Invisible Man Essays (1391 words) - Invisible Man, Invisible

Invisible Man "Invisible Man" is about a black man and his struggles until he eventually becomes ?invisible' to society 1. Youth-given a chance for an education 2. New York- finding a job and joining the Brotherhood 3. Becoming invisible B. Characters 1. Ellison a. never describes himself b. well educated, tries to become white 2. Mr. Norten- rich man, says Ellison is his ?destiny' 3. Dr. Bedlose- head of the University, kicks Ellsion out 4. The Brothers- Brother Clifton C. Major issues in the book are the ways that Ellsion's character oppresses himself rather than other people doing to for him II. Novel is a primary example of the hesitance of the blacks to feel confident in American society A. Author wrote book to confuse me- had to read pages many times- didn't describe people or places, just things- didn't read in to he nuances B. Book will help me when we start to study the Black movement because it shows where the begingings started C. Ellison's Character "speaks" while being invisible, pg 576-581 III. Had and impact on the way I look at my place in society A. Think of it not like a "black novel" but as one big analogy B. Every one is an ?invisible man' in one way In Invisible Man, Ralph Ellison's narrator recalls to us how he became ?invisible' to the world. Since the name of the narrator is never known I wlll refer to him as Brother X. The novel opens with Brother X describing what it is like to be invisible: "I am an invisible man. No, I am not a spook like those who haunted Edger Allen Poe...I am a man of substance, of flesh and bone, fiber and liquids00and I might even go said to possess a mind. I am invisible, understand, simply because people refuse to see me..That invisibility of which I refer to occurs because of a peculiar disposition of the eyes of those with whom I come in contact. ... those eyes with which they look through their physical eyes upon reality... In the introduction, Brother X shares with us the advantages of his being invisible; he also explains to us that he lives in a ?pit' that is damp and dark, yet full of light. Living in this pit makes him realize that he is black and blue. "I was born black, but what did I do to become blue? Bear with me." During the first couple chapters of the book, Brother X tells us about his education. He attended a prestigious collage in the South and was a top student. While at the University, he met a prominent white man named Mr. Nortan. He was Mr. Nortan's driver during his stay. Although we only hear about Mr. Nortan for a few chapters, and he doesn't show up again until the end of the book, he plays a very important role. He said that he didn't have a destiny, that Brother X and others like him were is destiny. Brother X often refers to being Mr. Nortan's destiny for the rest of the book. After a violation of the rules, Brother X is kicked out of school. Thinking he will be able to return next term, he heads off to New York to find a job. He has with him references from Dr. Bedlose, the dean who kicked him out. He was told not to open the letters, but after not hearing back from any of the jobs, he opens one. The letter explained to the potential employers that Brother X had been expelled from the University and it would not be wise to employ him. After several blue collar jobs, Brother X ends up giving and impromptu speech at an eviction and catching the attention of several leaders in the Brotherhood movement. He is employed by the Brotherhood and given a new ID, which we never learn. The Brotherhood was an organization in Harlem that focused on unity through peace. Brother X finds himself giving speeches all over Harlem and invading the territory of Ras, the Exhorter's group of black Nationalists. After a while with the Brotherhood, the Youth leader, Brother Clifton disappears. The Brotherhood movement starts to lose its force and they start to talk of shutting down. One day, while Brother X is walking down the street, he spots Clifton illegally selling dolls which were demeaning to blacks. Clifton refuses arrest and ends up being shot. At Cliftons funeral, Brother X is asked to speak. When Brother X crosses

Neighborhood Crime and the Racial

Neighborhood Crime and the Racial Ruth D.Peterson and Lauren J. Krivo. Divergent Social Worlds: Neighborhood Crime and the Racial-Spatial Divide New York, NY: Russell Sage Foundation, 2010.Advertising We will write a custom essay sample on Neighborhood Crime and the Racial-Spatial Divide Review specifically for you for only $16.05 $11/page Learn More Ruth and Lauren organized the book around the concept of racial spatial divide. The book is presented in a manner that links racial inequality in terms of social and economic conditions and power to unequal residential locations and segregated settlements across ethnic lines and ratio groups. The authors present the racial spatial divide in a hierarchical structure where whites are the most advantaged, occupy the most powerful and prestigious positions in government and live in the best neighborhoods while Americans of African descents are the most disadvantaged and only occupy disadvantaged and less powerful positions in the US government. Othe r ethnic groups such as Asians and Latinos occupy positions between the black Americans and the white Americans. According to the book, poverty and other social economic inequalities are strongly associated with certain races and the more they are concentrated in a certain race then the more violent tendencies associated with people of that particular race. A major theoretical contribution of the book is with regards to the integration of various theoretical perspectives with borrowings from fields such as criminology, racial and ethnic divides and urban sociology. The theoretical framework advanced by the authors uses residential segregation as the connection between social position in terms of racial background and the differences in crime levels among various communities. The authors have explained the complicated issues surrounding social and institutional inequalities that favour the white residential areas compared to the residential areas of other lower races like Latinos and African Americans. They have therefore made it clear that segregation is the reason why social worlds of people in the US are very different and depend on neighborhood colour. The authors have also made it clear that racial segregation and associated disadvantages are the reasons why neighborhood crime is associated with certain races or ethnic groups.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ruth and Lauren carried out an empirical study that sought to investigate how the levels of neighborhood crime vary across different racial communities and ethnic groups for a sample set of cities across the US. They used multi level Poisson distributions to record the occurrences of crime across various ethnic groups. The authors investigated the extent to which differences in social inequalities and racial segregation among various communities influence the levels of crime in these neig hborhoods. Some of the variables used to predict crime rates were residential instability, disadvantages, immigration of residents, and city characteristics such as segregation and percentage manufacturing. There were significant correlational relations among the study variables. They also investigated how inequality in the character of surrounding settlements contributes to ethnic differences in the levels of crime. In terms of linking racial segregation, neighborhood and crime prevalence, the authors have clearly shown that there is a significant relationship. The book has presented a clear view of the nature of the American racial spatial divide and how the social injustices and disadvantages experienced by some communities lead to the prevalence of neighborhood crime and other forms of violence in those neighborhoods. It is therefore important for the government to develop policies aimed at managing this racial spatial divide in order to curb violence and crime in such neighborh oods. A good example of such could be the upgrading the housing system in African American neighborhoods to reach the standards of white neighborhoods.

Sources of Power in Organization Essay Example | Topics and Well Written Essays - 1250 words

Sources of Power in Organization - Essay Example According to Murphy and Willmott (2010), power is needed to direct the system because it has a formal chain of command in which some responsibilities are essential regardless of the performers. Moreover, some positions in an organization have access to greater resources or their contribution is crucial. Therefore, the significant of power processes in the organization is attributed to the organizational relationships, both vertical and horizontal (Miller, 2008). Sources of Power According to Daft and Marci (2010), leaders at all levels in the organization access power that sometimes end up unrecognized or underused. The leaders may have the power of expertise where influences are as a result of improving and communicating specialized ideas. It comes from the superiors’ credibility with lower level employees, and the experience of work a person has worked in the firm is significant. Moreover, the education qualifications, and perception that an individual has extra ideas on a specific topic can also be the source of expert power. For instance, a lower level secretary may have expert power because he or she has extra details about how the company operates. Meanwhile, she or he can make suggestions on how to increase income via costs reimbursements. However, expert power may result in the ethical problems when it is used to manipulate others or used to obtain an unfair advantage. For instance, accounting firm may obtain additional revenue by ignoring the importance of the accuracy of financial reports that they examine in an audit. Daft and Marci (2010) indicate that referent power may occur when one person perceives that his or her goals are related to another person in the organization. ... The second person may opt to influence the first to take actions that will allow both to attain their objectives. Because they share the same interests, the first person will perceive the other’s use of referent power as beneficial. However, for this power to effective some kind of empathy must exist between the parties. Griffin and Moorhead (2011) claim that identification with others assists to enhance the decision maker’s confidence that increase individual referent power in the organization. According to Griffin and Moorhead (2011), reward power is the situation where individual’s ability to influence the behavior of others by offering them something desirable. Reward power could encourage persons to be selfish and not in the interest of others. Daft and Lane (2005) indicate that coercive is a source of power that is the opposite of reward power. Many organizations have used a system whereby they systematically sack the lowest performing employees in the orga nization on an annual basis. Â  According to Daft and Lane (2005), coercion is used in the situation where there is an inequality of power. It is perceived that an individual who are faced with coercion issues may seek a counterbalance by creating relationships with others, and powerful people end up leaving the organization. Thus, in the organization that practices the coercion power, the alignments usually come to an end in the long run (Champoux, 2010). Murphy and Willmott (2010) indicate that power in the organization can be exercised in various ways that include upward, downward and horizontally. In an organization, a large amount of power is distributed to top managers by the organization system. However, employees also obtain unequal power to their formal positions and exercise

Argumentative Paragraph For Mr. Green Assignment - 1

Argumentative Paragraph For Mr. Green - Assignment Example While performing a ritualistic practice, her father says, "You are a girl," he said. "So its not possible for you to do it alone. Only the males can oversee the worship of his ancestors." (Butler) This is his response when the narrator tells him, "Dont worry, Grandfather, I will always say prayers for you and make offerings for you, even if Im a Catholic." (Butler) Her grandfather’s stand on the subject proves to be traumatic for her. His belief, the product of a traditional Vietnamese upbringing, is a pointer to the women’s role as inferior to men. He doesn’t say it in a voice of condemnation. But his internal irritation is clearly evident when he states that it is impossible for a girl to take on a boy’s job that gives the narrator a clear hint that her status is inferior as compared to that of a male progeny. The author describes her inner feelings, in response to her father’s insinuation, and mental state of feeling helpless on a situation over which she has no control. The word â€Å"impossible† is often used against her, which pierces her tender feelings like an arrow. He puts the seal of his displeasure when he tells the narrator that women are useless by stating that women are â€Å"foolish† when they engage in conversation on topics without any substance. But her position is one girl versus the tradition-bound Vietnamese society. The comfort zone for a woman is the kitchen, according to the grandfather, and he directs her to assist her mother. This confirms his stand borne out of the traditional Vietnamese upbringing that women are for performing household duties and keep the menfolk satisfied. Even when he is counting his final days, the grandfather is unable to change his views and he expresses displeasure about the position of the family not having a male child. It is a great blow the personal identity and self-respect of the narrator and she feels saddened. The parents fail in their role to encourage females

Movie Review Essay Example | Topics and Well Written Essays - 1000 words

Movie Review - Essay Example The plot revolves around different people, the local fishing community, homeless kids, prostitutes, Russian cargo pilots, a night watchman, a priest and many others but linked by a common thread – the fishing of the Nile Perch in Lake Victoria for export to Europe and the subsequent import of arms to perpetrate war in Africa. And when the Russian pilot says; â€Å"The children of Angola receive guns for Christmas, the children of Europe receive grapes†, we somehow get an idea of the dystopian manner in which globalization and social and ecological disintegration have impacted the lesser privileged societies of the world and we cannot help but accept the truth with a pinch of salt. The past decade has been one of large scale production, mass consumption, commercialization, globalization and much more. With the advent of the capitalist and consumerist culture, the world has seen many of the developing economies involving themselves actively in global trade and exports. An d many of these nations have prided in higher economic stability and rates of growth as well as an improvement in the standard of living of their people. But what Hubert Sauper tries to explain through â€Å"Darwin’s Nightmare† is the fact that much of this holds true only in statistics and numbers and the reality is no way near agreement with figures and findings. Centered in and around Lake Victoria in Tanzania, Sauper tells the story of how the incessant fishing at the lake has left a devastating aftermath on the ecology and economy of the country. In the 1960s the Nile perch was introduced in to the lake perhaps as a means of food for the local population. However, as time progressed, the predatory perch attacked and destroyed most of the native fish and living organisms thereby causing massive damage to the natural ecosystem and biodiversity of the lake. This was followed by continual fishing of the perch which was being processed as fillets and exported to Europe for consumption. It is appalling to see how the perch in its best form is eaten by the people of Europe while the fishing community in Lake Victoria is left hungry with nothing but the carcasses to feed on. But Sauper’s story telling doesn’t stop there. And that is the most remarkable feature of the film and why I feel the film surpassed my expectations. He shows us not only the ecological effect of the Nile perch and its subsequent fishing but also its adverse impact on the social, cultural and economic aspects of the Mwanzan community. So the ‘nightmare’ is not confined to the Darwinian element alone but is in reference to a lot of other issues such as poverty, social and economic inequalities, lack of political focus, ignorance, misanthropy and the disturbing truth that the weakest sections of society are in many cases unable to receive the benefits of so called foreign aid and support. In other words, Sauper is able to incorporate varied and equally d ifficult themes of such magnitude using a single canvas and in its most basic form. And the message he conveys comes across loud and clear. There are many visual images and conversations that refuse to leave your mind even hours after the movie ends. One character who needs to be mentioned here is Raphael, the night watchman who ‘protects’ the National Fisheries Institute for a dollar a night. Whether he speaks of crocodiles in the river, how the

Environmental Monitoring Program for Clean Room

Environmental Monitoring Program for Clean Room Bioburden and ETO limits Environmental monitoring program for a class 9 clean room that manufactures enteral feeding sets Abstract A clean room is an internal clean environment that is often used for manufacture or scientific research with a low level of environmental pollutants such as air bourn microbes, dust or chemical vapors. A clean room has a controlled level of contamination that is specified by the particles that are permitted per cubic meter and also the size of the particles is specified. A clean room has a special meaning that is defined by the International Standards Organization (ISO). ISO has defined a clean room as a ‘room in which the concentration of airborne particles is controlled and which is constructed and used in a manner to minimize the introduction, generation and retention of particles inside the room and in which other relevant parameters, e.g temperature, humidity and pressure are controlled as necessary’. Clean rooms are usually supplied with air that has been filtered through high efficiency air filters. This air is then changed a number of times depending on the class and purpose of the clean room. A clean room is built with materials that do not generate particles or outgas airborne chemical contamination and can be cleaned easily. Finally personnel that operate inside the clean room where protective clothing knows as bunny suits to minimize their dispersion of particles and microorganisms. An enteral feeding tube provides a means of maintaining nutritional intake when oral intake is inadequate or when there is restricted access to the gastrointestinal tract, eg owing to obstruction. ETFs are now commonly used for a wide range of clinical conditions and across a wide range of people (Rebecca White, Vicky Bradnam ,Handbook of drug administration via enteral feeding tubes, 2007) .Enteral feeding devices include enteral feeding pumps, pump sets, enteral feeding tubes and kits. Enteral feeding is often used to supply patients with nutrition who cannot consume by swallowing. Patients may not be able to consume by swallowing due to injury or illness such as pancreatitis, cancer and malnutrition. Introduction Cleanrooms are monitored according to two well-known standards, ISO 1644-1 and Federal standard 209E. Federal Standard 209E is the standards that the USA comply with whereas ISO 1644-1 are the standards that are applied internationally. ISO 14644 part 1 has been revised as a new second edition draft international standard ISO/DIS 14644-1.2(2014). ISO 14644-1 is part of a series of documents concerned with cleanrooms and associated subjects. This part of ISO 14644 specifies the classes of air cleanliness in terms of particle concentration in air volume. It also specifies testing methods that are used to determine classification. These include selection of sampling locations and evaluation of class from the data collected. The most significant change in this new set of standards is the use of a more consistent statistical approach to the selection and the number of sample locations and the evaluation of data collected. The statistical confidence is calculated based on the hypergeometri c distribution. Non-Viable Particles-Air Microbial Contamination-Air and Surface Pressure differential Water quality Temperature and Humidity Annex A There are a number of test parameters that ISO state that have to be tested when testing the air in a clean room. These recommended tests are listed in Annex A. Annex A provides the recommended tests and the recommended order in which to carry them out .The parameters are listed as follows. Airflow test, Air pressure difference test, humidity test, temperature test, particle disposition test, installed filter leakage test, Airflow directional test and visualization, Airborne particle test for macro particles, Airborne particle test for ultrafine particles, Electrostatic and ion generator test, Particle deposition test, Recovery test, Containment leak test. A checklist is provided to assist in testing criteria. This check list in encoded Annex A. Annex A also gives a series of recommended tests when sampling. 5. Test report The result of each test should be recorded in a test report and the test report should include the following information: Name and address of the testing organization and the date which the test was carried out. Number and year of publication of this part of ISO 14644. Clear identification of the physical location of the clean room or clean zone tested, and specific designations for coordinates of all sampling locations. Specific designation criteria for the clean room or clean zone, including the ISO classification, the relevant occupancy state and the considered particle size. Details of the test method used and identification of the test instrument and it’s current calibration certificate. Test result, including data reported as specifically required in the clause of Annex B, and a statement regarding compliance. Any other specific requirements defined relevant to the clause of Annex B. A.1 General The test procedures that are used in this part of ISO 14644 may be used for demonstrating compliance with the performance criteria of a user specified installation and for performing periodic testing The choice of tests are usually based on the required level of classification, operational states and the design of installation. Table 1 provides optional tests that are recommended by the international standards organization and table 2 is the bioburded limits provided by ISO for a class 9 cleanroom. Annex B (B.1.1) This test method is a specification of the measurement of airborne particle concentrations with size distributions having a threshold size between 0.1 micrometer and 5 micrometers. Measurements are often made according to three defined occupancy states. These occupancy states are as follows; as-built, at rest and operational. The measurements are made to verify the cleanliness classification in accordance with ISO 14644-1. (B.1.2.1) This part of Annex B is known as B1. The location selection, sampling points, clean zone classification determination and the quality of data required should be in accordance with ISO 14644-1. One of the main aspects of B1 is to provide reference methods. Annex B also provides a risk assessment for the clean room. >/= 0.1 um >/=0.2um >/=0.3um >/=0.5um >/=1um >/=5um (B.1.2.2) Procedure for airborne particle count ISO recommends the installation of a DPC intake at a specified sampling location. In sampling locations where the airflow is not controlled or predictable the inlet of the sample probe should be directed vertically upwards. The transit tube from the sample probe inlet to the DPC sensor must be as short as possible. If samples that are greater than or equal to one micrometer, the transit tube must not exceed the manufactures recommended length and diameter. B3 Airborne particle count for macroparticles The test methods that are described here are for the testing of particles larger than 5 micrometers in diameter. Measurements for macro-particles can be made in any of the three occupancy states of a clean room. These measurements are made in order to determine the concentration of macro-particles. B.3.3 Measurements methods for macroparticles ISO has assigned two general categories for macro-particles, therefore comparable results may not be produced if different measurement methods are used. Therefore correlation between different methods is not possible Collection by filtration or inertial effects, which is then followed by microscopic measurement of the number and size, or measurement of the mass of collected particles. (1). Filter collection and microscopic measurement (B.3.3.2.1) will report macro-particles using particle size based upon the agreed diameter. (2). Cascade impact collector and microscopic measurement will report macro-particles using particle size base upon the microscopists choice of reported particle diameter. (3). Cascade impact collector and weight collector will macro-particles using particle size based upon an aerodynamic diameter. (b). In situ measurement of the concentration and size of macro-particles with a time of flight particle counter or a DPC. (1). DPC measurement will report macro-particles using particle size based upon an equivalent optical diameter. (2). Time of flight particle size measurement (B.3.3.3.3) will report macro-particles using particle size based upon an aerodynamic diameter. B.3.3.3 macro-particle measurement without particle collection B.3.3.3.1 Macro-particles can be measured without collecting particles from the air. This process involves the optical measurement of the particles that are suspended in the air. An air sample is taken through a DPC, which reports either the equivalent optical diameter or the aerodynamic diameter of particles. B.3.3.3.2 Discrete particle counter (DPC) measurement. The procedure is the same as in B.1. DPC does not require sensitivity for detection of particles that are less than 1 micrometer. Care is required in order to ensure that the DPC samples directly from the air at the sample location. If sample tubes are longer than 1 meter to the DPC then they should not be used. The DPC often has a sample flow of 0.00047 m^3/s and should be fitted with an inlet sized for isokinetic sampling in unidirectional flow zones. The DPC should be set facing upwards in areas where non-unidirectional airflow takes place. The DPC size range settings are established so that only macro-particles are detected. B.3.3.3.3 Time of flight particle size measurement The dimensions of macro-particles can be measured by using a device that is known as time of flight apparatus and accelerated through a nozzle into a partial vacuum, where the measurement region is located. Any particles that are in the air sample will accelerate to match the air velocity in the measurement region. It is this relationship between the air velocity and particle velocity at the point of measurement that can be used to determine the aerodynamic diameter of the particle. B.3.4 Procedure for macro-particle count The sample inlet probe must be set up on the selected apparatus. The required air volume must be sampled to collect at least 20 macro-particles at each sample point and make measurements as specified in ISO 14644-1 or ISO 14644-2. The M-discriptor concentration in the selected particle size ranges must be calculated as agreed between customer and supplier, and report the data. B.3.5 Test reports The following information and data should be recorded as described in clause 5. (a). Definition of the particle parameter to which the apparatus responds (b). Type of measurement: classification or test M descriptor determination or monitoring (c). Type designations of each measurement instrument and apparatus used and it’s calibration state. (d). Cleanliness classification of the installation (e). Macro-particle size range(s) and the count for each size range reported (f). Apparatus inlet sample flow rate and flow rate through sensing volume. (g). Sample point locations (h). Sampling schedule plan for classification or sampling protocol plan for testing (I). Occupancy state(s) (j). Stability of macro-particle concentration, if required (k) Other data relevant for measurement.

Comparing the South Beach Diet and Food Pyramid Recommendations :: Health Nutrition Diet Exercise Essays

Comparing the South Beach Diet and Food Pyramid Recommendations   Ã‚     Ã‚  Ã‚  Recently, new ideas for diet and weight loss, such as the South Beach low carbohydrate diet, have been replacing the previously chosen ideas, particularly, the Food Pyramid. Both eating patterns recommend consuming larger quantities of some food groups than others, although which groups varies between the diets. The former emphasis on diet and exercise is also beginning to shift with the new diet choices.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In previous years to lose weight a person was told to eat â€Å"healthier†, lower caloric intake, and exercise more. Many of these advocates promoted the food pyramid. The food pyramid, completed by the U.S. Department of Agriculture, recommends 6-11 servings from the â€Å"bread, cereal, rice, and pasta† group, 3-5 servings from the â€Å"vegetable† group, 2-4 servings from the â€Å"fruit† group, 2-3 servings from both the â€Å"milk, yogurt, and cheese† group and the â€Å"meat, poultry, fish, beans, eggs, and nuts group,† and â€Å"fats, oils, and sugars† are to be consumed â€Å"sparingly.† Serving sizes can be found on the label of most food products under the Nutrition Facts. Obviously, with the food pyramid, it is recommended that the group with the highest consumption per day should be from the bread, cereal, rice and pasta group, or the foods with the highest portion of carbohydrates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The South Beach diet does not recommend specific quantities of any one group. The diet consists of three phases. Phase one is the strictest phase with a very low intake of carbohydrates. Bread, cereal, rice, and pasta are completely excluded from the diet for two weeks. Instead, the initial two weeks consists mostly of eating meat, poultry, fish, eggs, cheese, and nuts. Phase two begins by reintroducing â€Å"good† carbs back into the diet. Good carbs include fruits and sparing consumption of whole wheat/grain bread and cereal. Phase two lasts until a person reaches their goal weight. Phase three is a maintenance phase in which a person takes everything they have learned and makes it a lifestyle change. Arthur Agatston, the cardiologist credited with the South Beach diet says that if you crave something in phase three you

Childcare and Education Essay

E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness, Respect, autonomy, dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the practitioners in the setting following the same policies and procedures. This would also avoid conflict between staff and would not confuse the children with knowing their expectations. Another way settings can have respect in the setting could be by following parent’s preferences such as their food preferences for their child. My current placement follows parent’s preferences by having meals that are suitable for children without specific food preferences and set meals to meet cultural and health needs. Settings can promote autonomy by encouraging children to build on their life and social skills. This can be done by the setting providing games such as a simple board game where the children have to choose their game piece and where they have to turn take. This would also build on autonomy because it would teach children how to share and how to treat other children or people with a positive attitude. For an example if a child is an only child, they may not know how to share with other children, so playing a game that engages their interest would gradually teach the child how to build on his turn taking skills and how to interact positively with other children. In the setting, dignity can be maintained by removing situations where a child may feel embarrassed or ashamed. If a child wets their selves, the practitioner in the setting should take the child into the bathroom and change them. The practitioners shouldn’t draw the other children’s attention to the child who has had an accident. The child would need some comfort and reassurance as this situation is almost always very embarrassing and distressing. The Childcare Act 2006 focuses on adult to child ratios, qualification levels of staff and types of drinks and snacks available for the children and follows the early year’s foundation stage framework. This would influence working practices because it helps to keep the children healthy. This would influence working practices because it helps to keep the children healthy. Settings can follow the Childcare Act 2006 focuses by  providing fruit, milk and water at snack time. This can also be done by having playtime outside so that the children would get vitamin D and fresh air. Also the settings would provide meals with nutrition and are aware of dietary and cultural needs. The children act 1989 and 2004 aims to protect children by working in partnership with parents and by the every child matters which have five main principles: Be healthy, Stay Safe, Enjoy and achieve through learning, achieve economic well-being and make a positive contribution to society. The Enjoy and achieve through learning will influence practice because it allows practitioners to cater for each child’s needs whilst ensuring that the children are enjoying what they are doing or learning. The Equality act 2010 has been simplified from 9 separate acts into 1 act. The main is to end all forms of discrimination. The protected characteristic of disability will help to influence practice as this will help practitioners be able to differentiate activities and to re-create the same experience using other methods or activities. The health and safety at work legislation is about keeping yourself and others safe. This will influence practice because it will ensure the utmost safety for both the children and staff of the setting. This can be done by having regular risk assessments and by finding a solution to any hazards. For an example, if there is spilt water, a staff member should mop it up as soon as possible to avoid staff or children slipping and being injured. E3. Describe how policies and procedures will help safeguard children. One policy could be the safeguarding policy. The safeguarding procedure helps to protect children because the setting would have a safe recruitment method to ensure that all staff are suitable to work with children or are qualified to work with children legally. For an example, before I could start my placement and working with the children, I had to show my CRB check to my nursery’s placement officer. CRB checks helps to safeguard children because it would prevent anyone with a serious criminal offence or someone who could be a danger to children from working with them there for protecting the children from being mistreated or harmed. Another part of the safeguarding procedure that would safeguard children would be to have a designated person who has a clear and defined role and responsibility in regards to child protection. Having a designated person would help safeguard children  because they would be the person the practitioners should go to if there are concerns about a child’s safety or welfare concerns about the actions of a staff member. This would safeguard children as the designated person would be able to decide what actions need to be done in order to resume the child’s welfare or to decide what the disciplinary action is for the staff that has had the allegation made towards them. To avoid this, all staff should have regular child protection training. A separate policy could be the behaviour management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behaviour, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behaviour management methods should always only be used instead of physical contact. However, physical contact should only be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It would help safeguard children because it would reduce the risk of the children being physically hurt and would maintain a safe learning and play environment. It is important that the setting outlines the behaviour because management procedures because it will give consistency to the children as the practitioner within the setting will follow the same set of rules enabling children to know the rules and expectations clearly. E4. Describe how the policies and procedures promote fair, Just and inclusive strategies. A procedure that promotes fair, just an inclusive strategy is adapting resources to meet children’s needs. This can be done by having a range of equipment that helps children and their individual needs. This can be done by providing a range of different sized paint brushes and sponges for an example. This would allow children to develop their creative skills and interests whilst being able to develop their fine motor skills. A policy that promotes fair, just and inclusive strategy is the equal opportunities policy. This policy helps to include children because everyone in the setting has the right to be included in everything the setting does and every child has the right to education and developing their skills. Equal opportunities policy will also help children to feel valued and have their  progress and achievements celebrated. This can be done by displaying children’s artwork, creations and other outstanding work on a display board for all parents and staff to see. Another procedure that promotes fair, just and inclusive strategy is by showing awareness of different cultures and life styles. This can be done by having related activities or circle time celebrating different cultures, religions, life styles and things that challenge normal expectations. For an example; ‘all nurses are female’. This is inclusive practice because it involves every child’s cultural preferences and builds on children’s knowledge and understanding about the world we live in. Another policy that promotes fair, just and inclusive strategy is the Special Education Needs (SEN) policy. This policy allows every child to have the same care, attention and consideration as any other child in the setting, regardless of their disability or background. The policy states that every setting should have a SENCO worker and responsibility in adapting and adjusting the settings environment to help children have the same experience in the setting whilst having their individual needs met. This can be done by having braille books for children with a sight impairment or provide easy access in the building for wheel chair users. E5.Describe two strategies which can be used to empower children to develop independence and self-reliance One strategy that could empower children to become independent and self-reliant could be by having circle time regularly. Circle time should allow children to express their thoughts and feelings with the security of being listened to. Another strategy that would enable children to be independent and self-reliant would be to take part in food preparations such as choosing what fruit they’d like for snack time and cutting the fruit themselves. E6. Give examples of how settings may prepare children for transfer or transitions â€Å"transitions into reception classes was at best abrupt and worst traumatic† (Scott,(2005),P21) One way settings can prepare children for transfer or transitions could be by the child’s key worker taking the child to open days or visits. This would allow the child to familiarize their selves with the new teachers or key people who would be working with them as this would also make the child feel comfortable with going to the setting as they know somebody who they can talk to. Another way setting can prepare children for transitions could be by having learning partners or mentors who are older children from the setting where some of the children may be moving up to. This would help children to build relationships so that they feel confident in moving up to the setting because they’d know another child there. Final ways setting can help prepare children for transitions could be by having individual transition plans for each child. The setting would need to â€Å"make time to share previous information† (Scott,(2005),P21) to the setting that the child is transferring to because this would allow the teachers to cater and plan for the child’s needs and interests. D1. Explain the key issues relating to the practice which supports children to prepare for transitions One key issue relating to supporting children through transitions when starting nursery could be to follow a settling in procedure. The Settling in procedure often involves havin g the parent and child having a visit before the child’s official starting date. Having a visit before the child’s starting date will help the child to become more familiar with the setting. In time the child should feel more comfortable with going to the setting. The settling procedure also involves working in partnership with the parents. If the child sees the parent interacting with the staff members, it is more likely that the child will feel secure in the setting. Another key issue relating to supporting children through transitions when starting primary school would be to create a time where the children are involved. For an example, an activity could be to have a show and tell circle time, where the child brings in something from the weekend or something to do with the set topic and talks about it. This would help a child to settle in a primary school because it would give the child a chance to be involved with the class and have their discussions listened to. A third key issue relating to supporting children through transitions when starting nursery would be to find out what the child’s favourite toys are and put them out for the child to play with when they come into nursery. Also, to make the child feel welcomed, the practitio ner should also provide a range of appropriate activities for the children and always give the child an opportunity for them to participate in the activities as much or as little as they like. An alternative key issue relating to supporting children through transitions  when starting primary school would be to work in partnership with parents. This can be done by having notice boards around the school which has features such as â€Å"most improved child†, â€Å"Little stars† (Where children are placed here for good work or for doing something kind etc†¦) and put the child who is starting in the primary school on the notice board. This would make the child and parent feel proud and would give the child a sense of achievement which hopefully would make the child want to enjoy and participate in the school more. An alternative key issue relating to supporting children through transitions when starting nursery could be by providing opportunities for the child to express their feelings. This can be done by having regular one to ones with the child and their key worker, Having areas for the children to independently draw and write in addition to having â€Å"End of the day† circle time where the children have the freedom to say what they liked about the day or what they didn’t like. This will help the practitioners in the setting know what the children really engage in and which activities they don’t like to participate in. Also It would help the practitioners learn more about the child who is starting in the nursery as it will help the practitioners provide more activities that the child is interested in. Hopefully in time, this will help the child to enjoy nursery more. A final key issue relating to supporting children through transitions when starting primary school would be to help the child develop self-help skills. This can be done by encouraging the child to take responsibility for their selves, such as putting on their coats or helping to tidy up the classroom. This would help the child settle in nursery because this give the child a sense of accomplishment and would also build on their self-esteem with the thought of â€Å"I can do that† and being able to try new things. Also helping to build on the child’s self-help skills will also help to â€Å"practice their large and small motor skills† (http://www.extension.org) C1.Evaluate one theoretical perspective which supports the development of strategies for empowering children I have chosen the constructivist theory. The theoretical perspective links in with strategies that empower children because it helps children become self-reliant. This theory also influences practice because it helps the child care practitioners to assist the children build on vital life skills such as  making decisions and communicating. For an example, at my placement during snack time, the children have a choice of milk or water. The children either has to point to or say the drink they’d like to have. This encourages children to language and encourages them to start to take responsibly for their own wellbeing. This theory also influences practice because it helps the childcare practitioners to define children who has specific needs or children who needs extra support as they may not be developing in the developmental areas as they should. The good element to this theory is that children learn to build on the child’s life skills such as becoming more self-reliant. The theory is also good because play is important as it lets children use imagination and responsibility of the child’s learning. It also helps to build on the child’s fine and gross motor skills. However, the bad points about this theory are that children develop little without an adult although staff shouldn’t allow the children to be too attached to them as the children wouldn’t interact very well with children their age as well as giving children adequate help and support so that the child can learn to be self-reliant so that in the future they, they would be able to achieve more without much support from the adult. The theory can be improved by ensuring that the staff should try and make sure that the sessions within the setting are 50% adult led and 50% child led as this would help the children to form knowledge and understanding of the world because of accurate information being shared by the childcare practitioner and will allow the children to take an active role in choosing what they’d like to learn. For an example, a child may choose to play with toy animals. To a person, the child is just playing but the child could actually be learning about the different types and sub-species of animals in a basic and simple form. In addition to this, having a balanced adult and child led setting will help children to get an equal opportunity to interact with both adult and children. E7.Exaplain the cause and effects of discrimination on children B1.Discuss  how the causes and effects of discrimination may affect practice in the setting. The staff attitudes and values can affect the atmosphere because the childcare practitioners may unintentionally teach children that it is okay to discriminate people. For an example, if a member of staff said â€Å"all ginger children are violent and aggressive†, this could influence children because it may make the children tease or leave out other children who have ginger hair during play time. It also may affect the way the practitioners work and teach because the practitioners might interact with a group of children and leave out a child because of their views. This affects the children because it â€Å"children can quickly pick up the signs given out and they can sense if there is tension† in addition to making the child feel undervalued and not accepted which can make the child withdraw from activities and communicating with other adults and children or could trigger bad behaviour. Settings should show respect for the parents and families by respecting the parents or families’ choices and requests within reason as this would show inclusion. For an example, if a parent prefers their child to be vegetarian the setting should provide vegetarian food whereas if a parent asks for a child not to play with a toy/or do an activity, the staff should challenge it every child has the right to have an equal opportunity. This can affect the practice within the setting because the practitioners may have a stereotypical view about children such as girls should wear dresses and play in the home corner whereas boys should only play with construction activities. This affects the child because it would make the child feel like they are not unique as they may become fearful of doing new activities as they have been told off or been influenced to only do what the adults say. In my nursery they avoid being discriminative by providing food options suitable for a range of cultural preferences, the setting will make sure that the child will have a vegetarian meal. Discrimination can affect children because it can make them feel awkward if there aren’t many posters, books, toys or other resources that would help other children learn about diversity, different cultures and different lifestyles that may challenge the ‘norm’. For an example not all men go to work and not all women stay at home to look after the children. Note: This answer is wrong A .Reflect on the influence of legislation on working practices within early years settings. One policy could be the behavior management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behavior, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behavior management methods should always only be used instead of physical contact. However, physical contact should be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It is important for the setting to outline the behavior management procedure to ensure adults know the limits and boundaries so that staff doesn’t receive allegations about harming children. Another legislation that influences practices within early year settings could be the safe guarding policy. This policy ensures that all children are safe and are kept from harm or neglect. The safeguarding policy and procedure influences practices in the early years setting because it is the staff within the settings role because they take on the parental responsibility to take care of the child. There should always have a designated person who staff can go to when there are concerns for a child’s welfare or if the staff member needs advice on their role within the setting or to provide safe guarding inductions for new staff. This influences settings because the designated person makes sure that the children’s welfare is paramount as well as ensuring that the child protection policy is updated yearly. This would help to make sure that the settings child protection policy is following the current laws about safeguarding children. [quote here] . Another role of the designated person would be to make sure the staff members within the setting has child protection training every two to three years and is recorded to make sure that the staffs is complying to the law. (2012 ). Ways to Encourage Self-Help Skills in Children. [ONLINE] Available at: http://www.extension.org/pages/26436/ways-to-encourage-self-help-skills-in-children. [Last Accessed 29 November 2012 ].

Pepsi Co Strategic Management Essays

Pepsi Co Strategic Management Essays Pepsi Co Strategic Management Paper Pepsi Co Strategic Management Paper Background ?Established in 1965 PepsiCo created in 1965 through the merger of Pepsi-Cola and Frito-Lay ? In 1997, publicly traded company to focus PepsiCo on food and beverages. ?The world’s largest snack and beverage company in 2006 In 2006, PepsiCo has approximately $35billion net revenue ?The company is broken into four business divisions: ?Frito-lay North America Frito-Lay North America manufactures, markets, sells and distributes salty and sweet snacks. Products manufactured and sold in North America include Lay’s and Ruffles brand potato chips, Doritos and Tostitos brand tortilla chips, Cheetos brand cheese-flavored snacks, Fritos brand corn chips, a variety of branded dips and salsas and Rold Gold brand pretzels. Low-fat and no-fat versions of several brands are also manufactured and sold in North America. ?PepsiCo Beverages North America Pepsi-Cola North America manufactures concentrates of brand Pepsi, Mountain Dew, Mug, Slice, Fruitworks, Sierra Mist and other brands for sale to franchised bottlers. PCNA also sells syrups to national fountain accounts. PCNA markets and promotes its brands. PCNA also manufactures, markets and distributes ready-to-drink tea and coffee products through joint ventures with Lipton and Starbucks and licenses the processing, distribution and sale of Aquafina bottled water. In addition, PCNA manufactures and sells Dole juice drinks for distribution and sale by Pepsi-Cola bottlers. ?PepsiCo International Pepsi-Cola International manufactures concentrates of brand Pepsi, 7UP, Mirinda, KAS, Mountain Dew and other brands internationally for sale to franchised bottlers and company-owned bottlers. PCI operates bottling plants and distribution facilities in various international markets for the production, distribution and sale of company-owned and licensed brands. PCI markets and promotes its brands internationally. Principal international markets include Mexico, China, Saudi Arabia, India, Argentina, Thailand, the United Kingdom, Spain, the Philippines and Brazil. ?Quaker Foods North America Frito-Lay International manufactures, markets, sells and distributes salty and sweet snacks. Products include Walkers brand snack foods in the United Kingdom, Smith’s brand snack foods in Australia, Sabritas brand snack foods and Alegro and Gamesa brand sweet snacks in Mexico. Many of our U. S. brands have been introduced internationally such as Lay’s and Ruffles brand potato chips, Doritos and Tostitos brand tortilla chips, Fritos brand corn chips and Cheetos brand cheese-flavored snacks. Principal international snack markets include Mexico, the United Kingdom, Brazil, Spain, the Netherlands, Australia and South Africa. International Channel Value Chain PepsiCo’s management team was decided to capturing strategic fit benefits within the business line-up throughout the value chain. Primary activities : Supply Chain management oCombined corporate-wide procurement of product ingredients upon the acquisition of Quacker Oats Producing / Manufacturing oShare marketed research information to better enable each division to develop new products likely to be hits with consumers, consolidated its purchasing to reduce costs, and manufactured similar products in common facilities whenever possible. oMaximize unutilized resources Packaging oCombined corporate-wide procurement of packaging materials upon the acquisition of Quacker Oats Distribution and retailing oJoin distribution of Quacker snacks and Frito-Lay to reduce their distribution expenses oPower of One retailer alliance strategy to increase consumers tendency to purchase more than one product offered by PepsiCo during a store visit. Sales and marketing oConsolidated sales and mar keting functions of similar products to eliminate duplication of effort and to present one face to customers. Support Activities : Human resource management PepsiCo respects individual differences in culture, ethnicity and color. PepsiCo is committed to equal opportunity for all employees and applicants. oCorporate program for training employees how to work and manage in an inclusive environment Advertising oPepsi already had experiences in advertising their products internationally. If the other line business of PepsiCo wants to do advertising in some countries, they could learn and implement the advertising technique that already implemented by Pepsi and they also already have necessary information about the country. Diversification Strategy Financial Analysis SWOT Analysis Strengths Broader but focused product line and outstanding brand reputation Key strategies: products innovation, close relationships with distribute allies, international expansion, strategic acquisitions Market leader for U. S. convenience food (21%) and liquid refreshments (26%) Capturing strategic fit benefits within the business lineup throughout the value chain Lack of capital constraints (High availability of FCF, projected as $15 billion between 2007-2009) Weaknesses Slow move into international bottled water market Unequally distributed international sales of Quaker Oats Products (75% of international sales was accounted for by just six countries) A large dependency on one business division in generating profits (Over 50 percent of the companys profits come from Frito-Lay North America) Opportunities Promising international foods and beverages markets o$70 billion market for noncarbonated beverages in international mar ket oHigh per capita consumption of snacks The increase of health conscious consumers Threats FTC’s 10-year prohibition on bundled beverages (Gatorade and PepsiCo soft drink products) contracts with retailers The maturity of Food and Beverages industry Conclusion ?Increase the use of exclusivity agreements to boost their sales in key markets. This may make it harder to keep costs low but will ensure added revenues. ?Continue to expand with their â€Å"Human Sustainability†. PepsiCo should become more proactive in the health food/product marketplace rather than being reactive to the market trends. They need to improve their responsiveness and future projections to market trends and changes that can therefore allude to different product segments and target markets. The healthy eating market is a demographic that will continue to grow in the future, and will provide generous profits if Pepsi Co is able to obtain a large market share. ?Expand more into social benefits, especially for those in developing nations. Pepsi’s main competitor Coca Cola has implemented a water purification program for African Villages, which provides a valuable need and at the same time introducing their brand name where it was before unknown. If Pepsi followed this same ideology with food products and water purification it too would significantly increase brand recognition ? Capture more of the aging population’s market share. Pepsi is a company focused on a younger market hoping to repeat the worldwide success of Coca Cola in regards to brand loyalty with the generations born after 1980; however, there is still a large market with the Baby boomer demographic that they could break into. PepsiCo should expand into markets and market segments that they are currently not in, such as Asia, India, and South America, It will expand their market share at the global level and to increase their overall revenue. ?PepsiCo should improve their employee relations. It will create employees all over the world to promote the product both during their work day and in their personal life in order to create â€Å"word of mouth marketing†.

odysseus as an epic hero essays

odysseus as an epic hero essays The role of Odysseus as an epic hero is modified throughout the epic poem. As Odysseus leaves Troy for home, he is the typical bloodthirsty warrior. During the course of his trek, he undergoes a symbolic death and rebirth. Upon his arrival to Ithaka, the wiser man he has become is evident. The odyssey is Odysseus story of his journey not only from troy to Ithaka, but also from bloodthirsty warrior to epic hero. Odysseus begins the tale of his trip from troy to Phaiakia. The beginning of his tale displays the bloodthirsty warrior that left troy. What of those years of rough adventure, weathered under Zeus? The wind that carried west from Ilion brought me to Ismaros, on the far shore, a strongpoint on the coast of Kikones. I stormed that place and killed the men who fought. The first lines of Odysseus story display his warrior side. This passage shows how he and his crew landed and immediately went to battle and plundered. Although Odysseus recalls telling his men to stop afterwards and return to the ship, he never really forcibly tried to make the men return. The lack of effort on Odysseus part implies that he did not truly care if the men ransacked Ilion. Due to his greed and bloodlust, nearly a third of each ships crew was lost. This bloodthirsty warrior cared only for battle and blood, instead of his men and his return home. After stopping on the island of Aiaia, the home of Kirke, Odysseus journeys to Hades. This represents a symbolic death for Odysseus. There he must speak with Teirasias to hear the prophets visions for Odysseuss journey home. Teirasias predicts that the journey can take two paths; either a peaceful journey home, or if the crew and Odysseus can not restrain their desires, death and destruction will befall the crew. Odysseus and his crew do not heed Teirasiass warning, and the entire crew save Odysseus is lost at sea. After nine ...

Social media - the new communication tool - what's in it for companies Research Paper

Social media - the new communication tool - what's in it for companies - Research Paper Example Meanwhile, the 35+ demographic makes up 30% of the user database.2 There are also many users who use Facebook quite frequently – 48% of 18 to 34 year olds check Facebook right when they first wake up, and 28% check their Facebook from their smart phones before they get out of bed.3 The reasons why people use Facebook are shown in the activities on Facebook – on an average day, 20% of the users will comment on another users photo, 26% of users will like another users content, 10% of users will send another user a private message, 15% of users will update their own status, and 22% of users will comment on Facebook has made one’s social circle wider, but much more shallow, with some people having 1,000s of â€Å"friends.† And, since it would presumably be impossible for any one person to have that many â€Å"friends†, a person’s friends list is mainly populated by â€Å"weak ties† who might be mere acquaintances – â€Å"it might be someone they met at a conference, or someone from high school who recently ‘friended’ them on Facebook, or somebody from last year’s holiday party. In their pre-Internet lives, these sorts of acquaintances would have quickly faded from their attention. But when one of these far-flung people suddenly posts a personal note to your feed, it is essentially a reminder that they exist.† 5 While this is an accurate description of the vast majority of â€Å"friends† on one’s Facebook account, it often gets even further removed. Some of the â€Å"friends† , in fact, for a lot o f us, many of the â€Å"friends† are people to whom one has never spoken a word – random people from school that you know of, have seen around, but have never spoken to, along with many â€Å"frenemies† who you maybe never liked, all show up on one’s â€Å"friend† list and proceed to bombard you with their everyday mundane activities. Yet these silly, mundane, borderline narcissistic news feed

Final SEM paper Essay Example | Topics and Well Written Essays - 750 words

Final SEM paper - Essay Example This means that the company helps individuals from when they are fifteen years old until when they die because it does not have an upper limit of the target population. The organization deals with all levels of Social Ecological Model (SEM). At the individual level, the institution helps smokers to quit smoking and divert their attention to beneficial projects. The organization advises smokers about the effects of their behavior and it helps them through counseling (Sanders, & Myers, 2007). At the community level, the company creates awareness to the public about heart diseases and the contribution of smoking to the disorder. The firm also enables the communities to understand the effects of smoking on the environment. The major effect is air pollution, which poses health dangers to the inhabitants of the world such as animals, plants, and human beings (WHF, 2008). Through this education, the institution encourages the community to quit from smoking and discourage those who are addicted to stop their consumption. The organization also addresses the issues of heart disease at the interpersonal level. At this level, the company engages smokers and non-smokers in counseling sessions. The counseling sessions help these groups of individuals to understand and help each other in improving health by avoiding factors that cause cardiovascular diseases. The World Heart Federation also addresses heart disease in organizations and also in policy formulation. The organization specifically advises the government in the countries where it operates to develop policies that reduce smoking; for example, the policy of creating smoking zones in a country to avoid effects of the behavior on secondary smokers (Riba, Wulsin, & Rubenfire, 2012). The company partners with other organization such as the American Heart Association to increase the awareness of causes, effects, and prevention measures of cardiovascular diseases (Riba, Wulsin, & Rubenfire, 2012). At