Three General Orders Essay

When you are on guard you are responsible for everything that occurs within the limits of your post while you are on duty. You are also responsible for all equipment and property located within the limits of your post. The exact limits of your post are defined by the special orders. The special orders should also include every place a guard must go to perform your duties. You will investigate every unusual or suspicious occurrence on or near your post provided that you do not have to leave your point of duty to do so. If necessary, you or the NCO who is on guard with you will contact the chain of command for instructions.While on guard you will remain at your place of duty and continue to perform all duties required until you are relieved by proper authority. If a guard requires relief because of sickness or for any other reason, you to notify your chain of command and wait until you are replaced by another guard or you have permission from the proper authorities to leave your point of duty. If you are not relieved when your time of duty is up, you do not abandon your post. You or the NCO on duty will contact your chain of command for instructions and stay at your point of duty until you are properly relieved.While on guard you will read over your special orders prior to you starting your duty. You will obey, execute, and enforce all special orders pertaining to your post. The commander of the guard is responsible for insuring that all guards understand their special instructions prior to being posted. In addition to your special orders, a guard is responsible to obey and carry out any orders or instructions from the commanding officer, field officer of the day, and officers and noncommissioned officers of the guard.No other persons are authorized to give a guard orders or instructions. Any special instructions for a guard should be issued through the guard's chain of command. When on guard you will pass instructions to your relief when appropriate. The informa tion is also given to the commander of the relief. You will perform your duties in a military manner and serve as an example to others. A guard reports all violations of special orders to the commander of the relief. You may have to apprehend the offender, if necessary. A guard reports all emergencies that occur on or near post.The guard will take whatever action is prescribed in your special orders or guard instructions. Anytime the guard is in doubt as to what action to take, or it is not covered in the special orders, you will call the commander of the relief for instructions or assistance. Sleeping on guard duty is not tolerated by any means. If you fall asleep on guard duty a lot of things can happen. Your post can be over run, the equipment that you are meant to guard could be stolen, or the building you’re guarding could get broken into.You could face a UMCJ action for falling asleep because you’re in violation of FM 22-6 which covers guard duty. You are looked upon to perform your duty at all times and if you fall asleep you fail to do your part and cover all things that are covered in you special orders. Any violations that may occur at your post you can become a part of because you fell asleep while the violations happen. Falling asleep on guard duty prevents you from reacting in a timing manner to an emergency. Over all falling asleep hinders you from doing your job on guard.

Hazara people Essay

1. Where did they move to after Pakistan? They moved to America after Pakistan. 2. What job did Baba get? Baba got a job at a gas station. 3. Why didn’t he want food stamps? Baba refused food stamps because this was an insult to his pride. He is mentioned to have a strict code of honour and pride and accepting outside help to take care of his own problem. 4. What did Baba give Amir for his birthday? Why? Baba gave Amir a coveted Stingray bicycle and a fancy wristwatch, but Amir felt like those gifts were â€Å"blood money. † 5. What did Amir decide to study in college? Amir decided to study English and major in it. Baba considers it petty and not an actual job. Amir wants to become a writer and a published author but he knows that he will have to wait until he is noticed to gain money from his writing, so therefore explains to Baba that he will work at a low budget place for a while. Baba gets angry and throws the idea back into Amir’s face, but Amir finally stands tall and wants to do it anyway, despite Baba’s wishes because it is what he wants to do with the rest of his life. No matter what Baba has to say. 6. How did Baba feel about Amir’s decision? Why? Baba believes that writing is not a â€Å"real† job, as success is not ensured, and the fact that you write 1 book and can live off it, while others have to work hard their entire lives and can barely live off it. He is the kind of person who would be proud if Amir was doing a â€Å"manly† job, and he believes writing isn’t one – it is too creative etc†¦ Quite hard to explain, but many people believe creative jobs like writing, singing and acting aren’t real jobs. So basically, Baba wanted Amir to be manlier, but Amir decided not to because he had given up Hassan for Baba already and that decision had damned him. 7. How did the author say he â€Å"embraced America†? (pg. 136) 8. What did Baba and Amir do to supplement their income? 9. Reflect on Baba’s comment at the end of Chapter 11. 10. What dating customs and traditions does American culture have? Southern culture? The digital age of dating has ushered in dating websites, matchmaking tools, and personality assessments to help couples find each other in an era that often lends itself to feelings of disconnect and isolation. 11. Discuss gender (pg. 149) 12. What type of cancer does Baba have? 13. Discuss parental relations (pg.156). Compare and contrast relations today in America versus Afghanistan culture. 14. Why did Amir envy Soraya? Amir envied Soraya because he wishes that his secret could be spoken for and dealt with. CHAPTER 13 STUDY GUIDE QUESTIONS 1. Why wasn’t Soraya present at the beginning of the engagement party? Soraya wasn’t present at the beginning of the engagement because in Traditional Afghan ways the family and son go to the daughter’s house for a party where she is not present until the end after all the greetings are held. 2. Discuss wedding traditions. Traditionally, the bride’s family pays for American/Christian weddings. Who paid for Amir’s wedding? Amir’s father (Baba) paid for his wedding, he spent his entire life, working so he could save up money for his son’s wedding. 3. When did Baba die? About a month after Amir’s wedding, Baba died in his sleep. 4. What did Baba do the night before he died? The following night, Amir and Baba go to the Theirs’ home for the traditional ceremony of â€Å"giving word. † General there is happy and says they are doing it the right way now. Because Baba is so sick, they plan to have the wedding quickly. Baba rents an Afghan banquet hall for the ceremony, buys the ring, Amir’s tuxedo, and other necessities, until he has spent almost all of his $35,000 in savings. Of the wedding Amir remembers sitting on a sofa with Soraya. They are covered with a veil and look at each other’s reflections in a mirror. It is the first time he tells her he loves her, and they are together for the first time that night. Shortly after, Baba dies. 5. Why didn’t the General work? 6. Why didn’t the General want Jamila to sing in public? 7. What year was Amir’s first book Published? 8. Why do people whisper behind Soraya’s back? 9. Why didn’t the doctor say they couldn’t have children? What did Amir attribute it to? 10. Why did the General urge Amir and Soraya not to adopt? 11. Where did Amir buy a house? CHAPTER 14-16 1. Who called Amir and asked him to come to Pakistan? Rahim Khan called Amir and asked him to come to Pakistan. 2. How long have Amir and Soraya been married at this point? They have been married for 15 years at this point. 3. How long did Amir plan to be gone for? 4. Where did Rahim Khan live? Rahim Khan lived in Kabul. 5. Who lived in Baba’s house after he and Amir fled Kabul? Rahim Khan lived in Bab’s house after him and Amir fled from Kabul. 6. Why were the Afghans glad to have the Taliban in the beginning? The Afghans were glad to have the Taliban in the beginning because the Taliban got their start as men started bringing in cash to the Afghans fighting the Russians. 7. Why did Rahim Khan want Hassan to come live with him? In the book The Kite Runner Rahim Kahn had been best friends with Baba and Amir. After Baba had escaped to America he had asked Rahim to keep care of his place. Rahim is also aware that Hassan is Baba’s son. When Hassan was a child Rahim Kahn had watched him grow up and knew that he deserved to have more. However, he was also aware that the boy could not get his fair due because he was born illegitimately from a Hazara woman. Rahim Khan was the one Hassan had told about his rape as a child. Rahim is left alone and older and I believe that he wants to give something to Hassan. He wants him to come and stay in the big house, but Hassan will not do it. He is very honorable and will only stay in the house in which he was born on the property. Through bringing Hassan back Rahim Khan gains a family as well. 8. What was Hassan’s house like? When Rahim Khan had to go out somewhere, he left Hassan in responsibility of Baba’s house. 9. What was his wife’s name? His wife’s name is Farzana. 10. What had happened to Ali? Ali had congenital paralysis of his lower face muscles, a condition that rendered him unable to smile. 11. Why do you think Hassan changed his mind and moved with his family to live in Baba’s house with Rahim Khan? 12. Why wouldn’t Hassan move into the main house? Hassan couldn’t move into the main house because Hassan was the protagonist’s son by the wife of his servant – the servant did not know Hassan was not his son, and raised him as his own. Only the protagonist’s father (and his friend) knew that Hassan wasn’t really the servant’s son. 13. Who was the old woman who showed up on their doorstep? The old woman that showed up on their doorstep was Hassan’s mother. 14. Why do you think Hassan forgave Sanaubar? What does that tell you about Hassan’s character? Would you have forgiven your mother? I think Hassan forgave Sanaubar, cause after all, no matter how many times he’ll be mad at her for ditching him when he was small, she will always be his mom at the end of the day. This tells me about Hassan’s character is that Hassan is a type of person who forgets a person’s past no matter how bad it was, but he’ll give them a second chance. To be honest, yes I would’ve forgiven my mother because honestly I’ll be mad at her but she’s my mother after all. 15. What was Hassan’s son’s name? Hassan’s son’s name was Sohrab. 16. What year did the Taliban take over Kabul? What year did they massacre the Hazaras? CHAPTER 17-18 1. What happened to Hassan? Farzana? The Taliban’s ended up killing Hassan and Farzana. 2. What did the Taliban say about it? The Taliban’s said they will use any excuse for any kind of violence they do. 3. Where is Sohrab? After Sohrab’s parents die, Rahim Khan takes Sohrab with him to Pakistan, so Rahim can get cured. 4. What did Rahim Khan want Amir to do? Rahim Khan wanted Amir to understand that Rahim Khan had called him to Peshawar to pay not only for his betrayal of Hassan, but for Baba’s betrayal of Ali. Amir wondered if he was to blame for Hassan and Ali’s deaths because he was the one who drove them out of the house and split up the family. Finally, at thirty-eight years old, Amir was ready to take responsibility for his actions. He returned to Rahim Khan’s apartment to find him praying and told him he would bring Sohrab to Peshawar. 5. What did Amir find out about Hassan, Ali, and Baba? Amir finds out that Hassan is his biological brother, and that Baba is also Hassan’s biological father, and not Ali. 6. Why was he so upset? Amir was so upset because he betrayed Hassan a lot during his childhood, only to find out now that Hassan is his biological brother, so he feels upset and guilty about it. 7. Why is Amir more like Baba than he thought he was (pg. 226) Amir is more like Baba than he thought he was because Baba betrayed his and Ali’s friendship by spending time with his wife, whereas Amir betrayed his and Hassan’s friendship by letting him get raped by Assef. Amir and Baba both betrayed their friends. 8. Why did Amir decide to go to Kabul? Amir decided to go to Kabul because he wanted to bring Sohrab to safety, and send him to an organization where they can take really good care of him. CHAPTER 19 STUDY GUIDE QUESTIONS 1. What do we know about Farid, Amir’s cab driver? 2. Why is Farid suspicious about Amir? Farid is suspicious about Amir because he feels that Amir only came to Kabul so he could sell the land, sell his house, collect the money, and go back to America like a mouse, and then go to vacation somewhere. 3. What misunderstanding is there concerning Amir’s watch? The misunderstanding there is concerning Amir’s watch is that the Wahid family thinks that he came all the way here to sell of his house and land, but to clear things up, he gives the Wahid’s family’s son’s the watch as a gift. 4. What does Amir do before leaving Wahid’s house that echoes something he had done when he was much younger? How is this different? Amir had a dream about Hassan dying, and he was the one who ended up killing Hassan. Also before leaving Wahid’s house he left some money under their mattress. This is different, because when he was younger he left a wristwatch and some money under Hassan’s and Ali’s bed so they could get kicked out of the house. Whereas in this situation it is different because he doesn’t want them to get into trouble, he just wants to thank them for supporting him so he decides to leave the money under the mattress.

Gender Equality and Islam Essay

Islam believes that a woman is not merely subject to man rather she has her own separate and complete entity in all respects. She has an equal right to that of a man to nourish her religions faculties, serve her faith, acquire education, get a job, do business, own something and benefit herself from it and prove her creativity in an enterprise. She is master of herself in all respects. The religious aspect of this fact is described in the Quran as under: â€Å"For muslim men and women, for believing men and women; for devout men and women; for men and women who are patient, for men and women who humble themselves; for men and women who give charity’ for men and women who fast; for men and women who guard their chastity, and for men and women who remember Allah much- for them all has God prepared forgiveness and a great reward† (Al – Ahzab 33, verse 55) The characteristics mentioned in the above Quranic Verse are ten in number. These characteristics cover all aspe cts of Islam, Islamic conduct and behaviorism related to the rights of God and of human beings too. The above verse makes it clear that there is no distinction between a man and a woman in terms of worships of God, obedience to Him and the place in the life after death. In fact there is no distinction on the basis of gender. The Quran has laid down the following principle in connection with acquisition of wealth â€Å"For men is a portion of what they earn and for women is a portion of what they earn â€Å"(Al-Nisa 4, Verse32) The Sura â€Å"Al-Nisa† basically deals with matters relating to money and other issues that emerge out of the relationship of man and woman in different capacities in a family; Immediately after the above quoted verse an article from the law of legacy has been described and next comes the instructions about the mutual contacts of a husband and a wife. Hence the context makes it clear that the above mentioned verse is related to the worldly life and that a woman has equal rights to that of a man like acquiring education, doing job or a business, deal of a property and even develop her personality. There are several other Quranic verses which make it clear that there is no distinction between man and a woman on any grounds except in the bearing of a responsibility (the detail would come in later pages). Both are human beings and both have rights and privileges. God says: â€Å"I will deny no man or woman among you the rewards of their labours. You are the offspring of one another† (Al-Imran 3: Verse: 195) Through Sura Al-Tawba, God has declared all Muslim men and women as friends, companions and helpers of each other. Thus women are, in no way inferior to men rather they are friends of men and are equal to them. (However, in terms of responsibilities there can be classification, like a doctor and a teacher, under special circumstances): â€Å"The true believers, both men and women, are equal friends to each other. They enjoin what is just and forbid what is evil; they attend to their prayers and pay the Zakat and obey Allah and His Apostle. On these Allah will have merc y. He is Mighty, Wise.†(Al-Tawba 9, verse71) This is why during the prophetic period women used to acquire both religious and worldly education, do farming, take part in trade and industry and manage their wealth and property; About Aisha, the wife of the Holy Prophet, everyone knows that she has related and confirmed 2210 Hadiths (Prophet’s sayings) (Sadarat-ul-Zahab: vol.1) The books based on the compilations of the history of the days of the companions of the Apostle reveal the stories of innumerable females who had mastery over different fields of the religious knowledge rather several eminent scholars attained the knowledge of Islam from them. It was a general practice during those days people used to seek guidance from the wives of the Apostle in the matters of religion. There were besides the wives of the Apostle, certain other women too who earned repute in this field. Rabi-Bint-I-Mauz was one such famous scholar and the outstanding scholars of Islam like Abdullah-b in-Abass and Abdullah Bin Umar had been her students. Several people have related certain Hadiths through her reference. These include Salman Bin Yasir, Abad Bin walid and Nafei-Bin-Umar etc. Fatima Bint-I-Qais had been the tutor of the prominent scholars like Ibn-e-Maseeb, Urwa Bin Zubair and Shabi. (Al-Astaayab-fil-Asam-ul-Sahab) Ayesha the daughter of Saad Bin Abi-Waqas was remarkable scholar and had educated Imam Malik, Ayub Sakhtiami and Hakam Bin Ataiba. (Tazeeb-ul-tazeeb Vol. 12) Imam Shafi, the eminent jurist learnt the knowledge of Hadith from the Syeda Nafisa, the grand daughter of Hasan, the grand son of the Apostle. (Wafyat-ul-Aayam-al-Ibn-khalkan Vol 2) Same was the case of the worldly knowledge and wisdom. For example among the female companions of the Apostle several were poetess like Khansa, Saudah, Safia, Atika, Muridya, Umm-I-Aiman and several others. In the field of medicine and surgery, Rafaza Aslamia, Umm-I-Mutea, umm-I-Kabsa, Hamne Bint-I- Jahsh, Ummi-I-Athiya, Ummai Saleem and several other women won repute. (Tabqat-Ibne-Saeed, Asaba) It was a usual practice among women to get wo rldly knowledge during those days. If their number is not remarkable, it was due to lack of resources. Some ordinary women knew how to read and write and even could manage small accounts. (Tabqat Ibn-e-Saad Vol-8). Some wrote and reply letters. (Al-Adab-ul Musfi) During those days the women used to do farming and looked after their fields. In Bokhari (the collection of Hadith) Sahl Bin Sasd relates the story of a female companion of the Apostle who owned fields and gardens. She cultivated a vegetable named â€Å"Salq† near the bank of a stream and used to serve Sahl Bin Saad and others with Salq and Maize when they visited every Friday. (Bokhari) The most authenticated books on Hadith like Bokhari, Muslim, Abu-Daud and Ibni Mauja quote the statement of Jabir Bin Abdullah who narrates about her maternal aunt. She was divorced and was going through Iddat (the three months waiting period after divorce during which a woman can’t marry). She desired to sell out the fruit of her garden for her living. She consulted the Apostle who advised her to do so as in that case she would be able to give charity and do something for her redemption. This makes clear that the women, during the prophetic perod used to do farming and trade. According to Bokhari, Asma, the daughter of Abu Bakar, the first pious Caliph and the wife of Zubair used to assist her husband in farming on the fields almost two miles far from her home. Those days the women could freely take part in the trade and business activities. The most respectable woman in Muslim Ummah Khadija was a trader. Many female companions of the Apostle like Khaula. Al-khamia, Saqafia and Bint-I-Mukarrama used to trade in perfume. (Asaba-Fi-Tameez-ul-Sahaba Vol-4) Several event related in ‘Tabqat Ibn-I-Saad’ exhibit the fact muslim women during the Prophetic period used to take part in agriculture, trade and industry even without the assistance of their husbands. The wife of Abdullah Bin Masud was a good craftswoman. Once she told the Apostle that she was adept in different crafts and sold out her prepared goods. She inquired if she could spend her money on her husband and children as they have no other source of income. The Apostle told her that she would get a reward from God if she did that. It is also quoted in Al-Asaba Fil Tameez-al Sahabe Vol4) Once a woman named Khaula Bint-e-Saalba had a dispute with her husband. Both of them presented their case before the Apostle who advised the husband to keep himself away from her until the revelation of an instruction from God. At this Khula told the Prophet of God that her husband would’t be able to survive in that case as he was dependent upon her for his living. A woman named Qaila told the Apostle that she was a trader and sought his guidance in the trade matters. Another woman, Amira narrates that once she went to the market along with her maid servant and bought a fish. Ali, the fourth Caliph of Islam was also there who bought that fish from her. There are many such incidents related in ‘Tabqat Ibn-I-Saad Vol 8. The most authentic book on this subject. Souda, the Prophet’s wife was adept in the art of tanning. It is quoted in Bukhari that once her sheep died, she put its skin off, got it tanned and softened it with dates. During that period women performed several tasks collectively as well. The Bokhari kitab-ul-istehsan unfolds that once many women visited the Apostle and requested him to allocate one day in a week for their religious training. The Prophet thus accepted their request. Asma Bint-I-Zahid was good at rhetoric. Once women designated her their representative and sent to the Apostle to make some queries (Al-istaab Fi-Al-Sahab) Women were entrusted with certain responsible positions as well and they proved their worth. For example Umar, the second Caliph of Islam appointed Shafa Bint-e- Abdullah as the Price control officer.

Introduction to legal frame work Assignment Example | Topics and Well Written Essays - 3000 words

Introduction to legal frame work - Assignment Example lly an individual that carries on business activities on his own account and is singularly responsible for all the losses and profits that are made by his business. In managing the business enterprise, a sole trader is tasked with the responsibility of acting as both the risk bearer and the owner of his business. He is expected to use his own labor and skill as well as use his own capital in addition to his also being entitled to all the profits that the business organization is able to make. As a result of his having unlimited liability, a sole trader is personally responsible to all the creditors of the business enterprise and he alone bears the complete risk of the failure or success of the business organization. In the event that the business enterprise happens to be particularly large, a sole trader has the option of employing a large number of people to help him in effectively managing the business operations. He also has the option of borrowing funds to be used in financings the operations of his expanding business. Canwell (2005), points out that about 63 percent of all business organizations in the United Kingdom are noted to be run as single-person enterprises. Some of the advantages of this business structure include the fact that the registration of a small business in the United Kingdom is relatively straight forward, its record keeping is simple and the owner gets to enjoy keeping all the profits that are made by the business organization after paying taxes. Opting to operate as a sole trader provides the business owners with the opportunity of being able to test the market before they can go on to get involved in some of the more complicated forms of business structures. The main disadvantage with this form of business structure is that the current laws do not make any distinction between the sole trader and the business. It is this aspect that causes the trader to have unlimited liability. Having unlimited liability means that any debt that the

To what extent is fate part of the protagonist in Woman at point Zero Essay

To what extent is fate part of the protagonist in Woman at point Zero by Nawal El Saadawi and Chronicle of a death foretold by Gabriel Garcia Marquez dictat - Essay Example In Chronicle of a Death Foretold, the moral value in question is honour, whereas in Woman at Point Zero it is attainment of power. These values determine the characters actions and thereby shape their fates: â€Å"The work of Gabriel Garcia Marquezs Chronicle of a Death Foretold reads much like a Greek tragedy in that events proceed in an unforgiving inevitability† (website). In Woman at Point Zero, the protagonist Firdaus is manipulated and dishonoured by a number of people in her life. She has no power over the events that happen to her. She gradually learns the value of power and money which enables one to gain control over others and that becomes the utmost aim in her life. "All my life I have been searching for something that would fill me with pride, make me feel superior to everyone else, including kings, princes and rulers." Her life as a prostitute provides her a source of power she wields over men. She finds that men throughout her life mistreat her and use her until eventually she kills one of them. Firdaus is manipulated by all the elders in her life. All the major decisions in her life are taken on her behalf by her elders or the men. Firdaus life becomes a resistance against her male dominated society. She never takes delight in relationships with men. She needs to be treated as equal which in no way occurs within the respectable life of an office assistant. As a prostitute Firdaus has no need to show respect toward even the most powerful of men and thus gains her own dignity and free will. In Firdaus world, men wish to subjugate women, stripping them of all of their power. In this society, a respectable woman is one that submits to a man’s will and depends upon him for protection. By rejecting these values, Firdaus claims a sense of power and freedom over those that wish to imprison her mentally. The motif of captivity is central to

Rape Culture Essay Example | Topics and Well Written Essays - 1250 words - 1

Rape Culture - Essay Example Most people believe there is a rape culture today on campuses and other higher learning institutions. This paper has put out some views to support the argument for existence of college rape It is projected that the degree of false rape ranges between two to ten percent. Victims should report such cases. Other individuals may also report cases of another person rape case whereas it never occurred, for instance, a mother may falsely report a child rape or a boyfriend may falsely report a girlfriend’s rape. False rape victims provide false evidence like giving bloodied clothes, disarranging the room to indicate that there was a struggle. The existence of false rape is real. Psychologists and counselors argue that false rape signals different kind of problem. These problems mostly are psychological and may require quick intervention (John, 2008). The alleged victim should go through thorough counseling before any other action. The argument about false discussed some of the causes. Some of the cause includes attention seeking, revenge, psychological distress, and greed for power and or money. Some victims may attempt to report a false rape out of curiosity. They may be interested to know what will happen to people around him or her. Distraction is another cause for one to report a false rape. They may want to distract the police, family, or even friend from a particular occurrence. False rape in colleges and universities is mainly for attention seeking. A victim may falsely claim rape in order to seek attention from the individuals he or she is interested in. for instance a woman may falsely accuse a boyfriend of rape in order to get his attention. Students also may report false rape to seek their parent’s attention. Parents may neglect their children while in colleges and universities (John, 2008). This may affect the child psychologically leading him or her to reporting

The Rise of Modern America Essay Example | Topics and Well Written Essays - 500 words

The Rise of Modern America - Essay Example Owing to these circumstances, the Caucasian populace was in a higher economical placement. However, they put effort, remain critical about their business approaches, and prompt their development. In a contrary analysis, the poor are depicted firstly, as simple-minded. This is because they derive satisfaction from small wages almost as though they are unaware of the exploitative mechanisms through which they earned said wages. Notably, the on the majority of the poor were black people because of the fact that they were on the receiving end of slavery. Riis illustrates them as being unaffiliated with religion. He insinuates that with the conditions under which they lived, no bearing within which to place faith in a higher power. He further on asserts that the poor were intelligent but had no opportunities accorded to them to prove their intellectual capacity. The authors’ perspectives are contradictory. The assessment of the poor man as per each author somewhat contradicts the n ext. Riss terms the poor man intelligent but devoid of opportunities whilst Harpers Monthly portrays them as being satisfied with small wages. In the latter, the insinuation is that the poor remain poor because they do not focus on the bigger picture. This is not a depiction of intelligence and hence contradicts Riis’s point. The democracy and new civilization that had come to America still bore no good for the poor man. This is because they were not entirely compensated for the injustice that put them in that position in the first place.

COMMUNICATION AND DECISION MAKING Essay Example | Topics and Well Written Essays - 500 words

COMMUNICATION AND DECISION MAKING - Essay Example In my personal scenario, the 2 highly defined strategic aspects are logical processor and hypothetical analyzer. From a broad perspective, logical processor has an innate ability to critically analyze the situation with the prescribed rules and regulations and help in providing a detailed and a vivid result. To me, this strategy helps to make myself stable as it helps me to assure that the relevant information required has been processed efficiently and effectively.  As an individual, it gives me the ability view my problems with the optimum level of care and also helps to consider certain important factors which are involved before moving on to a conclusion. Such technical aspects help me to find the core aspect of problem-solving in a highly interesting and intriguing manner. Being a logical processor helps me to keep a relevant track record of my work and helps me in being highly organized, specifically because this approach is highly methodical. This approach is highly pragmatic as it goes to the core of the problem and offers various alternatives. My Strategic style directly coincides with the conservator strategic pattern. By closely analyzing my traits and attributes, my communication and decision making strategy may work differently depending on the specific situation. In such a scenario, the ability to communicate would certainly vary and it depends on whether the attributes of logic and sensitivity have been used. Being a Conservator helps me in attempting the optimum solutions in a specified structure. Such method is suitable for situations where there is very low margin for error. This style is suitable for me because it is directly characterized by having a strong adherence for procedural and innovative techniques (Visser, 1999). It is evident that decision making can be defined as a process which needs consistent and adequate level of planning for achievement of desired results. Planning helps to ease and

Exceptionalism in All Quiet on the western Front Research Paper

Exceptionalism in All Quiet on the western Front - Research Paper Example The exceptionalism which is used remains throughout the book as an expression of the war; however, it is broken by the end of the book to show the shock and reality of war meaning more than the boundaries created by the country which one is a part of. The exceptionalism breaks enough to show that the soldiers were the exception, as opposed to the patriotism and beliefs about the war which many had. Defining Sides and Exceptionalism The concept of exceptionalism by the narrator is displayed from the first pages. The technique is used with the knowledge that the narrator is in a war for Germany and is fighting in France. While there is little reference to the patriotism held in Germany, there is a focus on the other surrounding countries and how these forces are causing the main suffering of the soldiers. For instance, the narrator states â€Å"It is true that we have no right to this windfall. The Prussian is not so generous. We have only a miscalculation to thank for it†¦.on th e last day an astonishing number of English heavies opened up on us with high –explosive, drumming ceaselessly on our position, so that we suffered severely and came back only eighty strong† (Remarque, 2). ... The approach of creating boundaries and defining exceptionalism by building a sense of mercy to the German troops is a tactic which the narrator displays throughout the entire book. The definition of exceptionalism is then seen through the eye of the narrator, which makes the reader sympathetic to the side that is being spoken about. The idea of warfare that is expressed becomes a means of protecting the country against the actions being taken from the other countries. It also associates with the reader being able to witness the actions which are taken, similar to a news related item. When reading this, the individual has knowledge only about the side of the narrator and the attacks that are causing suffering from the Americans, English or the Prussians. The division is instantly created because of the initiative to narrate and express the divisions of identity by nationality first (Atwood, 31). The division which was created according to the countries was furthered as the war contin ued, specifically by showing how Germany and France lost the battle to others who had more. For instance, the end of the book states how America and the English came in with â€Å"new† materials to fight (Remarque, 259). This approach shows how the divisions in country were based on the strategies which were used for war and left Germany and France at a disadvantage. It also shows how there was an unfair treatment and approach toward the war, specifically because these new strategies led to pointed deaths that the narrator speaks about. Each of these complexities then leads to sympathy with the soldiers in France and Germany as the exception fighting the war, despite the loss which occurred. Patriotism and the War The narrations of divisions that are against other

The General Strike Of 1926 Essay Example for Free

The General Strike Of 1926 Essay K. O. Morgan (Wales 1880 -1980) argues that it is clear that the War marked an immediate break with the past, in social and ultimately in political terms. In no part of the British Isles was the contrast between pre- and post-war conditions more pronounced than in Wales. The governments of the 1920s had similar aims and policies with regards to unemployment. They believed that they could best help by trying to restore pre-1914 conditions. That meant reviving the freemarket economy at home, while seeking to restore the international financial and trading system abroad. As far as the government was concerned private enterprise was the main agent of economic recovery and after November 1918, state controls over the economy were rapidly demolished. The government also saw high wages as a hindrance to economic recovery as high wages resulted in higher prices and a consequent loss of foreign trade. Despite a number of strikes over wage levels, by 1923 wage rates were on average down to nearly two-thirds of their 1920 level. A further government initiative to reduce high prices and encourage trade to recover was to reduce government expenditure. Lloyd George followed such a policy as did successive governments. As a result government expenditure was cut by about a quarter in real terms, some of the national debt was paid off and taxes were reduced a little. Whilst cuts in taxation were a help to an economy in depression, unfortunately they also tended to reduce the level of domestic demand for industrial goods. Government policy therefore was probably making unemployment worse. From 1923 to the latter years of the 1930s parts of Wales and England suffered from a prolonged economic depression and this was especially true of the coalfield areas. They experienced mass unemployment – more than 2 million people were unemployed throughout this period and poverty without equal in Britain, a depression, hopelessness and despair that crushed their society and left deep scars on the consciousness of the people who lived through the depths of the Depression. In 1918 there was not a traditional election. David Lloyd George decided to fight the election as a coalition government. Lloyd George had formed the coalition government in 1916 to fight the war. The supporters of the coalition tended to be the Conservative party members and Lloyd George Liberals. David Lloyd George was popular and the coalition government won 478 seats in the House of Commons. There were huge problems for Lloyd George to deal with following the war. He had promised a ‘land fit for heroes’ and that was going to be a difficult trick to perform. Initially he had to deal with the large numbers of soldiers who were released from service. There were brief strikes but many found work in the short post war boom. In 1918, there was a sudden period of inflation. Prices and profits increased but wages lagged behind. Trade Unions became increasingly powerful and were determined to protect workers from the wage stagnation. In 1919 and 1920 there were 2000 strikes throughout Britain. The strikes were not just about wages however. The workers were bitter about their lives in the trenches and still after all their efforts the capitalists were still making vast profits- mainly from war production. The Russian Revolution had publicised government control and nationalisation, leaving the British government panicking that the strikes could turn into something far more serious. One of the most serious strikes took place in Glasgow. The Clydesdale engineers and shipbuilders demanded a 40 hour week and hoisted a red flag in George Sq, Glasgow. On the back of this the miners threatened a strike if they did not have a six hour day, thirty percent pay increase and nationalization of the mines. Lloyd George compromised and gave the miners a seven hour day, continued government control for the foreseeable future and initiated a Royal Commission. The Sankey Commission investigated the problems in the coal industry. By the end of 1921 approximately two million people were unemployed. The slump was a result of a lack of investment in some industries and a lack of demand in more traditional industries such as shipbuilding and coal etc. In 1920 Lloyd George passed the Unemployment Insurance Act. This built on the 1911 Act and covered all workers earning less than two hundred and fifty pounds excluding agricultural labourers, domestic servants and self employed people. The contributions increased but so did the allowances. Allowances increased from five shillings to seven shillings a week. Unfortunately, as unemployment increased the system could not cope as outgoings far exceeded incomings. The government could not abandon the system only one year after implementation so they extended benefit for a slightly longer period and many believe this prevented revolution in Britain. The Sankey Commission could not come to a suitable conclusion regarding the problems in the coal industry. The government decided not to continue nationalisation, leaving the coal pits in private hands as from April 1st 1921. As exports had declined wages would have to be dropped. This was announced to the miners who threatened a National Strike. The three largest unions had joined together- the railwaymen, transport workers and miners, creating a Triple Alliance. This fell apart in 1921 as the railway workers and transport workers did not support the General Strike. The miners carried on regardless but failed after three months. Lloyd George had averted a strike on a national scale but was fast losing popularity. The government lost significant sums of revenue and had to cut back on issues such as education, the army and navy, health services and council house building. It was known as Geddes Axe as Sir Eric Geddes recommended these drastic cuts in expenditure and the government reduced spending by sixty four million pounds. The General Strike had its origins in the coal industry, which was a need of modernisation and investment. The miners themselves believed that the only way in which efficiency and modernisation could be achieved was through nationalisation. Originally the mines were under government control during the war and then under David Lloyd George and the coalition government. In the 1920’s the condition worsened as the Ruhr in Germany was producing significant quantities of coal and therefore the worldwide price dropped. The return to the Gold Standard under Winston Churchill as Chancellor meant that British exports were over priced and of course coal was one of the largest exports out of Britain. The coal owners proposed a wage cut but this was rejected by the workers. The government averted a strike initially by offering two things. Firstly, by offering subsidies and secondly, by appointing the Samuel Commission. The TUC was ready to support the miners as usually all wages followed the trends of the miners. However, the TUC and miners thought the Samuel Commission would solve any problems and bring the situation to an end. The Samuel Commission report was published in March 1926. The document was fairly conservative and proposed that the mine owners should continue with reorganization and modernization, should not as k for longer hours but the document also suggested that the miners should not ask for higher wages and the government should not continue giving subsidies-at least until the crisis was over. Neither mine owners nor workers accepted the report, but the TUC continued to negotiate on behalf of the miners. The mine owners announced there would be a pay cut on 30th April. In retaliation the miners threatened a strike on May 1st. The coal owners locked the doors on 30th April in an attempt to stop a strike. The TUC still attempted negotiations with the Conservative government, but this proved useless and no solution was reached. There were approximately one and a half million workers on strike during this time and the TUC made it clear they did not wish to inconvenience the public or bring down the government. What they did want was protection for coal workers wages. The TUC still negotiated with the government with Samuel acting as mediator. The government showed no signs of softening and the TUC called off the General Strike on May 12th. Samuel had made a number of proposals, which they hoped would be accepted. Unfortunately, the miners rejected the proposals and the miners continued to strike, whilst believing the TUC had betrayed them. The coal strike continued until December and eventually the coal workers had to return to work with longer hours and less pay. The consequences of the General Strike were mainly negative. The majority of trade union members became disillusioned with the TUC and membership numbers dropped. Approximately 1.1 million members had left the TUC by 1933. The coal industry continued to decline with no investment or modernization in evidence. Even more problematic was the decline in exports. The coal industry was suffering a slow and painful death. In 1927 the government passed the Trade Disputes Act which made another General Strike impossible. Union funds could be seized and no other industry could go on a sympathy strike. More positive results of the strike gave the Labour Party more support and in some industries the strike acted as a wake up call. Some employers such as the Imperial Chemical Industries started to improve labour relations. IN 1929 the Conservatives announced the general election. The Conservatives had the most votes but not the most seats and the result was a little indecisive. In 1929 we see the second Labour government who had to face the huge problems to come. The Conservatives had lost a lot of support due to the General Strike and Trade Disputes Act. Unemployment had also played a huge role. In 1929 unemployment still stood at one million

Hrm Models Of Best Fit And Best Practice Management Essay

Hrm Models Of Best Fit And Best Practice Management Essay Report on LVMH (Moet Hennessy Louis Vuitton), the worlds leading luxury products group propose of making a report is to pass out edexcel program with a important subject of human resource planning and developments task assignment on lvmh company for find out difference in hrm modeles and how they worked on lvmh. Another task is on learning and development in multinational company as well as provide a recommendation for lvmh director for improve their strategy towards the staff for archive globally. And the last task for find out difference between recruitment and selection and hr function of international recruitment for lvmh. My approach for report is more practical and theoretical. INTRODUCTION TO ORGANIZATIONS LVMH (Moet Hennessy Louis Vuitton), the worlds leading luxury products group, including prestigious champagnes, wines, cognacs and spirits, as well as luxury goods, luggage and leather goods, fragrance and cosmetics products, watches and jewelry. The Company is also occupied in the haute fashion design and fashion businesses. LVMHs business consists of five principal business groups: Wines and Spirits, Fashion and Leather Goods, Perfumes and Cosmetics, Watches and Jewelry and Selective Retailing. In adding, LVMH has interests in financial media companies and in sale art sales, included under other performance. A vital part of the Companys production is situated in France, but sold through supplementary worldwide, in five major physical zones: France, Europe, the United States, Japan and the Far East. Louis Vuitton, a trunk-maker in Paris since 1854, became a star in the art of travel by creating baggage, bags and accessories as inventive as they were elegant and practical. A century and a half later, the legend lives on. Strengthened by its global renown, the Louis Vuitton legend is embodied by the Louis Vuitton Monogram Canvas, which has enjoyed unequalled victory since 1896 and played a starring role in the growth of modern luxury. Modernism form the story of Louis Vuitton. Task 1- HRM MODELS DIFFERNCE BETWEEN HRM MODELS OF BEST FIT ,BEST PRACTIS AND RESORSED BASED MODELS. Best practise vs Best fit It considers strategic human resource management approaches in conditions of the leadership that they offer for reward practices. There are difficulties in the sense that different writers from each perspective have different opinions about what comprise best fit or best practice. In spite of this, there are a few areas of conformity and as well as a number of points of difference. In the most common sense, both approaches view HR as having an significant role in following organisational strategy and objectives. Both approaches agree that payment practices should be consistent with other HR practices. There is a mutual view that an externally competitive reward system has an important role in attracting appropriate candidates and keeping employees. Both see rewards as a way of reinforcing organisational culture and structure. However, there are several significant difference. At the most broad level, best fit is a possibility approach while best practice is a universal approach. For best fit, organisational strategy comes first and all organisation systems and practices, together with reward. Just as organisational strategy is unique to the organisation, so is the reward system that will reinforce that strategy. For best fit, a narrow set of practices, including reward, precede strategy but provide the human resources needed to fulfil the organisations objectives, whatever they are. At a more specific level, best fit advocates display great self-reliance in the ability of the reward system to inspire specific individual behaviours. They support this view with hope Theory, a theory of motivation that advise that people with act in particular ways if they believe that their performance will lead to valued rewards. They suggest the use of variable incentives that are not combine into base pay to promote particular behaviours that are significant to achieving organisational objectives. inducement also provide financial flexibility because they are joined to an organisations ability to pay. Best fit proponents see rewards as the attach and the incentive. Since pay varies with performance, poor performers vote with their feet. outstanding performers are attracted to the large pay differentials that reward their performance. The Resource-Based Model The Resource-Based model approve an internal standpoint to explain how a companys exclusive bundle or collected works of internal resources and capabilities signify the foundation upon which value-creating strategies should be construct.Resources are inputs into a companys production process, such as brand names, individual employees skills, capital equipment, finance and talented managers and employee These resources can be tangible or intangible. Ability is the capacity for a set of resources to interactively or in combination achieve a task or activity.   Thus, according to the Resource-Based model, a companys resources and capabilities are more significant to formative the suitability of strategic actions than are the circumstances and characteristics of the external environment.   Thus, strategies should be selected that enable the company to best exploit its core competencies, relative to opportunities in the external environment. According to my thinking lvmh deploys their workforce planning and development in resourced best models because of following reasons The Resource-Based model of average returns is grounded in the uniqueness of a lvmh internal resources and capabilities.   Lvmh is identify the set of resources that provide the company with capabilities that are unique to the lvmh, relative to their competitors. Lvmh also identify those capabilities that enable the company to perform a task or activity better than its competitors. Lvmh assess or determine the potential for their unique sets of resources and capabilities to outperform its competitors in terms of returns. And also determine how a companys resources and capabilities can be used to gain competitive advantage. Lvmh is having with Locate and compete in an attractive industry. It is determine the industry that provides the best fit between the characteristics of the industry and the companys resources and capabilities.lvmh formulate and implement strategies that enable them to better exploit their resources and capabilities to take advantage of opportunities in the external environment than can their competitors.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, taking advantage of or exploiting resources and capabilities in the new competitive landscape may always result in a lvmh achieving a sustainable competitive advantage and above-average returns.   The potential to achieve a sustainable competitive advantage will be realised when lvmh resources and capabilities are valuable, rare, costly imitate, and no n substitutable TASK 2 LEARNING AND DEVELOPMENT Key Approaches Of Mnc For Learning And Development Of Their Staff Are Following Employee skills Review of Skills ,Prosperity for all in the global economy world class skills consider as implementing initiatives such as Train to Gain and signing the Employer Skills in mnc More organisations raise educational standards among young people before they enter the workforce rather than employers responsibility to raise literacy/numeracy standards within the workforce Mnc are requiring a broader range of skills and a higher level of skills . The key skills that employers class as very important include interpersonal and communication skills. However organisations feel that new employees currently lack communication/ interpersonal skills and management/leadership skill that organisations feel will be required to meet business objectives in the future. E-learning Nonetheless, over half (57%) of MNC organisations use e-learning, while nearly half tend to agree that e-learning is the most important development in training in the past few decades. There is some indication that e-learning will be increasingly used as a training tool in MNC. that e-learning demands a new attitude to learning on the part of learners for achieving a goal MNC make e-learning more effective by combined with other forms of learning. Coaching MNC undertake coaching activities, with a similar proportion finding coaching to be an effective tool.However, the purpose of coaching would appear to vary according to whom coaching is offered. Thus, within organisations that offer coaching to all of their employees, the purpose of this coaching is evidently used for general personal development and to remedy poor performance , whereas within organisations that offer coaching only to managers, the emphasis for the purpose of coaching shifts towards its position as part of a wider management and leadership development programme. The bulk of the responsibility for delivering coaching lies with line managers coaching those who report to them and to HR and learning, training and development specialists in MNC The main methods used for evaluating the effectiveness of coaching in MNC include through observation of changes and reviews of objectives conducted with line managers, coach and coachee. Expectations of new employees MNC required greater demand for learning and development among new employees (joining from school, college or university) compared with five years ago. More than half also feel that these new employees also require more structured career development, while two in five have seen greater demands for professional qualifications and greater feedback on performance Future skill requirements Reflecting the current need for both a diverse range of skills and an increased competency within those broader skill bases, MNC will require a broader range of skills. In terms of the types of skill that organisations feel need to be specifically developed to meet business needs over the years, most feel that management or leadership skills , communication or interpersonal skills , customer service skills and business skills are the highest priorities. Literacy and numeracy skills Training spends and budgets MNC organisations have a training budget and continue to spend more per employee per year on training, compared with the private sector and with the public sector. Learning and development for the future goal The majority of MNCS have experienced change over the last few years in delivering learning and development, with the most significant change concerning management development in the form of new programmes to develop the role of line managers Indeed, the crucial role of line managers highlighted in previous surveys is resistant this year, with the widely held being involved in determining learning and development needs and half predicting line managers will have greater responsibility for learning and development over the next five years On the whole, learning and development managers in MNC have accurately forecast changes in learning and development practices; e-learning, coaching, mentoring and in-house development programmes were all previously highlighted as growth areas. In-house development programmes and coaching by line managers are both now used more than previously. Lvmh face the problem of international development of its staff. There some recommendation for learning and development of its staff globally LVMH has required to create a pool of global managers with a working knowledge of international markets. A global manager should be defined as a person with the training or experience needed to manage a global business. He or she can perform from any place in the world thanks to a global vision and skills in managing multicultural and multilingual teams. To have such abilities, an individual must have worked in a number of countries so that his or her potential can be realised and perceived. LVMHs performance appraisal system should not only based on results but also on the ability to propose and implement new ideas. LVMH has a career management process called organisational and management review (OMR) . This annual process aims at reviewing HR objectives and results. The OMR is an essential tool for the organisations HR planning, taking into deliberation organisational needs for the next three years. It defines sequence planning and high-potential and ready to move lists. Employees identified on these lists are should be given development experiences, including international assignments, in order to arrange them for top management place. The OMR particularly seem back on the previous years objectives for high-potentials and those ready to move and assesses their current development. LVMH should manages to staff internally two in every three executive positions. To develop the skills and capacity of LVMH staff to ensure that flexibly and effectively to changing demands for service delivery, now and in the future, and strategic aims are achieved.their should be create an environment which encourages and supports excellence. For example LVMH should spends approximately  ¾ of its budget,  £11m, on employing staff. It is therefore important we have a robust strategy to ensure that they have staff with the right skills to deliver strategic aims. 1.4% of the  £11m budget is spent on staff learning and development and it is important that this investment is maximised. This sum keeps out on the job learning and development activities and support. All staff of LVMH are expected to develop the skills, knowledge and attributes required in their job through all learning and development processes not only training courses. Every year each member of staff should have the opportunity to engage in learning and development activities .LVMH should invest in staff development in order to make a direct impact on service delivery TASK 3 RECRUITMENT AND SELECTION Selection is different from recruitment, where recruitment technically lead selection. Recruitment involves recognize the sources of manpower and stimulating them to apply for jobs in the organizations. On the other hand, selection is the p rocess of decideing the best out of those recruited. Recruitment is positive as aims at rising the number of applications for wider choices or for increasing the selection ratio. Selection is an significant function as no organization can get its goals without selecting the correct people, where defective in selection leads to wastage of time, money and plunder the environment of an organization. In this regard, scientific selection and placement of personnel can go a long way in structure up a steady work force, where it helps to decrease absence and labour turnover at the same time very helpful inside increasing the efficiency and productivity of the enterprise The ultimate objectives of both recruitment and selection are to acquire suitable candidates but their instant objectives be different, where the basic objective of recruitment is to attract maximum number of candidates so that more options are offered .The basic purpose of recruitments is to create a talent pool of applicant to enable the selection of best applicant for the organization, by attracting more and more workforce to apply in the organization whereas The basic purpose of selection process is to choose the correct candidate to fill the Selection involves the sequence of steps by which the candidates are screened for various positions in the organization. Recruitment is a positive process i.e. encourage more and more employees to apply whereas Selection is a negative process as it involves refusal of the unsuitable candidates. Recruitment is troubled with tapping the sources of human resources whereas Selection is troubled with selecting the most suitable candidate through various interviews and examination. . There is no agreement of recruitment recognized in recruitment whereas Selection results in a agreement of service between the employer and the selected employee. Recruitment is the process of probing the candidates for employment and inspiring them to apply for jobs in the organization Whereas Selection involves the sequence of steps by which the candidates are screened for choosing the most suitable persons for empty posts. the ultimate objectives of both recruitment and selection are to obtain appropriate candidates but their instant objectives differ, where the vital objective of recruitment is to draw maximum number of candidates so that more options are available; the basic purpose of selection is to choose most excellent out of the available candidates. recruitment be different from selection in terms of process, where it take on the process of making application pool as large as possible; while selection take on the process through which more and more candidates are discarded and less candidates are selected or for a moment not even a single candidate is selected. in respect to techniques concerned, recruitment techniques are not very intensive, requiring high skills, as next to this, In selection process, highly dedicated techniques are required. Therefore, in the selection process, only personnel with exact skills like expertise in using selection tests, conducting interviews and the like are concerned. since recruitment and selection are two inter-linked steps in the process of manpower gaining, they be different in term of outcome; where the outcome for recruitment is application pool which becomes input for selection process, on the other hand, the outcome of selection process is in the form of finalizing candidates who will be offered jobs. Argument for lvmh international recruitment HR function The busy global organizations and the rapid changing companies do not find time to perform various functions of recruitment. Therefore LVMH should advise the candidates to be present for an interview directly and without a prior application on a specified date, time and at a specified place. The busy and dynamic global LVMH should encourage the possible job seekers to move towards them personally and consult them regarding the jobs. And select the suitable candidates from among such candidates though the selection process. LVMH should request the professional organizations to search for the best candidates particularly for the senior executive positions. The professional organizations search for the most suitable candidates and advice to company regarding the filling up of the positions. LVMH should develop the pool of human resources for possible employment. The prospective employers contact these organizations to recruit the candidates. The body shoppers appoint people for their association and give the required/specific employees to various organization on request. In fact, body shoppers collect fee/commission from the organizations and pay the salary/benefits to the employees. It is like acquisitions, mergers, and takeovers help in getting human resources. In addition, LVMH do also have alliances in sharing their human resources on ad-hoc basis. The technological revolutions in telecommunication helped LVMH to use internet as source of recruitment. lvmh advertise the job vacancies though the World Wide Web internet. The job seekers send their application though e-mails or internet websites. RECOMMENDATIONS The luxury goods are very receptive to the fluctuation of economy; any economic wave could influence its sales. LVMH is business mainly depends on the economic condition, if economy was depressed, its sales growth slow down sharply like it did in 2002, since demand for luxury goods declines markedly when recession or depression happens. Broad gaining makes no sense and could bring load, such as it acquired Pury Luxembourg, which is criticized since there was no room for art auction market. The mission of the LVMH group is to represent the most refined qualities of Western Art de Vivre around the world. LVMH must continue to equal to elegance and creativity. lvmh should take young graduates , mostly single for their international assignment and should give support neede to ensure smooth relocation. there should be some insurance schemes available and also international insurance. Lvmh should recruit more individuals whos having international knowledge and know at least four language and also immersed in several cultural and tradition. LVMH should have clear and and simple principal that can be applied to all countries with having harmozinious practise to allow for more global workforce between both countries and employee. the employee should be pay higher than his colleagues.

Effect of Parental Separation on Adolescence

Effect of Parental Separation on Adolescence Zeenat Jawed PARENTAL SEPARATION AND ITS CONSEQUENCES FOR ADOLESCENCE Family is one of the important social spaces which give you identity; shelter, security, senses of belonging and also nurtures the personality of a person. Parents play an important role to run the family with harmony. They provide basis for the development of personality and, guide their children to face the challenges of the real world. Child learn to adjust in society and make relations with others by observing the role of their parents (Bandura, 1989). Parents influence on child development in three different ways which includes direct interaction with child in activities, emotional identification and, telling stories about family members and relatives (Kagan, 1999). The interpersonal relation of parents also has an impact on child development. According to Moore, Kinghorne and Bandy (2011), the quality of parental relationship is allied with the positive or negative outcome in child’s behavior, social competence, and engagement in school, parent-child communication and parental feeling of aggravation. The reflection of parental relation either lifts up or disrupts the child development. If the conflict persists and parents get divorced so it will impact the development of children. This paper will explore worldwide and Pakistan’s prevalence, causes of divorce, and its impact on child’s development in different stages of life briefly, with more focus on adolescence stage. Furthermore, it will also provide some possible interventions for children to cope up with this emotional trauma without compromising their development. The reason for choosing this topic is that I have witnessed a 14 years old girl during my clinical whose parents got divorced that influenced on her life positively and negatively. She involved in studies more and became resilient but simultaneously, she was depressed, had fear about future life, and didn’t participate in any social activities. Prevalence Divorce is the physical and legal separation of spouse from their relation (Parveen, 2010). The rate of divorce is increasing day by day. Worldwide Divorce Statistics, (n.d.), states that Beralus, United Kingdom and United states are among top twenty countries with the highest divorce rate of 68%, 53% and 49% respectively. According to Avila (2013), â€Å"The United States Bureau of the Census (2005) estimated over 1 million children experience parental divorce each year. According to Strohschein et al. (2009) and Juby et al. (2005) as cited in Ambert Vanier Institute of the Family (2005), about 20% -30% children experience parental divorce at the age of 18 and 15 respectively. According to the statistics retrieved from the court of senior civil judge Lahore and Faisalabad, cited in Parveen (2010), since January to April 2008, 3223 and 1466 cases were registered respectively. About 80 to 85 cases are being registered daily. In addition, a study was conducted in Karachi showed that parental conflict results in negative outcome among their children. The study also suggests that 80.5% to 97.5% of children got affected by parental conflicts (Ali, Assad, Mogren, Krantz, 2011). This frequency shows that it is the most scorching issue in our society and around world that compels me to review this issue through my paper. Causes of divorce There is a temporality in the world that every cause precedes an effect. Similarly, there are certain causes that may leads to dissolution of the marital bond. There is no similar cause for every divorce. Frolick, (2011) as cited in Khurshid, Khatoon, Khurshid, (2012) affirms that, â€Å"every divorce is unique like a snow flake†. There is an increasing rate of divorce in Pakistan, and the few prevalent reasons are; Lack of sacrifice, forced marriages, greed, Joint family system, difference in social status and highly career oriented women (Khurshid, Khatoon, Khurshid, 2012). There are incompatible differences between partners that become necessary for the person to get divorced. Lack of communication, poverty, difference in education level, any kind of abuse (physical, emotional, verbal or sexual), disloyalty, early marriages, mismatch (sexual, intellectual and emotional), sexual dysfunction or disease and drug addiction can also be the contributing factors of divorce (Khurshid, Khatoon, Khurshid, 2012). According to Ali, Assad, Mogren, Krantz, (2011), there is a theoretical model that helps to depict the causes of intimate partner violence (IPV) that in my opinion, can leads to separation. These include psychopathological, sociological, gender, and family systems theories. Sociological theories portrayed that low education, economic vulnerability and stress can leads to conflict. Gender theories states the cultural and social construct of gender, where man have power and superiority, while women have inferior status that makes women dependent and vulnerable for violence. Furthermore, in my opinion, uncertainty and hesitation towards spouse can be a risk factor and it was the main cause of divorce in my patient’s case. Moreover, psychopathological theory suggests that certain psychiatric diseases and disorders maybe a contributing factor. Likewise, family system theories revealed that lack of communication, ineffective problem solving can leads to violence. Therefore it can be assumed that these factors can ultimately lead to divorce. Consequences of divorce Consequences for the couple: Divorce can be both positive and negative. In my opinion, getting away from the stressful relationship could be helpful for a person. Individual can live happy life a head if they are not happy and satisfied with their existing marital life. Literature also suggests that those who ends their relation due to high conflict and violence and grasps an opportunity to change are happier in their later life (Waite Gallagher, n.d.). On the other hand, divorce can be a stressful event too. Initially, the divorced couple feels relaxed but as time passes, they become harsh, fragile and easy to break. They become socially isolated and anxious. Furthermore, men are at risk of substance abuse while women are more prone towards depression, poverty, loneliness and stigmatization (Waite Gallagher, n.d.). Literature suggests that regardless of poverty and depression, women get back from the trauma easily as compared to men (Amato Cheadle, 2005). Consequences for children: Attachment theory: The relation and attachment between parents and children is very important for personality development and intimacy in later life. According to John Bowlby theory of attachment cited in Fraley, (n.d.), there are three types of attachment i.e. secure, avoidant and resistant. In the first type of attachment, the child experiences unconditioned positive regard, loving, warm and responsive attitude of parents. It helps to build intimacy, empathic and supportive behaviors towards their partner and tends resolve their conflicts with constructive strategies. In avoidant attachment, parents shows demanding, disrespectful, critical and harsh attitude towards their children. It leads to jealousy, lack of intimacy and love in adulthood. The resistant attachment is the situation of jump in and out that means that the attitude of parents is unpredictable. This pursued the child to amalgamate completely with others and build their relations quickly but it cannot exist for long. The initial years of life is marked with physical, cognitive, language, social and emotional development and it is also vulnerable for acquiring negative things (McIntosh, 2011). The infancy is a very crucial time in which child develop trust in the world with healthy parenting (Americas Angel, 2011). After divorce, the custody of child is given to one parent due to which, the child lacks attention and care from other parent. For example, if an infant is separated from mother, the primary source of satisfaction in infancy, the child will end up in separation anxiety (Stuart, 2009). In my opinion it will develops mistrust in child for the real world. According to Erickson, preschooler stage is marked with initiative vs. guilt (Americas Angel, 2011). They suffers from depression, confusion, indulge in joyless play, desire for the absent parent, feel guilty and blame themselves for the conflict and divorce of their parents (Kruk, 2013). In my view, if parents don’t give attention to their children due to their marital conflicts and separation, this may develops avoidant attachment which subsequently leads to jealousy and lack of intimacy in later life. Likewise, school-age children build competency and mastery by participating more in academics. They make friends that play an important role in developing self-esteem in child (McLeod, 2008). Following divorce, children doesn’t interact with friends more, they suffer from sleep problems and have low grade academic performance (Ambert Vanier Institute of the Family, 2005). In my opinion, low grade results from lack of parental participation in academics and avoidance of children due to marital conflict. Adolescence (11-20 years) is a stage where drastic change occurs such as pubertal changes, peer relation and physical maturity. Stuart (2009) affirms that it is a period where child is moving towards adulthood, preparing for marriage, career, acquiring sets of values and an ethical system. According to Erickson, in this stage, an adolescent forms his own identity which helps to make intimacy in young adulthood. Consequences of separation are equal for both girls and boys (Department of Justice Canada, 1997). Furthermore, I have detected some sign and symptoms in patient and also supported by a literature, adolescents may feel anger, depression, anxiety and fear, and emotional distress, early or late menarche and blame themselves for separation of their parents. Garvin and colleagues (1991) cited in Avila(2013) affirms that children whose parent got divorce had higher rates of depression, sexual acting out, substance abuse, conduct disorders, school problems, and delinquent behavior a s compared to the children of intact family. Furthermore, according to attachment theory, child may feel avoidant and resistant attachment with parents’ that deteriorates academic performance. In my belief it is because of lack of participation of parents in school due to which child get demotivated and shows poor performance at school. According to Stuart (2009), the children face difficulty in identification of one parent as a victim and develop rejection for other. Literature suggests that parental separation also puts a child at risk for divorce (Amato Cheadle, 2005). They become pessimistic about their future intimate relation (Stuart, 2009). Therefore, I believe that this stage is very crucial and could have dangerous affects of suffering. Furthermore, it is also observed that if the custody of child is given to opposite sex parent, it can also lead to problematic circumstances. For example, in Pakistan’s context, if an adolescent girl is living with her father so she may face many problems at puberty because of lack of guidance from mother. Similar situation goes with boys. They cannot discuss their reproductive health problems with mother flexibly. Children might have problems in identification of their same-sex parents due to lack of interaction with non-custodial parents. On the other hand, the divorce can leave positive effects as well. The patient that I had encountered showed positivity and coped with in an appropriate manner. She became resilient, indulges in studies and showed good academic performance. Middleton, (n.d.) insists that child learn positivity and becomes resilient, adaptable, have self-confidence, shows empathy, and learn more through quality time spent with each parent separately. After adolescence, a person enters in adulthood phase where they make relations and start their own family. If the impact of parental divorce is positive, they are most likely to build good relation with their spouse and children. According to Erickson, they develop intimacy and generativity however, in my opinion, they will get isolated from society and family and experience despair because they haven’t achieved their goal due to parental conflict and separation. Recommendations As health care personnel, we need to support child during this traumatic event. It is important to help child in the grieving period. Friends and family member can play a significant role in it. Furthermore, we can involve child in different group work that help to alleviate the depressive symptoms and provides opportunity to deal with pre and post divorce stress. Besides we can support child in reframing their perception about divorce and help to modify their thoughts into positivity. Avila (2013) states that it can be attain with Psycho-educational and counseling which help child to cope with the reality and impacts of separation. Cognitive behavioral therapy can be given to child in order to change their negative thinking (Avila, 2013). Indulge child in activities to divert their mind from stressful situation to the relaxed situation such as sports. Show empathy towards child to make them realize that they are not alone in this situation. Moreover we can refer child to those who h as coped with parental divorce appropriately. In my opinion, it is also important to teach family to support child during this period. Instruct family and custodial parent to allow child to maintain relation with the absent parent. Allow child to choose with whom they wants to live. Guide them not to discuss about the absent parent in front of child otherwise it will make child more depressed. Parents are required to fulfill the need of child and spend more time with them. In conclusion, the inter-parental relation plays an important role in the development of child. They can influence both positively and negatively. Good parental relation can enhance well-being of a child otherwise it will disrupt the development of child. Divorce is the legal separation of spouses. It has both positive and negative impact on the couple as well on their children. Additionally, child will have psychological, behavioral, social, physical and emotional problem in their development. Every stage is very crucial but adolescences are at greater risk to be affected with parental separation as it provides identity to children which help to develop intimacy in later life. By following above mentioned strategies, children can cope up with this painful event smoothly.

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) :: Essays Papers

JOHN COLLINS WARREN (August 1, 1778- May 4, 1856) Synapsis The scientific community experienced several advancements from the late 18th century through the mid-19th century. This time period is of primary focus to illustrate the era in which a well accomplished anatomist left an astonishing, but often overlooked, mark in history. John Collins Warren, a skillful surgeon and fine anatomist, influenced and helped re-shape world wide views with his work on comparative anatomy titled Comparative View of the Sensorial and Nervous Systems in Men and Animals. A look into his life, accomplishments, and the time period itself will allow a thorough understanding of the importance and impact left by this work; a work previously unviewed by the internet community. John Collins Warren, born August 1, 1778, was a native of Massachusetts. Warren’s earliest influence, his father, was active in the medical community as both a doctor and surgeon. Warren’s father was such a great influence that young Warren himself decided to pursue a medical career. Warren chose a medical career, coercion free, feeling it would be most beneficial (E. Warren 21). Warren showed early on that his life was full of commitment and willfulness; he readily applied these traits towards his own education. At the time Warren began his studies there was no hospital in Boston and after one year of American schooling, he ventured to Europe to continue his studies. Around the beginning of the 19th century, voyages overseas were not easily accomplished; Warren’s voyage lasted twenty-four days and confirmed his sense of dedication. While in Europe, Warren studied in both London and Paris. Studying overseas was, as Warren himself had predicted, very beneficial. It enabled him to establish life-long relationships with influential members of the scientific community. With help from others, Warren was able to attend lectures by the most prominent scientists in Europe. Several of Warren’s journal entries from Europe speak of lectures by well-established scientists Vauqelin and Hope (E. Warren 57). After spending a sufficient amount of time in Europe, Warren felt he was well-learned and returned to America to advance his career in medicine. Upon returning to America, Warren continued his studies at Harvard and Cambridge and was forced to embrace what seemed like a whole different world.

George Elton Mayo Essay -- essays research papers fc

Elton Mayo was born in Adelaide, South Australia on 26 December 1880 and died in Guildford, Surrey on 1 September 1949. He was the second child of a respected colonial family; his father was a civil engineer, and his mother Henrietta Mary neà © Donaldson was devoted to her children’s education and success. Elton was expected to follow his grandfather into medicine, but failed at university studies and was sent to Britain. Here he turned to writing, wrote on Australian politics for the Pall Mall Gazette and taught at the Working Men’s College in London. He then returned to Australia to work in an Adelaide publishing business where his radical management practices were not appreciated. He returned to university and became the most brilliant student of the philosopher Sir William Mitchell, won prizes for scholarship and in 1912 was appointed a foundation lecturer in philosophy and education at the newly established university in Queensland. Here he married Dorothea McCon nel, who had been educated in landscape art at the Sorbonne and frequently visited Europe. They had two daughters, Patricia Elton Mayo, who would follow her father’s management thinking and had an interesting sociological career, and Ruth, who became a British artist and novelist and took the name Gael Elton Mayo. Mayo taught philosophy, ethics, metaphysics, economics, education and the new psychology of Freud, Jung and especially Pierre Janet. From the beginning he trained himself in public speaking, and became an outstanding lecturer. He spoke at Worker’s Education Association classes and tutorials, and addressed unions and professional bodies. He much impressed Bronislaw Malinowski when they met in 1914, and they became good friends. During the First World War he served on government bodies, advised on the organization of work for the war effort, wrote and lectured on industrial and political psychology and psychoanalysis, and contributed a lively piece (Mayo and Booth 1916) to Lady Galway’s Belgium Book. He was made a professor of philosophy in his university’s reorganization after the war. With a young Brisbane doctor, Thomas R.H. Matthewson, who had sought advice on the management of patients suffering war neurosis, Mayo refined his clinical skills in psychotherapy. He began to apply his observations on Matthewson’s patients, and the ideas of the new psychology to political and industria... ...ridge, MA: Harvard University Press. Mayo, E. and Booth, A. (1916) ‘Ring Down the Curtain’, in M.C. Galway (ed.), Lady Galway’s Belgium Book, Adelaide: Hussey and Gillingham, 40–48. Roethlisberger, F.J. (1977) The Elusive Phenomena, Boston: Division of Research, Harvard School of Business Administration. Roethlisberger, F.J. and Dickson, W.J. (1939) Management and the Worker, Cambridge, MA: Harvard University Press. Trahair, R.C.S. (1981) ‘Early Contributions to the Political Psychology of Elton Mayo’, in J. Walter (ed.), Reading Life Histories: Griffith Papers on Biography, Canberra: Australian University Press, 56–69. ——— (1982) ‘Elton Mayo and the Political Psychology of Harold D. Lasswell’, Political Psychology 3: 170–88. ——— (1984a) The Humanist Temper: The Life and Work of Elton Mayo, New Brunswick, NJ: Transaction. ——— (1984b) ‘The Life and Work of Elton Mayo’, in B.J. Fallon, H.P. Pfister and J. Brebner (eds), Advances in Industrial Organizational Psychology, Amsterdam: Elsevier Science Publishers, 1–9. Whitehead, T.N. (1938) The Industrial Worker: A Statistical Study of Human Relations in a Group of Manual Workers, Cambridge, MA: Harvard University Press, 2 vols.

Child Study Paper Essay

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoe’s personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.