Kristin Landeros Essays - Islam, Terrorism, Violence, Free Essays

Kristin Landeros Essays - Islam, Terrorism, Violence, Free Essays Kristin Landeros PROF. DIL SOC M01 07/17/17 Media ISIS is a terrorist group in Islam. They are also known as ISIL or IS. Only to prove it's approaching theories (due to their religious supremacy), this group has caused problems around the world. Islam, being the foundation of this group highly believes that ISIS will serve their God by accomplishing his wishes by their actions to improve mankind. If one does not serve their God as he wishes, they believe in brutally punishing those of ISIS who do not follow. ISIS has become heavily active and stronger than before and causing so much damage even in the United States. (Decoding Daesh: Why is the new name for ISIS so hard to understand?, by Alice Guthrie, 19 of February, 2015) The term ISIS means Islamic state. It is also known to mean Islamic State in al-Sham which is the name of their region in Arabic. ISIS has been a name that brings upon an issue with big companies, also being the name of an ancient Egyptian Goddess. ISIL means; Islamic State in Iraq the Levant. ISIS figured that ISIL was an appropriate name for the organization based on the geographical area they were in. Syria, Palestine, Lebanon, Israel and Jordan were all in Levant ( Para. 9 TERROR SAVAGESISIS - What does Isis stand for, what does Daesh mean and what's the correct name for the terrorist group, TheSunnews.uk, June 16, 2017)". Regardless of the name, they all had the same goal. That goal was to create a state that will be ruled by strict rules brought upon Islamic Laws to every boarder. This radical group in Syria and Iraq used terrorism to take over land. Since the US are allies to Israel, Turkey, Saudi Arabia and Jordan. It is a big concern if ISIS targets these countries because if they were to have a war, that means we as the US would too. (Decoding Daesh: Why is the new name for ISIS so hard to understand?, by Alice Guthrie, 19 of February, 2015) There is a term that non supporters call ISIS / ISIL / IS and that is Daesh. This term means "Dwala al-Islamiyah fi al-Iraq", which mean can a list of things like; Thatdaeshis an Arabic word in its own right (rather than an acronym) meaning a group of bigots who impose their will on others' That it can be differently conjugated' to mean either the phrase above or to trample and crush' That one of the words in the acronym also means to trample or crush' That it is an insult or swearword in its own right That is has different meanings in the plural form (Decoding Daesh: Why is the new name for ISIS so hard to understand?, by Alice Guthrie, 19 of February, 2015) Parenti states that the mainstream media mixes up stories on purpose so that the news can be "industry friendly." Media, almost never take on stories that are subject to differing opinions. "The corporate mainstream media seldom stray in territory that might cause discomfort to those who hold political and economic power including those who own or advertise in it (METHODS OF MEDIA MANIPULATION, BY MICHAEL PARENTI para 3)." From what Parenti says, suppression by omission is a strategic way used by the mainstream media sources. Suppression is usually done to get the public away from the topics in question. Sometimes a story can be covered by mainstream sources without correctly telling the story to the public. These strategic ways are used to maintain profit. For example Parenti uses is " The Tylenol poisoning of several by a deranged individual was treated like big news, but the far more sensational story of the industrial black lung poisoning of thousands of factory workers by large manufacturing (METHODS OF MEDIA MANIPULATION, BY MICHAEL PARENTI, para 5)". I believe that we are influenced by what we are not told just as we are told. Being told repeatedly told that we are beautiful or anything in those terms would make us feel good. As opposed to not telling someone that repeatedly would make them feel oposit. We are definitely influenced by society from what we see a and hear. It seems like today that the media takes celebrity lines a

Dayton, Mark essays

Dayton, Mark essays When Mark Dayton was sworn in as Minnesota's newest U.S. Senator in January 2001, it was the latest stop in a career that has kept public service to Minnesota and to the nation as its top priority. In more than three decades of service, in a variety of capacities, Mark has worked to use his skills and experience to make life better for the people of Minnesota and for people around the country. Mark was born in Minneapolis on January 26, 1947, and grew up in Minnesota's most prominent retailing family. Mark could have chosen many careers, but he chose to help those less fortunate than himself, and he has dedicated himself to that end throughout his career. After graduating cum laude from Yale University in 1969, where he played varsity ice hockey, he worked for two years in the New York City Public Schools as a 9th grade general science teacher. After spending the next four years as a counselor and administrator for a Boston social service agency, Mark went to work as a legislative as sistant to Minnesota Senator Walter Mondale, where he worked on a variety of issues important to his home state. In 1977, Mark returned to Minnesota to take a spot on Governor Rudy Perpich's staff. After one year, he was named the state's Commissioner of Economic Development. In 1982 he decided to make his own run for public office when challenged Republican U.S. Senator David Durenberger in a hard-fought race. Although he fell short, he gave the popular incumbent by far the toughest race of his Senate career. The following year, Mark became Minnesota's Commissioner of Energy and Economic Development, a post he held until 1986. In 1990, the people of Minnesota elected Mark to a four-year term as State Auditor. Throughout his career, he has also played an active role in helping Democratic candidates in Minnesota and across the country win public office and has been just as helpful to state, district and county Democratic organizations. In 1995 and 1996, Ma...

Qualcomm, Inc Research Paper Example | Topics and Well Written Essays - 1000 words

Qualcomm, Inc - Research Paper Example This was the beginning of the exponential growth of the company. The company nowadays has extensive portfolio not just in the United States of America, but the company has over 195 patent agreements around the world. This makes Qualcomm the best and the largest company in the communication sector. The company has also been very active in the growth of 3G and other wireless communication developments. Among various other development, company has developed several modern technologies in the industry including CDMA technology, 3G technology and QUALCOMM Enterprises Services (QES). QUALCOMM is also helping the governments around the world in setting up effective communication solutions. QUALCOMM has also started QUALCOMM licensing service though which the every new development that QUALCOMM makes is licensed to companies around the world so that this development is not concentrated to just one part of the world, but it spreads throughout the world evenly. (Qualcomm’s Official Webs ite, 2011) Qualcomm is threatened quite badly by the large amount of lawsuits that were filed against the company. Everyone these days seem to file lawsuits against the company. From the handset makers to cellular networks, everyone has given its own share of problems to the communication industry giant, QUALCOMM. These lawsuits range from antitrust law violations to licensing agreement. All of this could have created a mess if it was not QUALCOMM. It is one company that is spending huge sum on its team of defense attorneys. Hence, the company can fight it out by having out-of-the-court deals with the companies who have filed these lawsuits or else they can go with them hard in the court of law. In any case, QUALCOMM does not have too much to worry about and this problem is going to be handled more than effectively by the team of lawyers that are on QUALCOMM’s payroll. This problem also stemmed from the sharp growth of the communication industry in the last decade. This irreg ular resulted in a lot of problems and lawsuits for QUALCOMM. However, QUALCOMM is in a great position to come out of this problem as they have a great team of attorney to defend the company’s position. (Sidener, 2009) Another problem with QUALCOMM is its declining margin. In the latest quarter ending June 26 2011, QUALCOMM operating profit margin was 30 percent. This was a decline of 3 percent from the quarter previous year. This shows that operating expenses of QUALCOMM are rising faster than its revenues. This has caused the problem of declining QUALCOMM’s profitability. The scrutiny of financial statements reveals that this decline in profitability is a result of increasing cost of equipment and servicing costs. QUALCOMM can improve its position by moving towards more efficient operations. They should try to reduce the costs by as much as possible and should try to increase their revenues. This can be done by increasing the cost control methods and hiring operation managers at each cost centre. They should inspect the factors that are leading to wastage and should try to eliminate them so that the next quarter’s financial statements are more profitable and more ostentatious. (Qualcomm’s Income Statement, 2011) QUALCOMM operates in an industry and is facing high level of competition. It is reported that there are around 21 companies that provide competition to QUALCOMM directly or indirectly. This is

Case study Essay Example | Topics and Well Written Essays - 1000 words - 6

Case study - Essay Example Firstly it is necessary to say that towards the end of the twentieth century frozen desserts and ice creams have become the most favorite products in the United Kingdom. Ice cream is told to appear in the country in the early beginning of the century and quickly won the popularity. With the sales of more than $3 billion in the end of the 20th, ice cream was making come back as the most preferable product in UK. With other desserts such as ice milk, frozen yogurts, sherbets, and miscellaneous products the total revenue was about billions per year. (Kay 1995) The company â€Å"Fancy Ices and Desserts† is nowadays a division of a huge corporate manufacture Food and Beverage. It deals with supplying the products through the corporate supply chain. The company prefers to take any new product which is offered. The company is busy with selling desserts and fancy ice creams for the Cash-&-Carry markets. The products are not recognized consumer brands yet. The division also sells bulk product dispensed like the dispensing machines. The main distribution networks are Cash&Carry, Wholesale frozen distribution, bulk direct. The company has salesmen, who are territory based, but they work directly for regional directors and their responsibility is â€Å"dotted† line. The company has nowadays to increase the capital equipment, because there is an increase in bulk products sales. The negative moment is that present equipment requires maintenance and sometime it operates not on the highest level. Concerning competitors the company has main three rivals in the market place. For example in the sector cash&carry the company’s competitor is a branded rival with a marked standard. But the rival has very few specialists who are aware of current market trends in comparison to â€Å"Fancy Ices†. But the company has less money to spend on promotions in comparison to branded

Overcoming Obstacles as a Teacher in the Modern Day Essay Example for Free

Overcoming Obstacles as a Teacher in the Modern Day Essay The teaching profession has always been a highly esteemed and revered occupation due to the fact that educators impart knowledge into the minds of every single individual throughout the population, whether the student decides to be a doctor, engineer, mechanic, politician or artist in adulthood, the foundation of their learning has came from a highly dedicated and resourceful educator. However, when examining this occupation in greater detail it can be observed that there are countless obstacles that effective teachers face every day. It is common knowledge that children have a short attention span and their teacher has the role of planning lessons, which engage the learner and guarantee that the lesson is one that interacts with the student and encourages them to be involved. They also must be aware of different methods to implement that will see the child remembering the material and retaining the information that the teacher is presenting for the future lessons. When teaching in the classroom, educators must be prepared when confronted with children showing ill desired and disruptive behaviours. It is the method in which the teacher reacts to these behaviours that will pave the way for the remainder of the year, if the teacher reacts in the correct manner and demonstrates to the child the expectations within the classroom then it can be anticipated that the student will understand what is and isn’t acceptable, a certain challenge. Attention is where learning begins and therefore attracting and upholding student attention is paramount (Curtindale, Laurie-Rose, Bennett Murphy, 2007). Attention capacity and duration is limited for every individual, this needs to be acknowledged in the classroom and strategies need to be formed to prevent students from neglecting important information in class. Learners find it particularly difficult and their attention easily shifts from one stimulus to another, caused by not only distractions from other students but also from outside the classroom. When students find it difficult to concentrate this can negatively impact not only their own learning but also the learning of others. Therefore, teachers must control and provide an environment that engages and holds students attention whilst teaching imperative material. Eggen (2010) states that effective teachers plan their lessons so students attend to what is being taught and ignore irrelevant stimuli. They must ensure that their lesson will be one that learners can actively be involved in and interact with, not just submissively require students to listen to what is needing to be taught, but experience it. Teachers may employ a variety of strategies to do this, from demonstrations to discrepant events and thought provoking questions. Another fundamental approach that creates an environment of achieving ones attention is calling on students by name. This guarantees that learners are aware that the teacher will not only call on the class as a whole but may call on them individually, by name, resulting in a need to be attentive. Chapin, O’Connor and Anderson (2009) make an interesting point however that as teachers we need to be mindful when calling on students to participate and remind them of their right to pass or ask for more time before answering in the classroom. The obligation to participate in a classroom does not equate to an obligation to give answers on demand† (Chapin et al. , 2009). When teachers practice these strategies for holding their learners attention and ensure that they are apart of the teaching not just observing it, the likelihood of the student’s memory retaining the material is also greatly increased. Another obstacle faced by teachers in the classroom is that of their learners retaining the material taught throughout the term, from one lesson to another. If any student in the class is having difficulty remembering the previous lesson, they have a high risk of falling behind in their learning and development, which can then lead to troubling behaviour. There are certain aspects of memory retention that must be understood and practiced in the classroom for students to achieve learning targets and overcome this impediment. These techniques are employed to take knowledge from a child’s working memory and encode it to be stored within their long term memory, ensuring that they are then able to recall this understanding and build upon it in future lessons. Schema activation is one such encoding strategy that involves activating prior knowledge so that new knowledge can be connected to it (Eggen 2010). One of the most effective ways of activating a student’s prior knowledge is through conducting reviews of the previous lesson before embarking on the new learning material. This ensures that the students form conceptual connections between what they have already learnt in the past and the material that they are about to be taught. Another effective method of encoding is material organisation, where related items of content are athered into categories that assist in illustrating the relationships between them. This can take the form of charts, models, outlines and hierarchies, which are all examples of organization systems. With the connections easily observable and the information well organized, the student is then able to retrieve this knowledge more easily, as stated by Ormrod (2006, pg190), Long-term memory retrieval is the process of â€Å"remembering previously stored information and â€Å"finding† it in memory†. If strategies are put in place by the educator in the classroom, the students will experience a greater retention of material and a greater ease at â€Å"finding† stored information from past lessons, also making certain that they are less likely to be disruptive and display adverse behavior, an obstacle that all teachers desire to prevent if possible. Classrooms are busy and often hectic places in which groups of students vary in interests and abilities must be organized and directed, in ways that maximize education and minimize disruptions. It is imperative that the teacher responsible for each class is equipped with knowledge and strategies that can be implemented when faced with undesirable behaviour from students. First and foremost, a teacher must show withitness within the classroom, they must notice the behavior of all students and respond quickly to unexpected events. The students will be much less likely to attempt negative behaviour knowing that the teacher is aware of every action and movement that occurs and the knowledge that there is a consequence, either positive or negative for every action. When faced with ill desired behaviour from a student, the teacher must first establish whether the student is going to take responsibility for their actions and if not, implement behavioral interventions – either reinforcement or punishment to ensure that the student understands that there are consequences for adverse behaviour. One approach that would create a rational response to the student’s behaviour would be to implement a negative reinforcement – for example, by taking away 5 minutes of the students free art time on Friday afternoon, whilst the rest of the class, has their full 30 minutes. Alternatively the teacher may use their judgment and decide to implement an effective form of punishment for the student instead. This may be a simple timeout for the misbehaving child or a more severe detention during their lunch break or after class. Regardless of the tactic that the teacher decides to use with this misbehaving student, once the student understands that there are consequences for poor behaviour, the probability of this behaviour continuing is scarce. Children that act in this manner and misbehave in class often look to their role model for discipline and in many situations their teacher may be their only adult role model in their life and therefore it is imperative that these situations are handled appropriately. In conclusion, it can be observed that there are many challenges that a teacher must overcome in their normal day-to-day occupation, with a majority of them that go unseen to the general public. Initially they must obtain the student’s attention and curiosity and then maintain it throughout the class, whilst having lessons planned around engaging the students and allowing them to experience what is being taught. They then must ensure that the pupil is being taught in a way that will ensure their long term memory to guarantee that they will remember the material and therefore build upon it in future lessons. Teachers must also be equipped with strategies and techniques to overcome ill desired behaviour from students in a way that creates an understanding of the expectations and classroom rules. Fortunately there are many teachers and educators that have gone before and paved the way for the future graduates, they have been willing to share their ideas, examples and methodology in regards to what they have found that has been successful and what has not. Techniques such as calling students by name to gain their attention, organizing new learning material in such a way that makes it easier for the students to retrieve it from their memory and implementing reinforcements in place of harsh punishment for students that are testing the boundaries within the classroom. This knowledge and experience from other mentors in the industry guarantees that the classroom of the future is not only a brighter place to be but also a well informed one.

Greek History Essay -- Greece Historic Historical Essays

Greek History Works Cited Missing Relatively little is known about the nature of life in Greece during the Neolithic and Early Helladic periods. Since there are no written records from these periods in Greek history, it is only possible to learn about the cultures that existed during this time by studying the remains of their settlements. The sites of Sesklo, Dimini, and Lerna are all good examples of the types of settlements that existed on mainland Greece from the Middle Neolithic period to the Early Helladic. Although they don’t give us a complete picture, these sites help us understand what life was like on the Greek mainland before the arrival of the people that are known today as the Greeks. During the Neolithic period the most advanced area of Greece was Thessaly. This area in northern Greece was the place where both Sesklo and Dimini were established. During the Helladic period the area of greatest advancement shifted to the south. This period is best represented by Lerna. Sesklo was first occupied in the Early Neolithic period but didn’t reach its peak until the Middle Neolithic. It was built on a low mound that had an area of about 100m by 45m. A large, two-room megaron which opened on to a paved courtyard was built at the center of the mound (www.perseus.tufts.edu/cgi-bin/siteindex?entry=sesklo). Near the megaron were various other smaller buildings packed closely together. One building stands out from the others, because it appears to have served a special purpose. That building is the two room building now identified as a potter’s workshop. The inhabitants of Sesklo surrounded the whole area on top of the mound with what appears to have been a single one meter thick wall. It’s uncertain whether thi... ...peaks in the development of the Greek mainland from the Neolithic to Helladic period. Each settlement represents a fairly significant advancement over its predecessor and shows how Greek settlements progressed over the years. These settlements also provide many clues about the nature of mainland Greek culture during this period of time. Even though we have no written records, by examining the architecture and artifacts of these cultures we are able to determine how their communities were organized. We are also able to determine the nature of their relationships with other settlements by examining their fortification systems. Although many things about early civilizations in Greece remain a mystery, we have learned much from these sites and continue to study them in hopes of gaining a more complete picture of what life was like for the early inhabitants of Greece.

Anger by Gender

Popular stereotypes typically do not associate females with the direct expression of anger. Brody and Hall ( 1993) reviewed research on gender and emotion and found that people very clearly see females as more expressive than males when it comes to many emotions, but not in regard to anger, which was associated with males.They cite studies that indicate the consistency of such beliefs; people from various socioeconomic and age backgrounds share the belief that anger is expressed more often and more intensely by males. Cultural norms encourage or at least allow males to respond angrily when provoked; cultural defmitions of femininity make it difficult for females to be openly hostile or angry. If women fail to restrain their anger, they tend to be viewed as emotional or hysterical (Buss, 2001).These assumptions are reflected in the research literature, which focuses primarily on male-to-male or male-to-female hostility and aggression, rather than hostility and aggression on the part o f females directed at either at men or other women.This double standard is beginning to erode. Some observers believe that women can be more aggressive and assertive today, although they are still subject to more limits than men (Averill, 1992).Francesca Cancian and Steven Gordon (1988) document a normative shift in the twentieth century, which actually encourages women today to express emotions such as anger. Their research linked marital emotion norms to political and cultural events and found that in periods of social upheaval, women are encouraged to be more open with their anger.Research presents mixed findings in regard to gender and various measures of anger and hostility.For self-reported hostility, paper-and-pencil measures such as the Buss-Durkee Hostility Inventory have not revealed sex differences. Barefoot. et al. ( 1991), using a large national sample, found that men outscored women on cynical hostility regardless of age. James Check and Neil Malamuth ( 1985) assessed hostility in Canadian women and men and found that the men's average score was slightly higher than the women's (8.79 versus 7.57).When men and women were asked to keep track of specific anger experiences, Campbell ( 1993) found no significant differences in the frequency of such experiences: over a oneweek period, men reported that they became angry between six and seven times, and women between five and six times. (Buss, 2001)Tavris ( 1989) examined sex differences in anger and found no differences in how anger is experienced, how it is expressed, how well it is identified, or what categories of things arouse anger. She believes, however, that although women do not feel anger any less strongly than men, they are less likely to express it because of the costs associated with their lower social status.Tavris points out that men and women become angry about the same categories of offenses, such as condescending treatment, injustice, and attacks on self-esteem, but they often disagree about what they consider to be condescending treatment, injustice, or attack.Frodi and Macaulay ( 1977) found that both women and men were angered by condescending treatment: women regardless of the provoker's sex and men by a superior attitude on the part of a female. Men were more angered than women by physical and verbal aggression on the part of another male.Brody and Hall ( 1993) reviewed studies showing that there are fairly clearcut differences in regard to positive emotions (with women experiencing and expressing them more), but in regard to negative emotions, especially anger, the findings are less consistent. Females were more likely to feel and express â€Å"intropunitive† emotions (such as shame, sadness, and guilt), and men were more likely to feel and express â€Å"outward directed† emotions (such as contempt).However, for anger, differences between the sexes are often very small or males are more angry than females. Kopper and Epperson (1991) looked at the relationship between sex and sex role identity on anger expression and found sex not to be an important factor in the expression or suppression of anger (however, sex role identity was).Some research finds more anger on the part of females. The review article by Brody and Hall ( 1993) cites research by Brody that found more anger on the part of women toward imaginary male protagonists.Mirowsky and Ross ( 1995) investigated whether women's greater distress accounts are a function of women's greater expressiveness (they are not) or whether they truly experience more distress (they do). In the process of their work they found that females experience various feelings, including anger, more often than males.Reiser ( 1994) explored respondents' feelings of anger toward the other sex using a random sample of North Carolina residents and found a significant sex difference, with female respondents reporting greater anger than male respondents. Conger et al. (1993, cited by Miroswky and R oss 1995) surveyed 451 married couples who lived in the rural Midwest and found that the women reported significantly greater levels of marital hostility than the men.

Customer Services

Unit 1 Assessment Assessment You should use this file to complete your Assessment. †¢ The first thing you need to do is save a copy of this document, either onto your computer or a USB drive †¢ Then work through your Assessment, remembering to save your work regularly †¢ When you’ve finished, print out a copy to keep for reference †¢ Then, go to www. vision2learn. com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number.Please note that this Assessment document has 13 pages and is made up of 5 Sections. Name: Organisation: Which organisation(s) are you basing your answers to this assessment on? If you are currently working, you may wish to base it on the organisation which employs you. Can you provide a brief description of this organisation? (Please note you will not be marked on this; it is simply to provide your tutor with a brie f outline. ) Section 1 – Understand the factors that affect an organisation and the customer service role 1.Complete the table below with a description of the products and services for at least two commercial organisations, public organisations and third sector organisations. Please ensure you provide a description for each organisation, rather than a list. |Organisation type |Name of organisation |Description of products and services | |Commercial | |Their products are Italian fashion related, such as clothes, shoes | |organisation |Monaco Couture |and accessories.Friendly customer services and value for money | | |Retail |products. | | | | | |Commercial |Wilton Patisserie |Wilton is a Greek bakery that has a huge cake selection for every | |organisation | |occasion.They make fresh pastries, bread, cookies and other | | | |related savouries and sweets baked goods, you can also find | | | |sandwiches and hot or cold drinks.They are focused in providing | | | |value for money product and friendly customer services. | |Public |Police |Activity it applies at the level of national security. Their | |organisation | |activities are directly coordinated by the government.Their task | | | |is, however, not profit, but to provide the necessary services to | | | |the government and citizen | |Public |Fire brigades |Fire-fighters    are rescuers extensively trained in fire fighting, | |organisation | |primarily to extinguish hazardous fires that threaten property and | | | |civilian or natural populations and to rescue people from dangerous| | | |situations, such as collapsed or burning buildings. | | | | | |Third sector organisation |Charities |A charitable organization is a type of non-profit organization | | | |(NPO). It differs from other types of NPOs in that it centres on | | | |non-profit and philanthropic goals as well as social well-being | | | |(e. g. haritable, educational, religious, or other activities | | | |serving the public int erest or common good). | |Third sector organisation |Hospices |Hospice an institution working in palliative care within the health| | | |system. | 2. Complete the table below by describing the differences in customer service between commercial, public and third sector organisations. You should outline customer service roles in each organisation and highlight the differences in how customer service is carried out across these organisations. Organisation type |Description of customer service and | | |the differences between organisations | |Commercial | | |organisation | | | | | | | | | | | | | |Public | | |organisation | | | | | | | | | | | | | | |Third sector | | |organisation | | | | | | | | | | | | | | | | | 3. In relation to your current organisation (or one that you are familiar with), outline the part that customer service plays in this organisation and its industry as a whole. 4.Who are the major competitors to your current organisation (or one that you are familia r with)? 5. Identify at least two factors that could affect the reputation of your current organisation (or one that you are familiar with). Section 2 – Understand employee rights, responsibilities and organisational procedures 1. Use the table below to give details of employer and employee rights and responsibilities under employment law and the importance of having these (consider the importance to the organisation, employees and customers, where relevant). You should include at least two employer rights / responsibilities and at least two employee rights / responsibilities in your answer. Rights and responsibilities |Why are they important? | |1. Employer | | | | | | | | | | | |2.Employer | | | | | | | | | | | |1. Employee | | | | | | | | | | | |2.Employee | | | | | | | | | | | 2. Give details of employer and employee rights and responsibilities under the Health and Safety at Work Act. You should include at least two employer rights / responsibilities and at least two empl oyee rights / responsibilities in your answer. |Who? Rights / responsibilities under Health and Safety at Work Act | | | | |Employer | | | | | |Employer | | | | | |Employee | | | | | |Employee | | 3. In relation to your current organisation (or one that you are familiar with), describe the organisation’s procedures for health and safety and any relevant documentation that is used. If possible, provide relevant health and safety policies / documents from the organisation to support your answer. These documents should be annotated to highlight the relevant sections. 4. Outline how the Disability Discrimination Act relates to employment. 5.In addition to the information provided in the questions above, identify the other key legislation that specifically relates to your chosen organisation and its industry as a whole. 6. Describe the procedures followed by your chosen organisation in relation to equality and diversity. Your answer should include details of any monitoring that takes place and documentation used to support this monitoring. Section 3 – Understand career pathways within customer service 1. Describe at least two different types of career pathways that may be available within a customer service role. 2. Identify a range of sources where a person can find information and advice on the customer service industry, occupations and career progression. | | |Information relating to: |Source(s) | | | | |Customer service industry | | | | | |Occupation | | | | | |Career progression | | 3. In your current organisation (or one that you are familiar with), what methods of learning are available to help with career progression? 4.In your current organisation (or one that you are familiar with), what is the procedure for accessing formal learning programmes? What is the procedure if an application for access to learning is refused? If possible, provide relevant organisational procedures to support your answer. These documents should be annotated to highlight the relevant sections. 5. Explain how new customer service situations can help with self-development and career progression. Section 4 – Understand how employees are supported within the customer service role 1. Identify a range of sources where a person can find information and advice on employment rights and responsibilities.You should identify at least three sources of information in your answer. 2. Complete the table below, identifying the representative bodies related to your chosen organisation / industry. You should also include details of the main roles and responsibilities of these bodies and their relevance to the organisation / industry. |Representative body |Roles and responsibilities |Relevance | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 3. For a customer service role in your current organisation (or one that you are familiar with), use the table below to provide de tails of the support that is available in relation to the following issues: a) Equality b) Health and safety c) Career progression |Issue |Sources of support |Equality | | | | | | | | | | | | | | | | | | | | | | | |Health and safety | | | | | | | | | | | | | | | | | | | | | | | |Career progression | | | | | | | | | | | | | | | | | | | | | | Section 5 – Know the organisation’s policies and procedures Please answer all of the questions in this Section in relation to your current organisation (or one that you are familiar with). 1. Use the table below to describe the main principles, policies and procedures of your chosen organisation. You should also include details of documentation used to support these principles, policies and procedures. |Description |Supporting documentation | |Principles | | | | | | | | | | | | | | | | | | | | | | | | | | | |Policies | | | | | | | | | | | | | | | | | | | | | | | | | | |Procedures | | | | | | | | | | | | | | | | | | | | | | | 2. How are the organisation’s principles communicated to employees? Explain this below. 3. Outline the policies and codes of practice that are adopted by the organisation. How are employees made aware of these policies and codes of practice? 4. Explain how employees are involved with and consulted on changes to the principles, procedures and policies within the organisation. 5. Use the table below to identify issues of public concern relating to the industry and organisation, and describe how these issues are addressed / dealt with. Issues of public concern |How they are addressed / dealt with | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Once you have completed all 5 Sections of this Assessment, go to www. vision2learn. com and send your work to your tutor for marking.

American Red Cross Society

American Red Cross Society Introduction Hopkins (2009, p. 6) defines nonprofit organization as â€Å"an entity that is not permitted to engage in forms of private benefit (increment).† Nonprofit organizations are organizations that often offer service or charities. They are non-compulsory and involve some degree of voluntary participation.Advertising We will write a custom thesis sample on American Red Cross Society specifically for you for only $16.05 $11/page Learn More A mission statement is a clear and concise statement that summarizes who the agency is what it does, to whom it does it and region of operation (Roberts, 1996). This paper reviews the mission statements of two nonprofit organizations. These are the American Red cross society, a humanitarian organization and the Japanese cultural and community centre of Northern California (JCCCNC). Discussion American Red Cross Society The current mission of the American Red Cross society states: â€Å"The American Red Cross, a humanitarian organization led by volunteers and guided by its Congressional Charter and the Fundamental Principles of the International Red Cross and Red Crescent Movement, will provide relief to victims of disaster and help people prevent, prepare for, and respond to emergencies† (American Red Cross, 2011). This mission statement includes the purpose, which is the provision of assistance to disaster victims, support people in initiating preventive measures and responding to their needs when emergencies arise. Inherent in the purpose are the services provided by the organization. In addition, the beneficiaries are indicated as the victims of disaster. This statement however fails to capture the values of the organization that include helping other people in need, unity, an organization with a charitable character and learning that is continuous. The revised American Red Cross Mission statement could be read as â€Å"†¦ our mission is to work through voluntary spirit, in a united manner to provide relief to victims of disaster, help Americans prevent, prepare for, and respond to emergencies, while learning from these experiences.† Japanese Cultural and Community Centre of Northern California The company’s current mission statement states, â€Å"The JCCCNC strives to meet the evolving needs of the Japanese American community through offering programs, affordable services and facility usage† (JCCCNC, 2011).Advertising Looking for thesis on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The mission statement only highlights the purpose and the beneficiaries, yet even the services offered are not specific since the firm offers programs, affordable services and facility usage. It ignores other components of a mission statement that include a specific purpose, values and services. Japanese cultural and community centre of Northern California mission statement c ould be revised to become: â€Å"Through dedication and dream for the future, JCCCNC tries to meet the educational, cultural and social needs of the Japanese American community by preserving their cultural and historical heritage.† References American Red Cross. (2011). The American Red Cross Society. Retrieved from: https://www.redcross.org./ Hopkins, R. (2009). Starting and managing a non-profit organization. (5th Ed.). New York, NY: Wiley JCCCNC, (2011). Japanese cultural and community centre of Northern California. Web. Roberts, S. (1996). The business of personal training. Illinois: Human Kinetics.

The Interesting Ancestors of Emily and Zooey Deschanel

The Interesting Ancestors of Emily and Zooey Deschanel Bones, a FOX television series starring Emily Deschanel as Dr. Temperance Brennan and David Boreanaz as FBI Special Agent Seeley Booth, is one of my favorite fun television shows. Bones is based on the Kathy Reichs novels that I also enjoy. I love Emily Deschanels acting, and I cant resist digging into French ancestry when presented with the opportunity... Yes, Deschanel Is French The Deschanel surname, as it sounds, is French. Emily and Zooeys grandfather, Paul Jules Deschanel, was born in Oullins, Rhà ´ne, France  on 5 November 1906 and immigrated to the U.S. in 1930. Pauls parents, Joseph Marcelin Eugà ¨ne Deschanel and Marie Josephine Favre, married in Vienne, Isà ¨re, Rhà ´ne-Alpes, France on 20 April 1901. They both remained in France, although Marie did make several trips to the U.S. to visit her children. The two died in Lyon in 1947 and 1950, respectively. From there the Deschanel line stretches back through several generations of weavers from Planzolles, a tiny commune in the department of Ardà ¨che, France.1 Additional French surnames in the Deschanel family include Amyot, Borde, Duval, Sautel, Boissin and Delenne, and the records of many of Emily Deschanels French ancestors can be viewed online. Quaker Ancestry Emilys paternal grandmother, Anna Ward Orr, descends from a family of Quakers from Lancaster and Chester counties in Pennsylvania. Several, including her great-grandparents Adrian Van Bracklin Orr and Beulah (Lamb) Orr, and great-great-grandparents Joseph M. Orr and Martha E. (Pownall) Orr, are buried in the  Sadsbury Meeting Cemetery. Beulah Lamb, also from a  Quaker family, was born in Perquimans County, North Carolina to Caleb W. Lamb and Anna Matilda Ward. Both the Lamb and Ward families were in Perquimans County for generations. Deep Ohio and New York Roots Ohio roots run deep on the maternal side of Emily Deschanels family tree. The Weir immigrant ancestor, William Weir, emigrated from Lifford, Donegal, Ireland to America in 1819 aboard the Conestoga, and eventually settled in Brown, Carroll, Ohio. Emily Deschanel descends from Williams youngest son, Addison Mohallan Weir, through his second wife, Elizabeth Gurney. Interestingly, this takes us back to France, as Elizabeths father, George William Guerney was born in France - Belfort (possibly Belfort or another commune in the department of Territoire-de-Belfort) according to the death certificate of his eldest daughter, Jenny (Guerney) Knepper, which also stated that her mother, Anna Hanney, was born in Bern, Switzerland. Another Ohio ancestor of Emily Deschanel is Henry Anson Lamar, a steamer pilot on the Great Lakes. Henrys wife, Nancy Vrooman, was born in Schoharie, New York, a descendant of Hendrick Vrooman who emigrated from the Netherlands with two brothers to settle in New Netherland (New York) during the 17th century. He sadly was one of 60 people killed at the Schenectady Massacre of 1690. Six generations back in the family tree of Emily and Zooey Deschanel is an interesting New York farmer named Caleb Manchester, descendant of an early Rhode Island family. He and his wife, Lydia Chichester, settled on a farm near Scipioville, Cayuga, New York where they lived for 48 years and  raised 4 sons and 7 daughters, only two of whom survived them. Newspaper accounts tell the story of Calebs sudden death on 5 October 1868 at his home in Scipioville. Caleb Manchester, of Scipio, was discovered lying dead in his barn on Monday last. He went from his house, apparently in usual health, to harness a team, and it is supposed must have been seized by a fit.2 Yes, They Have Irish Ancestry Too Biographies of Emily Deschanel also often mention her Irish ancestry, which she does have   her maternal great-great grandmother, Mary B. Sullivan, was born in Painesville, Lake County, Ohio to Irish immigrants John Sullivan and Honora Burke. Sources: 1. Planzolles, Ardà ¨che, France, naissance, Jean Joseph Augustin Deschanel, 26 Mai 1844;Les Archives dà ©partementales de lArdà ¨che - Registres paroissiaux et detat civil. 2.  Central New York News,  The (Syracuse) Journal, 9 October 1868, page 2, col. 1;New York State Historical Newspapers - Old Fulton NY Post Cards

Characteristics of the Kingdom Animalia Essay Example | Topics and Well Written Essays - 500 words

Characteristics of the Kingdom Animalia - Essay Example The kingdom Animalia consists of over thirty different major phyla including Mollusca, Arthropoda,Cnidaria, and Chordata. The Chordates are the ones that are most popularly thought of as animals, but insects and mollusk-like creatures are just as much an animal as a koala bear and giraffe. Interestingly, the insects make up 87% of all the animal species on the planet. Members of the group Chordata are indeed special within the Animal kingdom though. They have in common five unique characteristics which distinguish them from other animals. At some point during their development Chordates have the following body structures: a notochord, gills, a hollow nerve cord, a tail past the anus, and a digestive tube behind the mouth. All animals have the ability to move around at a relatively rapid pace because of the presence of muscle tissue within their anatomy. In contrast members of the plant kingdom are generally rooted to one spot during their entire adult life.The Animal kingdom contains more members than any other kingdom with likely over a million different species on the planet. They range in size from just a few cells to whale-sized. Most of the animals on the earth live in the sea, some live in fresh water, and the smallest percentage of the Animal kingdom live on land. The Animal kingdom includes all amphibians, birds, bugs, fish, invertebrates, mammals, reptiles, and even prehistoric creatures such as dinosaurs and mammoths.

Book exam Essay Example | Topics and Well Written Essays - 500 words

Book exam - Essay Example A union was created and demands were drawn. For instance, since the law stated a fifty-four hour work week, they posed a fifteen percent increase in their wages. With all of these happening, the employers insisted on not granting the demands of the laborers since they are gearing up to cost reduction. I should say that the strike was brought about by a number of reasons. As mentioned earlier, their work states are meager. Then, they don’t receive support from their employers when it comes to their labor rights, in fact; they received deprivation and discrimination from them. Even their own local official responded callously to their demands, sending militia units instead of negotiating in a civil manner to them. They applied force to the workers, even to women and children. The upheaval caught the attention of several states that expressed apparent aversion to the employers’ treatment of the mill workers of Lawrence. Honesty in wealth acquisition is somehow unlikely, especially when they get a hold of it quickly. It is improbable to obtain affluence without hurting people, physically or emotionally and tweaking rules, thus resulting to corruption. Allegedly, this happens to officials sitting in power, since their influence is immense and sad to say, some of them are even rule makers. On Father James O’Reilly’s account on the strike that it is not about the wages instead it is a war against authority, religion and home and themselves, I’d say that the people were not Anti-American in a sense that most of them, to start with, is not born and raised in America. Most of them were immigrants counting on the thought that they will be treated fairly and lawfully. Another point is that they are performing the strike to improve the work conditions of the people, not only the ones working on the factory, but the entire working community. They have expressed their will to eliminate discrimination in the work place. Their participation in the