Ethics †morality Essay

When asking people â€Å"what does ethics mean? † we get many different replies. Some relate ethics to feelings, others relate it to religion, others might relate it to the law, others relate it to society and some just do not know. They are all wrong. Ethics refers to well-founded standards of right and wrong. Feelings, religion and the law may misguide people from what is ethical. The majority of people misunderstand what being ethical means. Some think that being ethical means following the law. The law often incorporates ethical standards to which most citizens subscribe. But laws, like feelings, can deviate from what is ethical. Our own pre-Civil War slavery laws and the old apartheid laws of present-day South Africa are grotesquely obvious examples of laws that deviate from what is ethical. Adela Cortina (March, 2000) said, â€Å"A natural law standpoint which, whether in its traditional or ‘post traditional’ version, ultimately takes only what is just from a certain moral conception as ‘valid law’, is not an acceptable basis for legal legislation in a morally pluralist society. † Nor should one identify ethics with religion. Most religions, of course, advocate high ethical standards. Yet if ethics were confined to religion, then ethics would apply only to religious people. But ethics applies as much to the behavior of the atheist as to that of the devout religious person. Religion can set high ethical standards and can provide intense motivations for ethical behavior. Ethics, however, cannot be confined to religion nor is it the same as religion. Praveen Parboteeah, Martin Hoegl and John B. Cullen (June, 2008) mention â€Å"some studies have found no difference between religious and non religious individuals on unethical behaviors such as dishonesty and cheating. Many people tend to equate ethics with their feelings, but being ethical is clearly not a matter of following one’s feelings. A person following his or her feelings may recoil from doing what is right. Feelings frequently deviate from what is ethical. Just like Ken Bowen (August, 1994) said, â€Å"With a set of rules guilt is all too often a conflict between what is said to be wrong and what one feels to be right and can be devastating to an individuals personality. † What, then, is ethics? Ethics is two things. First, ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics, for example, refers to those standards that impose the reasonable obligations to refrain from rape, stealing, murder, assault, slander, and fraud. Ethical standards also include those that enjoin virtues of honesty, compassion, and loyalty. And, ethical standards include standards relating to rights, such as the right to life, the right to freedom from injury, and the right to privacy. Such standards are adequate standards of ethics because they are supported by consistent and well-founded reasons. Secondly, ethics refers to the study and development of one’s ethical standards. As mentioned above, feelings, laws, and social norms can deviate from what is ethical. So it is necessary to constantly examine one’s standards to ensure that they are reasonable and well-founded. Ethics also means, then, the continuous effort of studying our own moral beliefs and our moral conduct, and striving to ensure that we, and the institutions we help to shape, live up to standards that are reasonable and solidly-based. Most people do not really know what the meaning of ethics is. They all have a different idea of it. They relate it to things like religion, law and feelings. Well these usually deviate us from what is right and wrong. That is not all there is to ethics. Ethics has to do with standards of right and wrong. They may change through time. One must always examine one’s standards.

Maman/Louise Bourgeois

Louise, a twelve year old girl drawing missing segments on a tapestry for her parents’ tapestry repair shop lives her life lacking the knowledge of what she is going to be when she grows up. She begins to study math which she loves to do, but she had no idea that her studies had a close association with her exceptional drawing skills. One day, coming home from school, she walks by a tapestry, and begins to reminisce about the times when she had to draw them, so it struck her. She wanted to focus her studies in art. As she began to study art, she soon found out that she also exceeded in painting. She started out small, but her hard work and determination got her to the well-known artist that we know today as Louise Bourgeois, the artist of Maman. Any art piece can have multiple interpretations depending on how you look at it, but knowing the artist’s background will give you a complete understanding of their work of art. In addition, breaking down the artistic terms and one’s interpretation on a work of art are vital and usually different compare to other spectators. Knowing the artists’ background can be quite intriguing because it shows the reason and the process of creating their art, but for Louise Bourgeois’ background, it was straight forward. She was born on Christmas day, December 25, 1911, in Paris, France and now today living in New York at age 98. Her parents anticipated that she will be a boy, and name her Louis Bourgeois after her father’s name. Despite being a girl, she still retained the name, Louise Bourgeois. She is the second oldest of her siblings, but she is actually the third oldest because the first baby died. Her older sister is six year older than her, and her younger brother is one year younger. They lived above a tapestry gallery which belongs to their parents. In 1932 when Louise passed her high school exam, her mother passed away naturally. Family members were a great deal to Louise. Each member of the family has a special part of the family’s role. While studying art and painting art pieces, she met an American art historian, Robert Watergold which she married in 1938. They adopted an orphan boy named Michel which made them move to New York. She felt guilty leaving France, but she wanted to be able to care for the orphan boy. When they moved, she gave birth to two sons in the U. S. Shortly after giving birth, she began her painting career and soon started sculpting abstract sculptures. Her art work was displayed in many museums all over the United States. She regularly exhibited her art work in museums and was an active member of the American abstract artist group. Next, she transformed her paintings into sculptures. An example of such pieces is the sculpture, The Nest in the 1990’s, which is a group of spiders with the mother watching over the little ones. Later she made a giant spider called, Maman and was first displayed outside the Tate Museum of London in 2000. When you walk by Maman, the art piece just captures your attention and draws you in. Once you are in front of this breath taking sculpture. You wonder what is underneath it; how big is it? Well, Maman means mother in French. It was first put on show outside the Tate Museum of London in 2000. The sculpture Maman is a 30 feet tall female spider constructed of stainless steel. The whole sculpture is colored black, and beneath the body, there is a sac attached to the body of the mother spider in which she carries 26 pure white marble representing eggs. In addition, there are eight long thin legs supporting the sculpture to stand up. While assembling the sculpture, Bourgeois paid careful attention to details, such as positioning the legs and detailing the legs in order to attain a well-balanced structure. The sculpture emits a strong aura with all the little details put into it. Besides the original stainless steel version owned by the Tate Museum, London, there are other several brown bronze casts, located at: Kansas City, Canada, Tokyo, Boston, Cuba, and many more. The three main artistic terms are subject matter, content, and artistic form which I will be breaking down in this sculpture. First the subject matter. The sculpture is an image of what appears to be a giant spider with a sac of eggs and eight long thin legs. Secondly, content. The giant spider looks threatening, but the eggs that she embraces in her sac give her a sense of weakness. Louise attached the sac of eggs underneath the spider’s body demonstrating that the spider is more of a mother figure like than a predator. This spider was a tribute to her mother. Ms. Bourgeois said in a statement. â€Å"She was my best friend. Like a spider, my mother was a weaver. Like spiders, my mother was very clever. Spiders are friendly presences that eat mosquitoes. We know that mosquitoes spread diseases and are therefore unwanted. So, spiders are helpful and protective, just like my mother. † (Marie-Laure Bernadac 10) The oversize spider is also frightening which also means pain and fear to some others. So when one walks by, they can reminisce about the old memories of pain or fear. Louise Bourgeois said. â€Å"My sculpture allows me to re-experience the fear, to give it physicality so I am able to hack away at it. Fear becomes a manageable reality. Sculpture allows me to re-experience the past, to see the part in its objective, realistic proportion. † (Marie-Laure Bernadac 8) Finally, artistic form, where she placed the sac of eggs beneath the spider’s body, and the in depth designs on Maman’s legs; especially the size too. From my point of view, I wondered why she made this one so tall compare to all the other spider sculpture she made. Another spider sculpture she made is called The Nest which I have seen in person. The Nest is similar to Maman because Maman has a sac of eggs beneath her, and The Nest has smaller spiders beneath the tallest one in which it is the mother. Since The Nest is about 6 to 8 feet tall, it is saying that we are the predators because it is almost the same height as us. Why does one compare the spider to us you say? It is because we squish them when see them at home. Now she made a bigger and taller sculpture which we all know is Maman; it is saying that we are endanger now if we got too close to her eggs. The size of Maman is saying that who is looking down on whom now? Spiders can make cob webs in the corner and aggravate you. In this case, Maman wants to live her life in peace with her kids, and if you get too close the spider will fight back. Maman is a tribute to her mother because she was not only a mother, but also a best friend. Moreover, her mother was a weaver and was very clever just like a spider. Maman is almost practically a self portrait of Louise’s mother; a protective mother and defend her kids with all her might.

Going to College Essay

Going to college really does open a new chapter in everyone life, the beginning of new friendships, opportunities and growth. As a college student, a new student will be introduced to new areas of interest, broaden his vision of possibilities, establish and accomplish goals, develop lifelong friendships and define him or her in ways that he can imagine. Anyone on Earth already asked, or will ask himself where he would be in 10, 20 or even 30 years down the road. It is hard enough imagining what his life is going to be like in a year or two. Questions like â€Å"Where do you want to be today, tomorrow and in the future?† might be hard ones for young teenagers, who just graduated from high school. Attending college will help anyone answer those questions, develop a realistic plan for accomplishing his goals, and equip him with the knowledge and skills he will needs to see his goals through to the end. We usually assume that a college degree is necessary when it is not actually. We can also noticed that, because we place so much emphasis on degrees, people who have not attended college think of themselves badly, and this lack of self-confidence can really impede their success. There are some people for whom the college is actually not the best way to learn. However, a college education is an opportunity for everyone to learn what he loves. A new student can actually take the time to enjoy learning what he is truly passionate about. If he is interested in a variety of things and he is not sure where to focus, he can take his time to try them all. Nobody should look at college as a long-term contract that he is not going to be able to get out of once he starts. Anyone should feel like he needs to decide on a major area of study before starting college. College is a time for everyone to test himself, explore his interests, see what the possibilities are, and to see what he can achieve. Most other students attending college are going to be in the exact same boat . There are also a variety of resources, provided by most universities, to help anyone through college, including academic advisors, professors accessible on campus, tutoring academic support, full-time counseling staff and more. While the prospect of attending college may seem a bit daunting and even suffocating, a graduated high school teenager should not forget that he will still get to live his life. He will be able to participate in a variety of extracurricular activities, social groups, maintain a job, or even pursue a career while completing his studies. He may even find that college ends up being much more enjoyable and fulfilling than he ever expected. There are additional reasons as to why it is important to go to college. When students experience a post-secondary education, they have the opportunity to read books and listen to the lectures of top experts in their fields. This stimulation encourages students to think, ask questions, and explore new ideas. So, â€Å"why should you go to college?† The reasoning does not begin and end with the job aspect. A good education is beneficial from many different viewpoints. If any teenager is still asking himself why he should go to college, it is important to remember the significant amount of opportunity available for college graduates. The global economy is becoming increasingly more competitive, and in order to give him the best chance for a well-paying job, he must first understand the importance of college education. Attending college provides students with the knowledge and experience they are unable to receive from a secondary education, and finding a way to fund a higher education now can pay off in a huge way in the years to come.

Work Release Programs Essay Example | Topics and Well Written Essays - 1000 words

Work Release Programs - Essay Example 2. A negative group of conditions, if the offender has these conditions then he is not qualified for the work release program (FDC, n.d.). The conditions to get involved in the program 1. The remaining time for the offender to finish his service time in prison is one year and a quarter or less, and there is ability for the authority to extend his service time (FDC, n.d.).2. The percentage of the spent time in service in prison is at least "85%" of the total time he should spend, and that is when there is no ability for the authority to extend his service time (FDC, n.d.). The conditions that cause disqualification 1. The offender is "convicted of sexual battery pursuant to s.794.011 F.S." (FDC, n.d.). 2. If the offender's current service in prison is the "fourth" at least. Any sentences from any other state will be counted (FDC, n.d.). 3. The offender escaped from a prison within "five years" before (FDC, n.d.). 4. If the offender "detainer filed against him/her". But in some cases this condition could be removed from the offender under some circumstances (FDC, n.d.). Under what circumstances a detain file could be ignored 1. The authority who is responsible for the detain procedures doesn't put the procedures in progress or doesn't approve it, and allows the offender to get involved in the program (FDC, n.d.). 2. If the offender has to pay money to terminate the detain procedure. If the offender joined a work release program he will be able to pay any necessary costs (FDC, n.d.).3. The offender's participation in a work release program was canceled "on his current commitment...A positive group of conditions, if the offender has these conditions then he is qualified for the work release program (FDC, n.d.). 1. The remaining time for the offender to finish his service time in prison is one year and a quarter or less, and there is ability for the authority to extend his service time (FDC, n.d.). 2. The percentage of the spent time in service in prison is at least "85%" of the total time he should spend, and that is when there is no ability for the authority to extend his service time (FDC, n.d.). The program aims to ensure security in community. The program also intends to provide good treatment and surveillance for the offenders. The final target of the program for the offenders is to change them from negative individuals to positive individuals, and that's to reconnect them to the public community and their families. The department in fact is trying to treat offenders as people who need help, not as people who need punishment (FDC, n.d.). The main problem that faces applying this work release program is that the offenders could escape during their participation in the program.

Homeless teens in Dallas Texas Essay Example | Topics and Well Written Essays - 250 words

Homeless teens in Dallas Texas - Essay Example For this program to start I would need to ask the teenagers themselves what they want the next step to be. Do they want to continue living alone? Do they need help talking to their parents? I would also need to speak to the parents and explain the situation to them. This way, once reunited the teenager would not have the impulse to run away again. Moreover, I would need to look for backers who would be willing to take in the independent homeless teens as apprentices or part-time workers. This way, this group of homeless teenagers would be able to make an honest living and live independently. I believe the cost for the program is very minimal and feasible. Expenses would primarily be transportation and initial housing or rental fee for those who want to continue living alone. I could send letters to philanthropists asking for funds. Also, I could approach large business to make donations for the program. This would be good for them because it could be a tax

Globalization and HRM Strategies Essay Example | Topics and Well Written Essays - 1000 words

Globalization and HRM Strategies - Essay Example About 40% of the company’s revenue is generated from U.S. markets. Together with its bottling partners, Coca Cola Company is ranked among the top ten private employers with over 700,000 system employees. The main role of HRM in every company is to hire, train, and to develop employees and even to punish or dismiss them whenever necessary. Being a company with branches, outlets and subsidiaries in several countries, the culture of various host countries has been a major consideration to the Coca Cola’s human resource department. The human resource has amended its policies to allow room for considerations regarding the cultures of the various host countries (Farnham & Chartered Institute of Personnel and Development, 2010). With the changing culture, the coca cola human resource management function is charged with a mandate to provide the glue that binds the diversified cultural groups into Coca-Cola family. The company’s human resource management always propagates a common human resource philosophy within the company. To overcome the cultural barriers, the Coca Cola human resource management has created a program to develop the group of internationally minded mid level executives who will offer guidance and control the employees of the company in different branches all over the world. The impact of globalization has affected the manner in which the Coca Cola basic principles of human resource management as a whole is applied on the global scale, to enhance coordination of human resource management to be more effective. With globalization, Coca Cola company human resource management has initiated new plans to ensure the company’s employees from different regions interact in a safe mode despite the differences in their cultures (Farnham & Chartered Institute of Personnel and Development, 2010). To overcome negative impact of globalization on the company’s operations, the human resource management has come up with programs to offe r special training to newly recruited employees. The human resource management is also placing new employees with the old employees to allow them learn work and the values prevalent in the company. Another crucial area in which the effect of globalization has affected the activities of Coca Cola’s human resource management has been in the area of corporate social responsibility (Farnham & Chartered Institute of Personnel and Development, 2010). In an attempt to ensure there is a healthy relationship between the company and the host countries, the human resource department has intensively embarked in a process of studying the environment of different host countries with a view of finding ways in which the company can contribute to the welfare and development of the people. Labor markets deals with issues such as employments, wages, and also unemployment. In the current economy, demographic changes have led to an increase in ageing workforce. This has highly influenced how the Coca Cola human resource department functions. With labor markets providing the structure through which the employees and employers relate, the company’s human resource department has adopted new policies to ensure that the company’s employees are working in conducive working conditions (Farnham & Chartered Institute of Personnel and Development, 2010). The human resource management has also revised terms of engagement with the company’

Do Dress Codes For Girls Protect Or Sexualize Them Essay

Do Dress Codes For Girls Protect Or Sexualize Them - Essay Example The various strategies and measures to introduce dress codes that seek to provide containment are often explicitly or implicitly targeting only girls, despite the presence of baggy clothes for young boys that do not fit social norms (Rosenberg, 2014).   This controversy has been in the public limelight since 2000 to date and has amassed an enormous debate on the matter. The increased debate has led to the emergence of specific vocabulary given to girls that wear revealing clothes such as â€Å"Les nombrils† or â€Å"navel rings.†The terms just get worse and crude as many people, encompassing adolescent boys and other girls refer to them as â€Å"sluts.† The writer apologizes for the term. That is, the popular imagery developed due to the social discourse of girls’ dress and hyper-sexualization has become part of our collective representations (Willett, 2008).   Stigmatization has increased immensely has the debate on girls’ clothes and sexuality seem not to be diminishing. The debate holds two sides with the one hand holding the notion that dress codes are critical in ensuring the moral being of the society whereas opponents arguing that these dress codes seem to sexualize the girl child. Thus, this paper presents perspectives from both sides of the debate and their reasons. Notably, the document does not in any way represent the personal opinions of the writer or try to recommend a better solution for the problem. The paper analyzes the major points on the problem at hand to elucidate on the issue of girls’ dress code and sexuality (Willett, 2008).   An in-depth look at how this debate is framed from year to year in the media reveals two major aspects: girls are either positioned as manipulated victims or social disturbance. Many people have come out to express how they feel that these girls dress in a suggestive, inappropriate and offensive way in high school and some situations in primary schools.

Costing a shoe selling business Case Study Example | Topics and Well Written Essays - 1250 words

Costing a shoe selling business - Case Study Example Profit 3,600 pounds Break Even Analysis: The break even analysis is performed on the basis of assessment of costs based upon the number of units that are expected to be sold.(www.connection.cwru.edu). Similarly, the total sales revenues are also computed on the basis of anticipated units that are expected to be sold each month. The variable costs per unit is 77.84 pounds and the number of units expected to be sold is roughly assessed as in the range of 50 to 70 pairs of shoes a month. The average unit sale price for each show is taken as $121.42. The Break even analysis table is shown below: BREAK EVEN ANALYSIS TIME PERIOD TOTAL FIXED COSTS TOTAL VARIABLE COSTS TOTAL SALES REVENUES 2 months $5,500 $8,096 $6,313.84 4 months $5,500 $6,227 $9,713.60 6 months $5,500 $6,616 $10,320.70 8 months $5,500 $9,341 $14,570.71 10 months $5,500 $8,562 $13,356.20 12 months $5,500 $10,586.24 $16,513.12 18 months $5,500 $9,496.48 $14,793.18 24 months $5,500 $10,117.90 $15,784.60 30 months $5,500 $10,584.88 $16,513.12 36 months $5,500 $11,052 $17,241.64 Hence, from the table, it may be noted that the break even point is reached after ten months from the time the business begins operating. This is the time when the profits in the amount of $13,356.20 exceed the sum of the fixed and variable costs ($5500 +$8562 = $14,062). Hence this is the point where the business has first begun to show profits in that the revenue from sales is greater than the total expenses on fixed and variable costs. At this point, 110 units of shoes have been sold in a two month period, which brings it to an average of 55 pairs of shoes sold per month. Margin of Safety: The margin of safety is used to calculate how much the level of sales can...Similarly, the total sales revenues are also computed on the basis of anticipated units that are expected to be sold each month. The variable costs per unit is 77.84 pounds and the number of units expected to be sold is roughly assessed as in the range of 50 to 70 pairs of shoes a month. The average unit sale price for each show is taken as $121.42. Hence, from the table, it may be noted that the break even point is reached after ten months from the time the business begins operating. This is the time when the profits in the amount of $13,356.20 exceed the sum of the fixed and variable costs ($5500 +$8562 = $14,062). Hence this is the point where the business has first begun to show profits in that the revenue from sales is greater than the total expenses on fixed and variable costs. At this point, 110 units of shoes have been sold in a two month period, which brings it to an average of 55 pairs of shoes sold per month. Margin of safety = Expected Sales level - Break even sales level. The break even sales level that has been established by the above table is 55 pairs of shoes per month. Therefore, if the expected sales per month is 70 pairs of shoes, the sales figures can fall even up to 55 pairs of shoes and the business will break even. However if the volume of shoes sold should fall below 55 pairs, then it is likely that the business will experience a loss. Since the s

Banks and Other Financial Institutions Speech or Presentation

Banks and Other Financial Institutions - Speech or Presentation Example The insurance company AIG’s main services include General Insurance which include insurance for fire, marine, motor vehicles and miscellaneous things. They also provide health insurance, claim payments. The bank and insurance company are similar in the form that both provide customer benefits in terms of securing their money where banks can be used for saving money while the insurance company can be used to make health treatments secured, property and other valuable items secured through insurance. Both types of financial institution are also huge benefit to the economy as the world economy relies heavily on these institutions. Both firms differ in terms of the different types of services that they offer such as banks can be used for saving money and then earning interest on them whereas in a financial institution lease payments are made to insure something. Financial institutions of today are huge and are everywhere and the world economy cannot survive without them as most of the money is given out through them and the business rely on these firms hugely. The savings and loans crisis could have been avoided if there was not overregulation in the industry by the government. The high regulation prevented different firms from experimenting with different ways to adapt to changing market trends. Neither owners nor depositors had anything to lose, and both groups encouraged escalating risk-taking as a result. The disaster could have been avoided if there was more consideration on the part of the owners of these

Australian Occupational Health & Safety BSBOHS406C Use equipment to Essay

Australian Occupational Health & Safety BSBOHS406C Use equipment to conduct workplace monitoring - Essay Example A high increase in the level of noise will lead to hearing loss in human beings. When workers are exposed to a noisy environment, it leads to stress and anxiety in them, so the employees are unable to give their full concentrate towards their job. Noise levels were measured with the sound level meter at various locations along the workshop fenced perimeter, along the exterior walls at door openings of the main workshop and internally at various centralised points (Oceanic Steel Workshops Noise Level Survey, 8 Kay McDuff Drive, Bundaberg Q 4670, 5th March 2009 Audit undertaken /3/2009: authorised K Philips, Director, page 3). In a particular work area, one can conduct noise audit by placing measuring devices/ meter in various sections of the workplace. Hearing problems in workers can be reduced by using ear muffs. Industries that produce unbearable noise must be based away from public places (hospital, school etc) so that the surroundings remain normal. For the survey, a Bruel & Kjear (BK) Type 2237 â€Å"Controller† Integrating Sound Level Meter (Calibration due 19/5/2010) was used at the time of audit and calibrated prior to the exercise with a BK Type 4230 Sound Level Calibrator set @ 93.8 ( ±3) dB (A) (page 3). ... Light is produced through pipe work, welding, grinding and cutting of metal sheets. There is a relation between noise and light within the industry. When a task is being done e.g.: grinding and cutting of a metal sheet, such activities require light in odder to work and this further produces noise. According to a fact in Australian industries â€Å"that a number of internal readings exceed 75 or 80 dB (A) would be sufficient reason to apply a basic enforcement ruling on hearing protection if necessary, upgrade the ruling based upon further noise level monitoring results† (Page 5). If the power tools are not handled with care, it may cause harm to the employees such as loss of life. Interior light is very vital to a firm, since most of the task is carried on with its help. Australian Standards documentation and/or Code of Practice and instrument of safe level of oxygen in a confined space: A confined space refers to the hazards associated with a set of specific circumstances (C onfined space, Code of Practice 2011, Workplace Health and Safety Queensland, Department of Justice and Attorney-General, page 5) not since work is done in a small area. People cannot work in a confined space because it causes a lot of danger and since a confined space is a small area, which has no ventilation, there is no inflow of safe level of oxygen and this causes a hazardous atmosphere. Workers working in such an area face a lot of trouble and danger, as their work is a highly risky one. Air normally contains 21% of oxygen by volume, although oxygen levels of 19.5% — 23.5% by volume are considered to be safe. Some situations can cause the level of oxygen to dramatically decrease, leading to an oxygen-deficient atmosphere and possible

Computer Professional Ethics Journals Essay Example | Topics and Well Written Essays - 500 words

Computer Professional Ethics Journals - Essay Example In this digital age of technology, computer scientists are having difficulty in implementing and controlling the access of information, particularly in various web sites. This is also the case for computer software/programs that are often being pirated (or distributed illegally) across the globe. At some instances, such programs are being illegally adulterated to look as the same as that of the original, thus this can easily apply for intellectual property rights (this scenario had been the case of Microsoft as the Internet Explorer was patterned after Netscape’s technology). With such privacy laws and principles, third-party users and computer scientists will be able to safeguard their rights against â€Å"pirates† who would do anything just to get hold of such technology and exploit it for their own consumption. Furthermore, such laws are essential in safeguarding computer programs or other related information that are critical, not only to the overall welfare of the computer scientist, but as well as to the welfare of the digital

Handling Interpersonal Conflicts Essay Example for Free

Handling Interpersonal Conflicts Essay Have you ever been involved in an interpersonal conflict that was not necessarily handled in the most effective manner? During that occurrence did you notice that you and the other individual seemed to be on different pages after the fact? Being able to handle an interpersonal conflict in the most effective manner could potentially keep you and your significant others relationship close as opposed to tearing it apart. In the movie â€Å"Hitch†, Will Smith states, â€Å"Sixty percent of all human communication is nonverbal body language; thirty percent is your tone, so that means ninety percent of what youre saying isnt coming out of your mouth† (Lassiter, 2005). With this being stated, body language, tone, and verbal language are all things that must be particularly paid close attention too and effectively utilized, whether you are the speaker or the listener. While watching the movie â€Å"Hitch†, there were a few interpersonal conflicts that were not handled effectively. One specific conflict that was not handled effectively was when Sarah found out about Hitch’s career as a â€Å"Professional Love Doctor†. This conflict was not handled effectively for a multitude of reasons. Previously Hitch and Sarah were really â€Å"falling† for each other, being sincere, genuine, and in the â€Å"honey moon† stage. After the conflict was initiated, Sarah’s body language started to change. She began to deny Hitch’s kisses by turning away, she ruined the romantic wine moment by tipping the bottle up as opposed to drinking out of the wine glass that Hitch had already prepared for her, Sarah began to snarl, both Hitch and Sarah began to become aggressive in their actions by throwing food at each other out of anger, and Hitch insulted Sarah by telling her that she had a crappy newspaper. All of these actions are considered to be ineffective ones. While trying to choose a more effective route of handling this conflict so that the relationship remains close, one must show ositive body language, positive tone, positive verbal language, as well as a few other effective solutions. Solutions such as empathizing with one another by putting themselves in each other’s shoes, evaluating the message by waiting for the speaker to finish speaking before evaluating the message, not becoming emotional at the speaker, and showing more self-disclosure at the beginning of their relationship so that each other could grasp more of an understanding of each other’s background and career. Sole states, â€Å"While emotions are normal and are to be expected in conversation, especially when information of a personal or sensitive nature is being shared, it is helpful to hear the speaker out and to try to control these emotions until the remarks are finished† (Sole, 2011). If both Sarah and Hitch had done this, their argument most likely would have been invisible. They may have understood where each one was coming from and actually taken the time to hear what each other were trying to get across. Doing all of these things could help eliminate the interpersonal conflict that both Hitch and Sarah encountered. All in all, interpersonal conflicts have the opportunity to happen on a daily basis; however, being able to handle them in the most effective manner could potentially keep you and your significant others relationship close instead of tearing it apart. Remember, whether you are the speaker or the listener, you must always try to pay close attention to body language, tone, and verbal language as well. Being able to come together as one, empathizing with one another, evaluating the message, not becoming emotional and showing more self-disclosure with one another are some key concepts to eliminating potential interpersonal conflict amongst you and your significant other.

What is a project?

What is a project? Project Characteristics A project can be defined as a temporary endeavor that is undertaken to create a unique result, which can be a product or a service. There are some terms in this definition, which have to be defined themselves. The main ones are temporary and unique result. The term temporary means that every project must has a definite beginning and a definite end. The end would be reached when the projects objectives have all been achieved, or it becomes clear for us that the project objectives cannot or will not be met, or the former need for the project no longer exists. All of these result in the termination of project. Temporary does not necessarily mean short in duration; many projects can last for several years. In every case, however, the duration of a project is finite. Projects are not ongoing efforts. In addition, temporary does not generally apply to the product, service or result created by the project. Most projects are undertaken to create a lasting outcome. For example, a project to erect a national monument will create a result expected to last centuries. Projects also may often have intended and unintended social, economic and environmental impacts that far outlast the projects themselves. The temporary nature of projects may apply to other aspects of the endeavor as well: The opportunity or market window is usually temporary-some projects have a limited time frame in which to produce their product or service. The project team, as a working unit, seldom outlives the project-a team created for the sole purpose of performing the project will perform that project, and then the team is disbanded and the team members reassigned when the project ends. Unique Products, Services, Or Results A project creates unique deliverables, which are products, services, or results. Projects can create: A product or artifact that is produced, is quantifiable, and can be either an end item in itself or a component item A capability to perform a service, such as business functions supporting production or distribution A result, such as outcomes or documents. For example, a research project develops knowledge that can be used to determine whether or not a trend is present or a new process will benefit society. Uniqueness is an important characteristic of project deliverables. For example, many thousands of office buildings have been developed, but each individual facility is unique-different owner, different design, different location, different contractors, and so on. The presence of repetitive elements does not change the fundamental uniqueness of the project work. Progressive Elaboration Progressive elaboration is a characteristic of projects that accompanies the concepts of temporary and unique. Progressive elaboration means developing in steps, and continuing by increments. For example, the project scope will be broadly described early in the project and made more explicit and detailed as the project team develops a better and more complete understanding of the objectives and deliverables. Progressive elaboration should not be confused with scope creep. Progressive elaboration of a projects specifications needs to be carefully coordinated with proper project scope definition, particularly if the project is performed under contract. When properly defined, the scope of the project-the work to be done-should be controlled as the project and product specifications are progressively elaborated. Projects And Strategic Planning Projects are a means of organizing activities that cannot be addressed within the organizations normal operational limits. Projects are, therefore, often utilized as a means of achieving an organizations strategic plan, whether the project team is employed by the organization or is a contracted service provider. Projects are typically authorized as a result of one or more of the following strategic considerations: A market demand (e.g., an oil company authorizes a project to build a new refinery in response to chronic gasoline shortages) An organizational need (e.g., a training company authorizes a project to create a new course in order to increase its revenues) A customer request (e.g., an electric utility authorizes a project to build a new substation to serve a new industrial park) A technological advance (e.g., a software firm authorizes a new project to develop a new generation of video games after the introduction of new game- playing equipment by electronics firms) A legal requirement (e.g., a paint manufacturer authorizes a project to establish guidelines for the handling of a new toxic material). What Is Project Management? Project management is the application of knowledge, skills, tools and techniques to project activities to meet project requirements. Project management is accomplished through the application and integration of the project management processes of initiating, planning, executing, monitoring and controlling, and closing. The project manager is the person responsible for accomplishing the project objectives. Managing a project includes: Identifying requirements Establishing clear and achievable objectives Balancing the competing demands for quality, scope, time and cost Adapting the specifications, plans, and approach to the different concerns and expectations of the various stakeholders. Project managers often talk of a triple constraint-project scope, time and cost-in managing competing project requirements. Project quality is affected by balancing these three factors. High quality projects deliver the required product, service or result within scope, on time, and within budget. The relationship among these factors is such that if any one of the three factors changes, at least one other factor is likely to be affected. Project managers also manage projects in response to uncertainty. Project risk is an uncertain event or condition that, if it occurs, has a positive or negative effect on at least one project objective. It is important to note that many of the processes within project management are iterative because of the existence of, and necessity for, progressive elaboration in a project throughout the projects life cycle. That is, as a project management team learns more about a project, the team can then manage to a greater level of detail. The term project management is sometimes used to describe an organizational or managerial approach to the management of projects and some ongoing operations, which can be redefined as projects, that is also referred to as management by projects. There has been a tendency in recent years to manage more activities in more application areas using project management. More organizations are using management by project. This is not to say that all operations can or should be organized into projects. The adoption of management by project is also related to the adoption of an organizational culture that is close to the project management. Although, an understanding of project management is critical to an organization that is using management by projects, a detailed discussion of the approach itself is outside the scope of this standard. The Project Management Knowledge Areas The Project Management Knowledge Areas, organizes the 44 project management processes from the Project Management Process Groups into nine Knowledge Areas, as described below. Project Integration Management: describes the processes and activities that integrate the various elements of project management, which are identified, defined, combined, unified and coordinated within the Project Management Process Groups. It consists of the Develop Project Charter, Develop Preliminary Project Scope Statement, Develop Project Management Plan, Direct and Manage Project Execution, Monitor and Control Project Work, Integrated Change Control, and Close Project project management processes. Project Scope Management: describes the processes involved in ascertaining that the project includes all the work required, and only the work required, to complete the project successfully. It consists of the Scope Planning, Scope Definition, Create WBS, Scope Verification, and Scope Control project management processes. Project Time Management: describes the processes concerning the timely completion of the project. It consists of the Activity Definition, Activity Sequencing, Activity Resource Estimating, Activity Duration Estimating, Schedule Development, and Schedule Control project management processes. Project Cost Management: describes the processes involved in planning, estimating, budgeting, and controlling costs so that the project is completed within the approved budget. It consists of the Cost Estimating, Cost Budgeting, and Cost Control project management processes. Project Quality Management: describes the processes involved in assuring that the project will satisfy the objectives for which it was undertaken. It consists of the Quality Planning, Perform Quality Assurance, and Perform Quality Control project management processes. Project Human Resource Management: describes the processes that organize and manage the project team. It consists of the Human Resource Planning, Acquire Project Team, Develop Project Team, and Manage Project Team project management processes. Project Communications Management: describes the processes concerning the timely and appropriate generation, collection, dissemination, storage and ultimate disposition of project information. It consists of the Communications Planning, Information Distribution, Performance Reporting, and Manage Stakeholders project management processes. Project Risk Management: describes the processes concerned with conducting risk management on a project. It consists of the Risk Management Planning, Risk Identification, Qualitative Risk Analysis, Quantitative Risk Analysis, Risk Response Planning, and Risk Monitoring and Control project management processes. Project Procurement Management: describes the processes that purchase or acquire products, services or results, as well as contract management processes. It consists of the Plan Purchases and Acquisitions, Plan Contracting, Request Seller Responses, Select Sellers, Contract Administration, and Contract Closure project management processes. Figure 1-1. Overview of Project Management Knowledge Areas and Project Management Processes The Project Life Cycle Project managers or the organization can divide projects into phases to provide better management control with appropriate links to the ongoing operations of the performing organization. Collectively, these phases are known as the project life cycle. Many organizations identify a specific set of life cycles for use on all of their projects. Characteristics Of The Project Life Cycle The project life cycle defines the phases that connect the beginning of a project to its end. For example, when an organization identifies an opportunity to which it would like to respond, it will often authorize a feasibility study to decide whether it should undertake the project. The project life cycle definition can help the project manager clarify whether to treat the feasibility study as the first project phase or as a separate, stand-alone project. Where the outcome of such a preliminary effort is not clearly identifiable, it is best to treat such efforts as a separate project. The phases of a project life cycle are not the same as the Project Management Process Groups. The transition from one phase to another within a projects life cycle generally involves, and is usually defined by, some form of technical transfer or handoff. Deliverables from one phase are usually reviewed for completeness and accuracy and approved before work starts on the next phase. However, it is not uncommon for a phase to begin prior to the approval of the previous phases deliverables, when the risks involved are deemed acceptable. This practice of overlapping phases, normally done in sequence, is an example of the application of the schedule compression technique called fast tracking. There is no single best way to define an ideal project life cycle. Some organizations have established policies that standardize all projects with a single life cycle, while others allow the project management team to choose the most appropriate life cycle for the teams project. Further, industry common practices will often lead to the use of a preferred life cycle within that industry. Project life cycles generally define: What technical work to do in each phase (for example, in which phase should the architects work be performed?) When the deliverables are to be generated in each phase and how each deliverable is reviewed, verified, and validated Who is involved in each phase (for example, concurrent engineering requires that the implementers be involved with requirements and design) How to control and approve each phase. Project life cycle descriptions can be very general or very detailed. Highly detailed descriptions of life cycles can include forms, charts, and checklists to provide structure and control. Most project life cycles share a number of common characteristics: Phases are generally sequential and are usually defined by some form of technical information transfer or technical component handoff. Cost and staffing levels are low at the start, peak during the intermediate phases, and drop rapidly as the project draws to a conclusion. The level of uncertainty is highest and, hence, risk of failing to achieve the objectives is greatest at the start of the project. The certainty of completion generally gets progressively better as the project continues. The ability of the stakeholders to influence the final characteristics of the projects product and the final cost of the project is highest at the start, and gets progressively lower as the project continues. A major contributor to this phenomenon is that the cost of changes and correcting errors generally increases as the project continues. Although many project life cycles have similar phase names with similar deliverables, few life cycles are identical. Some can have four or five phases, but others may have nine or more. Single application areas are known to have significant variations. One organizations software development life cycle can have a single design phase, while another can have separate phases for architectural and detailed design. Subprojects can also have distinct project life cycles. For example, an architectural firm hired to design a new office building is first involved in the owners definition phase while doing the design, and in the owners implementation phase while supporting the construction effort. The architects design project, however, will have its own series of phases from conceptual development, through definition and implementation, to closure. The architect can even treat designing the facility and supporting the construction as separate projects, each with its own set of phases. Characteristics Of Project Phases The completion and approval of one or more deliverables characterizes a project phase. A deliverable is a measurable, verifiable work product such as a specification, feasibility study report, detailed design document, or working prototype. Some deliverables can correspond to the project management process, whereas others are the end products or components of the end products for which the project was conceived. The deliverables, and hence the phases, are part of a generally sequential process designed to ensure proper control of the project and to attain the desired product or service, which is the objective of the project. In any specific project, for reasons of size, complexity, level of risk, and cash flow constraints, phases can be further subdivided into subphases. Each subphase is aligned with one or more specific deliverables for monitoring and control. The majority of these subphase deliverables are related to the primary phase deliverable, and the phases typically take their names from these phase deliverables: requirements, design, build, test, startup, turnover, and others, as appropriate. A project phase is generally concluded with a review of the work accomplished and the deliverables to determine acceptance, whether extra work is still required, or whether the phase should be considered closed. A management review is often held to reach a decision to start the activities of the next phase without closing the current phase, for example, when the project manager chooses fast tracking as the course of action. Another example is when an information technology company chooses an iterative life cycle where more than one phase of the project might progress simultaneously. Requirements for a module can be gathered and analyzed before the module is designed and constructed. While analysis of a module is being done, the requirements gathering for another module could also start in parallel. Similarly, a phase can be closed without the decision to initiate any other phases. For example, the project is completed or the risk is deemed too great for the project to be allowed to continue. Formal phase completion does not include authorizing the subsequent phase. For effective control, each phase is formally initiated to produce a phase-dependent output of the Initiating Process Group, specifying what is allowed and expected for that phase, as shown in Figure 2-3. A phase-end review can be held with the explicit goals of obtaining authorization to close the current phase and to initiate the subsequent one. Sometimes both authorizations can be gained at one review. Phase-end reviews are also called phase exits, phase gates, or kill points. Project Management Processes The project management processes are presented as discrete elements with well- defined interfaces. However, in practice they overlap and interact in ways that are not completely detailed here. Most experienced project management practitioners recognize there is more than one way to manage a project. The specifics for a project are defined as objectives that must be accomplished based on complexity, risk, size, time frame, project teams experience, access to resources, amount of historical information, the organizations project management maturity, and industry and application area. The required Process Groups and their constituent processes are guides to apply appropriate project management knowledge and skills during the project. In addition, the application of the project management processes to a project is iterative and many processes are repeated and revised during the project. The project manager and the project team are responsible for determining what processes from the Proce ss Groups will be employed, by whom, and the degree of rigor that will be applied to the execution of those processes to achieve the desired project objective. An underlying concept for the interaction among the project management processes is the plan-do-check-act cycle. This cycle is linked by results   the result from one part of the cycle becomes the input to another. See Figure 3-1. The integrative nature of the Process Groups is more complex than the basic plan-do-check-act cycle (see Figure 3-2). However, the enhanced cycle can be applied to the interrelationships within and among the Process Groups. The Planning Process Group corresponds to the plan component of the plan-do-check-act cycle. The Executing Process Group corresponds to the do component and the Monitoring and Controlling Process Group corresponds to the check and act components. In addition, since management of a project is a finite effort, the Initiating Process Group starts these cycles and the Closing Process Group ends them. The integrative nature of project management requires the Monitoring and Controlling Process Group interaction with every aspect of the other Process Groups. Project Management Process Groups Mapped to the Plan-Do-Check-Act Cycle Project Management Process Groups There are five dependent Project Management Process Groups which are required for any project. These five Process Groups are performed in the same sequence on every project and are independent of application areas or industry focus. Individual Process Groups and constituent processes are often iterated prior to completing the project. Constituent processes can also have interactions both within a Process Group, and among all Process Groups. Process Groups Processes within the Process Groups Organizational Process Assets and Enterprise Environmental Factors, which are shown as inputs to and outputs from the Process Groups, and external to the processes Arrows or line arrows indicate data or process flow among or within the Process Groups. The process flow diagram, which is shown in Figure 3-4, provides an overall summary of the basic flow and interactions that happen among the Process Groups. An individual process may define and constrain the use of inputs to produce outputs for that Process Group. Each Process Group includes the constituent project management processes which are linked by the respective inputs and outputs; so the result or outcome of one process becomes the input to another. It is important to mention that The Process Groups are not project phases. All Process Group processes are normally repeated for each phase or subproject. The Process Groups are: Initiating Process Group: Defines and also authorizes the project, or a project phase. Planning Process Group: Defines and refines the objectives and plans the course of action that is required to attain the objectives and scope that the project has to address. Executing Process Group: Integrates resources (like people) to carry out the project management plan for the project. Monitoring and Controlling Process Group: Regularly measures and monitors progress to identify the variances from the project management plan to take the corrective when it is necessary to meet project objectives. Closing Process Group. Formalizes acceptance of the result (product or service) and brings the project (or a project phase) to an orderly end. Initiating Process Group The initiation processes determine the scope and nature of the project. If this stage is not done well, probably the project will not be successful in meeting its defined needs. The key project controls that are needed here are an understanding of the business environment, and also making sure that all of the necessary controls are incorporated. The failures have to be reported and a recommendation should be made for fixing them. The initiation stage should include a plan that covers the following areas: Analysis of the business requirements in measurable goals Review of the current operations Financial analysis of the costs and benefits containing a budget Stakeholder analysis and support personnel for the ongoing project Project charter containing costs, tasks, deliverables, and schedule Planning Process Group Following the initiation stage, the project is planned to a suitable level of detail. The main aim is to plan time, cost and resources sufficiently to estimate the work needed and to effectively manage the risk during project execution. Like the Initiation processes, a failure to adequately plan greatly decreases the projects chance of successfully accomplishing the goals. Project planning is generally consisted of the following: Finding out how to plan developing the scope statement; selecting the planning team; identifying the deliverables and creating the WBS; identifying the activities that are needed to complete the deliverables and networking the activities in their coherent sequence; estimating the resources required for the activities; estimating time and cost for activities; developing the schedule; developing the budget; risk planning; Getting the formal approval to begin work. For new product development projects, conceptual design of the operation of the final product may be performed simultaneous with the project planning activities, and can help to inform the planning team during identification of deliverables and planning activities. Executing Process Group Executing is consisted of the processes which are used to complete the work defined in the project management plan to gain the projects requirements. Execution process contains coordinating people and resources, as well as integrating and performing the activities of the project in accordance with the project management plan. The deliverables are then produced as outputs from the processes performed as is defined in the project management plan. Monitoring And Controlling Process Group Monitoring and controlling mainly consists of the processes that are performed for observation of project execution. Therefore, the potential problems can be easily identified in a timely manner and needed corrective action can be taken, to control the execution of the project. The key benefit is that project performance is observed on a regular basis to identify variances from the project management plan. Monitoring and Controlling process group includes: Measuring the current project activities; Monitoring the project variables (cost, effort, scope, etc.) with a look at the project management plan and the project performance baseline; Identifying needed corrective actions to address topics and risks properly; Influencing the factors that could circumvent structured change control so only approved changes are accepted and implemented In multi-phase projects, the monitoring and controlling process may also provide feedback between project phases for implementing corrective or preventive actions to bring the project in compliance with the project management plan. Project Maintenance is an ongoing process. Therefore, it includes: Ongoing support of end users Correcting errors Updating the software over time Monitoring And Controlling Cycle Over the trend of any construction project, the work scope might change. Change is an expected and normal part of the construction process. Change can be the result of necessary design modifications, differing site conditions, contractor-requested changes, material availability, value engineering and affects from third parties. Beyond executing the change in the field, the change needs to be documented to show what is actually constructed. This is referred to as Change Management. When changes are implemented to the project, the feasibility of the project has to be re-checked. It is important not to lose sight of the initial goals and targets of the projects. When the changes are collected, the forecasted result may not explain the original proposed investment in the project. Closing Process Group Closing includes the formal acceptance of the project and the ending thence. Managerial activities include the archiving of the files and documenting everything. This phase mainly consists of: Project close: Finalizing all activities across process groups to formally close the project Contract closure: Completing and settling each contract (including the resolution of any open items) and closing each contract applicable to the project or project phase Overview Of Project Risk Management Project Risk Management includes the processes concerned with conducting risk management planning, identification, analysis, responses, and monitoring and control on a project; most of these processes are updated throughout the project. The objectives of Project Risk Management are to increase the probability and impact of positive events, and decrease the probability and impact of events adverse to the project. Figure 11-1 provides an overview of the Project Risk Management processes, and Figure 11-2 provides a process flow diagram of those processes and their inputs, outputs, and other related Knowledge Area processes. The Project Risk Management processes include the following: 1. Risk Management Planning: deciding how to approach, plan, and execute the risk management activities for a project. 2. Risk Identification: determining which risks might affect the project and documenting their characteristics. 3. Qualitative Risk Analysis: prioritizing risks for subsequent further analysis or action by assessing and combining their probability of occurrence and impact. 4. Quantitative Risk Analysis: numerically analyzing the effect on overall project objectives of identified risks. 5. Risk Response Planning: developing options and actions to enhance opportunities, and to reduce threats to project objectives. 6. Risk Monitoring and Control: tracking identified risks, monitoring residual risks, identifying new risks, executing risk response plans, and evaluating their effectiveness throughout the project life cycle. These processes interact with each other and with the processes in the other Knowledge Areas as well. Each process can involve effort from one or more persons or groups of persons based on the needs of the project. Each process occurs at least once in every project and occurs in one or more project phases, if the project is divided into phases. Although the processes are presented here as discrete elements with well-defined interfaces, in practice they may overlap and interact in ways not detailed here. Process interactions are discussed in detail in Chapter 3. Project risk is an uncertain event or condition that, if it occurs, has a positive or a negative effect on at least one project objective, such as time, cost, scope, or quality (i.e., where the project time objective is to deliver in accordance with the agreed-upon schedule; where the project cost objective is to deliver within the agreed-upon cost; etc.). A risk may have one or more causes and, if it occurs, one or more impacts. For example, a cause may be requiring an environmental permit to do work, or having limited personnel assigned to design the project. The risk event is that the permitting agency may take longer than planned to issue a permit, or the design personnel available and assigned may not be adequate for the activity. If either of these uncertain events occurs, there may be an impact on the project cost, schedule, or performance. Risk conditions could include aspects of the projec

Applying Gis To Coastal Erosion And Hazards Environmental Sciences Essay

Applying Gis To Coastal Erosion And Hazards Environmental Sciences Essay The coast is the area where marine and terrestrial processes meet and interact. Limits of their respective actions are not well known, as processes which are characteristic of each of these environments are interrelated. This particular characteristic makes the coastal zone highly complex and vulnerable to human actions, which in many cases, cause permanent damage to the natural environment. Coastal Erosion has turned out to be one of the most crucial socio-economic and environmental problems facing authorities in charge of coastal hazard management. Irrespective of the major causes of this hazard, which could be human or anthropogenic, it has caused economic losses, social problems and ecological damage. The problem of coastal erosion can extend hundreds of kilometres along the shore line or it might be localized to small areas affecting surrounding communities or the tourism industry. Coastal Erosion has been defined as a natural process by which coastlines adjust to different sea levels, energy levels, sediment supply and existing topography. It poses a problem when it threatens to destroy human life and property. In identifying the problems of erosion, human value judgements come in as erosion does have many societal and natural benefits. Coastal Erosion is usually judged as problematic wherever the rate of erosion, considered in conjunction with economic, recreational, agricultural, demographic, ecological and other relevant factors, indicates that action to remedy erosion hazard may be justified and required. The coast is used for several purposes and based on this fact, it is important to devise ways of attaining compatibility among these various uses while at the same time attempting to preserve the natural environment. Faced with the threat of climate change and possible sea level rises, it is necessary to put in place elaborate coastal management scenarios that will consider all elements for planning and sustainable development. Many recent studies done on Coastal Erosion have approached the problem within an integrated framework. This integrated approach takes into consideration the need for deep knowledge of the physical environment and the relationships between processes of involved elements and acceptable coastal management plans. These physical factors are also conditioned by legal, environmental and social factors (Barragan, 2003). The frequency of occurrence of coastal erosion is expected to rise and has become an issue of great concern to scientists and authorities in charge. Broad scale modelling of coastal morphology has been a major challenge for scientists and authorities alike. Several studies have been carried out in order to address this issue and its determinants (Townsend and Burgess, 2004; Burgess et all, 2002). More detailed analyses of risks and responses in coastal hazard management are affected by little knowledge of the magnitude and location of erosion hazard zones for different shoreline changes and management situations. GIS AND COASTAL HAZARD MANAGEMENT The coast is unique because of several marine and terrestrial processes that occur there. As result of this, there is need for integration of data relating to different aspects and factors of the coastal environment in policy development and planning. GIS provides the right platform for data collection, analyses, and storage and information dissemination. It has the ability to display spatial and temporal evolution of processes and factors that control them in order to analyse them better and evaluate their impact on the coastal environment (Hamada, 2004). It also able to identify spatial connections between different data layers leading to the development of models for geomorphologic evolution and coastal change prediction. Several studies using GIS applications and methodologies in coastal hazard management have been carried out in several parts of the world. These studies have lead to the development of GIS applications or models and a few of these include: BALTICSEAWEB (Latinen and Neuvonen, 2001) Oceanic Bigeographic Information Systems (OBIS) (Zhang and Grassel, 2002). Coastal Erosion and Shoreline Development Regulation (Miller et all, 2003). SCAPEGIS (Walkden and Hall, 2005). Dune Hazard Assessment Tool (NOAA Coastal Services Centre, 2003) These applications have been developed for specific coastal areas as each area requires its own peculiar management strategies and therefore its own GIS application for planning and policy development. Recent studies in this area have advocated an integrated approach (ICZM) which promotes sustainable development of coastal areas by blending the use of natural resources in ways that limit damage to the environment. In using this approach GIS is useful as it aids data integration, storage, analyses and visualisation. GIS AS A TOOL FOR COASTAL HAZARD MANAGEMENT For the application of GIS to coastal hazard management to be carried out, there is need for data required for the different task to be available and accessible. The data requirements for this include slope, lithology, vegetation, drainage, structural conditions, coastal erosion and human action etc. In the coastal environment GIS is being increasingly used as a tool for collection, integration of required information and storage in a database with a view to accessing data, generating thematic maps and performing spatial and geo statistical analyses (Latinen and Neuvonen, 2001). During the process, relevant information is sourced and collected, compiled into a geo database, converted into relevant units and introduced into the GIS platform. This is useful in the integration and analysis of parameters used in coastal vulnerability assessments resulting in coastal risk maps (Doukakis, 2005). This is advantageous because it provides a flexible system. Data can be accessed and used through the database model system. It also allows data automation, visualisation, editing, mapping, spatial analyses, geo statistical analyses etc. The flexibility and versatility allows GIS to be used in many planning tasks in different situations for example in the area of maps, aerial photographs, statistics, tables and graphs that give details of the environmental conditions and their spatial distributions can be displayed. Fig 1. An example of a cartographic information prepared using GIS for coastal Management. Maps, aerial photos, tables and graphs that show spatial distribution of environmental conditions are displayed for visualisation. (Rodriguez et all, 2009) APPLICATION OF GIS TO COASTAL EROSION ESTIMATION GIS has been useful in studies of prediction and estimation of coastal erosion. The datasets required for this include topographic data, bathymetric data, recession rate data, historical maps and time series data as they describe the vulnerable state of the coastal environment and coastal erosion. Some of the applications of GIS include: GIS allows comparison between cartographic or map information that has been geo-referenced and this is very important for coastal change analyses. GIS allows collection of data showing temporal trends of shoreline positions for different dates. Such data can be derived from sources like satellite imageries, aerial photographs and cartography digitization. GIS allows integration of data from all these sources. GIS allows shoreline positions corresponding to different year to be overlaid with a view to aiding the identification of areas that have experienced movements or changes. GIS aids the calculation of erosion and accretion rates. It does this by calculating line lengths and perimeter of polygons. GIS allows detailed analyses of evolutionary trends. It aids the definition of the system and prediction of likely occurrence allowing change anticipation and hazard preparedness. GIS is advantageous because new data can be integrated and constant and dynamic follow up of coastal processes can be carried out. This allows continued development of models that can be useful in studying other aspects of the coastal environment (Sanchez et all, 2005). GIS has also been used in dune evolution studies and it has been highly useful in the area the data requirements are wind transport data, swell, sediments, wind speed, topography, soil humidity, bathymetry etc are required. These datasets are needed for the determination of dune field evolution and aeolian transport rates. This in turn enables the characterisation of the sedimentology, geomorphology and meteorology of coastal zones. Some other studies have made use of GIS as a tool for analyses and interpretation of coastal erosion model outputs. Making use of GIS to visualise predictions of coastal erosion provides a vital means of understanding coastal changes and their impacts locally and regionally (Brown et all, 2004). The intended target audience here are policymakers and planners interested in visualising erosion predictions and to carry out analyses of their implications so that proper mitigation measures can be set up by integrating other data sets for impact estimation and decision support. This basically involves the use models developed specifically for coastal erosion and one of such has been (SCAPEGIS) which is a process based model that determines the reshaping and retreat of shore profiles along the coast (Walkden and Hall, 2005; Dickson et all, 2005).It was developed from soft cliff and platform erosion model. These models provide the input for SCAPEGIS. It has been used in integrated assessments of coastal erosion and flood risk for strategic planning of responses to flood and erosion hazards. The SCAPE model was run for different climatic and management scenarios and the results were integrated into SCAPEGIS with other auxiliary data for detailed visualisation and impact analyses. The advantage of this GIS platform is that it allows importation of other erosion models developed with similar data output format. Fig. 2. The Impacts Estimation dialog of SCAPEGIS. Source: (Koukalas et all, 2005) Fig 3. An example of an Erosion Risk Map showing recession lines under certain climatic scenarios and management. The land after the yellow line towards the sea is assumed lost while the land between the yellow and blue lines is at risk. (Koukalas et al, 2005) The constant rise in the degradation of coastal environments has led to the need to develop techniques of balancing the protection of people and the economy against the cost of coastal hazards. As a result of this, a multidisciplinary approach to coastal management has been proposed (Nicholls et all, 2007). Coastal environments have become more vulnerable to the effects of climate change and rising sea levels. They also have high social, economic and biological value. In order put all this factors into consideration, the Integrated Coastal Zone Management Framework was proposed with a view to integrating all this factors while at the same time preserving the natural environment. Methodologies for the application of GIS within this framework have been developed by several institutions like UNESCO, European Union and several working groups (Olsen et all, 2003; IPCC, 2007) to mention a few. Within this framework, GIS is useful because of its ability to collect, integrate and analyse the different data requirements within an integrated framework. It has been used for coastal dune system research projects and shoreline evolution studies (Hernandez et all 2007; Ojeda et all, 2005). GIS aids the integration of required data like dune perimeter, shore line position so that spatial analyses of these data layers can be carried out and some of its application in this regard include: GIS aids integration, organisation and structuring of required data sets. GIS aids the development f Digital Elevation Models needed for the estimation of dune volume, volumetric evolution and dune migration. GIS allows for determination of dune morphology, dune slope and orientation. GIS allows for creation of possible dune predictions depending on sea level rise and waves. 3D GIS has proved to be very useful for this task (Sanchez et all, 2005) The advantage offered by SCAPEGIS tools is made evident in the analyses of coastal erosion model results. It has been proposed that these models be linked with other models of environmental studies like land use models for better appreciation of coastal hazard management (Hall et all, 2005). CONCLUSION In coastal erosion and hazard management, modelling spatial and temporal dimensions of dynamics of the coastal environment have proven to be some of the most challenging tasks in marine and costal GIS. The shift from the regular line and polygon data structure to digital shoreline is as a result of the need to develop technology for shoreline change detection and spatial modelling. GIS is being increasingly used in the development of policy and planning in coastal erosion and hazard management. This is due to the fact that in management policy implementation there is need for a tool able to store, analyse and display spatial and temporal data. GIS provides an appropriate platform for this. It provides a suitable instrument for integration of territorial data, makes variable analyses easier, allows for future scene simulations and allows potentially hazardous area to be identified. GIS is also use for evolutionary trend analyses and system characterisation which are important in the management of the coastal environment. However, models used are not always accurate as there are errors and uncertainties and as such these uncertainties should be systematically looked into when the results are being analysed for planning and policy development. There is also the problem data availability and accessibility. Data required may not always be available or accessible. In the developed world, access to such data is more reliable and available. In other parts of the world, required data can be unavailable and where they are, may be inaccurate.

Individualism :: essays research papers fc

Individualism   Ã‚  Ã‚  Ã‚  Ã‚  Many characteristics may create one’s individualism. Personality, appearance, environment, and heredity are the characteristics that make up one’s individuality. One can control the individual he may become with the help of individualism.   Ã‚  Ã‚  Ã‚  Ã‚  Personality is a characteristic that plays a major role in one’s individuality. â€Å"One has many parts that make up his personality† (Kramer 27). One may show these parts in different ways. There are a variety of personalities that one can have. If one wants others to see him as fun, he must have a fun and joyful personality. If one has an outgoing personality, one may have many friends and have a very social life. Many times a person can be judged by his personality. One’s personality may vary from day to day. One should always try to express the most unique personality possible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  One’s appearance can clearly define one’s individuality. One’s appearance can be controlled to a certain extent. A person can truly express his individualism through his appearance. The color of one’s hair, skin, and eyes can be changed to one’s liking. The way a person looks can determine many things throughout his life.   Ã‚  Ã‚  Ã‚  Ã‚  The environment in which one lives may greatly affect one’s individuality. â€Å"The people and things around one affect how one may feel about oneself† (Kramer 12-13). His environment also affects the way a person behaves. The people and things that are around one could affect how one feels and thinks about oneself. A person’s environment can be controlled. If one is not happy in his environment, he can find a more suitable place to live. In several ways, one’s environment can determine who one will become in the future.   Ã‚  Ã‚  Ã‚  Ã‚  Heredity is a characteristic that helps determine one’s individualism. Heredity controls features like the color of one’s hair, eyes, and skin. The way one is seen as a person could be determined because of one’s heredity. One may not be accepted or he may even be stereotyped by his heredity. Heredity is a characteristic that cannot be changed or altered.

Michael Manns Movie Version of James Fenimore Coopers Last of the Moh

Michael Mann's Movie Version of James Fenimore Cooper's â€Å"Last of the Mohicans† The 1992 movie version of James Fenimore Cooper's "The Last of the Mohicans" was directed by Michael Mann and starred Daniel Day-Lewis, Madeleine Stowe, Steven Waddington, Russell Means and Eric Schweig. As an epic about human conflict, the movie addresses all the necessary elements of social, political and spiritual concern required for such a production; however, the grandiose spectacle of Hollywood film making abilities cannot mask the stereotypical Native American imagery blatantly portrayed in this movie. The movie â€Å"The Last of the Mohicans† in certain respects is an accurate portrayal of early colonial society, but in many ways it is inaccurate. The film did make every attempt to remain faithful to James Cooper’s book, which is known for its historical authenticity.   Ã‚  Ã‚  Ã‚  Ã‚  Cora (Madeleine Stowe) and her younger sister, Alice (Jodhi May), both recent arrivals to the colonies, are being escorted to their father, Colonel Munro (Maurice Roeves), by a troop of British soldiers. Along the way they are ambushed by a Huron war party led by Magua (Wes Studi), a sinister warrior with a blood vendetta against Munro. Munro's soldiers are wiped out and Cora herself is nearly killed by Magua but is saved at the last moment by Hawkeye (Daniel Day-Lewis), a white trapper raised by the Mohican tribe. Hawkeye promises to take Cora and her sister safely to their father, and along the way Cora and the ...

Personal Assessment Interview Essay

1. What are your three most important reasons for wanting to be a teacher? I want to be a teacher because I value education. I apprehend the importance of education in leading a meaningful and successful life, and I plan to become a valuable vehicle in realizing the purpose and acceptance of learning. I would regard it as an honor to play a part in the learning process and find that the teaching instruction provides desirable holistic changes that unlocks potentials and makes room for personal growth and development in the learners. I want to be a teacher because I realize the importance of education in building a strong and stable foundation of society. Teachers are granted the capacity to mold the future of society by training learners to become responsible and productive citizens. A vision of a peaceful environment, where people work together harmoniously to build a prosperous, righteous and humane society, is nurtured through the teaching-learning process. I want to be a teacher because I also want to learn in the process. In the teaching-learning process, the teacher and the learners swap roles successively. It is not only the teacher who teaches, but also the learner. Learners have different cultural backgrounds, perspectives, worldviews, and opinions that a teacher should learn from in order to enhance understanding and widen the boundaries of the mind. 2. What characteristics do you possess that you believe will make you an effective teacher? I am passionate about learning and education. I believe that there is always something valuable to learn from everything and I know that love for learning completes who I am as a teacher. In everything I do, I always look for opportunities to learn and improve. This innate quality measures up to the attributes of an effective teacher because the growing passion for learning impels the teacher to influence learners to the same. Moreover, teachers who are highly motivated to learn are also highly motivated to teach. I deem education boundless. It is not limited within the confines of the classroom, nor is it limited to books, teacher-learner interaction alone, and other traditional means of teaching. I am open to changes in trends and developments. Open-mindedness allows me to become an efficient teacher because I am able to tolerate and acknowledge change in order to unlock new avenues for the teaching-learning process. I am adaptable to unfamiliar situations, because I am open to new frontiers, as long as I deem it has potential to improve the teaching-learning process. Adaptability and open-mindedness yields an efficient teacher, able to cope with global changes allowing real-time learning that assists learners to survive in the ever changing world. 3. Name three staff development topics you believe would be most beneficial to offer in schools. Staff development is highly significant in order to improve services that will be provided by educational institutions. It should be implemented in order to assure that the quality of educational services efficiently meets the requirements of learners and the obligations of the school as an academic institution fostering learning and development. I believe that the three most important topics that should be included in staff development are legal and ethical issues, team building, and professional growth. Legal and ethical issues guide the staff to act accordingly, putting the best interest of the learners, and stakeholders (families, the community, the state, etc.) first. Educational institutions must be able to abide by constitutional laws pertaining to education, and act accordingly to invite respect and integrity to the field of education. Team building is necessary in order to ensure that all members of the staff of the educational institution work together to meet the mission, vision, goals, and objectives of the school. Promoting professional growth is most important to teachers because it encourages improvements and developments in pedagogical processes as well as personality development. This may be attained by graduate program services related to teaching, made available to the teaching staff in order to assist them enhance their craft, apprenticeship, seminar, training programs, etc. Valuing professional growth means that educational institutions take necessary steps in ord er to enhance the quality of educational programs and services that they provide to learners. 4. Prior to planning a lesson, what do you need to consider? Planning a lesson is crucial in the teaching-learning process because it dictates the learning outcomes, especially changes in the learners’ behaviors as influenced by a particular lesson. There are various factors to consider when planning a lesson, all of which determine whether a lesson will effect to desirable learning outcomes or not. Prior to planning a lesson, there is a need to consider the existing skills and abilities of the learners. The depth of the lesson, teaching strategies and approaches, instructional materials and activities should be designed to suit the skills and abilities of the learners. This ensures that learners will be able to grasp the concepts that will be taught in each lesson. Instructional objectives should be set prior to planning a lesson because it reminds the teacher that the content of the lesson should be in line with the objectives. Instructional objectives form the framework of a lesson. Another thing to consider in planning a lesson is the variety of resources available that will go along with the learning objectives. Presenting a lesson through aids and materials is highly dependent on the availability of resources. Therefore, before planning activities for learning, available resources should be checked. Once these factors are met, the teacher is prepared to plan a lesson. 5. What ideas do you have to address diversity (e.g. culture, special needs, ESL, etc.) in your classroom? As a teacher, I should be able to promote equality within the classroom and recognize the rights of the learners as human beings. Although individual differences is considered in instructional planning, due to the learners’ varying skills and abilities, diversity in relation to other aspects including culture, disabilities or handicap, proficiency in the English language should be undervalued. Teachers should be able to determine when to acknowledge individual differences, and when to promote camaraderie and egalitarianism in the classroom. To address individual differences and diversity, the teacher should be able to design the program of instruction in such a way that it is discernible and achievable to all learners considering their talents, skills, abilities, and interests. Educational programs and activities in part should focus on diversity by including the need for learners to be aware of other cultures, non-native English speaking individuals, and special needs of other learners experiencing difficulties. An example of an educational program may be a cultural show where students share their culture through artistic forms (dancing, singing, dramatization, role-playing, etc.), or an activity wherein a non-native English speaker teaches the rest of the class some significant words in his native tongue. It is important to remember that the key is to promote learners’ awareness of differences. 6. What do you anticipate to be the greatest challenge in your teaching? Perhaps the greatest challenge in teaching is meeting its ultimate objective, and that is to affect desirable learning outcomes and behavioral changes to the learners. Accomplishing this objective requires a diverse set of knowledge, talent, and skills. Teaching is a long process, from diagnostic assessment, to lesson planning, classroom management, going about the teaching process itself, evaluation, etc. The greatest challenge is how to keep it together, despite the pressures and demands of the teaching-learning process, in order to complete the process and in the end prove that the ultimate objective of teaching was achieved. 7. What would you like to see as outcomes of your student teaching experience and your experience in the Teacher Education Program? I am expecting that my experiences in student teaching will affirm my aspiration to become a teacher. All knowledge obtained from classroom courses will equip me with necessary information in order to go about the student teaching experience knowledgeably and appositely (i.e. classroom management techniques, teaching strategies and approaches, laws protecting the rights of the learners, etc.). The student teaching experience becomes a playing field where all the information learned is applied and weathered and the skills and abilities as an aspiring teacher is tested. Through these experiences, I am able to determine my strengths and weaknesses as a teacher, and determine ways in order to improve and become a professional educator worthy of respect and learning inspiration. The Teacher Education Program provides the essential knowledge and skills that must be learned, required of every teacher. 8. Describe an ideal classroom situation. An ideal classroom situation is one where classroom management is consistently implemented (i.e. children are disciplined, routine activities are followed, lessons are completed on time, etc.). Learners are highly motivated to learn, allowing a harmonious and interactive classroom environment, guided by the teacher. The objectives of learning are attained at the end of each lesson, and the learners are able to apply what they have learned in real life situations. The teacher is able to play all the necessary roles of the teacher as a manager of classroom activities and discipline, a facilitator of learning, a guide and a role model, a good listener, and a nurturer of well-motivated learners. Learners are able to adjust to changes in the classroom environment, and although it is called an ideal classroom situation, they are allowed to make mistakes. Through these mistakes and the identification of their weaknesses, they are able to take it constructively and push themselves to improve and become independent learners.

Case Study Toys

Principal of Management Case Study: Toys Galore The Case Toys Galore is a major manufacturer of toys which faces uncertainty about demand for its toys during the Christmas season. If there is a high demand for toys, and if Toys Galore: * Is fully able to meet this demand, then it makes additional revenue of $4m. * Is partly able to meet this demand, then it makes additional revenue of $3m * Is able only to supply at a low level, then it makes no additional revenue. If, however, there is low demand, then it makes no additional revenue.In July, Toys Galore has the option of expanding production. An expansion will cost $2m. If it expands in July, then it will be fully able to meet a high demand at Christmas. If it decides not to expand production in July, then it has another chance to expand in October. An expansion in October also costs $2m, but this late expansion does not leave the company sufficient time to fully meet high demand at Christmas; it can only partly meet any high demand . In October, however, the ABS announces the latest national income figures.Past experience suggests that income figures are high half the time and low half the time. Past experience also suggests that if there is a high national income figure, then there is a 80% probability of high demand, and if a low national income figure, a 80% probability of low demand for toys at Christmas. To summarize: by expanding production in July, Toys Galore is able to fully meet high demand for Christmas toys, if that occurs. By waiting until October, however, it can make the expansion decision on the basis of better information about Christmas demand. Abstract:In the above case study we see that the management of Toy Galore, a major manufacturer of toys faces uncertainty or a dilemma as how to cope up with the demand / supply and at the same time keep an eye on the expected revenues generated for/during the Christmas season. Moreover the company has to choose whether if they want to expand their pro duction during the month of July or October with low and high risk associated with the respective months. Factors affecting our decision: Before going on and making the decision the company has to look into the following important factors ) Calculated Risk Vs Returns: As mentioned in the case as there are many options that the company can opt for but all the options are to be looked in to with respect to the Risk associated with them and The Revenues / Returns generated with each of the option. Options of both expanding and Producing in the month of July or October to meet the Christmas Demand for toys and also the uncertainty or speculation that the income pattern might as well change which may / can affect the sales and the demand for the Toys produced. ) Certainty vs. uncertainty: As seen in the case study there is uncertainty that the demand of the toys may increase or decrease based on the historical trends and income patterns. Assuming that the production meets full demand the n the company makes maximum revenues i. e. Rise in the income results in the rise of the Demand, Rise in the Demand results in the rise of the Production and the Supply thus, Resulting in the Rise in Revenues. But one cannot ignore the uncertainty factor associated and present in the market environment.If the Income decreases then the whole scenario changes i. e. Decrease in the Income results in the decrease in Demand and supply, thus low revenues. 3) Market Competitors: Knowing that we are the major producer and Manufacturer of toys, we still can’t ignore the competition that exists or is entering the market. Any opportunity lost can prove to be a big opportunity for the competitors in the market. Suggestions with Reasoning: Based on the above factors I would advise the Toy Galore to; Invest and expand their production as it will not only help them in the short run but also in the long Run. Taking the decision to expand its production capacity doesn’t only means that it now has the capacity to produce more now and also in the long run but it also conveys a message of stability, strength and overall market dominance to our competitors * Start the production early i. e. in July and incase of any uncertainty or unforeseen event there should always be a backup plan or a contingency. * Play safe.There is a likelihood that revenues may increase more in October but again there is an old saying â€Å"Sometimes your best investments are the ones you don't make. † So I will advise the management to start production early in July. * Keeping the ABS reports at hand in case the income and the demand decrease during the Christmas season (keeping both directly proportional) resulting in low sales or stock pileup , we always have the option of after Christmas sales, which not only attract more buyers due to more discounts and decrease in the prices but also boost the revenues i. . ^Revenue = v Price * ^quantity. * Those who forget or ignore the past are doomed to repeat it. Market Speculations play an important role while making any managerial decision. The Company instead of ignoring the signs and news prevailing in the market should keep a close eye on the market, Historic Trends and keep in touch with the Statistical and Financial sectors so to keep on collecting the latest facts and figures which will always be helpful when it comes to making important decisions.