Corporate Social Responsibility Essay Example

Corporate Social Responsibility Essay Example Corporate Social Responsibility Essay Corporate Social Responsibility Essay Corporate social responsibility is a concept that has been around for decades. It emerged as an issue when law makers, stakeholders, and the general public began focusing on ethical and responsible corporate behavior, also referred to as corporate citizenship (Carroll, A. , 1998). According to Carroll (1998), there are four facets of corporate citizenship. These facets are: 1) corporate fulfilling their economic responsibilities and be profitable, 2) corporate obeying the law, 3) corporate being ethically responsible, and 4) corporate making charitable contributions, however, defining socially responsible corporate behavior Is not a straightforward exercise (Campbell, J. L. , 2007, p. 950). According to Campbell (20071 socially responsible behavior may vary depending on ones point of view. Therefore, care must be taken In how the concept Is used and defined. In Dalton, Campbell (2007) discusses the behavioral threshold below which describes how some corporations no longer behave in socially responsible ways, as well as focusing on conditions of why firms are more likely to behave in socially responsible ways. Campbell explores relationships between the economic health of the company and the likelihood of its Ewing socially responsible. Based on the information described above, we will analyze the corporate citizenship policy of our selected corporation, Cataracts. Cataracts was founded in 1971 in Cattles historic Pike Place Market. It started as a narrow storefront offering some of the worlds finest fresh-roasted whole bean coffees. The whole concept of good coffee and a place for conversation and community inspired Howard Schultz to purchase Cataracts in 1987. Since then, Cataracts has grown exponentially. Based on SEC Quarterly filings, Cataracts netted $10. 4 million in earnings in its May 1996 IQ filing and just eight years later, $540. 7 million in its January 2014 IQ filing. We will analyze its corporate social responsibilities as defined by Campbell (2007), to determine the relationship between its healthy financial condition and its social responsible behavior. In addition, we will make recommendations on what actions Cataracts needs to take or continue to take with regard to their corporate social responsibility. It is one thing for a company to state Its social responsibilities for Its public Image, and another to actually carry them through. Before we delve into the analysis of Cataracts corporate social responsibilities, we determined whether Cataracts actually has a defined corporate social responsibility policy. According to Cataracts website, It projects to the public Its commitment to be good neighbors In the community, offer high-quality, ethically purchased and responsibly produced products, be environmentally responsible, and continue with Its goals to learn more In the area of corporate social responsibility (Cataracts, 2014). Corporate Social Responsibility By dolphins defining socially responsible corporate behavior is not a straightforward exercise (Campbell, J. L. , 2007, p. 0). According to Campbell (2007), socially must be taken in how the concept is used and defined. In addition, Campbell (2007) IQ filing and Just eight years later, $540. 7 million in its January 2014 IQ filing. We It is one thing for a company to state its social responsibilities for its public image, actually has a defined corporate social responsibility policy. According to Cataracts website, it projects to the public its commitment to be good neighbors in the products, be environmentally responsible, and continue with its goals to learn more in the area of corporate social responsibility (Cataracts, 2014).

Find Out Where Killer Whales Live

Find Out Where Killer Whales Live Despite their prevalence in marine parks such as SeaWorld, killer whales (otherwise known as orcas) are a wide-ranging cetacean species in the wild. Learn more about where killer whales live and how they survive. Killer whales are found in all of the worlds oceans. In fact, the Encyclopedia of Marine Mammals states that they are second only to humans as the most widely distributed mammal in the world. You can see a killer whale range map on the IUCN site. These animals seem to prefer cooler waters, but may be found from warm waters around the Equator to polar waters. Orcas may enter semi-enclosed seas, river mouths, and ice-riddled areas, in addition to inhabiting waters far out in the open ocean.You may think they only live in deep oceans, but populations have been recorded living for longer periods of time in only a few meters of water.   The question of where killer whales live is complicated by the fact that there is disagreement over how many species of killer whales there are. Studies on killer whale genetics, physical appearance, diet, and vocalizations have led scientists to believe that there are more than one species (or at least subspecies) of killer whales (you can see a great illustration of the different types of killer whales). Once this question is answered, the habitat for various species may become more defined. SeaWorld notes that there are a few different types of Antarctic killer whales in different regions:  Type A killer whales live offshore in water that does not include ice.Type B orcas live in inshore waters of Antarctica and the Antarctic Peninsula; large type B near the pack ice; and small type B venture out to more open waters.Type C killer whales inhabit inshore waters and pack ice. They are most commonly found in the eastern Antarctic.Type D orcas reside in deep, subantarctic waters. The whales move around and can migrate based on where their prey goes. Where Orcas Live Areas where killer whales have been well-studied include: The Southern Ocean around AntarcticaThe Pacific Northwest  (where salmon-eating resident orcas, mammal-eating transient orcas, and shark-eating offshore orcas have been identified)AlaskaNorth Atlantic Ocean (Norway, Iceland, Scotland and the Strait of Gibraltar)On more rare occasions they have been seen in waters off of the Bahamas, Florida, Hawaii, Australia, the Galapagos Islands, the Gulf of Mexico, New Zealand, and South Africa.Rarely, they have been seen in freshwater locations.   Killer Whale Living Relationships Within the populations of killer whales in various areas, there may be pods and clans. Pods are long-term units made up of males, females, and calves. Within the pods, there are smaller units called maternal groups, consisting of mothers and their offspring. Above the pods in the social structure are clans. These are groups of pods that associate over time and may be related to each other. Want to see killer whales in the wild? You can get a list of whale watching sites around the world, many of which offer the opportunity to see killer whales.

Assess the role of ethics and compliance in pepsi-cola financial Essay

Assess the role of ethics and compliance in pepsi-cola financial environment and procedures they have in place to ensure ethical behavior - Essay Example iding principles namely: prioritizing the welfare of the consumers; ensuring the quality of the products they sell; ensuring the integrity in all business dealings especially financial transactions; respecting other people and employing teamwork in all business dealings; including long-term short-term and goals; and embracing diversity as well as ensuring representation of all groups (Ferrell and Ferrell, 2010). Compliance is ensured through committees that formulate resolution strategies and establishes recommendations necessary to support them. The compliance committee is comprised of four subcommittees whereby finance sub-committee is one of them. The finance subcommittee is involved in maintaining financial accountability across all the company structures. PepsiCo commits to achievement of business and financial success that does not negatively affect the society and maintains a favorable reputation. The approach of the company is to ensure that the financial performance is chara cterized by integrity and enhances the shareholder value. According to PepsiCo Inc., (2010a), the company continues to promote impeccable financial performance through balancing both short-term and long-term goals and extending investments in the strategic global regions to compel sustainable growth. The management has also identified challenges that need to be overcome in attaining the company objectives. The management team of PepsiCo monitors the quality indicators in assessing the financial condition and the business results. According to Ferrell and Ferrell, (2010), the company is committed to maintaining strict corporate standards that ensure the integrity and accountability of all the company processes. This commitment is affirmed by the governance standards that the company applies. The policies applied by the company in achieving proper application of governance include Audit Committee Charter, Amended and Restated Articles of Incorporation, Corporate Governance Guidelines,

No Topic Necessary Essay Example | Topics and Well Written Essays - 250 words

No Topic Necessary - Essay Example Apparently, the story of Buddha in the myth is intertwined with other deities, especially Christianity (Campbell, 30). These other deities are seen as being weak and temporary as opposed to Buddhism which remains immovable even in the future. Actually, the writer emphasizes the superiority of Buddhism in Oriental antiquity as compared to other deities. In today’s society, comparisons between religious deities and implications of ancient spiritual narratives remain influential. More often, these comparisons are divisive in nature. In the Hero’s story, the hero asserts that Buddha is immovable and superior in the presence of other deities (Campbell, 35). In today’s society, the spiritual heroism of Moses in the Old Testament remains the central narrative in the Jewish religion. Personally, I agree that Moses transformed into a heavenly level when he encountered God around the burning bush at Mont Sinai. Prescription of the Ten Commandments sealed God’s covenant with the Israelites in a similar manner that Gautama linked Buddhists with Buddha. In this context, the spiritual experience of Moses in the Old Testament, which is influential in today’s Jewish and Christian religions, is synonymous to the spiritual adventure of Gautama Sakyamuni in the

Cultural Diversity in India Essay Example for Free

Cultural Diversity in India Essay Cultural Diversity in India India has a history of thousands of years . People have been living in India since the Stone Age. People from different regions of the world came to India. They became one with the Indian culture . From this has evolved the composite Indian Culture. All of us living in different parts of the country are Indians. Though there is a variety in our languages, literature and art, as Indians, we all are one. It is this diversity which has created a sense of unity among the Indians. This diversity has enriched our social life. Indian Languages: Many languages are spoken in India. Hindi English are the two languages used in our country. Marathi is the state language of Maharashtra. Festival Celebrations: People such as Hindus, Muslims, Buddhists, Sikhs, Christians, Jains, and Parsis etc belonging to different live in India. Different festivals are celebrated in India with lots of joys happiness. Agriculture is the main occupation in our country . Many of our festivals are related to agriculture and environment. In Maharashtra, Dassera, Diwalil, Holi in Punjab Baisakhi, in Andhra Pradesh Eruvak Punnam, in Tamil nadu Pongal in Kerala Onam are celebrated. Ramzaam – Id, Christmas, Buddha Pornima, Samvatsari, and Pateti are also important festivals. What ever religious festival all Indians happily participate in it. They greet one another, It increase the feeling of unity among them. Costumes food: We find diversity in the clothing and food habits of Indians. Clothing depends upon the climate, physical feature traditions of the respective regions. There is diversity in our foods habits too, due to climatic conditions crops and other geographical factors. For e. g. he people of Punjab eat dal – roti whereas people living in the coastal areas eat rice and fish. Shelter : In respective of constructions of houses also there is diversity . In the rural areas, many houses have wattle and daub walls. Some houses have tiled roofs. In areas of heavy rainfall, the houses have slopping roofs . In the places with scanty rains have houses with terraced roofs . In big cities, multi – storey buildings are seen. Sports games: Ma ny kinds of games are played in India since ancient times. We play different games such as tip – cat, chess, wrestling, phugadi, malkhamb, lagori, kabadi kho-kho . Modern games are such as hockey and cricket are the two popular games played in India. Sports games have an important place in out life. They help values like co-operation solidarity Sport spirit it is more important than winning or losing. Art: Different arts such as dance, handicrafts, painting and sculpture have flourished in India. Since days of old , India had different styles of music. There are two main styles of Indian classical music. They are Hindustani music Carnatic music. There are many folk music played in India . In India, the tradition of dances is very ancients. We have different variety of folk dances some ancient times; various types of handicrafts have developed in India. Artistic vases baskets and other decorative articles are prepared. The art of painting sculpture has long tradition. It is originated from the Stone age period. For e. g. Ajanta Ellora caves Our country have rich historical heritage. Historical monuments are the wealth of our country. Very few countries in the world have such history and ancients culture.

Burns :: essays research papers

Burns Epidemiology: US – 2M seek serious burns  70k require hospitalizations, 5k die Usually caused by careless and ignorance, nearly half are smoking or alcohol -related. Goal: well healed durable skin with normal function and near-normal appearance. Pathology Cutaneous burns – caused primarily by the application of heat to the skin resulting in coagulative necrosis of some or all of the epidermis and dermis. Depth of burn – depends on heat of the burn source, thickness of the skin, duration of contact, and the blood flow. Classifications: Shallow burns †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First Degree – involve only the epidermis; no blisters; painful and erythematous due to dermal vasodilation; erythema and pain subsides in 2-3 days; desquamation occurs in day 4 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Superficial Dermal Burns (Second Degree) - include the upper layer of the dermis; form blisters at the interface of the epidermis and dermis; when blisters are removed, wound is pink and wet, and currents of air passing over it cause pain; wound is hypersensitive and blanches with pressure; if without infection, spontaneous healing in 5% TBSA in any age group 5.  Ã‚  Ã‚  Ã‚  Ã‚  Electrical burns including lightning injury 6.  Ã‚  Ã‚  Ã‚  Ã‚  Chemical injury 7.  Ã‚  Ã‚  Ã‚  Ã‚  Inhalation injury 8.  Ã‚  Ã‚  Ã‚  Ã‚  Burns of any size in patients with pre-existing medical disorders that could complicate management, prolong recovery, or affect mortality 9.  Ã‚  Ã‚  Ã‚  Ã‚  Burns with concomitant mechanical trauma (e.g. fractures) where the burn injury poses the greatest risk of morbidity and mortality 10.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in children if there are no qualified personnel or equipment for pediatric care at the initial hospital 11.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in patients requiring special social, emotional, and/or long-term rehabilitative support, including cases of suspected child abuse, substance abuse, etc Emergency Care Airway – initial attention must be directed to this; if patient is rescued from a burning building or exposed to a smoky fire, place on 100% oxygen by tight-fitting mask; if patient unconscious, place ET tube attached to a source of 100% oxygen Once airway is secured, assess patient for other injuries and transport to the nearest hospital. Begin fluid administration of crystalloid solution at a rate of approximately 1L/h. Wrap patient in clean sheet, remove constricting clothing and jewelries. Cold application is used in smaller burns, particularly scalds. Ice should not be used. Assessment of Inhalational Injury - suspect for patients with a flame burn, esp in enclosed space. Hoarseness and expiratory wheezes are signs of potentially serious airway edema or smoke poisoning; inspect mouth for swelling, blisters, soot; copious mucus production and carbonaceous sputum are signs of smoke inhalation and other products of combustion; get ABGs and carboxyhemoglobin levels (if >1, smoke inhalation) Burns :: essays research papers Burns Epidemiology: US – 2M seek serious burns  70k require hospitalizations, 5k die Usually caused by careless and ignorance, nearly half are smoking or alcohol -related. Goal: well healed durable skin with normal function and near-normal appearance. Pathology Cutaneous burns – caused primarily by the application of heat to the skin resulting in coagulative necrosis of some or all of the epidermis and dermis. Depth of burn – depends on heat of the burn source, thickness of the skin, duration of contact, and the blood flow. Classifications: Shallow burns †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First Degree – involve only the epidermis; no blisters; painful and erythematous due to dermal vasodilation; erythema and pain subsides in 2-3 days; desquamation occurs in day 4 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Superficial Dermal Burns (Second Degree) - include the upper layer of the dermis; form blisters at the interface of the epidermis and dermis; when blisters are removed, wound is pink and wet, and currents of air passing over it cause pain; wound is hypersensitive and blanches with pressure; if without infection, spontaneous healing in 5% TBSA in any age group 5.  Ã‚  Ã‚  Ã‚  Ã‚  Electrical burns including lightning injury 6.  Ã‚  Ã‚  Ã‚  Ã‚  Chemical injury 7.  Ã‚  Ã‚  Ã‚  Ã‚  Inhalation injury 8.  Ã‚  Ã‚  Ã‚  Ã‚  Burns of any size in patients with pre-existing medical disorders that could complicate management, prolong recovery, or affect mortality 9.  Ã‚  Ã‚  Ã‚  Ã‚  Burns with concomitant mechanical trauma (e.g. fractures) where the burn injury poses the greatest risk of morbidity and mortality 10.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in children if there are no qualified personnel or equipment for pediatric care at the initial hospital 11.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in patients requiring special social, emotional, and/or long-term rehabilitative support, including cases of suspected child abuse, substance abuse, etc Emergency Care Airway – initial attention must be directed to this; if patient is rescued from a burning building or exposed to a smoky fire, place on 100% oxygen by tight-fitting mask; if patient unconscious, place ET tube attached to a source of 100% oxygen Once airway is secured, assess patient for other injuries and transport to the nearest hospital. Begin fluid administration of crystalloid solution at a rate of approximately 1L/h. Wrap patient in clean sheet, remove constricting clothing and jewelries. Cold application is used in smaller burns, particularly scalds. Ice should not be used. Assessment of Inhalational Injury - suspect for patients with a flame burn, esp in enclosed space. Hoarseness and expiratory wheezes are signs of potentially serious airway edema or smoke poisoning; inspect mouth for swelling, blisters, soot; copious mucus production and carbonaceous sputum are signs of smoke inhalation and other products of combustion; get ABGs and carboxyhemoglobin levels (if >1, smoke inhalation)

Team and Small Group Experience

There have a few experiences that I have had, where I have been a member of both a team and a group. There are many similarities as well as differences among a team and a group. One of the biggest and most common similarity is that both of them want to be able to reach a particular goal. The team that I am currently a member of is a women’s basketball team. I am also part of a small group. I met a few local girls through Facebook that have been wanting to loose weight just like me. My team was started up by some friends that wanted to form a league to play for the city. They put some ads on Craigslist and Facebook to see if anyone wanted to try out for the team. After doing the try outs and deciding who was actually going to be on the team, we got together twice per week for a period of one month for practice basketball games. Currently, we are in the â€Å"tournament period† and we play every Tuesday at 7:00 pm with other teams that are also playing with the city. We have three games left before we know how we placed and if we go to finals. After every game we get together for a few minutes and discuss how we did and what we can do to do things better and to strategize. Communication among the team has really made us improved the way that we play and make us better in every game. The group I belong is made up of six girls including myself. We all chat online and make plans, we state our goals and what we want to achieve with them. Each week one of us will make an exercising plan for the entire week and then at the end of the week we meet up somewhere to talk about how we did with our exercise plan. It is not all about work, we also get together to have some fun, like go to the movies, eat dinner or take out our kids to the park. Most of us have lost at least 10 lbs since we started our little group. We just support each other when we are lacking motivation. There are some differences that I noticed between the team and the group. For example, we had to try out for the basketball team. Then we were chosen and assigned to a position by the organizers of the team. We have all been working together to make our team better and become a good and strong team. The group that I am currently was actually made up by a group of friends that just wanted to have a support system to lose weight. We have made sure to always have something going on to help us stay fit or keep helping us lose weight. The team used practice basketball games twice a week and a little get together that we had at the beginning of the season to motivate us and help us to get to know each other. This helped us feel more relaxed at the actual games and to know how each team player was used to playing in the court. The coach and the assistant coach wanted to do these two things to ensure that there was a healthy relationship among the players because in the past not knowing each other had cause much tension in the games, causing many looses. Getting the basketball team together virtually would have not been a good idea. Practices needed to get done and there was no possible way that it could have been done over a computer, The best method of communication for the basketball team was in person, by phone or by text messaging. This methods were used to communicate with each and to be updated on times and location for basketball practices or actual games. My group of fitness pals, is able to interact virtually. We were able to chat via skype, email and use sites such as Facebook to stay in touch with each other. We were also able to interact with each other virtually to make actual plans to meet with each other on a weekly basis in person. Whenever the teams or groups meet exclusive using virtual communications, there is no physical contact, for that reason, the relationship would be more impersonal rather than personal. This is not the case with either the team that I am involved with or the group that I am involved in, since in both cases we do see each other face to face. The team and the group work well the way that they have been communicating and meeting, exclusive virtual communication would not be an option for either of them. Each player on the times played on assigned position, depending on the tryouts and what the coaches thought they would be best at. In the group, every week, a different person would take leadership and make a fitness plan for all of us, she would also plan a day during the week where we could all meet, talk or just hang out in person. It worked out better that way because that way we would not run in to reoccurring exercises or activities. Everyone in the basketball team did the same thing. We all showed up for our practice games and we would also show up 30 minutes before an actual game, just to make sure that we had a complete team. We got sponsored by my husband’s place of employment, so with the sponsorship they also gave us red uniforms for all the girls. Every week our coach assigned one of the team members to bring bottled water for all of the team players. Most of the time all of the players play fairly but in some instances things would get out of hand and the team member would either get benched or even suspended for a game. For the fitness group, there were not many rules. The only thing is that everyone had to participate in some way. Everyone had to take initiative at least once every two months two make plans and set goals on how to lose weight. That same person also had to plan something fun for us to do so that we could meet in person. Status and differences for the team was each individual team player, they had different positions and they each were in charge of covering it on the games. The coach and the assistant coach decided who would start in each position after they held the tryouts and saw us play. In rare occasions the players were change from positions, but mostly we always held our own position. In our fitness group, every week we had someone doing all the planning for our fitness goals and weight loss progress. A certain person would plan and then all of us would follow the plan and at the end of the week meet somewhere and discuss our progress. So basically the only thing that would change is that every week we had a different leader and different fitness plans and weight loss goals. According to the Maslow theory, the team’s belongingness depended on the power of the team players in that position that they were given by the coach and assistant coach to play in. Good self esteem was built because the team players feel that they are doing a good job with their position and in their own way feel that they are helping the team win the games. Safety in the basketball team was very important. All of team players needed to feel protected by one another when playing the game. The small group worked very close and well together. According to Maslow’s belongingness theory, the group worked well because they worked together to achieve a goal that they all had. Esteem was built by the group because we would talk to a daily basis and get together with each other once a week making us have some sort of bond. Each member of the group felt safe with each other because we were all working for the same urpose and we didn’t feel the need to hide anything from each other. In conclusion, I think that the main purpose of working with a team and having specific roles in it is to accomplish a goal. In this case the one goal that the basketball has is to win as many games possible. Working with a does not have many differences from a team, but in my group in particular we all have the same goal, which is too lose weight and get fit. A small difference is that on the group we are all working for ourselves instead of for a victory that belongs to everyone else.

Participation Early Education Essay

Participation in simple terms means to take part in something (Hornby 1995: 844). When referring to children’s rights, the concept is far broader. It is much more than simply asking children for their ideas or opinions. It is about listening to, respecting and understanding children, working in partnership with them, giving children the opportunity to actively make decisions that will result in their ideas becoming reality and their contributions bringing about positive change (Ministry of Social Development 2003). Children’s participation is a right not an optional extra (Participation Works 2012). The United Nations Convention on the Rights of the Child (UNCRC) promotes a rights-based approach to children and states that these rights begin at birth (Alderson 2008: 83). Many of the 54 articles encompass child participation. Articles 6, 7 and 8 refer to a child’s right to life, to a name and to an identity (Unicef n.d). The right to a life, to be a part of society, to participate as a part of the human race make all other rights achievable (Alderson 2008). Article 7 states that every child should have a name and their name should be respected. Giving a child a name and an identity is recognising the child as a unique individual rather than the property of a parent or carer (Alderson 2008: 79). One of the key articles that promote child participation is Article 12: ‘state parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with age and maturity of the child’ (Alderson 2008: 87). Article 12 is about giving children the right to express their views and having them heard. This means actively listening to children by allowing them to communicate their thoughts, feelings or ideas and know that they will be taken on board and respected (Scott et al 2008: 51). There are many whom are critical of this article and are concerned that it may be interpreted in such a way as to manipulate certain situations (Scott et al 2008: 51). The article states that the views of the child will be given due weight in accordance with age and maturity (Alderson 2008: 87). Some feel this may mean that children under a certain age may not be taken seriously nor have their views heard (Scott et al 2008). Alderson believes that babies and very young children are able to express themselves in various ways and get great joy from making choices (2008: 88). The UNCRC outlines child’s rights which protect children and promote welfare (Alderson 2008: 78). These rights illustrate how children and young people can actively participate and contribute to society (Alderson 2008: 78). Adult Roles Childhood has changed significantly and this is primarily due to an alteration in society’s view of children rather than the children themselves (Miller 2003: 14). Children have become the main focus in many households with parents and carers feeling the need to provide for their children in such a way that results in children feeling powerless (Miller 2003: 14). Adults may have a childhood ideal and attempt to enforce this onto their children. This may be an act of love but can do more harm than good (Miller 2003: 14). Adults may make decisions on a child’s behalf to spare them responsibility or by thinking the child is not capable of making those decisions. However this may result in a child feeling as if they have no control over their own life and may remain dependent rather than becoming confident and independent (Miller 2003:14). Decisions that may appear to be insignificant to adults such as what a child wears or what food they can eat, where they go to school or who they are allowed to play with are all extremely important and impact massively on the child’s life (Miller 2003: 15). It is presumed that children are inferior and that adults know better (Miller 2003: 15). Adults may possess more life experience than children but that does not mean that they always know what is right for a child. How a child feels and what they feel is important to them at that moment coupled with adult support is key to establishing a positive outcome that will benefit the child (Miller 2003: 15). Failing to allow child participation can be viewed as control or power. Many adults will use and abuse this power to gain something for themselves (Miller 2003: 15). Some adults may discipline or punish their children in a way that hurts or humiliates the child and will justify their actions as being essential in helping their child develop into a responsible citizen (Miller 2003: 15). In other cases children may be asked for their opinions or views only to have them ridiculed or dismissed. Barriers to Participation Involving children in decision making can be threatening or difficult for adults to achieve. This may be the case with parents/significant others, teachers or with anyone involved in working with children (Miller 2003: 17). Many worry that giving a child a voice and empowering them will lead to family difficulties and disordered classrooms (Alderson 2008: 92). Others find it hard to promote participation amongst younger children without being tokenistic (Scott et al 2008: 47). Some adults are of the opinion that child participation is dangerous and may put children at unnecessary risk (Miller 2003: 17). However if all risks are considered and it is accepted that the child can cope with the risks then the experience would prove beneficial to the child (Miller 2003: 21). If a child is not allowed to take risks within a safe and supported environment they may never experience risk at all (Miller 2003: 21). Allowing children to assess and take risks empowers them and enables them to gain first hand life experience (Scott et al 2008: 49). Handing over complete responsibility and power to a child would not be viable as they would not have the necessary life skills to deal with such an ask (Miller 2003: 21). It is essential to provide support and guidance as well as set boundaries for children in order to protect and nurture whilst empowering (Scott et al 2008: 51). It appears there is an unwillingness to allow children the opportunity to actively participate and this is portrayed well in Professor Roger Hart’s Ladder of Participation. Hart’s ladder was devised as a tool for understanding and portraying different levels of participation. There are eight levels in total on the ladder with each step describing the level of child participation and the adult intervention (Scott et al 2008: 49). The first three steps are manipulation, decoration and tokenism (Scott et al 2008: 49). These refer mostly to adult led activities where children are used or are given a voice but are given very little choice or opportunity for input (Scott et al 2008: 49). As the steps progress the level of adult intervention diminishes and child participation increases. Level 6 is adult initiated and refers to a working partnership between children and adults (Scott et al 2008: 49). Although the activity was initiated by the adult, the children play a part in decision making. The final step is level 8 which is child initiated (Scott et al 2008: 50). This is the step that allows children complete and total participation. They have initiated the project and have actively taken part in the decision making. They have chosen a project or activity that is relevant for them and one in which they feel they will bring about change (Miller 2003: 16 ). The adults take a back seat but are there to fully support and guide the children when necessary (Scott et al 2008: 50). Promoting Participation Child participation should be voluntary; the child should have the right to decide whether or not they want to take part (Miller 2003: 18). In order for children to make that decision they have to be informed about the decision making process and how it works (Miller 2003: 18). This will ensure they understand their own role as well as the roles of others (Miller 2003: 18). It is important for adults to recognise opportunities for child participation and to find ways of encouraging active involvement (Miller 2003: 21). Adults must consider a child’s experience, skills and needs as well as the impact these may have on others. It is important to actively listen to children and to create a safe environment where children are able to express their views and feelings (Scott et al 2008: 51). To promote inclusion it is vital to reach those children and young people who do not readily participate in decision making such as children with disabilities or children with socioeconomic issues (Miller 2003: 19). Adults must identify barriers and try to break these down. Providing an easily accessible environment that is adapted to suit the needs of the children may be one way or providing information and resources in a format that suits the child, i.e. Braille or using sign language (Miller 2003: 19). Information should also be displayed and communicated in a child friendly manner, free from jargon or hidden agenda (Unicef n.d). It is important to support and motivate children during active participation by keeping children informed and up to date (Unicef n.d). Letting children know how their efforts are impacting on a situation will keep them motivated and reassured that their voices are being heard and are making a difference (Unicef n.d). There are many benefits to child participation such as giving children a sense of citizenship; they are using their voices to bring about change (Scott et al 2008: 49). Some other benefits include increased self-esteem and confidence, a sense of being valued and respected, greater responsibility, gaining practical, language and presentation skills and inspiration and motivation (Scott et al 2008: 49). This will in turn impact on the wider society by encouraging citizenship; promote democracy and influence policy (Miller 2003: 17). I feel child participation is vital in ensuring all children are listened to, valued and respected as individuals and as citizens of society. I aim to encourage participation in my workplace setting by actively listening to the children and ensuring I am always available to the children. I will respect the children’s feelings and views and actively acknowledge their feelings in a positive manner. I feel it is important to involve children in decision making and planning. When planning activities I will ensure they are child led and that the children have expressed their interest in the area or topic or have suggested an activity or topic. I will do this by having discussions with the children and asking open questions to ensure children have the opportunity to express their own opinions and thoughts. I believe the area in which children learn should be adapted to suit their needs and should allow for inclusion for all. This may mean ensuring all equipment and resources are easily accessible and are clearly labelled. Children should play an active part in deciding on their snack and I will always encourage children to express their likes and dislikes. Discussing food and children’s opinions on food can empower children to make healthy food choices for themselves. I will endeavour to act in a way which promotes the rights of every child to full participation whilst ensuring their protection and Conclusion It is clear that children’s voices are being heard and that there are opportunities for children to participate in bringing about positive change for the future. However there are still many barriers and hurdles that prevent children from feeling as though they have a choice or that having a choice will actually make a difference. The main barrier may indeed be attitude and the consensus that children simply can’t do what adults can do for them. I feel that children are in fact the teachers and adults can learn a great deal from them if they were only willing to listen. References Alderson P. (2008) Young Children’s Rights; Exploring Beliefs, Principles and Practice. (2nd edition) London: Jessica Kingsley Publishers. Hornby A .S. (1995). Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press Miller J. (2003). Never Too Young; How Young Children can Take Responsibility and Make Decisions. London: Save the Children. Ministry of Social Development. (2003). Involving Children. New Zealand: Ministry of Social Development. Participation Works Partnership. (2012). What is Participation? [Online]. Available from: http://www.participationworks.org.uk/topics/rights/participation-rights [Accessed 27 November 2012]. Scott F et al. (2008). HNC Early Education & Childcare. Essex: Pearson Education Ltd. Unicef. (n.d). Fact Sheet: A summary of the rights under the convention on the rights of the child. [Online]. Available from: http://www.unicef.org/crc/files/Rights_overview.pdf [Accessed 27 November 2012].

Developmental Psychology essays

Developmental Psychology essays There are three main theories of development that I shall discuss in this assignment, Cognitive, the main theorist being, Piaget, (1896 1980), The, Psychosocial Theory, Erikson, (1902 1994), and, The Psychosexual, of, Freud, (1856 1939). Cognitive Psychology draws the comparison between the human mind and a computer, suggesting that we like the computer process the information we acquire from around us and then react accordingly. Hearnshaw, (1987), claims that Cognitive Psychology is both one of the oldest and also one of the newest parts of Psychology, cited in T. Malim, (1994). Information is collected through our senses i.e. vision, touch, smell etc and then processed through our brain. Cognitive Psychologists largely seek explanations of Cognitive development, memory, attention, artificial intelligence, perception and social cognition. The methods used are usually Laboratory experiments under controlled circumstances i.e. memory tests, and, Case studies. Piaget, (J), (1896-1980), carried out case studies on his own children to study the stages of cognitive development. Piaget concluded that the child was an organism which adapts to the environment, he also studied with the opinion that all children went through the same set stages of development and that there were no individual differences. Piagets Stages of Development: - The Sensorimotor stage, (0-2): - Early in the sensorimotor stage the child is entirely egocentric, everything is an extension to the self, they cant distinguish themselves from their environment. The child has no concept of past or future all it is aware of is the here and now. The child relies entirely on its senses i.e. sight, hearing, touch. It is believed by Cognitive Psychologists that ..... To begin with, a baby will rely on in-built behaviours for sucking, c...

Links Ideas Together in French With Conjunctions

Links Ideas Together in French With Conjunctions Introduction to French Conjunctions Conjunctions provide a link between similar words or groups of words, such as nouns, verbs, people and things. There are two types of French conjunctions: coordinating and subordinating.   1. Coordinating conjunctions join words and groups of words with an equal value.   Ã‚  Jaime les pommes et les oranges.I like apples and oranges.   Ã‚  Ã‚  Je veux le faire, mais je nai pas dargent.I want to do it, but I dont have any money. 2. Subordinating conjunctions join dependent clauses to main clauses.   Ã‚  Jai dit que jaime les pommes.I said that I like apples.   Ã‚  Ã‚  Il travaille pour que vous puissiez manger.He works so that you can eat. French Coordinating Conjunctions Coordinating conjunctions join words and groups of words of equal value that  have the same nature or the same function in the sentence. In the case of individual words, this means that they must be the same part of speech. If theyre clauses, they must be similar or complementary tenses/moods. These are frequently used French coordinating conjunctions: car  Ã‚  for, becausedonc  Ã‚  soensuite  Ã‚  nextet  Ã‚  andmais  Ã‚  butor  Ã‚  now, yetou  Ã‚  orou  bien  Ã‚  or elsepuis  Ã‚  then ExamplesJaime les pommes, les bananes  et  les oranges.I like apples, bananas,  and  oranges.- Pommes,  bananes, and  oranges  are all fruits (nouns).   Ã‚  Ã‚  Veux-tu  aller  en France  ou  en  Italie  ?Do you want to go to France  or  Italy?- France  and  Italy  are both places (nouns).   Ã‚  Ce  nest  pas carrà ©Ã‚  mais  rectangulaire.Its not square  but  rectangular.- Carrà ©Ã‚  and  rectangulaire  are both adjectives.   Ã‚  Je veux le faire,  mais  je nai pas dargent.I want to do it,  but  I dont have any money.- Je  veux  le  faire  and  je  nai  pas  dargent  are present  tense.   Ã‚  Fais tes devoirs,  puis  lave la vaisselle.Do your homework,  then  wash the dishes.- Fais  tes  devoirs  and  lave la  vaisselle  are both commands. Note:  French children learn the mnemonic Mais oà ¹ est  donc  Ornicar  ?  to help them remember the most common French coordinating conjunctions- mais,  ou,  et,  donc,  or,  ni  and  car. Repeated Coordinating Conjunctions Certain French coordinating conjunctions can be repeated in front of each of the joined items for emphasis: et...et   both...andne...ni... ni   neither...norou...ou  Ã‚  either...orsoit...soit  Ã‚  either...or   Ã‚  Ã‚  Je  connais  et  Jean-Paul  et  son frà ¨re.I know  both  Jean-Paul  and  his brother.- Jean-Paul  and  son frà ¨re  are both people (nouns). Note that for the negative coordinating conjunction  ne...ni...ni, the word  ne  goes in front of the verb, just like the  ne  in other  negative structures. French Subordinating Conjunctions Subordinating conjunctions join dependent (subordinate) clauses to main clauses. A dependent clause cannot stand alone because its meaning is incomplete without the main clause. In addition, sometimes the dependent clause has a verb form that cannot stand alone. There are some frequently used French subordinate conjunctions: comme  Ã‚  as, sincelorsque  Ã‚  whenpuisque  Ã‚  since, asquand  Ã‚  whenque  Ã‚  thatquoique*  Ã‚  even thoughsi  Ã‚  if *Note that  quoique  must be followed by the  subjunctive.*For subordinating conjunctions like  afin  que  and  parce  que, see  conjunctive phrases. ExamplesJai dit  que  jaime  les  pommes.I said  that  I like apples.The main clause is  jai  dit. What did I say? Jaime  les  pommes.  Jaime  les  pommes  is incomplete without  jai  dit. I might not in fact like apples, but I said that I did.   Ã‚  Ã‚  Comme  tu  nes  pas prà ªt,  jy  irai  seul.Since  youre not ready, Ill go alone.The main clause is  jy  irai  seul. Why will I go alone?  Because  tu  nes  pas prà ªt. The idea here is not that I want to go alone, but the fact that I will go alone  since  youre not ready.   Ã‚  Si  je suis libre, je tamà ¨nerai laà ©roport.If  Im free, Ill take you to the airport.The main clause is  je tamà ¨nerai laà ©roport. Is this guaranteed? No, only  si  je  suis  libre. If something else comes up, I cant take you.   Ã‚  Jai  peur  quand  il voyage.I am scared  when  he travels.The main clause is  jai  peur. When am I scared? Not all the time, only  quand  il voyage. So  jai  peur  is incomplete without the juxtaposition  quand  il voyage. French Conjunctive Phrases A conjunctive phrase is a group of two or more words that function as a conjunction. French conjunctive phrases usually end in  que,  and most are subordinating conjunctions. condition  que*  Ã‚  provided thatafin  que*  Ã‚  so thatainsi  que  Ã‚  just as, so asalors  que  Ã‚  while, whereas  mesure  que  Ã‚  as (progressively)  moins  que**  Ã‚  unlessaprà ¨s  que  Ã‚  after, when supposer  que*  Ã‚  assuming thatau  cas  oà ¹Ã‚  Ã‚  in caseaussità ´t  que  Ã‚  as soon asavant  que**  Ã‚  beforebien  que*  Ã‚  althoughdans  lhypothà ¨se oà ¹Ã‚  Ã‚  in the event thatde  crainte  que**  Ã‚  for fear thatde faà §on  que*  Ã‚  in such a way thatde manià ¨re  que*  Ã‚  so thatde mà ªme  que  Ã‚  just asde  peur  que**  for fear thatdepuis  que  Ã‚  sincede  sorte  que*  Ã‚  so that, in such a way thatdà ¨s  que  Ã‚  as soon asen  admettant  que*  Ã‚  assuming thaten attendant  que*  Ã‚  while, untilencore  que*  Ã‚  even thoughjusqu  ce  que*  Ã‚  untilparce  que  Ã‚  becausependant  que  Ã‚  whilepour  que*  Ã‚  so thatpourvuà ‚  que*  Ã‚  provided thatquand  bien  mà ªme  Ã‚  even though/ifquoi  que*  Ã‚  whatever, no matter whatsans  que**  Ã‚  withoutsità ´t  que  Ã‚  as soon assupposà ©Ã‚  que*  Ã‚  supposingtant  que   as or so much as / as long astandis  que  Ã‚  while, whereasvu  que  Ã‚  seeing as/that *These conjunctions must be followed by the  subjunctive.**These conjunctions require the  subjunctive  and  ne  explà ©tif. ExamplesIl travaille  pour que  vous puissiez manger.He works  so that  you can eat.The main clause is  il  travaille. Why does he work?  Pour  que  vous  puissiez  manger. The idea here is not that you can eat, but the fact that you can eat  because  he works. Another clue is that  vous  puissiez  manger  cannot stand alone; the  subjunctive  is only found in subordinate clauses.   Ã‚  Jai rà ©ussi lexamen  bien que  je naie pas à ©tudià ©.I passed the test  even though  I didnt study.The main clause is  jai  rà ©ussi   lexamen. How did I pass the test? Certainly not by studying, since  je  nai  pas à ©tudià ©. So  jai  rà ©ussi   lexamen  is incomplete without the juxtaposition  bien  que  je  naie  pas à ©tudià ©.     Ã‚  Ã‚  Il est  parti  parce  quil  avait  peur.He left  because  he was afraid.The main clause is  il est  parti. Why did he leave?  Because  il  avait  peur. The idea  il  avait  peur  is incomplete without the main clause  il est  parti.

Discussion 1,2 and 3 for cis classes Essay Example | Topics and Well Written Essays - 250 words

Discussion 1,2 and 3 for cis classes - Essay Example less fluctuating data rates and connectivity .The disadvantages D.S.L line can have are they are wired connections, though the wireless routers can solve this problem but the range of wireless routers is limited to a few hundred meters. Optic fiber: The advantages of fiber optic access are reliable transmission and even in rough weathers it can ensure transmission, however the drawback with fiber optic communication is the availability of infrastructure and is relatively expensive Other sources include Wi-fi from a remote spot, Wimax, advantages to both are ,they provide fast and on the go connectivity, drawbacks can be ,the air medium since transmission is in the form of waves, distortions are likely to be part of system Wimax is a 4th Generation Telecommunication Technology and is acronym for Worldwide Interoperability Microwave Access. It offers number of features and in a way has revolutionized the means of connectivity. Operating in Giga Hertz frequency band, it provides higher data rates, more secure transmissions, less disruptions, it provides data rates as high as 10 Mbps or above ,there are few drawbacks attached to use of Wimax , since all the transmission is based on air waves( unlike D.S.L where optic fiber is used) rough weather can disrupt transmission and can bring about fluctuations .Customer Premises Equipment ( C.P.E) the hardware equipment that is necessary for Wimax connection is slightly expensive .When the source is at a considerable distance from the C.P.E ,loss in quality can be experienced. 3. Explain whether you think professional organizations are embracing Wimax technologies or are reluctant to implement it on a large scale. What is the reasoning for your perspective and what do you feel to be the future outlook on this technology? Large number of organizations and enterprises are fast embracing Wimax as medium for communication and performing daily activities .There are number of reasons to it. The first and foremost is the fast

Law Essay Example | Topics and Well Written Essays - 1750 words - 1

Law - Essay Example The ways in which a defendant may interfere with the interests of the claimant is either by affecting materially his land or affecting his use or enjoyment of land or the interference with the servitudes and similar rights over the land. The most important case in respect of material interference with property and interference with use or enjoyment and their distinction was St Helens Smelting Co. v. Tipping1 whereby the House of Lords that the surrounding circumstances were important but there were different provisions when the concern was in respect of material injury to the said property. There had been different reasons which had been attribute to such a reasoning a few included that greater protection was offered to the prior aspect of property than to enjoyment derived from the property or the ease of quantifying. The next issue that needs to be considered in respect of nuisance is material damage to property and whether the defendant is held liable for such material damage. The important aspect in respect of nuisance which relates to this question is that of interference with the use or enjoyment of land. It is important to mention that not every interference in respect of enjoyment of property is held to be actionable as can be seen in the judgment of Vice-Chancellor in Walter v. Selfe2 that the inconvenience must be ‘considered in fact as more than fanciful, more than one of mere delicacy or fastidiousness, as an inconvenience materially interfering with the ordinary comfort...of human existence, not merely according to elegant or dainty modes and habits of living, but according to plain and sober and simple notions among the English people’. Thus a balance must be struck with enjoyment of use of occupier and his neighbour (Halsey v. Esso Petroleum Co, Ltd.)3. The interference is dependent on reasonableness which in turn is dependent on a number factors that duration of the interference, sensitivity of the plaintiff, character of neighbourh ood and fault of the defendant. The first aspect is that of duration which should be appreciable. (Cunard v. Antifyre Ltd. where it was said to be substantial length of time)4 . However, in Harrison v. Southwark and Vauxhall Water Co.5 it was stated that something which would normally constitute to be nuisance would because of its temporary and useful nature be excused. As far as sensitivity is considered, the courts would not allow a claim for an abnormal sensitivity of the claimant or his property which makes a undisruptive activity to be harmful to the defendant. The next aspect is that of character of the neighbourhood which as stated in St Helens is not to be considered in respect of cases which deal with physical damage to property, however, it is applicable to cases where the interference is in respect of enjoyment or use. In Sturges v. Bridgman Thesiger LJ stated ‘Whether anything is a nuisance or not is a question to be determined, not merely by an abstract considerat ion of the thing itself, but in reference to its circumstances; what would be a nuisance in Belgrave Square would not necessarily be so in Bermondsey; and where a locality is devoted to a particular trade or manufacture carried on by the traders and manufacturers in a particular established manner not constituting a public nuisance. Judges and juries would be justified in finding, and may be trusted to find, that the trade or manufacture so carried on in that locality is not a private or actionable wrong.’