How to Write a Business Memo

Step by step instructions to Write a Business Memo Step by step instructions to Write a Business Memo A notice (or reminder) is a short archive intended for inward correspondence. In the event that you have to illuminate your representatives or collaborators of something, for example, you may need to compose a business reminder. In any case, how accomplishes this work? In this post, we take a gander at the essentials. Header Information A business reminder ought to distinguish itself, so utilize the heading â€Å"MEMORANDUM† at the top. From that point onward, you have to incorporate four things: The date you are sending the update The memo’s recipient(s) Yourself (i.e., the sender) The subject of the update So on the off chance that we needed to contact our editors, our update may start: The beneficiaries will at that point have the option to see whether it concerns them. Section One: Your Main Point Start your notice by plainly clarifying why you are sending it. It is essential to arrive at the point rapidly here, so center around the most significant subtleties and spare top to bottom data for some other time. Section Two: Supporting Evidence The second †and most likely longest †some portion of your update will be an increasingly point by point clarification of the subject of the reminder. This may include: Pertinent foundation data for setting A clarification of the issue, potentially including a model Any supporting proof required to come to your meaningful conclusion In a perfect world, this ought to be close to a passage or two. On the off chance that you discover you have a great deal of data to convey, you may need to compose a full business report. Be that as it may, you can utilize an update to cause to notice a more drawn out record (e.g., by joining a document or including a URL). Section Three: Closing Statement End your notice with a concise shutting proclamation. On the off chance that material, this ought to incorporate what you need the beneficiaries to do in light of the update (e.g., a game-plan or submitting data). Then again, it can basically be a short synopsis of the key data from the update. Tips on How to Write a Business Memo When composing a business update, make a point to: Utilize a reasonable, brief composing style that is straightforward. Ensure the tone is fitting to the subject. For example, while a reminder about a business choice would be formal and expert, a notice declaring the date of the company’s Christmas celebration ought to most likely utilize an increasingly merry tone. Use arranging, for example, visual cues and leans to help skim perusers. Recall that a reminder isn't a letter. You don't have to incorporate a welcome toward the beginning or a valediction toward the end (e.g., no requirement for â€Å"Dear So and So† or â€Å"Kind regards†). At long last, we’ve made a model reminder to give you what yours strength resemble. Also, don’t neglect to guarantee your reminder is without blunder by having it checked by an expert editor.

Buddhism and Hinduism in comparision Essay Example | Topics and Well Written Essays - 1000 words

Buddhism and Hinduism in comparision - Essay Example It exceptionally mirrors the common topic at the time where Japan invested heavily in its virtuoso through the fields of religion, theory, workmanship, and rich writing. While the essential shade of splendor is seen through the covering to assign in balance the straightforwardness of brilliance through wood cutting, the Hindu figure has, among the respected divine beings Vishnu, Shiva, Krishna, and some others, on the opposite been worked utilizing stone or hard rock medium to improve the correct locus of the perspectives with light. An uncommon model of ‘Vishnu’ situated on a Naga loop under the five hoods of the snake god is stone-made. Found at the Nithyakalyanaswamy sanctuary at Thiruvidanthai, the sculpture is said to date from the Vijayanagara time frame during the seventeenth century. As opposed to the standing situation of the Bodhisattva of Compassion, Vishnu is delineated sitting in a casual stance to imply a quality of thoughtful statures accomplished. This â €˜Vishnu on Naga Coil’ is very much embellished instead of the plain appearance of the Buddhist figure. Being considered as the ‘Supreme god’ in the Vaishnavite convention of Hinduism, the emblematic sculpture reflects him as the all-invading quintessence everything being equal and this is a solid ground for chiseling Vishnu in a way that displays subtleties wealthy in embellishments and are characterized under impeccable human highlights, aside from bearing four arms. Not having any earth-related item by him proposes how Vishnu’s state is one that is seriously far off from men and this further demonstrates no indication of quietude not at all like on account of the bodhisattva. In spite of the fact that his godliness transmits richness of things by which he could continue and oversee the universe as the ‘Preserver’, the model apparently comes up short on the substance of virtue. In one of the adjustments made for the structure of Vishnu wi th a similar snake divinity, the nearness of Lakshmi, his associate, vigorously covered with gold out and out gives an indication of extraordinary riches and influence. Its luxurious formation of bends and lines decorated on the brilliant stone medium happen to portray undying ownership of power and matter, rising above the noteworthy thought behind hopelessness or enduring, a significant part in Buddhist guideline of achieving unadulterated eternality. Such plan with Vishnu and comparable Hindu divine beings reflects the proportional viewpoint in Indian culture of watching bright happy conventions having large amounts of food, apparel, functions, and different stuffs of different sorts. Then again, Though the ‘Eleven-Headed Bodhisattva of Compassion’ fundamentally comprises of wood, the refined carvings and the face which seems to have a mix of gold and bronze outer covering, planned to realize an entirely basic shading, recommends inconspicuous noticeable quality whil e portraying the reason for distinguishing a bodhisattva naturally. The smooth lines of the figure were molded to such an extent that the strokes radiate a character with humble motion, one with which no hint of inflexibility can be recognized. Without obvious edges in its shape all through, the eleven-headed Kannon might be promptly professed to have been so purposefully brought to the gentlest of structures. ‘Eleven-Headed Bo

SIPA welcomes Eric Verhoogen as vice dean COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA welcomes Eric Verhoogen as vice dean COLUMBIA UNIVERSITY - SIPA Admissions Blog Position is responsible for faculty recruitment and faculty development Eric Verhoogen, an associate professor at SIPA and in Columbia’s Department of Economics, has been named as SIPA’s new vice dean for academic affairs by Dean Merit E. Janow. As vice dean, Verhoogen will be responsible for faculty recruitment and faculty development. He replaced Miguel Urquiola, who held the role for three years, on July 1. “Since joining the SIPA faculty more than a decade ago, Professor Verhoogen has distinguished himself as a scholar, teacher, and colleague, and also as a leader in the creation and ongoing work of our  Center for Development Economics and Policy  (CDEP),” Janow said. “As vice dean, he will play a central role in the School, and I look forward to collaborating with him to further enhance SIPA’s standing as a leading center for research and education on global policy issues.” “Im excited to be taking on the job of vice dean,” Verhoogen said. “SIPA’s faculty are already world leaders in a number of important intellectual areas, and I look forward to continuing to broaden and deepen our faculty and building on our existing strengths.” A leading scholar of development economics, labor economics, and international trade, Verhoogen joined the Columbia faculty in 2004 and became a tenured associate professor in 2010. He received the SIPA Award for Outstanding Teaching in 2007. As the co-director (and former founding director) of the Center for Development Economics and Policy, Verhoogen helps lead the Center’s important research into poverty reduction, human capital, innovation, and conflict in developing nations. Among his many activities outside of Columbia University, Verhoogen serves on the board of directors of the Bureau for Research and Economic Analysis of Development (BREAD), the leading network of development economists, and is a research program director of the International Growth Centre, an international research consortium. From 2009 to 2013 Verhoogen was co-editor of the Journal of Development Economics, the top field journal in development. Verhoogen holds a PhD in economics from the University of California, Berkeley, an MA in economics from the University of Massachusetts Amherst, and an AB in history and science from Harvard University.

Getting a Job in the Videogame Industry

When the video game industry started, back in the days of Pong, Atari, Commodore, and of course, the coin-op arcade, the majority of the developers were hardcore programmers who became game developers because they knew how to work in the language of the machines at the time. It was the generation of the mainframe programmer and the self-taught hobbyist turned pro. As time went on, traditional artists, designers, quality assurance, and other personnel became part of the development process. The concept of game developers being limited to elite coders began to fade, and the term game design became formalized. Beginning as a Tester Testing games for money have been a dream job for countless teens. For a while, testing was a viable path for the industry, although many quickly realized that it wasnt the job they imagined it would be. This path  worked for quite some time, but as game design, development, and publishing grew into a multibillion-dollar industry, the potential game designer needed more formal training and the office became a more professional setting in the times past.  It is still possible to progress from tech support or quality assurance into the development, but doing so without higher level education and training has become a rarity inside the big development companies.   QA and testing were once considered a no-qualification-required or entry-level job, but many publishers and developers have test teams with higher education and even development skills as well. Applying for Development Positions Getting a development position isnt just a matter of having some programming or art classes on your resume. Long, sometimes multi-day interview processes  stand between the aspiring developer and their dreams of making games. Questions you will want to ask yourself: Programmers: What titles have you shipped? If youre still a college student, what was your final project? Have you worked in a collaborative programming environment before? Do you know how to write clean, concise, documented code? Artists: What does your portfolio look like? Do you have a solid command of the tools you use? Can you take direction well? How about the ability to give constructive feedback? Game designers or level designers: What games are out there that youve made? Why did you make the decisions you did about gameplay, level flow, lighting, art style, or anything else that you did to make your game unique? Those are the easy questions. Programming interviews frequently involve having to stand up in front of your potential coworkers at a whiteboard and solve logic or programming efficiency problems. Level designers and artists may have to talk about their work on a video projector in the same sort of environment. Many game companies now check for compatibility with teammates. If youre not able to communicate with your potential peers, you may lose the chance at a job that youd be perfect for. Independent Development The recent rise of independently developed and published games has opened a new path for those looking to get into the game industry—but this is not an easy route by any stretch of the imagination. It requires a significant investment of time, energy, resources, and a drive to face a very competitive market. And most importantly, it requires that you know how to fail, and despite this to get up and move on to the next project until you make it.

Analytical Essay on The Notebook Film - 744 Words

In the early 1900’s silent films amazed audiences with images, later talkies impressed with sound, today we have 3D. As technology continues to evolve so too will film genres. Genres, while having some shared characteristics, also differ in terms of stylistic devices used. For instance, the dramatic film â€Å"The Notebook† effectively uses color to reinforce theme and has plausible performers as the two main protagonists. â€Å"The Notebook† directed by Nick Cassavetes in 2004 tells the story of a couple’s fifty year long love affair and its trials and tribulations. The film begins in a nursing home where an old man (Noah) reads a book to an old lady (Allie) suffering from Alzheimer’s. Noah, a poor country boy, and Allie, a rich city girl, meet†¦show more content†¦Their facial expressions, gestures and movements make audiences empathize with the protagonists. In the scene of their first quarrel Rachel McAdams cries, sobs, portrays despair and pleads to stay ,as realistically as if she feels her character’s emotions. In scenes of happy moments she smiles and laughs sincerely, like when she listens to Noah (Ryan Gosling) sitting next to her. Ryan Gosling also demonstrated his acting talents in the movie. His character is very romantic and faithful and the actor expressed these traits very well. For instance, in the scene he first meets her he looks at her with lovi ng eyes, his eyebrows are raised a bit as he cannot stop admiring her. When other women try to talk to him, he lets them see their attempts are futile via tone changes and hands crossed on his chest, which express his love and faithfulness. Such a realistic actors’ performance reinforces the dramatic plot. Warm and pastel colors predominate in †The Notebook†. The creators intended to reinforce the theme also by means of colors. Episodes, in which Allie and Noah are together, have more white, beige, pink, light blue and green. For instance, Noah painted the house he restored in white color; the sky is clear and blue when they are together. The white color of the house represents purity of Noah’s love and his devotion to Allie, and the clearShow MoreRelatedQuestions On Lesson Construction Template1111 Words   |  5 Pagesand Objective Plan, plan and plan some more. That’s basically what a good writer has to do. Along with deciding on a purpose and genre, a writer has to consider who will be reading the piece and how he will present the main idea. When you write an essay or paper, you too must think about these things. Link: https://pixabay.com/static/uploads/photo/2015/07/10/13/59/leave-839225_640.jpg Today s lesson objective is: Students will identify and introduce the topic for the intended audience. ThinkRead MoreReflective Essay2018 Words   |  9 PagesACCG 399 – Accounting in Context ACCG 399 Reflection Learning Log and Essay This reflection learning log and essay guide is a helpful learning tool for you to access when you are completing your learning log and also your reflection essay. It provides you with an introduction to the purpose for setting a reflective piece of work and the benefits this produces for you. It provides activities to help you along the way (see separate guide â€Å"ACCG 399 Developing a Reflective Capacity Guidance†) andRead MoreExample Research: Critical Discourse Analysis9514 Words   |  39 Pages18 Critical Discourse Analysis TEUN A. VAN DIJK 0 Introduction: What Is Critical Discourse Analysis? Critical discourse analysis (CDA) is a type of discourse analytical research that primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk in the social and political context. With such dissident research, critical discourse analysts take explicit position, and thus want to understand, expose, and ultimately resist social inequalityRead MoreBook to Study English for Chemistry12934 Words   |  52 PagesORGANIC CHEMISTRY 10 Carbon Facts Comparison of Adjectives Organic Nomenclature Word Order 47 Unit 8 ENVIRONMENTAL CHEMISTRY Environmental Chemistry Green Chemistry Twelve Principles of Green Chemistry Hazard Symbols Relative Pronouns 54 Unit 9 ANALYTICAL CHEMISTRY Titration Mathematical Operations Flame Tests Articles 61 Unit 10 EVERYDAY CHEMISTRY Everyday Chemistry Modal Verbs Abstract 69 Bibliography 76 4 INTRODUCTION The following material has been created during the two years of teachingRead MoreCommunication Studies Syllabus- Caribbean Students12029 Words   |  49 Pages c) Word choice. d) Spelling. e) Punctuation. f) Pronunciation. g) Enunciation. h) Revising and editing drafts. 2. Comprehension a) Levels: literal, interpretive, analytical, application, synthesis, evaluation. b) Modes: i) efferent – focus on informative statements; ii) aesthetic – focus on expressive/empathetic language; listening and reading; iii) critical –Read MoreFrom Salvation to Self-Realization18515 Words   |  75 PagesTherapeutic Roots of the Consumer Culture, 1880-1930 T. J. Jackson Lears Lears, T.J. Jackson 1983. From salvation to self-realization: Advertising and the therapeutic roots of the consumer culture, 1880-1930. In The Culture of Consumption: Critical Essays in American History, 18801980, ed. by Richard Wightman Fox and T.J. Jackson Lears, New York: Pantheon Books, 1-38. Reprinted with the permission of the author. 1On or about December 1910, Virginia Woolf once said, human character changed. ThisRead More111135197X 38570 Essay example17696 Words   |  71 Pagesstudied more before taking it. I 4. She must have forgotten our meeting yesterday because she never showed up. I 5. Zhang Wei is not in class. He could have overslept and missed the bus. B (page 76) 1. Students must complete all of their essays to pass the class. 2. Mike can complete all his classes for graduation next semester. 3. I should have bought a present for my brother’s birthday, but I forgot. 4. I should pass this class if I do well on the final exam. 5. My parentsRead MoreLogical Reasoning189930 Words   |  760 Pagesduring the course, you will improve the following skills: ï‚ · ï‚ · ï‚ · RECOGNITION of arguments EVALUATION of arguments CREATION of arguments â€Å"Critical thinking is skeptical without being cynical. It is openminded without being wishywashy. It is analytical without being nitpicky. Critical thinking can be decisive without being stubborn, evaluative without being judgmental, and forceful without being opinionated.† --Peter Facione Glossary argument An argument is a conclusion backed up byRead MoreMba Solved Assignment Papers52670 Words   |  211 Pagesattention: -Memo from the Chief Executive Officer -Evaluation of Services of the Benefits Office -Your Opinion About Financial Services -Free T-shirt -Win a Trip to Paris -Please Respond By Friday -Free Subscription -Win a notebook computer 15. Cover memo or introduction Once a recipient opens your survey, you may still need to motivate him or her to complete it. The cover memo or introduction offers an excellent place to provide the motivation. A good cover memo orRead MoreDeveloping Management Skills404131 Words   |  1617 Pages168 How Creative Are You ? 169 Innovative Attitude Scale 171 Creative Style Assessment 172 SKILL LEARNING 174 Problem Solving, Creativity, and Innovation 174 Steps in Analytical Problem Solving 174 Defining the Problem 174 Generating Alternatives 176 Evaluating Alternatives 176 Implementing the Solution 177 Limitations of the Analytical Problem-Solving Model 178 Impediments to Creative Problem Solving 178 Multiple Approaches to Creativity 179 Conceptual Blocks 183 Percy Spencer’s Magnetron 185 Spence

Similarities Between Evolution And Evolution - 1636 Words

About the 6th Century, people in Ancient Greece began thinking about their origins. Ever since that time, we have been struggling to find a universal reason as to how the world came into being. Originally the Christian view of a Creator God was accepted, but when the world became more secular, evolution began to arise. Only one can be right, so which one is it? This paper is going to use science to answer this long wondered question. By looking at evolution through the scope of common ancestry, problems with genetic similarities to apes, evolution occurring today, and the fossil record, ***fix according to Mrs. Johnson***point out the flaws in evolution while the universal code of DNA and the complexity of organisms points to a creator. **Cite WH book Common Ancestry, also known a common descent, is the idea that everything evolved from one single ancestor (Levine and Miller pg#). This theory relies on the fossil record being in a certain order, evolution occurring today, and having genetic similarities to animals. Fossils do not lie, which is why many scientists search nature’s records for the answers to questions about our ancestry including finding a link between humans and apes along with searching for evidence to support the evolutionary timescale. Cite In order to prove evolution from a common ancestry standpoint, you need to have proof of apes gradually turning into humans. Some of the phases were said to be found, but science was still missing the critical stages.Show MoreRelatedEvolution Is More Correct Than Creationism1196 Words   |  5 PagesWhy Evolution is More Correct than Creationism Would you believe that humans and other primates have a common ancestor? Would you believe that you evolved so much that your appendix is a useless organ? Evolution has all of the answers to these questions. However, Creationism doesn’t have all of the answers. Over 60 percent of people believe in evolution. Why shouldn’t you? Evolution is defined as â€Å"the slow process by which changes in plants and animals happen over time† (Webster’s Dictionary)Read MoreSimilarities And Differences Between Rusingoryx And Hadrosaur Dinosaurs933 Words   |  4 Pageslinks between Rusingoryx and hadrosaur dinosaurs. Palaeontologists have found skull of ancient wildebeest, hollow dome that makes a crest on top of the animal s skull. Nasal dome is completely new structure for mammals. Paleontologists say that a â€Å"Pleistocene antelope with a bony nasal crest like that of some hadrosaur species is a surprising example of what’s called convergent evolution.† (Strickland, Feb.4, 2016, para. 2). This convergent evolution can be explained by the similarities in theRead MoreOrigin Of Life On Earth And How Biological Populations Have Changed And Developed Over Successive Generations1635 Words   |  7 Pages The theory of evolution discusses, with considerable proof, the history of life on earth and how biological populations have changed and developed over successive generations. Despite the abundance of evidence for evolution, both scientific and physical, some still doubt the validity of this theory. However, once compared with the alternative theory of creation, it is apparent that evolution is the most probable explanation for the origin of life on earth, to date. This essay will explain a handfulRead MoreInherit The Wind, By Charles Darwin1585 Words   |  7 Pagesthings are, to some degree, related? Yes. To further explain, evolution is a theory that states that organisms have diversified or in other words, have changed into a more complex living thing. In the book Inherit The Wind, the townsfolk of the play disagree heavily with the theory of evolution. Common ancestry is the theory that states that all living things share a common ancestor or common descendent, which then ties into evolution. Speciation, both allopatric and parapatric, show evidence forRead MoreEvolution And Evolution Of Evolution1054 Words   |  5 Pages Evolution is something that can be taken into different meanings, from the way you live. Some people can accept evolution and some can’t. The meaning of evolution is the way a different animal or species came to be, and how they are linked to a different of species that all share a common ancestor (an introduction to evolution). There is a lot of evidence to shows that evolution is can be proven like DNA Sequences, Fossil Records, Cladograms, and analogous/homologous structures, because there areRead MoreAnalysis Of The Annenberg Learner, Video On Demand Series Session 6981 Words   |  4 PagesIn the Annenberg Learner, Video on Demand series session 6, Evolution and the tree of life, various professors or scholars discussed the evolution of life. The session began with a beautiful photograph of Harvard University of Natural History. Next, a narrator introduced the Museum of Comparative Zoology located in the basement of Harvard. The basement holds the reptile and amphibian collection. The narrator pointed out that the century old jars containing specimens of bodies along with theirRead MoreWhy Evolution Is True. Oakley T. Lowe. St. Leo’S University.1263 Words   |  6 PagesWhy Evolution Is True Oakley T. Lowe St. Leo’s University  Abstract Throughout history, there has been a major debate on the theory of evolution. Is it true? The term evolution has been defined many ways, and for the purpose of this paper, I will use the fourth definition from the Merriam-Webster dictionary. â€Å"Evolution is the descent with modification from preexisting species:  cumulative inherited change in a population of organisms through time leading to the appearance of new forms:  the processRead MoreHow Organisms Evolved From a Common Ancestors1101 Words   |  5 PagesOne of the most important principles of biology is the main idea of evolution. This theory states, â€Å"that all living organisms have evolved from a common ancestor through natural selection acting on hereditary variation† (Reece, 2011). Many people today, know humans have evolved from a common ancestor; but they do not recognize the importance of it. Everyone should be educated about how organisms evolved because humans have evolved throughout many centurie s. Charles Darwin had many theories thatRead MoreHuman Primates And Human Primate1661 Words   |  7 Pagesthat research on non-human and human primate can somehow explain the theory behind evolution. In addition to the different reading materials we had in class we also watched several movies displaying different behaviors of non-human primate and human primate. With that saying, I developed a thesis statement, despite its differences and similarities between non-human primates and human primates behavior, can evolution be understood differently when comparing the two through various readings, moviesRead MoreEssay on The Debate on Evolution as a Natural Process651 Words   |  3 PagesEvolution is said to have many definitions. There has been much debate over what the term actually means. To most, evolution is defined as a complex process of development over time. Evolution is a natural process. The topic of evolution is not at all simple or just black and white. It is a subject, which people have spent their whole lives studying. Not only is there biological evolution, there is cosmic evolution and natural evolution. We witness evolution every single day. It is the one thing

St. Thomas Aquinas free essay sample

AP European History May 14, 2011 St. Thomas Aquinas: The Summa Theologica St. Thomas Aquinas’s â€Å"The Summa Theologica† is a document meant to summarize the difference between divine laws and human laws. This document explains whether these two types of laws are just or unjust. Aquinas demonstrates how laws are the reason for the common good which is made by those who care for their community, and how all the laws come from divine reasons which according to the document are understood by men. The first part of this document analyzes how laws are just or unjust depending on the impact they have on our conscience. Aquinas seems to represent the idea that just laws are in our minds because they are the laws of God and they are just depending on three things; the purpose they have, the authority of the law maker, and their form (Aquinas 1). The author makes it clear that laws are also just when their main purpose is the common good, when the person that makes the law doesn’t surpass his rights when making that law, and when a person and everything they own belongs to the community. Finally, there are laws that burden one set of people and do not burden the others equally and these are the just and legal laws that stay in our minds. The second part of this document explains how laws are unjust because they go against the human good. A ruler can sometimes impose laws that are not good for the society but only good to himself, and also he might try to go beyond his own power in order to make those laws. Aquinas mentions, â€Å"Or, a law in its own form may look toward the common good, but not impose burdens which have a due proportion to the positions of the subjects within the community† (Aquinas 2). This quote means that a law might seem like it has a good purpose but it has no burden and this affects the people in the community. According to St. Augustine a law that is not just is no law at all. As a result of this, these laws do not stay in your conscience, except at times when you need to avoid conflict because is still the law and it needs to be followed. Matthew stated, â€Å"If a man†¦Take away your coat, give him your cloak also; and whoever forces you to go one mile, go the second within† (Matthew 2).This quote seems to explain that if someone takes something away from you, you should give him more than what he asks for and make it harder on yourself, and if they force you to do something go beyond what they forced you to do. Laws can be unjust and not good when they oppose god’s divine laws. Such laws include the ones made by tyrants, the ones that make you love other things more than God and the ones that oppose the divine laws. These laws should never be followed because according to the Acts the Apostles said that we have to obey God instead of men.In this document Aquinas gives three objections concerning these laws. The first objection he makes is that that human law never stays in a man’s mind because a person with a weaker power can’t enforce power on a higher one and that also the highest power is still beneath God’s power. His objection is also saying that no matter what the human law is, it still can be buried inside a person’s conscience because it is influenced by the divine law (Aquinas 1).Aquinas replied to this by saying that the Apostle Paul once said that all human power derives from God, and that because of this any person who resist God’s laws and commands will gain a guilty conscience. The second objection the autho r made was that the decisions we make are based on the influence the commandments of God has upon us. In some occasions God’s commandments are made useless by human laws. Some traditions have destroyed the main reason why God laws are there in the first place by making them infective, and as a result of this these laws do no stay in our conscience (Aquinas 1).Aquinas replied to this by saying that there are laws that oppose to God’s commandments and that these commandments are way beyond the extent of men’s power, hence we should not obey human because they oppose God’s. The last objection made by this author was that human laws make men lose his personality and brings him harm, and that they don’t stay in our minds because we know that is common sense not to do certain things in life that create oppression and violence.For example, we know that one of God’s commandments says that we should not kill and as soon as we gain conscience of life this stays in our minds. Aquinas replied to this objection by saying that is true and that if men dis obey unjust laws he can avoid a greater consequence. According to Aquinas changing a law should only be done when the new one benefits towards the common good. However, changing these laws will affect society and the common good because we are already accustomed to these laws whether they are good or bad.When a society sees that laws are being changed they are going to think that things can be easily changed from now and on and that’s not a good thing. When any law is changed the power of that law decreases as well as the custom. As result of this human laws shouldn’t be changed unless it benefits the common good and if it fixes what the last law was doing wrong. These laws are changed only when the common good is rewarded by the new law and the benefits are obvious, or because the last law is so unjust that it needs immediate change. (Aquinas 1). To conclude, â€Å"The Summa Theologica† by St. Thomas Aquinas delineates the difference between secular laws and holy laws, and how they both affect the common good of the people. One point made by Aquinas that applies to a historical event is when a ruler imposes troublesome laws that are not for the common good but rather for the ruler’s own selfish needs, and this perfectly applies to King Henry VIII who was a tyrant and an absolute king. He separated the church of England from papal authority and declared himself as the supreme head of his nation’s church. Any who stood in his way suffered greatly sometimes often with their lives.

Ritzer and Zelizer Exploration of Webers Socialist Theory

Contemporary applications to Weber Ritzer (2010) and Zelizer (2002) explore Max Weber’s perceptions of the socialist theory. The authors offer insightful analysis of the modes of production and consumption in various economies. In actual sense, they effectively and critically analyze the Marxist socialist theory by giving a straightforward explanation of how different modes of production and consumption transform the lives of people in diverse societies.Advertising We will write a custom essay sample on Ritzer and Zelizer Exploration of Weber’s Socialist Theory specifically for you for only $16.05 $11/page Learn More On the other hand, it is relevant to note that Weber explains how various modes of production such as capitalism and communism often lead to social stratification (Ritzer, 2010). It is apparent that Weber does not support these modes of production owing to their demeaning nature. In the theory, he concentrates more on the issue s regarding class and social inequality. He observes that the amount of wealth determines the degree of power held by an individual. Besides, power dictates the class and overall wellbeing of an individual in society (Ritzer, 2010). Weber admits that the aspect of social stratification is the main cause of inequality bearing in mind that the rich and powerful individuals exploit the less fortunate people in society. In other words, exploitation seems to be the worst impact of a society that has been socially stratified. This paper offers critical analyses of Ritzer’s and Zelizer’s opinions on Weber’s theory by examining the strengths and weaknesses as evident in their respective texts. A brief overview and comparison of the texts Ritzer (2010) in his text â€Å"Enchanting a disenchanted world: Continuity and change in the cathedrals of consumption† explains that various means of consumption always compete against each other. Hence, it is the reason why pe ople engage in destructive and reckless means of creating surplus wealth. This type of destruction eventually results into rationalization of new means of consumption and production whereby powerful individuals continue to create more wealth. However, the less fortunate people resort to the art of consuming finished products.  On the other hand, Zelizer (2002) in his book â€Å"Kids and Commerce† expounds that inequality caused by social stratification usually results into early engagement of children in economic activities. In fact, child labor is a direct product of inequality in society. The author laments that compelling children to hard labor is morally wrong and unacceptable. Zelzier (2002) also examines how children participate in the processes of production, distribution and consumption. In addition, the author highlights some of the consequences of involving children in under-employment.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Upon critical review of the texts, it is notable that the authors use different perspectives to examine Weber’s arguments on the division of labor and modes of production. For instance, Ritzer (2010) scrutinizes Weber’s social theory from a broad perspective. The author does not just focus on the division of labor in his discussion. He also examines how various modes of consumption affect society at large. Contrastingly, Zelizer (2002) is quite categorical on the issue of dividing labor as part and parcel of improving the pace of production. His arguments revolve around child labor. He keenly links his ideas with various modes of consumption and effects of child labor. The author is also emphatic that child labor negatively affects the growth of an economy (Zelezer, 2002). He points out that child labor differs significantly across different categories of social groups. In some cases, children participate in t he consumption and production processes as organizational agents. Besides, some children play the role of household workers (Zelizer, 2002). At this point, it is agreeable that Ritzer extensively explores and scrutinizes Weber’s theory since he captures almost every aspect of the theorist’s opinions. However, Zelizer restricts the discussion to labor relations. Strengths in the texts After thorough review of the given literature, it is evident that Ritzer (2010) keenly elaborates the aspect of consumption as highlighted in Weber’s socialist theory. He carefully analyses and relates the contemporary, provocative and interesting trends of consumption as depicted by Weber. The author also elucidates that people often familiarize themselves with new modes of consumption according to how they are impressed by emerging trends. Ritzer also employs several illustrations in his analysis. These enable the reader to understand and appreciate the ideas portrayed by Weber. F or example, Ritzer gives a piece of architecture as an example of the â€Å"cathedrals of consumptions.† The latter appears to be one of the most unsettling aspects of his argument. Moreover, new systems of consumption are clearly developed and elaborated by Ritzer. It is irrefutable that Ritzer’s text is very engaging and interesting to read.Advertising We will write a custom essay sample on Ritzer and Zelizer Exploration of Weber’s Socialist Theory specifically for you for only $16.05 $11/page Learn More On the other hand, Zelizer (2002) is very specific on the issue of division of labor. It is one of the aspects addressed by Weber. The author restricts his discussion onthe theme of labor and as a result, he is in a position to explore the subject matter deeply. He also addresses the menace of child labor. This allows him to seize an opportunity to examine and critically discuss how various economic activities carried out by child ren affect the growth of an economy. He also examines the organization of children’s labor by providing an exemplary review of child-centered trends of production, distribution and consumption (Zelizer, 2002). This text provides extensive discussion on characterization and organization of child labor. Weaknesses in the texts Ritzer’s text is very dense even if it is engaging and enlightening,. As a matter of fact, the author tries to paint a landscape of Weber’s opinions by illustrating the element of consumerism. Some parts in the text and specifically areas that cover social stratification and consumerism compel the book to appear a bit rambling. In actual sense, the book is quite wide and may impede the reading spirit of individuals who prefer short texts. At some point, a reader becomes uncertain of the author’s arguments owing to numerous illustrations and discussion points. In regards to Zelezer‘s text, it is apparent that it lacks linear argu ments. This author extends his analysis by discussing child labor instead of focusing on Weber’s arguments on the division of labor. This text is expected to critically acknowledge or criticize Weber’s social theory. However, numerous deviations in course of the analysis may easily lead to poor understanding of the contents. Moreover, the author does not effectively capture numerous modes of consumerism that usually lead into child labor. In conclusion, Zelizer’s and Ritzer’s texts are generally engaging, informative, realistic and enlightening especially on contemporary issues such as consumerism and division of labor. However, both texts can still be improved based on the comments posted in this critical analysis. Needless to say, all the key issues addressed in Weber’s social theory should have been analyzed by both texts.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Ritzer, G. (2010). Enchanting a disenchanted world: Continuity and change in the cathedrals of consumption. Thousand Oak, CA: Pine Forge Press. Zelizer, V. (2002). Kids and commerce. Childhood, 9(4), 375-396. This essay on Ritzer and Zelizer Exploration of Weber’s Socialist Theory was written and submitted by user Delaney U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Cuban Missile Crisis, 1962 Essays

The Cuban Missile Crisis, 1962 Essays The Cuban Missile Crisis, 1962 Essay The Cuban Missile Crisis, 1962 Essay Cuban Missile Crisis is based on major conflict between the United States and the Union of Soviet Socialist Republics (USSR), which was over Soviet-supplied missile installations in Cuba.It was regarded as the worlds closest approach to nuclear war. In 1960 Soviet Premier Nikita Khrushchev began plans to supply Cuba with medium- and intermediate-range ballistic missiles. It would put the eastern part of the United States within range of a nuclear missile attack.Khrushchev incorrectly assumed that the United States would take no action.When questioned they denied that any missiles were being supplied to Cuba. By the summer of 1962, U.S. spy planes that were flying over Cuba had photographed Soviet-managed construction work and spotted thefirst ballistic missile on October 14. U.S. President John F. Kennedy consulted secretly with his advisers discussing options to take invasion, air strikes, a blockade, or diplomacy. On October 22, Kennedy announced that there is a naval blockade to prevent the arrival of any more missiles. He demanded that the USSR take apart and remove all the weapons. He also declared a quarantine zone around Cuba, within which U.S. naval forces could intercept and inspect ships to determine whether they were carrying weapons. For several days Soviet ships going to Cuba avoided the quarantine zone, and Khrushchev and Kennedy communicated through diplomatic channels. Khrushchev never kept to the same goal, sending a message on October 26 in which he agreed to Kennedys demands to remove all missiles, and then the following day he tried to negotiate other terms. Kennedy responded to thefirst communication, and on October 28, Khrushchev agreed to dismantle and remove all the weapons from Cuba and offered the United States on-site inspection in return for a guarantee not to invade Cuba. Kennedy accepted and halted the blockade. Cuba was angry at Soviet submission, they refused to permit the promised inspe

Sexeducation Speech or Presentation Example | Topics and Well Written Essays - 250 words

Sexeducation - Speech or Presentation Example The Problem Sex education is a major issue all over the world. The most widely debated point is whether to educate children about sex. Why do children need to know about sex? Should children learn about sex? At what age should they learn it? All of these questions are hotly debated. This topic has its pros and cons like any other topic, but which arguments are the most convincing? Let’s take a look at the way sex education is handled in two different cultures: American culture and Arab culture. Most people in the United States learn about sex in school, but in Arab culture they are more likely to learn from their parents. I think that makes a big difference. Where and how young people first learn about sex is very important. Bad sex education at an early age could lead to many problems. Fortunately, there is a solution. When introducing young people to a new idea, it’s important to be cautious and make sure they are ready. For example, you shouldn’t teach a five- year-old about the specifics of sex that he isn’t yet ready to understand any more than you would try to feed a baby solid foods before he is able to chew them. Kids should be guided into the topic at a pace that they can understand. It’s important to teach kids about sex carefully, in small steps.

Criminology 1 question future crime Essay Example | Topics and Well Written Essays - 500 words

Criminology 1 question future crime - Essay Example However, contrary to the thought that development would also make man wiser, it becomes clear that man is losing his insight of moral values. This fact is evident from the ever increasing crime rates all over the world. Man has proved to be capable of committing heinous crimes that are beyond the understanding of certain individuals. What one cannot even imagine, the other is capable of executing, this emphasizes the fact that every man is different from the other. With the advent of the computer age, criminal activity has escalated to another level. In the past, various crimes known to exist were those such as theft, homicide, human trafficking, child and women abuse, juvenile delinquency and so on. However, now with the invention of internet, computer and such other electronic devices, people have left the realm of real world. Whatever they do now, it is always encompassed within the digital world. Therefore, there emerges a whole new possibility of crimes in the modern day as well as in the future. Since the emergence of internet, various crimes have started taking toll on unaware victims and these crimes are known as cyber crime. Therefore, it can be said that future crimes will definitely be directed towards the digital world. The different types of crimes in this field are insider crime, hacking, spam, fraud, cyber terrorism, drug trafficking â€Å"telecommunications fraud, online pedophilia, high-tech espionage† etc (Hagan, 2011). Though the present data provides an insight into the trends of crime to a certain extent, â€Å"they are limited in forecasting crime† (Schafer, 2007). However, various researches and studies based on criminology as well as the modern lifestyles have led to different predictions of future crimes. It is predicted that â€Å"illegal marketing of human parts† will increase substantially, â€Å"employee computer crime† will be on the rise with

Recognition of Types of Abuse and Neglect

Recognition of Types of Abuse and Neglect Current guidelines and safeguarding concerns Recognition of types of abuse and neglect. My setting is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. They are committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to. The Staff have undertaken relevant and up to date safeguarding and child protection training through induction and specific safeguarding training as required by the London Borough of Islington. Training for all staff is updated every three years as required and every two years for the designated officer. Agency staff, volunteers and students are also briefed on their roles and responsibilities during their induction to the setting which covers how to identify signs and symptoms of abuse and how to share their concerns with the designated safeguarding person (Bennett Court Playgroup). Bennett Court playgroup are committed to safeguard and protect children. Children have the right to freedom from abuse and harm. They work with children, parents/carers and the community to ensure the rights and safety of children and to give them the very best start in life. Bennett Courts Safeguarding and Child Protection Policy is based on the London Child Protection and Safeguarding Children Procedures (LSCB 2013) and in line with Islington councils Early Years Safeguarding and Child protection procedures and Guidance (2011) along with the Working Together to Safeguard Children (DCSF 2013). Children with Special educational needs are welcomed and supported to make a smooth transition to the setting by discussing how they can best meet their needs, gain the appropriate support and services before starting the setting   (Bennett Court Playgroup). Please see (Appendix 2) for current procedures meeting the Safeguarding Children and child protection requirements. Whistleblowing is when a member of staff, in any line of work provides information of improper and unacceptable behaviour within a setting against an employee, other working professionals or a member of the public. An example of improper or unacceptable behaviour may be when someone is discriminating, bullying or harassing their colleagues and/or others. Within legislations whistleblowing is known as The Public Interest Disclosure Act 1998. This act is to safeguard employees that may be experiencing types of prejudice, disadvantages or harm during their employment or they may be disregarded by their employer if they have disclosed information in obedience to the legislation (Brookes, 2015). My setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. they welcome suggestions on how to improve the setting, will give prompt and serious attention to any concerns about how the setting is run (Bennett Court Playgroup). Any concerns of bad practice should be managed appropriately before whistleblowing is needed. When staff are made to feel openly comfortable raising concerns about bad practice within the setting during staff meetings and under constant supervision, this will allow bad practices to be revised and modified before any types for cause of concern will result in harm towards a child and/or member of staff/public. Any member of staff involved in whistleblowing within the setting holds the responsibility to be able to indicate the bad practice, be able to record and report factual information of the incident to required parties for e.g. your manager or agencies like Ofsted and childrens social services, keeping copies of all relevant information shared between agencies and ensuring to follow the settings procedures for complaints, please see (Appendix 3) for my settings complaints procedures. Practitioners must follow the whistleblowing procedure whether or not they will be treated differen tly or become involved in conflict with other colleagues. Staff who may come across bad practice and choose to ignore this can result in implicating the individuals in the bad practice. Dealing with bad practice should be risen within the early stages to obstruct any further escalations (Small wonders child care, no date). Early Years Practitioners have a duty to the safeguarding, protection and welfare of children when left in their care by parents/carers. My setting commits to developing and maintaining a culture of openness and honesty when working in partnerships with parents/carers to ensure the best interests of children and their families are met. An EYP must be able to identify signs and symptoms of abuse whilst children are in their care, they must be knowledgeable to diversity, promote equality of opportunity between children through various activities and in planning that will support the safety, welfare and protection of children for e.g. motivating and teaching children different ways to keep safe for e.g. when taking children out on trips teach them to stay together and how to cross the road correctly, to be able to express themselves openly and to be confident sharing their concerns. If a child ever discloses any form of abuse made towards them, an EYP must not interfere whilst the child is talking, make notes of facts only and not interpretations of what was said, also if a child asks them to keep this to themselves, they must explain in a gentle way for the child to understand that they must tell someone in order to keep this child safe, that the child has done the right thing, it is not not their fault and they are in no trouble. EYPs have a statutory responsibility to notify agencies if they have reason to believe that any childs safety and welfare are of any cause for concern (Bateman, 2013). When dealing with confidentiality all suspicions and investigations must be kept in an individual file in a locked cupboard or files on a PC with a secure password and shared only with those who require access to it. In my setting any information is shared under the guidance of Islingtons Safeguarding Children Board and follows the legislation, Data Protection Act (1998). All practitioners must follow their settings confidentiality policy and procedures to ensure that they are aware of what can be kept confidential and what causes for concerns need to be reported and how. In my setting we have a designated safeguarding person and also someone who acts in her absence, I have been made fully aware of who and where to report any concerns I may have. Practitioners must never share information about children out of the setting or to unnecessary parties   (Bennett Court Playgroup). When working with others for the safeguarding, protection and welfare of children, this can benefit them in many ways. For e.g. as an EYP there may be some things you may not be able to help a child with, possibly SEN or disclosures of harm or abuse, so you must be able to report and refer a child to the right services that best suits their needs. Some services that may work together to safeguard children can be childrens social services, health services, schools, psychologists, GPs, local police, the UNCRC etc. also working in partnership with parents supports the safeguarding of children, unless this will put the child at risk or further harm. Working in partnership also allows services to pinpoint any issues within the family and help resolve these issues in the best possible way, conducting constructive meetings to expand and assess each individual child. Where children may have certain health problems it is important to gain information and learn about how to handle any conditio n at any point and also be aware of who to contact when needed, for e.g. you may need to report certain symptoms to the childs parents/carers, GPs or health specialists   (Bennett Court Playgroup). Practitioners must be aware that the abuse of children may occur in different forms, the four categories of abuse are physical, emotional, sexual and neglect. Bullying is also a form of abuse, as like female Genital Mutilation, the impact of domestic violence (DV) including Honour based violence which comes across all cultures and communities. Practitioners must be mindful that these forms of abuse can fall into one or more of the above categories and are often taken to great lengths to be disguised. This may include refusing freedom or contact with others, taken out off or forced to leave the country. Children that may be suffering from physical, emotional or sexual abuse may be experiencing neglect and this may be demonstrated through direct or indirect disclosures or through their behaviours within the setting. Practitioners must be able to recognise the signs, symptoms, indicators and behaviours that may cause concern, for example the child may unexpectedly become quiet, tearful, withdrawn or aggressive. Notable changes in a childs appearance e.g. loss of weight without a medical explanation, eating problems, for instance, overeating or loss of appetite, unexplained bruising or marks or signs of neglect, some signs of neglect may be when a child is wearing inappropriate clothing for the weather or clothes that are too big/small, a child may not have appropriate lunch to eat if provided by parents/carers, or they have not been washed, had their hair combed properly or untreated lice.   A child may show changes during their play, they may disengage from other children they may also hurt or be cruel to other children, a child may be knowledgeable to adult sexual behaviour, or they may participate in sexual play which is unsuitable for the childrens age   (Bennett Court Playgroup). In my setting where there is a concern about a childs welfare or wellbeing, or a concern that a child may be in need of protection, this should be recorded using the Islingtons concerns tracking form and then passed on and discussed with one of the designated child protection officers for action (or if unobtainable seek advice from Islingtons Childrens Social Care Team). The records placed must include the actual disclosure or concern, date, time and the name of the person who has recorded the concern and stored in the childs personal file in a secure cupboard. All staff and also volunteers are made aware to report any concerns immediately to the designated member of staff,   all concerns will be discussed with parents/carers unless this will put the child in further risks of harm or abuse, records of concerns, emails, notes or phone conversations and actions are noted and confidentially stored in a secure place. In my setting when we have concerns about a childs welfare we need to focus on, the needs of the child, their physical and emotional welfare, be sensitive, taking into account individual familys circumstances and discuss this with one of the designated members of staff. If it is suspected that a child is in immediate risk of ham or abuse this must be reported as soon as possible to the police and/or childrens social services (Bennett Court Playgroup). Appendix 1 LegalFramework- Legislations for the safeguarding, protection and welfare of children in my setting. Primary Legislation Children Act (1989) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Help Children to Achieve More (2010) The Early Years Statutory Framework (2014) Secondary Legislation Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000) Race Relations (Amendment) Act (2000) Equalities Act (2010) Data Protection Act (1998) Further Guidance Working Together to Safeguard Children (revised HMG 2013) What to do if youre Worried a Child is Being Abused (HMG 2006) Framework for the Assessment of Children in Need and their Families (DoH 2000) The Common Assessment Framework (2006) Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007) Information Sharing: Practitioners Guide (HMG 2006) Other useful publications: Child Protection Record (2007)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Bennett Court Playgroup) Appendix 2 Current procedures to Safeguarding Children and child protection requirements in my setting. We carry out the following procedures to ensure we meet the Safeguarding Children and child protection requirements, we do this by Recognising that all children have the right to freedom from abuse and harm. Promoting joint working with parents in the interests of childrens welfare and well being. Ensuring all our staff and volunteers are carefully selected and vetted ensuring that they carefully selected through the CRB and DBS recruitment process, have the relevant qualifications and experience and accept responsibility for helping to prevent the abuse of children in their care. We have a named designated safeguarding   officer who takes specific responsibility for young childrens and young peoples protection, safety and well-being. There is also a second designated safeguarding officer who acts in her absence. Supporting all staff to in bringing their concerns to the attention of the Designated member of staff, so they can be considered and acted upon if necessary. Responding quickly and appropriately to all suspicions or allegations of abuse. Providing parents /carers, children /young people with the opportunity to voice any concerns they may have. Adopting positive behaviour management procedure and strategies which are non-violent and do not impose humiliation or bias attitudes. Reviewing the effectiveness of the organisations child protection policies and procedures yearly (unless something proved to be ineffective). Working with external agencies, for example childrens social care team, police and   health visitors, to ensure as far as possible young children/ people are protected Not tolerating bullying. Incidents of bullying will be investigated and treated seriously and action will be taken in partnership with parents. Children are supported to form positive relationships and refrain from harming each other through anti-bullying practice (Bennett Court Playgroup). Appendix 3 Complaints procedures in my setting. All settings are required to keep a summary log of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors. Stage 1 Any parent who has a concern about an aspect of the settings provision talks over, first of all, his/her concerns with the setting leader. Most complaints should be resolved amicably and informally at this stage. Stage 2 If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee. For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent. The setting stores written complaints from parents in the childs personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint. When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 3 If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the proprietor/senior manager, present. An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it. This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 4 If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.   A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved. Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators. The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives. Stage 5 When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediators advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached. A record of this meeting, including the decision on the action to be taken, is made.   Everyone present at the meeting signs the record and receives a copy of it.   This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the settings registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority. In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request. (Bennett Court Playgroup)

DNA in the Forensic Science Community Essay -- Biology, DNA collection

This paper explores deoxyribonucleic acid (DNA) collection and its relationship to solving crimes. The collection of DNA is one of the most important steps in identifying a suspect in a crime. DNA evidence can either convict or exonerate an individual of a crime. Furthermore, the accuracy of forensic identification of evidence has the possibility of leaving biased effects on a juror (Carrell, Krauss, Liberman, Miethe, 2008). This paper examines Carrells et al’s research along with three other research articles to review how DNA is collected, the effects that is has on a juror and the pros and cons of DNA collection in the Forensic Science and Criminal Justice community. Keywords: deoxyribonucleic acid, United States DNA Collection in the Forensic Science Community and its Effects on Solving Crimes Once a crime has been committed the most important item to recover is any type of evidence left at the scene. If the suspect left any Deoxyribonucleic acid (DNA) at the crime scene, he could then be linked to the crime and eventually charged. A suspect’s DNA can be recovered if the suspect leaves a sample of his or her DNA at the crime scene. However, this method was not always used to track down a suspect. Not too long ago, detectives used to use bite marks, blood stain detection, blood grouping as the primary tool to identify a suspect. DNA can be left or collected from the hair, saliva, blood, mucus, semen, urine, fecal matter, and even the bones. DNA analysis has been the most recent technique employed by the forensic science community to identify a suspect or victim since the use of fingerprinting. Moreover, since the introduction of this new technique it has been a la... ...race, class and gender differences. In addition, to the inequality, methods of presenting DNA data is sometimes sloppy and has the scrutiny of being dismissed on the grounds of misleading or confusing evidence. Also, the errors in the forensic science community play a role in the high number of exoneration cases because of false identification. Since DNA technology has been used there has been a high number of individuals convicted, linked or found innocent of a crimes. This technology has helped law enforcement catch suspects that may have never been found without the use of this technology. However, the research reflected that there is a need for clearer interpretations of the DNA results, better equality provided for all regardless of race or class and that errors should be reduced to prevent having cases that need to be exonerated.

A Comparative Analysis of Semco Engineering and Grimsville Borough Counsil (GBC) company

The structure, culture, and teamwork of an organisation have significant effects in its performance and operations. The structure and design are chosen depending on a company’s objectives and functions. Culture and teamwork, on the other hand, are achieved based on the organisation’s design and structure.That is, coordination and cooperation among the stakeholders are dependent on the organisation’s structure. Therefore, organisational structure is a very critical issue in every organisation. This paper investigates on organisational structure and its importance by examining and analysing cases studies of two different organisations.Comparison of Organizational Structure and DesignSemco and Grimsville Borough Council (GBC) are very different in terms of their organisational structure and design. Defining organisational structure, â€Å"it involves issues as how the work of the organisation will be divided and assigned among positions, groups, departments or divi sions and how the coordination necessary to accomplish total organisational objectives will be achieved† (Dalton et al, 1970).In other words, an organisation should be designed based on a structure which can help an organisation achieve its objectives. Semco, has a very flat structure with only four organisational level, utilising a decentralised approach. Basically, a company is said to implement a decentralised structure when decision making is disaggregated into a number of divisions, each making its own decision (Siggelkow & Levithal, 2003).Semco has managed to have a democratic and non-bureaucratic type of organisation by reducing the level of management and allowing the employees to participate in decision making.   The primary purpose of flat organisations is to rapidly respond to customers’ needs or changes in the business environment (Allen, 1998). Semco utilised this type of organisational structure because as an engineering company, it is always subject to technological changes and other changes in its environment.Contrary to the flat structure of Semco, bureaucratic organisation like GBC is tall in structure, consisting of hierarchies with many levels of management (Allen, 1998). GBC has many levels of management and supervision; each department’s management reports to the councillors and to the chief executive while they handle member staff and employees which are at the bottom of the hierarchy.The organisational structure of GBC is considered to be centralized and bureaucratic. This type of structure is obviously the opposite of the decentralised; its decision-making is made only at the upper level of management.Additionally, bureaucracy is a form of organisation which is characterised by a rational, goal-oriented hierarchy, impersonal decision making, formal controls, and subdivision into managerial positions and specialisation of labour (Allen, 1998). Bureaucracy is common to government agencies in which there should be sp ecialisation in different types of public services such as education, social services and others, and formal controls must be practiced in order to ensure satisfactory public service.Comparison of Approaches to Teamwork and TeamworkingAccording to Allen (1998), flat organisations have strong emphasis on teams while Cohen & Bailey (1997) added that team-based organisations, with flat structures can respond quickly and effectively in the fast changing environments. Semco possesses such characteristics as it has become a profitable company with enhanced organisational performance.A team-based organisation also enables the organisation to learn more effectively and because of the combination of team members’ diverse perspectives, decision making is comprehensive (Anonymous, 2006). Diversity of ideas in a team leads to high quality decision making and innovation (West, 2002).Because Semco allows work teams to make decisions, employees and team members are empowered. Employees also undergo training programmes that help them develop and learn new skills within the team, making them an effective and productive part of the team. In other words, Semco gives high acknowledgement on teamwork that almost every decision such as pay rates and working times and pattern are decided by teams.On the other hand, teamwork is not highly regarded at GBC. Senior management are aloof and hard to be approached by their subordinates. Decision making are also performed only by council leader and the chief executive, thus processing of plans and completion of projects are slow. Moreover, GBC is departmentalised but each department is not working together but instead they compete among each other and undermine other department’s activities, resulting to diminished level of services and poor overall performance.The problems of GBC mentioned in the case such as unhappy employees, slow decision making and competition instead of coordination exist because GBC has no teamwork. Tea m-based working can lead to improvements in organisational performance in terms of efficiency and quality (Applebaum & Batt, 1994 on Anonymous) while employees working on teams were found out to have higher levels of involvement and commitment to the organisation (Anonymous, 2006).Comparison of CulturesGenerally, Semco is considered to have a better organisational culture compared to GBC as reflected by each organisation’s performance. Defining organisational culture, it is an organisation’s set of shared behaviours, artefacts, values, beliefs and assumptions that it develops as it learns to cope with the external and internal aspects of survival and success (Oden, 1997).Culture was said to be developed as an organisation interact with its environment thus organisational culture is unwritten. Because Semco and GBC has different organisational structure, its culture also differs; Semco’s culture can be classified as task culture or the type of culture in which or ganisations has strong and cleared implemented objectives and mission and in which teamwork is emphasized because it is the basis on which jobs are designed (Anonymous, 2006).On the other hand, GBC’s culture can be classified as role cultures which is highly formalised, bounded with authority and in which hierarchy dominates relations (Anoymous, 2006).Semco believes in employee empowerment and it is one of their motivations to make employees satisfied and happy with the company. Transparency is also part of Semco’s culture since the company practiced profit-sharing scheme. Employees can have access on financial and strategic data to be able for them to participate actively in decision making. Trust and discipline are the core values of the company, ensuring that each employee is well committed to the organisation.On the contrary, GBC’s value is centred on power; that is, the authority has the right to decide and the employee must only follow resulting to unhappy and unmotivated employees. Employee empowerment is not practice and management does not even acknowledge lower level employees’ concern. Corruption is also suspected to be practiced at GBC along with overused of power because transparency is not being practiced by GBC.

Romeo and Juliet Research Paper - 1446 Words

Tuongvan Le Ms. Johns 05/18/10 4B Romeo and Juliet Research Paper In Romeo and Juliet by William Shakespeare, Romeo’s character was undermined as a foolish, feminist, and untrustworthy man to the audience, which finally contributes to the tragedy of the play. He is foolish as he was completely defeated by love-sick, impulsively asked for marriage after seeing Juliet for one night, and blindly drank the poison. Also, Romeo was a feminist as he was crying on the floor like a woman after the Prince pronounced his banishment. Finally, he is shown to the audience as a potentially faithless man who only loves a woman based on her look and quickly forgets about his old love completely as he has a new one. All of these elements come together and†¦show more content†¦Ã¢â‚¬Å"Romeo is portrayed as an immature and emasculated character, one who falls short of his society’s codes of masculinity, a figure designed to win little enthusiasm from an Elizabethan audience† ( Gleed 80 ). For example, when he was banished, Romeo cried out in Friar’s cell: â€Å"There’s no world without Verona walls,/ But purgatory, torture, hell itself./ Hence â€Å" banished† is banish’d from the world,/ And world’s exile is death† (3.3.17-20). Friar Lawrence condemned â€Å"Art thou a man? Thy form cries out thou art;/ Thy tears are womanish, they wild acts denote/ The unreasonable fury of a beast./ Unseemly woman in a seeming man† (3.3.109-113). Romeo cries out and whines like a woman as Gleed commented â€Å"Romeo can be found throwing a teary tantrum on the floor and is thus paralleled with Juliet† (81). He isn’t strong, determined, and doesn’t stand up like a man to face the banishment and try to figure out a way to solve it. This contributes to the final tragedy as he is not strong and calm enough to think of a solution for his banishment and tell it directly to Juliet so both sides would be informed but have to depend on the Friar for the solution, which fi nally contributes to the tragic ending as only one side (Juliet and Friar) is informed but the other side ( Romeo ) can possibly not be informed. His feminism also relates to his foolishness as he is strong enough to withstand Juliet’s death and try to consult with the Friar to figure out the causes ofShow MoreRelatedRomeo And Juliet Research Paper970 Words   |  4 PagesIn the play Romeo and Juliet, William Shakespeare shows that young love is deceptive. Shakespeare does this by noting how Romeo and Juliet do not actually love each other. This is represented by Romeo and Juliets actions and rash decision making. Their decisions are very impulsive and rushed. As a result, it impacted them negatively in the future and as well as their relationship. 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