Visiting the FDR Memorial in Washington, D.C.

Effectiveness Of Print And Television Advertisements Essay

â€Å"Effectiveness of Print and Television advertisements, a Comparative study of the same brands on different media vehicles.† - Ayushee Bhatnagar Abstract In the age where technology has made things easy and convenient there are some things that have become complicated but necessary, same are the case with advertising. For the advertising companies, reaching to their target audience has become a complicated task. A significant shift from print media to electronic media has been observed in the recent past years. Taking this as the starting point, the study aims at the three main objectives first to explore the most effective medium for advertising, second to examine which media is contributing more towards consumers level of awareness and third brand having high recall value in print and electronic media. In the present study electronic media includes television and print media includes newspapers and survey has been conducted on the FMCG products. Lastly, the study will be significant in showing the importance of multiplatform advertising in the near future. Keywords: Print v/s Electronic media, media effectiveness and brand. INTRODUCTION Print versus Electronic media From the time immemorial it has been evident that print media has made its existence and presence quite effectively. But it gained its importance during the Independence of India. It was effectively used for rousing patriotism andShow MoreRelatedHow Women Are Portrayed On Advertising And The Second Looks At This Time1104 Words   |  5 Pagesseparate examinations on the role of humor in gender stereotypes. The first one is the role of humor seen in television advertisements and the second looks at peoples attitudes toward humorous and non-humorous ads that have gender stereotypes in them and how that would affect a persons desire to buy. There has been a lot of research done on the gender stereotyping, especially on advertisement and the affect it has on society. The results of previous research find that gender stereotypes reinforce stereotypesRead MoreThe Impact Of Advertising On Consumer Perception Essay1400 Words   |  6 Pageson - between the power of television and internet advertising, ads in papers and magazines have become a decaying source, and as such, it is important that the issue be addressed appropriately for the urgent matter putting the jobs of many current and future graphic designers at risk. Part of the issue at hand is how advertisements are deemed to be effective; while some authors, such as Stefan Hampel, Steven Heinrich, and Colin Campbell (authors of â€Å"Is an Advertisement Worth the Paper it’s PrintedRead Moreï‚ §Implement Campaign Evaluation Strategy Which:. Ocomment1204 Words   |  5 Pagesï‚ § Implement campaign evaluation strategy which: o Comment on advertisement content and how it was developed. Comments: The designed advertisement for Coke Zero focuses on the truth and facts provided by the industrial researchers and medical professionals. It provides the transparent information of how the products help to keep customers healthy and fit and will not incur any negative health effects. Different age of customers and different customer segments found it as the economic, easy to approachRead MorePlan The Integration Of Promotional Strategy For A Business Or Product Essay1521 Words   |  7 PagesFollow an appropriate process for the formulation of a budget for an integrated promotional strategy. LO- 4.2: Carry out the development of a promotional plan for a business or product. LO- 4.4: Use appropriate techniques for measuring campaign effectiveness. The personal care brand CINTHOL started 1952, in India as a first deodorant and complexion soap brand by Godrej. The philosophy of CINTHOL has summarized in the word â€Å"Alive is Awesome†. With this motto, CINTHOL mission is giving peopleRead MoreHumor and Persuasion1517 Words   |  7 Pagespresentation will increase the effectiveness of the persuasion. There are cartoon humors that can be incorporated into the presentation that has been found to be effective with students; there is ironic humor which is used as a distraction from counter arguments; then there is self-effacing which has been determined to be the most effective, and is used to enhance the information by adding credibility to the source (Lyttle, 2001). Humor has been used a great deal in advertisement with mixed results. ThereRead MoreFor Many Years Now My Family Has Watched The Super Bowl1316 Words   |  6 Pageslarger audience then paper advertisements, which is just one of many the contributing factors to why paper ads should no longer be made. Advertisements have been around since the Egyptian times and are found in many ruins and places of great history like Pompeii and ancient Greece. In the Middle Ages advertisements where being used even more then today. They even had people called town criers that would actually yell out the advertisements for businesses. Advertisements had relatively stayed theRead MoreThe Effects Of Television On The Consumer Behavior And Reception Of A Consumer1602 Words   |  7 Pagesconsumer’s reception and behaviour to an advertisement which utilities said platform? Advertising is believed to be potent within our society, yet critics tend to frequently argue whether or not it is in fact having an effect on our behaviour; one of the reasons being that, we have been surrounded by advertising throughout all of our lives, and it is no longer a novelty (Heath, 2012, p7). This essay will discuss how the above the line medium of television can potentially effect the behaviour andRead MoreThe World Of Business Is Chiefly Based On The Aspects Of Supply And Demand Essay1717 Words   |  7 Pagesto help boost more sales down the line. However, as technology changed so did the power of promotion. For instance, prior to the invention of the radio, many companies had to rely either upon word of mouth or different forms of advertising through print ads. This was particularly the key factors that aided in the growth and promotion of companies such as Sears throughout its creation and development in the late 1880s. In short, with the widespread availability of traveling through the newly introducedRead MoreProduct Line Of Microwavable Meals1136 Words   |  5 Pageswill use social media sites to post videos that inform consumers about the company and its products. YouTube will be used to host videos and advertisements for the company. The company will also use Facebook to create a community and promote the brand. Facebook can be used to receive feedback from consumers and to gain information about advertisements. Videos and links can be posted on YouTube and Facebook, and the company can use these social media tools to receive feedback from consumers.Read MoreThe Media Mix1440 Words   |  6 Pagescan rely only on one medium to reach his audience. Even a small advertiser having a small media budget has thousands of media from which to choose. A typical media mix for consumer products, such as a soft drink, will include television, outdoor, POP and even the print media. this combination plays a crucial role in reaching the maximum number of consumers at the minimum cost. Once a media plan is ready, the decision is to be made about the media mix. Selecting the media mix involves several considerations

Differences in Roles Among RNs, LVNs, and UAPs Free Essays

Registered Nurses A registered nurse (RN) is an important component of a medical facility’s healthcare team, be it in a hospital setting, private clinic, patient’s home, or a nursing facility for the elderly. While most nurses work in acute care hospitals as hospital nurses, they also care for patients at hospital bedside, private clinics, and in private homes.   In hospitals, they are expected to perform the following tasks: Provide bedside care for hospital in-patients; Monitor all aspects of patient care, including diet and physical activity; Administer treatment and give medications to patients under the direction of physicians; Observe the patient, assess and record symptoms, and note reactions and progress; and Develop and manage nursing care plans and instruct patients and caregivers in how to perform tasks they can do themselves. We will write a custom essay sample on Differences in Roles Among RNs, LVNs, and UAPs or any similar topic only for you Order Now Registered nurses may also work in clinics and patient’s homes, acting as an intermediary between the physician, hospital staff, and the patient.   They may also supervise other home health workers, including licensed vocational nurses (LVN) and unlicensed assistive personnel (UAP).   Registered nurses have to complete a Bachelor’s degree in Nursing, take and pass the National Council Licensing Examination (NCLEX), and secure a license for nurses at the California Board of Registered Nursing, if they intend to practice nursing in California. Licensed Vocational Nurse.   A licensed vocational nurse or LVN is an entry-level health care provider responsible for rendering basic nursing care.  Ã‚   Anyone who wishes to become an LVN has to attend a nursing school offering LVN, which is normally shorter and less comprehensive than a regular course for registered nurses.   After completing the academic and practical requirements of course, she can take a state board examination to practice the profession.  Ã‚   LVNs care for the sick, injured, convalescent, and disable under the direction of physicians and registered nurses. LPNs provide basic bedside care, taking vital signs such as temperature, blood pressure, pulse, and respiration. They also prepare and give injections and enemas, monitor catheters, apply dressings, treat bedsores, and give alcohol rubs and massages. LVNs monitor their patients and report adverse reactions to medications or treatments. They collect samples for testing, perform routine laboratory tests, feed patients, and record food and fluid intake and output. To help keep patients comfortable, LPNs assist with bathing, dressing, and personal hygiene. Some LPNs help deliver, care for, and feed infants. Experienced LPNs may also supervise nursing assistants and aides. Unlicensed Assistive Personnel.   The term unlicensed assistive personnel (UAP) is a common one. A UAP is better known as a caregiver.   Examples of UAP include, but are not limited to, certified nursing assistants, home health aides, and patient care technicians.   Direct patient care activities are delegated by the registered nurse and assist the patient/client in meeting basic human needs. This includes activities related to feeding, drinking, positioning, ambulating, grooming, toileting, dressing and socializing and may involve the collect ting, reporting and documentation of data related to these activities. Indirect patient care activities focus on maintaining the environment and the systems in which nursing care is delivered. These activities assist in providing a clean, efficient, and safe patient care environment and typically encompass categories such as housekeeping and transporting, clerical, stocking and maintenance supplies.   Many people, specially the elderly, find it desirable to seek non-traditional unlicensed in such settings as assisted living, adult day care, and home care. How to cite Differences in Roles Among RNs, LVNs, and UAPs, Papers

Work Environment

Question: Discuss about theWork Environment. Answer: Introduction The increase in technology growth and organizations' globalization there is a alteration which has occurred in the work environment in this information age where the work environment tries to adapt as to how and where the employees work. The office is turning into a hub for collaboration here employee fact to face meet each other and connect. It is in shared spaces that individual work is being done or completely outside the office (YourArticleLibrary.com: The Next Generation Library, 2014). There are clear benefits of this work place transformation. The practice and research indicate that employee teamwork, talent attracting, novelty and output of employee, wellbeing can be increased as well as CO2 reduced with the right change management and redesigning of space. There are two apparatuses in which accidents can be broken down two unsafe acts and unsafe conditions. The hazardous circumstances or conditions are unsafe conditions that could directly cause an accident. There is an unsafe act which occurs when there is ignoring by the worker or when the worker in unaware of standard safe work or procedure of operating designed for the protection of the workers and preventing accidents (Organisationsolutions.com, 2016). There different types of accidents depending on the degree of injury, severity, and durability. There are major accidents which may cause death or prolonged or permanent injury. Whereas a minor injury like a cut would lead to a minor accident. When the signs of injury are external its external injury when the signs are internal its internal injury. When an employee is disabled due to an accident for a short period, it is temporary accident whereas if the employee is disabled permanently, it is a permanent accident. Reference com: The Next Generation Library. (2014). Industrial Accidents: Types and Causes of Accidents (explained with diagram). [online] Available at: https://www.yourarticlelibrary.com/industries/industrial-accidents-types-and-causes-of-accidents-explained-with-diagram/35400/ [Accessed 3 Jun. 2016]. com. (2016). Workplace Transformation and the Changing Nature of Work. [online] Available at: https://www.organisationsolutions.com/Resources/Strategy-Execution/Workplace-Transformation-and-the-Changing-Nature-of-Work [Accessed 3 Jun. 2016].

Business Internal Organizations free essay sample

What are the primary internal organization considerations for the development of a strategic plan? Which consideration is the most important? Why? Strategic planning is the process followed by an organization in which it defines its strategies and makes plans for proper allocation of its available resources to achieve its objectives. While developing a strategic plan, it is essential to consider the various internal organizational factors in order to help the plan succeed. The internal organizational factor comprises of mission, vision, values and guiding principles, strategy and strategic objectives of the organization. We will write a custom essay sample on Business Internal Organizations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before creating any strategic plan, it is essential to know where the company is standing and where the company intends to go. The company must look at their have a look at the mission statement and the vision statement of the organization and then they must match it with the required demands and then frame the strategic plan. The mission statement depicts the purpose that an organization has and vision statement determines the future by formulating a picture of the organization. Therefore, they are the most important internal considerations for the development of a strategic plan . What are the primary external organization considerations for the development of a strategic plan? Which consideration is the most important? Why? Solution 3: For the development of a strategic plan, external considerations are important because a plan will cover the entire aspects of an organization. This includes its internal as well as external aspects. The external aspects include customers, competition, technology, supplier market and labor market. All these factors need to be given due consideration as the external environment tends to have an alarming effect on the business. A business can run smoothly only when plans are made in accordance with the different external factors. Among these factors, the most imperative factor is the customers as they are the ones who play a vital role in shaping the business and taking it to greater heights. Therefore, it is the responsibility of every business to understand the changing needs and preferences of the customers from time to time so that they can be provided with the satisfactory products and services What are the key planning factors for competitive success? Provide an example of an organization that has achieved competitive success through planning. Provide an example of an organization that has failed to achieve competitive success as the result of failed planning. Solution 4: Achievement of competitive success is the dream of any business. It solely depends upon several key Achievement of competitive success is the dream of any business. It solely depends upon several key planning factors which play an effective part in the success of the business. These key planning factors are as follows: Advertising is an effective tool in attracting customers towards the business and increasing the share of profit. Therefore, strong advertisement is important. Providing goods at low prices gives competitive edge over its competitors. Good quality products are highly demanded by the customers. Therefore, meeting their needs through high quality products will add to the companys success. Continuous innovation in the organization by the development of new products and services helps the organization to move ahead. The example of an organization that has achieved competitive success through planning is Wal-Mart. It is well known that Wal-Mart has a large number of stores around the world and its products occupy a place of great significance. Its branches and stores could be easily found in each and every part of the world. This is the result of an efficient planning system followed by Wal-Mart that has brought it so far successfully. Its objectives comprises of satisfying the customers with the worlds finest products. The example of an organization that has failed to achieve competitive success through failed planning is McDonalds. In its initial stage, when it started its operations in India, it faced a major setback. This was mainly due to the failed planning strategies of the organization. It could not frame proper objectives regarding its launch in a new country .

buy custom Nutrigenomics Nature essay

buy custom Nutrigenomics Nature essay The need for a good diet that sustains health, prevents and helps in the treatment of illnesses is an effort that has been in existence for quite some time now. All the same, the start of new technological tools of research has prompted researchers to conduct a thorough analysis of the multifaceted mechanisms that take part in the way the human body processes and reacts to food. Generally, this has influenced human health and the ultimate well-being of people in the society. Remarkably, the knowledge concerning the human genome has rapidly widened the scope of research in nutrition science. Nutrigenomics is a consequence of this emerging alliance that has been realized between nutrition and genomics (Mller and Kersten 2003, pp. 315-322). To be exact, nutrigenomics can be hard to define. This is so because it takes place with new technologies in health and with the emerging inquiries founded in science. All the same, nutrigenomics can be defined as a nutrition subspecialty that aims a t understanding the manner in which genome-diet interactions impact on a persons reaction to disease, susceptibility of disease and the health of the population at large. Nutrigenomics research endeavors to comprehend the way nutrients and other components of food impact on genome expression although it may also include the way genome of populations or individuals may influence the response to a diet. Other than providing a general comprehension of the molecular mechanisms that exist in health and nutrition, nutrigenomics research usually tends to emphasize on knowledge and diagnostics that may be applied by subpopulations and/or persons to tailor their diet to prevent attacks by disease and enhance general well-being. Diseases like obesity are both influenced by the environment and genes. While obesity is becoming a major concern across the world, it is believed that the problem could be solved through nutrition technologies like nutrigenomics. In his report, McNally (2007, par.1) made a prediction stating that about more than 50% of the people in Britain will experience signs of obesity by the year 2050. Personalized nutrition is thought to be a ver y useful effort in dealing with the threat of obesity. Nutrigenomics offers the promise of good health founded on the understanding of the nutritional needs of a human being, health and nutritional status and genotype. Nutrigenomics has emerged as a solution to obesity, type two diabetes and over-nutrition. The scope of diseases that can be handled through nutrigenomics is likely going to increase with the dramatic development that is being experienced in the field. Nutrigenomics is a preventive approach that seeks to ensure good health. The role of nutrition and diet has been and is most likely going to be exhaustively researched. To prevent the establishment of disease, the research in nutrition is seeking to investigate the way nutrition can maintain and optimize tissue, cellular, organ and generally the entire homeostasis process that takes place in the human body. This call for knowledge about the way nutrients perform at the molecular level. It includes a mass of interactions related to nutrients at the metabolic, protein and gene levels. This has been a continuous effort that began from epidemiology then to physiology and from molecular biology to genetics and finally nutrigenomics emerged (Garcia-Bailo et al. 2009, pp.69-80). The development and emergence of nutrigenomics has been made possible as a result of the powerful research on genetics. This is basically the area that has advanced the role of nutrigenomics in promoting preventive health. The inter-personal variations in genetics or genetic differences which have an influence on phenotypes and on metabolism were identified initially in nutrition research. Later on, these phenotypes were defined. The main objectives of nutrigenomics also incorporate the ability to show the outcome of bioactive food elements on health and the influence of health foods on human health which should amount to the expansion of functional foods that will help people to remain healthy based on their personal needs. Nutrigenomics appreciates the fact that nutrients can interact and at the same time adjust molecular mechanisms that underlie the physiological functions of an organism. Based on this fact, the main role of nutrigenomics is to establish preventive measures to gua rantee and sustain a healthy body (Kaput et al. 2006, pp. 5-11). Nutrigenomics performs epidemioloical research scaled on populations making use of genetic knowledge to establish scientific conclusions and informed nutritional recommendations that promote the well-being of individuals and populations (Godard and Ozdemir 2008, pp. 227-28). The field probes much in the connection between nutrition and gene to capitalize on the development of suitable health promoting personal diets. Nutrigenomics explains the relationship between genes and nutrition with a common eventual objective of optimizing health by way of diet personalization. Moreover, it offers a very robust approach to untangle the multifaceted link between nutritional molecules, polymorphisms of genes and the biological system entirely (Garcia-Bailo et al. 2009, pp.69-80). With the help of nutrigenomics, it has been possible to point out biochemical disorders and their probable causes. They have been connected to their origin in genes. Having established such a fact, nutrigenomics comes up with a product that seeks to ensure that such a situation is not realized. As earlier mentioned, nutrigenomics plays a pro-active role in ensuring that the most likely diseases to be caused by the environment and genes are hampered. The genetic disorders that lead to pathological effects have easily been identified and defined through nutrigenomics. For instance, the polymorphism genetic disorder that is found in the hormone Leptin gene ends up in an obese condition. Others like folate metabolism result from human nutrition. With nutrigenomics, nutrients have been used as signals that make known a certain diet to a particular cell in the human body (Ferguson 2009, pp.452-58). Nutrigenomics demonstrates that nutrients are sensed through a sensor system in the body cell. Such a kind of sensory system operates like a sensory ecology in a way in which the cell gets information by the signal which in this case is the nutrient concerning the environment which is the diet. This system of senses that construes information from nutrients concerning the environment (diet) comprises transcription factors as well as many other additional proteins. After the nutrient has completely interacted with such a kind of sensory system, it converts gene, metabolite production and protein expression based on the nutrient level sensed. This is how nutrigenomics has been used to deal with the complications and disorders that are experienced in the human body. Consequently, various diets must draw out different forms of gene as well as protein expression and even the metabolite production (Subbiah 2008, pp. 229-35). The patterns of such effects as described above are the main descriptions that nutrigenomics seeks to highlight. They are called dietary signatures. These dietary signatures are evaluated in particular cells, body tissues and organisms and through this. The manner through nutrition impacts on the process of homeostasis is examined. The genes which are influenced by the varying levels of nutrients should be pointed out and then their control is studied. The variations in this control and regulation are occasioned by the variations that occur between the genes of different individuals. Generally, nutrigenomics has played a very significant role in determining the relationship between diet and genes (Subbiah 2008, pp. 229-35). This has been a very useful concept and approach that has been used to address many health problems through preventive measures put in place based on the scientific research between nutrition and genes. Genome is generally the instruction code written into peoples DNA. These instructions tell the human body how to function. Ideally, most of the genome is similar in each and very individual. However, there are small variations in peoples DNA and these are what make a particular person unique and different from another. These differences are referred to as Single Nucleotide Polymorphisms and they influence all kinds of things like athletic performance, hair color and assimilation process in the human body. Nutrigenomics has also been used to impact on athletic performance. What is required is to understand the genome. With such an understanding, nutrigenomics has been used further to help people to understand the kind of routine and exercise as well as the changes that may be required to make maximize wellness. Common intelligence has it that a marathoner is most likely going to have success in a 100-meter race. The converse is also true. Even though it can be easy to envisage that th e variaation in genes is a chief source of the variations in athletic performance, pointing out the real genetic causes need a careful grouping of athletic traits and a thorough analysis. Consequently, individuals are expected to know that both lifestyle and genetic make up have the ability to influence health and general wellness in them (Stover and Caudill 2008, pp.1480-87). Drawbacks of Nutrigenomics Despite their inception into the world of health science and nutrition, a lot of research is still needed before the diets of nutrigenomics become an influential reality. The diet-gene interactions are believed to be very few. Based on this, it is also believed that there is not enough information that can amount to a specific useful advice. Moreover, it is also believed that there are fewer genetic differences that can be screened. Nutrigenomics can also be limited in the sense that prescriptions in the field will perhaps be different based on age and other physiological factors like pregnancy (Subbiah 2008, pp. 229-35). On a different note, some of these nutrigenomics may not be useful in some communities and some class of people. The testing of nutrigenomic raises a lot ethical issues like whether the genetic profiling must be constrained to the wealthy clients all the time or it should be made available as a standard coverage of healthcare (Rawson 2008, pp. 23-36). There are some places where people may not really be fighting with cases such as obesity among other complications. Therefore, nutrigenomics may be limited to some geographical locations. Again, there is no empirical evidence that changes in nutrition based on the commercial analysis recommendation will cut down a persons risk of developing a given illness. Some researchers also tend to believe that examining a handful of genes from a hair snippet or a swab from the mouth and coming up with a plan of diet and a huge bill for the same is a waste of finances and the way is impulsive (Kaput et al. 2006, pp. 5-11). Nutrigenomics companies need to counteract to the allegations that they are making claims that are false. In the past, nutrigenomic effects have been said to lack in scientific accountability and may be deceiving the consumer. There is also the challenge of counterfeit goods that have no background in nutrigenomics but still dominating the market. The current options for consumers are not that stable. There are still issues related to a scientific proof on their application and use. Some authorities believe that it is a mere rip off from the consumer. The nutrigenomics are not that relevant to the consumer. The products are mainly bought by the wealthy class and people with weight problems and family chronic diseases. They are also common amongst people with concerns about aging and diseases that are related to age. Again, people with a strong commitment to health matters happen to be among the main consumers (Stover and Caudill 2008, pp. 1480-87). The Future of Nutrigenomics Nutrigenomics has experienced a low impact in the past mainly amongst the middle and upper class citizens. It has previously been seen as an expensive fad amongst the consumers. Even up to now, the impact is not yet felt fully. Consumer education would be significant for the future of these nutrigenomics and the public health in general. However, nutrient-related diseases seem to be increasing and affecting people of all race, age and social class. Therefore, nutrigenomics might be potentially useful in the future. Nutrigenomics will have a very huge impact on diets in the future and in the society at large (Rawson 2008, pp. 23-36). It is expected that its impact will be felt in a wide scope ranging from dietary practices and agriculture to medicine and lastly to public and social policies. Nutrigenomics is thus a science that has put together the relationship of genes and nutrition to come up with preventive health measures. The concept takes a pro-active approach in dealing with nutrition-oriented diseases like obesity among others. Nutrigenomics has been realized among the wealthy individuals and this has had a negative impact on their usefulness and influence. Well, the current inception and the use of nutrigenomics may be seen as an expensive fad but soon it is going to be a potentially useful concept acting as a standard coverage of health. Buy custom Nutrigenomics Nature essay

Public Health in New Guinea Essay Example | Topics and Well Written Essays - 750 words

Public Health in New Guinea - Essay Example (Statistics from World Health Organization, 2009). Over the last 30 years very little has changed in New Guinea as far as increase in salary levels or a rise out of poverty. There are also many natural hazards to this country. Those include volcanic eruptions, earthquakes, tsunamis, cyclones, large-scale landslides, flooding, sporadic droughts, frosts in highland areas, the impact of climate variability and now rising sea levels. They have had almost every one of these occur over the last 5 years The state of the people's health is worse in New Guinea than any other Pacific region country. Communicable disease, including malaria and tuberculosis, remain the major cause of death. There is also a generalized epidemic of HIV/AIDs. Maternal and child morbidity rate are high I. It appears that the first thing that will need to happen is to set up a well run public health education system. I make this first due to the facts as presented above. New Guinea is very rural and travel is very limited so to assure that we are getting information to those that need it, we must educate groups in each area. In setting up this part of the plan, it is important to assure that we improve the literacy rate also. This will further our overall ability to improve health. II. Improve the rate of immunization. ... The problem here is getting the immunizations to the people but with the initial education of groups within areas, we would be able to improve this data. III. Hepatitis according to the WHO data runs in the thousands of patients. This problem is related to the conditions created by earthquakes and tsunamis to name a few. Of course we cannot decrease natural disasters but we can teach the people how to get and treat clean water as well as how to treat waste in such as way as to prevent some spread of these diseases. IV. Improve the availability of sterilizers. Much of the equipment that is needed, including surgery equipment is available now. The problem is that there are few and sometimes no sterilizers available in a given area. The people need to be taught to sterilize without the use of electricity as that is often not available in the rural areas. A campaign to get them sterilizers that operate on battery power would help tremendously here. V. National Policy regarding disposal. There is at present no national policy regarding the disposal of refuse, waste, medications, contaminated equipment or any other. This definitely needs to be part of the education process that takes place, as well as a policy developed and put into place. VI. HIV/AIDS education. 5% of the population has active aids at this point and that number is growing. There is an aids program that is active in the country but again, the country is so rural that most never get education or treatment. Set up district groups in this country seems to be the best way to handle this. VII. Drug Procurement-The country of New Guinea is a poor country. As stated before, they are listed as the most impoverished in the Pacific region. Treating disease is very difficult given the

Foensic Accounting Research Paper Example | Topics and Well Written Essays - 2000 words

Foensic Accounting - Research Paper Example Litigation support and expert witness are the part of forensic accounting. Forensic accounting is carried out by the forensic accountants. The following are the 5 skills that are needed for a forensic accountant to be proficient in his work: 1) Good decision maker: The forensic accountant seeks for evidence for the suspicion of fraud that is surfaced through an allegation or complaint. Thus they have to be strong in taking decisions in order to judge whether the allegation or the complaints are true or not. They have to do the preliminary investigation of the fraud or the complaint so they have to gather all the information about the fraud and thus at last make a decision. The decision should not be biased. They should possess the ability to audit the financial statements regularly with proficiencies and investigate those situations that can lead to severe fraud. The financial statements that are prepared by the chartered accountants or the accountants of any company are examined min utely by them so that no fraudulent statement is made to the management that can later lead to problems for both of them (Hyman, 2001). 2) Proficient with the investigation rules and procedures: They are experienced accountants, auditors or the investigators of the financial and legal documents. Thus they are quite proficient with the rules and regulations of the investigation and assist the lawyers and the legal team in their work. They have proficiency in the latest accounting standards and the procedures that are used in the Financial Reporting Systems. They are assigned to give recommendations that will make the internal controls strong and efficient for the working of any business. As an investigator they should seek for evidences that can be provided in the court of law and they should have the ability to investigate the tips of fraud and allegations. They should possess the quality to sort, compare and analyze the data that are to be investigated. They should keep good relati on with the prosecuting and investigating agencies that are involved in the case (Hyman, 2001). 3) Can make efficient judgment: They are hired to look into the fraudulent activities within the company. They should possess the quality of making any right judgment on behalf of the company. They should not make any biased judgment as that can lead to their termination if proved guilty. It can also create problem for the accountants who are responsible for the financial reporting. They work closely as law enforcement teams with the lawyers. During any investigation they often act as expert witnesses in the trials at courts. Thus they have to make the right statement in the court so that the company as well as the people concerned with the investigation does not feel deceive (Hyman, 2001). 4) Excellent knowledge about the State and the Federal laws: They should have an understanding about the different monetary units that are used internationally for the different types of foreign accoun ts so that they can make an evaluation when needed. They also play the role of attorney so they must have good knowledge about the recent Federal and State laws and regulations so that they can approve or disapprove severe fraud (Hyman, 2001). 5) Good communicator: They should also possess good communication skills so that they are understandable to every individual who do not have any knowledge of accounting standa

THE NATURE OF ORGANIZATIONS AND THE CONTEMPORARY ENVIRONMENT Assignment

THE NATURE OF ORGANIZATIONS AND THE CONTEMPORARY ENVIRONMENT - Assignment Example nt of the differing cultures within the organization in order to determine an appropriate way of managing the organization in order to enhance the profitability of such organizations. My score did not surprise, I had adequate understanding of the varied cultures interviewed. The United States is a cosmopolitan society. This implies that the society experiences some of the cultural conflicts quizzed in the interview. As such, I have interacted with people from varied cultural settings and therefore understood the differences in cultures in the different societies. Among the strengths I exhibit in intercultural awareness is the fact that I have interacted with people from varied cultural backgrounds. Through such interactions, I understood the intricate features of the culture besides understanding the dynamic nature of cultures. Through our interactions, we trade cultural values as people abandon specific cultural features they feel retrogressive and adopt new cultural values. The dynamic feature of culture has helped integrate the society, as the world became a global village. The weaknesses I portrayed in the quiz was lack of knowledge of African cultures among other cultures of far flung areas such the minority societies in east Asia and the enclosed areas such as Northern Korea. Understanding culture is often relative depending on the interactions that people have with each other. My lack of knowledge of such cultures is therefore a portrayal of the enclosed nature of the societies a feature that therefore limits their interactions with the rest of the world. However, I must improve my weaknesses and build my strengths in order to enhance my understanding of the cultural differences in the different societies. In order to do this, I plan to undertake studies on cultures. I plan to read different books that address the cultural diversity in the society. Existing literatures provide appropriate information about different cultures including cultural practices

Recruitment Process for Child Practitioner

Recruitment Process for Child Practitioner Summary This report talks about the recruitment process of a professional called G. It states what strengths and weaknesses she can give to her new role and how she can better herself in the setting as a practitioner. G is 20 years old and is currently studying a level 3 assessor award but also already has qualifications in level 2 health and social care and also a NVQ level 3 in childcare. G is applying for a room leader’s job in the setting see appendixes 1 and 2. The report also looks into the theories linked to practice and how G can implement these in her job role. Introduction In this report the author will explain what the recruitment process is and how It works right from the employer making the advertisement and what would be included, why we interview and give a trial in the interview and then after they are successful and the employer has gathered all relevant information they will then get an induction before starting work in the setting. Next we will discuss what G’s stability is for the post, such as her strengths and weakness, looking into the things she can bring to the setting and also looking at any problems that may arise. Then the author will discuss her potential progress, what G can do to progress in her new job and how can she plan what she is going to do. Next will be reflecting back on theory looking into individual relationships, motivation, behavior, management, leadership, group processes and managing performance Recruitment process Firstly the employer will have to make a job advertisement, including all parts of the job role and what is expected of the new employer. It will also have to state what qualifications they expect from the applicant. The job description should include at least six important factors, these being: Job title, Main duties, Role, Location, Salary and a brief of what your company does. (Marketing Donut, 2014) Then the employer will have to put the advertisement in local papers or online so that the applicant can find it. Once the applicant has assessed that they have everything they need for the job and it is what they are looking for by reading the job description like in appendix two, they will then call for an application form which they will then fill in and send back to the employer. Once the employer has assessed all applicants the ones which fit the needs if the job will be offered an interview. Once they are asked back to a structured interview the employer will examine the applica nt’s childcare knowledge, qualifications gained, practical experience and attitudes. The applicant may be asked to bring a current Disclosure and Barring Service, also known as a DBS (Gov. UK, 2014) along with your qualification certificates, three forms of I.D, one with a photo and also a current C.V. Each candidate is asked the same structured questions, their replies are noted, so that the employer can look back to find the best suited person. (Honeysucklechildcare.co.uk, 2014) In the interview it also gives the applicant an insight of the setting and how its set out this will help them to determine if the environment is right for them. At the interview the applicant may be asked to do a small trial with the children this is so that the staff can see if they work well with the children and in the setting. Once the employer picks the applicant they will firstly contact the two references that were supplied on the application form to find out information on how the applicant has worked in the past and if there has been any challenges. After they have gathered all relevant information and have their qualification certificates and their DBS they will be given an induction. Induction is the first part of the learning in setting for an employer when starting a different job. It contributes a structured start for the employees in the first weeks/months of work, which will make sure that they are sufficient enough to be left unsupervised with children unsupervised. Evidence suggests that a structured induction procedure, along with a developmental scheme will stimulate an important part in the retention of employees. (Kurtts, 2011) G,s induction will allow her to get to know all the people she will be working with and the policies and procedures of the setting it will also allow time for any relevant paperwork to be filled in. During the induction as a room leader she will be shown how to fill in all the paperwork she needs to do in the setting such as daily planners, registers, EYFS record keeping and diaries for the parents of the children. Most importantly, it will give an insight to the manager if she will cope with the job role and with the pace of the daily activities of the setting. G’s suitability G was most suitable for the job advertised, this is because it worked within what she was looking for and also her strengths fitted well into the job role, also as the job is mornings it seemed to tie in well with her weaknesses as well. Strengths She has a high attendance rate, which is strongly important as a room leader as other staff members will be relying on her not only for ratio purposes but as she is planning activities and daily duties. G is very enthusiastic and in interview showed her good positive ideas and communicated very well with the manager and also with the children and other colleagues. G will be able to bring her new ideas into the setting when it comes to planning the daily activities and outings with the children staying within the setting policies and procedures. She will be working mornings so this seems to fit in well with her lifestyle also she is still studying so working part time gives her the time she needs to continue that training. Weakness G will need some training in boosting her ability to plan activities on her own. She will also have to be overseen for a few weeks while in her trial period as she hasn’t had any responsibilities in inform parents of information, although she has had previous communication with parents in her old setting. It was previously disclosed by past employer that she seems to get moody when tired, so this seems to fit in well that she will only be working part time in the mornings. G is still in training so although she is working part time so it fits round her daily life this can also be a weakness as she may find it hard to work with such high standards and supervise everyone in her room as well as going to college and doing college work this may also delay her in doing any training that’s she may need through work. Training is regularly given at improving someone’s discrimination or cognition. (Cottrill, 1997) Potential Development for G G could progress her development by finishing her current course to her highest standards. She can also take up any opportunities that her work may give her such as higher level training and by attending all relevant training such as safeguarding and child protection as this is a requirement for all staff. (Pre-school.org.uk, 2015) G could also look into her own further education and development such as a PGCE in early childhood education and care. This will help her as this course is aimed at people who are already working with young children in early years such as nurseries. It will deepen G’s knowledge and understanding of the Early Years Foundation Stage (EYFS) she will also extend her knowledge and professional skills in observation and assessment of young childrens development how children develop while learning through play, combined with working with all parents and careers and the leadership of staff teams. These are all things G will be doing while a room leader, but with the training she can progress to a supervisor of the setting. (Shu.ac.uk, 2015) You can assess your own progress at work by specializing your goals when doing a personal development plan. (Ireland, Cure and Hopkins, 2009) All people set some goals when in a professional working environment. These goals may be only short term or semi-permanent goals. If the goals set are too overwhelming and that they will not be achieved in a time scale set, then you can set them for longer periods of time or do them one at a time. (Streetdirectory.com, 2015) Reflecting on theories Individual relationships Children learn and become independent through individual positive relationships Positive relationships help children develop because they show warmth and loving relationship with a sense of belonging. The professional has to show a sensitive and responsive relationship to the child’s needs, feelings and interests, they are supportive when a child uses their own efforts and independence. While they are regularly setting clear boundaries for the child. (Moylett and Stewart, 2012) This then leads to the attachment theory as infants have a universal need to seek close proximity with their caregiver when under stress or threatened (Prior Glaser, 2006). This being the case G should always be available for her peers and always have positive relationships with them so she can aid their development so the children can develop well and also easily be calmed with distressed or threatened. If she does not have positive relationships with the children this may hold back their best potenti al development and also when distressed they will not be calmed easily. Motivation To maximise a child’s development positive motivation will play a major part. Elton Mayos theory of motivation examined the social desires of the employee. He believed that pay alone wasnt adequate to encourage workers to put forward their best practice. He believed that the social desires of the staff ought to be taken into thought. He suggested employers treat their staff in a caring and humane way so that it demonstrates an interest within the individual so as to possess them manufacture their best work. (Silver, 2015) G can implement this in her own work as she can be well motivated towards all children and staff in setting, this then will have a knock on effect and helps them to produce their best work and also so the children can work to their best ability, giving them the best possible development outcomes. Behavior A practitioner’s behavior has a massive effect on all aspects of the setting. The main two are maintaining yourself as a professional, your behavior towards others and your job will show people how professional you are and how you come across in your job. In social learning theory Albert Bandura states behavior is learned from the setting and the practitioners through observation. Bandura also states that humans consider the connection between their behavior and its consequences. Children also observe the people around them and the way in which they behave in. (Bandura 1977). G can do this in her setting by keeping positive behaviors and by acting professionally at all times. However, she must be aware of when she gets tired she can get moody and that this behavior will have a negative effect on the children and other staff members. Management and Leadership The management can have a big impact on the whole setting from to how they professional run the setting through to communication within the setting. The manager of the setting can help the other professionals in the setting by going through personal development plans, giving good communication, Motivating the team and giving them training so they can develop. G can take up all the opportunities given to her and stick to her development plans alongside her manager. Group processes There are many ways to group process one being Bruce Tuckmans Forming, Storming, Norming, Performing team-development model this is a way of all staff members linking together to make sure their overall performance is at the highest level possible. The development model explains that because the team develops maturity and talent this establish relationships and also how the manager changes their leadership styles. Starting with a direction, moving through employment, then collaborating and finishing authorisation. (Bonebright, 2010) G can do this with her other staff members so that as a team they can perform to the best they can. Managing performance One way of managing performance is to have a performance management, this is a way of approaching the setting through supporting workers to perform well and develop in their roles. Things like appraisal, outlined objectives, supervising and feedback will modify a shared understanding and agreement of expectations. This then permits workers to develop their skills and ability so that they can improve the standard of the training and care provided within the setting. An effective performance management system will encourage staff to recognise as well as rewarding achievements, whereas providing opportunities for individuals to develop their careers. Positive communication is additionally integral to support and inspiring staff so that it enhance their performance. (Dnn.essex.gov.uk, 2015) G can take on board how she supports the staff members in her room and give them feedback at team meetings on how they can improve themselves. References Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bonebright, D. (2010). 40 years of storming: a historical review of Tuckmans model of small group development. Human Resource Development International, 13(1), pp.111-120. Cottrill, M. (1997). Give Your Work Teams Time and Training. Academy of Management Perspectives, 11(3), pp.87-89. Dnn.essex.gov.uk, (2015). Early Years and Childcare Provider > Information for Managers > Managing Staff > Performance. [Online] Available at: http://dnn.essex.gov.uk/eycp/InformationforManagers/ManagingStaff/Performance.aspx [Accessed 6 Jan. 2015]. Gov.uk, (2014). Disclosure and Barring Service (DBS) checks (previously CRB checks) GOV.UK. [Online] Available at: https://www.gov.uk/disclosure-barring-service-check/overview [Accessed 13 Dec. 2014]. Honeysucklechildcare.co.uk, (2014). Recruitment. [Online] Available at: http://www.honeysucklechildcare.co.uk/4.html [Accessed 28 Dec. 2014]. Ireland, B., Cure, R. and Hopkins, L. (2009). Perfecting your personal development plan. Vital, 6(2), pp.40-41. Kurtts, S. (2011). Successful induction for new teachers: a guide for NQTs induction tutors, coordinators, and mentors. Teacher Development, 15(1). Marketing Donut, (2014). Six things you need to include in a job description. [Online] Available at: http://www.lawdonut.co.uk/law/employment-law/recruitment-and-employment-contracts/six-things-you-need-to-include-in-a-job-description [Accessed 28 Dec. 2014]. Moylett, H. and Stewart, N. (2012). EYFS Development Matters. 1st ed. London: Early Education. Pre-school.org.uk, (2015). Safeguarding | Advice and resources | Pre-school Learning Alliance. [Online] Available at: https://www.pre-school.org.uk/providers/support-and-advice/430/safeguarding [Accessed 3 Jan. 2015]. Prior, V. and Glaser, D. (2006). Understanding attachment and attachment disorders. London: Jessica Kingsley Publishers. Silver, F. (2015). Three Major Theories of Motivation. [Online] Business Entrepreneurship azcentral.com. Available at: http://yourbusiness.azcentral.com/three-major-theories-motivation-1260.html [Accessed 6 Jan. 2015]. Shu.ac.uk, (2015). Print version | PGCE Early Childhood Education and Care (0-5) with EYTS (graduate employment route) Part-time course. [Online] Available at: http://www.shu.ac.uk/prospectus/course/1279/print/ [Accessed 5 Jan. 2015]. Streetdirectory.com, (2015). Assessing Your Progress At Work. [Online] Available at: http://www.streetdirectory.com/travel_guide/190857/careers_and_job_hunting/assessing_your_progress_at_work.html [Accessed 5 Jan. 2015]. Appendix One Job Specification Appendix Two JOB DESCRIPTION JOB TITLE: Room leader JOB LEVEL: 3 Job Description Room Leader To be a leader of a team, providing an emotionally secure, warm, stimulating and safe environment, appropriate to the needs of individual children. There must be excellent knowledge of the Early Years foundation stage and implement these in your daily work. This is a basic job description that must be implemented at all times, extension of this job description is essential to promotion and enhancement within the setting. Main Duties and responsibilities Over viewing planning sheets and record keeping of all the staff in your room Ensuring routines are followed Ensuring new decisions are taken on board Ensuring all staff in the room know all information needed Ensuring that all policies and procedures are being followed by all staff Being a role model to the other staff in your room Understanding all policies and procedures of the nursery Manage staff effectively, ensuring ratios are maintained throughout the setting Overseeing the professionalism of all staff in the setting Welcome all children and parents to the nursery Provide a wide range of activities for the children individually and as a group appropriate to their needs and developmental stages. Putting out and setting up the nursery and storing away equipment appropriately. Encourage all the children with their language development Maintain a clean and tidy nursery and garden area and ensure all equipment and toys are clean and in good order. Encourage and supervise clearing and tidy up time Provide a high standard of health and hygiene Change nappies and encourage children with toilet training and personal hygiene Help children at meal times and then tidy and clear away afterwards Act as a key person for a group of children as allocated by the management team, ensuring attachment theories are respected. Work in partnership with parents, consulting and sharing information with them about the needs and progress of their children Filling in all the appropriate records for your key children and ensure they are always up to date Attend all staff meetings To undertake all training and give feedback to the other members of staff also implement this in your work Ensuring all staff stick to the policies and procedures of their setting. Page 1 of 15 Pin 1320743Central Bedfordshire College

The Fab Five :: Essays Papers

The Fab Five Women of Today in Arizona Politics The women of the state of Arizona have always played a significant role in politics. Before most women even had the right to vote, two women from Arizona, Frances Munds and Rachel Berry, were the first women elected into the state legislature. Today, Arizona has the highest percentage of women in the state legislature. More impressive is the fact that Arizona is the first state ever to have an all-female elected line of succession. There is no doubt that these five women greatly contributed to making 1997 the "Year of the Woman," where there was a dramatic increase in women's representation in the House and Senate. Why women in Arizona have flourished in the political arena and continue to do so is a question our group will try to answer in our research. More specifically, I will discuss women in current Arizona politics. In reviewing the role of women in current politics today, I will discuss the reasons as to why women have such strong political power in the state of Arizona, a nd the difference, between the views of voters in Arizona and other states. I will also discuss not only the future of women in Arizona politics but the future of women in national politics as well, and what to expect as the new millenium approaches. It is no coincidence that Arizona’s five highest offices are held by women. These women, Governor Jane Hull, Secretary of State Betsey Bayless, Attorney General Janet Napolitano, Treasurer Carol Springer, and Superintendent of Public Instruction Lisa Keegan, did not simply win these elections because they are women. All of them are experienced, highly educated, intelligent people who worked hard to get to the top. In an interview, Council Member Janet Marcus stated that these women have outstanding experience and background, and though being women may have helped them, it is their credentials that won the elections. The five women elected agree that it was not an issue of gender but rather of who was most qualified for the job. Lisa Graham Keegan was actually pleased at the small attention given to the gender issues. She said, â€Å"It really wasn’t about voting for women. It just happened that these women ran for office and won† (Khoury 2). Governor Hull ag reed with Keegan, â€Å"You see a group of women who have all been in government, are all experienced, who all ran very positive campaigns.

Achievement goal theory: ‘An athlete’s motivation should always be to aim to be the best’ Essay

â€Å"Success and failure are not concrete events. They are psychological states consequent on the perception of reaching or not reaching goals† (Maehr & Nicholls, 1980. p. 228). The quality of an athlete’s sporting experience is shaped by the way in which success is defined, and by how capabilities are judged (Duda, 1993). Achievement Goal Theory (AGT) (Nicholls, 1984; 1989) outlines that people are motivated by the desire to fell competent. People can define competence and success in different ways, the main ones being ego and task orientations. Research is consistent in showing the motivational benefits of a task-orientation, either singly or in combination with an ego-orientation. In order to keep athletes involved in sport, success must mean being the best as well as task mastery and personal improvement (Duda, 1993). Drawing from past research, I will construct an essay to support the statement: ‘An athlete’s motivation should always be to aim to be the best’. I will firstly outline important tenants of AGT, in particular ego and task orientations, approach and avoidance goals, motivational climates, and TARGET guidelines. Secondly, I will use this information to provide a brief analysis of the motivational style that a coach of the Varsity rugby league team; Brent, performs, and the effects this style has on a particular 18-year-old athlete; Justin. Finally, I will describe specific theoretically based strategies that can be used by Brent, to adapt a more correct motivational atmosphere for Justin and his team. Coaches play an important role in determining the types of motivational orientations athletes perceive (Ames, 1992). Part 1: Theoretical Understanding. According to AGT (Nicholls, 1984, 1989), in achievement situations the goal of participants is to demonstrate competence or avoid demonstrating incompetence. AGT recognises at least two approaches athletes may adopt to judge their ability within a sporting context. A focus on comparing oneself to others (ego-orientated) or a focus on one’s own effort and improvement (task-orientated) Athletes, who are ego-orientated, perceive ability as limiting the effects of effort on performance (Nicholls, 1989). Here athletes show their high capacity of ability often at the expense of effort. Nicholls (1989) states that ego-orientated individuals judge their ability  relative to others, and try to demonstrate superior ability or outperform others to be satisfied. Those who are highly task-orientated use cues such as levels of effort and task completion to assess their competence, in a self-reflective manner. Here the athlete is satisfied if they perform to a level that reflects how they have mastered a task or made personal improvements (Ames, 1992). Much research points to the advantage of being task-involved when participating in sport and other achievement-related activities (Ames, 1992; Duda, 1993, 2001). Positive outcomes include health, well-being, and social and performance-related factors. When athletes report being task-oriented, they persist longer at sporting tasks, they are more engaged with their trainings, and they use more effective cognitive processing strategies (tennis). In comparison, ego-oriented goals may lead to negative outcomes, such as the tendency to drop out of sport (Duda & Balaguer, 2007). Adaptive cognitive, affective, and behavioral patterns are characteristics of task-orientated athletes as well as for those who are ego-oriented but who have high perceived competence or ability. Maladaptive patters are predicted for ego-oriented individuals who have low perceived ability (Nicholls, 1989). Athletes become predisposed to task and ego orientations because of social factors in their sport (i.e. the coach), and these orientations will subsequently influence what goal preference an athlete will adopt in a specific situation (Duda & Balaguer, 2007). Elliot (1999) & Pintrich (2000) state that task and ego goals are each divided into approach and avoidance goals. In terms of task goals, task-approach oriented athletes are interested in achieving mastery of a task; in contrast, task-avoidance oriented athletes are interested in avoiding misunderstanding the task. In terms of ego goals, ego-approach oriented athletes are interested in demonstrating that they are more competent than other athletes (i.e., have more ability than others); in contrast, performance-avoidance oriented students are interested in avoiding appearing incompetent or stupid. It is important to note that athletes can hold multiple goals simultaneously; thus, it is possible for an athlete to be both task-approach oriented and ego-approach oriented; here, this athlete  truly wants to learn and master the material but is also concerned with appearing more competent than others. The nature of the goal state (levels of task and ego-orientation) that is activated in a specific sport situation will be determined by individual preference (goal orientation) as well as situational cues (motivational climate). According to Roberts (2001) conceptions of competence are determined by both dispositional and situational factors. Research acknowledges that both students’ individual characteristics and contextual influences affect the types of goals that students adopt in various learning environments. Studies indicate that the environments in which athletes learn influence their goal orientations in important ways (Dweck, 1986; Cury, Biddle, Famose, Goudas, & Sarrazin, 1996; Spray, 2000). Whether an athlete is more task- or ego-orientated in sport depends partly on the motivational climate created by coaches. This can also be of two types: a mastery or task-oriented motivational climate, and a competitive or ego-oriented motivational climate (Ames, 1992). In this regard, athletes who have stronger ego-goal orientations are more likely to perceive an ego-oriented sport climate, whereas those with a dominant task-orientation are more likely to perceive a task-oriented motivational climate. The instructional practices that are used in trainings have an impact on the types of goal orientations that athletes adopt (Ntoumanis & Biddle, 1999) In a task-oriented motivational climate, the coach emphasises cooperation, rewards players’ effort, and ensures that everyone feels that they have clear and important roles to play on the team. When mistakes are made, the coach responds with information on how to correct the error. Here, coaches are more likely to produce athletes who are confident, coachable, willing to work hard for commonly agreed upon goals, and who enjoy their sport. In an Ego-orietated motivational climate, the coach emphasises rivalry between players, has a low tolerance for mistakes, and has favourites amongst the players. This environment has been related to athletes having greater performance anxiety and self-doubt and other behaviors which are counterproductive (Duda, & Balaguer, 2007; Ntoumanis & Biddle, 1999). In a task-orientated climate athletes experience greater enjoyment and  self-esteem, and reported less anxiety than in ego-involving climates. Athletes also report greater intrinsic motivation to play their sport when their coaches promote task involvement (Duda, & Balaguer, 2007; Ntoumanis & Biddle, 1999). Another critical area that defines the predominant motivational climate is the type of feedback given to athletes. The task-orientated climate will have responses that emphasize effort, improvement and skill mastery. The ego-involving climate will focus on the win-loss record and the athlete’s ability. In a given context, if a coach talks about and truly focuses on mastery, improvement, and self-comparisons, then athletes are likely to adopt mastery goals, and to perceive a task goal structure during training. In contrast, if a coach constantly talks about skill levels, game scores, and who is doing the best (or the worst), then athletes are likely to adopt performance goals, and perceive a performance goal structure at training. An athlete’s motivation should be to strive to be the best, but it is the perception of what is meant by ‘being the best’ that the athlete must be concerned with. Coaches can play an important role in determining what athletes perceive as being the best It is therefore important to provide the right types of goals, in the right type of motivation climate. Epstein (1989) identified that the task, authority, recognition, grouping, evaluation, and time (TARGET) structures as influential factors that can determine the motivation climate. Epstein (1989) developed a taxonomy as a way of summarising and providing order to the various dimensions. Later, Ames (1992) adopted the TARGET acronym to summarise the structures that foster a mastery motivational climate in achievement situations, and consequently, display positive patterns of behaviours in athletes. The Task (T) dimension outlines the design of the learning activities. The Authority (A) dimension refers to the type and frequency of participation in the decision-making process. The dimension of Recognition (R) concerns the use of rewards to recognise progress and achievement. The Grouping (G) dimension regards the way in which athletes are divided into groups. The  Evaluation (E) dimension involves the methods, standards, and criteria used to assess learning. The Time (T) dimension concerns the appropriateness of the time demands, the pace of instruction, and the time designated to complete tasks. This model can be used to identify and design a learning environment to help develop athletes perceived competence, enjoyment and intentions to participate. Conversely, Ego-orientated climates are created when athletes are not given varied tasks, the coach maintains authority, athletes are recoginised for their ability relative to others, homogeneous ability groups are used, evaluation is based on normative practices, and time for task’s completion is inflexible (Duda & Balaguer, 2007). The mastery TARGET structures of task, grouping, and time have shown to have the greatest positive effect on peoples activity levels (Bowler, 2009). I will now use the discussed theoretical assumptions to provide a brief analysis of the motivational style that a coach Brent employs, and the effects this style has on an athlete; Justin. Part 2: Case Study; a Brief Analysis. Justin, an athlete in Brent’s team, is not enjoying league as much as he has in the past. Justin believes it is the coaching style and team environment, which has caused this change in motivation. Brent, a rookie coach, feels that his experience he has had as a player and from having been coached himself by a number of different coaches, will lead him to be a successful coach. It is evident from the case study and from the literature that Brent’s motivational style is negatively affecting Justin’s motivation, to the point that he seems certain to drop out of the sport completely. It would advantage Brent to be more task-orientated during his coaching; he currently employs an ego-orientated motivational style. His ego-orientated motivational climate can be categorised into the six dimensions of the TARGET taxonomy (Epstein, 1989). As a dimension of (T) Task: Brent does not emphasise individual challenge or active involvement during his fitness training and he dominates conversations by explaining what he thought went wrong. As a dimension of (A) Authority: Brent does not ask for input from the team regarding training drills and he does not give the players much of a chance to give their opinions. As a dimension of (R) Recognition: Athletes are recognised for their ability relative to others during fitness sessions rather than on effort as a perceived indicator of achievement. As a dimension of Grouping (G): homogeneous groups are evident when comparing new and existing team members; there is a sense of an ‘us and them’ atmosphere. As a dimension of Evaluation (E): the coach bases evaluation on fitness levels rather than effort, with no tools to develop the progression towards individual goals. and finally as a dimension of Time (T): the time the team has for task completion is inflexible, he expects quick progression of skills and fitness, as well as this, his sessions are all planned out in advance not allowing appropriate time demands. These ego-orientated practices that Brent employs, has created a motivational climate that is of a highly ego-orientated nature. This will influence the types of goal orientations that Justin adopts. The nature of the goal state will be determined by individual preference as well as the motivational climate. Justin’s motivational preference seems also to be highly ego-orientated. There is a high chance that this is a function of Brent’s ego-orientated instructional practices (motivational climate). Justin believes that in order to be successful he has to focus comparing himself with others either during fitness training or in higher recognition situations (i.e. aiming to make national representative squads). Justin displays performance anxiety and self-doubt. He does not feel like he has been given the opportunity to improve his league skills, and is worried about losing his place on the NZ rep team. Rather than striving for task-orientated goals, he is displaying an ego-goal orientation. Another effect of having an ego-goal orientation in sport is that Justin may perceive his ability by limiting the effects of effort during trainings. This lack of effort may be the reason for his lack of game time. Justin also displays an ego-avoidance orientation; here Justin is interested in avoiding appearing incompetent. He feels the only reason he is still playing is that he would feel guilty if he did not see the season through to the end. It is still early on in the season and although things do not seem to be going well for Justin, there is still hope yet. I will know describe specific strategies that i would encourage Brent to use to structure a more  adaptive ‘motivational’ sport environment for Justin Part 2: Case Study; Strategies for a more adaptive ‘motivational’ sport environment. I believe Brent needs to reflect of the current coaching style and make changes to certain aspects, and if possible up-skill (i.e. a coaching course). In order to structure a more adaptive ‘motivational’ sport environment for Justin and his team I would encourage Brent to design strategies to enhance task-involvement. Brent could employ the TARGET (Epstein, 1989) conceptualization, which represents the six structures of the achievement context to influence his athlete’s motivation. These situational structures are assumed to be interdependent; one dimension can have direct implications on another dimension within the structure. I will now explain how Brent can structure a more adaptive motivational climate using the principals of the TARGET guidelines. As a dimension of task, Brent could provide the athletes with tools to help set self-referenced process and performance goals. For example, Brent may want to record the athletes initial and post fitness tests scores (i.e. Time it takes to run 3km) to provide athletes with individual times. Here the demand of the task is to emphasise individual challenge. This also recognises that individual ability can be a perceived indicator of achievement. As a dimension of authority, Brent could encourage input from his team by directing questions to athletes during review sessions (e.g. â€Å"how do you think we could improve on our performance from Saturday’s game†) or getting individual athletes to call out the tackle count for a set of six tackles during defensive drills. This would be a great opportunity to nominate athletes like Justin, because it provides active involvement, while also building confidence and leadership skills. As a dimension of recognition, Brent could approach each player during the training session to talk through individual strategies, progress, and evaluation. This gives individual feedback that can advantage athletes like Justin. As a dimension of grouping, Brent could use differing grouping arrangements. For example arranging groups by which state of origin team they support, what province they are from, or which position they play (i.e. a forward). By sub-dividing groups under similar characteristics can support cooperative grouping  arrangements. As a dimension of evaluation, Brent could encourage athletes to bring a notebook to training as a way of recording their own personal improvements. Brent should also acknowledge mastery of tasks and congratulate good effort rather than comparing athletes’ skill levels against each other. As a dimension of timing, Brent needs to recognise that athlete’s progress through skills and fitness at different levels, a good coach must cater for all athletes by providing optimal timing constraints. This may involve being open to training drills progressing longer or shorter than what he had planned for. By employing Epstein (1989) conceptualization of the TARGET guidelines to foster a task-involving motivational climate, athletes will experience greater confidence, enjoyment and self-esteem. Athletes will also be more intrinsically motivation to play league. An athlete’s motivation should always be to aim to be the best. It important that Brent can change his own perception of what he defines as the best from his current ego-involved definition to a more task-orientated definition. Creating this type of climate will hopefully help develop his own athletes’ perceptions of competence and enhance their sporting experience. In conclusion, this essay has outlined some specific theoretical assumptions of the achievement goal theory, and how these can be used to understand athletes’ behavioral patterns in sport. The coach-created motivational climate can play an important role in influencing athletes’ interpretation of their involvement in sport. Whether this influence is more positive or negative appears to depend on the degree to which the motivational atmosphere the coach establishes is more or less task-involving and ego-involving. I was able to assess Brent’s current motivational style using the TARGET taxonomy and its effects this style has on a athlete; Justin. Finally, I was also able to point out specific strategies of the TARGET taxonomy to help Brent create a more task-orientated motivational coaching climate. In doing so I have been able to support the statement that ‘an athlete’s motivation should always be to aim to be the best’, by acknowledging that ‘best’ can be defined from task-orientated goals. References Ames, C. (1992). Achievement goals and the classroom motivational climate. In J. L. Meece & D. H. Schunck (Eds.). Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum. Bowler, M. 2009. The influence of the TARGET motivational climate structures on pupil physical activity levels during year 9 athletics lessons. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September, 2009. Cury, F., Biddle, S., Famose, J., Goudas, M., Sarrazin, P. & Durand, M. (1996). Personal and situational factors influencing intrinsic motivatiuon of adolescent girls in school physical education: A structural modeling analysis, Educational Psychology, 16: 305-315. Duda, J. L. (1993) Goals: A social cognitive approach to the study of achievement motivation in sport. In R. N. Singer,M.Murphey and L. K. Tennant (eds.), Handbook of Research on Sport Psychology, pp. 421–436, New York: Macmillan. Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182). Leeds: Human Kinetics. Duda, J. L., & Balaguer, I. (2007). The coach-created motivational climate. In S. Jowett & D. Lavalee (Eds.), Social psychology of sport. Champaign, IL: Human Kinetics. Dweck, C.M. (2000). Predicting participation in non-compulsory physical education: Do goal perspectives matter?. Perceptual and Motor Skills, 90: 1201-1215. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. Epstein, J. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.). Research on motivation in Education, Vol. 3. New York, Academic Press. Maehr, M. L. and Nicholls, J. G. (1980) ‘Culture and achievement motivation: A second look’. In N.Warren (ed.), Studies in Cross-cultural Psychology, Vol. II, pp. 221–267, New York: Academic Press. Nicholls, J. G. (1989). The competitive ethos and democratic education. London: Harvard University Press. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 97, 328-346. Ntoumanis, N., & Biddle, S. J. H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17(8), 643-665. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.  Boekaerts, P. R. Pintrich, and Zeidner, M. (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press. Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: the influence of achievement goals on motivational process. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1-50). Champaign, IL: Human Kinetics. Spray, C.M. (2000). Predicting participation in non-compulsory physical education: Do goal perspectives matter? Perceptual and Motor Skills, 90: 1207-1215.

Line Item Veto Definition - History and Examples

Line Item Veto Definition s The line item veto is a now-defunct law that granted the president absolute authority to reject specific provisions, or lines, of a bill sent to his desk by the U.S. House of Representatives and the Senate while allowing other parts of it to become law with his signature. The power of the line item veto would allow a president to kill parts of a bill without having to veto the entire piece of legislation. Many governors have this power, and the president of the United States did, too, before the U.S. Supreme Court ruled the line-item veto unconstitutional. Critics of the line item veto say it granted the president too much power and allowed the powers of the executive branch to bleed into the duties and obligations of the legislative branch of government.  This act gives the president the unilateral power to change the text of duly enacted statutes, U.S. Supreme Court Justice John Paul Stevens wrote in 1998. Specifically, the court found that the  Line Item Veto Act of 1996 violated the Presentment Clause of the Constitution, which allows a president to either sign or veto a bill in its entirety. The Presentment Clause states, in part, that a bill  be presented to the president of the United States; if he approve he shall sign it, but if not he shall return it.   History of the Line Item Veto U.S. Presidents have frequently asked Congress for line-time veto power. The line item veto was first brought before Congress in 1876, during President Ulysses S. Grant’s term of office. After repeated requests, Congress passed the Line Item Veto Act of 1996. This is how the law worked before it was struck down by the high court: Congress passed a piece legislation that included taxes or spending appropriations.The president lined  out specific items he opposed and then signed the modified bill.The president sent  the lined-out items to Congress, which had 30 days to disapprove of the line item veto. This required a simple majority vote in both chambers.If both the Senate and House disapproved, Congress sent  a bill of disapproval back to the president. Otherwise, the line item vetoes were implemented as law. Prior to the act, Congress had to approve any presidential move to cancel funds; absent congressional action, the legislation remained intact as passed by Congress.However, the President could then veto the disapproval bill. To override this veto, Congress would have needed a two-thirds majority. Presidential Spending Authority Congress has periodically given the President statutory authority not to spend appropriated funds. Title X of The Impoundment Control Act of 1974 gave the president the power to both delay the expenditure of funds and to cancel funds, or what was called rescission authority. However, to rescind funds, the president needed congressional concurrence within 45 days. However, Congress is not required to vote on these proposals and has ignored most presidential requests to cancel funds. The Line Item Veto Act of 1996 changed that rescission authority. The Line Item Veto Act put the burden on Congress to disapprove a line-out by the presidents pen. A failure to act meant the presidents veto take effect. Under the 1996 act, Congress had 30 days to override a presidential line item veto. Any such congressional resolution of disapproval, however, was subject to a presidential veto. Thus Congress needed a two-thirds majority in each chamber to override the presidential rescission. The act was controversial: it delegated new powers to the president, affected the balance between the legislative and executive branches, and changed the budget process. History of the Line Item Veto Act of 1996 Republican U.S. Sen. Bob Dole of Kansas introduced the initial legislation  with 29 cosponsors. There were several related House measures. There were restrictions on presidential power, however. According to the Congressional Research Service conference report, the bill: Amends the Congressional Budget and Impoundment Control Act of 1974 to authorize the President to cancel in whole any dollar amount of discretionary budget authority, any item of new direct spending, or any limited tax benefit signed into law, if the President: (1) determines that such cancellation will reduce the Federal budget deficit and will not impair essential Government functions or harm the national interest; and (2) notifies the Congress of any such cancellation within five calendar days after enactment of the law providing such amount, item, or benefit. Requires the President, in identifying cancellations, to consider legislative histories and information referenced in law. On  March 17,1996, the Senate voted 69-31 to pass the final version of the bill. The House did so on March 28, 1996, on a voice vote. On April 9, 1996, President Bill Clinton signed the bill into law. Clinton later descried the Supreme Courts strikedown of the law, saying it was a defeat for all Americans. It deprives the president of a valuable tool for eliminating waste in the federal budget and for enlivening the public debate over how to make the best use of public funds. Legal Challenges to the Line Item Veto Act of 1996 The day after the Line Item Veto Act of 1996 passed, a group of U.S. senators challenged the bill in the U.S. District Court for the District of Columbia. U.S. District Judge Harry Jackson, who was appointed to the bench by Republican President Ronald Reagan, declared the law unconstitutional on April 10, 1997. The U.S. Supreme Court, however,  ruled the senators did not have standing to sue, tossing their challenge and restoring the line item veto power to the president. Clinton exercised the line item veto authority 82 times. Then the law was challenged in two separate lawsuits filed in the U.S. District Court for the District of Columbia. A group of lawmakers from the House and Senate maintained their opposition to the law. U.S. District Judge Thomas Hogan, also a Reagan appointee, declared the law unconstitutional in 1998. His ruling was affirmed by the Supreme Court. The Court ruled that the law violated the Presentment Clause (Article I, Section 7, Clauses 2 and 3) of the U.S. Constitution because it gave the president the power to unilaterally amend or repeal parts of statutes that had been passed by Congress. The court ruled that the Line Item Veto Act of 1996 violated the process that the U.S. Constitution establishes for how bills originating in Congress become federal law. Similar Measures The Expedited Legislative Line-Item Veto and Rescissions Act of 2011 allows the president to recommend specific line items be cut from legislation. But its up to Congress to agree under this law. If Congress does not enact the proposed rescission within 45 days, the president must make the funds available, according to the Congressional Research Service.

Road Clears for Calcium Chlori essays

Road Clears for Calcium Chlori essays Calcium chloride is used for such things as dust control, road deicing, and to assist in oil and gas drilling. It is easily manufactured for a variety of sources; underground brines in Michigan, a by-product of hydrochloric acid streams, and soda ash can harbor calcium chloride. For years the market was supplied by three major manufactures- Dow Chemical, General Chemical, and Tetra Technologies- all of which produce such a high-volume that it creates oversupply and poor prices. These companies already produced roughly 1.5 million tons per year and out of that only about 1 million tons are used. In 1995, Ambar Incorporated decided that they were going to enter the calcium chloride market. They spent over $60 million on supplies and opened behind schedule in 1997. Then North America experienced the warm and low precipitation winters in 1999 and 2000, there was an incredibly low demand for calcium chloride and the company failed. The loss has not been felt by the other companies yet, for the production level this year was low. There have also been cutbacks which are reducing the amount of calcium chloride produced from hydrochloric acid. This is not good for the makers of calcium chloride, for higher prices would hurt the amount they can put into their feedstock. Also Shell Chemicals which supplies Tetra with their by-product stream is working on making that stream more acidic so it can be sold more as acid, a market where there is more money available. Tetra is still negotiating to stay on the site, but are not worried for their other facilities could support the needed output. General Chemical, bases their calcium chloride operation in the largest facility in North America, there they coproduce soda ash and calcium chloride. Although many facilities used to dot across North America, when natural soda ash was found in the 1940s in Wyoming the price was so low that competitors ...

Law essay Example | Topics and Well Written Essays - 1500 words

Law - Essay Example was carried in by the canon lawyers and then by the school of natural law leading to voluntarism, the leading lights of which were Domat and Pothier and which carried all before it under the French Civil Code during the whole of the nineteenth century. Conversely, in England, though not in Scotland, Roman law has not had the same influence. It took longer for the notion of contract to be worked out and voluntarism went into an almost immediate decline. The decline was hastened by the analyses of American writers, particularly following the famous article by Fuller and Perdue these went as far as proclaiming the death of the contract. Yet contract is alive, and it continues to constitute the basic legal instrument used to regulate the economic relations between natural and legal persons. It is, however, a concept which has undergone a certain evolution and which, from a comparative point of view, does not take the form of a uniform model. A contract under common law is not exactly the same as under the German or French legal systems. For that reason, it is necessary to begin with a study of the basic notion of a contract as it exists in the main legal systems with which we are concerned, in order to work out what it is that the various concepts with which we are concerned, in order to work out what it is that the various concepts found in those systems have in common. Once that has been done, it will be possible to determine the relationship between the notion of a contract, as thus defined, and the other sources of law giving rise to obligations, such as torts and quasi-contract/restitution. After that, it will then be necessary to move onto a higher plane, by considering what it is that gives binding force to a contract (Beale, 2002, KÃ ¶tz and Flessner, 1997). A contract is a voluntary agreement or promise between legally competent parties, supported by legal consideration, to perform or refrain from performing) some legal act. That definition may be easier to

The Son Also Rises Essay Example | Topics and Well Written Essays - 500 words

The Son Also Rises - Essay Example Paris, which had been his home previously, is no longer suitable for him. The city’s pace and vibrancy is something he cannot keep up with. The city also reminded him of his lover Brett, to whom he no longer can make love due to his physical impotency. Hence, he decides to go to the more laid back and picturesque town of Burguete. The slower pace of life here and the cordial nature of the town’s inhabitants enable him to start the process of recuperation. More importantly, this place enables Barnes to impose order on his life and make an independent living. He is able to live life on his own terms and also maintain dignity. But the story of Jake Barnes’ confrontation with his physical and emotional marring does not end there, for his discontent with the sedate and lonely existence in Burguete forces him to continue his search for inner peace. This peace proves elusive and not until the end of the story does Jake Barnes able to somehow reconcile with his reality. It is only when he moves to San Sebastian, does Barnes achieve some sort of stability and harmony, albeit with an element of resignation too. Hence, Jake Barnes typifies the Hemingway Hero in The Sun Also Rises. The other important character in the novel is that of the popular Bull fighter Pedro Romero, whom Jake admires very much. In fact, Jake takes comfort and pride from the successes of Romero. Hemingway is implying that Jake Barnes compensates for his inadequacies through the accomplishments of Pedro Romero. The qualities that define Jake Barnes also differ sharply from the attributes of a typical Hemingway Code Hero. As opposed to a Hemingway Hero, the Code Hero, though dealt harshly by the circumstances of life, does not submit himself to its constraints. To the contrary, he refuses to be defeated by life and remains tough and optimistic. Romero is also shown to display humility and dedication to his craft of Bull

Critically Evaluating Quantitative Research Assignment

Critically Evaluating Quantitative Research - Assignment Example The use of the terms â€Å"quantitative† and â€Å"qualitative† in categorizing variables should not be mistaken with the use of these same terms to describe research approaches. The quantitative and qualitative variables described below both occur within quantitative research; qualitative research takes into account no such variables because it deals with explanation and interpretation of phenomena and do not categorize information in the form of variables (Hopkins, 2008; Hunter & Leahey, 2008; UNESCO, 2011). Quantitative or continuous variables may be classified as interval-scale, continuous ordinal, or ratio-scale. Interval-scale variables have order and equal intervals, are linear, and may assume positive or negative values. Continuous-ordinal variables may or may not be linear (i.e., it may be exponential, logarithmic or other monotonic transformation); they therefore lose their interval-scale property, and the observations are therefore best expressed by their ran ks which is the only certain parameter. Ratio-scale variables are continuous positive measurements on a nonlinear scale, such as the growth of bacterial population; in such a case, the population grows or multiplies at a ratio, for equal time intervals (UNESCO, 2011). Qualitative or discrete variables are also known as categorical values. ... The process of measurement may involve different procedures, depending upon the thing being measured (Gay, 1996). Variables in the physical sciences or areas of inquiry are usually measured according to a deterministic or positivist manner; this means that the measurements obtained are detectable and verifiable by the five senses, so they are more or less objective (Kincheloe, 1998; Colwell, 2006; Palmo, Weikel & Borsos, 2006; Hammersley & Atkinson, 2007) . On the other hand, measurements of variables that have a bearing in the social sciences are usually probabilistic in nature, which means that the actual measure may only be conjectured at with a certain degree of accuracy that is less than 100 per cent, and therefore prone to some subjectivity in the determination. An example of this is psychometrics, the field of study that measures the social and psychological attributes pertaining to certain phenomena (Rust & Golombok, 1999; Rao & Sinharay, 2007; Furr & Bacharach, 2008). Since the attributes measured are essentially internal processes that occur in the mind, they may be observed only from their external manifestations, or what are thought to be such, and from thence rendered into measurable quantities qualified by probability. Measurement is therefore indirect rather than direct (Kincheloe, 1998; Colwell, 2006). For directly observable things, measurement is straightforward, needing only physical counting or the use of such measuring tools as gauges, scales or meters. For those quantities that may not be directly measured, there are different approaches. One is the use of proxies (e.g. stand-ins); these are manifestations other than the variable being actually measured, that are

Pablo Picasso Essay Example for Free

Pablo Picasso Essay Pablo Picasso is one Ð ¾f the most prominent and inspiring artists Ð ¾f the 20th century. He produced work in painting, sculpture, prints, murals, and ceramics; regardless Ð ¾f the medium, he was always in demand. During the year 1937, Picasso agreed to paint the centerpiece for The Spanish Pavilion Ð ¾f the 1937 Worlds Fair. For months Picasso was searching for inspiration for the mural, distracted by his sullen mood and dissatisfaction Ð ¾f his work, he continued to put it off. This came to an end on April 28, 1937. In less than two months, Picasso had created Guernica, modern arts most powerful antiwar statement. To fully appreciate the intensity and power Ð ¾f Guernica, it is imperative to understand the story that precedes it. The attack on Guernica was planned on a Monday, market day in the village; most Ð ¾f the population would be out in town. Church bells began to ring, warning Ð ¾f the approaching aircraft. Germanys best-equipped bombers fired more than one hundred thousand pounds Ð ¾f high explosive bombs onto the village Ð ¾f Guernica. People began to scurry into shelters only to find out that the shelters were not strong enough to withstand the powerful bombing that lasted three hours. Entire families were burned or buried in the ruins Ð ¾f the village, along with their cattle and sheep. When the fires subsided, three days later, the center Ð ¾f Guernica had been completely destroyed. The Basque government estimated that 1654 people had died and another 889 were injured during the air raid. However, the government was never able to establish an exact count, soon after the attack, nationalist forces overran Guernica. Soon after news Ð ¾f the bombing reached Paris, Picasso began his work on the mural, which would be called Guernica. Standing eleven and a half feet tall by almost twenty-six feet wide, the oil painting on an unbleached canvas is done in monochromatic harmony, using only values in the gray scale. The painting is full Ð ¾f symbolism, however, Picasso never committed to a specific explanation, leaving interpretation up to the viewer. The speculations as to the exact meanings are numerous and varied, however, it is obvious that the universal theme in Guernica, is the horrors Ð ¾f war and the massacre Ð ¾f innocent people. Towards the left Ð ¾f the painting there is a woman, screaming as she holds the body Ð ¾f an injured or possibly dead child. In front Ð ¾f her lays a lifeless soldier, a broken knife in his hand, above him a horse that has been speared in the side. On the far right there is a woman screaming in pain as she is stuck in a burning house. There is also a bull head in the upper left hand corner, that has been interpreted in many ways, for example, some people see it as a representation Ð ¾f Spain and Spanish values and culture, some believe it represents the victory Ð ¾f the Nazis, some go as far to suggest that the bull is Picasso himself, helplessly looking over the bloody massacre. A light bulb was added at the top Ð ¾f the painting above the head Ð ¾f the horse, some suggest that it was added to shed light on the atrocities Ð ¾f war; others believe it represented the bombs that were dropped that day. Picasso didnt try to recreate the war on canvas; there is no town, no airplanes, and no explosions. However, Guernica is a protest to the brutalities Ð ¾f war. Because Picasso chose to keep his meanings Ð ¾f the symbolism personal, he lets the viewer develop their own ideas and meanings. While Picasso didnt comment much on the symbolism he did reiterate on the paintings obvious anti-war statement: My whole life as an artist has been nothing more than a struggle against reaction and the death Ð ¾f art. In the picture that I am painting which I shall call Guernica I am expressing my horror Ð ¾f the military caste which is now plundering Spain into an ocean Ð ¾f misery and death Pablo Picasso. Picasso has painted the images Ð ¾f the faces in such a way that they seem to reach out and scream for help, they know that they are about to die. His work on Guernica challenges our idea and notion that war is an act Ð ¾f heroism and shows it for what it truly is a brutal act Ð ¾f self- destruction. In 1973, Pablo Picasso died at the age Ð ¾f 92. On the anniversary Ð ¾f his birth, October 25, 1981, Guernica returned to Picassos native soil. It is now showcased at The Riena Sofia, Spains national museum Ð ¾f modern art. Works Cited Fernande Olivier, Pablo Picasso, and Ramon Rentevos picture. http://www. madrid. org/museopicasso/PicassoyArias/galeria/Gpicasso01. htm Getlein, Mark. Living With Art. New York: McGraw-Hill. 2002. Penrose, Roland. The Sculpture Ð ¾f Picasso. New York Museum Ð ¾f Modern Art (1967) First edition. 232p. 260 illustrations