Definition and Example of a Markov Transition Matrix

Definition and Example of a Markov Transition Matrix A Markov change framework is a square lattice depicting the probabilities of moving starting with one state then onto the next in a powerful framework. In each line are the probabilities of moving from the state spoke to by that column, to different states. Consequently the lines of a Markov progress lattice each add to one. Now and then such a framework is indicated something like Q(x | x) which can be comprehended along these lines: that Q is a lattice, x is the current state, x is a potential future state, and for any x and x in the model, the likelihood of going to x given that the current state is x, are in Q. Terms Related to Markov Transition Matrix Markov ProcessMarkov StrategyMarkovs Inequality Assets on Markov Transition Matrix What is Econometrics?How to Do a Painless Econometrics ProjectEconometrics Term Paper Suggestions Composing a Term Paper or High School/College Essay? Here are a couple of beginning stages for research on Markov Transition Matrix: Diary Articles on Markov Transition Matrix Evaluating the Second Largest Eigenvalue of a Markov Transition MatrixEstimating a Markov Transition Matrix from Observational DataConvergence across Chinese regions: An examination utilizing Markov progress framework

What is ethnicity Essay Example | Topics and Well Written Essays - 1750 words

What is ethnicity - Essay Example Surely, they frequently exist together and it is not really remarkable that the last be conjured by the previous at the same time, both contemporary and verifiable occasions proof the way that patriotism can be autonomous from the nation.2 Not just may sentiments of patriotism go before the geo-political acknowledgment of the country, as on account of Palestine or Kurdistan yet it regularly endures the death of the country, as on account of Armenia, to name yet one model. While a few researchers have questioned the partition among patriotism and the country, others have kept up it to be a certain reality which is affected by the ethnic underlying foundations of patriotism. Pending the introduction of definitions for both the country and patriotism, through reference to a few models, this article will show that patriotism is more ethnic-based than it is country based. Some political researchers keep up that patriotism and the country are indivisible differentiations, wherein the one can't exist without the other. This is correctly the contention sent by Seymour (1999), a political researcher. As he contends, characterizing the idea of patriotism without first characterizing that of the country is nothing other than a useless and outlandish endeavor. The country should initially be characterized and to this end, Seymour proposes the accompanying definition: a sovereign state established upon the desire of the individuals, and a territory which a people of explicit ethnic cause professes to be theirs and are set up to safeguard this case against any aggression.3 The country, at the end of the day, is characterized in explicit geopolitical terms and alludes to a very much characterized geographic space. That space summons patriotism, or sentiments of pride, regularly even preventiveness when genuine or envisioned dangers are seen. When conjured by ge nuine or envisioned dangers, regardless of whether interior, as in radiating from inside that space, or outside, as in rising up out of without it, patriotism will in general expect an ethnic suggestion. In such occasion, the patriotism becomes ethno-patriotism, prompting the redefinition of the country in ethnic terms.4 The suggestion here is that not exclusively are the ideas of the country and patriotism inseparably connected yet that the summon of patriot opinions, of patriotism, is dependant upon the presence of the country. Should one think about Seymour's definition and contention, be that as it may, one will find that it is fairly self-conflicting. From one viewpoint, it keeps up that patriotism must be conjured by the country, following which it continues to characterize the country as a solid geopolitical substance. Then again, in any case, it contends that when the country, that solid geopolitical substance, is presented to danger, in addition to the fact that nationalism becomes ethno-patriotism that the country itself is reclassified along ethnic lines. The suggestion here is that the center of patriotism isn't the country yet is ethnicity which, simultaneously, is the middle power of the country. This is decisively the contention sent by May, Modood and Squires (2005). As might be gathered from their contention, countries are framed by ethnic networks and are established upon ethnicity, wherein patriotism turns into the festival of a specific ethnic or strict gathering and the country the space which ensures and continues this gathering. 5 Israel is an a valid example. As Yiftachel (2006) brings up, Jewish patriotism, once in a while alluded to as Zionism, went before arrangement of the Jewish country and, in reality, the country was predicated upon prior nationalism6 and not, as Seymour (1999) contends,

Kennan, George Frost

Kennan, George Frost Kennan, George Frost, 1904â€"2005, U.S. diplomat and historian, b. Milwaukee, Wis., grad. Princeton, 1925. A brilliant strategist and among the most influential and intellectual Americans in the 20th-century Foreign Service, he served from 1927 in various diplomatic posts in Europe, including Geneva, Hamburg, Riga, Berlin, Prague, Lisbon, and Moscow. Kennan was perhaps the first senior U.S. diplomat to recognize the dangers inherent in the Soviet system and its aims. From his post in Moscow he sent his Long Telegram (1946), which with his 1947 Foreign Policy article (published under the pseudonym X) was pivotal in the establishment of the U.S. cold war policy of Soviet containment (rather than military confrontation) that ultimately won that conflict. In 1947 he became chairman of the policy-planning staff of the State Dept., and contributed to the development of the Marshall Plan . He also was influential in the development of what became the Central Intelligence Agency's clandestine service. Later (1949â€"50) he was one of the chief advisers to Secretary of State Dean Acheson , but increasingly he disagreed with those in the government who emphasized the military aspects of containment, believing that Soviet expansion should be contained more through political and economic means. Kennan was appointed ambassador to the USSR in 1952, but was recalled at the demand of the Soviet government because of comments he made on the isolation of diplomats in Moscow and on the campaign that Soviet propagandists were conducting against the United States. Retiring from the diplomatic service in 1953, he joined the Institute for Advanced Study at Princeton, N.J., and from 1956 until 1974 was a professor at its school of historical studies. In the late 1950s he became an advocate of the withdrawal of U.S. forces from Western Europe and of Soviet forces from the satellite countries. From 1961 to 1963 he served as U.S. ambassador to Yugoslavia, and in the mid-1960 s he opposed U.S. involvement in Vietnam, regarding the conflict there as peripheral to U.S. interests. In general, he opposed the militarization and aggressiveness that tended to characterize American foreign policy at the time, and during the 1970s and 80s he frequently expressed his fear of the dangers of nuclear weaponry. Kennan was also a pioneer in his concern for the ravaging of the environment and the perils of overpopulation. His more than 20 noteworthy books include American Diplomacy, 1900â€"1950 (1951), Soviet-American Relations, 1917â€"1920 (2 vol., 1956â€"58; Vol. I, Pulitzer Prize), Russia and the West under Lenin and Stalin (1961), Nuclear Delusion (1982), and At a Century's Ending (1996). See George F. Kennan and the Origins of Containment, 1944â€"1946: The Kennan-Lukacs Correspondence (1997) and J. Lukacs, ed., Through the History of the Cold War: The Correspondence of George F. Kennan and John Lukacs (2010); F. Costigliola, ed., The Kennan Diarie s (2014); his memoirs (2 vol., 1967â€"72; Vol. I, Pulitzer Prize) and the autobiographical Sketches from a Life (1989); biographies by J. Lukacs (2007) and J. L. Gaddis (2011); N. Thompson, The Hawk and the Dove: Paul Nitze, George Kennan, and the History of the Cold War (2009). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Countrywide Financial Corporation And The Subprime...

Countrywide Financial Corporation and the Subprime Mortgage Debacle In order to discuss the financial crisis of 2008, a person must understand the history of the mortgage industry. This case study shed light on one of the leading companies in the mortgage industry, Countrywide Financial, helping people recognize the events that led up to the crisis of 2008 by providing a breakdown of the company and showing the range of their operations (Eastburn, 2010, p. 247-262). To help people understand the crisis of the mortgage company, strategies and plans will be discussed as well as a SWOT analysis on the industry that includes financial ratios, and recommendations for the organization. By the end of this paper, there should be a better understanding of the issues that led to the financial crisis as well as some ideas that may help them get back on track. Strategies Before 1929 loans were limited to a small percentage of people, and loan terms lasted from 3 to 10 years. Lenders provided roughly 60% of the money needed to buy a home, and the buyer had to come up with the rest for a down payment. With these loans, interest payments were paid monthly while the principal amount was due in full at the end of the loan term. These amounts could be rather large and led to people having problems paying them. Between the Great Depression and terms of the loans offered, lack of payment became the normal (Eastburn, 2010). Strategies were developed to aid in the financial crisis. TheShow MoreRelatedFinancial Analysis And Assessment Of Countrywide Financial Corporation870 Words   |  4 PagesThis paper intends to provide a financial analysis and assessment of Countrywide Financial Corporation. The financial evaluations are based on the numbers calculated from the data on Countrywide Financial Corporation’s Financial Performance Worksheets. This paper covers three areas. The first part of the paper contains a brief history of Countrywide and the position of the corporation in the market of real estate mortgage. The second part is a SWOT analysis of Countrywide s performance and the reasonsRead MoreEssay on Countrywide Financial Home Loans Failure1300 Words   |  6 Pages Countrywide Financial was cofounded by Angelo Mazilo and by the early 2000s it became the largest provider of home loans in U.S. It was also considered the main provider of home loans to minorities in U.S. because of its lower barriers regarding homeownership for low-income individuals. The company was well known for their services offered to their clients such as: loan closing, capital market, insurance and banking services. In 2000s the main factor that contributed to the company’s reputationRead MoreCountrywide Financial : A Large Diversified Financial Service Provider1018 Words   |  5 Pages Countrywide Financial was a large diversified financial service provider. They operate in five business segments, those being mortgage banking, banking, capital markets, insurance, and global operations. Countrywide was the largest market share among U.S. mortgage originators before unethical actions caused the downfall of the firm. Problems in Countrywide’s loan practices were evident. After the financial crisis of 2008 Countrywide was found to be a significant contributor to the subprime mortgageRead MoreCountrywide Home Loans ( Countrywide Hl )1466 Words   |  6 PagesCountrywide Home Loans (Countrywide HL) provide, service, and sell mortgage loans and after-loan services such as collections and payment processing. As a leader in the mortgage industry, they provide these products and serv ices to homeowners through prime and subprime mortgage loans and subsequently resell these loans to investors. In 2009, the United States (US) Treasury Department (Treasury) invested (i.e., US taxpayer-based funding) in Countrywide HL under the Treasury’s 2009 Troubled Asset ReliefRead MoreCountrywide Financial Case7873 Words   |  32 PagesCases in Crafting and Executing Strategy 15. Countrywide Financial Corporation and the Subprime Mortgage Debacle  © The McGraw−Hill Companies, 2011 Case 15 Countrywide Financial Corporation and the Subprime Mortgage Debacle Ronald W. Eastburn Case Western Reserve University Angelo Mozilo, founder and Chairman of Countrywide Financial Corporation, was the driving force behind the company’s efforts to become the largest real estate mortgage originator in the United States and, accordingRead MoreFinancial Crisis 20081224 Words   |  5 PagesJust after ten years of Asian financial crisis, another major financial crisis now concern for all developed and some developing countries is â€Å"Global Financial Crisis 2008.† It is beginning with the bankruptcy of Lehman Brothers on Sunday, September 14, 2008 and spread like a flood. At first U.S banking sector fall in a great liquidity crisis and simultaneously around the world stock markets have fallen, large financial institutions have collapsed or been bought out, and governments in even the wealthiestRead MoreFinancial Crisis 2008 Essay1160 Words   |  5 PagesJust after ten years of Asian financial crisis, another major financial crisis now concern for all developed and some developing countr ies is â€Å"Global Financial Crisis 2008.† It is beginning with the bankruptcy of Lehman Brothers on Sunday, September 14, 2008 and spread like a flood. At first U.S banking sector fall in a great liquidity crisis and simultaneously around the world stock markets have fallen, large financial institutions have collapsed or been bought out, and governments in even the wealthiestRead MoreCountrywide Subprime Lending Crisis4911 Words   |  20 PagesExecutive Summary Even though Countrywide stopped offering subprime loans 4 months ago, the company is still in the forefront of the subprime mortgage lending and foreclosure crisis. Lawsuits seem to be coming from all directions, federal and state investigative probes are launched against them, stock price tumbled to 1/5 of its value, even desperate lenders demonstrated outside their offices. 2007 has definitely not been Countrywide s year. The company has lost its place as America s Home LenderRead MoreEthics in the Mortgage Lending Business1566 Words   |  7 PagesEthics in the Mortgage Lending Business In America each person believes it is his or her right to own a home. Banks believe they should give each person the money to finance a home. Countrywide was at the forefront for many years in providing loans to consumers. Their ethics were placed into question when homeowners started losing homes after 2006. Bank of America intervened to assist on home loans affected. Their strong code of ethics, team values, and guiding principles ensured clients thatRead MoreImplementing New Loan Programs For An Earthquake1462 Words   |  6 PagesThe recession that we are currently undergoing had affected and continues to affect different business entities. One example is Countrywide, a mortgage lender corporation. In the fiscal year of 2001, 2002, and 2003 Countrywide experienced record earnings. Countrywide achieved this by implementing new loan programs that enabled them to defeat competitors. However, for several important reasons, decision making managers need to understand different managerial skills in order to avoid undesirable

Employer Strategies for Responding to an Aging Workforce - Free Essay Example

Sample details Pages: 14 Words: 4122 Downloads: 5 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Did you like this example? Table of Contents Executive Summary1 Introduction2 Part A2 Demographics2 Impact and challenges in service industry for assigned HR trend (aging workforce). 4 Challenges of an aging workforce:5 Solutions to Challenges of an Aging workforce7 Part B Fairprice Xtra @ Ang Mo Kio HUB8 Challenges Faced9 Relevant Solutions10 Feedback12 Referencing14 Appendices15 Executive Summary This report is commissioned to provide our readers with more information on aging workforce. Firstly in Part A of our report, we will be discussing about the demographic changes in Singapore. These include life expectancy; income distribution and how household sizes have evolved throughout the years for instance. This will in turn give us more insights as to why Singapore is currently facing with the challenge of an aging workforce. Next, impact and challenges of aging workforce in the service industry will be further elaborated. Some of the impact of an aging workforce will be lower labour productivity rate and greater healthcare services for the elderly. One challenge face by HR companies will be how they can retain the knowledge and skills of these older workers. Solutions for HR companies on how to overcome such challenges are also suggested. One such solution is to implement a flexible retirement age program for the older workers. Moving on to Part B of this report, our group visited the Fairprice located at Ang Mo Kio and made an evident observation. Observations of the workers were made. We have identified a few problems associated with having too many aging staff further explained below. This is followed by our recommended solutions with one of the problems illustrated through a skit which can be found under Appendices. Introduction Singapore faces the problem of an ageing workforce which brings about new opportunities and challenges faced by employers and government and how they respond to an aging population. Today, Singaporeans have a longer life expectancy and wil l need to work longer, so that we lead healthy and productive lives and  have sufficient reserves for retirement. For employers, it means that there will be less young people entering the workforce each year in the future. Singapore’s workforce is aging rapidly and companies and the government faces the challenge to positively shape the mindsets of employers and employees towards employing older workers and to facilitate the re-design of jobs to make them more suited for older workers. Part A Demographics Age is one of the major demographic changes in Singapore. People are living much longer than they used to. Compared to year 2000, life expectancy has increased from 78 years to 79. 9 years in year 2006. The population has also increased from 4,027,900 to 4,483,900 in the same period. Life expectancy at birth has increased from 71 males and 76 females to 77 males and 81 females. Life expectancy at retirement age 62 is now over 20 years for both males and females. From year 2000 to 2006, the number of males per 1000 females is falling from 998 to 982. If this continues, there is bound to have more females than males. In year 2007 alone, the statistics has fallen to 979. Income distribution has improved tremendously from $3,458 to $4,867 from year 1993 to 2003 per household. There is an annual growth of 6. 9% sales in services industry. Services ranges from health services, food and beverage services, transport and storage services, retail trade, information and communication services, wholesale trade, education services and all other services. The services sector comprised 138,700 establishments and employed a total of 1,047,400 workers in 2005, or an average of 8 workers per establishment. The biggest employment size in the services industry though falls to accommodation and food and beverage services with average of 20 workers per establishment. This is followed by transport and storage with an average of 12 workers per establishment. Emp loyment rate for those aged 25 to 64 edged up to a new record of 76. 5% from 75. 5% a year ago. Supported by efforts to improve employability of older workers, the employment rate of older residents aged 55 to 64 rose by 2. 5% over the year to 56. 2% in June 2007. Most of the new jobs taken up by residents were in occupations paying more than the median income. Nine out of ten jobs gained by residents from 1997 to 2007 went to Professionals, Managers, Executives and Technicians (PMET), mostly in the services sector. Over the past three years, the gains were more spread out across the occupational groups, with more residents employed in sales services jobs than before. Nevertheless, the majority of 71% of the jobs created for residents from 2004 to 2007 still went to PMETs. Consequently, PMETs now form 49% of the resident workforce, up from 40% a decade ago, while the share of production related workers correspondingly declined from 31% to 26% and clerical, sales service worker s from 29% to 25%. The workforce is also rapidly aging with slightly over half, 53%, of the economically active residents aged 40 years or older, including 25% aged at least 50 years, up from 33% and 13% respectively in 1991. While the strong labour market performance in 2007 has lifted prospects even for the older and less educated, these workers nevertheless remain more vulnerable to losing their jobs and less likely to be re-employed during a downturn. The challenge remains in enhancing their long term employability amid a volatile economic environment. Household size had become smaller due mainly to the increasing proportion of one person households. 9. 4% males and 15. 5% females aged 35 to 39 years remained single compared to less than 11% in the 1970s. Family life cycle has declined also by other factors such as lower fertility rate and delay in child bearing. Impact and challenges in service industry for assigned HR trend (aging workforce). Impact of an aging workforce: 1 ) Lower Labour Productivity Rate The impact that resulted from an aging workforce would be lower productivity and efficiency rate when it comes to the accomplishment of a certain task. Their movements and mobility will be slower than the younger staff. As compared to a teenager, an elderly will definitely take a longer time complete his job and hence, affecting the productivity of the work performance which might in turn slow down the business process. 2) High Turnover Rate As the workforce ages, more and more baby-boomers will become eligible to retire, creating a competition for the experience and skill of mature workers and turnover is expected to accelerate. With a huge turnover rate, companies will face problems in replacing those who retire thus, resulting in low unemployment rate thereafter. In addition, just because they cannot replace the elderly who retired adequately, economic growth will be slowed down, affecting the business outlook. 3) Greater Health Care needs f or older workers Due to an aging workforce, more health care centers for elderly workers have to be set up in ensuring the health of these workers as elderly will have a tendency to fall sick more easily. In addition, generally speaking, elderly are more prone to injuries such as backaches and leg pains for instance. Only with good health then will they be able to perform their job well. Furthermore, companies will have to anticipate the labour shortages frequently since there are more elderly staff working these days. 4) A competitive economy Singapore’s aging workforce has crucial implications for its economy as we are one that experience rapid structural changes. In such an economy, the depreciation rate of human capital in terms of technology specified skills is expected to be high as new jobs created may require skills that are different from those that have been lost. This will be vividly reflected in older people as they will experience difficulties in acquiring new skills. Therefore, the decrease in the rate of depreciation of the technology specified human capital of older workers could dampen overall economic growth. Challenges of an aging workforce: 1) Communication Barriers Elderly workers’ education qualifications are low as majority of them do not have the privilege to go through formal education back then. Due to the lack of education, they might not be able to understand English as effectively in their respective workplace. In addition, there is a high probability that these elderly workers are not able to converse properly in English much less, fluently. Hence, there is a tendency that their English will be misunderstood by customers and maybe amongst colleagues as well. This in turn creates a communication barrier between the older staff and the younger ones. 2) Unable to catch up with advanced technology The older staff might not be able to understand how various latest machineries work within the company due to its co mplexity which is difficult for them to comprehend and apply thereafter. In addition, often or not, the instructions of machineries are written in English which might be a problem to them as well for they might not be able to understand the instructions completely. Furthermore, older staff will take a longer time to pick up new skills as compared to the younger staff. 3) Resilience to changes The aging workforce will be accustomed to how their company functions and operates as they could have been working at their various companies for a long time. It will be difficult to make them accept and learn new skills as effectively as compared the younger workforce who will be more adaptable to changes. Thus, they will be resilience to the upcoming changes involving the advancement in technology, job rotations and maybe even the changing in business operations as well. ) Retaining knowledge or experience of the older worker The older workers are normally the ones who possess most knowled ge on their job scopes as they have been doing and repeating the same processes almost everyday other day. In addition, the experiences they have gained throughout the years of working at the company are invaluable and these experiences are an asset to the company. Thus, the company will now face with the challenge of whether or not the experiences that the aging workforce possess can in turn to applicable or even transferred to the upcoming younger workers. ) Flexible Retirement Age Minister Mentor Mr Lee Kuan Yew recently made some comments on the need to work longer. In 1999, the retirement age was raised from 60 to 62. There are 3 reasons for the implementation of the extended retirement age. Firstly, Singaporeans now live longer. The average life expectancy is about 80 years old. This has risen due to advances in medical science and also better living conditions. This also means that if one were to retire at age of 62, there is another 18 to 20 more years of living. Secondly, n ot every worker will be as fortunate. Some will have to work because they lack sufficient funds for retirement, furthermore, people will live longer these days hence, they will require a bigger sum of savings. Therefore, if savings are insufficient to these workers, companies will expect many more people to work after the age of 62. Lastly, there is a trend of shrinking family size going on nowadays. Shrinking family size means that there are now fewer young people to support the elderly. In addition, values have changed over the years, elderly are now increasingly expected to be self-sufficient after retirement. In conclusion for this challenge, companies have to anticipate such a change in which the older staff will still want to work after their retirement and come out with a flexible retirement age plan for the aging workforce. An important point apart from just blind employment, companies have to ensure that these workers stay relevant and employable by equipping with the necessary skills or even arrange them to work at places that are less strenuous. Solutions to Challenges of an Aging workforce 1) Communication Barriers In order to overcome communication barriers, it is possible that the company provides subsidized language classes for elderly workers. In addition, perhaps incentives can be given for workers who get pass each level. Further rewards like an extra day off can be given to motivate fast learners who are spotted making good use of their English learnt from classes at work. 2) Unable to catch up with advanced technology For the elderly workers to keep up with the changing trends in technology, one particular staff can be assigned to oversee the workers who are using the machineries daily. They can then explain to those who are not aware of the proper usage of the machineries, and show them step by step how to use them. A set of instructions can also be printed in a suitable language for elderly workers, to read through when they a re free. Simplified instructions can be placed somewhere noticeable near the machineries as well. 3) Resilience to changes It is comprehensible that elderly people are more rigid and less adaptable to changes. However, they can be encouraged to be more flexible if we are more patient with them. What they need is the care and respect, and they are actually willing to learn as long as they have someone to guide them along the way. One suggestion would be to pair up elderly workers, so that they can help each other when learning new skills, and at the same time feel comfortable that they are not the only ones taking a longer time to learn. The younger employees should be trained as well, to motivate the older workers, and boost staff morale, should the older workers find it hard to adapt to new company policies. 4) Retaining knowledge or experience of the older worker To ensure that knowledge and experiences are retained, the company can recreate job designs, like creating adviso r positions within departments, whereby workers who have stayed for more than 10-15years in the company can train others who are less experienced. They can be given rewards like an amount of money or products, if the employee under them is promoted within a given period. Not only will they feel appreciated, they will also feel that their loyalty to the company has not gone to waste. Focus groups can also be scheduled, to find out more about how they feel about the company, and share their experiences with others. ) Flexible Retirement Age One way could be to allow corporations and unions to find ways and means to allow workers to work beyond retirement age since there will be lesser young workers filling the vacancies of the jobs. More flexible work arrangements can be made to make it easier for workers to work after retirement. Management, unions and workers can work together to create windows of opportunity for workers to continue working in the same company after a certain age, t hough not necessarily in the same department and salary. Older workers can also work on flexi-hours arrangements, or part-time and contract arrangements. Alternatively, these older workers are also free to move out of their current jobs after retirement and take up other jobs that will suit them more. Part B Fairprice Xtra @ Ang Mo Kio HUB We visited the Fairprice located at Ang Mo Kio and made an evident observation. We noticed that their employees mainly consisted of aging staff. We have identified a few problems associated with having too many aging staff further explained below. This is followed by our recommended solutions with one of the problems illustrated through a skit which can be found in our appendices. Challenges Faced 1) Aging Workforce Plenty flock the mall almost everyday and with the Fairprice at NTUC spacious with a huge floor area of 77,000 square feet. While NTUC is trying to keep up with the high traffic of patrons shopping at NTUC, they are facing an in evitable problem; aging staff. The problem of aging staff is the level of efficiency and effectiveness that will affect customer’s satisfaction. Customers are likely to be unhappy if they are made to wait long. As aging staff are unlikely to have a high level of energy and tend to be slower by nature, the high traffic may very simply cause them to suffer from periodic stress and affect their temperament. In some cases, it will affect the level of productivity and the way they relate to customers. However, while it would be unfair to say that all aged staff are liabilities and don’t perform well, there are some aged staff who perform better and that is only through experience in which accumulated from serving NTUC for a considerable period of time. In the long run, another issue that could arise is when the aging staff reaches the retired age or the decision to retire. This may cause NTUC operational problems as they may not have sufficient staff to tend the cashi er and back room operations. With increasingly high traffic from NTUC customers, manpower remains an important fundamental in the daily running of their business. Moreover, aging staff are also more prone to illness as given their age, they to have a less strong immune system and hence more medical leave can be expected to be taken which results again in decreased fficiency. 2) Employee Retention We realize that Fairprice lacks the manpower to manage the huge store with many departments to keep an eye of given their large floor space. Furthermore, we noticed that they are very few supervisors monitoring the operations within the store and this serves as a difficult task for them should a product be running low on the shelves and requires replenishing. Back room employees have the task to run these jobs and with the size of the outlet, it can be an exhausting job for them especially so if they were to experience labour shortage, Another problem we observed is the lack of younger t alents working at NTUC. The staff mainly consists of older workers. We conclude that this is probably due to their inability to retain or rather attract younger workers. As a result of this customers could expect a growing lack of efficiency in their overall NTUC shopping experience. The managers need to promote job enrichment or job re-design to motivate the employees to avoid them from engaging a similar job. This mundane activity does not allow the employees to experience new task that will give them the opportunity to learn and acquire new skills and knowledge on other areas. While this may have an impact on younger workers who are active and needs job experience, the aged staff will need other forms of motivation and benefits so as to keep them as loyal employees. The needs of the aged workers are different and they need to have better working environment and working hours for their health concern and well-being. Relevant Solutions Older people take a longer time to adapt to their surroundings. Hence one solution NTUC could adopt is to tailor a training programme to specially cater to the needs of the aging staff. This would include training them thoroughly and over an extended period of time. This is so that they are better equipped with the necessary skills to satisfy the demands of their job scope which would lead to improved efficiency. NTUC would do best by achieving a balance in the number of older and younger staff they employ. Younger staff would offset the lack of efficiency that is associated with aging staff who on the other hand make up for it through numbers by ensuring that NTUC do not face manpower shortages with more interested applicants applying for job vacancy at Fairprice compared to their younger counterparts. NTUC should also look towards recruitment in hiring and retaining younger staff. Perhaps they could outsource their HR recruitment function as NTUC would then be able to take advantage of their expertise which would the n ensure competent and qualified workers. Additionally, these 3rd party service providers possess with them a wide and comprehensive database which ensures a wider pool of talent to choose from at the same time ensuring also that there are always sufficient workers to run their operations. NTUC could also encourage a friendlier working environment by calling for employees to help one another. For instance, if a staff is not doing his work correctly or is slow, fellow staff could teach or help out. Or if you notice a colleague struggling with a customer enquiry, a fellow staff should take the initiative to step in and not wait to be approached. This would foster good relationships among staff and also create a more customer oriented environment. Another thing that is difficult to control is the taking of medical leave that can NTUC short of human labour should any of their employees suddenly call in sick. This is a common problem among the aging staff as given their age, they c an be more susceptible to falling sick. This problem can easily be remedied by having part-time staff on stand-by and by offering them slightly above market-rate wages or special benefits to entice them to be back-up staff. Below are solutions towards increasing the welfare benefits of the staff to retain them Solution: * Hold annual NTUC workfare to attract younger generations to choose NTUC as a part-time job of choice. * Increase benefit of aged staff if they work longer. * Provide monetary incentives for staff who introduced potential employee to management. * Yearly pay increment after 5 years of working with NTUC * Introduce better staff lounge to ensure that the staff’s welfare is well taken care of by the management to satisfy and delight employees. Introduce job rotation and split shifts to allow flexible timing for aged employees who needs a more relax working hours to avoid long and mundane working hours. * Allow flexible leaves for employees. During busy period s, operational hiccups may occur if any employee wishes to take emergency leave for important matters. * On-the-job training to upgrade the employees’ knowledge on other aspects of NTUC’s operations to give them opportunity to perform in other areas and discover hidden capabilities. Feedback In part A ,we learnt mainly of how the aging workforce is really a cause for concern, considering human labour is Singapore’s most powerful and only resource. We have further learnt that the maturing workforce is often seen as an issue to be dealt with instead of a great opportunity to be leveraged. Our group also gained certain insights in making a trip down to Fairprice. For one, we noticed an express queue specifically for those with 5 items of purchase or less. While it cuts down on queuing time and better facilitates the purchasing process we noticed that this condition was not observed many. We spotted many with a handful of items proceeding to the express queue and what was appalling about that was how the cashiers didn’t look at all surprised and didn’t even bother to impose the condition of 5 items or less. Another thing we noticed was how it was difficult it was to get assistance when we wanted, there was hardly a single staff in sight save for the cashiers and even they were obviously too preoccupied serving other customers. Our group were there on two separate occasions and both times we took notice of how there was almost little or no supervision of the staff. This could perhaps be attributed to the large store area which makes the governing of staff more difficult. Perhaps NTUC could do better in taking action for instance install more cameras to ensure staff are not skiving but dutifully doing their work and right for that matter. Otherwise, they could increase the number of supervisors on shift. Overall, in doing Part B, it had benefited us by letting us know the various challenges faced by the Human Resource Depa rtment in a company in the real business world. We are able to analyse the problem in depth and come out with creative solutions for this challenges. Referencing * Shandre Thangavelu. Aging and Economic growth. 1st February 2008 https://nt2. fas. nus. edu. sg/ecs/pub/wp-scape/0613. pdf * Judith L. Diversity in the workplace. 1st February 2008 https://www. streetdirectory. com/travel_guide/1322/business_and_finance/diversity_in_the_workplace. html * Deputy Secretary-General NTUC, Heng Chee How. Speech. 31st January 2008 https://www. ntuc. com. sg/ntucunions/speeches/speeches_240507. asp Ministry of Manpower, Gan Kim Yong. Committee of supply speech. 1st February 2008 https://www. mom. gov. sg/publish/momportal/en/press_room/mom_speeches/2007/20070308-committee0. html * Enterprise one insights. 1st February 2008 https://www. business. gov. sg/NR/rdonlyres/22E806B0-C152-48A9-B91E-5A1E6E9BBFDF/16529/EnterpriseOneInsightsIssue0507. pdf * News release. Challenges in HR. Enterprise one insights. 2st February 2008 https://www. ntu. edu. sg/corpcomms2/releases/17%20Feb%2006%20NBS%20prof%20outlines%20challenges%20ahead%20in%20HR%20management%20NR. df * Ministry of Manpower, Gan Kim Yong. Approach to effective employment. 1st February 2008 https://www. wda. gov. sg/PressRoom/Speech/2007/20071114. htm * S. Ramesh. Helping older workers stay employed. 1st February 2008 https://www. channelnewsasia. com/stories/singaporelocalnews/view/276748/1/. html * Secretary General, Lim Boon Heng. Speech. 28th January 2008 https://www. ntuc. org. sg/ntucunions/speeches/speeches_171204. asp * MOM website. 1st February 2008 www. mom. gov. sg * Statistics Singapore. 28th Febuary 2008 www. singstat. gov. sg Don’t waste time! Our writers will create an original "Employer Strategies for Responding to an Aging Workforce" essay for you Create order

The New Fuss About Compare Essay Samples

The New Fuss About Compare Essay Samples The Importance of Compare Essay Samples The very first thing you ought to do is identify the sort of compare and contrast essay which you are handling. Then again, you may be made to compare things which do not have that much in common. There was no question he'd discover a way to contact farming. You want to understand how long you've got and how much you may write in the allocated time. Since you may see, the topics are broken up into multiple categories so it would be simpler that you select one. You may also choose a single topic at the moment and get started practicing. In the majority of cases, the topics you pick should be closely related. Also, you can look for sample expository essay topics so you will understand what to research and that which you will deal with. You can attract books, movies or articles which are discussing exactly the same topic you're likely to approach in your essay. You may use the suggested topics as inspiration for your own, or you could simply opt to write about one you enjoy the most. It's possible to also give your own personal views about the subject and the result in the conclusion of the poetry essays. You're able to use any as the subject of your essay particularly when you're not assigned any specific theme. You see it is an unusual topic that might be quite hard to imagine or explain, but some students might just turn that topic into a masterpiece. College students are our very first category. Its basic purpose it to discover the most important similarities. The comparison report ought to be in third individual. A comparison essay is devoted to description of similar and unique features of a few objects. Therefore, one particular comparison essay might not be completed in the exact same way as another. The Dirty Facts About Compare Essay Samples An excellent essay should have essential points. You don't wish to confuse the reader, so it's best in case you choose 1 format and utilize it throughout your essay. The same as in any essay, in the conclusion of your writing you ought to make an overview of all of the points mentioned in the essay. Before writing a comparative essay, you first have to arm yourself with the data you need. It's possible for you to choose books from fiction and non-fiction categories but make sure whatever books you opt for, they are from exactly the same category. The images of the 2 poems are so completely different they almost. To start with, in the same way as any other bit of academic writing, a comparative essay ought to have a goal. Key Pieces of Compare Essay Samples Naturally, writing is among the top learning programs in any significant school institution. When it can be less difficult to write on a well-known topic, with a little bit of research and organization, a writer can make an essay on a number of subject areas if assigned. It's common to be assigned to compose essays in every area of study, not just when taking a composition program. Contrast essays could be difficult for many learners to write since they require that students understand two topics in depth. You're able to use books, documentaries, videos, and newspapers to discover relevant information concerning the topics you're discussing. There are many sources from where you are able to gather information on your subjects but ensure that you always go with facts. Before you begin, it's vital to choose topics that you truly know well. You may choose topics that are associated with the differences between the 2 cultures, languages or eras. Getting the Best Compare Essay Samples A strong essay is going to have an opening paragraph that comes with a thesis statement and a concluding paragraph. A paper may contain over five paragraphs altogether based on the variety of subjects a student makes the decision to analyze. Moreover, an essay writer must also have the ability to supply valid references on the arguments which he would want to include in the paragraph. It's possible to restate your thesis statement and point out a number of the arguments used over the whole essay that b acks it up.

Project Management Business intelligence in Corporate

Question: Discuss about the Project Management for Business intelligence in Corporate. Answer: 1. The readings indicate references to the roles of ethical behavior and theory in stakeholder culture, project conceptualization, customer relationship management, role of technological expertise, business intelligence, corporate culture and the emergence of new modes of governance. These approaches can be distinctively considered for their influence on stakeholder management. Each of these approaches is reflective of measures to address the requirements of different stakeholders and implement transparency in the stakeholder relationships. The operations of an organization are largely dependent on the contribution of stakeholders. Stakeholders were not considered as major attributes of strategic management until the middle of the 1980s (Biccard et al., 2016). However, the evolutions in the domain of business have resulted in major developments especially pertaining to the inclusion of stakeholders in the various decision making processes of organizations. Despite the advantages presented by the different approaches, organizations are hesitant to adopt the approaches owing to contextual differences and issues with implementation. Ethical approach is preferable for engaging stakeholders in a viable dialogue with the organization and sustaining the brand image of the organization for a longer period of time (Mabrito, 2014). However organizations aiming for short term objectives could prefer to leverage ethics for deriving profits through unethical practices such as bribes. Therefore, stakeholders have varying opinions on the efficiency of the different approaches for establishing and sustaining stakeholder engagement. 2. The approach of customer relationship management provided in one of the readings has been selected for the review. Customers are termed as significant stakeholders in an organizations business framework. The capability of an organization to recover its initial investments and continue gathering revenues from a specific market is chiefly associated with the customers of the organization. Customer Relationship Management can be considered as a promising initiative to engage customers with the organization, thereby acquiring their loyalty (Samad et al., 2014). The concept of CRM emerged in the 1990s and was primarily meant for integration of business activities and technologies for identifying and catering the requirement of customers. CRM applications all over the world have enabled organizations to align and synchronize business processes as well as determine the behavioral preferences of customers and the concurrent evaluation of changing patterns in needs of customers. Business o rganizations implement CRM as a promising measure for sustaining the period of declining profits. An organization acquires almost 65% of its revenue from existing customers (Uzoamaka, Nnamani Eze, 2015). Therefore customer retention can be assumed as a prominent outcome of effective customer relationship management. This fact can be aptly verified from the growth in demand for CRM software in the period from 2004 to 2008 which was around 103.5%. 3. The effectiveness of Customer Relationship Management is a credible attribute of the strategic business management framework of many organizations in the modern marketing environment. The foremost criteria for selecting the CRM approach for stakeholder engagement is cited in the rapid growth of the industry. CRM models emphasizing on the human element rather than increasing the sophistication of technology have proved to be successful for organizations (Mabrito, 2014). The chances of failure of CRM in many organizations are due to the focused emphasis on information systems and information technology framework for interacting with customers. Therefore managerial personnel have to apprehend risks in CRM like any other enterprise related entity and thus customer relationship models have been subjected to various functional modifications (Mabrito, 2014). CRM approach to stakeholder engagement especially from the perspective of customers as stakeholder indicates the establishment of coherent interactions between customers and providers. The use of customer relationship management has worked effectively in many industrial domains such as banking, retail etc. The unique advantage offered by customer relationship management approach for interacting with customers and involving them in organizational activities can be considered as a viable rationale for utilizing CRM to initiate and maintain stakeholder relationships with customers. 4. The implementation of an approach for strategic stakeholder engagement is characterized by the influence of various stakeholders related to a particular project. The effectiveness of a stakeholder engagement strategy can be determined only from the concerns of each stakeholder. The utilization of customer relationship management is also subject to evaluation in order to determine the risks associated with CRM from the various stakeholders (Uzoamaka, Nnamani Eze, 2015). The organizations internal stakeholders would have to invest resources in terms of finance and employees have to be trained which invites prospect of change. Therefore, an organization has to weigh the feasibility of implementing a CRM approach in its existing scenario for engaging with customers. Employees as stakeholders could create issues with proficiency and thus the functionality of the CRM model could be hampered. Governmental authorities have certain influence as stakeholders through their influence on the financial decisions of the organization and ethical obligations. Customers play a major role as stakeholders in the CRM approach and they are highly responsible for feasibility of CRM strategy. The interface and activities adopted by the organization for interacting with customers must be flexible for customers in order to be successful. 5. The existing characteristics of customer relationship management models and the review of critical setbacks in CRM have influence of various stakeholders on the effectiveness of a strategy. Stakeholder engagement has to be realized on a personal level and the contemporary business environment requires implementation of strategies which are interactive as well as flexible. Customers as well as the different stakeholders associated with a CRM project in an organization must be appropriately prioritized. The prioritization would help in framing a CRM strategy with implications from other approaches such as ethical theory, technological developments and corporate culture. The recommendation for an improvised CRM model would be incomplete without considering the references to different risks which are associated with the management of CRM systems (Samad et al., 2014). The computerization of enterprise based systems has facilitated easier access to organizational information. However, t he complexity of the business environment is increasing gradually everyday and hence the volume of information as well as required infrastructure for data management activities have increased substantially. Therefore, an organization has to address such type of risks as well as capitalize on specific sectors such as user training and education, business strategy, user interaction and support from the top management in order to realize the CRM approach of stakeholder collaboration effectively. References Biccard, B.M., Alphonsus, C.S., Bishop, D.G., Cronje, L., Kluyts, H.L., Kusel, B., Maswime, S., Oodit, R., Reed, A.R., Torborg, A.M. and Wise, R., 2016. National priorities for perioperative research in South Africa.South African Medical Journal,106(5), pp.485-488. Mabrito, M., 2014. Creating an Online Professional Writing Course for Mid-to Late-Career Nurses. InTCC Worldwide Online Conference(Vol. 2014, No. 1, pp. 42-53). Samad, A.A., Rashid, J.M., Rahman, S.Z.S.A. and Hussein, H., 2014. Investigating the implementation of team based learning in a university level teacher education course.International Journal of Asian Social Science,4(2), pp.249-257. Uzoamaka, O.E., Nnamani, E. and Eze, J., 2015. Employee Empowerment and Team-Work in Management of Change: Techniques, Challenges and Prospects.Journal of Policy and Development Studies,9(3), pp.126-141.

Developmental Psychology and Anecdotal Assignment Essay Example

Developmental Psychology and Anecdotal Assignment Essay CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13

Thucydides - When War Comes essays

Thucydides - When War Comes essays In Thucydides History of the Peloponnesian War, war brings along with many negative elements for a society. These negative effects are seen very clearly in Athens during the Plague and in Corcyra during the civil war. Lawlessness, dissipation of religion and acts of treason are among these effects that are seen by Thucydides in his accounts. He tries to inform his reader on the horrifying effects that a war has on a society, and does so clearly using Athens and Corcyra in their times of desperation. As the great power of Athens was subjected to the plague, Athenians inside as well as outside the walls surrounding the city began to lose hope. Although perhaps they were content about this at first, for the day the plague broke out the Spartans retreated under the command of King Archidamus. But this notion of content is quickly dismissed as the severity of the plague increases rapidly. Thucydides uses the plague as a metaphor for war, it shows up usually out of no where and worsens with time. While the plague lowered the enthusiasm the Athenians had built up during Pericles funeral oration, the war brings down people in the form of their lives. Thucydides uses the plague as a perfect example because its effects are so similar to that of a war, and because while the plague is taking place, Athens is at war with Sparta. People change completely, their attitudes and their faith. Long-term thinking is abolished and short-term thinking is brought about. No longer are the Ath enians worried about their future, and how they will and can prosper later on in life, they are only concerned with this very moment. What can they do now, that will help them now. Just as in war, the citizens of Athens need to find someone to blame all these atrocious events on, and who better than Pericles. After all, he was the one that got the Athenians into this mess in the first place, wasnt he? Th ...

Affecting Change Research Paper Example | Topics and Well Written Essays - 1750 words

Affecting Change - Research Paper Example This is particularly so as a result of the high volume of reports and referrals, together with budget cuts (Waldfogel, 1998). As a result, there are many instances in which some children at high risk of maltreatment are not identified and in other cases, too much attention is turned toward children who are not at a genuine risk of abuse or neglect (Waldfogel, 1998). It has been widely suggested that community partnerships can improve CPS responsiveness and foster an environment capable of ensuring that children are safe (France & Utting, 2005). This paper investigates the feasibility of community partnerships as a method of improving the current CPS system. The first part of this paper details and analyzes the current CPS system. The second part of this paper will analyze the concept of community partnerships and demonstrates how it can improve the current CPS system and in turn improve the safety of children. Munro (2005) describes the current CPS system in Western ideology as similar to that of the functioning of a nuclear power plant. According to Munro (2005), like a nuclear power plant, the CPS system is focused on the prevention of disaster, injury and death. While this is not necessarily a bad thing, it focuses far too much attention on prevention rather than cure. However, the main problem is attributed to the fact that when errors are made and disaster, injury of death occurs, quite often humans rather than the system are blamed for the error. This focuses attention on personnel changes rather than systematic changes (Munro, 2005). A review of the literature suggests that the current CPS system is built around a rigid â€Å"investigative response to child maltreatment reports†, is â€Å"adversarial† in nature and does not does not take a holistic approach to meeting the needs of the family (US Department of Health and Human Services, 2009, p. 1). A national survey of CPS conducted by the US Department of Health and Human

Reflective paper Essay Example | Topics and Well Written Essays - 1000 words

Reflective paper - Essay Example Similarly, developments in the fields of Humanist theories, Learning theories, Cognitive theories, and behavioral theories have also opened new horizons of knowledge for the psychologists in dealing with their clients. This paper reflects on the major human development theories and analyses how far they have contributed in identifying and resolving the mental, Psychological, behavioral and physical problems of clients. To begin with, one can never undermine the contributions made by the Psycho Analytic theorists in understanding human development and problems associated with the developmental stages of clients. G. Stanley Hall, who tried to make a detailed study on Darwin’s evolutionary theory attempting to correlate childhood with previous ages of mankind, made his greatest achievement in his child centered research. His seminal book The contents of children’s minds, published in 1883, tried to resolve the history and the means of progress of mankind by the findings of what children know and when they learn it. Hall also accepted Sigmund Freud’s sexuality theory and believed that the sexualized energies of boys have to be promoted, channeled and managed. He is known as ‘the father of adolescence.’ Though his work has been considered outdated his ideas are still applicable in education, scouting and team sports. (G. Stanley Hall (1844-1924)). Similarly, psychologi sts draw conclusions from Hall’s theories have which facilitated in identifying adolescent problems and in treating them. Hall’s theories are widely applied in the field of special education and they have proved to be highly beneficial in offering â€Å"individualized services for adolescents in grades 6-12 who have experienced depression, withdrawal, low self-esteem, socialization problems, learning disabilities, post traumatic stress disorder, or self-injurious behaviors† (G. Stanley Hall School). The term psycho analytic theory is originated with study of the great psychologist

Letter Of Intent :: essays research papers

Letter of Intent Dear Ms. Sweet, We are very excited to have the opportunity to work with you on this project. We are certain that this will be an enjoyable and enrichening experience for everyone involved. In order to raise money for the Parent Infant Center, we will combine all of our efforts to produce the best benefit concert that the center has ever seen. The target audience for the concert will be area high school and college students and all of the profits will go towards your scholarship fund. We have begun contacting amateur bands from the area that are willing to compete in a â€Å"Battle of the Bands†. Since the bands are made up of University students, we predict that they will attract a large audience comprised of their friends and classmates. This event will be held on the campus of the University of Pennsylvania making it easiest for students to attend. It is quite possible that we will encounter some difficulties while trying to organize this event. One difficulty could be that if we do not get enough bands to participate, we may not be able to draw a large enough crowd. If this occurs, we will broaden our spectrum and promote the event at other colleges and high schools around the area. It may also be hard to obtain an appropriate place to house the concert. We will try our best to find the most ideal venue for the concert and while we may not get our first choice, the University has many concert halls from which to choose. Ticket sales could also be a potential problem since hiring a professional ticket agency may be too much of a financial burden for our project. We will investigate the most cost efficient ticketing options and we will find innovative ways for our team to sell the tickets. We will divide into three committees: a coordinating committee, a marketing committee, and a fundraising committee. The coordinating committee will find a venue and the bands that will compete. The marketing committee will be in charge of advertising and promoting the event.

Huck Finn Censorship Synthesis

In this modern day and age, everything offends someone. Eating at Chick-fil-A hurts the LGBT community, going to see the latest Adam Sandler movie gets the Jewish mad at you- so why is it surprising that Mark Twain’s The Adventures of Huckleberry Finn is being changed to please people? Whether they be teachers, students, black or white, there need be no change in Huck Finn. And if any change were to be made- that would be censorship. The Adventures of Huckleberry Finn portrays a message that cannot be missed about the racist ideals of society at that time.Using demeaning words like â€Å"nigger† and â€Å"injun† serve purpose in Twain’s work. His repetition of ugly phrases like those show just how ugly community values were back then. In Source B, Gribben admits to changing those words to more family friendly terms, specifically â€Å"slave† and â€Å"Indian†. Those are not always correct, though. Often times, â€Å"nigger† is used fro m one African American to the other, to show an acceptance of brotherhood and a communal understanding of struggle. The replacement of â€Å"slave† is not correct in this case, or in others.â€Å"Slave† is defined as a person who is property of another. This is not accurate either, considering Jim, the main African American character in the book, ran away from his owner and no longer held that specific job. Even if he were still a slave, the correction would not be correct at all. African Americans were never kindly titled â€Å"slave†. They were spit at, and the harsh use of the word â€Å"nigger† slapped them across the face like it does to students across the country who read it now (Source D).Taking away Twain’s most purposefully placed word completely takes away from his message. Without the original vocabulary, society cannot learn the important message that Twain is trying to teach. Twain’s use of â€Å"nigger† is like a whole new form of imagery. Many students shift uncomfortably in their desks when they hear it out loud, some will even go as far as claiming to hate the book because of the tense and demeaning language (Source A). This is what Twain wanted.The use of â€Å"nigger† has not changed at all over the years, and ignoring it would be equivalent to ignoring an entire chapter of our history books, one that very much defined our country. The poster-word for the discrimination of African Americans is â€Å"nigger†, therefore Huck Finn would be ripped of its historical accuracy if the word were removed. Twain wants reders to empathize with the book’s victims, because only then would his readers be able to understand the harsh pain of the word. Twain’s message is simple: â€Å"nigger† is not okay.But there is no other way to prove this than to force it upon the reader. Twain was and continues to be a literary genius. His willingness to take a chance and make a reader empathize and feel something is what makes his book such a learning experience. Stripping the book of its most infamous word, â€Å"nigger†, cowards away from its most obvious message. If everything mildly offensive was censored, there would be nothing left to read. So instead of complaining about history, enjoy the beauty of Twain’s book, buy some Chick-fil-A, and the rent the newest Adam Sandler movie- before it’s too late.

Analysis Of The Poem Achilles - 1977 Words

Gods and animals exist on a different plane from mere mortals, as supported by Shay, â€Å"Whether the berserker is beneath humanity as an animal, above it as a god, or both, he his cut off from all human community,† (Shay, 6). While death can be a very physical thing, it can also be symbolic of the loss of humanity. In the last chapters of the poem, Achilles’ rage becomes all-consuming and takes him over. Rage dictates all of his actions, and whether it is his god-like or animal-like characteristics being attributed to his rage, Homer and the soldiers no longer speak about him as a mortal. Achilles may go on breathing after the death of Patroclus, but he is not truly alive again until he can quell his rage, because his rage comes at the price of his humanity. Who Achilles is before Patroclus is killed very different from who he is after Patroclus’ death. This is key in understanding Achilles’ loss of humanity. â€Å"The modern concept of tragic drama takes for granted the existence of a single character, whose action and suffering are the focal point of the play,† (Knox, 1). While it is arguable who the true hero of The Iliad is, it is unlikely for someone to doubt that Achilles is a hero regardless, and one that drives the plot of the poem. Achilles’ suffering begins the play and ends it. His feud with Agamemnon may seem petty or drawn out, but it is important to set a precedent for Achilles’ nature. â€Å"I have no mind to linger here disgraced, / brimming your cup and piling up yourShow MoreRelatedAchilles: God or Beast?1170 Words   |  5 PagesTuesday October 2nd, 2012 Achilles is the main character, and, without doubt, the most complex character in Homer’s famous poem, The Iliad. 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