Wednesday, November 27, 2019

Air Products Case Essay Example

Air Products Case Essay Example Air Products Case Essay Air Products Case Essay Air Products and Chemicals, Inc. is a mid-size company that is rooted in three different industries. They are generating income from all three industries and want to continue that upward trend. There are so many new technologies available for Air Products to use to give them competitive advantage. In order to use these new technologies, they will need to rely on their MIS group. Is the MIS group equip to provide such service? With three different industries involved, can MIS help them all? This case will emphasize how MIS can support the business and how to utilize them as a resource rather than a hindrance. 1. COMPANY BACKGROUND Air Products and Chemicals, Inc. is a global company that sells industrial gases, commodity specialty chemicals and process equipment. Air Products has two headquarters: one in Allentown, Pennsylvania and the other in Hersham, United Kingdom. The CEO and chairman is Dexter Baker. The Executive Vice President of MIS is Bob Lovett, the Vice President of MIS is Pete Mather and the Vice President of MIS Europe is John Shepherd. Air Products employees 13,000 people in more than 150 plants worldwide. 2. AS-IS MATRIX Figure 1 outlines Air Products As-Is for both the business and IT group. Air Products service a wide range of customers and competitors due to the three diverse industries they are involved in. Air Product is a strong competitor in all three industries as a result of their continued effort to lower manufacturing and distribution costs. They have also been able to implement a system that gives access to their engineering and database information globally. The Board of directors, stockholders and the management organization development committee are the major governing bodies when it comes to making company wide decisions. Air Products also adhere to government agencies like the PTT in Europe who regulates telecommunications. The organizational structure is setup to be functional based, horizontal and decentralized due to the diverse industries. The key processes are RD, engineering design, manufacturing, sales and marketing. Air Products recruits Ph. D. , MBA, BA and BE graduates from the top business universities in both the US and Europe. In Air Products MIS group, they provide support for many of the key business applications. Most of the applications are specific to one Business unit (BU) area. For example, the CAD/CAM application is used by the Process equipment group and RD Computing is only used for the chemical group. MIS maintains a data center, a DASD (disk storage), various client systems and mainframes to support business operations. MIS has successfully implemented project ICON that transferred Europes data center to the US data center. This allowed global access to one common database and enabled a company wide data consistency. The CIO, MIS directors and functional BU directors make these types of decisions in MIS. The architecture supported in Air Products include Ethernet based LAN and WAN, various client systems, mainframes, Tandem Dec, VAX, video conferencing equipment and telecommunications technology. The key processes of the MIS group provide customer support to our internal and external customer. MIS manages emerging technology, application development, database consistency and technology assessment. MIS recruits from MIS, BE and BS graduates from top technology universities. 3. WHAT ARE THE PROBLEMS/OPPORTUNITIES? * SWOT ANALYSIS Figure 3 describes the strengths, weaknesses, opportunities and threats of the business areas and the MIS group. The MIS group generated a strength when they decided to relocated the MIS development group into their business areas and transferred management control to the business managers. MIS was also able to centralize the database access in the ICON project. Additionally, MIS took an active role to re- engineer the customer interface in order to provide 60,000 customers a one point of contact. Another strength came about by finding ways to lower manufacturing and distribution costs while increase sales and income revenue. The weaknesses found in Air Products steams from the diverse business areas. It is hard to work with three very different industries. It causes difficulties when MIS resources need to be shifted around. It limits the career paths for both the business and MIS employees as each area requires different training needs. It also becomes difficult to support and upgrade the various systems in these areas. MIS needs to start taking a different role in their way of supporting the business. There are always opportunities for improvement. Air Products has the opportunity expand their business world wide in order to dominate the three industries. The BU areas can improve upon their role in managing technology within their area. MIS can help improve the odds of MIS staff moving out into the other areas of the company. MIS can also improve customer service by providing global support coverage and provide more business driven services. MIS has to deal with a constant threat of communication failure between the main sites. MIS also has threats from competitors as they fight to attract college graduates from the top universities. MISs governing power over the company is threatened as MIS standards are not being followed. The organizational structure of MIS is threatened due to constant pressure from BU areas to come through with project or changes. * TO-BE MATRIX Figure 2 outlines the To-Be matrix of how Air Products should be in a future. The key to get Air Products to this future stage is to strengthen MIS to better support the business areas. In the To-Be, if MIS guides and directs the business to utilize and incorporate new technology, then Air Products can venture out to compete in other industries or to team up with other firms to work on a new product or service. Air Products could even become consultants to other companies at the areas they are best in and have the most expertise. Air Products would be able to branch out to other areas of the world and dominate competition in these locations worldwide. In the decision-making area, the major difference would be the presence of MIS executives in all the major committees. MIS would be there to bring in new ideas and technology to the business areas or help to initiate joint ventures with two or more areas. The number for strategic internal or external partners would increase due to these initiatives. The type of partners are no longer limited to other industrial firms. For example, Air Products can partner with universities or government laboratories for RD to create or test a new product. All these things listed above can be accomplished if two things changes: the organizational structure of MIS and HR takes a proactive role to hire, train and retain the skills needed to succeed. In Figure 2, the organization structure needs to become a federalist model where MIS becomes both centralized and decentralized. MIS needs to decentralize the areas that support the BU areas directly like the application development and project management. MIS also will need to centralize the standards of HW management and SW management, centralize architecture, integrate and standardize common functions found through out the company. Lastly, HR will need to start becoming more proactive to help the Air Products attract the people and skills they desire. Also to provide guidance in career paths and training after they get hired into the company. They can also provide job postings or project bidding to give employees the opportunities to get some exposure to the rest of the company. * MAJOR PROBLEMS OPPORTUNITIES There are 4 major problems in Air Products that need to be addressed. A. MIS developers were moved in the BU areas but both sides are not certain on how to align themselves to each other. They did not know what to expect when the change was implemented so the BU areas are not managing the MIS resources well. The MIS developers groups do not know enough to help or guide the BU. Their function is to develop what is asked of them from the BU they support. Therefore both sides are lacking vision and direction in terms of development of existing and future technology. B. MIS lags behind in new technology or skills in terms of their resources and is having a hard time getting or keeping those skills in IT and the company. C. MIS has too many diverse systems and they cause lots of problems when trying to upgrade these systems. MIS needs to come up with a plan to standardize equipment both international and US. MIS needs to find a way to better control of the architecture and centralize them. D. MIS needs to work on improving their image to their customers and become more of a key enabler for the BU areas to guide and direct them to gain competitive advantage in their industries. * CONSIDER THE KEY STAKEHOLDERS? In Figure 4, the stakeholders of each problem are listed. For problem A, the key stakeholders are Bob Lovett as sponsor, Pete Mather as champion, MIS development managers as project managers and the BU managers as the group that are placing the requests. The managers are the ones who are mostly affected by this problem. Currently both sides are working with each other as before but now the BU managers have control over the budget. The desired state would be for MIS to help both sides work more effectively with each other in order to gain competitive advantage for that industry. The champion will need to demonstrate to them how to better align themselves together. For problem B, the CEO will need to support this issue as a sponsor. The VP of HR will be the champion and the HR department is the business partner. HR currently is not providing much guidance in the career path of an employee. There are no guidelines for managers to use and no tools available to help employees to get to where they want to go next. The desired state is for the VP of HR and HR to come up with better HR development tools, provide career paths for all areas and create a training guideline for managers to use. For problem C, Pete Mather is the sponsor, John Shepherd, director of MIS in Europe is the champion, Shepherds group is the beachhead group and the outside vendor is the supplier. The current state of the systems is too overwhelming to conduct upgrades. There are too many vendors involved and difficulties of communication with the different systems. The desired state of affairs would be to have one vendor that supplies only one line of systems and the vendor implements and support those systems. For problem D, Bob Lovett is the sponsor, Pete Mather is the champion, the new MIS specialized teams is the enabler and the BU areas is the supported group. The current state of affairs is that the BU areas are not getting any guidance on how to incorporate new technology or improve their current technology and applications. The desired state would be to have MIS provide this guidance so that the BU areas can evaluate and utilize new technology as they arise.

Sunday, November 24, 2019

What Christians believe about life is up to them. They should not try and make others accept their position Essays

What Christians believe about life is up to them. They should not try and make others accept their position Essays What Christians believe about life is up to them. They should not try and make others accept their position Essay What Christians believe about life is up to them. They should not try and make others accept their position Essay What Christians believe about life is up to them. They should not try and make others accept their position He said to them, Go throughout the world and preach the gospel to the whole human race The last commandment that jesus gave his disciples in marks gospel was this one which answers the above statement, and happy are those whose greatest desire is to do what god requires. There are many arguments for and against this issue, this essay will attempt to reach a conclusion on the central issues. The bible is the origin of the christian belief, when in doubt of any situation christians will refer to the bibles advice because they follow jesus the one who died to save them and therefore respect and obey every commandment he gives. So if Jesus told us to go and preach and save the world like he did we must follow in his footsteps to perfection. The main belief he urged upon us was to love one another. If we really did love the world we should be keen to help everyone enter heaven. Christians have a duty to work towards the completion of the kingdom of heaven. Some christians also believe that its the meaning of life that they must continue to finish what god started. They believe that themselves are very lucky to know christ and help the unfortunate who dont know him. To call upon the sinners did and to baptise them like jesus wants us to do. Jesus himself stood upto injustice throughout his whole stay on earth. For example in the temple when he became actively involved in displaying our faith publicly. We should feel the need to pass our belief because jesus did. Christians have always influenced society to the extent that our laws nowadays are based on the christian principles and traditions. However another christian may argue that jesus performance in the temple was unncessary and unloving, however in contradiction i can say that we believe that jesus is perfection and did everything correctly on earth, if he was to set an example for us this story is necessary to express the need of preaching actively or inactively. But some Christians go through so much to help others accept their position like Jeremiah who was lowered down a well even then he continued to preach like fire in my bone as he quotes. John the baptist was never afraid to speak out loud against whoever it may be, he even scolded the king for marrying his brothers wife. And risked and lost his head for his strong faith in displaying the rights and pointing out what was wrong in the kings actions. Fundamentalist are christians which hold strong beliefs they are prepared to do anything to reflect their views on others. Other Christians however think fundamentalists take life and enforce beliefs of their faith using violence which is unloving and cruel and undermines a persons value. But other christians believe that if some people dont believe in god/christianity then christians shouldnt interfere in how they love their life because we live in a pluralist world in which all views should be equal. Everyone is born free to choose what they want to believe they argue and christians shouldnt try and dictate to others what to believe. And if we risk to express our beliefs christians have to live in the real world because you could be in danger of being insensitive. Therefore the main conclusion is that we shouldnt make others accept our position however we shouldnt sit here and do nothing, we should like jesus said preach out loud and try and influence other people. However to use force breaks several other laws in the bible so theres no point obeying one if youre going to break a lot more at the same time. We have to do what love demands but there are limits to our actions, we have got to remember that the other person is also human with feeling and opinions and has exactly the same rights to try and influence you, so like in a challenge its how we portray our arguement that counts and may the best man win. Dont force people, influence them!

Thursday, November 21, 2019

Randel and Puglisi Essay Example | Topics and Well Written Essays - 500 words

Randel and Puglisi - Essay Example Puglisi demonstrates that Wahunsonnacoc had priorities that included expansion of his kingdom at the time James Smith arrived in Jamestown and accepted the trade gesture. This narration shows the extent of established government structure and organized social form of the native Indians. Puglisi gives a chronological order of events and discusses the progressive interaction between Wahunsonnacoc and James Smith until Captain Christopher Newport comes into the picture. Randel emphasizes the perception of John Smith towards the Indians. He gives a shallow detail on how John Smith interacted with the chief who controlled the existing native Indian Kingdom by that time. He rather emphasizes the experiences of John Smith in captivity with limited information on the socio-political significance attached to such an episode to the native Indians. Randel gives much attention to the view of John Smith as a sympathizer to the Native Indians after they were overwhelmed and colonized by the Britis h. He focuses much on James town but fails to give a detailed order of event with particular involvement of the native chieftaincy during the colonization attempts. There is a significant line of similarity as far as the concept of ethno history is addressed by Randel and Puglisi. Evident misinterpretation between the John Smith as the Englishmen agent and the native chief Wahunsonnacoc seems to underlies the interaction of the two groups. Each side is presented as having planned agenda with significant deviation and battle for superiority.

Wednesday, November 20, 2019

Big Brothers Big Sisters Mentoring Activities --Savannah, GA Essay

Big Brothers Big Sisters Mentoring Activities --Savannah, GA - Essay Example The organization is undoubtedly one of the best charitable organizations in the area. The chapter is highly effective considering most of the activities the organization offers here. Its impact is widely felt through the contribution it has made to the children of this area. Firstly, volunteers are deployed through a highly rigorous process. This is done by thoroughly screening everyone coming in to offer services. This is done through interviews as well as background investigations. This way the organization is able to provide top-notch level of services to the children. In addition, most of the reports from the officials indicate that there is a notable positive effect among youth (Stone, 2009). Looking at the programs offered by the organization, I would more likely classify them as prevention measures than diversion. This is so because, the services provided by the volunteers are focused in making the young people gain good values that are generally acceptable in the society. The y are keen in coaching the youth on how to keep away from harmful behavior such as using illegal drugs and criminal activities. Although there are other programs that aims at helping this generation of kids become more diverse as far as their careers is concerned, the main goal is to bring up children of high morals (Jano, 2008). Another reported outcome of the program is bringing up self-confident young people who can easily mingle with other people. BBBS Chapter Programs / Competition The local chapter offers a variety of programs that have become so successful in achieving positive results. The mentoring programs are set up based on the needs of the children. The mentors in different programs come from all walks of life and the organization matches these experts with the requirements of the young people seeking guidance. One of the most common programs is the academic mentoring. Here, an experienced college professor participates in mentoring a student through a particular projec t. Secondly, there is the career mentoring that aims at guiding youth through career choices and along the path of career chosen. Lastly, there is the personal development mentoring that provides counseling to young people when they are experiencing personal crisis (To’angutu, 2005). This also helps children with less privileged lives. The activities of the programs mostly leave other social service organization with less to offer, due to their wide support in terms of funds and staff, the BBBS has the competitive edge. The organization has reduced expenses since they do not incur staff expenses; they also have so many experts at their disposal who mostly volunteer their services to the program (Stone, 2009). The other organizations should try to specialize with offering social services that are not covered by BBBS. This will decrease the level of competitions that would otherwise arise from offering the same services as BBBS. BBBS versus Juvenile Justice System BBBS goals di ffer from those of the juvenile justice system. The latter is determined in rehabilitation of children accused of committing criminal offences. This is very different from the goals and the role of BBBS, which is guidance and counseling. The juvenile justice system only focuses with helping the children who are on the wrong whilst the BBBS focus on every child. Another difference is that the Juvenile justice system has the interest of the community at large where they aim at

Sunday, November 17, 2019

BUS503 - Org. Change and Transformation Mod 4 SLP Essay

BUS503 - Org. Change and Transformation Mod 4 SLP - Essay Example ices, structure and leadership of the organization, redesign of the upper management structure, improving the accountability of present leadership, full evaluation of external factors relating to staff going elsewhere after training, and becoming a learning institution with good knowledge management. These are not easy changes and the commitment to make such changes must come first (Banker & Alban, 1997), as the configuration of the organization is changed. This is an organization in trouble at this time and it is very possible that the Human processual approach will not help at this time due to the slow incremental scale of the change. This change needs to happen more rapidly. The technostructural approach will need to be used to approach the changes in accountability for the different jobs and the job descriptions. The structure of the organization must change, removing silos and building a team structure. Multi-faceted approaches include as many different groups as possible and the is the approach that will need to be used most often here. There are many departments in a hospital and they all depend on each other to provide quality patient care. It will be important to include each of these departments in the process of change or run the risk of on providing a change that does not completely blanket the institution (Caluwe & Vermaak, 2004). The large groups approach will need to work hand in hand with these multi-faceted groups. All of the symptomology noted in the original case study relate to such things as external environment, leadership, organizational culture and structure as well as management practices. The Burke- Litwin model best suits this case because it incorporates all of these variable. The suggested changes in this paper are designed from the needs shown in the original study and the ability of the Burke-Litwin model to deal with those. With those things in mind, the management structure must change, the senior team needs updated management

Friday, November 15, 2019

Scope and Legal Status of the EYFs

Scope and Legal Status of the EYFs The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young childrens learning from birth to five years of age, as well as their transition to school. The Early Years Framework has a strong emphasis on play-based learning as play is the best vehicle for young childrens learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language and social and emotional development. The four nations that make up the United Kingdom have slightly different approaches to the planning and the delivery of the early years education. England has the Early Years Foundation Stage which was founded in September 2008. England introduced a statuary curriculum for children ages zero to five years old that are being educated outside of their homes. This applies to all child-minders as well as after school clubs, preschools, nurseries and schools. The EYFS also incorpor ates the welfare requirements, the structure of the education program is the six areas of development; Personal, Social and Emotional (PSE), Communication, Language and Literacy (C+L), Problem solving, Reasoning and Numeracy (PRN), Knowledge and Understanding of the World (KUW), Physical development (PD) and Creative development (CD). At the end of reception year children are assessed by the teacher, this is where the teacher completes an early years profile which consists of thirteen different scales that link to the early years learning goals from the area of learning. In Wales they have a Foundation Phase which was established in August 2008, this applies to children aged three to seven who are in receipt of local authority funding in schools, nurseries, preschools and child-minders. The structure of the education program is slightly different to Englands one as they have seven areas of development. These areas are; Personal and social development, Well-being and cultural diversity, Language, literacy and communication skills, Mathematical development, Welsh language development, Knowledge and understanding of the world, Physical development and Creative development. At the end of the Foundation stage the children are assessed in three areas personal and social development, well-being and cultural diversity, Language, literacy and communication skills in English or welsh and Mathematical development. Scotland will have a curriculum for excellence but at the moment they are still in the process of introducing it which will be for children aged three to eighteen years. It is part of an overall strategic approach to education. The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated. Underpinning the curriculum is the idea that children should be given experiences in order to progress their development and instead of working to their age they will learn according to their own level. There are eight areas of experiences and outcomes; Technologies, Expressive arts, Health and well-being, Languages, Mathematics, Religious and moral education, Sciences and Social studies. The experiences and outcomes are written at five levels and young children will be working at the first level known as early years. In addition to the eight areas practioners have a responsibility to embed health and we ll-being, literacy and numeracy across the learning opportunities provided for children. In 2010 the assessment arrangement were still being drawn up but it was expected that setting would have to draw up their own assessments. In Northern Ireland children before they reach statutory school age there are no specific curriculum but once children are in education they will follow the foundation stage. There are six areas of development which are taken through to key stage one and two. These six areas are; Language and Literacy, The World Around Us, Mathematics and Numeracy, Personal Development and Mutual Understanding, The Art and Physical Development and Movement. 1.2 An explanation of how national and local guidance materials are used in setting To support the implementation of the national frameworks, each country has also developed guidance, information about the statutory elements and training materials. This is statutory guidance from the Department for Education. This means that local authorities must have regard to it when carrying out duties relating to Learning Difficulty Assessments (LDAs) conducted under section 139A of the Learning and Skills Act 2000. Comments from the organizations below have been considered during drafting of this guidance. The Local Government Association Hampshire County Council, post 14 learning team The Young Peoples Learning Agency connexions Buckinghamshire connexions Merseyside Association of Colleges National Association of Independent   Schools and Non-Maintained Special Schools (NASS) Natspec: the Association of National Specialist Colleges Disability Alliance. The legislations that this guidance relates to is the Education Act 1996 and sections 139A to 139C of the Learning and Skills Act 2000. This guidance is made for local authorities to help you them make reliable, effective and robust judgments that may lead to well-informed decisions relating to education and training for children and young people with learning difficulties or disabilities but its not designed to be prescriptive in every individual case. The guidance may also be of interest to children, young people and their families, staff working directly with teenagers and their managers, FE colleges and also other providers including specialist providers, and also the Young Peoples Learning Agency (YPLA) and from April 2012 the Education Funding Agency (EFA). 1.3 An explanation of how different approaches to work with children in early years have affected current provision in the UK Reggio Emilia Reggio Emilia is an educational approach that is inspired by a group of pre-schools that surround the city that surrounds the area of Reggio Emilia the heart of this approach focuses on the partnership with parents and children aged between birth to six years old being involved in their learning. There are four main features to this approach which are children need some control over their learning, children learn through using all of their senses, learn from and enjoy being with other children and that children need a rich environment so they can learn and express themselves in a number of ways. High/scope The high/scope approach first started in America to help improve outcomes for disadvantaged children. Settings that use this approach will let children plan their own learning; they will review it and also report back to the other children. Children are considered to be active learners so play is used for model learning, routines are also considered important they gain stability Montessori The Montessori approach originated with Maria Montessori who was an Italian doctor who wanted to help improve the outcome for children that had disabilities. The Montessori approach shows the practitioner as an observer of the children who can support their learning by making appropriate interventions. The term play is the heart of Montessori resources and equipment has specific learning objects and also provides children with challenge. Steiner The Steiner approach origins in the work of a philosopher named Rudolf Steiner that founded a school after the First World War. Steiners approach emphasises the importance of fostering childrens creativity and imagination. Manufactured toys are not used as they are thought to inhibit childrens curiosity. Formal reading and writing will not start until children are seven years old. 3.1 An explanation of partnership model of working with carers Many years ago once parents or carers had handed over their children to nursery, school or preschool they were considered to be fairly surplus to requirements and it was known as practitioners knew best. Today it is understood that the best outcomes for children are when practioners and parents work together. The idea is while practioners and parents have different rolls within a childs life they can come together to share ideas, information and thoughts about the best way forward for the child or young person. Settings use ways to make partnerships with parents or carers. An open door policy allows parents or carers to visit the setting and they are welcome at any time without needing an appointment. The assessments we do on children used to be top secret but now we share these with the parents and carers and get them to contribute to them. This is because children act differently with parents than they do when they are with their practioners. In many setting not only do they share planning with the parents they also encourage parents and carers to contribute towards them with their own ideas and comments, such as the lay out of the learning environment. Many setting do invite the parents to come in and work alongside them such as drop in sessions or open mornings and helping out on school outings. Parents will be informed of the current activities that they are doing in school so these can be continued at home.

Tuesday, November 12, 2019

Jean Watson’s Theory of Caring Essay -- Philosophy Nursing Caring Wats

Jean Watson’s Theory of Caring Since its establishment as a profession more than a century ago, Nursing has been a source for numerous debates related to its course, methods and development of nursing knowledge. Many nursing definitions and theories have evolved over time. Furthermore it is in a constant process of being redefined. The purpose of this paper is an overview of Jean Watson’s Theory of Caring. This theory can be taken into account as one of the most philosophicaly complicated of existent nursing theories. The Theory of Human Caring, which also has been reffered to as the Theory of Transpersonal Caring, is middle – range explanatory theory. (Fawccett, 2000) The central point of which is on the human component of caring and actual encounter between the client and the caregiver. Jean Watson has stated that her work was motivated by her search of a new meaning to the world of nursing and patient care. â€Å" I felt a dissonnance between nursing’s (meta) paradigm of caring-healing and health, and medicines’s (meta) paradigm of diagnosis and treatment, and concentration on disease and pathology†. (Watson, 1997,p.49) Jean Watson’s theory was first published in 1979. Later Watson explained that this work was an attempt to solve some conceptual and empirical problems, with no intention to create a theory. This theory was expanded and formalized in her next book in 1985. Since then, Watson continued to refine her ideas through various publications. At his time, the major conceptual elements of the theory are ten Clinical Caritas Processes (originally Carative factors), Transpersonal Caring Relationship, Caring Moment/Occasion and Caring Consciousness. According to Watson’s theory, the human care process is performed through a Transpersonal Caring Relationship guided by the Carative factors, which are based on humanistic – altruistic value system. The Theory of Human Caring was initialy based on data about variety of aspects of caring, collected through open – ended quistionnaire. The purpose of this research was to evaluate different points of view, expressed by both the clients and registered nurses. In addition to this data, Watson’s theory uses broadly recognized work from other disciplines. Specific philosophers cited by Watson, as sources are Rogers, Whitehead, Gadow, Yalom etc. Furthermore, she also recognises the contribution of the east... ...d evaluation of contemporary nursing knowledge: Nursing models and theories. Philadelphia: F.A. Davis. Geissler, E.M (1998). Cultural assessments. St. Lois: Mosby. Marriner–Tomey, A. (1994). Nursing theorist and their work. (3rd ed.) St. Lois: Mosby. McCance,T.V.,McKenna, H. P., & Boore, J. R. P. (1999). Caring: Theoretical perspectives of relevance to nursing. Journal of Advanced Nursing,30, 1388 – 1395. Piccinato, J. M & Rosenbaum, J. N. (1997). Caregiver hardiness explored within Watson’s theory of human caring in nursing. Journal of Gerontological Nursing, 23(10), 32 – 39. Strickland, D. (1996). Applying Watson’s theory for caring among elders. Journal of Gerontological Nursing, 23(1), 32 – 40. Watson, J. (1979). Nursing: The philosophy and science of caring. Little Brown, Boston. Watson, J. (1985). Nursing: Human Science and Human. Norwalk; CT: Appleton – Century – Crofts. Watson, J. (1997). The theory of human caring. Retrospective and prospective. Nursing Science Quarterly. 10(1), 49-52. Weeks, S. K (1995). What are the educational needs of prospective Family Caregivers of newly disabled adults? Rehabilitation Nursing, 20(5), 256 – 60, 272.

Sunday, November 10, 2019

Special Populationson the young gifted child books

Gifted Lifes is a book which includes extended research on 20 outstandingly talented people in Britain that the writer has followed for 35 old ages since they were kids, diversely aged five to 14 when she started, possessing a scope in countries of giftedness. The writer is Joan Freeman, a distinguished and lifetime award winning British psychologist working for the development of human abilities to their highest degrees. This book investigates why some of the immature gifted kids succeeded and others did non. Freeman shows how their single reactions to even really early experiences-including their parent ‘s attitudes and actions toward them-continue to impact their lives as they enter middle-age. Their narratives illustrate how apparently harmless events could hold lay waste toing life-long effects. Freeman ‘s composing throughout is controlled and nonsubjective, and reviews show that she finally increases the strength of her narratives by allowing you see flawlessly int o each character ‘s life without narrative contamination.A This resource seems to be a unequivocal up-to-date work on the particular population of the really immature gifted and gives great penetration into what they will go. Galbraith, J. , & A ; Espeland, P. ( 2000 ) . You know your kid is gifted when aˆÂ ¦ a novice ‘s usher to life on the bright side. Minneapolis, MN: Free Spirit. This book by Judy Galbraith ( award winning writer and publishing house ) uses humourous sketchs and commentaries on giftedness to supply parents with information on the features, challenges, and the joys of rearing a immature gifted kid. The â€Å" good, bad, and ugly † about each of the different features of talented kids are shared, along with ways to assist promote the development of the kid. Information is besides provided on the differences between bright kids and talented kids, how to place gifted, labeling, multiple intelligences, perfectionism, relationships, badgering, self-esteem, and recommending for the kid. Throughout the book, first-person narratives from parents of kids with giftedness offer the reader reassurance and penetrations. A list of related organisations and helpful web sites is besides included. This book is great for parents, but it ‘s besides recommended for instructors, child care suppliers, counsellors, and others who work with really immatu re gifted kids. Olszewski-Kublius, P. , Limburg-Weber, L. , & A ; Pfeiffer, S. ( 2003 ) . Early gifts: Recognizing and fostering kids ‘s endowments. Waco, TX: Prufrock. This book is a practical resource that offers counsel for parents of talented preschool and elementary-age kids. Discussed in each chapter are early behaviours indicative of possible endowment and how parents can make a place environment that both elicits and develops their kid ‘s particular abilities through activities, games, and drama. The writers address offer solid advice and counsel for parents of talented and gifted kids of preschool and simple school age. The book shows parents and pedagogues ways to place a kid ‘s country of endowment ; support and raising that talent both at place and at school ; and schemes parents can utilize to guarantee their talented kid grows to be a happy, healthy grownup. The writers are all known to be taking experts in the field of talented and gifted instruction one of whom serves as the executive manager of Duke ‘s Talent Identification Program. Smutny, J. F. , Walker, S. Y. , & A ; Meckstroth, E. A. ( 1997 ) . Teaching immature gifted kids in the regular schoolroom: identifying, nurturing, and disputing ages 4-9. Minneapolis, MN: Free Spirit Press. In their book, Teaching Young Gifted Children in the Regular Classroom, the composing squad of Smutny, Walker, and Meckstroth offer sound theory and real-world utility for run intoing the educational demands of talented 4- to 9-year-olds in general instruction schoolrooms. This originative usher inspires and enables instructors ( and parents ) with ways to place talented kids early and gives advice on how to make a learning environment that supports all pupils efficaciously and instantly. The book includes often asked inquiries ( and common sense replies ) , and many consistent signifiers for instructors. The book besides discusses single acquisition manners ; happening the balance between construction and creativeness ; get bying accomplishments for emphasis, sensitiveness, and perfectionism ; gifted childs from cultural minorities ; concerted acquisition vs. bunchs ; and including parents as co-workers in their kid ‘s instruction experience. From placing to functioning, this publication ( albeit 14 old ages old ) is filled with many practical thoughts that makes it priceless for pedagogues in the preschool and primary classs and therefore was really of import to add to the bibliography.VideosDeVito, D. ( Director ) . ( 1996 ) . Matilda [ Motion image ] . United States: Sony Pictures. In this excessive fictional comedy, an intelligent immature miss invariably experiences irritation with her philistine household who does non appreciate her love of acquisition and desire to read through an extended aggregation of books. When Matilda eventually begins school, she is intimidated by the dictatorial principal, but she is enthralled with the chance to socialise with other kids and to get down larning with her schoolroom instructor, Miss Honey, who recognizes Matilda ‘s advanced mind, and together the two build a close relationship. As Matilda continues to see defeat with her parents and the school principal, she discovers she has clairvoyant powers. Though the content of the film is absurd, the movie ‘s message that immature kids ‘s rational abilities should be appreciated and nurtured is an appropriate one for guided screening. Additionally, this movie would be utile in turn toing talented simple school kids ‘s demand to happen friends who identi fy with their mind. Zaillian, S. ( Director ) . ( 1993 ) . Searching for Bobby Fischer [ VHS ] [ Motion image ] . United States: Paramount. This film, Searching for Bobby Fischer, tells the narrative of a universe title-holder cheat participant. The narrative serves as a background for an first-class film concentrating on endowment development in immature prodigies. The cardinal character is a seven-year-old named Josh Waitzman who becomes intrigued with work forces playing cheat in New York City ‘s Washington Square. When his parents detect his captivation with the game and his natural gift for cheat, his male parent succeeds at happening a cheat instructor for his boy. This picture is a great resource for both instructors of the talented and talented kids because it focuses on the gifts and endowments of a precocious kid who excels in his country of involvement.Journal ArticlesDiezmann, Carmel M. & A ; Watters, James J. ( 2000 ) Challenging the Young Gifted Child in Science and Mathematicss: An Enrichment Strategy. TalentEd, 18 ( 1 ) , pp. 2-8. Gross, M. U. M. ( 1999 ) . Small poppies: Highly talented kids in the early old ages. Roeper Review, 21 ( 3 ) , 207-214. This article by Miraca Gross ( manager of Gifted Education Research in Sydney, Australia ) is a authoritative on the development and demands of deeply gifted kids in babyhood, toddlerhood and the preschool old ages. It discusses some of the hallmarks of utmost intelligence in the really immature. Gross discusses the under-identification of immature highly-gifted kids and describes the developmental differences in highly-gifted kids. The job that is discussed is the fact that extremely gifted kids are often placed at hazard in the early old ages of school through inappropriate grade-placement and a earnestly unequal course of study. She concludes her article by forcing the reader to see that extremely gifted kids are at hazard in schools because the bulk of instructors have had no entree to preparation that would do them cognizant of the curricular and programming deductions of degrees or grades of giftedness. This article was of import to include ( even though it did non fall in the twelvemonth 2000 or beyond class ) because it goes beyond what other articles listed here have researched. It looks non merely at the immature gifted kid, but the deeply gifted kid and awakens readers to this underserved population. Harrison, C. ( 2004 ) . Giftedness in Early Childhood and Young Gifted Children – Their Search for Complexity and Connection. Roeper Review, 26, ( 2 ) 78-84. This article by Dr. Cathie Harrison, Senior Lecturer in Early Childhood Education at ACU National, paperss the writer ‘s journey with talented kids and their households. It begins by researching the first hebdomads and months in the life of talented kids and their households. It so takes the reader through assorted phases and facets of the early childhood experience of being a immature gifted kid. It looks into the facets of drama, larning and development and the impression of the hunt for complexness and connexion as it impinges on both the rational and emotional and societal spheres. It moves on to looking at how the kids and households experience their links with early childhood and school scenes, community. This is an of import research-based mention for both parents and early childhood instructors. Peterson, Jean, Duncan, Nancy, Canady, Kate ( Jan 2009 ) . A Longitudinal Study of Negative Life Events, Stress, and School Experiences of Gifted Youth. Gifted Child Quarterly, 53, 34-49 This article is about an 11 twelvemonth mixed-methods, cross-sectional longitudinal survey that began with a group of 121 talented kids, and followed them until high-school graduation. Each twelvemonth, the kid ‘s parents identified any negative life events that may hold occurred, and, at graduation, pupils completed an open-ended questionnaire, concentrating on events, impact of events, supports, and interventions during their school old ages. It was found that the pupils had experienced many negative events and state of affairss during the school old ages but they normally cited academic challenges, school passages, friendly relationships, and overcommitment as their most ambitious experiences, non life events. It was interesting to see that about without exclusion the pupils maintained their high accomplishment. This survey shows that talented pupils may non pass on their concern to grownups who are invested in their accomplishment or non-achievement. Adults that play an of import function in this kid ‘s life should maintain the findings in this survey in head as they interact with them. This survey is similar to the book antecedently mentioned – Gifted Lives – because it shows the consequence that giftedness can hold on pupils from a immature age until subsequently on in life. Pfeiffer, Steven I. , Petscher, Yaacov ( Jan 2008 ) . Identifying Young Gifted Children Using the Gifted Rating Scales Preschool/ Kindergarten Form. Gifted Child Quarterly, 52, 19-29 This article reports on an analysis of a new instructor evaluation graduated table that was created to help in the designation of talented preschool and kindergarten pupils. This has proved in the yesteryear to be a hard group to place due to their immature age. The Gifted Rating Scales — Preschool/Kindergarten Form ( GRS-P ) is â€Å" based on a multidimensional theoretical account of giftedness. † The graduated table was found to be really effectual as an instrument in placing rational giftedness, irrespective of whether an IQ cutoff mark is used to specify rational giftedness. The writer is a professor at FSU and sits on the board of SENG ( Serving the Emotional Needs of Gifted ) . This was an article that was of import to include because the first measure in functioning the really immature gifted is being able to accurately and expeditiously place them. Early acknowledgment increases the chance of future extraordinary accomplishment and this article exhaustively exp lains one possible manner of placing them. Rotigel, J. V. ( 2003 ) . Understanding the immature gifted kid: Guidelines for parents, households, and pedagogues. Early Childhood Education Journal, 30 ( 4 ) , 209-214 This article by Indiana University at Pennsylvania Professor, Jennifer Rotigel, looks into immature gifted and talented kids and how they learn and develop. The article is helpful as it includes suggestions and resources for instructors and parents on how to understand the kid ‘s alone demands when be aftering for their instruction and how to do certain the kid is non developing unevenly. Adults must foremost specify giftedness for themselves and acknowledge what sort of impact that it has on course of study and direction. Rotigel reminds readers that they ( most probably as the instructors and parents ) need to see the alone demands of each kid as they plan ways to raising and educate these childs. The writer provides suggestions for instructors and parents along with a assortment of resources. This resource is effectual because it puts parents and instructors on the same page together and encourages them to work together for the benefit of the immature gifted kid.

Friday, November 8, 2019

The eNotes Blog Twentieth Anniversary of Tim OBriens The Things TheyCarried

Twentieth Anniversary of Tim OBriens The Things TheyCarried A true war story is never moral. It does not instruct, nor encourage virtue, nor suggest models of proper human behavior, nor restrain men from doing the things men have always done. If a story seems moral, do not believe it. If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie. There is no rectitude whatsoever. There is no virtue. As a first rule of thumb, therefore, you can tell a true war story by its absolute and uncompromising allegiance to obscenity and evil.    ~ Tim OBrien, The Things They Carried 2010  marks the twentieth year of the publication of Tim OBriens The Things They Carried, a collection of stories about the war in which he fought, Vietnam.   The celebrated work (which was a finalist for the Pulitzer Prize) is now a staple of both high school and college literature courses. Since 1990, the book has sold over two million copies. OBrien began writing The Things They Carried some twenty years after his return from the Vietnam War.   His vivid descriptions of the horrors of war, the  abiding camaraderie  that soldiers experience,   and the permanent, psychological scars left by combat have all contributed to the longevity and enduring popularity of the work. It has now been forty years since OBrien returned from the Vietnam War. In  an interview with National Public Radios Talk of the Nation, host Neal Conan asked the author what he personally stills carries after such a long time. OBrien responded, Well, I carry the memories or the ghosts of a place called Vietnam, the people of Vietnam, my fellow soldiers. More importantly, I guess, I carry the weight of responsibility and a sense of abiding guilt. I carry joyful memories, too, friends I made and the conversations at foxholes where, for a moment or two, the war would seem to vanish into camaraderie and friendship. OBrien  confesses that he was initially  surprised that his book is so widely taught in high school. He admits the audience he envisioned was  composed of literate people on subways and going to work and in their homes reading the book.  But he is pleased that young readers have found ways to connect to his themes. While they are not on the  literal battlefield, they fight their own wars of  Ã‚  broken homes and bad childhoods. The long wars in both Iraq and Afghanistan  have also brought new readers to the book. Soldiers  called in to the program to thank OBrien for his truthfulness, and to tell the author what they personally carry. Veterans told him about the literal,  from dog tags to wristbands (made) out of 550 cord, to the psychological.  A caller named Terry said, You know, Id like to say that one of the things that I still carry is the wonder that people voted to keep us there. I came back and joined Vietnam Veterans Against the War, and I found that you couldnt tell anybody what you had witnessed. Without having some experience, it just, they either didnt want to hear it or they couldnt relate to it. Ernest Hemingway instructed writers to write one true sentence. OBrien has written many of them. And that is what continues to draw readers.

Wednesday, November 6, 2019

Intro to Fashion essays

Intro to Fashion essays The scene on the Paris runway has been transformed by floral prints with light and airy dresses. Milans Spring Summer showings concentrate more on detail than on shape and offered colorful styles. Pariss runway exhibit for the Spring and Summer of 2005 included the major designers starting with John Gallianos combination of politics and fashion. Christian Dior focused on femininity, colors and fun. Sex symbol designers such as Ddont tell me what to do attitude by incorporating Flamenco styles with Bohemian flair as his models walked the runway smoking thin cigars. Gautier and Prada are the designers that made an impression on me because they used unique methods of representing their fragments. However, Galliano introduced a more political stance by his Janis Joplin inspired cotton tops and John Lennons Imagine playing in the background. Gallianos political fashion presentation was not to my taste because politics and fashion have no relation. Versace and D ...

Sunday, November 3, 2019

Ecotourism Essay Example | Topics and Well Written Essays - 750 words

Ecotourism - Essay Example However, according to the normative definition, ecotourism is centered on three main criteria: (i) 'it should have nature based attractions (ii) visitor interactions should focus on education, and (iii) experience and product management should follow the principles associated with ecological, socio-cultural and economic sustainability' (Weaver and Lawton 2007:170). Prescriptive definitions of ecotourism is preferred amongst experts which include 'value-based dimensions' such as conservation, community involvement and social responsibility.(Weaver and Lawton 2007: 1169). Ecotourism is being promoted by governments and the tourism industry as a sustainable alternative to mass tourism. However, this too has not escaped critics' comments and myths. They have suggested that ecotourism can be damaging to the natural environment. Critics are skeptical that the future of tourism industries can be at risk (Mihalic 2000) with the motivation of ecotourists. There are different types of eco/nature tourists. Lindberg's 1991 typology distinguishes hard-core, dedicated, mainstream tourists from casual nature tourists. Similarly Laarman and Durst (1987) has drawn a distinction between 'hard' and 'soft' ecotourism experiences based on the degree of difficulty in ecotourism. Ecotourism is one of the 'new' forms of tourism based around sustainable ideas. As compared to other forms of tourism ecotourism is small in scale, non-consumptive, ethical/responsible, and of benefit to local people. However, in the absence of an adequate management regime ecotourism is unlikely to be sustainable ecologically by any relevant measure. Most ecotourism destinations are geographically remote and hence ecotourism involves the issue of carbon expenditures with long distance travel and their contribution to climatic changes. Therefore, ecotourism can never meet the parameters of environmental sustainability. Critical Comments The sustainability of ecotourism is a controversial issue. As long as ecotourism serves its purpose as an 'alternative tourism' by satisfying ecotourists and fulfills their mission, it has already achieved its goal and purpose. There is a definite scope of developing ecotourism both at the local and global scales in order to promote tourism industry as such. Critical Reflections Different types of ecotourism have to be formed and developed by the government systems of developing and developed countries. Ecotourism must aim to gain the economic advantages of tourism development causing minimal negative environmental impact. SUMMARY 2 Tourism and Environment With reference to the environmental impacts of tourism from geographical perspective tourism as an industry depends on physical environment. Tourism is associated with environmental benefits although it is not free from negative impacts. Tourism is not free from related pollution problems. Most of these are related to traffic, tourist infrastructure and the activities of tourists. In congested areas emissions negatively influence vegetation, soil and visibility. Heating systems of tourist related buildings emit some

Friday, November 1, 2019

Political Economy of Japan Essay Example | Topics and Well Written Essays - 1500 words

Political Economy of Japan - Essay Example . In terms of liberalism, the main element employed by the Meiji Japanese leaders was the idea of equal opportunity, which allegedly guaranteed that everyone could get awarded according to his/her talent. However, the elite group did not go as far as providing total individual freedom in order to achieve the unified population, which was essential for the process of catching up with the West in terms of industrial capacity as well as people’s living standard. Instead of the western liberal ideas, they invented and employed some social ideas allegedly from the feudal society of Edo-tradition in order for the leaders to keep the power in their hands. This was where many of contemporary understandings of the supposed Japanese tradition were originated (Gluck 1998). The result of this mixture of the imported and historically retrieved concepts of social organization has been most obviously seen in the educational institutions. In the current educational system in Japan, which Barthes calls the "Empire of Signs", to graduate from one of the best universities directly provides a ticket to obtain a secure, well paid, and lifetime employment. In order to study at one of the best universities in Japan, one has to be trained at one of the best high schools and follow the technique of answering standardised questions, which would be likely to be asked in entrance examinations of the universities. To do so one has to be trained at one of the best junior high schools. Surprisingly this process goes down to the kindergarten level 2 . In fact, this system is prevalent, evidenced, for example, by 40 percent of medical students at Tokyo University, which is known as the most prestigious university, being from the top four private high schools (Lorriman and Kenjo 1994: 47). Many students do not care about the subjects of their study, but do the reputation of the universities, which they graduated from or are studying at . This means that the ranking becomes the most important criteria in selecting universities. Students' concern is not with what they study or what sort of knowledge they can get out of universities, but where they study, how it is socially regarded - crave for better ranks, thus better signifier. As a result, they often apply for several departments in one university (Horio 1997: 75). The Japanese education system is famous for its notorious competition among students on the basis of the market-like competition among individuals as well as educational institutions for better signifiers. This educational setting forces students to become commodities, parents to be consumers, universities to be competitive businesses, teachers to be instructors, and the curriculum to be a set of bureaucratic requirements. All of them are institutionalised and mechanised to stimulate the consumption of, and demand for, education among consumers. None of them are related to the quality, principle or ethics of education. They are exclusively concerned with their rankings and social status. Behind the logic of harsh competition among students, there is, as I mentioned above, an imported logic of liberal economics. While students compete each other, their competition will supposedly achieve the most desirable and efficient allocation of resources. More talented students will engage in more difficult and specialised jobs while the rest will work as un-skilled labour. This is supposedly the equilibrium, which maximises the economic welfare of the society as a whole. It is this moment when