apply the rules as â€Å"something built up progressively and autonomously,† thus eliminating the â€Å"need to quarrel† (Singer & Revenson, 1996, p. 100). This increase in cooperation signifies the gradual emergence into the â€Å"codification of rules stage,† the final shift into an adult decision-making system based on the needs of the group and the individual. It seems that, while this integration of social codes is a natural occurrence, that the opportunity to negotiate and interact in a cooperative setting provided the greatest environment for the children to learn about the value of rules. When the rule came as a command to â€Å"get off the swings,† for instance it was simply an inconvenient imposition. Provided with an in-depth explanation of how their behavior might affect others, however, as well as the opportunity to improvise and test new styles of interaction, the children grew remarkably quickly. They are indeed eager to learn the system as quickly as possible, and absorb information rapidly. It seems that a host of factors, such as a wide variety of new situations, appropriate feedback, and positive reinforcement throughout development all contribute to a child’s development, allowing him/her to flourish a thoughtful, attentive, and adaptable adult. References Berk, Laura E. (2000). Child Development.Massachusetts: Allyn & Bacon. Schaffer, Rudolph H. (1999). Social Development. Massachusetts: Blackwell Publishers. Singer, Dorothy G., & Revenson, Tracy A. (1996). A Piaget Primer: How a Child Thinks. New York: Plume. Thelen, Esther. (1994). The improvising infant: Learning about learning to move. A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press/Bradford Books. Tan, S.L. (2001, April 25). Lecture, Kalamazoo College.

International economics homework Coursework Example | Topics and Well Written Essays - 1250 words

International economics homework - Coursework Example Countries may misallocate their resources in the form subsidies to the local firms. The allocations may lead to uneven distribution of resources that pose negative effects on a country’s economy. A depreciating currency reduces a country’s net foreign debt. For instance, a fall in the dollar positively influences American economy. Dollars largely dominate American foreign liabilities, but the assets valued in foreign currencies. The fall in dollar increases American external assets and largely does not influence the value of its foreign liabilities. Fall in a currency like dollar that manifests international marketing leads to lowering of prices of international commodities. The move leads to changes in the prices of imports, which pose a direct effect on consumer price index. Devaluation of the currency like the sterling-dollar makes exports cheaper. The imports from a different perspective become more expensive causing cost-push inflation within an economy, which negatively affect a country’s economy. Overvalued currency poses a downward pressure on a country’s rate of inflation. The imported goods will be cheaper leading to increased units of imports as a positive consequence. Overvalued currency forces a country’s local producers to improve their efficiency to make them more competitive in the international markets. However, overvalued currency poses a negative consequence by making the exports uncompetitive in the international markets. In addition, the associated lowered prices of imports will make imports a preferred choice for consumers damaging the local industries. From a different perspective, undervalued currency makes imports expensive for the consumers; this will make them opt for domestic goods increasing employment opportunities in the local firms. Undervalued currency also leads to cheaper costs of exports leading to growth and greater employment opportunities in the export industries as a

Managing Organizational Design and Change Essay

Managing Organizational Design and Change - Essay Example Developing the scenarios is one of the main strategic planning processes for the managers of a company. A company needs to develop its business strategy based on the analysis of different possible scenarios in order to get an awareness of threats and challenges that may occur in future. This process of analyzing all possible future scenarios while developing strategies or defining short-term and long-term goals holds an important place in ensuring success of a company. The planners need to rank the possible scenarios considering all internal and external factors and positive and negative consequences of each factor. The planners also need to identify commonness in all possible future scenarios in order to prepare in advance for the potential outcomes of the scenarios. Some of the most common benefits of ranking the scenarios include selecting the best possible business strategy, identification of possible threats and challenges to the business, identification of the competitors, desi gning a result-oriented marketing strategy, and achievement of business goals and objectives by designing a good business strategy based on the analysis of scenarios. Answer: No: 2 Strategic drift refers to the flaws in a strategy, which prove their existence when the strategy cannot go along with the changes in the environment. Strategic drift occurs when the pace of strategy is not fast enough to keep up with the pace of the changing environment. Two important factors, which create strategic drift for a company, include culture and history. History of a company plays a significant role in shaping the overall culture of the company. If the managers neglect the importance of history while developing a strategy for the company,... This essay stresses that a company’s goals never depend on design and strategy of a company rather it is design, which depends on a company’s goals because organizational design is developed to meet the company’s goals. Understanding of goals makes it easy to organize the company’s functions accordingly. A balanced scorecard focuses on entire business strategy in order to judge the performance of the organizations. It translates business strategies into measurable objectives and outcomes. The four main perspectives measured by balanced scorecard system include internal business processes, customer relations, financial processes, and innovation and growth. This report makes a conclusion that management of organizational design and change is a very important aspect of managing an organization. Strategy of a business plays a vital role in the success of a business. No company can ever be successful without developing an effective business strategy. A number of issues are related to business strategies, which managers need to understand properly in order to run the businesses successfully. Some of those issues include ranking of scenarios, strategic drift, lack of proper knowledge, integration of quality systems in business strategies, and business scorecards. Managers need to consider these issues while developing business strategies in order to make the strategies effective and successful.

Marketing Plan of PepsiCo Essay Example | Topics and Well Written Essays - 1750 words

Marketing Plan of PepsiCo - Essay Example The researcher states that the PepsiCo trades a large range of brand including Pepsi cola, diet Pepsi, Doritos and Lipton teas among others. However, the company faces a stiff completion from the Coca-Cola and draft foods both of which are making marketing path in America, Europe and Asia. According to William and Robert the company must deal with a number of local brands and guarantee the loyalty of customer’s demands. Thus, PepsiCo’s marketer must persistently research on customer’s preferences and study the impact of environmental forces to develop the precise marketing mix for the right market. The company has released that most of the populace suffer from health predicaments; thus, it has developed a new product that will meet the healthier eating habit of customers. The walkers’ snacks are the new product in the market, characterized by their low sodium content. The product was discovered to meet the United Kingdom’s campaign to warn customer s on the risks involved in the intake of high contents of salt. The company took the incentive of introducing this product that would capture the rising demand of customers to change their diets to something healthier in the market. In order to market the walker’s snacks in the market, PepsiCo Company has commenced reducing the level of salt in several other snacks worldwide. By so doing, the customers will opt for the company’s product, and consequently they purchase the new product among others. Meanwhile, it is discoursing usage of fats and sugar by making labeling more prominent so that customers can make educated choices. According to Justin and Longenecker (2011, 69), this strategy is extremely advantageous to the company in marketing the new product because it captures the customer’s confidence of the products offered in the market. When customers are convinced of the quality of the other products of PepsiCo, it will be easy for them to appreciate and acc ept the new product easily. Cheverton (2005, P. 57) indicate that the company via intensive research noticed that there was a higher use of digital media among young adults and youth that would be a large and productive target market for the new product. Thus, the company will use the internet, Facebook, twitter to communicate with customers and influence these customers on the significant of the product. It will allow customers to vote online for the new product will promote the product among the marketing mix in the market. The company will run contents asking customers to form and submit homemade television commercials for the new product in the market. The company has combined the digital marketing with social responsibility in that it will invite the customers to apply online for grants that would change their society. Roberts (2011, P.57) indicate that the strategy will make the customers notice and respond to its social responsibility and promote the buying decision of the ne w product in the market due to the earned positive image of the company. The marketing research done on the customer’s preference and demands in various countries will maintain a steady stream of new product introduced in the market. Financial management The impressive marketing strategies of the PepsiCo Company would make the introduction of the walkers snack in the market success. The company aimed to realize revenue of one million just 25 days after the product is introduced in the market. However, the new product is rarely an immediate success due to the challenges encountered during marketing. Thus, the Pepco marketers would be extremely keen in the purchasing pattern of the customers. The company should constantly modify product prices.

Cyber Crimes Coursework Example | Topics and Well Written Essays - 500 words

Cyber Crimes - Coursework Example Computer programs that breach the target system facilitate it. Examples of hacker’s objectives include illegal funds transfer and retrieval of information such as in cases of deformation need to undermine competition. Another type of cyber crime is â€Å"cyber stalking,† defined as continuous harassment initiatives or actions, over the internet that induces considerable threats to a victim (Gupta, 2006, p. 7). Examples of cyber stalking include online sending of intimidating messages or calls (Gupta, 2006). Another type of cyber crime that has developed with the increased level of dependence on electronic system is â€Å"software piracy† (Gupta, 2006, p. 9). Pirating software means stealing software or illegally obtaining and distributing its counterfeit copies. Business organizations’ reliance on software for data recording, storage, and analysis identifies the enterprises as prime victims of software piracy. The piracy has a number of disadvantages to the victim businesses, buyers of counterfeit software, who cannot obtains rights of usage and warranties on the products besides risking hardware because the pirated products are hardly tested for approval (Gupta, 2006). Infecting other parties’ system through spreading viruses is another type of ‘cyber-classified’ crime. This involves dissemination of a harmful program to other parties’ systems and may aim at paralyzing a business’ network to interfere with its operations. Other cyber cri mes include jamming of networks and committing frauds over the internet (Siegel, 2008). One of the effective measures to warding cyber crimes is legal deterrence, initiative that can be achieved by reporting, to law enforcement authorities, cases of cyber crimes or behaviors suspected to possibly lead to cyber crimes. This, together with provision of evidence, facilitates successful prosecution of offenders and discourages others from engaging in cyber crimes. Reporting

The effects of healthy and unhealthy food Essay

The effects of healthy and unhealthy food - Essay Example In order to illustrate this, a local television company carried on an experiment in Moscow, Russia. There were two participants: one – who ate every day, starting with breakfast, the so-called â€Å"junk food†, and the second – a person who ate only healthy food. At the beginning of the experiment, both participants were examined by a doctor, who established their state of health. The â€Å"junk food† consumer was nervous, constantly tired, his blood analyses were bad, and his entire state of health was not very good. The second participant, a person who had an equilibrate nutrition, focusing on eating healthily, was in good shape and had no complaints regarding his health. The experiment consisted in switching the food habits between the two participants for one week: instead of eating junk food, the first person was going to adopt an equilibrate nutrition, and, vice versa, the person that was eating healthily, was going to consume only junk food. Beginni ng with the first day of the experiment, the second participant started to feel bad. He was constantly hungry, he felt tired although he did not have a rough day, and he felt his stomach heavy. After seven days, the doctor examined both participants again. To everybody’s surprise, the participant that at the beginning of the experiment had a state of health that could be envied by everybody, after having eaten for one week only unhealthy food, was feeling very bad at that moment and the results of the analyses confirmed it. Similar studies have been carried worldwide and all the results point out to a sole conclusion: unhealthy food can seriously affect our state of mind, health and almost every aspect of our lives. Therefore, it is worth pointing out the effects of unhealthy eating, which are multiple, and if somebody consumes it, he or she should be aware of the effects it has on his or her health. They call it â€Å"junk food† for a

International Strategic Marketing Essay Example | Topics and Well Written Essays - 5000 words

International Strategic Marketing - Essay Example For more than a decade now the automotive industry has been facing issues such as slow time to market, costly inventories, overcapacity, and low customer satisfaction and loyalty (Deloitte, 2003). In an attempt to overcome these challenges the automakers have been launching numerous initiatives to boost profitability to create value. They have been introducing product innovation to lean manufacturing and customer relationship management. The automobile industry is nearing a major turning point where it has become essential to adopt strict regulations like U.S. Corporate Average Fuel Economy (CAFE) regulations and Europe’s CO2 regulations (Toyota website). The Big Three in the US have been replaced by the Big Six (Toyota, Honda, Nissa, GM, Ford, DC) in the automotive industry with Toyota emerging the market leaders. It is now America’s third most admired organization and enjoy a 17.4 percent share of the US retail market (SD, 2007). It has a small market share in Europe but is a market leader in Australia while also selling cars in Africa (Glover, 2006). Due to its Daihatsu subsidiary it has a presence in the Southeast Asian countries. Toyota Motor Company is clearly one such automaker that has thrived where other manufacturers have struggled. In 2002 Toyota’s earnings exceeded the combined earnings of Ford, GM and DC (SD, 2004). Toyota has been innovative in its strategy and its success lies in its corporate philosophy known as the Toyota Production System. Toyota is now the world’s richest car company and this is the reason that this company has been chosen to understand the strategy that they have been pursuing . TMC created the first prototype vehicle in 1935 and started its exports to the United States in 1957 (Company Website). The company gradually expanded its scope across the entire globe and today has its presence in 170 countries and

The role Julius Caesar played as a leader of Rome that caused his Essay

The role Julius Caesar played as a leader of Rome that caused his assassination - Essay Example Egypt and Palestine were under the control of Rome. The Caesar era made history, because it had created an empire by destroying the republic (Rome 1. In The Columbia Encyclopedia). In 55 BC, Caesar entered Britain as a warning to the British Celts who were assisting their rebellious cousins in Gaul. He landed and made camp in Kent, however, after a few weeks had passed by, heavy storms occurred and in order to safeguard his fleet he was forced to retreat. He once again raided Britain in the year 54 BC and defeated the Britons, who were led by Cassivelaunus. The Britons paid tribute to Caesar and promised him that they would neither support rebellions nor interfere in Gaul, subsequently; Caesar conducted a war against Gaul. However, the purpose of these expeditions were not to invade Britain but only to demonstrate Caesar’s prowess in battle and to stress his commitment to exterminating rebellions against his empire (Caesar, Gaius Julius (100 - 44 BC). In The Hutchinson Unabridged Encyclopedia including Atlas). After the death of Crassus in 53 BC, Pompey emerged as his rival. He supported the rebellious members of the Senate who dissented with Caesar and planned to prosecute him in the Court. In response to this conspiracy, Caesar with his army crossed the Rubicon River and fought with Pompey’s army. This resulted in a civil war, which lasted up to 45 BC (Caesar, Gaius Julius (100 - 44 BC). In The Hutchinson Unabridged Encyclopedia including Atlas). Caesar emerged victorious in the battles at Pharsalus in the year 48 BC; Thapsus in the year 46 BC; and against King Pharnaces II in the year 47 BC in Asia Minor. Caesar’s victories could be attributed to his brilliant war plans. He coined the famous slogan Veni Vidi Vici which means I came I saw I conquered. He spent some time in Egypt until Cleopatra gave birth to Caesarion. His last victory on the battlefield was in 45 BC, when he fought at Munda, in

Optimal Experiences, Temporality and Participation Assignment

Optimal Experiences, Temporality and Participation - Assignment Example From this paper it is clear that according to definition of the concept, it actually may be regarded as the most rewarding of all values, and thus the most important one. In my opinion, this is an ideal representation of flow that is hard to be reached on practice due to different limitation and obstacles like failure to understand what the client wants, clarity of final goal, main value prioritized by the clients in favor of other, extrinsic features, etc. Also, I would like to know what others think about relevance of helping the latter category of clients finding the occupations they enjoy more than others instead of seeking for jobs with high level of compensation and other material benefits. It is probably often not worthy of efforts since the person, even seeking more enjoyable occupation, would fail in reaching the flow due to the more complicated nature of enjoyment that is of combined nature.This essay discusses that  while there are people who know exactly what they are l ooking for and what activity brings them joy, there are also people who are not sure. This may be due to them still searching for their area of interest, as well as the possibility that some people like changing occupations, and this is their ‘flow’ of some kind. While such clients do not fit in the elaborated scheme, yet helping them is as necessary as helping others, this question necessitates further research and discussion.  

Forensic Science Module Essay Example for Free

Forensic Science Module Essay 1. DNA or deoxyribonucleic acid refers to the molecules that carry our genetic information. DNA can be found in blood, skin cells, tissues, muscles, bones, teeth, hair, and saliva. 2. Mitochondrial DNA is DNA that can be inherited from one’s mother and is found outside of the cell nucleus. 3. CODIS is a software program that contains the DNA profiles of convicted offenders, missing persons, crime scene evidence, and other sources. CODIS works by attempting to match the samples of DNA based on the thirteen different regions or loci within the nuclear DNA. 4. Complimentary base patterns are pairs that always pair up together. Complimentary base patters are so important because the four bases make up DNA 5. RFLP is described as the method in which DNA is studied, by using an enzyme to cut DNA strands into different sections. Limitations to this process include the fact that it requires a large sample of DNA and samples that carry dirt or mold usually will not work good with this type of test. 1. I believe DNA has had and continues to have such an impact on forensic science because a DNA sample can help figure out who was involved in a crime and even who was the person who committed the crime. 2. I believe some of the challenges that come with collecting DNA evidence could include the DNA sample potentially becoming damaged, by factors even if includes natural causes such as dirt, dust, and mold. Some ways that I could overcome these potential challenges include trying to collect more DNA samples that are not ruined or damaged you can also attempt to clean the DNA if possible. 3. The difference between mitochondria DNA and nuclear DNA is that mitochondrial DNA is inherited from the offspring’s mother while in nuclear DNA it is mixed and matched so it is different. I would choose nuclear DNA to work with because it is more complex which means it is less likely for any two people to have the same pattern while mitochondrial DNA has less variability from one to another. 4. If I had to analyze DNA samples I would choose the polymerase chain reaction to analyze the DNA. PCR creates strands of DNA from small samples of DNA at crime scenes. I would choose this technique because for one it is inexpensive, does not take very long, and can be successful with just even a small piece of the DNA sample. 5. The expert’s testimony can be dismissed by questioning its credibility, education,

Effects Of Sexist Advertising In Women Cultural Studies Essay

Effects Of Sexist Advertising In Women Cultural Studies Essay Sexism is an actual strategy in advertisement, especially against women, although it has been appreciated like more violent in past, it is still damaging womens dignity, behavior and thinking. First of all some concepts to clarify the topic, are sexism and advertising. Sexism is defined as: Discrimination based on gender, especially discrimination against women; Attitudes, conditions, or behaviors that promote stereotyping of social roles based on gender. (Oxford English dictionary, 6th edition). Advertising can be defined as: the activity or profession of producing advertisements for commercial products or services; Advertising is attempting to influence the buying behavior of customers or clients by providing a persuasive selling message about a product and/or service. (Oxford English dictionary, 6th edition). In old advertisements we could see an explicitly how women were battered by their husbands, it was appreciated as a normal thing, even being promoted by advertising; the men had the right to abuse their wives in order to teach them where was their place. Although today we can see some ads talking about respecting women and condemning the abuse against them, the advertising still mistreats women in many aspects and affects their lives and behavior. Woman is seen as a sex object or decorative object. The ads we can see today in the street, television, Internet, radio or print media show us the view that in advertising the value of women is her body and body image, rather than their ability to promote a service or product with ideas and good arguments. Some examples are beer ads that show beautiful and scantily clad women to catch consumers attention. In this case we can not only appreciate the use of women as objects but also the prejudice of mens products in this case the beer is seen as a product consumed only by men, as also happens with cars and cars products. A text published for San Joaquin Delta college (1997) says Advertisements like these, though seemingly aimed towards women, are actually exploiting them en route to their actual target: men (para. 2). This means that men are de main receiver of this kind of advertisements because they are seen like the main consumer. And clearly most of the ads that with can see everyday are meant to men. This creates the idea that women are another product of the market, which can be bought, because you can get them for buying a car or a beer. Even more, it would not be necessary to buy them because women love men who have a beautiful and luxurious car and they are even able to run after a man who uses a determined deodorant or perfume. This creates in man the idea of women as a trophy and he is able to buy and use certain products or services to achieve having a beautiful woman by his side. Through many ads we see how the image of a beautiful woman is used, without any justification, since it is not related to the product being promoted and there is no reason that joins the use or purpose of the product with that image. The meaning of that image does not represent the meaning of a certain service, and neither is not part of what the user searches, nor part of the functions that service provides. It seems that the female body is seen as a decoration in advertising, it is seen as an ornament as the background or the colors used in an advertisement. Rather than consumers of those products women are seen as a striking accompaniment to show the product or service. Advertising creates in women a feeling of discomfort and dissatisfaction with their bodies and possessing material goods. Through ads we can see beautiful women who have greater opportunities, get what they want easily, appear to be most desired and cherished and have a happier and easier life. That is why this type of advertising is of great importance not only in the consumption habits of women, but also in their thinking, as most are influenced by this endless search for beauty whether through diet products, cosmetics, fashionable clothes or Through cosmetic surgery to alter her physique according to standards of beauty established by magazines and advertisements of all kinds. These standards of beauty are deeply rooted in our society and women of all ages are influenced by them, besides the advertising and the market have been responsible for creating products for all ages, so every woman can have a need and a product to make she think in a feeling of satisfaction when buying this product . For example if youre a teenager you need products against acne and if youre older you need products against wrinkles. These products create in women the idea of material needs that they really do not need. Then every day there are new products been created, products that are not really primordial and that in most of the cases do not achieve what they are promising to the consumers. Escuchar Leer fonà ©ticamente Diccionario Ver diccionario detallado preposicià ³n within in inside into Today we can see in all kinds of media the image of thin women as a standard or prototype of beauty. This can create in women, especially in young women, an obsession with thin bodies, with an urgent and fast lost of weight and whatever is need to achieve the perfect body. We could say that these images of thin women and its appreciation in an aesthetics way rather than a healthy life or having a healthy body, influence the physical and metal vision that women have about their own bodies. The losing weight is shown by the ads as a miraculous event, which should be fast and promises to women success, happiness and even love and men desire. So trough this lies and false promises women see the solution to some self-confidence problem. There is no legislation that can protect consumers from the false promises or false results that some products can offer, so women are not only prone to be cheated bye these ads, but also lacking of support. Todays ads promote the idea that women are inferior, less capable or less intelligent. todays advertising promotes the idea that women are not capable of performing certain activities due just to the fact that they are women, or if they do, they are responsible of accidents because they are not capable or have a lower level of intelligence or simply because it is an activity that only men can do well. One example is an advertisement that shows a beautiful woman who carelessly crashes her car boot to another at the back, then is deceived by a man who says to be the owner of the other car, asking for her phone number to a supposed reckoning, the advertisement hints a possible meeting between the characters, and a mans double intention of seducing the beautiful woman. Just as there are activities which by their difficulty can only be performed by men, there are activities that are mandatory tasks for women such as child care, housework, etc. That is why cleaning products and domestic products are promoted by housewives and men in any case are users of these products. This is complemented by the idea of a chauvinist society, not only created by men, but also being promoted by the women themselves, as they have the image of themselves as responsible to do the laundry, the house cleaning, the cooking, etc. Ads are cooperating in this mentality, with women being the target of cleaning products. In conclusion, I could say that there are many disadvantages in the use of sexism in advertising and it affects mens and womens minds, especially womens, who have been and are, exposed everyday to ideas and advertising strategies to control their behavior, thoughts, culture, etc. Some of these ideas and advertising strategies can cause damage not only in women lives but also in our society and personal life style. In my opinion advertising and todays society are responsible of many ideas an stereotypes that influence women and in some how cause them feelings like frustration, dissatisfaction and anxiety about their bodies, clothes, material goods, behavior, etc. Also I think that they can cause great damage in people who are more likely to be influenced by ideas and stereotypes that Advertising offers today, like adolescents who are bombed with promises of beauty that would bring them self-confidence, happiness, love, friendship, admiration, fame, and a social status that would be respected by their peers. Because of these that ignore or allow this kind of violent and discriminating advertising in our society should not be accepted, we should be active and conscious consumers of advertising, products and services. Keep our eyes open to see what is behind the messages that we are receiving every moment, in order to protect our selves, our family and our pocket. Besides if a product is good for us and useful for our lives, is does not need sexism to be sold. Resources: http://people.eku.edu/winslowm/psy300/tygart.htm http://www.deltacollege.edu/org/deltawinds/DWOnline97/racismandsexisminads.html http://www.oddee.com/item_96674.aspx http://www.answers.com/topic/sexism

Witchcraft in the Elizabethan Era

Witchcraft in the Elizabethan Era Elizabeth Carlos The Elizabethan Era lasted from 1558 to 1603, during the reign of Queen Elizabeth I. This period was a time of growth and expansion in the areas of poetry, music, and theatre. Because of this, and the peace throughout England at the time, the Elizabethan Era was often referred to as the Golden Age of history (Elizabethan England Era Life). Even though there was a small expansion of knowledge during the period, there was still the belief in supernatural beings, such as witches at the time. The Majority of witches accused were women, and often poor, old, sick, or widowed. There was not much knowledge of medicine during the era, so women were expected to create cures as part of their job of taking care of the household. Those who used herbs for ointments were known as wise women. However, the Catholic Church as the timed defined witchcraft as any knowledge of herbs, which was associated as the work of the devil (Elizabethan Witchcraft and Witches). People of the Elizabethan Era seemed to take interest in knowledge and learning such as sciences and inventions, but the belief in superstitions were still there. Most superstitions developed from old traditions or beliefs. The reason for the arise of superstitions was because of ignorance. Many also feared what they did not know. Some common superstitions that came to be in the Elizabethan Era included leaving the door open behind you, spilling salt, and a lunar eclipse. These were all associated with bad luck. The most common superstition, and the most feared by the Elizabethans, was the existence of witches (Superstitions of the Elizabethan Era). Witchcraft originated from peoples misconceptions of the causes of everyday troubles. Witches were thought to be those who prayed to spirits and performed rituals to resolve problems. These rituals were referred to as magic. Witches were a way to make sense of the unexplained for the people all of Europe during this time. This is also why many blamed seemingly unexplainable events such as fires, floods, droughts, bad harvests, and epidemics, on witches. One of these epidemics, the Bubonic Plague, or the Black Plague, was blamed on witches because of the lack of knowledge of medicine. Men during this period had greater importance than women of the Elizabethan Era. Because of the male dominated society, more women were accused of witchcraft than men. Out of 270 tried, 247 were women and only 23 were men. The women who were accused were usually and most often poor, elderly, sick, or widowed. Besides the fact that men were held higher in society, those who had power or wealth were exempt from most accusations (Witchcraft in the Elizabethan Age). Wise women at the time were often helpful members of Elizabethan society, even though they were considered witches by the Catholic Church. Black witches were much different from white witches. Black magic was practiced to inflict harm onto others. White witches were also known as cunning folk or healers. White magic was just the use of herbs and potions that were thought to have healing powers. However, during the Renaissance this distinction between the two was lost through the witch hunts. Queen Elizabeth I passed a new law in 1562. This Law did not define sorcery as harecy. In France and Spain the punishment inflicted upon the convicted witches was burning at the stake, which is an agonizing way to be put to death. The new law established in 1562 only called for the witches who were convicted of murder by witchcraft were to be hanged. The less severe crimes committed by witchcraft meant they were to be pilloried or to be attacked, ridiculed , and publicly humiliated. Queen Elizabeth I was considered to be more lenient towards witches. Some assume the reason for this is because Elizabeths mother, Anne Boleyn, had been accused of witchcraft and was later put to death. Elizabeth was also highly intelligent for a woman of the time. She had John Dee, an English mathematician and astronomer, as an advisor. Elizabeth herself took an interest in astrology, which some think explained her leniency towards witchcraft (Elizabethan Witchcraft and Witches). Before the Elizabethan Era, in 1486, the Malleus Maleficarum was written by Heinrich Kramer and Jacob Sprenger. The Malleus Maleficarum, which means The Hammer of Witches in Latin, was one of the most well known medieval treaties on witchcraft. The treaty was written to help interregate and convict witches as well as to argue against the beliefs that witchcraft did not exist (The Malleus Maleficarum). In 1566 a woman, Agen Waterhouse, was put on trial in Chelmsford, Essex. She was accused of causing William Fynne to become ill. Fynne later died from his illness. She was also accused of using black magic to kill livestock. She was then blamed for the death of her husband. Agnes was found guilty, and she was hanged. She became the first woman to be executed for witchcraft in England. Elizabeth Francis had been accused of witchcraft at the same time as Agnes but she was not found guilty until 1579 when she and several other women were put on trial and found guilty. In 1882, fourteen women were convicted after being put on trial for witchcraft in St. Osyth, Essex, which seemed to be a common place for accounts of witchcraft at the time. In 1884, a man named Reginald Scot published a book called, The Discoverie of Witchcraft. In this, he stated his beliefs about those who were accused of witchcraft. Scot felt that the punishments were un-christian and he blamed the Roman Church. In 1589, three women were convicted of the practice of witchcraft, Joan Cony, Joan Upney, and Joan Prentice. Cony was a worshiper of satan and was convicted of the murder of Elizabeth Finch. Upney was convicted of murdering Alice Foster and Joan Harwood. Prentice was accused of speaking with satan and murdering a little girl by the name of Sara Glascock. An old woman Alice Samuel was accused of being the reason for the Throckmortan children throwing fits. Then in 1590, when Lady Cramwell, an extremely wealthy woman came to visit Warboys, she claimed that she was being tormented by Alice Samuel in her dreams. In 1593, George Gifford published a book called A Dialogue Concerning Witches and Witchcraft. In this he wrote about the ministerial challenges. He brought attention to the challenges brought by witch beliefs (The Beliefs in the Devil During the Elizabethan Times). Witchcraft is something that has been practiced since the beginning of time. It has been a way for humans, in their own mind, to make sense of what they do not understand, or the unknown. Before society knew anything about medicine, or science, they would make up their own reasoning and share their ideas. Sadly, because of our fear of the unknown, many innocent people may have died in the witch trials and witch hunts. Though now we do not have witch hunts and witch trials, some of the superstitions still stick with us. We also have many more religions and much more diversity in religions. Now we know that the reason for the Black Plague and so many illnesses were related to the lack of cleanliness and knowledge of common medicine of the time, and not because of supernatural beings or witches. The existence of witchcraft in todays day and age depends on how you define it. In the Elizabethan Era it was considered witchcraft just to have knowledge of herbs, which we still use today for many different things including using herbs to make natural healing remedies (Elizabethan Era England Life). There are some people in parts of the world who still identify as witches as part of their religion. However, this is much different than the way witches were perceived in  medieval times and in the Elizabethan Era. Those who identify themselves as witches (Pagan or Wiccan) do not, in any way, worship the devil. In the early 20th century a new religious movement developed known as Pagan Witchcraft. Pagan witchcraft is also known as Wicca. Wicca was introduced by a man named Gerald Gardner. There have been books about the core meanings and rules of this religion but Wicca has changed over time. There are many versions of how Wicca is structured. Because of this, Wicca is divided into sects know as traditions. Normally those who follow the Wiccan religion worship a God and Goddess. However, there are others that have very different beliefs. Some believe in duotheism, monotheism, monism, polytheism, or pantheism. Wicca is a form of modern Paganism. Wiccans perform ceremonies and rituals that they refer to as magic. They also believe the work of magic is through nature and senses and that it is misunderstood by science. Even though in most of todays societies witchcraft is not part of daily life, the witch trials and witch hunts were still a big part of history (Witchcraft in the Elizabethan Age). There were many deaths caused by the Bubonic Plague at the time and because of that more deaths were caused from witch executions. The Bubonic Plague became such an epidemic was because the plague was spread by rats that were infested with fleas that carried the disease. However, during the time of the witch hunts, people thought that cats were associated with witches and their black magic, because of this they also began killing the cats as well as the witches. The problem that came from the decrease in the cat population was an increase in the rat population. This is why some people think that the reason that the  plague became a huge epidemic was because people blamed the witches for the plague and killed many witches as well as cats. The witch hunts eventually ended but the effects of witchcraft made an impact on history, in different ways. Many still take an interest in witchcraft. Some even still believe in magic. Superstitions however, are still alive as ever. They have changed throughout time by being passed down through generations (Superstitions of the Elizabethan Era). Works Cited Elizabethan Era England Life. Elizabethan England Life. N.p., n.d. Web. 07 Mar. 2017.  . Elizabethan Witchcraft and Witches. Elizabethan Witchcraft and Witches. N.p., n.d. Web. 07 Mar. 2017.  . Superstitions of the Elizabethan Era. Graziatripodi. N.p., 22 Jan. 2012. Web. 07 Mar. 2017.  . Witchcraft In Elizabethan England. Witchcraft In Elizabethan England. N.p., n.d. Web. 07 Mar. 2017.  . Witchcraft in the Elizabethan Age . Witchcraft in the Elizabethan Age . N.p., n.d. Web. 07 Mar. 2017.  . The Beliefs in the Devil During the Elizabethan Times. Synonym. Synonym, 25 Aug. 2013. Web. 07 Mar. 2017.  .

The Main Bank Relationship in Japan :: GCSE Business Marketing Coursework

The Main Bank Relationship in Japan First, it is necessary to define what a Japanese â€Å"main bank† is. The â€Å"main bank† is defined as the â€Å"financial group† (â€Å"kinyu keiretsu† in japanese) in the paper. â€Å"Financial group† is defined in principle by the amount of financing that a bank supplies to a particular borrowing company. When a given company has taken out the largest amount of loans from a particular bank for the past three or more years consecutively, the company is viewed as belonging to that bank’s â€Å"financial group.† Nearly all the companies listed in the first section of Tokyo Stock Exchange have a main bank. However, these companies borrow not just from their main bank, but from a large number of other banks and financial institution as well. While the main bank is an important lender, the company must also rely on loans from the main bank’s competitors which in sum far exceed those from the main bank itself. Although the generally accepted notion among researchers in that the main bank relationship in Japan is extremely stable, this evidence suggests that the Japanese main bank is one of much more fluidity than has been generally believed. Now, the paper presents some factors that might account for the actual changing patterns of main bank affiliations. These factors are (a) the uncertainty of companies’ operating performance, assuming the main bank relationship serves an important function of risk-sharing between companies and banks, it can be derived that an increase in the uncertainty of the business environment for a specific industry should decrease the proportion of companies that change their main bank, thus, changes in main bank affiliation will be systematically related to changes in the uncertainty of the performance of corporate borrowers; (b) the history of the main bank relationship, as the accumulated value of the main bank relationship is assumed to be positively c orrelated with the duration of the relationship, the longer a company has continued to maintain a main bank relationship with a specific bank, ceteris paribus, the less likely the company is to break that relationship off; this proposition concerning the changeableness of the main bank relationship is also a testable one; (c) the growth of the borrowing companies, it can be regarded as related to main bank changes in 2 ways: first, the growth of a company raise its

Mencius :: essays research papers

Mencius believes that it is our nature and mind that determine what we are. It is our fate that governs our fortunes and determines our lease on life. Fate was originally a patent to a fief-holder, given by the Son of Heaven as Heaven's deputy to a feudatory. In extended usage it became our lot in life - the fate ordained by heaven. While people guard their minds and determine their conduct, they cannot determine their fate, which is in Heaven's hands. So, Mencius believed that though all humans are innately good, the realization of that good comes with self-cultivation and self-knowledge. Hsun-tzu could not accept Mencius idealistic view of human nature, nor did he believe that Heaven was the sole arbiter of human behavior. He believed that the importance of humankind in the universe is equal to but different from the importance of Heaven and Earth: "Heaven has its seasons, Earth has its riches and man has his culture. This is what is meant by the Trinity." Humanity's fun ction is to utilize the resources of Heaven and Earth to create its own culture. This can be done through the strength acquired from social organization. However, because the social organization needs to be regulated, lest it break down, and because "desires are many, but things are few", Hsun-tzu taught that people need to be restricted and guided by rules and morality. In my view of these two philosophers, I feel that Mencius' views are much more common in most religious traditions today. Mencius beliefs are a lot like Christianity, which is the religion that I am most familiar with. He believes that Heaven is a moral force whose mandate is to be respected and followed by human beings. We follow Heaven's mandate by knowing and nourishing our human nature.

Putting service users at the heart of provision Essay

Anti-discriminatory practice is promoted in health and social care settings through putting service users at the heart of provision, ‘this means to focus on what the person needs and provide is, giving them control and power over their lives, rather than just telling them what services are available.’ (Health and Social Care, Hodder, Rasheed et al, page 27, 2010) The individual is put at the heart of service provision, the health and social care sector needs to, empower individuals, provide active support consistent with the beliefs, culture and preferences of the individual, promote individuals’ rights, choices and well-being and support individuals to express their needs and preferences. All care is centred around the individual’s needs. This means that in a health care setting a care plan will be done with the resident so that the resident feels they have control over their care and the staff would be able to care for that service user according the their preferences, sometimes it not possible for the service user themselves to tell the staff their preferences, this could be because of a disability, such as learning difficulties or someone who has a hearing impairment, then the service user could have a family member or an advocate can speak on behalf of them because if the care worker doesn’t do the care plan with them then this will not empower the service user and their care will not be to their preferences which could be very distressing for the resident. Empowering individuals Empowerment is one of the fundamental principles of care work, empowerment is about enabling people to take control of their lives through choices and be as independent as possible. It is important in a health and social care setting that they make service users feel like they are still in control, giving them choices about their care, even just little things like where does the individual want to sit, will make them feel more empowered and feel less like their life has been taken control of. In these settings staff members will do care plans with the service users to make them feel involved  and like they have control over their care. Even if the care workers don’t totally agree with the service users decisions they can only advise against it and will have to accept and support whatever decision is made by the individual. Service users will feel more valued when they are being empowered. It is also important that staff allow the service user to be as independent as possible and only helping them where it’s needed so that the individual doesn’t feel like there independence has been taken. A difficulty with this could be if a service user lacks mental capacity, and did not have any immediate family around them, then it would be down to the professionals to make decisions about their care, and would choose the best options for that individual concerning their care, so this would mean that the service user might not feel empowered as they are unable to make their own choices. Balancing individuals rights with the rights of others Balancing individual’s rights with the rights of others requires very good organisation, negotiating and communication skills it will also require the support of a network of services with everyone in that service working towards a solution for individual rights. It’s about allowing residents to have a choice, because they have individual rights. an example of this could be if some residents wanted to watch a specific television programme but a couple other residents wanted to watch something else, the staff member would then have to negotiate with the residents and organise a room where the other residents can watch what they wish so that everyone possible is happy with what they are watching. A problem with this could be if the staff member did not have very good communication skills and was not able to negotiate effectively with the service users, because they have a lack of training in this area, to overcome this difficulty employees need to ensure all staff members have up to date and appropriate training so that the staff member is prepared for everything and knows how to balance individuals rights with the rights of others and how to deal with the conflict. Culture and preferences of the individual This means understanding and helping promote the service users culture, religion and preferences, and taking this into account when making decisions in the health and social care setting. An example of this could be if a resident in a care home was a Muslim then the staff members would have to ensure they are able to meet the needs of this faith like that halal meat is available for the resident and there is an area available where the resident can pray if they wish to do so. Also staff members have to support anyone who comes into the service by ensuring they are listened to and receive any support they need with their reading, socialising or personal care and that it is met with sensitivity, some service users may need the support of an advocate if they have communication issues or learning difficulties. The main forms of support may be advice and guidelines, physical support, mental health support, medical and care planning information and social support. A difficulty with this could be that staff members have not been trained in this area, and do not know about how religions and cultures and what their specific needs are. To overcome this difficulty, staff members should have training in diversity, and learn about other cultures so that they are able to meet the needs of individuals. Another difficulty with this could be that the care home may not have a spare room for residents to pray in, if so then care homes can provide a space in the resident’s room, or clear out a room that isn’t necessarily needed so that a praying area is there, also staff members could take residents out of the care home to a mosque, church, or religious setting of their choice, when it is convenient to do so. Supporting individuals to express their needs and preferences This means supporting a service user, who may not be able to communicate effectively, in expressing their needs and preferences so that the service user is happy with the care they are receiving and it meets their likes and dislikes. An example of this could be supporting someone who is deaf, by helping them express their needs and preferences it could mean they would have to use British sign language signers or lip speakers. It is important to keep the individual informed about what is happening to them and what will happen in the future concerning their care, and also services have to make sure the individual can express their needs and preferences. An  interpreter can be used for someone who doesn’t speak the local language of the health and social care setting; this could be a professional or could be a family member or friend. A problem with this could be that if someone who does not speak the local language is a new resident in a care home and has no immediate family, so staff members would struggle to meet the needs and demands of this new service user. To overcome this problem, staff members would have to use an interpreter who spoke both the local language and the resident’s main language. An interpreter can be quite expensive, which is another difficulty the health and social care setting will face, but in some circumstances interpreters are paid for by the NHS, if done privately it can cost a lot of money. Another way to overcome this difficulty if is staff members do small training courses in sign language so they will know the basics for when a service user with a hearing impairment uses that service. If a resident does not speak the local language then a few members of staff could learn the basics in that language so they are able to communicate more effectively with that service user. Identifying and challenging discrimination Within health and social care settings it is important that if any discrimination is identified it has to be challenged immediately, this is so the victim of the discrimination does not suffer anymore and this can be achieved by staff training and development, so that staff have an awareness of what to do if they see any discrimination and gives them a sense of awareness on the subject, telling a high authority like a manager when any rules concerning discrimination are broken by an individual, challenging inappropriate language, challenging any work colleagues who are demonstrating discriminatory behaviour towards another individual or a group of people and also implementations of government policies and guidelines on discrimination. An example of identifying and challenging discrimination would be if a care worker in a care home saw a fellow care worker treating one individual a lot different to the rest in a negative manner, calling them rude names and shouting at them just because they are of different race, then the care worker could either speak to their colleague about this informing them to stop or go to their manager who can then investigate and  take the right measures to ensure the discrimination stops. A difficulty with this could be that a staff member doesn’t have much confidence and feels too scared to speak to their manager about an incident they have witnessed, to overcome this difficulty staff members can use the ‘whistle blowing policy’ Every health and social care setting has a whistle blowing policy which is when a worker reports suspected wrongdoing at work. Officially this is called ‘making a disclosure in the public interest’. A worker can report things that aren’t right, are illegal or if anyone at work is neglecting their duty, this is all done anonymously. Promoting individuals’ rights, choices and wellbeing Active promotion of individuals’ rights, choices and wellbeing can be demonstrated in the way care workers in a health and social care setting work one to one with service users. By offering people a choice related to their care can make a big difference to how that service user feels and responds to the service, as they will feel more in control of their care and treatment, which will empower the individual. Choices from food to personal care are all vital and key to the services offered by health and social care workers, these choices are central to the wellbeing of the individual, such like what clothes to wear that day or what to eat that day, all of this promotes the individuals rights and wellbeing. â€Å"In health and social care, choice is being taken into much wider avenues through the way we access and use the public services available to us† (BTEC National Health and Social Care Book 1, Stretch, page 93, 2007). A problem with this could be that a staff member is not aware of the fact they should offer all service users a choice to make them feel empowered, to overcome this the employee (manager) should ensure that all staff members are appropriately trained in the area, and any new staff members are aware of this, so that all service users can be offered a choice. Another difficulty is that staff members may be aware they have to offer a choice to service users, but may have a bad attitude towards this and purposely not give services users a choice and therefore not empowering them, to overcome this all settings need to keep updating training, and ensure that all staff members are following the rules and regulations of such policies and if they are not to take appropriate  actions. Also to help overcome this difficulty the settings should have copies of some policies on the wall in an office, and the rest available to view by staff members at any time, this will ensure that any queries about policies or Acts, such as the disability discriminatory Act, can be sorted by checking the policy itself or asking a higher member of staff like a manager. All policies must be kept up to date. Policies and procedures Policies and procedures are designed determine all key choices and actions, and all activities take place within the limitations set by them. Procedures are the precise methods that are set in place to express policies in action in day-to-day operations of the health and social care setting. Together, policies and procedures ensure that a point of view held by the higher authority such as a manager of the health and social care setting is turned into steps that result in an outcome compatible with that view. An example of a policy in a health and social care setting would be the ‘anti-harassment policy’, ‘organisations and work places must have a policy in place, by law, which deals with issues of harassment or bullying, whether it is on the grounds of sexuality, race, ethnicity, gender, beliefs, sexuality orientation, marital status or disability’ (health and social care, book 1, stretch, 2012, page 76) this supports anti- discriminatory practice because wh en someone is harassed or bullied it is often on the grounds of discrimination, so this policy is against this happening which will help protect service users when they are in health and social care settings. Another example of a policy or procedure is the ‘Complaint procedures’, all health and social care organisations must have this procedure by law, the procedure states that if somebody complains, they have the right to, have their complaint dealt with efficiently, have their complaint properly investigated, know the outcome of any investigation into their complaint, take their complaint to higher authority and receive compensation if they have been harmed, this will support the anti-discriminatory practice because if someone puts in a complaint about discrimination, or anti-discriminatory practice, then the organisation will have to follow the rules of the complaints procedure so the complaint will  be dealt with properly and hopefully improve the anti-discriminatory practice in that health and social care setting. Also another example for a policy that supports the anti-discriminatory practice would be the ‘Confidentiality’ policy. The guidelines on this are clearly stated in the data protection act. Every health and social care professional will have to make sure they keep information about their service users confidential. The only time that confidentiality needs to be broken is when there is a risk of the individual harming themselves, hides abusive or potentially abusive situations or threatens the life of an individual. This helps support anti-discriminatory because service users will feel like they can trust their care workers and not feel like that care worker will abuse that trust and humiliate the service user by not keeping their information confidential, so the service user will feel no matter who they are the care workers have to keep their information confidential, so they cannot be discriminated against and have their information leaked by care workers.