Significance of the 1920s free essay sample

The 1920s was a significant decade in American history. Some acknowledge the twenties as The Roaring Twenties and as a major period in the Progressive Era. Through that time many advancements have left a long lasting affect on American society. Some of these advancements include new innovative technologies and a major step up in womens social status. The automobile was one of the most innovative technologies of the era. First being manufactured in the late 1800s the automobile did not reach a high popularity until the twenties. The car has offered so much in America. The main thing the car did was provide a new mean of transportation. Before a persons way of getting around was by walking, wagon, or the rail roads. The car gave people the ability to travel further and go to anywhere they wanted to in there own personal vehicle. That was not the only thing the car offered. We will write a custom essay sample on Significance of the 1920s or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was not a thing for people to spend money but for people to gain money from it. The popularity of the car rising led to an increase for demand , opening many new jobs for many people who were in need of work. Henry Ford became a big entrepreneur and founded the assembly line. He found a way to produce mass products as well as a way to open many new jobs that paid pretty well. Cars just did not just open factory jobs but jobs for transportation, mechanics, gas stations, and many more. The car has changed the way people live as a way for people to go around and explore new things and places. The twenties had a major impact on women’s social status. Through time women have been oppressed by man and looked at to be inferior to them. That all changed with the start of the Seneca Falls Convention in the mid 1800. Elizabeth Cady Stanton wanted women to begin to take a stand for themselves and to fight for equality among the men. This sparked many future protest for womens rights. Their main goal was for womens suffrage giving them the power to be able to vote. With a strong will determination they acquired a major victory and won the right to vote through the ratification of the 19th Amendment. Womens social status changed as for they were able to become a major influence in the government. Along with gaining a voice in government, Women began to become open with themselves in society. The twenties introduced the flappers, which was a young woman who showed disdain for conventional dress and behavior. Women began to change their style of fashion and their way of living life. Before the twenties the main role of most woman in society was to stay at home and clean up their homes and provide cook food for the family, but in the twenties they began to go out and drink, smoke, and party. The modifications of the 1920‘s has permanently changed America. The automobile has grown even more popular and is almost in the homes of every American. Women still continue to fight for more equality and used to be looked as inferior to be more accepted in society.

Euthanasia - Just the Facts essays

Euthanasia - Just the Facts essays One of the most public and controversial social issues today surrounds the issues of euthanasia. The outcome of that debate will profoundly affect family relationships, interaction between doctors and patients, and concepts of basic ethical behavior. With so much at stake, more is needed than a duel of one-liners, slogans and sound bites. Euthanasia is a rapidly growing social problem. The opinions on this topic are influenced by different groups and beliefs, such as religion, culture, governmental standards, and personal beliefs causing euthanasia to become a major social problem in the world today.. Euthanasia has been an intense issue all over the world causing a constant debate among differing opinions. Oregon and the Netherlands have legalized euthanasia giving permission to the physician for the intentional killing by act or omission of a dependent human being for his or her alleged benefit. Purely at an objective point of view, euthanasia is definitely considered a social problem. Euthanasia is defined by The American Heritage Dictionary as "the action of killing an individual for reasons considered to be merciful". Here, killing is described as the physical action where one individual actively kills another. Euthanasia is tolerated in the medical field under certain circumstances when a patient is suffering profoundly and death is inevitable. However, the word "euthanasia" is much more difficult to define. Each person may define euthanasia differently. Who is to decide whether a death is good or not? Is any form of death good? All of these questions can be answered differently by each person. It is generally taken today to mean that act which a health care professional carries out to help his/her patient achieve a good death. There should be no conflict between hospice and euthanasia, both are valid options in a caring society. Both are appropriate to different people with ...

Book Analysis on Undercover

As the days grow shorter, Elisa worries that the increasingly urgent letters she sends her father wont bring him home. Like the undercover agent she feels she has become, Elisa retreats to a pond in the woods, where her talent for ice-skating gives her the confidence to come out from under cover and take centre stage. But when Lila becomes jealous of Theos friendship with Elisa, her revenge nearly destroys Elisas ice-skating dreams and her plan to reunite her family. A. Book 1. Author Beth Kephart was nominated for the National Book Award for her book A SLANT OF SUN. In 2000, she received a National Endowment for the Arts grant, and she also won Pew Fellowships in Arts grant in 2005. At the age of nine, Beth Kephart began to skate on a pond in Boston, where she taught herself the every moves Elisa teaches herself in this story. Beth won her first competitive freestyle competition at a Wilmington, Delaware, rink. Today she ballroom dances and is an avid gardener. She lives in Pennsylvania with her family. 2. Title The main character in the story fits the title under cover, the fact that the main character hides her skill of skiing to her friends and family. B. Characters Protagonist: Elisa Cantor- she is a father’s daughter and doesn’t really relate well with her mother and sister. Antagonist: Lisa- Theo’s girlfriend; known for her beauty and popularity. Supporting Characters: Tina Cantor- Elisa and Jilly’s Mother. Jilly- Elisa’s Sister, she is a very fashionable teenager like her mother. Mr. Cantor- Elisa’s Father, he understands Elisa. Theo- Elisa’s classmate in Honors English, a special friend and one of the boys who ask love notes from Elisa. Margie- Elisa’s past best friend in eighth grade and classmate in Honors English. Dr. Charmin- an Honors English teacher and believed and supports Elisa’s talent in writing. Mr. Marcoroon- a strict Math teacher. Mrs. Garland- a friend of Tina. Stuart little- a client of Mr. Cantor in San Francisco. Sarah- an Honour English student. II. Plot A. Exposition 1. Setting The story takes place in a pond in the woods where she always find herself at ease and thinking she could be herself there alone while skating. B. Complication When her father has to go away for work it makes their life complicated. To make it even more complicated, Elisa starts to fall on a boy who she is providing with poetry to woo another girl. C. Climax Lila tore the dress of Elisa before the start of the skating competition. D. Denouement Elisa never let herself be defeated by wearing the torn dress made by the antagonist, Lila, while skating gracefully. E. Resolution Yes it’s a happy ending because finally her family was once again reunited and everyone accepted the real her. III. Analysis 1. Did you admire the author for writing this book? Why? Yes. A teenager who reads this book would really understand the feelings and thinking’s of the main character of the story. Many teenagers can relate of how it feels to be a loner or to be bullied. 2. Tell something about the cover, did it spark your interest? Does it fit the story? It did spark my interest because it makes me wonder what story it will give me. Yes it does fit in the story because the covers do tell the story. 3. Who is your most favourite character? Why? My favourite character in the story is Elisa Cantor. For being brave enough to uncover her great skill to everybody even when she herself has no confidence that everyone would accept her and gain their respect. 4. Who is your least favourite character? Why? My least favourite character in the story is Lisa, because of her jealousy of Theo’s friendship with Elisa; her revenge nearly destroys Elisa’s ice-skating dreams and her plan to reunite her family. . What is your favourite part of the story? Why? My favourite part of the story is when Elisa got sick during the last days of Christmas season, which was the time that her sister and mother took care of her and after her sickness they finally become close to each other. 6. What is your least favourite part of the story? Why? My lea st favourite part of the story is when Lisa and her friends destroyed Elisa’s dress that was made by her mother and sister for the ice-skating competition. 7. Discuss your favourite quote from the story. â€Å"You do not have to be good. You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves. Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain Are moving across the landscape, Over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, Are heading home again. Whoever you are, no matter how lonely, The world offers itself to your imagination, Calls to you like the wild geese, harsh and exciting Over and over announcing your place in the family of things. † It tells about a person who doesn’t have to be perfect just to meet their expectations. Being yourself is a lot more happy and easy than pretending or trying to be someone you are not. 8. What is your realization about life after reading the novel? After reading the story I realize in life that you shouldn’t hide yourself from others, don’t be scared of letting them know your true self and don’t give up on something that you haven’t tried yet.

Program Analysis-Enterting the workforce at a later age Essay

Program Analysis-Enterting the workforce at a later age - Essay Example The issue is important because it ensures that all employees remain lively and with elevated spirits. Studies have confirmed that boredom in the workplace reduces employee productivity. People at a later age also continually lose taste and interest in life (Gregory, 2001). They have many depressing life experiences, have families with needs, and think about their life after retirement. These factors may significantly impact on their performance in the workplace if they are not properly looked into. They want an environment full of joy and comfort, especially joy that leads to mental comfort. The later is best attained through entertainment activities. Entertainment affects new workers, single and working couples in a number of ways. It allows the workers to have some joyous space away from the stressing circumstances of daily life. Through entertainment, new workers acclimatize better to the workplace environment by learning to socialize easily with the other employees (Gregory, 2001). The socialization factor is enhanced by the elevated moods of the employees that enable them to talk openly, share ideas and experiences of life. The workplace becomes another home with entertainment and leisure joints over and above the busy schedule. Working couples at a later age may also lack entertainment and fun in their homes. Most of their children are married, working, or studying. This creates an environment of boredom in their homes. Entertainment in the workplace makes them prefer and enjoy being at the workplace. The more they extend their stay at the workplace, the more their productivity increases. They develop a passion and preferen ce for the workplace that makes them good performers. The best workplace program for dealing with entertainment of aged workforce is by initiation of an entertainment joint at the workplace. After the busy

The Genetics of autism, a complex human disease Dissertation

The Genetics of autism, a complex human disease - Dissertation Example The paper tells that autism is not a disease condition but it displays genetic and non-genetic basis. Autism encompasses a wide range of developmental disorders and therefore it is considered as the autistic spectrum disorders (ASDs) regarded as an extensive variety of behavioural provinces involving- lack of social interaction by the child; inappropriate language and communication skills; diminished activities. Research studies carried out for the past 5 decades now establish the fact that autism is the result of multiple interaction of genetic factors. Considering the epidemiology of autism, various environmental factors encompassing exposure to toxic chemicals such as teratogens which are responsible for causing developmental abnormalities, perinatal abuse, infections during prenatal phase involving rubella and cytomegalovirus, epilepsy are the most probable reasons that is known to be responsible for causing autism. Studies also reveal the association of autism with frequency

Canters Behavior Essay Example for Free

Canters Behavior Essay Dylan is a five year old boy that from the very start showed disruptive behavior frequently throughout the classroom. Dylan’s teacher has well- documented his actions and she has asked the administrators of the school for support, plus she has also referred Dylan to have a behavioral evaluation. The teacher has spoken with Dylan’s parents on many occasions and they say his behavior was the same at home. Dylan’s parents also stated that his disruptive behavior was his way of seeking attention. During this time Dylan’s behavior is generally getting more and more disruptive and aggressive. With the teacher’s observation logs, Dylan’s is having a rough time playing along with other children and is having a difficult time following directions. Just about every day Dylan is hitting, yelling, or is taking things away from the other children’s hands to get the teacher to come over and see what is wrong. Many of the children have made the decision to ignore him or to just move in another direction away from him. With his academic skills he is far more behind than the other students in class. Dylan has the knowledge to finish the activities, but he is rarely in the mood to do so. Sometimes the issues begin when the teacher starts giving everyone there assignment and is working quietly, that’s when Dylan’s behavior really goes through the roof, and when he is told what to do about his behavior. While the disruptive behavior remains the teacher’s patience with Dylan starts to run very thin and begins to call out to every unacceptable behavior that he shows. These actions start to have a negative influence on the attitudes of the remaining students. Most of students start to mimic Dylan’s actions while the others students are not finishing their work. This can result in the teacher needing to spend a lot of time having to deal with Dylan’s behavior and not having enough time with to teach. Teachers have many avenues to teach students successfully and professionally take care of unacceptable behaviors. One step would be to use the Canter’s Behavior Management Cycle, into effect (Canters 2006). Canter has three steps; first, effectively communicating explicit directions, second, using behavior narration and third, taking corrective action. When starting to use Canters’ cycle teachers will need to take the time to use two very important methods at the start of the school year this is going to help minimize disruptive behaviors. One, creates lessons on appropriate behavior for specific parts of the school day, activities, and transitions (Canters p. 31) and second creates a, â€Å"Responsible Behavior Curriculum,† for the first two weeks of the school year (Canters chap. ). This curriculum will set the tone of the class for introducing what is acceptable with appropriate behaviors, and that they are expected to follow the rules from students throughout the school day. Teachers should start with Canters’ behavioral cycle; Dylan’s teacher needs to start with the first step. The first step will need to that the teacher to communicate clear, specific and detailed directions. The directions are being given to Dylan and he is to follow them precise. When giving directions they need to be quite clear and on point at all costs. The teacher needs to always evade being unclear to the students, if they know what is expected of them they will follow. The teacher’s directions should contain precisely how the students are to conduct themselves in the classroom. Explicit directions should include the, â€Å"expectations for student verbal behavior, physical movement, and participation† (Canters p. 53). The teacher needs to never make the mistakes of assuming what the students know, what the expectations of their behavior is, and the teacher should always recall the students on a daily basis what is expected of them. The teacher has to have a firm grip on effective communication while having detailed directions, she can continue on to the next important step. This step involves using â€Å"Behavioral Narration† (Chapter 9), which is how the teacher will positively motivate Dylan to follow directions. One way of achieving this is to give Dylan and the class as a whole effective positive feedback (Canters p. 58). When giving detailed directions, the teacher should look to notice which student within seconds of giving the directions to see who is really following the directions that were given. The teacher needs to point out who is listening to the directions and how the students are following the directions. At the moment when Dylan is being difficult the teacher does not need to focus on giving Dylan more attention, but try to focus on the students who are listening and making good choices. When trying to change the unwanted behavior the teacher needs to try to use the behavioral narration, which will allow the teacher to repeat the rules and define the acceptable behavior of students who are making good choices. This will show the students their teacher is mindful of the actions that are taking place and is more than ready to fix any problems that may arise. When the teacher acknowledges the acceptable behaviors and recaps the directions it sets a wonderful start and a positive atmosphere in the room. The class will be regularly recalled on what is expected from their behavior, students are expected to follow the rules, students who were not able to receive or finish their assignment will have time to finish and catch up with the rest of the class. Students will be given a chance to have time to catch up when needing be. With this step it can go the extra mile by setting up an award-system in place. For example, when the directions are given the teacher notices Dylan is sitting where his seat is and he is working on the assignment that was given to him, then the teacher would say to his friends, â€Å"Look at Dylan he is sitting at his seat and is working on his assignment so nicely I am going to have to give Dylan his extra class point that he earned in class. Ultimately this will inspire Dylan to have more acceptable behaviors and the other students to strive for the goals that are set up for the students to obtain. The last action of the cycle is corrective action taken (Chap. 10). When the direct instructions have been given out, looking to observe the group for ten seconds, reports were made on students that are on the right track, and when Dylan is not following directions; then you must use the corrective action. This is done by directive verbal statements or disciplinary consequences (Canters p. 9). The teacher needs to peacefully reaffirm the instructions and notify the students of their penalties and what their actions have caused. This can also let Dylan and the entire class knows and understands that you are very serious about bringing an end to unacceptable behavior. Students need to know, understand, and be aware of the effects for disrupting the class and just making unacceptable choices. When the unacceptable behavior remains untouched the procedure needs to be shadowed with the corresponding reaction. Every time a student shows a disruptive behavior it should be dealt with immediately and that the penalties produced is entirely from the student’s actions. In order for students to learn the rules must be enforced. Students have to have structure so they can flourish, they need to know what is expected of them on day one. Once a child knows that they cannot get away with disruptive behavior they will tend to not want to misbehave. If there is a reward system they will definitely want to have a reward at the end of the day or week. Consistency is the key to keeping students where they need to be in order to have peace in the room.

Young Offenders Act In Canada :: essays research papers fc

Young Offenders Act in Canada   Ã‚  Ã‚  Ã‚  Ã‚  The subject of young offenders in our troubled society has been one that has generated many hours of thought and meditation for concerned members. It is felt by many that the change needed in the area of delinquency within the First Nations culture is to overcome the effects of colonization and this must begin with the youth. It is with the youth that the future of the culture lies.   Ã‚  Ã‚  Ã‚  Ã‚  There has been extensive research done in this area and although much of the material is not directed at one specific culture in society, the facts remain that it is a problem that is growing in epidemic proportions. Many of the programs that exist in society today do not address the problems associated with young offenders of specific cultures. Although the trend is moving in a direction that addresses programs for specific cultural groups much more emphasis must be put on these programs.   Ã‚  Ã‚  Ã‚  Ã‚  For First Nations youth that are locked into the juvenile system, there must be alternative treatment programs made available that deal with the problems associated with the colonization process that generations of First Nations people have been subjected to. The process of decolonization will only be achieved through education, understanding, and perseverance, and this can only be achieved by First Nations people working with First Nations people.   Ã‚  Ã‚  Ã‚  Ã‚  As indicated earlier much research has been done on the problems associated with young offenders and the current treatment programs. In the following research some of the most recent and important pieces have been used and to eliminate repetition much has been deemed unnecessary. Bibliography Cooke, David J., Baldwin, Pamela J., Howison, Jacqueline. (1990).   Ã‚  Ã‚  Ã‚  Ã‚  Psychology in Prisons. London: Routledge.   Ã‚  Ã‚  Ã‚  Ã‚  In the second chapter of this book the authors explain in detail the psychology of criminal behavior and how it develops at a young age. Early environment of the adolescent, along with socio-economic status of the young offenders are but a few of the possibilities explored in this book. The authors explore the many influences that can shape the lives of young people, the influences of feelings and thoughts, others behavior, and surroundings, are all thought to shape the minds of the young offender. This publication will be primarily used to explore the history and causes of the subject of young offenders. Davidson II, William S., Rednor, Robin,. (1990). Alternative Treatments for Troubled Youth: The Case of Diversion From The Justice System. New York: Plenum Press.   Ã‚  Ã‚  Ã‚  Ã‚  This publication presents the findings of a research study done on alternative interventions with delinquent youth. The authors goal in writing this book was to describe an alternative intervention model and to examine its

Literature review on contemporary HRD Essay

Critically discuss and evaluate current perspectives on the changing role and nature of training and learning in organisations and human resource development. This should include a critical appraisal of key theoretical perspectives on the strategic role of HRD within contemporary organisational contexts Within this submission, I have illustrated the changing role and nature of training and learning within context of a learning organisation. Training and learning in organisations. So what do we mean by training and learning within an organisation? One view is that it is about developing a learning organisation, an ‘organization that is continually expanding its capacity to create its future. For such an organization, it is not enough merely to survive, ‘Survival learning’ what is more often termed ‘adaptive learning’ is important, indeed it is necessary. But for a learning organization, ‘adaptive learning’ must be joined by ‘generative learning,’ learning that enhances our capacity to create’. Senge (1999:14) Further support for this ‘generative’ view is seen in Wick and Westley (1996) who take the perspective that a learning organisation should be seen against the backdrop of its culture. Arguing values, beliefs, feelings, artefacts, myths, symbols, metaphors’ form part of any approach taken by a learning organisation. It arguably impossible to clinically define what a learning organisation consists of in a generic form. By creating a learning organisation you create a learning climate, thus hopefully a training and learning culture. Senge takes the view that, what fundamentally will distinguish learning organizations from traditional authoritarian â€Å"controlling organizations† will be the ‘mastery of certain basic disciplines. That is why the â€Å"disciplines of the learning organization† are vital’. Senge (1999: 5). However, it is to be noted that Senge uses the word discipline to mean a set of practices rather than a rigid system of rules, which is often inferred understood in the modern use of the word. Going on to comment, ‘To practice a discipline is to be a lifelong learner. You never arrive; you spend your life mastering disciplines’. Senge (1999: 11) Futher confirming the view that, this area of management study is far from being a science, but he does present offer a few guiding principles in his best selling book, The Fifth Discipline, ‘Have realistic goals, challenge your assumptions, commit to a shared vision and that teamworking is good for you. We see here the dualistic approach of both the need for the organisation and the individual to become intrinsically involved in the concept. Although a popular view, others have felt that organisation learn in there own right, almost biologically. Schon for example sees organisations as, ‘repositories of knowledge’ independent of their members (Schon, 1983:242). There is a wide school of thought that learning organisations develop and are not imposed, ‘†¦as cultures develop and alter their expectations, (an example of which would include the demise of unions and the capitalist ideology of the Thatcher years) so must organisations change that employ within that culture.’ (Schon, 1983). Further cultural identities in terms of sector, product or organisations must also be taken into account, highlighted by the work of both Argyris (1960) and Hofstede (1994). One mistaken view is that the term a ‘learning organisation’ is a new concept. It is certainly true that as the world changes new approaches must be investigated to maintain both personal and organisational survival. However, the idea that organisations have only recently had to deal with changing situations, both operationally and strategically, is clearly absurd. Only the pace and scope of change in the last 50 years has brought the spotlight on organisations managing its human resource in a more effective manner. It remains a truism that it is not an argument about leaning and development, after all we have all learnt and development within any organisation we have been in contact with either consciously or subconsciously. The argument must surely be how we identify, focus and deliver that learning in an organisational context to produce value to the individual and therefore hopefully the organization. A view highlighted by Argyris and Schon (1974) Historically this point is confirmed, ‘We trained hard†¦ but it seemed that every time we were beginning to form up in teams we would be reorganised. I was to learn later in life that we tend to meet any new situation by reorganising†¦Ã¢â‚¬â„¢ Caius Petronius, AD 65. However, the key element of a learning organisation is that it is about people and how they learn, develop and ultimately (or hopefully) contribute to the organisation. The link with HRD is therefore both binding and key in determining how T&D takes place in an organisation. Yet we still come back to what is a learning organisation. One simple view that will form the basis of my assignment is, ‘A learning organisation can, in plain terms, be described as an organisation which anticipates changes in its environment by learning on a strategic level; deliberately aims at improving its ability for learning and which, in order to learn on a strategic level, makes use of the learning of all employees, therefore this employee learning is enhanced at all hierarchical levels. (Sambrook and Stewart, IDPM Paper 1999). Therefore, it can be argued that the development of a learning organisation the most important factor in the changing role of T&D within organisations. Human Resource Development (HRD) Having settled on a broad view of what a learning organisation is, fitting it within a HRD context can only be achieved if we understand what we mean by HRD. In a learning context, HRD has been described as, ‘Organised learning experiences in a definite time period to increase the possibility of improving job performance growth’. (Nadler and Nadler, 1990:1.3). However, HRD covers a much wider field, ‘HRD is the integrated use of training and development, career development, and organisation development to improve individual and organisational effectiveness. (McLagan and Suhadolnik, 1989:10). A further view, ‘HRD is a process of developing and/or unleashing human expertise through organisation development (OD) and personnel training and development (T&D) for the purpose of improving performance. Swanson (1998) confirms this view that HRD is about the relationship of individuals with the organisation in a learning environment. But surely, HRD can be defined more accurately? Presently there is no universal view or agreement on the theory or multiple theories that support HRD as a discipline. On one hand some have called for systems theory to serve as a unifying theory for HRD to access all useful theories as required (Gradous, (1989) and on the other hand many have proposed sets of principles in the forms of comparative lists of added value, products, processes, and expertise (Brethower, 1995). The alterative to having a sound theoretical and disciplinary base for the HRD profession is the present state of ‘rudderless random activity aggressively sponsored by a theoretical professional associations and greedy consultants’ (Micklethwait & Wooldridge, 1996; Swanson, 1997). This view, it is argued, is a short-term sell of perceived success without having a deep understanding of the key components of the concept. ‘For this reason, a discrete and logical set of theories as the foundation of HRD is proposed. It is comprised of psychological theory, economic theory, and systems theory’ (Passmore, 1997; Swanson, 1995, 1999). Economic theory is recognised as the primary force at the organisational level with the systems theory recognising the importance of direction, politics and purpose that could affect any organisational system. Psychological theory acknowledges human beings as a resource, whilst trying to understand the behavioural patterns that must be taken into account, opening the HRD function up to new ideas and concepts such as NLP and EQ. It is believed by Passmore, Swanson et al. that these three theories, more than any others, make up the modern view of HRD. Development of HRD Early incarnations of HRD concerned themselves with a personal management function, ‘Personal management function at an administrative level, independent of commercial realities, into a concept that has become central to the strategic and commercial success of the organisation.’ (Huczynski and Buchanan, 2001: 668) However, as organisations adapted to change and new ways of thinking so did its human resource function: 1964-70 – systematic approach to diagnosis of training 1968-75 – standardization training for job categories by industry. (Such as motor, construction and social work) Thorough off-job basic education for skilled occupations 1970-75 – systematic planning of training for all categories of employee 1974-80 – company contribution to training for young people and long-term unemployed to meet national needs 1979-90 – business-orientated training directed at improving organizational effectiveness (value added) 1988 – present – personal development with individualized plans for which each employee and their boss take responsibility. Sambrook & Stewart IDPM Paper (1999) The last of these observations highlights a move away from organisational directed learning, as it sees the individual start to take more control of their own development needs. Due to the differences in organisational needs, cultural context organisational structure and resources available, the concept of the individual taking more responsibility for their development is a significant shift away from earlier ideas. Additionally, there has been a shift in the last decade from organisations training to meet competence voids, towards a more learning environment that relies on experiential learning and self direction. It is argued, such an approached, does not limit itself to training, ‘†¦but stretched to facilitating and supporting learning processes within the organisation, with the aim to contribute to meaningful organisational learning processes. Sambrook & Stewart IDPM Paper (1999) This clearly has an impact on the concept of HRD and any approach it may take within an organisation. (cf. case study research by Tjepkema & Wognum, 1995). Once again, it can therefore be argued, that a key role of HRD is to create and/or maintain a learning organisational environment as the foundation to any training and learning within an organisation. Yet even with this backdrop, many commentators still take the view that HRD should be subject to tight quantitive justification, that HRD needs to demonstrate that their activities add value to the organisation which is their paymaster. (Walton 1999: 1). However, Walton falls short of believing that value is the only issue in developing a learning organisation through a HRD function. Yet there remains a broad body of support that does lean towards this view. Swanson and Arnold (1997) consider that HRD in an organisational context has no meaning unless the connection is made to performance. A point echoed, Welsh 1998 who contends, ‘An employer doesn’t teach for the sake of learning †¦ What are the rewards?’ (Welch, 1998). With Mayo adding softness to the argument by involving a learning process to the HRD list of ingredients, ‘there needs to be a systematic method of linking business goals with the learning process. Mayo 2001: 82 However, there remains a danger that the HRD function, however defined, becomes over indulgent, becoming the end rather than the means to add some value to the sponsoring organisation. Maybe it is this fear, which when added to high-level managerial naivety of modern HRD approaches, which has seen many a HRD organisation become the first casualty of any downsizing. But why has the evolution of HRD been necessary? Quite simply the world of people and the environments in which they work has changed. A decade ago, Peter Drucker anticipated this change when he said in The Age of Discontinuity. ‘Businessmen will have to learn to build and manage innovative organizations.’ Others continue to see change. Ansoff, a long-time student of business strategy, adds as he envisages organisations reducing its reliance on structure: ‘†¦ Structure will become a dynamic enabler of both change and unchange, the ultimate model of ‘organised chaos’. (Peters and Waterman Jr, 1995: 111) Thus asking the question, can HRD stand still in a world of chaos or will is need to develop further new strategies to protect its value to a given organisation? The world is changing and as long as the interpretation and subsequent management of the change is influenced by human organisations the HRD function, however loosely defined, will need to continually adapt if it is to both manage and influence organisational direction if it is find a place in this ever changing ‘chaos’. Strategic HRD With a change in the type of work being undertaken in the western economy over the last 50 years, less ‘dominated by labour-intensive, low-tech industries with semi-skilled operatives, to high-tech industries reliant on highly skilled knowledge workers in relatively short supply, individuals are now seen as the single most significant source of sustainable competitive advantage.’ Walton (1999: 85) The role of HRD has therefore needed to change to provide the level of support required from its parent organisation. The management, retention and developing of this organisational resource, ‘knowledge workers’,(Wilson 1999) has taken on greater importance at higher managerial levels. A reflection of this is the fact HRD/HRM in many large organisations plays a much more important role at boardroom level, contributing to the overall organisational strategy. But does a HRD manager sitting on the Board make HRD strategic? Walton (1999) argues that for HRD to become strategic is needs to be HRD with a holistic, long-term approach, that may or may not develop a strategic awareness of company goals. He defines the term as one, ‘undertaken with full strategic intent, with an understanding how the initiative being undertaken adds to the coherence of the SHRD effort, congruent with an explicit learning philosophy incorporated into the overall organisation mission’ In short, for it to be strategic the HRD function needs to be holistic with a function to integrate and develop into the overall strategic management system. A little clarification comes from Burgoyne 1988, ‘†¦strategic approach has to be conscious and reflective; unplanned, interpersonal and functional experiences cannot be classified as strategic in organisational terms unless explicitly linked to implementation of corporate policy.’ However, Burgoyne does takes the view that such an approach should be linked to the hard systems of HRD such as planning, recruitment and selection strategies, feeling that a more objective approach is better implemented and quantified within an organisation. As Harrison (1997) points out, ‘despite the hype that surrounds a number of organisations where the planned development of people has made a notable contribution to the achievement of business goals†¦research has failed to reveal any significant connection between HRD and business strategy across the UK.’ An example of a SHRD approach was for many organisations the move toward individual responsibility for there own learning, ‘At the beginning of the decade the strategic attention was focused on self-managed learning, continuous personal development, learning organisation and the people messages associated with Total Quality Management (TQM). Walton (1999: 85). Nearly 15 years later many organisations are still working at getting this message across to a workforce that has not fully grasped the concept. The debate about turning strategy into practice remains an issue that continues to find its way into many Board rooms and commented on by many and varied management writers. However, because SHRD has taken a holistic view, fully integrated into the organisational management strategy, is that all that is needed for HRD to become SHRD. Wilson (1999) argues that HRD will deal with detail whilst modern SHRD should do no more than provide a framework for guidance, a point touched on by Mayo, ‘ †¦the task for HQ†¦is to determine the frameworks of best practice which will enable diverse and locally owned implementation, and to provide consultant help built round the local need,’ putting the view that organisations operate better when decentralised and given there own accountability and responsibly. It is clear in this scenario that anything other than a SHRD framework would be difficult to implement. An example of such a framework maybe, ‘a successful learning climate’ Walton (1999: 11) Conclusion Over the last decade, the role of HRD has both, found a niche and come under fire in organisations trying to compete in an ever changing political, economic and cultural environment. Add globalisation, demographic changes and the ever changing world of information technology (IT) and not surprisingly, HRD has had to both adapt and show direction in its approach and function in modern organisations. Balancing between both an art and a science it has had to prove its value to organisations in what ironically is the very environment it should be showing its main worth – managing the human resource in a world of constant change in compressed markets. The struggle of organisations to produce strategy in Tom Peters world of innovation and creativity, often results in the crisis, tactical, and short term approach taken by many organisations that often goes on to see HRD as the first enemy target of this struggle. The need for definition and justification for a HRD component remains more real today than at any time if it is not to been see as a luxury component in a volatile world that, arguably under pressure, relies more on economic stability than a humanistic resource development approach that often produces results beyond a strategic planning horizon. However, HRD is not a science, and as such will continue to change, develop and find new roles in the adapting, fast moving world of the modern working environment.

Accounting Ðnvironmеnt

It is a difficult challÐ µngÐ µ to maintain sight of accounting-spÐ µcific topics whilÐ µ studying accounting in thÐ µ rich and complÐ µx socio-Ð µconomic contÐ µxt in which it occurs. In an attÐ µmpt to mÐ µÃ µt thÐ µ challÐ µngÐ µ, thÐ µ focus of thÐ µ accounting cyclÐ µ is to: (1) idÐ µntify charactÐ µristics that makÐ µ accounting information uniquÐ µ and (2) undÐ µrstand how accounting is donÐ µ, and study how that may bÐ µ a consÐ µquÐ µncÐ µ of how accounting is usÐ µd. (Paton and LittlÐ µton, 1989)As Ð µxamplÐ µs of thÐ µ first propÐ µrty, accounting data is aggrÐ µgatÐ µd–a small numbÐ µr of accounts summarizÐ µ thÐ µ information containÐ µd in a largÐ µ numbÐ µr of transactions. It is prÐ µparÐ µd in accordancÐ µ with doublÐ µ-Ð µntry rulÐ µs. It is auditÐ µd. It is trackÐ µd ovÐ µr multiplÐ µ pÐ µriods. It givÐ µs thÐ µ prÐ µparÐ µr of accounting rÐ µports a curious amount of discrÐ µtion (through thÐ µ choi cÐ µ of accruals). ThÐ µ accounting cyclÐ µ also strÐ µssÐ µs that accounting information oftÐ µn works bÐ µst whÐ µn usÐ µd in conjunction with othÐ µr information.( HorngrÐ µn, FostÐ µr and Datar, 2000)First thÐ µ accounting cyclÐ µ is prÐ µsÐ µntÐ µd in its normal sÐ µquÐ µncÐ µ. That is, start with transactions, writÐ µ journal Ð µntriÐ µs, post to T-accounts, and prÐ µparÐ µ financial statÐ µmÐ µnts. WhilÐ µ this procÐ µss makÐ µs usÐ µ of doublÐ µ Ð µntry, it is unclÐ µar why doublÐ µ Ð µntry is bÐ µing usÐ µd. To dÐ µvÐ µlop a bÐ µttÐ µr apprÐ µciation for thÐ µ powÐ µr and bÐ µauty of doublÐ µ Ð µntry, onÐ µ turns to rÐ µvÐ µrsÐ µ Ð µnginÐ µÃ µring. That is, start with financial statÐ µmÐ µnts and dÐ µrivÐ µ transaction amounts that could havÐ µ gÐ µnÐ µratÐ µd thÐ µ statÐ µmÐ µnts. Working backward to uncovÐ µr transactions (thÐ µ invÐ µrting Ð µxÐ µrcisÐ µ) complÐ µmÐ µnts thÐ µ morÐ µ traditional approach of working forward from transactions to financial statÐ µmÐ µnts.OthÐ µr propÐ µrtiÐ µs (and advantagÐ µs) of doublÐ µ Ð µntry can thÐ µn bÐ µ Ð µxplorÐ µd. First, it allows for a convÐ µniÐ µnt rÐ µprÐ µsÐ µntation of information rÐ µtainÐ µd and supprÐ µssÐ µd during thÐ µ accounting cyclÐ µ. SÐ µcond, it allows for a visual-dirÐ µctÐ µd graph rÐ µprÐ µsÐ µntation, which makÐ µs somÐ µ wÐ µll-known nÐ µtwork flow rÐ µsults accÐ µssiblÐ µ. (Paton and LittlÐ µton, 1989)An application of thÐ µsÐ µ rÐ µsults is prÐ µsÐ µntÐ µd in thÐ µ contÐ µxt of auditing. In fact, thÐ µ auditing Ð µxamplÐ µ lÐ µnds somÐ µ illumination as to why accounting, and not othÐ µr information sourcÐ µs, is auditÐ µd. ThÐ µ kÐ µy again turns out to bÐ µ doublÐ µ Ð µntry.An advantagÐ µ of thÐ µ invÐ µrtibility Ð µxÐ µrcisÐ µ is that it allows accÐ µss to, and rÐ µlativÐ µly transparÐ µnt applications of, a numbÐ µr of thÐ µorÐ µms in appliÐ µd mathÐ µmatics. ThÐ µ invÐ µrting procÐ µss is, aftÐ µr all, solving a systÐ µm of linÐ µar Ð µquations and inÐ µqualitiÐ µs, a systÐ µm givÐ µn a spÐ µcial structurÐ µ by doublÐ µ-Ð µntry mÐ µchanics. ЕxamplÐ µs of thÐ µorÐ µms Ð µncountÐ µrÐ µd arÐ µ thÐ µ thÐ µorÐ µm of thÐ µ sÐ µparating hypÐ µrplanÐ µ, thÐ µ duality thÐ µorÐ µms of linÐ µar programming, thÐ µ max flow-min cut algorithm, and projÐ µction thÐ µorÐ µms. (HorngrÐ µn, FostÐ µr, and Datar, 2000)Applying thÐ µ thÐ µorÐ µms in a doublÐ µ-Ð µntry contÐ µxt typically allows a convÐ µniÐ µnt visual rÐ µprÐ µsÐ µntation Ð µvÐ µn of high-dimÐ µnsion problÐ µms. AggrÐ µgation is a pÐ µrvasivÐ µ thÐ µmÐ µ in accounting. It occurs in managÐ µrial accounting tÐ µxtbooks, cost accounting, tax accounting, and financial accounting. This coursÐ µ bÐ µgins by introducing dÐ µcision problÐ µms in which thÐ µ cost of aggrÐ µgation is Ð µxplicitly d Ð µtÐ µrminÐ µd. ThÐ µ coursÐ µ can thÐ µn discuss sÐ µttings in which aggrÐ µgation is actually dÐ µsirablÐ µ.A furthÐ µr advantagÐ µ of thÐ µ visual rÐ µprÐ µsÐ µntation is that various invÐ µrtibility Ð µxÐ µrcisÐ µs can bÐ µ conductÐ µd on publishÐ µd financial statÐ µmÐ µnts. This is a convÐ µniÐ µnt way to Ð µnsurÐ µ that rÐ µal-world financial statÐ µmÐ µnts (and Ð µvÐ µry linÐ µ itÐ µm thÐ µrÐ µfrom) arÐ µ an important part of thÐ µ discussion. (Paton and LittlÐ µton, 1989)GÐ µnÐ µralizing thÐ µ thÐ µorÐ µms bÐ µyond a doublÐ µ-Ð µntry contÐ µxt allows accÐ µss to othÐ µr rÐ µlatÐ µd problÐ µms and rÐ µsults. For Ð µxamplÐ µ, gÐ µnÐ µral Ð µquilibrium and thÐ µ wÐ µlfarÐ µ thÐ µorÐ µms of Ð µconomics can bÐ µ discussÐ µd in a sÐ µmi-rigorous fashion in thÐ µ contÐ µxt of a linÐ µar production Ð µconomy.RÐ µfÐ µrÐ µncÐ µsHorngrÐ µn, C., G. FostÐ µr, and S. Datar. (2000). Cost Accounting. UppÐ µr SaddlÐ µ RivÐ µr, NJ: PrÐ µnticÐ µ Hall. Paton, W., and A. LittlÐ µton. (1989). An Introduction to CorporatÐ µ Accounting Stan.. dards. Sarasota, FL: AmÐ µrican Accounting Association.  

Forget Familiarity. You Need An Outsider On Your Team

Forget Familiarity. You Need An Outsider On Your Team Readers dont like unfamiliarity, but unfamiliarity might actually help your team. The developers here at had been working for a while on the multi-scheduler, a highly requested feature. I hadnt been much involved in that feature like I had with some of the others. The UI design, the capabilities, how it worked–I only had a scant knowledge of what they were building. The multi-scheduler was finally launched, and I was excited to use it. This feature was going to make things much easier. I had my notebook out and prepared to jot down any questions or bugs I might find and started to use it. I set out to use it with a blog post, sharing the post on all of our social networks with this new feature. Any guesses on what happened? The Problem With Familiarity When you are too familiar with something, you dont see what is right in front of your eyes. Its easy for your mind to get set in a rut. When you are too familiar with something, you dont see problems right in front of your eyes.Familiarity is why it is more difficult to catch the errors or edits in your own writing (or code) than in the writing (or code) of others. Youve become used to–and normalized–the mistake by repeatedly creating or seeing it. It isnt a bad thing, I said later, after testing the new features, that Im not always heavily involved in the development. Its a question of familiarity. The more familiar you become with your product or service or website, the more unqualified you become to judge it objectively. That doesn’t  feel  true, but it is. Cliff Seal, Logos Creative InnoCentive is a site where people who need problems solved make them available for solvers. These are complex problems that range from medical to engineering. A study by researchers at the Harvard Business School revealed something interesting about the solutions that came through InnoCentive: not only did problems get solved (33% on time, even), but they tended to be solved by people operating on the fringe of their expertise. In other words, according to Sam McNerny on the blog Big Think, [i]f a biochemistry problem only attracted biochemists it tended to remain unsolved. But if the same problem was tackled by, say, a molecular biologist or an organic chemist the chances were greater that the problem would be solved. Outside thinking was vital. Why does familiarity trip you up? The non-expert speaks. Familiarity feels a lot like expertise. People who are the experts in their area on the team dont always like being disagreed with by someone who isnt an expert. Its hard, when you know that you know what you are doing, to be told by someone who seems wholly unconnected and unfamiliar that they dont agree with your decisions. You get indignant, defensive. You have all kinds of reasons why you are right.  How dare this outsider who has no understanding of context casually saunter by and say that doesnt work. Familiarity, on its own, is an expertise that is blinded. You dont want to kill your pets. People who are unfamiliar with a project dont have favorites in the project, while you, the creator, do. Killing your pet is tough. We especially dont like someone to come along and look at hours of work and say that doesnt make any sense. Problem is, our favorite parts of a project are often the one we are most familiar with and we have no objectivity about this pet in regards to whether it works or not. A fixation on that favorite thing can easily destroy a project. We feed just the one thing. Jack of all trades, master of nothing, or so the saying goes. Were a big fan of reading books here at , and often suggest books and resources that have helped us. The thing is, its easy to get in the habit of only reading a certain subject. If youre big into startups or entrepreneurship, it would be easy to continually read books or blogs solely about those topics. Are you so familiar with one topic, one area of expertise, that youre missing out on the possible connections you could be making between it and other topics? Expertise Is Still Valuable So should we shun being an expert and hope ignorance and luck will bring about creative breakthroughs? Geoffrey Colvin, in his book Talent is Overrated: What Really Separates World-Class Performers from Everybody Else, discussed a study by Dean Keith Simonton, professor from the University of California at Davis. In his study, Simonton looked at more than 300 creative high achievers who were born between 1450 1850.  Were talking da Vinci, Beethoven–heavy hitters, in other words. He then measured their noteworthiness by how much space was devoted to them in a variety of reference works. What did Simonton find out? Plotted on a graph, the most noteworthy creators had knowledge, education, and training, but not excessive. There was a peak in the middle. It might have looked a bit like this: Does this mean youd be more creative if you knew less? Not exactly. According to Colvin, the most noteworthy creative people are those how have immersed themselves utterly in their chosen field, have devoted their lives to it, amassed tremendous knowledge of it, and continually pushed themselves to the front of it. Expertise is still a valuable component; you need experts. You need an understanding. You need the skills and the knowledge. You need that  10,000 hours of work. To be creative (and productively creative), you need a high level of skill, practice and knowledge. These are the foundations you need to even begin to approach the problems that need solving. Innovation occurs at the boundary of disciplines, but you’ll never hear about a novelist winning a Nobel Prize in physics.   @SamMcNerney Someone has to be an expert. And someone has to be able to approach a project as an outsider. If you can honestly assume the role of outsider on your own project, great. If not, youll have to find someone to do that for you. Keep in mind that the outsider may be an expert, too, but unfamiliar with your particular project. Think back to my example at the beginning: I could be considered an expert on , but the specific project was new to me. Introduce Unfamiliarity To Your Project How do you introduce the power of unfamiliarity to your project? 1. Stockpile Newbies Not everyone in your team has to be involved deeply in everything.  There is value in keeping a newbie on hand to test a product or read a blog post for the first time. If you are having a heavy planning meeting, dont bring in everyone. Bring in only the ones that need to be there. Save some of your team to be the fresh eyes that you bring in once in a while to give that unbiased outsider opinion. 2. Be Less Stubborn Consider the opinion of someone who doesnt have the expertise you have. Really consider it. Are you unwilling to listen because you cant get past your belief in your own knowledge? Are you letting arbitrary preferences or principles stand in the way?

Individualism Essay Example | Topics and Well Written Essays - 1000 words - 1

Individualism - Essay Example These ideas are quite useful for me as an individual and resonate perfectly well with the visions I have, this is despite the variation of the perspectives that the writers potent. I believe that they relate to me especially during this year of 2013. Emerson in his writing indicates what he notices with the verses written by eminent painter that â€Å"†¦Let the subject be what it may. The sentiment they create is of more important than any idea they may contain†¦Ã¢â‚¬  when reasoning sheer from thoughts to emotions, then the pronouncement of individual reasoning is clouded by the societal sentiments which is always swayed by propaganda and lack of reasoning. Emerson further notes that â€Å"...We but half depict ourselves, and are ashamed of that divine idea which each of us portray in the society†¦Ã¢â‚¬  these sentiments points to the fact that we develop feelings that we believe concerns the next party. Shame as an emotion forces us to consider a lot more about t he feelings of others based on our actions. I believe that what is correct is correct and anything that is wrong is wrong .Standard should be set by ourselves to ensure that we live our potential rather than those individuals who might not necessarily share our views and thoughts. In his writing to reveal lack of self-trust, Emerson points the argument that â€Å"†¦accepts the scenario the divine facet has set for you, the current society, as well as the inter-connection of events†¦Ã¢â‚¬  This argument has a direct revelation of how the society confines people into conventional thinking. It restricts growth and makes no one to think differently even if the same methods make no improvement in the life of the individuals in that particular society. In the writings that reveal the role of the youths, Emerson brings to our attention to the suggestion that â€Å"†¦Do not be deceived that the youths do not have any effect in the society, because they cannot speak for the mselves. Hark! In the next room their voices are effectively clear and emphatic. It is evident that they can speak in the current society. Bashful or bold, there comes a time when they will make their seniors unnecessary in the society†¦Ã¢â‚¬  In the argument, it is evident that the youths have no say, perhaps because they are not allowed based on traditions and culture. Their potential is unearthed and they energy is not adequately exhausted. The society is not able to think and has set time bomb for not allowing the youths to think too, despite their ability to think. The argument indicates that the old age has refused to allow for the inevitable changes and this paralyses the society. Emerson reveals the comfort portrayed among the youthful members of the society. In the writings, he points that â€Å"†¦The nonchalance group of boys who are certain of dinner, and would contemn and behave like lords to reconcile one, is the healthy features of human nature†¦Ã¢â‚¬  He indicates that this raises irresponsible and troublesome members of the society. I believe Emerson is much interested in revealing what role is played by the individualistic character to ensure that the children grow to be both entrepreneurial and self-reliant. Putting them in a comfort zone does in no way allow them to understand the consequences of the actions that they make. A society that is not creative can as

Proposing the Puchase of a Mac Book Pro Essay Example | Topics and Well Written Essays - 750 words

Proposing the Puchase of a Mac Book Pro - Essay Example Mac on the other hand is known to be pricey however the price would be right based from the claims of the reputable company. The Mac is said to have a long, productive life because its engineers and designers spend much time to make sure that every unit is made to perfection, considering every detail from the outside to the inside. To prove this, Apple does not only describe its productivity but also features its software that allows multiple tasks at the same time where speed in retrieving files is greatly considered. In addition, there are other functions the computer can do at a high quality performance like editing pictures, enhanced movie experience, playing musical instruments and many others (apple.com). Furthermore, the Mac claims a fully integrated system because the hardware and software are produced by the same company, making everything work perfectly for the best possible performance (apple.com). These features of the Mac make it the best brand for the organization to bu y, for the best exchange of the amount of money invested on such a machine therefore, the next step would be to look further to the models offered by the company. The Apple Pro Mac, Apple iMac and Mac Book Pro will be well considered for the best purchase to be proposed for the organization. The Apple Pro Mac has two 64 bit 2.66 Gigahertz (GHz) dual core intel Xeon processors which is a great advantage over the iMac because this ensures a fast speed for the functions performed in the computer. The Apple Mac on the other hand has a core 2 duo processor which has a speed of 2.4 GHz only thus, will be slower compared to the first computer. In addition, the two computers have a Random Access Memory (RAM) of 1 Gigabyte (GB) but the Apple Mac’s is expandable to 16GB therefore, the latter is able to save more data as opposed to the iMac. The Apple Mac is far better featuring two firewire 800 ports and two firewire 400 ports against iMac’s only one of each port, enabling acces s to more devices connected to the computer where the speed is still fast despite the various connections. There are also five Universal Serial Bus (USB) ports in the Apple Mac which also allow more devices to be inserted as compared to the three USB ports of the iMac. The two models have the same operating system (OS) considered one of the most advanced, the Leopard, containing core operating system components with improved functions in managing files. Apple Pro Mac has more advantages that have are not featured in iMac like a 250 Gigabytes hard drive which is essential in storing data and other important materials like songs, videos and pictures. There is also a 16x superdrive in the aforementioned model which is an additional storage drive that enables the computer to hold several information, allowing it to store data gathered in a longer period of time as compared to the iMac (Wetzel 2008). The Mac Book Pro on the other hand is a notebook which gives the advantage to the organi zation for easier transport of the machine in case there will be outside activities like concerts, camps or seminars. The