The Right Way to Manage an Intervention

For 42 years, Libyans had suffered from the tyrannical dictator Muammar Gaddafi who ruled them without any mercy and allocated Libya’s wealth to his family and himself. On Tuesday 15th of February 2011, Libyans started to demonstrate against the regime of Gaddafi. However, Gaddafi’s response to these demonstrations was horrible. He ordered his forces to open fire on the protestors. According to reporters from the BBC â€Å"500 to 700 people were killed† during February 2011 by Gaddafi’s security forces. Libyans did not give up, though. Instead, the number of demonstrators increased day by day, especially in the city of Benghazi where the demonstrators were armed. They forced the police and the army forces to withdraw from Benghazi. For a person like Gaddafi, who ruled Libya for more than 40 years, resignation was not an option. He was willing to eliminate the revolution against him no matter how. He gathered his army around the cities which the demonstrators controlled and was about to commit massacres against Libyans. The United Nations had to do something to prevent the massacres Gaddafi’s forces were about to commit. On March 2011, the UN started an intervention in Libya by imposing a no-fly zone over Libya to prevent Gaddafi’s air forces from killing civilians. This intervention -which was later led by NATO (North Atlantic Treaty Organization) – proved later that it was the best way to end the conflicts in Libya. The three main reasons behind this statement are firstly, to protect Libyans from the Gaddafi’s crime. Secondly, because the intervention was not a direct invasion. And finally, because the intervention was done after the UN approval. The most important reason why the NATO’s intervention was the best solution in the war in Libya is because Libyans needed urgent military help to stop Gaddafi’s forces from killing civilians. If NATO’s navy in the Mediterranean had not imposed a no-fly zone over Libya Gaddafi’s air forces were about to attack civilians in Benghazi and other cities. The Libyan Representative to the UN, Ambassador Ibrahim Dabbashi, said in a press conference on March 2011, â€Å"We are expecting a real genocide in Tripoli. The airplanes are still bringing mercenaries to the airports. We are calling on the UN to impose a no-fly zone on all Tripoli to cut off all supplies of arms and mercenaries to the regime†. In other words, NATO’s intervention saved thousands of lives by applying a no-fly zone over Libya. No peaceful solutions would do so, especially since Gaddafi seemed insistent on proceeding in his bloody actions against his oppositions. Another reason why NATO’s intervention in Libya was a model one is because it was not a direct invasion. The NATO’s operations in Libya were all by launching air and missile strikes against important targets on Gaddafi’s forces. Ivo H. Daalder, the U. S. Permanent Representative to NATO, indicated that the NATO’s operations in Libya were successful by any standard. The operations â€Å"saved† tens of thousands of lives from almost certain massacre. These operations greatly â€Å"minimized† direct damage. It helped the â€Å"Libyan opposition† to overthrow one of the world’s worst â€Å"dictators†. All these accomplishments were done without any wounded from the allies and with the cost of only several billions of dollars. That was a â€Å"fraction† of that spent in previous â€Å"interventions in Balkans, Afghanistan, and Iraq. In other words, NATO played a huge role in ending a civil war which could last for many years by the least damage possible. The proof of that statement is what happening in Syria today. As no military force intervened to end the bloody war in Syria, the conflicting parties have been killing tens of thousands of civilians for more than two years now. Political ways are not helpful in such situation. If NATO hadn’t intervened in Libya, the civil war could not be finish till today, or at least it could cause much more victims. The third reason to consider the NATO’s intervention a successful one is because it was applied after the UN approval. The military operations were led by a group of allies, and then these operations were led by NATO, which is still a group of allies. This gave legitimacy to the intervention and proved that the intervention was only to save the Libyan people and help them get their freedom, not for the interests of a specific country. Moreover, NATO ended their operations after the death of Gaddafi. Ending their mission is a clear proof that they were not planning to invade Libya. But they were applying the UN solution to save civilians. A report published on the United Nations official website on 17th of March 2011 clarified that the Security Council â€Å"authorized† the use of force in Libya to protect Civilians from Gaddafi’s forces, especially in the city of Benghazi, â€Å"Acting under Chapter VII of the UN Charter†, which allows to take military and nonmilitary actions to restore â€Å"international peace and security†. In other words, there is no proof that the NATO intervened in Libya for any kind of benefits. Even on the economical perspective, the cost of the military operations is a small fraction compared to the wealth of Libya which was stolen by Gaddafi and his family. Despite the obvious success of NATO’s interventions, there are critics who believe that NATO’s intervention was not helpful. The author of the essay â€Å"The Negative Influence of NATO Intervention in Libya† claimed that the NATO’s intervention that happened in Libya was not helpful. He based his thesis on three main reasons. The first one is because NATO neglected Libyan people. Secondly, because NATO killed innocent people through bombing. Finally, because NATO caused internal conflicts for Libyan people. The author mentioned some good examples to prove that the intervention was not helpful. However, His essay has three unconvincing arguments. The first one is that the author claimed that NATO neglected Libyans basing this claim on one example. That is considered as a hasty generalization. The second unconvincing argument is claiming that the main objective of the intervention was to conquer Libya without mentioning logical evidence. The last weakness in the essay is the last paragraph; the author claimed that NATO motivated Libyans to fight against each other. In the first paragraph, the author of â€Å"The Negative Influence of NATO Intervention in Libya† concluded that NATO neglected Libyans. He based this point on the fact that a boat carrying refugees sank in the Mediterranean Sea and NATO didn’t rescue the refugees. However, this example is not convincing to claim that NATO neglected Libyans because it’s a hasty generalization. Moreover, the author based this example on a person called JOHN-MARK IYI without mentioning his position or how he is related to the topic. On the other hand, there are a lot of proofs that NATO saved Libyans. According to the BBC NATO Secretary General Anders Fogh Rasmussen said after announcing the end of their mission in Libya, â€Å"NATO's military forces had prevented a massacre and saved countless lives. † He also said,† We created the conditions for the people of Libya to determine their own future. † There is no doubt that NATO has hurt Libyans to some extent, but this damage was a fraction to the one caused by Gaddafi’s forces. Claiming that NATO’s objective was to conquer Libya is the second unconvincing point in Hijazi’s essay. A clear proof that NATO’s operation was not to conquer Libya is that they announced the end of the mission on the 31st of October 2011 after the end of Gaddafi’s regime. If NATO had any interests in conquering Libya they would not end the military operations in Libya. Moreover, Hijazi mentioned that NATO’s airstrikes killed a lot of civilians and destroyed a lot of houses without supporting his claim with clear evidence that the people killed were civilians. Especially that Gaddafi’s army used to hide inside civilians houses, which makes it hard to specify whether the killed people were civilians or soldiers from Gaddafi’s army. In other words, the points mentioned by the author don’t prove that NATO intended to conquer Libya. The last unconvincing point in Hijazi’s essay is claiming that NATO motivated Libyans to start a civil war. That claim is not logical for several reasons. Firstly, the war started before any foreign intervention in Libya and the main cause of this war is to overthrow the Gaddafi’s regime. Secondly, Hijazi didn’t mention how NATO could get any benefits if a civil war started in Libya. And most importantly, Gaddafi’s soldiers were not Libyan which means it was not a civil war. Martin Chulov and David Smith published an article in The Guardian website, they say,† Many black Africans have been arrested and accused of fighting for dictator, but claim they were press-ganged. † In other words, it’s true that NATO participated in the war in Libya, but claiming that they started the war there is not convincing. To sum it all up, the war in Libya caused the death for a lot of Innocent civilians. Without the involvement of NATO, the war would be running until today, causing the death of innocents every single day. Because simply, there was no other clear, political solution would work with the insanity of Gaddafi. For sure, the intervention of NATO was not a perfect choice. However, it was the one with least damage. Moreover, today Libya seems to heel slowly form the war it had, and fortunately it seems that the NATO intervention had no dangerous impacts on Libya. In general, it’s possible to say that sometimes the only way to end violence is to use violence.

Caribbean Economy and Haitian revolution Essay

The Revolution wrecked Haiti’s economy because it challenged the world as it was then. Slavery was the heart of a thriving system of merchant capitalism that profited Europe, devastated Africa, and propelled the expansion of the Americas. Independent Haiti had few friends. All the world’s powers sided with France against the self-proclaimed Black Republic which declared it a haven for runaway slaves. Hemmed in by slave colonies, Haiti had only one non-colonized neighbor, the slaveholding United States; which refused to recognize Haiti’s independence for decades. The Haitian Revolution of 1789-1803 transformed French Saint Domingue, one of the most productive European colonies of its day, into an independent state run by former slaves and the descendants of slaves It produced the world’s first examples of wholesale emancipation in a major slaveowning society, of colonial representation in a metropolitan assembly, and of full racial equality in a European colony. It occurred when the Atlantic slave trade was at its peak, and when slavery was an accepted institution from Canada to Chile. The slave revolt that between 1791 and 1793 laid waste the immensely wealthy colony was probably the largest and sole fully successful one there has ever been. Of all American struggles for colonial independence, the Haitian Revolution involved the greatest degree of mass mobilization, and brought the greatest degree of social and economic change. In an age of tumultuous events and world war, it seized international attention with images of apocalyptic destruction and of a new world in the making. The Black Jacobins by Trinidadian intellectual C.L.R. James remains, although written in the 1930s, the best introduction to the subject.

Contingency Planning in Action Term Paper Example | Topics and Well Written Essays - 2750 words

Contingency Planning in Action - Term Paper Example The organization specializes with offering cloud-computing services where other individuals and organizations would rely on in matters of keeping sensitive information and easy access and retrieval of the same whenever required at a fee. The organization has its headquarters and the main office in Johannesburg in South Africa though plans are underway of establishing constituent operating sub ventures in the western countries where it supposes the business would thrive. It currently operates with an employee base of hardly forty technicians due to its small capacity in operation and for the reason that few experts are required to carry out the lump some work of handling the data technologically. It therefore provides solutions to small and medium business ventures in Africa in matters of data where the benefit to the clients would be through lowered costs of operations. In order to add capacity or improve capabilities of functionality of an organization having not to invest in person nel training, licensing news software as well as investing in new infrastructure, the emerging trend is in adopting the cloud computing services from such providers as the Africaninvestments data handlers. ... Moreover, a new business niche would be created in offering security as a service, which would specialize in single, as well as multi-tier security provision and which would effective in being unpredictable to the hackers. The primary functions of the Africaninvestments data handlers organization is to offer data storage and handling facilities to the business fraternity as well as to individual persons who would like to have their data stored away from own systems in order to ensure secrecy and security. However, just as is the case with all other businesses, it is worth noting that the organization suffers specific challenges especially those associated with the secrecy and security of the data being handled. Kuyoro and team studied the security issues as well as challenges that are posed by cloud computing with attention on the types of cloud computing services and the types of service delivery. The study found that cloud computing often deal with social networks and online softwa re applications for data storage as well as transfer. The fear of the ‘too much’ exposure of an organization’s data and information raises the concern of exactly how much the environment is within the era of cloud computing. Actually, this has been pointed out to be their major reason of the slow acceptance of the cloud. Cloud providers are definitely hesitant in disclosing their infrastructure to their clients, which confirms the fears of the clients to how much one is to trust the providers with their sensitive data and information. Through intensive review of literature from past studies, the research study established the following to be the main concerns in security of cloud computing. Compromise of data

Compare and Contrast the Western and Middle Eastern Culture Essay

Compare and Contrast the Western and Middle Eastern Culture - Essay Example Eating with fork and knife is culture in the west but eating with hand is culture in the Arab world. Cultural differences can be found in all aspects when we compare the east and the west. Even when we commence a business activity in a foreign land we need to give importance to the culture followed so that the company is accepted globally. Situated between Africa, Asia and Europe, the Middle East has been the dream destination for travelers, empire builders and traders. The population includes Kurds, Iranians, Arabs, Jews, Turks, Armenians, and Nubians. The diversified population gives rise to the cultural richness in Middle East. Completely in contrast to the eastern culture, the western culture evolved in ancient Greece, slowly spreading over the European countries. The two traditions which contributed to this culture is the inheritance of the classical culture and Christianity. Today this culture has moved out of European countries and gradually spread across the entire globe. This culture mainly dominates in the central European nations and western countries like the US and Canada. We can also see the increasing influence of this culture in Asian nations like India, China, Thailand and Singapore with the liberalization of the economy. The people of the eastern world give great importanc... The people of the Arab world follow Islam. The Koran is the holy book which is considered as a spiritual guide, a system of law, code of ethics and a way of life. All Muslim members are expected to read the holy book everyday. The teachings of the Koran forms the foundation for Islamic culture and tradition. The teachings of Prophet Muhammad are considered paramount in the Koran. Friday is considered as the holy day and no business activity takes place on this day. Facing east (direction of Mecca), kneeling, forehead and palms touching the floor, Muslims pray five times a day and Friday noon prayer is led by a spiritual leader. All the male members of a Muslim family go to mosque compulsorily and the female members pray at home. All Muslims are expected to make a pilgrimage or Hajj to Mecca once in their lifetime. The month of Ramzan is considered as the holy month for rejuvenating oneself by abstaining from food, drinks and personal pleasures in the daylight. (Religion in the cultur es of Middle East. 2006). However, the Christian religion dominates the western culture. The Bible is considered as the force which has created religious identity to the western culture. The religion encourages freedom of expression and speech to both genders equally. Christmas, Easter and Thanksgiving are the important celebrations of this culture. Sunday is considered as the holy day and no business activities takes place on this day. The Vatican City is the place of pilgrimage for this religion, and decisions taken by Pope play an important role, in the progress of the world economy, as the Christian population remains the largest in the world. Family and

The Introduction of Management Techniques and National Culture Research Paper

The Introduction of Management Techniques and National Culture - Research Paper Example HRM itself is the new avatar of ‘Personnel Management’. Personnel management was largely concerned with the technical aspects of hiring, evaluating, training, and compensating employees. HRM, on the other hand, leaves scope for career building of the employee, development of a professional relationship and the satisfaction aspect. It is no more a mere "staff" function in the organizations. The main reason for attempts to avoid bad publicity is because as per a recent study seventy per cent of world trade—â€Å"including one-third of all manufacturing exports, three-quarters of all commodity trade, and four-fifths of technical and management services trade†Ã¢â‚¬â€was accounted for by the 500 largest MNCs. Changes in almost every aspect of human life are taking place very rapidly in a pervasive and profound manner. This change is engulfing technologies, products, processes, materials and above all, People. Globalization leads the changing scenario, bringing in newer technologies, a new phenomenon of the knowledge worker and of course the competitive era. In view of the competition and globalization companies start exploring avenues for growth within and outside the borderline of their country of origination. Therefore, it is amply clear from the above diagram that companies are required to take care of a number of factors while planning to go global. Expanding business operations beyond national boundaries, while continuing the commitment to local markets requires more complex business structures. Large, worldwide businesses tend to evolve from international to multinational to global structures.

Biology summary of one cephalopod, one bivalve and one chiton of your Essay

Biology summary of one cephalopod, one bivalve and one chiton of your choosing - Essay Example ales use the hectocotylus (a special arm) to dispense packets of sperm (spermatophores) from the reproductive tract’s terminal organ/ cephalopod penis, into the mantle cavity of the females. In benthic octopuses, it is the third arm on the right that serves as the hectocolylus. A few months following this mating process, the males die, and in some octopus species, females have the conditions to keep viable sperms within their bodies until their eggs reach maturity. After fertilization of the eggs, the female lays approximately 200,000 eggs, but such numbers vary depending on the kind of species, genera, families, and the individual octopus. While open octopuses mainly feed on fish, other cephalopods and prawns, the bottom dwellers, on the other hand, feed mainly on clams, whelks, polychaete worms and crabs. Using paralyzing saliva, octopuses inject their prey and break down their bodies using their beaks. As for shelled molluscs, an octopus feeds on them by drilling a hole thr ough their shells, inject their degrading saliva into the hole and extract the inner soft tissues (Campbell & Reece, 2005, p. 86). Octopuses can live in various parts of the ocean such as the ocean floor, pelagic waters and on coral reefs. These organisms have a keen eye sight (that can recognize light polarizations), a good sense of touch and statocysts that detect sound. Octopuses have no internal or external skeletons to enable them squeeze through tight spaces, are intelligent, fast and can mimic shapes of other creatures when hunting for food and are able to avoid predation due to their speed, ability to camouflage, presence of venom and expulsion of ink (Campbell & Reece, 2005, p. 90). An example of a bivalve is a scallop. Scallops belong to the kingdom animalia, phylum millusca, class bivalvia, order ostreoida, sub-orders pectinoida and pectinina, superfamily pectinoidea and family pectinidae. Scallops are bilaterally symmetrical with the scallop composed of two valves/ halves; the

Comparison between Dead Man's Path and A Tale for Children Research Paper

Comparison between Dead Man's Path and A Tale for Children - Research Paper Example Obi has an intention of closing the path that leads to the burial grounds of the village; however, the villagers contest this action because it puts their heritage, as well as culture into compromise. A person's approach, along with his character in compelling modernization over traditional beliefs is capable of giving rise to conflicts, while, at the same time, resulting into consequences. In Dead Men's Path, the author uses symbols in the setting, as well as characterization in expressing the theme (Achebe 10). In Dead Man’s Path, Obi closes the path to the road that is capable of taking away an opportunity, something that makes this story is a tragedy with a number of symbols. Living in a world that is full of hatred is uneasy, however, living in a world full of happiness happens to be the entire package. In Dead Man’s Path, Obi the chief director of the school makes a wise decision of closing this road since the majority of people in this area go there. Immediately after closing this path, residents begin to get angry; Obi is terrified by the unfolding of these events, especially when people begin coming up to the school, while, at the same time, tearing down everything, not sparing even the school (Elizabeth, Susan & Robert 25). There are a number of horrific things happening within this short story thereby making it a tragedy; being in possession of a school whose path leads to the dead turns out to be an idea that is that amusing. Initially, there is a rise to power when Obi obtains the promotion, which results in him erecting the fence around the school. These actions infuriate the people living in the town; the following day, a pregnant woman, goes into labor, but dies while giving birth, something that infuriates the villagers even more since they think that it is as a result of the closing of that path. It is possible that the baby’s spirit was to exit from where the fence was hence the death of both the mother and baby. After th e woman’s death, people assume that if the path was still open, both the woman, as well as the child, would still be alive and safe. When night falls, they take distinctive items and go ahead to tear down the fence, together with the school. These actions lead Obi to think twice concerning this situation; however, he still does not understand what he did wrong that led to the tragic fall of the fraying down of the fence. In this case, there is a perception of death or death symbolism as following the death of the woman, as well as her baby (Achebe 35). Dead Man’s Path turns out to be a tragedy comprising of a number of symbols. Living for the duration of that time was probably the hardest thing; however, the people of the town succeed in getting through these hard times. Obi fails in understanding that every person in life is in need of a path to walk on, as well as a place to set off in the future. Although Obi’s intention was to help the people in the village, in reality he did remarkably little in helping them, thereby ended up hurting them even much more (Elizabeth, Susan & Robert 68). A Tale for Children is quite different compared to Dead Man’s Path; considering that it is distinctive of a style referred to as magic realism, which is closely incorporated with its author, the Gabriel Garcia Marquez, who is a Colombian novelist. This imaginative style brings together realistic, daily details with

Guest lectures Essay Example | Topics and Well Written Essays - 750 words

Guest lectures - Essay Example The sharing relayed by Rita, a 76 year old woman was particularly interesting in terms of emphasizing how her love for physical activities (dancing, in particular), significantly assisted in her fast recovery from her hip replacement surgery. Her experience was therefore recommended by her surgeons to other people who had to undergo similar surgeries to help in facilitating the recovery process. What was your overall impression of the lecture? The lecture was simply inspiring, illuminating, and enlightening. The sharing of experiences enabled the audience to clearly understand and relate to their ability to move on despite their disabilities. Optional: Was there a memorable quote or impactful moment from the lecture that resonated with you? The memorable quote was relayed by Rita who emphasized the relevance of keeping active despite one’s age. As noted, â€Å"age is a matter of the mind; when one does not mind, then age does not matter† (Ryan, 2013). What did you learn from the speaker(s)? The speaker, a critical discourse analyst and communication scholar, focused on neurodiversity, specifically communicative perspectives – where communication was noted to shape reality and at the same token, reality shapes communication. She also explained social realities in terms of roles, relationships, functions, experiences, and even disabilities. The lesson that was particularly interesting was the speaker’s ability to emphasize how communication shapes social reality, as well as how reality actually shapes communication. The manner by which she stressed the concept enabled the audience to ingrain the lesson in one’s mind. Likewise, the definition of neurodiversity as â€Å"everyone has a different mind; everyone has a different way of making things work; and everyone has a different way of seeing and shaping social realities which are equally valid despite the diversities† (Ryan, Neurodiversity lecture 3-6-14, 2014). What was your

Economics of Education Essay Example for Free

Economics of Education Essay This project, critically reviews the sources of revenue at Kinondoni Municipal along with the budgetary allocation to secondary educational sector. It provides the major sources of revenue which include Central Government revenue, Basket fund (Donors) and Local government revenue which constitute revenue from city service levy, property tax, advertising and bill boarding fees, compensation revenue, and cost sharing. It identifies that education is the priorities to which the council does consider much in allocating their funds. The project reveals the background on the system of financing education as an essential and critical kind of investment in developing countries particularly Tanzania. It has shown its significances with respect to running the system (government) in general. The significances give the stand to which the Government should take into consideration on allocating funds in secondary educational department. More over the project has identified the objectives for analyzing the sources of revenue and educational budgetary allocation. These objectives have been stated in such a way that, it shows the directory as guidelines for reaching targeted goal(s) for sustainable development. Nevertheless, case study method and documentary review as well as interview techniques were employed. The data have been analyzed using tables and figures. 1.0. Introduction and Background. Kinondoni Municipal is located in Dar es Salaam City in Tanzania. It is bordered by Indian Ocean to North East, Ilala Municipal to the South, Bagamoyo District to the North, Kibaha District to the West and Kisarawe District to the South West. The Municipal has number of matters and services to be done/ provided to the community. Among others being education, health services, road construction and maintenances, water services, urban agriculture, power and energy supply and others of alike. All these services need money to run in effective way so that, the community members could appreciate the concern of the government for their well-being. The Municipal has vision and Mission which the study was interested with, to check out whether are just worded or are real in practical terms. The study eyed particularly to its Mission statement â€Å"Provision of quality services to the community through effective and efficient use of resources, capacity building, good governance and rule of law hence improve the living standard of people†. The project (study) was done at this Municipal to identify the sources of revenue for the Municipal to curter and serve the community effectively and efficiently. Another purpose was to check out, how the Municipal allocate its funds (Revenue) to secondary educational sector. A source of revenue is a critical problem in running several activities to an individual, family, community and national level respectively. Moreover, despite the scarcity of fund (resources) in servicing the community, there is a problem on proper plans and allocating the present resources in optimal manner. Thus, the wise decisions on how to use the present resources in its scarcity is very important particularly for developing countries like Tanzania. Another aspect towards this study (project) was to determine the way the sources of revenue are collected. On this activity, it is the point at which monitoring of revenue collection should be taken into consideration for effective performance. Furthermore, this exercise needs humanitarian aspiration than personal essence so that, the fruits will be for the community as large. There are two significances of doing this project. First was to determine the sources of revenue to the Municipal in order to understand the position of Municipal and the Government in general in its strengths and weaknesses so as to address recommendations to be taken for better performance in future. Second was to assess the allocation of the funds in secondary educational sector. From this, allocation of fund will realize the choices for most of the councils in Tanzania and the way investment aspects are taken into account especially educational investment, hence improvements to be made in a long run. The objectives of this project were as follows i) To determine the sources of revenue for Kinondoni Municipal. ii) To assess the budget allocation to Secondary educational sector in Kinondoni Municipal. The project presents various literature reviews in respective to the study (project). The literature review is mostly on sources of revenue, financing systems, administration, roles of the state and recommended suggestions. Galabawa (1985, p. 1) claimed that, â€Å"Tanzania’s plan for extending educational opportunities and improving the quality of education are often hampered by the limited resources to educational industry†. This realizes that, the problem resources in provision of education in Tanzania is a problem that exists and needs a solution on how to go about in order to reduce the burden from the government to ensure more educational opportunities and improve the quality of education. More emphasis on quality of education has been described by Michaelowa. The author tried to identify the areas which need to be checked to ensure that are taken into considerations for the consequences in anyhow. The author argued that, â€Å"The number of days teachers are absent from school (ABSENCE), and teachers’ self reported job satisfaction (MOTIVATION) have significant coefficients of the expected negative and positive sign respectively† (Michaelowa, 2001, p. 1707). If the education industry is running short of resources to improve access and quality of education, and if the responsible persons needs to be motivated for effective teaching, means this industry need to be financed. The financing can be determined by number of factors as quoted from the article that, â€Å"The policies of financing education in any country reflect the country’s ideology. Although Tanzania’s education policies emphasized quality of opportunity and access, they also vary from environment prevailing at specific time† (Galabawa, 1994, p. 37) This literature review has contributed much on this project since objectives stated can be revealed particularly on sources of revenue. According to Galabawa (2007, p. 3), There are various sources of education revenue. These sources can be divided into four broad categories: Fiscal sources; ser charges including various forms of cost recovery and cost sharing; student loan when constituted as a revolving fund which generates income out of which loans are offered to students and various forms of community contributions. The fiscal sources include general taxes; earmarked taxes; taxes on With regards to education as an investment, and sources of educational revenue, the government has to play its role for sustainable development Galabawa (2007, p. 2) portrayed that, â€Å"The price of education can, therefore be influenced by the government decision which impinge on issues of supply of education services; the allocation and distribution of resources between different levels or different courses; the choice between different methods of financing education and student support or even between different methods of schooling†. Therefore, this clarifies the position of the Government in provision of education in the country to assure access and proper allocation of funds in different sectors. Property; salaries and sales; and different types of levies. For all matters being discussed concerning sources of revenue, educational revenue, budgetary allocation and the role of the government on educational investments and other sector, to have sustainable implementation of plans and to build capacity on fund management, accountability, effective audit and formula funding to generate consistent and reliable disbursements† should be taken into consideration for sustainable development. Besides literature review, case study was employed during the project. The study was done in Kinondoni Municipal. Therefore purposeful sampling technique was used. The project had two variables namely, dependent variable which is budget allocation, and independent variable which is source of revenue. With these variables the hypotheses of this project were as follows; (i) There is a significant relationship between sources of revenue and budget allocation in secondary educational sector (Alternative hypothesis). (ii) There are no basic criteria guiding for sources of revenue and budget allocation in secondary educational sector (Null hypothesis). Field visit, discussion and interview. The list of tools used to collect information and guide the field interview and discussion were documentary review and Interview. The targeted personnel were Municipal economist and district secondary educational officer; these were obtained using purposeful sampling in order to get correct information. The documentary review involved reviewing various documents concerning sources of revenue and general allocation (budget) of the fund to secondary educational sector. Also an interview was conducted in brief way with the Municipal economist and district secondary educational officer. The interview was basically on the way they get fund for running the Municipal to curter and serve the community. Moreover, the questions on what are the major criteria for allocating the fund and challenges they face on all matters concerning sources of revenue and allocation of fund in general were asked.

Organizations group jobs and work functions into groups Essay Example for Free

Organizations group jobs and work functions into groups Essay 1. Chapter 7 addresses organizational structures (how organizations group jobs and work functions into groups). For example, a hospital may have hundreds or thousands of employees while a private physician’s office may have just a few employees. For the organizations below, describe which organizational structure they would likely use and why: †¢ A small physician’s office Smaller hospitals tend to have much simpler organizational structures. small business can use one of three primary organization structure options: functional, divisional or matrix. Essentially, the organizational structure creates a business hierarchy to increase the efficiency and effectiveness of the business operations. Different small businesses operate in different ways, so there is no one-size-fits-all solution every small business should choose for an organizational structure. You can, however, determine which of the most common structures works for your business. Functional When you establish a functional organizational structure, you are building a hierarchy based on the job role of each employee. Functional organizational structure groups together employees who work toward a common goal. For example, all of your marketing employees would be in the same group. Even if you only have two or three employees who fulfill the marketing role of your small business, you would structure it so one person is in charge, such as the vice president of marketing. His team would consist of a marketing manager and a public relations manager. The functional structure provides focus to the employees, because they know they are working toward a common goal. In this example, the common goal is marketing and promoting the business. Divisional Divisional organizational structures decentralize the functional  organizational structure because the roles of the employees are divided by product or region, rather than function, within your business. For example, you could divide the United States into four divisions: north, east, south and west. Each division would then have its own employees. This provides each region with specialist in each area for that region. If your business sells different products, you can also separate roles by the product under a divisional organizational structure. Matrix Matrix organizational structures combine the characteristics of a functional and divisional organizational structure. The matrix organizational structure works more like a team. Instead of department heads, each team has a leader. Matrix organizational structures bring together employees who focus on a project, but fill different roles from across your business. The matrix organizational structure has the most decentralization, which means it can confuse employees about who is in charge. The matrix organizational structure is appropriate if your business operates on an international level, or serves different geographic regions. Trial and Error Many small business owners start off by structuring the business by trial and error, or in a haphazard manner. You could start the business with just you and an assistant until you learn more about the roles employees must fill within the organization. Changing Structures When your business starts small and then grows, it is not uncommon to start with one organizational structure and then transition to another structure. For example, if your business starts out by only serving the local city where the business operates, but eventually serves the state, you might start with one structure and change to another one to better fit the needs of your business and its customers. †¢ A hospital with one large facility in a city Large hospitals have complex organizational structures The organization structure of the HR department should comprise of the Director as head, HR manager, Assistant Managers and a number  of HR executives looking after recruitment; training;safety, security, general administration, labor, vigilance , government regulations and legal issues. The health care organizations also need to have a strong grievance redresal mechanism both for the staff and users of the facilities. This should be built inbuilt in the HR policy.Human Resource Management is the process of bringing people and organizations together sohe medical staff is a formally organized unit within the larger hospital organization. The president or chief of staff is the liaison between the hospital administration and members of the medical staff. Typically, the medical staff consists primarily of medical physicians, but it also may include other doctoral-level professionals, such as dentists and psychologist that the goals of each are met. The nursing division usually comprises the single largest component of the hospital’s organization. It is subdivided by the type of patient care delivered in the various medical specialties. These nursing units are composed of a number of patient beds grouped within a certain area to allow centralization of the special facilities, supplies, equipment, and personnel pertinent to the needs of patients with particular conditions. †¢ A major, nationwide insurance company The right structure and leadership to drive success. They are fortunate to have strong and committed leaders to help us deliver on their priorities and achieve their long-term vision for success as one company serving the needs of the members and business partners.† They can aid in decreasing the insurance coverage charges and support the person to figure out every single possible way to minimize premiums and increase protection. Most insurance businesses offer bundled deals where a person can merge more than 1 kind of coverage collectively so as to receive a discounted quality volume. The advantages include a one insurance policy service provider to make contact with and pay, as well as an reasonably priced plan for all your needs. If a person isnt asking the questions they feel ought to be answered, then the person is not actually getting the aid they want. When working with an agent or broker, take the time to satisfy that the agent or broker is experienced in a variety of kinds of insurance. Most states need licensing examinations and continuing education for  insurance producers. Question about these accreditations, knowledge in the discipline and any other variables that are crucial to you. 2. Chapter 17 addresses communication and information technology management. One of the common issues in any workplace is the quality and effectiveness of communications. Email is a form of personally addressed written communication that is common in nearly all work places. While people like using email, there are also drawbacks. Explain the pros and cons of using email messages. The pros of email are: It demands attention,which helps ensure that the receivers pay attention. Has enabled many workers and managers to become telecommuters, people who are employed by organizations and work out of offices in their own homes. Able to reach large numbers of receivers. The cons of email are The growing abuse of email. Employees sexually harras coworkers through email, and divorcing spouses who work together sometimes sign their spouses name to email and send insulting or derogatory messages to the spouses boss. Top managers also complain that sometimes their email is clogged with junk mail. Problems with email systems also happen alot. Unlikely feedback. Information overload.

Anatomy and Physiology of the Human Body

Anatomy and Physiology of the Human Body Anatomy and Physiology Part A Identify the parts of the digestive system on the diagram overleaf?(Refer to Brief) Explain the function of each part of the digestive system identified in the diagram above? Outline the composition of Proteins, Fats and Carbohydrates, and explain how each of them are digested and absorbed by the body? Part B Draw a diagram of a typical cell and state the function of each of its organelles? Classify tissues into the four main groups; epithelial, connective, muscle, and nervous, give an example of each? (Table format will suffice) Explain the difference between benign and malignant tumours? Part C Label the urinary system using the diagram overleaf?(Refer to Brief) Explain the structure and function of each element of the urinary system? Draw the structure of a Nephron and explain how it produces urine? Name and explain three diseases /disorders which affect the urinary system? Part A (ii)Explain the function of each part of the digestive system identified in the diagram above? Mouth Oesophagus Stomach Liver Gallbladder Pancreas Large Intestine Small Intestine Appendix Rectum Anus In this section I will explain each of the stages of digestion where the food travels from the mouth into each section of the digestive system until it leaves the body from the anus. Mouth This is the first part of the digestive system. The mouth is made up of the teeth, tongue and salivary glands. We put food in our mouth and chew it with our teeth the are four main types of teeth the first being incisors which we have four of in the top and bottom jaws these are sharp and cut through our food. Then we have the canines we have two in each jaw and are used for tearing our food. We then have the premolars which have four in each jaw for crushing and breaking down our food. Then we have the molars which there are six to each jaw and have the same action as the premolars. Our tongue moves the food around our mouth to our different teeth. It mixes with our saliva which is secreted from the salivary glands which contains water, mucus and the enzyme salivary amylase and when mixed with the food creates bolus which we then swallow using the aid of our tongue. (Class notes 2015) Oesophagus This is an involuntary muscular tube that leads from the mouth to the stomach. It carries the food to the stomach by muscle contraction called peristalsis. This muscle contracts and relaxes to create a wave like motion for the food to travel down smoothly also releasing mucus to lubricate the travelling of the bolus to the stomach. (Class notes 2015) Stomach Food gets to the stomach through the oesophagus and passes through the cardiac sphincter this blocks the food from travelling back up the oesophagus. In the stomach which resembles a large sac that can hold anything between 2- 4 litres of food depending on the person. The first part of digestion starts here the stomach churns the bolus around and adds enzymes to aid in the breakdown of the bolus to create chime. The stomach also releases hydrochloric acid to kill the bacteria that travel to the stomach contained in the food.(Class notes 2015) Liver The livers function in the digestive system is as follows it secretes bile into the small intestine and this is generally to breakdown the fat that has travelled to the small intestine it also takes the nutrients that have been adsorbed by the small intestine and changes them into chemicals that the body needs. It also breaks down drugs and alcohol that have been consumed. . (clevelandclinic.org 2015) Gallbladder The Gallbladder is attached to the liver and stores the bile from the liver which is used to digest and break down the fats in the small intestine this takes place in the duodenum. Pancreas The pancreas is a gland that is just behind the stomach its function is to secrete both Exocrine and Endocrine. Exocrine is the pancreatic juice that contains digestive enzymes. Endocrine contains important hormones which include insulin and glucagon. Both of these help balance the amount of sugar in the body in different ways. Large Intestine The large intestine is approx. 1.5 metres long and connects the small intestine to the rectum and anus this is draped over the small intestine its main function is to draw the last of the nutrients and water from the food passing through it the left overs are faeces and the large intestine gets rid of this waste from the body through the anus. Small Intestine The small intestine is normally about 6 meters long and approximately 90% of digestion takes place here through the main 3 parts that are known as duodenum, jejunum and ileum. On the inside walls of the small intestine are villi that work for nutrient absorption and also have a group of lymph and blood vessels. Appendix The appendix is commonly classed as a useless organ which is attached to the large intestine ascending it can store bad bacteria and this in turn can cause inflammation thus leading to appendicitis and removal of the appendix. Although it is disputed that the appendix can store good bacteria and after a bout of diarrheal illnesses it can reboot the digestive system. (webmd.com 2015) Rectum The rectum is the last part of the large intestine the length being around 12cm long and is a store house for faeces. This is the leftover food, bacteria and undigested materials such as roughage that is found in vegetables and is all stored here until the rectum walls expand and we get the urge to defecate. (healthline.com 2015) Anus This is the very last part of the digestive system we defecate through the anus and is a voluntary movement in most people but not in infants. This is where we dispel waste which contains bacteria, undigested food. Part A (iii)Outline the composition of Proteins, Fats and Carbohydrates, and explain how each of them are digested and absorbed by the body? In this section I will create a chart covering the sources, functions and digestion of proteins, fats and carbohydrates in the human body and will show there different effects and how they fuel the body with energy. Sources Function Digestion Proteins Groundnuts, beans, whole cereals, fish, pulses,meat,eggs, Milk and cheese. Protein builds the Body and repairs muscle. It’s broken down in the digestive system and travels to the muscles as amino acids. Stomach, Pepsin breaks protein into large polypeptides. Small intestine, enzymes break large polypeptides into smaller polypeptide chains. Lastly still in the intestine enzymes the small polypeptides are broken into amino acids for absorption. Fats Dairy products, meat, fish, olive oil, cake, chocolate, avocados and sunflower oil. Good fats help maintain a healthy diet and are essential to health. Bad fats cause weight gain and health problems such as clogged arteries. Small intestine Broken down by bile salts from the liver and turned into liquid. Small intestine, its broken down further into fatty acids and glycerol to be absorbed. Carbohydrates Potatoes, pasta, apples, bread, meat, fish and dairy products. Provide the body with energy for the muscles, nervous system and also help the body burn fat. Carbohydrates get broken down to monosaccharide’s to get absorbed and then will become glucose to supply the body with energy. Part B Draw the typical diagram of a cell, and state the function of each of its organelles? In this section I will draw a typical animal cell as I see it and will give a breakdown of each of its organelles and how they function in the typical cell. Cell membrane, this is the outer skin of the cell that holds everything inside the cell and keeps things outside the cell and also that controls movement into or out of the cell. Cytoplasm, this is a gel like fluid which stores nutrients and water for the cell and also helps protect the cell acting like a cushion for cell movement. Nucleus, this contains DNA and all the cells genetic characteristics and also direct the activity of the cell. Nuclear membrane, this is the layer that holds the nucleus separate from the cytoplasm. Endoplasmic reticulum, there are two types of endoplasmic reticulum these are rough (moves protein made by ribosomes) and smooth(steroid and lipid distribution) but both move the materials around the cell. Ribosomes, these are responsible for protein production in the cell and are known as the protein factories of the cell. The protein is required for cell repair and growth. Golgi apparatus, These are known as the postal system of the cell they transport package and deliver proteins lipids and enzymes throughout the cells of the body.(Class notes 2015) Mitochondria, Also known as the power house of the cell because they supply energy to the cell. Chemical reactions in the mitochondria are the difference with the cell surviving also the energy released results in the formation of ATP (adenosine triphosphate) which is the primary energy transporter in the cell. Lysosomes, clean the cell of waste generated through parts of the cell being bad and also clean the cell of bacteria. They also aid in the breakdown of food particles and then can be used for energy in the cell. Vacuoles, these are storage areas in the cell that contain secretions or waste that are made by the cytoplasm and in different types of cells are used for digestion or storage. Nucleolus, this is a tiny body inside the nucleus that directs the formation of ribosomes in the cell which then are stored in the cytoplasm of the cell. Part B (ii)Classify tissues into the four main groups; epithelial, connective, muscle, and nervous, give an example of each? (Table format will suffice) Here I will construct a table to outline the four main groups of tissues and give an example of each as I understand them. Epithelial Connective Muscle Nervous Skin Intestines Internal organs Glands Bone Cartilage Adipose Blood Skeletal muscle (voluntary) Smooth (involuntary) Cardiac (involuntary Brain Spinal cord Nerves Example The outer body is covered in epithelial skin this helps protect against infection keeping germs out and all of our blood and muscle tissue on the inside. Outer skin on the body. This connects the bones to each other holding them together while cartilage reduces friction between bones. The femur and the patella are connected to the tibia and fibula. This consists of muscle that can contract and relax and keeps the skeleton attached to the body. The heart is an involuntary muscle that beats to circulate blood around the body. This type can transmit messages to the brain and from the brain to the rest of the body to warn of pain and for movement.(touching) Part B (iii) Explain the difference between benign and malignant tumours? I will now explain the difference between benign and malignant tumours and their different effects on the body and how they affect us. Tumours are cells that escape from their normal function and multiply out of control. They then form a lump known as a growth or a tumour. (Class notes 2015) Benign A benign tumour is not cancerous and does not spread cancer to the rest of the body it is an isolated growth usually grows in size and can put pressure on the area it’s growing in. The benign tumour can be dangerous if it grows on the brain although it’s not cancerous it can continue to grow in size and put pressure on the brain and lead to major problems. Malignant All malignant tumours are cancerous and can spread through the body causing secondary tumours or metastases. Malignant tumours spread through the blood and lymphatic system around the body. Some malignant tumours can spread very quickly and aggressively to other parts of the body even though the primary tumour may still be small while sometimes they can grow slower and not spread as quickly. Through research it has become clear that malignant brain tumours are the most aggressive and have the ability to spread to the spine and other parts of the body. Although malignant tumours are treatable by surgery to remove the tumour and also may require a follow up treatment of radiotherapy and chemotherapy to rid the body of anymore cancerous cells malignant tumours can return.(nhs.uk 2015) Part C (ii)Explain the structure and function of each element of the urinary system? The function of the urinary system is to clean the body of waste products and excess fluid and to also produce a hormone controlling at the rate red blood cells are made and the enzyme for regulation of blood pressure. Structure Function Kidney The kidney is a bean shaped organ that we have two of containing around 1 million nephrons in each kidney They are around 11cm long and 6cm wide weighing 150g. Kidneys are inside a membrane known as the renal capsule to protect it from trauma and infection. There are two main areas the renal cortex and the renal medulla. The function of the kidney is to clean and filter your blood to also recycle fluids and nutrients required by the body and produce urine for excretion. Ureter The ureter is around 12 inches long and connects kidneys to the bladder it’s made up of muscular tissue that contracts and also contains mucous to help prevent infection. The function of the ureters is to carry the urine from the kidneys down to the bladder. Bladder The human bladder is a hollow sac for storing urine it is comprised of three layers of smooth muscle and also coated with a mucous membrane and located in the pelvic area. The bladders function is to store the urine. When the walls of the bladder contract this results in urination. The normal bladder can hold approx. 470ml of urine. In the bladder we have an internal sphincter which relaxes voluntarily to expel urine. Urethra This is a tube that connects the bladder to the outside of the body. The function of the urethra is to carry the urine from the bladder to the outside of the body it’s longer in men than women. Part C (iii)Draw the structure of a Nephron and explain how it produces urine? Below I will draw the structure of the nephron and explain how the nephron produces urine to rid the body of waste fluids. We do not realise how important it is to dispel urine and how important it is to survive. Each kidney contains about 1 million nephrons these are the filtration system for the body to clean the blood and expel waste and reabsorb nutrients. Filtration in the Bowman’s capsule. Blood travels into the kidneys by the afferent arterioles. These are small blood vessels that turn in to the glomerulus. Meshes of capillaries that are surrounded by the glomerular are also known as the Bowman’s capsule. The blood in these capillaries are under pressure and the capillary walls can let water and other materials through into the capsule. The capsule is a gathering point for the waste products of the blood. Although it has collected other materials that are not waste and shall be absorbed by the nephron as they pass through. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) Re-absorption in the convoluted tubule. When the filtered materials are collected by the capsule they move into a system of twisted tubes that are known as convoluted tubules. The tubes that flow away from the bowman’s capsule are the proximal convoluted tubules. These flatten out to form a long loop, called the loop of Henle which flows to the medulla and back to the cortex. Lastly there is more twists called the distal convoluted tubules This is where the reabsorption takes place in these tubules. The cells in the lining can absorb any water, ions and water that the body requires and shouldn’t be disposed of as waste. Only 1% of liquid that travels through the Bowman’s capsule is expelled as urine all the rest is reabsorbed. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) Collection in the pelvic calyces This is where the nephron flattens out into a straight collecting tube in the medulla. These tubes form a collection called the pyramids of the medulla the tops of these travel up to the renal pelvis. These branches of the pelvis attach to the tops of the pyramids and gather the waste liquid. It’s the funnelled back towards the pelvis and then empties into the ureter and then can travel to the bladder and down to the urethra to be expelled as urine. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition). (iv)Name and explain three diseases /disorders which affect the urinary system? Kidney stones These are solid stones which are made up from deposits from substances that are found in urine. They form and are found in the renal pelvis, ureters and the bladder they are very sore on the patient and sometimes require surgery for removal or can be broken down with laser treatment and then passed in the urine. Incontinence This is involuntary defecation or urination but mainly urination that is more common in the elderly, pregnant women or women that have had babies. It is the involuntary leaking of urine and also happens from sneezing or coughing or sometimes the bladder may be full and you may not make it to the toilet in time. It is very embarrassing for the people who suffer with it. Urethritis This is an inflammation of urethra and causes painful urination. This is the tube that carries the urine from the bladder to be expelled by the body. It is a bacterial infection and causes discomfort when urinating it can burn the sufferer when dispelling urine and it may cause discharge also. Though more common in women due to women having a shorter urethra than men. Bibliography (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) (Class notes 2015) (clevelandclinic.org 2015) (healthline.com 2015) (nhs.uk 2015) (webmd.com 2015)

How Our World is Changing :: essays research papers

As the title of this paper states, â€Å"How our World is Changing† our world is constantly changing. Our world changes everyday without most of us ever seeing or noticing any changes, but as we look back in history we can see some tremendous changes. As history is studied these changes become apparent and truly jump out and become real.   Ã‚  Ã‚  Ã‚  Ã‚  Out of all the changes in our history, some of the most significant changes that have made an impact include; women’s rights, civil rights and religion. Women and people of color have made several steps toward earning equal rights over the past forty years. World religions are as diverse as the individuals that participate in them. Women have had quite a few hurdles to get over since the 1950's. In 1958 the proportion of women attending college in comparison with men was 35 percent. (Friedan, 369) Women were supposed to be happy and content at home taking care of her family. In the late 1950's, many women began to feel they needed more, and so a movement was started. Women were drawn into the work place in the 1960's when the economy expanded and rising consumer aspirations fueled the desire of many families for a second income. By 1960, 30.5 percent of all wives worked and the number of women graduating from college grew. (Echols, 400) Women soon found they were being treated differently and paid less then their male co-workers. In the mid 1970's, cities began to have women applying for firefighter positions and by the late 1970's, cities began hiring women as firefighters. This was only a small victory for women. Dealing with the men in a male dominant department would be an even bigger struggle for women. (Seattle) A sexual harassment survey was conducted in 1995 with 551 women firelighters responded. The survey revealed that 88% of the women had experienced sexual harassment. 73% of the women stated they had been treated differently in negative ways, from their male co-workers. (Sexual Harassment) In 1999, a longer survey was given and the percentages increased when women were asked if they had experienced any sexual harassment. I have heard quite a few men say that women cannot do the job because they are not strong enough. Being a Firefighter today takes more brains then 20 years ago. The ability to be a clear thinker is one of the biggest assets a firefighter must have today.

Organic Foods Essay -- Food Organic Health Eating Essays

Organic Foods â€Å"You are what you eat†, or so they say. In today’s supermarkets, organic foods are everywhere. Not only are there organic fruits and vegetables, but there are also organic dairy products, organic meats, organic convenience foods, organic wine, beer, coffee, tea and even clothes made with organic cotton. All of these choices have made organic foods the â€Å"fastest-growing segment of the grocery industry.† The Organic Trade Association (OTA), in its â€Å"Business Facts† fact sheet available at www.ota.com, cites Natural Foods Merchandiser, a trade magazine, as measuring organic industry growth at 20 percent or greater for the past nine years. Approximately two percent of the U.S. food supply is grown using organic methods. In 2001, retail sales of organic food were projected to be $9.3 billion (Organic Trade Association [OTA], 2001). That is nearly triple the $3.5 billion in sales in 1998 (Biocycle; Nov. 2004, Vol. 45 Issue 11, p27). Organic foods ca n be found at natural food stores such as Whole Foods Inc., Wild Oats Inc., major supermarkets, farmers markets as well as through â€Å"grower direct marketing† such as CSAs (Community Supported Agriculture) or Co-Ops. Many restaurant chefs and culinary related professionals across the country are starting to use organic produce because they desire its superior quality and taste. Organic food, also gaining international acceptance, has become widespread in nations like Japan and Germany where the development of organic food markets has seen substantial growth (OTA, 2004) People choose to â€Å"go organic† for different reasons but, the single most important reason to choose certified organic foods is because organic agriculture in its very essence preserves, protects and restores our environment in significant ways (United States Department of Agriculture. [USDA], 2002). Also, organic farming embraces the principle that agriculture must meet the needs of the present without compromising the needs of future generations, not to mention that organic foods are often the safest, freshest, most flavorful and most nutritious foods in the marketplace (European Journal of Nutrition 40: 289-292 (2001)). The USDA has tried to emphasize that organic food is no healthier, and adds no real benefits to a healthy lifestyle than regular foods. However, with the contamination present in plants treated with pesticides, pre ... ...pect. It matters to our communities. But most of all, it matters to our appreciation of life. References Journals Cuddleford, V. (2003). When Organics Go Mainstream. Alternatives Journal, 29(4), 15-20. Baxter, G., Graham, A., Lawrence, J., Wiles, D., Paterson, J., et al. (2001). Salicylic acid In soups prepared from organically and non-organically grown vegetables. European Journal of Nutrition, 40, 289-292. Retrieved on 3-3-05 from Ebscohost. Composting at the World’s Largest Natural Foods Supermarket Chain. (2004). Biocycle. 45(11). p27. Retrieved on 3-3-05 from Ebscohost. Federal or Government Sources Organic Foods 101: Basic Information about organic foods, national labeling standards and online organic foodsellers. (2002). Retrieved on 3-3-05 from http://www.nrdc.org. The National Organic Program .(USDA). (2002). Retrieved on 3-3-05 from http://ams.usda.gov. Trade Publications Organic Food Facts. (2003). Organic Trade Association. Retrieved on 3-3-05 from http://www.ota.com/organic/mt/food.html Industry Statistics and Projected Growth. (2003). Organic Trade Association. Retrieved on 3-3-05 from http://www.ota.com/organic/mt/business.html

Communication and professional relationships

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstanding s, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation.Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating.When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating.Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person's situation trying to understand and accommodate any issues which may influence their feelings, actions and responses.Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal.If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting.As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might se e daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting.If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting.When contacting people professionally the use of ocial media sites would not be approp riate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred.Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs.However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Co mmunication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming.Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child's level, face them and maint ain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill.Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child's confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use.Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken dow n into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children oft en view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person's ability level.Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include at tention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light he arted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Example of a Letter Written to Christopher (the Curious Incident of the Dog in the Night Time) on How to Interact with Others

How to Chat Dear Christopher, Thank you for your question on how to chat. I am your agony aunt, and my name is Skye, and I am writing to you to answer your question which was; how do I chat? Firstly, you must always try to be kind to the person that you want to chat with. You must never try to make them upset or hurt them, even if they are being mean to you. Sometimes it can be hard to understand what somebody is really saying because they might be using a metaphor or sarcasm or an expression which you don’t understand.If you don’t understand them, then you must ask them to; â€Å"please repeat what you have just said, because I didn’t understand you†. If they repeat their comment and you still don’t understand them, you must ask them to; â€Å"please rephrase what you have said, I didn’t understand you and this is because I struggle to understand certain things like metaphors and faces which have more than one meaning. † When you have a conversation with someone or try to do chatting, you must ask them questions such as: 1.How are you? 2. What is your favourite colour? 3. Do you have any pets? 4. What hobbies do you like? 5. Do you like the Apollo space missions? This is called ‘finding common ground’ and this means finding things that both of you like or dislike. I f they like things that you also like, then you can tell them that you also like that thing and tell them all the things that you know about that topic, and then ask them what they know about it.When they are talking, you must listen to them and not interrupt or talk over them because they might think that this is rude and this might upset them. If they interrupt you or talk over you, you must ask them to; â€Å"please listen to what I am saying because I think that you might like it. † If they carry on talking over you or interrupting you then you must tell them; â€Å"Please stop interrupting me because I am talking and interru pting is rude and I did not interrupt you so please could you do the same for me because this is common courtesy. If they carry on interrupting you then you can walk away and go play with your rat Toby or do some maths. If someone is mean or makes you upset when you are trying to do chatting with them then you must ask them to stop because they are upsetting you and if they carry on then you must count to 50, than go tell Siobhan or your Father or another member of staff that this person is making you upset. Remember that you must never hurt anyone, even if they hurt you first because this is called retaliation and retaliation is bad.You must tell Siobhan or Father or another teacher what they have done. Lastly, you mentioned in your letter to me that you go to a special school and have someone called Siobhan who you work with and who helps you, so you can ask Siobhan to help you to practice doing chatting and she will. Thank you for your letter, if you have any other questions plea se ask me them and I will answer them. Your agony aunt, Mary

Desires Baby Essay

In past America women did not have the rights that they have today. This is very apparent in History as well as literature. In â€Å"Desire’s Baby† by Kate Chopin, she characterizes Desire by starting her off as being no one, then she becomes something to someone, and throughout everything she is disrespected. In the beginning, Kate Chopin characterizes Desire by being no one. â€Å"The prevailing belief was that she had been purposely left by a party of Texans†¦Ã¢â‚¬  This shows Desire as being no one because nobody really knows where she came from or why she was there. In past American daughters were not important to the family as much as the sons were so the Texans most likely left her because there wasn’t enough food for her to. She had just appeared in Valmonde one day. She had met a guy named Armand. â€Å"He was reminded she was once nameless†¦Ã¢â‚¬  This is a great example of how Desire was no one because she didn’t even have a name. This is how Kate Chopin characterizes Desire as being no one in the beginning. As the story goes on, Kate Chopin characterizes Desire by becoming someone to Armand. â€Å"†¦Armand Aubigny fell in love, as if he had been struck by a pistol shot.† This is a great quote because falling in love means that two people truly care about each other, that means Desire became something to Armand. Back in the day it was a blessing for the Woman to be asked to get married to a man. Armand married Desire and she soon became pregnant with his baby boy. â€Å"†¦the birth of his son had softened Armand†¦Ã¢â‚¬  This shows that Armand cared about Desire and his family. He was softened and proud of her for bringing such a thing into the world. This is how Kate Chopin characterizes Desire as being so one to Armand. Throughout everything, Kate Chopin characterizes Desire as getting disrespected. It all started when they noticed their child was black. â€Å"It means,† he answered lightly, â€Å"that the child is not white; it means that you are not white.† This shows Desire was being disrespected because he wrongly accused her of being black because that was the easy way out for him. â€Å"Moreover he no longer loved her†¦Ã¢â‚¬  This quote shows Desire was disrespected because he just fell out of love with her because of a misunderstanding; it was also disrespect because he was not willing to try to find out anything about the situation. In past America it was no un common for women to get mistreated my men. This is how Kate Chopin Characterizes Desire as getting disrespected. In conclusion, in the story â€Å"Desires Baby† by Kate Chopin, Kate characterizes Desire because she starts off as no one. Desire didn’t know who her parents were and she didn’t even have a name. In early America the daughters were not that important to a family. The Kate Chopin characterizes Desire as meaning something to Armand. Armand fell in love with her as if he had been struck by a pistol shot, that means she meant something to him. Back then it was a blessing to get asked to marry someone. Lastly, Kate Chopin characterizes Desire as being disrespected, because Armand and Desire found out their son was not white and Armand wrongly accuses Desire as being black. She was also disrespected by him falling out of love with her fast. In past America it was common for women to get treated badly. All in all this is how Kate Chopin characterizes Desire as being a round character.

ICT and an Adult in Education Essay

Mr Williams is a teacher at my school, he teaches ICT and Business Studies at KS3, ICT at KS4, Form Tutor, Production, Collection and Collation of Reports for the whole of my school. He produces information on students and for staff to help in teaching and learning, he also produces statistics for staff, senior staff, LEA and DFES. He also produces information to do with effort grades ad target setting information. So he uses a lot of technology, this includes; * PC’s on a Network * Apple Mac’s on a Network * Internet via 10MB broadband * E-mail * Laptop also on Network * Digital Video Camera * Digital Still Camera * Digital LCD Projector * Palm m515 PDA * Wireless Notebooks Window/MAC OS * USB Memory sticks * Data Logging Hardware * Control hardware/software * Fax * Also available – Interactive Whiteboard Mr Williams is a teacher of I.C.T and business studies at Key Stage 3, teacher of I.C.T at Key Stage 4, Production, collection and collation of Reports for the whole school, effort grades and target setting information he produces also. He produces of information on students for staff to use which will help in teaching and learning. He has achieved the Electronic registration system for the whole school within 12 months for people to use and view. He performs general backup for staff using RM software, he also performs General Network Administration which is adding new pupils and staff users. He gives advice on purchasing new equipment for the whole school and departments. He selects, purchases and setup’s laptops for teachers using E-Learning. Mr Williams analyses exam results so senior staff and heads of years or departments so they are aware of achievement compared to the expected results. Staff are also able to view these results so they can be aware of performance issues. Subject staffs, heads of years and departments, senior staff and form tutors are also able to access these results, grades and comments. Extra software is available which will help staff by using the system that was introduced by Mr Williams, (software produced using Microsoft Visual Basic). The RM Network The RM network system allows Mr Williams to access the information on students and is able to update it if needed such as if the student changes address or phone numbers. Mr Howells can now, after Mr Williams has set the network up, can get access to LEA Management Information System and the school records. Data bases are creates to hold student information on staffs users names or folders on their laptops. Mr Williams has also enabled access from home, using the internet and school passwords. He has also updates the Pupil Achievement Tracker software which allows staff to store progress of students within classes or year group. The RM connect system enables Mr Williams and two other members of staff, who are supervisor users, to access students work areas to solve problems and to check appropriate use of programmes and internet. The E-mail system is also filtered so inappropriate E-mails are redirected and staff are able to view them, the access of websites with inappropriate langua ge or content such as pictures, Mr Williams and the other two members can check. The RM system is set up to allows staff to open Read only documents so they can give students access to related subjects. Mr Williams uses this for providing information, revision materials, coursework guides and modelling situations and simulation materials. Also used is a Virtual CDROM software and a multimedia server this allows staff and students to access CDROM images, such as the Applied ICT On-Line course used in years 9, 10 and 11. Digital Multimedia Technology Mr Williams also uses digital multimedia technology to help provide teaching and learning resources. Mr Williams used a digital camcorder, a still camcorder and Video editing software on Apple computers on a programme called IMovie and Windows, Microsoft Movie Maker2 to interview staff in local company. The final video clips were used on Matchware Mediator, which helped him to produce a series of web pages which students now use for their coursework tasks. Digital LCD Projector Mr Williams uses a digital LCD projector to allow students to use and interact with progressing work. Either Mr Williams or a Student will control the PC being used in the demonstration or teaching session. Mr Williams also uses this technology with teachers on Inset days for staff. School Internet Network Mr Williams uses the internet the school provides for teaching and learning and links on the school system. The internet is used for research for topics and to help Mr Williams keep up to date with the education and subjects. Students and staff use the school e-mail system to communicate or send work for marking or that has been marked via E-mail. Mr Williams can view student’s progress on GCSE grades by using created databases in DataPower which stores coursework marks, comments and examination marks. Formulae is used to estimate the final grade the student may be given to the student, he can do this by using board supplied information. This information is shared with students and used to report back to parents. Virtual Learning Mr Williams has helped in the introduction of a Virtual Learning Environment (VLE). The VLE allows students to upload web pages to the school system and also as a secure data and information storage area for student’s work. PDA Mr Williams uses PDA in school; this holds a lot of useful information such as Diary information, pupil performance information, examples of E-book for future reference by students in the school. Software and information can be ‘beamed’ using Infra – Red technology to members of staff or to certain Infra-Red equipped printers in the school. USB Stick Mr Williams has introduced the use of USB stick technology which enables transport of large amounts of data in a compact secure form (32 or 128 Mb at present). Data Logging and Control Hardware Mr Williams uses Data Logging and Control hardware in teaching and provides INSET days for ICT and Science staff, these days are needed to improve the quality of teach Wireless Mr Williams uses the wireless (55Mb) notebooks with students in school and with adult learners to allow them to experience new technology. The advantages are obvious, a lot more space recommended for each machine, extra infra form is required, (Wireless access points can be plugged into network sockets, for easy movement), students can also work in groups in a more adjustable way. The School Network The School Network System enables Mr Williams to access information on students or necessary by students or staff anywhere in the school. Software He uses a lot of software such as Microsoft Word Access, Microsoft Excel, Microsoft PowerPoint, Microsoft Publisher, DataPower 2, Macromedia dreamweaver, Macromedia Fireworks, Macromedia Flash, Macromedia Freehand, Adobe Acrobat, Adobe Photoshop, Pupil Achievement Tracker (PAT), IMovie, Microsoft Movie Maker 2, QuickTime Pro, Microsoft Visual Basic, Internet Explorer, EasyMail and Outlook Express. Hardware and Network, Windows Desktop PC’s, Windows Laptop, Apple IBooks (wireless) Apple G4 desktops, Apple Network using MACOS Xserver, RM Connect network using 5 NT4 servers and a multimedia server, Fibre Optic spine connecting four cabinets which contain Hubs and Switches, 100Mb Ethernet to the desktop, 10Mb Broadband Internet access with RM SmartCache technology, Palm m515 PDA using IR and USB technologies for transferring data. He also uses a Promethean Interactive Whiteboard, Sony digital video camera, Canon digital video camera, Sony digital still camera, Canon digital still camera. The Internet Mr Williams uses the internet for research, if he did not have the internet he would have to get information from textbooks, and use more textbooks during lessons while he teaches. If he had to do this it would be expensive. If he was not able to have access to the internet it would mean he would have to photocopy from books so he would have to arrange time before and after lessons to photocopy the information needed. To do this more money is needed to be spent and more time would be needed, so other jobs will not be able to be completed as time would be wasted on photocopying. As Mr Williams will always be up to date with resources as he uses the internet. Mr Williams also uses the internet to buy gifts for friends and family, such as buying tickets fro the cinema or theatre, with his friends and family. He likes using the internet to but gifts as he gets an online discount, that isn’t available in the shops and by using the internet he doesn’t have to waste time waiti ng in queues. Although there is a disadvantage about purchasing online as he doesn’t always get to see all the objects in the shop, and he also has to pay for delivery, but that works out the same as the amount of money he would of spent driving to the shop and parking. The PDA The PDA had several facilities this means Mr Williams will have all the information he needs for the day. If he didn’t have this piece of technology Mr Williams wouldn’t be able to travel around school to see students and teachers as he would have to carry lot’s of papers with him if he didn’t have this technology. Sometimes he is not able to take his laptop into meetings but with this programme he is able to save work to his area, this is handy as he will never loose his work or information, like he would if he had to carry paper around with him. The PDA has facilities which a useful to Mr Williams, such as alarms and a diary, this meets his needs as he is never late to an appointment or meeting and never misses a private party or function, like a family member’s of friends birthday party. Digital Camcorder He uses a digital camcorder to create applications for his students ICT classes. This allows Mr Williams to download the resources directly to the system. Mr Williams can now uses student friendly resources in his teaching schedules, enriching and improving the experience of his students education. Memory Stick Mr Williams uses a memory stick which allows him to be more resourceful and more flexible in his job. This means Mr Williams can hold data on and be able to transport it around school easily. As he can store more work it means he can do more work at home in his own time in the evenings and at the weekend. This means Mr Williams can now spend more time at home as before he had a memory stick he would have had to spend more time at school, which before he felt he was missing out on his family life. Notebook Dell D810 He uses a Notebook Dell D810, this means he now has more freedom than he used too. Before he had this laptop it meant that he had to sit at a desktop, which is usually in a classroom, and could not get much work finished. This programme means that he can move around during school, as long as it has a wireless connection to the network, having this means he can complete all of his work. Microsoft Word This Microsoft programme can give Mr Williams a variety of options and facilities. One of the facilities is mail merge is useful for producing reports for students. If Mr Williams did not have this option of using Microsoft Word, it would take him an awful long time to add address’s and reports for students. The word processing software also checks his spelling and grammar so it looks professional and correct. Power Point is also used by Mr Williams to create presentations for students. Having this programme allows students how to create different fun pieces or work. E-Mail Mr Williams uses E-mail for school and his social life he uses this so he can send work to and from home, also he can sends work to students via e-mail, with suggestions on how to improve their work. He also uses this to communicate with his family and friends to arrange events in his social life. He likes e-mail because he knows that when he sent an e-mail, it will be viewed by the person he has sent it to, when they open their inbox. This therefore means he can communicate. This means he can communicate with anyone when he is on his computer and isn’t near a phone. Doing this means he doesn’t have to wait until the person turns on their phone or leaves a message or is at home. Mr Williams feels that when he leaves a message on a phone, he doesn’t feel he can communicate properly. He knows that if he sends an e-mail, all of the necessary information will be displayed once read. Network System Mr Williams is able to access information anywhere in the school. This means that he can complete his work anywhere and any time, when he has spare time.