The Social Contract Of The Middle East Essay - 1431 Words

The social contracts of Hobbes, Locke and Rousseau constructed a basis upon which governments have expressed their validity and purpose. This can be observed most prominently in the Western world, due to the development of these social contracts alongside that of governments of Western nations. But the abstract roots of these theories on the foundation of government are applicable to all peoples. The Middle East is of particular interest due to the recent outcries and protests against governments in the region. Looking at these nations and events through the lens of these social contracts is complicated by the historical lack of consent on part of the people, an elementary component in each of the three philosophers idealizations of a social contract. Though the arguments of stability and security that Hobbes conceives as a basis for government are much abused through the history of the Middle East, the ideas of Locke and Rousseau shed more light upon much of the political developm ent of the region. Much of the Middle East s modern history has been filled with governments bearing similarities to Hobbes formulation of the social contract. Hobbes takes as a starting point a state of nature in which chaos and violence reign in the conflict of each man s self-interest. He notes that in this war of every man against every man [...] nothing can be unjust and that notions of morality do not exist (Leviathan. Page 85). So it is entirely out of self-interest thatShow MoreRelatedEthical Issues for Advertising Tobacco Products Across1129 Words   |  5 PagesEthical issues for advertising tobacco products across borders. 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PERSONALITY, ATTITUDES AND JOB PERFORMANCE - 1021 Words

Brainstorming Danika George BU105 W15 Section 7 Management Principles Dwayne Payne March 29, 2015 Miller-Motte College Online Programs I will be writing my paper on personality, attitudes, and job performance. This subject(s) caught my eye because I am currently working in a job (field) where I deal with people every day. We all have different personalities and attitudes and we all have to learn how to deal with them if we are going to manage or work in these types of environments. Also, we have to be satisfied with our jobs to have good job performance. Studies show that the number of people who are satisfied with their jobs is currently declining because people are not enjoying their jobs. So, I will write my paper on†¦show more content†¦An attitude survey is a test or survey on the feelings of a population on a specific product, or company. These surveys can be useful for recognizing markets, and learning what demographics a company needs to concentrate on to uphold or increase sales, and measuring the market effect of announcements or events. Consistency is looked for more among attitudes and behavior. Job satisfaction consists of how the employee feels about their job. When other people talk about employee attitudes, they are linking this with job satisfaction. Job Involvement and Organization Commitment are similar because they are the gradation to which an employee relates with their job. The only difference is that job involvement is the degree to which an employee relates with their job, actively participates in it, and considers their job performance to be important to their pride and organization promise is the degree to which an employee relates with their job and its goals and wishes to maintain membership in that organization. Employee Engagement is when managers want their employees to be connected to, satisfied with, and enthusiastic about their goals. Self-esteem is part of adjustment. Locus of control is part of conscientiousness. Introversion and extraversion are part of sociability. Dogmatism and authoritarianism are part of intellectual openness. Traits are continua. People may be high, low, or in-between. Most people are in-between. Attitudes do not

Adult And Child Motivation Free Essays

string(118) " must be able to tell when the students amotivated and through the personal research to identify the causes for such\." Earlier understanding on human motivation was based on early psychological milestones: Freudian Theory of Id, Behaviorist Theory of Watson, Humanistic Theory of Maslow. For example, according to Freud, the basic biological urges, that he called â€Å"id† were instinctive by nature and drove human behavior according to uncontrollable urges, i.e, â€Å"negative† urges that humans needed to learn how to control. We will write a custom essay sample on Adult And Child Motivation or any similar topic only for you Order Now Freud speculated further that human â€Å"ego† was there to â€Å"subdue† (i.e. control) those â€Å"negative† urges thus rendering the owner more socially adaptable (Pelham, 1997). Under the same umbrella, there are instinct theories of human motivation, so progressively mentioned in the work of Stacey, DeMartino, Stacey, and DeMartino (1958). In it, these particular authors take the readers back to what was known Evolutionary Theory (a.k.a. Pawlov’s Theory of Evolution), and yet, so masterfully suggest that human motivation can be viewed through these lenses.   In the same arena the readers can place what contemporary psychologists understand under Need Theory of Human Motivation. Referring back to Maslow, they might recall that he developed that particular milestone under guidance of human needs. In particular, he saw the hierarchy of human needs in the form of the pyramid in which the bottom portion occupied the most primary ones. According to Pelham, (1997), Watson and his followers maintained that humans are born with a â€Å"blank state† which, as the human child grows, his mind is filled with the content influenced by the environmental factors. To extrapolate, their perspective suggested that external stimuli are responsible for the human motivation. It is curious to inquire further, would the human produce motivational impulses if completely isolated for an extended period of time? If the human motivation is viewed only from behaviorist perspective, the answer to this question can become logical as follows. If deprived from any external stimuli from his/her birth, the human will be completely and absolutely amotivated in every aspect of his or her life. Such supposition was evidenced as wrong through and with research on stimuli deprived children (Pelham, 1997). Pelham (1997) also argued that humanistic psychologists discussed human motivation from the self-actualization point of view. He made a case that every one of us has the internal need to learn to naturally develop self be it conditioned or vicarious learning situations. Maslow and Rogers gave a thrust to a completely new group of psychologists who began considering a combination of cognitive, social-cognitive, and social-behaviorists angles on the human motivation. The names of the motivational theories, as descriptive as they are, imply on important differentiation. Each framework refers to the specific perspective, as in human consciousness being the great part of the motivational impulse, or human consciousness being influenced by a social structure, or even social structure having a full impact on the human motivation thus his or her behavior. From this perspective, one would find a great point of interest to consider that humanistic and Gestalt theories tend to view the human being as the whole with implied emphasis on the positive state of mind (i.e. mental health versus mental illness) whereas behaviorist and Freudian theories view human behavior from the point of view on the negative state of mind (i.e. mental illness versus mental health). Obviously, to view human motivation through either lenses would shift the educator’s approach.   According to Stacey et al. (1958), especially, there is an interest in note of the fact that Gestalt psychologists argued in favor of free will as the necessary ingredient of human motivation. Cognitivists defended the position of the necessity of good memory and importance of perception in order for the learner to develop a strong motivational impulse. Theirs gave birth to the Learning Theory of Human Motivation. With the more insight, cognitivists and humanists alike started considering integration of different theoretical perspectives. For example, Pelham, (1997) wrote in one of his articles that an individual as the wholesome being can be better understood from the point of view of social, cognitive, conative, affective, and biological perspective. The attention here is placed more on emphasis of how mind configure and organize the external and internal experiences. Learning theory suggests that learning is a need and thus must be met. Usually it is most prevalent through and with vicarious mode. A young child is in the constant learning when observing and trying to copy others. Thus, there is a constant motivation of the said child to be with others, to copy from others, to learn from others. Naturally, the name of the Learning Theory implies that such is either practiced or observed in the classroom situation. In the above-mentioned work it was upheld that this particular theory is viewed from the perspective of three components, as in a) cognitive function, b) stimulus-response relationship, and c) human interaction. Certainly, it would be naà ¯ve to attribute such a complex human activity as learning to one and only domain, as in vicarious learning. It is integration and combination of different modes, that is different ways to absorb, relate, and react to the external stimuli. The cognitive theory provides a window into a conjecture that the human has a need to develop cognitively. Thus, these theories might explain why people have such a strong motivation to read, to discuss what they read, to apply what they read. The intrinsic motivation to learn in children differs from that in adult learners. It is propelled by curiosity, fantasy, and flight of imagination. The skilled teachers long noticed that they get the best results in teaching young students when they integrate the element of story telling into their instructional input. The young students most often respond with increased interest, desire, and motivation (Pajares, 2001). Adult learners are driven by pragmatism. Their presence in the classrooms are more defined of the present or future need of the information they are receiving. Alderman (1999) looked at motivation as the educator’s tool to develop the learners’ potentials. Obviously, such motivation (any degree of it) must be recognized first and then manipulated to higher levels. The knowledgeable and intuitive educator must be able to tell when the students amotivated and through the personal research to identify the causes for such. You read "Adult And Child Motivation" in category "Papers" The causes of motivation can vary but specific identification of them can mean the whole difference for the students. Alderman   divided various causes of amotivation into the specific frameworks. For example, Effort and Ability Framework groups the causes that are personal by nature. Students with such causes created a construct of self, being unable to achieve and unable to break the certain level of standard. As the result, their self-efficacy is low and their self-perception is that of a person who cannot achieve. When students are in the classroom situation, they cannot avoid comparing themselves (their personal achievement) to that of others. If the classroom climate was set for competition there are always going to be students who create low effort, low ability self-construct. Understanding this, the effective instructor must change the class climate transforming it into the mutual supportive, no inter-student-competing, and focus-on-personal achievements milieu. Those students who already have a low efficacy construct must be dealt with individually. The instructor’s duty in this case is to pay more attention on the student’s inner construct giving him/her tasks broken down into smaller increments. Such increments become easier to master and when mastered, the personal sense of achievement becomes the only mechanism to change the low-efficacy construct into the high-efficacy construct. The student will feel that his ability improved, and his/her approach to the whole of educational experience will start transforming. With that, the motivation will jump to the new higher levels that, in turn, will manifest with more participation in class. Alderman (1999) separated lack of effort into another content for the framework, but if to look analytically for the causes of the lack of effort one might discover the cause behind it – low motivational drive. When the student experiences high-efficacy construct, the higher motivational drive will transform lack of effort into the strong effort for he or she will start feeling able to achieve. It is worthy to notice the comparison between American and Chinese (or Japanese) students (Alderman, 1999). While American students operate from the inner sense of personal ability, their Asian counterparts view the personal success from the perspective of applying more effort. In the former case, the students are difficult to motivate if they have a low-ability construct of themselves. The Asian students know that all they have to do to achieve higher results is to apply more effort. Such difference in perception of self as a student can be as well cultural. The higher-effort perspective is practiced in Japanese/Chinese families from within of their micro-culture with children growing up believing that all they need is more effort. Another obstacle that is mentioned by this researcher is the student disengagement. Certainly and logically, such should be noted more often among the high school students than their post-secondary counterparts. The pragmatism on the post-secondary education levels should act as an effective deterrent to students’ disengagement from their studies. However, this is not always the case. Sometimes, even higher-level university students loose their pragmatic goals and become trapped by non-educative elements of campus life. In such a case, it is the job of their instructors to identify the outside interests and redirect their attention to the initial goal of them being in a class. Covington (2000) focused his readers’ attention on the motivating properties of set academic and pragmatic goals. He pointed out that motivation is rather a criterion for academic success and thus has to be in the center of any education establishment. From this perspective, this researcher viewed the dynamics behind identifying and working with the students’ motivation as three causal effects: 1) students’ personal perception as far as their own attitudes toward their own social and academic goals, 2) how strong these goals motivate them toward their academic success, 3) what is available (set up by the instructor) as the reward structure to influence the students’ personal achievement. These three criteria can be viewed as the circle-oriented continuum in which the reward structure promotes students’ personal perception on his or her academic success. Examining carefully this continuum, the instructor can notice what specific types of the external reward system are more influential in its affect of the personal student perception. Basically, it can be rephrased into what elements of the reward system affect the student’s perception of self-worth. It is logical than to assume that students of all ages will benefit from the correct set up and implementation of the reward system: one just have to know how to individualize its elements to achieve highest possible affect with each student in his or her classroom.   For example, certain students’ self-worth will scientifically improve if the instructor will design successful experiences. Smaller increments of comprehensive input without significant gaps in between the complexity steps with frequent opportunity to practice and self-correct of the practical applications of the subject matter will do wonders to the personal self-worth. Insensitive instructors, however, undermine the students’ development of self-worth when try rushing with the content and do not give the students an opportunity to clarify their confusion. Nuckles (2000) called such teaching as student-centered approach. From its name, this approach is centered on the students, driven by the students, and modified by the students. His pro-humanistic values make it obvious his views on who is responsible for the students’ motivation bringing into the central focus the skills and aptitude of the instructor. The implication here directs the attention on the instructor’s ability to a) identify the students’ motivation level, b) if low with individual students, identify the causes (discussed earlier in this paper) which practically means to view and approach each student as an individual, c) devise a plan of intervention to raise each student’s motivational drive by eliminating the obstacles (the causes) one-by-one, d) evaluate the class climate and decide whether there are counterproductive elements, e) transform the class climate into more of each-student-driven success mode by celebrating and talking about each student’s achievement, f) the latter can be practiced in cognizant fashion by purposely comparing the yesterday’s achievement with the today’s achievement of the same student thus diverting the students’ attention from inter-student competition, g) and finally (but not the least), set up time to personally meet and have an individual discourse with each and every student of the class. The above elements and actions of the student-driven classroom render their instructor to become skilled and knowledgeable in cognitive and inter-personal psychology. It cannot be otherwise; the times passed when an instructor was perceived as a mere medium to transfer knowledge on to his or her students. One might argue that there seem to be no need for such intense and time-consuming practice in the societies of China, Japan, and other alike. This discourse is not contradictive or suggestive to other than Western cultures. It is of the opinion of this writer that such approach will serve as the â€Å"corrective† measure to produce results similar in the Asian education establishments. There, the teachers do not have to find the ways to manipulate with the students’ motivation drives – the students have been brought up skilled in that themselves. If they feel the fall of their motivational impulse or social diversion taking their attention away from their purpose, they self compensate by deliberately increasing amount of effort. Their American (and Western?) counterparts cannot do that due to the fact that their internal perception is tied up with the self-evaluation of their own ability level.   In other words, they come into the education milieu with already preset self-concept or psychological construct of their own self judged by their own ability. They are far away from mere â€Å"turning on† the engine of their effort to produce more man-hours at the specific task. They simply believe that their ability level is set to the certain level and nothing will change it. Returning to Alderman (1999), such believe simply manifests itself as the set construct of their own ability: â€Å"Why to try (produce more effort) if this is what I am capable of?† Such attitude is self-defeatist and thus needs the external mechanism in order for it to be manipulated with. Such an external mechanism is the instructor who performs with the double duty of a psychologist. That leads to the more careful review of type of instructors Western teacher preparation programs produce. The number and quality of psychology content in their course work is simply inadequate. No wonder, why only experienced and seasoned professionals come up with the logical outcome (that is they continually searching for self-improvement) that such an external mechanism is the way they set up the class climate and retrain their students to look at themselves from a different perspective. Such external mechanism becomes a motivation faucet in the hands of the skilled instructor. The practical application of such approach can lead to a variety of strategies. One thing to remember, however, that the instructor always must act as the facilitator, not necessarily as the source of knowledge. Only when the students will discover the knowledge through their own effort because they felt motivated to do so, that knowledge becomes relevant to their purposes and important/practical in their lives. The variety of strategies can be as simple as small group instructional regime (Brewer, Klein, and Mann, 2003) or paired work – it does not have a particular significance or preference. What is important is the perspective of the instructional design that is that external mechanism needed to manipulate the students’ motivational drive. How to cite Adult And Child Motivation, Papers

International Financial Reporting Standards Management and Governanc

Question: Discuss about the Report for International Financial Reporting Standards of Management and Governance. Answer: Executive Summary People recently all over the world are familiar with IFRS as an international accounting standard. IFRS was formerly Known as International Accounting Standards (IAS), but it was not until 2001 that the International Accounting Standards Board (IASB) took over and was responsible for setting the international standard. The organization since then continually came up with standards under the name IFRS. Many countries worldwide use IFRS as a standard measure of accounting. This essay is going to explore the history of IFRS and India as a country that has adopted the IFRS accounting system. History of IFRS The history of IFRS dates way back into the history of international accounting standards. This mainly points back to the 1960s when companies in the United Kingdom were required to present their statements of accounts using the international standards. The International Accounting Standards history began in 1966. This was after a proposal was presented to come up with an International Study Group which consisted of three main institutes (Paglietti, 2009). The Institute of Chartered Accountants of England and Wales (ICAEW), the American Institute of Certified Public Accountants (AICPA) and the Canadian Institute of Chartered Accountants (CICA). The organization later founded the Accountants International Study Group (AISG) in February of 1967. This newly establishes organization started publishing of papers on various important topics on accounting every few months and thus created a need for change An agreement finally was set up in the establishment of international accounting stan dards in March 1973 for international use (Argento, Kees Camfferman Stephen, 2008). It wasnt until June 1973 that the IASC came into existence. It was globally agreed that the stated intent released by the new international standards must be capable of quick acceptability and implementation worldwide. During its reign, the organization produced many comprehensive accounts articles dating back to the early history of International Accounting Standards. And between 1973 and before its collapse in 2001 the organization has been actively releasing a series of standards commonly known as International Accounting Standards (IAS). The identified their release with numerical sequence, beginning with IAS 1, and the last release was IAS 41 Agriculture published in December 2000 (Cotter, 2012). A Standing Interpretations Committee (SIC) was established in the year 1997 to deal with contentious accounting issues. These issues were unique because they needed authoritative guidance as a control measure to stop the widespread variation that was presently in practice. In the year 2000 on February, the United States Security and Exchange Commission (SEC) did issue a concept release mainly focused on International Accounting Standards. In a press release of May, 19th 2000, ICAEW stated that they had a vision into the future, a time when the financial statements prepared in with the stipulated international accounting standards shall be recognized in the stock exchange markets throughout the world. IAS was endorsed by the International Organization of Securities Commissions (IOSCO) to be used as a link with the cross-border listings. In August the same year, the ICAEW issued a policy statement regarding the endorsement and enforcement of IAS with EU (Borker, 2012). On April of 2001, the IASC did re-establish and restructured its organization which gave way to the birth of IASB. The IASB stated that it would take over the body of standard issued by the board of International Accounting Standard Committee. However, it stated clearly that any new standards would be published in International Financial Reporting Standards (IFRS). In July the 23rd the same year a meeting of the Standards Advisory Council tabled a proposal to rename the Standing Interpretations Committee (SIC) to International Financing Reporting Issues Committee (IFRIC). This was accepted. This change led to releases from IFRIC to be categorized as abstracts rather that interpretations. The Standing Interpretations Committee (SIC) in 2001 was reconstituted and named International Financing Reporting Interpretations Committee (IFRIC) (Latifah, Asfadillah, and Sukmana, 2012). In May of 2002, a publication of preference to International Financial Reporting Standards was issued by IASB. IASB said that it provided brief details of the main functions and purposes of the main structure regarding the new arrangements for setting worldwide standards. The European Council of Ministers on June 6th of 2002 did approve that would require all EU companies that had been listed on a regulated market to come up with accounts that were recognized by the International Accounting Standards for the accounting period that was to begin on or to other companies after January 1st, 2005. In 2003 there was the issue of the first standard by IFRS, named IFRS 1. The very same year is when countries like Hong Kong, Australia, New Zealand and South Africa adopted the IFRS system of standardization. It was not until 2005 that IASB completed a stable platform of the IFRSs. And consequently, in Japan, the ASBJ and IASB did agree on a joint measure with IFRS and GAAP. In 2006, China adopted the accounting standards with was in line with IFRS measure standards and had a goal of full convergence. The very same year is when the IASB and FASB in the United States of America decided to accelerate the convergence program of Memorandum of Understanding (MoU). It was not until 2007 that countries like Brazil, Chile, Canada, Israel and Korea established different timelines aimed at the adoption of IRS. However more than a hundred other countries that needed to adopt IFRS system required to have a permit of its usage. In the year 2008, FASB and IASB did form a Financial Crisis Group to facilitate a joint response when dealing with the crisis. The same year Mexico and Malaysia announced their intentions to adopt IFRS. In 2009, IFRS' established a branch called Foundation Monitoring Board, and it was tasked with the responsibility of ensuring and enhancing public accountability. The very same year a board of trustees did conclude the first part of the Constitution Review. They introduced a three-yearly public consultation on agendas of IASB. The same year G20leaders supported the IASB work and called for an immediate move towards worldwide accounting standards. Japan also did approve the IFRS roadmap which permitted a voluntary adoption of IFRS in the country. In 2010 a board of trustees began reviewing of strategies in parallel with Monitoring Board governance review. The IASB did initiate the launching of dedicated investor liaison program. It was not until 2011 that Canada commenced the use of IFRS. The same year nearly 80 countries had adopted the IFRS for SMEs or the least did plan to do so. The same year the board of trustees did establish IASB Emerging Economic group. Reforms in governance were also made, and Hans Hoogervorst appointed the chairman of IASB and Ian Hackintosh, his vice president. In the year 2012 Mexico, Argentina, and Russia did commence the use of IFRS. IASB did complete its first three-yearly agenda consultation (Singh, and Newberry, 2008). In 2013 the board of trustee concluded major revisions to Due Process Handbook. The trustee also established an Accounting Standards Advisory Forum which was responsible for holding inaugural meetings. It was also in 2013 that IOSCO and IFRS foundations agreed on a joint statement of protocols to facilitate the consistency in the application of IFRS worldwide. The same year IFRS published jurisdiction profiles to charge the progress towards global accounting standards. India, a country that uses IFRS technique of standardizing Overview of IFRS The IFRS standards had been formulated and approved by International Accounting Standards Board (IASB). These had been put forward for all the standards financial statements of profit companies and organizations. This covered enterprises dealing in financial, commercial, industrial, insurance companies and other mutual co-operatives entities. The IFRS standards had been recognized as a globally accepted reporting norms for all financial statements. Countries like New Zealand, Australia, and Netherlands had started using thru IFRS standards and some of this countries had started to report the numbers in dual system that is, in the newly adopted IFRS system and their national AS. The IFRS standards provided a common standard platform and a worldwide scale to compare the different financial reports of different companies across different countries globally (Hoogendoorn, 2006) The adoption and implementation of IFRS in India Institute of Chartered Accountants of India (ICAI) is regarded as the national accounting body of India. The body was established on July 1st, 1949 under the Chartered Accountants Act. The body was charged with the responsibility of regulating the profession of Chartered Accountancy in the country. ICAI holds as the only licensing regulatory body of accountancy professional and financial audit in India. Initially, the ICAI had set targets of the implementation of IFRS in India in the year 2007. By this time the IFRS international standards had been widely accepted and used in more than a hundred companies all over the world. Prime economies like Japan and Brazil had already initiated a roadmap for the convergence of IFRS. The USA was paving its way for the standards to be implemented in early 2014 (Ionascu, Ionascu, Sacarin, and Minu, 2014). The accounting standard board based in the Institute of Charter Accounting in India (ICAI) formulated the accounting standards that were to apply to Indian companies. The standards were introduced to the country as a form of a recommendation. However, as time went by they were made compulsory. The amendment of companies Act that dated back in 1956 was amended in 1999 to pave the way for the provision of legal sanctity the adopted accounting standards. This Act stipulated that all companies in the country were required to follow standards and guidelines put forth by the central government of India. The government of India's Ministry of Corporate Affairs prescribed Accounting Standards 1 to 7 and then nine all the way o 29 which had been laid down by ICAI (Ray, 2012). The ministry also issued amendments to the regulations to harmonize the old and the newly adopted Accounting Standards published by ICAI. Due to the above minor changes made on the regulatory framework, the recently adopt ed Accounting Standards were implemented and made ready for the financial statements starting from the 7th of December 2006. To ascertain their implementation, there was the issue of notices to the three regulatory authority Reserve Bank of India (RBI). The other to receive an issue was Insurance Development and Regulatory Authority (IRDA), and the last t receive was Security Exchange Board of India (SEBI). These three were to ensure enforcement of the newly adopted accounting standards in the country. ICAI being a member of International Federal of Accountants (IFA) developed means of integrating the doctrines of International Financial Report Standards (IFRS). However, there were not fully adopted as ICAI made some modification on some norms mainly contributed to the Indian conditions. ICAI in accordance to the central government of India issued new guidelines focused on the implementation of IFRS in the country hence bridging the gap between the IFRS and Indian AS (Kinkela, Harri s, and Malindredos, 2010). The ICAI had proposed the implementation of IFRs to kick off in 2011 in India. In the first phase, IFRS will be adopted and made applicable to banks, large sized companies, listed companies, and insurance companies. The ICIA had another proposal to tweak the IFRS in accordance to the Indian suitability for SMEs. However, this will only happen after a successful implementation of IFRS in other companies, and this makes the IFRS implementation into SMEs to be expected to begin in 2017. Benefits of convergence with IFRS Studies show that there are many benefits that the country has gained since the convergence between the Indian GAAP and IFRS. Studies show that there are seven benefits of this convergence. There was an increased in access to worldwide market, there was the improvement of the brand value, there has been an increased transparency in financial reporting, there has been a real reflection of acquisition value, this merge has also enabled benchmarking with Indians, global peers, has also lowered the capital cost and has allowed the avoidance of multiple reporting (Firoz, Ansari, and Akhtar, 2011). Other studies have associated this convergence into categories of; confidence level, risk evaluation, economy, investors, accounting professionals and the industry (Thomas, 2009). A study on the industry proves the benefits of the convergence with IFRS. This has been associated with the increased confidence in investors minds aiming at India. The benefit also is seen with a reduction in load of financial reporting. This convergence has also been associated with simplifying the process of generating individual or group financial statements. The other benefit is the reduction in costs associated wth the generation of the numerous financial reports. This benefits as studies shows will enable India as a growing economic country to generate capital from the international markets at very reduced costs (Malwitz, 2009). This mainly is as a result of investors gaining confidence in the country and their financial reports as they are in agreement with the worldwide used accounting standards. This is in the aftermath of the minimized workload of financial statements due to the low costs of preparing individual or group financial statement. From this point of view, it can be reasoned out that the financial investors massively save on costs that would have been incurred while using different sets of accounting standards in an attempt to generate that statement. India has also benefited with a boost in the cross-border merger and acquisition as a result of the adoption of IFRS accounting standards (Kieso, Weygandt, and Warfield, 2010). Benefits with the accounting professionals; the convergence was somehow associated with problems at the initial phase however with time India has helped in the accounting professionals as they can now sell their accounting expertise across the border. This shows that India has given its accountant's population a free ticket to sell their expertise to other countries because the accounting standards are the same, and this has helped with the unemployment problem in the country (Jain, 2011). Investors and the corporate world; this merger has enabled India to receive timely and relevant accounting information that has been compared with varying legal framework given the fact that it is based on common accounting standards. This has helped those who want to invest outside India as it improves the confidence of these investors. In the past, this was a huge trouble as the accounting standards were different and this was mainly associated with increased costs. Therefore, it can be concluded that the convergence with IFRS has improved the countrys investors confidence and understanding in quality financial reporting (Ball, 2006). In a report released about the convergence, it showed that it had improved the country's relationship and reputation with Indian's corporate world and the vast global community. Economy; from all the above discuss aspects of the benefits of the convergence the ultimate attribute is to the economy of India since all of this points at the improvement of the industrial sector in India. They stipulate how corporate houses and accounting professionals will benefit and also shows how investors confidence improved due to the little risk involved with the IFRS compliant nations. It also indicates that the country has benefited from the available extended global market as its adoption of IFRS has enabled the country to grow in the global business (Daske, Hail, Leuz, and Verdi, 2008). Challenges facing India after adopting the IFRS IFRS did present a challenge to the corporation in its initial stages of adoption as there was an elevated cost due to dual reporting before the full convergence was achieved. A problem in the accounting framework was noted as it necessitated a change in the taxing structure that was present in the Income Tax Act and Company Act in the attempt to make the financial statements acceptable (Poria, and Guides, 2009). A challenge was also seen when the accounting sector had to train their auditors, tax authorities, stakeholders, and regulators in the attempt made to achieve consistency and uniform application of IFRS. The option also came with additional costs that must be incurred during the second reporting exercise before a company fully adopts the IFRS and costs associated wit training and adjustments of quantity and quality fo products. Enterprises that took the IFRS standard incurred new expenses in the IT modifications for data collection which was a major requirement if the new st andard had to be fully implemented (Jain, 2011). The convergence with IFRS also proved a challenge in the consistency regarding the prevailing of the legal and regulatory requirements in India. For example, the Accounting Standards (AS) 25 did not allow the disclosure of interim statements of finance due to Clause 41 however by the adoption of the IFRS standard this was a requirement to present a format of half-yearly or the quarter-yearly financial results (Paul, and Burks, 2010). Conclusion The IFRS standards are the world most trusted and recognized standard as shown by a report released. Countries that have accepted and adopted the IFRS standards do benefit from the availability of large markets for their products and the benefits of foreign investors who create job opportunities this country. The convergence and adoption of IFRS by the India were a brilliant move. Despite the few short-coming that comes with the new adoption, benefits realized from it are so much that it has opened up India as a whole to global economic markets and investments. And since it is a growing country it has mostly benefited from this move nd the commercial standards of India is currently on the rise (Nobes, 2006). References Argento, D., Kees Camfferman Stephen A. Zeff, 2008. Financial reporting and global capital markets. A history of the International Accounting Standards Committee, 19732000. Journal of Management and Governance, 12(1), pp.127-132. Ball, R., 2006. International Financial Reporting Standards (IFRS): Pros and cons for investors. Accounting and business research, 36(sup1), pp.5-27. Borker, D.R., 2012. Stepped-Up Progress On IFRS In Russia: History In The Making. The International Business Economics Research Journal (Online), 11(2), p.255. Cotter, D., 2012. Advanced financial reporting: A complete guide to IFRS. Financial Times/Prentice Hall. Daske, H., Hail, L., Leuz, C. and Verdi, R., 2008. Mandatory IFRS reporting around the world: Early evidence on the economic consequences. Journal of accounting research, 46(5), pp.1085-1142. Firoz, C.M., Ansari, A.A. and Akhtar, K., 2011. IFRS-Impact on Indian Banking Industry. International Journal of Business and Management, 6(3), p.277. Hoogendoorn, M., 2006. International accounting regulation and IFRS implementation in Europe and beyondexperiences with the first-time adoption in Europe. Accounting in Europe, 3(1), pp.23-26. Ionascu, M., Ionascu, I., Sacarin, M. and Minu, M., 2014. IFRS adoption in developing countries: the case of Romania. Accounting and Management Information Systems, 13(2), p.311. Jain, P., 2011. IFRS implementation in India: Opportunities and challenges. World Journal of Social Sciences, 1(1), pp.125-136. Kieso, D.E., Weygandt, J.J. and Warfield, T.D., 2010. Intermediate Accounting: IFRS Edition (Vol. 2). John Wiley Sons. Kinkela, K., Harris, P. and Malindredos, J., 2010. Introducing IFRS in introductory financial accounting courses. Business Education Administration, 2(1), pp.39-47. Latifah, I.N., Asfadillah, C. and Sukmana, R., 2012, June. History and Development of IFRS and AAOIFI and Their Future Challenge By. In Cambridge Business Economics Conference. Malwitz, M., 2009. What's needed to move to IFRS?. Financial Executive, 25(2), pp.14-16. Nobes, C., 2006. The survival of international differences under IFRS: towards a research agenda. Accounting and business research, 36(3), pp.233-245. Paglietti, P., 2009. Exploring the role of accounting history following the adoption of IFRS in Europe. The case of Italy. De Computis: Revista Espaola de Historia de la Contabilidad, (11), pp.83-115. Paul, A. and Burks, E., 2010. Preparing for international financial reporting standards. Journal of Finance and Accountancy, 4, p.1. Poria, V.S., and Guides, G.T., 2009. IFRS Implementation and Challenges in India. MEDC Monthly Economic Digest. Ray, S., 2012. Indian GAAP and its convergence to IFRS: Empirical evidence from India. Advances in Applied Economics and Finance, 2(1), pp.257-276. Singh, R. and Newberry, S., 2008. Corporate governance and international financial reporting standard (IFRS): The case of developing countries. Research in Accounting in Emerging Economies, 8, pp.483-518. Thomas, J., 2009. Convergence: Businesses and business schools prepare for IFRS. Issues in Accounting Education, 24(3), pp.369-376

Memo for Presentation Social Media

The main idea of the discussion is to present the social media and its connection with the business. Many business people believe that social media is very helpful in business and they are right. It is important to use social medial appropriate and do not believe the myths which exist around social media in general.Advertising We will write a custom research paper sample on Memo for Presentation: Social Media specifically for you for only $16.05 $11/page Learn More One of the main organizational objectives is to make sure that more and more people are aware of the company and are familiarized with the company products. Therefore, the main idea of using the social media is to advertise the company and its products. Body Social media has become an essential part of human life. This is not a secret that the use of social media in business may increase customers’ awareness about the company and as a result increase the income from sales. The world is changing, people receive the information from other sources and those who want to be successful in business should make sure that they are able to satisfy the needs of the audience. Four steps should be followed with the purpose to meet the requirements and make sure that the social network strategy is applied successfully and may b realized in the nearest future. First of all, we are going to define audience our social network ingoing to be divided to. Then, it is important to set clear goals as pursuing various purposes which are not connected to each other may lead to low interest of the visitors to the company social media. It is important to create an action plan according to which the company is going to develop. Finally, tools, techniques and tactics are to be developed as without these important for strategy aspects any blog or forum will die in a week. Information blogs, twitters, and forums should be used as the feedback platforms. People should know that they can leave th eir comments which will be answered. Thus, we take care of our customers. At the same time, it is inadmissible to believe that all people are socially network active and the information presented at the forums is going to be delivered to each customer. The social networks are created for particular audience, mostly students and youth who spends much time on the Internet. Recommendations One of the main recommendations which is really urgent for those who have decided to refer to social media as the advertising and informing aspect is the updating of the information. Having created a blog, forum, twitter or another specific social media, one should update the information there to attract more and more new visitors as well as continue to make other be interested. Additionally, people should feel responsiveness and it is important to answer to some comments o comment some posts.Advertising Looking for research paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Therefore, it may be concluded that social media is really important for business if it is used appropriately. Having created the blog, forum and twitter devoted to the company news and products, the business may increase its purchases by means of customers’ awareness of the company news and innovations. There is no need to pay too much attention to the social media and spend hours online. Several minutes a day may be enough to make sure that the social media issues are supported. This research paper on Memo for Presentation: Social Media was written and submitted by user Mekh1 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.

Site and Situation in Urban Geography

Site and Situation in Urban Geography The study of settlement patterns is one of the most important aspects of urban geography. Settlements can range in size from a small village with a few hundred residents to a metropolitan city of over one million people. Geographers often study the reasons behind why such cities develop where they do and what factors lead to their becoming a large city over time or remaining as a small village. Some of the reasons behind these patterns are thought of regarding the areas site and its situation. Site and situation are two of the most important concepts in the study of urban geography. Site The site is the actual location of a settlement on the earth and is composed of the physical characteristics of the landscape specific to the area. Site factors include things like landforms, climate, vegetation types, availability of water, soil quality, minerals, and even wildlife. (i.e., is the area protected by mountains or is there a natural harbor present?) Historically, these factors led to the development of major cities worldwide. New York City, for example, is located where it is because of several site factors. As people arrived in North America from Europe, they began to settle in this area because it was a coastal location with a natural harbor. There was also an abundance of fresh water in the nearby Hudson River and small creeks as well as raw materials for building supplies. Also, the nearby Appalachian and the Catskill Mountains provided a barrier from moving inland. The site of an area can also create challenges for its population. The small Himalayan nation of Bhutan is a good example of this. Located within the worlds highest mountain range, the terrain of the country is extremely rugged and hard to get around. This, combined with the incredibly harsh climate in many areas of the country has made much of the population settle along rivers in the highlands just south of the Himalayas. Also, only 2% of the land in the nation is arable, with much of it located in the highlands, making a living in the country highly challenging. Situation The situation is defined as the location of a place relative to its surroundings and other places. Factors included in an areas situation include the accessibility of the location, the extent of a places connections with another, and how close an area may be too raw materials if they are not located specifically on the site. Though its site has made a living in the nation challenging, Bhutans situation has allowed it to maintain its policies of isolation as well as its own highly separated and traditionally religious culture. Because of its remote location in the Himalayas getting into the country is challenging and historically this has been beneficial because the mountains have been a form of protection. As such, the heartland of the nation has never been invaded. Also, Bhutan now controls many of the most strategic mountain passes in the Himalayas including the only ones into and out of its territory, leading to its title as the Mountain Fortress of the Gods. Like an areas site, however, its situation can also cause problems. For example, Canadas Eastern Provinces of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island are some of that countrys most economically downtrodden areas due in large part to their situations. These areas are isolated from the rest of Canada making manufacturing and the little agriculture possible too expensive. Also, there are very few close natural resources. Many are off the coast, and due to maritime laws, the government of Canada itself controls the resources. And, many of the traditional fishing economies they did have are now crashing along with the fish populations. The Importance of Site and Situation in Todays Cities As shown in the examples of New York City, Bhutan, and Canadas East coast, an areas site and situation played a significant role in its development both within its boundaries and on a world stage. This has occurred throughout history and is part of the reason why places like London, Tokyo, New York City, and Los Angeles were able to grow into the prosperous cities that they are today. As nations around the world continue to develop, their sites and situations will play a large role in whether or not they will be successful. Though todays ease of transportation and new technologies such as the Internet are bringing nations closer together, the physical landscape of an area, as well as its location in relation to its desired market, will still play a large role in whether or not such areas will grow to become the next great world city.

VISUAL ANALYSIS PAPER Essay Example | Topics and Well Written Essays - 1250 words - 1

VISUAL ANALYSIS PAPER - Essay Example The child who is symbolizing Jesus in this picture is the centre of this picture where the friends of Madonna are taking care of him. Similarly Modonna’s centre of interest in this picture is also the child who was regarded as a gift from god and all the attention was being given to him (Wright, 339). The antique art is also depicted in the picture where all the people behind the scenes are busy in their works and the mountain tops are showing a unique work of masonry and status building. It is shows that the mother’s affection is at the peak and Mary is busy in taking care of the child who will be the crown of all the happenings in future. The use of dark colors are cut from all the sides in order to converge the focus of the viewer is the cardinal theme of the picture which in turn is creating a haughty image. Explanation The  Adoring Madonna  is a type of character that was highly popular during the Renaissance period in the historical perspective. This image usu ally is intended for personal devotion and feelings are showing that the Mary and her friends are showing their love for the Christ Child. There was a time when many such images were produced in a huge number to depict the ancient art for the people of modern age so that they can understand the true color of history and how well civilized the ancient people were and these pictures also show glazed terracotta as well as painting aesthetics. Half length Madonna is the trademark painting piece of the Eastern Orthodox Church in which the painters used to depict the similar scene in many different perspectives and highlighting multiple historical events in different pictures. The subject matter is highly formulated to highlight the importance of the â€Å"Mother of God. Such kind of paintings of Mary and child with saints are very common in the  renaissance painting which are specific to Italy, Italy because the era of Renaissance is very much related to Italy from the ancient times. These types of images are also made with soil and mud to give a depiction of the museum sculptures. These statues and painting can captivate the viewer and take him in to the ancient civilization where everything was simple and grounded in natural perspective. The above picture is also one of those true showing of culture. Such kind of images started to surface in the time period of around fifteenth and sixteenth century when the repertoire of painters were full of painting related to Mary and child with hermit saints in order to include historical events, independent portraits, ancient civilization and mythological subject matter of the characters. Christianity had a great impact and nurturing of these painters because every painting is somehow related to the divine orations and happenings similar to what described in the Bible. The subject matters of the above picture also discuss the events that happened and described in the bible and images of different saints remained a centre of all the art work. All the events that took place in the sixteenth century also influenced these paintings and many of the aesthetic works show the depiction of the ancient events that took place in the timeline of history. Later works of Fungai show his mastery of the Sienese and works of the

Models in Today's Business Worlds Term Paper Example | Topics and Well Written Essays - 1500 words

Models in Today's Business Worlds - Term Paper Example Modeling and simulation emerged as a result of their use in the manufacturing systems however, over the period of time, their use has been extended into different areas thus allowing a larger base of business problems to be analyzed and explored with the help of these techniques. Business modeling is now widely used in the financial services sector where it is not only being used to develop some strategic level alternatives but also to perform the credit analysis of the counterparties as well as assessing the risks of different decisions. Business modeling and simulation techniques therefore can greatly increase the overall process of decision making and provide management a range of alternatives and their impact on the firm value in the short as well as in long run. This paper will attempt to discuss what business modeling and simulation is how it is being used by the businesses nowadays and how it can really help improve the business. Modeling and Simulation Simulation can be used to represent some or all of the key characteristics or behaviors of some real of physical object or event. In order to understand the overall process of simulation and modeling, it is important to explore the system methodology which is used to explore what the system is and how simulation and modeling can actually describe a system. System is considered as something which exists in time and space whereas model is a simplified version of a system which attempt to promote the overall understanding of a real system. Simulation however, is the manipulation of the model in order to compress it so that one can be enabled to perceive the interactions of the system with the different situations. A system is therefore considered as an entity which maintains its overall existence when different parts of the system interact with each other. Model however, is just the representation of the whole system or different parts of it. (Bellinger, 2004) The above definition and explanation therefore s uggests that the modeling and simulation is an attempt to develop a level of understanding of either the whole system or parts of it. Simulation is also often considered as the computer version of the model to define the range of outcomes which may be achieved through the different assumed interactions. It is important to note that modeling and simulation are considered as an art as well as a science also because the overall improvement in the use and development of different models under different scenarios can only be achieved through the practice. This is therefore considered as an art because the ability to develop the understanding of how to build realistic models and simulate them can only improve when one practices it under different realistic scenarios. (Greasley, 2004) Organizations use both the simulation as well as the modeling in different manners in order to achieve different objectives. Following section will discuss some of the ways as to how the businesses actually u se both the modeling and simulation. How businesses use simulation and modeling? There is a widespread use of both the simulation as well as the modeling techniques in the businesses across different industries. The initial use of these techniques were only limited to the manufacturing activities however, over the period of time, the overall range of use of such techniques have increased. Some of

The Presence of Homosexual Characters Essay Example | Topics and Well Written Essays - 1500 words

The Presence of Homosexual Characters - Essay Example Similar sitcoms, such as Brothers and Sisters followed in the wake of the success of Will and Grace. Today, there is a liberal offering of sitcoms that feature gays in lead roles, have gay themes, or present gay minor characters. Because of the number of shows available, the portrayal of the gay lifestyle reflects the diversity we might see in real life. There are lesbians that would defy recognition if we met them on the street, and there are outrageous gay men whose sexual preference can be detected from across a parking lot. While mainstream America is sometimes shocked by the outrageous portrayals of some of these characters, they have benefited the viewers by exposing them to a valid world of authentic diversity and reduced discrimination against gays. The portrayal of homosexual characters on television is positive because it gradually makes people accept homosexuality. Prior to mid 1990s, homosexuals were rarely accepted in the society, and kept as a 'dirty little secret'. Homosexuality at that time was considered deviant behavior and not as an acceptable norm. America was uncomfortable with gays and uncomfortable with itself. ... During this period, the media had been passively introducing gay characters and homosexual themes to the television viewers. The trend started during the 1970s in an ABC sitcom called Soap with a gay character named Billy Crystal. Twenty years later, in 1996, people were becoming more accepting of homosexuality and seeing their characters on television. Though there were many sitcoms that had supporting characters who were homosexuals, NBC's 1998 sitcom, Will and Grace had successfully included a main character who is homosexual in a show that had homosexuality as a main theme. Homosexuality had been gradually introduced over a period of 3 decades, and the public was ready for the character, Will. He was a conservative, well mannered male that did not stereotype the homosexual lifestyle. NBC was able to pull the audience a little farther into the gay world by introducing Will's friend Jack, who was more outgoing and substantially more physically demonstrative. Jack was able to exhibi t mannerisms and say lines that the public was not yet ready to see in a lead role. However, this highly successful sitcom was instrumental in introducing a gay couple in a gay setting on a regular basis. The viewers benefited from the gradual exposure to homosexuality as a realistic, alternative lifestyle. Homosexuality has become less monstrous to the cultural mainstream and instead has become a cultural curiosity. As a result, homosexuals can be open about themselves to society and as well as feel normal about themselves. The increasing acceptance of homosexuals in the television sitcom has helped to dispel 'gay panic', an unwarranted and exaggerated fear of homosexuality. Gay panic has been the cause of violence towards gays, as well as a legal defense for assaults on gays. The

Effects Of Moderate Hyperhydration On Blood Pressure Biology Essay

Effects Of Moderate Hyperhydration On Blood Pressure Biology Essay Introduction The heart is an efficient machine that supplies the body with oxygenated blood and recycles unoxygenated blood (Weedman, 2009). Unoxygenated blood comes into the heart, is pumped to the lungs, oxygenated, and then returned to the heart to be pumped to the rest of the body (Weedman, 2009). Blood pressure (BP) can be found by measuring systolic over diastolic pressure. Systolic pressure is the pressure in the blood vessels while the hearts beats while diastolic pressure is measured by the pressure after the heart beat (Weedman, 2009). Diastolic pressure is also called the filling stage because it occurs when the heart is in a state of relaxation and the semi-lunar valve is closed (Weedman, 2009). In opposition, systolic pressure transpires during contraction where the tricuspid and bicuspid valves are closed (Weedman, 2009). Heart Rate (HR or also referred to as pulse rate (PR)), read by taking a pulse either on neck, upper arm (most precise measurement) or wrist, uses arterial pressure to calculate the rate that blood is flowing through the arteries (Weedman, 2009). It differs from blood pressure and is the number of times the heart beats in one minute (Weedman, 2009). Heart rate and blood pressure are great points of interest in the human population because of the importance of the heart in human anatomy. The heart muscle is pertinent to survival and therefore been tested and experimented on habitually. Many tests have been done on the heart by many well established doctors. One of these studies tests the effect of respiratory ailments and stress on heart rate (Weber, 1985). The results show that heart rate and blood pressure are directly correlated with stress, meaning that when someone is stressed the harder their heart pumps and the more pressure is put on the muscle(Weber, 1985). Nevertheless, there are many other factors that affect heart rate and blood pressure. Most of the factors discussed share a direct correlation with heart rate. There are also some lifetime diseases that stem from vascular problems that were before thought to have little to no affect (Skoog, 1996). For instance, a study conducted about Dementia revealed that most victims also consistently had high BP. There is more hypothesized evidence that supports this claim, but it has yet to be proven. Despite the ambiguity of the correlation of BP and Dementia, there are many health related concerns that surrounds BP and HR. This is pertinent to the experiment conducted because it questions what health hazards surround dehydration. As the research of BP and HR becomes more involved, so do the experiments concerning them. In the experiment conducted in LIFE103, a biology class at Colorado State University, 27 subjects tested the affects of hydration on BP and HR/PR. It is hypothesized that there will be a significant change in both BP and HR this is relevant because previous studies showed that a change occurred in similar experiments (Mountain and Edward, 1992). Its predicted that BP and HR will decrease after the addition of water into the body. Materials and Methods All variables were kept as similar as the environment would allow and subjects didnt consumer water for two hours before experimentation was started. There was an uneven mixture of male and female and all students were of different weights, but roughly fell into a broad spectrum of normal weight. Three basal readings were taken from the 27 participants. The participants measured themselves using a sphygmomanometer and recorded both heart rate and blood pressure. These were then averaged and if the average was off, additional measurements were taken. Heart rate and blood pressure served as the independent variables, while the dependent variables were the water and the environmental factors. After basal measurements were completed students drank 2 cups of water. Water temperatures varied from room temperature to cold and data was separated according what temperature water subject drank. The subjects were given five minutes to consume the water. A reading was taken directly after the water was completely consumed. Readings of BP and PR were taken in increments of three minutes since the initial reading until the time struck twelve minutes. There were five total readings. Information from all of the subjects was gathered and charted. Data was analyzed by comparing data to previous tests, earlier hypothesized values, and T tested. Probabilities were found and then information was compiled into a list of results. Excel was used to assemble the results and create graphs and tables. Results The experiment took approximately twelve minutes after water was consumed. The 27 subjects did not drink anything for at least two hours prior, dehydration levels; however were minimal because students were told to keep at a comfortable hydration level (and two hours isnt sufficient to dehydrate a body completely). Hydration levels after drinking approximately two ounces of water were also minimal because of the small amount drunk. Differences between heart rate and pulse rate are not obvious before and after consumption of water. The pulse rate (or heart rate) had a more visible change. Comparing averages of final PR (twelve minutes after water was drunk) to the basal reading yielded a change, but it was within a hundredth of a decimal point. The change in blood pressure was also nonexistent. Though, if compared the values of diastolic and systolic pressure change more significantly than the values of the PR. The data is summarized below in a mixture of charts and written description. This simply surmises that the average PR basal reading is less than the average post PR at twelve minutes. However, the data is inconsistent because the basal reading is a collection of three different measurements and there could be unknown outliers. Doing a T test, the information is shown to be probable (P PR T Test PR vs PR PR1 Basal vs PR 12 min PR2 Basal vs PR12 min PR3 Basal vs PR12 min PR0 min vs PR12 min PR3 min vs PR12 min PR6 min vs PR12 min T Test .00028 .00028 .00079 .772211 .979664 .413052 T test scores based on excel calculations concerning an experiment performed in class. (P Table 1 The results were inconclusive, the changes were so minimal that (when averaged) the difference between the beginning pulse rate and the final pulse rate were within hundredths of a decimal of each other. Blood pressure had little change. Systolic pressure decreased slightly as did diastolic, but it was too such a degree that the change could be accounted by many variables. Drawing these conclusions, earlier hypothesis and prediction cannot be supported (this conclusion supported by T-test). The chart below shows the change of pulse rate after the water was consumed. There is no significant change as the time progresses. Average of PR taken at times 0,3,6,9 and 12 were used compared to the time that the experiment progressed over. Figure 2 Comparatively, blood pressure had similar results. On a time scale, blood pressure had no distinctive change. Figure 3 is the change in systolic pressure over time while Figure 4 is the change of diastolic pressure over the time stretch that the experiment was done in. It shows that nothing can be conclusively found about either pressure because the unpredictable nature of the line. Discussion As earlier hypothesized blood pressure will change and so will heart rate, however they will not be affected heavily because of the small amount of change that is being inflicted upon the subjects. It was predicted that after an amount of time without drinking any water the subjects heart rate will speed and after water has been added, heart rate will slow down. Alternatively, the experiment could have been improved with more control. There were many variables that were not accounted for. Water temperature, amount of water drunk, amount of exercise allowed to be exerted by the subjects, sex of subjects, size of subjects and normal heart rate and blood pressure of subjects were not consolidated in the experiment. This could contribute to experimental error, for the hypothesis and predictions are supported according to many experiments done by professional, scientists. These experiments have slightly different variables and test for slightly different results, but their results are conclusive to what should have been found in the experiment conducted in class (this experiment was also performed more professionally with greater differences in the control group and tested group). In opposition to hydration, dehydration has a lasting effect on heart rate as well (Montain and Edward, 1992). Understanding how dehydration affects heart rate is pertinent to understanding how hydration affects it (Montain and Edward, 1992). Expectations would be that they are complementary of each other and this study titled Influence of graded dehydration on hyperthermia and cardiovascular drift during excursive focuses on the dehydration aspect on the body and how the heart rate and blood pressure react (Montain and Edward, 1992). Hyperthermia is another aspect of this experiment, but seeing as it does not pertain to the experiment conducted in class, it will be overlooked (Montain and Edward, 1992). Directly pulling information from the Montian experiment, there were a certain number of cyclists that took part in the experiment, but they all fell into the same category: capable, normally low heart rate people (1992). Though there was no difference in the amount of sweat that the cyclists produced, there was a significant difference in their heart rates based on what amount of liquid that they consumed (there were four different groups, each assigned to a different amount of water) (Montain and Edward, 1992). The study shows that the level of dehydration directly correlates with HR (Montain and Edward, 1992). The amount of water in the blood indirectly correlates with Heart Rate meaning that the less water there is the harder the heart has to beat in order to get the stagnant blood through the veins and arteries and into the entire body (Montain and Edward, 1992). The x-axis is time (out of 110), this shows that heart rate. The heart rate increases with the smaller amount of fluid. An experiment performed by Nadel et al. similarly tests the effects of hyperhydration and hypohydration on the heart rate and the circulatory system, however, the investigation compares and contrasts the two different conditions other than going into depth in one over the other (1980). Maximal arm blood flow was taken for both of the experiments and when in a hypohydration condition, the blood flow was reduced by almost 50% (Nadel et al. 1980). Though there was a difference in the amount of blood when hyperhydration conditions were met (subject drank 2 liters of water), the difference was not significant enough to make a large impact on the subjects heart rate (Nadel et al. 1980). However, when the subject then exercises the heart rate is abnormally slow compared to normal and hypohydration conditions (Nadel et al. 1980). A sufficient amount of water also helps maintain a constant internal temperature (Nadel et al. 1980). Temperature is actually a very good way to measure the blood p ressure and as seen in the figure 7 blood flow can be measured against temperature to find that the less water a person has, the higher the temperature is (Nadel et al. 1980). Measures blood flow versus temperature (rectum or esophageal temperature is always used in cases like this). An earlier experiment performed in the early 1940s noted in Effect of hydration state on circulatory and thermal regulations studied the same topic, but in a different manor (Nadel et al. 1980). Their findings were conclusive that even when hypohydration conditions are achieved, when water is given to the subject in large quantities, hyperhydration conditions are easily established and a quick rebound of water replacement in the body takes place (Nadel et al. 1980). In fact, the body reaches a steady condition in much less time than it takes the body to get into a critical condition. This illustrates the fast effects of water retake in the heart rate and body (Nadel et al. 1980). These detailed experiments are crucial in helping to understand why the classroom experiment had differed results. The study size, though it certainly inflicted the value of the data, was not the problem, but the quality of the subjects. They were all of different athletic potential and did not have similar heart rates or blood pressure rates. The collection procedure itself could also have some error. Subjects measured their own pressures and rates and did not exactly time it between each three minute intervals. There was also not enough time to collect sufficient data (hours of dedication were needed, not minuet minutes). However, this cannot completely dismiss the experiment, but seeing further evidence from the studies illustrated earlier, it is clear that the classroom results do not correlate with any of this previous research. Even though the experiments were exactly the same, similar results should have been expected because the basic outlines for both of the experiments were the same (Mountain vs. classroom experiment). Therefore, even if both experiments were testing for something different they should have experienced comparable outcomes. Data and conclusions drawn from this experiment are skewed and cannot accurately portray what happens when a sudden increase in hydration happens in the body. Therefore the null hypothesis has failed to be rejected. Sources Cited Weber KT, Janicki JS. 1985. Cardiopulmonary exercise testing for evaluation of chronic cardiac failure. The American journal of cardiology 55: Issue 2. Weedman and Sokoloski. 2009. Biology of Organisms: A Laboratory Manual for LIFE103. Mason, OH: Cengage Learning. p 173 184. Skoog MD, L. Nilsson MD, G. Persson MD, B. Lernfelt MD, S. Landahl MD, B. Palmertz MD, L-A. Andreasson MD, A. Odà ©n PhD and A. Svanborg MD. 1996. 15-year longitudinal study of blood pressure and dementia. The Lancet 347: 1141 1145. Montian J and Coyle F. 1992. Influence of graded dehydration on hyperthermia and cardiovascular drift during exercise. Journal of Applied Physiology 73: Issue 4. Nadel E R, Fortney M S, Wenger C B. 1980. Effect of hydration state of circulatory and thermal regulations. Journal of Applied Physiology 49: Issue 4.

Wolfgang Amadeus Mozart :: Music Musician

Wolfgang Amadeus Mozart was probably the greatest genius in the world. He was born in Salzberg, Austria on January 27, 1756. The son of Leopold Mozart and his wife Anna Maria Pertl. Leopold was a successful composer and violinist. At the age of three, Wolfgang showed signs of remarkable musical talent. He learned to play the harpsichord, a keyboard instrument related to the piano, at the age of four. Wolfgang began composing minuets at the age of five. When he was only six years old, he and his older sister, Anna Maria, embarked on a series of concert tours to Europe’s courts and major cities. They played for the Austrian Empress Maria Theresa at her court in Vienna in 1762. Both children played the keyboard, but Wolfgang became a violin virtuoso as well. Wolfgang Amadeus Mozart has be stated the greatest music composer to ever live. He and his sister were both gifted child prodigies. The gift of music came so natural o Mozart that he could distinguish notes when blindfolded. He also had the gift of â€Å"perfect pitch.† His first opera was performed when he was eleven years old. It would only take him about two weeks to write an entire symphony or concerto. There are not many composers who can do an entire piece in such little time. He wrote twenty seven piano concerti. Mozart gave a series of twenty two piano concerts and conducted a few of them in a five week period. After his father Leopold died he became very depressed and his music turned dark and depressing. I find him to be a genius because he could compose music from his soul Mozart composed for several different genres, writing many different types of music such as concertos, symphonies, and German style operas to name a few.

Lead and manage a team within a health and social care Essay

1.1- Explain the features of effective team performance The features of effective team performance is set up through positive leadership; something which is developed and nurtured. An effective team will work together, be focused and supportive of each other to achieve and reach goals. For a team to be effective, each team member needs to be clear on their roles and responsibilities relating to their job. Team performance will be more effective if there is respect for the leader/manager and an understanding towards their job role and responsibility. The leader/manager should also be aware of the skills or weakness within the team and be able to provide support where necessary and also utilise their strengths. Training and support will enable staff to improve performance, develop confidence and lift spirits within the team. 1.2- Explain the challenges experienced by developing teams When you bring a group of diverse individuals together to form a team, challenges such as communication and relationship issues can result. If a team consists of members with similar skills and interests, the purpose of the team may not be achieved, therefore choosing team members who have a range of different skill sets and interests is essential. Teams need leaders to offer a sense of purpose and direction. Lack of effective leadership challenges effective team development. Without a strong leader to guide the team and hold members accountable, the team may lose morale and momentum. Conflict within a team is inevitable. How team members deal with conflict is critical to team development. Investing time in training for yourself and your employees in conflict resolution skills is beneficial, for example, studying a counselling course. With the skills to effectively resolve conflict, your team can work together to stay on track without your constant intervention. Even though a team works together to achieve a goal, each person needs to know his specific role within the team, otherwise, role  confusion results. When team members lack an understanding of their specific roles or choose not to follow through with their roles, the team cannot develop as a organised and well-functioning unit. Any workplace is made up of individuals who see the world differently. Conflict occurs when there is a lack of acceptance and understanding of these differences. 1.3- Identify the challenges experienced by established teams Interpersonal differences leading to misunderstandings Power struggles and competing agendas Members who appear to reject new ideas and bring a constant sense of negativity Team that agrees on everything too quickly just to avoid conflict Lack of adequate support and resources Ineffective leadership Members resistant to change or a new way of working- set in their ways and unable to see from an outside perspective. Not enough complimentary skills on the team 1.4 Explain how challenges to effective team performance can be overcome Challenges such as team consistency and lack of staff moral can be overcome through holding team meetings where staff are invited to express their opinions and ideas on ways to improve and move forwards as a team. We have a communications book for staff who may not be on shift together for a long period can express any ideas or note tasks that need to be carried out by others. This is a great way to keep the team up to date and consistent within their roles. It can feel very draining and repetitive if one is constantly repeating or reminding others to carry out certain tasks that are not being completed, therefore if this continues to happen, one to one supervision can be held to address these issues. Supervision can also help overcome staff conflict, i.e if two or more members of staff have a disagreement and are not willing to move on from this, one to one supervision will be held with the intent of group mediation with all staff involved. Supervision is also a chance to discuss with individuals any areas that need improving; professional progression; praise their practice; reflect on work practice and discuss any concerns of the individual.  Appraisals are a great way to empower staff and highlight their strengths and improvements, thus enabling individuals to feel proud of themselves and their role within the team. 1.5- Analyse how different management styles may influence outcomes of team performance. Managers perform many functions and play many roles. They are responsible for handling many situations and these situations are usually different from one another. When it comes to handling such situations, managers use their own management styles. Some management styles may be best for the situation and some may not be. Therefore, awareness on different types of management styles will help the managers to handle different situations the optimal way. Different management styles are capable of handling different situations and solving different problems. Therefore, a manager should be a dynamic person, who has insight into many types of management styles such as: Autocratic- In this management style, the manager becomes the sole decision maker. The manager does not care about the other staff and their involvement in decision making. Therefore, the decisions reflect the personality and the opinion of the manager. The decision does not reflect the team’s collective opinion. I don’t feel this type of manager would excel or achieve the best from a team in a social care setting as in many cases, staff work shifts and spend the most time with those who they are caring for. Therefore the opinions and views of the staff are imperative. However, I can see how in some cases an Autocratic style is necessary for making decisions on poor staffing and placement suitability etc. Democratic- In this style, the manager is open to other’s opinions and welcome their contribution into the decision making process. Therefore, every decision is made with the majority’s agreement. The decisions made reflect the team’s opinion. For this management style to work successfully, strong communication between the managers and the rest of the team is a must. This type of management is most successful when it comes to decision making on a complex matter where a range of expert advice and opinion is required. I feel this style of management empowers staff and makes them feel included in the decision making of the running of the home/unit, thus giving great consideration to their views and opinions. Paternalistic- This is one of the domineering types of management. The decisions made are usually for the best interest of the company as well as the employees. When the management makes a decision, it is explained to the employees and obtains their support as well. In this management style, work-life balance is emphasized and it eventually maintains a high morale within the organization. In the long run, this guarantees the loyalty of the employees. One disadvantage of this style is that the employees may become dependent on the managers. This will limit the creativity within the organization. However, I have been managed by a manager who adopted this style and I feel myself and the rest of the team were very loyal to him. He would always emphasise the importance of our health before work and it was evident that through this approach to managing, staff would feel at ease being absent due to sickness but this would not be a regular occurrence as loyalty towards the manager was strong. 1.6- Analyse methods of developing and maintaining trust and accountability. Trust- develops from consistent actions that show colleagues you are reliable, cooperative and committed to team success. A sense of confidence in the workplace better allows employees to work together for a common goal. Remaining honest with employees about both positive and negative aspects of the business builds trust. The Management team are also expected to maintain the same level of honesty with the employees. This sense of integrity makes employees and colleagues more trusting of your actions. Involve all staff in achieving company goals. Be transparent with your company’s mission and goals so all staff feel they are a valuable part of obtaining those objectives. Staff who feel management values them are more likely to instil trust in those leaders. Create a team environment through collaborative work.  Emphasize group achievements to show you are aware and proud of your employees and their s uccesses. Value all input from your employees. Encourage staff at all levels to share their ideas for improving the company and listen with an open mind even if you don’t ultimately choose to follow a suggestion made by an employee. Accountability- managers who involve employees in setting goals and expectations find that employees understand expectations better, are more confident that they can achieve those expectations, and perform at a higher level. Positive results also occur  when employees don’t associate accountability only with negative consequences. If employees do not fear failure, if managers recognize employees for their accomplishments, and if managers support their employees when goals become difficult, employees are more likely to be creative, innovative, and committed to their work. Managers can practice accountability for positive results by following good performance management principles such as: involving staff in setting clear, challenging yet attainable goals and objectives, and give them the authority to accomplish those goals; support staff in all aspects of the job; monitor progress towards goals, and provide feed-back that includes credible, useful performance measures; provid e the training and resources that staff need to do the work; and give praise to good performance, both formally and informally. 1.7 Compare methods of addressing conflict within a team. When conflict arises between staff members, it is important to address it as soon as possible should it not be already resolved between them. When speaking privately and separately with all individuals involved, it is important to summarise what is said so that the person feels listened to and to also slightly mirror their body language so that they feel you are relating to them. Do not interrupt as this will only cause the individual to feel that they are not being listened to completely and always show positive regard to that individual. Once all views are taken in to account, it should be suggested that all staff involved have a mediation meeting where the manager/team leader will listen to both sides of the conflict. Resolutions can be made effectively through mediation and suggestions to compromise on both parts may be effective. Advise those involved to take time out if necessary because during the resolution of a conflict, emotions may interfere with arriving at a productive r esolution. If this is the case, individuals should be encouraged to take a time-out and continue resolving the conflict at another arranged time.

Communicate Effectively at the Direct Leadership Level Essay

a.Mass communication enables you to communicate information to large numbers of people in a relatively short time. .Identify the principles of interpersonal transactional communication a.First principle – You cannot NOT communicate. i.Each day we receive thousands of behavioral cues to communicate. We choose which are worthy of our attention. We interpret or attribute meaning to each of these cues. We learn to accept some cues and reject others. We select the cue we will respond to and how we will communicate that response. Through this process, we assign purpose to each communication. Communication with purpose cannot be random. This conditioning process begins early in life. b.Second principle – Communication is predictable. i.Whenever you choose to recognize some sensory cue, you must organize the information in some personally acceptable way. The easiest way to do this is  to compare the behavior you now sense to all the behaviors you’ve ever known. As you repeat this process, you come to expect certain patterns of communicative behavior from certain people in certain situations. You learn to categorize people and their responses by paying attention to the feedback you get from people when we communicate with them. In this way, you improve the effectiveness of your communication by learning more about your own and the other person’s communicative patterns. c.Third principle – Communication is a â€Å"chicken and egg† process. i.Think of yourself as a simultaneous and continuous sender and receiver. Because communication occurs constantly in some form, it is difficult to determine whether you communicate first and respond last or vice versa. However, does it really matter? We define the context of our communication through punctuation. Punctuation is simply assigning specific beginning and ending points along the line of the continuous communication process. Human communication, as a dynamic process is best understood as a system where senders are simultaneously receivers and receivers are simultaneously senders. d.Fourth principle – Communication occurs at two levels. i.Communication not only conveys information, but at the same time imposes behavior. All interpersonal communication occurs at two levels: content and process. â€Å"The Dynamics of Human Communication† refers to the two levels as content and relationship while the USASMA model refers to them as content and process. We will use content and process. Content communication conveys information. Process communication (tone, context, gesture, and other nonverbal action) sends instructions to the receiver about how to interpret the message. When the content message does not match the process message, conflict and mistrust form in the mind of the receiver. e.Fifth principle – Transactions are between equals or up–and–down. i.You relate to people as equals or as nonequals. A typical example of a nonequal relationship is that of the mother–infant pair. Nonequal relationships include two different positions: one communicator is in the superior, or one–up position, while the other is in the one–down, or inferior position. Do not equate the words â€Å"up† and â€Å"down† with judgmental terms as â€Å"good,† â€Å"bad,† â€Å"strong,† or â€Å"weak.† Nonequal relationships are often set by social or cultural factors. It is usual for one–up persons to define the nature of the relationship. f.Sixth  principle – Communication is a sharing of meaning. i.This means that what meaning one person assigns to a word or image may not be the same as the meaning assigned by someone else to the same word or image. Each of us has our own system of classification, our own filtration system, by which we assign meaning. When we share our assigned meanings (GUESSES) with others, we expose some of our self–hoping that the other will understand us and interpret our meaning as we do. 4.Identify the relationship between listening and effective oral communication a.The Three Myths about Listening i.Listening is a natural process.- If you believe that listening occurs naturally, like breathing, then it follows that you never need to learn how to do it. Listening is a skill just like driving a golf ball or firing a rifle. You develop the skill just as you would any other skill. ii.Listening is the same as hearing.- Hearing is a natural process, but as we stated above, listening is a skill that we develop. We can train ourselves to â€Å"not listen† or to listen selectively. iii.Listening is the same as paying attention.- Many times we pretend to listen when we really are not. The receiver of the communication must indicate to the speaker that he is being heard and understood. The receiver indicates attention through both verbal and nonverbal indicators. b.Overview i.Let’s look at listening from a different approach, in relation to four types of internal and external responses to spoken messages. These responses range from very casual, almost accidental, to very deliberate and purposeful types of responses. They are not orderly stages that you go through when listening, nor a sequence that must be followed. All or only a few of these may occur within one set of listening transaction, or they may be skipped or types may be applied in any sequence. The four types are reflex, content, relational or active, and introspective listening. c.Type I, Reflex Listening i.A very basic kind of listening involving little more than hearing and a recognition that some noise has come to you. Reflex listening is very common in social settings, classrooms, public settings, and in concerts. Reflex listening involves primarily â€Å"guidance† noises where you can move out of  danger, approach and engage prospective pleasant experiences, but stay tuned to hear other important messages should they occur. d.Type II, Content Listening i.This type of listening is the one most frequently referred to when teachers and managers (leaders) criticize â€Å"poor† listening. Learning in school, receiving instructions on the job, getting information about what to do and how to run your life, are all involved in the content level. You listen to learn and to understand and to somehow retain information. An important dimension of content–type listening is an ability to detect which messages are accurate, useful, sound, truthful, reliable, and relevant. e.Type III, Relational Listening i.Listening is important not only in relation to getting the content of the message called â€Å"deliberative listening† but also in another dimension called â€Å"empathic listening.† This empathic dimension to listening includes active listening. Active listening reflects a whole orientation to life and to people–one which implies that to listen is to have the creative power to imagine how it would make sense to say what the other person is saying. It says that the other person (the speaker) is fundamentally important and worth listening to. How do you â€Å"do† active listening–by listening to a person without passing judgment on what is being said, and mirroring back what has been said to indicate that you understand the feelings the speaker was putting across. Effective communication is free to happen when threats have been removed. By the mirroring process, you help build a climate in which you can be accepting, noncritical, and non–mor alizing. f.Type IV, introspective listening i.Focus in this type of listening is on having something happen to the listener, not to the speaker. It may be the inner enjoyment of hearing poetry or music or spoken endearments. You experience something when you listen introspectively. Introspective listening has the quality of listening with a very open mind, but it also has the uncommon quality of applying your own deep understanding of your personal commitments and of the persuasion process as you evaluate the speakers’ messages.