Broomstick - 1120 Words

Title Page Table Of Contents I. Executive Summary Short summary of the campaign Broomsticks are an essential part of the Filipino household. Due to the Philippines’ climate which ..dust. Sweeping became a daily routine. We are assigned to carry out a product launch of a new brand of broomstick. We aim to go against the widely used broomstick in the Philippines, Baguio broomstick. We plan to grab 30% of the broom market in the span of 6 months campaign period. Our budget is P5 million. II. Research Highlights Choose only most important findings from 100 person survey and highlights of interviews with at least five KOLs (key opinion leaders) or resource persons. III. Situation Analysis Industry Analysis Describes†¦show more content†¦nder tension will submit withdraw/ avoid dictate/ assert attack/ be sarcastic Seeks attention accuracy productivity recognition Gains security by close relationships preparation control flexibility Wants to maintain relationships credibility success status Supports his/her feelings thoughts goals ideas Likes you to be pleasant precise to the point stimulating Wants to be liked correct in charge admired Irritated by insensitivity/ impatience surprises inefficiency/ indecision inflexibility/ routine Measures person s worth by compatibility with others precision/ accuracy results/ track record recognition/ compliments Decisions are considered deliberate definite spontaneous Low Caring Low Control Analytical Melancholic o more cautious, threatened by change o factual, preoccupied by detail o logic facts have higher priority than relationships o be organized, prepared Driver Choleric o driven, task-oriented individuals o willing to take risks o needs to be in control o strong, forceful o Here are your options, what do you want to do? o keep relationship business-like o get right to the point Amiable Phlegmatic o prefer status quo, like the world as it is o easy-going but cautious about making decisions o don t enjoy conflict, don t like saying No o relationship-driven, need to trust you first o offer personal assurances that you stand behind your decision Expressive Sanguine o lively, social individuals who love to talk, thusShow MoreRelatedWitches, Broomsticks And Witchcraft1582 Words   |  7 PagesWitches, Broomsticks and Witchcraft What comes to mind when someone says, witches? Most likely a picture of the Wicked Witch of the West, or Elizabeth Montgomery’s portrayal of Samantha from the sitcom Bewitched. Sometimes it’s someone evil and scary hunched over a black bubbling cauldron. Today’s modern witches are known as Wiccans who follow the nature-based religion, that have different branches and denomination. There has been some controversy about when Wicca had started, if it was formedRead MoreAnalysis Of My Pods And Broomsticks In The Simpsons796 Words   |  4 Pagesâ€Å"My Pods and Broomsticks† a very controversial episode of â€Å"The Simpsons† is full of satire, concentrating in the main theme of stereotypes and the ignorance of consumers in this day and age. These are represented through the Simpsons, elements, or flaws of modern society are cleverly displayed using many devices such as humour, puns, irony and sarcasm. When analyse an episode of the Simpson it get s you thinking, does the Simpson serve a greater propose than to just entertain? In the start of theRead MoreThe Witch-Figure and the Sabbat865 Words   |  4 PagesCivilization The Witch-Figure and the Sabbat Robin Briggs Today, there remains a relic of the European witch-hunts predominant at this time of year. Halloween decorations are flooded with depictions of tall thin hats, and haggard old women flying on broomsticks. For a time period of approximately the middle fifteenth century to sometime into the eighteenth century witches were thought to be a serious threat to the community. Skeptical Roman authorities finally helped put an end to the continued persecutionRead MoreWizard Of Oz Essay1043 Words   |  5 Pagesgetting to the wizard but eventually got to him. After they went through all of this trouble with the wicked witch and getting to the wizard, he tells them they have to get the wicked witch of the west’s broom from her. Then they go off to get the broomstick from the witch but something terrible happens. The wicked witch sent flying monkeys after dorothy to take her slippers. Then Dorothy got taken away to the witches castle and Dorothy only had little time to live before the witch killed her. But luckilyRead MoreSociety s Fruit By Haggard Witches1065 Words   |  5 Pagesdiscussed in English literature appear to be identical individuals. However, upon taking a closer look, one would realize that Bafana is everything the stereotypically evil witch is not despite the fact that they are physically comparable do wn to the broomstick. Italian children would not regard her as an evil character, they rather relate her to Santa Clause during Christmastime. Her cheery nature and gift giving abilities overcome all judgments about her appearance, transforming her into the belovedRead MoreThe Wizard Of Oz By Victor Fleming Essay1744 Words   |  7 PagesWoodman, the Scarecrow, and the Cowardly Lion when on her way (Ibid.). Notably, each of them desires a specific thing to make them complete. 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Many argue against this book on the grounds that these falsehoods will lead children to believe that theRead MoreThe Flipping Life : Harry Potter And The Sorcerer s Stone1273 Words   |  6 Pagesand Harry help him to discover his life and are not only the process of getting to know more friends but also his enemies. While studying at school, Harry gets to meet more people, including the good and the bad ones. During the class of using the broomstick, Harry stands up for his classmate to take back Neville Longbottom’s belonging against Draco Malfoy for the first time. To illustrate, Malfoy said, â€Å"‘Look!’ said Malfoy, darting forward and snatching something our of the grass. ‘It’s that stupidRead MoreEssay on Wicca865 Words   |  4 Pagesto complete. Wiccans are not Satan Worshippers. They do not communicate with the devil. The devil is a Christian belief and is in no way connected to Wicca as is believed by many non-Wiccans. Wiccans also do not fly on broomsticks. They do have many rituals that involve broomsticks though. The broom is seen to have very protective powers and therefore is used a lot in Wicca. A male witch is a witch, not a Warlock. Warlock is a Celtic word that means traitor. It was used to describe the men who soughtRead MoreAnalysis Of The Play Somewhere Over The Rainbow 859 Words   |  4 Pagesgo into the Wizards chamber and the Great and Powerful Oz appears as a disembodied head and refuses to Grant the group s wishes until they do something for him. He demands them to bring him the broomstick of the Wicked Witch of the West. Dorothy and Company try to figure out how to steal the broomstick of the Wicked Witch of the West, while hiding in the dark forest. Meanwhile, the Wicked Witch of the West sends her fl ying monkeys to capture Dorothy and Toto and bring them to the castle so she can

The Social Contract By Jean Jacques Rousseau - 1271 Words

‘The Social Contract’ was written in 1762 by Jean-Jacques Rousseau. Often viewed as one of the most important philosophers during the Enlightenment Era, Rousseau wrote ‘The Social Contract’ to explain his theory of how society originated, as well as how much authority government should have over those under its power. He also explained why people within a society should have more authority when it comes to establishing laws. Rousseau concluded that Legislative and Executive bodies must be established within government to help regulate laws and the people. Throughout his writing Rousseau was able to clearly establish what the social contract actually is, as well as what the roles of governments and citizens under those governments are. By studying ‘The Social Contract’ a better understanding of how Rousseau’s ideas helped change Absolutist governments can be achieved. Perhaps one of the most important ideas Rousseau described in ‘The Social Contract’ was what the social contract actually is. He did this in Book I chapter 8: Civil Society. Rousseau began this chapter with a little bit of background explanation by saying that men will be changed as a civil society gradually evolves from its original and natural state. Speaking of the social contract he then claimed that, â€Å"it puts justice as a rule of conduct in the place of instinct and gives his actions the moral quality they previously lacked.† (Contract, p20). Rousseau quickly continued by explaining that men will stopShow MoreRelatedThe Social Contract By Jean- Jacques Rousseau1512 Words   |  7 Pages The Social Contract by Jean- Jacques Rousseau can be seen as the foundation of the American political system. This is only true if the state believes to only serve the will of the people and that they are the full political power. They are the ones who give the power, or take away the power. I think that this is relevant when Rousseau brings up the general will and the will of all. Before I go into that I think it is important to go through the difference between what the general will is and theRead MoreJean Jacque Rousseau s Theory Of A Social Contract881 Words   |  4 Pages Jean Jacque Rousseau was one of the most controversial philosophers from 1712-1778. The first to speak explicitly of human rights. He was a Swiss philosopher who was influenced by the French revolution. He believed that people basically everyone is good but it s society that corrupts them to do wrong. Each philosopher had their own ideal world, and his was to have people make laws and obey them. However, Ro usseau has a different opinion on the theory of a social contract but also did help developRead MoreSocial Contract Hypothesis By John Locke And Jean Jacques Rousseau1723 Words   |  7 PagesSocial contract hypothesis, about as old as logic itself, is the perspective that persons ethical and/or political commitments are indigent upon an agreement or assention among them to shape the general public in which they live. Socrates uses something truly like a social contract contention to disclose to Crito why he must stay in jail and acknowledge capital punishment. In any case, social contract hypothesis is rightly connected with cutting edge moral and political hypothesis and is givenRead MoreMontesquieu s Spirit Of Laws And Jean Jacques Rousseau s On The Social Contract1620 Words   |  7 Pagesor the people who permit the government to exist? This is the main point of contention between Baron de Montesquieu s Spirit of Laws and Jean-Jacques Rousseau s On the Social Contract. Inter estingly, their interpretation of different forms of government converge on the sovereignty of a democracy, but that is where most of their common ground lies. While Rousseau shares similarities on the sovereign authority of a democracy with Montesquieu, he departs by arguing how regardless of government, sovereigntyRead MoreEssay on Biography of Jean-Jacques Rousseau1349 Words   |  6 PagesBiography of Jean-Jacques Rousseau MAN is born free; and everywhere he is in chains. One thinks himself the master of others, and still remains a greater slave then they. How did this change come about? I do not know. How can it be legitimate? That question I think I can answer. (RousseauRead MoreJean-Jacques Rousseau1524 Words   |  7 PagesTopic #1 Jean-Jacques Rousseau makes the provocative claim that the transfer of sovereignty involves in the election of representatives signifies a loss of freedom: The instant a people chooses representatives, it is no longer free. (On the Social Contract, p.103) Do you agree with Rousseau? The book On the Social Contract published on 1762 by Jean-Jacques Rousseau is one of his most important works, which points out the basis for a genuine political order and freedom. One of Jean-Jacques RousseauRead MoreModern Liberalism and Political Policies1337 Words   |  6 PagesModern Liberalism Thomas Hobbes, John Locke and Jean Jacques Rousseau’s political philosophies and theories each differ from one another’s, but these three philosophers have all staked their claims as to what man would be like, prior to the formation of the state. This is the State of Nature. Their notions on the social contract reflect their position on the political spectrum. These three philosophers also examine the purpose and function of the government to individuals of the state. Modern liberalismRead MoreJean Domat, Montesquieu And Jean Jacques Rousseau859 Words   |  4 Pagesviewpoints on government due to basing their ideas on the same former structures. But, in contrast new government structures include a variety of variations. Therefore, Jean Domat, Montesquieu and Jean Jacques Rousseau have major differences in their outlooks on government, but they do share similar aspects. To start off with, Jean Domat was a French jurist who ideas stem from the kings practice of royal absolutism. In addition, Domat also established a large presence of the law of God within herRead MoreJean-Jacques Rousseau the French Philosopher779 Words   |  4 Pagesï » ¿ Jean-Jacques Rousseau the French Philosopher Jean-Jacques Rousseau was born June 28, 1712 in Geneva, Switzerland, to French Huguenot parents, Isaac Rousseau, a clock maker, and Suzanne Bernard, who died only a few days after his birth. 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GCSE Dance Extended Notes Free Essays

string(158) " around in the circular pathway, I lurch forward at the build up of the dance making a fist with my hand, as here I wanted to include one of my dance motifs\." I chose this piece of music because of the clear-cut and established structure, which helped mark certain moments of my dance and distinguish each section from one an other. Instead of the background music being accompanied by actual words, after the main build up of the song a woman can be heard singing strange hypnotic noises. I think this compliments the idea of freedom in the second part of my dance, because now my persona is free of oppression they can express themselves in whatever way they want to, like the woman singing in the piece of music. We will write a custom essay sample on GCSE Dance Extended Notes or any similar topic only for you Order Now It is noticeable that before, and including the build up to the singing woman that the music is very repetitive. When played along to my dance, I thought it represented the monotony of a slave’s life. However, what could be also heard in the build up was a glimmer of endearing hope, because even though the music represented sadness, the tone stayed bright throughout. In the first section of the dace I wanted to show snippets of the slave’s usual day. I also wanted to keep the energy in the dance gentle and keep a minimum amount of strong energy in it. This is because I waned the audience to relate to the feeling of being confined and ordered around. Also, it mainly focuses on the idea of freedom being in the form of hope inside the personas head, rather than freedom being expressed in movements which would be associated with such an idea. I begin at centre stage on the floor curled up in a ball to symbolise the small space the slave is kept in, then ease myself of the floor in a swift manner, keeping my head in front of the rest of my body. This shows the audience that the slave is being dragged out of bed in a hostile manner. I began to inject the fear the slave has on their master into the dance by covering my face with my hands, as one would usually do if they are trying to hide or if they are anticipating physical aggression. I start to travel to downstage right taking large strides and stumbling with every step to show the slave being pushed towards the fields to work. I kept the levels in which I was performing low which emphasises the slave’s inferiority when compared to their master. After three or so strides I immediately begin to use a repeated gesture, which gives the impression of the slave being forced into labour on the field. I right raise my left arm and when that arm reaches its peak height I bring my opposite arm up in the air to meet and bring them back down towards the ground whilst lurching forwards. This represents the slave working in a field with some sort of tool, which I envision to be a tool for picking at soil. In addition, the heavy lurch forward helps me to symbolise the constant presence of oppression. For the part in the first section where the slave tries to retaliate, I wanted to use movements which would put importance on the levels used in this particular section. This is because it defined the relationship between the slave and their master, and this was especially important as the audience could not see the master’s actions for themselves-this had to be portrayed in the movements of the slave. In this moment in the dance the slave tries to fight for freedom. I use gestures such as a clenched fist to show my persona is willing to fight oppression, and rise on the tip toes to create a high level, which symbolises rising against the master. However, I soon cover my face with my hands again and leap backwards in recoil as the slave is overcome with the power of the master. After unsuccessfully trying to stick up of oneself, the slave drops to the floor, to a low level. This new level, lower than the audience has seen the slave before helps to emphasise how lowly the slave is thought of by themselves and their master. I then raise my arms and then bring them back down to my chest resting my flat palms against the other, and this represents the hope the slave still feels even after being beaten by their master. I keep my body shape compressed into an angular shape whilst lying down on the floor, which shows my persona resting before quickly reaching up with their hands to the sky but then being pushed back down to the floor. I repeat this movement several times to convey the idea of perseverance coming from the slave. I also included some movement pieces such as twisting my body around so my stomach faced upwards, and also sliding my body across the floor. After these movements I swivel around into a kneeling position and clench my fists again and then punch them into the floor below me. This is again to convey perseverance and to let the audience understand, the slave has not given up their fight for freedom. The transition from section A to section B is very clear as the music transforms into a free drifting melodic chime with violin ___ in the foreground. Here, in this transaction, is where I tried to convey the journey to emancipation. I used a lot of space in this travelling sequence by running around in a circular pathway, because I wanted to show the slave trying to break free of their master’s strict reign. Whilst running through my circular pathway, I held my right arm out to convey the idea of the slave trying to make the most of the new found space around them. In section B I wanted to mainly use movements that symbolised freedom instead of the daily routines of the slave. After running around in the circular pathway, I lurch forward at the build up of the dance making a fist with my hand, as here I wanted to include one of my dance motifs. You read "GCSE Dance Extended Notes" in category "Papers" For another one of my movements I stand on my tip toes and make a v shape with my arms to represent my persona basking in the space all around them. I have experimented with a number of movements in the next parts of the dance, because I wanted to show that my persona is free to try out new things and be themselves. I leap onto the floor which is supposed to represent a giddy action of joy and then soon return to a standing position. I further try new moves which the audience hasn’t seen before. For example, I bend into a hunched position and then jump whilst swinging my arms past my legs. I finish the dance with a final lurch forward and repeat one of my dance motifs with a raising of my arms in a v shape. Key positions 1. Fighting- This position is very varied through my dance throughout my whole dance, and can consequently go unnoticed just like the inner strength of a person-which can’t always be seen by others. The position represents the perseverance of my persona, and their unwillingness to give up fighting oppression. In section A of the dance, this position can be seen when my persona stands up to their master and also when they are crouching down on a low level and they slam their fists down to the floor. I wanted to use this a reminder that even though my persona has been beaten many times, they are not going to give up their search for freedom. Prayer- This position also varies throughout the dance to show hope and faith, and this also ties with my first motif 3. Freedom- This is my main motif which has been developed with different levels and dynamics. The main meaning of this position is the act of embracing freedom. I performed this gesture relatively weakly in terms of dynamics, in section one. The reason for this was because my persona, the slave couldn’t fully embrace freedom under the rule of a master. To make this move effective in the first section, I used a range sad facial expressions in order to increase my projection to the audience. It was important, this movement stood out to the audience as it fully represents one of the fundamental ideas behind my dance idea whim is emancipation. In the final section, this movement is seen very differently. For example, the pace in which the movement is performed is quicker and at times, at a higher level. For example, when the music reaches is climax and I break into the freedom movements; I rise up on my tip toes performing the movement with a strong energy. This is because I wanted to show the audience how exhilarating freedom feels my persona. Also, I wanted the developed motif to juxtapose against the one I used in the first section. Evaluation I decided to create my dance around the original motifs I came up with, these were mainly gestures which represented frustration, desperation, hope and of course, freedom. The movement materials I came up with next derived from my original starting point which was the diary of a slave who was involved in the West Indian Slave Trade. Once I was happy with my ideas I listened to the music I intended to dance to and let my mind create possible moves in the dance. I interpreted my music to have three sections, the first is the base, the second is the build up and the final section I labelled the pinnacle part of the piece. I fit this in with my dance having the first section as the one where my persona is being oppressed and calling this section A, having the second section of the music transform into a transition between the previous section and the one to follow, and finally having the last section of the music as my section B, where the slave is at last emancipated. I think the movements I used in section A informed the audience of my dance idea more than the movements in section B. I think this because, in section A, I used more realistic movements whereas in section A my dance material was more towards the abstract spectrum in order to communicate the feeling and idea of freedom rather than what one might do if they were free. This was effective in my point of view, because it broke up the dance and I thought it was refreshing to watch a piece that was both slightly surreal and realistic at the same time. It also kept my imagination flowing as I was never bored when concocting the next part of my dance, as I could use a new or different dance technique that I had not used before. I was very pleased with how section A turned out, because I think it communicated the hardships of being a slave, and already, so early in the dance I could see the personality of my persona coming through. I used all of my main movements in the beginning without crowding the first section or overcrowding other movements. Section B was a slight struggle for me as I wanted to use large, strong, dramatic movements but the ones I had created in my head were hard to physically perform. For example, the leaps I wanted to do were not doable in my range of skill. However, I overcame this by performing small leaps but with the maximum amount of energy I could exert into it. If I could work on this dance further I would love to explore my persona actual journey to emancipation in much more detail; I feel their story had to be cut short due to time and I think their is a lot more that could be told. Another reason for this is that I want to delve deeper into the hardships fighting for freedom brings, as I think I definitely skimmed over that aspect in my dance. Also, I would like to edit the music, as it is too long for my dance. Overall, I think I communicated the main idea of my dance clearly. Aided by my motif developments, I think the movements I used reflected the emotions of persona as well. How to cite GCSE Dance Extended Notes, Papers

Risk Management of Musculoskeletal Disorders Construction Industry

Question: Describe about the Risk Management of Musculoskeletal Disorders for Construction Industry. Answer: Introduction Risk management of MSDs is one of the major concerns for industries within Australia as they continue facing a high number of compensation claims from affected workers. The construction industry is one of the sectors that face a high number of MSD cases due to the physical nature of the tasks carried out by workers. The Australian government has put in place a number of strategies to ensure that there are both long term and short term measures, which will effectively lower the cases of MSDs to internationally accepted standards. These strategies are included in the Australian Work Safety and Health Strategy for 2012-2022, and consist of set targets to be achieved by the end of the period. These, targets include plans to reduce rates of compensation claims related to injury fatalities and MSDs. This report will also include a literature review on the risk management of MSDs and a review of the AS/NZS ISO 31000:2009 standard framework, principles and procedures for proper risk manageme nt. The report will further provide recommendations on measures for management of MSDs in in the construction industry. A Review The Safe Work Australia 2012-22 Strategy: Performance Targets For Musculoskeletal Disorders The Safe Work Australia 2012-22 Strategy involves the plans set out to ensure that by the end of 2022, there will be lower incidences of deaths, injuries and illnesses related to work processes within Australia and its entire territory. This is encompassed in the Australian Work Health and Safety Strategy 20122022. The strategy was arrived at after reviewing the National OHS Strategy as a result of the need to give sustainable attention on improving key areas in occupational health. Despite the improvements in the work health and safety sector, data on OHS by 2012 showed that averagely above 250 workers in Australian territories died from injuries sustained while at work annually. An estimate of above 2000 workers died as a result of work-related illness annually. Between the year 2009 and 2010, a total of 640 000 workers had been to have experienced work-related injuries and/or illness. Within the same period, about 303 000 workers got compensated for one or more injury/ illness. Th e total cost of these workplace injury and illnesses to the economy of Australia during the financial year (2008-2009), had been $60.6 billion. The cost represented a whole 4.8% of the GDP of Australia. Economic costs brought about by the work-related injuries, illness and also death had been significantly borne by workers, families, the community and the employers. In this regard, the strategy aims at promoting a work environment that is safe and productive. Simply referred to as the Australian Strategy, it is a policy that that comprises of 4 major expected outcomes; Reduced incidences of deaths, injuries and illnesses related to work processes Reduced hazard and/or risk exposure among workers Improved control of hazards Improved health and safety infrastructure within different workplaces in all sectors of the country. Specific Targets of the Australian Strategy Apart from the above targeted outcomes, the Australian strategy focuses on three main specific targets to be achieved at the end of the year 2022. First, the strategy targets to attain above 20% reduction in injury-related fatalities to the workers in all workplaces. This target was based on a comparison between the Australian fatality rates due to injuries between the year 2008 and 2010, and that of the best performing countries including UK, Sweden and Switzerland. According to the 3-year average, the Australian fatality rate was at 2.5 fatalities/100 000 laborers. The best performing countries mentioned had below 2.0 fatalities/100000 laborers. Therefore, there is need to reduce further, the fatalities as a result of injuries by 20% in order to hit below 2.0 fatalities/100000 laborers. Secondly, the strategy targets to achieve above 30% rates in the reduction of serious compensation claims incidence for compensation among workers. This target is based on the steady reduction of serious compensation-claim-incidence among workers as from the year 2009 to 2012. The strategy indicates that suppose such as trend in maintained for the rest of the period, then this rate could be brought to 7.9 compensation claims/1000 workers by the year 2022. This means that 33% reduction of the serious claims will have been achieved. Thirdly, the Australian strategy aims at attaining beyond 30% reduction in serious compensation claim incidences among workers particularly as a result of musculoskeletal disorders (MSDs). This target was also based on the fact that if the then trend in 2012 could be maintained in regard to reducing compensation claims related to MSDs, then by 2022, the achieved levels could be 32% lesser than the initial period. Therefore, by 2022, the rate of compensation claim incidence related to MSDs will be 32% less than during the periods between 2009-2010 and 20112012. This implies that incidence rate of claims for compensation will be 4.7 claims/ 1000 workers in 2022. The major concern is that the link between increased preventive action on safety and health and lower work-related body injuries may not likely follow this kind of consistent decline pattern in the long run. This means that 30% reduction in compensations claims on MSD-related condition could be challenging to attain. Literature Review Dale et al (2014) The authors compare musculoskeletal disorders claims between floor layers and those among the general population of employees. In their study they define MSDS as disorders and/or injuries which usually affect normal body movement among people through interfering with the functioning of the musculoskeletal system. In this journal, the different components of the musculoskeletal system affected by these disorders include the muscles, discs of the spine, ligaments, blood vessels and the nerves. MSDs include tendonitis, digital neuritis, epicondylitis, the degenerative disc diseases, herniated and/or ruptured discs, sprained ligament, the carpal tunnel syndrome, the mechanical back syndrome among others. The authors indicate that there are higher numbers of reported cases of MSDs among floor layers than among other general working employees. Salem et al, (2008) These researchers focused on how work compatibility influences rates of musculoskeletal disorders within the construction industry. In the journal, the researchers feature different work related risk factors to MSDs, a par from incompatibility of work. The journal emphasizes that the design of any given work place like in the construction industry, determines the development and extent of the MSDs among the workers. Whenever workers commit themselves and/or are forced to carry out tasks that are beyond their physical capabilities with unsafe tools, they most often risk injuries and disease conditions to their musculoskeletal system. Any evaluations that can be done objectively on such a workstation mostly indicate that the tasks carried out are beyond the workers capabilities and are incompatible. Mathew, L. (2014) Mathew (2014) examines how Stress influences MSDs among workers in the Indian construction industries in Kerala. The author indicates that job stress in Construction Company leading to MSDs could be as a result of high task repetition. A lot of work in the construction industry for instance, involves a lot of cycles that workers have to make. These repetitive tasks are carried out frequently and usually are based on fixed-period production targets. The work process could be hourly and/or daily and thus, workers have to ensure that they make the high number of rounds to complete a particular task. This brings about stress both physically and emotionally. Jobs can be classified as highly repetitive if each cycle takes less than 30 seconds. High repetition accompanied with other exposure risks like awkward postures result in the development of MSDs among workers. Liao Chiang (2016) These researchers focused on ways of reducing occupational injuries that result from in-attentional blindness within the different areas of the construction industry. They indicate that forceful exertions which form part of ergonomic risk factors could result from in-attention among workers. A lot of tasks involve heavy loads and therefore a high force is exerted on the body. In order to successfully lift and move these loads workers muscle effort increases in order to withstand the force. The resultant fatigue may persist and end up as musculoskeletal disorder. Sustained awkward postures which are also repetitive exert a lot of force on the body joints of workers while overloading the body muscles, ligaments and tendons within the joint under use. Anatomically, body joints are most effective and efficient when operating within the mid-range joint motion. In the construction industry, the casual workers make a lot of high force cycles which work the joints beyond this mid-range in ca ses where workers do not give maximum attention to safety measures. As a result, they increase the risk of sustaining musculoskeletal disorders around the affected joints. Konda et al (2016) The three authors focused on highlighting fatal traumatic injuries of the brain within the construction industry as from the year 2003 to 2010. These researchers bring out some of the individual factors that lead to such MSD cases. One of the individual-based risk factor to acquiring MSDs includes poor work practices among workers especially in the construction and mining industries. Individual workers employ a poor work practice and lifting techniques which introduce risks to the development of MSDs such concussions due to falling objectives that hit the head. The practices bring about preventable stress on body parts such as the head, which increases fatigue in continuous cycles without recovery time. Entzel et al (2007) The journal establishes the best practices that can be used to prevent MSDs in masonry. In the journal, the authors indicate that poor general health habits among workers are part of individual risk factors leading to MSDs. These habits include smoking, excessive drinking of alcohol, obesity among other unhealthy habits. These habits predispose the affected workers to high possibility of awkward posture and compulsive repeated motions making them to easily acquire musculoskeletal injuries. Inadequate rest and recovery accumulates fatigue among workers. Accumulated fatigue brings about a loss of balance in the musculoskeletal system and therefore, little or lack of sufficient time to recover brings about more serious musculoskeletal injuries especially in the construction industry. These practices include use of PPEs, appropriate posture and using of tools the right way for the right purpose. Iles et al (2012) The authors focused on the economic analysis of MSD costs by studying how to reduce compensation costs of MSDs in Australia through proper risk management. Some of the significant risk factors that led to MSDs among others included poor nutrition, poor physical fitness and dehydration. Extreme cases include where malnourished workers have to work on a long term basis at a given industry. Their bodies have insufficient nutritional capacity to enable recovery and healing as well as dehydrated. There is thus little energy to twist and make repetitive joint and muscular movements leading to MSDs. These kinds of workers risk chronic diseases apart from the high possibility of developing musculoskeletal injuries. The authors propose appropriate engineering controls, personal protective equipment and workers health and safety programs that are effective. Gibbons, L. (2014) This journal provides a number of ways on the management of minor MSDs. According to Gibbons, the health and safety program aiming at controlling and preventing risk factors related to MSDs must address a number of issues. First, workers must be advised to avoid unsafe lifting practices, unsafe pushes pulls on materials. There is need to remove any obstructive materials on access routes where manual workers are engaged. Good housekeeping including proper storage of materials should be encouraged as a safety practice while ensuring that ladders are used correctly. Rwamamara et al (2010) These authors focused on establishing evidence?based preventive measures against MSDs in the construction industry. According to the journal, construction companies should insist on semi-skilled workers with however, good training in handling the tasks available. There is also a further need for proper vehicle maintenance among other machinery and/or equipment to reduce on the physical demand of their operation. Lastly, workers must be instructed strictly to use particular equipment appropriately. This can reduce the risk of obtaining any related MSDs in the workplace. Village Ostry (2010) The journal provides an assessment of attitudes, beliefs and the readiness towards MSD prevention among workers in the construction industry. The journal recommends positive attitude towards Safety and Health Programs among employers and employees. Further, it emphasizes the need for follow-up on the workers participation, supervisory advice, engineering control measures and all structures put in place within the workplace health and safety program, targeting the prevention and management of MSDs among workers. The health and safety program and its implementation must however be in compliance with the Australian occupational health and safety regulations. Risk Management Of Msds Using the AS/NZS ISO 31000:2009 Standard in Risk Management of MSDs The AS/NZS ISO 31000:2009 Standard includes principles and guidelines that should be considered in the development of risk management frameworks and/or programs in different institutions within the Australian territories. In this regard, the standard should be adopted by construction companies in the efforts reduction of MSDs in order to achieve the Australia Work Safety and Health Strategy of 2012-22. The following approaches include the recommended approaches towards the risk management of MSDs among workers in the construction industry within Australia. The recommendations encompass the principles, framework and procedures set out in the AS/NZS ISO 31000:2009 standard. Principles of Risk Management According to the principles of risk management outlined in the AS/NZS ISO 31000:2009 Standard first, there is need for a risk management program to create and still protect value. This includes contribution towards institutional attainment of set objectives. There is need to integrate risk management programs in both strategic and operational planning g process. In the context of a construction company, this procedure ensures that some measures for reducing MSDs are not left out in both plans. Risk management as a process enables in strategic decision making and therefore brings about the making of suitable choices, identification of priorities and selection of suitable action. According to the fourth principle on explicit address of uncertainty, risk management programs help industries to develop controls that can minimize high probability for losses while maximizing the probability for gain. Adoption of this principle and preventive measures to MSDs will minimize compensation claims for MSD-related conditions while maximizing productivity. The risk management process and programs should however be timely and well-structured to contain the situation of risks in a given company. This boosts its efficiency, effectiveness and reliability within the institution. It should however be based on available information which has also been sought through the best approaches. Tailor-making risk management procedures, is among the principles of proper risk management under the AS/NZS ISO 31000:2009 Standard. Different companies can therefore design and implement their customized risk management procedures as long as they comply fully with the AS/NZS ISO 31000:2009 Standard. Construction companies should ensure that this approach is used as it involves varying working conditions and tools. The eighth principle involves taking into account the existing human and socio-cultural factors. This will help in enhancing acceptability of the preventive measures in place and the attitude towards any related interventions. Transparency and inclusivity in the design and implementation of risk management processes is an important measure. Internal and external stakeholders must thus be considered in this process, even in the construction industry. Further, the tenth principle requires that the risk management process be not only iterative but dynamic and yet responsive to any emerging change. In the context of a construction company, there is need for managers and supervisors to ensure that they take care of emerging risks related to MSDs and make allowance for those that have long been eliminated. Lastly, risk management should translate into a continued improvement of the related institutions. With proper risk management procedures in the construction industry therefore, it is most likely there will be an improvement in the state of MSD management. The Five Attributes to Enhance Risk Management According to AS/NZS ISO 31000:2009 Standard, the first attribute that will enhance risk management process is when agencies fully agree to take accountability for all their risks and come up with control and treatment measures that are effective. In this regard, the construction industries must agree to be liable to the risks and the dangers posed to their workers as a result of exposure and therefore develop the best measures to put this situation in control. Secondly, an increase in the emphasis on a continuous risk management improvement trend is also an attribute of proper risk management program. There is need for institutions to set their performance goals, modify processes, systems, resources and the capability to have a sustained improvement that is however continuous. Construction companies should adopt this attribute so as to effectively manage MSDs among their workers. Thirdly, risk management process must require that all responsible individuals are identified. AS/NZS ISO 31000:2009 Standard requires further that these individuals are suitably skilled, own adequate resources that enable them check and boost control measures, monitor related risks, and have the proper communication abilities towards stakeholders. Construction companies must thus ensure that they identify such these individuals who cannot only educate the workers on safety procedures but also involve other stakeholders in doing so. Fourthly, decision making in any given institution should consider the different risks that have been identified. It should also consider how appropriate the applicability of the risk management process could be for the staff. Further, in line with the fifth attribute of the risk management process, there is need for frequent reports to the relevant stakeholders regarding the performance of an institutions risk management. Construction companies can thus adopt this attribute and ensure that there is continuous reporting on the progress of risk management process, which is also highly visible. The Development of a framework for Enterprise-wide Risk Management According to the AS/NZS ISO 31000:2009 Standard, there is need for institutions including construction companies for this particular report, to develop a framework that enables them to integrate risk management practice into all their enterprise-wide systems of risk management. Under this framework, companies need to ensure that the framework on risk management encompasses policy objectives, commitment to management of risks and legislative responsibility. Furthermore, there is need for the risk management framework to be embedded within an institutions policies, practices and values. Construction companies thus need to ensure that their commitment to the Australian Strategy on the reduction of MSDs beyond 30% by 2022 is factored in the development of both their short term and long-term policies. They should ensure that they commit procedure, resources, internal and external relationships among other activities into ensuring that there is an increase in the adoption of safer work pro cedures and thus a consequential reduction in MSD level within their workplaces across the country. Under this framework, there are three major objectives to be considered according to the AS/NZS ISO 31000:2009 Standard. Strategic objectives-There is need for senior executives in a given workplace and/or industry to provide strategic direction. Therefore, senior managers and supervisors in the construction industries should therefore provide clear short and long-term direction on the achievement of lower MSDs among workers. Operational objectives-They give responsibility to middle level managers of any company/agency to align strategic objectives set, with the operations of the company/agency. These particular strategic objectives should provide an outline on the roles of every unit within the company is supposed to do in order to reach the targeted outcomes. Construction industry middle level managers should thus ensure that they align the objectives on the reduction of MSDs with company operations. Line objectives-The line managers in a given institution has the responsibility to come up with short term and yet more specific strategic plans, to be achieved in the short term. In the context of a construction company, line managers should provide short term risk management plans with specific measures to for instance, prevent MSDs among workers. These plans should indicate the procedures through which these particular measures should be carried out and the time frame. Recommended Conventional Prevention of MSDs in the Construction Industry The first step to prevent MSDs as described in Rwamamara et al (2010), in any particular health and safety program in the construction industry is to carry out a risk identification and assessment of exposure factors. This process involves observation and interviewing of workers regarding their experience with the working conditions and tools. Observation on the other hand involves recognizing the crucial points at which there is need for intervention with particular preventive measures (Scherzer Newcomer, 2013). Risk identification must always be a through practice as it will determine the type of controls to be put in place so as to limit the effect of MSDs among workers. Secondly, there is need to put controls in place so as to minimize the exposure rates to the risks of MSDs among the different workers within a construction site. There are many control measures which are defined by different national risk management policies and which are specific for each particular industry (Massitti, 2006). However, engineering controls within a given company may be customized to fit the setting of the workplace and still improve the state of exposure to the risks involved. These controls may also include the provision of personal protective equipment including gloves, overalls, and helmets among others (Dale et al, 2014). Vibrating machines that bring about shaking of muscles among other MSDs should be replaced with silenced machines and/or those with ideal vibration frequency. Thirdly, workers should be advised and trained on the risks of MSDs and how to overcome them according to Rwamamara et al (2010). Before workers are allocated work, there is need for experts to provide advice on the correct procedures to follow, the proper use of particular tools, the need for body recovery including the importance of rest breaks among others. While some of the workers may be well-trained, there is need to consider the health risks of those who are casual workers by putting them under the most experienced workers (Mathew, 2014). In this regard, they are likely to learn the safety skills and improve their productivity while watching their own safety. Further, participatory approaches in ensuring the proper health and safety of workers in regard to the risk of acquiring MSDs must also be used. For mining companies and construction engineering processes, workers must be encouraged to take part in the workplace health and safety programs pro-actively (Gibbons, 2014). Participation will lead to early reporting of accidents and/or predisposing factors to MSDs, symptoms of MSDs and any emerging situations within the work process (Dale et al, 2014). Workplace supervisors should thus inculcate a culture of letting the workers report and participate in creating possible solutions to negative risk of MSDs in the workplace. Conclusion This report provides a review of the Australian Work Safety and Health Strategy for 2012-2022 including the set targets to be achieved by the end of the period. These include targets to reduce rates of compensation claims related to injury fatalities and MSDs. The report also includes a literature review on the risk management of MSDs. This includes literature from different publications on the proper risk management for MSDs in the construction industry. Further, the report provides a review of the AS/NZS ISO 31000:2009 standard framework, principles and procedures. This standard can be useful as indicated in the report, to enhancing better risk management of MSDs in Australian construction industry. Further, the report provides the recommended measures that can be used in the management of musculoskeletal disorders in the construction industry. References Dale, A., Ryan, D., Welch, L., Olsen, M., Buchholz, B., Evanoff, B. (2014). Comparison of musculoskeletal disorder health claims between construction floor layers and a general working population. Occup Environ Med, 72(1), 15-20. https://dx.doi.org/10.1136/oemed-2014-102313 Entzel, P., Albers, J., Welch, L. (2007). Best practices for preventing musculoskeletal disorders in masonry: Stakeholder perspectives. Applied Ergonomics, 38(5), 557-566. https://dx.doi.org/10.1016/j.apergo.2006.08.004 Gibbons, L. (2014). Managing Minor Musculoskeletal Injuries and Conditions Bradley David Managing Minor Musculoskeletal Injuries and Conditions 394pp 32.99 Wiley Blackwell Publishing 9780470673102 0470673109. Emergency Nurse, 22(8), 10-10. https://dx.doi.org/10.7748/en.22.8.10.s13 Iles, R., Wyatt, M., Pransky, G. (2012). Multi-Faceted Case Management: Reducing Compensation Costs of Musculoskeletal Work Injuries in Australia. Journal Of Occupational Rehabilitation, 22(4), 478-488. https://dx.doi.org/10.1007/s10926-012-9364-2 International Organisation for Standardization, ISO Guide 73:2009, Risk Management-Vocabulary, First Edition, 2009. Konda, S., Tiesman, H., Reichard, A. (2016). Fatal traumatic brain injuries in the construction industry, 20032010. Am. J. Ind. Med., 59(3), 212-220. https://dx.doi.org/10.1002/ajim.22557 Liao, C. Chiang, T. (2016). Reducing occupational injuries attributed to inattentional blindness in the construction industry. Safety Science, 89, 129-137. https://dx.doi.org/10.1016/j.ssci.2016.06.010 Mathew, L. (2014). Influence of Job Stress on Musculoskeletal Disorders Among Employees in Construction Industries in Kerala. International Journal Of Engineering Trends And Technology, 17(8), 361-368. https://dx.doi.org/10.14445/22315381/ijett-v17p273 Rwamamara, R., Lagerqvist, O., Olofsson, T., Johansson, B., Kaminskas, K. (2010). Evidence?based prevention of work?related musculoskeletal injuries in construction industry. Journal Of Civil Engineering And Management, 16(4), 499-509. https://dx.doi.org/10.3846/jcem.2010.56 Salem, O., Sobeih, T., Genaidy, A., Shell, R., Bhattacharya, A., Succop, P. (2008). Work compatibility and musculoskeletal disorders in the construction industry. Human Factors And Ergonomics In Manufacturing, 18(2), 230-252. https://dx.doi.org/10.1002/hfm.20110 Standards Australia/Standards New Zealand Standard Committee, AS/NZS ISO 31000:2009,Risk Management-Principles and Guidelines, November 2009. Village, J. Ostry, A. (2010). Assessing attitudes, beliefs and readiness for musculoskeletal injury prevention in the construction industry. Applied Ergonomics, 41(6), 771-778. https://dx.doi.org/10.1016/j.apergo.2010.01.003

Differences between Buddhism and Taoism

Differences between Buddhism and Taoism Asian belief systems do not closely relate to Christian mentality. Their terms sound foreign and mystical to us. Yet Asia has several very distinct worldviews that deal with life, death, and sin in its own peculiar fashion. Two of the most prominent are Buddhism and Taoism. They are intricately woven into the history of Asia. But if we look deeper – those ideas may have had a certain impact on how we perceive the world as well. What do we know about the Asian worldview except for what we usually see on popular TV? Of course, we do possess some vague notions of Asian spirituality—the importance of meditation and the positive impacts of mindfulness. No wonder the two most common Asian philosophies, Taoism and Buddhism, are often consequently mixed together because both dwell of these practices. But in reality, those are two very different trees that just have some intersecting branches. Which religion does not speak about immortality after all? History of Buddhism and Taoism So what is the first difference between Taoism and Buddhism? Let us look into their past. Though both religions have emerged around 5–6th century B.C, they have evolved under different circumstances and in different areas: one in China, the other—in India. Chinese lore considers Lao Tzu, a respected philosopher, to be the founder of the religion. This honored man lived and worked as a state librarian around 5–6 century B.C. He was interested in studying life and natural events around him. With time, he came to an idea that harmony and balance are crucial things that keep our world going. People’s selfishness, greed, and corruption are dangerous because they destroy everything. Modern researchers consider that Lao Tzu was not the real founder of Tao; in Tao Te Ching (â€Å"The Book of the Way†), he has described some already known beliefs using beautiful poetry (Robinet, 1997). Taoism very quickly gained popularity. It was at its peak during the Chinese Tang dynasty. Later, its influence went downhill. As Buddhist monks came to the state, the battle between Taoism vs Buddhism began. But Tao, or the Road, still has significant cultural influence in China even in our day and age. It is obvious even for a casual observ er—just see some fantasy Chinese TV series. Buddhism has also emerged around 5 century B.C. in India. Its founder was a prince, not a simple philosopher. His name was Siddhartha Gautama. He was a son of a small-state Rajah in Eastern India. His life had a drastic turn after he suddenly had his revelations about the world and fate—he left his palace to become a traveling teacher and soon gathered followers. He is said to have reached his ultimate goal—Nirvana after death. Consequently, his followers began calling him Gautama Buddha. When the founder of Buddhism had passed away, many new branches of Buddhism were developed. They spread quickly conquering India, China, and even Southeast Asia. Both religions soon became powerful in their own right. In some countries, both belief systems coexisted peacefully; in others, for instance, during the Joseon dynasty in Korea, Buddhism was sometimes persecuted. The Buddhism vs Taoism competition never really subsided in other countries as well. Main Concept of Taoism and Buddhism Depending on how you look at both religions, they are similar and not at the same time: the focus is on the soul rather than the body; afterlife and reincarnation are important in both; the goal is to achieve immortality; meditation and righteous life are vital. Still, a Buddhist views life very differently from a devout Taoist. The complex path of Buddhism Prince Siddhartha once realized: life is suffering. Emotions, desires, and selfishness lead to it. Illnesses are also an inescapable part of life. All living beings go through the cycle of life. The soul gets born into a new body that grows, gets ill and dies. Then it gets reborn again, unable to escape the Samsara—the wheel of reincarnations. The ultimate aim is escaping this ever-cycling existence. Buddhism has instructions: learn four noble truths while strictly following a Noble Eightfold Path. What are the eight roads that form this complex path of the Buddha? Here they are: Knowledge. There is only one proper way of learning. Only this correct knowledge would help a novice understand those four noble truths. Intention What we think and feel is crucial. Adverse emotions such as hate, greed, or envy, have to be suppressed. Desires are also a bad influence. A quiet, peaceful life without violence is the proper goal. Speech Words can harm. So it is important to remember their power. A virtuous person never pronounces anything harmful or aggressive towards people. Behavior There are several acts that no follower of Buddha is allowed to do: killing, stealing, drinking alcohol, forcing sex, and lying. Honest work. Despite Buddhist monks being traditionally poor without any desire for riches, regular Buddhists can earn money. But they should gain their wealth through legal means. Legal also means completely moral. Strength of will A traveler that steps on this perilous path needs a strong will. It is undoubtedly hard to suppress emotions and desires without a certain inner strength. Mindfulness. This is a crucial concept for many practices in the East, not just the teachings of Buddha. Mindfulness means being aware of all that is happening around, both inside and outside the body. A mindful person sees everything objectively, without bias. A clear mind becomes one’s power. Concentration. We have finally reached the last aspect. It is hard to achieve all of the above goals without proper focus and concentration. Correct concentration is achieved through practicing meditation. During meditation, ones mind clears all superficial things. As a result, one’s spiritual strength slowly grows. Nirvana shines at the end of the tunnel of suffering. Here lies freedom from Samsara—together with immortality. Taoism and Harmony Another crucial difference between Taoism and Buddhism lies in how they fashion their metaphorical paths. Unlike Buddhism, Tao is a more straightforward and optimistic. While Nirvana is the end to suffering, Tao leads to an increase in the goodness and balance in our chaotic world. There are inner good qualities in everything and everyone initially. The meaning of Tao is not only about goodness and balance, though. This term also means the origin of the world. The present world is complicated, so the road to it is also difficult. To walk this way means to be following the ultimate law of all living beings. Each person has to figure out how to achieve harmony themselves. It wasnt initially so hard. Everything was simple before humans with their emotions came about. But when humans make an effort to right the world’s precious balance, they become one with the slightly appeased universe. The fact that they also gain immortality for their own souls should not be forgotten either. Important Beliefs Further investigation reveals how different the views of those two philosophies actually are. Reincarnation One of the recurring similarities between Buddhism and Taoism is both religions believe in life after death. All souls undergo transmigration—they leave their old bodies for new ones. This process is also known as reincarnation. Life does not end with death. Any life is just a stage in an endless circle of being constantly reborn as a new living being. But though this particular idea is common, the explanations differ. In Taoism, immortality is the intrinsic quality of any soul. It is powerful, can cross time and space (Difference Between, 2010). That is why it gets reborn from body to body until Tao if finally achieved. There is hidden goodness, an inner light in everyone. It is a natural guide. The one who follows it makes themselves and their world better. The mind gets free of all evil influences. This way Tao is reached successfully. The belief of the Buddhists is different. They view reincarnation as a part of eternal suffering connected with Samsara. Nirvana is the final state of it. Moreover, there is no guarantee that the soul of a human would be reborn as such. Depending on one’s actions—karma—a soul can be reborn as an animal. Good deeds can prevent this, while evil ones increase the likelihood of one being reborn as a worm or a fox. There are three stages of transmigration, according to this system. The first stage is hell. It is populated by souls who refuse to accept Buddhist teachings and forgo everything that those teachings stand for. You get to be reborn as an animal at the second stage. A soul that used to do something decidedly evil would transmigrate into animal forms. Unlike hell, at this stage, a soul can slowly acquire human-like features. It has a chance to be reborn as a human in a while. If the spirit practices chastity and subdues selfishness and lust, its fate can change. It reaches the final stage where it would initially go through multiple spiritual shifts. But with practice, not only would it be reborn as a human—it would have a chance to attain Nirvana. The concept of action, or karma, is central to these ideas. What your soul was doing in the past determines your present life. And what you are doing now can determine how your next reincarnation lives. Such actions are not always physical, even thoughts and words can influence what you are reborn into. There is no fate; only certain consequences of how we go through our lives. Taoists also believe in karma, but they have rituals and practices that are supposed to â€Å"clean† it. Buddhists have nothing of the sort. Health Mentality affects the perception of health and treatment. Tao and Buddhism agree on that, but their approaches differ. For pupils of Prince Gautama, illness is just a part of the general suffering that is life. There are two ways to fight it. For some, meditation can become a tool to pinpoint where the problem stems from. Concentration can help in understanding one’s body and environment (Knierim T., 2010). It is quite possible that by doing good deeds, a person can get better naturally. Second, Buddhists allow using medicine. As Buddhists abhor killing living things, they use only natural, herbal medicines to treat people. Taoists in their turn do not view illness as a normal part of life. If someone is ill, it means that their body is just broken somehow. In the natural world, there are two opposite forces: Yin and the Yang. The balance of those two forces forms our world. If the Yin-Yang pair is out of balance, it influences Chi—the inner energy of the body. It can stop circulating around the body and stops in some particular place. Treating illnesses means restoring normal Chi and balance. Have you heard of Tai Chi? This practice directly stems from these ideas, as its main idea is exactly about finding harmony between energies. Marriage The marriage of two souls is a direct consequence of trying to balance everything in the Taoist worldview. Here, a woman is Yin, and the man is Yang. When Yin and Yang meet, they create harmony. To be married is to follow Tao and create a new future road—for marriage also means children. A harmonious marriage is as important as harmony in nature. It is best to avoid conflicts between spouses. Both should be calm, loving, and have respect. Care for each other is essential. Partners should sincerely accept each other by forgetting pride and selfishness. No marriage can be viable without both sacrifice and mutual support. For a regular Buddhist, marriage is not particularly necessary. Marriage is important mostly because sex outside of matrimony is considered a sin. Still, marriage has its own purposes. First is procreation. Having children is important not only for an individual couple but for society as a whole. Children support their parents. Family traditions are important as well (Gamage C., 1998). A second purpose is to satisfy all of one’s five senses. In a successful marriage, both partners possess several essential qualities. First, both need to have faith—they have to understand and believe each other. Three other qualities—virtue, generosity, and wisdom stem from this first requirement. We have covered many aspects of the two main Asian worldviews and found a lot of vital differences, as well as some striking similarities. When a Buddhist and a Taoist look at life—they see opposite things. For one person, it is all suffering; the other sees creation that once was perfect, then just stumbled out of balance. Immortality here is not a real goal. It is just a method for making everything better, one soul at a time. A believer in Buddha frees the world from themselves altogether. The one who follows the shining inner path of Tao wants to return the Earth in its initial balance by making themselves worthy.

Free Essays on Child Labour

Child Labor in the Philippines Exploitation of child workers continues in the Philippines due to the inefficiency of the policies to protect child labor. All people were born with rights. Children are people too; so, children also have rights. These rights are violated through child labor. Child labor is defined as, â€Å"the employment of a child in a business or industry especially in violation of state or federal statutes prohibiting the employment of children under a specified age.† Obviously, it has become a rigid social problem the world over, specifically in third world countries such as the Philippines where child labor is widespread. I will be tackling the cases of child laborers, specifically in the city and in provinces of the Philippines. And as for it being one of the social problems existing in the country and worldwide. The essay focuses on this; it is a known fact that the disadvantages outnumber the advantages of child labor. The purpose of this study is to present the rapid growth or incr ease of child laborers in the Philippines. Another would be to discuss the effects of child labor to the family, and to the economy. Lastly, to cite ways on how to stop child labor. Child labor first appeared with the development of the domestic system. In this type of production an entrepreneur â€Å"bought raw materials to be put out to the homes of workmen to be spun, woven, sewn, or handled in some other manner.† This permitted a division of labor and a degree of specialization among various families. Pay was by piece, and children were extensively used at whatever task they could perform. â€Å"This system was important in England and in North America from the sixteenth to the eighteenth century and it lingers up to the present in some industries and, in some countries† including the Philippines. The kid who is coerced to beg on streets and helps make money for professional beggars. The child prostitute who helps by the touri... Free Essays on Child Labour Free Essays on Child Labour Child Labor in the Philippines Exploitation of child workers continues in the Philippines due to the inefficiency of the policies to protect child labor. All people were born with rights. Children are people too; so, children also have rights. These rights are violated through child labor. Child labor is defined as, â€Å"the employment of a child in a business or industry especially in violation of state or federal statutes prohibiting the employment of children under a specified age.† Obviously, it has become a rigid social problem the world over, specifically in third world countries such as the Philippines where child labor is widespread. I will be tackling the cases of child laborers, specifically in the city and in provinces of the Philippines. And as for it being one of the social problems existing in the country and worldwide. The essay focuses on this; it is a known fact that the disadvantages outnumber the advantages of child labor. The purpose of this study is to present the rapid growth or incr ease of child laborers in the Philippines. Another would be to discuss the effects of child labor to the family, and to the economy. Lastly, to cite ways on how to stop child labor. Child labor first appeared with the development of the domestic system. In this type of production an entrepreneur â€Å"bought raw materials to be put out to the homes of workmen to be spun, woven, sewn, or handled in some other manner.† This permitted a division of labor and a degree of specialization among various families. Pay was by piece, and children were extensively used at whatever task they could perform. â€Å"This system was important in England and in North America from the sixteenth to the eighteenth century and it lingers up to the present in some industries and, in some countries† including the Philippines. The kid who is coerced to beg on streets and helps make money for professional beggars. The child prostitute who helps by the touri...

The Value of the Internet for Terrorists - ALQAEDA Dissertation

The Value of the Internet for Terrorists - ALQAEDA - Dissertation Example It considerably extends their ability to manipulate the ways target audiences perceive them and to stage manage not only their own image, but also the images of their enemies. Although, for many groups, their target audience may be small, an Internet presence is nonetheless expected. Regardless of the number of hits a site receives, a well-designed and well-maintained Web site gives a group an aura of legitimacy (Conway, 2005). The Internet can serve as a mass media tool for the terrorist's such as TV or radio, newspaper or journal. Through web, worldwide broadcast can be made of events, in their original and uncensored form. Although a few filters at a few sites, chat rooms, websites, and bulletin boards are generally uncontrolled. This climate is ideal for an fund starved group to explain its actions or to offset both internal and international condemnation, especially when using specific servers. The Internet can target sympathizers as well as true believers with different messages, oriented to the target audience (Thomas, 2003). While the danger that cyber-terrorism spread through the Internet is today frequently debated, precious little is known about the enormity of the threat posed by such abuse of the Internet. The Internet has been converted into a forum for terrorist groups and individual terrorists, both to spread their messages of hatred and violence and to communicate with one another as well as other sympathizers (http://www.adl.org/ , 2006). The apparent virtues of the Internet-ease of access, lack of regulation, a vast potential audiences, and fast flow of information, among others, have been turned to the advantage of groups committed to terrorizing societies... As the paper declares the Internet can serve as a mass media tool for the terrorist’s such as TV or radio, newspaper or journal. Through web, worldwide broadcast can be made of events, in their original and uncensored form. Although a few filters at a few sites, chat rooms, websites, and bulletin boards are generally uncontrolled. This climate is ideal for an fund starved group to explain its actions or to offset both internal and international condemnation, especially when using specific servers. The Internet can target sympathizers as well as true believers with different messages, oriented to the target audience. According to the research findings while the danger that cyber-terrorism spread through the Internet is today frequently debated, precious little is known about the enormity of the threat posed by such abuse of the Internet. The Internet has been converted into a forum for terrorist groups and individual terrorists, both to spread their messages of hatred and violence and to communicate with one another as well as other sympathizers. The mass media, policymakers, and even security agencies while focusing on the proliferating threat of cyber-terrorism, have paid insufficient attention to the more routine uses made of the Internet. These uses are numerous and, from the terrorists' perspective, an invaluable tool with infinite possibilities. It is imperative that the security agencies continue to improve their ability to study and monitor terrorist activities on the Internet, and explore measures to limit the usability of this vulnerable medium by modern terrorists.

Questions to solve belongs control and instrumentation Coursework

Questions to solve belongs control and instrumentation - Coursework Example . The characteristic equation will be  The critical gain of the system indicates the stability of a closed loop system developed by applying unit feedback to (Klee & Allen, 2011). The gain margin represents the increase or decrease needed to make the loop gain where the frequency is -180 degrees. Discreet time systems are characterized by difference equations. Examples of these are economic systems where the system behavior is recognized at discrete points of periods (Liu & Wang, 2012). Conversely in the system, some of the signals are continuous while others are discreet. Some discreet time signal arises from the continuous signals via sampling. Digital computers accept signals on discreet points of period so that samplers transforms continuous time signal into discreet time signal. i) The derivative control increases the damping of the system. The derivative term also increases the present noise which can easily cause instability. Assuming the functions of closed transfer are outlined as shown, The integral affects the gain of low frequency and alters the frequency where proportional factor becomes more effective. It would be best to raise KI, but when it gets higher a more negative stage is introduces in the range at a place where the servo bandwidth results. This lowers the phase margin of servo, causing ringing and overshoots. As shown below Ziegler Nichols and Modified Ziegler Nichols are tuning methods for PID. Ziegler Nichols uses the procedures of selecting proportional controls alone, increases the proportional gain until instability is attained. In addition, it measures the oscillation period to come up with critical time constant. For certain control loops the oscillation measure, offered by  ¼ decay ratios and their large overshoots for point alterations are not desired therefore, the modified Z-N is used (Olsson, 2002). The Z-N method does not give the final solution when compared to the

Psychological Assessment Model Essay Example | Topics and Well Written Essays - 500 words

Psychological Assessment Model - Essay Example Moreover, if skilled clinicians could each independently assess several of the same clients, they should arrive at differential assessment conclusions appropriate to each client. In any case, clinicians should make accurate, comprehensive assessment decisions regardless of (a) their cultural backgrounds, (b) the clients cultural background, and (c) the complexity and nature of the presenting problem(s).† One social and psychological variable, among many others that must be taken into consideration, is culture. Unfortunately, this variable is usually mishandled or overlooked in the process. According to Ridley, Li, and Hill (1998, p. 1), â€Å"Culture is one such variable that permeates human experience. It affects the way people label illness, identify symptoms, seek help, decide whether someone is normal or abnormal, set expectations for therapists and clients, give themselves personal meaning, and understand morality and altered states of consciousness. Sometimes clinicians give culture too much credence in assessment, resulting in their overlooking or underdiagnosing of psychopathology, or they may not give culture due consideration, resulting in their overdiagnosing of psychopathology.† One of the most challenging aspects of dealing with culture when it comes to mental health professionals is deciding whether a person of a particular culture is abnormal in general or if they are considered abnormal within their culture. As a result, culture must be incorporate into psychological assessment. Most clinicians are not properly trained to assess multicultural clients in the current situation at mental health facilities. This is particularly a problem because accurate assessment is crucial in helping an individual in need. Mainstream assessment methods have even been found to be dangerous to multicultural individuals and groups (Spengler,

Schools Meet The Holistic Needs Of Every Child Education Essay

Schools Meet The Holistic Needs Of Every Child Education Essay Schools and teachers, in my belief, act as in loco parentis, which means that they take over all the responsibility of the child as a parent. Under The Children Act (1989) and The Health and Safety at Work Act (1974), teachers have a duty of care towards their pupils. Although, this does not bind them to have parental responsibility, teachers are expected to promote the welfare and wellbeing of children in their care as any responsible parent would do. In doing so, a teacher ought to be aware of the holistic needs of every child. This does not only include academic needs but physical, mental, social and emotional aspect as well. Ideally, the aim to meet these requirements should be reflected through the schools polices and the adaptability towards different approaches throughout the school. Before analysing my subject in detail, I would like to explore my subject in context of Maslows Hierarchy of needs starting from physiological as the basic requirement building gradually to the psychological elements of concerns. (Maslow, A. 1987) Many schools, according to the demand of the children, provide extended school provisions such as breakfast clubs to meet basic physiological needs. Moreover, as statutory framework for EYFS (2012) emphasises on the provision of healthy meals, snacks and drinks as necessary and fresh drinking water being available and accessible at all times. The psychological aspect covers mainly the mental, emotional and social needs. These are generally met according to the criteria set by different schools i.e. their policies and approaches. Its effectiveness however, depends on the implementation of these approaches throughout the school, within the classroom and towards an individual child. As it is not possible to cover all these aspects of concern, my focus in this essay would be on social needs of an EAL child in a classroom. In order to evaluate my subject, I will be using examples from my previous school experiences in school B. Being larger than an average primary school; every year a reasonable number of children join school B with no exposure to English. Looking into the school policies and approaches; I will explore its relation to the classroom environment and its impact on that particular child. My aim will be to produce an evaluation based on evidence and critical analysis of effectiveness of schools policies with supporting evidence throughout. As school Bs policies (appendix 1) strongly advocate the idea of individuality and being inclusive, hence providing a social friendly environment for its pupils. Their mission statement, every piece of puzzle is needed to complete the whole picture and celebrating success together is a true representation of their policies. (School website, online) Many of these policies are highly influenced by government documents such as, Working Together to Safeguard Children (DfES 2006) and Bradford Safeguarding Children Board Procedures (2007) as mentioned in their policies (appendix 2). In addition, various national initiatives have been taken into consideration along with these policies, which has moulded the ideology of the school B. A very recent example of which is the Every Child Matters (DfES 2003) initiative which focuses on the basic individual needs of children. Although, ECM is not a legal requirement for schools anymore, its principles are still deeply embedded in the school in the form of a program Every Child Counts. The key areas that ECM covered were generally about safety, integrating locally, regionally and nationally and to be able to make a positive contribution in society. Other than that, Pugh, G. (2006) highlighted that there was a stronger focus on parenting and families as a part of an ECM factor that enabled many schools to develop connection between the school and the community. Considering these elements, school B established strong terms with the parents by encouraging their participation in school activities. This was done by inviting them in school assemblies and other celebrations throughout the year. Having this open door policy, parents/carers and local agencies were welcomed to visit the school at all times. This interaction not only helped school to identify individual needs but also helped parents/carers to develop a healthy relationship between the school, teachers and the pupils. I believe that this relationship plays a vital role in the childrens development as a whole. Pollard (2005), on the other hand, perceives an even deeper meaning to this relationship. This perspective on parents/carers is one that views them as partners with teachers in their childrens development, with parents/carers and teachers in regular contact. (Pollard, A. 2005) Apart from that, the social and emotional aspect of learning known as SEAL is one of the most emphasised programs in school B. This program is a whole school approach to promote effective learning and positive behaviour by supporting social and emotional skills of individuals (DfES 2005). The competences of SEAL has not only shaped the general ethos and environment of the school, but is also deeply embedded in the teaching of these skills within the classroom. This is done by implicating its elements into the curriculum especially through PSHCE, where these needs are addressed in a more assertive manner. Although, PSHCE is not statutory, it is still a very integral part of the curriculum, which reflects the ideology of school B towards social and emotional wellbeing of every child. As school B signifies the importance of inclusion, the general feel of the school is very welcoming to the EAL pupil and parents. Schools motto, greetings and instructions throughout the school are translated into different languages to create a socially friendly environment. To meet the needs of EAL pupils academically, school B has assigned a language support team which not only provide these children with extra guidance throughout the curriculum but also equip them with the a basic tool of language to socialize. However, the success of these policies depends on the teacher to adapt them according to the needs of children and to develop a well structured approach to address them appropriately. In doing so, the teacher in classroom 1 of school B, emphasises on being inclusive and active participation of every child in the classroom. In order to do that the teacher has adopted various methodologies to meet the social needs of the classroom in general. Basic socializing skills like listening, speaking, empathising and collaborating with other pupils are encouraged at all times within the classroom. By making children talk in pairs during the lesson, making small groups to carry out various tasks and through introducing purposeful games within the lesson, these skills are embedded in their daily routine. In realizing the need to develop social skills amongst pupils, the teacher in classroom 1, encourages discussions and expression of ideas in every form. She organizes activities around the curric ulum such as role play and drama. This in turn, encourages children to share different ideas and develop them together in collaboration (Chilver, P 1982). These activities provide a platform for EAL students to express themselves openly, hence enhancing their confidence in classroom participation. On the other hand, this approach enables rest of the class to develop an understanding amongst each other which helps to remove any social barriers between them and EAL pupil. These implications in my opinion, supports children specially EAL pupils to access learning by creating a responsive environment. Although, schools and teachers are working very hard to provide a purposeful environment for children, its effectiveness depends on how every child benefits from it. As social needs of individuals could differ remarkably from one person to another, they are addressed in a more personalized way in classroom 1. To elaborate my point, I will refer to a case of child A in this classroom, who was new to English and had joined the class in the middle of the year. Being, relatively new to the country and to the language, child X found it increasingly frustrating to participate in class activities. Seeing his discomfort, the teacher appointed a boy from a similar cultural background to accompany him in the classroom and in the playground. This technique, in my point of view, worked effectively in helping child A settle into the classroom. The fact that the child he was paired up with was from the same ethnic background, created a friendlier and more comfortable environment for child A as he was able to communicate with him conveniently. However, this should have been even more useful if the child A was later on paired up with another child with a completely different background. Having this experience could have expanded his understanding of the society, thus developing his social skills. Realizing that the language barrier was a hindrance in child As progress, he was provided with extra help from the EAL support team. As a part of his daily routine, child A was sent out of the classroom for the language sessions with the support teacher during the English and phonics lessons. As this approach was introduced to enhance his language development, in doing so it excluded him from the learning environment and the overall classroom experience. To my understanding the school policies in this case, did help to recognize the specific requirement of child X and provided him with an exclusive support to meet his needs. On the other hand, it also took away the opportunities to experience an inclusive learning environment which I believe is a basic right of every child. Although, I do take into consideration the point of view that this practice was essential for child X to provide him with the basic understanding of the language. However, similar sort of support could be provided within the classroom by differentiation and one to one guidance. To provide an inclusive learning environment, other lessons were adapted by providing extra visual aids to encourage child As classroom participation. The activities were differentiated throughout the lessons for child A by encouraging the use of ICT to help develop his listening, speaking and reading skills. Provision of an adult support in the classroom, assisted him throughout the lessons to improve his understanding. As the school policy emphasises on adaptation of SEAL, its implications could be seen during the PSHCE lessons in classroom 1. Part of the lesson was incorporated into a whole class activity to encourage social interaction. Even though, execution of the lesson was very effective in addressing the social needs in classroom, in my opinion it did not attend to the requirements of child A. Looking into school Bs policies mentioned above, it could be seen that many are heavily influenced by the government. Basic school policies such as health and safety and child protection are legal requirements for every school to provide. Other than that the national initiatives such as ECM, in my belief plays a very vital role in identifying individual needs and to address them effectively. As it is seen that the principles of ECM initiative are deeply rooted in school Bs policies and is reflected through the provision of interventions throughout the school. As looking specifically into the social needs of EAL, I discussed earlier about the introduction of language support group within the classroom. The purpose of these interventions is to target the specific needs of every child hence, following the ECM agenda. I believe that a particular need of child X was addressed through the intervention; however, in doing so it failed to address his needs holistically. It is seen that the interpretation of school policies is well conducted in the classroom B through the class rules, general environment and discipline. Katherine Weare (2000) in her point of view explains the implication of school policies in an affective way. Social and affective education need to be tackled in a way that suits the nature and ethos of each individual school, and be adapted by individual teachers to fit their own style of working. (Weare K. 2000, pg.36) A similar, outcome is extracted from the above study which insinuates that meeting the holistic needs of a particular child depends on how the teacher implicates her ideology into practice. In my opinion, school Bs policies did influence the general understanding of the teacher in classroom 1. However, it was the teacher rather than the school policies, who contributed the most towards meeting the holistic needs of child A. By looking into my past experiences through this essay, it has made me realize that more than school policies; it is the teachers beliefs that make a difference in a childs life.

Different Deaths in Death Be Not Proud and Do Not Go Gentle Essay

I feel uncomfortable making comparisons because a successful work of art, whether it is a poem or a painting, has to be judged on its own merits. â€Å"Death Be Not Proud† and â€Å"Do not go gentle† are both great poems, by two poets with different philosophic outlooks and different ways of looking at the world, written at different times, and in different styles. On the surface both these poets seem to be talking about the same things but a careful reading of the poems show that their views differ in both substance and in style. John Donne was a metaphysical poet of the early 17th Century, a clergyman, the Dean of St Paul’s in London (WikiSource). The label â€Å"metaphysical† was attached by the critic Dr. Samuel Johnson to a group of 17th century poets who shared a common style: they employed wit, subtle argument and linked our ordinary life to the eternal, â€Å"looking beyond the palpable† (Lukà ¡cs). Dylan Thomas was a mid-20th century Welshman, who worked for the BBC and drank himself to death before he turned forty. Apart from great poetic talent, there is little in common in their poems. John Donne writes about death. In fact he addresses death directly: Death be not proud, you are neither mighty nor dreadful, you do not really kill: â€Å"One short sleep past, we wake eternally/ And death shall be no more; death thou shalt die.† (Donne) The poem expresses a defiant faith in the hereafter and in resurrection. Death is cut down to size with simple but powerful arguments. Dylan Thomas’s poem is not about death but about dying; it is not an argument-based poem but an emotionally-charged poem, wordy and repetitive. The repeated phrases increase the impact of the emotion on us: â€Å"Do not go gentle into that good night† an... ...h but about loss. So perhaps modern poets tackle death indirectly. The modern sentiment that is acceptable is friendship and love; to mourn a friend (or a father) is therefore acceptable. This way, modern poets slide past the death problem. Works Cited Auden, W.H. â€Å"Stop all the clocks.† 1936 Brooke, Rupert. "The Soldier" London: Sidgwick & Jackson, 1915. John Donne.19 November 2007 Madden, Frank. Exploring Literature. New York: Pearson, 2007. Donne, John. â€Å"Do not go gentle† pps.1238-1238. Madden, Frank. Exploring Literature. New York: Pearson, 2007. Thomas, Dylan. â€Å"Death be not proud† McGough, Roger. â€Å"Let me die a young man’s death† Penguin Modern Poets. Vol 10. London 1972. Metaphysical poets. 22 November 2007

Parental Involvement Week 2 Paper

Parental Involvement Parental Involvement Joi I. Booty Grand Canyon University SPE-522 Module 2 May 9, 2012 Introduction This essay will strive to discuss the effects of the No Child Left Behind Act on special education reform, specifically the relationship between parents and teachers. We will discuss parental involvement in the education of their children in schools and ways to increase participation in a school setting.Lastly, we will discuss what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school. My interview is with a mother of a freshman at Southwood High School in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the questions. On the first question â€Å"How has NCLB (general education and special education reform) affected the relation ship between parents and teachers?The parent replied: I believe it has made it better for my child. I have three school age children that have gone through the Caddo Parish School System and with my older child I did not get all the updates and information that I have now with my youngest child. (K. Davis, personal communication, May 7, 2012). The second question â€Å"Have you been actively involved in your child’s education throughout your child’s school life? In what ways? The parent replied: Yes I have. I am firm believer in being active in my children school work and after school activities.I am a member of the PTA, a parent monitor, teacher helper; and I also bring extra school supplies at the beginning and during the school year. (K. Davis, personal communication, May 7, 2012). The third question â€Å"What can schools do to involve more parents in the educational process†? The parent replied: Schools should make participation mandatory and not an option . Parents should have so many volunteer hours that they must complete every semester or every month. I volunteer twice a month in my child’s class, one block, and twice a month, that’s only three hours a month.Parents have to volunteer at these private schools or else their child cannot attend, it should be the same in a public school. The second thing I think would be good is to allow parents to teach a class, just for 30 minutes or so. If the parents knew all what teachers have to do in a class, then they would be better able to help the kids at home. (K. Davis, personal communication, May 7, 2012). The fourth question â€Å"Do you know your rights as a parent with a special needs child†? The parent replied: â€Å"Yes, I am very well aware of my children rights when it comes to special education.I stay informed and read a lot on the internet and the hand outs my I. E. P. holder gives me at her meetings. † (K. Davis, personal communication, May 7, 2012). The fifth question was â€Å"How would you as a parent build a reliable alliance with your teacher/school†? You should have a reliable alliance and communicate with your child. You should listen to them when they come to you with things, and not make them feel like they are lying to you all the time. Sure kids bend the truth, but that’s just the point, it’s got to be some truth in what they say to you. Listen to your I. E. P. holder; he is your personal advocate for your child.I call him and leave a message for him all the time, and he calls me back usually the same day, even if it’s after school is out. You as a parent must call teachers, I. E. P. holders, go to meetings, and move your schedule around so you can be there. These meetings are important and it tells your child you mean business. Work with all the staff that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). According to Farenga and Ness (2005) , â€Å"the most important component to successful family involvement in the provision of services to children with special needs is information. Information is what K. Davis; the mother that this author interviewed talked about. She said communication is key between parents and the school, the teacher, special education support staff and especially your own child. She also agreed with Farenga and Ness (2005), when they noted, â€Å"All children must show adequate yearly progress. † In summary, partnering with families is an important part of the reauthorization of Public Law 101-476,otherwise known as (IDEA), Individuals with Disabilities Education Act and a part of the latest revision of the No Child Left Behind Act of 2001.This act mandates more accountability in terms of academic results and more flexibility on how local school board and districts divide their federal dollars. Plus it gives parents from lower income families’ ways to send their children to better schools and have more input on their educational outcomes. These mandates help to level the playing field for all special education students and help them achieve a quality education. ConclusionThis essay discussed the effects of the â€Å"No Child Left Behind Act† on special education reform, specifically the relationship between parents and teachers. We discussed parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we discussed what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school.References Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012 Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012