Inspired a shared vision Essay Example | Topics and Well Written Essays - 250 words

Inspired a shared vision - Essay Example I also had to have adequate facts to deliver the vision that included research details and real-life examples. These facts are the ones that led to the embracing of the vision with almost all the members present expressing interest in the vision and verbalizing their support. Previously, the outgoing leader of the organization inspired me to a shared vision. The vision to engage in the current tendering processes of the organization was developed by this leader who approached me and enlightened me on the importance of engaging in business opportunities with the group’s savings. It is from this experience that I witnessed the importance of using facts and examples to influence a shared vision. Having the vision that is in line with the general organizational goal of taking advantage of the business opportunities. Inspiring a shared vision is not easy. Leaders have a responsibility to lead the organization and its members to greater heights following their objectives. This forward movement calls for visionary leadership that entails having a vision and sharing it with the others. It is only when it is shared that the vision becomes a

Research design Essay Example | Topics and Well Written Essays - 1500 words

Research design - Essay Example 3. Aims of the dissertation To carry out a thorough investigation into the degree of security outbreak in the Oil Region of Niger Delta To determine the extent of damage of the outbreak of security has caused the Oil Region of Niger Delta To identify the individual roles of stakeholders such as government, the legislature, the military, civil society, private security companies and the international community and how far these roles have been played in solving the security problem of Niger Delta Oil Region. To propound theories on how the individual roles of stakeholders can be brought together to facilitate the improvement of security in Niger Delta Oil Region 4. Dissertation’s position in the existing literature The issue of improving security in the oil-rich Niger Delta Region of Nigeria has been tackled from an individualist point of view over the years whereby stakeholders such as government, civil society and the international community have worked independently to impro ve security. The role of government in solving the problem is for instance seen in the presidential campaign of 2011 whereby candidates are making campaign promises to the effect that when voted into power, they will help curb the problem. The incumbent president, Goodluck Jonathan is for instance quoted by Tribune (2011) as saying â€Å"his government has introduced a series of new anti-terrorism measures, including better control of explosive materials, inspections of police-licensed armouries and the installation of closed-circuit televisions to better monitor public places† to ensure security in the region. With regards to the international community, the BBC News (2008) reports of Gordon Brown saying the best way to tackle the problem is to "identify a training and advisory support package" and that Britain is ready to help Nigeria in that regard. Most researchers embrace the individual responsibilities of stakeholders in solving the problem. Whiles tracing the root of t he security problem in Niger Delta to uneven distribution of oil wealth, Crane (2006) puts a lot of the responsibility on government alone saying once government ensures fairness, security would improve. The context of this research however refuses to single out one stakeholder in curtailing the situation. The basis of this research is rooted in the fact that no one stakeholder can handle the problem independently. Evidence of this claim is in the failure for the individual stakeholders to achieve security since efforts to ensure security started years back. In a Whitepaper released in the 2007 on Oil Transparency in the Niger Delta for instance, report is made of how individual stakeholders; especially government have put in place measures to curtail the problem of security to no avail. It is reported for instance that In January 2001, the government through an Act of the National Assembly established the Niger Delta Development Commission, ostensibly in response to lingering accus ations of neglect of the Niger Delta. (Sofiri, 2007, p.20). It is pathetic therefore that the problem still persists. The research therefore seeks to agree with collaborative effort by all stakeholders as in the assertion made by Junger (2007) suggesting that to stop the war, there should be included restitution for the environmental damage wrought by the oil industry, greater control over oil revenues for local government, and development aid to improve living conditions in the delta (Omeje,

The Wicked Day by Mary Stewart Essay Example for Free

The Wicked Day by Mary Stewart Essay The Wicked Day, Mary Stewart’s concluding volume of the four-book series called the Arthurian Saga proved to be another fantastic display of mastery in Middle Ages inspired literature. Stewart’s primary modification the original Arthurian legends is making Mordred, originally Arthur’s twice-removed cousin, into Arthur’s bastard son to his half-sister Morgause. Although I initially did not like this alteration, this book proved to be an enchanting version of the original legend of King Arthur and his knights after all. What I liked about it most is its non-typical approach to the characters. In the original legends which I’ve also read, the dialogue used was not very exciting, and the emotional impact of events that unfolded was not so intense. Stewart’s take on Arthur is a lot more mature, making her book stand heads and shoulders above the bland mass of other fairy tales whether in book or screen which is based on the story. She presents Arthur, Mordred, Morguese and the rest as three-dimensional characters in a realistic world. Arthur himself was not shown as a faultless leader, neither was Morguese shown as evil incarnate as she usually was in the original where she also wasn’t portrayed to have had an affair with Arthur. Morguese in Stewart’s book was shown more like a victim of circumstance, and even Mordred was humanized in Stewart’s tale, a man without lack of conscience who must battle his own demons and settle his grievances against a father who abandoned him. I think these elements make the entire saga and its inevitable ending portrayed in this installment as a lot more morally gray, it makes it hard for me to judge whether a particular character is good or bad and I ended up not doing so at all. Truly a treat for Arthur lovers everywhere, the magic in her book is subtle yet captivating. Source: Stewart, Mary. (1983). The Wicked Day. Ballantine Books.

Consistency and Safety in Electrofishing Methodology

Consistency and Safety in Electrofishing Methodology Within the study of electrofishing and fishery habitat management, there are specific guidelines which the management professional must adhere to in order to protect the safety of the wildlife, the boating participants, and the participating patrons. Such guidelines are industry standards and should be understood by all professionals who are participating in the fishing process. To ensure such failsafe mechanisms are in place on a consistent basis, activities must follow a professional and pre-determined path while preparing gear, loading into the watercourse, and performing electrofishing tasks. Professionals will understand that these steps cannot be ignored due to the need for similar results over an extended period of time. Given the adherence to such measures, the potential for a pure data stream and analysis is greatly improved. Given the scope of lake fishing operations, there are several key safety checks which must be performed prior to placing the boat into the water. Figure 1 demonstrates a standard safety check of the engine and generator systems on a typical electrofishing boat. Boat standardization across the industry is consistent; however, the components will often vary, requiring safety examinations which are constantly aware of standard features. Generally all boats will include a power supply and a power conditioner which are designed to meet the requirements of the specific body of water. By ensuring that the boating materials are properly calibrated for the specific investigation, researchers will ensure that their performance is not inconsistent with previously tested results. Participants in the electrofishing process will include the boat handler or driver and two additional participants for actually performing the fishing process. It is important that each individual is aware of the expectations of the task prior to moving into the water so that standards systems remain active. The handlers are responsible for placing the seining instruments into the lake for continuous shocking of the fish population. The stun process will involve retrieving the fish via net and charting their data aboard the boat. To ensure that such procedures are accomplished with limited negative affect on the fish, handlers must use care and be actively aware of their shocking methods. Niemla et al. (2000) challenge that within the electrofishing process that there are oftentimes inconsistencies in the population estimation process which can be minimized through a standardized and non-random selection process over a small number of suitable sites. There are alternative mechanisms which can also be used, including a random process or area sweep; however, what is important is that such procedures generate comparable results over time. One of the most significant challenges given the breadth of the lake environment and results driven electrofishing is to ensure that transets are predictable and time based. In successive examinations, researchers recognize that removal methods will oftentimes underestimate the actual fish population, due to a reduced catchability based on removal statistics (Gatz and Loar, 1988). To ensure that such deviation does not occur, the seining gear must be placed in approximately the same spatial area as participants navigate the lake. Extending the gear to a specific length, i.e. 10 feet, ensures that with each subsequent transet, fish are compared to the previous guidelines and not to a new set of unpredictable data. For appropriate fish sampling, a multiple pass system as highlighted by Kimmel and Argent (2006) may be used for accuracy’s sake; however, standardized systems will focus on length versus width consistency or a linear sampling distance. Recognizing that fish demographics offer substantial insight to fishery professionals, comparison data is often drawn using specific tools and tracking methods. A length board is a handy and standard tool which is used to compare fish throughout the study. Weight can be charted frequently or at regular intervals in order to gain a sampling of the representative fish population. Data regarding the water quality, temperature, and chemical composition should also be attained during this process through standard testing which includes the use of a dissolved oxygen probe. Implications of such study will become obvious during subsequent examinations and data comparison. During the multiple pass system, transets are established by visual shore markers which enable the consistent analysis over a period of time. Study of historic data trends by Humpl and Lusk (2006) demonstrated that singular pass systems were oftentimes inaccurate and could not provide researchers with adequate samples for long term comparison. Upon collection of data samples, the return process and docking procedure should mimic that of the initial boat placement, including the shutoff of all powered components prior to exiting the boat. Cataloguing data using visual methods and consistent charting materials enables long term comparison and researchers will be quickly able to identify any inconsistencies in the lake or habitat area. Considering the variability of lakes and the changing fishing population, such standardized electrofishing techniques ensure that results may be compared based on regular intervals. As biologists continue to develop more standard technologies for fishing bodies of water, integration of standard procedures the process, regardless of materials must be ensured. In this study, the underlying safety checks for the boating system were addressed, highlighting those key points where failure to investigate could mean a failed experiment and a stranded craft. Fishery management involves a relationship between the natural habitat, the visitors, and the investigating professionals; through well directed, consistent efforts, the information gathered can directly assist in charting the long term sustainability of a fish population as well as the surrounding ecology. References Gatz, A.J; Loar, J.M. (1988) â€Å"Petersen and Removal Population Size Estimates.† Environmental Biology of Fish, Vol. 21, pp. 293-307. Humpl, M; Lusk, S. (2006) â€Å"Effect of Multiple Electro-Fishing on Determining the Structure of Fish Communities in Small Streams.† Folia Zoology, Vol. 55, No. 3, pp. 315-322. Kimmel,W.G; Argent, D.G. (2006) â€Å"Efficacy of Two-Pass Electrofishing Employing Multiple Units to Assess Stream Fish Species Richness.† Fisheries Research, Vol. 82, pp. 14-18. Niemla, E; Julkunen, M; Erkinaro, J. (2000) â€Å"Quantitative Electrofishing for Juvenile Salmon Densitites: Assessment of Catchability During a Long-Term Monitoring Programme.† Fisheries Research, Vol. 48, pp. 15-22.

war crimes- what the publis should know Essay -- essays research paper

Crimes of War: What the Public Should Know   Ã‚  Ã‚  Ã‚  Ã‚  The term war crime brings to mind a combination of horrific images, concentration camps, ethnic cleansing, execution of prisoners, rape, and bombardment of cities. These images correspond in many ways to the legal definitions of the term, but international law draws lines that do not in all ways match our sense of the most awful behavior.   Ã‚  Ã‚  Ã‚  Ã‚  War crimes are those violations of the laws of war, or international humanitarian law (IHL) that deserve individual criminal responsibility. While limitations on the conduct of armed conflict date back at least to the Chinese warrior Sun Tzu (sixth century B.C.), the ancient Greeks were among the first to regard such prohibitions as law. The notion of â€Å"war crimes† appeared more fully in the Hindu code of Manu (around 200 B.C.), and eventually made its way into Roman and European law. The first true trial for war crimes is generally considered to be that of Peter von Hagenbach, who was tried in 1474 in Austria and sentenced to death for wartime atrocities. (Gutman and Rieff pg. 374) By World War I, States had accepted that certain violations of the laws of war, much of which had been defined in the Hague Conventions of 1899 and 1907, were crimes. The 1945 Charter of the International Military Tribunal at Nuremberg defined war crimes as â€Å"violations of the laws or customs of war,† including murder, ill-treatment, or deportation of civilians in occupied territory; murder or ill-treatment of prisoners of war; killing of hostages; raiding of public or private property; meaningless destruction of towns; and devastation not militarily necessary. (Gutman and Rieff pg. 374) The 1949 Geneva Conventions marked the first inclusion in a humanitarian law treaty of a set of war crimes and the grave breaches of the conventions. Each of the four Geneva Conventions (on wounded and sick on land, wounded and sick at sea, prisoners of war, and civilians) contains its own list of grave breaches. The list in its entirety is: willful killing; torture or inhuman treatment (including medical experiments); willfully causing great suffering or serious injury to body or health; extensive destruction and misuse of property not justified by military necessity and carried out unlawfully; forcing a prisoner of war or civilian to serve in the forces o... ...e has been defined over and over by various war conventions over time. Sometimes the laws of war are confusing, because of loopholes that can be used to avoid actually committing these crime. International humanitarian law does not address the causes or beginnings of a particular war, or which side was right and which side was wrong, it can only address the way it was fought. So it is possible for an aggressive country to wage war and be in complete accordance with the Geneva Conventions, and for a defender to commit war crimes even in self defense. The fact that these laws cannot answer every question and determine every moral dilemma does not mean it has no answers and no protection against barbarism and pure evil. The types of war crimes that were touched on, as sad and heartbreaking as they might be are unavoidable. Works Cited Gutman, Roy and Rieff, David. Crimes of War: What The Public Should Know. New York: W.W. Norton & Company, 1999 Jones Adams. â€Å"Care study: Genocide in Rwanda, 1994.† http://www.fatherryan.org./holocaust/rwanda. â€Å"Apartheid South Africa.† www.rebirth.co.za/apartheid.htm www.cs.students.stanford.edu/~cale/cs201/apartheid.hist.html

Comparing Henry Miller and Jack Kerouac Essay -- Authors Writers Big S

Comparing Henry Miller and Jack Kerouac I. Introduction It has never been an uncommon thing for one to retreat to nature in an attempt to ‘find one’s self,’ and somewhat clichà © these days is the retreat to nature to ‘find God.’ Hundreds of books, essays, seminars, and retreats devote themselves to helping one understand how to find enlightenment and healing through connecting with nature. It is a phenomenon that transcends religious boundaries—everyone, from Buddhists to Christian Mystics to Quakers, seems to think that the key (or, at least, one of the keys) to enlightenment lies in nature. As one may suppose, this is not a new concept. Throughout literary history, there is a distinct trend of authors praising the virtues of nature, singing of the peace that it brings and the enlightening attributes of these places away from the noise and clutter of the cities. Shakespeare tells of finding â€Å"tongues in trees, books in the running brooks, [and] sermons in stone†(Shakespeare); William W ordsworth implores us to let nature be our teacher; Goethe claims that there is rest and respite on the mountain top; and George Washington Carver admits that he tries commune with nature everyday. It seems that from Henry David Thoreau right down to contemporary authors, no generation or writing period has been devoid of at least one prolific author who takes to nature in order to find the answers. Two such authors, searching for†¦well, searching for that certain enlightenment and repose that can only be found in nature, were Henry Miller and Jack Kerouac. And despite the fact that Big Sur, California, is the chosen destination for revelation for both authors and that both authors are torn between the introspective qualities of being ‘secluded,’ and the desire for connectedness to society, they were from (moderately) different lifestyles and backgrounds and viewed the revelations that nature bestowed to them individually quite differently. By contrasting the situations and temperaments of the two authors, one can begin to see why their experiences differed so greatly. II. Henry Miller Henry Miller, born in December of 1891, spent the majority of his childhood in Brooklyn (†Henry Miller† 1). He attended high school, but never finished college; instead, he worked a variety of jobs that never lasted long, from driving a cab to working in a library (ibid.). In 1917, he ma... ...city (thus, they are very occupied with what is happening in their community.) This seems to be Miller’s salvation, while at the same time being Kerouac’s downfall. Regardless of why it worked for one and not the other, it is evident that both sought what so many today seek: to connect themselves with God and to find peace by submersing themselves in nature. Bibliography â€Å"Beat Page, The.† Rooknet.com. 4 December 2004. Ferguson, Robert. Henry Miller: A Life. New York: W W Norton & Co Inc, 1993. â€Å"Henry Miller.† 1. Levity.com. 7 December 2004. â€Å"Henry Miller.† 2. Literary Kicks. 7 December 2004. â€Å"Jack Kerouac.† Literary Kicks. 4 December 2004. Kenedi, Aaron and John Miller, eds. â€Å"Henry Miller-Big Sur.† Where Inspiration Lives: Writers, Artists, and Their Creative Places. Navato: New World Library, 2003. Kerouac, Jack. Big Sur. New York: Peguin Books, 1992. Miller, Henry. Big Sur and the Oranges of Hieronymus Bosch. New York: New Direction Publishing Corporation, 1957. Shakespeare, William. â€Å"As You Like It.† 1623. Literature Online. Proquest Learning and Information Company. Maureen and Mike Mansfield Library, MT., 2 January 2005.

Develop positive relationships Essay

Learning Outcome 1 : Be able to develop positive relationships with children and young people. 1.1. . Explain why positive relationships with children and young people are important and how these are built and maintained. Developing a positive relationships with children and young people is extremely important as it could impact hugely on their learning, development confidence and skills learnt as they grow. Nurseries and schools have allocated key workers assigned to develop a bond, care for the childs welfare and liaise closely with parents of the child. Children and young people thrive in all stages of learning and development if a positive relationships are in place and maintained. Children and young people need to feel comfortable with the people around them and one another. This will build confidence and encourage them to try new areas of learning at every stage of their development. If relationships between parents, care providers are positive the child will feel secure and can easily separate from parents when needed. Children are more likely to want to participate and enjoy activities if the feel happy and safe in their environment. Positive relationships also alleviate to some degree negative/unwanted behavior, as caregivers are more likely to recognise the initial signs and meet the child’s needs prior to any adverse behavior. Verbal communication between child and adult will also help the child develop language skills and the confidence to express themselves. Practitioners/care providers should try to recognise a child’s needs by their emotions/facial expressions. Knowing the child well – their interests/likes and dislikes will enable the practitioner to responding to its needs and emotions, plan for the child’s future developmental needs and build strong positive relationships. 1.2. . Demonstrate how to listen to and build relationships with children and young people. When building relationships with children we first need to get to know them – how they like to communicate – this may be through facial expressions, body language and gestures especially in the very young. They need to feel  confident and secure within that relationship. When trying to build relationships practitioners need to be consistent and fair – listening to the child and understanding the message they are trying to portray. Children need to know their feelings are important and their needs will be taken into consideration. Practitioners should ensure that their own emotions/feelings (having a bad day/quite and withdrawn) are not transferred on to the child. Building good relationships with parents is important as they too need to feel that they and their children are being treated fairly within the setting and that everything that can be done is being done to assist their child. Being able to identify and sort out conflicts and disagreements fairly and calmly will develop trust between adult and child and will teach the child how to respond to future disagreements with other children. Respect and courtesy should be shown to children and young people at all times to that they may in turn learn how to develop these skills when interacting with others. Practitioners can being to teach children from a very young age how to respect other people (feelings and emotions)/their belongings/teach good manners and how to act in an appropriate way. If children are spoken to warmly, encouraged and shown respect they will in turn develop these skills for themselves. Valuing and respecting individuality will help children to develop their own strengths, talents and attitudes and be accepting of another childs individuality. Allowing children to explore their individuality will show that we respect and are comfortable with their differences and encourage them to try new activities/skills which they may also enjoy. Show that we all accept and encourage individuality in people. To feel secure children need to know that they can rely on their care providers. We should therefore honor all promises and commitments made. Forgetting a promise or changing our mind may cause a child to distrust or become wary of adults. They may feel let down or disappointed. Keeping a check on the way we interact with young people, monitoring their reactions to us will indicate if we need to change our approach or way of teaching. Some children are sensitive, some outspoken and confident etc. Once we know the child we should then adapt our approach accordingly. Maintaining confidentially is extremely important when working with children and young people. Children need to know that they are valued and respected and that if they have worries or concerns they can talk with an adult confidentially. However, circumstances where abuse/neglect have taken place or are suspected, care providers have a duty to report the situation to the appropriate person thereby protecting the child. Documents/reports should be kept locked away. Permission should be sought prior to photographs/information being shared. Personal information regarding a child or young person should not be discussed /given out unless requested by professionals or appropriate authorities. Parents also need to feel that their information or conversations will be treated with respect and confidentiality. Consideration should be given to how care providers speak and give direction to children and young people. Responses should be appropriately given so the child does not feel intimidated or ordered. Children should always feel protected and secure in their environment. 1.3. . Evaluate own effectiveness in building relationships with children or young people. I believe I am able to build positive relationships with children and young people. With younger children, having a calm and gentle manor, making eye contact (at the childs level), expressing concern when needed will begin to form a positive relationships. When possible new children arriving at my setting are offered one to one time so that a strong initial relationship can begin to develop. Spending time with them alone, showing an interest in their skills/activities, encouraging and playing with them whilst trying to form a special bond with the child will help them to see me as a person  they can trust and someone who cares about them. Babies need physical contact to build a relationship – cuddling and talking gently to will reassure and settle . Babies will often cry as they need to be comforted, others may need some kind of interaction for a while. Getting to know the baby, understanding its body language and responding to its needs will help form and build a trusting r elationship. With older children I believe taking an interest in their abilities and skills, talking about their hobbies, listening to them, praising and giving encouragement, showing approval enables me to build strong relationships. Learning Outcome 2 : Be able to build positive relationships with people involved in the care of children and young people. 2.1. . Explain why positive relationships with people involved in the care of children and young people are important. Positive relationships are important because personal information has to be shared regarding the childs education and well-being. Good communication is essential to allow various carers/agenices/schools etc to communicate and pass on accurate information. It allows a childs care to be consistent, identifies needs, monitors the childs progress and ideas and skills can be shared regarding the child. It also shows the parent that professionals and carers alike are all working towards the development and well being of their child. 2.2. . Demonstrate how to build positive relationships with people involved in the care of children and young people. To ensure that positive relationships are maintained all parties concerned regarding the development and needs of a child should be invited to comment, offer advice, make suggestions and pass on information to plan for the immediate and future needs of the child. There are various ways that all parties who have an interest in the child can be kept in the loop – on-line communication, meetings , telephone, written reports etc. Sharing and  recording information is fundamental to a childs progress and to ensure all needs are met. Parents hold valuable information regarding their child so should be kept informed of decisions made regarding their childs emotional and educational development. – their opinion sought and be allowed to contribute in the decision process. Parents should be invited along to meetings, regularly updated and be given the opportunity to talk with all parties involved in their childs welfare. Confidentiality should be remembered at all times.