The Book of Dead and the Ten Commandments

The Hebrew Ten Commandments and Egyptian Book of the Dead are considered very different religious texts. Therefore, in the books of Exodus and Deuteronomy, the Ten Commandments hold a vital position in the ethical system of Judaism, Christianity, and Islam. It served as a symbol of God’s guidance and presence with his people (â€Å"Ten Commandments†). Ten Commandments is much important than the book of dead because there’s no life after deaf. Firstly, The Ten Commandments and the Book of the Dead are words written for people to obey.The Ten Commandments are ten statements Christians live their lives by, while the Book of the Dead contains spells that aid the soul in navigating the underworld. In Christian religion, the Ten Commandments serve as a summary of the divine law given to Moses by God. After leading his people out of slavery, Moses and his followers came upon Mt. Sinai. Scaling this mountain, he received the Law which would form the basis of God's Covena nt with Israel.The purpose was to practice a life of obedience and dedication to God in order for spiritual salvation to be achieved. Secondly, The Ten Commandments serve as a template for people to use as a model for their life. For the Egyptians, the Book of the Dead isn't so much a religious set of laws, but more as a traveler's guide through the underworld. The Egyptians believed that, though death was inevitable, it was also survivable. To navigate the underworld, spells written in the Book of the Dead were used by the soul of the decease.The Book contains a list of statements that bear a resemblance to the Ten Commandments, both in nature and phrasing. The souls of the dead were required to pass two different tests. The first was the weighing of their heart against the feather of Truth. If they passed this test, then they moved on to the second. It required the deceased to recite a negative confession at the Hall of Two Truths (â€Å"Book of the Dead†). A negative confe ssion includes the use of the phrase â€Å"I have not . . . This is strikingly similar to the â€Å"Thou shall not . . . † phrasing of the Ten Commandments. For example, â€Å"I have not reviled the God† is synonymous to â€Å"Thou shall not take the name of the Lord thy God in vain. †I have not killed; I have not turned anyone over to a killer may be linked to Thou shall not kill† (Exodus).However, though Christians remain faithful to only one God, â€Å"the Egyptians believed in a myriad of gods and goddesses† (Roth Ruth). The negative confessions are coupled with the naming of 42 gods. Hail Flame†, â€Å"Hail Shining-Tooth†, â€Å"and Hail Neheb-kau† (Wikipedia). The second major difference is that the concept of a Sabbath Day is not mentioned in the Book of the Dead. In conclusion, we can say that the book of dead borrowed the concept of the Ten Commandments. Comparing a translation of the Book with the King James Version of Exodus, both texts prove to be very similar. But substantial differences such as god-worship and religious holidays serve as stumbling blocks in this theory because â€Å"before deaf there was life†( Wikipedia).

Try to Persuade Socrates Friends to Save Him

Try to persuade the Socrates`s friends to save him, against his will. Socrates Is one of the most colorful figures of the ancient Greek world, who the strangeness of privacy life have always been of special philosophical and political science. He was convict to death because he does not believe in God and corrupted the youth people to do the same. In Plato`s dialogue Crito, Socrates spent his last time in the prison. Crito is coming to save Socrates and have plans how to make his escape. Socrates discussing with Crito should he escape from prison or not and gives arguments why he needs to stay and waiting for his death.Crito really wants to save his close friend but Socrates explain his wisdom thoughts: † I am the kind of man who listens to nothing within me but the argument that on reflection seems best to me. I cannot, now that this fate has come upon me, discard the arguments I used; they seem to me much the same. I value and respect the same principles as before, and If we have no better arguments to bring up at this moment, be sure that I shall not agree with you â€Å" (Crito, 46 b,c) – and take a decision – he does not want to be save. Furthermore, Crito shows some of his arguments why Socrates should escape.First, If he dies he will leaves his 3 children and family. Second, If Socrates dies, Crito will lose close friend. Third, If Crito will not save him, this will be a big shame for his reputation . On the one hand, among his friends, because it will seems that Crito did not his best to save him. On the other hand among the people in Athens just because they expect it to happen and the opinion of majority still matter. Therefore, If Crito will not save Socrates, the people will think that he does not want to do it and does not want to spend money for him.In this arguments, Crito wants to make Socrates to change his opinion and to go out of prison, because, all of his friends are ready to do everything for him:† We would be ju stified in running this risk to save you, and worse, if necessary. † (Crito, 45e). Also, if he is dead he will never see his grow up children and how they are doing well in life. Moreover, staying in the prison is the easiest thing, more hard to reach is the courage which one man like Socrates needs to find in himself.In response to Crito ,Socrates says his arguments why he should stay. First , he believed that the opinion of majority is not the important thing and Crito does not need to worry about it. Second, Socrates was a man who trust in reason and Law, so for him it is impossible to break the rules and to go out form prison, this will be unjustly among the Athenian state. He believed that he must stay in prison because for him â€Å"†¦ the good life, the beautiful life, and the just life are the same† (Crito,48b).He believed that the life, has no value if his life is without moral. Third , Socrates cannot leave the prison because he believed that his loyalty of Athens would be ) infringement if he escape. In addition, with his escape , he thought that he would harm his own soul, because breaking the rules and harming the city it is the same like harming the soul. He was made an argument to follow the Law and can not break it. Following this further the most important thing is to live moral and just life.However, Socrates friends should save him, except that they will lose a good friend and he will leave alone 3 young children , but also because Socrates is contradictory in his opinions. Generally, he said that the opinion of majority it is not so important thing, but now he still thinking how a educated and wise person who value the rules and wisdom it will stand with the expert in right and wrong: â€Å" We should not think so much of what the majority will say about us , but what he will say who understand justice and injustice, the one , that is , and the truth itself. (Crito,48a) On the one hand , he said that he believed in Athens Law and he will do it wrong and dishonesty if made his escape. In fact, he is sentenced in death because of corrupting the youth but actually he is innocent. So, where is the Law now? The Athens Law failed when sentenced a innocent men to death , because this is against the principles of laws and rules. Additionally, nowhere it is written that Socrates has a contract with his state to follow the rules, and If he wants he can escape.So If he breaks the law, it will not be a big risk for the state, because it is already incorrect. On the other hand , he said that an injustice should not be rewarded with another injustice, because it leads to more evil. He mentioned that it is unjustly to escape from prison because this will be breaking the law, but the real meaning is Athens and wrongful death sentence against him, just because he is innocent man and it is more unjustly to death for something which actually you have never did it. Can we say that Socrates believed in something insane and impossible?Definitelly yes Because of this he will never understand the chance to escape and â€Å"So one must never do wrong â€Å" (Crito,49b)All in all, instead of his friends help, he did not leave the prison and just drink his cup with poison. In conclusion, Crito dialogue maybe teach us that everybody have point of view over the life. Maybe Socrates wants to value the Law and for him this is right and death is a free will. He believed that the Law have given him the possibility to have the great life and without law he will never be this person who is now.Nevertheless, Socrates still wrong for his fiends. He needs to be save and to live with his family, to protect them, to deny his unjust death, but every time some of them- his friends or Socrates will be wrong. But there is not more right way of a person who stand up for his truth. †¢ Bibliography: Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002) †¢ Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002), p. 48 Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002), p. 48 †¢ Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002), p. 51 †¢ Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002), p. 50 †¢ Crito in Plato Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, trans. G. M. A Grbe (Hackett Publishing 2002), p. 52 [pic] ———————– 4

Against Human Cloning- Argumentative Essay

Cloning in general has been a rising debate across the globe since before Dolly the sheep was cloned in 1996. The success of being able to clone an animal brought scientists to wonder about a more challenging task, cloning humans. This consideration is morally wrong and should not be stood for. Some people seem not to realize the negative aspects that cloning would bring into a world which is already suffering. Religious standpoints, the growth of the population, and each human’s individuality are just a few of the supporting reasons that stand against cloning and support why it should not be legalized. Simply because there are a few factors that make some in favor of cloning does not rectify the atrocity that it would bring. One supporter that stands for cloning, Simon Smith, states that it would be useful to produce clones for fertility reasons such as infertile couples and couples carrying a genetic disease. This seems reasonable; however, there are other options available that are better suitable. Adoption, artificial insemination, and other successful surgeries are more appropriate, currently available alternatives. It seems questionable as to whether a person wanting to produce a clone offspring of themselves would be corrupt or unprincipled in wanting to do so. Wanting to make a replica of yourself would be a shameless act. There are supporters in favor of cloning such as Professor Robert Winston to make note that cloning would be an option available to those people who have lost a loved one. Have we forgotten our virtues and that with the birth of life, one day will come death? The structure of living and dying applies to every species. It’s not something most humans look forward to for themselves or for anyone they love but inevitably one day it will approach us all. This is the reason living things are given the ability to reproduce, to give life to the future. It’s a choice given, but not one we all have to choose. The personalities of humans and other creatures is what makes you care for them and produce a bond, not their physical appearance. Having a replica only identical in image and not in personality would not bring back a lost loved one; on the contrary, it could make it even harder for some people to cope and deal with. Individuality is another factor to consider when thinking of the outcome cloning would bring. This is what makes our world so unique, if clones become produced, we will lose that uniqueness. Having human clones in existence would be an insult to human kind and the distinctiveness of every human being. It would change what it means to be human. If life can be formed in various ways other than the ways intended, how can it have that special value that being human has? Clones could likely end up as another minority fighting for equal rights. Could you imagine what it might feel like to know that you were a clone of someone else’s being? Would you feel inferior to human life and all that it brings? Would you even have a soul? These are all questions that society puts aside that should attempt to be answered. The growing population in the United States and in other countries around the world is also a very important element to consider. Although it would be great to have the fountain of youth, it does not seem very effective. People have to die; otherwise the population would be a greater concern than it currently is. If people were living an extra fifty years or more, the world would become chaotic. Citizens of the U.S. already have to fight for there entitlements they should receive as elders. Prolonging the life of humans would eventually become the cause of their extinction. We consume far too many resources that we need to survive and are doing far too little to replenish them. Trees will become a thing of the past in the not so distant future. Without this mankind cannot survive due to the lack of oxygen. This along with the extinction of other natural resources will only cause the human race to diminish. Scientists after a period of time could even possibly evolve clones to be the ideal human race. The DNA to produce clones could be manipulated after advance research to make them have specific characteristics and possibly mind-set as well. They could possibly be made to have a particular function in life such as becoming an Olympic swimmer or even a killing machine in the army, programmed to go off to war. What Hitler was trying to accomplish during the Holocaust could become reality if clones were to be created. It has been proposed that in the not too distant future, cloning technologies  could advance to the level where they could even recreate a deceased individual in the adult form. They could likely even recreate there past memories and experiences. There doesn’t seem to be any ethical concerns for this, as twisted as the thought of it turns out to be. Everything happens for a purpose and for that reason alone cloning is wrong and should not be legalized. The saying goes, if it’s not broke, don’t fix it. This saying should apply to cloning just as well. The vast majority of humans are perfectly capable of reproducing offspring; therefore there is no reason to clone. Along with the scientific accomplishments it would bring to man kind many down falls would follow only shortly behind. It may seem like many advantages could take place in the scientific community if cloning were to be legalized, but only resulting in having only a few benefits and many downfalls. The possible outcomes that would exist in its legalization does not make it being performed morally right. Works Cited Smith, Simon. â€Å"HumanCloning.org.† 2002. Human Cloning Foundation. 22 March2007. Winston, Robert. â€Å"The Promise of Cloning for Human Medicine.† British Medical Journal (1997):913-14. 21 March.

Ealth care process Essay Example | Topics and Well Written Essays - 250 words

Ealth care process - Essay Example By reviewing the steps and their sequence as to who performs each step, and how efficiently the process works, an organization can often visualize opportunities for improvement. The process mapping tool may also be used to evaluate or redesign a current process. Additional information, including tools and resources to assist an organization that wants to adopt process mapping as an improvement strategy, can be found in the Redesigning a System of Care to Promote QI module. Specific steps are required to deliver optimal health care services. When these steps are tied to pertinent clinical guidelines, then optimal outcomes are achieved. These essential steps are referred to as the critical (or clinical) pathway. The critical pathway steps can be mapped as described above. By mapping the current critical pathway for a particular service, an organization gains a better understanding of what and how care is provided. When an organization compares its map to one that shows optimal care for a service that is congruent with evidence-based guidelines, it sees other opportunities to provide or improve delivered care. In this module, improvement strategies are presented based on what has worked for other health care organizations. Changes are applied throughout an existing critical pathway so it works more effectively. QI strives to enable an organization to achieve the ideal critical pathway, which is one that allows the care team and patient to interact productively and efficiently to achieve optimal health outcomes.

IT Conference White Paper Essay Example | Topics and Well Written Essays - 1000 words

IT Conference White Paper - Essay Example However, the PSI-CoE has also indicated its interest in increasing effectiveness, efficiency, cost saving and productivity of the program. Army requests are currently the only requests being processed by the CoE; this however rules out the army reserves and the national guards. The main objective behind this move was to ensure the CoE had the sole responsibility of issuing security clearances and at the same time, bring down any other channel apart from the CoE that issued security clearances. Initially, about 36% of the total requests are being accepted with percentage destined to rise significantly after merging. Pros and Cons Pros The APG will acquire a new platform, while at the same time the additional technical personnel will boost its operations by making it efficient and effective. The APG NEC is currently indicated to lack high bandwidth pipes connecting its different locations, thus the building up of an updated network infrastructure will upgrade the process of attaining a nd working on the information received in the APG NEC. In addition to this, supplementing technical support will also increase efficiency and effectiveness of the Aberdeen Providing Ground Network Enterprise Center. The joint services between the various departments of security will enhance corporation between the numerous personnel involved in the different departments. A good example as indicated is the facilitation of the military intelligence (COEMI) by the Intelligence command (INSCOM). In addition to this, workstation maintenance is destined to be provided by the APG NEC especially if the joint services between the CoE and the MI are undertaken. Moreover, improvement of security is guaranteed upon undertaking the course of action. This will be made possible as the crucial facilities such as the technical and network infrastructure will undergo upgrading or complete makeover. Self-reliance and self-containment will also be upheld in missions, as it will provide the APG NEC with greater flexibility. In order to achieve self-reliance, the mission will rely on organic staffing (Personnel Security Investigation – Center of Excellence (PSI-CoE) IT Way Ahead Conference

The Middle Class in Urban Britain 1780-1900 Essay

The Middle Class in Urban Britain 1780-1900 - Essay Example Naturally, such a social grouping has to have an organized way of association and this very often involves the formation of exclusive member clubs only for those that can sustain the cost of operation of such a grouping. These clubs formed the base in which the members could not only cool off away from the prying eyes of the media and the lower class but also for communication with like minded individuals. These individuals very often felt that they had the obligation to dictate policy to the rest of the citizenry and very often, the major decisions that affected the society in general stemmed from meetings in exclusive locations. In many occasions, the people that were charged with managing large manufacturer factories were often quoted as saying that the common people, who encompassed their workers, could not understand the intellectual power and the physical energy that was put by a single individual in order to manage a large number of people and to do it efficiently and effectiv ely. Structurally as well as anything, this study does not aim to depict the middle class in the 19th century Britain as a homogeneous grouping. In fact, in many ways, this paper will show that this group of people was manifest in many forms and with a myriad of problems associated with it. The strength of having an unpredictable middle class is that there will ultimately be a balance in all functions of society including the economic and political functions. Organization of the middle class... These individuals very often felt that they had the obligation to dictate policy to the rest of the citizenry and very often, the major decisions that affected the society in general stemmed from meetings in exclusive locations. In many occasions, the people that were charged with managing large manufacturer factories were often quoted as saying that the common people, who encompassed their workers, could not understand the intellectual power and the physical energy that was put by a single individual in order to manage a large number of people and to do it efficiently and effectively. Structurally as well as anything, this study does not aim to depict the middle class in the 19th century Britain as a homogeneous grouping. In fact, in many ways, this paper will show that this group of people was manifest in many forms and with a myriad of problems associated with it. The strength of having an unpredictable middle class is that there will ultimately be a balance in all functions of so ciety including the economic and political functions. Organization of the middle class That the middle class in Britain in the 19th century had immense financial muscle is not in doubt. However, even the elite also have an elite grouping among themselves. This means that the middle class was in turn broken down into two groupings with one being regarded as big and the other as petty. This class of people had to work out the differences within their own structure. In order for them to gain political and religious rights, they had to work through the difficulty of compromise. While the middle class was working through the differences that they had, there was hostility from the rest of the society. This may have arisen from the need for political and other leadership that would drive the

Diagnosis And Treatment Of Melanoma Essay Example | Topics and Well Written Essays - 1500 words

Diagnosis And Treatment Of Melanoma - Essay Example Melanoma is extraordinarily dangerous, but if detected early, it is one of the most preventable forms of cancer (Ingraffea 35). As with many diseases, both environmental and hereditary factors have a profound effect upon the exhibition of melanoma. Until recently, it was assumed that overall exposure level to the sun and/or the number of severe sunburns that an individual received during their lifetime or the ultimate culprits to whether or not melanoma was exhibited. However, further analysis and discussion by researchers has revealed the fact that the overall number of sunburns and/or the overall amount of time of exposure that individual has a son is not necessarily a determining factor with respect to whether or not melanoma will be exhibited within the individual or not. As can readily be understood, genetic factors also play a powerful role in determining whether or not an individual will be particularly susceptible to this form of skin cancer. However, the genetic factors that contribute to the overall susceptibility and likelihood of developing melanoma at any one point in life are not the same as the genetic factors that contribute to issues such as heart disease, high blood pressure, or a litany of other health problems. What is meant by this is the fact that the genetic issues that contribute to the prevalence of melanoma within specific individuals are predicated upon the skin construction, hair color, eyes, and other unique genetic indicators? For instance, an individual that is born with a naturally darker complexion as compared to an individual that has blonde hair blue eyes and relatively pale or light skin is at a distinctly lower likelihood of developing melanoma within their lifetime (Gogas et al. 883). By means of comparison and contra st, an individual that has white features and relatively pale skin is at a much higher genetic risk of developing melanoma throughout their life.

Construction details Essay Example | Topics and Well Written Essays - 750 words

Construction details - Essay Example Prior to theconstructionandidentification, somefactorswereconsidered to be paramountbeing in mindthattheerection of steelbarswasthekeypoints during thedevelopment. The Frame dimensions andthe dimensions of the Slab weremadesurethattheywerecompatible. Thiswasmainly to ensurethattheframe will be placed without any distort, comfortably within theplanned dimensions. The Frame Set-out wasalsoensured to be corresponding with thecorrectplan. Set-out wasmadeusingtheexact Architectural plans. Theaim of thiswas to ensurethatthecorrectandrelevantmeasurementsweretransferred to theactual subfloor(Esin & Cosgun, 2007). The Frames werealso Installed Right Way Up and Right Way Around. Thishoweverwasmadepossible by the availability of Steel Frame Solutions wallframenumberingsystemandthe Wall Framing Layout. During thedetailedfabricationprocess, theframes of thewallwerenumberedforthepurpose of accurateidentification. Thisprocess, however, does not leave behind thejunctionnumbers that are references to thebackwallframinglayout. To ensurethatthewallframewas not installed upside downorwrongwayaround, theterminalnumberswerematched with thewallframinglayout. Thearchitecturalplanwas a constantreferencesourceduring theentireconstructionperiod to makesurethatthestructure is correctand as initiallyplanned(Potvin, 2005). Theconstructionprocedureforthesteelextensionstructurewasfound to be thesame as thatfortimber framing, onlythatthesteelsstandstheadvantage of lightweightand rigidity. Theentireconstructionprocessstarted with strict studying of thecompleteset of Architectural andfabricationplans. Thewallframepositionsweremarked on thefloor with a chalk followingthe Architectural plansclosely. Itwasensuredthattheextensionperimeterwassquare, andthiswasfacilitated by comparingthe diagonals. Theexternalcornerwasmarkedandnoted to be crucial since that is wheretheerection of thesteelbeams would begin. Therelevantframepackswereopened,

Motivation, Stress and Communication Essay Example | Topics and Well Written Essays - 1500 words

Motivation, Stress and Communication - Essay Example Job Design Considerations as Human Resources Manager As a human resource manager in Home Depot, the a job design involves, which planning directing, and coordinating human resource management activities in the organization in order to increase the strategic use of human resource and maintenance of function like employee recruitment, compensation, personnel policies and regulatory compliance. The human resource manager has been charged with the responsibility of identifying staff vacancies and recruiting, interviewing and selecting applicants, allocating human resource, ensuring appropriate matches between personnel and providing current and prospective information to the employee concerning job duties, working conditions, wages, opportunities for promotion and benefits. Moreover, the HRM performs the duties of staffing, which include understaffing, refereeing, firing, administering disciplinary procedures, advising managers on matters related to equality in employee opportunity and recommending changes. Use of Goal Setting to Motivate Performance Goal setting can be applied for motivating performance through the Goal-setting theory of motivation, which was developed in 1960’s Edwin Locke, whereby it states that setting of goals is related to task performance (Lunenburg, 2001). The theory explains the specific and challenging goals and appropriate feedback that facilitates improvement in performance, since the goals offer guidance to employees concerning their needs, and the efforts that are required to achieve these objectives. These goals increase the willingness to work, thus making them a source of motivation, though there is a need for clear, particular and sophisticated goal as a motivating factor, instead of general, basic and vague goals. Therefore, the specific and clarification in the goals results to an increased performance, and goals are associated with deadlines for completion in order to avoid delays and misunderstanding. On the other hand, the goals are expected to be realistic and challenging, and it gi ves individuals a feeling of pride and triumph after attaining the set objectives, thus setting them up to achieve the next goal. In this case, a challenging goal is a substantial reward, and there is a passion associated with achieving, through appropriate feedback that guides the employees behaviors and contribute to increased performance is needed. Clarification, regulation of difficulties and attaining reputation are the purposes of feedback, and these assists the employees to work to facilitates more job satisfaction. There is a need to reinforce the increased performance through facilitates the sustenance of desired behaviors, thus creating the need for borrowing ideas from the Reinforcement theory of motivation that was proposed by BF Skinner and his associate. The theory states that the individual’s behaviors are functions their consequences and this is based on law of effect, whereby there are behaviors with positive consequence that are repeated others have negative effects, and they tend not to be repeated. The positive behaviors contribute to achievement of organizational goals while the negative behaviors reduce the efforts towards

Road Pricing is Inefficient but Fair Essay Example | Topics and Well Written Essays - 1750 words

Road Pricing is Inefficient but Fair - Essay Example Introducing marginal cost pricing in the London transport sector does not guarantee an efficient outcome when there are externalities or distortions in other (related) sectors in the economy, which are not priced according to marginal cost. Marginal cost pricing has proved difficult to implement in the UK. Such form of pricing would require highly differentiated pricing systems in time and space, which would be expensive to provide and confusing to drivers [7]. From these factors, it is clear that first-best pricing is not very relevant from a practical perspective.A second-best charge can be defined as the optimal road charge when the true optimum (first best charge) is unavailable due to constraints on policy choice. The theory of second best says that a policy that would be optimal without such constraints may not be second-best optimal if other policies are constrained. Unfortunately, this also poses problems. In order to compute a second-best road charge, a fair amount of inform ation is still required, including marginal congestion costs and the exact tax constraints [5].The problem of traffic congestion in London still remains and a solution is required. There is an externality that creates an imperfection in an already imperfect market. A similar problem arises with environmental pollution. We will look at the London Congestion Charging Scheme and its proposed extension as its test-example. We find that the welfare gains from a congestion charge depend crucially on the location. of where the charge applies and charge level and our results are only valid for the set of boundaries that have been proposed by Transport for London (TfL). If the model we use covered a different area, traffic flows and times savings would be different. The political economy of such decisions is not always guided by any efficiency principles, but rather by political forces and lobbies. The final result will be the combination of different pressure and political groups and this m ay or may

Leadership Challenges in Organization Assignment

Leadership Challenges in Organization - Assignment Example As leadership challenges become more complex, leaders should also develop approaches to track the market requirements and evaluate the workers capacity to satisfy the market needs (Gill, 2011). Leaders’ awareness about the market needs and organizations’ capacity is of the essence because it will assist them to influence their teams in order to utilize the organizations’ capacity to satisfy the market requirements. Leaders in the 21st century have to take an active role in the overall organization activities and to act as ceremonial figures they used to be in the early time. Effective leadership is essential in all aspects of the organization and must establish a strong relationship between the workers, the organization and the market (Morse et. al., 2007). The organization leadership in the 21st century requires establishment of focused workforce, effective and well-coordinated market activities as well as ability to build personal leadership capacity to meet th e changing market needs. In the 21st century, leaders must help and encourage workers and the stakeholders to determine their interests and potential for growth. Leaders cannot force workers or stakeholders to pursue things that are outside their interests (Palestini, 2009). In the present time, workers and stakeholders in the organization have personal interests which they expect to be satisfied as they pursue organizations goals. They want to grow alongside the organization and they will be encouraged to engage in activities that have no likelihood to promote personal growth. Employees and the stakeholders at the present time have personal ambitions if they are not satisfied the success of the organization is put at stake (Gill, 2011).

Electrochemical cell lab Aim Essay Example for Free

Electrochemical cell lab Aim Essay Aim :- To find out the feasibility of a redox reaction by looking at the cell potential of the reaction . Quantitative observation The table below shows the values of cell potential that were recorded when the experiment was performed Reaction Cell potential (ÂÂ ±0.01V) CuSO4 and ZnSO4 0.99V CuSO4 and AgNO3 0.64V Ag 1.39V Qualitative Observation Reaction Obsevrations CuSO4 and ZnSO4 Copper sulphate turns from clear to blue , whereas zinc sulphate remains colorless CuSO4 and AgNO3 Copper sulphate is blue in color , silver nitrate is colorless Ag Data processing Experiment 1 Zn(s) - Zn2+ (aq) + 2e- (aq) Cu2+ (aq) + 2e- (aq) - Cu (s) Cu2+ (aq) + Zn(s) - Cu(s) + Zn2+ (aq) Experiment 2 Cu(s) - Cu2+ (aq)+ 2e- (aq) Ag+(aq) + e- (aq) - Ag(s) Cu(s) + 2Ag+ (aq) - Cu2+ (Aq) + 2Ag (s) Experiment 3 Zn(s) - Zn2+ (aq) + 2e- (aq) Ag+ (aq) + e- (aq)- Ag(s) Zn(s) + 2Ag+ (aq) - Zn2+ (aq) + 2Ag (s) The table below shows the literature values for the respective cell potential Reaction Cell potential (ÂÂ ±0.01V) CuSO4 and ZnSO4 0.34V CuSO4 and AgNO3 0.46 V. Ag 1.10 V Error percentage = (|difference between the literature and experimental value|)/(the literature value )x100 = (|0.34V 0.99V|)/(0.34V) x100 = 191.17% We can similarly find the error percentages for other cell potentials also The table below shows the respective error percentages of each of the cell potential Reaction Error percentage CuSO4 and ZnSO4 191.17% CuSO4 and AgNO3 39.13% Ag 16.36% Theory Electrochemical cells In an electrochemical cell, electricity is produced through chemical reactions. There consist two electrodes: the negative electrode and the positive electrode. At the negative electrode

Role of The Early Years Practitioner in Learning

Role of The Early Years Practitioner in Learning Background: General Introduction to Topic: This study is two fold; firstly it relates to a personal interest as an early years practitioner and secondly a professional resolution to understand the role of the practitioner and the influence the individual can have on children’s learning. For effective learning within early years settings, identification of how the practitioner affects children’s learning needs to be recognised (Rodd, 2000:7). How the practitioner can influence the behaviour of others, particularly staff and children, to contribute to a creative early childhood programme. It is paramount the practitioners work collaboratively together within the same organisational goals to create a community enriching children’s personal growth and progress, which enhances the practitioners’ expectations and individual standards (Rodd, 2000:8). I feel passionate concerning the recognition of the practitioner’s role influencing on children’s learning and the factors that may contribute to this. Within the educational institution, the power of success of the student relies on the strength of the curriculum. The content of the curriculum has to entice and engage the learner, who will respond with motivation and focus. A poor, unsuccessful curriculum, is one that is unchanged over years, and will suffer unless new educationalist are pro-active in bringing current trends into play, which is normally the case. New fresh ideas and approaches to old problems bring new life into any task, for a synthesis of theory and practice is necessary because theory without practice is dead, whilst practice without theory has no direction (Bruce, 1987). The complexity involved in learning is discussed and covered by many, and the direction of improvement is always under investigation. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. (Literacy Trust, 2006) Can this produce the desired effect on learning. There are several different styles of learning which are examined here and aspects are highlighted, including the term Learning Power (Deakin Crick et al, 2002) which sets out to explain with extensive research, observation and experimentation that a series of unique dimensions exist. These dimensions are Changing and learning Creativity Critical curiosity Fragility of dependence Learning relationships Meaning and making Strategic awareness From these dimensions and their descriptions resulted a useful language, one for the ‘naming of something’ that fills a gap within education to provide an excellent dialog of the quality between teachers and their pupils. By successful inclusion this language could enhance the learning power of the pupil by the development of self-awareness; to encourage and produce responsibility for one’s own learning; and to ultimately improve and support all the relationships of learning and assessment. Research for this whole study involved investigating current policy and identifying up-to-date literature. Conducting this research I discovered a gap in literature concerning the specifics in my study. Examining books, journals, articles and Internet websites for archive information relating to the practitioner’s role I discovered limited data that discusses this issue. I decided to analyse the factors that can contribute to the practitioner’s role and how it has shaped the modern early years practitioner. I was interested in how the role has developed and what shaped the 21st century practitioner, this lead to the factors that attribute to this evolvement. Factors that may influence a Practitioners Role: How the practitioner’s role has developed Type of Setting; impact on practitioner’s role effecting children’s learning Age and Experience of Practitioner; whether this has any bearing Government Policy; the changes effecting a practitioner’s role As my study became broader I explored factors such as the shaping of early years practitioner’s and what contributed to this, became as important as the original research question. As I researched my aims became defined, breaking down the elements to reach clear objectives for each aim. Aims: The principle aims of this research are: To analyse the role of the early years practitioner in relation to children’s learning. Explore a range of early years practitioners. Investigate what they do and determine whether their role is the same or diverse in the context of various settings. Examine how the profession has developed. Analyse Government Policy to determine whether this affects the practitioners’ role. The aims are intended to provide a broad indication of the purpose of the research, (Fitzpatrick, 1998:153). To clarify the criteria I aim to determine precise statements of intent by sub-dividing the aims into objectives, as follows. Objectives: To conduct in depth, semi-structured interviews with a sample of 12 practitioners who have worked for at least 2 years (this is due to practitioner’s requiring the experience in order to respond to questions relating to their role). To conduct this research using practitioners of varying age and experience to determine whether these variables have any bearing on practitioners influence on children’s learning. To investigate a range of settings; High Scope, Montessori and The Foundation Stage to determine whether the settings curriculum model influences learning and changes the practitioner’s role. Investigate the changing role of the Early Years practitioner. Reflecting on historical and contemporary issues. Reflect on Early Years policy and practitioners role. Research Design: Method and Methodology: To indicate the practical ways in which my research project will be organised, including an impartial appreciation of the strengths and weaknesses that may arise. Within my study I aim to put strategies into place that will minimize the disadvantages for the methodology used and to enhance the advantages (Oliver, 2004:135). I plan to carry out a study involving 12 participants, who work within varied early years provisions; these participants must have at least two years post qualification experience. I have chosen this length of service to establish realistic expectations and feelings of individual’s. The provisions must be varied therefore I have chosen three separate settings; High/Scope, Montessori and The Foundation Stage (learning through play), within these provisions I aim to use in-depth, face-to-face interviewing of four practitioner’s conducted at their settings. This method is appropriate as it allows for flexibility (Robson, 2002:278) and freedom with responses. Using semi-structured questions including some structured questions, such as, standard factual material. An additional reason for using a qualitative method is that individual’s insight of a particular workplace can be analysed[1]. The disadvantages are numerous; one example is the reliability of the participant ’s responses and the lack of standardisation that will inevitability arise with a semi-structured interview technique. I plan to contact the selected settings asking for permission to conduct in-depth interviews explaining the reasons for the study. To explain the reasons for the research within the setting, acknowledging the interviewee’s sense of comfort in a familiar environment. It may relevant to send a sample of the questions to allow the participants to prepare. After the interviews and data collected and transcribed, the analysis begins. The use of content analysis may be a worthwhile method for its effectiveness when examining text materials[2]. However, there are advantages and disadvantages. Advantages include; the data is fixed and allows for re-analysis and reliability checks. Disadvantages include; limited data may be difficult to assess as the participants are casual acquaintances and therefore responses may only be reflections of an individual (Robson, 2004:358). Another method is using a quantitative strategy after gathering the data, placing gathered information into charts, graphs etc to determine the percentage of same responses. This makes research data manageable and easy to read, in essence using methodological triangulation; combining qualitative and quantitative approaches[3]. I am aware of various epistemological positions that I could adopt reflecting a different approach to the research question (Cuba et al, 1994:99), however, these methods appear appropriate and suitable to the research question. Literature Review: Although the study being conducted is fairly localised, this strengthens the research for the widening debate for exploration of the significance of the study (Oliver, 2004:98); for example, investigating Government policy and its impact on practitioner’s role. The literature is relevant to the project to make it easier to read I have sub-divided it into categories: The Role of The Practitioner Curriculum / Learning and Education Theorists The Role of the Practitioner I found limited literature that dealt with the issue of the practitioner’s role in children’s education as a result I expanded my research[4]. Examining the books available (Rodd, 2000:9) suggests there is limited literature on the practical application of a practitioner’s role. This lack of information is important in relation to understanding the early childhood context and the practitioner’s role within it. The limitations in current literature need to be explored rather than omitted[5]. By this statement Rodd (2000:9) implies the role is an important one in shaping children’s learning. In agreement, Riley (2004:24) suggests, practitioner’s interaction levels are of the prime importance in children’s learning[6]. This literature signifies the importance of the practitioner’s role when involved in children’s learning. Both books detail the positive aspects of practitioner’s involvement, such as developing curricu lum practice to allow spontaneous learning and free choice. Riley (2004:24) compares her findings to another study (Tizard and Hughes, 1984 as cited in Riley, 2004:24) where supporting open-ended questions provide a framework for conversation with the child. The importance of the practitioner’s role is also emphasised in (Manning-Morton et al, 2003:155) who suggest, the practitioner has a crucial role in children’s learning[7]. This application of the practitioner is quite varied including taking on the role of psychologist, for many of the assessments made with regard to entry into the present Foundation Stage is by observation. Curriculum / Learning and Education The second category focuses on the curriculum and the part the practitioner plays in successful implementation[8] without this a stimulating environment is not fostered and therefore hinders children’s learning. In summary the literature details the responsibility the practitioner has in shaping children’s learning in meaningful contexts that are appropriate and suitable. The authors discuss the importance of multi-professional collaboration[9]. This signifies the importance of practitioner’s working together to create an environment that enriches children’s lives. With practitioner’s that are motivational in delivering an effective learning environment supporting children to reach their full potential now that will carry on through the years, or in other words to start the pathway for Lifelong Learning. The responsibility of implementing a successful learning programme depends not just on the practitioner, nurturing minds, having a positive effect[ 10]. The literature supports the practitioner’s intervention for effective learning, where situations and surrounding play an important part. The differences in our situations and surroundings that we live in are factors that influence our quality and quantity of our learning process, and this process encompasses social, moral and academic learning. (Child, 1997) This effective learning process of Lifelong Learning, was brought into the open through employment and employers throughout the last decade of the 20th Century where changes of technology and cultural issues came about in the workplace (Crompton, Gallio, Purcell, 1996). To begin with, in 1996, the European Year of Lifelong Learning, the British government published a Policy Framework for Lifetime Learning (DfEE, 1996). Enhanced by the Fryer Report (National Advisory Group for Continuing Education and Lifelong Learning (NAGCELL) in 1997), and which surprisingly was omitted from the Dearing Report (NCIHE 1997) as sanctioned by the government with National Higher Education. Although well criticised, the report contained recommendations and targets for education and training that set out to motivate and enable learners to develop and benefit in society. Overall it outlined the aims to be sustainable, and to finally shape a democratic path. In parallel to all this was a negative that was highlighted by Elliott (1999) who stated that educationalists and the policy makers had on occasions ‘hijacked’ the phrase Lifelong Learning for other reasons. Reasons which came out from their own agendas, producing a system of their self-interest which resulted in being an obstacle and destructive to learning. The learning process of development has been under investigation for many years. The British Cohort Study (BCS70) as far back as 1970 confirmed that a pre-school program generally increased cognitive attainment for children of 5 years of age. Yet did not prove a great difference within disadvantaged children (Osborne Millbank, 1987). Research also found that the social adjustment and language was poor at the age of 5, and also showed that inferior reading skills were present at the age of 11. Feinstein et al (1998) showed that in education during the years of 1962-1973 the pre-school contribution made no improvement to children entering secondary school. Now some thirty years on pre-school is taken as an important part of amongst others learning the social skills to prepare for formal education. Comparing types of provision, such as Montessori and High/Scope was by way of literature and via Internet websites[11]. Analysing these became a framework for an alternative curriculum implementation, detailing the practitioner’s role and the methods used for a successful ethos. The High/Scope regime is an â€Å"active learning† educational approach[12], the child’s interests and choices are at the heart of the programme, where the central model of learning is the ‘plan, do and review’ cycle. The High/Scope educational approach for infant-toddler, preschool, elementary, and youth programs is a set of guiding principles and practices that adults follow as they work with and care for children and youth. These principles are intended as an open framework that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. Active learning — the belief that children learn best through active experiences with people, materials, events and ideas, rather than through direct teaching or sequenced exercises — is a central tenet of the High/Scope approach for all age levels. (High/Scope, 2005) They construct their own knowledge through interactions, planning their activities for the day in a small group with a teacher or ‘educator’. Each small group will have a ‘keyworker’ a member of staff assigned full time to them, so although they work with different adults, the children in the group have the security of a central relationship. Later in the day the whole group will review their progress, and as language is central to learning, so children describing both plans and activities to each other becomes very beneficial. So with the whole group being involved in undertaking the first steps in the learning process, out of high-quality early years environment come the development of feelings for high self-esteem, with high-aspirations and secure feelings of self-efficiency. Believing in their own capability to start solving problems, to understand new ideas, and develop new skills. The result being, that the children feel in control of their environment and grow in confidence with their abilities. This pattern continues in focused adult/child and child/child conversations, placing the responsibility very much on the individual child for their own learning, whilst the practitioner’s offer physical, emotional, and intellectual support. So taking on Vygotsky’s notion of ‘effective instruction within the zone of proximal development’ (1993, p.36). Summarising the Montessori method this includes education of the senses; the aim is two-fold, biological and social[13]. The Montessori environment is solely linked with natural objects for children to explore and investigate in their first seven years. The practitioner’s role is to support children within their access of objects and environment. The DfES Foundation Stage ethos focuses on learning through play and learning intentions to support children through stages of achievements. The practitioner’s role is to support children’s progress through each stage by implementing activities and opportunities to extend their learning through a play environment. Each curriculum requires the practitioner to be motivational, enthusiastic and knowledgeable in their field. In 1998 the introduction of a National Literacy Strategy (NLS) for school years 1-6 was undertaken, and with it came considerable pressure being placed on schools to implement this program, following which most primary schools have continued to adopt it. The National Literacy Strategy (NLS) has a central core, which is the framework for teaching that covers the statutory requirements in reading and writing within the National Curriculum. The school curriculum comprises of all learning and other experiences that each school will plan for its pupils, and the National Curriculum is an important element of that school curriculum. The NLS provides a framework of pre-specified objectives that revolve around: text, sentence and word level work which are delivered via a daily structured hour long session, which is termed ‘Literacy Hour’. Following this introduction Primary teachers are now urged to support and conform with this prescribed teaching pattern, in fact practitionerâ €™s are now being told not only what to teach, but also how to teach it. ‘Education influences and reflects the values of society, and the kind of society we want to be. It is important therefore, to recognize a broad set of common values and purposes that underpin the school curriculum and the work in schools. If schools are to respond effectively to those values and purposes, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which schools develop their own curriculum, and are outlined as follows: Firstly the school curriculum should aim to provide opportunities for all pupils to learn and achieve. Secondly the school curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.’ The National Curriculum, Key Stages 1 2. 1999 DfEE Despite all this, a report undertaken by the Association of Head Teachers [2003] claims there is a mounting concern amongst teachers about the effects of this Literacy strategy. Arguing that formal teaching as prescribed through the Literacy Hour, is developmentally inappropriate for many 6 year olds, and therefore recommends that the principles of the Foundation Stage be extended to cover all children aged 3-7 years. In enhancing this thinking, going back to 1996 where the Department for Educational Studies (DfES) funded the undertaking of Effective Provision of Pre-School Education a longitudinal study that was for children of 3 to 7 years of age. Where it majored on pre-school through into primary assessing from a cross-section of social backgrounds. This complimented another undertaking in Findings from the Early Primary Years (EPPE Summary 2004) that collected data from children, their parents, their home environment and the pre-school they attended. All of which went on to prove that cognitive and social effects were positive for the children going into primary school. It was found that parent’s education and social class remained as predictors of intellectual and social development, and that very long periods of pre-school were connected with anti-social behavioural problems entering primary school and through to the end of Key Stage 1. This fact was attributed to the presence of non-parental childcare before three years of age. The education level of the child’s mother was seen to be a factor in the child’s performance. Overall, it reported that the attainment reached in reading and math’s from an effective, high quality pre-school attendance, proved a positive impact which was not depleted by the end of Key Stage 1, and that attendance before the age of 3 was very positive towards the child’s attainment. By continual research key findings within the EPPE Summary of 2004 over the pre-school period included that disadvantaged children may benefit appreciably from good quality pre-school experience, especially when they are with a mixture of children from different backgrounds. It also went on to show that overall, disadvantaged children have a tendency to only attend pre-school for short periods of time compared to those from more advantaged groups. From this result recommendations were made: i) To develop and encourage more episodes of ‘sustained shared thinking’ with the children. Use of freely chosen play activities provides the best opportunities to extend children’s thinking. ii) Continually work towards an equal balance of child and adult initiated activity. iii) Develop staff to have both the knowledge and understanding of child development and the curriculum. By way of a pilot scheme, in 1998 parts of England by the National Literacy Strategy (NLS), which was a direct result of nationwide poverty implications in 1966, all infant and primary schools were expected to teach English within what was termed the Literacy Hour. The hour was divided into segments to allow teaching as a whole class, as groups or individuals, with the focus for each segment also prescribed in detail: children being taught reading and writing at whole text, sentence or word level. Teaching objectives had to be included in this daily Literacy Hour with the class. The format is dictated to being the same for Year 1 through to Year 6. Reaction from teachers, many unprepared to teach this due to lack of time, were concerned and uneasy over several issues, and some reported that time spent in other curriculum areas were affected. A perceived lack of flexibility about the Literacy Hour was commented on unfavourably, with fears voiced of the possible negative effect resulting from six years of children being taught in the same way (Anderson Urquhart, 2000) The feedback on this, Hourwatch, was undertaken from the autumn of 1998 through to the summer of 1999, from a cross-section in Year 1 and Year 2 at Infant School, and reception class and year 6 in Primary School. The feedback from teachers was not favourable. Planning of group activities took a considerable extra time to prepare. Overall the framework objectives for the hour resulted in a lack of coherence, making implementation time consuming, out of all proportion to its share of the curriculum, and generally uninspiring. One such response from an experienced teacher, remarked that although Learning Hour had some good points, â€Å"it was too rigid a structure, takes too much time to plan, too analytical, not matched to children’s current level of experience and skill. It gets boring following the same format day in day out, it does not provide enough opportunities for creative and extended writing, and it results in too much unfinished work† (Anderson Urquhart, 2000 ) Overall the organizational and bureaucratic demands were overwhelming the educational value. In 2000 the Government in the UK introduced a revised National Curriculum (Curriculum 2000) and the Foundation Stage that was for the 3 to 5 year olds, giving this period in the child’s education a distinct identity and attention. Curriculum 2000 emphasized inclusion, aiming to secure learners participation and ensure appropriate opportunities for them to achieve, and offered flexibility within for schools to develop their own normal curriculum. It offered a less prescriptive approach, in which flexible allocating of time for required subjects allowed them not to taught each week, term or year, therefore allowing choice of method and the maximising of teaching and learning. A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al, 2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher. The ensuring of stability, has been promised and undertaken by the Government for this transition period, in understanding and support for staff training, the child’s learning and guidance for parents (DfES, 2003). Researching journals on the subject was also limited with only one journal; Early Childhood Research Quarterly. This research[14] discusses the aspect of practitioner behaviours in the environment and the practitioners’ application, detailing the importance of collaboration and an understanding of curriculum and learning. Reading the journal article shows a support for my research in as much that the role of the practitioner is vital in providing an effective learning environment for children to progress and grow. In respect to how children progress and grow, a large portion learn, construct knowledge and develop skills, in today’s world of computers and computer games. The act of play for a young child is seen as being far more important, and in the past there have been successful arguments in the fore and against the time allocated for play in the early important years of a child’s education. Parents and school administrators always demand results, and yet question the value of a child playing. Educators and child development specialists endorse play as being the best way for young children to learn the ultimate curriculum for the social, physical and cognitive advancement needed to set a solid foundation for later school and life success in our increasingly complex and technological world. The importance of play in a child’s development is shown to have various kinds of concepts (Wardle, 2000), each having their own strengths: Motor/physical play – critical for the development of physical strength, and to establish a fitness regime against heath problems through being overweight in latter years. Social play – interacting with others builds skills and underlines important social rules, including give and take, co-operation and sharing. All go towards moral reasoning and developing a mature sense of values. Constructive play – the manipulation of the environment to experiment, build and create, resulting in accomplishment that empowers them with control of their environment. Fantasy play experimentation of language and emotions in an abstract world, where young children can stretch imaginations in a risk-free environment. This area of abstract time is believed to be so important in our growing technological society. Games with rules – vitally important in a child’s development, to learn and understand that situations cannot exist without everyone adhering to the same set of rules. This concept teaches children a critically important concept, in that the game of life has rules (laws) that we all must follow to function productively (Wardle, 1987). Government policy reflects the importance of the practitioner’s role with learning and education in early years settings. The proposed Childcare Bill introduced to Parliament on 8th November 2005 supported a link between Foundation Stage (3-5 years), Every Child Matters, Birth to Three Framework and OFSTED National Childcare Standards for nurseries; combining these four documents[15]. By placing early childhood provision on a statutory footing will assure practitioners’ of the Government’s commitment to improving early years provision. The Government recognise for the youngest children the distinction between childcare and education is indistinguishable. This supports my research by the Government recognising the important role the practitioner has in the welfare of children, in education and care. In the UK this problem is being addressed by the Government taking on a ten-year strategy for childcare, published in 2004, which is now subject to Parliamentary Approval in 2006 (Education Skills, 2006). It is the Government’s response to a fundamental challenge facing Britain in the need to ensure available, affordable, and high quality childcare in the 21st Century. More women are going to work than ever before, they choose to work for increased family income that can improve lifestyle (out of poverty) and improve their children’s life chances. With the emergence of this new Childcare Bill the practitioner has to ensure their role positively shapes children’s learning in meaningful contexts. Now in 2006 discussion and assessment is well underway for the Early Years Foundation Stage that will start in 2008. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. Are the lessons that have been learnt by the government ministers over the years now going to lay correct foundations for the practitioners to deal with? As childhood is not merely a pe

The Largest Brands Of Cadbury Chocolate Brands Marketing Essay

The Largest Brands Of Cadbury Chocolate Brands Marketing Essay The Cadbury product range addresses the needs of each and every consumer, from childhood to maturity, from impulse purchase to family treats. For example an analysis of the gift sector highlights the importance of developing innovative products to address specific markets. Cadbury designs products to coincide with Christmas, Easter,Valentines, Mothers and Fathers Day and other calendar landmarks.Cadbury use marketing strategies such as the Choose Cadbury strategy to encourage a link between chocolate and these events ensuring there is a Cadbury chocolate product suitable and available for every occasion.Ex.celebrations 3.With the launch of Cadbury Land in July 2000, in a separate building to the rear of the site, and the complete replacement of the play area with a state-of-the-art themed play area, Cadbury World had achieved a shift in appeal to encompass the entire age range from 0-90 and beyond.Feedback from visitors in 2001 indicated that the attraction hadshifted from a very adult profile, to a strong child profile. The improvements made to the attraction since 2001 have been of more adult interest in order to re-address this balance, whilst more recent additions and improvements have attempted to be cross-generational. 4.Consumer Trends Good business and good values go hand-in-hand at Cadbury. They approach consumer  trends with a commitment to put actions before words and to respect and protect the long history of trust they have with their consumers. 5.Listening to consumers Listening to customers and consumers is fundamental to the business success its something they do every day and it helps to offer products that are safe, delicious and enjoyable. They talk to their customers the people who sell their products to the people who consume them to better understand consumer trends. Cadbury also deal directly with consumers and have substantial resources at the business unit level to listen and respond to consumer queries and complaints. 6.Responding to consumer needs The issues of food and balanced diets are now high on the consumer agenda, along with product quality and safety.  Cadbury use their intuition and consumer insights to understand consumer needs and issues and they demonstrate their responsibility by taking appropriate action to ensure they create tomorrows business today. They will continue to give consumers the great tasting products they love in a variety of different formats, recipes and sizes.  Research plays a large role in their innovation agenda, exploring opportunities for new products, product enhancement and packaging and are always checking that their recipes and ingredients are right for todays consumer. 7.Purple Goes Green The Cadbury Purple Goes Green initiative launched in July 2007 sets a vision for their company to tackle climate change.   They intend to shrink their global environmental footprint by cutting their energy use, reducing excess packaging and managing water use. They are setting new targets which build on the commitments they have already made in their CSR report. Cadburys environmental programme has been in place for around 15 years and corporate responsibility has always been at the heart of their business. Promotion mix A Radio Promotion with stations such as 98FM and BeatFM where the prizes consisted of hampers with all you need for a night-in: Snaps; DVDs, slippers and gift membership of screenclick.com. Advertisement during prime time shows on TV. Product Placement: Samples were sent to Faircity for display in the shop or possibly for evening scenes in homes. Samples were also given to major interior design trade shows for placement ontables in living room displays. Point Of Sale (POS): Naturally, given that the product is sold in retail outlets, in-store marketing support was also developed. This consisted mainly of attractive floor units, shelf headers and glorifiers to give standout in-store. Decorations: Christmas tree decorations given to support the creative image of Cadburys. Core purpose behind PROMOTION 1. 2.BUILDING PRODUCT AWARENESS: To showcase a newer product or an expanded product line. 3.CREATING INTEREST: Sales promotions are wonderful when it comes to generating interest.Cadbury creates the interest to buy chocolates during festival seasons like CHRISTMAS,EASTER,DIWALI etc. 4.INCREASE DEMAND: Besides building product awareness, the best way to use promotions is to get customers to buy your product .Special packs offered by Cadbury on special occasions increase their demand. Pull or push strategy and why: Cadbury promotes its products mainly using pull strategies creating demand during special occasiones or festival seasones.Consumers always ask their retailers for the product, the retailers will ask the wholesalers, and the wholesalers will ask the producers. Using a pull strategy alone would not reach all the desired consumers.So push strategies to push the product down the distribution channels;this involves persuading retailers to sell the product is also used by Cadbury. Critical appraisal The success of the Cadbury brand can be seen in how its image is continually maintained over time. Identifying brand values, and matching these to consumer lifestyles in specific market segments can help develop a clear advertising message. In previous advertising messages quality and taste were emphasized. Cadbury is now building on this through its Choose Cadbury strategy to underline the feeling a premium brand can bring to its customers.The Cadbury brand has proven itself to be a leader in a highly volatile and competitive market with players like Nestle and Hersheys because it has successfully established, nurtured and developed its umbrella brand and growing portfolio of products.So the promotion policy of Cadbury is working in a positive way for them.

tom :: essays research papers

The Prince What is Machiavelli's view of human nature? While reading The Prince, I have come to a conclusion that Machiavelli demonstrates a view of governing a state that is so different from that of humanists of his time thought. The humanists of Machiavelli's time believed that an individual had a lot to offer to the well being of the state and should be able to help in whatever way necessary. Humanists also believed that an individual grew to maturity through participation in the state and understanding in what was taking place in the state. Machiavelli strongly promoted a secular society and felt morality was not necessary but in fact stood in the way of an effectively governed principality. Machiavelli believes the ruling Prince should be the sole authority determining every aspect of the state and put in effect a policy which would serve his best interests. These interests dealt with gaining and expanding his political power. In other words, he felt the best and appropriate w ay to live was how the prince wanted us to live. Just to point this out (so I get the whole 2.5 this time) Machiavelli did not feel that a Prince should mistreat the citizens. Machiavelli goes on to talk about honor and how one can gain such an element (hanging out with me and Derek will help out, but then again, we weren't around during that time). He suggests that a prince must be readily willing to deceive the citizens, afterall, he is the head honcho. Machiavelli also brings up the point that a prince must also deceive those who attempt to make him feel good (Maybe because they were trying to take advantage of him). As I stated previously, he promotes a secular form of politics. His views were to the benefit of the prince, in helping him maintain power rather than to serve to the well being of the citizens.

Vladimir Nabokovs Lolita - The Shocking Lolita Essay examples -- Nabo

The Shocking Lolita      Ã‚  Ã‚  Ã‚   Vladimir Nabokov wrote Lolita not only to create controversy and shock the public, but also for money and fame. Nabokov wrote Lolita to get attention. This novel engages moral dilemmas that are sensitive to its readers. The sensitive subject matter created such a controversy that it perpetuated sales and made it a bestseller, and he knew that if he wrote a book shocking and personal enough he would become wealthy. The novel speaks as though it were a lived event which adds to the intensity of Humbert's actions and to the shock of the reader. The delivery and depth of his thoughts make one think this is a true story, and the effect can be that the reader finds the action even more appalling.    Simon Karlinsky once declared that the publication of Lolita in America and England signaled the final "collapse of the Victorian moralistic censorship that had persisted in Western countries till the end of the 1950's"(Iannone 54). Alternatively, Nabokov states, "Lolita has no moral in tow. For me a work of fiction exists only insofar as it affords me what I shall bluntly call aesthetic bliss, that is a sense of being somehow, somewhere, connected with other states of being where art (curiosity, tenderness, kindness, ecstacy) is the norm"(314). This statement is taken from the epilogue that he wrote after the novel to state his intentions. The work has no other meaning than to shock the reader. None. Why would Nabokov bother taking the time to write a three hundred page novel just for the sake of "aesthetic bliss"(314)? Although he dismisses it entirely, moral issues arise quickly in this novel. The first moral is that by the age of twelve, one American girl has already been "hop... .... With the new release Nabokov will get more of what he wanted. On the INTERNET if one searches for the key word "Lolita", the reader will find several thousand locations in which the word "Lolita" is synonymous with pornography. Whether or not this is how Nabokov wanted to be remembered, Lolita has its place on the INTERNET. Though we may never know what drove Nabokov to write Lolita, it is still a great novel though immoral.    Works Cited Boyd, Brian. "The Year of Lolita'." The New York Times Book Review 8 Sept. 1991: 1-33. Iannone, Carol. "From Lolita' to Piss Christ'." Commentary Vol. 89, n. 1, Jan. 1990: 52-54. "Lolita and the Critics." New Republic Vol. 139, 27 Oct. 1958: 3. Nabokov, Vladimir. The Annotated Lolita. New York: Vintage Books, 1991. Schuman, Samuel. Vladimir Nabokov, a Reference Guide. Boston: G. K. Hall, 1979.   

What Changes Have Technology Brought

With the use of technology and the Internet, it has made our lives a bit easier. Cell phones and the Internet are by far the most influential. Paying bills, for example, has become easier and convenient because with a simple click of a mouse your bill can be paid. And still even better than that, with the invention of the new Iphone, you can now pay your bills from your phone. Having these new inventions we no longer have to waste time or gas on having to pay our bills. Also research has become much faster with the help of the Internet.We do not have to look through mounds and mounds of books to get information; we can just search for it online and get a whole bunch of information in less than 3 seconds. Businesses have also benefited from technology. Technology is being used to provide valuable information they can use to help make better decisions to run and organize the day to day running of their business. Businesses store records and documentations on their computers. They can a lso order supplies by placing an order through the phone or by using the Internet.Businesses use technology to help produce the product they are selling, use technology to advertise the product and also use technology to ship the product they are selling. Technology is everywhere and it has brought advantages that have impacted everyone in some way shape or form. I think that in ten years technology will continue to expand and improve. There will be easier and faster ways to diagnose and treat cancer. They have just came out with 3D television and I’m sure computers are to follow.I think in 10 years technology will bring a lot of change to education. Today we have the choice of taking online classes but I think that will expand into something like virtual classes. We will be able to get lectured through a computer screen or through any kind of monitor. They have recently started putting GPS tracking devices on students to ensure that they are going to school I think that mayb e that will grow into a facial recognition software that will track your every move. This will further help police officers in catching criminals.More and more into the future I think technology will bring more environmental friendly cars. All cars will eventually run on electricity. I also think that eventually robots will be driving our cars for us. The cars will be able to detect everything from lane markers to stop signs by using satellite imaging. I think that it will be able to deal with children running on the street and pedestrians far better than any humans because the reaction time of a robot will be much more precise. Robots will eventually run everything and they will have a great impact on our lives.

Piaget Stages of Development Essay

Child development undergoes various stages from infancy to adulthood. This process of development is called by various psychologists as â€Å"progression through development† to which, age is often attached on each developmental stage. The first stage is called the infancy stage which is from birth to one year during which the physical and psychological occur most rapidly. In Piaget’s developmental theory, the child’s development during this stage is called â€Å"sensorimotor† because the child’s behavior at this stage is mostly simple motor responses to sensory stimuli† (Kalat 170). The stage of toddlerhood which is from one year to three years old is partly connected with infancy stage because as Olga Drebben asserts, â€Å"in these early childhood stages, the infants and toddler’s growth and development include very multifaceted processes of physical, cognitive, and psychosocial transformations. Drebben affirms that the primary modes of infant and toddler are sonsorimotor. The childhood stage or as Piaget calls it, the â€Å"preoperational stage of development† is the stage in which children are subject to externally imposed rules and adhere unquestioningly to rules and the directives of powerful adults. In this stage, peer relationship is an important factor towards constructing a self separate from others and towards developing the capacity to think in terms of other peoples’ attitude one self. Deutsch, Coleman and Marcus stated, â€Å"Equal peer relationships give children a chance to experience reciprocity which greatly assists them in perspective taking and problem solving† (Deutsch, Coleman, and Marcus 359). Adolescence stage on the one hand, is seen to takes place at the beginning of puberty or from 10 to 12 year for girls and 12 to 14 years for boys and end and at the age of 18 for girls and 21 for boys. While psychologist admits the lack of precision as to age limit, this stage â€Å"assume more responsibility for personal attainment and well being† (Arnett 168). It is also the stage to earn a living and a time when interest in fun increased. The stage of adulthood on the other hand are divided into three; early, middle and senior adults. The early adulthood which starts at age 21 up to 34 years, is concern on being able to engage in intimate relationships and in finding more satisfying work. This stage is also period of focusing on long term goals, nurturing other physically, finding a meaning in life, and developing a tolerance for delayed gratification to meet long-range goals (Corey and Corey 88). The middle adulthood ages 34 to 49 is regarded as the period of reassessment of one’s work satisfactions, of involvement in the community and of accepting choice made in life. According to Gerald and Marianne Corey, this period of life is a time for â€Å"solidifying one’s philosophy of life. The senior adults 50 to 64 are regarded as the beginning of the wisdom years. This period is characterized as the time for serving the community and planning for work transitions and retirement. Finally, the elderly, 65 years onward is the time â€Å"to find new levels of meaning in life and to appreciate what one has accomplished† (Corey and Corey, 89). This stage is a period of physical weakness because it is a time of diminished strength and increased dependence on others. Of all these stages, the development stage that is more susceptible to schizophrenia are the early adulthood ages 21 to 24 for men, while 40 and above for women. This is because the vast majority of the onset of this disease â€Å"falls within the interval of 15-54 years of age (Hirsch and Weinberger, 215). Steven Hirsch and Daniel Roy Weinberger noted that onsets of schizophrenia in men â€Å"peak steeply in the age group 20-24† (215), and it slowed down at lower level thereafter. This onset for men is the reverse for women above forties. The stages that are more prone to Alzheimer are definitely middle adults, senior adults and the elderly because this disease takes place during these stages of life. Question 2. Two of Piaget’s universal developments are the sensorimotor stage and the preoperational stage. The sensorimotor development stages starts from birth up to the end of the second year. Also called the neonatal stage, it is the period of development when the infant where simply a passive being that acts with out any systematic goal. Sensorimotor stage is the development of the child that includes intelligence based on perceptual experiences such as reflexes from 0-1month, primary circular reactions from 1to 4 months which is a repetition of certain pleasurable behaviors and formation of habits, secondary circular reactions 4 to 8 months, the coordination of secondary schemata and so forth. An example to this is the hand exercises. The child can follow simple instruction to close or open his or her hands as this is pleasurable exercise, during the infancy stage. But when the child is over one year old he can already follow basic instruction with basic understanding. Preoperational stage on the other hand begins at 2 up to 6 years of age. Salkind implies that Piaget’s preoperational stage of universal development is the progression of the infant from a reflexive organism to towards understanding of the symbolic world (248). Michie Swartwood and Kathy Trotter pointed out that in Piaget’s preoperational stage, the key feature of children’s thinking â€Å"is symbolic representation† (69). Swartwood and Trotter cited that during this stage, the child is able to use symbol, an object, or a word to stand for something else (69). Thus, though preoperational stage occurs right after the sensorimotor stage terminates, the child experiences tremendous progress during this stage. An example to this is the ability to follow simple instruction not to touch this or that, or that, on the ground that it will harm him or her, or that it will hurt him. In comparing both stages of development the child acquires certain degree of progression before each stage terminates. Both stages also display some degree of intelligence as the child now learns a lot of things through his or her experiences. But these stages also differ on some grounds. First, children in the sensorimotor stage do not think symbolically, while in preoperational stage they do think symbolically. Second, in the sensorimotor stage, the â€Å"child is limited to direct interaction with the environment, while in the second stage, the children learns to â€Å"manipulate symbols that represent the environment (Salkind, 248). In general however, both these stages show the child’s remarkable and development. Question 3. Some of the major stress that I am dealing with in my everyday life are first and foremost are the pressures from deadlines that must be met. This creates tension in me especially when I am running short of time. Biased treatment and sexism are also a great source of stress because it angers me. I really hate these things and I felt stress every time I encounter it. Some minor stressors however that I encounter everyday are the peer pressures. Peers insistences of something I do not like create pressures on me. Stern and unsmiling faces also s a source of stress especially those I meet daily. Some of the coping skills that I learned over time to keep the minor stressors from becoming major issues are; first, to ease my self of being too competitive. I learned this skill after I realized that I do not actually need to compete with my self. I simply need to make a list of priorities and take things at a time based on the priority list. Second, is to be friendly. I just realized that there is nothing wrong to great people with a smile regardless of how they would respond at me. I realized that by doing this, I could prevent the minor stress from becoming a major stress as I actually overcome it. Question 4. Schizophrenia is a disease. It is a chronic disease and severe mental disorder with a typical onset in adolescence and early adulthood and a lifetime prevalence of 1%. Dwight Evans cited that on average â€Å"male have their illness onset 3 to 4 years earlier than female† (78). Schizophrenia is not a developmental disorder but a chronic mental disease. The four type of schizophrenia are the following, paranoid, disorganized, catatonic, and undifferentiated. The characteristic and symptoms of paranoid are hallucinations and delusions. In the disorganized type, it symptoms and characteristic are reflected by disorganized speech, disorganized behavior, and inappropriate affect. The catatonic type manifest clinical syndrome such as excessive purposeless motor activity, extreme negativism, peculiar voluntary movements and so on. The undifferentiated sub type is diagnosed when the patient â€Å"does not meet criteria for the previous type yet does meet the criteria for schizophrenia† (Maddux & Winstead, 182). It is more likely that schizophrenia has a genetic cause than environmental. It is quite common that when there is schizophrenia in the family, it is passed down to another member. Thus this disease is called â€Å"psychobiological† illness amenable to chemical intervention and modification of the environment. An example to this is when a person is exposed to violence and all other abuses since birth, he has the tendency to have psychological trauma which causes schizophrenia. Question 5. One incident that happened in my lifetime was when I read the story about a plane crash killing all the more than two hundred passengers. After I read the story, I was shocked and I developed psychological fear regarding boarding an aircraft. Psychology fit in this scenario because I knew pretty well that it was simply an accident. In this experience, I developed some fear as it would always come to my mind that this plane might crash too. But as I came to realize, accident happens anywhere to anybody, at any given time and cause. Since I cannot prevent it nor predict it, the best thing to do is to just be very careful and avoid those that I can, but those that I cannot; I just leave my fate in the hands of God. The connection here between psychology and life is that, life is real; we should rather be practical and realistic than be overcome by fear and anxiety about our bad experiences. Question 6. I have incorporated in my work of art elements of psychology through my use of colors and designs. In using bright colors, I usually expressed strong emotion such as anger, or fear, or other emotions. I also incorporated psychology in my designs such as shapes that expresses meanings like lovely ideas or joyful situations. I will incorporate them in the future in the same way I incorporated it the last time with perhaps some improvement or modification. I could connect the process that I go through as an artist with psychology through putting meaning on my experiences in the light of what I have learned about psychology. That is, I must seek the context of what I am trying to portray to which I labor so much. It means that my work of art should be reflective of what life is, of the emotions, such love, fear, and other strong feelings that we often encounter or should I say, that always experience on a daily basis. Finally, one influence that will mesh with my future work of art is those that wear green colors, or things that are green. I am fascinated by this color and this influence in me can help meshed up with my future work of art. Work Cited Arnett, Jeffrey Jensen. International Encyclopedia of Adolescence, Volume 1 USA: CRC Press, 2007. Corey, Gerald & Corey Marianne Schneider. I Never Knew I Had a Choice: Explorations in Personal Growth USA: Cengage Learning, 2006 Deutsch, Morton; Coleman, Peter T. ; & Marcus, Eric Colton. The Handbook of Conflict Resolution: Theory and Practice USA: John Wiley and Sons, 2006 Drebben, Olga. Patient Education in Rehabilitation USA: Jones and Bartlett, 2010 Evans, Dwight Treating and Preventing Adolescent Mental Health Disorders: What We Know and What We don’t Know New York: Oxford University Press Hirsch, Steven & Weinberger Daniel Roy. Schizophrenia Great Britain: Wiley-Blackwell, 1995 Kalat, James W. Introduction to Psychology USA: Cengage Learning, 2008. Maddux, James & Winstead, Barbara. Psychopathology: Foundations for a Contemporary Understanding USA: Routledge, 2005. Salkind, Neil J. An Introduction to Theories of Human Development USA: Sage Publications, 2004 Swartwood, Michie & Trotter, Kathy. Observing Children and Adolescents: Student Workbook USA: Cengage Learning, 2004

Four Views of Hell Essay

These four professors argue the following views of hell: literal, metaphorical, purgatorial and conditional interpretations. This book peers inside the different theories of hell, each of their relation to the Bible and the evolution throughout time. Each chapter begins with that particular scholar’s view, followed by the rebuttal by his colleagues. Brief Summary The first chapter is written by, John Walvoord, and he begins by providing the foundation for the literal view of hell. The author expends the greater part of this section of the book describing these fundamental principles. He argues that hell is a position of perpetual punishment for those who are sinners in the Earth. He derives this view from native translations of the Bible using both the Old and New Testaments. Walvoord exactly takes the words from the Bible’s predictions and the absolute inerrancy of the Bible to suggest that this is the only way to view hell and eternal punishment. The chapter concludes with the author using the literal view to encourage the reader to help people avoid hell and the painfulness, by preaching the Gospel of Jesus Christ. The second chapter is written by William V. Crockett and he has taken the metaphorical view of hell, as read in the Bible and studied by scholars. His view of hell is comparable to the preceding author’s view; it only differs in how the punishment will be administered to the lost. The author has strong Calvinsitic ties, in that he believes that the fortellings of the punishment of hell is not to be taken literally, but as a metaphor. Crockett further states that the reality of hell is indescribable with words and the words that are contained in the Bible are only a breakdown that the human mind can absorb. The chapter concludes with the author stating his disdain for the conditional view. In the third chapter, Zachary J. Hayes takes on the subject of purgatory in the hell discussion. Purgatory in this book is a place where the dead will go, when they don’t quite make it to heaven, but are not bad enough for hell. Notably the author cannot find any Biblical references for purgatory, however he does state that the idea of purgatory evolved from a personal tradition that the Catholic Church adopted. Hayes does also note that he agrees with the metaphorical view of hell. In fourth chapter of the book is written by Dr. Clark Pinnock on the conditional view of hell. The conditional view is also referred to as annihilation, which means that hell will be a punishment of fire and lead to utter destruction of sinners. The actual destruction is the punishment, not the fire itself. Pinnock, uses diverse scriptures that support his claim of everlasting death and God’s moral values. Critical interaction with the author’s work The authors’ goal of this book is to give an educated as well as Biblical look at the different versions of hell. Although the word is talked about many times, but the authors’ aim is to give people all the information available on the subject. After which the reader can make personal decision about their own personal truth. The authors do achieve his goal of factually representing the literal, metaphorical, purgatorial and conditional interpretations of hell. Each author has not imposed his personal opinion or view of hell, but however stated the facts from Biblical and theological sources. Also, having each author evaluate the other authors’ arguments shows potential fallacies in each and gives the reader information to further reflect, evaluate and draw personal conclusions. The strengths of this book would be first, the book was written by students of the word who supported the majority of their arguments with scripture first and with theology second. In the literal view of hell the author comes directly from scriptures and uses those scriptures to plainly paint a picture that we have already been taught since childhood. In the metaphorical argument of hell the author uses scriptures that show support the claim that the descriptions of hell are only be used as metaphors and not to be interpreted literally. The chapter on the conditional view of hell is well written and covers the punishment and destruction parts of hell thoroughly. The first weakness that we encounter in this book is the fact that in the literal view of hell the author does not address the issue of why the scriptures must be taken literally, instead of figuratively. In the metaphorical view of hell the author never addresses the issue of what will actually be, nor does he attempt to answer questions that seem to violate the traits of God. The author in the conditional view of hell uses much of his writing to appeal to the human senses and not to justify those emotions or feelings with scriptures. In the view on purgatory the author spends very little to no time talking about hell, but the time that is between heaven and hell. Although purgatory is the median between heaven and hell the author seems to focus on how the soul can make it to heaven and not the latter. In my opinion I feel that this book would not be suitable for all lay persons to read. I feel that this book would be of best use in the hands of all persons who teach in the church. This book would not only give them basis for what they believe in, but it would also give them the opportunity to understand the contradictions in various beliefs. I feel that this book could be a useful tool to teach about sin. Although the authors have different views on what hell will actually be like, but it does hold one idea in agreement. Hell is a real place it, and sinners will be there. After some research there seem to be many other books that are written about hell. Those other books, after reading summaries, take a similar approach and try to inform the reader what hell is going to be like and what it is not going to be. Many of those books not only deal with hell, but they also address heaven as well with the same level of concern. Conclusion In conclusion the book â€Å"The four views of hell,† the author does achieve his goal. However I feel that the chapter on purgatory did not fit in the book, because the argument was not supported by scriptures and does not necessary classify itself as hell. The book does make thing a little bit about heaven, but more about sin. This book points the finger back to the place where we need not only teach about heaven, but teach also about hell. Many people get lost in the mind frame that there is only heaven or life on earth.

How does dispute resolution save school districts money?

School districts involve multi-party stakeholders holding different, although interrelated, interests that could clash and cause disputes. Disputes are costly by pulling time away from other management tasks and resources for dispute resolution that could be of better use in development projects. Dispute resolution could usher cost savings, which is important given the limited resources of school districts.One way of achieving cost savings through dispute resolution is the mitigation of the further impact of leaving a dispute to self-arrest or preventing the worsening of conditions. Dispute resolution means getting at the core or root of the problem and applying the appropriate solution to stop the impact and prevent the development of more serious problems (Burgess & Burgess, 1997). Doing so means not incurring any additional costs from the extended impact of disputes or the worsening of disputes.Another way of achieving cost savings via resolving disputes is by building better rela tions among the parties involved in managing school districts and affected by the actions and decisions of school district administrators. The dispute resolution process reconciles differing interests to create collaborative relations (Deutsch, Coleman & Marcus, 2006). This settles the existing conflict and prevents future conflicts. This means cost savings on potential conflicts and non-realization of contingency plans that require expenditures.Still another way that dispute resolution saves school districts money is by enhancing the experience of school districts in recognizing potential disputes and applying the appropriate solutions (Deutsch et al. , 2006). This improves the efficiency of school districts not only in handling disputes but also in strategy development. Efficiency means cost effectiveness or optimized outcomes for every input used. Dispute resolution ushers cost savings for school districts as a pro-active strategy that mitigates costs, prevents further costs, and allocates costs for appropriate solutions. References Burgess, H., & Burgess, G. M. (1997). Encyclopedia of conflict resolution. Santa Barbara,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CA: ABC-Clio Inc. Deutsch, M., Coleman, P. T., & Marcus, E. C. (2006). The handbook of conflict resolution. San Francisco, CA: Jossey-Bass.