Trade Secret Case Study Essay Example | Topics and Well Written Essays - 500 words

Trade Secret Case Study - Essay Example Miller’s employer based on the law has the right to sue him and obtain an injunction because of exposing his clients’ information to other parties (Battersby & Grimes, 2013). This is evident in the manner Miller keeps clients’ files not indicating they are confidential. Therefore, Miller has no legal backing to either claim or sue anybody of intruding â€Å"his customers’ lists†. Since, he stole them from his former employer and it is unethical to use them in his second place of employment. Therefore, the court’s verdict in this case would hold Taborsky accountable for having infringed the sponsoring institution’s trade secret rights (Stim, 2010). This is because what he did was just an extension of what the institution sponsored and even utilized pricy resources to have the entire project come to a completion (Stim, 2010). Taborsky has infringed Florida Progress’ trade secrets by taking the entire research’s idea to advance what has caused the contracting party expensive resources. Taborsky’s claims do not have any backing evidence because if it were not for that research, he would not have an idea of making similar product (Stim, 2010). Based on the IP law, trade secrets belong to the corporation/company but not employees, contractors or investors who are contracting with the institution for a specified duration (Battersby & Grimes, 2013). Therefore, in ensuring patient list qualifies to be a trade secret the owner ought to have prepared a deal with the physicians before the commencement of their contract. This is concerning handling and keeping of patient lists and penalties involved suppose there was an infringement of trade secrets’ law (Battersby & Grimes, 2013). However, the Pollack’s case does not relay this but cites how he mobilized costly resources to compile patient list. Therefore, doctors in this case did not steal his trade secrets

Business Essays Sustainability Business Corporate

Business Essays Sustainability Business Corporate Sustainability Business Corporate Executive summary Nowadays, the idea of sustainability has gained wider recognition by most corporates. And business operations are conducted mostly under the guidance of it, that is, satisfying our own needs without diminishing the chances of future generations. There is no denying that the term sustainability poses new challenges for business activities. Actually, any corporate expecting for long-term benefits must be responsible for environment and ecosystems and function in a ethical way. In the new sustainable era, more and more corporates have realized the importance of environmental policies and practices towards sustainability, expecting to reduce their footprints on environment. In order to better understand corporates sustainable development, the report will choose Nestle and Coca-Cola as study objects, both of which are famous food and beverage enterprises in the same industry. Through appropriate analysis and comparation in terms of their environmental policies and non-financial practices, the report is intent to achieve some conclusions summarizing their overall differences in the way they approach sustainability issues and provide certain kind of recommodations to improve their future sustainability performance. Introduction Business sustainability is a pro-active approach to ensure business long-term viability and integrity by optimizing resources, reducing environmental impacts while not compromising product quality, competitiveness and profitability. With the rapid development of business economy, environmental concerns have become of paramount urgency for all corporates, who are responsible a great deal for environmental problems. Quite simply, there are still many business having not taken ethics and social responsibility into consideration, thus destroying environment and their long-term benefits. Therefore, one of the greatest challenges today is to advocate sustainable forms of business and encourage all business assume social responsibility consciously. (Barry, N. P. 2000) Fortunately, when environmental crisis begin to affect business activities, when unethical behavirors begin to bring about side effects to business development, more and more corporates have realized the necessity to perform in a sustainable and ethical way, not only for its stakeholders but also for whole society, as well as for a sound future development space. And a series of polices and practices have been applied by corporates to thoroughly commit to doing more for society. Even though, it is not uncommon to see some corporates sacrificing potential of future generations , only to meet their present needs. Exactly, beyond meeting needs of customers and shareholders, corporates should function according to requirements of societal responsibility. Besides, business should acknowledge its societal role and can lead sustainability for both itself and society. Firstly, the report will review Nestle and Coca-Colas distinct environmental and ethical policies. Secondly, the report will analyze and compare the two corporates different sustainability practices. Then select another topicwaste disposal issues to futher discuss their special attention on corporate social responsibility and sustainable development. In the discussion, academic concepts, frameworks, industry standards will be used to support the views. Lastly, the report will give some suggestions and recommendations to Nestle and Coca-colas next-step sustainable development. Discussion and Analysis (1) Environmental and ethical policies Generally speaking, corporate environmental policies arise from urgent need of environment protection and improvement in social responsibility sense. Recently, most corporates have come to realize the importance of environmental and ethical issues in sustainable development. (Donaldson, T, Werhane, P.H. and Cording, M, 2002) Nestle and Coca-cola are two worldwide famous beverage corporates in food and agriculture industry. Though both of them set sustainability as one of development goals, either of them has distinct environmental policies. As the worlds largest food and beverage manufacturer, Nestle published Nestle Policy on the Environment in 1991 to state its long-lasting commitment on environmental issues for sound business practices. In business activies, Nestle complies with environmental businesss and regulations, participates in legislative and regulatory discussions, and fosters rational environmental businesss. On the basis of applicable legislation, Nestles internal rules are applied for the purpose of reducing environmental footprints and costs, for example, reduced energy consumption, fewer greenhouse gas emission and less water usage. To sum it up, basic principles in Nestle are in favor of long-term development commitments over short-term profits; respecting of diverse cultures; management based on ethical values and information recognition of consumers brand preferences and products requirements. And strict auditing and assurance standards are available to ensure ethical policies smooth application, with Corporate Business Principles, certified standards of ISO 14001, OHSAS 18001 and ISO 22000. For competitive advantages, policy priorities have been given to environmental issues concerning natural resources preserve ,waste minimisation and recovery. In a word, Nestles sustainability policies designs are environmental and sustainable ,which are fit for all its business activities, ranging from research and development, supply chain, information, communication and training. Chart one: Nestles environmental performance indicators in Latin America As for Coca-cola enterprise(CCE), the worlds largest marketer, producer and distributor Coca-cola products, in 2007, CCE formally established CRS as a pillar of Global Operating Framework, intergrating it into everyday business operations. And this framework outlines srategic priorities to guide vision achievement. Besides, CCE also sticks to external standards, such as 10 priciples of the United Nations Global Compact, international management systems standards for quality (ISO 9001), environment (ISO 14001), and health and safety (OHSAS 18001). (Environmental Sustainabilty Index.2001) Its ultimate objective is to achieved full certiication of quality, environment, health, and safety by the end of 2010. Meanwhile, in July 2008, it published its third company-wide Corporate Responsibility and Sustainability (CRS) Report, announcing commitments in water stewardship, sustainable packaging/recycling, energy conservation, product portfolio/well-being, and diverse and inclusive culture. Water, solid waste and packaging, and energy are its environmental priorities. In order to better implement environmental policies, CCE also cooperates with suppliers, customers, consumers, community leaders and employees widely. And Environmental Management System (EMS) has been implemented and maintained to fulfill environmental commitment. Other than adhereing to applicable local environmental businesss and regulations, CCE environmental policies put emphasis on establishing objectives to measure environmental impacts, pollution prevention, and efficient use of resources. Furthermore, environmental projects and initiatives with local communities have been consolidated as one of the sustainable development policies. (2) Non-financial reporting practices Environmental protection is an integral part of business strategy. (Esty, Daniel C., Marc Levy, Tanja Srebotnjak, and Alexander de Sherbinin.2005)To fullfill its commitiments, Nestle firstly integrates environmental principles and policies across whole business. Then Nestle Environmental Management System has been applied for continuous improvement of environmental performance. Compared with ten years ago, in 2007, Nestle reduced direct greenhouse gas emissions by 16% and overall water withdrawal by 28% and invested about 100 million in environment-related industries and 170 million in new sustainable production facilities. Secondly, a great number of water conservation methods and water treatment plants have been implemented. And top priorities have been given to water consumption toreduce the amount of water used per kilo of food and beverage, because maintaining good water quality is vital to business interests. Thirdly, along its life cycle, Nestle aims to source sustainableraw materials, reduce energy consumption and minimise air emissions. Its sustainableproduct life cycleensures eco-efficiency, especially in by-products and waste management. For example, innovative packaging materials such as Plantic a biodegradable alternative to plastic , have been developed to reduce volum of packaging material used in bottled water. In additon, Nestle provides thousands of farmers with free technical assistance and infrastructure for greater yields of higher quality crops with fewer resources. About half of factories in rural third world have a profound impact on family income and life quality. Supply of safe raw materials and better end products is undoubtedly to gain consumers credit and preference. Brand value forms. Anyway, Nestle helps numbers of consumers for easy access to a safe, healthy and enjoyable diet through a sustainable way to eliminate dangerous trends and is committed to environmentally business practices. Sustainability is central to Nestle strategies and corporate social responsibility is reflected perfectly, added up with vested interests of shareholders. Nestles stainable environmental practices and shared values benefit not only its shareholders but also society. When it comes to non-financial practices in Coca-cola Enterprise(CCE), firstly, around CRS efforts, stakeholder engagement is strengthened to help ascertain key targets and chanllenges. It is stakeholders that urge us to pay special attention to sustainability issues. Customers expect CCE to manage social and environmental matters. Through collaborating with suppliers, CCE develops technology to reduce environmental impacts in supply chain, while at the same time persuades them to perform in responsible practices. Employees are educated for CRS goals. In addition, faculty,specialists and students in universities are involved to deepen sustainability considerations in theory. Secondly, good governance is fundenmental to make sustainable development come true. Corporate responsibility and sustainability committee is an organization responsible for significant social, ethical, and environmental concerns. Confronted with sustainability chanllenges, policymakers are sensitive to changes and new development area. For example, durning 2007,CCE chaired British Food Industry Sustainability Strategy Champions Groups on Water, which gave suggestions for Sustainable Food and Farming strategies. And Social, ethical, and environmental risks can be managed and evaluated in time. Thirdly, in the fields where business has greatest impacts, to minimize environmental footprint is stressed. In view of finite water resource, it is necessary to protect water source, watersheds and to improve water efficiency. By 2001,CCE will reduce plant water usage ratio by 10%. Beverage packaging consisted of alunimum, glass and PET is reduced and recycled to realize sustainability. In munufacturing, fleet, sales, marketing facilities, CCE makes endeavors to reduce carbon emmisions, improve energy efficiency and explore renewable energy , such as electricity and natural gas. Last but not least, a highly talented and diverse workforce is essential to sustainable development. A variety of training and earning opportunities and programs are provided to develop employees sustainable performance skills. Besides, healthy lifestyles, fair workplace, and appropriate rewarding are available here. (3)Waste issues For a long time, Nestle has worked with FareShare community food network and Ron Hulla waste managementcompany and FareShare1st has been created to dispose of surplus foodin a environmentally friendly way, through which remaining waste is reused or recycled for good quality food redistribution. As for CCEs wastewater , disposal process is operating according to applicable businesss and regulations. In 2007,CCE discharged 20 gigaliters of wastewater into municipal treatment plant. When municipal treatment facilities are not available, internal on-site treatment systems function under guidance of stringent wastewater standards. Just as Cola describes, 98% of solid wastes source from bottling process. Production waste includes empty ingredient containers, secondary packaging, film, glass, plastic, etc. Statistics show that in 2004, 76% of solid waste were recycled and reused, compared with 74% in 2003. Improved solid waste ratio and improved recycling ability suggest that various recycling programs have been applied to reduce waste. For example, Latin A mercians first PET recycling plant operated in 2005, with 25000 tons of PET recycling ability. In all, apart from economic profits, both of them work to conserve natural resources and protect environment through appropriate strategies concerning waste issues. As for manufacturing waste in bottling plants, raw materials reduction, solid waste minimization, and recycling increasement are best chioces. As for packaging waste in the marketplace, waste collection, recycling and recovery mechanism has been established to deal with them generated in production. Conclusion In conclusion, Nestle and Coca-cola are in the same food and beverage manufacture industry, although both of them begin to put sustainability development on the agenda, and plan to reduce production impacts on environment, their attitudes towards dealing with sustainability issues are different from each other. On a large scale, the reasons why differences appear lie in their distinguished customers and target groups. When Nestle coffee aims to create a kind of comfortable mood for those who want to taste, Coca-cola plans to satisfy almost all peoples basic needs for Coca. After all, as a f oreign beverage, coffee is not likely to adapt to domestic tastes. In this sense, different consumer groups determine different business policies, including choices in environmental policies. In the vision of sustainable development, Nestle sees it a comprenhensive concept, and defines it as the process of increasing access to higher quality products, while contributing to long-term economic and social development for not only recent generation but also future generations. A healthy profit is no longer at the expense of long-term business development. In Coca-cola, on the other hand, commitment to good citizenship is part of its business practices. And sustainable growth depends on the success in areas of profit, planet, people, partners and protfolio, of which being a responsible citizen makes a difference. In the way how to perform sustainable practices and business strategies, there is a framework for Creating Shared Value in Nestle , which embraces societal value and Nestls shareholder value. While Coca-cola provides a citizenship framework to guide its business in areas of marketplace, workplace, environment and community.( Whetten et al. 2002) In focus of sustainability chanllenges, water, health and wellness, and HIV/AIDS in Africa demand Coca-cola heightest attention. While Nestle believes nutrition, health and wellness as key issues, added up with human rights,sustainable production and community support. (Friedman M. 1970) Certainly, both of them give special attention to water usage. In the field of environmental management, in 1996 Nestle Environmental Management Syste (NEMS) was created and implemented throughout whole company to manage all environmental activities with good results. And Coca-cola follows The Coca-Cola Management System (TCCMS) externally benchmarked against ISO 14001, whose environment portion is called eKOsystem. The function of this system ensures environmental concerns are incorporated into everyday performances for efficiency improvement and costs reduction. Hence, Nestle and Coca-colas successful business tells the inspiring experience of their efforts towards limited growth, reduced environmental impacts and support of social and ecological goals positively. As a result of different brands and products, there indeed exists a great many differences between Nestle and Coca-cola in concrete environmental practices. As long as they are fit for their sustainable policies and business strategies, it is no necessity to assess wether their practices are good or not. Recommendations However, in some developing countries, Nestles business practices have been controversial and thought as unethical, in particular baby formula marketing, which led to widespread boycott since the 1970s. The boycott could be attributed to 1.5 million babies death each year on account of contaminated water mixed with milk. And the same thing is not uncommon in Coca-cola. In 2003, its soft drink was found by Centre for Science and Environment to have 30 times the permitted amount of pesticide residues. In India, Coca-Cola has also been accused of excessive water usage. Nutritionists even argue excessive consumption of soft drinks is harmful to young children because they have a lower intake of calcium, magnesium, ascorbic acid, and vitamin. Although Coca-cola has responded that its products meet minimum health standards and are strictly tested to remove potential contaminants before distribution, criticism or controversy ultimately result to sales decline to some extent. The year 2003 witnessed Nestles transgenic storm, which explained its indifference of public health safety and lack of basic social responsibility. In 2005, Nestles excessive-iodine incident marked its failure in public relations crisis, because the case took place after colloboration with Coca-cola, it would reduce confidence of dealers and consumers towards their co-production of liquid coffee. It is obvious that both Nestle and Coca-cola has not fully perform in accordance with sustainable principles. As for corporates in pursuit of profits, accecptance of environmental protection sense and sustainability idea is no easy task. (Werhane, P. H. and Freeman, R. E. 1999) Above all, in future development process, for sustained competitive advantages, their attentions should also be addressed on sustainability performance improvement. It is of great necessity for both corporates to make efforts to improve environmental performance facing up with emerging environmental challenges. The followings are recommodations for both corporates concerning future sustainability development. For one thing, needless to say, sustainability is still a basic principle, in other words, all business activities should aim to minimise negative effects on environment and keep a balance between economic interests and social and environmental concerns. For another, along supply chain of raw materials sourcing, manufacturing , packaging, distribution, marketing , to meet environmental commitment should always be kept in mind. For example, they should encourages suppliers to adopt most efficient and appropriate packaging materials to satisfy consumer requirements without jeopardising products quality. Whats more, sustainability and environmental management system (EMS) must be implemented and strengthened throughout entire business operation to ensure effectiveness of environmental policies and programmes, and to achieve compatibility with international environmental management standards, such as ISO 14001, the European Union Eco-Management and Audit,etc. In the future, their attention should be paid on environmental management structure enhancement, key sustainability activities measurement, ongoing performance reports, manage and forecast, and reliable environmental information communication. Besides, practical, aspirational environmental goals must be established annually. In addition, responsible leadership is inevitable to coordinate economic, social, and environmental goals,which means integrating ethical considerations into decision-making process . From the perspective of good governance , enterprise risk management (ERM) approach should be intergrated for a scientific sustainability-oriented decision-making process. Then, a skilled and responsible workforce is vital to realize sustainable objectives. Only if employees perform to their full potential, it is possible to attain superior development and future sustainable growth. Training and education should be provided for them to adjust to new sustainable expectations. And a safe fair workplace where they are respected and valued is another way for a empowered, well-trained and professionally team. Besides, in brands collaboration, in order to avoid similar incidents(Nestles unethical behviors bring disaster to Cola) , brand values and performance research before cooperation is i ndispensable. Finally, to be successful, both Nestle and Coca-cola must understand clearly stakeholders concerns. In CSR efforts, stakeholder engagement and coorporation mechanism should be strengthened, including suppliers, employees, NGOs, consumers, customers, investers, governments and local communities. Through engagement , valuable feedback can be received to help us better understand their requirements and how we can perform. For example, most consumers prefer to environmental healthy products. And through collaboration with suppliers, corporations can ensure them understand sustainable development expectations and engage them into environmental performances in supply chain.

Dark Energy: The Mystery of This Millennium :: Biology Essays Research Papers

Dark Energy: The Mystery of This Millennium Billions of years ago, the universe was nothing but an infinitesimally small particle. Then, in less time than the blink of an eye, the universe expanded and increased in size by a factor of 1050. Expansion eventually began to slow down, allowing galaxies, star clusters, and so on, to form. Theoretically, expansion should still be slowing down; but to the contrary, expansion is in fact accelerating (10). Some scientists theorize that an unknown force, called Dark Energy, may be the cause of this accelerated expansion, while others disagree. For some time, exploding stars, or supernovas, were used as a "cosmic measuring stick" (4). That is, scientists used these supernovas to calculate the age of the universe. In 1998, two groups of astronomers surveyed supernovas in very distant galaxies. These supernovas were much dimmer than expected to be, and calculations proved that the stars were over ten billion light years away, much farther away than they should be had the universe been expanding at a slowing rate, or even a constant rate, as previously theorized (5). This discovery proved that the cosmos are not expanding at a slowing or a constant rate, but instead they are expanding at an accelerated rate (4). Since this discovery, scientists have been trying to uncover what it is that accounts for this accelerated expansion. Scientists have calculated the density of the cosmos, and they have also calculated the total mass of all visible galaxies. However, the galaxies make up less than one-third of the density needed to satisfy the current calculations of the early universe (2). Simple logic tells us that there must be something else in the universe, with some kind of mass, which accounts for over two-thirds of the density of the cosmos. The new theory incorporates a different force called Dark Energy. At first, scientists did not know how Dark Energy works or what it is physically made up of. Some proposed ideas of Dark Energy are: a cosmic field associated with inflation, a low-energy field called "quintessence," and the cosmological constant, or a negative pressure, as suggested by Albert Einstein (7). In July of 2003, scientists confirmed that Dark Energy exists, but they still cannot truly explain it (6). They do know that Dark Energy is different from every other kind of energy found. Some say it is a negative gravity (1), while others say that it does not necessarily act opposite to gravity, but, instead, it acts more like a negative pressure (5).

Republic Day Celebration

The Republic Day of India commemorates the date on which the Constitution of India came into force replacing the Government of India Act 1935 as the governing document of India on 26 January 1950. [1] The date 26 January was chosen to honour the memory of the declaration of independence of 1930. It is one of the three national holidays in India, and while the main parade, Republic Day Parade takes place at the Rajpath, in the national capital New Delhi, where the President views the parade, state capitals also have their state celebrations. HistoryAlthough India obtained its independence on 15 August 1947, it did not yet have a permanent constitution; instead, its laws were based on the modified colonial Government of India Act 1935, and the country was a Dominion, with George VI as head of state and Earl Mountbatten as Governor General. On 29 August 1947, the Drafting Committee was appointed to draft a permanent constitution, with Bhimrao Ramji Ambedkar as chairman. Unlike in Indepe ndence Day, Republic Day just celebrates the constitution. A draft Constitution was prepared by the committee and submitted to the Assembly on 4 November 1947.The Assembly met, in sessions open to public, for 166 days, spread over a period of 2 years, 11 months and 18 days before adopting the Constitution. After many deliberations and some modifications, the 308 members of the Assembly signed two hand-written copies of the document (one each in Hindi and English) on 24 January 1950. Two days later, the Constitution of India became the law of all the Indian lands. The Constitution of India came into effect only on 26 January 1950, 10. 18 AM IST. Following elections on 21 January 1950, Rajendra Prasad was elected as the president of India.The Indian National Congress and other parties had been celebrating 26 January as a symbol of Independence, even before India actually became independent. Thus, signing the constitution on 26 January, to mark and respect 26 January and the freedom st ruggle and the freedom fighters. Granville Austin has described the Indian Constitution drafted by Shri Ambedkar as ‘first and foremost a social document. ‘ †¦ ‘The majority of India's constitutional provisions are either directly arrived at furthering the aim of social revolution or attempt to foster this revolution by establishing conditions necessary for its achievement. ‘The amending mechanism was lauded even at the time of introduction by Shriman Ambedkar in the following words: â€Å"We can therefore safely say that the Indian federation will not suffer from the faults of rigidity or legalism. Its distinguished feature is that it is a flexible federation. â€Å"The three mechanisms of the system derived by the Assembly, contrary to the predictions, have made the constitution flexible at the same time protected the rights of the states. They have worked better than the amending process in any other country where Federalism and the British Parliame ntary system jointly formed the basis of the constitution†Rashtrapati Bhavan and adjacent buildings, illuminated for the Republic Day, 2008. What Sir Anthony Eden, the Prime Minister of the United Kingdom (April 1955 to January 1957), said at the time of the emergence of Indian Republic is relevant in this context. He said, ‘Of all the experiments in government, which have been attempted since the beginning of time, I believe that the Indian venture into parliamentary government is the most exciting. A vast subcontinent is attempting to apply to its tens and thousands of millions a system of free democracy†¦It is a brave thing to try to do so. The Indian venture is not a pale imitation of our practice at home, but a magnified and multiplied reproduction on a scale we have never dreamt of. If it succeeds, its influence on Asia is incalculable for good. Whatever the outcome we must honour those who attempt it. Even more meaningful was the opinion expressed by an Ameri can Constitutional authority, Granville Austin, who wrote that what the Indian Constituent Assembly began was ‘perhaps the greatest political venture since that originated in Philadelphia in 1787. [edit] Celebrations Agni-IImissile in Republic Day Parade 2004. To mark the importance of this occasion, every year a grand parade is held in the capital, New Delhi, from the Raisina Hill near the Rashtrapati Bhavan (President's Palace), along the Rajpath, past India Gate and on to the historic Red Fort. Prior to its commencement, the Prime Minister lays a floral wreath at the Amar Jawan Jyoti, a memorial to unknown soldiers at the India Gate at one end of Rajpath, which is followed by two minutes silence in the memory of unknown soldiers.Thereafter he reaches the main dais at Rajpath to join other dignitaries, subsequently the President arrives along with the chief guest of the occasion. First he unfurls the National flag, as the National Anthem is played, and a 21-gun salute is giv en. Next, important awards like the Ashok Chakra and Kirti Chakra are given away by the President, before the regiments of Armed Forces start their march past. The different regiments of the Army, the Navy and the Air Force march past in all their finery and official decorations.The President of India who is the Commander-in-Chief of the Indian Armed Forces, takes the salute. Floats exhibiting the cultures of the various states and regions of India are in the grand parade, which is broadcast nationwide on television and radio. Also part of the parade are children who win the National Bravery Award for the year [2]. The parade also includes other vibrant displays and floats and traditionally ends with a flypast by Indian Air Force jets. Celebrations are also held in state capitals, where the Governor of the state unfurls the national flag.If the Governor of the state is unwell, or is unavailable for some reason, the Chief Minister of the state assumes the honour of unfurling the Nati onal Flag of India. A description from tajonline: â€Å" â€Å"26th January 1950 is one of the most important days in Indian history as it was on this day the constitution of India came into force and India became a truly sovereign country. on this day India became a totally republican unit. The country finally realized the dream of Mahatma Gandhi and the numerous freedom fighters who, fought for and sacrificed their lives for the Independence of their country.So, the 26th of January was decreed a national holiday and has been recognized and celebrated as the Republic Day of India, ever since. Today, the Republic Day is celebrated with much enthusiasm all over the country and especially in the capital, New Delhi where the celebrations start with the Presidential address to the nation. The beginning of the occasion is always a solemn reminder of the sacrifice of the martyrs who died for the country in the freedom movement and the succeeding wars for the defence of sovereignty of th eir country.Then, the President comes forward to award the medals of bravery to the people from the armed forces for their exceptional courage in the field and also the civilians, who have distinguished themselves by their different acts of valour in different situations. To mark the importance of this occasion, every year a grand parade is held in the capital, from the Rajghat, along the Vijaypath. The different regiments of the army, the Navy and the Air force march past in all their finery and official decorations even the horses of the cavalry are attractively caparisoned to suit the occasion. The creme of N.C. C cadets, selected from all over the country consider it an honour to participate in this event, as do the school children from various schools in the capital. They spend many days preparing for the event and no expense is spared to see that every detail is taken care of, from their practice for the drills, the essential props and their uniforms. The parade is followed by a pageant of spectacular displays from the different states of the country. These moving exhibits depict scenes of activities of people in those states and the music and songs of that particular state accompany each display.Each display brings out the diversity and richness of the culture of India and the whole show lends a festive air to the occasion. The parade and the ensuing pageantry is telecast by the National Television and is watched by millions of viewers in every corner of the country. The patriotic fervour of the people on this day brings the whole country together even in her essential diversity. Every part of the country is represented in occasion, which makes the Republic Day the most popular of all the national holidays of India. â€Å"

Diffrentiate Between Quantitative and Qualitative Research

Distinction between Quantitative and Qualitative Research Research can be defined as search for Knowledge with an open mind to establish novel facts, solve new or existing problems, prove new ideas or develop new theories. Quantitative and qualitative research is two methods of research. Quantitative Research deals with analyzing the subject and gathering measurable data. While Qualitative research deals with gathering of mainly verbal data rather than measurements. Gathered data is then analyzed in an interpretative manner, subjective, impressionistic or even diagnostic. Quantitative research is opposite to Qualitative research. It has a standard format with very few inter-disciplinary differences. It usually put forth a hypothesis and tries to prove or disprove it with the help of mathematical and statistical means. They are most commonly used by Physical Scientist although Economist and Social scientists tend to use it. This kind of experiment requires a random study group. (Shuttle Worth, 2010, 13) There are various pros and cons of this research method. Quantitative research is the best way of finalizing a result by proving or disproving a hypothesis. Results are statistically analyzed and a comprehensive answer is reached. Unbiased and real results can be obtained by proper designing of the experiment. Quantitative research is helpful in testing various results obtained by series of Qualitative research and thus arriving at a final answer. On the contrary above research method is difficult and expensive. It requires that the study groups are randomly placed and it also demands a thorough knowledge of Statistics. Sometimes in order to arrive at the conclusion, retesting is also required which again makes the process more expensive and time consuming. There is little room for grey areas or uncertainty in this method since the final answer is either a Yes or No. Qualitative research is used where a in depth analysis of the subject is required such as in Social science, human behavior and market research. It deals with why and how of decision making. Designer doing a market research for understanding general market trend can be considered as a form of Qualitative research. It usually involves Interview, Survey and Case study. It’s one of the oldest research techniques which don’t have a standard format or structure. (Shuttle Worth, 2010, 13) Qualitative research is very helpful in situations where it’s a question of yes or no. It’s very easy to lan and costs little compared to quantitative research. Method is very flexible and generates useful data unlike in Quantitative research where an unproven hypothesis leaves nothing. Primary disadvantage of this method is that it requires lot of planning in order to get accurate results. Another drawback is that the results can’t be mathematically analyzed. It can onl y give observation rather than results. Reference: Shuttleworth, M (2010, How to Write a Research Paper, Oskar Blakstad. BY Jamsheed Maleth EF University Preparation Jamsheed. [email  protected] co. uk [email  protected] com

41 UTB Study Guide- Essay Example

41 UTB Study Guide 41 UTB Study Guide- Paper 41 UTB Study Guide- Paper LENGTH W/O RUBRAILS 40 8 LENGTH WITH RUBRAILS 41 3 3/4 BEAM (WITHOUT RUBRAILS) 13 5 1/4 BEAM (WITH RUBRAILS) 14 01 FREEBOARD BOW 04 01 FREEBOARD AMIDSHIP 03 09 FREEBOARD STERN 02 09 DRAFT 04 01 FIXED HEIGHT (RADAR ANTENNA) 13 02 UNFIXED HEIGHT ( AM ANTENNA) 26 08 MAST HEIGHT 17 0 ENGINES CUMMINS DIESEL VT-903M SHAFT HORSEPOWER 340 SHP FUEL #2 DIESEL FUEL CAPACITY (FULL) 486.8 GALLONS FUEL (95%) 463 GALLONS FUEL (USABLE) 420 GALLONS- 210/TANK PROPELLARS TWO 4 BLADED 26 DIA X 28 PITCH MAX SPEED 26 KTS ENDURANCE @ MAX SPEED 10.5 HRS RANGE AT 18 KTS (2,000 RPM)` 300 NM DISPLACEMENT, FULL LOAD 30,000 LBS DISPLACEMENT (LESS CARGO) 26,000 LBS CREW 3 PASSENGERS 20 LONGITUDINAL FRAME SPACING 11 TRANSVERSE FRAME SPACING 31 HULL THICKNESS (B/T GUNWALE AND CHINES) 3/16 HULL THICKNESS (B/T CHINES AND KEEL) 1/4 HULL THICKNESS (B/T FRAMES 11 ; 13) 5/16 DECK HANDRAILS 1 1/4 40 ALUM 36 OFF DECK FOREPEAK (WATERTIGHT) BOW TO BLKHD 2 PASSENGER COMPARTMENT (NOT WATERTIGHT) BLKHD 2 TO 6 ENGINE ROOM (WATERTIGHT TO MAIN DECK) BLKHD 6 TO 10 FUEL TANK (WATERTIGHT TO WELL DECK) BLKHD 10 TO FRAME 11 LAZARETTE (WATERTIGHT) FRAME 11 TO TRANSOM FOREPEAK- OUTFIT DANFORTH ANCHOR-22/25 LB GALV. ANCHOR LINE- 300FT DBN THIMBLE-3/4 SHACKLE SCREW PIN- 5/8 SWIVEL- 1/2 ANCHOR CHAFE CHAIN- 9FT, 1/2 BBB GALV SHACKLE SCREW PIN- 7/16 MAIN DECK- OUTFIT DANFORTH ANCHOR-22/25LB GALV BOAT HOOKS- 8FT 1 PORT 1 STBD LIFE RING-24 DIAMETER FLOAT LIGHT-60+/- 10 FPM 6 PERSON LIFE RAFT- 50PAINTER LINE W/WEAK LINK LAST 10FT, MARKED RED Y GATE- UNDER LIFE RAFT SPANNER WRENCHES 2-BLKHD ABOVE LIFE RAFT WELL DECK- OUTFIT DEWATERING PUMP- P6 2.5 GAL UNLEADED, RUNS 4-5 HRS, RUN WITHOUT GAS FOR 2-3 MINS, 250GAL/MIN, 12FT SUCT LIFT, 6 1/2HP, 3 SUCT/ 1.5DISCH., 4 CYCLE TOWLINE- 600FT DBN- MIN OF 300 FT 2 3/4-100 Gross Tons SAFETY GAS CAN- 5 GLNS. FOR PUMP W/COVER LAZARETTE- (WATERTIGHT) OUTFIT EMERGENCY TILLER PORT STEP BOX- OUTFIT HEAVING LINES- 2/75FT RESCUE HEAVING LINES 75FT SKIFF HOOK LINE- 12FT SHACKLES- VARIOUS SIZES 4 EA STARBOARD STEP BOX- OUTFIT CHAFING GEAR LEADLINE- 100 FT DEANCHORING SHACKLE-3/4 SMALL T-HANDLE LARGE T-HANDLE MOUSING TIES PILOT HOUSE- OUTFIT BINOCULARS FLASHLIGHT BATTLE LANTERN FIRE EXTINGUISHER (10LB PKP) GPS- 38-55.24N/076-28.358W RADAR OPERATION RADIO CHECK-23A/16/CG112 FATHOMETER COXSWAIN SEAT BOX KIT PEN LIGHT W/RED LENS-1 STOP WATCH-1 DIVIDERS/WEEMS SHORT AND LONG-1EA NAUTICAL SLIDE RULE-1 SAR SLIDE RULE-1 PARALLEL RULER-1 DRY ERASE MARKERS-2 NOTEPAD-1 GUN ERASERS-2 PENCIL SHARPENER-1 SHARP PENCIL/MECH.-4 NAVIGATION BOOKS SAR MANUAL/ADDENDUM TIDES/CURRENTS BOOK LIGHT LIST COAST PILOT NAV RULES NAV STANDARDS FOLDER CHART NO.1 41 UTB OPERATORS MANUAL ELECTRONICS MANUAL EMRG. REPONS. GUIDE RADIO FREQ. HANDBOOK CHARTS IN BLACK BAG ; 12266 12270 12272 12278 12282 12283 ELECTRONICS CONSOLE SINS ELECTRONIC PLOTTER AIS VHF RADIO ;FURUNO LOUD HAILER ;DEPTH SOUNDER STORAGE AREA 60 NORWEIGIN ROAVING FENDERS-CHERRY FENDERS(8X30 WHT CYLINDRICAL MOORING LINES-2-2 3/4 DBN-30FT- 2-2 3/4 DBN 60FT FIRE EXT. 10LB PKP FIRE EXT. 05 CO2 DAMAGE CONTROL KIT SAFETY GROUNDING WAND TRASH CAN W/LID TOOL BOX BATTLE LANTERN PORTABLE SEARCH LIGHT WINDSHIELD WIPER BOTTLE 3/4 FULL FRESH WATER TANK PASSENGER COMPARTMENT STOKES LITTER- GREY, RED, BLUE, GRN, BLK 10PERSON FIRST AID KIT PAPER TOWEL DISPENSER 24HOUR CLOCK PYRO-VESTS-5 UNDER SINK MOUTH REED HORN PORTABLE AIR HORN EAR PROTECTORS PORT SEAT SWIMMER HARNESS-100FT/MASK/FINS/SNORKEL 3EA-HELMET/GLOVES/GOGGLES-HELO OPS 2-PILLOWS 4-WOOL BLANKETS GRAPNEL HOOK-4LB 100FT- 2 ENGINEERING SPARE PARTS KIT-racor filter, oil filter, alternator belt, belt fire pump, light bulb-nav/int., fuses, salt water impellar with gasket STBD SEAT 4- ADULT TYPE I W/STROBE AND WHISTLE ; 2- CHILD TYPE I W/STROBE AND WHISTLE GUN LOCKER PYRO- ; 12-MK-124 ; 6- MK-127A ; 2- MK-79 ENGINE RPMS 700-725 IDLE ; MAX RPM 2700 ; MAX CONT. RPM 2300 ; RED LINE 2700 WATER TEMP ; 165-195 DEGREE ; ALARM 205 DEG. ; SECURE 212 DEG. LUBE OIL PRESSURE 10-30 PSI IDLE ; 40-65 PSI CRUISING ; MINIMUM 30 PSI MARINE GEAR OIL PRESSURE ; 25-70 IDLE 1 ; 90-220 PSI CRUISING MAIN ENGINES CUMMINS DIESEL VT-903M 340 SHAFT HP ; 4 STROKE 8 CYLINDER ; LIQUID COOLED RIGHT ; HANDED ROTATION FROM THE FRONT MODEL VT-903M WHICH REPRESENTS V- BLOCK CONFIG ; T- TURBO CHARGED ; 903 CUBIC-INCH DISPLACEMENT ; M- MARINE VERSION LUBE OIL SYSTEM OIL CAPACITY- 6 GLNS TOTAL ; 15W40 ; IDLE PSI- 10-30 ; CRUISING PSI 45-65 MIN ; PSI ALARM- 12 PSI LOSS OF LUBE OIL PRESS. THROTTLES BACK ID AFFECTED ENGINE SECURE AFFECT ENGINE RIG ANCHOR IF NECESS CHECK BILGE FOR LUBE OIL NOTIFY STATION FUEL OIL SYSTEM TOTAL- 486.8 GLNS ; 1 TANK HOLD- 243.4 ; TOTAL @ 95% 463 GLNS ; 1 TANK AT 95% 231.5 GLNS ; TRANSFER CAPACITY 20 GLNS/100 STROKES DEWATERING EQUIPMENT BILGE PUMPS RATE- ; 1300 GLNS PER HOUR- ; 21.6 GLNS PER MIN ; LOCATIONS-FWD OF BLKHDS 6 ; 10 DAMAGE CONTROL KIT HOSE CLAMPS RUBBER GASKET 4X4X1/8 SHEET WEDGES PLUGS MARLINE TWINE 250 OAKUM MARLIN WOODEN MALLET HACKSAW (WITH SHEETH) ; SPARE BLADES BOAT CAPSIZING SEEK EGRESS ROUTES HEAD HATCH PORT WINDOW STBD WINDOW AFT WINDOW AFT DOOR 1. BEST SWIMMER OUT FIRST 2. WORST SWIMMER 3. 2ND BEST SWIMMER HIGH WATER TEMP ALARMS [emailprotected] THROTTLES BACK CHECK WINDOW COX FLAT CHECK RAW H2O DISCH CHK SEA STRAINERS CHECK BILGE CHECK RAW H2O PUMP WITH BACK OF HAND RIG ANCHOR IS NECESS IF CONT. TO RISE SECURE ENGINE ENGINE ROOM FIRE ALARM SOUND 190DEG ; LOOK THROUGH GLASS COX FLAT ; DECIDE WHICH AGENT HALON 1301/5LB CO2/10LB PKP ; RIG ANCHOR IF NECESS ; RIG LIFE RAFT IF NECESS NOTIFY STATION SHAFT PACKING 6-10 DROPS PER MIN ; BRING THROTTLES BACK TO CLUTCH ; COOL SHAFT ; TIGHTEN OR LOOSEN PACKING GLAND NUT COLLISION W/ SUBMERGED OBJECT/RUNNING AGROUND BRING THROTTLES BACK TO NEUTRAL ; CHECK COMPARTMENTS BILGES FOR WATER ; CHECK FOR VIBRATION ; NOTIFY STATION LOSS OF STEERING BROKEN STEERING CABLE BROKEN HYDRAULIC HOSE JAMMED RUDDER HELM OR HELM PUMP FAILURE 1. THROTTLES BACK STEER WITH ENGINES RIG ANCHOR IF NECESS REMOVE EMERG. TILLER FROM LAZ ENGINES IN NEUTRAL MOUNT TILLER PORT SIDE GAIN POSITIVE CONTROL DISCONNECT TIE ROD TIE OFF NOTIFY STATION COMMS AND NAVIGATION ;Depth finder autohelm ST-50 ; Radar Raytheon an/sps-69 surface radar (.125-48 nm) ; Loudhailer Raytheon RAY-430 Direction finder CFM-IES- ; KDF VHF-FM receiver VHF-FM radio ranges from 146-175 MHz Raytheon ray-152 hf ssb serves as backup if there is a radio failure AM RADIO Between BHD-6 and FR-7: The depth finder tansducer pentrates the hull approximately 18; to starboard of the keel. FR-9 maximum draft occurs here, below the middle stanchion of the handrails FR-12 shafts and propellers are supported by shaft struts installed just forward of frame 12. the top of the propeller radius is approximately 2; below the water line. BOAT CREW MEMBER RESPONSIBILITIES Helm. ; Lookout. ; Towing watches. ; Anchor watch. They also: ; Rig towing and mooring lines. ; Act as the surface swimmer. ; Administer first aid. ; Operate damage control equipment. SEA STATE LIMITATIONS Max Winds ; 30 KTS ; Max Seas ; 8 ft. 41 UTB SPECS

The Objectives of Plagiarism and Censorship

The Objectives of Plagiarism and Censorship Hashtag: #SinCensuraVigilantes (Without Vigilant Censorship) The Objectives of Plagiarism and Censorship Censorship is commonly known as suppression of anything objectionable while plagiarism prevents stealing and offering other authors ideas as your own. Censorship is common in media, films, TV, books, the Internet, and so on because they are a powerful medium of communication that has the ability to influence millions of people. The power to engage in censorship is not limited to the government because private organizations and  individuals can be involved in censorship. Censorship can be voluntary undertaking such as self-censorship of your own work (authors, film directors, etc.). Not all people are happy with censorship as it restrictions often deprive people of facts, and suppress their freedom of expression. Censorship in the print media such as newspaper, books, etc. greatly reduces the quality of information they deliver. Since a morning newspaper with graphic images of casualties of a tragic car accident can greatly affect their families’ feelings, the reading public will only see the censored images of the  accident rather than the reality of driving too fast or being more concerned about safety. Similarly, censorship of a film depicting the abuses and discriminatory practices of government offices against a certain ethnic group will likely deliver nothing but entertainment rather than truth and policy change. Plagiarism, on the other hand, is normally strict on literary works as books, journals, and so on because they are academic papers that usually contained ideas acquired from years of painstaking research. Certainly, presenting these ideas as your own is fraud, depreciation of their hard work, and breach of their intellectual rights. Want to know more? Go here: The Limits of Academic Freedom Educational Field Trip Safety Issues The Scientific Basis for Defining Seasons Who and What Deserve Respect Torture Is Never Justified The act of plagiarism usually occurred when a person writing an essay, for example, write exactly the same words or sentence that the person read from the source without proper citation. It can also occur when the writer acknowledged the wrong author or used copyrighted images without permission. The Similarities of Plagiarism and Censorship Some people see plagiarism and censorship as two different things living in an entire world. Others see censorship as suppressors of obscenity and plagiarism as eliminators of literary thieves. However, there is more to them than meets the eye. That is if one would dare see them in right perspective. Censorship suppresses the publicity of immoral and offensive materials. In other words, it prevents people from getting any credit from something that is ethically and legally unacceptable. Similarly, censorship prevents people from presenting materials that will hurt the dignity of those involved. For example, a film entirely centered on women’s nudity, a video showing a young innocent boy abused, or an article containing provocative ideas about the superiority of one man’s color over the other definitely deserve censorship. The point here is the fact that censorship, similar to plagiarism, is actually dealing with and resolving problems the same way. This is because plagiarism also suppresses the publicity of immoral written material that does not only contain stolen ideas, with an author expecting to gain from another man’s pain but offensive to the cheated readers of these deceitful academic materials.

The History of the Valentines Day Origins

The History of the Valentines Day Origins St Valentines Day has roots in several different legends that have found their way to us through the ages. One of the earliest popular symbols of Valentines day is Cupid, the Roman god of love, who is represented by the image of a young boy with bow and arrow. Several theories surround the history of Valentines Day. Was There a Real Valentine? Three hundred years after the death of Jesus Christ, the Roman emperors still demanded that everyone believe in the Roman gods. Valentine, a Christian priest, had been thrown in prison for his teachings. On February 14, Valentine was beheaded, not only because he was a Christian, but also because he had performed a miracle. He supposedly cured the jailers daughter of her blindness. The night before he was executed, he wrote the jailers daughter a farewell letter, signing it From Your Valentine. Another legend tells us that this same Valentine, well-loved by all, received notes to his jail cell from children and friends who missed him. Bishop Valentine? Another Valentine was an Italian bishop who lived at about the same time, AD 200. He was imprisoned because he secretly married couples, contrary to the laws of the Roman emperor. Some legends say he was burned at the stake. Feast of Lupercalia The ancient Romans celebrated the feast of Lupercalia, a spring festival, on the 15th of February, held in honor of a goddess. Young men randomly chose the name of a young girl to escort to the festivities. With the introduction of Christianity, the holiday moved to the 14th of February. The Christians had come to celebrate February 14 as the saint day that celebrated the several early Christian martyrs named Valentine. Choosing a Sweetheart on Valentines Day The custom of choosing a sweetheart on this date spread through Europe in the Middle Ages, and then to the early American colonies. Throughout the ages, people also believed that birds picked their mates on February 14! In A.D. 496, Saint Pope Gelasius I declared February 14 as Valentines Day. Although its not an official holiday, most Americans observe this day. Whatever the odd mixture of origins, St. Valentines Day is now a day for sweethearts. It is the day that you show your friend or loved one that you care. You can send candy to someone you think is special and share a special song with them. Or you can send roses, the flower of love. Â  Most people send valentine a greeting card named after the notes that St. Valentine received in jail. Greeting Cards Probably the first greeting cards, handmade valentines, appeared in the 16th century. As early as 1800, companies began mass-producing cards. Initially, these cards were hand-colored by factory workers. By the early 20th century even fancy lace and ribbon strewn cards were created by machine.

PRIMARY CURRICULUM AND PLACEMENT Essay Example | Topics and Well Written Essays - 3000 words

PRIMARY CURRICULUM AND PLACEMENT - Essay Example The curriculum enables children to communicate in a variety of ways and motivates them to develop literacy and numeracy skills in meaningful contexts (Early Years Interboard Group, 2006, p.3) It takes knowledgeable people to design a curriculum that meets all the needs of children. Before one could even attempt to create a developmentally appropriate programme for children, one must know how they learn best and incorporate the principles in the curriculum (McGuire, Wooldridge & Pratt-Adams, 2006). â€Å"Children learn best when learning is interactive, practical and enjoyable for both children and teachers† (Early Years Interboard Group, 2006, p. 4). Very young children in the early years need to have several opportunities to engage in active and challenging learning experiences that capitalize on their interests. When they are actively involved in planning, reviewing and reflecting on these activities, they become more eager learners ready to acquire the skills and concepts they need. The Foundation Stage curriculum aims to provide stimulating environments that give children access to a range of resources, develop secure relationships with peers and adults and empower children with choices and the exercise of autonomy and independence in their learning. It encourages children to explore and take risks (Early Years Interboard Group, 2006). The Foundation Stage curriculum recognizes the importance of play in childhood, as it provides many benefits (QCA, 2000). Play is one avenue in which much learning takes place and they need to be involved in play that is stimulating, challenging and considerate of their developmental needs where they can be free to be oneself without anyone imposing rules or restrictions to conform to society’s standards. Play engages the mind to actively imagine various scenarios for fun or for problem-solving (Pound, 1999). Babies and toddlers play in order to get to know their world – how

Corporate social responsibility Essay Example | Topics and Well Written Essays - 1500 words - 1

Corporate social responsibility - Essay Example The primary object of business is to supply quality goods and services to the consumers through the creation of utilities. Peter Drucker (1974) enumerates 8 key areas in which objectives of performance and results are to be set. They are marketing, innovation, human organization, financial resources, physical resources, productivity, social responsibility and profit requirements. Every business organization like everyone, lives in the midst of laws of the land, government regulations, economic conditions, changing consumer preferences, technological changes, culture, values system and business ethics of the society. All these factors constitute the business environment. A business organization and its environment are mutually interdependent, interacting with each other continuously. Environment is the supra-system of which the firm is only a small subunit. It can survive and thrive only when the environment desires its output of goods and services and is prepared to approve of an end orse its activities. Business organization had grown from the time immemorial, with the advent of industrial revolution, business organization, controlled by few thrive towards profit maximization. Industrial revolution changed the whole concept of business and capitalistic approach and individual profit making takes the prime objective. But during the 20th century it has changed. More democratic governments and their control but a brake on profit maximization tendencies of the organization and diverted them towards employee welfare and social welfare activities. Governments through various legislations are safeguarding interest of employees. Later on due to technological innovations and global connectivity the whole concept of business has changed. Development of technologies posses’ opportunities and uncertainties as well as risk and challenges, which can make or mar the future of business. Economic environment such as changes in competition, demand, lifestyle, consumer

Music 1920-1980 Essay Example | Topics and Well Written Essays - 2500 words

Music 1920-1980 - Essay Example e main changes in music and understanding why it altered through each time frame also builds deeper knowledge about the evolution of music and how it changes because of the external environment and philosophies from individual artists. The purpose of this paper is to examine the main ways in which the music of the 1920s – 1980s changed and transformed. Specifically, there will be a relation to the alterations in popular music and how this changed because of the external environment and the internal philosophies of music. The objectives of this paper will enhance this with: The main objectives are defined by creating a deeper understanding and analysis of music between the 1920s and 1980s while discovering how it evolved between time frames. This will enhance the overall understanding of how music has changed between time frames and what the main factors are with this change. Music that began to emerge in the 1920s differed from what was known in the past, specifically because of alterations which were being made in society. The social influences began to change first with the social changes between generations that began in the 1920s. The first change was based on social groups that began to arise, all which identified with music, fashion and popular culture as a way of creating a sense of identity. Jazz, blues and other forms of music were an example of how this arose. Many considered this the music of the African – Americans during this time and created a different sense of preferences with those in the group. The music was able to create a sense of identity because of the struggles which it identified as belonging specifically to those who were a part of the group. This was combined with attitudes, actions and other concepts which followed, all which were based on similar social influences which were a part of the generations and the social st igma of the time (Smith, 43). The concepts that were associated with social groups were furthered as

Child-Centered Curriculum Assignment Example | Topics and Well Written Essays - 500 words

Child-Centered Curriculum - Assignment Example Thus, he uses four instincts to determine the character of the child. These are social, constructive, expressive, and artistic. Moreover, he accentuates that in every instinct, there's a corresponding curriculum that best suits the child. At first sight, John Dewey's child-centered curriculum may looked biased. However, I see it more effective rather than the philosophy proposed by disciplinarists who are main skeptics of John Dewey's belief. I discern that giving importance to a child's' decision help them restrain unnecessary actions and make them more responsible in their own lives. It not only set a perception where they are trusted but also divulge things they are capable of doing. Students, in able to be more effective should know what they really want. This will help them decide which field to pursue. Here, they are more assured to keep on track because they go in the path that interests them. As a shift manager, I seldom put my team under pressure. I motivate them through engaging them with healthy challenges, achievements and fair recognitions. As aforementioned above, I am sensitive to my team's' feelings rather than the goal. If truth be told, my management style varies towards different people just like curriculum towards students. In my job, I tend to handle different people. Same with John Dewey's treatment to students, I prefer giving my team the right to discover their individuality beyond rules and regulations.

Marks and Spencer and Change menegement Assignment

Marks and Spencer and Change menegement - Assignment Example These organizations must keep a close watch on the actions of their competitors, constantly monitoring the changes in the buying patterns of Europeans, and the demographics. However, there is a challenge that these business organizations might face, while investing in Europe. One major challenge is developing an understanding of the important areas of development and the changes in competitive patterns. Hayes (36) explains that policy makers of the business organization should include this information into the corporate strategies of the company. As opposed to other business organizations, the growth of Marks and Spencer has been attributed to its organic strategy, as opposed to an acquisition strategy. This is an indication that as opposed to increasing its market share through purchasing other business enterprises, Marks and Spencer has developed, by capitalizing on its core competencies. The company greatly focuses on production of high quality services and products, and this is an important business policy of the organization. Henry (52) maintains that strategists of Marks and Spencer have knowledge of the potential that the European Market has. Thousands of European visitors view Marks and Spencer as an important retailing company in the United Kingdom. Hence, they would most definitely carry out their shopping at the company. In the year 1975, Marks and Spencer opened its first branch in Paris, and it now has approximately 20 stores in the country. Currently, the company has a number of stores in the European Union. This paper is a case study, and it focuses on changes in the marketing structure of Marks and Spencer. This paper uses the Porters Five Force analysis in presenting its case. Marks and Spencer is a company operating in a competitive environment, and a variety of factors are affecting its outside environment. The company conducts its operations in a number of

Global Enterprise and Innovation Essay Example | Topics and Well Written Essays - 250 words

Global Enterprise and Innovation - Essay Example Sony Corporation restructured and realigned their U.S. business portfolio. The company also recorded gains related to the corporate restructuring improvements in operating results of their Devices and Financial services segments. Sony took measures to accelerate decision making and execution with management and across all departments, allowing Sony to be better equipped for the challenges of the industry. I think Sony has achieved a satisfactory outcome through their corporate restructuring efforts so far and creating new growth opportunities through acquisitions. In terms of future growth Sony will need to focus on their core electronics business (mobile, gaming, imaging) continued innovation, process improvement and providing cutting edge products that their customers need and want. Their operational focus will continue a key component in achieving continued profitability and financial growth for the company and their stakeholders. In general Sony can utilize the same operational philosophy can be used to improve operational results in all markets where it competes. It is imperative that the company achieve long-term results with their operational improvements and new business initiatives. Sony aims to achieve stable, repeatable, long-term improvements in their operations in order to determine the viability of any new business initiative, acquisition or process improvements. It is the goal of the company to achieve stable, repeatable and transferable operating results in order to achieve good operating results when entering new markets or operating

Marks and Spencer and Change menegement Assignment

Marks and Spencer and Change menegement - Assignment Example These organizations must keep a close watch on the actions of their competitors, constantly monitoring the changes in the buying patterns of Europeans, and the demographics. However, there is a challenge that these business organizations might face, while investing in Europe. One major challenge is developing an understanding of the important areas of development and the changes in competitive patterns. Hayes (36) explains that policy makers of the business organization should include this information into the corporate strategies of the company. As opposed to other business organizations, the growth of Marks and Spencer has been attributed to its organic strategy, as opposed to an acquisition strategy. This is an indication that as opposed to increasing its market share through purchasing other business enterprises, Marks and Spencer has developed, by capitalizing on its core competencies. The company greatly focuses on production of high quality services and products, and this is an important business policy of the organization. Henry (52) maintains that strategists of Marks and Spencer have knowledge of the potential that the European Market has. Thousands of European visitors view Marks and Spencer as an important retailing company in the United Kingdom. Hence, they would most definitely carry out their shopping at the company. In the year 1975, Marks and Spencer opened its first branch in Paris, and it now has approximately 20 stores in the country. Currently, the company has a number of stores in the European Union. This paper is a case study, and it focuses on changes in the marketing structure of Marks and Spencer. This paper uses the Porters Five Force analysis in presenting its case. Marks and Spencer is a company operating in a competitive environment, and a variety of factors are affecting its outside environment. The company conducts its operations in a number of

Assessment Template Essay Example for Free

Assessment Template Essay A trainer of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified competent in preparation, delivery and evaluation of training sessions or relevant National Trainer Competency Standards certification (ACTA) Assessor Requirements An assessor of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified  competent in the conduct of competency-based assessments or relevant National Trainer Competency Standards certification (ACTA) Candidates Profile Description of candidates: Age group: 21 to 55 years old Education level: PSLE or equivalent Language: Chinese / Basic English Minimum ability of: †¢ Singapore Workplace Safety and Health requirements knowledge †¢ Follow written and oral work instructions †¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 †¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3  Special needs of candidates As the candidates are expected to have a varying level of command of the English Language, it is expected that the assessor shall apply the principle of fairness without comprising the validity and reliability of the assessment especially during oral questioning where candidate’s comprehension of the questions may be impacted by the command of English. In this case, the assessor can paraphrase the questions in order to solicit a response from the candidate. Evidence Gathering Plan for Performance Statement. |Performance Statement |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |PS 1 | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | |PS 4 | | | | Evidence Gathering Plan for Underpinning Knowledge |Underpinning Knowledge (UK) |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |UK 1 | | | | |UK 2 | | | | |UK 3 | | | | |UK 4 | | | | |UK 5 | | | | |UK 6 | | | | |UK 7 | | | | |UK 8 | | | | |UK 9 | | | | |UK 10 | | | | Assessment Specification for Practical Performance. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider | |Set-up |Simulated condition / environment with the capacity for up to 15 candidates for conduct of | | |assessment and equipped with, but not limited to: | |Documents to be used |For Candidate – Practical Performance Assessment Paper | | | For Assessor – Practical Performance Assessment Paper (with answers) and Individual Assessment| | |and Checklist Summary record | |Pre-assessment instructions |Prepare the test materials, checklists, hand tools, measurement devices and equipment required| |(Assessor) |for work assignment. Place it at designated locations. | | |Instruct the candidates to retrieve test materials, checklists, hand tools measurement devices| | |and equipment from the designated locations. | |Pre-assessment instructions |Inform candidates the following before commencement of assessment: | |(Candidate) |Purpose of the assessment | | |Assessment duration | | |Performance statements expected | | |Method of assessment – Direct observation | | |Verification of candidate’s identity | | |Appeal procedures | | |Workplace Safety and Health requirements if any | | |Special needs if any | | |If candidates have no further questions or needs, assessment shall begin. | |Process |The work assignment consists of three tasks as follow: | | |Task 1: | | |Task 2: | | |It is suggested that assessors conduct the tasks sequentially starting with Task 1 and end | | |with Task 2 and use the Individual Assessment and Checklist Summary record for Practical | | |Performance Record to rate the observations against the performance statements and criteria | | |Where assessor is not able to ascertain the competency during practical performance, this can | | |be supplemented by oral questioning | | | If candidate  does not demonstrate competence against any PS, the candidate should still be | | |allowed to complete the assessment. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in Individual Assessment and Checklist Summary record for | | |Practical Performance | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of the | | |assessment for a PS. | | |Record observations of competence | | |Record any questions asked and the given answers | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these will serve as | | |your supporting evidences. | | |Transfer your results to the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in the | | |Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on Individual Assessment and Checklist Summary record for Practical | | |Performance Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In case where | | |candidate accepts the outcome of the assessment, the candidate will sign the Overall | | |Assessment Summary Record. If the candidate intends to appeal, the assessor will remind | | |candidate of the appeal process and the candidate does not sign the Assessment Record Summary. | Assessment Specification for Written Questions. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider’s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate – Written Assessment Paper | | |For Assessor Written Assessment Paper (with answers) and Individual Assessment | | |and Checklist Summary record | |Pre-assessment instructions (Assessor) |This section is to be conducted after the Practical Performance. | | |If the candidate is unable to clearly express his / her answer in writing, the | | |assessor can request the candidate to draw or demonstrate. The assessor must | | |indicate in the â€Å"Evidence† column of this method of answering the question | | |A variation in the answer may appear which is not 100% describing the given | | |answers. In this case, the assessor can use his or her own discretion to assess if | | |the answer meets the need of the question. Comments must be written in the | | |â€Å"Evidence† column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the â€Å"Evidence† column as | | |well. | |Pre-assessment instructions (Candidate) |There are a total of xx written questions in this section. | | |In the event that you are unclear of the question, you may ask for any | | |clarification before proceeding to answer the question. You are allow to draw or | | |demonstrate if needed | | |If you have no further questions or needs, we shall begin. | |Process |Assessors are to use the Written Assessment Paper (with answers) to rate the | | |answers against the questions. | | |Where assessor is not able to ascertain the answers , this can be supplemented by | | |further oral questions | | |If candidate is not able to answer any question, the candidate should still be | | |allowed to complete the assessment. The unanswered question will be re-asked again | | |at the end of the final question. | | |The candidate must be given other means to express the answer where necessary. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in the Individual Assessment and Checklist Summary | | |record | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of| | |the assessment for a UK. | | |Record answers given by candidate. | | |Record any additional questions and answers given. | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these | | |will serve as your supporting evidences. | | |Transfer your results from Individual Assessment and Checklist Summary record to | | |the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in | | |the Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on the Individual Assessment and Checklist Summary record and | | |Overall Assessment Summary Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In | | |case where candidate accepts the outcome of the assessment, the candidate will sign| | |the Assessment Summary record. If the candidate intends to appeal, the assessor | | |will remind candidate of the appeal process and the candidate does not sign the | | |Overall Assessment Record Summary. | Appeal Process A general practice carried out by assessors is to share the appeal process at the beginning of the assessment. It may give the candidate the assurance that if they fail the assessment, there is a procedure to handle that situation. However, if the candidate is very nervous from the moment he/she enters the room, it is important to assure the candidate that the purpose of the assessment is to assess his/her ability to demonstrate certain knowledge and skills, and to help calm him/her down. It would not be advisable to share the appeal process while conducting the assessment. It would just suggest to the candidate that he/she has failed some sections of the assessment and that may affect the performance of the remaining assessment. If sharing is done at the end of the assessment, it may be redundant especially when the candidate has shown competency according to the assessment criteria. However, if the candidate fails the assessment, he/she might be too emotional to listen to the appeal process. In summary, it is best to share the appeal process at the start of the assessment. Code of Practice for Assessors The National Council for Measurement in Education’s Code of Practice stipulates: 1. The differing needs and requirements of the person(s) being assessed, the local enterprise(s) and/or industry are identified and handled with sensitivity. 2. Potential forms of conflict of interest in the assessment processes and/or outcomes are identified and appropriate referrals are made, if necessary. 3. All forms of harassment are avoided throughout the planning, conduct, reviewing, and reporting of the assessment outcomes. 4. The rights of the candidate(s) are protected during and after the assessment. 5. Personal or interpersonal factors that are not relevant to the assessment of the competency must not influence the assessment outcomes. 6. The candidate(s) is made aware of the rights and processes of appeal 7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency. 8. Assessment decisions are based on available evidence that can be produced and verified by another assessor. 9. Assessments are conducted within the boundaries of the assessment systems policies and procedures. 10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures. 11. Assessment tools, systems and procedures are consistent with equal opportunity legislation. 12. The candidate (s) is informed of all assessment reporting processes prior to the assessment 13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment. 14. Confidentiality is maintained regarding assessment results 15. Results are only released with the written permission of the candidate(s) 16. The assessment results are used consistently with the purposes explained to the candidate 17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards 18. Professional development opportunities are identified and sought 19. Opportunities for networking amongst assessors are created and maintained 20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Resources This section provides the reference materials needed to implement and conduct the assessment. Practical Performance Assessment Paper Instructions to Candidates: †¢ Check carefully to ensure you are sitting for the correct paper. †¢ You are required to complete and submit your work assignment within the time allocated to the Assessor for marking. If failure to do so will result in you been considered Not Yet Competent (NYC). Time allocated: xx minutes Task 1: xxx Instruction: 1. xxx Task 2: xxx Instruction: 2. xxx Written Assessment Paper Instructions to Candidates: †¢ There are a total of xx questions. †¢ The candidate shall answer all the questions in this section. †¢ Time allocated: xxmins List of Questions: 1. xx NAME OF APPROVED TRAINING ORGANISATION: |Candidate Name: |NRIC/FIN No. : | |Candidate Designation: |Company: | |Assessor Name: |Date of Assessment: | |Candidate Acknowledgement: |Tick (() | |1. I was given information about the assessment and I have completed the Self Assessment Checklist | | |2. The assessment’s purpose, process and duration were clearly explained | | |3. The assessor checked for my special needs | | |4. The appeal procedure was clearly explained | | |Candidate Signature: Date: | CHECKLIST FOR ASSESSORS |Did I †¦ |Tick (() if you | | |have done so | |Pre-Assessment Preparation | |Ensure the availability and safe working condition of assessment resources such as tools, equipment and materials. | | |Ensure the set-up of assessment site is in accordance with assessment plan and WSH guidelines. | | |Introduce myself in a friendly manner to the candidate. | | |Verify candidate’s identity via his identification documents. | | |Put the candidate at ease. | | |Encourage candidate to seek clarifications if in doubt. | | |Explain the purpose, context and duration of assessment to candidate. | | |Brief candidate on the assessment requirements and process, including clear instructions on the assessment to be | | |taken. | | |Establish the evidences that will be gathered during the assessment. | | |Check with candidate for any special needs. | | |Brief candidate on his rights and process of appeal to the assessment outcome. | | |During Assessment | |Use assessment plan and tools to carry out the conduct of assessment. | | |Use evidence gathered to decide if the relevant criteria are met and make assessment decision. | | |Comply with the Code of Practice (ACTA-CU6) for Assessors when conducting assessment and making assessment decisions. | | |Assess and record candidate’s competency for all assessment criteria (AC) promptly and accurately. | | |Record outcomes in summary record page. (Candidate is considered competent only when he/she is rated ‘C’ for all the | | |ACs. ) | | |Feedback results to candidate. | | |Sign on appropriate pages. | | |Ensure candidate sign on summary record. | | |Check and submit completed form to appropriate person in organization. | | Assessment Record – Practical Performance [Durations: xxmins] |Performance Statements | |Please tick (() |REMARKS | | |Assessment Criteria | | | | |(Candidate is able to) | | | | | |C |NYC | | |PS 1 | | | | | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | |PS 4 | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Assessment Record – Written / Oral Questions [Durations: xxmins] |Underpinning Knowledge|Question |Suggested Answers |Please tick (() |REMARKS | | | |(may include) | | | | | | |C |NYC | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Overall Assessment Summary Record Competency Unit : xxx Assessment Duration: x Hrs xx mins |APPROVED ASSESSMENT CENTRE: |xxx | |Candidate Name | |NRIC Number | | |(As in NRIC) | | | | |Performance Statements |Assessment|Overall |Date |Assessor Name |Assessor | | | |Method |Result | | |Signature | | | |Indicate |Indicate | | | | | | |C or NYC |C or NYC | | | | | |PS 2 | | | | | | | |PS 3 | | | | | | | |PS 4 | | | | | | |. PP – Practical Performance WQ – Written Questions OQ – Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | Assessor’s Signature: _________________ Date: __________________ Candidate’s Signature: ________________ Date: __________________ * Candidates would be certified with a Statements of Attainment (SOA) only when they have achieved 100% skills competency, as stipulated in the course, and score 80% and above in their post-test (if applicable). Pre-Assessment Information for Candidate. XXX is required to provide candidates with relevant pre-assessment information which include but are not limited to: 1. This assessment covers the following competency unit: †¢ xxx 2. The eligibility to sit for this assessment which include: †¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or †¢ Candidates should had received training or on-the-job training or personal coaching on topics that are relevant to the selected competency elements of the competency unit 3. The purpose of this assessment is to assess candidate’s competency level in applying products’ assembly skills at operational level in their work places. 4. The assessment duration and methods for the competency unit must be clearly explained and communicated to candidates. 5. For candidates intending to apply for certification under WDA’s Assessment Only Pathway (AOP) they should do a self-evaluation of their competency against the competency unit standards before registering for assessment. (see next Section) 6. The implication of the assessment results which include: †¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). †¢ Obtaining a pass in this assessment does not automatically qualify or imply that the candidate is a R1 pass holder. There are other criteria that to be fulfilled by the candidate as stipulated by Ministry of Manpower (MOM). 7. The disciplinary actions against cheating in the assessment or performing unsafe act despite repeated warning in the assessment must be clearly explained and communicated to candidates. 8. Candidates have the same right of appeal as other candidates who are assessed under the learning pathway. The process of appealing must be clearly explained and communicated to candidates. 9. The conditions of granting a deferred assessment on: †¢ Medical grounds – a medical report or certificate from registered medical practitioners †¢ Unexpected and exceptional grounds which may include (but are not limited to):  ­ accidents (sporting, motor vehicle, etc) where an injury is sustained  ­ bereavement. Unexpected and exceptional circumstances does not include where a candidate had mistaken the day, time or venue of assessment. The process of deferred assessment must be clearly explained and communicated to candidates. Self-Assessment Checklist for Candidate Instructions and Advice 1. This self-Assessment Checklist is designed to assess your competency in the area of xxx. 2. In this self evaluation, you are advised to reflect your current or past work experience where you have acquired the competency in the following good practices at the workplace in your area of responsibility. 3. Please answer all the questions truthfully, and to the best of your knowledge and ability, by putting a tick on either â€Å"YES† or â€Å"NO† column respectively. 4. If you answer â€Å"YES† to all the questions, it is likely you have acquired the required level of competency and ready to take the assessment. You may apply for a certification of your competency through the Assessment Only Pathway with ATOs. 5. You are encouraged to read the Assessment Only Pathway guide (which can be obtained from ATOs) thoroughly to find out more about the assessment for this competency unit before enrolling for the assessment of this module. 6. However, if you have not achieved the expected level of competency through this simple self evaluation, you are also advised to gain more experience, attend a relevant training program, or take on self development before enrolling for the certification. 7. Please note that this self evaluation checklist is not exhaustive. It is meant as a guide only. Please also note that the actual assessment under the AOP certification framework is much more rigorous, consisting of a written test on underpinning knowledge and a comprehensive competency based assessment (CBA) using various CBA methodologies. You must be able to demonstrate or provide evidence that you have acquired the various competency elements within the competency unit during the actual assessment. SELF-ASSESSMENT CHECKLIST xxx For each performance criterion, you should evaluate your knowledge, skills and attitude (KSA) described. If you have the KSA, put a tick (() on the â€Å"YES† column and if no or not sure tick the ‘NO† column. If you do not have the required KSA, write the details of the areas that are needed to learn. Competency Unit: xxx |Performance Statement |Self Evaluation Questionnaire |Your answer (Tick ()|Details of KSA that I | |(Requirements) |(Knowledge, Skills ,Attitude (KSA) I must be able | |don’t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | |PS 2 |I know how to †¦ | | | | | | | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:

Psychopathy or Antisocial Personality Disorder in Adults

Psychopathy or Antisocial Personality Disorder in Adults Forensic Assessment of Adults II Psychopathy or Antisocial Personality Disorder Explain the relevance of assessing for psychopathy or antisocial personality disorder in an adult forensic population, as well as the reasons for assessing for psychopathy or antisocial personality disorder. According to the FBI, 1% of the general population in male prisons, 1/3% of male offenders are considered having an antisocial personality disorder, and 10-20% of male offenders are psychopaths (Hare, Ph.D. FBI, et al., 2012). It is believed that psychopathy may be the result of genetics and how the person was raised. The Diagnostic and Statistical Manual of Mental Disorders (DSM) has no diagnosis for psychopathy, yet it is one of five items that define an antisocial personality disorder (Hare, Ph.D. FBI, et al., 2012). Dr. Robert Hare and the FBI believe that psychopathy is the â€Å"most dangerous of any personality disorder (Hare, Ph.D. FBI, et al., 2012)†. Not all psychopaths are criminals or commit criminal acts, and are not violent (Hare, Ph.D. FBI, et al., 2012). One of the reasons for the importance of assessing and diagnosing psychopathy are the symptoms. Psychopaths, also known as sociopaths, are charming, manipulative, have a lack of remorse and a lack of empathy towards others, and have no conscience. They are known to commit violent and serious crimes in a callous remorseless manner. They are selfish, self-centered, feel entitled, do not accept responsibility for the actions, and have an inflated sense of self-worth. They are conniving and won’t hesitate to lie for their own benefit, since they are pathological liars to begin with. They are predatory by nature, have an inflated ego and need to have power and control in all situations. Psychopaths that kill usually plan and calculate the crime in order to maintain their sense of power and control, and the killer usually feels no emotion or remorse. When caught, they blame the victim for the reason they were killed. Drs. Porter, ten Brinke, Wilson, and the FBI state that: â€Å"Psychopathic sex offenders are 2.43 times more likely to be released than their non-psychopathic counterparts, while psychopathic offenders charged with other crimes are 2.79 times more likely to be released.Their acting ability can enable them to frequently manipulate and persuade members of a parole board to release them approximately 2.5 times faster than other offenders up for parole, despite their longer list of offenses and elevated risk (Porter, ten Brinke, Wilson FBI)†. Yet the severity of a psychopath’s condition can vary from other psychopaths. Clinical psychologists have found that psychopathology ranges from those with a lot of psychopathic traits (a full cluster of traits) to those who have less psychopathic traits (milder cluster of traits). They base this by looking at the patients behavioral patterns within their lifetime. Another reason for the importance of assessing psychopathy is to gain a better understanding of psychopathy and in gaining that understanding, it allows forensic psychologists to create treatment strategies for psychopaths. Since psychopaths are skilled manipulators and pathological liars, getting true and accurate information from them can be difficult and frustrating, and by better understanding them, forensic psychologists can also create a specific questioning strategy for law enforcement when they are questioning a psychopath. Law enforcement and forensic psychologists must fully understand psychopaths, identify them, understand the harm and damage they do, and what can be done to treat them effectively. Describe when and where in the adjudicative process assessment for psychopathy or antisocial personality disorder may be used, using specific examples. As juveniles, psychopathic traits become visible, especially during an adjudicative assessment. These include poor control of behavior and early behavior problems, juvenile delinquency, committing a variety of different crimes, impulsive actions, irresponsibility, lack of guilt, no remorse, have no realistic goals to accomplish, and a need for more and more stimulating action within their lives. Assessments to diagnose psychopathy in juveniles are commonly used when the juvenile defendants have a history of mental illness. The sooner juveniles are assessed and diagnosed the better mental health services, community services, and long-term treatment programs they can receive. Even with adults, assessment and diagnosis of psychopathy can help to identify their needs and how to treat them, and can help with future screening and intake in prisons. Explain how assessing for psychopathy or antisocial personality disorder may influence a case outcome, using specific examples. Psychopathological patients with a fuller cluster of traits put society at risk due to their ability to skillfully manipulate others, including authorities. Many psychopaths have manipulated the court and have gotten reduced sentences, and if they were unsuccessful in that endeavor, they have skillfully manipulated to have their sentences appealed in high courts of law (Hà ¤kkà ¤nen-Nyholm, H., PhD. Hare, R.D., PhD, 2009). Some famous psychopathic killers are: Theodore â€Å"Ted† Bundy, John Wayne Gacy, Jr., Edward â€Å"Ed† Theodore Gein, Jeffrey Dahmer, Albert Fish, Andrei Chikatilo, Richard Ramirez, Albert DeSalvo, Joel Rifkin, Edmund Kemper, Gary Ridgeway (Green River Killer), Arthur Shawcross, and Robert Pickton. Many of these men appeared normal, but had psychopathic traits that were diagnosed only after they had become killers. For Example, John Wayne Gacy, Jr., had been married and divorced twice, had two children (a boy a girl), had his own business, was a community leader and vice-president of the Springfield, Illinois Jaycees, and often performed as a clown for many community children functions—yet he killed 33 men and boys, burying many under the floors of his home he shared with his mother. Ted Bundy went to law school, studied Chinese, worked for the Republican National Convention, worked on GovernorDaniel J. Evanss reelection campaign, and volunteered on a suicide h otline in Seattle—yet he killed 26-38 (possibly more) women, and was convicted and sentenced to death in Florida for killing 5 women and 1 young girl. As Dr. Martha Stout, PhD., pointed out in her book â€Å"The Sociopath Next Door: The Ruthless Versus the Rest of Us (2005), Sociopaths look like everyone else—they can be your neighbor, family member, friend, or someone famous, and you would never even know it (Stout, 2005). The MacDonald Triad, also known as the Homicidal Triad or the Triad of Sociopathy, are three behavioral traits (arson, bedwetting and cruelty to animals) that together or two of the traits combined are believed to be indicators of potential future violence or a psychopathic personality/antisocial personality disorder. While the MacDonald Triad has not been subsequently validated by psychologists and researchers, it is often used by law enforcement and taught in schools, and remains an influential theory of crime. The Psychopathy Checklist- Revised (PCL-R) was developed using a 20 item list, a 3 point scale and the results rate the full extent of a person’s psychopathic tendencies, and it helps to assess what the risks or harming other people are due to the patients psychopathic PCL-R results. It is often used in court cases to assess the defendants’ mental health. Yet despite everything, there has yet to be found a way to effectively treat those who are psychopaths.

A Comparison of Freedom in Secrets and Lies, One Flew Over the Cuckoos Nest, and Beloved :: comparison compare contrast essays

Freedom in Secrets and Lies, One Flew Over the Cuckoo's Nest, and Beloved      Ã‚  Ã‚  Ã‚  Ã‚     The word freedom has a different meaning for everyone based on their individual circumstances. Webster's Dictionary also provides many definitions for freedom, the most   relevent to this paper being: a) the absence of necessity, coercion, or constraint in choice or action; b) liberation from slavery or restraint or from the power of another. I believe that Webster's Dictionary explains freedom the best when it states that "freedom has a broad range of application from total absence of restraint to merely a sense of not being unduly hampered or frustrated." Since it is really a philosophical question whether a total absence of restraint is really possible, or even desirable, I think mine and most people's general use of the word tends to be more on the side of not being unduly hampered or frustrated.      The two movies Secrets and Lies and One Flew Over the Cuckoo's Nest, and Toni Morrison's novel Beloved all deal with different types and degrees of freedom and the lack there of. Secrets and Lies is about a middle-aged woman who had to grow up at a very young age and never had the freedom to enjoy, or even have, a childhood. One Flew Over the Cuckoo's Nest is the story of a group of patients in a mental hospital who's routine lives are forever changed by a newly committed patient who's life is anything but routine. Beloved follows the shattered lives of the family of an ex-slave living in Ohio after the end of the Civil War and the abolishment of slavery. Even though each deal with very different circumstances, by comparing the lives of each set of characters in these three stories many parallels can be drawn between them. The freedom restrictions imposed in each story are all different, yet the characters' actions are similar. The characters go to drastic lengths when there freedoms are infringed upon, the most drastic occuring when a newly achieved freedom is lost. Before understanding a new freedom the characters have no problem living without it. However once new freedoms are realized the characters are unrelenting in their fight to preserve them.