Volkswagen Commercial Essay Example | Topics and Well Written Essays - 250 words

Volkswagen Commercial - Essay Example The little boy dressed like the super heroes at Star Wars and the concept of trying to use inward force to move things was creatively used. If I were the director of this commercial I would compare the new Volkswagen Passat with another car taking good care not to show the brand of the other car. Instead of the little boy trying to give life to the doll, make the dry cleaner work or trying to move the dog I would prefer he tries to make a similar car from another company start its engine. Since it would fail to start, the dad would arrive and when the little boy tries to use his assumed internal force in the car, the dad would ignite the car using his remote control. I would explain to the client that this commercial is easy to understand than the previous one. The comparison of the two cars would give a clearer concept of force than the use of toys and other things in comparison with a

Outline the Ways in Which Factors Essay Example for Free

Outline the Ways in Which Factors Essay There are many ways in which factors in children’s home background which may lead to differences in achievement between ethnic groups. The first way is from cultural deprivation, with the socialisation experience of children, values, expectations and norms transmitted at home. Driver and Ballard 1979 argued that high achievement in some Asian groups might be linked to the presence of close knit extended families. However with some ethnic groups many tend to have low income, which may explain why black pupils tend to underachieve as many children from low income black families lack intellectual stimulation and enriching experiences. Some cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Evidence suggests that those ethnic groups who tend to underachieve also tend have low incomes. The Joseph Rowntree Foundation 2007 estimated that 70% of Bangladeshi and over 50% of Pakistani children grow up in poverty, compared to 20% of the white population and 30% of Indians. Unemployment is 3 xs higher in African and Bangladeshi/Pakistani people than for whites and Pakistanis are 2x more likely to be in unskilled/semi skilled jobs compared to whites which can lead to material deprivation. Moynihan 1965 said that many black families are headed by lone mothers and may experience poor care due to the lack of money. Some may have material deprivation because they cannot afford to pay for books and other materials that the child needs to do their work, and many may not have the room to do their work if they live in a cramped home meaning they may not be able to concentrate. This becomes a vicious cycle as if the child receives inadequate socialisation which equals in them failing at school meaning they may become an inadequate parent, which will repeat. Also some theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. There are other factors which effect different group’s educational achievement, with there being ways in which the education system may encourage separation between children of different ethnic backgrounds, such as labelling and teacher racism, many teachers label their students and sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language which causes separation between white pupils and other ethnic pupils.

The Psychological contract

The Psychological contract The psychological contract has been defined as the implicit relationship between an employee and their organization which outlines what each should expect to give and receive in the relationship (Gakovic Tetrick, 2003; pg 236). Rousseau (2000; pg 9) has defined psychological contract as the terms of an exchange agreement between individuals and their organizations. It can also be regarded as an individuals beliefs regarding the terms and conditions of a mutual exchange agreement between the person and the organisation (Saks, 2006; pg 613). Researchers have suggested that psychological contract can be shaped by personal/individual factors, past job experience and personality of employees. Saks (2006) suggests that early life experiences also shape an employee, influencing values about fairness, hard work and reciprocity. The study looks into the concept of psychological contract and determines the importance of this in the management context. It analyses the consequences of breaching the psychological contract and the effect it can have on the organisation. The purpose of this essay is to discuss whether managing the psychological contract is a core task. Discussion and Analysis The concept of psychological contract is led by the norm of reciprocity which implies that an individual, who provides benefits to another, obligates him or her to discharge these obligations by furnishing benefits in return (Wright et al., 2005; pg 409). It refers to employee expectations towards his job/organisation. Stemming from sociological and social exchange theories, the concept has recently extended to employee-employer relationships. In the psychological contract literature, employees exchange the treatment they receive from their employer by adjusting their perceived obligations and fulfilment to the employer (Ingham, 2006; pg 22). Similarly, employer perceptions of employee fulfilment of psychological contract have been shown to influence employer obligations and increase the likelihood of the fulfilment of these obligations (Lewis and Taylor 2001; Coyle-Shapiro 2001). Psychological contract is perceptual in nature and defined as a set of expectations held by the individual employee. There is a tendency to confuse psychological contract with other emotional attributes like job involvement and employee engagement (Rousseau, 2000; pg255). Psychological contract is different from organisation commitment or the feeling of desire, need or obligation to remain in an organisation. It also differs from job involvement. The feeling of fulfilment of expectations differentiates psychological contract from positive or negative evaluative judgments of the job, as in the job satisfaction construct, which is a result of fulfilment of psychological contract (May et al., 2004; pg 32). Over the years several researches have been carried on psychological contract and a consensus has developed within the research community that the psychological contract is an important determinant of employees behaviour and attitudes (Ashton Morton, 2005; pg 30). The concept of psychological contract provides a popular framework for advancing understanding of employees attitudes and behaviours in contemporary management research, mainly due to the much discussed changes in the employment relationship (Conway Briner, 2002). Employee engagement is closely linked to psychological contract and employees are cognitively engaged when they are aware of their mission and role in their work environment, have what they need at work and have opportunities to feel an impact and fulfilment in their work (Johnson J OLeary-Kelly, 2003). Employees are emotionally engaged when they perceive that they are part of something significant with co-workers whom they trust, form meaningful connection wit h and experience empathy and concern for, and also have chances to improve and develop. In an organizations psychological contract with a manager or the managers psychological contract with the organization, either side can have a major effect on the benefits derived from their mutual relationship. Additionally, either side can also affect the ability of an organization to attract and retain high quality managers. Management of psychological contract is important because modern organizations cannot succeed unless their employees agree to contribute to their mission and survival. In order todo so, workers and employers need to agree on the contributions that workers are expected to make to the firm, and vice versa. Understanding and effectively managing psychological contract can help firms thrive. Turnley et al., (2003) showed with his research that there has been a shift in workers psychological contract in the last few years, moving from a relational contract, based on trust to the company to a transactional relationship of limited duration, focused on economic exchange and limited worker involvement in the organization. This has largely been led by the rapid industrialisation of most economies. Macro Economic developments like technological changes, downsizing and restructuring and other social and labour market changes have forced individuals to change organizations many times throughout their career (Agee, 2000; pg 12). The changing organisational dynamics has meant that psychological contract is even more important proposition than it was some time ago. Vos et al. (2003; pg 419) suggest that a vital component of psychological contract theory is the concept of breach, defined as the cognition that ones organization has failed to meet one or more obligations within ones psychological contract in a manner commensurate with ones contributions. Researches done in the past have also shown that psychological contract and the breach of them can result in several consequences depending on the category of the employees. E.g. The most valuable employees, who possess the marketability to negotiate better deals in other companies, are those most likely to leave (Ashton Morton, 2005; pg 29). Study conducted by Chen Fang (2003; pg 2) argue that besides the general organization-employee psychological contract, there also exists a separate psychological contract between an organization and its managers. Several researches suggest that psychological contract breach is associated with increased intentions to leave the organization. Indeed, quitting ones job is one of the most frequent responses to a situation in which employees perceive that their employer has wilfully violated the deal (Rousseau 2004). Ingham (2006; pg 20) believes that the most defining character of social exchange in contrast to economic exchange is that it entails unspecific obligations. While there is a general expectation of return, the nature of the return is not stipulated in advance as in a strictly economic exchange. What makes matters difficult in order to manage psychological contracts is that there is no clear understanding of what the commitments are or how they can be fulfilled. When an employee believes that the organization has not kept its promises, then the employee perceives psychological contract breach which has a negative effect on a wide range of employee attitudes and behaviours, such as job satisfaction, organizational commitment, trust in the organization and employee motivation. All this can lead to lower productivity and result in the employee leaving the organisation. All this makes psychological contract a very important proposition to manage. Pate et al. (2003) indicate that the advent of the psychological contract is positively related to low job satisfaction and high turnover rates. Hui et al. (2004) further investigated and found that the psychological contract is positively related to employees exit and neglect and negatively related to employees loyalty. Employees are considered a source of competitive advantage and ways in which people work make a crucial difference between successful and unsuccessful firms. Psychological contract is recognised as a process for developing and retaining ability. Cassar (2001) suggests that if employee engagement affects financial outcomes and the bottom line, disengaged employees uncouple themselves from work, withdraw cognitively and emotionally, display incomplete role performance, put in less effort and become automatic and passive. This is a costly proposition for organisations and it is imperative for them to understand what employees primarily want. The psychological states of employees are key factors in determining their behaviour and responses at work. It is at least in part through the management of these psychological states that organisational effectiveness can be achieved. Management of psychological contract is an important management activity and it is important for both managers and organisation to believe in the concept of psychological contract at the beginning of the relationship. Employees with a history of psychological contract breach are more likely to view their psychological contracts in economic terms (Deery et al., 2006, pg 167). Previous research on psychological contract breach has also shown how breach perceptions reduce employees trust in the employer (Deery et al., 2006, pg 169). Contract breach perceptions undermine the social exchange basis of the relationship, eventually leading employees to watch over their investments and monitor closer the balance in the relationship (Turnley et al., 2003; pg 187). On the other hand, psychological contract fulfilment by the employer in turn presents a payback and provides value for the employee investments by bringing the exchange into a balanced state. What makes challenging for the management to manage the psychological contract is the fact that psychological contract lies in the eye of beholder. This means that even if the same deal (benefits, rewards) is offered to every employee, its psychological contract towards the organisation may vary. Also, psychological contract of employees evolves over a period of time as a result of experience and organisational policies. The recommendations for those trying to manage the psychological contract are to assess the implicit expectations from the employee at the interview stage. Also, at the same time, brief employees on the internal work environment and the organisation as much as possible. Some organisations make interviewees interact with employees so that the interviewee can informally discuss issues around working conditions, implicit rewards and expectations. The objective is to let the interviewee find out as much about the business and working conditions as possible. The roots of psychological contract formation lie in the recruitment process. During recruitment, employers should only make promises to their prospective employees, which the new employees expect them to uphold. In case an employer fails to do so, the employees may believe that their psychological contract has been violated. One of the ways of fostering psychological contract at the recruitment stage is the use of a realistic job pre view which tries to ensure that newcomers have accurate expectations about their new job and employer and thus avoid the experience of feeling short-changed thereafter. Managing of psychological contract can partly be done through training and development. Training is important in the make-up of psychological contract, not only in terms of employer expectations who consider the development of highly trained workers with firm specific skills a major factor for securing competitive advantage, but also because it acts as inducement for employees to maintain their commitment to the organisation (Lester Kickul, 2001; pg 10). The more employees perceive violation of organisational obligations with regard to providing skills and career development, the less satisfied they will be with their jobs. Conclusions The growing management interest in psychological contract can be attributed to the fact that the construct has the potential to predict employee outcomes, organisational success and financial performance (Pate et al., 2003; pg 558). Employee-employer relationships influence the economic as well as the behavioural outcomes of the organisation. Psychological contract is a multi-dimensional construct and unlike other constructs it is not only an affective but also a cognitive and physical state of involvement in ones job. It also focuses on the emerging issues in employment relationships. They are constructs that understand the concerns about employment relationships The review of literature suggests that psychological contract is extremely important for organisations to manage as it has an impact on job satisfaction, organisational commitment, intention to quit and organisational citizenship behaviour. What makes psychological contract more important is that as a construct, it has the potential to integrate a number of key organisational concepts. However, at the same time, its very difficult to manage something which is not clear. More so, because the psychological contact and the expectations might change in due course because of external and internal circumstances. The study concludes that it is important to manage the psychological contract and human resource practices significantly impacts employee development as well as assessment of psychological contract fulfilment. When employees are recruited, when they go through performance appraisals, when they evaluate their benefits packages or receive recognition for their efforts, they interpret the experience and the interpretation will influence how they react to it. The failure of a company to comply with its obligations (as perceived by an employee) can erode the employment relationship. References Agee J. (2000) Understanding psychological contract breach: An examination of its direct, indirect, and moderated effects. Unpublished doctoral dissertation, State University of New York at Albany. Argyris, C (1960) Understanding Organisational Behavior, The Dorsey Press: Homewood Ill. Ashton, C, and L Morton (2005) Managing Talent for Competitive Advantage, Strategic HR Review, Vol 4, No 5, pp 28- 31. Cassar V. (2001). Violating psychological contract amongst Maltese public service employees: Occurrence and relationships. Journal of Managerial Psychology, 16, 194- 208 Chen M, Fang M. (2003). The impact of psychological contract breach on employees work behavior: An example in high-tech industry. Fu Jen Management Review (in Chinese), 11, 1-32. Conway N, Briner RB. (2002). Full-time versus part-time employees: Understanding the links between work status, the psychological contract, and attitudes. Journal of Vocational Behavior, 61, 279-301. Coyle-Shapiro J, Conway N. (2005). Exchange relationships: Examining psychological contracts and perceived organizational support. Journal of Applied Psychology, 90, 774-781. Deery S, Iverson R,Walsh J. (2006). Toward a better understanding of psychological contract breach:Astudy of customer service employees. Journal of Applied Psychology, 91, 166-175. Gakovic A, Tetrick LE. (2003b). Psychological contract breach as a source of strain for employees. Journal of Business Psychology, 18, 235-246. Hui C, Lee C, Rousseau DM. (2004). Psychological contract and organizational citizenship behavior in China: Investigating generalizability and instrumentality. Journal of Applied Psychology, 89, 311-321. Ingham, J (2006) Closing the Talent Management Gap, Strategic HR Review, Vol 5, No 3, Mar-Apr, pp 20-23. Johnson J, OLeary-Kelly AM. (2003). The effects of psychological contract breach and organizational cynicism: Not all social exchange violations are created equal. Journal of Organizational Behavior, 24, 627-647. Lester, S, and J Kickul (2001) Psychological Contracts in the 21st Century: What Employees Value Most and How Well Organisations are Responding to These Expectations, Human Resource Planning, Vol 24, No 1, pp 10-21. May, D, A Gilson and L Harter (2004) The Psychological Conditions of Meaningfulness, Safety and Availability and the Engagement of Human Spirit at Work, Journal of Occupation and Organisational Psychology, Vol 77, pp 11-37. Pate, J, G Martin, and J McGoldrock (2003) The Impact of Psychological Contract Violations on Employee Attitudes and Behaviours, Employee Relations, Vol 25, pp 557-573. Robinson, D, S Perryman, and S Hayday (2004) The Drivers of Employee Engagement, Institute for Employment Studies, Brighton. Rousseau DM. (2000). Psychological contracts in the United States: Diversity, individualism, and associability in the marketplace. In Rousseau DM, Schalk R (Eds.), Psychological contracts in employment: Cross-national perspectives (pp. 250-282). Thousand Oaks, CA: Sage Saks, A (2006) Antecedents and Consequences of Employee Engagement, Journal of Managerial Psychology, Vol 21, No 7, pp 600-618. Turnley, W H , M C Bolino, S W Lester, and J M Bloodgood (2003) The Impact of Psychological Contract Fulfilment on the Performance of In-Role and Organisational Citizenship Behaviour, Journal of Management, Vol 29, pp 187-206. Vos, A, D Buyens, and R Schalk (2003) Psychological Contract Development during Organisational Socialisation: Adaptation to Reality and the Role of Reciprocity, Journal of Organisational Behaviour, Vol 24, No 5, pp 537-559. Wright, P M, T M Gardner, L M Moynihan, and M R Allen (2005) The Relationship between HR Practices and Firm Performance: Examining Causal Order, Personnel Psychology, Vol 58, No 2, pp 409-38.

Iroquois Essay -- essays research papers

Nothing is so fundamental yet so important to the freedoms we enjoy as Americans as the United States Constitution, which guarantees our right to do and say as we please so long as it does no harm. The Iroquois Federation preamble describes the purpose of the government set up by the government in their statements the emphasis is placed on perfect peace for the welfare of the people. Their focus was fighting for, the liberty of the people. Among the Indian nations whose ancient seats were within the limits of our republic, the Iroquois have long continued to occupy the most conspicuous position. The Iroquois flourished in independence, and capable of self protection, long after the new England and Virginia races had surrendered their jurisdictions, and fallen into the condition of dependent. Nations they now stand forth upon the canvas of Indian history prominent alike for the wisdom of their civil institutions of the league. Only the Iroquois had a system that seemed to meet most of the demands espoused by the many parties to the debates the Iroquois certainly have a considered the influence on the drafty of our own constitution, and we present day Americans owe them a very large debt. At the time of the founding of Iroquois League of nation, we have only the early stories, which was passed down from generation until such time as a written language existed. We only have stories that were passed down form generation to generation until such time as there was a written language and interprets available to record that early history. Early explores and colonist found the Iroquois well establish as they had been for many generations with a democratic government, with a form at religion that acknowledged a creator in heaven; with a strong sense of family which was used on, and controlled by their women.   Ã‚  Ã‚  Ã‚  Ã‚  In 1744 an Iroquois leader, Canassatege, had an idea. In presenting the idea to his assembly, he realized that no one was listening to what he had to say. He suggested that they should form an umbrella group that consisted of thirteen colonies. The thirteen colonies were derived from the thirteen cousins of the Iroquois people.   Ã‚  Ã‚  Ã‚  Ã‚  He mentioned each colony could keep his authority and the thirteen colonies could speak to each with one voice. Many years later the United States family developed this idea... ...ded for quick land acquisitions on order to serve the interests of the restless white frontiersmen.   Ã‚  Ã‚  Ã‚  Ã‚  Working the legal structures of the United States as well as through demonstrative activities, the Iroquois nations are trying to regain some of their land and protest their rights. They are people with tremendous sense of endurance and inner strength. Their persistence as a viable and cohesive culture is a monument to human values that have meaning in spite of persecution and defeat, by a military strong culture. The league of the Iroquois lives on a testimony to freedom, for all that care to examine it. Its spirit endures as a vision and a good for betterment of mankind. References  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lathom, Earl: The Declaration of Independence and the constitution. Revised Edition- Copyright 1956  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  www.law.ou.edu/hist/iroquois.html  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Guide Jr., Donald A: The Iroquois and the founding of the American Nation. Copyright 1977  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Morgan, Henry Lewis: League of the Iroquois  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The American Journey

Developing Learning & Development Activities Essay

Training Plan The purpose of my training session was to equip delegates with the right skills and knowledge to understand the changes auto-enrolment brings and what they need to communicate to their employees. Prior to my training session I emailed the learners to gage their existing knowledge on auto enrolment. There was a mix in responses with a couple of people saying their knowledge was around 3 on a scale of 1 to 10, a few sitting on the fence who have an awareness of auto enrolment but did not know all the legalities, and a couple who’s companies had already gone through the process. From this feedback I decided to cover the basics of the auto enrolment process, as trying to aim my training session at those with an existing knowledge would therefore make it confusing and above those with less knowledge. My view is that even if you know what you’re doing, it never hurts to go back over the basics to ensure you’ve not missed anything so that was what I aimed to do with my training session. The principles of adult learning include getting the learners involved in the planning and evaluation of the training and making sure they understand the reason for learning something. I feel these principles were reflected in my training session by communicating with them prior to the session to gage their knowledge; this meant they knew what to expect and by giving their feedback it helped to mould what level the session would be aimed at. The main resource available for the session was the whiteboard. I used this as the foundation of my training session by creating a PowerPoint presentation to use as a visual aid and form the basis of the session. I used both forms of assessment methods within my session; for a formative assessment I created a quiz on the categories of employees. I went through the theory and the facts first then tested what they had understood by putting the theory into practice. By the end of the quiz all learners were getting the questions right and ensured me they had a clear understanding on  the different categories. As a summative assessment I asked them to what extent they thought the training session had given them a better understanding of the pension changes on my feedback form. Comparing this to their knowledge rating from my email prior to the session, I can evaluate that everyone has benefited from the session as scores were either 4 or 5 on a scale of 1 to 5. Structure and sequence Trying to cover the basics of auto enrolment in 30 minutes was certainly a challenge, so I tried to structure my activities to ensure we moved through the various activities quickly whilst ensuring they were still all effective. Firstly I welcomed the group and created rapport (by tempting them with chocolate!), then spent a couple of minutes explaining the learning outcomes of the session. The first part of my teaching was to explain the four different categories as this is the foundation of auto enrolment. I covered the theory first with the PowerPoint acting as a visual aid then put the knowledge learnt into practice. I firmly believe Confucius was correct when he said ‘I hear and I forget, I see and I remember and I do and I understand’. My learners heard the theory, they saw the different categories on the chart and could probably remember the names, but when I tested their knowledge in the game it was the ‘doing’ that ensured they remembered the differ ent categories. Individual and Environmental Factors When planning my training session a factor that influenced it was my own knowledge of auto enrolment. Like others I taught, I had already gone through the process at work so had learnt the basic principles, however at my workplace we split the process out to make it easier. My role at work was the communication side, whilst the payroll manager was responsible for making sure all eligible employees were enrolled. In case my learners asked questions I did more research into auto enrolment to ensure that I had sound knowledge. To create the legal requirements in communications I also researched other company’s communications to get a feel of ‘best practice’.  By doing this I ensured I was confident in what I was teaching and was not afraid to allow questions from learners. Another individual factor was to adapt my teaching style to suit adult learners. Training does not fall within my remit at work, and the only experience I have of leading sessions is through Girls’ Brigade. Whilst I have attended many training sessions these have all covered the methods of engaging children rather than adults. My initial thought for my training session was to create a ‘corner’s game’ for learning about the categories of employees and getting people up moving around the room. However I tried to put myself in my learner’s shoes and think what I would feel comfortable doing, and instead realised that running around the room and standing in the right corner is what children prefer doing. Therefore I adapted my game to be done with flashcards to ensure there was still an element of fun in my training session but I wasn’t making anyone feel uncomfortable. An external factor that influenced my session was the time limit. This affected all my preparation and planning as I was constantly thinking of ways to make things shorter so I could ensure I covered everything thoroughly. Had I had more time to play with I could have covered the basics in much more details but instead I decided to try and wet the appetite of the learners, then give them instructions of where to find out more. The layout of the room could have been changed (with some difficulty) but prior to the session I decided that leaving it in the horseshoe layout was the best option. This ensured everyone had a good view of the PowerPoint and during the quiz I was able to quickly glance around the group to ensure everyone had the correct answer. This was also another factor of why I decided to change the quiz to flashcards from the corners as the tables would have proved difficult to move to ensure there was enough room for everyone to move around safely. Positive learning environment In my training session I ensured I created a positive learning environment by creating rapport with the learners at the beginning of the session. I feel this is the key to a good training session as unless you’ve established a  relationship with the trainer, learners are unlikely to speak up when they do not understand something or if there’s an issue. Another way of ensuring there was a positive atmosphere was making sure I had thought over the principles of adult learning before deciding on the elements of my session, as had these been aimed at children instead of adults I could have easily made my learners feel uncomfortable and therefore not engaged in the training session. Feedback from learners All of the feedback I received from my learners was positive. As mentioned previously, all of them said they had a better understanding of the pension changes because of my training session. There was mixed responses from the question ‘how likely are you to apply the knowledge learnt today in your workplace’, but those who have scored lower on this question left a comment explaining that it’s because it doesn’t fall within their remit at work. When asked ‘what was the part of the training they enjoyed the most’, all of the learners said either the quiz or the legal requirements. These were the two learner activities in my training session which shows that the activities that got the learners doing something practical was the best way of learning. When asked for improvements to the session, the only comments I received were ‘more time’ and ‘the handout at the beginning would have been useful – but I understand why this was not done’. As I had included the quiz answers on the presentation I made the decision to not give the handout until the hand, otherwise it would not have been as effective. On reflection, I could have omitted those slides from the handout so they could have had it from the beginning to make notes from if they wished. Effectiveness of the activity My own perception of the training session was that it was a good mix of activities and tutor input. My past experience is that just listening to a trainer for 30 minutes is ineffective as after around 10 minutes most adults switch off, especially if it is something they are not 100% interested in. I put this into practice in my session as I know myself that auto enrolment is  not the most interesting subject, so had I stood and talked to the learners for 30 minutes most of them would have been asleep! However, by asking for participation – and warning them about that up front – meant that they stayed engaged throughout the session. Recommendations for the future Were I to use this training session again in the future I would extend it to an hours session to allow more time for questions and answers and to expand more on key points. Although I felt I covered the basics in a short space of time quite well, I could have emphasised more on the ‘anomalies’, like temporary and zero hour contract employees. I quickly glossed over the subject but would have liked to spend the time discussing it in more depth with the learners. As mentioned earlier, my other change would be to adapt the handout so it was suitable to give out at the beginning of the session. This would allow the learners to have something to make notes on and move through at their own pace. As they make their own notes, it does often open the time up for more questions from learners meaning you can meet their needs more thoroughly.

Personal experience with banking concept of education Essay

Education, the process of taking in and applying information, is an important part of life that directly impacts an individual’s judgement and reasoning of both themselves and society. A person’s educational experience has the ability to influence their life despite their intelligence level or home life situation. In Paulo Freire’s book, The Pedagogy of the Oppressed, two major learning styles, the â€Å"banking† concepts and the â€Å"problem-posing† methods of education, and their effects on students are discussed. My personal early education was within a public school system in the small town of Canton, Massachusetts. While public schools are often stereotyped as being both diverse and inferior compered to private schools, my high school was mainly white and Roman Catholic and it contained many students that were academically focused and capable of getting accepted to prestigious colleges such as the University of Miami. In my experience, certain teachers within this school system have helped me to see, through a process of trial and error, the best way I take in new information. My education has undoubtedly been molded by a combination of both the â€Å"banking† concept and the â€Å"problem-posing† method and has allowed me to develop into the person that I am today. Being from a public school of a relatively small suburb in the Northeast, I have been pressured since the start of my education to learn in order to pass a government issued exam. Even as early as third grade, the focus of my teachers was to prepare their students for the dreaded statewide MCAS exam. The majority of my school memories from elementary school are of me practicing for the essay portion of this exam and being taught to use â€Å"50 cent† vocabulary words that would catch a grader’s attention and help us students gain a higher score. Yet, at this age, I did not really give my education too much thought. I automatically assumed that this type of mechanical drilling was the only way to do well in school and ultimately to make my parents and the people I cared about proud of me. As I grew older, I have realized that I will never know the true reason that my teachers chose to teach to standardized tests. Their reasons for this may have been purely self-interested and inspired by incentives such as receiving an extra pay bonus. Still, I personally believe that the intentions of my earliest teachers were mainly benevolent and helped to prepare me for my later education. As a starting point for learning, elementary school teachers are expected to tell students what they needed to know. Even though a large portion of this process may include having the â€Å"receive, memorize, and repeat† information as if they are almost robotic, this instills them with a set of skills that will become critical in the later part of their education (Freire 260). While it may seem that an elementary school teacher who teaches with this method would have little to no impact on how a student will succeed in life, these educators taught me educational techniques that I still value to this day. Many of the experiences that I have had with these teachers have taught me the importance of personal management. If my teachers had not placed an emphasis on the importance of organization and structure, and its relationship to success, then I would not be able to handle having a large study workload. Also, by introducing me to the importance of competition at a young age, I have been motivated to accomplish more academically and outside of the classroom than I would have without their guidance. Even though the initial principles of this â€Å"banking concept of drilling information into students may appear to be oppressive and constrictive, the benefits received by both the instructor and the student typically serve their best interests and satisfy what the student is looking to gain from their education. Therefore, I believe that it is slightly inaccurate to deem this educational method purely as a means of depositing information from one person to another. I am thankful that a portion of my education has been similar to that of the â€Å"banking† concept because it has given me the framework to pursue more advanced studies. Although a portion of my academic career has been somewhat impersonal and standardized, I was fortunate enough to take a class that gave me a chance to both think critically and cognitively while learning new material. In my junior year of high school, I was able to take an Advanced Placement history class that has brought my style of learning to a more advanced level. In this history class, the teacher gave us a schedule of what we would be doing each day of the current unit we were in that was very similar to a college syllabus. Each day of class we came prepared with background information on the topic we would be learning about which was reinforced by the teacher giving us an almost daily quiz. Although at the time taking these quizzes was tedious, it allowed for the class to discuss numerous historical topics in a short period of time. Our teacher, with the use of technology, presented different copies of primary sources to the class which led to a natural and flowing discussion of different topics. That history class was unlike any other course I had taken in the past and, while it was still challenging, I was able to do well and I scored a high grade on the AP test. I believe that the reason for both my personal success and that of many others in my class was due to the fact that my teacher combined methods of both the â€Å"banking† concepts and the â€Å"problem-posing† methods that were presented in Freire’s article. Instead of pretending to know all of the answers, my teacher posed problems to us students that we were able to work together to solve (Freire 265). While I was challenged academically to think on a critical and comprehensive level, there were certain aspects of that type of learning that required me to simply fill my brain with information. Without taking the time to learn basic facts and concepts of a certain subject, I would have never been able to insightfully discuss or give a knowledgeable opinion on it. Only by putting in a substantial amount of individual effort was I able to grasp anything that my teacher or classmates would say during a lecture or discussion. Although this experience may appear to solely support the â€Å"problem-posing method†, without the initial instruction of my early teachers to be self motivated to learn and do well in my classes, I would have believed that spending time studying outside of the classroom was pointless and that without a teacher I would be incapable of learning anything. Therefore, my academic growth that occurred during my junior year would not have been possible if I did not have such influential elementary school teachers. My educational experience over the past twelve years has definitely established me as the student that I am today. While many aspects of growing up in a small town in the Massachusetts with many similar types of people surely affected my education, it is certainly my teachers who have made the largest impact on me. With both the initial guidance from my elementary school teachers and with the introduction of critical thinking that was introduced by my history teacher, I have developed a style of learning that feature aspects of both the â€Å"banking† concept of education and the â€Å"problem-posing† method and this has proven to be successful for me in the past. Still, I hope that as I begin to continue my education at the University of Miami and possibly even in graduate school, that I will continue to grow as a student. In the future, I plan to take many different courses and be exposed to new types of thinking that will help me to develop intellectually. If I follow this path one day I may possibly be able to perfect my learning style and develop an efficient method that will help to bring me both success and knowledge in the future.

An Environment Consists Essay Example

An Environment Consists Essay Example An Environment Consists Paper An Environment Consists Paper In It BY nonhuman An environment consists of all the things like the living and the non living things in it. It can be classified as natural environment and Built environment. One has to keep some points in mind while writing an environment essay. One can define the natural environment as something that has been in existence for long and the built is the one that has been created by man. One can get more information from the Nature and Environment Essay. The natural atmosphere is being polluted due to the unnatural factors. Humans cause more pollution than the environmental causes like a volcanic eruption. It is the reckless and the caustic human nature that is primarily responsible for the environmental pollution. Most of the people are responsible for the pollution caused to the environment for their own personal motives. A write up on Environment must essentially have the causes that affect the ecosystem. It is very difficult for the humans to accept any change from the environment hey are born and live in. The Environment built by humans has become more noteworthy than the natural ones in todays times. The primary reasons for issues like Global warming Land degradation pollution etc are due the great dangers faced by everyone as a result Of the negligence. Global Warming is defined as the increase in the average temperature of the earth near surface air and ocean since the mid 20th century and its projected continuation. There is a lot of heat caused to the earth due to the green souse gases that get rapt in the suns rays thereby causing global warming. More facts about Global Warming can be found in Global Warming Essay. It is the duty of the writer to mention the causes that affect the environmental descent. It is the growth in population and also the economic advancement that has added to pollution as well. Every living and non living thing is being affected by this so one must understand that biophysical environment is meant for all and understand the importance of ecological balance. It is mandatory that the Environmental Essay has all the essential things affecting the pollution and how one can take steps to control it. Everyone must make their own efforts to bring down the consumption of petroleum. The first Step towards reducing our dependence on petroleum is to understand what products are made from petroleum. One has to take all the required action to keep a tab on dreadful conditions in the environment. It is better that we look for natural solutions like shift to a more fuel efficient icicle make use of paper bags try to economize by using the car pool or public transport go by walk or use a bicycle recycle things etc. The causes for environmental degradation also needs to be mentioned so that one is aware of the ones that are affecting the humans and the role they can play to help improve it. One must realize the importance of a healthy environment and that it is for his/her own benefit to protect it and to take measures to make the world clean and green because as the proverb says We wont have a society if we destroy the environment.

Managing a Website essays

Managing a Website essays Managing a Retail Website Simulation Electronic commerce allows organizations to become larger in scale without the need for a physical location in the marketplace. The ability to increase sales through the Internet without creating more physical stores is a real opportunity for the traditional brick and mortar companies. The Internet presents a greater chance for these companies to overcome location disadvantages and even expand globally. As brick and mortar retailers move online, there are business challenges such as creating a clearly defined web strategy, determining strategic promotions, as well as forming a successful pricing approach for the new requirements of the online market. Identify three challenges that you faced while managing the website. Using your research, recommend some best practices that could be used to overcome these challenges. 1. East-On, Inc. maintains physical retail locations that sell a wide variety of products to several different market segments. The multiple market segments made it extremely difficult to determine a primary focus for the new web site. Establishing a clearly defined Web strategy is the first step for a successful B2C (Business-to-Customer) organization. A good website strategy first identifies a market need, which indicates a target market, and then fills that need. (Berry) The American Marketing Association (A.M.A.), developed a 5 Step approach for developing a web strategy: a. Determine what your business wants to achieve from going online. b. Understand your target audience e.g., technical capacities, use of the Internet. c. Define how your Web site will integrate with existing marketing activities. d. Ensure your brand/core competencies remain consistent to your offline efforts. e. Ensure backend processes are in place to support online initiatives. 2. The teen and young adult target market appeared to offer an opportu ...

Advantages and Disadvantages of Free International Trade

Advantages and Disadvantages of Free International Trade    Title of Coursework (please provide whole question) 2(a) Explain why free international trade can be good for countries’ economies, and examine the attempts to reduce trade barriers in the past decade. (maximum 1,000 words) 2 (b) What negative effects might free international trade have upon countries’ economies, and why might counties adopt protectionist policies? (maximum 1,000 words)    Question 2a, Explain why free international trade can be good for countries’ economies, and examine the attempts to reduce trade barriers in the past decade. Trade is a major engine of growth, both in developed and developing countries. Correspondingly, the opening of markets to allow for free trade internationally has been cited as a key factor boosting trade and economic growth globally over the years (OECD, 1999; 2003). There are a number of theories that highlight the reasons why countries should engage in international trade, and which cons equently enhance support for the argument for free trade. These include Adam Smith’s theory of absolute advantage, the theory of comparative advantage by David Ricardo, and other more recent theories (Mankiw, 2010). The theory of comparative advantage which is one of the most popular theories advocating free trade, posits that nations should specialise in the production of goods for which they have relative/comparative advantage, and exchange them for products from other countries with relative advantage in other products (Reuvid and Sherlock, 2011). Although this theory has some flaws, one of them being that it ignores limits in international demand that may exist for the specialised outputs of some countries (Reuvid and Sherlock, 2011), it nevertheless provides a strong argument for the promotion of free trade. Beyond theoretical reasons, statistics lend further support to the benefits of engaging in international trade. Sachs and Warner (1995), in a study to determine whet her nations open to trade are more prosperous, over a period from 1970 to 1989, reported that for developed countries, the rate of growth for open economies was 2.3% per year, and compared with 0.7% for closed economies. In developing countries, the gains were even higher, with a growth rate of 4.5% for open countries, as against 0.7% for closed countries. The OECD (2003) highlights other potential benefits of removing barriers to trade. They state that removing all tariffs on merchandise trade, and reducing the costs of trade by 1% of global trade value will boost overall welfare globally by over $170 billion a year, and this could add the equivalent of up to 2% to the current GDP of some regions. Other advantages of promoting free international trade through the removal of barriers are as follows: It gives customers greater choice by making available a wider variety of products, and also access to potentially cheaper and/or better quality goods. Removing price distortions encourag es the use of resources in a way that maximises the advantages offered by a country’s strengths/resources. In developing countries, these improvements in resource allocation and increased revenue from exports contribute to the national income and increase the resources available for further investments in development. It also enhances a country’s productivity and wealth (Love and Lattimore, 2009; Reuvid and Sherlock, 2011; The Economist, 2013b). These benefits have led to considerable attempts to reduce trade barriers, some of which shall be discussed subsequently.

Homeless brings atrocious effects to a country Research Paper

Homeless brings atrocious effects to a country - Research Paper Example Countless research findings point out that the experience of the homeless prevents the physical, psychological, social, and behavioral development of a person (Hovington-Neville 2012). When a large portion of a country’s population is residing without a permanent, house, several stressors can be especially detrimental to the country’s economic status and social well-being. The following paper discusses and analyzes the adverse effects of homelessness in the United States from an individual and holistic point of view. Homelessness brings atrocious effects to a country from a social, health, and economic point of view. Homelessness affects a country socially in terms of picking up the expense of basic needs and services. Among the basic needs are social isolation, premature pregnancies, and the mental wellbeing of children. Paying for these services is the role of the government, and the higher the cost is, the more the country’s budget and focus on infrastructure is affected negatively (Dennis 105). Since the homeless often undergo numerous kinds of social isolation, the solution out of this isolation is not direct. Social isolation is unacceptable in terms of human liberties, especially in a wealthy country like the United States. Unplanned pregnancies by the homeless mean an entire new generation will be born into the homeless population, thereby making the social impact of this problem less solvable. The damage occurs when the child lacks food, proper physical and emotional care, and standard education. Reason One-The harm caused the lack of food also brings about an extreme form of social isolation. Homelessness is a strong sign of social unfairness in any country (Smith 44). Most people become isolated when their economic incapacitation restricts or fully inhibits their opportunity to partake in the mainstream community. Isolation happens when the mainstream community

Comparison Between Two Films Assignment Example | Topics and Well Written Essays - 1750 words

Comparison Between Two Films - Assignment Example As most of the world, particularly the U.S., was trying to overlook the threat posed by the Germans and the discrimination of the Jews, Charlie Chaplin and the rest of the actors spoke up loudly against the discrimination in a humorous way (Maland 34). What makes these two films similar is the fact that they were both comedies that used humor to uncover and condemn the faults in the German political system. This paper will analyze two scene from each film and compare them to the other in aspects of their narrative structure (themes, characters and acting) and cinematography. On the second scene of the film, we observe the main actors of the last show, Joseph and Maria Tura, now acting in Hamlet. The two chat, and Joseph tries to convince Maria that he truly loves and adores her (Eyman 2). When he enters her room, he becomes overly jealous when he realizes that she has gotten flowers from a secret admirer for the third day in a row. After Joseph leaves the room, Maria informs her maid that she is sure they are from the attractive aviator, but reassures the maid that she too loves her husband, but he becomes offended by such small things. From this scene, we can see that Marias attitude appears to be that of a careless female who enjoys taunting men and making her spouse overly jealous. She appears to have few good motivations in life other than to be admired and loved (Eyman 2). Even as the movie continues, we observe that Maria only grows and matures when her country is in danger. Joseph, on the other hand, acts like a silly, haughty man when we initial ly see him. They have numerous passionate, but childish, arguments with Maria as they act, which makes us unsure of their matrimonial. Joseph becomes overly jealous and angry after and instead of acting like a gentleman, he turns into a raving lunatic for a while (Eyman 3). The central theme in this scene is

Visual Arts - Visual Project Term Paper Example | Topics and Well Written Essays - 1250 words

Visual Arts - Visual Project - Term Paper Example They symbolize moments in history when people held their ground in the face of violence and great danger. They are images that affected people all over the world deeply and made them rally together to prevent such happenings in future. They are images that inspired people in the past and continue to do so up to now. Fig.1: Burning Monk Fig. 2: Napalm Girl. This photo depicts Tibetan monk Thic Quang Duc self-immolating in 1969. He set himself on fire in protest of South Vietnam’s persecution of monks. Thic maintains the calm and meditative lotus position throughout the entire ordeal. He does not move or make a sound. The sacrifice, strength and courage to perform such an act is remarkable. The ethical perspective here is demonstrated in the difficult act of taking one’s own life to make a point to the government. The fact that the monk does not express any pain or agony like a normal human is what makes this image stand out from a critical perspective. The man sits calml y and meditatively yet he is on fire. Culturally, Buddhists monks have performed such acts of self-sacrifice in protest of government treatment. The shocking and memorable nature of this photo ignited worldwide interest in the government’s treatment of Buddhists. The government took steps to treat Buddhists fairly so that worldwide condemnation would stop. The next photo depicts people running away from a village in Vietnam after a napalm attack by soldiers. The girl survived by removing her clothes which were on fire. She survived the horrible burns and lived to tell her story. She brought home the reality of the Vietnam War and the suffering people were enduring, helping bring an end to it. Fig. 3: Ernesto Che Guevara Ernesto Che Guevara’s image is one of the most famous, adored and recognizable in the world. The Argentinian rebel campaigned for socialism as a means of bettering peoples’ lives. In this image, he emanates strength, courage and leadership. T he photo became famous after Che was brutally executed while fighting as a rebel. On critical observation, the nature of the photo gives it the air of confidence that makes it so famous and popular. Che looks roguishly handsome in the photo. He radiates an almost unreal persona. He is wearing the rebel hat of choice; the beret. The combination of the beret and the leather jacket make him not only a political rebel, but also a social rebel. The photo gained worldwide appeal due to its charming and heroic nature. The juxtaposed photo, taken by the Bolivian government, depicts a dead Che. Even in death, he looks reposed and relaxed, with a peaceful, almost Christ-like, demeanor. He is surrounded by people who seem eager to confirm that he is indeed dead. The photo was released to prove that he was indeed dead, and to try to counter his public image. Che’s execution in Bolivia in 1967 made him a historical worldwide martyr and his image a symbol of revolutionaries everywhere. His execution did the opposite of what the government intended; instead of silencing him forever, it turned him into a people’s champion, ensuring his immortality. This image represents the ability of human courage to surpass even the grave. It shows that even though the government may kill you if you go against their wishes, your actions will live on in peoples’ memories. Fig. 5: Hector Pieterson Fig. 6: Palestinian Woman and Soldier This photo represents the 1976 Soweto uprising in South Africa. Police opened fire on school

Strategic Planning Report of Health Care Organization in the United Term Paper

Strategic Planning Report of Health Care Organization in the United States - Term Paper Example Strategic planning, therefore, has to be effective in an institution in order to deliver positive changes. The first component of strategic management is Situational Analysis. This is the initial point of designing a mission statement of an organization and how the mission will be achieved. Situational Analysis is vital in that it creates a leeway in aligning an organization in relation to its environment. Situational Analysis consists of a number of activities. First, the management has to consider the organizational context. This is the internal environment of the organization and how effective it will be. Secondly, Situational Analysis is directed towards evaluation of the external environment. This considers the neighboring people, organizations and other factors that are not controlled by the organization. Situational Analysis is critical to an organization as it is the basis of establishing an organization that is likely to record desirable performance. The second component in strategic management is Strategy Formulation. This involves designing and structuring a number of ways of running the organization (Sanderson and Stirk, 2012). This involves developing the company’s strategies and how they will function. This is done by determining the strength of the company and how the strengths will help in ensuring growth. In most cases, Strategic Formulation is split into three parts. This includes operational strategies which will be based on the operation and execution of the various organizational tasks. The second part is the competitive level. In this level, the organization looks for better ways of developing a competitive advantage over its rivals. Thirdly, there is the corporate level where the organization deems to please its corporate associates. This is essential as it is directed towards creating an appealing approach towards customers, employees and the corporate associates. The third component in strategic management is Strategy

Normative Sexuality in Children Essay Example | Topics and Well Written Essays - 1500 words

Normative Sexuality in Children - Essay Example This has called for knowledge expansion among the practicing pediatricians as regards to what is to be considered normative about sexual actions in children and teenagers and those that might be an indication that the child has been a victim of sexual abused or even acting in a manner that demonstrates sexual aggressiveness to fellow children. However it is worth noting that sexual development and plays are a positive indication of healthy and natural processes in children from toddlers through childhood to adolescence. For the case of toddlers and infant, it may involve body sensations, cuddling and touch amongst others. Behavior such as rubbing of genital parts and even erection experience is witnessed among the infant boys.2 It is also common that early school going children start inquiring about the function of various body parts. This later on graduates to sexual intercourse that is associated with affection and love for the opposite sex. During pre-adolescent stage of child dev elopment, they start getting involved in social relationships and expectation of indulging in clearer sexual feelings. Children touch and rub their sexual organs and this goes to the extent of masturbation. This would go into and even beyond puberty. At puberty and adolescence, the body parts and sex organs develop and this stage sets the onset of menstrual cycles among girls and routine masturbation especially for boys. There is the evidence of a lot of intimacy and romance which ultimately leads to dating, kissing and eventually sexual relationships and intercourse. It is very important to determine the age at which a child is appropriate or inappropriate sexual actions and respectively. For most children, sexual behaviors are exhibited throughout their childhood even before attaining puberty. However it will be considered normative (or expected) when the behaviors are not hostile, overtly sexual and are more exploratory in nature. Behaviors such as genital penetration and private part-mouth contact are not common and therefore considered non-normative.4 Sexual growth just as any areas of growth develops over time. There are certain behaviors that should not be ignored when a child develops. This is because such behaviors can be dangerous to the child and those who associate or interact with them. This therefore calls for keenness in deciding whether the behavior is natural or healthy. In addition the red flag needs to be raised especially when the behavior is considered extensive or involving others in non-consensual ways. For sexually reactive group of children, there is normally a tendency of engaging in several age-inappropriate sexual actions. This is majorly contributed by the fact that they were at one point exposed to sexual experiences. This drives them into engaging in sexual behaviors or relations characterized by too much sexual play, sexual abuse and molestation of other children.5 Exposing children of the age bracket of ten and below the years will lead them into emulating what they observe and hear. Such exposure may include but not limited to all natures of sexual actions with adolescents and adults viewing of sexually explicit and pornographic materials. Witnessing activities considered sexual between adults, adolescent or even other children. Such exposure might drive sexually reactive children into luring and engaging other

Visual Arts - Visual Project Term Paper Example | Topics and Well Written Essays - 1250 words

Visual Arts - Visual Project - Term Paper Example They symbolize moments in history when people held their ground in the face of violence and great danger. They are images that affected people all over the world deeply and made them rally together to prevent such happenings in future. They are images that inspired people in the past and continue to do so up to now. Fig.1: Burning Monk Fig. 2: Napalm Girl. This photo depicts Tibetan monk Thic Quang Duc self-immolating in 1969. He set himself on fire in protest of South Vietnam’s persecution of monks. Thic maintains the calm and meditative lotus position throughout the entire ordeal. He does not move or make a sound. The sacrifice, strength and courage to perform such an act is remarkable. The ethical perspective here is demonstrated in the difficult act of taking one’s own life to make a point to the government. The fact that the monk does not express any pain or agony like a normal human is what makes this image stand out from a critical perspective. The man sits calml y and meditatively yet he is on fire. Culturally, Buddhists monks have performed such acts of self-sacrifice in protest of government treatment. The shocking and memorable nature of this photo ignited worldwide interest in the government’s treatment of Buddhists. The government took steps to treat Buddhists fairly so that worldwide condemnation would stop. The next photo depicts people running away from a village in Vietnam after a napalm attack by soldiers. The girl survived by removing her clothes which were on fire. She survived the horrible burns and lived to tell her story. She brought home the reality of the Vietnam War and the suffering people were enduring, helping bring an end to it. Fig. 3: Ernesto Che Guevara Ernesto Che Guevara’s image is one of the most famous, adored and recognizable in the world. The Argentinian rebel campaigned for socialism as a means of bettering peoples’ lives. In this image, he emanates strength, courage and leadership. T he photo became famous after Che was brutally executed while fighting as a rebel. On critical observation, the nature of the photo gives it the air of confidence that makes it so famous and popular. Che looks roguishly handsome in the photo. He radiates an almost unreal persona. He is wearing the rebel hat of choice; the beret. The combination of the beret and the leather jacket make him not only a political rebel, but also a social rebel. The photo gained worldwide appeal due to its charming and heroic nature. The juxtaposed photo, taken by the Bolivian government, depicts a dead Che. Even in death, he looks reposed and relaxed, with a peaceful, almost Christ-like, demeanor. He is surrounded by people who seem eager to confirm that he is indeed dead. The photo was released to prove that he was indeed dead, and to try to counter his public image. Che’s execution in Bolivia in 1967 made him a historical worldwide martyr and his image a symbol of revolutionaries everywhere. His execution did the opposite of what the government intended; instead of silencing him forever, it turned him into a people’s champion, ensuring his immortality. This image represents the ability of human courage to surpass even the grave. It shows that even though the government may kill you if you go against their wishes, your actions will live on in peoples’ memories. Fig. 5: Hector Pieterson Fig. 6: Palestinian Woman and Soldier This photo represents the 1976 Soweto uprising in South Africa. Police opened fire on school

Normative Sexuality in Children Essay Example | Topics and Well Written Essays - 1500 words

Normative Sexuality in Children - Essay Example This has called for knowledge expansion among the practicing pediatricians as regards to what is to be considered normative about sexual actions in children and teenagers and those that might be an indication that the child has been a victim of sexual abused or even acting in a manner that demonstrates sexual aggressiveness to fellow children. However it is worth noting that sexual development and plays are a positive indication of healthy and natural processes in children from toddlers through childhood to adolescence. For the case of toddlers and infant, it may involve body sensations, cuddling and touch amongst others. Behavior such as rubbing of genital parts and even erection experience is witnessed among the infant boys.2 It is also common that early school going children start inquiring about the function of various body parts. This later on graduates to sexual intercourse that is associated with affection and love for the opposite sex. During pre-adolescent stage of child dev elopment, they start getting involved in social relationships and expectation of indulging in clearer sexual feelings. Children touch and rub their sexual organs and this goes to the extent of masturbation. This would go into and even beyond puberty. At puberty and adolescence, the body parts and sex organs develop and this stage sets the onset of menstrual cycles among girls and routine masturbation especially for boys. There is the evidence of a lot of intimacy and romance which ultimately leads to dating, kissing and eventually sexual relationships and intercourse. It is very important to determine the age at which a child is appropriate or inappropriate sexual actions and respectively. For most children, sexual behaviors are exhibited throughout their childhood even before attaining puberty. However it will be considered normative (or expected) when the behaviors are not hostile, overtly sexual and are more exploratory in nature. Behaviors such as genital penetration and private part-mouth contact are not common and therefore considered non-normative.4 Sexual growth just as any areas of growth develops over time. There are certain behaviors that should not be ignored when a child develops. This is because such behaviors can be dangerous to the child and those who associate or interact with them. This therefore calls for keenness in deciding whether the behavior is natural or healthy. In addition the red flag needs to be raised especially when the behavior is considered extensive or involving others in non-consensual ways. For sexually reactive group of children, there is normally a tendency of engaging in several age-inappropriate sexual actions. This is majorly contributed by the fact that they were at one point exposed to sexual experiences. This drives them into engaging in sexual behaviors or relations characterized by too much sexual play, sexual abuse and molestation of other children.5 Exposing children of the age bracket of ten and below the years will lead them into emulating what they observe and hear. Such exposure may include but not limited to all natures of sexual actions with adolescents and adults viewing of sexually explicit and pornographic materials. Witnessing activities considered sexual between adults, adolescent or even other children. Such exposure might drive sexually reactive children into luring and engaging other

Justification of Humanities Essay Example for Free

Justification of Humanities Essay The humanities have been studied since ancient Grecian times as an academic discipline, examining human condition and including the arts, literature, philosophy, history and some social sciences. In 2008, nationally recognized and respected literary theorist Stanley Fish wrote a New York Times article in response to a New York State Commission on Higher Education report in which people posted complaints that the humanities are always the last to be financially funded. Fish sums up his argument with an insulting conclusive statement: â€Å"To the question ‘of what use are humanities? ’, the only honest answer is none whatsoever†. He backs up this claim by pointing out the lack of tangible evidence that is produced by humanities compared to science and other fields. I assert that Fish underestimates the power of the intangible benefits that the humanities have to offer. His overall argument against the value of humanities presents a point-of-view that is extreme, reductive, and insulting to anyone associated with the humanities and the study of them. An education involving the study of humanities enables readers with skills that are applicable in understanding and comprehending contemporary media and literature. Literature, for that matter, effects people morally and possibly behaviorally and that effect, positive or negative, is ‘of use’. Narrative literature and historical texts also allow readers to build a bridge and connect with the past and its people. The media has become an inevitable part of our society today and, unfortunately, media manipulation has as well. Public relations companies and the government have hidden agendas that the journalists blindly incorporate into their stories and columns. People are paid to make the American public perceive pictures and articles in a deceitful, false way in order to sell a war or downplay a disaster. In 1996 John Rendon, the founder of The Rendon Group, a public relations firm, admitted to U. S. Air Force cadets that the Gulf War in Iraq had been a big project for his company. He even talked about generating deceiving photographs! Looking back in history through other conflicts (i. e. , Vietnam, Iraq), or political issues or even stories of famous individuals, we can observe many situations similar to what Rendon explained that supports a recurring complaint in our culture, whether provable or not, that the press will print stories without evidence if they make more money in the process. Specifically, the media coverage after the 911 attacks were constant and focused on Osama bin Laden as the mastermind behind the attacks and on Iraq having ‘weapons of mass destruction’ as they were told by authorities. Pro-war sources were disproportionately focused on over anti-war sources which helped build misguided public support for our war on terrorism and on Iraq. But we now know WMDs were not in existence there, but this shows the power of media stories, no matter whether based on fact, and its ability to influence society and the power it can take away from us by eliminating fully-informed decision-making. By being exposed to manipulating and deceiving narrators such as Lolita’s Humbert Humbert and Holden Caulfield in The Catcher In the Rye, students gain experience in detecting this fraudulence or bias. Also, through involvement with this type of reading and writing, the ability to sense when they are being propagandized or manipulated. An education that includes humanities provides tools for people to consciously keep from falling for the bias and hidden slander that is involved, especially with politics. This awareness can cause better decision-making (voting especially) and affect a person’s opinion very greatly. Exposure to humanities can cause people to be less egocentric and can arm them with a point-of-view that will help them see through narrow-minded opinions and statements, like Fish’s, and develop their own sound, fact-based and well-rounded opinions. Fish also comments in his article, â€Å"What do they [humanities] do? They don’t do anything, if by ‘do’ is meant bring about effects in the world†. This claim is resting upon the questionable understanding that the ‘do’ is supposed to yield a tangible product, a constant misconception Fish seems to have. I am arguing that an effect on a person, positive or negative, implies that something was ‘done’ to have caused that effect. Fish himself names many examples of literature affecting its readers; he just chooses to discard them and remain skeptical. Countless examples have affected millions of people. Rachel Carson’s Silent Spring is commonly credited for the launch of the environmental awareness movement. The Bible itself is a form of literature, and I am sure that Stanley Fish cannot argue that The Bible has not affected the world! Dr. Seuss books affect children and adults all over the world with their simple yet effective messages through the creative rhyming. The Food and Drug Administration was founded as a latter result to Sinclair’s The Jungle, and I believe that this would be considered an example of ‘doing’ something, even according to Fish. Books, and all forms of art, can cause people to reflect on the plot, the characters, or the ethical questions being pondered in the story. We can contemplate character attributes we appreciate or reject and watch scenarios unfold in books that can be comparable to situations in our own lives. Fish believes â€Å"it is not the business of the humanities to save us†, but I do believe an education in humanities can help us save us from the â€Å"worst of ourselves† by helping us become more well-rounded citizens with an understanding of the past so we can head effectively and productively into the future. I agree with Kronman who Fish quotes as saying â€Å"a college was above all a place for the training of character†¦Ã¢â‚¬ . This completely supports an intelligent quote by Martin Luther King Jr. King said, â€Å"Intelligence plus character—that is the true goal of education. † Without any humanities incorporated in a person’s education, can this goal be fully achieved? The renowned Spanish-American essayist George Santayana said, â€Å"Those who cannot remember the past are condemned to repeat it†, and I cannot agree more with this claim. It highlights the importance of an education in history, another branch of the humanities discipline. Having a connection and understanding with the past allows us to gain appreciation for the world today and learn from the mistakes made through history, so those mistakes are not repeated. For example, the very foundation of America’s government was created through utilizing documentations of various governments implemented through history! The founding fathers sifted through accounts of different governments and how successful they were and used them to form the Constitution. For example, they applied the system of checks and balances in order balance power among the braches and stray from the way that Britain’s monarchy was established. Books and the arts used to be man’s sole form of entertainment and it is amazing to read the thoughts and see the creations of a person from so long ago! Narrative literature, especially from the past, allows us to delve into the mindset of someone from a different time, and that is something that no history book can teach. The readings assigned in humanities classes expand students’ knowledge of life and ethics from a different time period and examines why this ethical mindset existed in the historical context. We reflect and compare the morals of those in the past to our own, making connections with the past yet also seeing the development of ethics and moral behavior through time. Teachings in humanities can be directly applied to the commercial culture that is present in our society today, especially with the deceitful and biased influences in the media. Literature has direct effects on us on an emotional, ethical and logical level and the connection that is made through books with the past is undoubtedly one of the most helpful insights of the past. Fish’s argument was immature and was based merely on tangible products, a close-minded viewpoint that overlooks the power of thought and the mind! My contrasting opinion defends the impalpable and in that sense, suggests humanities can contribute to improving a reader personally and potentially benefit the future of society greatly.

Plight of street children in India

Plight of street children in India Until 1993, the term street child was not present in the Official Vocabulary in India. Until 1993, the Indian government did not fulfill their duty by protecting the rights and freedom of children. Until 1993, India had failed to completely recognize and acknowledge their growing street children epidemic. Street children can be defined as both market and homeless children. All around the world, innocent children are stripped away from their sovereignties and placed on the cruel streets of their cities forcing them to create a living on their own. Both developed and developing countries, including Russia, Vietnam, Romania and Brazil, are negatively affected by the growing population of street children. Unfortunately, India is the home to the worlds largest population of street children eighteen million and counting. Throughout the last couple of years, India has achieved many accomplishments, including the rise of their economy and recognition around the world. However, neglecting th e street children epidemic is unjust and overshadows their economic boost. According to Article 27 of the Convention on the Rights of the Child, it states that Parties recognize the right of every child to a standard of living adequate for the childs physical, mental, spiritual, moral and social development. Street children are denied of each one of these rights, instigating the fact that innocent children are not being supported and cared for by their families, friends and the government. Street children in India are deprived from proper protection due to the negligence of their family, the unstable economic situation in the country and the lack of focus on their health care.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Street children are excluded from stable protection because children are neglected from the attention of their loved ones. When a child is born, he/she is entitled to be cherished, loved and sheltered. Children are extremely vulnerable and naÃÆ' ¯ve; they do not know how to differ from right and wrong. When a child is abandoned and left isolated on the streets, they are uneducated about why they are alone. Thousands of kids blame themselves for their desertion, even though they are not to blame. In India, many street children are sexually, physically and mentally abused by their parents, and living on the streets leads them to being further exploited to child labour and prostitution. One of the main reasons that street children are abused by their parents in India is due to gender discrimination. Over the past generations, boys are undoubtedly favoured than girls. Boys are considered an asset since they can carry on the family name, help with the fa rmland and can continue their education longer than females. Sixty percent of the labour force in India is based on agriculture, meaning that men are more suitable for this intricate occupation. On the other hand, girls are regarded as a liability because parents have to raise dowry in terms of getting their daughter married, girls cannot carry on the family name and a vast majority of females do not receive the same amount of education as males, since parents do not look at schooling as an obligation. In accordance to Article 26 in the Universal Declaration of Independence, it states: Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Pilfering education from a child handicaps them and is one of the worst forms of punishments in the world. Even though women have triumphed and broken down bigotry barriers over the last decades, favoritism is evident in several parts of the world. In India, the female/male ratio is 927/100 0, which is incredibly low in comparison to other countries. In some developing parts of India, girls may get aborted or killed at birth solely due to their gender.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  When a child is neglected from their loved ones, it creates long-term psychological problems. Maslows hierarchy of needs outlines the basic needs of an individual: self-actualization, esteem, love/belonging, safety and physiological. Street children in India are extremely far away from reaching the top of Maslows hierarchy, since homeless children are not introduced to proper health care, are not protected from the precarious people on the streets of India, are not accepted by their families thus leading to a low self-esteem. Street children are forced to face unwanted and awful obstacles at an extremely young age. Both girls and boys do not have a role model to follow, and try to survive day by day. Furthermore, when Charles Darwin introduced natural selection, in which he explained that individual organisms that are better adapted to their environments have a better chance of surviving; humans began to receive education, create reputations and establ ish families for themselves. In order to survive on the streets, children can go to extreme levels in order to have clothes and food. When parents neglect their own children, kids are negatively affected and conform to the other street children around them; monkey see, monkey do. With no one to tell them whats right and whats wrong, whos to stop them?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Street children are robbed from social security because they are not given the proper financial support that they deserve. Indias economic situation changes on a weekly basis. Similar to other developing countries, the prices of production and labour inflates and/or deflates regularly. Following the world-wide recession, India has dealt with the economic problem better than some developed countries, such as the United States of America. The developing economy in India is great for the government, but what about the people? Even though Indias monetary condition is reasonably settled, some rural and urban parts of the country are being faced with poverty and street children. 56.4% of Indias population is in debt and the unemployment rate in India is 9.1%. People are having a difficult time paying off their debts, since the competition in the workforce is increasing and not enough jobs are available for everyone. With an increasing population, there is an increased demand for needs. We, as humans, meet those needs by consuming more resources. Consuming more resources declines the availability of supplies, which negatively harms the environment. The environment destruction and declining resources leads to scarcity and poverty. Resource scarcity explains the fact that if there is not enough food, hunger arises. If there is not enough water, people become thirst. If jobs are scarce, the unemployment rate rises. If money is scarce, poverty augments. Street children do not have enough food, water and a source of income in order to survive in India. Due to the need for basic necessities, children are forced to work for their money. Some of the activities that street children participate in are collect/sell paper, clean cars, sell newspaper, work in small hotels, beg, steal, and tend to animals and domestic labour.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Being a developing country, the government of India is unable to entirely support all 1, 166, 079, 217 citizens; however that is not a justification for everyone. If an individual decides to have a baby, that human being is entitled to take care of that child. In India, many children are introduced to poverty; the state or condition of having little or no money, goods, or means of support. In certain circumstances, children from both middle and lower income families are forced to go onto the streets of their town in order to bring in more cash for the family. Are the parents being selfless or selfish? Parents who are telling their children to have no respect for themselves and bang on car doors simply to earn a rupee or two are utterly and shamefully selfish. Furthermore, families of lower caste systems are more prone to allowing their children to remain on the streets for days and nights. Caste systems are described as specific rankings that distingui sh a lower class family from a higher class family. This system is originated from the city and/or town that a family lives in, the last name of that family and the amount of land a family owns. In foreign countries, such as Canada and the United States, it is difficult to comprehend the caste system, yet in India the system is completely straight forward. Families from lower castes are prone to force their children, both males and females, to plead on the streets of India.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Street children are stripped from their rights when children are not being taken care of when he/she is affected by a health issue. In both developed and developing countries, both men and women tend to avoid the topic of health care. India has the largest number of street children in the age group of eight to eighteen years; these children are exposed to a risky social environment daily. Being on the streets instigates diseases because street children live and work amidst trash, animals and open sewers. The risk of getting diseases increases dramatically since dozens of Indians are immigrating and emigrating, in order to visit their relatives and be introduced to new environments. A majority of street children are not vaccinated and protected from harmful diseases including H1N1, Diphtheria, Polio and Tetanus, significantly raising their possibilities of getting seriously ill and possibly facing death in the upcoming future.

Flight in Song of Solomon, Native Son, A Worn Path, Sad Sweet Story of

Flight in Song of Solomon, Native Son, A Worn Path, Sad Sweet Story of Sugar Lips Shinehot, and Portable Promised, and Land First Eagle Story Since the beginning of time all human beings have had a fascination with human flight. Watching a bird soar through the air, one cannot help but desire the same capabilities. Imagine the point of view of the bird that flies high above the trees, among the mountains, over the ocean, and high in the air, far away from the clamor of everyday life on the ground. To have the freedom and power to release ones self from the tribulations experienced with two feet on the ground, and spring up and away into the peaceful, blue sky is a common human desire. Since ancient times, flight has represented the opportunity to free ones self from the chains of oppression. For example, in the Bible, Moses delivered the enslaved Israelites from Egypt and the Lord instructed Moses to tell them, "You have seen what I did to the Egyptians, and how I bore you on eagles' wings and brought you to Myself" (Exodus 19:4). Not only does flight represent freedom from oppression, but it has also served as a source of strength: "But those who wait on the Lord/ Shall renew their strength; / They shall mount up with/ wings like eagles" (Isaiah 40:31). Throughout history, Americans have grown up admiring and desiring the many mythical figures with the ability to fly without even having wings. Superman, with super human powers, had the ability to circumvent the globe and save innocent people from harm with his ability to fly. Santa and his reindeer could not possibly distribute toys to children all over the world without the ability to fly. Peter Pan, the eternal child, lived his life consumed in the childish pursuits an... ...51-682. Ed. Penn, W.S. The Telling of the World: Native Americans Stories and Art. New York: Stewart, Tabori, & Chang, 1996. Runnels, T.J. "Rise Above with Eagle." The Red Pathway: Newsletter of Native American Philosophy. http://www.lvcablemodem.com/mahinto/eagle1.html. (15 Oct 2001). Smoke Signals. Dir. Chris Eyre. Miramax Films, 1990. Ed. Stewart, Holly, and Cheryl Wilson. "Stories of the People: Native American Voices." National Museum of the American Indian-Smithsonian Institution. New York: Universe Publishing, 1997. Toure. "The Sad Sweet Story Of Sugar Lips Shinehot And The Portable Promised Land." Callalou. 21.2 (1998) 327-335. Welty, Eudora. "A Worn Path." The Norton Anthology of Literature By Women. Eds. Sandra M. Gilbert, Susan Gubar. New York: W.W. Norton & Company, 1996: 1641-1646. Wright, Richard. Native Son. New York: Harper Perennial, 1940.

Essay --

K-pop, also known as Korean Pop Music, is a musical genre containing electronic, hip hop, pop, rock and R&B music originating from South Korea. K-pop started in the early 1990s and grew from a musical genre into a subculture among teenagers and adults throughout East and Southeast Asia in the late 2000s. In 1957, American music started influencing Korean Music which led to many comparing the two genres together. Ever since Korean artist Psy has taken the world by storm with his single "Gangnam Style", K-pop is becoming more globally recognized. Many people are new to the genre K-pop and try to compare it to American pop music. Although there are some similarities, there are major differences between the two. K-pop is often critique for misusing English words in its lyrics and having meaningless song titles. Many k-pop songs have simple and repetitive lyrics that make little to no grammatical sense. K-pop also throws in a lot of English phrases into their songs and sometimes it is misused causing parts of the song to not make sense. My interviewee, Tina, played a few k-pop songs that had English phrases in it that didn’t make much sense. One of the songs was â€Å"Mama† by Exo. There was a phrase in the song that went â€Å"Careless, careless. Shoot anonymous, anonymous. Heartless, mindless. No one. Who care about me?† and I had no idea what this meant. When I first listened to it, I thought it was silly and random but the next day after the interview, I found myself singing the lyrics to the song. Tina was telling me this is the power of k-pop. Even though the lyrics and English phrases don’t make sense, the beat is catchy enough to make you sing along to it. â€Å"Another song I didn’t like when I first listened to was Bar Bar Bar by Crayon Po... .... The song â€Å"Swagger Jagger† is about somebody who steals somebody else’s style. I found the lyrics kind of full of herself and very self-centered because she think people are stealing her style and declaring hate on them. While Crayon Pop’s song was about inspiring people to have fun. The lyrics to â€Å"Swagger Jagger† were somewhat sending a message to all her haters who stole her unique style I don’t think this song sends a good message because it’s essentially telling people it’s alright to hate. There was no real choreography during the entire concert. She just walked back and forth around the stage. There were times when she would start jumping to get the crowd hyped up and shook people’s hand but there was no real dancing throughout the concert. I was not into the performances as much as I was with Crayon Pop. The music was good but it wasn’t as fun and enjoyable.

Kudler Fine Foods & Cardiff Seaside Market Analysis Essay

In this paper I will talk about Kudler Fine Foods and Cardiff Seaside Market and since both the businesses are direct competitors of one another, I would compare and contrast the two businesses in order to analyze the areas where one falls short from the other.   Kudler Fine Foods is a gourmet grocery store that targets the upscale customers for whom time constraint is a big issue as the store enables the customers to buy their desired products at one go. It is based on Southern California and it operates in three locations in San Diego in La Jolla, Del Mar and Encinitas. Kudler Fine Foods was founded by Kathy Kudler in 1998 who felt that traveling all the way out of the town only for the purpose of purchasing grocery items and ingredients used in cooking is tiring and to crater to this problem, she came up with the initiative of one stop shopping. The five main departments that Kudler Fine Foods is divided into are mentioned below. Fresh bakery and pastries Fresh produce Fresh meat and seafood Condiments and packaged foods Cheeses and specialty dairy products One thing that has to be noted about Kudler Fine Foods is that they do not just sell the ingredients that are used by people while cooking meals but they sell home cooked meals as well and this eases the cooking efforts. (University of Phoenix, 2007). Cardiff Seaside Market is one of the biggest competitors of Kudler Fine Foods and it was formed in 1985. It does not just offer top-notch quality products to the customers but it also provides them with excellent services. It is a family owned and operated business and the management promises to create excellence in every department. Cardiff Seaside Market has a chain of stores that offers a variety of items that includes food items and they also sell other things such as floral items and gifts. The items and services that Cardiff Seaside Market offers to its customers are mentioned below. (Cardiff Seaside Market, n.d.). 1.  Ã‚  Ã‚  Ã‚  Ã‚   Catering 2.  Ã‚  Ã‚  Ã‚  Ã‚   Cheese 3.  Ã‚  Ã‚  Ã‚  Ã‚   Cuisine and bakery 4.  Ã‚  Ã‚  Ã‚  Ã‚   Floral and gifts 5.  Ã‚  Ã‚  Ã‚  Ã‚   Meat and sea food 6.  Ã‚  Ã‚  Ã‚  Ã‚   Produce 7.  Ã‚  Ã‚  Ã‚  Ã‚   Wine 8.  Ã‚  Ã‚  Ã‚  Ã‚   Gluten free products When we compare the home pages of the websites of both the businesses, it is much evident that the offerings of Cardiff Seaside Market outnumber that of Kudler Fine Foods. Both the businesses offer the customers to buy cheese and dairy products, cuisine and bakery items, meat and sea food, wine and produce. However, Cardiff Seaside Market also offers catering services and gluten free products and free healthy recipes. Cardiff Seaside Market is a family oriented business while Kudler Fine Foods was founded by a lady named Kathy Kudler who realized that travelling to the town to buy kitchen items was tiring. Further talking about the home page, I would say that since Kudler Fine Foods is owned by a lady, not much innovations and new strategies are being used to improve the business operations but Cardiff Seaside Market offers special food items on daily basis and they have also given their weekly special. Besides this, the reward card of Cardiff Seaside Market offers the customers the opportunity to earn rewards up to 3%. Complimentary Healthy Grocery Store Tours are also offered by Cardiff Seaside Market where the customers get to know about all kinds of information related to nutrition. Since the expert has studied dietary theories and clinical aspects of health and nutrition, the customers can get to know about their queries and about the way they can live healthier lives. Moreover, since the programs offered by them are uniquely tailored according to the preferences of the customers, all the health concerns of the individuals are well taken care of. (The Whole Journey, n.d.). Further talking about the sub sections of the websites of both the businesses, they are divided into different parts according to their offerings in which the details of the offerings are mentioned. (Hisrich, Peters &Shepherd, 2006). The website of Kudler Fine Foods is not available for access to every individual and when you search for it on Google; we are not able to get any such link. However, people can have access to the website through University of Phoenix but they need a username and password for that. Therefore, access to the website of Kudler Fine Foods is not easy as it is not public but the website access of Cardiff Seaside Market is very easy and convenient as it can be easily found while browsing on the Internet. As I already mentioned about the website access, I would say that the search ability of Cardiff Seaside Market is very easy but in the case of Kudler Fine Foods, everyone cannot have access to the website. Further talking about the layout of the websites, Kudler Fine Foods has a very simple website and everything mentioned on the website can be easily found and is easy to read and understand. Same is the case with Cardiff Seaside Market is but they have added some more things other than the basics i.e. their offerings. These new additions that Cardiff Seaside Market has made include the weekly specials, soups of the day and recipes. The graphics of both the websites are fine but the pictures used by Cardiff Seaside Market are not too catchy and so they must be replaced with more lively pictures while Kudler Fine Foods must add some more pictures to keep the interest of the customers. The navigation of the websites is fine and one is easily able to browse the entire website. Although the product display at Cardiff Seaside Market is fine but they should add some more pictures to make them stand out but in the case of Kudler Fine Foods, the website has very less pictures because of which it is a bit boring. The site administration of Kudler Fine Foods is done by Apollo Group and it is being done apart from the other changes that have to be made. On the website of Kudler Fine Foods, there is no option for the customers to pay online but Cardiff Seaside market offers a payment solution to the customers and the customers can order online and they can either pick up their delivery or they can get their orders delivered to their desired address. Once the customers select their desired option, they can choose their pick up date and they also have the facility of ordering seven days before they actually need to collect the order or to get the order delivered. Lastly, the customers can also choose the time at which they find it feasible for them to pick the order or to get it delivered. Reference Cardiff Seaside Market. (n.d.). How May We Serve You? May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://seasidemarket.com/ Hisrich, R., Peters, M. &Shepherd, D. (2006). Entrepreneurship. 7th Edn. McGraw-Hill/Irwin. The Whole Journey. (n.d.). Holistic nutrition and wellness. May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.thewholejourney.com/ University of Phoenix. (2007). Kudler Fine Foods.   May 12th, 2010.   Retrieved from:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Business/Kudler/Internet/Index.htm