Logistics and Supply Chain Management Case Study

Logistics and Supply Chain Management - Case Study Example This discussion stresses that a supply chain may not be used to only cut costs. Instead, it could also be used to increase revenues and hence profits. The costs could still remain the same. It gives an organization a competitive advantage against its competitors. It does not allow any sale to be lost. When the customer wants something, an effective supply chain would ensure that it is available. This increases the customer’s interest in the company and encourages brand loyalty. It also helps keep a close contact with the suppliers which ensures that maximum advantage can be gained out of doing business with them.This paper highlights that Zara is one of the largest brands, by the Inditex Fashion Retail Group, that has 723 stores in 56 countries making sales of Euro 3.8 billion. Zara has a very high product turnover. It makes more than 11,000 products annually. The annual report of Zara (Inditex) for the fiscal year 2006 covers all activities from February 2006 to January 2007. Zara opened 138 new stores during the past year, increasing its selling area by 15%. The sales were an increase of 21% at Euro 5,352 million. It earned net profit of Euro 1 billion an increase of 25%, was in contrast to last year’s profit. The sales in Europe, with exception to Spain, were 40.6% of the total. After considering all this impressive data and the number of shops, it is clear why a widespread company like Zara needs a supply chain which is efficient.... When the customer wants something, an effective supply chain would ensure that it is available. This increases the customer's interest in the company and encourages brand loyalty. It also helps keep a close contact with the suppliers which ensures that maximum advantage can be gained out of doing business with them. Zara is one of the largest brands, by the Inditex Fashion Retail Group, that has 723 stores in 56 countries making sales of Euro 3.8 billion (India Supply Chain Council, 2006). Zara has a very high product turnover. It makes more than 11,000 products annually. The annual report of Zara (Inditex) for the fiscal year 2006 covers all activities from February 2006 to January 2007. Zara opened 138 new stores during the past year, increasing its selling area by 15%. The sales were an increase of 21% at Euro 5,352 million. It earned net profit of Euro 1 billion (Safe G., 2007) an increase of 25%, was in contrast to last year's profit. The sales in Europe, with exception to Spain, were 40.6% of the total. (Inditex Annual Report, 2007) After considering all this impressive data and the number of shops, it is clear why a widespread company like Zara needs a supply chain which is efficient. Zara's fashion is based on imitation; it copies designs from the catwalk and other spots and brings them to their customers at low prices in as little as a couple of weeks. Since this is all the time that is given to them, the whole process of designing, ordering, producing and delivering the clothes to the stores must be quick and timely. If this is not done, Zara will not have enough new items to bring to the shelves (which is its technique) every two weeks. Since Zara does not advertise, this is the only way it can attract customers. When the

The Best Thing Ever Essay Example for Free

The Best Thing Ever Essay Victoria McQueen Doctor-Assisted Suicide is it Right or Wrong? Suicide in all shapes and forms is wrong. There are so many reasons to fight and keep hope, taking the life of yourself or having a doctor assist you with taking your life is absurd. Having the gift of life is exactly that; a gift. Taking something so precious that some people don’t even have the option to is a terrible thing. No matter what you believe or what other people believe there has and always will be a plan for you, if you are alive right now you’re not done with your plan. Getting to choose when you want to die is not right, not when there are people struggling to stay afloat. I think that having the capability to have a doctor assist you in suicide is a terrible idea and I am against it. Depression is a difficult thing that hits Americans today; with our issues on body image, and stress from work and keeping and job and then still coming home to a family has become more challenging for people today. There are people who get depressed and wish to take their lives. If it is that important for them to end their lives I am sure they could find a way. Then there are the people who come to the doctors who try and have them help them with it. Its almost as if they are looking for an â€Å"Okay† from someone to end their life because they have a belief system that frowns upon suicide or something like that. If it’s in the cards for you I am sure you can get through it. You should not think that taking your life is the way to do it. The doctors who are involved in situations like this should have restrictions and guidelines that a person has to follow before even mentioning this option because for this task to even be brought up and seem okay would be wrong. Life gets hard we all know this, you hit rock bottom go through some tough spots but it’s up to you to pick up your boot straps and move on. I think there are certain moments when the doctor-assisted suicide should be ok but they have to be under very strict guidelines because someone having the ability to pick and choose when they want to die is just ridiculous. I think if you elect to have a doctor assisted suicide you should have to create a relationship with the doctor and you should be ask more than once if this is what you really want so there are no chances in making a mistake. In the event you have a disease that requires a cure; what if that very next day or even very next hour they find that cure you just gave up on everything you were fighting for after so long. Giving up on life when you cannot handle it anymore is something that no one should get to decide. Some people live the easy life but in rare cases life gets incredibly hard; paraplegia when you have no use of your limbs. Locked-In Syndrome; you have no use of anything just your brain so you are basically stuck in your body sometimes you can use your eyes to communicate. ALS you lose control of all voluntary muscle movement. These are the moments when someone is suffering that I believe that you should have other options rather than just wasting away locked in your own mind and body. There are other terminal illness that occur where keeping a person as happy as possible and keeping them comfortable becomes very hard. Cost of living is expensive for one then you have the price of round the clock nurses among all the pain medicine that has to be purchased so pain can be managed. There are so many jobs that have to be fulfilled to keep a person happy but how long can that last, unless you are rich and can have whatever you want. Take for instance, Stephen Hawking; he is a rich man but after everything he has been through he continues to fight and it’s not some measly little fight to get through the days he is still so adamant about research and the things he continues to do today. He continues to impress people and wants to keep doing things with his life. Having the will to push on and pursue great things no matter what’s going on is very admirable. Reasons that doctor assisted suicide is wrong is there are also faiths and beliefs and hopes that people have been living by and making it okay to end a life for the fact that it got too hard for someone is not right. With that being said I am against physician-assisted suicide, unless there are dire emergencies and the person is suffering beyond belief. We all have different levels of suffering some people can last longer than others in dealing with that but we should also be able to recognize when a person is really suffering and we should do anything in our power to help a person maintain comfortably and allowing them not to suffer.

Baseball History :: essays research papers

Baseball is North America's oldest and most storied professional team sport. Certainly, there have been numerous moments which are still remembered by baseball fans of all ages many years after they happened. We all remember moments like "The Catch" in Game 1 of the 1954 World Series and Bill Mazeroski's World Series winning home run in 1960. There are also the players who transcend the ages like Babe Ruth, Ted Williams and Jackie Robinson. These players continue live on in the hearts and minds of the nation long after their playing days are over. The great players, teams and memorable moments of the 20th century are well remembered, but somewhat less known are those of the 19th century that helped to shape the game and provide a foundation for the great national pasttime that would develop in the current century. For the great Yankee teams of the 20's, 30's 40's and 50's, there are the St. Louis Browns of the American Association and Chicago White Stockings and Boston Red Stockings of the National League. The Ty Cobbs and Walter Johnsons of the game had their match in Cap Anson, Dan Brouthers and Amos Rusie. Colourful characters like Casey Stengel and Reggie Jackson had their equals in Arlie Latham and Mike "King" Kelly. It has been said that the more things change, the more they stay the same. This is certainly the case in baseball. The franchise shifts, player movements and salary issues of today are certainly not new, although the first half of the 20th century would give that impression. Since the National League began in 1876, at least one major league franchise either moved to a new city, moved to a new league, or has folded every year until 1893. Player movement of the early major leagues occurred quite frequently. Constant player movment and contract jumpers - players who left their old team for a better offer, often in the middle of the season - prompted Boston owner Arthur Soden to devise the reserve clause in 1879.

Bulls On Parade Essay -- essays research papers

Every country has their own culture, and like other cultures, Spain too has its own specific culture. Part of the Spanish culture revolves around the bull. Bullfighting and bull runs by many people are recognized as the only Spanish culture in the world, and because of its importance it always begins on time. Still many people view it as a crime. Me being a foreigner I have first hand experience with different cultures. A long time ago in India’s ritual would be to hunt and kill the Indian tiger. Over time the Indian tiger became endangered and now they have become illegal to hunt. When I saw my great great grandfathers hunting pictures he had two tiger heads. Both rituals of bullfighting and hunting tigers are an inseparable culture for both countries. Thus, the Spanish culture revolves around the bull and will continue revolving around the bull forever.   Ã‚  Ã‚  Ã‚  Ã‚  The Running of the Bulls at the Fiesta de San Fermin is one of the major events in Spain. The tradition first originated when Saint Fermin went to France to preach the gospel. Because of religious intolerance the people of France beheaded him in the city of Amines (Fiesta de San Fermin). Thus gives the name to the fiesta in honor of San Fermin. The main event at the Fiesta de San Fermin is the Running of the Bulls. The running of the bulls pits the “mozos'; young men versus the bull through the streets of Pamplona, Spain. The complete run lasts for an exhilarating three minutes and stretches over 825 meters in length. The purpose of the run is to direct the bulls from the Santo Domingo corrals to the bullfighting ring. At the bullfighting ring amateur bullfighters will fight the bulls. A total of six wild bulls run along with eight to ten tamed bulls that herd the rest along the route (San Fermines). Before each race, runners entrust their life to San Fermin by praying –“we ask San Fermin, as our patron, to guide us through the Bull Run and give us his blessing'; (Qtd. in The Fiesta de San Fermin). Finally, the rules and dangers of running with the bulls are explained to the runners. 1. No one under the age of eighteen 2. Don’t’ leave the run 3. No hiding in corners 4. Don’t leave house doors open 5. Don’t run intoxicated 6. Don’t impede other runners (San Fermines). Through the entire f... ... in bullfighting. The Spanish culture of bullfighting and bull runs has compelled many people to express their views through books or paintings and has created many new legends in Spain.   Ã‚  Ã‚  Ã‚  Ã‚  Bullfighting and bull runs are part of the Spanish culture and are inseparable form Spain’s future. The Fiesta de San Fermin, in honor of Saint Fermin, takes place in Pamplona, Spain every year from June 14-21. Six wild bulls led by eight to ten tamed bulls trudge through the street while brave runners risk their lives to lead them to the bullring. Once at the bullring the bulls will fight bullfighters. The bullfight divided into three parts becomes an intense show. The first part the bullfighter tests the bull for intelligence, in the second act the bullfighter sticks darts in the bulls shoulder to enrage the bull, and finally the bull and the bullfighter duel. Many famous people such as Pueblo Picasso, Ernest Hemingway, and Alexander Fleming have statues for their role in the Spanish culture of bullfighting and bull runs. Like other culture I believe in my culture and believe that the Spanish culture of bullfighting and bull runs will continue to flourish.

Heart Is a Lonely Hunter

â€Å"We can't solve problems by using the same kind of thinking we used when we created them. † * Albert Einstein The Heart is a Lonely Hunter is a book describing and reflecting upon the problems in the southern United States in the 1930’s. The problems that the author, Carson McCullers, analyzes include alcoholism, labor unions, racial bias, as well as the many problems that economic instability can create. McCullers depicts each problem in a very realistic manner connecting one character with one specific issue. The reader identifies with each character because the social problems the characters face have not gone away.Americans still fight for economic justice and racial equality. Labor unions are still demonized by big corporations. These issues have not gone away. The most overbearing problem- in the 1930's and currently- is the economy. Poverty prevents a main character in this novel, Mick Kelly, from being able to follow her dream. Mick loves music more than an ything in the world: â€Å"The whole world was this symphony, and there was not enough of her to listen†¦ Now that it was over there was only her heart beating like a rabbit and this terrible hurt. (145) Micks feels so passionately about music that she wants to absorb as much as possible. She wants to pursue her dream of music, however, her father does not have a stable income and her mother works very hard for very little. This situation restrains Mick from being able to pursue her dreams by not allowing her to get the adequate instructions and opportunities she needs. The fact the Mick grows up working instead of in an environment where she cannot take music lessons or have the opportunity to follow her dreams, holds her from achieving greatness.The working class not only had to deal with the poverty but also labor unions. Jake Blount is a confused and mentally unstable man who spends his first few weeks in town drunk. Blount has many ideas that he is constantly speaking abo ut: â€Å"words came out of his throat like a cataract† (13). Blount is upset with company’s treatment of the middle class and finds it necessary to tell most everyone in his presence. He believes that America should enact socialist reforms. He is constantly encouraging the revolts of middle class workers to revolt as a reaction to the treatment in the workplace.Another prominent problem that McCullers identifies is institutionalized racism. Dr. Copeland's solution is education and fighting against the inequity: â€Å"In the face of brutality I was prudent. Before injustice I held my peace. I sacrificed the things in hand for the good of the hypothetical whole. I believed in the tongue instead of the fist. As armor against oppression I taught patience and faith in the human soul. I know now how wrong I was. I have been a traitor to myself and my people. All that is rot. Now is the time to act and to act quickly.Fight cunning with cunning and might with might. † (301-302) Dr. Copeland when first dealing with racism would attempt to find peace and submit to the criticism. As time went on in his life he realizes the best option is to fight the injustice. Not only has the problem held true to today's society, but his solution to the problem has become a reality. The problems the characters experienced then are still prevalent today. Poverty is an issue that is one of the focus of society. According to San Jose University the unemployment rate in the Great Depression peaked at 23%.The current unemployment rate, according to the Bureau of Labor Statistics, is at 9. 2%. While these numbers are different, they are still both very high. McCullers approaches this subject in very realistic and connecting method. The perspective in the 1930's, Mick Kelly is one that many kids are facing today. Kids today and 1930's face the problem of wanting to pursue their dreams but instead must work to support their family. This leads to unequal social statuses of children from varying backgrounds. Not only has the poverty remained present, labor unions have as well.Labor unions continue to be demonized by large companies. Since the 1930's labor union membership had been steadily decreasing until the beginning of the current economic recession. The fact that McCullers took the time to analyze such a problem that still exists today show how perceptive she was socially of the world around her. Institutionalized racism is a subject that is no longer prevalent today. The reason that the issue has decreased is because solution of fighting the injustice has taken effect.The current American president, Barack Obama, has dealt with the problems that McCullers describes. He has also taken the solution that McCullers implements through Dr. Copeland and has become the American president. McCullers identifies the possibility of the success and offers the solution. The problems of society are not taken lightly by anyone. McCullers broaches the problems i n a careful yet aggressive manner. She paints a powerful picture of each issue allowing the reader to connect with each problem even sixty years after writing the book.It does not take a genius to realize that the problems that McCullers examines and even offers solutions for come problems that are still prominent in today’s society. The specifics of the economy, labor unions, and racial bias have evolved with the rest of the country, but the fact that the problems are still here is a testament to the social awareness of McCullers while she was writing The Heart is a Lonely Hunter. While McCullers did not actually change these issues, she brought to light struggles that many Americans are facing today.

A Summary of Margaret Atwoods The Edible Woman

A Summary of Margaret Atwoods The Edible Woman The Edible Woman is the first novel by Margaret Atwood, published in 1969. It tells the story of a young woman who struggles with society, her fiancà ©, and food. It is often discussed as an early work of feminism. The protagonist of The Edible Woman is Marian, a young woman with a job in consumer marketing. After she gets engaged, she becomes unable to eat. The book explores Marian’s questions of self-identity and her relationships with others, including her fiancà ©, her friends, and a man whom she meets through her work. Among the characters is Marian’s roommate, who wants to get pregnant but surprisingly does not want to get married. Margaret Atwood’s layered, somewhat fanciful style in The Edible Woman explores themes of sexual identity and consumerism. The novel’s ideas about consumption work on a symbolic level. Is Marian unable to consume food because she is being consumed by her relationship? Additionally, The Edible Woman examines a woman’s inability to eat side by side with the unhappiness in her relationship, although it was published at a time when the psychology of eating disorders was not commonly discussed. Margaret Atwood has written dozens of books, including The Handmaid’s Tale and The Blind Assassin, which won the Booker Prize. She creates strong protagonists and is known for exploring feminist issues and other questions of contemporary society in unique ways. Margaret Atwood is one of the most prominent Canadian writers and a major figure in contemporary literature. Main Characters Clara Bates: She is a friend of Marian McAlpin. Quite pregnant with her third child as the book begins, she dropped out of college for her first pregnancy. She represents traditional motherhood and sacrifices for ones children.  Marian finds Clara rather boring and believes she needs rescuing. Joe Bates: Claras husband, a college instructor, who does quite a bit of the work at home. He stands for marriage as a way to protect women. Mrs. Bogue: Marians department head and a prototypical professional woman. Duncan: Marians love interest, very different than Peter, Marians  fiancà ©. He is not particularly attractive, not ambitious, and he pushes Marian to be real. Marian McAlpin: The protagonist, learning to cope with life and people. Millie, Lucy, and Emmy, the Office Virgins: they symbolize what is artificial in womens stereotypical roles of the 1960s Len (Leonard) Shank: A friend of Marian and Clara, a lecherous skirt-chaser according to Marian. Ainsley is trying to trick him into fathering her child, but he is the opposite of the married father, Joe Bates. Fish (Fischer) Smythe: Duncans roommate, who plays a special role near the end in Ainsleys life. Ainsley Tewce: Marians roommate, the ultra-progressive, aggressive opposite of Clara and, perhaps, also Marians opposite. She is anti-marriage at first, then switches two different kinds of moral earnestness. Trevor: Duncans roommate. Trigger: A late-marrying friend of Peters. Peter Wollander: Marians  fiancà ©, a good catch who proposes to Marian because it is a sensible thing to do. He wants to mold Marian into his idea of the perfect woman. Woman Down Below: The landlady (and her child) who represents a kind of strict moral code. Summary Marians relationships are introduced and she introduces people to each other.  Peter proposes and Marian accepts, giving over her responsibility to him, though she seems aware that is not her true self. Part 1 is told in Marians voice. Now with an impersonal narrator of the story, people shift. Marian becomes fascinated with Duncan and begins to have trouble eating food.  She also imagines her body parts are disappearing. She bakes a cake-woman for Peter, who refuses to take part in it. Ainsley teachers her how to put on a false smile and a fancy red dress. Marian shifts again, finding herself rooted again in reality and she watches Duncan eat the cake.

Von Versus Aus - Expressing Where You Are From

Von Versus Aus - Expressing Where You Are From Whatever language you may be learning, trying to explain where you are from or where you have been can be very frustrating and is often stated incorrectly in the beginning stages of your language learning. That is because expressing where you are from takes the accurate knowledge of preposition usage and that can differ greatly from your native tongue. For German learners, you have the added disadvantage that prepositions can sound similar between German and English. (von/ from, zu/ to) and you instinctively associate the same patterns and meaning in both languages. Mastering this German grammar hurdle  is really just a matter of retraining your brain and, most importantly, to stop comparing it to English grammar (if your native tongue is English). First things first: What is the difference between aus and von? Strictly speaking: Aus means ‘out of’ Ein Neugeborenes kommt aus dem Mutterleib. - A newborn comes out of the mother’s womb. Aus explains your roots Ich komme aus Spanien. - I come from Spain. Or that you are moving physically ‘out of’ a place Wann kommt sie aus dem Bad? - When are done your bath? Von means ‘from’ Es ist nicht sehr weit von hier bis zum Bahnhof. - It is not too far from here  to the train station. Or when you want to explain the starting point of a physical motion Wann kommst du von der Arbeit zurà ¼ck? - When are getting back from work? Wir kommen gerade vom Spielplatz. - We are returning from the playground. As you can see, the problem, for English native speakers especially,  is that there is usually only one general translation for both of these German pronouns, namely ‘from’. What you need to do is always keep these literal core German meanings at the forefront, while being aware of the following when wanting to express where you are from or have come from: To explain that you are from a certain city or country, be it either you grew up there or were born there, you use aus: Ich komme aus Deutschland. When you want to explain that you have traveled from a certain city or country geographically, you will also use aus, however, you need to add more explanation to convey the correct context: Ich komme aus gerade aus Italien, wo ich meine Familie besucht habe. In English, you have the verbs to distinguish which meaning you are relating (‘am from’ versus come from), in German, it is the context of the sentence that will reveal the meaning. Having said all that, we need to throw a wrench in your learning: Colloquially, Germans will also use von to state where a person has traveled from geographically. Ich komme von Italien. Even so, all of the German grammar books state that the correct pronoun for the above usage is aus. Remember, the von/aus dilemma is confusing for Germans too! Now that you have grumbled over this double standard, boost your morale with this grammatical tidbit: Both pronouns use the dative! That knowledge in itself is a cause for celebration, knowing that you have one less decision to make in your German phrasing. (German grammar can be kind at times.) Here is a good rule of thumb to help you determine whether to use aus or von: The preposition aus is used, when you can answer a wo  (where) question with in. Die Fische kommen aus dem Meer. Where are the fish? / Wo sind die Fische?In the ocean / I m Meer. In other words, the fish are not physically coming out of the ocean. This sentence states where they are from. The preposition von is used when you can answer a wo (where) question with either an, auf, bei, or zu Das Mdchen kommt gerade von ihrer Oma. Where was the girl? Wo war das Mdchen?Sie war bei ihrer Oma. Note: Notice that the word gerade was placed before von ihrer in the above sentence. This adverb  strengthens the phrasal context that the girl was actually physically coming from her grandmother’s. You will often see an adverb or other word that helps define the action in a von sentence: Heidi kommt aus den Bergen.Heidi kommt vom Berg runter. It’s no secret that prepositions are hard in German. Because of their different nuances in meaning, the most important words are actually the words around the prepositions that form the context. Keep this in mind as you learn their subtle differences and remember to not think in your native tongue.

Midsummer Nights Dream

Two of Shakespeare’s greatest and well known works are A Midsummer Night’s Dream and Romeo and Juliet. In the two stories, there are many paralleled similarities that are very noticeable, and some that aren’t as noticeable. First and foremost, the two stories are about star crossed lovers, one with a single pair, being Romeo and Juliet, and the other with two pairs, Lysander and Hermia, and then Demetrius and Helena, though Demetrius sought after Hermia love until the love spell with put upon him. In Romeo and Juliet, their two families are long time rivals, so naturally they have a problem with them falling in love, and they are forbidden to be with one another. In Midsummer Night’s Dream, Lysander and Hermia are in love, but Hermia’s father forbids their matrimony and gives only Demetrius his daughter’s hand in marriage. This of course leads to their rebellion against their parents, and they find other means to see each other, whether they have permission or not. They all met in semi-secluded, but somewhat public places, Juliet’s window being one because Romeo could have easily been spotted, and the forest for Lysander and Hermia, where many people walked through and the f airies socialized.... Midsummer Night's Dream Free Essays on Romeo And Juliet/ Midsummer Night's Dream Two of Shakespeare’s greatest and well known works are A Midsummer Night’s Dream and Romeo and Juliet. In the two stories, there are many paralleled similarities that are very noticeable, and some that aren’t as noticeable. First and foremost, the two stories are about star crossed lovers, one with a single pair, being Romeo and Juliet, and the other with two pairs, Lysander and Hermia, and then Demetrius and Helena, though Demetrius sought after Hermia love until the love spell with put upon him. In Romeo and Juliet, their two families are long time rivals, so naturally they have a problem with them falling in love, and they are forbidden to be with one another. In Midsummer Night’s Dream, Lysander and Hermia are in love, but Hermia’s father forbids their matrimony and gives only Demetrius his daughter’s hand in marriage. This of course leads to their rebellion against their parents, and they find other means to see each other, whether they have permission or not. They all met in semi-secluded, but somewhat public places, Juliet’s window being one because Romeo could have easily been spotted, and the forest for Lysander and Hermia, where many people walked through and the f airies socialized....

Global Marketing and Communications Essay Example | Topics and Well Written Essays - 1750 words

Global Marketing and Communications - Essay Example Well established local brands with their prudent research and development teams like Coca Cola has been able to successfully move to foreign lands (Ghemawat, 2003). Companies looking for globalisation generally look for a market with a culture to that of their own. Globalisation deals with seeing the full potential of an outside market and being able to successfully tap that market. A company which is able to do that becomes a successful global brand. Coca Cola as a product came into existence in 1886. An Atlanta Pharmacist named John Pemberton brought it into existence. His bookkeeper Frank Robinson named it Coca Cola. Since then the brand Coca Cola has gone through a sea of change and has become one of the global leader in soft drinks industry (Coca Cola, n.d.). Coca Cola follows a style of growth and leadership along with constant up gradation in their activities thus making it possible for them to be sustainable. Coca Cola is enjoyed by more than 200 countries worldwide thus becoming a global brand after it had started as local brand. It has achieved 48 straight years with an increase in dividends. At present, the company has 3300 beverages being sold worldwide. The present Coca Cola Chairman and CEO is Mr. Muhtar Kent and the company headquarters are located at Atlanta, Georgia (Coca Cola, n.d.). Globalisation is the modern phenomenon that is conquering the attention of the world over in recent times. The term has basically gained popularity in the last two decades. Globalisation, from the point of view of international marketer, refers to the situation where geographical boundaries are neglected. It has made geographical boundaries seem immaterial. Globalisation has made it possible for companies to earn economies of scale which have benefited them in making profit and becoming successful. It has also made

Physics MRI Essay Example | Topics and Well Written Essays - 1000 words

Physics MRI - Essay Example The Larmor (or resonant) frequency ω0 is the frequency at which the nuclide precesses about the magnetic field. The resonant frequency is equal to the magnetogyric ratio ÃŽ ³ (specific to the nuclide) times the magnetic field B (Brandolini, 2004): the nuclide 13C at 75 MHz. From the equation above, the magnetogyric ratio ÃŽ ³ is constant so that ÃŽ ³ =ω0 /B = ω’0 /B’, where ω’0 is the resonant frequency when the magnetic field B’ = 1.5 T. Solving for ω’0 : ω’0 = (ω0 B’)/B what is the mean B and B This is explained in the sentence directly above: the single prime corresponds to the resonant frequency when the magnetic field is 1.5 T. You are asking what is meant by B’, but if you look at the sentence above, it was just defined: B’ = 1.5T. It is the magnetic field at 1.5T. B’’ is just a different value of the magnetic field (in this case 4 T) where we are trying to find the frequency w0’’ that corresponds to it. From this equation, if you know the frequency ω0 and the magnetic field B, then the ratio of these is the gyromagnetic ratio. We know the frequency at 6.9T from the reference cited above. Therefore, to find the frequency at a different magnetic field, we just use the equation w0/B = ÃŽ ³ = constant. So another set of corresponding values of w0 and B, call these new values w0’’ and B’’, will also have the same ratio: w0’’/B’’ =ÃŽ ³ constant = w0/B. Since we now have w0’’/B’’ = w0/B, we can multiply both sides by B’’ to get: w0’’ = w0 * B’’/B . Hopefully you can now see where that equation comes from. The reason I didn’t put the calculation down in this case, is because it is EXACTLY the same as the calculation before it, but with different values. You can just follow the equations that were used in the example above it, putting in the

Organizational mindfulness Assignment Example | Topics and Well Written Essays - 2250 words

Organizational mindfulness - Assignment Example There are two types of mindfulness: organizational and individual. This classification is done to provide a clear distinction between the abilities of an organization or an individual. Individual mindfulness entails an individual’s ability to regularly come up with new categories in the interpretation and perception of the universe. Organizational mindfulness, therefore, refers to the cognitive aspects which are used to solve problems on an organizational level (Butler and Gray, 2006). Organizational mindfulness involves the continuous refinement and scrutiny of existing expectations depending on the ever changing environment. Such refinement and scrutiny ensure that uncertainties are handled accordingly (Weick and Sutcliffe, 2001). The following are the components that make up organizational mindfulness. Reluctance to Simplify Interpretations – this refers to the ability of an organization to recognize complex processes and situations and find ways to view the problem from different angles (Nagle, McAvoy, & Sammon, 2011). An organization that employs this component is able to identify different ways of handling complex issues and situations that occur during the software development process. This is because all views and opinions of the participants of the software development team are highly valued (Nagle, McAvoy, & Sammon, 2011). For an organization to employ this component during the development, one of the following factors has to be included in the development process. 1. Analysis of customer requirements or any requirements should be prolonged. This goes a long way to ensure that all participants or stakeholders of a development process are fully aware of the current state of affairs. Discussions that are held during the course of the development process should be conducted in such a manner that all those who do not fully grasp the situation are able

Pornography and Interpersonal Relationships Essay

Pornography and Interpersonal Relationships - Essay Example However, porn poses a problem that affects both the personal well-being and the cultural being of a people. In the modern days, porn surrounds all people in many arrays. Porn is not just watched by the sexually deprived, but also healthy individuals and couples are engaging in watching. Many platforms are attributable to the greater rise in porn watching activities among many individuals. Even so, watching porn is not an attribute of high cases of rape. Rather, porn is turning men off women. The discoveries of self-methods of sexual satisfaction are serious attributes of breaking the relationships that exist between men and women. The generation of internet has facilitated the disposal of porn at people’s homes making it easy to access and watch. As much as porn is not the main cause of the social evils that exist in the today world, it provides a great portion. The negative effects of porn outdo the positive impacts to men, women, and couples. Pornography has created a lot of impact in most of the industries especially the entertainment industry. It has invaded the media and accelerated to many platforms due to the changing and advancement of technology. Pornography affects people negatively whether they watch it often or not. It is noted that porn affects men in many ways. Categorically, the case of Sarah’s boyfriend indicates that young men who get addicted to watching porn result neglecting their life duties. Such life deities include neglecting their relationship responsibilities and misuse of money by investing a great amount on the purchase of pornography materials. Porn may also lead to isolation of young men from the rest of their kind (Hall 146). For instance, as much as Sarah is described as a real woman with a great figure and an appetite for adventure, her boyfriend waits until she is asleep so that he can isolate himself and watch porn.

Marketing Management - Today's business environment Essay

Marketing Management - Today's business environment - Essay Example This is so because success is based on an organisation's ability to create, rather than predict the future by developing those products that will literally transform the way the world thinks and view it self and the needs (Kanter 1995:71). Within the context of today's global competition, businesses and firms no-longer compete as individual companies but try to corporate with other businesses in their activities (Wu & Chien 2007:2). These researchers went further to argue that, this strategy has become quite common in many businesses including the retail clothing chain stores. The conventional vertical integrated company based business model is gradually being replaced by collaborative relationship between many fragmented, but complementary and specialized value stars and constellation (Wu & Chien:1). This paper argues for the importation of a new technological home entertainment product Nintendo into the Australian market. The paper seeks to asses the product, the market positioning and competitor's analysis of the new products. According to Johnson et al (2007), the SWOT Analysis, or sometimes known as the TOWS Matrix, is a strategic planning tool used to evaluate the strengths, weaknesses, opportunities, and threats involved in a project or in a business venture or in other situation of an organization or individual requiring a decision (Johnson et al 2007). Market analysis of competitors, suppliers, customers and potential opportunities has long been a competitive preparation of the staple firm (Johnson & Scholes 2007). Strengths High Growth Industry Few direct competitors Beautiful location Stores will be located on short drive from populated areas Distribution channels and resources already in place with hotel A must have household products My personal background in home entertainment and household name of the distributive channels in Australia Wise environmental practices and community citizenship Sustainable supply 5% of the products profit will be used to support community organization Self directed teams self responsibilities Haven entertainment for families Unique service and product offerings Weaknesses Seasonal Fluctuations Refurbishment costs Insurance Safety concerns Others competitors such as Sony and Microsoft improving on their product chain everyday. Opportunities Expansion within grounds Franchise possibilities Strategic alliances Technology Extensive customer base It is a must have household entertainment product that has made a name in Europe and the United States Threats Criticism Poor public relations development Rising interest rates on

Pornography and Interpersonal Relationships Essay

Pornography and Interpersonal Relationships - Essay Example However, porn poses a problem that affects both the personal well-being and the cultural being of a people. In the modern days, porn surrounds all people in many arrays. Porn is not just watched by the sexually deprived, but also healthy individuals and couples are engaging in watching. Many platforms are attributable to the greater rise in porn watching activities among many individuals. Even so, watching porn is not an attribute of high cases of rape. Rather, porn is turning men off women. The discoveries of self-methods of sexual satisfaction are serious attributes of breaking the relationships that exist between men and women. The generation of internet has facilitated the disposal of porn at people’s homes making it easy to access and watch. As much as porn is not the main cause of the social evils that exist in the today world, it provides a great portion. The negative effects of porn outdo the positive impacts to men, women, and couples. Pornography has created a lot of impact in most of the industries especially the entertainment industry. It has invaded the media and accelerated to many platforms due to the changing and advancement of technology. Pornography affects people negatively whether they watch it often or not. It is noted that porn affects men in many ways. Categorically, the case of Sarah’s boyfriend indicates that young men who get addicted to watching porn result neglecting their life duties. Such life deities include neglecting their relationship responsibilities and misuse of money by investing a great amount on the purchase of pornography materials. Porn may also lead to isolation of young men from the rest of their kind (Hall 146). For instance, as much as Sarah is described as a real woman with a great figure and an appetite for adventure, her boyfriend waits until she is asleep so that he can isolate himself and watch porn.

MEASURES OF CENTRAL TENDENCY Assignment Example | Topics and Well Written Essays - 750 words

MEASURES OF CENTRAL TENDENCY - Assignment Example From both excel, and the formulae, the mean is 50.8, which is different from the mode and the median, which are 58 and 57, respectively. However, the figures are roughly close to each other showing that is spent over 50 minutes everyday in physical fitness activities. The numbers are lower than I expected since I work out for a whole hour every day. This means that I spend a couple of minutes in switching from one activity to another. The time I spend in switching from one activity to another and the time I spend on different physical fitness activities add up to sixty minutes per day. The most effective measure of the central tendency, as far as the mean, median, and mode is the mean. This is because of the fact that it utilizes 100 percent of all the data in the sample (Walpole, 2010). The other measures of central tendencies, including the median and mode do not utilize all the information provided. Mean helps in performing further mathematical calculations thus helping in conducting more statistical tests. For example, it helps in the calculation of standard deviation, variances, as well as, significance tests. Additionally, it has an algebraic definition (Bertsekas, 2002). The mean is applicable in the probability theory to generate probability distributions. Such distributions do not utilize other measures of central tendencies including the median and the mode. Mean as well has some weaknesses, for example, the presence of outliers in the data lowers its accuracy. Its strengths, as a measure of central tendency, outweigh its weaknesses. To draw the box plot, one utilizes the 25th percentile, the 50th percentile, and the 75th percentile. The 25th percentile is the lowest score, which is greater than 25 percent of the scores. Using excel, the 25th percentile is 41. This means that the highest figure of the first 25 percent of the data is 41. The 50th percentile is equal to the median.

Metacognition Student Achievement Essay Example for Free

Metacognition Student Achievement Essay Metacognition has generally been described as thinking about one’s own thoughts. The realization that a human being cannot exist in isolation of his inner self, that he is constantly probing that dam of his very essence to evaluate situations and resolve the never-ending puzzles that daily confront him. Kornell (2009), has described metacognition as self-reflection and conscious awareness. An even more elaborate definition is that given by Serendip (2009). He defines it as â€Å"a reflective practice that helps one discern general patterns in one’s own views and abilities†. Whichever definition one feels comfortable with, it cannot be said to be superior to the other, because metacognition deals with the intangible and cannot be weighed on a scale. It has, however, been the subject of widespread research all over the world. Psychologists are now asking themselves, what causes that tip of the tongue experience, when you are sure you know someone’s name but cannot recall it? Or what is at play when one conveys a feeling of uncertainty? Why is it that humans are able to have certain cognitive abilities that animals apparently do not have? For example, if asked what year America gained independence, one may readily recall with certainty, or one may say with complete uncertainty that he does not know. The answer may also lie in between, showing a certain degree of uncertainty by replying, for example, I think it was 1776. Whatever answer one gives, it demonstrates an ability to question one’s memory and experience. According to studies that have been done, this ability can be improved. Thus, the science of metacognition is now rampant, with studies being carried out on the cognitive abilities of monkeys, children, students, and ways in which they can be improved. Metacognition 2 One study which was carried out to test the cognitive abilities of rhesus monkeys, was that conducted by Kornell, Son Terrace (2007). In this trial, the monkeys were initially trained to select a given picture from a sample of six pictures by touching the image on a touch-screen monitor. After this training period, they were shown six sample pictures which were then simultaneously removed and replaced with nine, one of the previous six being among them. As soon as they selected the sample they thought was among the previous six, they were required to bet on their choice by depressing an icon on the screen for certainty, with a reward of redeemable food tokens, or loss of tokens, if wrong. A further icon for a low risk bet was also there. After carrying out this experiment for a suitable period of time, they concluded that the monkeys would invariably only bet when they were sure that they knew the correct answer. The researchers were therefore of the opinion that the monkeys were guided by a cognitive ability. They also tested two monkeys on metacognitive control. This is the ability to use metacognitive ability to influence behavior. An example would be requesting for a hint when one is unsure of an answer, a common trait with humans. In this trial, two monkeys were presented with a few sample pictures to place in a certain order. They were also availed of onscreen visual hints if they needed. The penalty for using the hints was a less appetizing banana flavored pellet, instead of the more attractive MM candy. As the test progressed, it became apparent that the monkeys were using the hints less and less, and would only resort to them when they were sure that they did not know the right answer. This ability to have control over one’s metacognitive ability had been tested on humans for many years, and it was only now that it was becoming clear that it was also present in animals. However, how prevalent this is among them, cannot be clear and it cannot be generalized from this study that only involved rhesus monkeys. Metacognition 3 Smith Washbum (2005) have taken animal research a notch higher and carried out trials that probe the memory, referred to as monitoring the memory. In the test, animals which were given various tasks to do based on what they had done before, declined to engage in the more difficult tasks, a result that was the same as similar tests carried out on humans. The animals were selective and seemed to have the same analogous capacity as human. There was no doubt that they were using their metacognitive abilities to seek in their memories, and when they remembered that the task was arduous, they declined to take the test. Kornell Terrace (2007) also carried out some trials seeking to find out if monkeys benefited from learning. They did this with two rhesus monkeys which were given two problem sets to solve. In one difficult set, they were given hints to assist them after a suitable training period. In the other set, they were given no hints. The number of hints they used to solve the problem set steadily declined over time, the performance, however, did not change, it stayed the same. The monkeys were solving the problem with skills they had acquired from the hints and were using them less and less because they had â€Å"learned†. This is fascinating and opens up very interesting questions about the training of animals. There are other areas of animal metacognitive behavior which have been studied. Hampton, R (2009), carried out studies on rhesus monkeys to determine if they made decisions when they had information, or sought information when ignorant and immediately made a decision. The results were quite revealing. They carried out two sets of tests. In one test, the monkeys witnessed food being inserted into some opaque test tubes. These tests were referred to as the seen trials. In the other test, the food was inserted into test tubes without their knowledge. Metacognition 4 The monkeys were then required to identify the tubes which had food in them. In trial after trial, they would first look down the tubes to ascertain if the food was there and if it was, they selected the tube. What was evident from these tests is that the monkeys sought information first, by peering down the tubes, when ignorant, and only immediately selected the correct tubes without investigating, when they knew the food was there. That means they knew when they knew and only sought information when they knew that they did not know. This is a characteristic which is prevalent among human children, orangutans and rhesus monkeys. It is, however, not clear with capuchin monkeys when they were exposed to a similar trial about a decade before. There is room for more research on animals. According to Smith Washbum, a lot needs to be investigated regarding the gifts different animals have. For example, monkeys and dolphins seem to exhibit more cognitive abilities than pigeons, whose reactions appear to be more stimulus based. Further research in this area can yield very important information which may stimulate a whole spectrum of research into cognitive abilities of different animal specie. Additionally, there is a lot of room into studies on the ability or lack of ability of animals to make quantitative judgements, for example, their mood. Metacognitive abilities is also a subject of importance in developing learning capabilities for children. Loh, A (2009), has made suggestions on methods to use to improve metacognition learning for children as young as two year olds. Since parents spend the most amount time with children of this age, they are best placed to practice the techniques recommended by Loh. He says that children should be encouraged to think about their thinking process in order to develop their intellect and intelligence. Children should be engaged, soon after an activity, to gauge their Metacognition 5 thinking process and the techniques they used for a task. Immediately after this activity, they should be asked certain questions, for example : 1. They should be asked about the process they used to achieve the result. This way, they will recall the steps and learn the process. 2. What strategies did they use? This will engage them actively in the thinking process by beginning to adopt strategic thinking of alternative techniques they can use to achieve better results. 3. What do they think about the end result? Is it good or bad? This will help them to evaluate their work. 4. Offer them puzzling tasks that have more than one solution. This exposes them to cognitive conflicts 5. Engage them in debates and discussions with other children 6. Allow them to practice reciprocal teaching where they form groups and one child teaches members of his group. 7. Once they engage on a task, allow them to continue undisturbed. Help them with clues if they get stuck. Further, they can be assisted with questions that will incline them to probe their mind even more, for example, what they learned from the task and what they found difficult. Additionally, they can be probed to find out if they have a next goal and what will help them to achieve it. Metacognition 6 There has been more research in the field of metacognitive abilities of children. Young children’s understanding of mental life, or â€Å"theory of mind†, is an area that is currently being explored by various scientists. According to science daily (2008), a new study had made a link between theory of mind as assessed in kindergarten children and their metacognitive abilities in elementary school. Early theory of mind competencies positively influenced metacognitive abilities acquired later. 174 children between the ages of three and four were used as study subjects to investigate this relationship. Wolfgang Schneider, P. H. D. , of the University of Wurzburg, who carried out the trial, said that knowledge from this research can be used to develop training programs for young children. For all the progress that has been done on metacognition in animals and children, none can rival that of learners. The Elementary Teachers Federation of Ontario (2009), says that students with metacognitive needs have difficulties in setting priorities and planning their tasks. Additionally: 1. They are poor at strategizing in order to accomplish a task methodically 2. They procrastinate and are unable to start their work. 3. They are inattentive and make careless mistakes. 4. They are not able to identify their faults or know how to seek help. With these type of students they recommend the following teaching strategies : 1. Teachers should tutor them on how to plan and show them the scoring rubric for the assignment. 2. They should be taught on estimation of time needed to complete a task. 3. They should be assisted with think-aloud strategies. Metacognition 7 4. They should be cajoled to get engaged actively in their work by asking them how they are doing the work and how they will remember to solve the problem. 5. Teachers should be specific in their assignments to students by providing scoring rubrics for each question and how they have been calculated. However, Pierce (2004), dealt even deeper in metacognition for students. He was of the opinion that study strategies were generalized and teachers did not teach them in class. They assumed that students had already learned them. When they taught a strategy, students used the same strategy taught for all subjects. According to him, students needed to acquire three types of knowledge in order to improve their metacognitive abilities. These are : 1. Declarative knowledge which is having at their grasp factual information, for example, speed is distance divided by time taken. 2. Procedural knowledge which is knowing how to do something. Using the previous example of speed, they should know the formula for speed and the steps required in its calculation. 3. Conditional knowledge – This is knowing when to use a certain procedure and why one strategy is better than another. In applying the three types of knowledge for study strategies for example, students need declarative knowledge to know that a high school history textbook is different from an article analyzing the same textbook. They need procedural knowledge to take notes from such a textbook and conditional knowledge to know when such notes should be taken. According to Pierce, study techniques improve learning but are hardly ever taught. Additionally, many students do not internalize success as caused by ability and effort. Metacognition 8 Lippman, Danielsson Linder (2005), differed slightly with some researchers of metacognition. They claimed that most studies taught metacognitive skills and then measured the effects of training. Instead, they should quantify the use of metacognition. In a study that they carried out at an American university, their aim was to find out how much metacognition is used in a laboratory and how the setup encourages the use of metacognition. Three groups of students were used and their proceedings videotaped and their verbal comments recorded. In one group, students were given a set of instructions to follow. The same was done for the second group and in addition, they were expected to explain their reason. The third group was given a question to answer and expected to explain, in a presentation, the method they had used to get results. In analyzing the results, Lippman et al (2005) saw no difference in the amount of metacognition in the different groups. However, the most important finding was that there was a difference in how metacognition made students change their behavior in tackling the lab assignments. For example, in the third group, the verbal exchanges revealed that the use of metacognition made the students more creative. This was a different approach as was the one used by Mevarech Kramarski (2003). In this study, 100 eighth graders, studying algebra in four classrooms, were divided into two groups. One group was exposed to cooperative learning and also given metacognitive training. The other group was given cooperative learning but without metacognitive training. At issue was mathematical modeling and problem solving skills. After tasks to perform were given, the results showed that the group which had been given metacognitive training did outperformed the other that only had a cooperative setting. There was significant difference with the two groups with regard to planning, processing and reflection. They concluded that the cooperative Metacognition 9 setting is not enough to enhance modeling skills. Metacognitive skills are important in how to approach a problem, how to control and monitor the solution and how to reflect on the final answer. As a result of such studies, Mevarech Kramarski (2003) designed the learning tool called IMPROVE, whose letters stand for : Introducing the new material Metacognitive questioning Practicing Reviewing Obtaining mastery on higher and lower cognitive processes Verification Enrichment and remedial The important thing in IMPROVE is the approach in problem solving. Students are able to approach a scenario with a systematic method which first and foremost addresses the question of what is the issue at hand. They then investigate to find out how different the problem is from others and what the best strategies are to solve it. As can be seen from all the studies mentioned, metacognition is an area of development that has a lot of room for growth. Animals which have been shown to have metacognitive abilities can be researched further in order to discover if this is something widespread within the animal kingdom, and if not, then what actually determines metacognition of a species. With children too, the theory of the mind is interesting and further studies should be carried out to determine if there are other areas of their lives that can benefit from improved research on Metacognition 10 metacognition. For example, are high levels of metacognition genetic? Does diet affect levels of metacognition? What role does disease play in metacognition? It would also be interesting to see new research in the study techniques of students. More than anyone else, their place in society is critical because they take over reins in business, government and the civil society within only a few years after leaving college. Their overall performance in school is therefore a top priority. Of serious concern should be when study techniques should begin to be taught and how they would be standardized. Additionally, quantifying the use of metacognition as advocated for by Lippman (2005), needs to generate more study. If his research is anything to go by, then the approach to metacognition training must also address, not just the amount of metacognition ability gained, but also how it is channeled to productive use. This is an area that can prove very challenging and rewarding because teaching metacognition techniques is one thing, but being able to teach the type of techniques that can produce quantifiable measures cannot be easy. However, it is possible that the same metacognition graduates will discover new methods and strategies to impart more abilities in metacognition. Metacognition 11 References Elementary Teachers Federation of Ontario (2009). Metacognitive Skills. Retrieved on July 29, 2009 from http://www. etfo. ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills. aspx Hampton, R (2009). Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms? Retrieved on July 29, 2009 from http://psyc. queensu. ca/ccbr/Vol4/Hampton.pdf. Kornell, Nate (2009, February). Metacognition in Humans and Animals. Retrieved on July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/122212734/HTMLSTART Lippmann, K. , Danielsson, A. Linder, C. (2005, August). Metacognition in the student Laboratory : Is increased metacognition necessarily better? Retrieved July 29, 2009 from http://www. anst. uu. se/rekun676/meta. pdf Loh, A (2009, July). Using Metacognition Learning to Make Children Smarter. Retrieved on July 29, 209 from http://www. brainy-child. com/articles/metacognition-learning.shtml Mevarech Z. Kramarski, B. ( 2003). Mathematical Modeling and Meta-cognitive Instruction. Retrieved on July 29, 2009 from http://www. icme-organisers. dk/tsg18/S32MevarechKramarski. pdf Metacognition 12 Mevarech, Z. Kramarski, B. (2003). Metacognitive Questioning and the use of Worked Examples. Retrieved July 29, 2009 from http://www. memory-key. com/StudySkills/IMPROVE. htm Peirce, W (2004, November). METACOGNITION: Study Strategies, Monitoring, and Motivation. Retrieved on July 29, 2009, from http://academic. pgcc. edu/~wpeirce/MCCCTR/metacognition.htm ScienceDaily (2008, August). Young Childrens Theory Of Mind Linked To Subsequent Metacognitive Development In Adolescence. Retrieved on July 29, 2009 from http://www. sciencedaily. com/releases/2008/08/080814154429. htm Serendip (2009). Metacognition. Retrieved July 29, 2009 from http://serendip. brynmawr. edu/exchange/wfrankli/ii09/metacognition Smith, D Washbum, D. (2005, February). Uncertainty Monitoring and Metacognition by Animals. Retrieved July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/118706297/HTMLSTART

Attaining The Good Life Philosophy Essay

Attaining The Good Life Philosophy Essay Everyone should want to live the good life. Along with attaining the good life there are many definitions and interpretations of how to get there. People all around the world strive to live the good life each day. What may seem ordinary and boring to someone could be a dream or fantasy for someone who is less fortunate. There are two great days in a persons life- the day he is born and the day he discovers why he was born. In other words, when he discovers what he was meant to do with his life. There are plenty of people who have a desire to live the good life and really make the most of the fun available to them. People who have lived the good life by my definition which is one that has a balanced lifestyle, accomplished goals and dreams which are beneficial to a person and their loved ones, an education, and last but not least having stability through relationships, work, health, and money include Aristotle and Plato. Plato and Aristotle each had ideas on how to proceed with improv ing the society in which they were part of during their lifetime. It is necessary therefore to analyze their different theoretical approaches regarding their philosophical perspectives. A child in the less-developed parts Africa could only dream of living the life we live. They would see the good life as having an education, a safe place to live, clean food and water, and a more promising future. These things are given to us and should be implemented into our lives. Instead, we often find ourselves complaining about not having brand name clothes, or not going out to eat, or having to do homework. Many attempts have been made throughout history to better define the word happiness, and the two best-known philosophers in history, Plato and Aristotle, spent much of their studies on the subject. A good and happy life is one in which pleasures outweigh the pains overall. Many questions have been asked about the good life and happiness. People always answer those questions with their lives, and we see many different ideas of the good life and happiness playing out in the strivings of humanity to live well and be happy. Both Plato and Aristotle felt that happiness was an important factor of life. Platos notion of happiness was significantly different from those with normal views. He spent as much time undermining the traditional understanding of the good life as to describing his own conception. Plato considered happiness as a state of flawlessness that is hard to apprehend because it is based on metaphysical presuppositions that appear unclear for ordinary understanding. Aristotle s peaks of the good life as the happy life; he does not mean that the good life is merely one of feeling happy or amused. Rather, as the good life for a person is the active life of functioning well in those ways that are essential and unique to humans. Aristotles idea of the good life is very similar to mine because my definition the good life is merely one with a balanced lifestyle, accomplished goals and dreams, receiving an education, and stability in all aspects of life. These similarities and differences can be observed by exploring what Aristotle and Plato taught. Both Aristotle and Plato see the good life as the state in which a person exhibits total virtue. A virtue is total moral excellence. However, these philosophers disagree on the definition of virtue, and its relevance to happiness. Virtue is an essential component of the good life according to Aristotle.  The good life cannot be identified with virtue because being virtuous is consistent with leading an inactive domicile or with suffering greatly. As Plato reasoned, total virtue shows only when his desires have been extinguished. Aristotle argues that the good life is different for each individual because each person will have different virtues. Plato sees the good life as being achieved through the perfect love and lack of desire, while Aristotle believes that the good life is achieved through a perfect state that causes its citizens to act upon their virtues Aristotles ideas seem more practical and easier to follow whereas Platos works seem more complicated. Many people are unhappy because they fail to set or attempt to achieve goals. One must set new goals for themselves and do something each day towards its accomplishment. Being true to oneself is a must when setting goals. One must also keep in mind in order to live the good life the goals made should be positive so once they are achieved, only good things will come out of it. The worst thing in life is to live by what others say. Plato said, Apply yourself both now and in the next life. Without effort, you cannot be prosperous. Though the land be good, You cannot have an abundant crop without cultivation. One should live life on ones own terms and should always keep in mind that it is possible to live ones dreams. Aristotle said, Everyone who can live according to his own choice should adopt some goal for the good life be it honor or reputation or wealth or culture-a goal that he will keep in view in all his actionsà ¢Ã¢â€š ¬Ã‚ ¦ (Mintoff 159). Ultimate happiness occurs when a perso ns actions and goals which are virtuous. The effects of lack of motivation have a negative impact on people. One will miss the sense of accomplishment and the satisfaction that comes with succeeding on a big scale. He will also lose the respect of his peers and will be excluded from the winners circle. He will no longer feel in control of his own destiny and in fact be a victim of circumstance. He will tend to earn far less than people of lesser intelligence and ability. One will also worry about the future because they fear they may not be able to deal with things. In 2006, the movie, The Pursuit of Happiness, was released. This movie was based on the true story of Christopher Gardners life. Gardner was a bright and talented employed salesman. He continued to struggle making ends meet, Gardner found himself and his five-year-old son evicted from their San Francisco apartment with nowhere to go. He and his son endured many hardships, including living in shelters and in public restrooms. In pursuit of his dream of a better life for the two of them, Gardner landed an internship at a prestigious stock brokerage firm. Although there was no salary, he accepted with the hope that he will end the program with a job and a promising future. He continued to honor his commitment as a loving and caring father, using the affection and trust his son has placed in him as an impetus to overcome the obstacles he faced. On the last day of the internship, he was called into an office. Chris was told him that he has been an excellent trainee. Aristotle took on a task similar in some respects to the one Plato conveyed out in the Republic. One of Platos main points is that it is a great advantage to set up a hierarchical ordering of the elements in ones soul, Unlike Aristotle, who would bring philosophy back to earth, Plato held that the unseen, heavenly, eternal things are more real that the things of our world, (Boyleston) and he shows how the traditional virtues can be interpreted to nurture or show the proper relation between reason and less rational elements of the psyche. Aristotles function argument shows in a general way that our good lies in the authority of reason, and the detailed studies of the particular virtues reveal how each of them involves the proper kind of ordering of the soul. Aristotles goal was to come to conclusions like Platos, but without relying upon the Platonic metaphysics that takes on a fundamental role in the argument of the Republic. The word metaphysics is defined as the study or theory of reality sometimes used more narrowly to refer to transcendent reality, that is, reality which lies beyond the physical world and cannot therefore be grasped by means of the senses. Plato believed in an inside out view of metaphysics which shows two realms to our reality the realm of changing, becoming things and a realm of fixed, and being forms, which are unchanging and that all things owe their reality. Aristotle saw in his outside in view, that there was only one level to our reality and that in it forms are found only within particular things, which have both form and matter. If there were not individual round things, there would be no such thing as the Form roundness. Forms do not exist separately or apart from particulars. Roundness, for example, has n o independent existence apart from particular round things. One cannot think the Form roundness without thinking of a particular round thing. The importance of education cannot be measured because it determines ones future. Its value is unmatchable. Without it, there will be ignorance, frustration, anger, and demise. With it, solutions, alternatives, and new ideas can be brought forth to further improve life itself. John Milton said, Nevertheless to write now the reforming of Education, though it be one of the greatest and noblest designs that can be thought on, and for the want whereof this Nation perishes . . .the knowledge and the use of which, cannot but be a great furtherance both to the enlargement of truth, and honest living, with much more peace. (Milton 96). We would not let uneducated officials run our country. As we learn from our mistakes, we are able to improve the next time around. Without education, improvement and progress would never be achieved. There is no greater purpose than using the mind to everyones best advantage because it is a gift given by God. Plato stated in the Republic, When the minds eye re sts on objects illuminated by truth and reality, it understands and comprehends them, and functions intelligently; but when it turns to the twilight world of change and decay, it can only form opinions, its vision is confused and its beliefs shifting, and it seems to lack intelligence (Plato). Both Plato and Aristotle concur that a good education is the way to attain virtue, but they disagree on how a person should be educated because of his differing views on the cause of virtue. By the means of education only ones potential can be used to maximum extent. Education teaches how to think, how to work properly, and how to make decisions. Through receiving an education, one can make a separate identity. Aristotle rejects the existence of Platos forms in general and the form of the good in particular; and he rejects the idea that in order to become fully virtuous one must study mathematics and the sciences, and see all branches of knowledge as a unified whole. Aristotle said, Education is an ornament in prosperity and a refuge in adversity. Aristotle believed that education should begin from birth and should involve changing the childs habits and forming his reason so that his nature, habits, and reason will align. Plato believed that virtue comes from an understanding of true beauty, which exists only in the higher plane of the world. Plato also believes that education should begin when the child is ready to love another. A valuable effect of education is creativity. Creativity can build a bridge in between seemingly different concepts of information or knowledge. People without morals will never do beneficial deeds in their life. A lack of morals in life is a huge problem. A person without morals is one who does not care to help others, who does not care to put themselves in others shoes, and who thinks he is better than everyone else. This is a common trait in wealthy people as well. However, not all wealthy people are like this. Those who are will never know what it is like to live a life a poor person lives, nor will they be concerned. They do not think it is necessary to give to the poor because they feel it is their own money. A person with a lack of morals cannot tell the difference between right and wrong. They have never been taught or never acknowledged true morals. He that has improved the virtue or advanced the happiness of one fellow-creature, he that has ascertained a single moral proposition, or added one useful experiment to natural knowledge, may be contented with his own performance, and, with respect to mortals like himself, may demand, like Augustus, to be dismissed at his departure with applause (Johnson 122). Lack of morals connects to the reasons why people make bad decisions in life. When people do drugs and drink uncontrollably, they see nothing wrong with it because no one told them it was wrong. If they were told, they ignored those who tried to save them from a life of failure. It is sad to see the amount of people who have addictions to certain things and rely on those things for survival. However, these addictions will never help, rather it will hurt them and effect he people around them as well. Lack of morals also leads to violence. Without evident morals people would just turn to violence in stressful situations. It is a proven fact that lack of morals leads to crime. Mary Wollstonecraft said, And, when you are examining your heart, if it would not be too much like mathematical drudgery, to which a fine imagination very reluctantly stoops, enquire further, how it is consistent with the vulgar notions of honesty, and the foundation of moralitytruth; for a man to boast of his vir tue and independence, when he cannot forget that he is at the moment enjoying the wages of falsehood; and that, in a skulking, unmanly way, he has secured himself a pension of fifteen hundred pounds per annum on the Irish establishment? (Wollstonecraft 129). It is morals that will make a person who they are. A balanced lifestyle is vital in living the good life. Ones lifestyle is made up of everything he does for example, work, school, social life, and of course personal time. A balanced lifestyle is a collection of all the activities and places that characterize who one is as a person. Ones lifestyle has an emotional impact on. If ones lifestyles net effect leaves him feeling bad about himself then changes in it are needed. Otherwise, it can lead to stress and depression. If one can accommodate all his activities and fit them in his schedule allowing time to relax and do things for himself, not only will he be happy but everyone around him will be as well. If ones lifestyle isnt balanced, he could find great stress-reduction benefits in taking a thorough inventory of his life and how he spends his time, and making changes. First, one must determine which areas were lacking, and then work on building up those areas. Stress is a normal physical response to events that make one feel threat ened or upset ones balance in some way. If one dwells over a stressful situation not only will they be able to see the good out of the situation but it could also lead to pain of any kind, heart disease, sleep problems, and depression. Keep in mind that there is always some good in every bad situation. In order to live the good life one must be able to handle stressful situations. Socializing with friends and family is also an important part of healthy living. Having a healthy social life means having a few close friends and confidants that one enjoys being with to share ideas, discuss important personal issues, and have a few good laughs. Being able to express oneself and sharing feelings will help one as he is going on with life because he will know that he has friends to talk to when times go bad. Bottling feelings inside will just hurt oneself more and will not be able to enjoy things he used to because of whatever burden he is going through. He will also withdraw themselves from all social happenings, which may give his friends the impression that something is being hidden. Keep in mind, not every detail has to be shared but being able to share thoughts and feelings help one feel more relieved and often helps with taking that extra load off ones back. For the purpose of living one has to assume that the personality is solid, and the self is an entity, and to ignore all contrary evidence. And since to ignore evidence is one of the characteristics of faith, I certainly can proclaim that I believe in personal relationships (Foster 182). Plato and Aristotle agree on the importance of interpersonal relationships in the quest for the good life. Both agree that interpersonal relationships account for the education of individuals, but Aristotle goes further because he sees attaining the good life as societal. By my definition of the good life, one must be positively stable in every aspect of his life. Being financially stable provides a healthy and safe way of living. Nevertheless, he will be able to support themselves and his family in the matter of food, water, and shelter. Money will always be a worry factor but if money is handled the right way then it is easy to remain stable. Good, stable health keeps ones mind sharp, doctor bills low, a longer lifespan in some cases, and lets one work more to make more money. Plato agreed with this and said, Lack of activity destroys the good condition of every human being, à ¢Ã¢â€š ¬Ã‚ ¨while movement and methodical physical exercise save it and preserve it. One must remain active because a sedentary lifestyle is not beneficial to ones health. The good life is simply success though stability, accomplished goals and dreams, and a balanced lifestyle. Peace comes with contentment. Harmony is achieved through balance. Stability revolves around rationalization. The good life with out either element; contentment, balanced rationalization cannot be achieved in its true essence. If we started to appreciate what is given to us we would truly see how easy it is to fully understand and live the good life. Lets make the best out of our life for those kids in Africa and other third world countries. Lets better ourselves so we can make a difference so those unprivileged people can live the good life as well. It is obvious that both Plato and Aristotle had a different concept of the good life, but their ideas behind living the good life support my opinion. Human happiness is the primary concern for both Plato and Aristotle in their works of literature. Since happiness is almost a universal emotion their conclusions on the cause of happiness are similar. However, Plato and Aristotle are completely different individuals, so the causes of their happiness are completely different. Achieving the good life was viewed by both philosophers as being a life-long task with several aspects to keep in mind. Their basic conceptions and appreciation of life were prominent throughout their studies of how to achieve the good life. Sometimes, big effects come from little causes. For example, when making bread one has to use flour and water and then he knead the dough. If he forgets to add just a little bit of yeast, he will end up with an unappetizing hockey puck. A big effect, like a healthier person, calls for a lot of big causes, like eating better and exercising more. Sometimes just a little change can make a big difference. To live the good life one must go through the whole process of trial and error.

Robert Frosts The Oven Bird Essay example -- Robert Frost

Robert Frost's The Oven Bird In his 1916 poem "The Oven Bird" (Baym, Vol. D 1188), Robert Frost chooses a title that presents a single, natural image of a particular species of bird. The title not only identifies this "mid-summer and...mid-wood" bird as the "singer everyone has heard" in the first line, it also establishes the "nature image" as a main theme in the poem. The bird's song presents images of "solid tree trunks," "flowers," and "pear and cherry bloom," while imposing its individual voice on the landscape. This motif is a defining characteristic of many romantic writers, including the transcendental writers of the nineteenth century American Romantic period. In his little book Nature, Emerson writes, "I am the lover of uncontained and immortal beauty....In the tranquil landscape...man beholds somewhat as beautiful as his own nature....Nature always wears the colors of the spirit" (Baym, Vol. B 1108, 1109). Emerson endows nature with everlasting life, beauty, and passion. Therefore, he feels that he (a nd everyone else) can realize and experience the beauty of human existence by immersing himself in the landscape. And, like the oven bird, he imposes himself on the landscape through his individual essence (in Emerson's case his spirit). Despite the initial parallels with the Emersonian persona, the bird's song takes life and beauty away from the natural images that it describes, denying the immortal quality of nature. In "The Oven Bird," several natural images, traditionally symbolizing strength and beauty, construct a romantic landscape. But, these images are individually deconstructed, leaving the natural scene as a whole barren and hollow. Frost crafts a poem that is dependant on nature for both its subject and it... ... he holds on to the romantic notion that nature reflects the human experience. Where Emerson says, "I am nothing. I see all" (1109), Frost would say, "I am nothing. I see nothing." Therefore, in "The Oven Bird," Frost reconstructs the romantic perspective of the nature image by removing the romantic ideals of immortal beauty and spirituality that are associated with the perspective, and imposing the modernist zeitgeist upon this traditionally romantic subject. Works Cited Frost, Robert. "The Oven Bird." The Norton Anthology of American Literature. Volume D. Ed. Nina Baym. New York, London: Norton, 2003. 1188. Emerson, Ralph Waldo. Nature. The Norton Anthology of American Literature. Volume B. Ed. Nina Baym. New York, London: Norton, 2003. 1106-1134. "Oven-Bird." Birds of Eastern North America. 17 November 2003. http://www.aboutbirds.org.html.

Essays --

Introduction The United Nations World Tourism Organization (UNWTO) has published that the tourism industry has experienced continued growth and diversification to become one of the largest and fastest growing economic sectors in the world for the past six decades. For many economies, tourism has become a key driver for socio-economic progress. It has generated an estimated gross output of US $3.5 trillion and the figure is expected to increase to US $7.0 trillion by 2011 (World Travel and Tourism Council, 2009). The future of the tourism industry is bright as the World Tourism Organization (WTO) forecasts that an estimated one billions tourists will be traveling around the world by the year 2010. The expansion and growth of tourism has contributed to the development of the developed countries as well as less developed counties. Moreover, the economic potential of tourism in less developed countries has been identified as an important contributing factor to global tourism growth (Palmer 2002; Honey 1999; Ashley & Reo 1998; Mowforth & Munt 1998). Malaysia, tourism is the second largest contributor to the economy next to the manufacturing sector. Malaysia’s efforts in developing and promoting its tourism products have produced impressive r esults. In year 2008, there were 22.05 million of tourist arrivals with total receipts of RM49.6 billion (USD13.4 billion). This amount represents an increase of 5.5% in tourist arrivals and an increase of 7.6% in revenue compared with year 2007. These increases are notable given difficulties and challenging environment with the global economic slowdown and the increase of oil prices in year 2008. The first quarter of 2009 showed a positive growth of 2.2% in tourist arrivals compared to the cor... ...budget and cost selection. 1.6.2 minor contribution A good quality of website with DSS system can use so many different field and promotion. This study don not only solve the current problems faced by the home stay Malaysia but it is can also be a generalized to other similar applications . thus it may help in overcoming the related problems faced by the other organizations in similar environment . Examples are such as in educational site, big industries, corporate office, large banking and firm stay. This study is hoped to be served as a guidance or reference for the similar field of future study. Outline of the paper Chapter two discusses the previous studies of homestay program with DSS system and its solutions. It reviews on literature which is relevant in the area of general homestay program. the discussions on similar works in multidimensional site.

Population Problem in Bangladesh Essay

Bangladesh is one of the world’s most densely populated countries with 150 million people, 49 percent of whom live below the national poverty line. In addition, child malnutrition rate rates of 48 percent, in condition that is tied to the low social status of women in Bangladeshi society. Contents 1 General overview of the Bangladesh economy 2 Rural and urban poverty 3 Causes of rural and urban poverty 4 Environmental problems and poverty 5 Implications of poverty in Bangladesh 6 See also 7 References General overview of the Bangladesh economy In Bangladesh, there are many problems like, poor infrastructure, political instability, corruption,and insufficient power supplies etc,†Ã¢â‚¬  but the Bangladesh economy has grown 5-6% per year since 1996. However, Bangladesh still remains a poor, overpopulated, and inefficiently-governed nation with about 45% of the Bangladeshis being employed in the agriculture sector.[1] Rural and urban poverty Bangladesh is one of the world’s poorest countries. Bangladesh has to depend on international help. Since the 1990s, there has been a declining trend of poverty by 1% each year, with the help of international assistance.[2] According to World Bank in 2005, 40% of the population was still be below the national poverty line.[3] The population in Bangladesh is predominantly rural, with almost 80% of the population living in the rural areas.[4] Many of them live in remote areas that lack services such as education, health clinics and adequate roads, particularly road links to markets.[2] A low estimate of 20% of the rural poor is in chronic poverty. They suffer from persistent food insecurity, own no land and assets, are often uneducated and may also suffer serious illnesses or disabilities. Another 29% of the rural population is considered moderately poor. Though they may own a small plot of land and some livestock and generally have enough to eat, their diets lack nutritional values. As a result of health problems or natural disasters, they are at risk of sliding deeper into poverty. Women are among the poorest of the rural poor, especially when they are the sole heads of their households. They suffer discrimination, have few earning opportunities and their nutritional intake is often inadequate.[2] In the urban areas, there is about 37% of the urban population living below national poverty line.[5] For those living in urban areas, especially the capital Dhaka, and major industrial cities such as Chittagong, Khulna, and Rajshahi, they enjoy a better standard of living, with electricity, gas, and clean water supplies. Despite this, there is still a significant proportion of Bangladeshis living in slums that fall apart during the monsoon season and have no regular electricity, limited access to health care and to clean drinking water.[6] Causes of rural and urban poverty One of the main causes of rural poverty is due the country’s geographical and demographic characteristics. A large proportion of the country is low-lying, and thus is at a high risk to flooding. Many of the rural poor live in areas that are prone to extreme annual flooding which cause huge damage to their crops, homes and livelihoods. In order to rebuild their homes, they often have to resort to moneylenders, and that causes them to fall deeper into poverty. In addition, these natural disasters also cause outbreaks of cholera and other waterborne and diarrheal diseases such as dengue and malaria which will affect them physically and lower their productivity levels.[2][4][7] Another cause of rural poverty is due to the fast growing population rate. It places huge pressure on the environment, causing problems such as erosion and flooding, which in turn leads to low agricultural productivity. The causes of urban poverty are due to the limited employment opportunities, degraded environment, and bad housing and sanitation. The urban poor hold jobs that are labor demanding, thus affecting their health conditions. Therefore, the urban poor are in a difficult situation to escape poverty.[7] Environmental problems and poverty With 80% of the country situated on the flood plains of the Ganges, Brahmaputra, Meghna and those of several other minor rivers, the country is prone to severe flooding. While some flooding is beneficial to agriculture, high levels of flooding have been found to be a retardant on agricultural growth.[8] On average, 16% of household income per year is lost due to flooding, with roughly 89% of the loss in property and assets. Of these, households engaged in farming and fishing suffer a greater loss relative to income.[9] A positive relationship exists between flood risk and poverty as measured by household income, with people living under the poverty threshold facing a higher risk of flooding, as measured by their proximity to rivers and flood depth.[9] Property prices also tend to be lower the higher the risk of flooding,[10] making it more likely that someone who lives in a flood-prone area is poor and vice versa, as they might not be able to afford safer accommodation. Also, they tend to depend solely or largely on crop cultivation and fisheries for their livelihood and thus are harder hit by floods relative to their income. Important to the finances of farmers operating small farms is their self-sufficiency in rice and floods adversely affect this factor, destroying harvests and arable land. Farmers hit are often forced to undertake distressed land selling[11] and in doing so, risk being pushed into or deeper into poverty. In areas hard hit by floods, especially disaster floods such as the 1988 flood, several researchers have found that many of the affected households have resorted to selling off assets such as land and livestock to mitigate losses.[12][13] Also, in an area hard-hit by poverty and prone to floods, it was found that many of the poor were unwilling to pay for flood protection. The main reason cited had been lack of financial resources although it was found that many of these people are willing to substitute non-financial means of payment such as labour, harvest or part of their land[13] The above is problematic as it creates a vicious cycle for the poor of Bangladesh. Because the poor may not be able to afford safer housing, they have to live near the river which raises their risk of flooding. This would result in greater damage suffered from the floods, driving the poor into selling assets and pushing them further into poverty. They would be further deprived of sufficient resources needed to prevent extensive damage from flooding, resulting in even more flood damage and poverty. It then becomes even harder to escape this cycle. Even those farmers slightly above the poverty line are but just one bad flood away from the ranks of the poor. Implications of poverty in Bangladesh The Gross National Income (GNI) per capita measured in 2008 prices is a staggering low of US $520 while GNI Purchasing Power Parity per capita is US $1440 (2008).[14] This is a dismal figure when compared to other developed economies. Even though the poverty rate in Bangladesh has been decreasing, it is doing so at a slow rate of less than 2% per year.[15] 49% of the population still remains below the poverty line. Poverty matters because it affects many factors of growth – education, population growth rates, health of the workforce and public policy. Poverty is most concentrated in the rural areas of Bangladesh, hence creating disparities between the rural and urban areas. However, urban poverty remains a problem too. In particular, poverty has been linked strongly to education and employment. Research papers published by the Bangladesh Institute of Studies (BIDS) have shown that poverty acts as both a cause and effect of a lack of education, which in turn adversely affects employment opportunities. Having an unskilled workforce also greatly decreases the productivity of the workforce which decreases the appeal of Foreign Direct Investments (FDIs) and thus impedes sustainable economic growth. In essence, education is an important contribution to the social and economic development of a country. Secondly, rising landlessness is also a consequence of poverty in Bangladesh. In the year 2000, among the poorest of the poor – the poorest 20 percent of the population – four out of five owned less than half an acre of land. Not only did many own no acreage at all, but landlessness has been increasing in rural Bangladesh along with the number of small and marginal farms.[16] The 2000 HIES found nearly half (48 percent) of the country’s rural population to be effectively landless, owning at most 0.05 acres. Roughly three-fifths of all households in the two poorest quintiles fell into that category. Lastly, for the chronic poor, issues such as food security and health hamper social mobility. According to a study done by the World Bank on Dhaka, the poor suffers from a lack of proper healthcare in their areas due to the expensive and poor quality health care services.[17] The poverty stricken areas either do not have the available facilities, or can only afford low quality healthcare. This is a problem that is common in both the rural and urban poor. For the urban poor, the problem has worsened as they can only afford to stay in slums where there are problems of overcrowding and unhygienic living conditions. These two factors results in the spread of diseases amongst the poor whom cannot afford better healthcare. Also, one cannot deny that a healthy and well-fed citizen is better suited for increased productivity as part of the workforce. Thus, poverty matters because it affects the social welfare of citizens.

Resilience: Problem Solving and Child

Explain why resilience is so important CYP 3. 3 6. 2 SCMP2 1. 3 CYP 3. 3 6. 1 CYP 3. 3 6. 4 CYP 3. 3 6. 3 What is resilience? Resilience is the ability to adapt to adversity and cope with living in spite of stresses. Building resilience is building the ability to bounce back and adapt to all kinds of adversity, including trauma, tragedy, threats, setbacks and stress.Children at some time in their lives will experience stress and trauma, but by building resilience, children are better able to manage stress and feelings of anxiety and uncertainty. Resilience is important because it is the human capacity to face, overcome and be strengthened or even transformed by the adversities of life. And adversity affects us all at some time in our lives. Resilient children: find ways to solve their problems xercise control over negative thoughts and take responsibility for choosing how to act and feel are more likely to have people to talk to and confide in when something worries them have inner s trength, social and inter-personal skills, and skills in communicating effectively require parents and carers to model resilient behaviours and help promote resilience through words, actions and the environment, in which they are being raised like to try new things, enjoy a challenge need supervision, support and boundaries feel they can succeed ersist with a task and persevere have a sense of optimism believe their contribution can make a difference to an outcome like helping people possess a sense of fun. Ways we can raise a childs' confidence, resilience and well-being Resilience draws on aspects of a child's characteristics including temperament and the environment in which they are raised and supported. It also includes people and opportunities that help build resilience, for  example independence, autonomy and problem solving. Strategies for building resilience can be learned over time.Learning to think positively and in perspective means a child can not only cope with probl ems and setbacks. It also means children have opportunities to learn how to build strengths that protect and promote well-being. To overcome adversity and build resilience, children ideally require: unconditional love and acceptance some autonomy over their lives trusting relationships with significant adults feelings of independence secure relationships and strong role models to help foster friendships and commitment a safe and stable environment self-confidence and faith in themselves and their world.All these things help to build resilience. Helping to promote resilience A child's ability to build resilience is dependent on their age and stage of development. Babies and toddlers have limited physical and emotional competence compared with eight-year old. However, helping a child to feel secure and confident can begin at birth. For babies and toddlers: Provide safety, security, stability and nurture–physically, verbally and emotionally. Rock, stroke, soothe and cuddle often . Use words of comfort to calm. Allow babies freedom to explore in safety. Encourage toddlers to calm themselves.Model optimistic and resilient behaviour. Talk with toddlers and preschoolers about what adversity and setbacks mean. Reinforce a child's faith in their own problem solving skills. Set limits for behaviour and label the behaviour, not the child. Offer explanations regarding rules and discipline. Praise the accomplishment of tasks and milestones. Encourage independence. Help your child to recognise feelings and develop language to express emotions. Build on the security of trusted relationships. Source appropriate picture books from your local library. Know and work with your child's temperament.Help your child stick to a daily routine. For preschoolers and older children: Give unconditional support, nurturing and encouragement. Encourage and help your child practise calming strategies. Model self-esteem, confidence and optimism. Talk about appropriate behaviours. Encourag e independent thought and action. Build on developing an emotional vocabulary and how to label feelings. Help your child to understand their own temperament and why they might react in a certain way to a particular situation. Practise effective ways to resolve conflict at school or in the playground.Talk about ways that a child can seek help and assistance if needed. Spend time every day talking, discussing and sharing what's happening in your child's life. Model and teach attitudes of empathy and ways of caring. Explain that all behaviour has consequences. Provide comfort in stressful situations. Praise completed tasks, work well done, perseverance, desired behaviours. Discuss accepting responsibility for behaviour and why discipline is imposed to limit some behaviours. Clarify expectations, rules and regulations (especially for school).Accept that failure happens and talk about ways your child can overcome feelings of failure and try again. Discuss and support emerging independenc e and autonomy as your child develops, and how this balances out with age-appropriate limitations. Be flexible with routines so that your child has time and opportunity to be creative. Teach your child how to focus on something else if they are worried or upset. Discuss what it means to be a friend and help your child to make friends. Explain the importance of eating properly, resting, exercising and self care.Help your child to see that their individual accomplishments contribute to the well-being of the family as a whole. Why is important to teach them skills to keep them safe? Resilience is coping with change, and for many young children change can be stressful and scary. Helping a child to keep things in perspective and understand why change is an inevitable part of life, will help them to navigate and bounce back from tough times and move forward to better times. Wherever possible, ensure that children have unconditional support and stability from their family or caring network .