Develop and promote positive relationships Essay

The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subject’s rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask ‘what don’t you want to do and why. ‘ Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other

Dante’s Inferno

Dante Algheri’s poem, the Inferno, attempts to perfect the concept of Divine Justice. Main Christian religious ideals and Dante’s political views and past encompass the concept of Divine Justice. Dante, born in 1265 in Florence, Italy, belonged to a family intensely involved in the political scene at a time of upheaval and unrest. Dante augmented his political standing by holding several public offices at a time of political unrest, and further, exiled from Florence. Dante’s political beliefs and past reflect the essence and spirit of divine justice in the Inferno. At the opening of Canto III, inscribed at the gate of Hell, reveals it as a place constructed by Divine Justice, Omnipotence, and Love. â€Å"Through me the way into the suffering city†¦ Justice urged on my high artificer; my maker was divine authority, the highest wisdom, and the primal love†¦Ã¢â‚¬  (21). This inscription sets a religious tone, and implies that justice would be substantiated by strict doctrinal Christian values. While The Inferno, a strongly religious poem influenced by Christian morality, Dante incorporates his political ideals in his attempt to define Justice. Dante places numerous political figures through out the different levels of Hell. Farinata, the leader of the Gibellines in Florence, the party that opposed Dante’s Guelphs resides in the sixth level of Hell. Another Guelph, Brunetto Latini, Dante’s teacher at his university and a sodomite, resides in the seventh circle of Hell. Also, in the Seventh circle of Hell, Dante reveals his disdain for Florence, when he talks to three Florentine souls, expressing that arrogance reigns the damned city, â€Å"Newcomers to the city and quick gains have brought excess and arrogance to you, o Florence† (147). Dante reveals the corrupt political nature of Florence by placing numerous Florentine souls in Hell. More importantly, Dante reveals the epitome of injustice through the corruption and turmoil of Florence. While religion, a guiding force behind Dante’s vision of divine justice, Dante’s political views came to contradict important Christian doctrine and the Catholic Church. In the Eighth circle of Hell, Dante expresses his greatest criticism of the Catholic Church by placing Pope Nicholas III. Dante shows the Pope no pity, â€Å"stay as you are, for you are rightly punished,† (173) and further scorns all corrupt churchmen, â€Å"I’d utter words much heavier than these, because your avarice afflicts the world: it tramples on the good, lifts up the wicked. (173) Dante suggests a key factor to achieving justice, a separate but equal Church and state. In the ninth circle of Hell, Dante places the still living, Florentine souls Bocca defli Abata and Fra Alberigo, as traitors against their guests. Dante illustrates the worthiness of their punishment and the corruption they have caused in Florence, Ah, Genoese, a people strange to every constraint of custom, full o f all corruption, why have you not been driven from the world? For the foulest sprit of Romagna, I found one of you such that, for his acts, in soul he bathes already in Cocytus and up above appears alive, in body. (309) Dante expresses the intensity of the corruption in Florence, and demonstrates this by placing two Florentian souls in one of the worst levels of Hell. More importantly, by placing these souls in Hell prior to their physical death, Dante greatly contradicts orthodox Christian doctrine. More contradictory, in the absolute lowest level of Hell, Dante places Brutus and Cassius, who murdered Julius Caesar, next to Judas Iscariot who betrayed Christ. Dante equalizes both Caesar and Christ as benefactors. Just as Christ represents the perfect manifestation of religion, Caesar embodies the perfect manifestation of secular government. While Judas should clearly experience harsher punishment, based on Christian morality, he only experiences a slightly worse punishment than Brutus and Caissus. Clearly, Dante’s vision of morality unites both politics and religion. Dante’s political past with Florence immensely influences his writing in The Inferno. Dante repeatedly places Florentine souls in Hell, and further elaborates his political views and ideals, most notably, his view of a separate but equal Church and state. In the final level of hell Dante patently unites his political and religious views of moral justice by showing Lucifer and three greatest sinners of all time—Judas, the betrayer of Christ, and Cassius and Brutus, the betrayers of Julius Caesar. The incorporation of political ideals with religious ones encompasses Dante’s view of divine morality. Dante’s Inferno Using support from the piece, do you believe the penalties suit the crime? Yes , I believe it, because i believe in the rule â€Å"eye for an eye†, and i believe to and in the story explained me that God created hell to satisfy His need for justice suggests that He would apply the same sense of justice to the assignment of punishments. and one the line that Dante's Inferno used come from the inscription found above the gates of hell. It speaks of enduring suffering eternally, and warns the condemned to â€Å"abandon every hope† (canto III. ). The condemned are warned not to hold out hope for anything, including the hand of God Himself. The correlation that Dante establishes between the sins a soul commits on earth and their punishment in hell is impossible to overlook. The wrathful attack one another (canto VII), the gluttonous are forced to eat excrement (canto VI). The inscription over the gates of hell in canto III clearly states that God, or the Divine Authority, was urged on by His sens of justice to create hell (canto III. -5) God created hell to punish sinners, and the applicability of hell's specific punishments reinforce the idea that God made it for a definite purpose. What are some differences between Upper and Lower Hell? Hell is divided into two parts: the upper hell consisting of 5 circles and the lower hell composed of 4 circles. The Wretched of the lower hell are held â€Å"in anger† by God and not the upper hell. The upper hell has to do with sins of incontinence, which is dropped by a temptation. The Wretched of the upper hell have lost â€Å"control â€Å", that's mean with no resistance for his dedication to the fervor of passion, not a true evil inside, which excludes them from the â€Å"wrath. † The lower Hell is when a sin is planned that is, for the human act whose purpose is to affect another human being, with physical damage to the person or his things, or fraud that is also object of physical or moral harm. What are some differences between Dante's perspective of Hell and yours? The Dante's perspective of hell is depicted as a â€Å"funnel† made up of 9 concentric circles, beginning the journey through the largest of them as you go shrinking circles will, hell is divided into nine concentric circles, as below comes more cruelty is present. for me in general idea God created hell for the sinners and all that was committed here on earth will pay, but about 9 circles, I do not think, because I think there are many thousands of sin and between sin and other sin there is no difference, everything is paid in life, and that's why God created hell, the only salvation is Jesus Christ.

Alexander Graham Bell biography

Alexander Graham Bell, was the inventor of the telephone. Bell was born in Edinburgh on 3 March 1847. He was the son of Melville, a speech and elocution teacher who developed the first International Phonetic Alphabet and Eliza, who was deaf from the age of five. Bell was the only child to survive into adulthood, with his younger and elder brothers, Ted and Melly, dying of tuberculosis. These biographical facts foretell the strong values, personality and determination of the man destined to radically change the preferred mode of long distance communications to voice, and thus transform virtually all aspects of modern life.Bell developed a passion for communication from a young age. He was to become an extraordinary man with a visionary understanding of its power and potential. Educated at the universities of Edinburgh and London, Bell immigrated to the US in 1870. In his twenties, he set about developing a multiple telegraph that could send several Morse code messages. In 1872, Bell s tarted attending MIT’s public lectures on experimental mechanics, including one in October by Professor Charles R. Cross that began a long, fruitful collaboration.At the talk, Cross demonstrated a device invented by his colleague Edward C. Pickering, who then chaired MIT’s physics department. At the time of Cross’s lecture, MIT (which had been incorporated in 1861 on the Boston side of the Charles River) had recently opened the Rogers Laboratory of Physics in a new building on Boylston Street. The facility was the first of its kind in the United States, a well-outfitted working laboratory that allowed students to conduct experiments illustrating the physical laws they learned about in class.Of particular interest to Bell, the new laboratory had an impressive set of equipment identical to that used in the path breaking work of Hermann von Helmholtz, one of the world’s leading acoustical researchers. In 1873, Bell accepted a position as a professor of vocal physiology and elocution at the fledgling Boston University (which had been chartered in 1869). The post drew him into even closer contact with Boston’s scientific community, affording him the chance to get better acquainted with Professor Cross, who would eventually succeed Pickering as chair of MIT’s physics department.In April 1874, after Bell addressed MIT students and faculty about his acoustical studies and his eff orts to teach the deaf to speak, Cross—apparently impressed—granted him unfettered access to the Institute’s facilities for his further research. Bell seized the opportunity. Of course, Bell won his patent claim as the sole inventor of the telephone, and public knowledge about the contributions of others mostly faded into oblivion.The many surviving primary documents from the period, however, leave little doubt of the important supporting role that Cross and the Rogers Laboratory played in helping Bell gain vital, detailed, and of ten hands-on knowledge about the cutting-edge work of others in the field, including Pickering, Helmholtz, Reis, and Elisha Gray, the inventor whose path breaking design for a liquid transmitter Bell seems to have appropriated to make his world-famous call to Watson. Many years later, with Bell’s legal claim to the telephone long since secured, he publicly acknowledged Cross’s contribution.Bell told the crowd of 1,500 assembled at Symphony Hall for MIT’s 50th-anniversary gala—and more than 5,000 alumni and guests who were listening in by phone at Alumni Association gatherings across the country—that Cross had not only made â€Å"many advances in the telephone itself † but inspired many students to â€Å"go forth from the Institute to perfect the work. † On 7 March 1876, Bell patented the telephone (Patent 174,465) at the tender age of 29. On March 10, 1876, Bell supposedly knocked over the battery acid he and Watson were using as tran smitting liquid for early telephone tests, and shouted, â€Å"Mr.Watson, come here; I want you. † Watson, working in the next room, heard Bell’s voice through the wire. Bell introduced the telephone to the world at the Centennial Exhibition in Philadelphia in 1876. In 1877, Bell formed the Bell Telephone Company. He later sued Western Union over patent infringement of his telephone copyright, and won. In the 1880s, Bell used his considerable fortune to establish research laboratories to work with deaf people. Helen Keller was among his many students.Bell, though, was able to translate his exceptional values into his private life. He lobbied the cause of deaf people and to establish day schools for them throughout the US. When he set out on this challenge, only 40 per cent of deaf children were taught to speak. At the time of his death in 1922 the figure was 80 per cent — testimony enough in itself to his leadership qualities. Like all exceptional leaders, Bell m ade himself accessible to all. He encouraged one family — the Kellers — to educate their little girl Helen, who was deaf.She later attended the Boston Museum of fine arts and became a highly successful commercial artist. Employers today can learn much from Bell's great achievements — nurture ideas, encourage innovation and pursue developments, however radical they might seem at the time. Likewise, there remains a need today for companies to accept and foster their links and social responsibilities within the communities in which they operate and beyond. Bell proved that leaders and business can create the circumstances to improve our quality of life.In researching this article, I have grown to respect the great depth and leadership qualities of Alexander Graham Bell, a hugely successful entrepreneur and a great humanitarian. While telephones, fax, mobiles, text messaging, and the like may sometimes drive you mad, they have undoubtedly revolutionised the world fo r the better, and it can all be traced back to the leadership and vision of one man. Bell is the greatest creator ever of shareholder value and an inspirational figure for the to the cause of the â€Å"children of a lesser God† — it must earn him the title of Greatest Briton in Management and Leadership.Other Bell inventions include an electric probe, a device used to locate bullets and other metal objects in the human body, and the vacuum jacket, which when placed around the chest, administered artificial respiration. He’s also credited with inventions related to the iron lung and triangular aircraft wings. In 1898, Bell became the president of National Geographic because he believed that geography could be taught through pictures. Bell’s fascination with aeronautics led to his â€Å"hydrodrome† boat, a vessel that traveled above the water at high speeds.The hydrodrome reached speeds in excess of 70 mph, and for many years was the fastest boat in the world. Bell died August 2, 1922, in Nova Scotia, Canada But unlike so many great pioneers and inventors, Bell followed through, visualizing the future and realizing the potential of his remarkable invention. Shortly after the invention of the telephone, Bell had told his father: â€Å"The day is coming when telegraph wires will be laid on to houses, just like water or gas†¦ and friends will converse with each other without leaving home. How right he was.Remember this prediction was at a time when the telephone was in its infancy and its full potential was far from recognized. Bell's invention changed for good the way people live their lives. Telephones and telephone lines have enabled us to network global companies via computers, make transactions electronically, or simply talk to our loved ones to let them know all is well, wherever in the world we might be at the time. The telephone is not only capable of transmitting voice, but also of transmitting emotion and, therefor e, allows us to communicate not only what we are thinking but how we feel.In a stroke of genius, Bell shrank the world and transformed the lives of the citizens of his country of birth and education, Great Britain, and, indeed, the lives of people around the world. Like many great people, Bell appeared to benefit from luck and skill in equal measure, and it was while he was trying to develop multiple morse code that he stumbled on the concept that speech could be reproduced through sound waves in a continuous undulating current. This truly brilliant discovery is the principle behind the telephone.Steven Paul Jobs was born in San Francisco on February 24, 1955 to two university students, Joanne Carole Schieble and Syrian-born Abdulfattah â€Å"John† Jandali (Arabic: ), who were both unmarried at the time. [32] Jandali, who was teaching in Wisconsin when Steve was born in 1955, said he had no choice but to put the baby up for adoption because his girlfriend's family objected to their relationship. [33] The baby was adopted at birth by Paul Reinhold Jobs (1922–1993) and Clara Jobs (1924–1986), an Armenian-American[3] whose maiden name was Hagopian. 34] Later, when asked about his â€Å"adoptive parents,† Jobs replied emphatically that Paul and Clara Jobs â€Å"were my parents. â€Å"[35] He stated in his authorized biography that they â€Å"were my parents 1,000%. â€Å"[36] Unknown to him, his biological parents would subsequently marry (December 1955), have a second child Mona Simpson in 1957, and divorce in 1962. [36] The Jobs family moved from San Francisco to Mountain View, California when Steve was five years old. [1][2] The parents later adopted a daughter, Patti.Paul was a machinist for a company that made lasers, and taught his son rudimentary electronics and how to work with his hands. [1] The father showed Steve how to work on electronics in the family garage, demonstrating to his son how to take apart and rebuild elec tronics such as radios and televisions. As a result, Steve became interested in and developed a hobby of technical tinkering. [37] Clara was an accountant[35] who taught him to read before he went to school. [1] Clara Jobs had been a payroll clerk for Varian Associates, one of the first high-tech firms in what became known as Silicon Valley. 38] Jobs was an intelligent and innovative thinker, but his youth was riddled with frustrations over formal schooling. At Monta Loma Elementary school in Mountain View, he was a prankster whose fourth-grade teacher needed to bribe him to study. Jobs tested so well, however, that administrators wanted to skip him ahead to high school—a proposal his parents declined. [39] Jobs then attended Cupertino Junior High and Homestead High School in Cupertino, California. [2] At Homestead, Jobs became friends with Bill Fernandez, a neighbor who shared the same interests in electronics.Fernandez introduced Jobs to another, older computer whiz kid, St ephen Wozniak (also known as â€Å"Woz†). In 1969 Woz started building a little computer board with Fernandez that they named â€Å"The Cream Soda Computer†, which they showed to Jobs; he seemed really interested. [40] Jobs frequented after-school lectures at the Hewlett-Packard Company in Palo Alto, California, and was later hired there, working with Wozniak as a summer employee. [41] Following high school graduation in 1972, Jobs enrolled at Reed College in Portland, Oregon. Reed was an expensive college which Paul and Clara could ill afford.They were spending much of their life savings on their son’s higher education. [40] Jobs dropped out of college after six months and spent the next 18 months dropping in on creative classes. [42] He continued auditing classes at Reed while sleeping on the floor in friends' dorm rooms, returning Coke bottles for food money, and getting weekly free meals at the local Hare Krishna temple. [43] Jobs later said, â€Å"If I had never dropped in on that single calligraphy course in college, the Mac would have never had multiple typefaces or proportionally spaced fontsSteve Jobs introduced in 1988, was an even more expensive marvel of hardware and software design; it at-tracted even fewer customers. Today, Windows running on Intel-compatible chips remains the most common software platform for per-sonal computers (though cellphones far outsell PCs and have become the dominant mode of computing). But Mi-crosoft has introduced only incremen-tal innovations, following the path set by the Macintosh more than 25 years ago. And Android-based smartphones and tablets, which rely on Google s free and open operating system, follow the lead of the iPhone and the iPad.My point is that Microsoft, Intel, and Google have taken the usual route to platform leadership, with inexpen-sive or free products, relatively open viewpoints interfaces, and extensive efforts to cul-tivate a broad ecosystem of partners. But Jobs and Appl e have shown us an-other path to platform leadership, and not just for a niche product segment: Design breakthrough products that set new standards for form, function, and aesthetics; market them creatively and aggressively, with some modest reduc-tions in price over time; open them up gradually as industrywide platforms, and let the chips fall where they may.Jobs wanted Apple to create computers that would be as elegant and simple to use as a type-writer or even a toaster. Now, looking back, we can see that every product Jobs championed, whether or not it succeed-ed commercially, set new standards for aesthetics as well as utility, such as in ease-of-use or handling graphics and multimedia. What stands out most to me are the ultra-simple, intuitive user interfaces of the Macintosh (GUI plus mouse, albeit invented earlier at the Stanford Research Institute and Xerox PARC) and then the iPod s clickwheel and the iPhone and iPad touchscreens.Today s PCs, digital media players, smartpho nes, and tablets based on Windows or even Android are as good as they are only because of how much Steve Jobs and Apple raised the bar for everyone. Charisma and Leadership In the 1996 PBS documentary, Tri-umph of the Nerds, Larry Tesler, who used to work at Apple, discussed how Steve Jobs was able to inspire people to surpass what even they believed they could accomplish. He would never settle for anything less than someone s absolutely best effort, and then some.That is how Jobs raised the bar for the Macintosh project whose competi-tion was the character-based IBM PC and compatibles and many products since then, most recently the iPad. As Steve Jobs moved forward in his career, he also brought related but formerly distinct technologies and businesses together. In fact, he felt compelled to shed the historic Apple Computer name in 2007 in favor of Apple, Inc. to reflect the broader set of aspirations that he and the company had adopted.It is instructive again to compare Jobs and A pple with Gates and Microsoft. Gates main entrepreneurial legacy has been to create a mass-mar-ket software products company that continues to print money and ex-ploit those remarkable gross margins of packaged software , Jobs solved an extremely vexing problem for the industry and for consumers: how to price digital content in the form of music, video clips, movies, and TV pro-grams. This innovation in digital servic-es is no less profound than Steve Jobs innovations in consumer products. he master Strategist Early observers of Jobs and Apple, in-cluding myself, underestimated his ability to master the business side of technology. Clearly, over time, Jobs got better at this much better perhaps as the world caught up to what he was trying to do. Two incidents stand out. First, when he rejoined Apple in 1996, the firm was practically bankrupt, with only a few months of cash left. But Jobs got a $150 million investment from archrival Microsoft as well as a commitment from Bill Gates t hat Microsoft would continue to produce Office for the Mac.This agreement was critical to maintain the Macintosh business, then the only real source of revenue for Apple. Second, in 2005, Jobs abandoned his 20-year commitment to the Motorola micro-processor and adopted archrival Intel s technology. This move helped bridge the growing cost-performance gap with Windows PCs, and enabled the Macin-tosh to continue as a second platform that was also much more interoperable with the Windows world.

Idealism and the power of ideas Essay Example | Topics and Well Written Essays - 250 words

Idealism and the power of ideas - Essay Example Notably, Locke was no stranger to France, as he studied Descartes, and came in contact with some of the greatest minds of his age there. It was there that Locke found time to reflect and gain personal development. Locke, greatly inspired, wrote and published some well acknowledged philosophical pieces that have really made him an accomplished man. He had reached heights that other philosophers before him doubted and never even thought possible. He wrote a series of books after that, which continued to make him one of the most influential and men from England in exile. Locke possessed a certain mix of attributes that made him have a permanent influence on politicians and other philosophers around the globe. Locke never married but lived a well balanced life of 72 years, and is fondly remembered. As great thinkers thought about drawing up the US Constitution rights, they kept his philosophical teachings close to heart.

Anhuser-busch buys rolling rock brands Research Paper

Anhuser-busch buys rolling rock brands - Research Paper Example However, although the company’s net profit sales have increased, the volume of beer has lowered and the Rolling Rock brand is among the least performing in the beer market. This weak performance triggered AB InBev to consider the sale of Rolling Rock. Reports only give hints that the most likely acquirer would be North American Breweries Inc. (NAB), owned by KPS Capital Partners, a private equity firm headquartered in New York. In March 2009, Labatt USA, the private U.S. importer of Labatt beer, was bought by KPS from AB InBev (Brooks). Besides KPS, another potential acquirer is C2 Imports, a California beer importer of specialty beers around the world. The company had earlier entertained bids to purchase Rolling Rock with the help of Lazard investment bank, but was displeased with the offers. Rolling Rock among many assets AB InBev needs to â€Å"divest in order to repay debt† incurred from the $52 billion merger (â€Å"Anheuser mulls†). Estimated asking price for Rolling Rock, although not specifically stated by AB InBev, may probably be along the lines of $70-$75 million. This is due to the fact that the value of the product has gone down over the years since its sale to Anheuser-Busch, then later when company merged with InBev. The asking price is also likely to go up, depending on the amount the highest bidder is willing to pay for. Sales for Rolling Rock recently declined to 13% from 2007 to 7.4 million cases in 2008. The Wall Street Journal reported that in 2004 Rolling Rock sold around 11 million cases (Cohen). States in America sell the brand for different prices. The current estimated price range per case of Rolling Rock lager beer is $16-$22 (which is already rounded off, including all innovations under the brand) (â€Å"Price List†). Since the product’s decline, pertinent information about it is limited, incomplete and outdated. However, if on the average, the price sold per case is $19 then multiplied by

Faculty engagement, successful student learning and social integration Dissertation

Faculty engagement, successful student learning and social integration - Dissertation Example According to Umbach and Wawrzynski (n.d., p. 21), teachers play the single most important role in the tendency of students to learn. New materials of teaching and learning have emerged as a result of the revolution in communication technologies. Consequently, the teaching and learning environment has been altogether renewed in a way that was not possible to achieve in the past. The fundamental challenge for the contemporary schools and colleges is to modify its environment so that new technologies can be accommodated and promoted at their best. Faculty engagement is one of the most critical elements in the modern pedagogy and learning that is influenced by technology. Different teachers join this profession because of different motivational structures that vary according to the tasks they are assigned (Blackburn, 1995). â€Å"Few institutions other than colleges and universities permit their members the latitude so much a past of the professor’s life† (Cahn, 1986, p. 3) . This latitude has been accommodated by the tradition-bound academy nature while the gradual change that has occurred in nearly every aspect of the campus life makes this latitude a tolerable piece of the landscape of academia. In a global democracy, higher education must give serious thought to structuring student learning and development in such a way to promote cross-cultural understanding and civic-mindedness. In strong democracies, people have to be able to listen to each other, to understand the places and interests of others in the community, and to achieve compromises and solve problems when conflicts occur. (Hurd, 2006, p. 4). Problem statement: Institutions require an enabling environment in order to change for good. Enabling environments constitute several factors that include but are not limited to reliable networks, universal access for students, increased opportunities with respect to consulting and training as well as a faculty ethos that tolerates falters and values experimentation. Learning spaces can both constrain and encourage students’ attitudes. A whole range of learning attitudes is displayed by the teachers and students particularly when the learning environment is developed with a view to optimize the interaction between the two both outside and within the classroom or when the atmosphere presents education as a â€Å"serious work† to the students and teachers (Hunley and Schaller, 2009). Lack of such preconditions makes the entrepreneurial activity for the self-starters quite cumbersome. Even the existence of such preconditions does not do much to ease the process of transformation. The first-wave of entrepreneurs mark the initial phase of transformation. These adopters tend to find adequate expertise or resources in order to implement their personal strategies for the incorporation of technology as a means of learning. The second wave that indeed concerns us the most is the perception of faculty of the new environment of learning as an opportunity rather than a threat. These teachers are generally wary of the advanced technology but are strongly committed to a high quality of learning. This divides the faculty into two groups, each of which is highly committed to quality learning but differ in their tendency to embrace the new technologies as well as their technical capabilities. Administrators make a big mistake by basing their

New Preston Village Speech or Presentation Example | Topics and Well Written Essays - 250 words

New Preston Village - Speech or Presentation Example Village name: New preston Village type: model village Region: United states Name etymology: Square 2 Village timeline: its 10, 000 years old. Colonized in 1741 In 1753 New preston Ecclesiastical society was established. April 1778 General assembly was integrated to a town. In 1872 was arrival of railroad and 1948 it stopped operations. 1970 the village had became diminutive. 1990s the village made in picturesque in hosting of vistors. Square 3 Village plan: total area is 2020.19 hactares; 0.5 square mile is water and the rest is land. There is a river which is running through the centre of the village. It also passes over the New Preston falls. It has narrow valleys and steep hills. Square 4. population is 1110 2020.19/1110 1.82 % Square 5 Demographics There is 439 households and 303 families in this village. Racial make up is whites= 97.84%, African Americans 0.36%, native Americans 0.09%, Asian 0.18%, others races 1.43% and latino were 1.17 % of the population. Children under 18 made 30.3% Married couples 60.6% Non families 30.8 % Female householder 5.9%

Military Don't Ask, Don't Tell Policy Essay Example | Topics and Well Written Essays - 1250 words

Military Don't Ask, Don't Tell Policy - Essay Example This policy is unfair and unethical because there is no proof that gays cannot serve well in the military. When we think about the issue of Don't Ask, Don't Tell, it becomes clear that this is not just a homosexual issue. Instead, it is an issue about discrimination against people who have served the military well. A Short History of Gays in the Military Gays have been recorded as being part of the military as far back as Plato and the Greeks. They understand the value of having gays in the military. Although Plato's time accepted gays in the military, there were problems as time went on with each war. As far back as the Crusades, gays were persecuted when they were found to have same-sex affairs during the 14th Century. In 1816, during the Napoleonic Wars more gays were persecuted, hanged and whipped if they were found to have same-sex affairs (Webley, 2010). By 1778, George Washington discharged a soldier from his military command and by 1916, the U.S. Military prohibited homosexua lity in the Articles of War. There were many ways to screen out gays from the military throughout the years, and by the Vietnam War, homosexuality was seen by some as a way to get out of military service, especially during this war which was difficult for everyone to understand. However, one man, Perry Watkins, was discharged from the military after 16 years of service because he was a homosexual in 1984; he sued the military and won the case in 1990 (Webley, 2010). This short history shows that gays and lesbians have been serving in the military for probably every war that has ever been fought, and there has always been a concentration on whether they should be open or closeted while they were serving. The Don't Ask, Don't Tell Policy In 1993, the Don't Ask, Don't Tell policy was enacted to stop people who were homosexual from talking about their lifestyle or from practicing homosexuality while in the military. The reason this was enacted was because the military believed that if i t were allowed, it would "create an unacceptable risk to the high standards of morale, good order and discipline, and unit cohesion which are the essence of military capability" (Burrelli, 2010, Summary). This was not a law, but rather a policy that was in place to make sure that service members did not talk about their sexual orientation and that they were not asked about it when they entered the service or as they continued. In other words, homosexual service members were to keep quiet about who they were and how they lived in order to serve next to heterosexual service members. In 2010, the act was repealed as unconstitutional and the military was ordered to stop enforcing it. It is the opinion of this researcher that this was the right thing to do because everyone should have the opportunity to serve in the military regardless of their sexual orientation. When this policy was put into place, thousands of military members had to leave the military based on their sexual orientatio n or live a lie in order to serve as those who were not homosexual served (Obama, 2011). In having this policy in place, it made many men and women have to hid who they were which made them feel isolated and afraid. President Obama acknowledged that this was another sacrifice that these men and women had to do that was not fair to them. The repeal of this policy will not happen quickly because the

Coronary Heart Disease Research Paper Example | Topics and Well Written Essays - 2500 words

Coronary Heart Disease - Research Paper Example This research will begin with the statement that coronary heart disease is caused by a waxy substance named plaque forms up inside the coronary arteries. The arteries which carry oxygenated blood to the heart muscle. If the plate breaks, a blood clot will be formed on its surface, which will block the flow of blood into the coronary artery causing heart failure. The research will emphasis on the possible causes of the coronary disease as well as its prevention mechanisms. In line with the research carried out by the national institute of health in Merced country California, coronary heart disease is one of the diseases that cause most deaths in the city. In relation to the quantitative data, Merced is rated to be the 46th in the number of death used b coronary heart disease basing on the age, the mortality rate in the year 2006-210, 25 deaths per 110,000 of the population caused by coronary heart disease. Moreover, 16,000 people in Merced County alone diagnosed with coronary heart di sease which 9% of the total population of Merced County. In addition, obesity being one of the causes of coronary heart disease is also ranked top have affected 29% of the total population of Merced County, showing that greater possibility of an increase in death rates caused by coronary heart disease. Most of the research conducted has got a positive impact on the people of Merced County at large. Because the facts gathered apparently shows the causes of coronary heart disease, and how it can be avoided and prevented at the same time.

Marketing Management Assignment Example | Topics and Well Written Essays - 2500 words

Marketing Management - Assignment Example Clustered market might reveal distinct preference clusters, called natural market segments. Own brand with fashionable and price sensitive consumer who looks for more modern looking footwear but price conscious because short duration of styles, actively targeting people between age group of 35 to 45 years. (b). Marketers advocates a need based market segmentation approach. Robert J. Best (2000) proposed seven step process and these are i. needs-based segmentation ii. Segment identification iii. Segment attractiveness iv. Segment profitability v. segment positioning vi. Segment 'Acid test' vii. Marketing mix strategy. For effective segmentation process, the market segment must be i. Measurable ii. Substantial iii. Accessible iv. Differentiable v. Actionable. Now on the basis of above 5 parameters we would discuss Clark's segmentation process. Clark's market segment could be measurable. As we know that consumer expenditure on footwear is increasing by 3.5% producing an additional GBP 166 million. Clark's brand is controlling 10% of consumer expenditure on footwear and over 30% of children shoe market. Targeted market segment of Clark's is comparatively and young affluent generation between age group of 18 to 30. This generation is fashion driven, ready to spend money and have earning. They are looking for more modern designed, trendy, easy to wear, comfortable and stylish foot wears. This age group has the potential to buy as well as influence the other segments also. So Clark's segments are measurable. This market segment is substantial also. A large number of persons belong to this age group. They have similar kind of needs. They want to wear exclusive designs that have brand name also. Clark is known for its quality as well as for its brand name so when Clark has launched the specific products, which fulfilled the needs of, the new market segment, people tend to buy those products. This segment has been easily accessible and Clark has reached to them effectively through advertising with catchy slogan via modern communication media i.e. through T.V and terrestrial and satellite channels. This young people between age 18 to 30 are easily distinguishable through their attitudes. The second segment, which Clark is targeting, is between age group of 35 to 45 who are fashion oriented but more prices sensitive as well as also make decision while buying shoes for their children. So they are decision-makers also. They have the purchasing power and they are looking for style as well as comfort. These segments have different needs and requirements than any other segment. So no two segments could be mixed up. Finally Clark has formulated an effective integrated flexi communication strategy to attract its newly targeted segm ent, which is predominantly fashion oriented. This fashion oriented affluent segment of younger people creates a major market potential in terms of buying practices and tendency to do expanses on fashion oriented objects like footwear. So if we evaluate keeping in mind the different segments of Clark we could easily find that Clark's segmentation process is good but needs

Interpretations of American History Essay Example for Free

Interpretations of American History Essay There has been a notable change in the American History from the last 400 years until now. At the beginning the American History the subjects that the historians interpreted were politics, diplomacy and war. The only people who could do the interpreting were only white male Americans. The contemporary American historians wrote nearly about everything that affected everybody. This times were very different from what they are now, when you read history, you are reading the historians point of view or encounter with the world. The historians were fully dedicated to this, they spend hours, days, years of their lifes to prove the reality comes away. They were characterized by nationality or their school of thought. The historians can be Jeffersonian liberal, nationalist, progressive, feminist or postmodernist; for example, Perry Miller in the twentieth century American liberalism, Kenneth Stampps was engaged with the civil rights movement, Kathryn Sklars ideas were feminist (p. 72). In those times everything was like they African American people couldnt be historians, because they only accepted white male Americans, also they were male chauvinist, women couldnt be historians and not only that, they were excluded from everything, they didnt have the right to vote, to be in the politics, work, they Jimenez 2 could not do anything. History is successful when it tells you how things where, the only thing that could take you there was the imagination, but now, with all the technology that we have, we even can make a picture or a sketch of how the things were. basing on the things that had been found also. One of the things that the historians did, they constantly criticize, correct and supplement other historian point of view, they get closer to the truth arguing with one another. Historiography reminds you that history is not a closed book, is a reminder that there is always something to argue in history, it make us think or see what was before everything, the changes that have been in the growth of America, politics changes, racial justice, sex, differences in the society, education, labor. There has been a notorious change or evolution on how America has change. There are four stages in which the writing of American history has passed: the providential, the rationalist, the nationalist and the professional. The providential history in the United States from the seventeenth and eighteenth, ministers and magistrates and wrote a made of form of providential history. The puritans who settled in the United States believed that they were chosen by god that led to the form of their history to a holy chronicle one. Puritans used this form of writing for all men anybody that believed in god. The rationalism, they were very different with the providential because they didnt believed that they were only chosen by god, they believed that opinions or actions should act on reason and knowledge not on their religious belief. They were ruled by the natural law was the idea of Newton, Locke, and the French philosophers (p. 75). The rationalist Jimenez 3 historians were the educated class in the colonies, the new story they told was of progress and reason. most of the historians of the eighteenth century were layer-politicians, planter-aristocrats, merchants or professionals. Tomas Jefferson was influenced by this movement and later on write a book named Notes on the State of Virginia in 1785. This book allow to men to discover and pursue their destiny and believed that they were free. After that, no one was free from slavery. This proves that the history during the rationalism the politicians only tells you what you want to hear, like right now it happens the same, everything was and is only about wealth, power, rights. In nationalist history changed the fact that in this stage the women contributed and argue in theirs perspectives or points of view. historians of women rewrote the story of America from the beginning to the recent past. They did not give women a place in the existing narratives, they just reconceived whole fields of history. An example of the women historians were Hanna Adams, Susanna Rowson, Elizabeth Peabody, and Emma Willard (p. 76) The professional historians started by the middles class that became educated through college or university which became commonly to only white males. History became a profession and the only way to access was to practice it and be at a advanced level in the subject. Their high opinion on distinguish scientifically and prove the truth from a romantic notion. In this time we can see through what has passed American History and learned about the different changes that our history has had, and also this has help to have America Jimenez 4 how is it now. Right now we see the thing different, for example, women can vote, women can do a lot more things that they couldnt in the past, there is no slavery, everyone is free and follow their dreams and conquer their goals and thats a big change.

Dickens’ Victorian Critique of Church and State Essay Example for Free

Dickens’ Victorian Critique of Church and State Essay There is not much question in a look at his career’s work, that Charles Dickens was by his nature a harsh social critic. He would often make his characters morally objectionable in order to demonstrate the ills of society and would take an especially great interest in showing the iniquities of Church and State. In the deeply unequal England of the Victorian era, Dickens felt that he saw a lot of suffering, a great many people in need and a visible disgust of the rich toward the poor. The fact that these conditions had associated so closely with the premise of God and Crown had drawn out in critics such as Dickens as sharp distaste for the British institution girding both. That is why so many of his works centered on the relationship of the rich and poor, separated as such by the unwelcome permeation of authority of the former over the latter. The labor conditions Dickens explores in Hard Times through such figures as Stephen are contrasted sharply by the life of decadence and sanctimony denoting the figure of Josiah Bounderby. Clearly the figure through who Dickens channels the greatest pitch of protest, there is a clear hostility toward the hypocrisy and meanness which allows Bounderby to prevail over the poor of Coketown with a divinely entitled and self-declared superiority. It is here that Dickens captures the Victorian era’s undercurrent of resentment of the exploitation of God and Church for the interests of rendering selective such universal entitlements as faith and justice. In Bounderby, we are given the opportunity to view the justice system in Dickens’ time as something principally founded on inequality, determining a process which is governed by an aristocratic jurisdiction over that which deemed righteous, just and moral. All of these concepts emerge in Bounderby, and especially in a notable encounter with Stephen, suggest the most demonstrably inappropriate misuse of religious principles. In Hard Times, published in 1854, Dickens shows that he is specifically interested in dealing with a current problem of labor abuse. He draws a deeply negative picture of the rationalist political movement with which Bounderby may be identified. This was a powerful movement at the time in England. Rationality was focused on facts, which Dickens believed were used to give strict control over education, values and even creativity. This would impact the making of religion and justice too. The chief characterization of Bounderby captures this points exceedingly well, remarking that â€Å"there was a moral infection of claptrap in him. Strangers, modest enough elsewhere, started up at dinners in Coketown, and boasted in quite a rampant way, of Bounderby. They made him out to be the Royal arms, the Union-Jack, Magna Charta, John Bull, Habeas Corpus, the Bill of Rights, an Englishman’s house is his castle, Church and State, and God Save the Queen, all put together. † (52) The declaration, clearly satirical in its delivery, is nonetheless a premise upon which we will find Bounderby behaving in the most repugnant of ways. When the aforementioned Stephen, an honest laborer detained in a marriage with an abusive and alcoholic wife, goes to Bounderby, the wealthy mill owner and a public judge, he is denied a request for divorce. Bounderby denies him because poor laborers like him are not expected to have the money to have a divorce. In the scene between Stephen and Bounderby, we can see how the justice system is deeply imbalanced, as are the attitudes of the people in the justice system. When Stephen argues that the legal system wouldn’t let him get a divorce was a ‘muddle,’ Bounderby disciplines him, â€Å"Don’t you talk nonsense, my good fellow,. . . about things you don’t understand; and don’t you call the Institutions of your country a muddle , or you’ll get yourself into a real muddle one of these find mornings. The institutional of your country are not your piece-work, and the only thing you have got to do, is, to mind your piece-work. You didn’t take your wife for fast and for loose; but for better for worse. If she has turned out worse—why, all we have got to say is, she might have turned out better† (Hard Times, 84) The response, which only makes Stephen more angry, shows how Dickens’ really likes to use the writing device of irony. As Bounderby and Mrs. Sparsit, who is a rich, high-class woman with a divorce, together call Stephen guilty of ‘impiety,’ we know that the two are having some sort of inappropriate relationship with one another. This casts a blaring spotlight on the hypocrisy at the root of his cruel religiosity. Bounderby takes on the mantle of Dickens’ twinned reproach for the system and church which had conspired to make England so deeply unequal a place. That God had come to overwhelm the senses of justice and humanism seems a clear justification to Dickens that the core morality of religion had by the Victorian age been exposed for the bastard-child of human conceit which it had come to embody. Indeed, in the above claim by Bounderby against Stephen, was can see that Dickens is be very sarcastic when he uses the word ‘impiety. ’ Particularly, the statement is delivered at the expense of a poor man, demonstrating a perceived relationship between righteousness and social class. The cruel and empowered judge would characterize himself as the man of God, so noted for his chosen rank and certainly not, from the reader’s (or Dickens’) perspective, because of his admirable moral disposition.. The outcome of Stephen’s visit to Bounderby and Sparsit is that his poor, labor-class status renders him morally, and thus legally, forbidden from divorce. A clear symptom of the Victorian era, we can see Dickens taking particular pains demonstrate that manner in which religion and justice had come to falsely associate. The vitriol which Bounderby aims at Stephen is powerfully representative of the purpose in this association, allowing the wealthy to prevail over fundamental personal institutions such as the faith, family and welfare of the poor. Works Cited Dickens, C. (1870). Hard Times. Barnes Noble Classics.

Example Dissertation On Defining And Discussing A Family Business

Example Dissertation On Defining And Discussing A Family Business There are various definitions that describe a family business, and each definition describes the family business with a different way. According to Birley and to Godfrey, whether utilizing a broad or narrow definition of family business, it is clear that family businesses comprise a very significant proportion of business throughout the world. Family businesses can range in size from a small corner store to a large multinational corporation. (Birley Godfrey, 1999). According to Chua, Sharma, and Chrisman (1996), family business as a business governed and/or managed on a sustainable, potentially cross-generational, basis to shape and perhaps pursue the formal or implicit vision of the business held by members of the same family or a small number of families.. For the purpose of our dissertation, a family business is a company whose ownership and management are concentrated in one family, with at least one member of the family at the helm of the business and another being groomed or considered for eventual leadership. (de Pontet, Wrosch and Gagne, 2007) In order for a family business to survive through the years an appropriate succession plan must be created to ensure in the long run prosperity and success for the family firms. According to Viktorin and Downs the definition of succession planning is the identification and development of an individual, or a small pool of individuals, with the skills, attributes and experience to fill specific roles. In reality this is more like Replacement Planning-where companies look to replace individuals based on a never-changing organisational chart. (John Viktorin and Lee Downs, 2010) http://www.hrpa.ca/ProfessionalDevelopment/Pages/PDinaBox%E2%84%A2TopicDescriptionSuccessionPlanning.aspx Also, according to Christee Gabour Atwood, succession planning is described as having the right people in the right place at the right time. More specifically, succession planning is the ongoing process of identifying future leaders in an organization and developing them so they are ready to move into leadership roles. This process includes reviewing the organizations strategic plan, studying the current workforce, forecasting future trends and developing employees in a structures plan to replace leaders as they retire or depart from the organization. (Atwood, 2007) http://books.google.com/books?id=rdMijyE7Q58Cprintsec=frontcoverdq=succession+planninghl=enei=IclvTLvNFMim4Abr58iRCwsa=Xoi=book_resultct=resultresnum=3ved=0CDwQ6AEwAg#v=onepageqf=false In order to enhance Business continuity in the long term after a major event that affects the business a succession plan must be provided that will give ensure survival. According to David Honour An holistic management process that identifies potential impacts that threaten an organization, and provides a framework for building resilience and the capability for an effective response which safeguards the interests of its key stakeholders, reputation, brand and value-creating activities. (Honour, 2006) http://www.continuitycentral.com/feature0398.htm Business Continuity planning is defined as the Planning which identifies an organization exposure to internal and external threats and synthesizes hard and soft assets to provide effective prevention and recovery for the organization, whilst maintaining competitive advantage and value system integrity. (Dominic Elliott, Ethnà © Swartz, Brahim Herbane,2002) http://books.google.com/books?ei=s9NvTM7LBY6k4QalxYXeCAct=resultid=Igcza506veICdq=business+continuity+definitionq=business+continuity+definition#v=snippetq=business%20continuity%20definitionf=false Why succession in family business is important According to the survey from the Price Waterhouse Cooper Cyprus they found that the 50% of family firm across Cyprus are expecting a change of ownership and the 30% of these will change in the next five years. However in Cyprus the 34% expect change of ownership in the five years, which is higher than the rest of Europe. Also 58% would pass their business to next generation and 29% would sell to another company. Unfortunately this 29% of family business in the future will have a problem in the future. The succession to family firms is a key moment in the life of any family firm. Although only 16% of the Cypriot participants of the survey respond that they will manage succession. This indicates that only a few Cypriot family firms will be able to survive in the future. In the U.S. only the 30% of family firms will survive in the second generation and 10% to the third generation. In general the 50% of worlds economy is made up of family businesses and only 10% will survive to the third generation, these shows that the world economy depends wholly in the long term sustainability of the family entity. According to Aronoff It has been said that the three important issues comforting the family business are succession, succession and succession. In order for a family business to survive it must be succeeded each and every generation must be succeeded by the next which is the most crucial family business No one can plan for the worst case scenario because even you can predict your financial status for the future and make a breakeven analysis there is no way to predict the unpredictable. The unpredictable can be natural disaster, national economy collapse, CEO illness or retirement which is a good reason for having a succession plan prior. Contingency planning can anticipate the worst case scenario that will help the company to stay afloat. Succession planning together with current evolved practices over the year have grown and changed. Succession planning is not only a plan for leadership change is something more, it helps to establish a strong leadership that will ensure the survival of the business from competition in the marketplace and stress the executives the importance of reviewing and examining the mission and objectives of the company. Also having a well prepared succession plan for a family business it gives the opportunity for the rest of family members to have a voice and express their needs and concerns. It will make them more responsible and care more about the organization which will enhance a successful succession planning. It will increase the team spirit and will avoid the temptation to solely carry the entire weight of creating and sustaining a plan. Income and expenses are sustained when a succession plan is in place, because it can provide answers as to the future income the company will need and what expenses will occur once the founder steps back from the main leadership role. Having a good succession planning gives to someone a helicopter view on how to examine his or hers employees and not mistakenly focus solely on replacing high level executives. Neglecting to add all the employees from all layers of management and their subordinates, not just the high executives to succession planning can cause a series of consequences into the future. Moreover succession planning increases better relationships between departments by developing better communication between them and resulting into a more cooperative environment of synergy which develops a culture of strength and team spirit. Succession planning activities must be linked with human resource practices because after all Human Resource is about people and people are the most valuable asset of every company. Including HR in succession planning can reveal important processes such as employee evaluation processes that help to decide whether to fill vacancies with internal candidates from the company. Succession planning keeps emotions always high because change is major component of succession plan. Change can be a source of stress in case of people where the jobs at risk. On the other hand it can be an exciting process because it plans for the future and can inspire employees to get involved and loyal to the company. 4- The Family Business Challenge Family businesses in developed countries such as the U.S account for the 50% of the gross domestic product from small business to large corporations. However in the fortunes 500 companies list family businesses account for the 35% which shows that big family corporations rule the world. These family businesses are powerful and at the same time very complex that create both of them advantages and opportunities as well as challenges. The most important challenge is to effectively align the business system with the family system which it cannot come naturally. In the one hand we have the family which is driven by emotions and on the other hand the business that is driven by economics. The interaction of family cohesion and business achievement often creates outstanding business performance but at a cost. If there is lack of coordination, good things that benefit the business can damage the family and when there are family conflicts can damage the business. The crossroad between ownership, management and family found in family business creates challenges for succession. During succession trust and harmony in the family can complicate the transition process and cause conflicts. Elements affecting family business succession can be the influence of the board of directors and other experience with succession that can be considered as business factors. According to Carlock the following diagram describes the conflict between the family expectations and the business demands in planning a family enterprise strategy which includes the strategy for all the activities that need to be conducted by a family business family including its operating businesses, its investments and other business activities. Family Enterprises have four general strategies: invest, hold, harvest or sell. These strategies reflect the owners investment commitment based on the business strategic prospective for value creation. Moreover looking at the diagram we can see that family expectations, business demands and result in different tactics and actions shape the choice of enterprise strategy. Figure 1: Aligning family expectations and business demands Family Enterprises need to develop family and business plans because of five important issues that arise from the conflict between the family expectations and the business demands. These issues appear to be in most of the family firms not caused by conflicted relationships among members but driven by life cycle and life events, family values and experiences and real differences between family goals that are emotional and business goals. In order to have the control of these issues, cautious planning and decision making must be considered, in order to ensure family harmonization and business performance. Also to secure effective communication between these family and business goals, conflicting demands must be addressed from both aspects. The five structural issues are:  · Control: How are decisions made?  · Capital: How are financial resources allocated?  · Careers: How does the family create career and leadership roles?  · Connection: How do we keep family relationships strong?  · Culture: What values drive our planning, decision-making and behavior? Looking to the above issues closely we can understand how family expectation and business goal often dont match and result in to conflict. Preparing the next generation careers is often a source of stress and misunderstanding. All businesses need capable and well trained executives to manage the firm. However most of the parents see their children as the most suitable and entitled to the family business than anyone else but is not always like that. Usually there are children that are entitled to run the business but they lack of expertise and attitude, these cannot be entitled of the business because they will drive the business downward. When a family member expects to run the business like its parents, his or her dream collapse because the family havent planned succession properly or there is a lack of fairness in recruitment method. These scenarios may cause conflicts among family members relationship within the company and losses for the business. So, in that case family and busi ness planning must be completed and linked with each other in order for the family members to be informed and focused about the business requirement, where family is treated fairly and the business has capable employees. Figure 2: Structural Conflicts in Family Business Systems A good start for the family is to identify its values and its future vision. Its values can be filled in the vision statement of the company that will inspire and determine what the actual business and its strategy will become. However if the familys vision is to remain a small family business that competes in the local market, then family employment is feasible. The criteria of selecting family members will be devotion and interest only, which in case of staying within the family business, then the management positions for family members are certainly possible. On the other hand if the vision of the family is to grow the business and dominate the market or industry, the family will think of its business requirements and consider a professional management that includes skills of being able to identify strategies that suits the family business needs to dominate the market or industry. Hence, the family business will require key management people with elevated skills that could come from the family or not. In conclusion, families that identify their values helps them to agree on their vision statement that drives planning for align family and business activities that will ensure in the family and business performance. Leaders of family businesses who usually are the primary owners can exercise great control over the process of succession. According to much of the research on this subject has focused on their unwillingness to cede control, which according to relevant theories is an example of people who lose leadership and suffer from a psychological loss from retirement due to their role as leaders that offered them respect and admiration which they may not discover it somewhere else. Another challenge may be consider the emotional burden of the leader of choosing a successor from among his children, which can delay the succession process. Additionally they rely on income from the business to fund retirement and they may not forward with succession if they believe the business cannot function without them. Referring to the successors experience of succession, its interests and abilities have an impact on succession outcomes. In most organizations they gain control through demonstrating their previous experience and competence but in family business it is unclear if this process works in the same way. Relevant family business research finds that the way the heir experiences the succession process can add to his or her fulfillment with work as well as to be prepared to take over. (Stà ©phanie Brun de Pontet, 2007) An Exploration of the Generational Differences in Levels of Control Held Among Family Businesses Approaching Succession 5. Determining the current owners needs and objectives The base of family business succession plan is to determine what, when and how the owners goals and objectives. It is important to know about the goal and objective of family business because this is necessary to decide about financial planning, retirement planning, business planning, business succession planning, tax planning and strategy of company. The goal and objective can help the owners advisors to establish a good outline for succession planning. This information can give guideline to balance between family situation and business situations. Also difference between current situation and their goal and objective situation can show strengths, weakness and reality of the family business situation. Therefore, achievement of good plan needs many parameters that it is including family values and business values. Family values present their situation in the business, the owners family dynamics, Restrictions of the business and the family currently. Business values can present companys cash flow, competition level, reputation and their role in current market. In a nutshell, this part involves determining and considerate the business owners goal and objectives that present situation and the Limitations, observing the reality of the situation and making realistic recommendations that achievable by the owner and his business and family. A family succession plan needs to involve the financial needs of the owner and his or her spouse. In reality most of the family business owners are depending on the business to provide for their retirement because they can have less cash in hand and more cash on paper which means that most of their money is invest into their business. Family Business Owners having in mind that one day their money from pension will be spend after they retire and do things that they have not done before where for many years they made sacrifices to run their business. Also whatever they have not done all these years even for the rest of the years they have left they want to spend their time with their family and get involved in community and not profit activities. However is it possible for the business to support their owner and his or her spouse after succession? And is it possible for the family business to support the new owners children. In addition the owners goals and financial needs need to be synchronized in order to be brought into harmony because most of the times the owner evaluates its company much more that it actually. A true business valuation will convince the owner about the correct value of the business in order to be cautious to make correct decision that concerns his or hers personal goals and financial needs, particularly for retirement. The Vroom-Yetton-Jago Normative Leadership Decision  Model Management or leadership in family business is all about making decision, setting the goal, set guideline to achieve the goal and assess strategy of succession plan. Leadership can be effective when the leader can take decision in difficult times and situations. An effective leader is considered when he/she gives ideas and suggestions in appropriate situations when advice is needed. The decision making is base thing for leaderships. How decision-making and decision-making positions is very important. A decision could have different result in variety situation. One of these decisions is creating and choosing succession plan. In decision making we have to know that what things effect our decisions. , what is the managers expectations about his/hers output of its decision?, when the managers require consultation from for others in their decision making?, and How does the managers get commitment from his/her employs on specific decision? Therefore we need a theory for identifying the leaders decision making. Vroom-Yetton-Jago Normative Decision Model can help us to answer the above questions. This model present five different styles on the different situation level of involvement. These five styles are following: Autocratic 1 (AI): This part is completely autocratic that means the manager solve the problem and crisis with himself decision by managers information that is available. Autocratic 2 (AII): In this part, manager collect specific information from members and staff. Ultimately, the managers decision is individual decision and maybe the follower doesnt have aware about this decision. They involve in this part only for data Collection. Consultative -1 (CI): The manager explains the problem or situation to each follower individually and asks to evaluate from each followers. In this part, followers do not constitute a group and manager will decide alone. Consultative 2 (CII): The manager and flowers constitute a group about their situation and will consult together but the final decision will give manager. Group-based 2(GII): The managers and followers constitute a group about their situation or problem and they will decide together. In this part manager will accept final decision and he/she doesnt force his/her individual decision. Vroom-Yetton-Jago formulated some questions on decision quality, commitment, problem information and decision acceptance, with which leaders can determine level of followers involvement in decision. These question are following and the managers has to answer only Yes/ No for each question. 1- Is there a quality requirement? Is the nature of the solution critical? Are there technical or rational grounds for selecting among possible solutions? 2- Do I have sufficient information to make a high quality decision? 3- Is the problem structured? Are the alternative courses of action and methods for their evaluation known? 4- Is acceptance of the decision by subordinates critical to its implementation? 5- If I were to make the decision by myself, is it reasonably certain that it would be accepted by my subordinates? 6- Do subordinates share the organizational goals to be obtained in solving this problem? 7- Is conflict among subordinates likely in obtaining the preferred solution? Quoted from: (Vroom Jago, 1988) Then the manager cloud find type and level of decision from below graph.