Verizon Wirelesss Benefits Package - 1728 Words

Verizon Wireless may be losing at least one competitive advantage as a result of lack of knowledge about how employee benefits packages in the wireless industry compare. Studies have shown that valuable employees and top talent candidates are highly influenced by employee benefits packages considered to be good (Paterson, 2013). The leadership team’s determination and call for organizational growth, translates to both retaining current employees and enticing new candidates to join, an area in which a top employee benefits package is a major contributor. With this consideration, and factoring in the problem of a lack of updated information, it was determined that there was a critical need for a current benefits package comparison. The†¦show more content†¦The coding system is as follows: 0 denotes no information; 1 denotes inadequate benefits; 2 denotes adequate benefits or listed but little information; 3 denotes above adequate benefits; also the term â€Å"assigned values totals† denotes the calculated sum based on the coded value determined for each item. It should be noted that some companies received more 0s than others, because of lack of information available from the organization resulting in lower assigned values totals. Applying a coding system enabled qualitative data to be evaluated quantitatively, permitting a more accurate and objective analysis. Capstone Q1-Industry Benefits Comparison: As stated above, the method used for the industry employee benefits package comparison was a comparative analysis. To organize the data it was broken into themes and coded. Presented here are the five resulting tables, including a short data analysis for each. In addition to the listed tables, a scatter plot figure was added for visual representation of the assigned values totals for each company, including every category; however total scores will be announced later. Table 1 data analysis. In Table 1, health and well-being benefits were sc ored with a possible assigned values totals of 24. Verizon Wireless and Sprint were a single point apart with Verizon attaining 22 and Sprint 21. SamsungShow MoreRelatedFriar Tuck3015 Words   |  13 PagesThe team was not as prepared as they would have been with more in depth planning. Many of us want to jump straight to the execution stage and spend little or no time in the planning stage. Spending the time to plan upfront will help you reap the benefits during the life of the project. In the first section of the simulation you are given the opportunity to increase your power base and influence by suggesting different projects to the PCS. Initially choosing Kalimpong, Friar’s Nest, and Galleria

Answers for Blaw Quiz - 759 Words

In the reading My Dearest Child in Pens of Many Colours, Joy Mannette tells her son about his roots in which geographic area of Canada? Ontario The Prairies Quebec British Columbia Correct Response Nova Scotia Question 2 0 / 1 point In the reading Itsuka by Joy Kogawa in Pens of Many Colours, what action taken by the Canadian government does the author describe? The decision to enter World War II Correct Answer The apology given in Parliament to Canadians of Japanese descent for sending them to internment camps during World War II. The adoption of the Canadian Charter of Rights and Freedoms Incorrect Response The apology given in Parliament to Canadians of Italian descent†¦show more content†¦Incorrect Response The Canadian mosaic is a term that reflects reflect the homogeneity of the Canadian population at the present time. The Canadian mosaic refers to Canadas long history of tolerance for aboriginal people dating back to the 18th century. The Canadian mosaic refers to the fact that all immigrants are expected to leave their heritages behind when they settle in Canada and assimilate to Canadian culture. Question 8 0 / 1 point Which description, from the following, best characterizes the intent of the Multiculturalism Act? The Multiculturalism Act encourages immigrants to pursue their own traditions and customs while ignoring the Canadian way of life. Correct Answer The Multiculturalism Act encourages immigrants to retain their heritage and celebrate cultural differences. Incorrect Response The Multiculturalism Act replaced bilingualism in Canada. The Multiculturalism Act ensured that Canada would become a melting pot similar to our American neighbours. The Multiculturalism Act is a provincial economic policy that finds jobs for all newcomers. Question 9 1 / 1 point In the reading The Concubines Children, Denise Chong describes the arrival of a young Chinese woman to the shores of Halifax and her first meeting with her new

Coyote Blue Chapter 12~13 Free Essays

CHAPTER 12 Cruelly Turn the Steel-Belted Radials of Desire Crow Country – 1973 In the six years since his vision quest Samson had endured almost daily interpretations of the vision by Pokey Medicine Wing. Again and again Samson insisted that it wasn’t important, and again and again Pokey forced the boy to recall his experience on the mountain in detail. It was Pokey’s responsibility as a self-proclaimed medicine man to bring meaning to the symbols in the vision. We will write a custom essay sample on Coyote Blue Chapter 12~13 or any similar topic only for you Order Now Over the years, as Pokey read new meanings, he tried to change his and Samson’s lives to fit the message of the medicine dream. â€Å"Maybe Old Man Coyote was trying to tell us that we should turn our dreams into money,† Pokey said. With this interpretation, Pokey dragged Samson into a series of entrepreneurial ventures that ultimately served no purpose except to confirm to the people of Crow Country that Pokey had finally gone full-bore batshit. The first foray into the world of business was a worm ranch. Pokey presented the idea to Samson with the same blind faith with which he told Old Man Coyote stories, and Samson, like so many before him, was captivated with the idea of turning religion into money. Pokey’s eyes were lit up with liquor and firelight as he spoke. â€Å"They are building that dam up on the Bighorn River. They tell us that we will prosper from all the people who will come to the reservation to fish and water-ski on the new lake. That’s what they told us when they put the Custer Monument here, but whites opened stores and took all the money. This time we will get our share. We’ll grow worms and sell them for fishing.† They had no lumber to build the worm beds, so Pokey and Samson went to the Rosebud Mountains and cut lodgepole pines, which they brought down by the pickup load. Through a whole summer they hauled and built until the Hunts Alones’ five acres was nearly covered with empty worm beds. Pokey, convinced that their success depended on getting a jump on other prospective worm ranchers, instructed Samson to tell everyone who asked that they were building corrals to hold tiny horses that they were raising for the Little People that lived in the mountains. â€Å"It’s easier to keep a secret if people think you’re crazy,† Pokey said. With the beds finished, they were faced with the problem of filling them. â€Å"Worms like cow shit,† Pokey said. â€Å"We can get that for free.† Indeed, had Pokey asked any of the ranchers in the area, they would have let him haul away all the manure he needed, but because most of the ranchers were white and Pokey did not trust them, he decided, instead, that he and Samson would steal the cow pies in the dead of night. So it began: sunset, Samson and Pokey driving the old pickup into a pasture, Pokey driving slowly along while Samson followed on foot with a shovel, scooping piles into the bed of the truck, then the two of them stealing away with their reeking load to dump it in the worm beds, then out again. â€Å"The Crow have always been the best horse thieves, Samson,† Pokey said. â€Å"Old Man Coyote would be proud of the trick we have played on the ranchers.† Pokey’s enthusiasm mystified Samson, who couldn’t muster the same self-satisfaction at stealing something that nobody wanted. Nevertheless, after a month of pasture raids the beds were full and they drove to the bait store in Hardin to buy their breeding stock: night crawlers and red worms, five hundred each. Pokey burnt sage and sweet grass and prayed over the beds and they released the worms into the beds of manure. Then they waited. â€Å"We shouldn’t disturb them until spring,† Pokey said, but many nights Samson spotted him sneaking out to one of the beds with a trowel, turning over a patch, then skulking away. One night Samson was sneaking out with his own trowel when he saw Pokey on his knees with his face pressed to a bed. He stood up when he sensed the boy behind him. â€Å"You know what I was doing?† Pokey asked. â€Å"No,† Samson said, hiding his trowel behind his back. â€Å"I was listening to the sound of money.† â€Å"You have shit on your ear, Pokey.† From that time forward they were both more careful about their nocturnal progress checks, but neither found worm one. They waited through the cold Montana winter, sure that come spring they would be waist deep in worms and money. Never mind the fact that Yellowtail Dam wouldn’t be completed for two more years. After the thaw they marched to the beds together, shovels in hand, to turn over their squirming horn of plenty, but shovel after shovel turned up empty. Into the third bed they began to panic and were wildly slinging shit in the air when Harlan pulled up. â€Å"Digging for horses?† he asked. â€Å"Worms,† Pokey shouted, lifting the veil of secrecy with a single word. â€Å"Where did you get the manure?† â€Å"Around,† Pokey said. â€Å"Around where?† â€Å"The ranches on the res.† Harlan began to laugh and Samson was afraid for a moment that Pokey would brain him with the shovel. â€Å"You were trying to grow worms?† â€Å"Old Man Coyote told us to,† Samson said defensively. â€Å"We let go a thousand worms in here to breed so we could sell ’em to fishermen.† â€Å"I guess Old Man Coyote didn’t tell you that cattle ranchers put a wormer in their cattle feed, huh?† â€Å"Wormer?† Pokey said. â€Å"That manure was poison to your worms. They were probably dead ten minutes after you put them in there.† Samson and Pokey looked at each other forlornly, the boy’s lower lip swelling with disappointment, the man’s temples throbbing with pain. Some people believe that hard work is its own reward and a job well done is a tribute to a man’s character; fortunately, none of those people were around or they would have been ducking shovel blows. Pokey and Samson decided to get drunk. Harlan stayed on to coach the boy through his first hangover and run interference with Grandma, who would have skinned the two men had she known they were giving liquor to a twelve-year-old. It was the end of summer, a summer spent in sulking and speculating, before Pokey brought home the goats. He’d obtained the pair, a male and a female, from a dubious source in a Hardin bar by winning a bet that had something to do with a pineapple, a throwing knife, and a waitress named Debbie. Samson had difficulty putting the story together from Pokey’s drunken ravings, but he gathered that because Debbie had survived, and the pineapple had not, Pokey had two goats on his hands. â€Å"We could breed ’em and sell ’em for meat,† Pokey said. â€Å"But I got a better idea. Them lawyers and doctors are flying into Montana from the city and paying a thousand bucks a head to shoot bighorn sheep. I say we go to the airport in Billings and wait for one of them to get off a plane, then tell ’em they can come to the res and shoot one for two – three hundred. I can be the faithful Indian guide and lead them all over hell and back, and you can take the goats up into the mountains and tie them up where they can shoot ’em.† Despite Samson’s objections that even a city lawyer might know the difference between a bighorn sheep and a nanny goat, Pokey insisted that come morning they would be on the road to riches. Come morning, however, when Samson went outside to look at the goats he found them lying on their backs, legs shot stiff to the sky with rigor mortis, dead as stones. In his excitement Pokey had tied the goats next to a patch of hemlock, and the goats, perhaps sensing what was planned for them, munched their last meal and joined the ranks of Socrates. Not all of Pokey’s quests for spiritual capitalism were complete failures. He and Samson made a little money with the ;authentic; Indian fry-bread taco stand they set up outside of the Custer Battlefield National Monument, until the health department objected to the presence of marmot and raccoon meat in their all-beef tacos. And they did make forty dollars selling eagle feathers to tourists (actually the feathers of two buzzards that had dined on tainted goat carcass), which they used to buy marijuana seeds that produced a respectable crop of grape-sized casaba melons. (Harlan referred to this as the magic beans incident.) And finally, while Samson was busy with school and basketball and a developing obsession with girls, Pokey turned to prostitution and made five bucks from the owner of the Hardin 7-Eleven who paid the shaman to take his sandwich sign and go stand somewhere else. Samson was fifteen by the time Pokey decided that perhaps they were not meant to turn their dreams into money. Once again he sat the boy down in the kitchen to recount the vision. â€Å"Pokey, I don’t even remember much of the vision, and besides, how important could it be? I was only nine.† Samson’s friend Billy Two Irons was waiting outside to drive them to a  «forty-nine » party at the Yellowtail Dam and Samson was not in the mood to be cross-examined about an event that he was trying desperately to leave behind, along with the rest of the trappings of childhood. â€Å"Do you know why the Crow never fought the white man?† Pokey asked gravely. â€Å"Oh, fuck, Pokey, not now. I’ve got to get going.† â€Å"Do you know why?† â€Å"No. Why?† â€Å"Because of the vision of a nine-year-old boy. That’s why.† As much as Samson wanted to leave, he had spent too many years listening to the Cheyenne and Lakota call his people cowards to walk out now. â€Å"What boy?† he asked. â€Å"Our last great chief, Plenty Coups. When he was nine he went on his first fast, just like you. He cut pieces from his skin and suffered greatly. Finally, his vision came, and he saw the buffalo gone and then he saw the white man’s cattle covering the plains. He saw white men everywhere, but he saw none of our people. The medicine chiefs heard his vision and said that it was a message. The Lakota and the Cheyenne had fought the white men and lost their lands. The vision meant that if we fought the white men we would lose our land and be wiped out. Our chiefs decided not to fight and the Crow survived. We are here because of the vision of a nine-year-old boy.† â€Å"That’s great, Pokey,† Samson said, having gained nothing useful from the story. He was not going to quell any ridicule from non-Crows by telling them that his people had changed their way of life over a mystical vision. It was hard enough trying to live down the reputation of his crazy uncle as it was. â€Å"I have to go now.† He grabbed the drum that Pokey had made him and took off through the living room, high-stepping over his eight younger cousins, who were sprawled on the floor watching cartoons on televsion. â€Å"‘Bye, Grandma,† he tossed over his shoulder to his grandmother, who sat in a tattered easy chair among the kids, adding the final touches to a beaded belt she was making for him. In front of the Hunts Alone house a tall, acne-speckled Billy Two Irons was pouring a jug of water into the radiator of a twenty-year-old Ford Fairlane. Most of the water was draining out of the bottom of the engine onto the ground at his feet. â€Å"That thing going to make it up to Yellowtail?† Samson called. â€Å"No problem, bro,† Billy said without looking up. â€Å"I got twenty milk jugs of water in the backseat for the trip up. Coming home’s downhill most of the way.† â€Å"You fix the exhaust leak?† â€Å"Yep, tomato can and a hose clamp. Works fine as long as you keep the window down.† â€Å"How about the brakes?† Samson was staring over Billy’s shoulder into the greasy cavern of the engine compartment. Billy capped the radiator and slammed the hood before he answered. â€Å"You let it coast down to about ten miles an hour and throw it in reverse it’ll stop on a dime.† â€Å"Then let’s do it.† Samson jumped into the car. Billy threw the empty milk jug into the backseat, climbed in, and began cranking the engine. Samson looked back to the house and saw Pokey coming out the front door waving at them. â€Å"Hit it, man,† Samson said. â€Å"Let’s go.† The car finally fired up just as Pokey reached the window. He shouted to be heard over the din of the damaged muffler. â€Å"You boys watch out for Enos, now.† â€Å"We will, Pokey,† Samson said as they pulled away. Then he turned to Billy Two Irons. â€Å"Is Anus working nights again?† Anus was the name they used for Enos Windtree, a fat, meanspirited half-breed BIA cop who liked nothing better than to terrorize kids partying at some remote spot on the res. Once, at a forty-nine party near Lodge Grass, Samson and Billy and nearly twenty others were drinking and singing with the drums when Samson heard a distinct, sickening series of mechanical clicks right by his ear: the sound of a twelve-gauge shell being jacked into a riot gun. When he turned to the noise Enos hit him in the chest with the butt of the gun, knocking him to the ground. Then Enos shot the lights and windshields out of two cars before sending everyone on their way. When Samson told the story, people just said he was just lucky Enos hadn’t hit him in the face, or shot somebody. There were rumors that it had happened before. And people were dying on the L akota reservation at Pine Ridge, killed by the tribal police in what amounted to a civil war. â€Å"Enos works whenever he can find someone to fuck with,† Billy said. â€Å"I’d like to hang that fat fuck’s scalp from my lodgepole.† â€Å"Oooooo, brave warrior, heap big pissed off,† Samson chided in pidgin – speaking Tonto, they called it. â€Å"You telling me you wouldn’t want to see Anus’s head through a rifle scope?† â€Å"Yeah, if I thought I could get away with it. But a rifle would be too quick.† For an hour and a half, between stops to add water to the radiator, they theorized on the best way to do away with Enos Windtree. When they finally arrived at the party it had been decided that Enos should have his entire body abraded with a belt sander and a two-inch hole saw slowly driven through his skull with a drill press. (Samson and Billy had just finished with their first year of shop class and were still fascinated by the macabre potential of every power tool they had used; this fascination, of course, was fed by their shop teacher, a seven-fingered white man who described in detail every accident that had mangled, mutilated, or murdered some careless shop student since the turn of the century. The teacher had been so successful in instilling respect for the tools in the boys that Billy Two Irons had taken to skipping two classes after shop to mellow out and would have had a nervous breakdown had Samson not finished building his friend’s birdhouse for him.) Billy pulled the Fairlane slowly onto the dam and up to a dozen cars that were parked haphazardly on the three-hundred-foot structure. He threw the car into reverse and gunned the engine until the transmission screamed in protest and the car stopped in a jerking, squealing mechanical seizure. Samson was out of the car in an instant and a warm wind coming off the newly formed reservoir washed over him with the scent of sage. Twenty people were gathered at the rail of the dam, beating drums and singing a song of heartbreak and betrayal in Crow. Samson scanned the faces in the moonlight, recognizing and dismissing each until he spotted Ellen Black Feather, and smiled. She was wearing jeans and a T-shirt. Her long hair was blowing in a black comet tail behind her, her shirt was wrapped tight around her in the wind, and Samson noticed, to his delight, that she was braless. She saw Samson and returned his smile. It was perfect. Just as he had envisioned it on a dozen nights while he lay in the dark with his cousins sleeping around him. They would sing and drink for a while, maybe smoke a joint if somebody had one, then he and Ellen would finish the evening in the backseat of the Fairlane. He walked to Ellen and sat beside her on the rail of the dam, oblivious to the three-hundred-foot drop behind him. As he started to beat his drum and sing he looked back to the car to see Billy adding water to the radiator. It suddenly occurred to him that if he were going to enjoy the favors of Ellen Black Feather in the back of Billy’s car, it would be a good idea to move the twenty jugs of water first. He excused himself with a pat on her knee and returned to the car. â€Å"Billy, help me get these jugs into the trunk.† â€Å"They’re all empty, don’t worry about them.† â€Å"I’m going to need the space. Just open the trunk, okay?† Billy handed him the car keys. â€Å"Hunts Alone, you are a hopeless horndog.† Samson grinned, then took the keys and ran around to the back of the car. He was loading his first armload of jugs into the trunk when he heard a car pass by and the singing abruptly stopped. Samson looked up to see the green tribal police car stopping in the middle of the partiers, some thirty yards away. â€Å"Fuck. It’s Anus,† Billy said. â€Å"Let’s get out of here.† â€Å"No, not yet.† Samson eased the trunk lid down and joined Billy at the front of the car. They watched Enos Windtree climb out of the car and reach back in for his nightstick. The partiers stood stock-still, as if they were standing near a rattlesnake that would strike at the first movement, but their eyes were darting around looking for possible lanes of escape. All except for Ernest Bulltail, the biggest and meanest of the group, who met Enos’s gaze straight on. â€Å"This is an illegal gathering,† Enos rasped as he swaggered up to Ernest. â€Å"You all know it, and I know it. The fine is two hundred dollars, payable right now. Cough it up.† Enos punctuated his demand by driving the end of his nightstick into Ernest’s solar plexus, doubling the big man over. Ernest made an effort to straighten up and Enos hit him across the face with the nightstick. One of the other men stepped forward but froze when Enos dropped his hand to the Magnum strapped to his hip. â€Å"Now for my fine,† Enos said. â€Å"Fuck you, Anus!† someone screamed, and Samson’s heart sank as he realized that it was Ellen. Enos turned from Ernest and started for the girl. â€Å"I know how you’re going to pay up,† Enos said to Ellen with a leer. Samson knew he had to do something, but he wasn’t sure what. Billy was tugging on his sleeve, trying to get him to go, but he was fixated on Enos and Ellen. Why hadn’t they brought a weapon? He moved to the back of the car and opened the trunk. â€Å"What are you doing?† Billy whispered. â€Å"Looking for a weapon.† â€Å"I don’t have a gun in the car.† â€Å"This,† Samson said, holding up a tire iron. â€Å"Against a three fifty-seven? Are you nuts?† Billy grabbed the tire iron and wrenched it out of Samson’s hand. Samson was almost in tears now with frustration. He looked back up the dam to see Enos, his gun at Ellen’s head, putting his free hand under her shirt. Samson pushed Billy aside, then reached into the trunk and pulled out the spare tire. He began creeping up the dam, cradling the heavy spare in his arms. The others watched him, eyes wide with fear. Ten yards away from Enos he started running, the tire held out in front of him. â€Å"Enos!† Samson shouted. The fat policeman pulled away from Ellen and was bringing up his gun to fire when the tire hit him in the chest and drove him back over the railing. Samson followed, tumbling halfway over the rail before someone caught the back of his shirt and tugged him back. He didn’t turn to see who it was, he just stared over the railing at the dam wall that disappeared into the darkness two hundred feet below. The others joined him at the rail and several minutes passed before the stunned silence was broken by Billy Two Irons. â€Å"I just had that spare fixed,† he said. Part 2 The Call to Action CHAPTER 13 Forget What You Know Crow Country – 1973 Of all the people who had seen Enos go over the side of the dam, only Billy Two Irons seemed to have avoided a state of stunned silence. While the others were still staring over the edge into the darkness, Billy was already formulating a plan to save his friend. â€Å"Samson, come here.† Samson looked back at Billy. He was beginning to shiver with unused adrenaline; a look of dreamy confusion had come over him. Billy put his arm around Samson’s shoulders and led him away from the railing. â€Å"Look, Samson, you’re going to have to run.† A moment passed and Samson did not answer until Billy jostled him. â€Å"Run?† â€Å"You have to get off the res and not come back for a long time, maybe never. Everyone here is going to think that they’re going to keep this a secret, but when the cops start kicking ass, your name is going to come out. You’ve got to go, man.† â€Å"Where will I go?† â€Å"I don’t know, but you have to. Now go get in the car. I’m going to try and raise some money.† Grateful that someone was thinking for him, and because he didn’t know what else to do, Samson followed Billy’s instructions. He sat in the car and watched his friend going from person to person on the dam collecting money. He closed his eyes and tried to think, but found that there was a movie running on the back of his eyelids: a slow-motion loop of a fat cop with a spare tire in his face going backward over a rail. He snapped his eyes open and stared, unblinking, until they filled with tears. A few minutes later Billy threw a handful of bills on the front seat and climbed in the car. â€Å"I told them you were going to hide out in the mountains and I was getting money for supplies. You should be able to get a long way before the cops figure out that you’re not on the res. There’s about a hundred bucks here.† Billy started the car and drove off the dam toward Fort Smith. â€Å"Where are we going?† Samson asked. â€Å"First we have to stop and fill up these jugs with water. I’ll take you to Sheridan and you can catch a bus there. I don’t trust this car to go any further. If we break down in the middle of nowhere you’re fucked.† Samson was amazed at his friend’s ability to think and act so quickly. Left to himself he knew he would still be staring over the dam wondering what had happened. Instead he was on his way to Wyoming. â€Å"I should go home and tell Grandma that I’m going.† â€Å"You can’t. I’ll tell them tomorrow. And once you’re gone you can’t call or write either. That’s how the cops will find you.† â€Å"How do you know that?† â€Å"That’s how they caught my brother,† Billy said. â€Å"He wrote a letter from New Mexico. The FBI had him in two days after that.† â€Å"But†¦Ã¢â‚¬  â€Å"Look, Samson, you killed a cop. I know you didn’t mean to, but that won’t matter. If they catch you they’ll shoot you before you get a chance to tell what happened.† â€Å"But everyone saw.† â€Å"Everyone there was Crow, Samson. They won’t believe a bunch of fucking Indians.† â€Å"But Enos was Crow – part Crow, anyway.† â€Å"He was an apple, only red on the outside.† Samson started to protest again but Billy shushed him. â€Å"Start thinking about where you’re going to go.† â€Å"Where do you think I should go?† â€Å"I don’t know. You just need to disappear. Don’t tell me where you’re going when you figure it out, either. I don’t want to know. You could try and pass for white. With those light eyes you might pull it off. Change your name, dye your hair.† â€Å"I don’t know how to be white.† â€Å"How hard can it be?† Billy said. Samson wanted to talk to someone besides Billy Two Irons, someone who didn’t make as much sense: Pokey. He realized that for all his craziness, all his ravings, all his drinking and ritual mumbo jumbo, Pokey was the person he most trusted in the world. But Billy was right: going home would be a mistake. Instead he tried to imagine what Pokey would say about escaping into the white world. Well, first, Samson thought, he would never admit that there was a white world. According to Pokey there was only the world of the Crow – of family and clans and medicine and balance and Old Man Coyote. The white man was simply a disease that had put the Crow world out of balance. Samson tried to look into the future to see where he would go, what he would do, but any plans he had ever made – and there hadn’t been many – were no longer valid, and the future was a thick, white fog that would allow him to see only as far as the bus station in Sheridan, Wyoming. He felt a panic rising in his chest like a scream, then it came to him: this was just a different type of Coyote Blue. He was trying to look into the future too far and it was ruining his balance. He needed to focus on right now, and eventually he would learn what he needed to know when the future got to him. What did Pokey always say? â€Å"If you are going to learn, you need to forget what you know.† â€Å"Don’t use all your money for the bus ticket,† Billy said. â€Å"Once you get out of the area you can hitchhike.† â€Å"Did you learn all this when your brother got in trouble?† â€Å"Yeah, he writes me letters from prison about what he did wrong.† â€Å"He put a bomb in a BIA office. How many letters can that take?† â€Å"Not that. What he did wrong to get caught.† â€Å"Oh,† Samson said. Two hours later Samson was climbing on a bus headed for Elko, Nevada, carrying with him everything he owned: twenty-three dollars, a pocketknife, and a small buckskin bundle. He took a window seat in the back of the bus and stared out over the dark countryside, really seeing nothing, as he tried to imagine where he would end up. His fear of getting away was almost greater than his fear of being caught. At least if he were caught his fate would be in someone else’s hands. After an hour or so on the road Samson sensed that the bus was slowing down. He looked around for a reaction from the other passengers, but except for an old lady in the front who was engrossed in a romance novel, they were all asleep. The driver downshifted and Samson felt the big diesel at his back roar as the bus pulled into the passing lane. Out his window he saw the back of a long, powder-blue car. As the bus moved up Samson watched the big car glide below him, seeming to go on forever. He saw the back of the driver’s head, then his face. It was the fat salesman from his vision. Samson twisted in his seat, trying to get a better look as they passed. The salesman seemed to see him through the blackout windows of the bus and raised a bottle of Coke as if toasting Samson. â€Å"Did you see that?† Samson cried to the old lady. â€Å"Did you see that car?† The old lady turned to him and shook her head, and a cowboy in the next seat groaned. â€Å"Did you see who was in that car?† Samson asked the bus driver, who snickered and shook his head. The cowboy in the next seat was awake now and he pushed his hat from over his eyes. â€Å"Well, son, now that you got me wetting myself in suspense, who was in the car?† â€Å"It was the salesman,† Samson said. The cowboy stared at him for a second in angry disbelief, then pushed his hat back over his eyes and slid back down in his seat. â€Å"I hate fucking Mexicans,† he said. How to cite Coyote Blue Chapter 12~13, Essay examples

Training and Coaching At Workplace-Free-Samples for Students

Question: Discuss about the Training and Coaching At Workplace. Answer: Introduction It has been seen often that employees value having opportunities to enhance their performance through the development of new and professional skills such that they can fit into further challenging roles (Silberman and Biech 2015). In fact, training and coaching opportunities within the professional space provides the employees support and demonstrates an organizations endeavors towards the personal and professional growth of the employees. This in turn enhances the sense of purpose inherent within the employees (Goff et al. 2014). This paper aims at evaluating the importance of training and opportunities at the workplace with its focus to the banking sector. The first section of the paper discusses on the importance and the ways to provide necessary training at the workplace and especially the banking sector. The second section of the paper discusses on the importance and ways to provide coaching to an employee within an organization with close reference to the banking sector. Discussion Identifying Training Needs in the Banking Sector The banking sector has now and again demonstrated the importance of training of the employees especially in the operational paradigms of customer service as well as in the organizational behavior. These needs can be identified through various methods of analysis. Primarily among them is the organizational needs analysis that determines the major goals of the organization or the banking industry in this context. Organizational analysis mainly considers the goals, strategies and objects of the organization (Ford 2014). This kind of analysis determines the problems as faced by the organization in the accomplishment of its goals and seeks to provide solution to the training needs required in the mitigation of the problem. The second method is the analysis of the professional needs that determine the gap in the professional skills, attitude and knowledge of the employees in carrying out certain professional operations (Silberman and Biech 2015). The third method involves the identificatio n of training needs on an individual level to realize the professional needs of particular individuals (Tyler, Dymock and Henderson 2016). Such a method identifies individuals who require effective training for the efficient operation of their job. Training Techniques to be Implemented in the Banking Sector There are various training techniques that can be applied on the employees in the banking sector. First among these is on-the-job training that stands for a training method that enables employees to learn professional skills while doing the job. On-the job training can be of various types. The method of planned progression enables an employee to learn the professional skills of his senior while doing his job. This helps the employee in case of a promotion. The method of under study allows an employee to work closely under the supervision and orders of a senior enabling him to observe and learn in the process (Silberman and Biech 2015). Off-the-job training requires employees to gain knowledge on professional skills outside the job. Under this category of training fall various methods. The classroom method requires a group of employees who are trained through interactive lectures and conferences various theoretical aspects. The simulation method requires the creation of a mock work en vironment based on the original workplace (Kulkarni 2013). This trains the employees in handling pressure and stress while providing the employees practical work experience. These techniques can prove beneficial in the training of the employees in the banking sector. How Knowledge of Various Learning Style can be Helpful in Training It is necessary to gain knowledge on the various learning styles before providing training to the employees. The employees of the banking sector need to be trained thoroughly in customer service. However, it must be remembered that no two persons are the same and that each person has different susceptibility to different modes of learning (Willingham, Hughes and Dobolyi 2015). In this context, the trainers in the banking sector can use the Visual-Aural-Reading-Kinesthetic (VARK) method for training their employees. This type of training includes methods for all sorts of learners visual, aural, reading and kinesthetic (Prithishkumar and Michael 2014). The employees who can better receive knowledge through visual training prefer the visual learning style. This group of learners can benefit from training that involve graphical and visual contents like videos, pictures, symbols which can be presented through handouts, charts and graphs. The aural learners require an aural learning style that involves training through videos, voice-overs, and recordings (Willingham, Hughes and Dobolyi 2015). The learners who prefer reading learning style are best receptive to words. This group respond best to the training that involve text materials, textbooks, manuals and presentations. The group of kinesthetic learners learn best through experience and senses. These employees can benefit from training that involves a simulated scenario and physical tasks giving them in-hand experience. How to Evaluate the Training Effectiveness in the Banking Sector The effectiveness of the training programs can be evaluated by the widely used model of Kirkpatricks Four Levels of Evaluation. The model demonstrates four levels of evaluation reaction, learning, behavior and results (Grohmann and Kauffeld 2013). The reaction level finds out the feedback of the employees regarding the training program. The learning level evaluates the extent to which the employees have improved in their professional skills and attitude. The behavior level determines the extent of practical behavioral change of the employees in the workplace. The results level determines the benefits that has been accomplished from the training on the organizational level (AlYahya and Norsiah 2013). This method of evaluation can be applied in the banking sector for evaluating the effectiveness of training. For example, the effectiveness of the training program on customer service of the banking sector can be determined using the above-stated model. First is to be determined the react ion of the bank employees towards the training program. Second is to be determined the improvement in the employees in their treatment and promptness of service towards the customer. Third is to be determined the behavioral change in the banking employees in the workplace towards the customers as well as their approach to the work. Fourth is to be determined if the bank has benefitted from the training such as good customer feedback and attraction of customers. How to Maintain Training Records in the Workplace Records of training can be efficiently maintained through a few steps. The first step includes digitalizing the records, as that would reduce the labor invested in maintaining the records ensuring better understanding of the goals and objectives of the training programs (Penn and Pennix 2017). The second step requires organizing the records in a categorical structure, which will make the records easily accessible. The thirds step requires validating the training records by audit trails. It should also be noted that it is necessary to keep hard copies of training records as well in case the digitalized version is tampered with. In the banking sector, the above approaches should be used towards maintaining training records. The training records should be maintained according to the needs of the employees ensuring that the training offered is beneficial and relevant to the recipient. Coaching Identification of Coaching Needs for Individuals In the Workplace Coaching in the workplace enables the development of individuals on the job. The need for coaching an individual can be realized by close observation of the individuals in the performance of the task (Grant and Hartley 2013). The coaching needs of an individual can be understood with the help of the GROW model. The acronym GROW stands for Goal, current Reality, Options and Will (Passmore 2015). The Grow model helps in deciding the journey of the coaching and how one should go about. It first requires for the establishment of the goal. The second step is to determine the present condition or the current reality. The third step is to explore the different options available that would help in accomplishing the set goal. The fourth step requires the establishment of will that ensures commitment and readiness for the journey and the obstacles in the way. To implement the GROW model in the banking sector, the individual who requires training must be observed closely spotting the desired be havioral change which serves for the goal (McCarthy and Milner 2013). The present situation of the bank employee must be realized keeping in mind the desired goal and that serves for the current reality. On determination of current reality of the employee, the possible and available options of coaching the employee must be determined. On completion of all the above steps, the best way can be identified to accomplish the desired coaching for the individual and the will can be established. How to Plan Coaching for an Individual in the Banking Sector There are four steps to planning an effective coaching program for employees especially in the banking sector. The first step includes evaluating and categorizing the employees based on their performance. The analysis of the performance of the employees will help to realize the performance gap among the bank employees and the reason behind their performance gap. This will lead to the identification of the individuals who require coaching. The next step requires laying down the objectives of each coaching session for the individuals and planning the process of interaction as well as predicting the obstacles and ways of overcoming them (David 2016). The third step involves the establishment of an interactive conduct with the individual through the sharing of dialogues, insights and perspectives as well as the exploration of options to reach the desired results. The fourth step involves documenting of the coaching plan and observing the progress of the individual (Arnold 2016). This ste ps require setting of smart and measurable goals, establishing an agreement with the individual on the process and steps of the coaching and finally establishing a commitment towards attainment of the goals. For example, while coaching an individual towards better customer banking, the first step would be identify the performance gap of the individual in the said context. The second step would be to establish the objectives of the coaching sessions for the individual as to enhance customer service. The third step would be to be conduct an interactive session with the individual in which perspectives will be shared regarding the importance of effective and efficient customer service. The final step would be to establish an agreement with the individual on the coaching process and to observe the individuals progress in providing effective customer service. Importance of Feedback in Coaching at the Workplace Feedback in coaching in the banking sector is particularly important, as it offers a significant and specific understanding of the coaching program and enables the employee to examine the plan of action thoroughly (Theeboom, Beersma and van 2014). Specifically, the employee is enabled to recognize the challenges in the working environment or on an individual level and in encouraged to explore his own solution to the challenge providing him a sense of accountability (Goff et al. 2014). Furthermore, it creates in the individual a sense of trust given to the fact that his or her opinion is accounted for. Finally, feedback boosts up the morale of the individual bring within the employee a sense of self-discovery leading to growth and improvement in organizational performance. How to Evaluate Effectiveness of Coaching in the Workplace The effectiveness of coaching in the banking sector can be realized in various steps. the first includes determination of behavioral change in the individual through interviews and psychological assessments (Theeboom, Beersma and van 2014). The second includes determining the organizational benefits as a result of the coaching program. This includes determining the organization growth is terms of the goals and objectives as set as the desired end result of the coaching. The third includes conducting surveys to find the improvement in the areas of soft skills of the individual like communication due to the coaching (Goff et al. 2014). The fourth step includes comparing the end results of the coaching program on the individual with a non-coached control group of individuals making the changes and improvements in the coached individual more prominent. Conclusion In conclusion, it can be stated that training and coaching is an important requirement not just in the banking sector but in every organization. Training and coaching programs enables the employees to enhance their professional skills contributing towards better organizational performance. It is therefore, important that organizations especially in the banking sector develop policies of training and coaching programs that would appropriately identify the needs for training and coaching and will provide effective training and coaching to the employees. Moreover, it is also necessary to measure the effectiveness of the training and coaching programs to determine the degree of success of the programs and to identify the areas that need improvement. References AlYahya, M.S. and Norsiah, M., 2013. Evaluation of effectiveness of training and development: The Kirkpatrick model. Asian Journal of Business and Management Sciences, 2(11), pp.14-24. Arnold, J., 2016. Coaching Skills for Leaders in the Workplace: How to unlock potential and maximise performance. Hachette UK. David, S., 2016. Beyond goals: Effective strategies for coaching and mentoring. Routledge. Ford, J.K., 2014. Improving training effectiveness in work organizations. Psychology Press. Goff, P., Edward Guthrie, J., Goldring, E. and Bickman, L., 2014. Changing principals leadership through feedback and coaching. Journal of educational administration, 52(5), pp.682-704. Grant, A.M. and Hartley, M., 2013. Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice, 6(2), pp.102-115. Grohmann, A. and Kauffeld, S., 2013. Evaluating training programs: Development and correlates of the questionnaire for professional training evaluation. International Journal of Training and Development, 17(2), pp.135-155. Kulkarni, P.P., 2013. A literature review on training development and quality of work life. Researchers World, 4(2), p.136. McCarthy, G. and Milner, J., 2013. Managerial coaching: challenges, opportunities and training. Journal of Management Development, 32(7), pp.768-779. Passmore, J. ed., 2015. Excellence in coaching: The industry guide. Kogan Page Publishers. Penn, I.A. and Pennix, G.B., 2017. Records management handbook. Routledge. Prithishkumar, I.J. and Michael, S.A., 2014. Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), p.183. Silberman, M.L. and Biech, E., 2015. Active training: A handbook of techniques, designs, case examples and tips. John Wiley Sons. Theeboom, T., Beersma, B. and van Vianen, A.E., 2014. Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), pp.1-18. Tyler, M., Dymock, D. and Henderson, A., 2016. The critical role of workplace managers in continuing education and training. In Supporting Learning Across Working Life (pp. 249-265). Springer, Cham. Willingham, D.T., Hughes, E.M. and Dobolyi, D.G., 2015. The scientific status of learning styles theories. Teaching of Psychology, 42(3), pp.266-271

Transformational Leadership Research Proposal Essay Example

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THE CHALLENGE OF THE EFFICIENCY OF SOLAR ENERGY Essays - Energy THE CHALLENGE OF THE EFFICIENCY OF SOLAR ENERGY The sun is a major source of energy producing radiant energy and producing over 12.2 GWh of energy per 200 million square miles daily. Man has continued to harness the sun's energy for various purposes such as conversion into other forms of energy or heating. Solar energy is a renewable form of energy and so it is one of the best sources of energy around. Given all these facts, the question arises: "How efficient is solar energy technology?" Harnessing solar energy for use may seem pretty easy to do given the fact that solar panels are available but this is not the case. The silicon material(semiconductor), a major component of the photocells used in solar panels give back 10-20% of the energy that they absorb from the sun. Losing close to 90% of energy absorbed is a major issue coupled with the fact that these materials are expensive to produce. As an electrical engineer, this challenge will definitely push me to find out solutions to solar energy efficiency in the nearest future. Recent advancements in technology show that better materials can be used to harness the sun's energy and still gain but they are quite expensive. For example, nanotechnology is being suggested as a way of improving the microstructure of photocells to allow better efficiency. I can engineer a material that will be very efficient and very cost effective in absorbing the sun's energy. The problem of low efficiency of solar panels will definitely pave way for research and labor within the engineering job market. Many engineers will be engaged in finding the suitable materials to harness solar energy as job opportunities will increase. On the global scale, this challenge will cause a major loss of energy, time and funds if it is not dealt with.

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The Importance Of Observing Children Children And Young People Essay This report discusses and evaluates the role of observation within an education setting. Section 1 details the importance of observing children followed by an evaluation of a range of observational techniques. Section 2 looks at the background of the child being observed in the report whilst section 3 makes reference to the appendix which contains 3 observations demonstrating a range of observational techniques. Section 4 contains an analysis of the childs learning and developing needs. Section 5 makes recommendations to inform the future practice of the setting and its practitioners whilst section 6 reflects on the practitioners role in the observational process. Section 1 : The Importance of observing children. Observation is a fundamental and crucial aspect of the practitioners role and enables them to understand children as learners and as individuals. Observations are an invaluable source of information which allows the practitioner to plan a more appropriate curriculum that supports childrens development according to their individual needs. It is an integral part of the assessment and planning cycle. Observations involve watching children play and take part in activities both inside and outside the classroom. Observations allow the practitioner to acquire knowledge and understanding of what is interesting and motivating to children both as individuals and as groups. Children respond differently to activities, experiences, and areas of provision. They acquire skills, learning styles, friendships, and behavioural patterns which are individual to each child. Observations give the practitioner an opportunity to record this type of information as well as aiding them in determining where the child is on the learning continuum and highlighting any difficulties they may have. This information can have a very positive impact on childrens learning when used effectively in informing the planning process. Observations give vital information regarding the effectiveness of provision. The development of areas within an educational setting takes into account their success with the children that use them. Observations are integral when evaluating such areas as they give a true record of how the children use the area and the effectiveness of it. Childrens behaviour, comments, body language and interactivity with their peers and practitioners give an invaluable insight into the effectiveness of the provision. Practitioners are responsible for facilitating a childs learning. Observations allow the evaluation of the effectiveness of the practitioners role and can inform a practitioner of their professional developmental needs. The planning process takes into account the needs of each individual child and this process is informed through the analysis / assessment of the observations carried out by the practitioner. Without such observations it would be an impossible task to ensure that the planned activities of the setting, the areas of provision, and the methods used by the practitioner were meeting the individual needs of each child. Such is the importance of observation. As Sharman, Cross and Vennis (2007, p.9) state, children and young people are unique and to be aware of their qualities we need to take an interest in what they are doing, listen to what they are saying, learn from what they are telling us. Evaluation of a range of techniques. There are several different techniques that the practitioner may use when observing children and areas of provision. The observation method used will normally be determined by the purpose of the observation. Observation methods include narrative / free description, checklist / pre-coded, time sampling, event sampling, tracking, pie / bar charts, histograms and sociograms. Practitioners may carry out observations as either a participant or a non-participant observer. Each method of observation uses different techniques which may be more suited to observing particular characteristics or behaviours. Free Description / Narrative : Free description or narrative observations involve watching a particular child or group of children or indeed an area of provision. The free description observation should record the name of the child, children or area being observed along with the date, time and name of the person carrying out the observation. Clear aims and objectives must be set prior to the start of the observation and should be detailed on the observation sheet. The practitioner should possess a sound understanding of the purpose of the observation and the benefits associated with it to help ensure that it is completed appropriately. It is important for the practitioner to decide whether they should observe as a participant or a non-participant. The practitioner should be aware of the affects their involvement may have on a childs behaviour if observing as a participant. Similarly, when observing as a non-participant it is very important for the practitioner to draw as little atten tion to themselves as possible. The observation should also contain a conclusion and an evaluation of what has been recorded. Recommendations should then be made to move the childs learning forward. The practitioner records information in the present tense detailing what they observe as they observe it. This is done over a pre-set period of time which may be changed during the observation if deemed necessary. The practitioner should be mindful of the importance of remaining objective when recording details of the observation. It is important for them to ensure that personal opinions, experiences and / or prejudices do not affect their judgement. Each practitioner will however have their own perspectives and therefore it is good practice to use all practitioners within a setting to carry out observations over a period of time. This will help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. Free description observations may be difficult to record as the practitioner may need to write a lot of information down in a short amount of time. There is the potential to miss important information. The practitioners judgement may be influenced by outside factors. Checklist / Pre-coded : Checklist or pre-coded observations may be set out in a variety of formats and are normally lists of particular skills within an area of learning. They require planning and preparation prior to the observation being carried out. Information about one child or a group of children can be recorded using the checklist or pre-coded method. Checklists or pre-coded observations should contain the name and age of the child, the number of adults and children present, the activity being observed, the area where the activity takes place, and the aims and objectives of the observation. The purpose of the observation influences the information contained within the checklist. For example, an observation with an aim of determining the fine motor skills of a particular child may contain such statements as: can hold a pencil with tripod grip or can control a pencil. (WAG, 2011, p.9) These skills may be given a code to aid the practitioner carrying out the observation to complete it more easily. This would be particularly helpful when observing a number of children at the same time. Checklists can also be used to record activities and their progress. It is vital to continuously refer to the aim of the observation when preparing the assessment criteria for the checklist. The practitioner should ensure that the criteria are both relevant and appropriate in aiding the assessment and analysis of a specified purpose. For example, the practitioner must ensure the criteria is age appropriate and provisions available to the child support the skill being observed. As with the free description observation it is extremely important for the practitioner to remain objective. All practitioners should perform similar observations to help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. It is good practice for a particular skill or behaviour to be observed several times before an overall judgement is made. The observation should include a conclusion and an evaluation of the recorded information and recommendations should be made. Checklists and pre-coded observations can be restrictive as they require a simple yes, no or nearly answer to each criteria. The information recorded may not contain much detail or background information of the child. Time sampling : Time sampling is a technique that requires the practitioner to observe the child, children or area over a matter of time. It can be used to monitor behaviour, social interactions and dynamics within groups, language skills, and usage of areas of provision. Time sampling observations can be completed using written descriptions or pre-coded criteria. The practitioner should remain objective when completing the observation and a variety of staff should complete similar observations to ensure reliability. It is also important for the practitioner to be aware of their involvement and the affect this may have on the child or children being observed. This type of observation is very adaptable and can be changed to suit the individual setting. It is a quick method for recording information. It can be used for individuals and groups. There is no requirement for a background knowledge of the child. Time sampling observations do have some disadvantages. They provide information which can be time consuming to analyse. This type of observation may need to take place over a long period of time. There is a possibility that something significant may be missed if it does not happen within the observation time scale. Tracking : Another method of observing is tracking. Tracking can be used to record a childs movements within the setting as well as the time they spend on a particular activity. It is an appropriate method of highlighting the areas of provision a child has a preference for along with the way in which the area is used. Prior to the observation taking place the practitioner should complete a plan of the area and consider how they will record the movements of the child. A code may be used to aid with this. Times may be recorded if required. If it is necessary to record skills this can be done separately. Tracking is advantageous as it can be used in any area of the setting, both indoors and outdoors. It supports the foundation phase curriculum which requires the usage of the outdoors as part of the childs learning and involves less structured, more independent play. It can indicate more popular areas and provisions which allows the practitioner to see the preferences of the child and gives them the opportunity to adapt their planning to suit the childs needs. It can also indicate the attention span of a particular child. Tracking can become quite difficult if the practitioner has to track more than one child at a time. The plan may become untidy and hard to follow if the child visits lots of areas. Tracking is not particularly informative for outside professionals. A detailed description of the childs movements may not be recorded and information can be limited. Sociogram : Sociograms focus on social development. It shows how the child interacts with other children and adults and can demonstrate their popularity. Social observations can quickly show the social development of children. This information can be used by the practitioner to plan activities and experiences to further develop the childs social development. Sociograms, however, do not describe the reasons why something has happened. They only detail what has happened. Event Sampling : Event sampling is used to observe when an event has taken place. This type of observation can be used to record a childs behavioural or emotional development. It can record any event and includes information detailing how and why the event has occurred. This type of observation can help the practitioner to analyse the cause and effect of certain relationships. The data collected may be produced as a chart making it easier for the practitioner to analyse. Event sampling is not suitable for observing infrequent behaviour and only records the specific behaviour as detailed in the aim of the observation. The recorded data may be misinterpreted as the observation may not record any preceding behaviours. Event sampling can be used within an early years setting as it is adaptable and it provides evidence of a particular behaviour. Pie / bar charts : Pie or bar charts can be used to give a visual representation of information recorded by the practitioner. It is an effective method to use with both individual children and groups and makes data easy to read. This type of observation is suitable for early years settings as it is very adaptable and can be used to record information such as: areas of provision used by girls or boys both indoors and outdoors (highlighting childrens preferences), which children participate in a particular activity (e.g. physical), or what children eat during snack time. This information can then inform a settings planning to make it more suitable to the children. Pie or bar charts do not indicate why a particular event has taken place, only that it has happened. They may require a longer set up period than other types of observations and data may be more difficult to interpret. Histogram : Histograms can be used to plot the development of a child over a given period of time. The information gathered is detailed on a bar graph where each type of activity is shown in a continuous fashion. Histograms allow the practitioner to focus on a particular behaviour over a longer period of time. As with sociograms and pie / bar charts, histograms show that a particular behaviour has occurred but does not give the reason why it has happened. Other types of observation may require slightly different formats. Samples of work are sometimes included for assessment purposes. Photographic and video observations are an effective way of documenting the childs learning process. Photographs should always be annotated or cross-referenced to relevant written observations. Practitioners should request written parental permission for using photography and video devices to record and document childrens learning. Section 2 : Background to the individual child. The child is 2 years and 3 months old. She has attended the setting since the beginning of September 2012. She attends 5 morning sessions per week for 2.5 hours each session. She has 1 sibling which is 3 months old. The childs mum has informed staff that since the arrival of the new baby the childs behaviour has become much worse than it was previously. The child has exhibited such behaviour as biting, kicking, hitting, pushing, and screaming when she is at home and also outside. This behaviour is displayed when the child does not get what she wants. The child lives on a council owned estate which is within a Communities First area. Communities First is a community focused programme that supports the Welsh Governments Tackling Poverty agenda. It supports the most disadvantaged people in the most deprived areas with the aim of contributing to alleviating persistent poverty. Communities First works alongside other programmes with an aim of narrowing the education/skills, economic and health gaps between the most deprived and more affluent areas. (http://wales.gov.uk) The area has also been highlighted as a Flying Start area. Flying Start is the Welsh Government targeted Early Years programme for families with children under 4 years of age in some of the most deprived areas of Wales. The core elements of the programme are drawn from a range of options that have been shown to influence positive outcomes for children and their families. These include free quality part-time childcare for 2-3 year olds, an enhanced health visiting service, access to parenting programmes, and early language development. (http://wales.gov.uk) The childs place at the setting is fully funded by the Flying Start Programme. The childs mum does not work and is at home with the children during the day. The childs dad works full time during the week and spends evenings and weekends at home. The childs mum has informed staff at the setting that the child has many cousins. The child sees them on a regular basis. The child is not able to share or take turns with other members of her family and frequently exhibits the inappropriate behaviour mentioned above. Section 3 Evidence of 3 observations using different techniques. Appendix 1 evidence of a free description observation. Appendix 2 evidence of a time sample observation. Appendix 3 evidence of an event sample observation. Analysis of the childs learning and developing needs. Child As mum informed staff at the setting that she does not share or take turns and exhibits inappropriate behaviour when she does not get what she wants. Mum has noticed that Child As behaviour has worsened since the arrival of their new baby. As Dowling (2005, p.105) states, we expect a child to show mixed behaviour when faced with the excitement, but also the threat of a new baby in the family. The free description observation highlighted the behaviour of Child A when she was placed in a position of taking turns and sharing a toy. Child A was observed snatching a doll from child B whilst playing in the home corner of the setting. When Child C tried to push the pushchair which was being played with by Child A, Child A began to scream and pinched Child C on the face. Following a discussion with a practitioner within the setting Child A apologised to the affected parties however, Child A was then observed a short time later displaying the same behaviour. As Dowling suggests children aged 2 2.5 years old are still developing their sharing and turn taking skills. They need to be encouraged and given opportunities to practice these skills through carefully planned activities. Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. The time sampling observation was carried out 1 week after the free description observation. Child A displayed similar behaviour during this observation as they did during the free description observation. Child B was playing with a plastic box in the maths area. Child A had attempted to take the box from Child B and when she was not given the box Child A hit and pinched the arm of Child B. Child A looked around the setting and made eye contact with one of the assistants. Child A lowered her head and looked at the floor. After the practitioner spoke to Child A she apologised to Child B. With help from the practitioner Child A collected a sand timer and waited until the sand had finished running into the other side. Child A was prompted to ask Child B if she could have her turn with the box. Both children complied with the practitioners requests and received praise. Child A smiled and took the box to the carpet area where she had her turn to play with it. As Sharman, Cross and Venice (2000, p.130) states the developmental milestones indicate that a child aged 2 2.5 years is egocentric. They see the world from their point of view. They are not able to share and will hold onto things with determination. Child A is not able to take turns. She is not prepared to wait for her turn. Child A exhibits inappropriate behaviour when she is not given what she wants when she wants it. Child A is able to apologise when supported by a practitioner. She is also able to wait for her turn when supported by a practitioner and a visual timing device which in this case was a sand timer. The third observation was an event sampling observation. This was carried out 2 weeks after the initial free description observation. The observation recorded the behaviour and social interactions of Child A during a morning session. Child A displayed inappropriate behaviour at several times during the day and in several areas of the classroom. She took what she wanted without asking and screamed when a child tried to take an item back or when they tried to take something that she was already playing with. Child A did not speak very much to the other children or to the practitioners in the setting. She apologised when prompted to do so by a practitioner. Child A was not always responsible for the incidents that took place. As Dowling (2005, p.108) says before children start to regulate their behaviour they must begin to learn about cause and effect. Children need to be able to empathise to understand how others feelà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Recommendations to inform future practice. The first observation which was a free description concluded that Child A was not able to share. Child A showed very little understanding of this concept. She exhibited inappropriate behaviour to her peers when presented with a sharing situation. It is important for practitioners to understand how frustrating it can be for young children to share and to understand the concepts. The ability to share is developed over a period of time. Young children find it difficult to understand how others feel as they are not yet able to empathise. Having more than one type of toy can be beneficial for young children as it gives them an opportunity to play in parallel with the same type of provision. Where possible, more than one of each provision should be made available to the children in each area of the setting. As Fisher (1993, p.29) states appropriately resourced and supported, child-initiated activity can bring about some of the most creative and innovative learning in the classroom Planning activities which encourage turn taking will allow the child to practice this skill and would also allow them to begin to realise that they will have their own opportunity to play with a particular item. The second observation, time sampling, concluded that Child A cannot communicate her needs appropriately. Child A has not yet learnt to ask for what she wants. Instead she exhibits inappropriate behaviour such as pinching. Child A is able to apologise to the affected party when prompted to do so by one of the practitioners. She is also willing to wait for her turn when supported by a practitioner and a visual aid demonstrating a set amount of time a sand timer. Encouraging Child A to ask for a particular item and rewarding her with praise when she does will reinforce to the child that it is appropriate behaviour. Skinner suggests that reinforcement of a particular behaviour will prompt a repeat of the same behaviour at a later time. Sharman, Cross and Vennis (2007, p.11) state, children need adults to notice their achievements and provide an environment to support their further development. Games such as dominoes or snap cards will strengthen and support turn taking skills. Other activities which encourage turn taking will allow the child to decide when they have finished playing with a piece of equipment. Some children may be happy to give the item to someone else when they feel they have finished using it. The third observation, time sampling, recorded some similar behaviours as the previous observations. Child A was not able to take turns when using the pencils. It also provided evidence that Child A is able to carry out some instructions such as tidying up. Child A was following an instruction and putting the cars away. She snatched one from another child to put it in the appropriate box. Child A was not able to ask for the car and just took it. Child A was also not able to share the parachute and she screamed when another child tried to hold it. Where a child is not able to take turns, the practitioner should support them by explaining why they should take turns and will use an item to display a set amount of time, for example, a sand timer. Whilst a child waits for their turn the practitioner should support them by suggesting an activity to do. The practitioner will give the child simple choices to allow them to choose an item, game or activity for themselves and this will allow them to feel that they have made their own choice. Reflect on your role in the observational process. Through observations the practitioner is able to learn what the children know, evaluate their needs and plan appropriately to facilitate their learning. Staff training is an integral part of the settings self-evaluation process and allows the practitioner to consider the importance of observing children and developing the necessary skills. The practitioner will organise an allocated observation time and is more aware of the need for incidental observations. The practitioner has a better understanding of the importance of gathering information from a range of contexts, both inside and outside the setting. Observations should be a constant source of vital information concerning both the childrens and the settings development. They should form a fair, rounded and holistic record over a period of time. The practitioner will address their observations during the settings weekly planning meeting and will share information between practitioners. The practitioner further understands the need for the effective implementation of observations and their impact on the future planning of the setting to facilitate the learning needs of all the children. As Fisher (2000. P.19) says, ensure that the planned curriculum is appropriate. This leads to planning that is tailor-made for each child because the foundations of learning are unique. The evaluation of the setting which involves all staff helps to ensure that the learning environment supports children in initiating their own learning. The practitioner is fully aware that observations must be fed into the assessment process for individual children. Parents will be further encouraged to contribute to observations through informal and formal discussions with the practitioner. Proformas will be used to ensure consistency of information within each type of observation. Photographic evidence will be annotated to support observations to document the childrens learning. Sharman, Cross and Vennis (2007, p.2) cites the work of CACHE (2005) who states that play workers exist to support childrens natural play and they do this by creating spaces where play can happen. Then they unobtrusively observe, intervene very occasionally, and then reflect on what they have seen and done. Appendices. Appendix 1 Observation 1 : Free Description / Narrative. Date : 23rd October 2012 Time Commenced : 09:40 Time Completed : 09:45 Number of Children : 3 Area : Ty Bach Twt Name of Child : Child A Age : 2yrs 3mths Aim : To observe the behaviour of Child A during free play. Objectives : To observe and record Child As ability to share. Child A is playing in the home corner of the setting with 2 other children. Child A snatches a doll from Child B. Child B does not attempt to take the doll back. Child A puts the doll in a pushchair. Child C takes hold of the handles of the pushchair and tries to push it. Child A begins to scream and grabs the handles of the pushchair. Child A pulls the pushchair away from Child C. Child C keeps hold of the pushchair. Child A keeps one hand on the pushchair and uses the other hand to pinch Child C on the face. A practitioner intervenes at this point. The practitioner speaks to Child A. Dont do that. It isnt nice. You mustnt pinch. It hurts. Child B was playing with the doll. Can you give the doll back to child B please. Would you like to play with this doll instead? Child A lowers her head. The practitioner asks Child A to look at her. Child A does not respond. The practitioner asks Child A to look at her again. Child A makes eye contact with the practitioner. P-Can you give the doll back to Child B please. You can play with this doll if you want to. Child A gives the doll back to Child B. P-Can you say sorry to Child B for snatching the doll? Child A Sorry. P-Da iawn Child A. You can have a turn of that doll when Child B has finished playing with it. P-Child C wants to play with the pushchair with you. He is your friend. You will make Child C sad if you pinch him. Can you say sorry to Child C please for pinching him. Child A Sorry. P-Da iawn. Merch dda. Can you push the baby together? Thats a nice thing to do. Maen neis i rannu. Child A nods. Child A and Child C push the pushchair across the room. Child A grabs Child Cs hands and pinches them. Child C lets go of the pushchair and Child A runs across the room with it. The same practitioner intervenes. Conclusion : Child A wanted to play with a doll that was being played with by Child B. Child A snatched the doll from Child B and did not ask if she could play with it. When Child C attempted to use the pushchair that Child A was playing with, Child A screamed and pinched Child C on the face. Later, Child A agreed to allow Child C to push the pushchair with her, but after a very short period of time Child A pinched Child Cs hands. Child A ran across the room with the pushchair when Child C let go of it. Evaluation : Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. Recommendations : Give opportunities to practice sharing and turn taking skills through carefully planned activities. Encourage the child to share and remind them that it is nice to share with their friends. Give immediate praise when child shares or takes turns. Appendix 2 Observation 2 : Time Sampling. Date : 2nd November 2012 Time Commenced : 10:20 Time Completed : 10:27 Number of Children : 2 Area : Maths Area Name of Child : Child A Age : 2yrs 3mths Aim : To observe a target child interacting with a child of similar age whilst playing in the maths area. Objectives : To observe and record Child As social interactions. Child A has just entered the maths area and looks at the jigsaw puzzles on the table. Child A approaches the table and starts to take the pieces out of the jigsaw. Another child is already playing in the area. Child B takes a plastic box from a shelving unit and begins to shake it. Child A looks at Child B and the box. Child A approaches Child B and attempts to take the box from her. Child B does not allow Child A to take the box. Child A hits Child B on the arm then pinches it. Child B starts to cry. Child B continues to hold the plastic box. Child A looks around the setting and makes eye contact with a practitioner. Child A lowers her head and looks at the floor. Child A lets go of the plastic box. The practitioner walks over to Child A and kneels down. The practitioner asks Child A to look at her. Child A does not respond. The practitioner again asks Child A to look at her.

The United States from 1865 to 1950 Essay example -- essays research p

The United States changed dramatically from 1865 to 1950. Many changes occurred in industrialization, foreign affairs, government, as well as in society and culture. The events that took place within this time period helped shape this country into what it is today. Industrial development began with the railroad, with the help of Republican governments, who provided subsidies, loans and tax exemptions to railroad corporations. Over 52,000 miles of railroad were laid all over the nation between 1854 and 1879. Railroads stimulated growth. They required many resources to build, such as coal, wood, glass, rubber, and brass. Most importantly, the railroad connected the country. Although small factories were already up and running three decades before the Civil War, it wasn’t until after the 1850’s that the industrial economy boomed. Larger factories that produced goods to sell nationally and internationally were being built. These factories transformed the United States from a farming nation into the most industrialized nation in the world. There were advantages and disadvantages to this new industrial order. One disadvantage is the damage that industrialization did to the environment. Forests were cut to make way for big factories which, in some cases, left rivers, such as those in the Northeast, toxic. Another disadvantage was the working conditions. Industrial workers were overworked and underpaid. In 1890, an unskilled worker took home $1.50 for a ten hour work day. Children were exploited, working 60 hour work weeks and taking home a third of what an adult male made. African Americans faced an even greater challenge at work, discrimination at the workplace. They were given menial jobs and paid less than wh... ... case, Plessy vs. Ferguson, made it to the Supreme Court. The court ruled that segregation was not discrimination as long as the accommodations for both races were â€Å"separate but equal.† In 1954, the case of Brown vs. the Board of Education overturned the Plessy case. In 1894, African-American males were given the right to vote, even before women. In 1917, women were picketing in front of the White House for a right to vote. Some women became militants and initiated violence for which they were thrown in jail. Women were granted the right to vote in the United States in 1920. The United States went through a lot between 1865 and 1950. It has seen many changes in industrialization, foreign policy, government, and society and culture. I believe that these events, along with many, many others, have shaped the United States into the great nation it is today.

Different stakeholders who influence the purpose of two contrasting businesses

Describe the different stakeholders who influence the purpose of two contrasting businessesA stakeholder is an individual or group with an interest in the success of a business in delivering intended results and sustaining the capability of the company’s products and services. Well basically stakeholders are groups of people with an interest/concern about the progress of a business.There are internal and external stakeholders in every business. An internal stakeholder is someone linked internally to the company that has personal interests which they might pursue. An example for this is that managers might seek organisational growth over profits, employees seek high wages and owners would seek for their shares to increase in value. External shareholders can be individuals or groups such as customers, suppliers or the public which is influenced by a business but are not a businesses internal part.Stakeholders are affected by certain decisions made by companies. This is whether i t is positively or negatively decisions. They can influence a company and decisions that they make.There are several types of stakeholders as seen below; Business: TescoTesco is a PLC and it is a global business, it is a supermarket which gives products and service. Tesco is the third largest retailer in world measured by revenues and second largest measured by profits. This is a British supermarket which started in 1919. Tesco is owned by shareholders and anyone could buy shares into the business, the share price is  £341.41p. Tesco is divided in to five different formats, differentiated by size and what sort of products sold. Tesco is divided into Tesco extra, Tesco metro, Tesco express, Tesco petrol station and Tesco superstore. Tesco has 6351 stores in total.Customers: Customers are also known as buyer, client or purchaser of a good, service or product. Customers usually buy products or services from Tesco.Customers want Tesco to produce high quality products. The customers ar e interested in buying products from Tesco because they have n interest in the companies’ products. The customers want value for money. They also want the quality prices to be competitive. If a customer is satisfied with Tesco product then they will recommend. Customers can influence Tesco by deciding to continue to purchase goods and services from Tesco. Customers can choose to take their custom elsewhere therefore this influences the profits that Tesco would make.Employees: The employees of Tesco seek security of employment, promotion opportunities and good rates of reward. They are also proud to be working for a global business like Tesco.Suppliers: The suppliers of Tesco want steady orders and prompt payment. They also want to feel valued by the company that are proud of. The suppliers will have an influence on the price because if they sell it as an expensive rate to Tesco then Tesco will also have to increase the value of their product.Owners: These are the shareholders of the business they have an interest in the profit Tesco makes. Tesco has shareholders due to its global business. Owners are often thought to be the most important stakeholders because they have set up the business and give a lot of time into the company to make it successful. Owners like to see their share of profit increasing, and the value of their business rising. The shareholders will want to see how Tesco is doing and the reputation of Tesco. An shareholder can make decisions.. The positive influence is that they could invest more into Tesco whilst the negative influence they could have is that they could take their money out of Tesco’s business and take it somewhere else.Local and National Communities: The actions of business can have a dramatic effect on communities. A community leader represents important interest groups.Governments: The government wants businesses to become successful, to create  jobs and to pay taxes. They want to see good businesses that take a full responsibility on looking after the welfare of society.Influence of stakeholders on businesses: A business needs to take account of the interests of all its stakeholder groupings. These interests are linked together.Organization: RSPCAThe Rspca stakeholders are internal stakeholders. It is a charity that takes care of unloved and unwanted pets. The people who founded Rspca are the people who started the charity up at the beginning. Then there are people who look after the charity and make the decisions about the business and these are called Board of Trustees.Donators: The people who donate to Rspca are major stakeholders as Rspca would not be able to be a successful charity without the donations as they are the key to the money that is raised. Donators are major stakeholders as they're also the largest investors to Rspca and influence it greatly. Without this support network the work would be limited and the animals would not be treated properly. The donators would not be c oncerned about how much they spend as they know that the money goes donated is going for a good cause.Animals; Rspca help the animals who are suffering from illnesses and diseases and those who can’t get their basic needs. Rspca provides them food, water and shelter and treat them with any illnesses they have.Customers; The customers are the people who give Rspca animals that they can not cope with anymore. The customers maybe fed up with their pet or the pet may have a disease which the owner can’t afford to treat them. This influences the customer as the pet will be in a better and safe place. The customer will not have to worry about the pet anymore as it will be in good care by Rspca. The customer could also ask Rspca for help on vet bills and rescues.Employees: Employees are stakeholders within Rspca as the business provides them with a livelihood. If the organisation is a non profit organisation then this provides a sense of generosity for those who work for free . They seek security of employment, promotion, opportunities and good rates of reward. They may also want to care for the animals that are in danger.Managers: The managers are the people who are in charge of Rspca. The job the manager does is to build relationships and deals with customer issues. Their job is to manage daily operations which are to meet the needs urgently to the animals that need care.The Trade Union: The Trade Union are the people who try to make good working conditions for the staff who are employed by Rspca.I have found out that Tesco and the Rspca have different stakeholders because of the way they are run and so the stakeholders always want what is best for either the customer or the company.