Tuesday, August 25, 2020

15 Tips to become more creative

15 Tips to turn out to be increasingly innovative These days, on the off chance that you are not in any event somewhat innovative, soon a programmed robot will do all your activity. In any case, finding those innovative twists or creative arrangements isn’t such basic. Here and there that muse just won’t examine. This isn't a persuasive rundown intended to persuade you that you’re a one of a kind and imaginative snowflake. To some degree, this is for when you’re caught stuck an innovative dilemma and need some additional oomph to make collecting your task work. So here are 15 stunts to help get those innovative energies squeezing once more. Get those endorphins gushing. Exercise is pressure reliever and an innovative trigger, and thoughtless redundancy is the key to permitting your imaginative head meander. Also, recall, no subject the amount you opposed this activity, incredible arrangement of thought is still better than lurching your way through a home treadmill exercise wishing you may have a cheeseburger. It assists with getting some point of view. Take a Bathtub After all that activity needing to constrain creative mind, you’re as yet perspiring edginess. As of now you smell of it. OK, perhaps not, anyway the shower is an extraordinary goal to muffle the world and loosen up your psyche enough to allow it to meander. Furthermore, a mind with hunger for new experiences is the compost for new thoughts. Mull over It This is the reason you generally improve on tests when you nodded off along with the book to some degree than packing directly before the test. Your brain requires rest, and the rest really encourages you sort out your considerations and shakes new things free. It gives you approaches to look at old issues in a new manner. Be Curious What occupation would you say you are chipping away at? Might it be able to be for a customer, or around a specific subject? Do some examination. Permit yourself to lose all sense of direction in your issue and discover something that’s intriguing for you, even whether it’s conceptual. Be interested about it. Much more personally you interface with your subject, the more innovative you will be when attempting to work with it. Tune in to Music Tuning in to music-simply tuning in to music-enables your cerebrum to unwind. It’s additionally suggestive of pictures and sentiments. You know, those things you are attempting to address to make collecting your task increasingly inventive? Those. Thoughts result from a mind boggling blend of issues, contemplations, and encounters. Permit music move over you, and pick it. No doubt, man. Awesome. Pick a Shade or Theme In some cases innovative creative mind gets impeded in the realities and the points of interest. Don’t slip-up the timberland for the trees, here. Online reinforcement, slowly inhale, and ask yourself, â€Å"Self, what is the general topic, idea or tone?† Insurance organizations a significant picture to appear back on, you may discover You’ve uncovered new innovative systems. Experience the Pretty Colors Here and there simply choosing hues that would cooperate can give you an entirely different perspective on your inventive errand. Possibly you hadn’t seen things in this light previously. Who perceives. Attempt diverse shading blends or play around with the Adobe Kuler to check whether you flash any new thoughts. You can even look at some workmanship or even simply peruse the web for things, for example, Deviant Art. Take a stab at educating a tale about a fascinating picture You’ve seen. Have no clue the storyplot? Make it up. That’s one a large portion of the good times. Clean Something Careless undertakings are incredible for thought time, and firm is frequently soothing. Furthermore, you would prefer not to clean while you’re in the pains of an inventive revelation, can you? Best complete it now. Go for a Drive. Making a trip around and tuning in to music (or tuning in to quiet) is a great method to clear the brain. It’s additionally somewhat sleep inducing, and this trance encourages you squirm imaginative issues around in your psyche simply like a free tooth you are squirming with your tongue. In the end something’s making a beeline for break. Just don’t talk about on the phone while driving a vehicle. It’s diverting. To different drivers. Get Mad. You know each one of those things you truly need to advise that horrendous customer? You know those occasions when you need to state â€Å"really fellas, this is reality that you don’t need to listen to†, or compose a singing email to your chief? Record them. Allow it t o out. A large portion of us have made mind hindrances to stating exactly what we mean since, well, we don’t need individuals to think we’re sociopaths. Timeframe those snags and state unequivocally what you recommend. It’ll feel incredible, and regularly you’ll find (somewhere) another approach to move toward your concern. Just by being straightforward. Invest Some Energy Alone Regardless of whether you’re strolling in the forested areas or remaining on the top of any high rise, just time is creativity’s most loved spot to create. I’m sure which mental or neurological purpose behind this, however I don’t comprehend what it is. I simply realize that different people and electronic doohickeys aren’t just diverting, they really cause uneasiness. Turn your cellphone off. Slaughter the news features channel. Intellectually move away from everything. It’s in reality essentially acknowledged that people who invest more energy without anyone else believing will in general be innovative (and, really, more sincerely fit). Show Someone What you’re Doing I don’t show bit by bit, anyway the way toward articulating your imaginative issue to some other individual is inconceivably useful while looking for new techniques to an old issue. This is especially useful on the off chance that you are attempting to explain things to a child (or a moronic old buddy), since you need to think of a significantly more open approach to express your thought. Pull or Build Something As a matter of fact, doing anything rehashed that requires outrageous fixation would work. The stunt here is to release your mind numb. It’s really related somehow or another to self-entrancing. It permits your psyche meander. In addition the topic of the post is to allow your psyche to meander. Accomplishing something rehashed or careless is regularly pleasant since it permits you to begin talking with yourself with your â€Å"mind tone†. Just don’t answer the tone for all to hear, and you’re great.

Saturday, August 22, 2020

The Fallacy of the American Dream. The Reservation Cab Driver and Essay

The Fallacy of the American Dream. The Reservation Cab Driver and Mexicans Begin Jogging - Essay Example Of the 300 million American residents, near 50 million of them don't have essential medical coverage. This is such a crime in a nation that is the sole superpower and the most prosperous. With the beginning of the most recent scene of monetary downturn, the joblessness rate has contacted a disturbing 10 percent. The primary characters in the two sonnets have profoundly shaky employments and scarcely scrap-by professionally. Living hand-to-mouth on a lasting premise, the accomplishment of American Dream is a far off and unrealistic reality for these individuals. The Reservation Cab Driver is a man of Native Indian birthplace, whose ramshackle Malibu 65 additionally bends over as his home. His privileges for a fundamental standardized savings cover are removed by a similar government offices, for example, Bureau of Indian Affairs and HUD, that were intended to give benefits. Carrying on with a traveling life as a Reservation Cab Driver and working 24 hours every day he can't yet gain a means wage. His condition encapsulates the status of Native Indians all in all. When the legitimate occupants of the huge American mainland, the appearance of European colonizers shut down their serene presence. From that point forward, about the whole populace of Native Indians have been cleared out, with hardly any outstanding relatives, for example, the Reservation Cab Driver despite everything battling for endurance. (Alexie, 2011, p.173)

Sunday, August 9, 2020

How to Write a Well-Organized and Targeted Resume

How to Write a Well-Organized and Targeted Resume There is no perfect resume. Perfect is boring. Resumes should be interesting, catchy, and authentic. When your recruiter looks over it, they should be astonished by the amount of activities you have done so far, but in the same time, interested in meeting you. If there is no active interest, you will be just “another regular applicant.” And that’s never fun.According to Harvard Business Review, proficient resume writing is essential when applying for outstanding jobs. In order to get an interview, that one detailed page must be exceptional. It must highlight your accomplishments, yet it should not excessively praise them. A well-written resume should contain the perfect balance between humility and confidence. On top of the aforementioned characteristics, a targeted resume should be concise, brief, clean, and masterful. It should be carefully designed, easy to read, and error free. Your resume is your business card. It could show professionalism, willingness to constantly learn , adventure, leadership, or quite the opposite: flatness and basic common qualities. The decision to choose between the two ways recruiters perceive your resume lays in your hands. So, make sure you take time and put in a lot of effort to create the perfect resume suited for you. THINGS TO CONSIDER WHEN WRITING YOUR RESUMEBe YourselfThe key to writing a successful resume is being yourself. You must show your recruiters who you truly are, and display your best qualities according to that. Trying to look “better,” “smarter,” or “with stronger skills” will only get you anxious. When you’ll show up at the actual interview, you must be relaxed and comfortable with who you are, not careful about what you say or how you act. If you try to be someone else, there are two scenarios that might happen: in the first scenario, recruiters could notice your insincere behavior, in which case you’ll walk away disappointed and ashamed of your actions. You will never get the job. In the second scenario, recruiters do not notice anything odd, you get the job, and might have an awful time at your working place; you do not actually meet the company’s requirements and the company does not meet your personal needs. The purpose of interviews is to match employees wit h their best-suited jobs and work environments. If you lie in your resume, you neither give yourself the chance to find a job that makes you happy, nor do you maximize the company’s utility. They could have hired a better-suited worker in the first place that would have been truly happy with their attributes.Do not try to be someone else. There is really no point in doing that because all of the above reasons. Here are some crucial aspects to keep in mind:Emphasize your evolution. Do not be scared to show off. Being proud of your development is not wrong. Do underline your accomplishments throughout the years and do explain how you’ve become the person you are today. But be fair and honest about your growth! If there are things that went wrong throughout your development process, do not include them, but do not lie about them either, stressing that “things went great.” For example, if your former job did not give you any satisfaction, avoid developing too much on the subject . State that you’ve been working there for a while, but do not get into any details. If they ask during the interview, tell them the truth: you did not enjoy working there because X, Y, and Z reasons, and you hope that working for their company is different than working for the previous one. Do not be afraid to be honest â€" it’s the only way to get what you need. Do not be too harsh either. Being honest is a virtue, but do not forget about the society that we live in. We must be act diplomatically. Telling the truth about the former company is different than gossiping about all the things that went wrong. As long as you did not come straight out with the reasons you quit and explained them to your former employer, avoid talking about this subject in your resume/interview. Be honest, yet fair-play. Everybody appreciates that in a person. Choose a Resume Type There are many types of resume formats you could choose from. Each one of them has a specific role. Find out what you are looking for before picking your favorite. Here are the main types:Chronological ResumeDesigned for: people evolving quickly career-wise. If you don’t spend too much time working for one company, this resume format might fit you the best. Chronological resumes are best for those people applying for a position similar to their last one. It shows advancement and development throughout the years, giving out all the necessary information requested by recruiters. How to: Include all your contact information at the top of the resume. That includes name, full address, telephone number, and e-mail.Include a brief description of your goals right underneath your contact details. In the description, include the things you intend to achieve/learn in the near future. Set accomplishable goals! No recruiter will trust an applicant whose resume promises to change the world. It’s too much, and way too dramatic. Keep it short, and think about the most important, yet sensible qualities that you wan t to improve. There has to be something.Include personal work experience in a chronological order, starting with the furthest, and concluding with the latest. Highlight your promotions by designing a special section for them underneath each job description. Say your job title was “Sales Manager,” and your tasks consisted in increasing profits, dealing with customers, budgeting, and analyzing progress. You got promoted to “Sales Director.” Design a special section named “Accomplishments” underneath your “Sales Manager” job description, and add the details that contributed to your promotion. Include your education in chronological order if you have less than 5 years of work experience. Design a special section for your skills. Be brief, don’t spend too much time developing on it, even if you are proud of your results.Functional ResumeDesigned for: people seeking to change their careers. The functional format is not as popular as the chronological one, but there are s till many people using it nowadays. Its format is harder to scan, and the information included here is usually longer than the information included into a chronological resume. This resume format focuses on skills and accomplishments. Recommended for employees with ten years plus of work experience.How to:The top of the resume is similar to the chronological format. Make sure to include name, address, e-mail, and phone number.The next step is brainstorming. Concentrate on your life experiences and personal growth. Ask yourself “What defines me?” or “What are my best qualities that fit this job description?”After you’ve come up with a list of various ideas, link them to your previous positions. How does “reliability” relate to your management experience? What are your main qualifications? What are you good at and why?Next, think about your skills. If, for example, you have “software skills,” do they relate to any of your previous jobs? Maybe your Google internship? Make a “skill list,” and relate them to your former work experience. Education is rarely included in the functional resume format â€" that’s because people using it have more than ten years of experience in their work field. Don’t forget to include your professional experience. Include start and end dates, and everything else that you find necessary.Combined/Hybrid ResumeDesigned for: people who might be searching for a different field, and have accumulated multiple skills and qualifications throughout their careers. Mostly used by recent graduates and people with employment gaps, like war veterans, travelers, or freelancers. The hybrid resume is a mix between the chronological and functional formats. It emphasizes both your results and skills.How to:Include all your personal information and contact details again. Don’t leave out anything, as mentioned previously.Because this format includes both professional experience and skills, you must be cautious with your resume’s lengthiness. If you keep information as long as you would in a chronological/functional resume, you’ll end up with a never-ending CV. That is disadvantageous, since recruiters do not have neither the time, nor the patience to read through it all. Thus, keep content brief and to the point if you want them to consider your application.3. Track Your GrowthAfter you’ve chosen your resume format, it is time to put everything into place. Your first step should be tracking your record and growth to see where you stand. Here are some important questions to consider:Think about your success. When did you achieve your goals? What was the incentive that you needed in order to achieve them? How can that incentive relate back to your motivation? Why are you a motivated person, and why should the company hire you?Think about your productivity level throughout the years. Has it increased? What can you bring to the table? What special qualities do you have?Consider your former expectations. Ha ve you met them? Is there anything that you’d have changed if you re-lived your experiences? Are you concerned about a specific skill that you might be missing? Tip: if the answer to the latter question is ‘yes,’ then add that skill that you’d like to improve to your personal description at the top of your resume.Remember your rewards and awards received throughout the years. Were you recognized for a special qualification? Where did you excel? How did you experience make an impact in your community (work place/home/neighborhood)? 4. Define Who You Are“Dig deeper and find the greatest stories of your life,” recommends Harvard Business Review. A good resume cannot be completed in one night. You must sit down and think about your past experiences. Take time to analyze your former behavior and come up with strong reasons why you deserve to be hired. “Because I am good at it” won’t bring you any benefits if you cannot justify yourself. You must have many convincing arg uments. Confidence comes with self-analysis, so analyze yourself thoroughly when/before writing your resume.If you are unable to remember everything, take a paper and a pen, and write down everything that goes through your mind. At the end, select the ideas/stories you consider the most relevant. Some helpful ideas to consider:How many jobs have you had? How many projects have you been involved in? Which one of those did you like the most and why? What was your role?What were some of the hardest moments of your life that you had to overcome? How do those moments describe your strength and commitment towards your work?What goals have you achieved and how?5. Sell YourselfBe aware of the fact that you are selling yourself when writing your resume. Of course, that does not mean that you should lie, or make up facts that are not true â€" it only means you must think practically. You must become an incredible seller. “Buying this product will bring you happiness” is what you’ll have to come up with. If your experience does not make you a good product, the company will not be happy enough. Thus, there’s no chance they’ll hire you. You must be the perfect product they could buy. And the only chance to become that product is to know how to sell your skills, qualifications, past experiences, and professional results. Let’s see how you do that:What benefits is the company getting from hiring you?What’s something new that you could bring to the company?How are you going to improve their productivity?In a nutshell: why you, and not your competition?6. Do Your ResearchIf you want to become the perfect candidate for the job, research the company that you are applying to. Follow them on social media, and observe their values, work approach, and accomplishments. Understand where they come from and what they are looking for in an employee. See if you find any similarities between their requirements and your aspirations and expertise. If you don’t like what you d iscover, there is no need to pursue that specific position. You can always look for another job that fits you better. Do not go for the title, go for the position that makes you the happiest. Without happiness, success and enthusiasm won’t last long. Our research proves that in order to be satisfied with your job, you must meet at least 70-75% of the company’s requirements. So, research it well, and make sure you feel comfortable applying! If you decided to go for it, design a resume that meets their needs. Creating a one-size-fits-all type of resume will be neither prolific, nor respectable. Different companies have different requirements. Thus, applying for one company will differ greatly from applying for another. Another good method to research your company is networking. Making connections is a smart way of receiving insights from current employees. These connections will open new doors for you, and will develop your perspective on the company’s features. You might discus s and comprehend company’s policies better, and decide whether they fit your expectations or not. More than that, networking helps you make new friends that might be willing to give you good recommendations in the future (and that’s always a good thing).Tips on how to network:Keep an open mind Chat with random peopleBe sincereDo not keep score or track of how many new connections you make. Just do it.Treat your new connections as friends, not as “contacts”Keep an on-going relationship. Follow up as often as possible.7. Use the Right WordsRecent CareerBuilder studies show that 68% of today’s hiring managers spend less than two minutes on average reviewing each applicant’s resume. More than 17% of them spend less than 30 seconds on average scanning one CV. With such a short amount of time spent reviewing your resume, how could you possibly impress your recruiter, and determine them to invite you to an interview? The answer is word choice! If you choose your words properly, you can emphasize your distinctiveness and prove your value beyond question. The best techniques to choose the right words:Avoid passive voice. Use action verbs. According to the aforementioned study, the best resume terms to use are verbs such as “achieved,” “improved,” “trained,” “created,” “increased,” “managed.” You can see how all of the verbs presented above describe an effective action that took place in the past. The actions described are booming, influential, and most of them prove strong leadership qualities. Choose a theme. If you are a hard-worker and an arduous, committed employee, emphasize these qualities by choosing words such as “passionate,” “involved,” “persistent,” “determined,” etc. The above qualities prove that you are a good listener and great at taking commands and executing orders. That might be what the company needs!If, for instance, your leadership qualities prevail your personality features, adopt a different the me. Use words such as “problem-solver,” “manager,” “proactive,” “front runner.” You should look up the company’s requirements first, and then customize your skill set and choose a theme according to their preconditions.Refrain from using clichés. Clichés are boring, useless, and cheap. There is no need to include them in your resume. Avoid words that overestimate your actions or results. For instance, using words such as “specialized,” “experienced,” or “certified” are very common. Since they’ve been overused, they’ve lost their power. These words do not deliver any “special” message to the recruiter. Using them makes you “one of the other applicants,” which can be disappointing. Use smart keywords. Instead of using clichés, focus on finding the right keywords. They will drag the recruiter’s attention, and even though their review time is short, your resume will certainly stand out. Search for the job ad again and get inspired from ther e.Be concise, do not use general words such as “marketer,” or “recruiter.” Explain words thoroughly, do not leave any room for confusion.Scatter keywords throughout the whole page, do not use all of them in one paragraph.Fit words into the right context. You can’t use keywords wherever, they must make sense in the context.Do not overuse them. It will be obvious that you’re trying too hard. Include a decent number of keywords. Too much of anything is never healthy.Watch out for grammar mistakes. Using the right words without spelling them correctly is ridiculous. Pay attention to your grammar, and if you don’t know a specific word (but it “sounds fancy”), do not use it. Do not try to impress your recruiter with something that does not define you. As I’ve mentioned before, be yourself, don’t be a copy-cat.8. Include EvidenceWe’ve briefly covered the “Accomplishments” section of your resume, but we’ve mostly talked about formats and technicalities. Now let ’s see how you can display your work performance, and prove your impressive skills. Follow the next steps.Step #1: BrainstormWhile your brainstorm ideas, don’t try to put anything into perspective, just think. Look over “Track Your Growth” section above and build on that. We’ve covered great content and questions. Consider other questions as well:How have you improved your team’s productivity in the past?What’s something that proves your expertise in your work field?Is there anything that you’ve done towards decreasing costs and increasing profits at your former company?How would your former employer describe you? Would they be able to give you a good recommendation?Have you ever come up with a new, original project that has influenced your career?How has your creativity developed throughout your career?Step #2: Choose the good examplesThink about the time when you had to solve a difficult problem or make a challenging decision.What was the problem, and what was the solving process?Describe the outcomes and explain how your problem-solving skills helped you in your decision-making process. Expand on the impact your decisions and actions had at your working place. Step #3: Show them numbers“After you thought about your results and brainstormed various ideas, it’s time to quantify your results,” says Kevin Cordell, hiring manager at New York Times. “The problem you solved must have had a quickly-approaching deadline,” or “the great idea you had must have been difficult to implement.” Employees love hearing about this. If you implemented a new program, how long did it take to make it happen? How did you come up with the necessary items? How did you fundraise?If people did not show up to your presentations, how did you change that? What actions did you take? What original ideas did you come up with?If your team was inefficient, how did you determine them to work harder? What techniques and incentives did you use?Giving good examples a nd quantifying results is very important. It shows responsibility and evidence that you are doing a great job, and that you are a valuable asset. Remember, you always have to sell yourself to the company, so they must be aware of your accomplishments in order to recognize your success.9. Create Your OutlineNow that you have an idea of what to include in your resume, how to emphasize your accomplishments, and how to brainstorm ideas, it’s time to create your outline and fill it out.You should choose one of the formats described above: chronological, functional, or hybrid. Pay special attention to the top of your resume. As I’ve mentioned before, you must include all of your contact details, and a personal description. The latter influences your recruiter’s willingness to proceed further with the reading. Thus, put some effort into making the “About you” section concise. Tell them who you are, and then point to the exact section they should look at if they’re looking for X , Y, Z qualities.Number your sections so it’s easier to point at them.Change your Yahoo! e-mail to a G-mail account.Include your special abilities at the top of the page. Answer this question: “What can I offer?” and answer it in the Summary section.Depending on the format, design your work history section/experiences and qualifications section properly by ordering them chronologically.Highlight keywords (Bold).Avoid writing about your soft skills. They’ll evaluate your personality and people-skills during the interview. To get there, you must show your best hard skills first. So, emphasize those in your resume. Use bullet points to describe the main ideas of your work performance or past experiences. Do not use long paragraphs. Ideas should be short and compact in order to be effective and easily readable.Include specific dates and details about your position. Writing something like “Manager at Samsung” is not enough. You should write something of this type: “Manager (include type- sales, HR, where?) at Samsung,” “your office’s location (not all the details, just the city and country if applying for a job overseas),” and “start/end dates.” Be specific! They must know whom to contact in case they want to check on you.Control the length of your resume. If it’s too long, they won’t read it, yet if it’s too short, they’ll think you don’t have enough experience to work for them. Make sure you keep a balance between the two. Find the middle ground. I’d say make it no longer than one page, but not shorter than 3 thirds of the page. 10. Final Step: Proofread ItProofreading your resume is the most important step of the resume writing process. If your spelling is inaccurate or your grammar incorrect, the company might not even look over it after they’ve notice the first mistake. Checking it and making sure it’s accurate is crucial. Tip: do not revise your resume on the same day you’ve finished writing it. Leave a day in-betwe en, concentrate on other tasks, and come back to it later. Proofreading requires concentration and a lot of time, so you’d better be prepared for that or contact one of the best paper writing services, and they’ll give a professional advice.Use your computer’s spell checker while you are writing. That makes it easier to proofread afterwards.Choose a font that is easily readable and comprehensible: Arial, Times New Roman, or Calibri.Don’t even think about using other font color than black. Print your resume before starting to proofread â€" read it like a hiring manager would. Pay attention to every detail.Use your finger to go over the lines. Highlight every mistake with a pink/yellow marker. Use a pen to change word order if that’s the case. Cross out the sentences you find useless. There should be nothing useless in your resume. There’s no space for that.First, focus on the information presented (that’s when you want to change words and phrases, cross out material). T hen, go over it again, and this time, concentrate solely on your spelling.Check the small words like “of,” “on,”, “it.” People tend to interchange those sometimes.Check punctuation.Do not confuse words that sound similar (“effect” and “affect”).After you’ve manually corrected everything twice, go back to your computer and make the necessary changes. Because this part is so important, you’ll want to ask for feedback. Send it to a close friend or a family member, and ask them to proofread it again. Listen to their advice objectively, and if they’re right, make the proper modifications one more time. If you changed your format, double check it again and make sure it looks good. WRAPPING UPResume writing is not easy, especially when you want to have a well-targeted and organized content. As a whole, the main key points to keep in mind are: be yourself, choose the resume format that suits you the best, track your growth and define who you are, do your research, use the right words, include evidence, create an outline, proofread your content, and don’t forget to sell yourself! Respect all of the above and you’ll have one of the greatest resume on the job market. About the author Mark Delarika  is a professional content writer and teacher, successful entrepreneur and blogger. He is familiar with a wide range of spheres concerning running own business and education. Mark taught in more than 10 countries all over the world. He helps students and business people to improve their writing skills, shares his personal experience and gives practical tips.

Saturday, May 23, 2020

The And Its Effects On The Perception Of The External...

After washing away all prior beliefs of the external world about us, Descartes builds a system of doubt that forces readers to question if they truly â€Å"know† anything about the external world around us. His factors building this doubt include the possibility of madness, sensory deception, chance or the continuous chain of events leading to our present state, omnipotent beings, or the idea that we may be dreaming. Descartes claims that there is no way to indubitably â€Å"know† the truth of our external environment, however it is indubitable that there is an internal being or â€Å"self.† Whether it is based on a personal experience or someone else’s, one can agree that all of the factors given could result in skewed knowledge. Aristotle once said that, â€Å"our senses can be trusted but they can be easily fooled.† Because our senses can be so easily deceived, trustworthiness is perhaps not the best trait to award it with. The eyes and mind can always play tricks on you. One often comes by optical illusions in which one line looks longer than another when they are both the same size, or circles appear to be spinning when they are actually still, or numerous other kinds of these tests. Our eyes trick us constantly into believing things to be happening when they are not. For example, young kids claim to see monsters or ghosts in their rooms at night because their eyes and mind trick them into seeing these creatures. Once on a ghost-hunting TV show, one of the hosts addressed a commonShow MoreRelatedNursing Is A Calling, A Lifestyle, And A Passion. Becoming1713 Words   |  7 Pageshaving the desire to make a positive impact on the lives of patients, their families, co-workers, and the community; an innate, high degree of compassion for other human beings. Nursing is a desire to make a difference; the potential to have a profound effect on changing the world, one patient at a time. More than just a profession, nursing is a p aragon of care and service to others that is continually evolving. A nursing philosophy proclaims a nurse’s idea of what they theorize as true of the nursingRead MorePerception Is The Organization, Identification And Interpretation Of Sensory Information1209 Words   |  5 PagesPerception is the organisation, identification and interpretation of sensory information in order to represent and understand the environment. Like perception, logic plays a role in critical thinking. Critical thinking is the process in which one mentally explores deeper than the superficial matters at hand into the deeper layers in order to find out what the real issues are. 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With Bandura’s concepts of self-regulation / self-efficacy, and Weiner’s concept of attribution as drivingRead MorePerception and People1198 Words   |  5 Pagesorganisation, discuss how your study of perception contributes to your understanding of behaviour of people in your organisation. Perception varies from person to person. Different people perceive different things about the same situation. People’s behavior is based on their perception of what reality is, not on reality itself. It is our personal perception of that reality which shapes and directs our behaviour and not some objective understanding of external reality. For example, if one person onRead MoreFritz Heider : The Theory Of Attribution Theory1224 Words   |  5 PagesThe second component of social perception is attribution. Attribution is the process in which we attach meanings of other’s behaviors. Similarly, attribution theory refers to the study of models people implement in order to make judgments about the behavior of others. Fritz Heider, an Austrian psychologist whose work was related to the Gestalt school, published â€Å"The Psychology of Interpersonal Relations,† which expanded his creation of attribution theory. Heider initiated that â€Å"people are naà ¯ve psycholo gistsRead More: Describe and Evaluate Using Appropriate Theory Your Attitude to Your Role and the Workplace Along with the Motivation1323 Words   |  6 Pagesand try to help them with their work but as I said some traits makes some negative effect on your personality. In my case people started to gain advantage of me and asking me to their jobs. Accepts what given: it is a very important trait in a eye of a employer because a employer don’t want any of his worker to say no to him. I accepted all my challenges and did whatever they asked me for, but the negative effect of this happened they started to ask everything to me and started give hard jobs andRead MoreEnvironmental and Consumer Influences Analysis Essay1268 Words   |  6 Pagescan be affected solely by the consumer. There are many factors that influence consumer purchases, psychological and social being the main facts. Everything from motives, perception and attitudes contribute to the influence consumer behavior toward the products. I want to explore three external factor traits and the effects they have on a social, ecological and cultural consumer plain. Cultural The factors that influence consumer behavior toward laundry detergent purchases are personalRead MoreGeneral and Task Environment954 Words   |  4 PagesMGC1020 Assignment #1 Which is more difficult to gauge accurately: the general environment or the task environment? Why is it important for a manager to make a clear assessment of these environments? The general environment and task environment are the two components that make up an organisations external environment. The external environment of an organisation includes influential elements that both directly and indirectly shape and impact its future, and as of late, has developed into

Tuesday, May 12, 2020

Learn What a Feature Story Is

Ask most people what a feature story is, and theyll say something soft and puffy, written for the arts or fashion section of a newspaper or website. But the truth is, features can be about any subject, from the fluffiest lifestyle piece to the toughest investigative report. And features arent just found in the back pages of the paper—the ones that focus on things like home dà ©cor and music reviews. In fact, features are found in every section of the paper, from news to business to sports. If you go through a typical newspaper from front to back on any given day, chances are, the majority of stories will be written in a feature-oriented style. The same is true on most news websites. So we know what features arent—but what are they? Feature stories arent defined so much by subject matter as they are by the style in which theyre written. In other words, anything written in a feature-oriented way is a feature story. These are the characteristics that distinguish feature stories from hard news: The Lede A feature lede doesnt have to have the who, what, where, when and why in the very first paragraph, the way a hard-news lede does. Instead, a feature lede can use description or an anecdote to set up the story. A feature lede can also run for several paragraphs instead of just one. Pace Feature stories often employ a more leisurely pace than news stories. Features take the time to tell a story, instead of rushing through it the way news stories often seem to do. Length Taking more time to tell a story means using more space, which is why features are usually, though not always, longer than hard news articles. A Focus on the Human Element If news stories tend to focus on events, then features tend to focus more on people. Features are designed to bring the human element into the picture, which is why many editors call features people stories. So, for example, if a hard news story recounts how a thousand people are being laid off from a local factory, the feature story might focus on just one of those workers, portraying their emotional turmoil—grief, anger, fear—at losing their job. Other Elements of Feature Articles Feature articles also include more of the elements that are used in traditional storytelling—description, scene-setting, quotes, and background information. Both fiction and non-fiction writers often say their aim is to  help readers paint a visual portrait in their minds of whats happening in a story. Thats also the goal of feature writing. Whether its by describing a place or a person, setting a scene, or using colorful quotes, a good feature writer does anything he or she can in order to get readers engaged with the story. An Example: The Man Who Played Violin in the Subway To demonstrate what were talking about, take a look at the first few paragraphs of this April 8, 2007 feature by Washington Post writer Gene Weingarten about a world-class violinist who, as an experiment, played beautiful music in crowded subway stations. Note the expert use of the feature-oriented lede, the leisurely pace and length, and the focus on the human element. He emerged from the metro at the L’Enfant Plaza station and positioned himself against a wall beside a trash basket. By most measures, he was nondescript: a youngish white man in jeans, a long-sleeved T-shirt and a Washington Nationals baseball cap. From a small case, he removed a violin. Placing the open case at his feet, he shrewdly threw in a few dollars and pocket change as seed money, swiveled it to face pedestrian traffic, and began to play. It was 7:51 a.m. on Friday, January 12, the middle of the morning rush hour. In the next 43 minutes, as the violinist performed six classical pieces, 1,097 people passed by. Almost all of them were on the way to work, which meant, for almost all of them, a government job. L’Enfant Plaza is at the nucleus of federal Washington, and these were mostly mid-level bureaucrats with those indeterminate, oddly fungible titles: policy analyst, project manager, budget officer, specialist, facilitator, consultant. Each passerby had a quick choice to make, one familiar to commuters in any urban area where the occasional street performer is part of the cityscape: Do you stop and listen? Do you hurry past with a blend of guilt and irritation, aware of your cupidity but annoyed by the unbidden demand on your time and your wallet? Do you throw in a buck, just to be polite? Does your decision change if he’s really bad? What if he’s really good? Do you have time for beauty? Shouldn’t you? What’s the moral mathematics of the moment? From Gene Weingartens Pearls Before Breakfast: Can one of the nation’s great musicians cut through the fog of a D.C. rush hour? Let’s find out.

Wednesday, May 6, 2020

Youth and Its Power for India Free Essays

India,now aged at 65 is in my view one of the largest reservoir of Youth population. Generally defined in the age group of 16-30 years constitute of more than 40% of India’s population which is indeed a large force. We are energetic, enthusiastic and always full of zeal to do the impossible. We will write a custom essay sample on Youth and Its Power for India or any similar topic only for you Order Now If we exclude the youth, the rest of the population of India will comprises of old people and children. They cannot be called the real manpower of the nation. So it is evident that if the youth of the country are not enthused to devote their energies to the task of national reconstruction,the whole Youth Power for India is wasted,or the other way why we youth should wait for someone to enthuse us to show the Youth Power of India. This is our land,our country and it totally depends on us(Indian Youths) how we take our country forward. But having such a massive youth population in India will not do any good if our youth population is not shown the right path. Most of the youth in India are generally without any direction,If we can harness this powerhouse of the nation in the right direction then the country can reach untold heights. Being said that we should not completely depend on our Government to harness this powerhouse,contribution of all sides is required for this. The best and the first and foremost way to strengthen our youth are to provide them Education. Education plays a vital role for this,we should be able to educate all our youth from the initial stages of their life,We should be able to make them understand the importance of Education. Not just any kind of Education, but the right kind of Education which makes them scientific, logical, open-minded, self-respecting, responsible, honest and patriotic. Without these virtues being developed, our youth cannot walk in the desired way and they will stay in a deep slumber of complacency. Even education to some extent will not help as we see many educated young population working overseas,The question is why can’t they do it here,the nswer lies in lack of opportunities which is in plenty in other countires. Why our country is unable to offer such opportunities to us? Its because the Government have not taken any initiative or we the youth have not taken any steps to make government realise the power of youth. Have we forgotten that today India is Independent because of the youth power in our freedom struggle,we owe Independent India to the youth power of our past and to make it better for our future generation we must rise once again together. Youth of India must be able to come up with new ideas of Entrepreneurship which is very vital for the country’s growth. For a youth educated in India he/she must think about the development in India which now have utmost important for our country’s development. Let us focus on constructively using the power of the youth for the betterment of the nation. Let us frame such policies which aim at empowering our youth so that we can be assured of a better future and a brighter tomorrow. How to cite Youth and Its Power for India, Papers

Saturday, May 2, 2020

Planning and Environmental Regulation

Question: Discuss about thePlanning and Environmental Regulation. Answer: Environmental Planning Instruments State Environmental Planning Policies (SEPPs) along with Local Environmental Plans (LEPs) together are termed as Environmental Planning Instruments (EPIs). SEPPs and LEPs include policies implemented by state or regional authorities for economic development through industrialization, increment of productivity, providing infrastructures such as highways, affordable housing and parks. It also constitutes creation of jobs through business development, workforce development and real estate development. Management of natural resources as well as land use is also governed by these policies. One need to know EPIs as they specify the development consent required development types and promotes prohibition of certain developments. For developing land in Sydney, EPIs are important as they declare category of development that is going to be taken providing an environmental statement of impact (Planningportal.nsw.gov.au 2017). Being a land developer if you need develop any building, warehouse or units on a block, you have to check initially if it is permissible under relevant EPI standard. You need to obtain a section 149 certificate from your local council in which the development is going to take place or consult with councilors and staffs besides reading business papers from council meetings and check whether the local environmental plan prohibits construction of that building or warehouse under prohibited development. Therefore, a site can be under more than one EPI and hence needs to be found by the developer for obtaining certificates highlighting details of the applicable EPIs. Such planning certificates of section 149 certificates costs around AU$53 and are usually included in contracts for obtaining finance, contracts for sale and to show prospective purchaser regarding potentials of their land usage. Environmental Planning and Assessment Act Assessment of development according to certain criteria that has been laid out by Environmental Planning and Assessment Act. Such criteria are mentioned in part 6 Implementation and enforcement, division 2A orders which specifies 121F development applications are checked for completeness ensuring all relevant information are provided into the application. Basic criteria for the land development application assessment includes establishment of land definition that has been used for proposing the possible list of uses included in scheme of planning. The zone for the site development needs to be established through citing the maps of planning schemes. It is also checked regarding application of overlays for the development site through looking at schemes of plans for maps. Category of development is established through planning schemes, development tables and public notifications as applicable. The development site are inspected and compared against land use controls and schemes of plan ning applied to the use of site development. All these criteria if met by the development application will be assessed accordingly as per Environmental Planning and Assessment Act. Failing to meet one of the criteria will result to rejection of application automatically (Legislation.nsw.gov.au 2017). Exempt or Complying Council might not assess development application because it might be exempt or complying, that means the minor renovations of buildings or works does not require building approval or planning. These developments have a very low development impact and are usually done for commercial, residential and industrial properties. Exempt development refers to the minor developments that can be executed without development application that has a low impact works, which does not require complete assessment of merit by the councils and is possible to be executed rapidly with minimum cost. Few of the examples of exempt development include garden sheds, carports, deck, fences, painting of house and window repair (Planningportal.nsw.gov.au 2017). Complying development refers to the combination of construction and planning combined approval of development in a straightforward manner that is usually determined using fast track assessment methods by private certifiers or councils involves alterations and additions to house, constructing a new dwelling house, demolition of buildings, new industrial buildings and changes of business use (Legislation.nsw.gov.au 2017). Complying and exempt development codes apply to states and do not apply to lands, which is under the application of State Environmental Planning Policy (Kosciuszko National Park- Alpine Resorts) and under the policy of State Environmental Policy (Western Sydney Parklands). The complying and exempt policy also does not apply to land, which is lesser than approximately 18 kilometers from Siding Spring Observatory. State environmental Planning Policy (Exempt and complying development Codes) 2008 does not apply for the purpose of development of the demolition or alteration of a building to which policy of Part 3 of State Environmental Planning Policy (Affordable Rental Housing) apply. Further, for the current purpose, Part 3 is only to be constructed if reference of any sort is related to time relating to the development application lodging was applicable to the time of commencement of development. Greater Sydney Commission Greater Sydney commission is responsible for planning metropolitan with a partnership between local and state government. Greater Sydney commission works in a close proximity with communities and councils locally helping the community to get maximum potential from suburban and neighborhood. The main objectives of greater Sydney commission is promotion of social, environmental and economic considerations contained in protection of the environmental act 1991 and promote alignment of infrastructure by Government that includes decision-making with planning of land use. It also promotes housing supply and includes affordable housing encouraging development resilient and accounting to natural hazards. Greater Sydney Commission also supports improvement of livability, productivity and environmental quality as well as provides increases opportunity for involvement of public and environmental participation planning as well as assessment in the region of Greater Sydney Region (Planningportal.n sw.gov.au 2017). Privacy of Property Complying development involves larger building works, which is bigger than exempt development. Although the development is for the private property and involves land of the individual however, it involves construction of new houses, change of business infrastructure, demolition and alteration of houses. It involves assessment from councils to ensure protection of surroundings during construction periods and life of the complying development. Demolition of buildings involve either destruction with explosives or workers destroying the building by force which if not assessed by certified expert or council might cause harm and environmental degeneration. Further construction of new houses and new industrial structures involves checking for the environmental impacts it is going to have which requires governmental certification and assessment. References Legislation.nsw.gov.au, 2017. Environmental Planning and Assessment Act 1979 No 203, [online] Available at: https://www.legislation.nsw.gov.au/#/view/act/1979/203 [Accessed 18 Apr. 2017] Planningportal.nsw.gov.au, 2017. Planning and Environment, [online] Available at: https://www.planningportal.nsw.gov.au/ [Accessed 18 Apr. 2017]

Sunday, March 22, 2020

Designing Childrens Environments

Children’s playing environments are crucial in helping them to improve their physical strength as well as their intellectual growth. The design of the playing environment is crucial in helping children to learn positive outdoor activities that can help to grow better.Advertising We will write a custom essay sample on Designing Children’s Environments specifically for you for only $16.05 $11/page Learn More The time that children spend playing outdoors can be made more valuable for their learning about nature and its benefits. There are several features and experiences that make children explore their environments, and the benefits associated with this are many. An appropriate outdoor learning environment for children is supposed to take care of their intellectual and physical abilities, which is the main role it is designed for. A good outdoor environment should have adequate space and objects to play with to enable each individual child to learn and exercise freely. The child gets an opportunity to internalize positive aspects of the environment in which he is in and this is necessary for his or her growth and development (Saskatchewan Ministry of Education 7). The outdoor playing environment must be designed in a way that enhances visual appeal to the children playing in it to make their playing experience enjoyable. An effective design of an outdoor playing environment should allow children to express themselves physically as this enhances practical learning.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The environment must be dynamic to ensure that children are able to explore and act on their instincts as they interact with the objects that are within their surroundings. The independence of every child can be encouraged within such a setting because by means of this trait they are able to act on their curiosity to learn ne w ideas brought about by the outdoor activities they take part in. Children are able to grow their physical and mental capacities within environments where their creativity is allowed to blossom (Saskatchewan Ministry of Education 12). Figure 1. Objects in an outdoor learning and playing environment. Source: Saskatchewan Ministry of Education The outdoor learning environment should be able to encourage stimulating activities, which can excite as well as encourage children to express their inner passions without difficulty. The design of such an environment can consider the use of materials that are naturally appealing, which stimulate children to feel at ease and relaxed when in an outdoor setup.Advertising We will write a custom essay sample on Designing Children’s Environments specifically for you for only $16.05 $11/page Learn More These materials should have colors, sounds, textures and smells that are naturally attractive to the children an d which stimulate their inner instincts (Saskatchewan Ministry of Education 15). The outdoor experiences of children within such environments can become livelier and exciting. The materials and objects that are used to design the outdoor spaces must be presented in a manner that allows for easy exploration by the children. Figure 2. Objects arranged in a natural environment which invite children to play. Source: Saskatchewan Ministry of Education. The features that are to be used as part of a space design facilitate the movement of the users, which gives them an easier time while playing. These features can be arranged in a manner that includes the perspective of the children in the design and explains how the objects should be used. The spaces can cater for the children’s level of movement and should also have features that support disabled children to make maximum use of that environment. The children can be involved in some aspects of the design to ensure that the final p laying environment is responsive to their needs and wishes (Malone and Tranter 287).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This makes the children fascinated and it nurtures a sense of curiosity in them as they try to understand how the natural environment works. Outdoor space designs should have the ability to encourage participation, cooperation and interaction between the different sets of children that use them. Children can take advantage of the recreational benefits that exist as well as the activities that are carried out within it, which can offer excitement and evoke curiosity in them. An outdoor environment needs to have spaces where children and their teachers or guardians can mingle (Malone and Tranter 291). Selective isolated spaces should be included in the design to cater for those children who like to play together in small groups. Such spaces encourage the children to foster strong relationships based on the interactions they have with their peers. The outdoor space that is used for learning must incorporate a couple of natural features to enhance the learning approaches that are used i n school. These natural features can include water ponds, trees, bushes and hills. The design should consider how children can utilize these features in a safe manner without being exposed to any hazards (White and Stoecklin 3). The outdoor learning environment can be established within a habitat for birds, animals and other natural species, which the children can interact with to expand their knowledge. It is important to ensure that the learning approach that is adopted within these habitats does not expose the children or the species that exist in that area to danger. The participatory learning approach is important for learners within such environments as it is the best way through which they can learn and interact with their surroundings. The learning approach is unstructured and informal and it is mainly centered on the child’s own intuition regarding what he or she witnesses from the natural environment. The design that is adopted needs to allow for private and tranqui l spaces where children can think, plan and focus on different types of activities (White and Stoecklin 6). The spaces must be able to allow children to display their talents and projects in a manner that encourages criticism from their peers and their guardians or teachers. This enables children to improve their approach to life’s challenges and expectations when they are interacting with their peers or with other members of the society. The atmosphere in which the outdoor learning activity occurs determines the way the children explore their surroundings. Children are attracted by unique smells, textures, colors and sounds that exist within a specific environment; these attributes are proven to arouse their interest a lot. These aspects of the environment help to focus the attention of children toward new experiences that they can encounter within a particular space. School grounds must have materials and equipment that attract children to play and react to their intuitions while exploring their surroundings (Stine 153). The materials used need to have different sounds, aromas, colors, and textures, to stimulate the intuitive aspects of learning in children. The children’s intellectual growth can be adapted to the natural environment easily because they interact with the objects without much limitation. The practice of allowing children to learn through active participation in an outdoor environment offers them the ability to develop mentally and physically. Children are able to discover new ideas and concepts within the environment that they are exposed to, which provides a good way to track their progress. This form of learning is applied to children as it encourages the use of active practical methods, which go well with them. Active participation of children within their surroundings improves their problem solving skills and enables them to be more imaginative in nature (Stine 157). The objects and the features that exist within the natural environment provide the children with the necessary confidence to take on challenging tasks that can boost their development. The involvement of children in the planning of the outdoors spaces in which learning takes place makes them more connected to it. This makes the children understand how the different objects, features and equipment within that space work and the value they add to the learning process. Objects such as gardens, trees and bushes can support the children’s cognitive abilities while lawns, sports facilities and swings can enhance the physical development of children (Danks 107). The objects used within an outdoor learning environment must be able to expand the children’s playing and exploration options to ensure that they explore a variety of activities. Children prefer outdoor settings, which are more complex, challenging and suited to their expectations such as what they seek to achieve out of these activities. A good and inviting natural environm ent encourages children to act spontaneously and to have a connection with their ecological surroundings. Children are able to have a connection with the natural world. Outdoor spaces with diverse features, landscapes and objects increase the level and variety of play and learning experiences for children (Danks 117). This enhances social interaction and fosters positive behavioral development among the children who are exposed to such environments. Consequently, a suitable environment should consist of elements and features that complement the child’s growth and development needs. Works Cited Danks, Sharon Gamson. Asphalt to Ecosystems: Design Ideas for Schoolyard Transformation. Oakland, CA: New Village Press, 2010. Print. Malone, Karen and Paul J. Tranter. â€Å"School as Sites for Learning: Making the Most of Environmental Opportunities.† Environmental Education Research 9.3 (2003): 283-303.Print. Saskatchewan Ministry of Education. Creating Early Learning Environm ents. Saskatchewan Ministry of Education, 2008. Print. Stine, Sharon. Landscapes for Learning: Creating Outdoor Environments for Children and Youth. Hoboken, NJ: Wiley, 1997. Print. White, Randy and Vicki Stoecklin. â€Å"Children Outdoor play Learning Environment: Returning to Nature.† Childhood News Magazine 1998: 1-8. Print. This essay on Designing Children’s Environments was written and submitted by user Alfonso Fletcher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Friday, March 6, 2020

Holography essays

Holography essays WWI was the most deadly conflict the world had ever known at the time. Soon after the United States entered the war, over 100,000 American lives were lost. Families were devastated and all were shocked. How could a war that was only supposed to last several months take so many lives? The American public needed to be reassured that something so horrible would not happen again. Under his own reasoning, President Wilson did exactly that in declaring WWI the war to end all wars. One reason for Wilsons bold quote was the vast loss of life. Over ten million men lost their lives and another twenty million men were wounded or missing. He felt that after such a horrible war with so many casualties, no country would ever want to, or could afford to, go to war again. This was especially true for countries that had a great amount of casualties such as Austria-Hungary, Russia, France, Germany, and the British Empire. Those countries that sustained heavy loss of life also struggled with economic difficulties that would leave them timid of war for decades to come. Cities all over Europe were destroyed totaling billions of dollars in damage. Economies in Europe were in shambles because of the cost that the war brought to the countries that participated. The Central Powers faced rebuilding their own countries as well as punitive costs to be paid as restitution for the trouble they caused. Even countries declared neutral, such as Belgium, felt the financial effects of the war. Wilson also had his own plans to make sure that WWI was the first and only world war. He called his plan the Fourteen Points. With it, he expected to end all international conflicts. The most important of these fourteen points were to end all European Empires, allow Europeans to determine their own futures which he called self-determination, and establish an organization to settle altercations between countrie ...

Tuesday, February 18, 2020

Interactions of hazardous materials Essay Example | Topics and Well Written Essays - 500 words - 1

Interactions of hazardous materials - Essay Example minimized chances of interaction of the identified hazardous chemical with humid environment in the air (United States of America department of transport, 2012). In this case, I will use the sand and soil to cover the chemical to prevent any reaction between the chemical and the air that can lead to fire outbreak. Moreover, to prevent chemical reaction in the scene, I will also ensure that, the spraying activity in the nearby large irrigation field is stopped to minimize the level of humidity in the air. After minimizing risks of fire explosion and chemical reactions, I will request for external assistance from the community and community fire department. As I wait for external aid, I will put into place several restraint measures to prevent the unpredictable danger. To start with, I will ensure there is no contact between the identified chemical and the environment. This will reduce chemical reactions that can cause fire. Secondly, I will demarcate the area to protect people from tampering with the water reactive materials. Thirdly, for my personal safety, I will ensure that I have completely covered my body with a piece of cloth in order to minimize chance of body contact with the chemical (Manahan, 2012). Additionally, I will also make sure that, I have fully protected my respiratory systems to prevent inhalation of dangerous chemicals. To prevent any casualties in the accident scene, I will as well advice the incoming community members to avoid being closer to the incidence site. I will as well inform the community members about the presence of a dangerous chemical in the accident scene. Moreover, since I do not have emergency response guidebook and cell phone, I will inform the incoming drivers to inform the community fire department on the presence and nature of the incidence. To ensure maximum security in the area, I will also inform the community member to alert the police officers about the accident. Additionally, to minimize cases of fire outbreak, I

Monday, February 3, 2020

Marketing Proposel For a Product Research Proposal

Marketing Proposel For a Product - Research Proposal Example The company can target especially the women and geographic markets for the product. In order to market the product, the company would have to devise certain effective implementation plans that include conducting surveys, meetings and analyzing the products of the competitors. The aforementioned strategies and the plans would ultimately support the company to effectively market the product of Special K. 2. Company Description The Kellogg Company which is prominently acknowledged as Kellogg’s or Kellogg is regarded as a multinational company that manufactures various food products such as vegetarian foods, crackers, cereal along with convenience foods and snacks among others. The official headquarter of the company is positioned in Michigan, United States. The different products of Kellogg’s are produced in 18 countries and promoted in excess of 180 nations. Kellogg’s started its production as Kellogg’s Corn Flakes in the year 1906 and significantly develope d a product line of well-known readymade cereals over the years that comprise Kellogg’s All –Bran, Complete Bran Flakes and Rice Krispies among others. It has been apparently observed that Kellogg’s arrived into the business of health food that manufactures significant number of products which are sold in different markets. Consequently, the company is earning considerable profits through its effective production as well as packaging strategy (Brown, Keegan, Vigus, and Wood, â€Å"The Kellogg Company Optimizes Production Inventory, and Distribution†). The vision of the company is to deliver quality products for making the world healthier. The main objective of the company is to provide healthy nourishment to every members of a family throughout the globe so that they can lead healthy life ahead (Kellogg Co., â€Å"Staying Focused. Going Further†). The various environmental initiatives as well as focusing upon different sustainability aspects ultima tely supported the organization to attain success in this competitive marketplace (Michman & Mazze 127). 3. Environmental Analysis Political The production of agricultural products provides certain risks and uncertainties for the organizations intending to sustain in this competitive financial market. . Kellogg’s efficiently performs its business operations in different regions throughout the globe. It has been observed that varied government policies as well as regulations imposed unfavorable impact upon the company that ultimately affected its decision-making procedure by a significant level. The production, marketing and distribution of the food products that are exposed to governmental regulations are increasingly becoming complex day by day. Apart from the dissimilar governmental policies and regulations, certain other factors within the political context such as licensing requirements, trade as well as pricing practices and environmental factors also laid significant im pact upon the operations of the company. Moreover, the increment in tariff rates comprising value added taxes also had an immediate effect upon the business operations of the company (Kellogg Company, â€Å"Risk Factors†). Economic It has been viewed that McDonald’s performs its operational functions in different regions throughout the globe. The company fixes the prices of its products by taking into concern the economic situation of the countries where it operates.

Sunday, January 26, 2020

Introduction to social work

Introduction to social work Compare, contrast and critically evaluate Crisis Intervention and Task-Centred Practice. Debate what you see as their effectiveness by outlining potential advantages and disadvantages and with reference to research regarding their effectiveness. The British Association of Social Workers (BASW) Code of Ethics (2002:1) states that; The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. In order to promote such social change and provide high quality professional practice, social workers utilise various theoretical frameworks and apply them appropriately in order to help service users in the best way they can. The intention of this essay is to discus the key features of the task-centred practice and crisis intervention approaches, both of which are widely used methods of social work practice. With reference to research, the effectiveness and limitations of these approaches will be analyzed by outlining potential advantages and disadvantages, and by demonstrating that although these approaches have different origins, they do have some common features. McColgan (2009:60) states that task-centred practice is; a popular method of intervention in social work practice. It does not depend on any complex theory, is down to earth, makes sense and is easy to understand in its application. Coulshed Orme (2006:156) believe that the task-centred approach, also known as brief therapy, short term or contract work is probably one of the most researched and commonly used approaches to problem solving in social work practice. Task-centred practice was developed out of research into effective social work practice by Reid and Shyne in 1969, who found that planned, short term intervention, was equally as or more effective than long term treatment. Task-centred practice originates within social work itself, rather than being borrowed from disciplines outside of social work, such as psychology and sociology. Indeed, Reid (1992) states that; task-centred casework rejects any specific psychological or sociological base for its methods and seeks to be eclectic and integrative (cited in Payne, 1997:97). At the time task-centred practice challenged the long-term psychodynamic theory behind social work which, according to Woods and Hollis (1990, cited in Cree and Myers 2008:90) expected problems to be deep rooted and to require intensive and long-term specialist input to address these difficulties, however Reid and Shyne disputed this approach in favour of proposed time-limited, structured and focused interventions to solve problems, which was a direct challenge to the models that encouraged those with problems to move at their own pace. Reid and Epstein (1972) suggest that the task-centred approach is beneficial for a variety of problems, including interpersonal, social relationship, organisational, role performance, decision making, resource based, emotional and psychological. Doel and Marsh (1992) and Reid and Epstein (1972) suggest that in order to apply effective task-centred practice to such problems, a framework should be adopted, which should firstly look at problem exploration. Doel (2002) states that the first phase should consist of problem scanning and identification in order to establish the services users perspective of the seriousness of the issues. The user should then be guided to prioritise the target problems and clarify their significance and define their desired outcomes or goals. Marsh and Doel (2005:72) suggest that the use of I want or we will is a guarantee of a statement which results in a goal being achieved, rather than using verbs such as need. Epstein and Brown (2002:155) recommend that a maximum of three problems should be worked with at any one time as Doel and Marsh (1992:31) point out too many selected problems will probably lead to confusion and dissipated effort. The selection of targeted problems should be governed by feasibility of achievement and in accordance with the partnership of the worker (Cree and Myers 2008:93). Doel and Marsh (1992) identify that making an agreement and agreeing a goal should be a written statement of what the user wants, based on how to directly alleviate the problem. The benefits of a written agreement could include that it is in the service users own words and can be referred to at a later date. However, Epstein and Brown (2002) argue that whilst this may be more necessary with mandated service users, a verbal agreement may be sufficient. It is important to remember that the communication skills of users must be taken into account, and that appropriate media must be used in accordance with the users abilities and skills. Addit ionally, a verbal agreement may be less frightening for the service user, or they may not be literate, so possibly a tape recording could be used. Healy (2005:121) suggests that the agreement should document the practicalities of the intervention, such as the duration, frequency and location of meetings in order for both the service user and the worker to be held accountable. Cree and Myers (2008:94) state that once the practicalities of the agreement have been established, identification of how to address the problems can begin via agreeing to a series of tasks that will contribute towards achieving the goals set out, that is, alleviation of the problem. Dole and Marsh (2005:36) outline that goals ideally should follow the SMART principle; specific, measurable, achievable, realistic and timely. Additionally, goals and tasks should be detailed and clarify who will do what, when, where and how and the service user should have a major influence in deciding on and carrying out the goal s and tasks (Cree and Myers 2008:94). In short, the goal should be the clients goal, agreed after detailed discussion with the worker about why it is desirable, how it can be achieved and how it is evident that it has been reached. The goal should be as clear as possible, within the capacity of the client to achieve and ethically acceptable to the practitioner. (Doel and Marsh, 1992:51) Task implementation addresses the methods for achieving the task(s), which should be negotiated with the service user, and according to Ford and Postle, (2000:55) should be; designed to enhance the problem solving skills of participantsit is important that tasks undertaken by clients involve elements of decision making and self-directionif the work goes well then they will progressively exercise more control over the implementation of tasks, ultimately enhancing their ability to resolve problems independently. According to Doel (2002:195) tasks should be carefully negotiated steps from the present problem to the future goal. Once tasks are set, it is important to review the problems as the intervention progresses in order to reassess that the tasks are still relevant to achieving the goals. Cree and Myers (2008:95) suggest that as circumstances can change, situations may be superseded by new problems. The workers role should be primarily to support the user in order to achieve their tasks and goals which may include providing information and resources, education and role-playing in order to handle difficult situations (ibid:95). The exit stage of the intervention should have been anticipated at the initial phase, in that the contract or agreement will have been explicit about the length of the intervention, and both the service user and worker will be aware of the timescale in which to complete their tasks. A time limit is important as it guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). According to Cree and Myers (2008:96); the last session needs to review what has been achieved; how the tasks have been completed; to what extent the goals have been met; and what the service user has learned from the process that can be usefully taken into their future lives. Wilson et al (2008) suggest that the final phase should involve the service user and the worker revisiting the initial problems and comparing them to how the situation is now, along with what the underlying achievements were, and what has been learnt in the process. Additionally, the service user is encouraged to explore how to use the skills learnt for the future, and how the intervention will now end, for example, possible new contracts for further work or referral to another agency. In contrast, the conceptual origins of crisis intervention come from varied sources, primarily from mental health and have a long history of development (Roberts 2005 cited in Parker 2007:116) Caplan (1961) and Roberts (1990) (cited in Parker 2007:115) state that crisis is; a time limited period of psychological distress resulting from exposure to or interpretation of particular situations or longer term stress that individuals cannot deal with using tried and tested or novel means of coping. The theoretical basis of crisis intervention has developed in sophistication, namely through the work of Gerald Caplan, an American clinician, following Dr Erich Lindemanns study of grief reactions after a night-club fire in Coconut Grove, Boston, USA in 1943 in which almost 500 people died. Lindemann interviewed some survivors and the relatives of those who died and concluded that when faced with sudden crisis, the human capacity to deal with problems faltered. An individuals usual coping mechanisms are no longer adequate to take on board the experiences involved following a crisis and these experiences consequently challenge ones normal equilibrium, or homeostasis. Furthermore, during the Korean war in the early 1950s, it was discovered that psychiatric first-aid given immediately to front-line soldiers, often quickly restored them back to duty, whereas those who were sent home for protracted institutional treatment responded slower to intensive therapy, which could suggest that in stitutionalization confirmed there was a serious underlying problem (Fell 2009). The experience and resolution of crises could be said to be a normal process which is inevitable at some point during a persons life, however, defining exactly which events or situations constitute crises is more troublesome, as they are construed as crises due to individual perception or reaction to an event, not the actual event itself (OHagan 1986, cited in Parker 2007:117). The concept of crisis theory provides workers with a theoretical framework of the adaptation processes of the individual following such events that are seemingly overtly stressful and unmanageable. Crisis intervention takes the concept of this theory and applies it to the understanding of the individuals experience, and suggests certain steps to take in order to help those who are experiencing crisis (Wilson et al 2008:361). Coulshed (1991:68) believes that one of the most significant features of crisis intervention is that crisis does not always indicate an emergency or dramatic event. The crisis instead, may be developmental and the result of a new experience such as starting school, adolescence, leaving home, going to university, getting married, or the anticipated death of a relative or friend, or indeed oneself. Similarly, an existential crisis refers to inner anxieties in relation to ones purpose, responsibility and autonomy, for example, a middle life crisis. In both cases adjustment fails because the situation is new to us, or it has not been anticipated, or a series of events has become too overwhelming (ibid). For many people, these challenges will not constitute a crisis, although they may feel stressful, but it could be recommended that, in practice, the worker remembers the subjective nature of crisis, in order not to dismiss a service users experience, which would suggest that there are sta ndard reactions to events, as Hoff (1990) states; what is a crisis for me may not be a crisis for you. Alternatively, a situational crisis could be said to be an event that happens which is out of ones control, or out of the realms of normal, everyday experience, for example natural disasters, sudden illness or death, sexual assault, abortion, domestic violence, redundancy or relationship breakups (Aguilera 1990). Murgatroyd and Woolfe (1985) however, believe that the threshold level of how an individual deals with such events is not the same for everyone, which leads one to assume that it is how someone comes to terms with the event rather than the event itself, in agreement with OHagans earlier statement. Likewise, an individual may be a particularly resilient person, or has previous experience of such situations, or they may have a strong support network of family and friends. Indeed, given an example such as a terminal illness, preparation work may be underway before the inevitable occurs and therefore not develop into a crisis situation (Wilson et al 2008). Caplan (1964) suggests that crises are time-limited, usually lasting no longer than six weeks, and that an individuals capacity to cope with problems and return to a steady state is based upon a persons internal psychological strengths and weaknesses, the nature of the problem and the help being given. Caplan (1964) also describes the stages of crisis whereby an emotionally hazardous situation presents uncomfortable feelings and signals change in homeostasis, in turn motivating actions to return to normal through employing usual coping mechanisms, which in most cases, are successful in a short period of time. Alternatively, in the case of an emotional crisis, the usual coping strategies are ineffective and the discomfort and unpleasant feelings intensify, cognitive disorganisation increases and novel coping methods and problem-solving techniques are employed to reduce the crisis. The individual then seeks help and support from others and employs an adaptive crisis resolution which de als successfully with affective and cognitive issues and new problem-solving and coping behaviours are developed. Conflicts raised by the crisis are identified and work to resolve them is begun, upset is subsequently reduced and there is a return to the pre-crisis level of functionality. However, maladaptive crisis resolution sees the individual implement novel problem-solving and coping and adequate help is not sought. Underlying issues remain unresolved and sources of help are not fully utilised. Although the disquiet is reduced the individual functions at a less adaptive level than before the crisis. In an adaptive post-crisis resolution, the individual becomes less vulnerable in similar situations due to past resolved conflict, inferring that the novel and adaptive coping skills and problem solving behaviours have been learned and applied. Therefore, individual functioning may have improved, personal growth taken place, and the likelihood of future emotionally hazardous situatio ns of a similar nature developing into a crisis is reduced. Finally, Caplan (1969) describes the maladaptive post-crisis resolution whereby the individual is more vulnerable than before because of a failure to deal effectively with underlying conflicts. The individual has learned maladaptive strategies to cope with emotionally hazardous situations, such as drinking or problem avoidance, and in general their functioning may be less adaptive than in the pre-crisis state, potentially resulting in further emotionally hazardous situations developing into a crisis. In order to implement effective practice for successful crisis intervention Roberts (2000) recommends practitioners should follow a seven stage model beginning with risk assessment, in order to establish if the person needs immediate medical attention, are they considering suicide as a solution, are they likely to injure themselves, if they are a victim of violence, is the perpetrator still present or likely to return, if there are children involved are they at risk, does the victim need transport to a place of safety, has the individual sought emergency treatment of this sort before and if so what was the outcome? It is essential to establish rapport with service users who are experiencing an episode of acute crisis, to include offering of information regarding help and support, and genuine respectfulness and acceptance of the person in line with the anti-oppressive and anti-discriminatory practice, therefore adhering to the GSCC Code of Practice. The worker then needs to establish the nature of the problems that have led to the crisis reaction and encourage an exploration of feelings. Roberts (2000) believes this is a key element of the model, whereby service users should be encouraged to express their feelings in a safe and understanding environment within the context of an empathic therapeutic relationship with the worker. The worker should consider alternative responses to the crisis through active listening and encourage the service user to think about what alternative options there are available and what they feel they can bring to this new situation that they find themselves in. Roberts (2000) concludes that an action plan should be developed and implemented which involves the identification of a particular course of action in order to move beyond the crisis state successfully. The service user needs to establish a full understanding as to what happened, why and what the result was, to understand the cognitive and emotional significance of the event, an d to develop a future plan based on real situations and beliefs rather than irrationality. Finally, a follow-up plan and agreement can be drawn up between both service user and worker if any further help is needed and by whom. It is evident that there are various advantages and limitations as well as some common features between both of these methods of practice. In fact Reid (1992) believes that crisis intervention has been influential to the development of task-centred practice. A major advantage for task-centred practice is that it offers an optimistic approach that moves focus away from the person as the problem, to practical and positive ways of dealing with problems. Coulshed Orme (1998) suggest that task-centred practice does not assume that the problem resides only in the service user and therefore attention is paid to external factors such as housing and welfare and the strengths of individuals and their networks. However, Gambrill (1994 cited in Payne 1997) argues that neither model deals with social change and may not take account of structural oppression such as poverty, poor health, unemployment or racial or gender discrimination or where the problem may not be easy to overcome without politi cal or social change; the failure of political will to respond realistically to deep-seated problems of poverty and social inequality and its effectiveness in dealing with presenting problems may result in society avoiding longer-term and more deeply seated responses to social oppressions (Payne, 1997:113). In addition, Wilson et al (2008) argue that the crisis intervention model does not take into account cultural differences regarding traditions when coping with acute distress and the loss of a loved one for example. The criticism is that crisis intervention theory is based on a very western philosophy, which patches up as quickly as possible. It could be suggested therefore, that if workers carry out a thorough and sensitive assessment before intervention, this should be avoided. On the other hand, Coulshed Orme (1998:55) believes that the task-centred approach is more generic, in that it is considered to be ethnic sensitive and can be applied to many situations with different user groups; the task-centred approach is the one most favoured by those who are trying to devise models for ethnic-centred practice because its method is applicable to people from diverse cultural backgrounds. Therefore in keeping with anti-discriminatory practice which is integral to social work ethic and the GSCC Code of Practice. It could be argued that the success of these two approaches within social work comes from the fact they are brief and time efficient and therefore economical interventions, both for service user and from the care-management perspective. In addition, both approaches involve the service user in examining and defining their own problems and finding ways in which they can work on them using their own resources and strengths. This enables them to regain control of their lives and promote empowerment either by success in problem solving in order to build confidence as in the task centred approach, or helping people become emotionally stronger through learned experience, as with crisis intervention, rather than understanding the origins of present problems in past experience. This in turn helps the service users ability to cope in the near and distant future and become more capable of solving subsequent problems without help (Payne 1997). Equally, the fact that short-term interventions shou ld curtail the service users dependency on the worker, further enhances empowerment. As Ford and Postle (2000:53) state; The dangers of social work effectiveness becoming dependent on the worker/ client relationship, which may or not work out, are minimised in the short-term. The tasks and goals established in task-centred practice are chosen because they are achievable, that is the mutual and specific agreement or contract set up between the service user and the worker ensures that the success of the intervention relies upon the acceptability and participation of the tasks (Wilson et al 2008). As a result of the mutuality of the partnership, anti-oppressive and anti-discriminatory practice and empowerment are at the core of the task-centred approach, all which are key to the GSCC Code of Practice. However, Rojek and Collins (1987:211) point out that as that as task-centred practice is based on contractual intervention, this could set up an unequal power relationship between the worker and the service-user; As long as social workers have access to the economic and legal powers of the state and clients contact social work agencies as isolated individuals with problems, then there is the basis for inequality. Contract work does not get round these points by affecting an open and flexible attitude. Similarly regarding power base, Trevithick (2005) believes that the crisis intervention approach can be a highly intrusive method which is too direct and can raise a number of ethical issues such as making decisions on behalf of the service user if they are too distressed to do so themselves, which in turn may offer potential for oppressive practice on behalf of the worker. However Kessler (1966) believes that during the disequilibrium of crisis, a person has more susceptibility to influence by others than during periods of stable functioning which provides a unique opportunity to effect constructive change. This point could be argued in that the susceptibility to influence others that Kessler describes is in itself oppressive, although Golan (1978); Baldwin (1979); Aguilera and Messick (1990); Olsen (1984) (cited in Parker 2007:116) maintain that this time of disquiet motivates willingness to change, and this is when the practical application of crisis theory is effective. However, it could be suggested that that this is similar to the bargaining stage that Kubler-Ross (1970) describes in the five stages of grief, whereby an individual becomes so desperate to resolve a situation, that they are willing to try anything, even if it means striking a deal with God. Accordingly, Coulshed and Orme (2006 cited in Parker 2007:117) see its value in working with people at points of loss and bereavement, which they believe has resonance with the use of this intervention. This poses the question as to whether crisis intervention is more of a situation specific intervention. However, Poindexter (1997) believes that crisis intervention is suited to individuals who have experienced a hazardous event, have a high level of anxiety or emotional pain, and display evidence of a recent acute breakdown in problem-solving abilities, therefore implying that this approach could be applied to a range of situations or problematic events. Both interventions can be seen as time-limited approaches that superficially fit well with care-management (Ford and Postle, 2000:59) which implies that they are only used because they fit into the routine and schedule driven aspects of care management rather than for their effectiveness. It could therefore be suggested that due to the general pressures of time, the worker may try to fit either intervention around their workload, rather than around the service users needs, which in turn may restrict the development of empowerment within the service user, and ultimately not address any underlying problems. Although this is a rather bureaucratic outlook, it could be said to be a sign of the times that most things are increasingly driven by targets and financial considerations. Whilst both approaches seem to satisfy agency requirements as well as maintaining professional practice, Reid and Epstein (1972) believe that the task-centred approach is more structured compared to crisis interv ention (cited in Payne 1997:97). It could be suggested in which case, that task-centred practice is more beneficial for the less experienced worker as it follows more defined framework. In addition, it could be fair to say that this method of intervention could be useful for reflective practice due to it following such a framework; the worker, as well as the service user, has to be committed to a series of planned work, therefore could be a valuable tool for future guidance in a professional capacity. Further to the constraints of short term interventions Reid and Epstein (1972) suggest that these approaches may not allow sufficient time to attend to all the problems that the service user may want help with and that clients whose achievement was either minimal or partial thought that further help of some kind may be of use in accomplishing their goals. Task-centred practice is an approach which depends on a certain level of cognitive functioning. Doel and Marsh (1992) suggest that the service user must be of rational thought and be capable of cognition in order for the intervention to be effective, therefore may not be suitable for those with on-going psychological difficulties or debilitations; where reasoning in seriously impaired, such as some forms of mental illness, people with considerable learning difficulties or a great degree of confusion, task-centre work is often not possible in direct work with that person. It is evident that both the task-centred and crisis intervention approaches are popular and generally successful models of social work practice and can both be used in a variety of situations.   Both approaches are based on the establishment of a relationship between the worker and the client and can address significant social, emotional and practical difficulties (Coulshed Orme 2006). They are both structured interventions, so action is planned and fits a predetermined pattern. They also use specific contracts between worker and service user and both aim to improve the individuals capacity to deal with their problems in a clear and more focused approach than other long term non directive methods of practice (Payne 1991). Despite their different origins and emphasis, both of these approaches have a place in social work practice through promoting empowerment of the service user and validating their worth. Although there are certain limitations to both of the approaches, they do pro vide important frameworks which social workers can utilise in order to implement best practice. References Coulshed, V. and Orme, J. (2006) Social work practice . 4th ed. Basingstoke, Palgrave. Macmillan. Doel, M. and Marsh, P. (1992). Task-centred Social Work. Aldershot, Ashgate. Healy, K (2005) Social work theories in context : creating frameworks for practice. Basingstoke:Palgrave Poindexter, C. C. 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