Case report toshiba notebook Essay

In this case discussion we are going to discuss the Toshiba’s notebook assembly line. At this assembly line multiple laptops are produced every day with a combination of employers and robots. We will be looking at it from different ways so we can find multiple ways to enhance the efficiency of the assembly line. We have to look at it as an supply chain manager. This means investigating it and keeping in mind the numerous aspects that the assembly line is influenced by. If we look at the assembly line in this way we will be able to spot several problems which can be solved and can result in a more efficient assembly line. The most obvious problems we spot are the number of tasks per assembly line position. Another problem is that every workstations labour time various too much. This results in several bottlenecks that has negative effects on the efficiency and production time. They differ from 5 seconds to 120 seconds. If these two problems are solved we think the assembly line will be much more efficient and thus more profitable. The first problem we discussed is the number of tasks per assembly line. We see this as a problem because this isn’t how an assembly line should be. The essence of an assembly line is that at every station a simple task is done. Maybe two but it has to stay a simple action. This ensures a smooth flow of the production process. What you see at this assembly line is that there are three positions where one operator has to fulfil multiple tasks. This does not enhance the efficiency because the operator has to switch every time he finishes a single task. A solution for this problem is to implement more assembly line positions. This will result in a smoother and more efficient flow of the production. In a situation like that every operator has to do only one or two tasks instead of six. This is beneficial because when you look at the production of a car for instance. If you let one employer built one entire car it will take much longer than when you use an assembly line in which multiple employers are working at that car one after the other. The solution for this problem we named is to implement more assembly line positions. This means either to hire more employers or to install more robots. There has to be investigated whether this solution is cost-effective. If the purchase of a new robot does not result in a high enough efficiency rise there has to be considered another solution. The second problem we named is the difference in time between the workstations. The workstations vary between 5 and 120 seconds per task(s). this creates problems because when the production times are not more or less the same, bottlenecks are formed. When a situation like that occurs, production processes that do run fast, have to slow down in order to be at the same pace as the slower ones. This means that that production process is not producing at its most efficient rate. There are two ways of solving this problem. The first one is to make a proper arrangement of the different tasks. Another way is to make the labour time shorter. A way of doing this is to re-arrange the tasks. Not the sequence in which they are done but the content of the tasks itself. If you change the content you can establish a shorter labour time. Our first solution of changing the arrangement of the tasks can be combined with the very first problem. Therefore we suggest to try the first solution first to reach an high as possible efficiency level as possible. If the goals are reached with the first solution alone you do not have to use the second solution. You can consider the second solution but if the first solution alone guarantees the wanted goals you can save money by not using the second solution. Apart from these two solutions there are multiple ways to improve your assembly line. We have chosen for these two ways because we believe these two are most worth for your money. What we mean by saying this is that for the amount of money you have to invest at first, you get the most profit of. You can for instance purchase the most modern robots and create the perfect working conditions but you have to consider the profits against the initial wages. Our solutions can be explained with this precedence graph. Our first solution can be used very easy. Our first solution was to use more assembly line points. As you can see in this graph the last three positions are not used. On these empty spots new assembly line point can be created. In this way you can divide the different tasks over the assembly line. This results in a shorter labour time. Our second solution can also be explained with this graph. As you can see there is a very big difference between the various labour times. If you make sure these labour times are more or less the same the flow of production will be a lot smoother and thus more efficient and quicker. This solution can be combined with the first one. If you are going to make the assembly line longer by dividing the tasks over more points you can, at the same time, make the labour times more coherent. We think that our solutions will provide a sustainable situation in which the production process runs a lot smoother and more efficient. The reason why we think our solutions are the most cost-profitable is because you can combine them. By changing one thing, you solve two things which both result in a more efficient, faster, smoother and more profitable assembly line.

Checkpoint Childhood Development and Sexual Behavior

Checkpoint: Childhood Development Sexual Behavior 05/06/2012 Psy/265 Christopher Griffin The sexual behaviors found in fetuses and newborns are that male fetuses have erections. Both male and female fetuses will suck on their fingers. In infancy stimulation of the genitals may produce sensations of pleasure. Early as 8 months of age pelvic thrusting has been observed. Additionally, masturbation has been observed between 6 to 12 months of age. Sleeping with your infant does not affect sexual development. In early childhood statistics in regards to masturbation at ages 3 to 8 is based on perception.Early in childhood children show their interest in the genitals and may role play. Same sex sexual activity play is more common than in heterosexual play and does not play a role in sexual orientation. In preadolescent it has been observed that preadolescents socialize with same sex friends and become self-conscious about their bodies. Preadolescent’s primary method of obtaining orgas m is masturbation. Sex play in preadolescence involves displaying of genitals by both parties involved and can be with or without touching.Preadolescent same sex sexual behavior is short lived and mostly for exploratory purpose. In adolescence the major sexual act is masturbation. Adolescents use petting as a pathway to obtaining sexual satisfaction without the possibility of pregnancy or ending their virgin status. Premarital sex has increased mostly in females and very few adolescents report their sexual experience with individuals of the same sex. These encounters have been known to be transitory for the adolescent. Gay adolescents have a much harder time because of stigmatization of society.

Relationship between Job Satisfaction and Motivation in Islam among IIUM Employees Introduction Essay

Work motivation is important to encourage a worker to improve productivity and achieve organizational goals. In Islamic perspective, motivation is a form of drive that can influence humans to performance act. In work place, employers are faced with the task which is motivating employees and creating high job satisfaction among their staff. Program and policy can develop job satisfaction and motivate employees. When the employer understands the benefits of job satisfaction and motivation in the workplace, though, the investment in employee-related policies can be justified (Anderson, 2012). Therefore, researchers believe that there are relationship between job satisfaction and motivation. This paper is to study work motivation in Islam the definition of motivation in Islamic terms and how it can improve or decrease the work motivation among Muslim employees. The objective of this study is mainly focus on the elements that can contribute into work satisfaction and work motivation in an Islamic environment such as: job satisfaction, marital status, religiosity and experience, these are all the independent variables that we would like to study their effect on work motivation among IIUM staff members. Hypotheses of this study are: 1. Thos who are married may be motivated to excel the task than those who are single. 2. The more experience the person has the more motivated he became. 3. The more job satisfaction increase among workers they tend to be motivated to do the task. 4. The more religious the worker is the more he/she motivated to excel in work. Moreover, this paper is intended to answer questions: 1. How can marital status effect work motivation? 2. What is the role of religion in work motivation? 3. What is the relationship between experience and work motivation? 4. How can job satisfaction increase work motivation? Therefore, the core objectives of this paper are: 1. To find out the impact of job satisfaction on work motivation. 2. To investigate the importance of experience in work motivation. 3. To figure out the effect of marital status on work motivation 4. To determine the role of religion on work motivation 5. To answer these questions and to study the relationship between these variables and work motivation. LITERATURE REVIEW Conceptualization Motivation Motivation is derived from motive which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals and later reinforced by motivate. Motivation literally is reasons for acting or behaving in a particular way, desire or willingness to do something (Oxford dictionaries, 2012). Mahmoud (2000) refers motivation as inner process that activates, energies, drive behavior to goal. It is what causes us to act, whether it is getting food to reduce hungry or reading book to do assignment. Motivation in this research means motivation as drive to achieve goal in work field. Therefore, this research focuses on motivation in work place. Technically, Ryan and Deci (2000) states that motivation means someone needs at least desire to inspire him or her to do some action. This person who is energized toward an end is considered motivated while if this person has no inspiration to act is considered as unmotivated. They also distinguish general types of motivation based on different goal and reasons which are intrinsic and extrinsic. Intrinsic motivation is doing something because of internal factor for example person has interest on it or like it and want to do it while extrinsic refers to doing something because of external factor such as he or she will get salary. Fundamentally, we have to know motivation theory in order to understand motivation. The following paragraph is about motivation theories which relates to our research. Motivation Theories

Reading discussion on Club Dead Essay Example | Topics and Well Written Essays - 500 words

Reading discussion on Club Dead - Essay Example He seems to want to be dominant and worries little about offending others. Masculinity? When the store clerk is assaulted, Sookie is quite assertive that she is going to shoot the assaulters. â€Å"You bet your ass I am†, she says. Sookie likes to give off confidence and aggressiveness, but always second-guesses herself and situations that occur. Is this an esteem issue associated with the traditional view of femininity? Eric strokes Sookie’s hair lovingly after she experienced a massive beating. Eric is a bit of a mystery when it comes to giving and giving off, showing both sensitivity and disregard which makes it difficult to characterize his gender performances. Should we be considering that vampires have such a complex life that they must illustrate both masculine-like and feminine-like behaviors to have a positive social life and a quality circle of friends? Something to consider when characterizing what gender actually means to the circle. Sookie does not seem to be comfortable in her own skin and questions the ethics of many different decisions throughout the novel. She clearly wants others to believe that she is strong and independent, but gives off susceptibility in many of her uncontrolled emotional outbursts. She needs to be comforted, a common theme throughout the book, but does not want others to see this sensitivity. As Sookie has evolved through the novel, she never distinctly loses her vulnerability which might point toward an inherent feminine personality under the typical view of this gender. This seems to make her social relationships with men more complicated where there is dominance versus passiveness tensions in Sookie’s relationships. However, the vampires are sensitive to Sookie’s legitimate emotional hyper-sensitivity and seem willing to be passive while she openly copes with her thin-skinned ways. This makes it difficult to classify, from a gender

Analogy, Marginality and Action. Peter Singers Famine, Affluence, and Essay

Analogy, Marginality and Action. Peter Singers Famine, Affluence, and Morality Analysis - Essay Example In the fifth paragraph, Singer emphasized that helping starving people is a moral obligation by people, but granted that it does not sacrifice anything that is â€Å"comparably† important. For instance, if by donating a hundred dollars in a foundation that feeds starving children and families in Africa would cost the life of your child who also needs the money for her operation, then one will be spared of guilt by keeping the money for his child’s operation instead. In other words, if a person acknowledges he or she can feed a single family in Africa by donating his money allotted for a fancy smart phone, then his action is morally justifiable and is fulfillment of duty. Another important assumption in Singer’s essay follows that proximity and distance are also factors in extending our moral duties to our fellow humans despite the fact that other people around us are not feeling obliged to do so. He emphasized that numbers cannot be used as a plausible excuse for not helping other people who are badly in need because we acknowledge that by donating without considering other people’s interest can actually save a single life or two. Singer’s central premise in his essay is summed up as extending our help to people in dire need, despite our proximity and distance, without sacrificing something that is equally significant. His point was that our morality may somehow explain that it is our moral obligation as human beings living in the same earth to extend our help by not being selfish and materialistic, and not only a show of charitable work because as what he said, people who give to charities are praised, while those who do not are not condemned. In other words, helping starving children, for instance, can well be shown as voluntary and not obligatory. People who choose to buy clothes rather than donating to the children of Africa cannot justify their action because they act in that manner so as to look pleasant and not to prote ct themselves. The Analogy The last sentence of the fifth paragraph tells us an analogy about a drowning child in a pond and a person happens to witness the child drowning. Singer’s analogy fits perfectly with his main assumption that we ought to help other people in need, despite the inability of other people to see her situation, and without sacrificing something that is comparably significant. Simply saying, in that situation, our clothes do not bear more significance compared to a life that is at risk. In other words, we prevent what is bad (the possible death of the child in the pond) and promote what is good (saving the life of the child). ‘Level of Marginality’ In giving away something to the needy, Singer puts a specific, yet abstract limit as to the amount we are obliged to. He used the phrase â€Å"until we reach the level of marginality.† It is like a common version found in the Christian bible that a way to heaven is by abandoning all of oneâ⠂¬â„¢s properties and wealth and giving them after to the poor. Singer requires â€Å"reducing ourselves to the level of marginal utility† (par. 27). In the moderate version of his premise, he does not imply that people ought to live in a level of marginal utility such that their families are likely to suffer in the end, as well. What he

Mergers and acquisitions-B Coursework Example | Topics and Well Written Essays - 2500 words

Mergers and acquisitions-B - Coursework Example Are any Sell-Offs Likely? 10 7. Risk – Given that the Majority of Takeovers Destroy Shareholder Value, What Are the Major Risks? 11 Conclusion 13 References 14 Introduction Evidences reveal that M&As can be quite risky to lead the pathway of the acquiring company’s destruction and on the other hand, be highly beneficial to assist the company in the attainment of its long-term objectives. Despite the immense risk, companies opt for M&As in order to gain the benefits of operational leap, integration, larger customer base, channels and higher competencies (Galpin & Herdon, 2007). One of the most risky acquisitions in the recent past can be identified as the acquisition of National Westminster Bank (NatWest) by the Royal Bank of Scotland (RBS) in the year 2000. It is recorded as one of the most daring acquisitions, due to the fact that during the period of acquiring NatWest, RBS was recognised to be smaller than the target company. It took a great effort from RBS’s e nd to complete the deal and rewarded it the reputation of one of the leaders in the British Banking Industry (Larsen, 2007). With this concern, the paper will examine the entire process of acquisition considering the various aspects, such as strategic fitness of NatWest, regulatory factors influencing the process, justification of the valuation of acquisition, defence tactics applied, implementation of integration and risks involved in the acquisition. 1. Strategy – How Does The Target Company Appear To Fit into the Acquirer’s Long-Term Strategy? According to the experts, strategic fitness of the target company in M&A is considered to be one of the most significant aspects while determining the plan. Because, underneath every M&A the observed motive of the acquiring company or the merging companies are to increase the value of the two companies together which would be more than the sum of the total values of both the companies. Strategic fit of the target company, thus , holds a significant position to increase the overall value of the acquirer (Lee & Pennings, 1996). The strategic fit of the acquisition and the target company can be analysed in depth considering the fact that M&As are often termed as a past of the strategic objective of the acquirer to attain growth and higher competency (Edinburgh Business School, 2008). The objective can be well identified in the acquisition of NatWest by RBS. It was a horizontal acquisition, which means that the target company and the acquirer belonged to similar product line and also to a similar cultural background. This reduced the constraints in terms of cultural divergences. The prime objective of the acquisition depended on the fact that RBS was facing major difficulties in terms of shrinking stock prices to approx 32% and required growth. Similarly, with an increased competition and reducing market share led by the falling stock price and increased operational costs; NatWest opted to go for an M&A in or der to survive in the industry (Mahar & Polson, 2003). Being three times larger than RBS, NatWest was able to reward a higher market share and increased balance sheet value quite instantly after the acquisition with a paid bid of ?21 billion (NatWest, n.d). Subsequently, the stock price of RBS increased rapidly over the next two years (Mahar & Polson, 2003). Therefore, it is quite apparent that the acquisition proved to be a successful one in the short-term as well as in the long-term perspective. The market

Financial deficit Essay Example | Topics and Well Written Essays - 750 words

Financial deficit - Essay Example In the year 1886, British North America debt charges were amount to 28.9 percent of total government expenditures. Economic growth trends have the potential to influence financial deficits of government budget. Since taxes are one of the major sources of income of the government, increase in tax collection increases government revenues that further help to reduce the fiscal deficit for a financial year. Conversely, at times of economic downturns the government expenditures are found to increase considerably. Financial deficit is a condition when the total expenditures of an entity exceed the revenue generated by it, but excluding any external borrowings. The financial deficit of a government of any country is generally called ‘fiscal deficit’. A government has to prepare a budget which proposes expected revenues and spending for a financial year. If the budget estimates that the overall revenues to exceed overall expenditure for the given financial year, then such budget will have surplus or positive balance which is then termed as budget surplus. On the other hand, when the overall government spending exceed total revenues for given financial year the budget has negative balance and it is called fiscal deficit. The budget surplus is generally invested elsewhere like the government bonds and treasury bills of another country, etc. whereas a budget deficit has to be financed using external borrowings in order to balance the budget. In the past, government debt had incurred almost exclusively for some of great public works such as harbours, canals, ship channels, railways, roads for transport, and so on. In the year 1886, British North America debt charges were amount to 28.9 percent of total government expenditures. During the Rothschild dynasty in the late 18th century, the deficit could only be financed by taking loans

Reflection Essay Example | Topics and Well Written Essays - 500 words - 51

Reflection - Essay Example Most of the early motor racing activities were informal affairs that involve just a few close friends and their relatives perhaps on a dirt road or some remote place where the people can show off their driving skills and their beloved machines. It is not surprising the motor events soon attracted enough following to become formal big sports events in later years. Drag racing is the name given for the motor racing in which there is usually only two people involved as contestants. The race follows a short but straight course (over an open field or even a rarely used or abandoned city street) and the rules are straightforward too: just to see who of the two racers can get to the designated finish line first. Drag racing along the streets is kind of illegal and so it is banned as it can endanger people while the motor sports version is legal but is highly regulated by authorities and sports officials. The early drag racers were more concerned in how they and their machines performed against a competitor and were not so overly conscious of whether there are few or many people watching the event. These racers were more into their own passion for the sports in terms of its speed and of course the inherent risks involved in racing. In this paper, the discussion revolves on how the sport of drag racing evolved over the years. Drag racing evolved from a participant sports to a spectator sports due to development of the slingshot dragster; the racers and the people watching wanted a faster machine and so the slingshot dragster came into being. This is a type of racing car with the engine out in the front supposed to make it go faster and gain speed easier but this very design is also inherently unstable (wrong engineering) so crashes and explosions were quite common. Many race drivers got seriously injured or even killed; the term

Depression, how would you work psychoanalytically with this diagnosis Essay

Depression, how would you work psychoanalytically with this diagnosis - Essay Example What art is to Pollack, studying is to me when it comes to demystifying an enigma. Thus, I am finally conquering my fears and writing about depression for this paper. In reading about it, I realized the many depressive stages in my life and bore resistance to understanding them. Now, it is clear to me that such resistance was due to not wanting to touch on the depressive condition and come face to face with my own depression. I know that studying in-depth and writing about this sensitive topic would be beneficial not only to my readers but also to me as a psychotherapist and as a flawed being in the dark who finally wants to see the light. This essay commences with the etiology of depression followed by some psychodynamic theories about it. It then presents a clinical example of a case study that is analyzed using the discussed theories. A reflective critique then follows as I give my own opinions and views about the use of psychoanalysis in the treatment of depression. Depression is associated with â€Å"feelings of extreme sadness† which not only last for long periods of time, but it is also recurrent and may further develop into suicidal tendencies (NHS, 2010). It is usually manifested with negative behaviors stemming from negative emotions. Sometimes, the person experiencing it is not even aware that he is undergoing depression. Its concept as a serious and debilitating illness, one which has had great impact globally, has become recognised within general medicine and the public eye in more recent times (NHS, 2010). Examples of symptoms which form the diagnostic criteria for depression include: depressed mood; fatigue or loss of energy and recurrent thoughts of death or suicide, which may be noticed in most circumstances through General Practitioners. In turn a diagnosis is generated following an interview of the patient with the application of

Consider the theme of loneliness Essay Example for Free

Consider the theme of loneliness Essay Steinbeck employs character are restrained by the rules of society and through them, to convey the characteristics of American society in the 1920s:a society based on physical strength and individualism. The unusual pair, Lennie and George, seemed incongruous in their situations and by comparing and contrasting their relationship to the others, the reader is given a further understanding to the theme. The entire novel is full of references to this theme. In Soledad, also the Spanish word for loneliness, situates the ranch where the majority of the story is set. It is an ordinary ranch with ordinary people doing monotonous, meanual work such as bucking barley. The nature of this work suggests the kind of lifestyle the characters on the ranch lead. The ranch also represents a microcosm of the outside world. Here in this close community, a range of characters, each identify by their own personality, are required to work closely together inorder to achieve their own, individual dreams. When George and Lennie first enters the ranch, they are greeted by an old swamper by the name Candy. A fragile old man with only one hand, he is used by Steinbeck to demonstrate the cruelty of society towards elderly and the disabled. In a society that emphasis physical strength, Candy is clearly at a disadvantage. However, he does not attempt this disadvantage but rather expose the more feminine and sensitive side of him to others to reinforce this weakness. His domestic role in the bunkhouse and part as the gossiper again is an expansion of his at5/9/00titude towards the rest of the male in the ranch. Candy separates himself from the rest of guys and has only the company of a dragged-footed sheep-dog. When Carlson demands the killing of this dog, although disapproves of it, does not retaliate but instead looked hopelessly at Slim and asks for his assistance. His reaction to Carlsons demand is passive in the way that he only watched uneasily and tries to delay the killing by suggesting may be to-morra. His deep-rooted relationship with the dog is shown in this intensely emotional part that explicitly dissects his sensitivity. At the sound of the shot, he appears lost and all he manages to do is to stare into the ceiling blankly. Similar to this, at the end of the story, George too has to face with the death of his love ones. The difference however lies in the reason behind the killing. George justifies the killing and does it out of his concern for Lennie and not out of pressure from others. Curley is the second character appearing on the scene. A thin young man wearing high-heeled boots, he is clearly no ordinary labouring man. He is the boss son and is determine to show his status and authority using this kind of symbolism. However, by doing so, he achieves exactly the opposite. The other men do not acknowledge his authority and even Candy thinks of him as a scrappy little guy. His method of trying to gain respects by false image works against him and isolates him from the others. Curley also has a wife who is the only female in the ranch. This arrangement and character of his wife can only encourage the insecurity he feels anyway. Although he has a wife, she appears more a possession to show off rather than a company. Their relationship is equivocal since they appear to spend all day looking for each other. His stature also becomes a great encumbrance to him. With a personality that is completely obsess with self-image, Curley is deeply disturb by his height and to resolve this, he translates his anger towards himself onto others. To him, Lennies physique is a challenge of authority and because of this, he wants by prove himself by defeating Lennie. This transference accounts for his cynical nature and isolates him from everyone else. Although desperate to participate, his character and fear for judgement are essential ingredients for his desolation. Curleys wife is too refereed to as a destitute character. Even before her appearance, the reader is given a pre-conceived image of a lousy tart by the introduction from Candy. Her dramatic entrance and physical appearance appears to fit the image: full rouged lips and heavily made-up, clearly she is not a simple country girl by any mean. From her playful action and twitchy body language, George immediately recognize her as the femme fatale and warned Lennie not to talk to her. This warning is a pre-echo to the trouble Lennie will get in for her later on in the story, a build up to the final tragedy at the end. Even at first sight she gave the reputation of a tramp and jail-bait. At a primary level, her action can be explained by boredom and experiment. She is the only in the ranch and clearly has no one to relate. However, from her past experience, Steinbeck implies that Curleys wife dream about being in the movies all day. By flirting and making sexual suggestive message to others, she attempts to achieve the glamorous and danger feel of affair that she imagined they do in the movies. An alternative explanation to her action would be that she is another victim of loneliness, desperate to establish relationship with others. She dislike Curley for when Curley crushed his hand she even suggested to Lennie that she would have liked to done it herself. When she eventually discovers that Lennie is a good listener, she unburdens herself with words in a passion of communication, as though she hurried before her listener could be taken away. She is a highly ambivalent character because although the reader feels sympathetic towards her for her past cast- couch experience, her seduction that lead to the murder at the end is almost entirely her fault. One may argue that she had no knowledge of Lennies past and receives the punishment harsher than she deserves. More over, the price for her innocent mistake is on the destruction of the hope of three blameless people: George, Lennie and Candy. Similarly, George and Lennie have a dream, the American dream of living off the fatta the lan . This phrase followed by a description of their future house is a leimotif representing the birth and rebirth of their hope. This hope is the source of energy and once shattered, unlike Curleys wife who was then able to found a less satisfying alternative: George can find no other replacement like Lennie. Crooks the Negro stable buck is presented as another victim of loneliness. Due to his colour and disability, he is separated with the rest of the male community in everyway. This is shown in the examples that the boss gives him hell whenever he is mad and only in special occasion such as Xmas is he allow into the bunkhouse. In this highly racist period, Crooks role as the nigger stable buck meant he is at the bottom of the hierarchy and therefore ostracized by the rest of the community. Due to this inferiority, Crooks feels even stronger about protecting himself in territorial terms and by isolation. Nonetheless, he does not enjoy this solitude but instead, quite prefer the opposite. This is best shown when Candy and Lennie enter his room, which no one but Slim had done before, Crooks finds it difficult to conceal his pleasure in anger. Although he would rather play card in the bunkhouse with others, since he stink and aint wanted there, instead, he has to sit out here and read books. This shows that he has adapted to loneliness using other means but although he knows nothing can replace a real company. In the scene which he unburdens himself to Lennie, the situation becomes parallel to that of Lennie and Curleys wife. Not only are they both absurd and have difficulty in relating to others on the ranch due to society boundary based on racism and sexism, they both confide in Lennie because he would not go on blabbin to others. With Lennie they do not feel under threat and therefore do not have to protect themselves with masks of imagery. In comparison, George and Lennie are always at ease at the company of each other. Apart from Slim, they appear to be the only gu ys on the ranch to manage this. Slim the jekline skinner is the touch stone character in the novel used to reflect morally and decency. Although with a common appearance, every movement and air of his is described with royalty and achieved only by master craftsmen. However, his title as the price of the ranch is not self-given. His authority is acknowledge by the other males on the ranch and so great the his word was taken on any object. His power appears to go beyond the system at the time. Even in this image-ridden macho culture, Slim does not needs to prove his position by creating illusion using force, yet with quite the opposite: gentleness and sense; elements of human quality that are most required in this imbalance situation. Apart from Lennie, Slim appears to be the only one who George is willing to confide. During the talk, they touch on the subject of loneliness, a sensation that grins a normal, respectable person to nothing but a mean guy who wants to fight all the time. In this part of the novel, George explains his relationship with Lennie and why they had traveled together. In a deeper sense, the phrase got kinda used to each other implies a long-term relationship which neither of the can live without now. Other minor characters in the novel such as Carlson and Whitney represent transaline people who best demonstrate the majority of the society at the time. They aint got no people so they move around the country as Crook states: they come, an they quit ango. Their life style is monotonous and they aint have no fun. Their few entertainments include the horseshoe game and cards, which again are reference to competition and individualism. Nonetheless, it is only in these games they make allowance for their guard and relax into the company of each other. In conclusion, Steinbeck presentation of the theme of loneliness is reflected in the actions of his character. Although desperate to make contact, their concern for reputation and nature of the machismo culture in society isolate them from one another. The end tragedy then attracts sympathy from the reader by shattering the hope of few exceptions that appeared to have survived.

Understanding What Is Psychiatric Injury Law Essay

Understanding What Is Psychiatric Injury Law Essay Psychiatric injury has traditionally been known by courts as nervous shock which then has brought much confusion in the area of law by being completely misleading. This term implies that claimants can seek damages because they are shocked as the result of the defendants negligence, upset, or frightened. In order to claim for nervous shock, the claimants have to prove that they have suffered from a genuine illness or injury. In some situations the illness or injury may be a physical, brought as a result of mental shock. For example in Bourhill v Young  [1]  , a woman had a miscarriage as a result of shock caused by witnessing a terrible road accident. If the shock has not caused a physical illness or injury, the claimant must prove that it caused a positive psychiatric illness as described in McLoughlin v OBrian  [2]  . Some examples of these include, clinical depression, personality changes and post traumatic stress disorder, which mostly occurs in reaction to the violent or unexpected death of a close person. However this does not include people who are simply upset by a shock no matter how bad it is, they have to recognize psychiatric illness and medical evidence will be needed to prove that. Therefore claimants who can prove such injury can only claim in negligence if they can be able to establish that they are owed a duty of care by the defendant in regarding the psychiatric illness, and the defendants negligence caused the injury. The case law then has developed a set of rules covering different situations of a claimant depending on their relationship with the event that caused the shock. These categories have varied at different stages of the law, however since the most recent case of Alcock v Chief Constable of South Yorkshire  [3]  as well as White v Chief Constable of South Yorkshire  [4]  there are now three categories: Those who are physically injured in the event caused by the defendant and psychiatrically injured as a result of it (primary victims) Those who are put in danger of physical harm but actually only suffer psychiatric injury (primary victims), and Those who are NOT put in danger of physical injury but only suffer psychiatric injury as a result of witnessing such injury to others (secondary victims) Primary Victims A primary victim is one who suffers psychiatric injury after being directly in an accident and is either himself physically injured or put in a fear of injury. An accident victim who suffers physical injury due to the negligence of another person can recover damage not only for the physical injuries but also for the psychiatric injury. The case of White v Chief Constable of South Yorkshire  [5]  confirms that if a person negligently puts another to a risk of injury, then they will be liable for any damage. This was established by the leading case of Dulieu v White Sons  [6]  where the defendant negligently drove his van into the premises, the victim feared for her safety, although she was not actually struck, she was frightened and suffered miscarriage as a result. The defendant was regarded liable even though there was no physical impact as he could have foreseen that the claimant would have suffered such shock. Therefore we can see that the issue of foreseeability has been taken into account regarding the primary victims, where if psychiatric injury is foreseeable in such a situation then the claimant can claim and be compensated. The leading case of primary victims who are exposed to injury, but not actually physically hurt, is the case of Page v Smith  [7]  where the victim was involved in an accident but was not injured, however he later suffered a serious illness called myalgic encephalomyelitis. Before the accident, this illness was in remission but after the accident the symptoms began to occur and he claimed it was caused by the shock of the accident. It was held in such a case there was duty of care and it was not necessary that the psychiatric injury itself was foreseeable because the defendants behavior would expose the victim to a risk of physical injury. This approach was followed in Simmons v British Steel plc  [8]  where the claimant was physically injured in a workplace accident. He developed a severe skin condition as a result of shock and anger that happened to him. He had to take a lot of time off work, which then led him to develop a depressive illness. It was decided that the defend ants were liable for his skin condition and depression that he suffered. It did not matter that the type of injuries was not foreseeable or that the victim who was more psychologically healthy might not have been affected in this way, as they had exposed him to a foreseeable risk of physical injury. Although the claimant can claim for psychiatric illness caused by fears for their own safety even though no physical injury occurred, there has to be some basis for the fears. In McFarlane v Wilkinson  [9]  , it was held that the fear has to be reasonable given the nature of the risk as well as the claimants situation. However what is unclear is whether the claimant can be considered as a primary victim if they were not actually in physical danger but had reasonable grounds for thinking that they might be. The two leading judgments in the case of White v Chief Constable of South Yorkshire  [10]  differ a bit in this situation: First it was discussed that the claimant must have objectively exposed himself to danger or reasonably believed that he was doing so; on the other hand it was referred to primary victims being in the position of foreseeable physical injury. Obviously in many cases the reasonable belief that the claimant was in danger arises from the fact that they actua lly were. Moreover in CJD Group B Claimants v The Medical Research Council  [11]  it was suggested that there might be a group which could not be considered as primary victims in an actual sense but nevertheless should be treated the same way. Claimants in this case had growth problem as children and were treated with injections of growth hormone which later was discovered to have contaminated with virus which causes a fatal brain condition (Creutzfeldt Jakob disease referred to as CJD) and they were regarded to be at risk of developing CJD. The claimants then had to live with fear of knowing that they might develop the disease and some of them suffered psychiatric injury as a result. The defendants were held liable as they had been negligent in allowing the injections to continue even after the risk of contamination was suspected. The claimants also claimed they were owed a duty of care as primary victims regarding psychiatric injury. However they were not considered to be primary victim s in a real sense because the psychiatric injury was not actually initiated by the physical act of the injections, but by the fact that they might be at risk of developing CJD. Their claim was allowed although basing on the relationship of proximity between the parties that the psychiatric injuries were foreseeable, therefore no reason to exclude them from compensation. Secondary Victims A secondary victim is the one who suffers psychiatric injury as a result of witnessing or being informed about an accident which involves another. It is a bit difficult to begin with when the plaintiff himself is neither physically injured nor threatened with injury but can suffer psychological illness and claim for compensation. Among them there are groups of people who suffered psychiatric injury as a result of witnessing the death or injury of friends, relatives or work colleagues; those whose psychiatric injury has been caused by them bringing about death or injury to others where the ultimate cause was someone elses negligence; and those who have suffered psychiatric injury as a result of acting as rescuers, both those who have voluntarily given assistance to others in danger, and those who have done so as a result of their jobs for example police officers. Up until the case of White v Chief Constable of South Yorkshire  [12]  , each of these groups were treated differently but after the above said case, they are all subject to the same rules developed in McLoughlin v OBrian  [13]  as well as Alcock v Chief Constable of Yorkshire  [14]  which is that secondary victims could only claim for psychiatric injury in very limited circumstances. In McLoughlin v OBrian  [15]  , the claimant was not with her family when they were involved in an accident. One of her daughter was killed and her husband and two other children were injured badly. The claimant then rushed to the hospital when she was told about the accident and when she saw her family she then suffered psychiatric injury as a result, including clinical depression and personality changes. When she made a claim it was allowed although only witnesses who were present at the scene of a shocking incident were allowed to recover the psychiatric injury. The decision is a bit confusing though, however it was still suggested that the sole issue is still reasonable foresight, and she can claim because her psychiatric injury was foreseeable. The other judges though looked at it in another way and what they suggested seemed to be found in favor. The issue was that, psychiatric injury did not have to be reasonably foreseeable as itself it is not enough to create a duty of care towards the secondary victims. Secondary victims will have to satisfy a series of other requirements including their relationship with the primary victims of the shocking incident and their position with regard to the accident. Alcock v Chief Constable of Yorkshire  [16]  involved 10 appellants who suffered psychiatric injury as a result of a disaster in 1989 at Hillsborough Stadium, in which as a result of the admitted negligent defendants, 95 people were crushed to death, and over 400 people were physically injured. None of the appellants had suffered any physical injury, or being in any danger. In fact most of them were not at the ground though they saw part of the events on television. There was a need for the law to place some limitation beyond reasonable foreseeability and medical proof of causation. Due to that, Alcocks case gave specific groups of people who could claim because between them there were those who had a special relationship with the dead or injured, and positions in relation to the incident (includes parents, grandparents, brothers, fiancà ©s and friends) who either were at the stadium and witnessed the tragedy, seen it on television or being told the news by the third party. Havi ng the claimants made claims concerning them suffering psychiatric injury due to that, the courts had to look at it in a different point of view since it was generally the policy of the common law not to compensate third parties. However there were some exceptions which were made. In order to recover psychiatric harm, it is necessary to consider the following; First, the secondary victim must prove that psychiatric injury was a reasonable foreseeable consequence of the defendants negligence, and once that has been proven, three further tests have to be taken into account including, the nature and the cause of the psychiatric injury; the class of person into which the claimant falls in terms of their relationship to the primary victim(s) and the claimants proximity to the shocking incident in terms of time and place. The nature of the psychiatric injury A claimant must prove that their psychiatric damage amounts to a recognized psychiatric illness. Moreover the psychiatric damage must have been caused by the claimant suffering a sudden and unexpected shock caused by a horrifying event. This excludes those who suffer psychiatric illness as a result of suffering form loss of their beloved ones, or the stress of having to look after a disabled relative injured by negligence of another. In Sion v Hampstead Health Authority  [17]  , the claimant developed a stress related psychiatric illness due to watching his sun slowly die in intensive care as a result of negligent medical treatment. As his psychiatric illness was not caused by a sudden shock, then he could not recover damage for it. However in contrast with the case of North Glamorgan NHS Trust v Walters  [18]  where the claimant was a mother of a baby boy who died after receiving negligent treatment for which the defendants were responsible. The mother was asked to consider switching off the life support machine because the boy was regarded to have severe brain damage and was in a coma. She and her husband agreed to it and as a result of the events, she suffered a psychiatric illness. The courts said that the horrifying event could be made up of series of events, that is witnessing his son chocking and coughing blood, hearing news that her son was brain damaged after being told that he was not, and watching him dying. Each had their own immediate impact and could be differed from cases where psychiatric illness was caused by realizing that the child was dying. Therefore as long as a sudden shock is at least partly responsible for the claimants psychiatric illness, one can be able to claim for damage. A Class of person If a secondary victim can prove they suffered psychiatric illness due to a sudden shock caused by the defendants negligence, then they will also have to prove that they fall within a class of people which the law allows them to claim for compensation for such injuries. The key cases have focused on three possible classes of people Rescuers at the scene of accidents; Employees of the party causing the accident; and Unwitting Agents Rescuers These are people who suffer psychiatric injury as a result of helping the primary victims of a shocking incident. In the case of Chadwick v British Railways Board  [19]  the claimant spent 12 hours helping victims of terrible train disaster which occurred near his home and over 90 people were killed. Due to the experience he suffered psychiatric illness and it was successful. Rescuers are not to be considered as a special category of secondary victims, but have to be subject to the normal rules on secondary victims. There is no pre-existing close relationship between them and the primary victims. However this does not much apply to special officers who act as rescuers since it is already their job, but rather voluntary rescuers can claim as secondary victims if at all they have not suffered any physical injuries but psychiatric illness as a result. Employees Employers are regarded to owe a duty of care towards employees to ensure that they are safe at work. Before the case of White, it was established that an employee had a right to recover for psychiatric illness caused by witnessing or fearing injury to fellow workers as a result of an employers negligence. However after the case, it was held that there was no such right. An employers duty to safeguard employees was not different from the duty of care owed by all people to others whom their conduct might affect. The employers duty to employees is an aspect of the law of negligence and its then subject to the normal rules of negligence. There is no special duty of care regarding psychiatric damage caused by employers to employees, just the normal rules. However one can claim if at all the psychiatric illness was a foreseeable consequence of the defendants negligence as given in the case of Dooley v Cammell Laird Co Ltd  [20]   Unwitting Agents Although the case of White makes it clear that employees are not to be regarded as special group of psychiatric illness claimants, what remains unclear is those who witness a shocking accident caused by someone elses negligence, and while they dont suffer any physical injury themselves, they might be considered bystanders because some of their actions caused injury or death to others. For example in Dooley v Cammell Laird  [21]  , the claimant without his fault, a load dropped into the hold of the ship being unloaded. He was able to claim for psychiatric injury caused by fearing for the safety of his colleague working below. However the case of White still doesnt find the right to exist although up until the case of Hunter v British Coal  [22]  , there seemed to be suggestions that unwitting agents may have a claim if they satisfy requirements of proximity of time and place. (How close they are to the shocking event in terms of time and place) Conclusively, due to some areas of law being harsh and difficult under this, the Law Commission published reforms to make changes in relation to the rules for secondary victims being restrictive, requirement for a close tie between primary and secondary victims to be justified and remain, the requirement of proximity should be abolished and the requirement for psychiatric injury caused by sudden shock should be abandoned.

Strategies Learner Used Facilitate Learning In Workplace

Strategies Learner Used Facilitate Learning In Workplace The aim of this assignment is to reflect on and analyse, strategies used to facilitate learning with a newly qualified member of staff in the authors working environment. The new member of staff will be referred to as the student during this assignment. This paper will show how one particular teaching session relates to theories of learning. Reflection has been defined by Taylor ( 2000 ) as : The throwing back of thoughts and memories, in cognitive acts such as thinking, contemplation, meditation and any other form of attentive consideration, in order to make sense of them, and so make contextually appropriate changes if the required. However, the definitions from Boyd Fales ( 1983 ) and Dewey ( 1996 ), who considers that it is purposeful activity in thinking about an experience, through which learning takes place. Boyd and Fales focus more on self development. Here reflection does not only add to our knowledge but challenges the concepts and theories we hold. Furthermore as a result we dont see more, we see differently. The reflective process is at least to some degree conscious, but may not be verbalized. The author also, believes and agrees with John (2004), that reflection are often triggered by feelings and greatly influences decision making. This emphasises the importance of reflection in practice. The English National Board (ENB) and the Department of Health (DOH) 2001 defined a mentor as: denoting the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in practice setting would seem to be the most appropriate one to use. DOH (2001) identified that mentors need to possess a wide range of skills and to undergo a more robust preparation in order to equip students for their working life in todays modernised, demanding National Health Services (NHS). Although this is the definition that illustrate the entirety of the mentoring role. The author feels this definition gives a somewhat very cold and clinical approach to being a mentor and prefers the following definition by Morton-Cooper and Palmer (2000) who states A mentor is someone who provides an enabling relationship that facilitates anothers personal growth towards competent practice and high standard making the learning experience an enjoyable and mentally fulfilling. Thi s definition encompasses the emotional and personal part of the relationship, whether positive or negative, which the author feels is of utmost importance for a beneficial learning experience for both the learner and the mentor. In ICU, all new members of staff must have completed four weeks of supernumerary period to acquire the necessary knowledge and skills to safely look after a critically ill patient. In planning to teach my student, The author need to accomplish three important aims as discussed by Wong et al, 1998; Conway and McMillan, 2000; (Cited in Jackson and Mannix 2001 p270), Provide student with the opportunity to develop their clinical skills; Integrate theory and practice; and, Assist their socialization into nursing. Prior to undertaking teaching of the student, the author ensured that the student had set a realistic goals and clear learning objectives and also, encouraged to question things that was not clear or difficult to understand. After much consideration based on the students learning needs, it was reciprocally agreed that the skill of zeroing of CVP and Arterial line would be one of the essential skills taught in ICU. The learner expressed the need to learn this particular skills, a nd Rogers (1996) views that learning is accomplished when a person feel a need, makes effort to meet that need, and feels satisfaction with the result of his effort. The student appeared keen to learn, and Hinchcliff (2001), views motivation as the major factor that encourages students to learn, and Oliver and Endersby (1994), sees motivation as one of the most basic conditions for learning. Motivation is heavily influenced by need, and Gross (2005) believes that how the motives underpinning behaviour are interpreted, depend upon the position of the work of a theorist or psychologist. Maslow (1970), while theorising human need, recognised that only when the needs lower down in the hierarchy are satisfied, the higher need will be met. The Intensive Care Unit is often very busy and stressful, and within the role of educator the author was very aware that the learner needed time away from the unit to unwind, as she could be very easily become over tired. On reflection this connects with the evaluation process of Gibbs reflective cycle, in ascertaining what was good about the experience. The Intensive Care Unit has its own coffee lounge away from the unit where tea and coffee is provided. Frequent breaks, comfortable chairs, a television, and availability of refreshments are what Rogers, (cited in Downie 2003) views as necessary for providing human comfort and resulting in meeting physiological needs. Maslows theory made a significant contribution of humanist thinking and the self actualization. The learning outcomes developed from our discussion were for the student to; Increase knowledge of zeroing CVP/Arterial Lines; Prepare resources and equipment correctly with minimal prompting or assistance; Carrying out the procedure using aseptic technique, efficiently and record the nursing procedure in the care plan or patient record. In order to do this, the author needed to look at the nature of the learning process. It is therefore crucial when setting out to undertake a mentoring role that there is an understanding of the way the adults learn. Learning can be defined formally as the act, process, or experience of gaining knowledge or skills (Conner, 1997). Facilitation of learning is defined by the Royal College of Nursing (RCN) as a well-planned learning opportunity with the provision to coach and support students (RCN, 2002). This is supported by the Department of Health (DOH), which adds that facilitation of learning allows students to develop opportunities to identify experiences that meet their learning needs (DOH, 2001). Facilitation of adult learning is described by Banning (Cited on Warren 2010) as the ideas and theories that are accredited to prior experiences which need to be complemented by interaction and adult-orientated strategies. A successful mentor is able to transform previous experiences via experimental learning, enabling the student to make sense and learn from the experiences gained. However, facilitating student learning is not always easy in practice. Garrison et al (2004) remind us that while teaching the nursing leaders of the future, we do so in chaotic setting which is, in effect, an unhelpful learning environment. More recently, Swinny and Brady (2010) found that, on a ward setting, mentors have difficulty finding time to teach because of the busy and demanding nature of clinical environment. The premise that a student must have the desire to learn in order that learning that can take place seems obvious, but there are many elements of learning that can affect the desire to learn (Hinhcliff, 2001). Motivation is a major factor that manages students to further their knowledge. (Hinhcliff, 2001), and (Oliver and Endersby, 1994) support this view by believing motivation to be, one of the most basic conditions for learning to take place. An understanding of some theories is helpful to a mentor as it provides them with an opportunity to examine their own beliefs and assumptions about people, knowledge, motivation, environment, assessment and other factors necessary with learning (Nicklin and Kenworthy, 2000). Learning help us move from novice to expert and allow us to gain new knowledge and ability. (Benner, 1984). These theories provide framework for studying the processes associated with learning. Learning theories of behaviourism, cognitivism and humanism have attempted to provide explanation about learning that apply to people in general. In order to see the full potential in learning, knowledge of such theories is crucial to the success of the individual learner. Behaviourism argue that nearly all behaviour is learned. It is based on what is refered to as stimulus /response learning and originates with the russian psychologist, Pavlovs work with the dogs whereby he linked one stimulus meat powder to a second st imulus, the sound of a bell. This produced a salivation response and ultimately the dogs would salivate at the sound of the bell even in the absence of the meat powder. This experimentation produced Pavlovs theory of Classical Conditioning (McKenna 1995). The social learning theory developed by Albert Bandura could be useful within the affective areas of nursing in as much as the mentor behaves in ways he wants the learner to imitate, as a role modelling (Knowles, 1990). He stressed the importance of modelling other behaviours, which is known as observational learning (cited by Bahn, 2001). Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioural frameworks. Humanism developed during the 1950s and 1960s as an alternative to psychoanalysis and behaviourism, movements which until then dominated psychology. This perspective emphasises the importance of self. It advocates student centred learning related to each ones own unique experiences, Teachers are seen as facilitators of learning, rather than the expert handing down knowledge and understanding (Quinn, 2000). A day was planned in advance when the teaching would take place. The author had met on several occasions with the student therefore an introduction had been made. The author felt that effective communication is essential to facilitate learning, therefore adapted a friendly and approachable manner. This view is supported by McKimm, J. (2007) who believes the learner is able to express their views and make errors when a sociable atmosphere is set and maintained. McKimm, J. (2007) also discusses the concept of teaching by humiliation and the author is very aware from past experience, of the negative effect of power relations, and so becoming more sensitive to the needs of the student. As a good example, the student had seen the procedure of zeroing the CVP line, carried out previously as a part of the daily routine with the mentor/author but had neither performed it nor understood the relevance of it. i i

Martin Luther King Jr. :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  After the Birmingham, Alabama newspaper published â€Å"The Public Statement by Eight Alabama Clergymen† calling Martin Luther King Jr.’s activities â€Å"unwise and untimely,† King wrote a response back from jail arguing each point the clergymen had made in their â€Å"Public Statement.† In the â€Å"Letter from Birmingham Jail,† King points out that he is not an outsider since the people of Birmingham invited him and that since they are all within the United States, nobody should be even considered an outsider. Being a fighter of injustice, King says, he sought to negotiate with the white community of Birmingham, but they refused to comply. Then, he illustrates to them that the tension amongst the groups is many times good because it leads to action and negotiation. He further explains that calling the actions of Negroes â€Å"unwise and untimely† is denying them justice, which they have been waiting for too long. Moreo ver, King explains that laws can be just and unjust, and that he will only obey just laws that agree with the moral code and disobey laws that do not unlike the white churches, which permit prejudice and hate even though they should preach brotherhood and love. Lastly, King points out that Negroes will win their freedom in the end because it is their right and God’s will. To argue his points in the â€Å"Letter† King uses each of the three rhetorical appeals: ethos, pathos, and logos. In this essay, I will try to prove that one appeal is more effective than the rest, but first in order to help one understand what these appeals mean, I will use Arthur Quinn’s definitions of what the three appeals entail. The first appeal, the ethos, tries to persuade an audience to agree with an argument by using the reputation and character of the speaker or writer. For instance, a well-liked political leader might hold a strong ethos in the eyes of his constituents, and therefore his opinions on issues might convince his constituents to hold the same opinions whether or not they know anything about the issue. In contrast, the pathos appeal attempts to persuade an audience by targeting their emotions in attempt to gain their sympathy for the argument. An example of this appeal can be seen in TV commercials fundraising money for impoverished children. The final appeal, the logos, attempts to persuade an audience using logic and good reasoning.

Gods Forgiveness in Taylors Meditation 42 Essay -- Edward Taylor Poe

In Edward Taylor's "Meditation 42," the speaker employs a tone of both desire and anxiousness in order to convey the overall idea that man's sinful nature and spiritual unworthiness require God's grace and forgiveness to gain entrance to the kingdom of heaven. In the opening stanza, the speaker describes the human craving and longing for material objects. From the very first word of "Meditation 42," a sense of longing and desire infuses the poem as "apples" (ll. 1) often symbolize both temptation and desire. Because Eve allowed the lure of attaining the God's knowledge to overtake her in the book of Genesis, she bites from a fruit on the Tree of the Knowledge of Good and Evil which is commonly depicted as an apple. In addition, because the "apples" allude to man's fall from paradise they thereby represent man's imperfection and sinful nature. Furthermore, the fact that "apples of gold in silver pictures shrined" (ll. 1) emphasizes the desire or lust for physical, material items of beauty and wealth. These items "enchant" (ll. 2) as the "gold" and "silver" appeal to mankind's covetous nature and tendency to value superficial items. Thus, the speaker conveys his longing and desire for physical riches which "enchant" him. Yet his want for treasures exist as strictly human desire, causing physical consequences as they "make mouths to water" (ll. 2). However, despite the monetary value of precious metals, attaining such superficial items does not allow man to gain any true fulfillment. For example, in the opening stanza, all the treasures "In jasper cask, when tapped, doth briskly vapor" (ll. 4). The material items mean nothing in the larger scheme of the world and therefore "briskly vapor" and disapp... ..., but still pleads for God to "take me in" (ll. 41), and promises to "pay...in happiness" for mercy. Once again, the speaker demonstrates the same desires for physical treasures that he expresses in the first stanza as he asks God to "give mine eye / A peephole there to see bright glory's chases" (ll. 39-40). Even in the God's kingdom, the speaker reveals his humanity as he focuses on ornamentation which starkly contrasts with God's divinity as He has the ability to show love even for sinners. Thus, while man shows his human nature, desiring and coveting physical riches and treasures, God demonstrates his truly divine nature as he possesses true spiritual riches, in the form of love, mercy, and forgiveness. Works Cited Taylor, Edward. â€Å"Meditation 42.† The Heath Anthology of American Literature. Ed. Paul Lautier. New York: Houghton Mifflin Company, 2004

Bureaucratic Organization And The Learning Process

This paper talks about a bureaucratic organization in detail. It focuses however on the learning aspect in an organization that means how conducive the entire working environment is there. This promotion of a learning environment is essential in effective growth of a company or whichever organization that undertakes the learning process as part of their work. The argument that surrounds this entire paper is essentially that how well a bureaucratic organization deals with this aspect of efficiency by inculcating within it the process of subliminal learning.The argument arises when it is said that there is not much learning undertaken in a typical bureaucratic organization. Introduction At the onset of the industrial revolution, at the end of the eighteenth century, many small shops around villages etc. were transformed into big factories by centralizing their power. There are two main practices that are talked about when the term â€Å"bureaucratic organization† is mentioned. T hese two main theories are: †¢ Weber’s ideal bureaucracy †¢ Taylor’s scientific management Both these concepts talk about compartmentalization and labor resource.These two factors according the theories are very important in determining what exactly is meant by efficiency in work at the workplace. Taylor’s scientific management Taylor talked about analysis undertaken at the workplace with respect to working behavior. His study which was very detailed and conclusive, analyzed labor work at a factory where there were machines involved also. His aim was to improve efficiency while also making sure that per unit costs decrease of the output or the product/s that are being produced.The role of the research was to make sure that the human labor involved were basically machines that could be replaced or exchanged with each other when there is a lack in one’s performance for instance. (Kimble, n. d. ) His idea originated from that one time when he condu cted observational studies on workers who were doing repetitive jobs. He called these repetitive jobs and the employees/ lower level factory workers tasks as â€Å"soldiering†. He claimed that an efficient way or the best method of doing each job should be determined and then taught to all the workers.This, according to him would make sure that the worker’s productivity goes up and the workers would also feel like they are indulging into quality work for the organization; thereby also leading motivating them. He said that there are many forces at work that contribute towards the actual production of output. These factors involved are the internal human characteristics, the physical environment, social atmosphere, the task itself. The task itself would involve things like the kind of work involved (manual or automated), speed with which it can be done etc.For this purpose he designed time motion studies to measure how workers contribute to the output. (Kimble, n. d. ) T aylor found out that as the products involved more and more complex, and then the workers’ productivity increased thereby too. And eventually the entire middle management of the factor itself emerged as a new layer therein. Departmentalization took place resulting into more efficient allocation of resources. (Kimble, n. d. ) The Ideal Bureaucracy – Max Weber (1864 – 1920) Max Weber was the actual proponent of bureaucracy.He talked about having a form of organization that incorporates into itself use of written and formal documents. Moreover, most people take the term â€Å"bureaucracy† as something that has monarchy or an authoritarian style of leadership or management. This is the view that Weber promoted. At the time when capitalism was very much in an influential state, concept of this type of management was introduced. It had/ has the interplay of maximization of the production or the output, while also making sure that input prices and costs are mini mized.Hence, this is the point where Taylor also agrees when the latter talks about efficiency in allocation and management of resources while doing work. (Kimble, n. d. ) Weber categorized many concepts that he thought are related to this type of administration and management. These he called as the core factors or rudiments that are there in such an organization. These are: †¢ Efficiency first of all †¢ Impersonality †¢ Logical sequence of activities and events Weber further illustrated and clarified the role of bureaucracy by saying how the structure of such a firm is controlled from above.Hence, there is centralization of power only at the top and most of time no one else has any authority in making or trying to undertake any decisions involving the organization’s functions and activities. (Kimble, n. d. ) Weber said that such an organization hence has more chances of succeeding in its lifecycle development since there is no meddling of affairs in the hands of those who are not directly involved in the organization. He gave the example of the army or the forces, by saying that they have success in the performance of their goals since they have centralized authority and power at the top.This results in giving of and hence following of the direct orders of the entire team in the army. (Kimble, n. d. ) Weber proclaimed that along with the power at the top, there is also power and authority at the managing level or the â€Å"head† of each level in the hierarchy. He said such organizations are more effective and stable. (Kimble, n. d. ) Learning Process in Organizations There are many companies today that indulge in many different activities involving various perspectives. This means that they have the kind of perspectives that they think are effective to do the work that are involved in.now, putting these vague concepts together it can be said that a learning organization indulges into subliminal knowledge sharing that promotes the presence and activation of a conducive environment. Facilitation of learning on each employee’s part in an organization along with changes, results in a learning process. (Smith, 2001) There is widespread opening up of people’s capacities which mean that each individual has a fair chance of learning in the process of working for this organization.There can be an amalgamation of many employee’s ideas and thoughts that could result into changes in the organization in future which would contribute towards its development. There is inspiration, aspirations, hopes and dreams, aiming to achieve success and more and more developments in a positive way. This can be made possible when there is an adequate amount of openness that promotes giving value through each employee or the member of an organization. (Farago & Skyrme, 1995) Learning levels or types:It is not just training and teaching that is part of a learning organization, rather it is also about how the developm ent of each member’s capacities is enhanced, thereby providing benefits to the entire organization on the whole (Smith, 2001). There are different types of learning, these are: Level 1: facts, processes, procedures in learning Level 2: job skills development Level 3: adaptability to a changing environment (for the better good of the organization) Level 4: innovating and fostering people’s creativity.Characteristics of a learning organization: These are pointed out below as discussed by Smith (2001): †¢ Culture that promotes learning †¢ Processes involved that promote interaction and development of human potential by discovery †¢ Group and individual learning e. g. problem solving techniques †¢ Acquiring of skills and thereby attaining motivation So, is Bureaucracy Not Consistent with Learning? It is general notion and a common belief that a bureaucratic organization is not very welcoming of a learning environment.This is because when there is contro l directed at everyone from the top then there is not much learning that takes place. This is certain of the fact that usually in a bureaucratic organization the focus is on efficient control and advancement with promotion of power that the lower level workers (for each head respectively that is) are subjected to. (Smith, 2001) In most extreme cases, it is even said that these two types of organizations, learning organization and a bureaucratic organization, are two extremes of a pole.And there is often impossibility of having learning in a bureaucratic organization. In contemporary times, many companies have also focused on changing from a bureaucratic organization to a learning organization as being part of one of their main strategic aims. Many theorists have said that the commercial importance of a learning organization is also increasing with the passage of time. This also handles competition well and makes sure that efficiency is kept in line with that of the worker’s i nvolved. (Smith, 2001)How can an Organization be made a Learning Organization? A lot has been said about organizations that run on bureaucracy, and have no or minimal aspects of learning involved. The very important question here is hence that how can organizations be made to function in a way that promotion of a learning culture is done. This could be a step by step procedure that could involve learning as part of its components while also catering bureaucracy as the main type of its management (Kline, 1997; Senge 2006). Techniques:An environment could be created that promotes such type of learning and thereby help in advancement of the organization in the most effective manner. Many things could happen including: †¢ Having an environment of inquiry and that of allowing free flow of information †¢ Creativity and allowing for innovative ideas †¢ Efficient organization and coordination of information †¢ Making quick decisions and allowing for flexibility in decisi on making in general †¢ Conducting observation studies to document and verify this later†¢ Making sure that new learned information and knowledge is amalgamated into the new procedures and policies to incorporate changes thereby Henceforth, it is clear that to have a bureaucratic organization changed into a learning organization if not wholly then at least partially, it is highly essential that there is a collective or a team effort to start off with. Also, there should be many teams and groups there which have easy interaction so that there is an ease in information flow. Nothing should stay hidden which can help in imparting knowledge even if it’s implicit knowledge (which is usually the case).(Farago & Skyrme, 1995) Skills involved: †¢ Communication †¢ Observation and a listening atmosphere †¢ Strengthening of colleague to colleague and boss to colleague relationships †¢ Sustainment of each other at the workplace †¢ Having a holistic appr oach towards everything †¢ Accepting confrontations and challenges positively †¢ Accepting change †¢ Being flexible and open to new trends/ ideas †¢ Fostering one's own development of capacities by also helping others to do so with their own Taking out elements that make an organization not a â€Å"learning† organization:This section deals with how an organization can help itself by taking out all these factors that do not extend towards the organization being able to benefit from learning and knowledge sharing. There are hence many obstacles or hindrances that can render a bureaucratic organization not take advantage of learning. The following pointers could be related to a supervisor at a bureaucratic organization. These are: †¢ Being traditional and seeing everything from the â€Å"I-own† perspective rather than from the â€Å"I-share† perspective†¢ Being too focused on systems and procedures themselves rather than being apprecia tive of sharing information overall †¢ Being overly rejective of change †¢ Having hidden feelings †¢ Having hidden personal goals and ideas and not sharing them †¢ Not having empowerment done †¢ Having materialistic view of everything around them Success factors in changing: There are many factors hence that can be solved when taking these into account. Some of the success factors are: †¢ Start at the top †¢ Prioritize things †¢ Be active rather than passive †¢ Do correct diagnose of acute issues †¢ Link things together†¢ Allow for mutual feedback (top to bottom, and also bottom to top) †¢ Allow for new ideas and product development †¢ Think out of the box †¢ Role-playing; this can be particularly helpful to these people who think that power is everything and now its effective usage †¢ Energizing, specializing behavior (Farago & Skyrme, 1995; Kalling & Styhre; 2006) Works Cited Farago J and Skyrme D. (1995) T he learning organization. Retrieved November 3, 2008, from http://www. skyrme. com/insights/3lrnorg. htm Smith, M. K. (2001) The learning organization, the encyclopedia of informal education, Retrieved November 3, 2008, from http://www.infed. org/biblio/learning-organization. htm. Kimble, C. (n. d. ). Bureaucratic organizations. Retrieved November 3, 2008, from http://www. chris-kimble. com/Courses/mis/Bureaucratic_Organisations. html Huysman, M. H. and de Wit, D. H. (2002) Knowledge Sharing in Practice. Springer Kalling, T. and Styhre, A. (2003). Knowledge Sharing in Organizations Kline, P. (1997) Ten Steps to a learning organization. Great River Books Senge, P. (2006) The Fifth Discipline: The Art & Practice of The Learning Organization. Double Day Business

Drug Use Cause And Effect Essay

You hear about more and more people using drugs these days, particularly prescription drugs. Doctors may prescribe these drugs to you and you may think they are helping but, what you don’t know is how they may change a normal functioning person into an addict. These drugs are habit forming and can seriously harm you, even kill you. For Years people go to the doctor for one reason or another. Some doctors prescribe pills that can sometimes be more damaging than helpful. Certain drugs these doctors prescribe like pain killers only mask the problem, not really solving it.Some names of these painkillers are: Vicodin, Lortab, Anexsia, Zydone, and Norco. After several weeks of taking these drugs, you can become physically and emotionally dependent. Even if you have never been an addict or used street drugs before you can become dependent. After a prolonged period, say a few weeks, of taking these drugs, not only are you dependent but, if you do not continue to ingest these pills you will experience withdrawal symptoms. Some of these withdrawal symptoms include: insomnia, night sweats, tremors and agitation.Studies have shown prolonged use or misuse of these painkillers can have other dangerous consequences. Dangers of these drugs include: liver disease related to prolonged or excessive use of the acetaminophen (contained in Vicodin). Physical tolerance to the drug after prolonged use, increased doses is needed to achieve the same pain relief. People tend to forget or do not read the interaction warnings or labels on these drugs. Mixing certain types of other drugs with painkillers can be extremely dangerous and end in a bad result. Drugs like MAO inhibitors and antidepressants can result in respiratory complications or death.

Movie Analysis of Count of Monte Cristo Essay

The Limits of Human Justice- Edmond Dantes takes justice into his own hands because he is dismayed by the limitations of society’s criminal justice system. Societal justice has allowed his enemies to slip through the cracks, going unpunished for the heinous crimes they have committed against him. Moreover, even if his enemies’ crimes were uncovered, Dantes does not believe that their punishment would be true justice. Though his enemies have caused him years of emotional anguish, the most that they themselves would be forced to suffer would be a few seconds of pain, followed by death. Relative versus Absolute Happiness- A great deal separates the sympathetic from the unsympathetic characters. The trait that is most consistently found among the sympathetic characters and lacking among the unsympathetic is the ability to assess one’s circumstances in such a way as to feel satisfaction and happiness with one’s life. Dantes claims that â€Å"There is neither happiness nor misery in the world; there is only the comparison of one state with another, nothing more. In simpler terms, what separates the good from the bad in The Count of Monte Cristo is that the good appreciate the good things they have, however small, while the bad focus on what they lack. Love versus Alienation- Dantes declares himself an exile from humanity during the years in which he carries out his elaborate scheme of revenge. He feels cut off not only from all countries, societies, and individuals but also from normal human emotions. Dantes is unable to experience joy, sorrow, or excitement; in fact, the only emotions he is capable of feeling are vengeful hatred and occasional gratitude. It is plausible that Dantes’s extreme social isolation and narrow range of feeling are simply the result of his obsession with his role as the agent of Providence. It is not difficult to imagine that a decade-long devotion to a project like Dantes’s might take a dramatic toll on one’s psychology. Edmond Dantes – The protagonist of the novel. Dantes is an intelligent, honest, and loving man who turns bitter and vengeful after he is framed for a crime he does not commit.  When Dantes finds himself free and enormously wealthy, he takes it upon himself to act as the agent of Providence, rewarding those who have helped him in his plight and punishing those responsible for his years of agony The Count of Monte Cristo – The identity Dantes assumes when he emerges from prison and inherits his vast fortune. As a result, the Count of Monte Cristo is usually associated with a coldness and bitterness that comes from an existence based solely on vengeance. Lord Wilmore – The identity of an eccentric English nobleman that Dantes assumes when committing acts of random generosity. Lord Wilmore contrasts sharply with Monte Cristo, who is associated with Dantes’s acts of bitterness and cruelty. Appropriately, Monte Cristo cites Lord Wilmore as one of his enemies. Abbe Busoni – Another of Dantes’s false personas. The disguise of Abbe Busoni, an Italian priest, helps Dantes gain the trust of the people whom the count wants to manipulate because the name connotes religious authority. Sinbad the Sailor – The name Dantes uses as the signature for his anonymous gift to Morrel. Sinbad the Sailor is also the persona Dantes adopts during his time in Italy The story begins in 1815 and ends in 1844. Though most of the action takes place in Paris, key scenes are also set in Marseilles, Rome, Monte Cristo, Greece, and Constantinople. Edmond Dantes has been betrayed by a neighbor, a coworker, a friend, a fiancee and an officer of the law, and following a lengthy imprisonment in terrible conditions, he escapes and uses the knowledge and wealth that has been given to him by a fellow prisoner to exact his revenge on all of these people. He stops short of his fiancee when he finds that she still loves him and that her marriage to another was only because she thought he was dead. Edmond and his friend, Fernand Mondego, officers of a French trading ship, head to Elba seeking medical attention for their captain. Dantes and Mondego are chased by English Dragoons who believe they are spies for the exiled Napoleon. The Emperor declares they are not his agents, and asks Dantes to give a letter to a friend in France. After the captain dies, they are sent on their way. Dantes is reprimanded by the ship’s first mate, Danglars, for disobeying orders. However, the shipping company’s boss, Morrell, commends Dantes’ bravery, promoting him to captain over Danglars. Mondego intercepts Dantes’ fiancee, Mercedes, and tries to seduce her. When he hears of Dantes’ promotion, Mondego realizes that Dantes will be able to marry Mercedes sooner than expected. Mondego gets drunk and tells Danglars about the letter Napoleon gave Dantes. Danglars has Dantes charged with treason and sent to magistrate J. F. Villefort. Villefort is sure of Dantes’ innocence, but discovers the addressee is Villefort’s father, Clarion, a Bonapartist whom he denounced to secure a promotion. Villefort burns the letter and fools Dantes into submitting to arrest, then attempts to send him to an island prison. Dantes escapes and goes to Mondego for help, but Mondego wounds him so he cannot escape; when Dantes asks why he betrayed their friendship, Mondego says that he is angry that he wants to be Dantes despite his wealth and superior social position. Dantes is imprisoned in the Chateau D’lf.  Meanwhile, news spreads that Napoleon has escaped from Elba. Mondego, Mercedes, Morrell and Dantes’ father go to Villefort to plead that Dantes is innocent, but Villefort rejects their efforts. Mercedes thanks Mondego for his support, but after she leaves Mondego and Villefort discuss their reasons for imprisoning Dantes. Mercedes is told that Dantes has been executed. In prison, Dantes befriends Abbe Faria, a priest and former soldier in Napoleon’s army. Faria was imprisoned because he claimed not to know the location of the deceased Count Spada’s fortune. For 13 years Faria educates Dantes, teaching him mathematics, literature, philosophy, economics, hand and sword combat and military strategy. While escaping, their tunnel caves in, mortally wounding Faria, who gives Dantes the location of Spada’s treasure. When the guards put the priest into a body bag, Dantes removes the corpse, hides himself in the bag and is thrown into the sea. Dantes washes onto a desert island and encounters Luigi Vampa, a smuggler and thief. Vampa persuades Dantes to fight Jacopo, a traitor whom they intended to bury alive. Dantes defeats Jacopo but makes a deal with Vampa to let him live; Jacopo vows to serve Dantes for the rest of his life. Dantes joins the smugglers for three months, leaving when they arrive at Marseilles. Not recognizing him, Morrell tells Dantes that his father committed suicide upon learning of his imprisonment and that Mercedes has married Mondego. Danglars took over Morrell’s shipping company after Morrell made him a partner. Dantes goes to the island of Monte Cristo, finds Spada’s treasure and vows revenge on Mercedes, Mondego and the other conspirators. Dantes becomes the â€Å"Count of Monte Cristo†. He hires Vampa to stage a kidnapping of Mondego’s son Albert and then â€Å"rescues† him, inviting the boy to his residence. In return, Albert invites the count to his sixteenth birthday at the Mondegos’ residence. Dantes meets with Villefort to discuss a shipment of unspecified property. Mondego meets with Villefort later that evening and mentions that his son heard Monte Cristo use the words gold, shipment and Spada. They believe the shipment is treasure and plot to steal it. At the party, Mercedes recognizes Dantes, with whom she is still in love. Jacopo allows her to hide in Monte Cristo’s carriage to speak with him, wanting his master to abandon his obsession with revenge and simply live his life. Dantes does not admit to being her former lover, but accidentally says ‘Edmond Dantes’; Mercedes had never mentioned Edmond’s last name. Dantes confronts Danglars with the police in tow; Danglars fights Dantes, who reveals his true identity before having Danglars arrested. Dantes gets Villefort to confess that he persuaded Mondego to kill Clarion in return for telling Mercedes that Dantes was executed. Villefort is charged with conspiracy to murder, and realizes Monte Cristo’s true identity before being imprisoned. Mercedes admits that she still loves Dantes. After spending the night together, Dantes decides to take Mercedes and her son and leave France. Dantes has Mondego’s debts called in, bankrupting him. Mercedes confronts Mondego, revealing she is leaving him and Albert is Dantes’ son; she only married him and claimed that the boy was born prematurely to hide his true paternity. Mondego leaves for his family estate, where the stolen gold shipment was to be taken. He finds that the chests are filled with dirt and sand, and that Dantes has arrived to take his revenge. Albert rushes to defend Mondego, until Mercedes reveals to Dantes and Albert that they are father and son. Mondego attempts to kill Mercedes, but only wounds her, as Jacopo throws off his aim. Mondego fights Dantes, and Dantes stabs Mondego through the heart. Dantes returns to Chateau d’If to pay homage to Faria and promises him that he has given up on revenge and will live a better life. He leaves the island with Mercedes, Albert and Jacopo.

Psychsim 5: Operant Conditioning

Classical Versus Operant Conditioning: Classical and Operant differ in when an event takes place. Classical conditioning involves an event, and then a conditioned response, while Operant relies on a decision, knowing what the following event may be. Reinforcement and Punishment: Reinforcement increases the likelyhood of the behaviour repeating. Giving a dog a treat for coming in after going to the bathroom outside. Removing chores when a teenager obeys their curfew. Punishment decreased the likelyhood of the behaviour repeating. Giving a child time-out for hitting a kid in class. Continuous Versus Partial ReinforcementThe behaviour could likely stop as well. Schedules of Reinforcement Giving reinforcement after a constant number of responses. Paying a teenager after they complete 5 chores. Giving reinforcement after a response, after a constant amount of time has elapsed. Letting a child take a 15 minute break for every hour of homework they do. Giving reinforcement after a changing number of responses. Gamblers at a slot machine don't know how often they'll be reinforced. Giving reinforcement after a response, after a changing amount of time has elapsed. Fishermen don't have a constent reinforcement after casting their line.Simulated Experiment: Variable ratio is the most resistant to extinction long term. In any constant situation, the subject may notice a pattern in the number of responses they must provide, or how long they must wait for a reinforcement. In a variable interval senario, it's true they will respond more because they don't know how short the interval may be, but they won't be constantly responding. In a variable ratio schedule, the subject would have to keep responding, and after a changing amount of responses finally be reinforced. This would keep the subject responding at a higher rate.

Critique for a Quantitative Research Article Paper

Critique for a Quantitative Article - Research Paper Example Because each instrument has both merits and demerits, a researcher has to choose only appropriate tool to apply in his/her study. This paper reviews an article that describes evaluation study of an Advance Care Plan (ACP) in the Residential Aged Care Facility (RACF). The evaluation follows implementation of various strategies to improve outcomes of ACP. In-depth Review of the Article Introduction Section Purpose of the â€Å"Advanced Care Planning: How does current practice compare with best practice† study is clearly explained. The author of the article, Elizabeth van der Spek, explains that the study is a post-implementation audit to determine whether ACP outcomes have actually improved. In the abstract section, the author says that after the Getting Research Into Practice (GRIP) phase of the project, it was necessary to evaluate effectiveness of strategies implemented. Main problem of the study was, thus, determining whether GRIP really had an effect in the RACF. The author exhaustively gives details of what she is doing. As a proof, the author, in the background section, introduces her subject by comprehensively discussing importance of planning for end of an individual’s life. ... However, after the GRIP phase, there is need to check whether the shortcomings have been eliminated. In page two, the author include an audit question to reveal what the study attempts to answer. Through the question, the author generates her study variables. Three types of variables are used; specific GRIP strategy, specific post-implementation ACP outcome, and standard ACP outcomes. Based on findings of the study and using similar variables, the study can effectively be used to solve any clinical problem. Literature review, Theoretical Framework, Study Hypotheses In literature review, the author carefully introduces the concept of planning for end of a person’s life. As basis of the study, the author uncovers significance of â€Å"End-life wishes.† Spek, thus, did a wide research about her study topic. However, the author does not clearly relate her study with previous studies. In fact, the study does not quote a similar research that had studied ACP. Consequently, th e author does not describe literature gaps. That is, the study is geared towards improving services of RACF and not filling any literature gap. Theoretically, no plain study rationale is stated. Based on this fact, the entire project can be nullified. Ambiguity of the study is also evident in forming hypotheses. The study is a comparative research but no postulate is made about possible outcome of ACP in the facility. Because of vagueness of hypotheses, the study does not allow easy testing procedures. Methodology Even though three classes of variables are used in the study, they are, nevertheless, not easily measurable. The strategies are considered as independent variables, which after implementations, lead to a change in the

Assignment Financial Accounting and Reporting Essay

Assignment Financial Accounting and Reporting - Essay Example The creditors assess the ability of a company to repay their loan. Hence, ratios pertaining to leverage and cash flows are essential for the company’s creditors and bondholders. Existing and potential Shareholders: Existing shareholders need the financial accounts to assess the long term viability of their investment whereas potential shareholders also require financial information to decide the future prospects of the company (Porter & Norton, 2012). This aids in deciding whether the investor should invest in the company or not. Shareholders generally look at the company’s ratios such as return on equity, dividend yield and price to earnings ratio to assess whether to invest or to not invest in company. Governmental Agencies: Tax collection agencies are interested in a company’s financial accounts to ascertain the tax that a corporation must pay to the government. Securities and Exchange Commission (SEC) prescribes the manner in which financial statements are pr esented and hence effectively is a user of company’s financial accounts (Sofat & Hiro, 2006). Stock brokers and financial analysts: Financial analysts use a company’s financial counts to prepare financial reports advising their clients to invest in a particular stock. Supplier: Suppliers of a company also use financial accounts to assess whether the company would be able to honour its payments. Suppliers look at a company’s accounts payable and if the accounts payable are very high, it indicates that the company’s creditworthiness is low. Suppliers are also concerned with liquidity ratios such as current ratio and acid test ratio to ascertain a company’s ability to meet short term commitments. 2. Financial Accounts are prepared by a company itself and the information presented in the financial accounts is only available with the internal sources of a company. Hence a company can twist the factual information to present a glossy picture of the compa ny in order to entice investors to invest in the company. This is why the role of auditors and regulators is very important in the presentation of financial accounts. Regulations safeguard the interests of external user of financial accounts so that the information presented by the company is free of any bias and errors. The regulations require that the companies present the financial information accurately on an annual basis and the statements should be duly audited by an external auditor. Moreover, the financial accounts should give a true and fair picture of the company and the company should not attempt to misrepresent any information. Moreover, the requirements differ if a company is a sole proprietorship, partnership or a public limited company. A company also needs to adopt accounting standards based on the location it operates in. International Accounting Standards Board (IASB) is an independent standard setting body of IFRS (International Financial Reporting Standards) foun dation (IFRS, 2013). A company has to claim compliance with IFRS and present its account on the basis to IFRS. This helps in comparing the financial statements of various companies across an industry and helps in deciding whether the company’s performance has improved or worsened compared t the overall industry’s performance. On the other hand, FASB (Financial Accounting Standards Board) also establish accounting standards in the United States and the companies operating in the US have to