Life in the Colonial Cities Essay Example for Free

Life in the Colonial Cities Essay The people of early colonial America settled mainly in rural areas and farms. Eventually, by the end of the 18th century, cities became dominant settlements over the rural regions. The cities of colonial America were heavily influences by British; the latest fashions of dress, social ideas, and furniture among other things were imported from Great Britain. As the size of cities grew, problems in health and sanitation began to arise. Throughout all of the major cities, taverns were the common places where everyone would meet. The cities of colonial America helped spread the European Enlightenment across the Atlantic. This in turn helped create an American Enlightenment movement, which started primarily in the major cities. Cities helped develop the advancement of learning in science, literature, and the arts. They were also centers for manufacturing and commerce, where industry boomed. The major cities of America included Boston, Philadelphia, New York, Newport, and Charleston. In these large cities, many problems began to surface. These difficulties involved health, sanitation, police protection, and fire prevention. To decrease these problems meant that the city would have to work together and stop with individualistic ways. Philadelphia was the most heavily populated, and most sophisticated of the major cities. They had brick roads and sidewalks including street lamps, which turned on every night. There was a regular night watch along with volunteers for fire protection and there were also many booksellers. Some people were unhappy with Philadelphias design while others thought the city to be a masterpiece. Boston was another populous city, thanks to its elegance and in general the manners of its people. The people of Boston had many luxuries, such as coach rides where slaves served the customers. Also, the Mall was a very popular place among the people. The Mall was a beautiful Common with trees and paths, which was an imitation of St Jamess Park. Although Boston was not as  densely populated as Philadelphia, Boston offered a cleaner and more open society. New York City preserved many of its native Dutch traditions and qualities. A lot of the buildings were built of brick, which was the common Dutch style. New York also had developed into the headquarters of the British North American Army. Many New Yorkers were influenced greatly by Britain, which meant that the people were considered to have excellent manners. Taverns were the centers of social life in the cities, also called the principal social institution of colonial America. The taverns social class ranged greatly depending on its surrounding areas. Some taverns housed the low lifes and poor people while others only accepted gentleman. Most of the pubs were a place for common people to discuss any matters at hand. Some say the foundation of the Revolutionary War was planned in taverns. Some people felt as if taverns were causing some problems in society. Benjamin Franklin was one of the major figures that tried to limit the number of taverns in cities. He argued that the number of taverns might cause poverty to many of the people and the surrounding neighborhood. However, taverns could be considered good to the cities because they were the closest form of business enterprise in colonial America to this point. Although in the early years of colonial America, many people resided in the rural areas, the cities became more populated over time. Taverns were a main reason for people moving from farms to the cities. The conditions of the city werent excellent, as the water supply was not very sanitary and garbage disposal was a major issue. However, these factors made for the beginning of a new nation and helped form how America is today.

Overview of Tourette Syndrome

Overview of Tourette Syndrome Nikki Allen Tourette Syndrome (TS) is a neurological disorder characterized by involuntary motor tics and, sometimes, vocal tics (Walkup, 2013). The syndrome is named after the French medical scholar, Gilles de la Tourette. In 1885, Gilles de la Tourette published an article in the medical journal, Archives de Neurologie, which described â€Å"a bizarre neurological condition that he referred to as ‘maladie des tics’ (Kevin St. P. McNaught, 2010).† In more recent times, researchers have theorized that the disorder has origins in the basal ganglia; specifically in the caudate nucleus area. In Tourette syndrome, the neurotransmitter, dopamine is produced in excess in the nerve cells, causing the caudate nucleus to be inundated with the extra dopamine. This excess causes a reduction in the messages regarding motor control sent from the brain to the other parts of the body creating spurts of involuntary movement. Researchers surmise that the tics are the brain’s method of compensating for and correcting the chemical imbalance the body is experiencing. Other researchers have attributed the uncontrolled motor movements to an underdevelopment of serotonin and norepinephrine (Brill, 2002). Tourette syndrome is believed to be hereditary. It has also been suggested that environmental conditions and infections may play a role in the development of Tourette syndrome, but more research is needed to either prove or disprove that theory (Kevin St. P. McNaught, 2010). For an individual to be diagnosed with Tourette syndrome, the following criteria must be met, according to the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5): have two or more motor tics (for example, blinking or shrugging the shoulders) and at least one vocal tic (for example, humming, clearing the throat, or yelling out a word or phrase), although they might not always happen at the same time. have had tics for at least a year. The tics can occur many times a day (usually in bouts) nearly every day, or off and on. have tics that begin before he or she is 18 years of age. have symptoms that are not due to taking medicine or other drugs or due to having another medical condition (for example, seizures, Huntington disease, or postviral encephalitis) (CDC, 2014). Typically, individuals will begin to show signs of Tourette syndrome in early childhood. As the individual ages, other more complex motor tics, and sometimes vocal tics, appear (Samuel H. Zinner, 2014). Tics can be classified as simple or complex. Simple motor tics involve movement of only one body part. Examples include neck twisting, eye blinking, leg jerking, and finger flexing. Complex motor tics involve more than one muscle group. Examples include leaping, twirling, touching other people or things, and biting oneself. Simple vocal tics involve moving air through the nose or mouth to create a noise. Examples include tongue clicking, whistling, throat clearing, and sniffing. Complex vocal tics involve multiple noises or words. Examples include repeating the same phrase as someone else, repeating the last sound or word multiple times, and the less common vocal tic of swearing or using obscenities (Brill, 2002). â€Å"A Centers for Disease Control and Prevention (CDC) study has found that 1 of every 360 children 6 through 17 years of age and living in the United States have been diagnosed with TS based on parent report; this represents about 138,000 children. Other studies using different methods have estimated the rate of TS at 1 per 162 children (CDC, Data Statistics, 2014).† All ethnic groups can be affected by the disorder. Males tend to be affected five times more often than females. Diagnosis occurs more frequently in the 12-17 year old range. Caucasians have twice as many occurrences than Hispanic Americans or African Americans (CDC, Data Statistics, 2014). 90% of individuals with Tourette syndrome have other comorbid conditions, such as Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), Oppositional Defiant Disorder (ODD), anxiety, mood or sleep disorders, and learning disabilities (Samuel H. Zinner, 2014). Two approaches are commonly used once the diagnosis of Tourette syndrome has been made: the behavioral approach and the medication approach. In the behavioral approach, the therapists concentrate on Habit Reversal Training (HRT) or Comprehensive Behavioral Intervention for Tics (CBIT). HRT has the most success in adults because its success depends on the person’s awareness of their tics in general, as well as, the sensation just prior to the tic occurring. In HRT, the individual can initiate a competing response to either lessen the appearance of the tic or inhibit the tic from occurring altogether (Martin L. Kutscher, 2014). For example, if the person has a wrist flexion tic, they can perform and sustain a wrist extension until the tic urge passes (Samuel H. Zinner, 2014). Adults have had the most success with HRT because they are more aware of their bodies due to their maturity level. Therapists do not typically try to use this technique with young children. CBIT is consider ed a more comprehensive behavioral approach because it combines education, relaxation techniques, and an individualized approach of recognizing lifestyle factors that exasperate the frequency of tics. This approach has had success in both adults and children. The major drawback to the behavioral approach is the fact that the benefits are not immediate and that it takes commitment from and maturity of the patient to see the most benefits. (Martin L. Kutscher, 2014). In the medication approach, doctors prescribe medications to treat only the symptoms, since there is no medication that will cure Tourette syndrome nor eliminate tics entirely. Catapres and Tenex are most often prescribed when starting a drug therapy program. These drugs can also be helpful with managing ADHD, anxiety, and insomnia. Other medications, such as Risperdal, Orap, Haldol, and Klonopin, can be prescribed for more severe tics. Most medication trials have been performed on adults and the use of these drugs in children are considered off-label, but some younger individuals have had success with drug therapy. Some drawbacks to the medication approach are: unpleasant side effects, difficulty with compliance in regards to patients actually taking their medication, and lack of response from the medication itself in controlling tics (Samuel H. Zinner, 2014). Occupational therapists can contribute to the treatment of Tourette syndrome. The occupational therapist can treat the patient using HBT and CBIT techniques. Education of Tourette syndrome for the patient and caregiver should be addressed prior to any OT intervention. An occupational therapist can help a patient to identify and emphasize their strengths rather than focus on the shame and social stigma that often accompanies movement disorders or vocal tics (Samuel H. Zinner, 2014). Other areas an OT can work on with the patient are: deep breathing and relaxation techniques, guided imagery, and progressive muscle relaxation. Implementing a home exercise program (HEP) and encouraging the patient to practice yoga or tai chi have been shown to also be beneficial (Brill, 2002). Works Cited Brill, M. T. (2002). Tourette Syndrome. Minneapolis: Twenty-First Century Books. CDC. (2014, 6 9). Data Statistics. Retrieved 7 3, 2014, from Tourette Syndrome: http://www.cdc.gov/ncbddd/tourette/data.html CDC. (2014, 5 29). Diagnosing Tic Disorders. Retrieved 7 3, 2014, from Tourette Syndrome (TS): http://www.cdc.gov/ncbddd/tourette/diagnosis.html#TS Kevin St. P. McNaught, P. V. (2010, 10). 125 Years of Tourette Syndrome: The Discovery, Early History and Future of the Disorder. Retrieved july 5, 2014, from National Tourette Syndrome Association: http://www.tsa-usa.org/aMedical/history.html Martin L. Kutscher, M. (2014). Kids in the Syndrome Mix of ADHD, LD, Autism Spectrum, Tourettes, Anxiety, and More! Philadelphia: Jessica Kingsley Publishers. Samuel H. Zinner, M. (2014). Tourette Syndrome much more than tics. Contemporary Pediatrics , 22-49. Walkup, D. J. (2013, 12). What is Tourette Syndrome? . Retrieved 7 3, 2014, from National Tourette Syndrome Association: http://www.tsa-usa.org/aMedical/whatists.html

Objective Purpose Of Industrial Training Education Essay

Objective Purpose Of Industrial Training Education Essay Practical Training is compulsory for all students in Pasig Catholic College which is a part of academic credit hour to have a diploma. As an Accounting Student, they must undergone practical training for 5 months with 400 hours as per requirement of Pasig Catholic College before they were qualified to receive a diploma in Accountancy. With the combination of knowledge working experience during three months training, students are required to produce a written report. Chapter II Background of the study Pasig Catholic College offers Bachelor of Science in Accountancy. This is a five year course to finish, and students are required to attend OJT with four hundred hours or five months. They are required to attend this training before they receive a diploma. On the other hand they would not be able to receive a diploma unless they finished the training. This study wants to find out the impact of Industrial training if it is useful, or needed to become a competent student. This study want to find out the importance of this training, the advantages and disadvantages, the good and bad training, and the benefits of this training to the students of Accountancy Department. To make this research possible, there should be the target respondents and these are BSA graduating students who are the major respondents and also the information from College OSA and College Guidance Office. Statement of the problem The primary objective of this research is to explore approaches to the effectiveness of industrial training conducted by institutions of Accountancy Department in Pasig Catholic College. This research is also prompted by the concern that the increase in the number of students annually seeking industrial training may burden organizations hosting them and may undermine the quality of training. Objective/ Purpose of Industrial Training The main objective of Industrial Training is to expose the students to actual working environment and enhance their knowledge and skill from what they have learned in the college. Another purpose of this program is to instill the good qualities of integrity, responsibility and self confidence. All ethical values and good working practices must be followed by student. It is also to help the students about the safety practices and regulations inside the industry and to instill the spirit of teamwork and good relationship between students and employees. Employers are increasingly looking beyond a graduates academic knowledge and whether they have what is commonly known as employability skills. According to a survey of skills needed by SME employers (Beta Technology, 1994), 58 percent of respondents viewed qualifications and experience as equally important when recruiting, with further 39 percent commenting that experience only was more important. As such a UK government has established a National Committee for Work Experience (NCWE) whose propose is to engage business and in a national effort to promote student work experience, build on current and past work and encourage the spread of good practice (Blunkett, D., 1999). The value of developing stronger links with industry in the current economic climate is being realized more and more by higher education institutions. Increase input by employers in course development, students placement and the offering of sandwich option in many degrees stem from increasing awareness that it must be mutually beneficial to bring academic and industry closing together. Industry can influence the learning of undergraduates to produce a potential workforce with the academic knowledge and flexibility they will require; students can learn first hand the type of demands which will be made on them when they enter the world of work and are hence batter prepared; academics and industrialists can work together on projects of mutual interest an can pool their expertise and experience to achieve the best results (Kemp and Foster, 1995). In United Kingdom (UK), the prepared report in 1997, endorsed the value of employer based student training by recommending that the Government, with immediate effect, work with the representative of employer and professional organizations to encourage employers to offer more work experience opportunities for students (Huntington, 1999). The University of Ulster has produced its Policy for good practice for all courses incorporating an element of work experience document (Neill Mulholand, 2003). The document defines the main objectives of industrial training being to: Enhance students familiarity with the world of work and enable them to reflect constructively in issues related to work Assist students to evaluate and understand how to work experience relates their personal or career and future professional development Develop employability skills, intellectual skilss, core of key skills, personal attributes and knowledge about how organizations work Consolidate, complement and extend the academic programme and enable the essential integration of professional practice Maintain and develop links between the university, the placement provider and the community and Develop professional skills and strengthen the application of theory to practice. Definition of terms Industrial training is viewed as important strategies expose students to real work life and to equip them with necessary skills so that they would be job ready when they graduate. Institutions tend to introduce this component irrespective of the discipline of studies with the intention of ensuring their students competency and fully prepared for job. Industrial training comes from the word industry. You have heard many times that the United States is a great industrial nation. This is true; USA does owe high standard of living and its position in the world, at least in part to its ability to mass- produce high quality products (Linbeck Lathro, 1974). Industrial training is a form of contested learning. Contested learning means ambiguity and conflict between what is espoused and what is practice in the workplace and/or the university or college classroom. Contested learning in industrial training reflects competing interest (economic,educational or personal) that are found in the actions and values of students, teaching staff or workplace supervisor. In the context of national reviews of vocational education and training, industrial also need to be re-examined in terms of policy, administration, work place and learning outcomes (Hank,1996). Industrial Training or Classroom Training? The question arises as to where training should take place. Should a course be organized and a number of employees trained in a classroom, or should employees be trained individually on the job by the supervisor? These are sometimes difficult questions to answer, but there are some guidelines that will help us. There is some misconception that must be cleared before we can go into a comparison of the two methods. We must understand that there is no perfect way to train in any specific case where training is required. No one way is without its drawbacks. There are many considerations that present themselves. There are questions of money, time, effectiveness, energy required, instructors, and so forth. One method maybe much more effective, but the cost may be prohibitive. Another may be cheap and effective but require more people or more time is practicable. So it isnt just a matter of looking at classroom versus on the on-the-job training and saying that one is obviously better than the other. Both have their good points and both have their drawbacks (Broadwell, 1986) Similarities between Industrial Training and Classroom Training We should see the similarities as well as the differences between the two methods in order to decide which should be best for a particular training program. For example good communication is essential of all learning, no matter whether an employee is learning how polish widgets, a childhood are learning fractions or a preschooler is learning how to set the table. Someone who is good communicating must show them how to do the job, or little learning will take place. Another similarity classroom training and industrial training, at least in a company program, is that the instructor is very likely to be the employees regular day-day supervisor as well. This double relationship can pose special problems on its own, and we should understand how to handle them before going on to decide where the training should take place. There are, of course, differences as well as semilarities between Industrial training and classroom training. No matter what kind of training is done, one basic requirement is good communication. Whether there is a group of students in a classroom or one supervisor with one employee, the whole point of the relationship is for the teacher or supervisor to communicate information in certain skills. Even if the employee has only the textbook and no instructor at all, there still must be good communication. The book must be written so that the employee can easily grasp what is said, and it must present the information is such a way that the employee will not only be able to absorb the material, but motivated to absorb it (Broadwell, 1986). Good communication is not an accidental thing. There are things that stand in the way of passing information to others, and there are aid the process (Broadwell, 1986). Differences between Industrial Training and Classroom Training Just are there are similarities between training done on the job and that done in the classroom, there are some rather important differences. Remember, the reason of mentioning these likenesses and dissimilarities is to show that no one means is perfect, nor is one method always the best. Each has the advantages and disadvantages. Supervisors should examine each of the methods and see what suits their needs and problems. (In this research we are emphasizing Industrial training, but not because it is the only method that should ever be used.) Communication One major difference that works to the advantage of the person doing Industrial Training is that there is only one person to code ideas for. In the classroom the instructor must worry about trying to find words that can be decoded by the entire group, although it has different background. When the supervisor is instructing one man on the job, the problems of the communications are solve if the instructor can find the level that works for this one person. Natural Environment Another advantage is that the two of them are working in a real situation under nearly actual conditions, rather than trying to simulate them in the classroom. There is rarely ever a better arrangement than to have employees training at the machines where they normally work, especially if they actually train in the natural environment of the job. Such a situation cuts down considerably on the amount of information that has to be transferred from the training back to the job. This is one major problem with classroom training. It is always difficult to simulate a real situation in the classroom, so the employees find it equally difficult to make the application of the training when they get back to the job. On the other hand, when the training is done at the work site, they do not have to carry it back. So from this standpoint, on industrial training has a decided advantage over classroom training (Broadwell, 1986). Advantages and Disadvantages of Industrial Training Lets summarize all of the advantages and disadvantages of using Industrial Training to make sure we see this type of instruction in its proper perspective. Well look the advantages first. There is the matter of time. It generally is much quicker to train one person right at the job site than to bring the person into a classroom situation. There is less travel time to and from the training; it takes less preparation of facilities at the job than the classroom, the training can be more effective when done on the actual equipment, so time is saved through efficiency in training. Next there is less interference with production because only one person is involved at a time. The supervisor can take the worker from the loom, or from the assembly line, or from whatever activity, and let the rest of the work go on. The training sessions are usually short anyway, so even if the employee is needed for production all the time, the shutdown time will be short. Working under actual conditions has already been shown to be one very good advantage of training at the job location. We mention it again to emphasize that the whole point of training is to show the employee how to perform on the job. What better way to do this than to train under actual conditions, at the same place where the work is to be done, on the same equipment that is going to be used in doing the work? Having the one person who knows the standard of a good jobthe supervisor-do the training is certainly a major advantage of Industrial training. Taking employees of to a classroom has some advantages, but if the instructor in the classroom does not know exactly what is expected of the employees back on the job, practical training will not be accomplished. Even an instructor who had considerable experience on the job being trained for may still not know what exactly is expected of this employee, on this specific job, by this specific boss. Finally there is a matter of economics. Having only one employee off the job at the time at a time is less costly than taking several at the same time. If the production is not cut off, or at least is reduce only slightly, there is saving. The time saved by not having to move employees to a training room is always worth money. There is saving, too, if it is not necessary to provide and maintain a classroom facility. We discussed some of the disadvantages earlier. Lets summarize them also. The matter of the supervisor representing authority can be a disadvantage. The employee may resent being trained by the boss, especially if the boss exerts too much of this authority. (Look, youd better learn this in a hurry and get back to your job, or Im going to dock your pay.) One hindrance to any kind of instruction is a poor trainer. On the job the supervisor may be an excellent boss, he may know the job very well, and he may be well thought of by the employees, but teaching is a skill and the supervisor may not have this particular skill. If not, then it well be a drawback to good training. Some of the characteristics that make a person a good supervisor will help make a good instructor. But one has to learn to be a good supervisor, so one must learn to be an instructor. To do otherwise will be to go on being listed as a disadvantage to Industrial Training. Distractions will interfere with successful training and are more likely to be present at the job site than elsewhere. The problem may be noise, other employees, people asking questions (of either the employee being trained or the person doing training), normal movement in the surroundings, or a number of other things. Whatever they are, distraction are problems that have to be face and solved before the training will be successful. Time is also disadvantage. While training one employee at a time is efficient for that employee, it certainly isnt the most efficient way to train large groups of people. If the supervisor is expected to carry a normal load and still spend considerable time training each employee individually, there is going to be a real time problem. Ideally, the time for training should be built into the job so that it can be taken as a regular part of the job and not sandwiched in between other assignments. In any case it should be noted that good training takes time, and since good training is the only kind that will pay for itself, time (or lack of it) may be disadvantage to doing the training on the job (Broad well, 1986). What is good or bad training? It is much easier to define the results of good training than to define the action of good training. If, after training, the students can do what he couldnt do before the training, and if training did not take too long and didnt cost too much, we conclude that the training was good. On the other hand, the bad training is, when the training is over, the students still cannot do the job for which she was trained, then the training may have bad. We say may because the good training is that training which produces the desired result (Broarwell,1986). Benefits of Industrial Training Industrial training refers to the acquisition of practical skills and firsthand knowledge about the industry concerning a profession whilst still acquiring a relevant degree or diploma. Students of tertiary and vocational institutions are presented with the opportunity to work in the field of their profession with companies and organizations relevant to that profession and as a result bridge the gap between the knowledge obtained by theory and practical working knowledge required in their professions. For many, the thought of going out in the field with very basic knowledge of how it operates is a daunting prospect as they may not know what to do or even how to go about the whole process of industrial training (IT). This is not helped by the reluctance of companies when it comes to accommodating these students with vacancies or opportunities to carry out their IT. For many companies, they do not see the direct benefits they may accrue as a result of equipping students with such pract ical knowledge without the certainty that they will not take the advantage of newly obtained skills to benefit another rival company. On the other hand, for many students, it is a matter of who they know to obtain opportunities in certain companies rather than an equal opportunity policy. Also, a lot of these students participate in this IT program as casual on lookers with the sole driving force as the prerequisite to graduate rather than the opportunity to grasp as much of the skills and knowledge relevant to their profession as possible. Therefore on that note, this article goes ahead to present the benefits of IT to all parties directly and indirectly involved with the aim of changing the negative attitudes of both the students and the business community as well as gaining a better understanding and appreciation for it (Ayarkwa, J.,Emmanuel Adinyira,E., Osei-Asibey,D., 2012) Chapter lll. Methodology Type of research This type of research is face-to-face interview and written questionnaire. The proponent conducted a survey by giving out questionnaires to the graduating students of Accountancy Department, and also by conducted interview at College OSA and College Guidance. Respondents The respondents of the research are from BSA Graduating Students which compose of 24 students and the staff of College OSA Department and College Guidance. And these students and Staff of College OSA and College Guidance department answered and make my researched succeed. Questionnaire Dear respondents, This survey questionnaire serves as basis to determine the impact of industrial training to BSA students. Please answer each item honestly. Rest assured that your answer will be confidential. Have you finished Industrial Training? _____ Yes ______No If yes, where? Name of the Company _______________________ Location __________________________________ Which of the following are considered benefits in attending Industrial Training? Acquiring skills from the IT. Learn about how industry operates and how it relates to our life. Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Learn to apply basic information and procedures in home maintenance. As you explore industrial training you found an interesting hobby You may decide to continue your studies in one or more of these areas. You develop an interest in one of the many jobs industry offers. After the training, how do you feel for your future career? Confident Doubt Competent Presentation, Interpretation and Analysis of Data BSA 5th year Students: Finished Industrial Training Respondents Percentage Yes 20 83% No 4 17% Total 24 100% Based on the survey result, out of twenty BSA graduating students, twenty of them finished the Industrial training which eighty percent and only four students not yet finished Industrial Training. Benefits of Attending Industrial Training Choices Total respondents Percentage Acquiring skills from the I.T 10 20 50% Learn about how industry operates and how it relates to our life. 15 20 75% Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. 20 20 100% Learn to apply basic information and procedures in home maintenance. 18 20 90% As you explore industrial training you found an interesting hobby 2 20 1% You may decide to continue your studies in one or more of these areas. 16 20 80% You develop an interest in one of the many jobs industry offers. 19 20 95% All the choices above are the benefits of attending Industrial Training. We make sure and we want to know which is the most effective as benefit to the students in attending Industrial Training. To come up with this I get the frequency to know which is the most effective to the BSA graduating students. As a result, the benefits in attending Industrial Training follows: First, Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Second, you develop an interest in one of the many jobs industry offers. Third, learn to apply basic information and procedures in home maintenance. Fourth, you may decide to continue your studies in one or more of these areas. Fifth, learn about how industry operates and how it relates to our life. Sixth, acquiring skills from the Industrial Training. Lastly, as you explore industrial training you found an interesting hobby Choices Respondents Percentage Confident 5 25% Doubt 0 0% Competent 15 75% Based on the above result, after Industrial training of students of Accountancy Department they are competent and ready for a job in the future career which seventy five percent and followed by twenty five percent who have self confident after the training. It means that Industrial Training helps students to become competent. The impact of Industrial Training is very important for the competency of students in Accountancy Department. Competency can be defined in a number of ways. It can be defined as the ability to work to apply knowledge, skills, attitudes and values to standards of perfection required in specific context (NZQA,19996). On the other hand, commercial organizations view competency as an underlying characteristic of an individual that is manifest in superior performance in the work place as evidenced by their behavior in a variety of work context (Spencer Spencer, 1993). The term competence refers to the potential capacity of an individual or a collective to successfully perform to certain formal or informal criteria, set by one self or by others, to handle certain situations or complete certain task or job. (Ellstrom,1997). Conclusion Based on the result of the study, the following are the conclusions. Industrial training is very important or necessary to the graduating Accounting Students. It is very useful or helpful to every accounting students or individuals to motivate competency. The benefits of industrial training are also needed, especially when you are applying a job. The advantage of attending industrial training is very significant to our personality. The competency of students is not only from the classroom training, but also the big part is to have industrial training. Therefore, I conclude that the impact of industrial training is very big in the part of individuals. It is very useful and helpful and most especially to our personality. Recommendations: Promote Industrial traianing to individuals and make it more and more effective training to the students in Accounting Department. The adviser must monitor the students workplace and status if he/she doing well or trained well. The students must focus the training and make sure that he/she learned effectively from the training.

Prostitution and Functionalism Essay -- Functionalist Theory Prostitut

Prostitution and Functionalism Works Cited Not Included Throughout America and the entire world, prostitution flourishes. Prostitution is another never ending war like abortion, which society feels is immoral. This immorality leads functionalists, who apply functionalism to this social problem, on a chase to figure out why prostitution is what it is today. Functionalism is the best theory for looking at prostitution. It allows us to see how prostitution changes along with other aspects of society.   Ã‚  Ã‚  Ã‚  Ã‚  Some ask why prostitution spreads like a wildfire through our cities and streets. This is an easy question for functionalists, prostitution flourishes because it satisfies sexual needs that are not able to be met elsewhere(Henslin 51). Prostitutes almost seem to serve as an outlet for sexually frustrated men. When a man is unable to find a partner he always holds the option of paying for sexual pleasure. A functionalist, Kingsley Davis, concluded that prostitutes provide a sexual outlet for men who: have difficulty in establishing sexual relationships, cannot find long-term partners, have a broken relationship, want sexual gratification that is defined as immoral, desire quick sexual gratification without attachment, are curious, and are sexually dissatisfied in marriage. From this it is shown that by meeting such needs prostitution functions as a form of social control over sexual behavior. This is beneficial because it brings men with sexual desires away from un wi...

GCSE War Poem :: English Literature

GCSE War Poem â€Å"The Charge of the Light Brigade† and â€Å"For the Fallen†, are both poems about war. â€Å"The Charge of the Light Brigade† written by Alfred Tennyson on 14th November 1854, describes an event in the Crimean war. Britain and France were concerned that Russia may power southwards, so they attacked Russia at Balaclava. â€Å"For the Fallen,† was written by Laurence Binyon on September 1914, during the war with the intention of showing the reader the reality of war, in particular, Binyon takes a non-biased approach, demonstrating positive and negative consequences, of dying for one’s country. The two poems are similar because in both, the soldiers are brave and prepared when going to war and portray the soldiers as heroes. The differences are â€Å"For the Fallen† was written in the past tense and â€Å"Charge of the Light Brigade† is written in the present. In addition, Tennyson’s poem has a lot of action in it but Binyon’s poem is a view of soldiers after they die. â€Å"The Charge of the Light Brigade† is about 600 men who charged into an ambush of Russian and Cossack cannons. This happened because the commander mistook orders and told the men to charge into the Russian main base. Over two-thirds of the soldiers die, while in the midst of battle. Binyon’s poem is about men who all die in war. Binyon compares their lives to what they would be like if they had lived and how their deaths are regarded by other people. The first stanza of Tennyson’s poem creates an image of horses galloping forward: â€Å"Half a league, half a league, Half a league onward† Repetition reflects exhaustion because it is laborious. The next line tells the reader that the Light Brigade are the ones who are going to be defeated: â€Å"All in the valley of death†, By using a metaphor, which exaggerates a point, Tennyson is emphasising the fact that they are going to lose. The poet shows how he feels towards the soldiers. He is feeling bravery and stupidity for the Light Brigade. Bravery because no soldier turned back and rode away and no one questioned the command, â€Å"Charge for the guns†. He shows the stupidity by repeating â€Å"Valley of death†, because the soldiers are riding to death and Tennyson is commenting on the lack of questioning to an irrational command. In stanza three, the Light Brigade are in the peak of battle. Repetition of â€Å"Cannon† all around them creates a picture of an ambush. In the next two lines the cannons are firing fiercely. Tennyson uses alliteration to emphasize the impact the cannons are having. â€Å"Stormed at with shot ad shell†

Child developmental summary

There are five sub categories when looking at a child's development and although all of these are age guided, not all children reach the same area at the same time, neither do they systematically achieve each stage by a certain age, although they are achieved in order, they are there for guidance purposes only. The five Identified areas that a child develops are physical, Intellectual, social, emotional and language The first stage which has been termed by cognitive psychologist Jean Planet as the Seniority stage covers the age range from birth to 2 years of age.This Is the age range when the most dramatic and primary changes happen, with the baby transitioning from being totally dependent upon a career for all sources of their welfare and development, to exercising a very limited way of communicating to others their wants as they develop into becoming a fairly able bodied toddler who can more often than to exercise their autonomy through vocal and physical displays of preference.Dur ing the seniority stage a child learns about the world around them through the 5 senses, touch, taste, sight, sound and smell. It is through the use of these senses that the baby begins to interact with their environment, initially it is smell and sound which Is used to Identify their primary care giver normally this recognition Is In the form of bodily smells and voice.Their sight Is the next sense, developing from a black and white Image with color slowly Integrated, It Is through this process here they begin to socially develop relationships by recognition of people within their environment, especially with a great response towards the human face , this is then built upon by the fine tuning of voluntary and reciprocal expressions of both facial expressions and noises, that eventually turn smiles or cries into fully formed words, making social exchanges a two way social interaction where by autonomy is expressed.Through the use of taste and touch babies assist their exploration of their environment through the use of their mouths and tongue, this is soon over mom and exploration is then mostly practiced via the touch alone, so they grow the next area to develop Is to define their fine motor skills, beginning with holding a finger of a care giver, to a rattle, to aim for grabbing distant objects, using the pincher grip when learning to self feed, to finally having the ability to grasp objects and use them with Intentional purpose, like bang a drum or push a toy car along.These fine motor skills are not just confined to upper limb movement but also the ability to aided/ unaided to crawling to walking to running to Jumping and even attempting to inferno stairs. But social interactions within their environments are Just as important to a child's development at this very early stage as they are even later on, due to them battling internal conflicts and their abilities to grasp concepts from the world around them, therefore positive reinforcement and interactions are necessary to encourage social development.Overall by the end of the seniority stage children have developed from being totally dependent to being more environmentally and socially aware of their surroundings. The next developmental tag of a child can be classed as pre- school or as Erik Erickson termed it, the play age, with the age band of 3-5 years. Neurological connections continue to be produced at a high volume due to the need for the increase in cognitive abilities.Through this stage children become more self aware of themselves along with that of others developing a sense of individuality within their environments and are able to control and express their emotions at a more direct level whilst also being able to express empathy towards others. Their physical capabilities are becoming finer need with the ability of being able to catch a ball, move to rhythm, and hold a pencil and balance. Intellectually they are becoming more inquisitive therefore are able enquire and to a bsorb information rapidly allowing them relay it at most times a comprehensible level.Their play also begins to incorporate details of everyday life and aspects of role play begin to show. Level Weights deems this stage of proximal development important to not only the child but also the people/ peers within the child's environment as they are there as guide to help steer and influence the child's hinging acting as a ‘scaffolding in development' through encouragement of exploration. The next developmental milestone stage in child development that follows on from the ‘play age' is the age range of 5-8 years.During this stage of the child's development their development becomes more sophisticated by putting into practice all they have learnt since birth by fine tuning their speech and every movement, along with their intellectual awareness being much greater with them becoming more inquisitive about the world, their environment, who they are as a person and here they fit i nto this world due to becoming more aware of differences in all aspects of their lives.They are also at a stage where they begin to feel the need to ‘belong and fit in' with a greater personal emphasis being placed upon relationships. They are also more aware of others feelings towards themselves, making this a very vulnerable stage with personal perceptions and peer group opinions being a very important factor in this stage of development proving complimentary of Level Hoosegows theory that this stage is reliant upon the ‘scaffolding of peer relationships'.

Sexual Discrimination in the Workplace

Canada is composed of people from all walks of life and from every race, color,creed and ethnic background imaginable. Despite our varied lifestyles and beliefs, we areall equal and are entitled to the same treatment before the law and in the workplace. Although we have this diversity, discrimination is something that unfortunately, mostpeople have to deal with it at some point in their lives. Provincial human rights codes tryto prevent this unpleasantness, by prohibiting any type of discrimination in service,accommodations and employment. Zero tolerance grounds are based on Discrimination by: race, gender, ancestry, place of origin, color, citizenship, creed, sexual orientation,age, family status and handicap. Discrimination can also include harassment based on both race, and ethnic origin, as well as sexual harassment. Despite these codes, discrimination is not guaranteed to never occur. In fact,everyday people lose their jobs or promotions because of discrimination, and women areharassed at work or people with disabilities are denied opportunities. Harassment, whether by a supervisor or co-worker, creates a barriere to equality by demeaning its victims, interfering with their ability to work effectively and, in some instances, even forcing them to resign. Eventhough there is plenty of publicity surrounding this issue, studies consistently show that women continue to face harassment in the workplace. No organization can afford to lose the talent of its female staff because of outdated attitudes, the imposition of higher standards for women, or a failure to give women the opportunity to acquire relevant experience in key areas of the organization. There is a need for employers to take a hard look at lingering stereotypes and misconceptions and to ensure that high-potential women benefit equally with men from career-enhancing. Although it is not often spoken of, there are occasionally occurrences of sexual discrimination against men. Imagine a day-care center where 12 women and one male work. You are a first time mother and for the first time you are leaving your two year old child in the care of someone else for an entire day. Many women would be likely to ask for their child to remain in the care of strictly some females, due to their loving caring nature and maternal instincts. If you think about this it is obvious how males could getdiscriminated against by women, it is just not reported as often because most men do not want all that attention, and feel it would be better to just forget about it. Employers have a responsibility to: I) provide a working environment that is free from harassment and discrimination; and, ii) deal effectively, quickly and fairly with any situations involving claims of harassment or discrimination that come to their attention. Employers could be held liable by a court or tribunal if they or their managers do not act to put an end to discrimination or harassment in their workplaces. There are several questions that are not allowed to be asked of an employee not only surrounding gender. For example questions about or relating to physical characteristics such as color of eyes, hair, height, weight, or requests for photographs. Questions about speaking English or French fluently, unless to do so is a reasonable and bonafide requirement for the position are also strictly prohibited. Questions about or relating to religious affiliation, religious institutions attended, religious holidays, customs observed,willingness to work on a specific day which may conflict with requirements of a particular faith (e. . Saturday or Sunday Sabbath days)are also against the law. The human rights laws however do come in handy as a way for victims to fight back. How a human rights complaint is handled varies from country to country. In Ontario an individual who believes he or she has been the victim of some form of discrimination asserts his or her rights by filing a complaint with the human rights commission. The complaint is then investigated by an officer of the commission who will try to reach a settlement with the parties involved. If the officers attempts to arrive at a settlement fail and it is concluded that the complaint has merit, a recommendation will be made to the Minister of Labor to appoint a board of inquiry. The board will then conduct a formal hearing, where both parties have the opportunity to present their cases. In Ontario, the board of inquiry has the authority to direct the offending party to do anything necessary to comply with the code, such as ordering restitution for monetary loss and awarding up to $10 000 for mental anguish. When a formal complaint to the human rights commission is made, it can get very expensive an time consuming for the company. As a general rule, the commission publishes settlements and awards that are viewed as having a public education value, thus damaging the company†s reputation. Aside from both the cost and the damage to the company†s reputation employers should recognize that promoting an equal opportunity work place can also help motivate employees and improve a company†s performance. Apart from the adverse publicity, human rights laws have penalties such as a monetary awards, public apologies, reinstatement of employees or orders of financial compensation for lost time, expenses incurred, and damages to professional or personal reputation and fires. Human rights officials can also order companies to make a job offer to a complainant, begin an affirmative action program in the company or sen staff to the discrimination awareness seminars. If a company has a government contract , the board may even seek cancellation of that contract. To avoid the above consequences there are five steps that can be followed to ensure equal opportunity in any workplace. The first step is to make a clear corporate commitment to human rights. Senior executives should declare their commitment and be accountable at each tier of the management structure. There should be a written policy on discrimination distributed to every member of the company. The second step is to examine recruiting procedures. Employers should look for anything that may offend the aw, such as unusual language or physical requirements, unless it can be proven essential to the job. Application forms should be reviewed and interviews should avoid any conduct or comments that could be perceived as discriminatory. The third step is to monitor the workplace. Management has an obligation to intervene if there is any evidence of harassment or discriminatory behavior. Consider providing a hotline whereby employees can report to. Harvey†s, which is operated by CARA limited, has a fairly complex yet easy to follow policy, that other companies could follow. It is five page typed policy that was last updated in May of 1995. It defines sexual harassment as â€Å"deliberate and unsolicited and can be offensive sexual comments, gestures or physical contact that are unwanted or offensive either on a first time basis or as a continuous series of incidents. It may also involve favours, promises of favours, advantages in return for giving in to sexual advances or, the threat of revenge for refusing them. It states that flirtation, or a workplace romance between two consenting persons is not harassment. (Cara Operations limited, 1) Teammates who feel that they are being sexually harassed should immediately SAY NO!!!!! The employee is responsible of immediately making sure that the offender is out of line and that the behaviour is totally inappropriate. 2) The employee is encouraged to approach his or her supervisor and/or a member of the Human Resource Team for guidance. 3) The employee is encouraged to immediately file a complaint with the Human Resource Department. There are also five steps that management guarantees they will take when a complaint of harassment is filed. First they will ensure than an examination of the complaint will take place immediately. Next they will advise the alleged person that a complaint has been lodged. Then an interview with all persons involved will take place. Interviews will be taken with any witnesses followed by a clearly, accurately filled out document. On the final page of the policy, there is a section entitled â€Å"corrective action†. It basically states that is an offender is found guilty he/she will be terminated. It also states that if it is found that someone has intentionally wrongfully accused someone then he/she will be terminated as well. Other methods of corrective action that are stated are suspension, or loss of responsibilities. As you have seen sexual discrimination and harassment are two acts that go hand and hand, and unfortunately they are both issues that are delt with much too often. If all workplaces joined together and made similar policies that are strictly enforced, perhaps our world would be a little more equal, and discrimination would be unheard of.