Manufacturing Case Study free essay sample

Those cases that could be settled with a face-to-face talk between HR and the employee now have to be resolved through grievance procedures between the union and the HR department. At the same time, HR professionals find that enforcing employee policies are sometimes easier in a union shop, because unionized workers tend to be more familiar with the rules, according to the Society for Human Resources Management (SHRM). Safety †¢Safety awareness is a major HR issue in manufacturing, because of the considerable risks for jobrelated injuries or fatalities. In an office, someone might trip over a file cabinet. Here, people can get pulled into the machines and lose arms or legs. People can get killed,† HR Manager Kristi Schmidlap tells SHRM. Human Resource specialists devote a considerable amount of time in training employees to be proactive in keeping their work areas safe. HR departments have to be diligent in enforcing safety policies, such as dress-codes in factories, where long fingernails and hair represent danger among workers using heavy machinery. We will write a custom essay sample on Manufacturing Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Human Resource employees also have to set examples, by consistently wearing hardhats, goggles and safety boots, when they walk through the plant. Communication †¢Most laborers in a manufacturing plant do not have computers or desks, which eliminates emails and on-line publications as methods of disseminating information. Instead, HR professionals must rely on bulletin board postings, notices stapled to paychecks or employee meetings. With three shifts in operation, the HR representative must schedule 5:30 A. M. essions to ensure that the third shift hears the same message as their first- and second-shift peers. HR departments spend more time explaining common policies than their counterparts in white-collar companies, because manufacturing employees cannot access handbooks and guides that are published on the Internet. This means more interaction between HR employees and the general workforce, especially during benefits enrollment periods, when factory employees who do not have access to company computers, need HR’s guidance in entering their selections on-line.

Switch Statement in Ruby

How to Use the Case/Switch Statement in Ruby In most computer languages, the case or conditional (also known as  switch) statement compares the value of a variable with that of several constants or literals and executes the first path with a matching case. In Ruby, its a bit more flexible (and powerful). Instead of a simple equality test being performed, the case equality operator is used, opening the door to many new uses. There are some differences from other languages though. In C, a switch statement is a kind of replacement for a series of if and goto statements. The cases are technically labels, and the switch statement will go to the matching label. This exhibits a behavior called fallthrough, as the execution doesnt stop when it reaches another label. This is usually avoided using a break statement, but fallthrough is sometimes intentional. The case statement in Ruby, on the other hand, can be seen as a shorthand for a series of if statements. There is no fallthrough, only the first matching case will be executed. The Basic Form of a Case Statement The basic form of a case statement is as follows. As you can see, this is structured something like an if/else if/else conditional statement. The name (which well call the value), in this case inputted from the keyboard, is compared to each of the cases from the when clauses (i.e.  cases), and the first when block with a matching case will be executed. If none of them match, the else block will be executed. Whats interesting here is how the value is compared to each of the cases. As mentioned above, in C, and other C-like languages, a simple value comparison is used. In Ruby, the case equality operator is used. Remember that the type of the left-hand side of a case equality operator is important, and the cases are always the left-hand side. So, for each when clause, Ruby will evaluate case value until it finds a match. If we were to input Bob, Ruby would first evaluate Alice Bob, which would be false since String# is defined as the comparison of the strings. Next, /[qrz]./i Bob would be executed, which is false since Bob doesnt begin with Q, R or Z. Since none of the cases matched, Ruby will then execute the else clause. How the Type Comes Into Play A common use of the case statement is to determine the type of value and do something different depending on its type. Though this breaks Rubys customary duck typing, its sometimes necessary to get things done. This works by using the Class# (technically, the Module#) operator, which tests if the right-hand side is_a? left-hand side. The syntax is simple and elegant: Another Possible Form If the value is omitted, the case statement works a bit differently: it works almost exactly like an if/else if/else statement. The advantages of using the case statement over an ​if statement, in this case, are merely cosmetic. A More Compact Syntax There are times when there are a large number of small when clauses. Such a case statement easily grows too large to fit on the screen. When this is the case (no pun intended), you can use the then keyword to put the body of the when clause on the same line. While this makes for some very dense code, as long as each when clause is very similar, it actually becomes more readable. When you should use single-line and multi-line when clauses are up to you, its a matter of style. However, mixing the two is not recommended - a case statement should follow a pattern to be as readable as possible. Case Assignment Like if statements, case statements evaluate to the last statement in the when clause. In other words, they can be used in assignments to provide a kind of table. However, dont forget that case statements are much more powerful than simple array or hash lookups. Such a table doesnt necessarily need to use literals in the when clauses. If there is no matching when clause and no else clause, then the case statement will evaluate to nil.

How Bismarck used wars to bring about the creation of the new German Essay

How Bismarck used wars to bring about the creation of the new German state.Why was Bismarck successful in unifying Germany when the revolution of 1848 failed to do so - Essay Example At that time, Austria was not willing to recognize a united Germany predominated by Prussia. Thus, a meeting was held at Olmutz by Austrians n the November of 1980 which was torn down by Prussians and thus the contract of Prussian Union was given up. This meeting is seen by the Prussian historians as a disgrace of Olmutz. Significantly, the Prussians were more dominant in Zollverein operations and thus the Germans created a union in 1834 to renaissance to free trade. The five German states, comprising Austria, were not part of Zollverein by 1854. Thus, economic empowerment of Prussia was guaranteed again.2 But, this dominance was achieved by Otto von Bismarck during the era of 1815-1898 for Prussia. He was selected as the President in 1862. He inherited the Prussian nobility or better known as Junkers from his father’s side. A highly conservative person, he succeeded to many diplomatic posts. The times of constitutional crisis marked the beginning of his prime minister career. William I (1861-1888), who was a regent since the year 1858, became the then Prussia King in the year 1861 after his brother’s death. This new king was contemptuous towards army receiving more funds and also was disdainful towards the lower house of legislature. King was reluctant to support the established military and wanted to build up his own army. But, he needed tax revenues for this endeavor. Parliament refused to this notion. Thus Bismarck decided to receive taxes somehow, without the parliamentary consent. The loyal people of Prussia paid the taxes; and the King with Bismarck’s assis tance gave birth to a new army. 3 Bismarck needed a strong military because according to him, military power was more than the power of masses. He blew off the liberal constitutionalism as shown by the Frankfurt Assembly. Being a pragmatist, he devised that force was the ultimate success factor; and being a

LAW FOR LICENSED PREMISES IN HOSPITALTY MANAGEMENT Essay

LAW FOR LICENSED PREMISES IN HOSPITALTY MANAGEMENT - Essay Example Moreover, this will also negatively affect the goodwill of the hotel and affect the brand value. In this context, the hotel industry of Manchester has a perfectly competitive market and thus people have their personal choices to choose the hotel according to their preferences and value for money (M.E.N Media, 2014). A hotel may provide wrong or misleading information to the customers in certain aspects including food labelling, prices of the food, and alcoholic strength among others. A hotel may also convey wrong and faulty information to customers through improper labelling for greater profitability (TTB, 2014). Very often it can be found that the hotels sell their products providing wrong information in their labels. Such as, they claim that their foods are fat free or cholesterol free to grab the attention of customers. However, in reality the scenario is completely opposite and therefore the hotel is misleading the customers with wrong information by following unethical practices. Moreover, it is also necessary for the hotels to proper label alcoholic beverages regarding the accurate percentage of alcoholic content. Majority of the times it is observed that the alcoholic beverages are labelled with much lower alcoholic content than the realty, which is completely unethical. The hotels are a lso seen providing misleading information to the consumers about their hotels through advertisements to increase its profit (Jpost Inc, 2014). In order to provoke the customers and attract them, the hotels often exaggerate the amenities that would be actually provided to the customers or the food items that would be available in those hotels. In the present day context, advertisement through social sites is another form of misleading customers by providing lucrative offers and images of the hotels, which may not be true. Moreover, the hotels often mislead customers by

Attribute dualism Coursework Example | Topics and Well Written Essays - 250 words

Attribute dualism - Coursework Example although very beautiful; and pleasant to look at, their beauty only comes from their physical properties but they cannot be reduced to them (Rodriguez, 5). According to Stent (11), the mind and the body are basically different substances or matter, which results in the problem of lack of an underlying link between the body and the mind. However, one definite fact is that the essence of the mind is thinking while that of the body is physical existence, which is also referred to as extension. Therefore, without a mind, any human being would just be a ghost in a machine (Braddon-Mitchell and Jackson, 136). However, the mind makes a person and through its non-physical attribute or feature, makes a person complete and controls the physical body (Rodriguez, 5). The most challenging part of this concept is how to separate the mind and the brain. However, this challenge can be overcome by an illustration of a container which represents ourselves, including our physical body and physical brain, as well as the other different non physical features such as our spirit, soul and mind (Stent, 11). The mind, soul and spirit will then be regarded as the conscious part, which manifests itself though the same way in which sound and picture waves, which are also non-material, manifest themselves in a television. The major critic of this theory is the materialism theory, which states that everything contained in the universe, including the brain or human mind, is made up of physical materials and that spiritual attributes are non existent (Stent, 12). Rodriguez, Gonzalo. Descarte’s Substance Dualism and His Independence Conception of Substance. Retrieved on 13th February 2012 from:

Ayatollah Khomeini and Gamal Abdul-Nasser Comparison

Ayatollah Khomeini and Gamal Abdul-Nasser Comparison Introduction: Ayatollah Khomeini and Gamal Abdul-Nasser have both played an important role in the historical activities of the 20th century in the Middle East. This is because their leadership was revolutionary, and they played a role in changing the various governments that existed in Egypt, and Iran. It is important to understand that the regimes in Iran and Egypt were monarchies, at the time, and the two leaders led their followers in overthrowing these regimes. The revolutions in Iran and Egypt occurred under different contexts, or social backgrounds. For example, the revolution in Iran occurred when the country was enjoying economic and political prosperity. However, this assertion is contested. This is because at the time of the revolution, Iran was experiencing un-employment rate of approximately 30%[1]. Unemployment is one of the indicators of poor development and economic growth. Based on this fact, the assertion that Iran was politically and economically stable is false, and does not hol d any ground. On the other hand, the revolution in Egypt occurred when the country was experiencing a series of poor political and economic governance. Despite the differences in these revolutions, and the two leaders, Gamal Abdul Nasser and Ayatollah Khomeini shared a lot of similarities as well as differences in their leadership structure and system[2]. One major similarity is that the two leaders were charismatic, and they sought to eliminate any form of opposition to their leadership. For instance, Nasser ordered a crackdown on the Muslim Brotherhood, a group that was opposing his leadership, while Ayatollah Khomeini sought to kill any political supporters of the Shah. This paper takes a stand that both Ayatollah Khomeini and Gamal Abdul-Nasser were charismatic leaders, who influenced their societies and people, despite their undemocratic systems of governance. Differences and Similarities between Abdel Nasser and Ayatollah Khomeini: Gamal Abdul Nasser was the second Egyptian president, and he began his presidency in the year 1956, to the time he died, which was in 1970. He played an instrumental role in the overthrow of the Egyptian monarch in the year 1952, and as a result, he was rewarded with a post, as a deputy prime minister[3]. This is an indication that Gamal Abdul Nasser was an important leader to the revolutionaries, and he was held in high esteem. Furthermore, the power and authority that Gamal Abdul Nasser had is depicted when he managed to arrest President Muhammad Naguib, and place him under house arrest. This is an authority that a deputy prime minister cannot possess, and this is because the President is the head of the state and government. President Muhammad Naguib was a president by name, but he did not have real authority[4]. In the year 1956, a public referendum was able to grant him the presidency, and the adoption of the Egyptian constitution. Ayatollah Khomeini on the other hand, does not have any military background, but he was a religious scholar. He used religion to control his people, and consolidate power, after the revolution. One of the leadership styles of Abdul Nasser and Ayatollah Khomeini was authoritarianism[5]. President Nasser wanted complete loyalty from his subjects, and he did not condone any form of opposition. This is depicted in the manner in which he handled President Naguib, and this is because they had different ideological beliefs. Nasser was able to depose President Naguib, and he ordered an onslaught on thousands of people who were opposed to him. Nasser was able to take advantage of an attempted assassination on him, to crack down on any political opposition that he faced. This is depicted when he was able to dismiss and arrest any supporter of President Naguib, who was in t he army or the civil service. This is despite these people playing no role in his attempted assassination, or even having no links with the Muslim Brotherhood. Furthermore, President Naguib was placed under house arrest, and no trial was held to find out whether he had a role in this attempted assassination or not. This is an indication, that the government did not have any proof that the President played a role in the assassination of Gamal Nasser, however, it was a mechanism of ensuring that the opponents of Gamal were removed, so that he could transcend to power easily. The authoritarian nature of Nasser is further seen when he is trying to restrict the freedom of expression and information. Nasser was able to impose a series of controls on the media and press of the country. This is by issuing a decree that any publication had to acquire the approval of the governing party, which was referred to as the National Union. The major aim of these censures was to prevent the publication of any information that could compromise the character of Abdel Nasser and his leadership. This is a major characteristic of authoritarian regimes. Almost all authoritarian regimes normally prevent a free flow of information. This is as the case of Iran, under the leadership of Ayatollah Khomeini. On assumption of leadership, the Ayatollah Khomeini was able to regulate any information that the media was providing[6]. He did not tolerate any criticism or opposition to his rule. Furthermore, he used the media to create a personality cult that revolved around him. The media therefore played an instrumental role in raising the profiles of Ayatollah Khomeini and President Nasser. This is because they regulated information, for purposes of depicting only the aspects that were favorable to them. Regulation of the media is an important characteristic of states which are not democratic. In fact, Ayatollah Khomeini did not hide the fact that he hated democracy. Khomeini referred to democracy as corruption, and an aspect that can destroy a country. Therefore, Ayatollah Khomeini denoted that anybody who was seeking to promote democracy would be oppressed and hanged[7]. This is an indication that democracy was not a favorable style of governance for Khomeini. Furthermore, he used religion to justify his style of governance. Khomeini argues that religion does not support any form of democracy, and therefore god has commanded for its abolition, and oppression of anybody supporting or practicing democracy. Religion plays an important role in shaping the be liefs and values of people. Khomeini realized this notion, and he therefore used religion to advance and protect his leadership. By citing the Quran, and using religious contexts such as the fatwa, Ayatollah Khomeini was able to consolidate his leadership. Fatwa was a religious term that indicated a death sentence to anybody who did not follow the provisions of Islam. Ayatollah Khomeini also did not accept any opposition, and he executed all his opponents, and the supporters of the Shah. Executions were the order of the day, during his leadership. By the time Khomeini was dying, he had executed approximately 30,000 people. Furthermore, Khomeini was able to oppress and ban political groups such as The Muslims Republican Party, and the National Democratic Front. This is because these groups were advocating for democratic reforms, and good governance. These are policies that Khomeini did not want to pursue. Nasser on the other hand did not believe in executions, or killing of his political opponents. All that he did was to exile or imprison his political opponents. A good example is President Naguib, whom he imprisoned, after which, he forced him to exile. Furthermore, unlike Khomeini, Nasser did not use religion to promote undemocratic behaviors. This is because he played a role in drafting the 1956 Egyptian constitution which did not recognize a multi-party system of governance. This constitution recognized Egypt as single party state, with the party under consideration called the National Union. This party dominated Egyptian politics, and nobody was permitted to vie for any political office, outside this party[8]. This is a characteristic of a state that is not democratic. Countries such as China, and the Soviet Union only allowed political competition within a one party system. Any competition outside the party was restricted, and not allowed. A one party system is normally used to advance the interests and aspirations of the people controlling the party. This is the reason Abdel Nasser was able to influence the constitution so that it could create a one party system of governance. Furthermore, he was in control of the party, and hence he was assured of its leadership, if the constitution was passed through a popular initiative. Furthermore, in 1965, Abdel Nasser was able to use the courts in barring his political competitors from running for office. Through this action, President Nasser did not have any political competitors, and it ensured that he easily assailed to office. Ayatollah Khomeini also played a role in influencing the legal system of Iran. Take for example in the 1998 execution of political prisoners in Iran[9]. Ayatollah Khomeini issued a decree to all judicial courts to judge every political prisoner, and execute anybody who did not repent on their anti-regime activities. It is important to understand that despite the authoritarian and undemocratic leadership of these two leaders, they were highly influential and liked by their people. For example, after Abdel Nasser lost the six day war, and he resigned, he was forced back into office through a large and numerous protests. On the other hand, after the death of Ayatollah Khomeini, his was well mourned, by millions and millions of people. This is mainly because their leadership was revolutionary in nature, and they introduced a series of changes and reforms in their countries. This includes constitutional changes and reforms. Conclusion: In conclusion, the leadership style of President Nasser and Ayatollah Khomeini are similar and different in many aspects. One similarity is that both of them were revolutionaries. President Nasser sought to introduce a new constitution in Egypt, which was secular in nature. On the other hand, Ayatollah Khomeini introduced a new constitution in Iran, which was religious in nature, and it identified a Supreme Leader, who was supposed to be an Ayatollah. Another similarity is that both leaders were undemocratic, and did not tolerate any opposition to their leadership. They did not allow freedom of expression, by closing or regulating any content that appeared on the media. In fact, Ayatollah Khomeini is accused of closing any media house that criticized his government. On the other hand, President Nasser used his National Union Party to regulate any content that appeared on the media. The two were also charismatic leaders, and they were able to get a lot of support from the citizens of their country. This is despite their oppressive and undemocratic rule. The major difference in their rule is the use of the military. Both of them were able to get the support of the military in advancing their agenda. However, President Nasser had a military background, and he used his military background to get the support of the army. Ayatollah Khomeini on the other hand used religion to get the support of the military and the people. Bibliography: Berlatsky, Noah. The Iranian Revolution. Detroit: Greenhaven Press, 2012. Goodarzi, Jubin M. Syria and Iran Diplomatic Alliance and Power Politics in the Middle East.  New ed. London: I.B. Tauris, 2009. McNamara, Robert. Britain, Nasser and the Balance of Power in the Middle East, 1952-1967  from the Egyptian Revolution to the Six-Day War. London: Frank Cass, 2003. Owen, Roger. State, Power, and Politics in the Making of the Modern Middle East. 2nd ed.  London: Routledge, 2000. [1] Jubin Goodarzi, Syria and Iran Diplomatic Alliance and Power Politics in the Middle East (New ed. London: I.B. Tauris, 2009), 62. [2] Noah Berlatsky, The Iranian Revolution, (Detroit: Greenhaven Press, 2012), 31 [3] Goodarzi, Syria and Iran Diplomatic Alliance and Power Politics in the Middle East, 72 [4] Roger Owen, State, Power, and Politics in the Making of the Modern Middle East, 2nd ed.( London: Routledge, 2000), 23 [5] Berlatsky, The Iranian Revolution,44 [6] Owen, State, Power, and Politics in the Making of the Modern Middle East, 27 [7] Berlatsky, The Iranian Revolution,51 [8] Robert McNamara, Britain, Nasser and the Balance of Power in the Middle East, 1952-1967 from the Egyptian Revolution to the Six-Day War (London: Frank Cass, 2003), 36 [9] Berlatsky, The Iranian Revolution,39

Why Do We Teach Art in Schools? Essay -- Why Art Education?

Many times in life, the importance of the creative mind is overlooked in a hope that beyond that mind is something of more importance to society. The need for someone to find a cure for â€Å"x† or to discover why â€Å"q=p† is viewed as a higher priority than discovering the next Gustav Klimt or Rembrandt. Being of significance in today’s society is measured in beakers and equations not watercolors and pencils. Because of this mentality it is vital that teachers not overlook the merit of teaching and incorporating art into his/her daily lesson plans. What many people do not realize is how incorporating art into a lesson plan can not only add to the learning practice, it can bring fun and introduce different elements to a seemingly mundane or routine experience. In addition to these things studies have shown that incorporating art in lesson plans can raise the level of SAT scores. According to the College Entrance Examination Board, â€Å"SAT scores of students who studied arts for more than four years were 59 points higher on the verbal portion and 44 points higher on the math portion than were the scores of students with no course work or experience in the arts† (Sakura). Cutting art from a school’s program, due to financial cutbacks, may prove to be more costly than keeping it would be. Martin F. Gardiner of Brown University’s Center for the Study of Human Development found that first-grade students who regularly received just one hour of music and one hour of visual art each week showed â€Å"improved reading skills and were significantly ahead in math skills compared to control groups in other first-grade classrooms† (Gardiner). What do these statistics show us? Obviously it means that art is more... ...cate art programs in our schools. If schools are looking for an equation that proves that art is necessary, this is it: art + children = success. Works Cited Ansary, Tamim. More Art, Better Schools. 2006. 27 Sept. 2014. . Gardiner, Martin F. Study of arts, music may enhance young pupils' math and reading skills. 12 Feb. 1998. 18 Sept. 2014. . The Importance of Art In Schools. 27 June 2000. Sakura of America. 19 Sept. 2014. . The Painter’s Keys. Genn, Robert. 2006. 18 Sept. 2014. . Wachowiak, Frank and Robert D. Clements. Emphasis Art. Boston: Pearson Education, Inc. 2006. Why Do We Teach Art in Schools? Essay -- Why Art Education? Many times in life, the importance of the creative mind is overlooked in a hope that beyond that mind is something of more importance to society. The need for someone to find a cure for â€Å"x† or to discover why â€Å"q=p† is viewed as a higher priority than discovering the next Gustav Klimt or Rembrandt. Being of significance in today’s society is measured in beakers and equations not watercolors and pencils. Because of this mentality it is vital that teachers not overlook the merit of teaching and incorporating art into his/her daily lesson plans. What many people do not realize is how incorporating art into a lesson plan can not only add to the learning practice, it can bring fun and introduce different elements to a seemingly mundane or routine experience. In addition to these things studies have shown that incorporating art in lesson plans can raise the level of SAT scores. According to the College Entrance Examination Board, â€Å"SAT scores of students who studied arts for more than four years were 59 points higher on the verbal portion and 44 points higher on the math portion than were the scores of students with no course work or experience in the arts† (Sakura). Cutting art from a school’s program, due to financial cutbacks, may prove to be more costly than keeping it would be. Martin F. Gardiner of Brown University’s Center for the Study of Human Development found that first-grade students who regularly received just one hour of music and one hour of visual art each week showed â€Å"improved reading skills and were significantly ahead in math skills compared to control groups in other first-grade classrooms† (Gardiner). What do these statistics show us? Obviously it means that art is more... ...cate art programs in our schools. If schools are looking for an equation that proves that art is necessary, this is it: art + children = success. Works Cited Ansary, Tamim. More Art, Better Schools. 2006. 27 Sept. 2014. . Gardiner, Martin F. Study of arts, music may enhance young pupils' math and reading skills. 12 Feb. 1998. 18 Sept. 2014. . The Importance of Art In Schools. 27 June 2000. Sakura of America. 19 Sept. 2014. . The Painter’s Keys. Genn, Robert. 2006. 18 Sept. 2014. . Wachowiak, Frank and Robert D. Clements. Emphasis Art. Boston: Pearson Education, Inc. 2006.

Factors Affecting Adolescent Development Essay

  Adolescence is a transitory stage from childhood to adulthood, characterized by significant physical, emotional and social changes. Developmentalists used to view adolescence as a tumultuous stage due to stress of individuals who want to become an adult long before becoming one. But now, a changing perspective is taking place. Adolescence is no longer a stage in life that is full of conflict but one that is full of opportunities to become a better person. Hereditary and environmental factors play an important role in making sure such opportunities are maximized. These factors are crucial in determining how an individual goes through adolescence. Physical Development Puberty is noted with a surge in hormone production and the appearance of secondary sexual characteristics, causing a number of physical changes (Aacap & Pruitt, 1999). For example, girls begin to develop breast buds, grow hairs on pubic area, legs and armpits, start to menstruate, develop wider hips and grow in height. Boys, on the other hand, may begin to experience enlargement of the adam’s apple, testicles and scrotum, develop facial hairs as well as on the pubic area, armpits, legs and chest, develop deeper voice and also grow in height. Puberty timetable, as well as the characteristics developed during this stage is influenced primarily by heredity, although environmental factors also contribute such as diet and exercise. The aforesaid physical changes are triggered by the pituitary gland, as the hormonal balance leans towards an adult state. The pituitary glands secrete hormones, such as testosterone for the boys or estrogen and progesterone for the girls. Read more:  Factors that influence child develop The major landmark of puberty for the boys is the first ejaculation and menarche for the girls. The age of menarche depends on heredity though the girl’s diet and lifestyle are determinants, as well. To experience menarche, a girl must attain a certain level of body fat. So a girl with a high-fat diet and lives a sedentary lifestyle menstruates earlier relative to a girl with low-fat diet and exercise regularly. Girls who have poor nutrition or experience physical labor at an early age are expected to begin menstruating at later years. Cognitive Development During adolescence, cognitive development is characterized by the ability to think methodically in analyzing all the relationships in a given problem (McCormick, & Pressley, 2007). However, this development takes time and varies from one adolescent to the other. Some may apply logical thinking in school work before they can analyze their personal lives in the same manner. Adolescents begin to see their world in more complex ways which can influence their decision making either in a negative or a positive way. Adolescents should be at what Jean Piaget called â€Å"formal operations† stage where they experience the need to think independently and efficiently, more advance and complex. There are five ways that this ability manifests: (1) to think of possibilities not limited to what is real; (2) to think about abstract ideas; (3) to think about the process of thinking itself; (4) to think at multidimensionality of things rather than to focus at a single issue; and (5) to see things as relative rather than absolute. It is widely accepted that the intellectual capacity is determined by heredity and environment. Studies about intellectual development during adolescence in the field of developmental neuroscience show that â€Å"significant growth and significant change in multiple regions of the prefrontal cortex throughout the course of adolescence, especially with respect to process to myelination and synaptic pruning (both of which increase the efficiency of information processing),† (Steinberg, 2005) To make the most out of these changes, they must be complemented by a positive environment for healthy cognitive development. Adolescents should be encouraged to join discussion about a variety of topics, issues and current events. They should be allowed to think on their own and to share their ideas with others. Stimulating them to think about future possibilities and guiding them towards their goal allow them to even out the wrong decisions they make. Social, Moral and Personality Development Individuals suffer from identity crisis during adolescence. According to Erik Erikson’s Theory of Identity Development, identity crisis is the most important characteristic of adolescents (Erikson, 1968). Although cultures define a person’s identity and thus varies from one culture to another, the accomplishment of this development task has a common denominator for all cultures. Core to his theory is for the adolescent to establish an â€Å"ego-identity† and to avoid â€Å"role confusion† and â€Å"identity confusion†. A sense of identity in occupation, sex roles, politics and religion must be developed during adolescence. The ego-identity changes constantly as an individual acquires new experience and information through social interaction. According to Erikson, adolescents have to make an account of his/her assets and liabilities and what to make out of them. Adolescents have to find their own identity by examining their past, present and future linked together. However, this is difficult as the past has lost the attachment of family and community tradition, the present is occupied by social change and the future has become more unpredictable. The role of peers during this period is highlighted as they give the sense of acceptance to the adolescent seeking for social approval. Those who are able to receive positive feedback and encouragement turn out to have a strong sense of who he/she is and a feeling of independence and control. Those who fail to find his/her identity are likely to be insecure and confused about themselves and the future. For Robert Havighurst, individuals have to acquire developmental tasks defined as skills, knowledge, functions and attitudes (Turner, 1996). They are acquired through physical maturation, social expectations and personal efforts. Achieving these development tasks lead to happiness and success with later harder tasks while failure in a given developmental task result to lack of adjustment, increase anxiety, social disapproval and helplessness to manage more difficult tasks to come. Some of the developmental tasks are need to be achieved within a time limit which Havighurst called â€Å"teachable moment.† If the task is not mastered during this time, it becomes harder, if not impossible to accomplish. Society plays an important role by providing the socializing agents, as well as the method of reinforcement and punishment, to allow the individual to learn the developmental tasks according to their proper age levels. According to Havighurst, for adolescents aged 12 to 20 years old, their development tasks include: (1) accepting one’s physique and accepting a masculine or feminine role; (2) new relations with age-mates of both sexes; (3) emotional independence of parents and other adults; (4) achieving assurance of economic independence; (5) selecting and preparing for an occupation; (6) developing intellectual skills and concepts necessary for civic competence; (7) desiring and achieving socially responsible behavior; (8) preparing for marriage and family life; and (9) building conscious values in harmony with an adequate scientific world-picture. References Aacap & Pruitt, David. (1999). You Adolescent: Emotional, Behavioral and Cognitive Development from Early Adolescence Through the Teen Years. NY: Harper Collins Publishers. Erikson, Erik. (1968) Identity: Youth and Crisis. NY: W.W. Norton & Company, Inc. McCormick, Christine & Pressley, Michael. (2007). Child and Adolescent Development for Educators. NY: The Guilford Press. Steinberg, Laurence. Cognitive and Affective Development in Adolescence. Trends in Cognitive Sciences. Vol.9, No.2 February 2005. Turner, Jeffrey. (1996). Encyclopedia of Relationships Across the Lifespan. NY: Greenwood Publishing Group, Inc.

Major Innovators of Early Motion Pictures

Major Innovators of Early Motion Pictures The first machine patented in the United States that showed animated pictures or movies was a device called the wheel of life or zoopraxiscope. Patented in 1867 by William Lincoln, it allowed moving drawings or photographs to be viewed through a slit in the zoopraxiscope. However, this was a far cry from motion pictures as we know them today. The Lumià ¨re Brothers and the Birth of Motion Pictures Modern motion picture making began with the invention of the motion picture camera.  French brothers Auguste and Louis Lumià ¨re are often credited with inventing the first motion picture camera, although others had developed similar inventions at around the same time. What the Lumià ¨res invented was special, however. It combined a portable motion-picture camera, film processing unit, and a projector called the Cinematographe. It was  basically a device with three functions in one. The Cinematographe made motion pictures very popular. It can even be said that Lumieres invention gave birth to  the motion picture era.  In 1895, Lumiere and his brother became the first to demonstrate photographic moving pictures projected onto a screen for a paying audience of more than one person. The audience saw ten 50-second films, including the Lumià ¨re brother’s first, Sortie des Usines Lumià ¨re Lyon (Workers Leaving the Lumià ¨re Factory in Lyon). However, the Lumiere brothers were not the first to project film. In 1891, the Edison company successfully demonstrated the Kinetoscope, which enabled one person at a time to view moving pictures. Later in 1896, Edison showed his improved  Vitascope  projector, the first commercially successful projector in the U.S. Here are some of the other key players  and milestones  in the history of motion pictures: Eadweard Muybridge San Francisco photographer Eadweard Muybridge conducted motion-sequence still photographic experiments and is referred to  as the  Father of the Motion Picture, even though he did not make films in the manner in which we know them  today. Thomas Edisons Contributions Thomas Edisons interest in motion pictures began prior to 1888.  However, the visit of Eadweard Muybridge to the inventors laboratory in West Orange in February of that year certainly stimulated Edisons resolve to invent a motion picture camera. Whereas film equipment has undergone drastic changes throughout the course of history, 35mm film has remained the universally accepted film size. We owe the format to a great extent to Edison. In fact, 35mm film was once called the Edison size. George Eastman In 1889, the first commercial transparent roll film, perfected by Eastman and his research chemist, was put on the market. The availability of this flexible film made possible the development of Thomas Edisons motion picture camera in 1891. Colorization Film Colorization was invented by Canadians Wilson Markle and Brian Hunt in 1983.   Walt Disney Mickey Mouses official birthday is November 18, 1928. Thats when he made his first film debut in  Steamboat Willie. While this was the first Mickey Mouse cartoon released, the first Mickey Mouse Cartoon ever made was  Plane Crazy  in 1928 and became the third cartoon released.  Walt Disney  invented Mickey Mouse and the multi-plane camera. Richard M. Hollingshead Richard M. Hollingshead patented and opened the first drive-in theater. Park-In Theaters  opened on June 6, 1933, in Camden, New Jersey. While drive-in showings of movies took place years earlier, Hollingshead was the first to patent the concept.  Ã‚  Ã‚   The IMAX Movie System The IMAX system has its roots in EXPO 67 in Montreal, Canada, where multi-screen films were the hit of the fair. A small group of Canadian filmmakers and entrepreneurs (Graeme Ferguson, Roman Kroitor, and Robert Kerr) who had made some of those popular films decided to design a new system using a single, powerful projector rather than the cumbersome multiple projectors used at that time. To project images of far greater size and with better resolution, the  film is run horizontally so that the image width is greater than the width of the film.

A History of Adinkra Symbols

A History of Adinkra Symbols Adinkra is a cotton cloth produced in Ghana and Cà ´te dIvoire which has traditional Akan symbols stamped upon it. The adinkra symbols represent popular proverbs and maxims, record historical events, express particular attitudes or behavior related to depicted figures, or concepts uniquely related to abstract shapes. It is one of several traditional cloths produced in the region. The other well-known cloths are kente and adanudo. The symbols were often linked with a proverb, so they convey more meaning than a single word. Robert Sutherland  Rattray compiled a list of 53 adinkra symbols in his book, Religion and Art in Ashanti, in 1927. The History of Adinkra Cloth and Symbols The Akan people (of what is now Ghana and Cà ´te dIvoire) had developed significant skills in weaving by the sixteenth century, with Nsoko (present-day Begho) being an important weaving center. Adinkra, originally produced by the Gyaaman clans of the Brong region, was the exclusive right of royalty and spiritual leaders, and only used for important ceremonies such as funerals. Adinkra means goodbye. During a military conflict at the beginning of the nineteenth century, caused by the Gyaaman trying to copy the neighboring Asantes golden stool (the symbol of the Asante nation), the Gyaaman king was killed. His adinkra robe was taken by Nana Osei Bonsu-Panyin, the  Asante Hene  (Asante King), as a trophy. With the robe came the knowledge of adinkra aduru (the special ink used in the printing process) and the process of stamping the designs onto cotton cloth. Over time the Asante further developed adinkra symbology, incorporating their own philosophies, folk tales, and culture. Adinkra symbols were also used on pottery, metalwork (especially  abosodee), and are now incorporated into modern commercial designs (where their related meanings give added significance to the product), architecture and sculpture. Adinkra Cloth Today Adinkra cloth is more widely available today, although the traditional methods of production are very much in use. The traditional ink (adinkra aduru) used for stamping is obtained by boiling the bark of the Badie tree with iron slag. Because the ink is not fixed, the material should not be washed. Adinkra cloth is used in Ghana for special occasions such as weddings and initiation rites. Note that African fabrics often differ between those made for local use and those that are exported. The cloth for local use is usually replete with hidden meanings or local proverbs, allowing locals to make particular statements with their costume. Those fabrics produced for overseas markets tend to use more sanitized symbology. Use of Adinkra Symbols You will find adinkra symbols on many exported items, such as furniture, sculpture, pottery, t-shirts, hats and other clothing items in addition to fabric. Another popular use of the symbols is for tattoo art. You should further research the meaning of any symbol before deciding to use it for a tattoo to ensure it conveys the message you desire.

Discussion 1 week 2 Sarbanes-Oxley Act (SOX) Assignment

Discussion 1 week 2 Sarbanes-Oxley Act (SOX) - Assignment Example Audit quality has improved, more financial experts have found positions in these committees and number of financial restatements has declined significantly (Cohn 2012). Apple is a global company which is currently facing pollution problems because of a few of its suppliers (Haselton 2011). With the help of SOX, it can pressurize its suppliers to abide by full disclosure rule of corporate policies and avoid breaking environmental laws. Similarly, companies like Lenovo and IBM face criticisms due to their disposal activities jeopardizing the environment. The SOX framework is constituted in a manner which comprises all essential elements of reducing white-collar crime and misalignments in shareholder-auditor interests. The SOX framework talks about the independence of auditor from those who own the company (Sec 404), responsibility of senior executives in presenting true and accurate records (Sec 409), areas where conflict of interests can happen, penalties for alteration/manipulation of financial data and even corporate crimes including offences and failure to comply with rules and regulations (Sec 802). With the help of these sections and sub-sections, companies under the pressure of corporate social responsibility can be encouraged to abide by the rules. Evaluate how the SOX has reinforced investors’ and creditors’ confidence in companies and how these individuals can take steps to verify the accuracy of the financial statements of potential investments or loans. Provide support for your rationale.   SOX has emerged as an apt and demanded medium to expose financial manipulations in corporate activities. Its most important element which reinforces trust and confidence is its emphasis on both the companies and the auditors being accountable and transparent in their deeds. For instance, Tyco International had its shareholders’

PEPFAR Essay Example | Topics and Well Written Essays - 500 words

PEPFAR - Essay Example PEPFAR, the largest and most ambitions healthcare initiative in history came into being on January 1st, 2003. In response to ever-increasing concerns over the social, political and economic consequences of AID, the United States passed PEPFAR into public policy/legislature and declared a 15 billion dollar commitment to the policy. While PEPFAR is dedicated to the fight against AID as a global epidemic, its primary focus is upon the 15 countries which have the highest incident rates, those being Botswana, Cote d'Ivoire, Ethiopia, Guyana, Haiti, Kenya, Mozambique, Namibia, Nigeria, Rwanda, South Africa, Tanzania, Uganda, Vietnam, and Zambia. Public bill 108-25 outlines PEPFAR's aims and objectives, further establishing its mechanisms and strategies for service delivery. As clearly outlined in PB 108-25, PEPFAR's AID-combat philosophy is governed by the ABC principle, or the "Abstain, Be faithful, use Condoms" model, whose effectiveness has, since 1986, been established upon implementation in all of Uganda, Jamaica, Ethiopia and Senegal. PEPFAR's immediate objectives are the provision of Antiretroviral treatment to approximately 822,000 people living with HIV in the previously mentioned focus countries, expected to increase to 2 million, the extension of care to a total of 10 million and the prevention of approximately 7 million new infections