Business Project Management Essay Example | Topics and Well Written Essays - 2000 words

Business Project Management - Essay Example Project management process involves four major functions. These are planning, organizing, leading and controlling. Planning is the first stage of project management process and evaluation of a project is done in wide areas of the project i.e. cost required, future cash flow, possible risks etc. Project life cycle estimation is also important activity in this stage. Second stage of project management process is organizing. In this stage, the required resources are organized like capital, labour, material, equipment and facilities etc. Capital refers to both the initial investment and fund required for management working capital. Leading is the third stage project management process and it is very much crucial for completion of a project with quality work and ensuring deadline. The main objective of leading is to ensure right job to right people and motivating them to get best output. Controlling is the final stage of project management process where the project is continuously monitor ed. Progress of the project is evaluated and compared with the proposed project progress plan. Developing effective strategies and change of ineffective strategies of project development is main part of controlling a project (Smith, L. 2003, p.4). Therefore, overall objective of project management should be performing these four project management functions very efficiently and effectively in an organized framework. This is the job of a project manager. To complete or continue a successful project, the project manager needs to be planned and executed for each small stage of the overall project. This will help to develop and implement contingence in critical situation during project development process. Discussion Answer 1 Resources Resource is one of the most important primary objectives of a project. It includes mainly people, material and equipment i.e. the major non financial resources. Availability of skilled employees is one of the main focused areas of businesses because skill , knowledge and experience of employees have substantial impact on quality output and progress of a project. Again, sufficient supply of people leads to low wage rate and total wage of a project and vice-versa. Therefore, this important resource needs to evaluate at the planning stage of project management process so that project deadline, cost and quality work can be ensured. Next important resource is equipment which is very necessary to do the project task or activities. Technology plays a great role in this resource as use of hi-technology equipment reduces completion time or faster production and more output. Again, the employees also need to very much familiar with the advanced technology equipments as they need to operate the equipments efficiently to ensure better output. Material is another important resource of project as it is needed to produce the products. Therefore, sufficient and continuous supply of raw material is necessary for project. Material is necessary for bot h construction and production unit projects. Time Time is one important factor of project management. Project deadline and progress of a project can be ensured by efficient time management. It includes working hour of the employees and daily, weekly or monthly work progress. Again, time management can be aided by using tools, techniques and skills to accomplishing specific work activity or goal within due date. Therefore, to develop specific goal or work target, minimum time need to be considered to reduce total

Ethics in IT Assignment Essay Example | Topics and Well Written Essays - 250 words

Ethics in IT Assignment - Essay Example Software for business or for entertainment is designed with the sole purpose of making money which makes it mandatory for an engineer to design quality software to make it worth the price. It will be senseless to distinguish software as the same people that use them for entertainment use it for health and rescue purposes. A team of engineers working on a project will have effective methods of execution. Every member of the team having a role to play, it will be easier to share responsibilities. The chances of making mistakes when in a team are expected to be minimal as the work has been broken down in order for an individual to give more concentration to his or her part. Mistakes that may arise from a project handled by a team of engineers will have a greater moral responsibility as it is expected they have consulted widely within the team to avoid any mistakes from arising (Whitbeck, 2008). An individual engineer on the team will not have a greater moral responsibility as compared to the team since the team as a whole is expected to have helped in guiding him from making any

System for Occupational Health and Safety Management

System for Occupational Health and Safety Management 1.1 General Overview Agape Homes Trust provides intellectual disability level care for adults in residential and day care. The trust provides services to develop individuals skills, talents and interest and assist them to live a integrated life. The manager oversees to two care centres. There is a well established management team supporting the running of the centre. The service has a clinical coordinator, a team leader, four support workers. A shortfall identified in this audit around staff training and other records has been addressed. Health and Safety System Audit report Policies and Procedures Policies and procedures are reviewed on regular basis and updated to reflect best practice, standards and legislation. Policies are in placed and documented rationally to determine skill mix and staffing levels. Roster is provided for appropriate coverage for effective delivery of services to the client at all times. The trust uses a combination of computer based planning for cares and documentation based information. The long term care plan is computer based and a printed out summary placed in front of the clients file. There is a lifestyle questionnaire for residents which provides information regarding the residents past and present likes and dislikes. Intervention are planned round those hobbies with set timeframe. Certain activities are planned out as well. Food, culture, religious beliefs are also considered. Accident records Interview with the Team leader it was found that the trust has no incident and accident record file onsite. All accident and incident reports are documentation, investigated within 24 hours of occurrence. Reported to and reviewed by the clinical coordinator. Corrective measures initiated immediately and data compiled on the data base and the paper work sent to the main office where it is kept in file. Standards NZS8134:2008 Health and Disability Services Standards are followed in policies ensuring appropriate standard comply with clients rights and services provided in a manner that clients are respected, minimises harm, facilitate choice and acknowledges persons culture, value and beliefs. Also services are effectively communicated to the residents and their whanau. ISO standard is also followed in policies where there is food handling involved and to ensure services are reliable and of quality for residents, whanau and staff. Job Description Each and every person at Agape Trust is responsible to comply with current occupational Health and Safety (OSH) legislation and safety at work. Everyone works safely at all times; uses safety equipment provided; identify hazards and report instantly; encourage others to work safely; monitoring of own health and measures to improve when necessary. Also safe evacuation of residents and others during emergency; maintain safe environment for self, staff and residents. The General Manager is to be reported of any concern regarding security or any other issues. Training Records Was unable to site the training records as it kept in the office at all times. Interview with the team leader the following information was gathered. When required or requested by team leader, be involved in on the job training and service orientation of staff and volunteers. In house health and safety training in form of induction provided to new workers and volunteers. All staff to possess a valid First Aid Certificate, participate in refresher course, external training and qualification based on certified training. Manuals Manuals on how to use equipments available and kept in files. No written safety rules developed and posted around the equipment. Little attempt is made to control hazardous points on equipment. For example the treadmill is located near the door way to the laundry. Manuals on working with equipment and hazardous substances can easily be obtained at anytime. Hazard Register Hazard Register updated and accessed easily for handling common issues, hazards, causes with controls and options to assist control. It also has tools, resources and case studies. The register consist of hazard such as slips,trips,falls, manual handling, hitting stationery objects, challenging behaviours, exposure to trauma, stress, workplace violence, workplace bullying, security, shift work and hazardous substances. The hazards recorded were minimised, eliminated or isolated. It has been updated by the General Manager and initials of each worker after reading and understanding it. Inventories All inventories are hand written in books and updated bi monthly basis by the team leader and the clinical coordinator. Inventories expiry is checked and damaged equipment replaced or fixed. The data is then transferred to the computer for records. Health and Safety System Organisational Requirement Have they been met? (No, partly, mostly, fully) Policies and Procedures Fully met Policies and procedures are checked and updated. The safety procedures are in formats that are easily understood and special communication needs of people using the building taken into consideration as well. The staffs is familiar with the health and safety arrangements at the work place. There are policies and procedures around waste management, cleaning, laundry. Emergency management and the staff are fully aware of them. Policies and procedures also in placed for safe practice and staffs are closely monitored all times. Organisational Management Mostly met There is enough qualified staff on duty at the Trust all times. The trust provides cares for highly needy clients with intellectual disability so experienced and qualified staff should be available at all time. The staff rooster is updated weekly. So the staffs have received adequate orientation and training before starting work. Accident Records Not met There are no records of previous accident records at the Trust. All accident records are sent to the main office where data is transferred to the computer and the paper stored in file. Organisational requirement. The trust should have an accident record file with previous accident records present at the premises as this may help for future references. Standards Fully Met Checking with residents, interview with team leader, staff ensured that policies support consumer rights under this standard. Residents well informed of their rights; personal privacy is protected and suffers no discrimination. Organisational Requirements The standards have been approved by Ministry of Health under the Act and set the standards for health and disability services. Standards have been reviewed yearly which includes general standards, core standards, infection prevention and control standards, restraint minimisation standards, organisational management and providing of safe environment. Job Description Fully Met All staff at the Trust has clear roles and responsibilities and their use their knowledge and skills to promote a positive health and safety culture in the workplace. As organisational and legislative requirement, each worker has to comply with safety policies and practices and their help in planning, implementing and monitoring of protective and preventative safety measures at workplace. All staff has written job descriptions and written copy of their terms and conditions of employment before commencing with the job. Training Records Not met Staff files not updated. Document such as training undertaken and completed not found. Organisational requirement Long standing staff needs their competency and skills assessed to determine the need for further training. The trust needs staff training and development programmes to maintain skills, meet the changing needs of the residents, fulfil the aims of the Trust and understanding the policies and procedures of the organisation and suitable competent to carry out their roles. The Manager should ensure that minimum mandatory training requirements for all his staff are met and updated on regular basis and records are maintained Manuals Fully Met Manual of every equipment present for safety reasons. The manuals are updated by the management on regular basis. Copies of manual printed out and placed in areas where it can be easily accessed. Hazard Register Partially Met. The Hazard Register is not updated, certain risk was identified but corrective measures still needs to be in place. The register has written confirmation of all statutory relating to fire safety and standards complied during fire drill. Organisational requirement The manager has to ensure that the risk assessment is carried out for all areas of work. To manage the identified risk that have been recorded, corrective action has to be implemented and all staff to be aware of any hazards identified and a control put in place. The Manager has to review the risk management records on regular basis. He also has to see to the events including accidents injuries and incidents of fire records and fire drills. Staff uses appropriate protective clothing and equipment suitable for the work to reduce the risk of harm and injuries to others and also to themselves. Inventories Partially Met. All inventories are recorded and later data transferred to the computer for future reference. The organisation keeps all the required inventories for safety reasons. The broken and old equipment should be discarded and replaced with the new equipment. Organisational requirement To reduce the risk of harm and safety old, broken equipment should to be replaced. 1.2 Health and Safety Systems Legislative Requirement Organisational Requirements Policies and Procedures Fully Met Policies and procedures comply with health and safety legislation for maintaining and providing safety and healthy work place, minimise risk in work practise for welfare of everyone and environment The safety procedures are in formats that are easily understood and special communication needs of people using the building taken into consideration as well. The staffs are familiar with the health and safety arrangements at the work place. Emergency management and the staff are fully aware of them. Policies and procedures also in placed for safe practice and staff are closely monitored all times. Accident Records Partially Met All organisations should have an accident record put in placed at all times. Staffs are to fill any form of accident or incident occurring at the work place. An accident record file with previous accident records should be present at the premises as this may help for future references. All accident and incident reports are documentation, investigated within 24 hours of occurrence. Reported to and reviewed by the clinical coordinator. Corrective measures initiated immediately and data compiled on the data base and the paper work sent to the main office where it is kept in file. Standards Fully Met The standards are aimed to ensure respect, protection of the rights of people at the Trust and that the standards are qualitative which provides meaning to the residents life Standards have been reviewed yearly which includes general standards, core standards, infection prevention and control standards, restraint minimisation standards, organisational management and providing of safe environment. Job Description Fully Met Staffs are qualified, competent and experienced to manage needs of intellectual disabled clients and also meet the purpose, aims and objectives of the organisation. Job description enables an individual to have authority and take up responsibilities for duties assigned. The staffs have to ensure that all legally required certificate and licences are updated and displayed when required. The organisation ensures that each staff gets proper orientation before commencing of his or her duties. Manuals Almost Met. Manuals should be in place for all staff to refer to for procedures on health and safety and corrective measures of using certain equipment. Manuals on how to use equipments available and kept in files. No written safety rules developed and posted around the equipment. Copies of manual printed out and placed in areas where it can be easily accessed. Hazard Register Partially Met Hazard register is updated and kept to carry out risk assessment of the work area. Action taken around the identified risk. Clear procedure in placed setting out the action to be taken together with reporting requirements. Significant events such as accidents, injuries, dangerous occurrence and incidents of fire are recorded and updated. Staff wears appropriate protective clothing and equipment in times of emergencies. The manager has to ensure that the risk assessment is carried out for all areas of work. To manage the identified risk that have been recorded, corrective action has to be implemented and all staff to be aware of any hazards identified and a control put in place. The Manager has to review the risk management records on regular basis. He also has to see to the events including accidents injuries and incidents of fire records and fire drills. Staff uses appropriate protective clothing and equipment suitable for the work to reduce the risk of harm and injuries to others and also to themselves. Training Records Partially Met. Promotion of safe working practice through acknowledging provision of information, training, monitoring, supervision of staff under safe working environment, fire safety, infection control, manual handling, first Aid, food safety, maintaining of equipment, personal safety at work. The Manager should ensure that minimum mandatory training requirements for all his staff are met and updated on regular basis and records are maintained. Staff needs their competency and skills assessed to determine the need for further training. Inventories Partially Met. Organisation should be up to date equipped with necessary resources at the facility to maintain health and safety. An inventories record should available at all times with expiry dates for equipment. The organisation keeps all the required inventories for safety reasons. The broken and old equipment should be discarded and replaced with the new equipment. To reduce the risk of harm and safety old, broken equipment should to be replaced. Assessment Task 2 Develop a plan for improvement to Occupational Health and Safety systems. Health and Safety System Degree of Compliance Assessment of the significance of Hazards Cost Benefit Analysis Policies and Procedures Compliance No risk – organisation meets the requirements Nil Accident Records Non Compliance properly completed accident forms and records should be kept High risk of hazard No accident records present, staff may not know how to handle on similar types of accidents as no references available. Low cost – printing of materials, buying a file and filing of documents. Standards Compliance No risk – organisation meets with all requirement Nil Job Description Compliance No risk – organisation meets with all requirements. Nil Manuals Non Compliance High risk of hazard. Most manuals are old, torn and out dated. Low cost – reprinting of manuals. Benefit would be for safeguard. Hazard Register Non Compliance no records of eliminating, isolating or minimising on file. High risk of hazard – no proper records available for future references. Proper and corrective action taken should be in place and recorded in file. Low cost – buying a folder and filing of the documents. Benefit for safeguard Training Records Non Compliance High risk of hazard – long serving staff not aware of new ideas and manage changing behaviours of clients. Staffs not up to date with training, staff personal information not complete. Medium cost – in house training for staff. A yearly staff training calendar posted in staff room to ensure all staff receives proper training. Refresher course made available for long serving staff and that they are up to date with qualification. Inventories Record Non Compliance High risk of hazard – staff may be use expired and broken equipment which may cause harm and injuries to themselves as well as to the residents. Also to reduce the risk of infection at the facility it is best for the organisation to maintain adequate resources at all times Low cost – a proper exercise book bought and all data entered in the journal which later transferred to the computer. medium cost – for the right equipment and resources such as gloves, hand wash, soaps and toilet paper and cleaning material Element 3 Size and location of the workplace The Agape Homes Trust which is known as Agape Care is a charitable organisation which is supported by local churches and provides services to highly need adults who has intellectual disability. The organisation is based in West Auckland. It is a small organisation with about 15 staff and about 25 clients. The organisation can implement corrective measures but have problems with allocated budget and resources. Financial viability of the organisation The Agape Homes Trust is a Non Government Organisation which survives on charity and is supported by local community churches. Since the cost of the strategies are small and can be catered with allocated budget. The organisation is not financially stable since it runs of charity. It can only spend small amount on money on health and safety programmes. Existing Management systems The organisation have set up templates on the computer and available polices and procedures. The clinical coordinator, manager and the team leader have the right knowledge and skills of the existing organisation system around health and safety. Commitment to ISO or other quality management practices. The organisation follows ISO and New Zealand standards which is reflected in the policies and procedures and all programmes. Overall Strategies Corrective Action Accident Records Ensuring that there are two people signing off all accidents. The team leader ensures all documents are properly filled The manager and clinical coordinator amends policies for accidents and incidents register Monitoring of Hazards Modifying ways to monitor hazards and recording them. Assigning a person to be in charge of monitoring the register. Working with team leaders, clinical coordinator and manager to develop and implement ideas. Training Conducting in house trainings for staff infection control, fire control. External training – First Aid certification and CPR training. Refresher courses – handing washing, medication competency and manual handling. Professional development training – Diploma in healthcare, Mental health, Treaty of Waitangi, rights and ethics, leadership courses. Challenging behaviour management courses. Qualification based on certificates – Diploma, NZQA qualification and certification Modification of induction training – orientation at work, interviews and appraisal. Manuals Working with team leaders and management to improve the manuals, communication styles suitable for everyone to understand. Printing out simple procedures and making attractive charts with diagram illustrations. Inventories One of the staff is assigned to keep checks on supplies and resources. The team leader checks the inventory journal at all times. Devika Chandra Kumari

Child-like Mind on One Visual and Verbal Prodigy :: Childrens Literature Beverly Cleary Papers

Child-like Mind on One Visual and Verbal Prodigy "Bob lived on a big farm. Everyone has to learn to work on a big farm. Bob helped his father with the work. He learned to help with the corn. He learned to look after the chickens and the sheep and the cows. He learned always to shut the gate to the pasture where Tony, the big black bull, lived" (Dolch 1). In the late 1940's and early 1950's, post-World War II, there was a shift back to domestic interests. Both libraries and bookstores were increasing in frequency and popularity, attracting education-minded families on the weekends and after school. However, children visited these institutions often to find merely stuffy stories about prim and proper children without any realistic emotions. "Where are the books about kids like us?" one librarian recalls being asked repeatedly. There simply were none. Hungry minds looking for empathy and adventure found emptiness; anyone not bored by Bob's story, found in a 1954 children's anthology, probably wished him to be mauled by Tony, the big black bull. Kids were often left with moral-laden Little Golden Books such as the 1950 edition of Susie's New Stove: "'Carol is bringing her dolls here to play,' said Susie. 'May I ask her to stay for lunch? We could cook it on my little stove.' 'Of course,' said Mother. 'Let's see. You could have canned soup with toasted crackers and cheese. Then peanut butter and honey sandwiches with milk. And how would you like to make candle salads? They are quite grownup' 'Wonderful,' said Susie. 'I will ask her right away.' And soon she was back with Carol... 'Daddy's birthday is coming,' said Mike. 'What can we give him?' 'I wish we could cook him a birthday dinner,' said Susie. 'That would be lovely,' said Mother. 'Oh, but our pots and pans are so tiny,' said Susie. 'We could never feed you and Daddy.' 'And us too,' said Mike. 'We would eat at the birthday dinner, wouldn't we?' 'Of course, dear,' said Mother. 'It would not be a party without you. But we can manage. You two are such good cooks now, I will let you cook on my big stove just this once... 'My,' said Mother. 'You children are a great help to me. This will be a wonderful birthday dinner.' It was, too. Daddy said it was the best meal he had ever eaten in his whole life" (Bedford 14).

Adolescent Development in Juvenile Recidivism

Punishment is a word that has many different meanings. It differs from person to person, state to state and even country to country. When looking at the criminal justice system the purpose of punishment is deterrence, rehabilitation, retribution, and incapacitation (Bontrager, Smith, & Winokur, 2008). Punishment involving adults is hard but when dealing with adolescents it is even more difficult. Adolescence is often thought to be a time of irrational and emotion influenced behavior. There are many who think that adolescence is just a phase that is an entity in and of its self.While many people can see the correlation between the actions and behaviors that happen in adolescence to the habits and life style in adulthood few people see the correlation between a person’s early childhood and the affect that has on his or her adolescence. There is no developmental phase that stands totally alone. Each phase has a lasting consequence ramifications on the next. This progressive devel opmental phase has lasting ramifications on the adolescent’s behavior, self-concept and maturity. Because of this there is a need to view juvenile crime and punishment differently than adult crime and punishment.The reason for this is because some research has shown that recidivism rates among juvenile parolees are very high. It can range anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who have been confined do not stop committing crimes when they are released. In fact, many juvenile offenders continue their criminal involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there needs to be a way to halt the progression of juvenile crime being indicative of adult crime.The purpose of this paper is to demonstrate how childhood development affects adolescent’s development and how this development is directly related to a troubled adolescent’s recidivism rate in relation to family, community and social support. When sentencing juvenile offenders there needs to be an emphasis not only on punishment but rehabilitation. Crime prevention, whether on the juvenile level or adult level, falls into the three categories, of primary, secondary and tertiary prevention. Primary prevention focuses on the conditions that may foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that promote violence and crime to seek healthier ways to live ((Bendit, Nieborg, & Erier, 2000). For example,i. e. a juvenile living in a depressed area will see that drugs and theft are the primary means of survival. Taking that juvenile to a farm, or a camp, exposes them hard, honest work is more satisfying, and less stressful than devious means of support. The idea behind primary prevention is the desire to create a more positive perspective, specifically for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior.Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a wide variety of other social and psychological burdens. It enfolds all of the aforementioned items with support for families, schools, urban development, healthcare, stabilizing and strengthening individual personalities, social education and combating prejudice (Bendit, Nieborg, & Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the general environment, as in primary prevention, but to focus on a small, clearly defined group.This group encompasses children and young people whose individual development, or circumstances, or both, cause them to be a more likely candidate for becoming a potential offender. Secondary prevention focuses on helping people who fall into this group specifically. The help may involve either working with adolescents, who live in socially depressed areas. It can also mean street work, getting involved on the youth’s direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, & Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories.It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop repeated offences and encourages the social integration of young offenders. In fact, the younger the age of an offender, the greater the significance of getting the offender’s support system involved (Bendit, Nieborg, & Erier, 2000). This leads us into the path of criminal behavior in adolescents. Vygotsky’s Theory of cognitive learning is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a child’s interaction with the world.This theory shows the learning progression from infancy to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a child’s learning and development, intentionally, in a methodical manner depending on which culture and society the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A person’s culture is not just where a person was born, lived and died. Culture includes the how of one’s birth, life and death.There needs to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of failure. When a parent, teacher, or a significant person in a child’s life does not actively participate in the child’s development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a cho ice to do nothing is actually making a choice to do something. It’s a choice of promoting apathy, indifference and a lack of concern.It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through Jesus Christ. When a person does not choose Christ he or she is choosing Satan. While many people may think that concept is harsh it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a child’s life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion.It is generally acknowledged that dysfunctional parenting practices and family conflict are common hazards related to a wide variety of behavioral and emotional problems in children and adolescents. Improving parenting skills and enhancing the confidence ad olescents hold in their parents has the greatest potential in improving the children’s health, status, well being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the importance of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a wide variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is substantial evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will have a huge impact on whether an adolescent commits a crime and also the recidivism rate when the child is released from whatever punishment given.The major premise of Vygotsky's theoretical framework is that social interaction plays a primary ro le in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and responds to the world through formal and informal methods (Ormrod, 2008). This knowledge draws a parallel between understanding what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones’ self.This knowledge happens as a child moves from early childhood to middle childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to meet the complexity of coming social situations, the foundation for them has its origin in infancy. In infancy and early childhood, a child’s parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course.Increasingly, the child begins t o assume more control and can by early elementary school become more self-directed in carrying out the intricate set of skills required for problem solving in social situations. Accordingly, to obtain a child’s competency in social problem solving, measurement systems need to place demands on the child’s self regulatory, executive processing, and social engagement. Other basic skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, ; Swank, 2006).When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. Social and emotional competences have a wide range of developmental indicators that adolescents need for successful social adaptation. These indicators embrace positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emoti on regulatory abilities and relationship skills.When the adolescent is made aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The process of maturation becomes much more difficult as the foundation needs to be reset in order to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent.A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to watch the behavior. Such behaviors would be acting-out, assertive social skills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds ; Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills.There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith ; Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others’ points of view.They are then also expected to assimilate other people’s views with their own and give feedback based on the knowledge they possess. Based on what was said earlier, ado lescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others’ perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005).Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other people’s behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback received from a social peer.Cognitively, a child is required to keep focused and attentive and use information to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith ; Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other people’s behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005).Integration of the many skills needed to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the information from the environment and process it to effectively comprehend social experiences.There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the heading of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring across childhood (Astington ; Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, ; Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the public’s concern with juvenile delinquency and violence has been to pas s legislation promising stiffer penalties as well as harsher sentences for juvenile offenders.What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a balance created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003).

An in-Depth Analysis Essay

Volume 5, September 2010 The International Journal of Research and Review 51 An In-depth Analysis of the Entrepreneurship Education in the Philippines: An Initiative Towards the Development of a Framework for a Professional Teaching Competency Program for Entrepreneurship Educators Maria Luisa B. Gatchalian Miriam College Abstract This research paper is a descriptive study, which aims to identify the training needs of entrepreneurship educators and practices in entrepreneurship education in the Philippines. Focus Group Discussion (FGD) and one-on-one interviews are conducted using structured and unstructured interview guides, which revealed the respondents’ answers, thought patterns, expressions and insights on an array of questions pertaining to entrepreneurship education in the Philippines. The result shows that students assign the highest importance to the personal qualities of entrepreneurship educators (e. g. human and motivating, etc. ) and teaching methodology and delivery (e. g. innovative and interactive) among other qualities (e. g. educational attainment). Entrepreneurship educators ascribe most importance on personalized, experience and project-based learning. However, they assert that this teaching practice should be complemented by a manageable class size, program support facilities and teaching skills enhancement (e. g. , mentoring, etc. ) among others. The school administrators play an important role in setting the direction and progression of the entrepreneurship program in their respective institutions against the background of numerous challenges in managing resources to support its needs. This study highlights that entrepreneurship education in tertiary level is best achieved through a well-designed curriculum, effective teaching model grounded on personalized and experience-based learning, and strong institutional support. Keywords: teaching and learning needs, entrepreneurship education, and tertiary level. Introduction Entrepreneurship education is a recent trend in new course development as against the traditional courses that have gained formal recognition in higher-level institutions. Entrepreneurship courses are now finding their way into formal education as subjects or full degree courses in the tertiary level. Unlike traditional business courses, which have developed and evolved over many decades in universities all over the world in conjunction with active practicing business operations, formal entrepreneurship teaching in the tertiary level is a relatively young course. Professional development of entrepreneurship educators, however, is not as institutionalized as the development of teachers for traditional business courses. MBAs and PhDs in general business and in management fill the faculty rooms of colleges and universities, but educators who hold masters and doctorate degrees in entrepreneurship are rare. Even teaching information and resources are not well known or are not available in many schools, making it difficult for budding entrepreneurs to find the sources they need. Entrepreneurship education is, by nature, highly experiential and interactive. Course requirements are mostly output and result oriented,  © 2010 Time Taylor International ? ISSN 2094-1420 Volume 5, September 2010 The International Journal of Research and Review 52 prototype development, hands-on training and other practical applications that require mentoring and close monitoring of students’ progress at each developmental stage. Teaching college teens to become entrepreneurs takes a different set of skills, insights or sensitivity and teaching approaches to connect, motivate and engage them to. The uniqueness of the student needs and the course requirements entails specific teaching skills to match both. One of the perceived tools to address and match these needs is to first conduct an assessment of the qualities, competencies, methods and techniques and other factors that are important to students, educators, and school administrators. There are new challenges of the learning dynamics of emerging youth in the 21st century. Among them are the uses and matching of modern communication technologies with appropriate teaching methodologies, which the new generation is well adapted to but a good number of educators are not. These are only a few examples of the specialized skills and knowledge that are needed to upgrade entrepreneurship training in the tertiary level. Likewise, course management and its administration are also faced more than ever, with challenges and limitations that behoove everyone to deal creatively with. The study is grounded on the premise that if the educational system is to breed entrepreneurs as the future economic movers, it is but appropriate that the learning source, or the educators should be well equipped and sensitive to their needs and learning dynamics who are ? nolonger-children but not-yet adults.? In the Philippines, the Commission on Higher Education (CHED) has pushed the formal integration of entrepreneurship education pursuant to Republic Act No. 7722 as embodied in Memorandum Order No. 17 (CMO # 17) Series of 2005 – Curriculum Requirement for Bachelor of Science in Entrepreneurship (BS Entrepreneurship). This document contains the new academic and developmental thrusts of the Entrepreneurship Programs and Courses in the Tertiary Level. It is also important to note that based on the CHED directory in the National Capital Region, there has been an increase in colleges and universities offering business and entrepreneurship courses. Some have indicated the integration of entrepreneurship in their schools, as a full course leading to a degree, a track, or as a major subject. There are already concerted efforts in the government and the private sector to advance entrepreneurship education as a long-term solution to economic advancement. It follows then that the future offering of the course on entrepreneurship will increase, and programs will take on a newer form as it evolves and develops over time. One of the concrete efforts to meet these new challenges is the formation of Entrepreneurship Educators of the Philippines (ENEDA). The main thrust of the organization is to assist all its members in accessing or actually developing for their immediate use all the relevant knowledge and skills needed in teaching college students to become  © 2010 Time Taylor International ? ISSN 2094-1420

The Old Man and the Sea †by Earnest Hemingway

The Old Man and the Sea – by Earnest Hemingway Free Online Research Papers Ernest Hemingway, the author of The Old Man and the Sea, based a lot of his books on his life, friends, and family. I will briefly discuss some of these similarities between his life and his book The Old Man and the Sea. In the book, The Old Man and the Sea, the old man, Santiago, has excellent eyesight. In most of the story his eyes and eyesight are discussed as being good. In reality, Hemingway had very poor vision. He was even turned down by the US Army due to poor vision. Hemingway spent part of his life living in Cuba. He loved to fish off the coast in his boat named the Pilar. Hemingway later left Cuba and the Cuban government turned his estate into a museum. Santiago also lived in Havana, Cuba in the book. Hemingway had a special place he liked to go to and talk to others about fish and fishing stories. This place was called Sloppy Joe’s. Sloppy Joe’s was owned by Joe Russell. In The Old Man and the Sea, Santiago and others also had a similar meeting place. Santiago’s meeting place was the terrace. Hemingway also lived in Key West and would take frequent fishing trips to Cuba with Joe â€Å"Josie† Russell, a good friend and the owner of Sloppy Joe’s. While on one of these trips he met a man named Carlos Gutierrez. Carlos had been a marlin fisherman for nearly forty years. Hemingway thought that Carlos was an excellent storyteller. Today it is believed that Carlos may have been a prototype for Santiago, who also was a great marlin fisherman and a great storyteller in the book. These are just a few connections between Ernest Hemingway and his book. Many authors make similar connections in their books. If you are interested in other connection go to your nearest bookstore or library and search online or get a book on your author’s life and start searching for connections. Research Papers on "The Old Man and the Sea" - by Earnest HemingwayEffects of Television Violence on ChildrenHip-Hop is Art19 Century Society: A Deeply Divided EraQuebec and CanadaThree Concepts of PsychodynamicNever Been Kicked Out of a Place This NiceLifes What IfsThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 Europe