Kao Corporation Case Study Example | Topics and Well Written Essays - 750 words

Kao Corporation - Case Study Example The older women consider the ease of use of diapers as a means of escape for the young mothers from working hard for their children (Kao Corporation 4). They consider the use of old clothes worn by the mothers as cloth diapers as a method of bonding between the mothers and the babies (Kao Corporation 3). This is especially true of the rural areas where, due to the joint family system, the older generation of women are actively involved in decision making concerning the younger couples (Kao Corporation 4). The fathers, on the other hand, are not involved with baby care as much as the ladies (Kao Corporation 4). Most of the diaper use is limited to the big metropolitan areas of Japan, like Tokyo (Kao Corporation 4); however, even in such markets, only fifteen percent of the potential households use disposable diapers (Kao Corporation 4). Other reasons of decreased use include the low quality of the diapers which can cause rash, high prices, cumbersome packaging requiring a lot of stora ge space, and diaper misfits with regard to baby size (Kao Corporation 5). When P & G launched their diaper brand, Pampers, in Japan in 1977, they faced several challenges and problems in marketing and sales, although still securing the majority of the market shares for diapers (Kao Corporation 1). The initial product quality of the Pampers was low, as they leaked and were not absorbent enough (Kao Corporation 5). This resulted in skin rash to the babies (Kao Corporation 5). Another reason for leaking was the inappropriate size of the diapers as compared to baby size, the size of the Pampers being often larger than was suitable, so that it was unable to fit, and so leaked (Kao

Art Paper Essay Example for Free

Art Paper Essay The picture shows a tree almost completely bare of its leaves. Shot vertically from an upward perspective, it is set against a clear but dusky sky. The slender reddish-gray tree features a slight elbow-like stump near the base, suggesting an initial angled development before growing up straight. The main branches forks from around the tree, as the lesser and fine branches appear to swing around and entangle in the crown area. The bark of the tall trunk itself is rather smooth and the fine branches on top seem dainty and struggling for new foliage. Beneath, the stump and the visible area below it appear hazy, as these spots obviously form closest to the camera lens that took the photograph. The picture juxtaposes the shadowed underside of the tree branches against a dim bluish sky. Bibliography Perspective_Tree.jpg (Picture). Index of /~jpadley/Images/Mindy_Sarah. Gonzaga University. 2006. Retrieved 1 Dec.1. http://barney.gonzaga.edu/~jpadley/Images/Mindy_Sarah/ Perspective_Tree.jpg.

Victim Profiling Is A Subject Criminology Essay

Victim Profiling Is A Subject Criminology Essay Victim profiling is a subject that has continued to attract a lot of public imagination. Many investigators have studied human behavior and crime in the broad context of victim profiling. Currently, victim profiling is not a subject that can be viewed secretively as a mysterious technique employed by the U.S police force when seeking to solve crime. Its main objective is to understand a crime from both the victim and perpetrators perspectives. It involves both investigative psychology and crime scene analysis. The subject has also received a lot of media attention as a technique employed by the police. As the police try to ensure public safety, they will use several tools to apprehend criminals. Despite the tremendous advances made in victim profiling, the technique is characterized with various problems. Victim profiling systems needs to be improved to ensure it provides accurate and reliable information. It should be noted that if victim profiling is improved and properly implement ed, it will continue to be a valuable and exciting scientific tool for criminal investigations. Keywords: Victim profiling, criminal investigations, crime scene Victim Profiling Victim profiling can be defined as a set of approaches and techniques used to predict the characteristics of an unidentified offender through investigating and analyzing the evidence obtained from the scene of crime. By analyzing the scene of crime, an investigator aims to understand the personality, demographic and behavioral characteristics of the offender. The characteristics obtained from the crime scene can be used to identify the behavior patterns of the unknown offender. The paper will address the issue of victim profiling, problems that make it less effective and also provide evidence of ineffectiveness. Finally, it will suggest how these problems can be addressed in order to improve the effectiveness of victim profiling. Victim profiling generally determines the cause and effect relationship aspects between the scene of crime, victim, witness and the offender. The technique is mostly used in crime scenes where the identity of the offender is not known and in serious types of crimes such as murder and rape. The process uses crime scene information to create a psychological portrait of the unknown perpetrator (Muller, 2000). A profiler will take information such as the state of the crime scene, nature of weapons used and what was said or done to the victim to come up with a victim profile. In addition, it can include information such as geographic pattern of the crime, mode of entry and exit from the crime scene and where the offender resides. The real process of victim profiling may differ from one investigator to another depending on ones level of training. However, the aim of the process will still remain the same which is to deduce the personality, physical and behavioral characteristics of the perpetrator (Muller, 2000). It should be noted that a victim profile by itself will not catch a criminal or solve a crime. However, the profile will play a big role in assisting the police in their investigations. A victim profile may not be very accurate in suggesting with certainty the real perpetrator of a crime. Nonetheless, it greatly assists the police by providing the right direction in crime investigation. For instance, when the police have not found any leads in a crime, a victim profile can prove potentially important by suggesting helpful hints which the police may have overlooked. According to Muller (2000), there are some crimes where victim profiling may not be necessary. However, it is very suitable in crimes where the unknown offender leaves behind signs of psychopathology or in situations where the crime scene illustrates some form of ritualistic or violent nature. There are several approaches of victim profiling such as geographic profiling, crime scene analysis, investigative psychology and diagnostic evaluation. Diagnostic evaluation basically relies on clinical judgment. Crime scene analysis approach is the most popular technique of victim profiling and was developed by the Behavioral Science Unit of the American Federal Bureau of Investigation (FBI). Crime scene analysis approach relies on deductive reasoning, intuitive thinking and pattern identification done by experienced investigators. On the other hand, investigative psychology relies on behaviorism. It is based on the fundamental principle that the manner in which a crime is committed can illustrate the behavioral characteristics of the offender (Young, 2006). Geographic profiling approach emphasizes on the crime scene location in providing offenders information. The Problems of Victim Profiling Since victim profiling cannot be regarded exclusively as a science, debates have been raised over its effectiveness. There are various methods of carrying out victim profiling. As a result, varied opinions have emerged over which approach is considered the best. Some people question the scientific validity of an offenders victim profile because it is seen that it is hugely based on guess work. For instance, in a murder case, the manner in which a victims body is left can mean various things which may not really be the same considering the many factors that may need to be looked at. Therefore, if victim profiling is not done accurately, it can generate wrong leads and throw off investigations (Young, 2006). Over-generalizations and stereotyping can also impact on the effectiveness of the victim profiling technique. For instance, a cloud judgment may be used to reason that most offenders in rape cases are single men living with their parents. However, this may not necessarily be the case and can lead to creating a false victim profile if the offender turns out to be a married man with his own family. The other problem that hinders the credibility of victim profiling is lack of adequate data or insufficient interpretive capacity (Kocsis, 2007). These problems may fall short in providing a definitive and comprehensive identification of an unknown offender. This can be the case considering the uniqueness of offenders variables such as the modus operandi. The validity of victim profiling has emerged as a major problem. According to Kocsis (2007) the validity of the technique may be questioned since offenders information is based on anecdotal accounts. Despite the usefulness of these accounts, they cannot be confidently relied upon to confirm the validity of victim profiling. Most of these accounts are co-authored by investigators who might be led by typical human psyche of success rather than failure (Kocsis, 2007). As a result, these anecdotal accounts may sometimes lack objective reasoning which may affect the accuracy of the process. Several people have criticized the psycho-investigative techniques currently used in victim profiling. These techniques are based on intuitions/instincts which affects the scientific validity of victim profiling. Another problem in victim profiling that needs to be addressed is the absence of regulation. Due to lack of regulation, several unreliable statements may be made on the media by inexperienced or self-appointed profilers (Kocsis, 2007). Due to lack of regulation, disparities exist in the level of skills required from a profiler. Also, disparities in the skill levels may affect the overall quality of the process. Lack of uniformity is the other problem faced in victim profiling. For instance, the nomenclature used in describing the process lacks uniformity. The process has been referred to in many terms such as victim profiling, criminal profiling, offender profiling, criminal personality profiling and criminal psychological profiling. The reliability of data used in victim profiling is a major issue that affects its effectiveness. The unreliable information relied upon may lead to inaccuracies hence affecting the usefulness of the techniques. The problem of unreliable data affects the reputation of the technique among professionals. Some critiques have argued that victim profiling is based on false typologies not supported by empirical theories. Due to problems associated with its unreliability, it can lead to inaccurate profiles which may derail investigations or may lead to biasness towards a wrong suspect. Evidence of its Ineffectiveness The 2002 Beltway Serial Sniper Shootings that happened in Eastern United States as an evidence of over-generalizations involved in victim profiling. Several victim profiles were made after the shootings. When the suspects were later apprehended, it emerged that the victim profiles had little similarities with the suspects. Another example of over-generalizations in victim profiling is the case of Granny Killer which occurred in Sydney, Australia in 1989(Kicses, 2007).The victim profile identified the unknown killer as a young male of African descent. When the culprit was eventually found, he turned out to be an elderly Anglo-Saxon. Evidence to illustrate lack of uniformity can be observed in the several terminologies used to refer to the process. The process does not have a uniform baseline of defining a serial murder. According to Muller (2000) some people classify a person who has killed two people as a serial murderer. To others, one needs to have killed up to four people to become a serial murder. Therefore, a cut-off point is necessary of identifying whom to label as a serial murderer. Pinizzotto and Finkel (1990) carried out a research to determine the accuracy of victim profiles and the qualitative differences among profilers in a series of cases. The profilers included professional profilers, psychologists, students and detectives. According to the findings, the accuracy of the different profilers varied depending on the case investigated. Profilers were found to be more accurate than other groups in cases of sexual offense. However, the profilers were realized not to be accurate as the detectives in ca ses of homicide. The study also realized that professional profilers wrote more detailed and richer reports than non-profilers (Pinizzotto and Finkel, 1990). This study can act as evidence to show that not just anybody who bears the name profiler has the capability to effectively do victim profiling. Therefore, there is a need for a proper regulation to ensure that only professional profilers with the required set of skills engage in victim profiling. How to Improve victim Profiling Since victim profiling is still developing, its credentialing and regulation needs to be given more focus. This can be achieved through better communication among investigative agencies on better ways of linking the different approaches of victim profiling. Victim profiling practice needs to be incorporated into a professional body to ensure that it is regulated. Such a regulatory body will help ensure that only people with the required set of skills are allowed to do victim profiling. Secondly, more research needs to be done on victim profiling practice. Such research needs to be open to scientific scrutiny to ensure that they provide reliable and accurate information. Currently, victim profiling is regarded more as an art. If more research is done, the practical techniques of the field will be improved by scientific approach. This will ensure that victim profiling delinks itself from using literature based unreliable data to becoming a vital tool in crime investigation. In addition, victim profiling can be improved through development of standards which will provide the process with uniformity. Developing standards of uniformity will ensure that communication problems are reduced through use of common terminology. Also, creation of standards will minimize cases of disparities in the practice which arise due to different methodological procedures. Also, victim profiling can be improved through training and educational requirements for the profilers. Improved training will improve the profilers competency and skill set. As a result, the profiler will be able to avoid biases regarding offenders from influencing a victim profile. Implementation to the System As technology continues to develop, there is a need to integrate modern computer technologies in victim profiling. For instance, the Canadian police have introduced Computer-Based Violent Crime Linkage Analysis System (VICLAS) (Young, 2006). VICLAS allows detailed documentation of all solved and unsolved cases of sexual assault, homicide and missing persons. The computer program contains a feature that links various crime databases to improve the analytical capacity of the system. Implementation of such systems among various investigative agencies and the police will improve victim profiling technology. Furthermore, it will give the process a more scientific inclination. The different approaches of victim profiling need to be integrated into an effective tool for predicting criminal characteristics and behavior. Geographical profiling, crime scene analysis and investigative psychology need to be correlated to standardize and conceptualize victim profiling technique. Implementing such developments will increase the validity and reliability of victim profiling. Profilers and investigative agencies need to develop better trust to ensure the success of victim profiling. Profilers and investigative agencies need to share crime scene data to assist in determining the existence of similar cases in surrounding areas. Similarities can be realized through comparing notes on offenders modus operandi and any form of signature left. In addition, profilers need to avoid inductive and indiscriminate profiling and adhere to sound decision making and behavioral science principles. Biasness, personal beliefs and over-generalizations need to be set aside in favor of deductive reasoning. Conclusion Victim profiling is a technique that is still developing and there is a lot that needs to be done. Victim profiling needs to be accurately and reliably in order to be helpful in crime investigations. There are several problems associated with victim profiling such as lack of uniformity, absence of regulation, inadequate information, validity and accuracy concerns. However, the effectiveness of victim profiling can be improved through better training and education of profilers. Also, more emphasis on research is necessary in order to make it more scientific. Furthermore, the technique needs to be professionalized by incorporating it into a professional body to regulate the competency of people who can perform it. Creation of uniform standards in the different approaches of victim profiling, improving linkages between profilers and other investigative agencies, and adoption of modern technologies are other ways of improving the effectiveness of victim profiling.

College Sports Gambling Essay -- Gambling Casino Las Vegal Essays

College Sports Gambling   Ã‚  Ã‚  Ã‚  Ã‚  With all of the controversy of gambling in college sports, why is the issue still an issue? The answer is money. There were actions taken towards this by Congress, but the problem is that it was never completely abolished. Congress had made the mistake of creating a way around it. It is now commonly referred to as â€Å"the Las Vegas loophole.† They outlawed the betting nationwide with the exception of one state, one state that is the capital of gambling, Nevada. This has caused few changes, with the exception of the ever-growing revenue that it generates. Another reason the legality still remains is one not frequently mentioned, but the question of the ban being constitutional. But no matter what the law, is there realistically ever going to be silence or content?   Ã‚  Ã‚  Ã‚  Ã‚  To trace the tracks to the start of mending this problem, we need to go back to 1992. This is the year that the Professional and Amateur Sports Protection Act took precedence. This law restricts gambling on amateur sports in 46 states and essentially leaves Nevada as the only state that can take bets on those games. Sen. John McCain (R-Ariz) and Rep. Lindsay Graham (R-S.C.) are striving to get two separate bills passed, both of which are targeted at prohibiting gambling on amateur sports. The bills were introduced a year ago, and at the time, were heavily favored. The bills would legally put a stop to betting on NCAA games, the oh-so-notorious March Madness (the NCAA Tournament), and wagering on all college sports for that matter. Las Vegas casino lobbyist have turned offensive. Who wouldn’t, if there were possibilities of losing a $700 million cash cow, with approximately $70 million on March Madness?   Ã‚  Ã‚  Ã‚  Ã‚  The money that is generated from sports betting both legal and not, is much too vast to be eradicated. Nevada is the tree trunk for which sports gambling is derived. The casinos are complete with giant electronic boards that offer information on daily events ranging from odds to player injuries. This is the basis of most sports wagering. Nevada generates $2.3 billion a year on legal sports betting , where as, betting on college sports revenue in Nevada accounts for $650 million of the amount. This is far from the issue though. If betting on college sports in Nevada is made illegal, I find the impact to be very small considerin... ... and James B. Steele, â€Å"Throwing the Game,† Time, (September 25, 2000) Gillespie, Mark, â€Å"Americans Split on Whether Gambling on College Sports Should Be Banned,† The Gallup Organization, (April 1, 2002) Isenberg, Marc, â€Å"Gambling on College Sports: The NCAA’s Solution is Part of the Problem,† National Association of Basketball Coaches, Official Athletic Cite, (April 25, 2002) Jansen, Bart, â€Å"Big name coaches support ban on amateur sports gambling,† The Detroit News, (April 25, 2002) Pells, Eddie, â€Å"Complaint: Dupay received money for sharing info,† Slam! Basketball, (September 14, 2001) Rovell, Darren, â€Å"Congree could trump Vegas on college book,† ESPN, (March 15, 2002) Sauve, Valerie, â€Å"Issues Committee holds discussion on illegal sports wagering in NCAA,† The Daily Beacon, (March 5, 2002)

Ground Rules Essay

â€Å"Ground Rules are boundaries, rules and conditions within which learners can safely work and learns†. (Gravells A, 2010). This above definition explains that all learners require boundaries and rules within which to work. These must be made very clear and early on in the course; these terms could be set by organisation and/or produced by the tutor himself. In fact setting ground rules will help everyone know their limits. Learners like routine and will expect tutor to be organised and professional. â€Å"Ground rules articulate a set of expected behaviours for classroom conduct. They can be set by the instructor or created by the students themselves (some people believe that students adhere more to ground rules they have played a role in creating)†. (Carnegie Mellon, 2005). These rules must be shaped as soon as possible to help maintain order, underpin behaviour and promote respect. They should lead to a set of guidelines regarding acceptable and unacceptable behaviour and set clear boundaries within which to work. If they are not set, problems may occur which could disrupt the session and lead to misunderstandings. The instructor should explain the purpose to ensure that discussions are spirited and passionate without descending into argumentation, to ensure that everyone is heard, to ensure that participants work together toward greater understanding rather than contribute disjointed pieces. Some instructors ask students to sign a contract based on the ground rules; others simply discuss and agree to the ground rules informally. It is important for instructors to remind students of these ground rules periodically, particularly if problems occur (for example, students cutting one another off in discussion or making inappropriate personal comments). Instructors should also be sure to hold students accountable to these rules, for example, by exacting a small penalty for infractions (this can be done in a lighthearted way, perhaps by asking students who violate the rules to contribute a quid to a class party fund), by factoring conduct during discussions into a participation grade for the course, or by pulling aside and talking to students whose conduct violates the agreed-upon rules. 2. Establish Ground Rules: Classroom management and discipline can make or break a teacher. Even the most knowledgeable teachers can struggle with maintaining an effective and orderly learning environment.   Setting ground rules and consequences early, practicing procedures and enforcing rules consistently can contribute to a teacher’s educational success. Often problems arise with students because of unclear expectations about your role as a tutor and about their role as a student and a member of the class. Establishing expectations or ground-rules at the beginning of semester can help clarify these expectations and help in maintaining a good working relationship between you and the group, individual students, and among the students themselves. 2.1 Setting up the Rules: To set ground rules for student activities a behaviour code which all the class will agree with it. This helps to create feelings of trust when beginning to address the feelings the students may have when thinking and talking about the emotive problem. Getting the students to generate the ground rules themselves can also help to establish rules that will be more likely to be kept by the group, as students will feel like tutor trusted and valued their perspectives. A set of ground rules can be a helpful tool when having to deal with difficult situations at a later date. For example, if some students are dominating discussion or behaving inappropriately, being able to refer back to the ground rules that the students themselves negotiated can be quite powerful in getting back control of the class. It’s also quite useful to review the ground rules during the semester, to get feedback from students on how they think things are going, if there are any rules that aren’t working or any rules that should be added. Some possible ways to generate a set of ground rules with the learners include the following: (1) Use pyramiding to get students thinking about their expectations and what they would like as ground rules. First, ask students to think about (and write down) what kind of expectations they would like set for the group on their own, then after a couple of minutes, they turn to their partner and share their ideas, and then each pair joins with another pair and this group of 4 shares ideas and negotiates a common set of ideas. After a few minutes (say 5 – 10 minutes), ask one member of each group to report back to the whole class and you write each idea on the board. Once a set of expectations/rules has been generated, discuss the list with the class, clarifying if needed and making changes (if appropriate). (2) Start with a short list of rules and expectations that you have created, project this on an overhead projector (OHP) or write on the board, and ask the learners to form small groups (around 4 students) and discuss the list, do they agree, is anything missing, etc? Then ask each group to feed back to whole learners their comments. This then works in a similar way to the last part of pyramiding. (3) Ground rules can also be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and learner has an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed among in the learners how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. 3. Appropriate Examples of Ground Rules: 3.1 Examples: Each and every learner is different when it comes to behaviours and respect for others. So agreements have to be made about expected behaviour in the classroom. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the classroom. Learners need to know what the teacher expects from them and what they can expect from the teacher during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutor and learners together. Here are some examples of Ground rules: * Listen actively and attentively. * Ask for clarification if you are confused. * Do not interrupt one another. * Challenge one another, but do so respectfully. * Critics ideas, not people. * Do not offer opinions without supporting evidence. * Avoid put-downs (even humorous ones). * Take responsibility for the quality of the discussion. * Build on one another’s comments; work toward shared understanding. * Always have your book/readings in front of you. * Do not monopolize discussion. * Speak from your own experience, without generalizing. * If you are offended by anything said during discussion, acknowledge it immediately. * Consider anything that is said in class strictly confidential. * Everyone will be on time. * Respect each other’s point of view. * Listen to each other, and don’t interrupt when another person is speaking. * Don’t criticise or ‘put down’ another person. * Come prepared for each class. * Turn off mobile phones. * Behave Seriously. * No Violence. * Helps other so everybody can enjoy the lesson. 4. Setting Ground Rules to promote respect for others: Well-defined rules in the classroom can prevent many behavioural difficulties. When learners are involved in the development of the rules, they are more likely to adhere to them and understand why they have been put into place. â€Å"Ground rules are boundaries, rules, and conditions within which learners can safely work and learn. If they are followed, they should promote respect for others and ensure the sessions run smoothly†. (A.Gravells, 2008) So agreements have to be made about expected behaviour in the session. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the session. Learners need to know what the tutor expects from them and what they can expect from the tutor during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutors and learners together. Ground rules can be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and students have an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. It will instil positive discipline and maximise learning since the rules were set up with them and not enforced. As a tutor, ground rules will be to ensure that tutor will be fully prepared for the session, be punctual with start and finishing times for each session and make sure markings are completed in time. Tutor must make sure not to put down anyone, encourage the learners, assist in team work, help with course completion, be professional and honest, be non-judgemental and will have interactive teaching and no politics. Learners must have to decide on their ground rules like, respect for others, punctuality, confidentiality, honesty, equality of opportunity, learn and listen, no interruption, mobile phones off, no abusive language, self-control, no politics. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed in the class how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. Conclusion: This assignment focus on the ground rules between the tutor and learner. It defines some general ground rules between them, ways to establish and setting up in that way so it could promote respect for other learners. As I have already defined that Ground rules are the boundaries and conditions in which a learner can work and learn safely so these rules should be be established at the beginning of a course, and the tutor should explain the purpose they serve to ensure that discussions are spirited and passionate without descending into argumentation. It is vitally important point behind the ground rules that we could provide safe learning environment which promote respect for among the learner. At the end of this assignment, I conclude that these ground rules are the basic rules which create harmonious and safe environment during session, avoid the disaster situations and create a respective feelings for each other.

To Open a Pandoras Box

To Open a Pandoras Box To Open a Pandoras Box To Open a Pandoras Box By Maeve Maddox Ive found an expression that annoys me more than deja vu all over again. Its a box of Pandoras. Denmark has tumbled into a box of Pandoras. Meryl may regret having opened this whole box of Pandoras (language site, discussion of the difference between can and may) My, I do seem to have opened a can of worms (or a box of Pandoras) here. (the topic is the music of Chopin.) In many places the expression is attributed to former governor of New Mexico Bruce King: His [Kings] most famous malapropism, frequently repeated by legislators during floor debates, was the time King said that a legislative proposal would open a whole box of Pandoras. (Santa Fe-New Mexican, Nov. 14, 2009) Ive also seen it attributed to Casey Stengel, Al Gore, former Arkansas Governor Frank White, and former Washington D.C. mayor Marion Barry. Ideas about nature are famously malleable. Try to take just a peek, and Shazamm!you have opened what Casey Stengal [sic] once called A Box of Pandoras. (excerpt at Amazon from a published book about Nature) We dont want to open up a box of Pandoras. Vice-President Albert Gore, Jr. (comment at a site called TruckNet) â€Å"We dont want to open a box of Pandoras.† That was said by Marion Barry, the former mayor of Washington, D.C. He was referring to the Greek Pandoras’ Box. (a blog called Dahn Batchelors opinions) As former Gov. Frank White of Arkansas once put it, the president thus opened a whole box of Pandoras. (article by Frank Perly at WashingtonTimes.com, May 18, 2010) The expression to open a Pandoras box has long been used to describe an act that may have unforeseen and unpleasant consequences. It derives from a Greek myth in which the woman Pandora, driven by curiosity, opens a jar (or a box) containing various human evils, unintentionally loosing them on the world. The distortion to open a box of Pandoras may owe its galloping popularity to its similarity to opening a can of worms. As a figurative expression, opening a box of Pandoras may have sounded amusing the first time it was used, but as an ongoing expression it gets old fast. NOTE: the word Pandora on its own enjoys a huge popularity as a product name and in other contexts. Someone opening a delivery of electronic gadgets might have reason to declare that he was opening a box of Pandoras. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsUse a Dash for Number Ranges5 Ways to Reduce Use of Prepositions

Iran Essays - Pahlavi Dynasty, Western Asia, Iranian Peoples, Iran

Iran Essays - Pahlavi Dynasty, Western Asia, Iranian Peoples, Iran Iran Iran is a country located in the Middle East. Below it is the Gulf of Oman and to the west is the Persian Gulf. On the east is Afghanistan and to the north is Turkmenistan and the Caspian Sea. The total area of Iran is 632,457 square miles, which is slightly larger than Alaska and about 6 times smaller than the United States. Iran has about 65,612,000 people which is about 100 people per square mile. That means that the United States has close to 3 times the size in population than Iran. Climate and Geography Iran is split up into three regions of land forms. The first is the coast along the Persian Gulf and Gulf of Oman which has high temperatures of 120 degrees Fahrenheit. In the inland part of the plateau in can also hit 120 degrees. In the capital city Tehran, which is located at the edge of the Elburz Mountains, the average temperature is about 36 degrees Fahrenheit in January and 85 degrees Fahrenheit in July. In the nearby city of Abadan, which is on the coast of Iran up in the corner of the Persian Gulf, the temperatures are about the same, even though it's right by the Persian Gulf getting the warm air from the the water. The Plateau of Iran is very dry throughout most of it because the annual precipitation is about 1 or 2 inches. On the coast of the Persian Gulf they get 10 inches to 15 inches per year. In the Zagros and Elburz Mountain ranges, the precipitation is about 50 inches annually. Rivers in Iran are low in the summer time because most of them are on flat land. The only rivers that stay high are the ones that run from mountains. Like the Karun River, which flows from the Zagros Mountains into Khorramshahr. It is supposedly the most navigable river in Iran. The highest peak in Iran is Mount Damavand at 18,934 feet, it is part of the Elburz mountain range. The second highest peak is Mount Kalar, which is 14,100 feet high. The Karun river flows southward from beside this mountain. History In 549 B.C. Iran was called Persia and ruled by Cyrus the Great. He united the Medes and Persians to make the country we know of today as Iran. In the process of doing this, he also restored Jerusalem to the Jews and conquered Babylonia. About 200 years later, in 333 B.C., Alexander the Great came in and took over Persia, but a century later the Persians regained Persia from the help of the Pathians. In 226 A.D. the Persians lost and gave over Persia to the Sassanian Persians. Later in the 7th century, Arab people brought over the religion of Islam to Persia, pushing aside their first religion of Zoroastrian. This initially dominant religion still stuck around for hundreds of years despite the Islamic take over. In the eleventh century, Seljuk Turks dominated for a Persia before overrun by Mongols under the rule of Genghis Khan. Then came Tamelane and his Mongol Hordes, and after that the Turkomans took over. The Turkomans were overrun by Ismail I, who said that he was a descent from the great Ali. He became extremely popular and began the Safavid dynasty which lasted from 1502 to 1736 during his rule Shiism became the national religion. In 1736 the Afghans conquered Ali and started the Afshar dynasty followed by the Zand dynasty in 1750. The Zand dynasty ended in 1794 when Agha Muhammad Khan, a ruler who was cruel to the people promoted himself to Shah which is ruler of the country, and began the Qajar dynasty. In 1923, Reza Shah Pahavi came into Iran and pronounced himself prime minister. In 1925, he became elected Shah and ended the Qajar dynasty. Pahavis son took over in the 1940s when World War II started. Shah Muhammad Reza Pahlavi married and had a son, Prince Reza Pahlavi in 1960. He maintained close alliance with the United States during this time by signing a defense agreement. In 1963, the Shah formed a committee to form a program of modernization through land reform and industrializing Iran. This plan caused corruption in many of

Essay on Maladaptive Behavior and Psychopathology part 2Essay Writing Service

Essay on Maladaptive Behavior and Psychopathology part 2Essay Writing Service Essay on Maladaptive Behavior and Psychopathology part 2 Essay on Maladaptive Behavior and Psychopathology part 2Essay on Maladaptive Behavior and Psychopathology part  1An Individuals experiencing hypomania will most likely be viewed as pleasant to hang around, because they will be the one making jokes, taking more of an interest in people and activities. The negative aspect of a hypomanic episode is it can lead to excessive spending, erratic behavior, the seeking out of sex, and other behaviors with dangerous consequences. Joanne indicated she partied and socialized a great deal. (5) She found herself preoccupied with sexual thoughts and found sexual implications in whatever people said to her or what she saw on TV. During hypomania, the experience of euphoria can be present. (6) Joanne mentioned she was very talkative and felt euphoric except at those times when she became extremely irritable and cranky towards people. (7) She found herself striking up conversations with complete strangers. Hypomania left untreated could last for a co uple days to several months.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joanne is hallucinating as the result of her bipolar disorder along with the depression or mania she is experiencing. She began to feel like she could hear people that actually werent there talking to her, and she began to think that her apartment could be haunted. These voices would sometimes tell her to do things, like line objects up in a certain order, or take a different route home, or start saying certain words aloud. She also felt like she could read other peoples thoughts and was sure they could read hers and that they would answer her thoughts even when she didnt say them out loud. Im sure Ive always been psychic, she said, but it just really took off. I could sense all kinds of things.TreatmentJoanne said her friends became concerned and took her to an emergency room. She was hospitalized for several days and put on lithium. Most of her symptoms seemed to abate. Although she felt more fatigued and slo wed down, her sleeping pattern improved, and her appetite increased. In the course of the move to the Chicago land Area, she had discontinued her use of the medication shed been given- the prescription had run out, and she had lost contact with the prescribing psychiatrist. She has been noticing that she has been having difficulty sleeping, feels jittery, has been getting concerned about what other people are thinking, and is having difficulty focusing on work projects because her thoughts are racing.The main goal of the treatment of the bipolar disorder is threefold. First, the treatment of the bipolar disorder aims at making mood episodes less frequent and severe. Second, the treatment aims at helping patients to function well and enjoy their life at home and at work. In addition, the treatment goal is to prevent self-injury and suicide of patients because in their depressive condition they may trigger the patient’s decision to commit a suicide or cause another self-injury. The key element of the treatment of the bipolar disorder, as is the case of Joanne, is medication. The first in the treatment of Joanne is the prescription of medicines that are called mood stabilizers. These medicines will help her to avoid mood swings from the deep depression to happiness. However, there is a risk that Joanne may feel better shortly after she starts taking these medicines. For instance, symptoms of mania of being haunted, for example, are likely to fade away soon that can lead Joanne to the wrongful decision to stop taking drugs. However, as she stops taking these drugs, symptoms are likely to return, unless the course of treatment is fully completed.To enhance effects of medicines antipsychotics or antidepressants may be prescribed too. These medicaments may facilitate the treatment based on the use of mood stabilizers and enhance the stability of the patient’s mood and behavior. However, antipsychotics and antidepressants alone are not enough to cure the bipolar disorder Joanne is suffering from.   Instead, they can be used only as the complementary medication to mood stabilizers.In addition, the assistance of family members and close relatives of the patient is needed. First of all, relatives and family members can help to trace changes in her behavior and notify swings to depressive moods and mania as well as swings to extreme happiness. They can also help the patient to keep taking medicines on and on until the medication course is fully completed. They can also assist in determining the full recovery of the patient from her current problems. Anyway, their psychological support will be very helpful for Joanne and she will recover faster and more effectively, in case of her family’s extensive support.Ethical and Cultural DiversityPeople who live in urban areas such as Chicago have more people with bipolar disorder than expected. A study of 1,157 primary care patients revealed that one in ten patients had bipolar disorder. The New York State Psychiatric Institute study in the Journal of the American Medical Association (Feb 23) revealed   less than 0.1% of these patients had ever been screened for bipolar disorder, suggesting those who live in the deprived inner city might have higher numbers of illness than reported (The Times, 2005).In this regard, Joanne’s problems are not unique and she has to come prepared to the long lasting treatment of her condition. Her position and condition is aggravated by the fact that her social environment and lifestyle are likely to be very stressful that triggers the extremely high rate of patients with the bipolar disorder. In such a situation, Joanne should be aware of the fact that her health problems are not abnormal and many other people in her community suffer from these problems too. This is why she should take her treatment for granted, while her cooperation will facilitate her full recovery. At this point, Joanne should understand that the bipolar d isorder is not something incurable. On the contrary, this health problem can be resolved successfully on the condition of the fulfillment of all recommendations of health care professionals, proper medication, change of her lifestyle and worldview, and her family’s support.At the same time, Joanne can count on the full anonymity and confidentiality of her treatment and her health problems because health care professionals working with her cannot uncover her private information to third parties. She should not be embarrassed of her health problems but she should rely on health care professionals and complete her treatment successfully.

Why was the Nile River Important for the Rise of Successful States in Essay

Why was the Nile River Important for the Rise of Successful States in North Africa - Essay Example Scholars from the modern world have to piece together what they can find in order to make educated guesses about what happened before history books started to be written. One factor seems to be significant in several quarters of the world in early human history and that is the existence of particular regions that ideally meet the needs of human society. River deltas have been established as the earliest recorded locations of major civilizations in ancient times, such as the Persians, the Greco-Roman civilization, the Indians, the ancient Egyptians and the Chinese (Sherman, 2003). Archaeologists believe that human beings first shifted from a nomadic, hunter gatherer lifestyle, to a more settled, agriculture based lifestyle in regions that were fed by great river systems. The nutrients from fresh water rivers were gathered over millennia and over time they created fertile plains which were ideal for growing crops. As early humans learned to plant and harvest crops, rather than just gat her fruits and seeds that grew in the wild, they soon developed technologies like irrigation and long term storage facilities. The Nile provided a constant the supply of water so that the planted fields were irrigated, and food became plentiful. Cities grew up to store this food, and with increasing food surpluses humans gained the ability to have specialized professions. People were no longer living from hand to mouth, having to hunt or gather the next meal every day, because stored grain provided a certain security. New skills and trades developed in these cities, and the region around the Nile is one of these great early centers of human development. Much of the land in central and northern Africa is marginally habitable, with many areas of mountain and desert. The long river bank of the Nile provides the possibility of regular water supply and the development of trade between towns from the interior right to the edge of the Mediterranean. Land travel was difficult and slow in an cient times, and so the navigable waters of the Nile were like an ancient highway, allowing goods, people and ideas to be transported back and forth. The great Egyptian civilisation was highly dependent on the Nile as a channel of communication as well as a source of water for all human needs. Two great commodities were also available in the Nile region: vast quantities of clay, and also the reeds that could be soaked, fermented, and made into papyrus. So it was that the Nile provided the basics for writing, first using clay tablets that had marks pushed into them with a sharp, wedge-shaped implement, giving mankind the early cuneiform writing format. The tablets could be baked in the sun, making them a more permanent record. The disadvantage of clay is that it is heavy and it breaks easily. The invention of papyrus for writing on was an important technology that facilitated the transfer of ideas through scrolls that were passed along ancient trade routes. In the two millennia befor e the common era, the people living along the river Nile, and around its delta, were much more advanced than all of Northern Europe, thanks to the way that they learned to make use of the natural commodities that were available in this particular geographical context. It would be impossible to imagine the glorious ancient Egyptian civilization without the impact of the river Nile. The great monuments that exist even today such as the pyramids and the ancient town ruins would not have been possible without the availability of the slave workers, a great many of whom who came from central Africa and were transported in barges down the Nile towards the coastal region. Many of the stone quarries that provided the raw materials for building were also located upstream. It

Case study Essay Example | Topics and Well Written Essays - 1000 words - 29

Case study - Essay Example Human genome is responsible for carrying hereditary information. In human, the structure is known as deoxyribonucleic acid (DNA). The structure carries all the human genes. There are four chemical bases found in the DNA (EDinformatics 1999). They include adenine (A), thymine (T), cytosine (C), and guanine (G) (EDinformatics 1999). Covalent bonds of phosphodiester join the bases together (Makalowski 2001). The bond helps in alignment of bases in specific pairs. Moreover, the structure exhibits a double helical organization. The organization is because of hydrogen bonding between the base pairs (EDinformatics 1999). The hydrogen bond helps in linkage of one complementary strand to the other (EDinformatics 1999). In human, the human genome is stored on 23 pair’s chromosomes (EDinformatics 1999). In these pairs, 22 are autosomal chromosome pairs while the rest is involved in determining sex (EDinformatics 1999). In human, there is a way in which genes are arranged in a genome. For example, they may be in the same (tail to the head) or opposite orientation (head to the head or tail to tail) (Makalowski 2001). The majority of human genomes account for non-exonic sequences (Makalowski 2001). However, a number of genes occupy the same genomic space. In addition, there is a tremendous difference in the human genome. Scientists have shown the difference to be occurring in millions of locations. In these locations, the single base DNA differences (SNPs) takes place in human (EDinformatics 1999). The resulting variation has led to exploitation by various researchers on the use in health screening. On the other hand, there has been interest in human mitochondrial genome (EDinformatics 1999). The genome has been shown to play a significant role in mitochondrial diseases (EDinformatics 1999). The understanding of genetic variation has an immense implication on the field of medicine. In fact, it has generated a vast potential in understanding and promoting

The key difference between argument and persuasion is that persuasion Essay - 1

The key difference between argument and persuasion is that persuasion necessitates your selection of a specific audience to which the writing is addressed - Essay Example Drug is any medication that is prescribed to treat an illness or modify the body from its disease at any state. Substance abuse is the use of a certain drug for reasons not specified which can be harmful to them or their colleagues. Teenagers have been reported highly to use certain drugs in their day to day lives certain drugs in their day to day lives. Some of the drugs mostly abused by students include; marijuana, cocaine, tobacco, heroin and inhalants. Alcohol is another socially abused substance. Students take it with the idea of removing stress, yet in the real sense, it does not. Some of the factors that influence students to engage in drug taking are peer pressure, whereby they are influenced by their fellow students to indulge into such actions with empty promises. Availability of the drugs also influences the student to get hold of the drug, so they try their level best to search money to buy the drugs. Even if they do not have money, some may prefer to steal so that they at least buy the drug. Other students can opt to use their school fees to buy the drugs and stay out of classes. Others involve themselves in the drugs out of curiosity and the idea that when one uses drugs, they will have a good time (O’Leary, 2004). All these drugs lead to different effects which are harmful to the person taking it, his family, the community and the whole country as a whole. As an individual, one may develop an addiction to the drug, such that, he will depend to do everything. It will lead to the person using so much money and do things not helpful to him. Class work will not be made well. It will lead to poor performance and the destruction of a person’s future. It will affect his family because handling him will be a problem, he will be using much money. His parents will be paying much school fees and yet he will not be studying. The use of drugs can lead to much crime like theft,

Interview Assignment Essay Example | Topics and Well Written Essays - 500 words

Interview Assignment - Essay Example Obviously, a lot of other applicants already have uttered these words which do not at all make me stand out from the rest. Aside from that, sincerity is not achieved. Thus, if I were to assess myself as a candidate employee, I would so easily look to others who might have a more personal story, something that would include personal experiences of how one was able to overcome a pressuring situation before or how one was able to handle difference of opinions without causing a fight. With this said, I would say that I would change the manner of telling about myself in a manner by which I would focus not on what I wish to do in the future, instead, how I would use my experiences to nurture good working relationships and maintain a good performance in their company. This is because of the fact that, in this manner, I would not be making up stories which appears to be obviously made up or idealistic. On the other hand, my second video was very attractive to employers because how I told about myself and my experiences were now hinged on how these will benefit the company if they hire me. With much thought about what a certain company I am applying for would need and want, I am able to choose relevant experiences of mine to tell them instead of just going around a bush and not really connecting to what the interviewer is looking for. Aside from that, showing willingness to learn from the experience the company will give me, should they hire me, instead of pretending like you know it all, is the time when I start to not stutter and not feel uncomfortable. In this activity, I have learned that being truly yourself is indeed very helpful in landing for a job that you like because it avoids one to sound superficial or trying too hard, which is a common trait of all other applicants. However, being truly yourself should also be accompanied with knowing the background, purpose, and goal of the company you are aspiring to be a part of because it shows that you

SAM 400 UNIT 5 Essay Example | Topics and Well Written Essays - 500 words

SAM 400 UNIT 5 - Essay Example One of the characteristics of this group is having a focused leader who is elected through a democratic and fair process. An effective group should have a visionary leader who has the group’s interest at heart. The leader shifts from on person to the other, at the end of every year, during the group’s general meeting where new leaders are elected into the office. The elected leader should aggressively seek for votes from the members without any intimidation .If the members feel that they can entrust the groups’ mission in the hands of a specific leader, then he or she is duly elected. Our leader portrays good leadership skills and ensures that unity and coherence is achieved within the group. The mission of the Green Community Groups is to promote environment conservation within the school compound. Our vision is to see that environmentally friendly practices are encouraged and adopted by the school’s community. To achieve this goal, all the members led by our leader work alongside the school’s administration and other environment agencies to facilitate environmentally friendly activities such as tree planting and advocacy initiatives. The activities to be undertaken are agreed upon by all the members, every one contribution is highly valued and decisions are reached through a consensus (Manning & Curtis 79). The roles within the group are shared and well balanced. There are smaller groups within the club that are designated various projects to steer head. Within these small groups every member has a role to play .This characteristic creates a sense of belonging and worth among all the members, there are no minority members as everyone feels relaxed and involved. To facilitate coherence within the group, effective communication is highly encouraged. Our group communicates face to face, during meetings, through the club’ social site called â€Å"The Greeners† and through the use of mobile phones. Every member is aware of the Club’s

Juvenile Justice - School Influence Assignment Example | Topics and Well Written Essays - 250 words

Juvenile Justice - School Influence - Assignment Example Programs such as abolish chronic truancy (ACT) are effective truancy prevention program in schools. ACT targets children in grade K-6. Â  ACT progressively involves both the child and the parents in an effort to make them be accountable. The first step in this program is the school administration engaging parents, who show truancy behaviors at school. In the presence of the deputy district attorney, community-based organizations and school staff, the parents are invited to attend a meeting, together with their children. The program aims at improving character among children through collaboration between parents and instructors. Â  In case of no reforms in behavior, parents of the affected child are required to attend a review team meeting at the school. At this step, the review team undertakes identification of specific problems of the child. Parents should commit to being actively involved in ensuring the child adheres to attendance rules. The review board for that probe the student’s attendance is the next step for children with further problems after the SART. If all the measures are unsuccessful to prevent truancy expressed through the child’s behavior.

Interview Assignment Essay Example | Topics and Well Written Essays - 500 words

Interview Assignment - Essay Example Obviously, a lot of other applicants already have uttered these words which do not at all make me stand out from the rest. Aside from that, sincerity is not achieved. Thus, if I were to assess myself as a candidate employee, I would so easily look to others who might have a more personal story, something that would include personal experiences of how one was able to overcome a pressuring situation before or how one was able to handle difference of opinions without causing a fight. With this said, I would say that I would change the manner of telling about myself in a manner by which I would focus not on what I wish to do in the future, instead, how I would use my experiences to nurture good working relationships and maintain a good performance in their company. This is because of the fact that, in this manner, I would not be making up stories which appears to be obviously made up or idealistic. On the other hand, my second video was very attractive to employers because how I told about myself and my experiences were now hinged on how these will benefit the company if they hire me. With much thought about what a certain company I am applying for would need and want, I am able to choose relevant experiences of mine to tell them instead of just going around a bush and not really connecting to what the interviewer is looking for. Aside from that, showing willingness to learn from the experience the company will give me, should they hire me, instead of pretending like you know it all, is the time when I start to not stutter and not feel uncomfortable. In this activity, I have learned that being truly yourself is indeed very helpful in landing for a job that you like because it avoids one to sound superficial or trying too hard, which is a common trait of all other applicants. However, being truly yourself should also be accompanied with knowing the background, purpose, and goal of the company you are aspiring to be a part of because it shows that you

Juvenile Justice - School Influence Assignment Example | Topics and Well Written Essays - 250 words

Juvenile Justice - School Influence - Assignment Example Programs such as abolish chronic truancy (ACT) are effective truancy prevention program in schools. ACT targets children in grade K-6. Â  ACT progressively involves both the child and the parents in an effort to make them be accountable. The first step in this program is the school administration engaging parents, who show truancy behaviors at school. In the presence of the deputy district attorney, community-based organizations and school staff, the parents are invited to attend a meeting, together with their children. The program aims at improving character among children through collaboration between parents and instructors. Â  In case of no reforms in behavior, parents of the affected child are required to attend a review team meeting at the school. At this step, the review team undertakes identification of specific problems of the child. Parents should commit to being actively involved in ensuring the child adheres to attendance rules. The review board for that probe the student’s attendance is the next step for children with further problems after the SART. If all the measures are unsuccessful to prevent truancy expressed through the child’s behavior.

Morgan Motor Company Essay Example for Free

Morgan Motor Company Essay Morgan Motor Company (MMC) began as a family company and has remained that way over the years. Decisions were largely driven by steady demand for their luxury product. Traditionally, decision-making was premised on production quotas that kept supply slightly behind demand. While the company made a profit, it was not enough to sustain the company in the long term due increasing costs caused by inefficient methods of production. The key area for improvement was strategic planning based on detailed and accurate information. The implementation of the strategic plan would require a review of human resource management practices in order for MMC to develop into an organisation that valued continuous innovation. MMC could gain valuable information about its environment through SWOT analysis, which could be used to inform strategic planning decisions. The company survived difficult circumstances (e. g. World War II) and demonstrated its ability to diversify through the manufacture of munitions. Another key strength is the global demand for their differentiated product. Its domestic and international appeal creates an important opportunity to further expand its global customer base. However, the potential threat associated with this opportunity is uncertainty in a number of dimensions in MMC’s â€Å"general environment† (Samson Daft, 2009). Economic and political and legal factors in other countries could potentially impact on MMC’s sales, as was the case in the late 1960s where strict emission control regulations caused their US market to collapse. In this instance, domestic demand absorbed its impact and highlighted the importance of maintaining a diverse client base that could absorb the impact of any environmental changes. A sales and marketing department that is production led is ineffective in improving revenue and achieving the aim of increased profits. Additionally, this production led sales creates an artificial view of demand for its product. Thorough research of its client attributes coupled with careful planning and stronger collaboration between the sales and marketing and production departments enables the formulation of agreed sales targets. The key benefits of setting targets are: 1. integration with production planning, which reduces the likelihood of over-investment in inventory; 2. a proactive sales and marketing department that devises strategies to improve sales; and 3. measureable targets that can be used to evaluate efficiency and effectiveness. Despite having a keen and loyal workforce, the presence of change aversion confirmed that incremental change was initially more effective than radical change which may have created an unproductive atmosphere of dissent amongst its workforce. Moreover, steady demand for their product led to complacency, which justified Peter Morgan’s caution about change. This could be interpreted as lack of vision and is reflected in the lack of innovation and under-capitalisation of MMC’s machine shop. In a study done on Toyota (UK) Ltd. , it was noted that the traditional car manufacturing base in the UK was located in the West Midlands and these were â€Å"rich in precision engineering skills† (Winfield Kerrin, 1996, p. 50). MMC’s proximity to this manufacturing hub created opportunities for research and development by inspecting some of these manufacturers in an effort to improve their production practices and processes, specifically focussing on how technology could be used to improve efficiency. This acknowledgement of the power of technology finally came in the form of Charles’ introduction of a manufacturing resource planning computer system and use of CAD/CAM. Perhaps differences in generational attributes enabled Charles Morgan to more easily embrace technology. However, the positive outcome was product innovation such as design features to improve aerodynamics. Examination of how human resource management practices could transform MMC from an organisation where everyone defends their own corner into a team-based learning organisation was a natural progression once management accepted the need for change. In the first instance, focus should be on developing managers to help facilitate organisational change (Waldersee, 1997) and enable them to be effective role models within the company. Training solutions and interventions should target general areas such as effective teamwork and communication, motivating workers and encouraging innovation. Additionally, where there are identified skills gaps, it should also target content-specific areas e. g. contemporary sales and marketing practices would make up for the sales director’s lack of recent sales experience. Once again, Charles was led by example by enrolling in an MBA, thus demonstrating his commitment to ongoing education and development. Although collectivism has traditionally been associated with eastern cultures (Hartel, Fujimoto, Straybosch, Fitzpatrick, 2007), motor companies like Ford and Toyota moved away from Taylorism and demonstrated the value of teamwork in vehicle manufacturing (Winfield Kerrin, 1996). However, MMC’s reward system of individual production bonuses did not acknowledge the value of teamwork. Moreover, an unspecified dollar amount that was eroded by inefficiencies in the production process did not provide an incentive to improve production. Not only should these individual production bonuses be quantified, the company should also consider a reward system for foremen to acknowledge their efforts in encouraging individuals and teams to achieve higher production. The present day success of MMC is testament to management’s vision and commitment to continuous product and process innovation. Examination of their website confirms their ability to stay current through value adding which resulted in features in their cars such as lightness and environmental friendliness. This has enabled them to cater both for the on-road user and the racing arena, as is evident in the videos available on their website. Furthermore, offering factory tours not only gives potential customers insight into the manufacturing process, it also provides the company with the opportunity to share some of its knowledge with others. The insight gained by watching the video on MMC’s factory processes makes it evident that the MMC today is collaborative both internally and with its external stakeholders.

CPD in Health and Safety Practitioner Roles

CPD in Health and Safety Practitioner Roles Chapter 1 Introduction On the 1st January 1993 six regulations relating to health and safety came into force in Great Britain, these six regulations would ultimately have a major impact on how safety is managed today and would significantly influence the future development of the Safety and Health profession. The regulations themselves were based on European Community Directives, designed to create a common standard of health and safety legislation across all member states. In what has become known to Safety and Health Professionals as the six-pack regulations, it included; The Management of Health and Safety at Work Regulations 1992 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Health and Safety (Display Screen Equipment) Regulations 1992 The Provision and Use of Work Equipment Regulations 1992 The Personal Protective Equipment at Work Regulations 1992 The introduction of these regulations realised a move away from prescriptive legislation, such as the Factories Act 1961, and Railways Shops and Premises Act 1963 which had traditionally â€Å"spelt out in detail what should be done† (HSE, 2003, p.4) to a risk assessment based approach to managing safety and health in the workplace. Importantly the introduction of the Management of Health and Safety at Work Regulations (MHSWR) required employers to â€Å"appoint one or more competent persons to assist him in undertaking the measures he needs to take to comply with the requirements and prohibitions imposed upon him by or under the relevant statutory provisions† (HMSO, 1992, p.3). Arguably the MHSWR focused many employers attention on the need to employ Safety and Health Practitioners in some capacity; this in turn heralded a period of unprecedented training and recruitment for such roles. Today the spotlight has turned to the future development of the profession, and the maintenance of individual competence through Continuing Professional Development (CPD). Aims and objectives The aim of this research document is to identify current attitudes towards the increasingly important task of Continuing Professional Development (CPD), for those employed as Safety and Health Practitioners or in professions that further the improvement of workplace safety and health standards. This may be through enforcement such as Environmental Health Officers (EHO), employed by local government or specialised roles such as Occupational Hygienists responsible for measuring workplace noise and dust exposure levels to ensure compliance with legislative standards. For clarity many but not all Safety and Health Practitioners employed to directly manage an organisations safety and health or consultants employed in this field would typically belong to professional bodies such as Institution of Occupational Safety and Health (IOSH), or the International Institute of Risk and Safety Management (IIRSM). Whereas those employed as EHOs would firstly belong to the Chartered Institute of Environmental Health, with perhaps secondary membership of IOSH as they may have elected to specialise in workplace safety and health over food safety. Other specialists that may hold membership of IOSH in addition to their own professional institutes may include Occupational Hygienists (British Occupational Hygiene Society) and Occupational Health Nurse Practitioners (Association of Occupational Health Nurse Practitioners UK). Background With the role of the Safety and Health Practitioner becoming increasingly important to businesses, the profession should rightly seek to, firstly attract and retain the best calibre of recruits to its ranks! For the Safety and Health profession this hasnt always been easy. Caught in what Harrison (2009) describes as the ‘Talent Wars the profession finds itself competing amongst many others that do not have the somewhat negative associations the world of Safety and Health has developed. As a result Safety and Health management has not been the career of choice of many individuals; Kletz argued that; At one time safety was considered a suitable job for one of the less able employees. Those days have largely passed and the standard of safety professionals has improved greatly over the last 20 years but many companies still think that safety is a suitable home for those for those who have a few years to go before retirement. Kletz, 1990, p. 321 One would argue the statement made in 1990 has just as much relevance today. Kletz identified that businesses should look beyond traditional stereotypical boundaries â€Å"perhaps companies will allocate more of their best people to safety and loss prevention when they realise that the right sort of person will not just worry about hard hats and tripping hazards.†(Kletz, 1990, p.321) From the latter part of this statement one conjures up the traditional view of the safety person as being a solitary policeman type figure in the workplace. This outdated view of how Safety and Health Practitioners work still contributes to the negative image of the profession held by certain sections of the national press, a number of which have wasted little time in publicising stories that have more to do with poor or ineffective management than improving actual workplace safety and health? In possibly the most widely carried story; the BBC including many national newspapers reported â€Å"a head teacher has bought safety goggles for his pupils to wear when they play conkers in the playground† (BBC, 2004, p.1). Although the decision to purchase the goggles was taken by the schools headmaster, when it came to reporting the story it became another example of health and safety gone mad! The press on this occasion preferring not to question the lack of any professional advice available to the Headmaster and how he came to his decision in its absence! In return should there be any surprise that the media is held in low esteem by Safety and Health professionals? In a recent reader survey in Health and Safety at Work magazine Safety and Health Practitioners were unanimous in their opinion both the media and risk averse decision makers were responsible for the professions poor image; Table 1 :Whos most to blame for health and safetys poor public image? 1. The media 44% 2. The HSE 2% 3. The safety profession 7% 4. Risk-averse decision-makers 47% HSW, 2008 If the profession is to break this cycle of negative public portrayal one would argue the modern day workplace requires an equally modern and professional Safety and Health Practitioner. One who is not only an expert in his or her field, but also possessing the traits of a diplomat, as well as a management and compliance systems specialist? The development of the modern day safety and health practitioner The introduction of the ‘six pack regulations in 1993 heralded an increase in the need for businesses to either employ dedicated or have access to professionals able to assist management in meeting their Safety and Health responsibilities. Since 1993 recruitment to the profession has been drawn from a vast mix of disciplines, including construction trades such as scaffolders and electricians; production staff and administrators to name just a few. Such a large influx resulted in an increasing the need for initial training and ultimately CPD courses to meet the developing needs of Safety and Health Practitioners. For those first entering the profession a wide range of qualifications currently exist, including the ever popular National Examination Board for Occupational Safety, National General Certificate, promoted by NEBOSH as a first step towards a career in health and safety, accepted by the Institution of Occupational Safety and Health (IOSH) â€Å"in meeting the academic requirements for Technician Membership of IOSH† (Tech IOSH) (NEBOSH, 2009, p.2), and National Vocational Qualifications at levels 3 to 5. Further courses such as the NEBOSH Construction Certificate and Diploma are also on offer to prospective candidates and are held in high regard by employers. In addition training providers such as the British Safety Council have for a number of years offered their own awards including a level 6 Diploma award. Many have entered the profession because of transferable skills in areas such as engineering, which may be employed in the many technical aspects of the profession; such as machinery guarding design. However such routes into the profession do not exclude individuals from attaining accredited safety qualifications which are seen as the building blocks for future development. It is important to recognise that such courses provide initial development for individuals either in the early stages of their career or for those wishing to advance their careers. However the increasing drive for professionalism, new legislation technology and increasing movement of Safety and Health Practitioners between different sectors of the economy, has given CPD a critical role in maintaining competence throughout an individuals career. To attract new talent and support professional development opportunities there has been a veritable explosion in the variety and availability of courses accredited by IOSH in safety and health management. Higher education establishments across the United Kingdom increasingly offer courses including; Glamorgan University MSc Safety, Health and Environment Management University of Wales Institute Cardiff MSc Occupational Health and Safety Greenwich University BSc Occupational Safety, Health and Environment For those entering higher education or wishing to pursue a post-graduate degree course the profession has become an increasingly popular choice. It would however be unfair to focus solely on the university sector for the increasing availability of courses. Course providers registered with the National Examination Board for Occupational Safety and Health (NEBOSH) â€Å"now number 400 course providers across 80 countries† (NEBOSH, 2009, p.2). Similarly IOSH Course providers number over 300 globally who cover a wider range of industries such as construction, healthcare and public and service sectors. They include a diverse range of organisations including further education colleges, and large and small consultancies that have developed in response to increasing demand from businesses. More specialist organisations allied to specific industries, such as the UKs Mines Rescue Service, and local authority Fire and Rescue services have increasingly brought their specialist expertise and training skills to the wider marketplace to deliver either NEBOSH accredited courses or general fire and safety awareness courses. In addition to accredited courses most consultancies and organisations deliver numerous short courses typically of 1 or 2 day duration designed to either refresh and update knowledge or inform attendees of the latest legislative developments and their impact, which contribute towards individuals CPD. The professional safety and health practitioner The spread of industrialisation and the introduction of new technology has brought society many new professions over the last three decades, examples include social workers and information technology specialists, who are now readily accepted professionals in their own right. The challenge for the modern day Safety and Health Practitioner is to gain equal professional acceptance in the workplace and in wider society. This leads one to question our understanding of the words profession and professional in relation to the work of the Safety and Health Practitioner. As already identified poorly researched press reports have in the main presented a poor image of the profession. Secondly our image of professions are often linked with the traditional professions and professionals such as lawyers, pharmacists and accountants, who often work in small practices or partnerships in many cases readily accessible to the public through locally, based high street practices, if and when their services are required. When used the public rightly expect a quality assured service from such professionals, based on up to date knowledge, experience and ethical practices. In light of the growing need for multi-disciplined Safety and Health professionals and the requirement to demonstrate increased professionalism that expected from an organisation whose members are able to attain Chartered status, is the word clearly defined and understood by those of us who promote the concept? What is expected from a profession and professional person in the modern age? Firstly Madden and Mitchell define a profession as; A discrete body of individuals applying advances learning or scientific knowledge and expertise to provide a service to clients and bound together by a membership of a professional body which assumes responsibility for monitoring professional standards and which confers benefits and may impose sanctions on members Madden and Mitchell, 1993, p.8 One would argue this particular definition is heavily weighted to the client (customer) and the governing professional body, essentially missing out the beneficial impact that professions have upon wider society and the advancement of learning in their specific fields of expertise. A much more succinct and publicly recognisable definition of what it is to be a professional is given by McGill and Beaty who argue; The term ‘professional is associated with work which is valued highly in society. The professions lawyers, doctors, social workers, accountants- are highly trained and often highly paid members of society. In this sense the term professional is a kitemark given to those who complete a rigorous and demanding training and then continue to develop their speciality within the profession through further formal training and experience. The professions are characterized by codes of conduct which they require of their members and also a degree of individual autonomy and responsibility for their working practice. McGill and Beaty, 2001, p.184 The recognition of the importance of â€Å"further training, experience and individual autonomy† could almost have been written with the Safety and Health Practitioner in mind. Rapidly evolving health and safety legislation over the last 15-20 years coupled with advancing workplace technology, has introduced the potential for new risks to emerge in the workplace, such as stress. This has required Safety and Health Practitioners to constantly update their knowledge and skills, just as McGill and Beaty suggest. One would also add a further challenge that faces every ‘professional besides the maintenance of technical knowhow and that is maintaining the personal motivation to learn. When referring to learning in this particular context it is not based on short duration learning but the acceptance of lifelong continuous professional development. OHoule (1980) argued the need and commitment to lifelong learning was a reflection of the standing of a profession. Drucker captures the responsibility for learning and the autonomy of the professional in the following quotation; No one can motivate him(sic), he has to motivate himself. No one can direct him, he has to direct himself. Above all no one can supervise him. He is the guardian of his own standards, of his own performance and of his own objectives. He can be productive only if he is responsible for his own job. Drucker, 1973, p.47 Another key driver in the professionals quest for up to date knowledge is todays litigious society. The professional is more than ever being held accountable for his or her actions, and will find themselves increasingly questioned on the validity of the advice they give and to demonstrate competency to practice. Watkins and Drury argued that; The shift away from trusting professionals to do their work properly because they are professionally qualified, towards accountability, has resulted in the need for effective measures of competence, skills and service. This is welcomed by true professionals since it brings with it opportunities to establish more open relationships with customers to enhance personal growth and development. Watkins and Drury, 1995, p.31 A far cry from when the word of the professional in whatever field was accepted without question. The need for Safety and Health Practitioners to develop both their knowledge and professionalism throughout their career is clear. Employers expectations of the profession are high, and rightly so. Failure to develop ones knowledge ultimately brings doubt as to individual competence to practice. This over-riding need to maintain competency demonstrates the importance of CPD for Safety and Health Practitioners, but has such importance been recognised by employers? The mix of new legislation, maintaining competence and customer expectation regarding the delivery of a quality assured service creates a heady mix of priorities in addition to everyday work activities for the Safety and Health Practitioner. Educational researchers such as Field have provided some warning of the impact on continuing professional development that legislation alone can bring; â€Å"Environmental regulations, health and safety legislation and food hygiene regulation all require training to set standards and often generate further training needs as managers and other try to keep abreast of the implication of the latest legislation† (Field, 2000, p.74). Training in this case; creating a perpetual cycle of further training in ever more detail in an attempt to improve job related knowledge. The challenge for Safety and Health Practitioner is recognising the importance of CPD to professionalism and the planning and prioritising of the right mix of learning opportuniti es that develops competence, which as Renkema (2006) argued translates into improved lifetime employability in an ever changing workplace. 2 Literature Review Meeting the challenge of continuing professional development Continuing Professional Development has now become a familiar task for professionals, a point supported by research into professional associations in the UK by the Professional Association Research Network (PARN) at Bristol University who â€Å"found that of the 162 respondents, 62% had developed a CPD policy and programme† (PARN, 2001, p.1). With such a high proportion of institutions actively involved in developing and running CPD programmes, it is important to look at some of the key drivers behind such schemes. CPD for Safety and Health Practitioners has now become a well established activity, with a scheme established as far back as 1992 (IOSH, 2008). In addition to any employer funded training CPD is actively supported by IOSH through a network of monthly branch level meetings and activities that allows members to participate in what are generally free CPD activities. The development of a CPD scheme for IOSH members was integral in the decision to award Chartered status to the profession, which from 2005 has enabled members to attain Chartered Safety and Health Practitioner status after meeting the qualifying criteria set by IOSH. Establishing a CPD scheme is only one part of the equation, ensuring ongoing active participation is another. Like many other professionals Safety and Health Practitioners are faced with numerous demands on their time from either work or their home lives, all too often CPD must be fitted in as and when allowed. Research by Dowsell et al into CPD found that; courses made heavy demands on workers free time; 48 per cent of those interviewed thought their participation in continuing professional development put a strain on their home and family lives and 10 per cent thought it was causing a serious detrimental effect.Dowsell et al conclude that for those in employment, having time to engage in professional development is extremely important. Dowsell et al, 1999. P. 23 One would argue that the difficulties identified are not unique or specific. Safety and Health Practitioners are faced with the â€Å"same pressures as other occupations when considering responses: to changes in technology and knowledge; demands for quality and accountability† (Rapkins, 1995, p.49). IOSH (2008) have long campaigned for CPD to be viewed as an everyday routine activity and not as an additional burden, such a statement could be seen as an attempt to remove some of the everyday concerns that have grown up amongst Safety and Health Practitioners on the subject. This leads one to the question what barriers exist to participation in CPD? Research by Lifelong Learning UK an independent employer led skills council found that trainers in the lifelong learning sector identified specific barriers to CPD. Participants who took part in the research were able to choose more than one option; Table 2: Perceived barriers to CPD Lifelong Learning UK, 2008, p.14 Barriers to CPD are not unique to any one sector or profession. Research by Friedman et al identified the following barriers; Time, cost, and access were the most frequently cited barriers to carrying out CPD. Clearly, time pressures at work, combined with the demands of home and family, make undertaking CPD a difficult task for many, however motivated they may be. Another barrier affecting CPD participation is that professionals are not homogenous. A range of factors such as differences in career stage, preferred learning style, individual ambition affect the likelihood of taking part in CPD. The lower likelihood of older professionals participating in CPD was mentioned because of their comfortable positions or because they regarded themselves as carrying out activities which will achieve the aims of CPD without following a formal CPD programme Friedman et al, 2001, p.6 Employers increasingly need to recognise the benefits of CPD to their businesses and are ideally positioned to offer greater support to overcome the barriers that have been identified, but how should this be achieved? Francis et al (1997) argued for CPD to be linked to longer term business planning, also stating that companies viewed CPD in the narrow confines of cost to the business without looking at longer term benefits. Research by Friedman et al (2001) supported this point and argued for a greater link with company appraisal schemes as a means to encourage participation in CPD whilst at the same time offering an organisational support framework such as time and resources to the individual. Friedmans approach is backed by research by Kingston University Hull (2006) which identified the incorporation of personal development plans into CPD as a key element in the ability of professionals to align professional development needs with those of the employer. Importantly this supposes the act of appraisal is purely centred on personal development and not as Craft (1996) argued used to determine accountability, through audit cultures and numerous regimes relating to satisfying bureaucracy rather as Sachs (2003) argued, satisfying the professional needs of the individual professional. Importantly not all academics share Freidmans approach to CPD. Millar (1991) took the view that professional themselves should carry the burden of time and cost of CPD to advance their careers, to be recouped later through higher salaries. With such divergent views, significant barriers regarding responsibility for resourcing CPD remain to be overcome. To place oneself solely in the hands of the employer to achieve the required CPD criteria invites problems, especially when training is often the first activity to be cut when the corporate purse strings tighten (Adults Learning, 2003). As a result Safety and Health Practitioners risk having CPD activities limited or even curtailed for reasons outside their control. As the profession matures there should be increasing recognition that Safety and Health professionals have to take greater responsibility for their own learning following initial qualification, just as other professions such as teaching have done have done. This may only be achieved through improved planning for and practising a range of informal or formal CPD activities. Failure to develop professional knowledge can have a serious impact upon employers and the individual professional, a point recognised by IOSH â€Å"the outcome of failing to perform at an acceptable level can be critical. It is essential to refresh, maintain and develop the skills needed for competent performance† (Harvey, 2005, p.22). To adopt the mantle of a professional in ones chosen field, then participation in CPD should be ultimately viewed as a necessity and not as an â€Å"optional extra which only the high academic professional would posses, but in fact viewed by many as a necessity and a right to practice safely and effectively† (Davies, 1997, p.5). Harris (2009) supports Daviess view in that becoming professionally qualified should not be seen as the end of learning but in fact the beginning of a career long journey. The rise of continuing professional development Research by Eraut argued that the continual development of professional knowledge is ultimately linked to â€Å"moral probity, service orientation and codes of conduct† (Eraut, 1994, p.2). Erauts comments indicate that professionalism comes at a price in terms of time and dedication. This ultimately manifests itself through the delivery of a professional service to an employer or client, where advice and guidance is based on up to date knowledge and competence to practice. However as an upside Rueschemeyer argued that there were certain benefits associated with the status of a professional; Individually and in association, collectively, the professions ‘strike a bargain with society in which they exchange competence and integrity against the trust of client and community, relative freedom from lay supervision and interference, protection against unqualified competition as well as substantial remuneration and higher social status. Rueschemeyer 1983, p.41 Rueschemeyer comments support the importance of CPD as a vital component in demonstrating to those that use our services that post qualification, the professional has continued to update his or her knowledge. Rueschemeyers comments regarding the relative freedom of the professional must be accompanied by a degree of self discipline, and willingness to participate in CPD; not just for individual benefit but for the advancement of the profession as a whole. Both established Health and Safety professionals and new entrants to the profession could be forgiven for thinking that CPD schemes are a relatively new process in the quest to maintain professional standards! However research by Friedman (2000, p.23) identified that â€Å"CPD in the UK originated in the late 1970s, but was only formally adopted and defined by professional associations from the mid-1980s†. This is supported by Lester who states that it is â€Å"only in the last ten to fifteen years of the twentieth century have professional bodies taken systematic steps to ensure their members continue their development on an ongoing basis† (Lester, 1999, p.2) In the United Kingdom such schemes may now be found across a diverse range of professions including; Nursing, Teaching, Environmental Health, Legal and Occupational Safety Health to name just a few. Common to all CPD schemes is the maintenance of professional and ethical standards set by the respective professional body thereby ensuring public confidence in both the professional and the respective institution. What has driven this apparent explosion of interest in CPD in recent years? Firstly one would argue the current rate of technological change in our society remains significant, forcing a constant revaluation of our knowledge. This particular point is supported by Zia (2004, p.1) who argues; As a result of increase in the rate of evolution of knowledge, technology and industrial organizations, it is shocking to realize that while in the sixties the knowledge acquired in engineering schools remained valid for about fifteen years, today this time span has decreased to about 3 years. That is to say the average period of renewal of engineering knowledge has reached the same duration as that of studies in a school of engineering in Europe. Zia, 2004, p.1 Secondly the recognition by professional institutions of the need to further develop themselves, and in doing so enhance not only the organisations status and that of its members; but as Weightman (1994) argued, professional institutions should also influence the broad range of competencies required to practice effectively. Safety and Health professionals are no longer able to rest on their laurels following initial qualification; and as Friedman (2000) argued, in order to provide professional and competent advice the process of learning must continue after initial training. At the core of all CPD schemes is the need for professionals to embrace the much wider concept of lifelong learning. A phrase all too often used, but what does it mean in practice? Jarvis (2008) describes it as a number of processes that ultimately delivers a continually changing person. Kronkol (2005) viewed CPD as a structured approach to lifelong learning, arguably more comprehensive which involves greater self reflection and critical thinking, which leads one to question if they are one of the same. Some may even view it negatively as the latest in a long line of politically driven statements relating to education (Biesta., 2004). Cropley (1979) argued there were two distinct approaches to lifelong learning: minimalist and maximalist. â€Å"The minimalist approach equates with in service, recurrent formal education and training in what Attewell et al (2005) describes as achieving certificated training. The maximalist approach views it as involving â€Å"a fundamental transforma tion of society as a whole so that society becomes a learning resource† (Cropley, 1979, p.5). Research into lifelong learning by Smith et al supports Cropleys work in that it identifies the almost limitless boundaries for learning and promote the concept that it should include both informal and formal learning. Based on Cropleys comments the current status of lifelong learning in connection with CPD remains somewhat narrowly focused towards the minimalist approach, centred on formal training. One would argue this narrows the professionals view of what might constitute CPD, and creates a dependency culture where CPD should be provided to the professional, usually by the employer, based on narrow concept of traditionally run classroom based learning. Whereas the maximalist view requires the professional to look much more broadly as to where learning opportunities may come from, and seeking out a greater mix of experiential learning opportunities as opposed to the narrowly focused academic or classroom based route to learning. In support of Smith et al, Longworth (2003, p.12) argued that lifelong learning is a much wider concept â€Å"learning means giving ownership of learning to the learner him or herself and not the teacher a