Difference Between Network Administration and System Administration Essay

Distinction Between Network Administration and System Administration - Essay Example An association needs to recognize both the controls so as to maintain their business viably. Be that as it may, both these employments are considered as same by most of business associations. Typically, a huge size firm recruits both the system and framework heads while little size business associations employ just the framework directors and give them the extra charge to deal with the errands which go under the activity of system organization (Burgess, Principles of Network and System Administration, second Edition, 2004, p. 1; Morgan, 2012). Before separating both these terms it is important to comprehend the elements of both the occupations. Fundamentally, a framework overseer plays out their errands while remembering the enthusiasm of clients, with the goal that they can utilize the framework so as to do their undertakings. Then again, a framework chairman ought not simply make arrangement for a couple of self-intrigued needs, yet also help the association in accomplishing the au thoritative objectives. Sooner or later, it is normal that progressions in innovation may cause to be framework organization somewhat a simpler activity (one of absolutely asset organization) at the same time, at present, framework organization isn't accepted to be a regulatory undertaking; then again it is a hugely testing engineer’s task. Truth be told, this activity includes managing programming, equipment, analysis, client backing, fix and avoidance. In this way, framework managers must know about a touch of everything, regardless of aptitudes are authoritative, specialized and socio-mental (Burgess, Principles of Network and System Administration, second Edition, 2004, p. 1). As examined above, both the terms framework organization and system organization exist autonomously and are used both usually and disconnectedly by business associations and by scientists. Fundamentally, the framework organization is the term utilized usually by centralized server and Unix designers to clarify the administration of PCs regardless of they are associated with a system or not. As indicated by the perspective of this network, organize organization alludes to the organization of system foundation gadgets, for example, switches and switches. What's more, both the framework and system organization are increasingly requesting for the explanation that the multifaceted nature of PC frameworks is expanding consistently. It very well may be better comprehended with a model, a solitary PC at present, running Windows NT, and associated with a system, arrived at the degree of unpredictability that centralized server PCs had ten years back. In this way, associations are at the present required to consider frameworks not simply PCs (Burgess, 2004, p. 1). Besides, the framework organization doesn't just include introducing working frameworks however it includes arranging and planning an efficient and ingenious network of PCs with the aim that genuine clients can have the option to complete their employments. A portion of the duties of framework director include: (Burgess, 2004, p. 4) Planning for a system which is legitimate and efficient Deploying huge quantities of PCs which can be with no difficulty overhauled a while later Selecting what administrations will be required Planning and conveying

Algeria, A North African Country

Algeria, A North African Country Algeria, as a North African nation, is a multilingual country with one authority language, to be specific Modern Standard Arabic from this time forward MSA and in excess of two unknown dialects French, English, Spanish, and so forth. It is a nation whose instructing learning commitments and premiums are currently in how to improve unknown dialects for explicit purposes especially English in order to demonstrate its position or status as an amazing and significant nation over the globe. Today, the job of English as an unknown dialect (from now on EFL) on the planet is affected by numerous variables, for example, business, social, political and instructive components. The last is the primary factor which plays, presently, unequivocally a significant job to pull a ton of consideration in the choice of the Algerian instructive specialists to realize how to manage the positive characteristics EFL has in attempted strategies and approaches as parts of changes so as to improve and upgrade English educating and learning for what it's worth in created nations. Along these lines, the inquiries to be raised, here, concerns essentially how to manage the characteristics EFL has with non-local speakers, what noteworthy logical commitment EFL provides for the nation (Algeria), and what the proposed approaches and techniques the Algerian instructive specialists make to improve and chip away at English Language Teaching are. ELT (English Language Teaching) in Algeria was denied and unimportant before the autonomy in correlation with French. Since the French language was instructed in schools as a first language(L1) because of the outcomes of the French occupation in Algeria that was the longest time of colonization which took quite a while from 1830 till 1962. In this way French became as an official language in the Algerian establishments. Andrew Freeman (1961:1) affirms what we are stating about French as L1 in the accompanying citation the French, in Algeria, somewhere in the range of 1830 and 1962, attempted effectively to stifle Arabic. The French impact came about at a wide range of levels, fundamentally the phonetic level. The phonetic level mirrored the effect of the French language on Algerians who were being compelled to communicate in French and afterward obliged to learn it in schools, however before freedom and after 1990s another upset rose to the top and the Algerian dictators began new relations with USA to give some significance to English as a basic medium to be incorporated in the Algerian schools. Thereof, the 1990s realized numerous changes: English was presented as a discretionary second language starting at 1992 and, in 1999, an expanded attention to the significance of training prompted 6% of the countrys use being committed to instruction (see http://ezinearticles.com/?Teach-English-in-Algeriaid=3280135). It tends to be contended that the way toward instructing and learning English as an unknown dialect has found a way to improve the method of securing and acing this implies for correspondence to turn out to be nearer to joining the overall network. Addressing the inquiries given previously, the Algerian instructive pioneers began to improve and hold firmly EFL, and moving from customary techniques to current to state to the world that we are capable, as a multilingual creating nation, to learn EFL as a subsequent Language as major and huge as French in our schools and college and afterward be available wherever over the globe. These difficulties remind us about some discussion on educating EFL in creating nations as an inconsequential commitment, by African fashioners, to information and creation. As indicated by numerous scholars, the accentuation on unknown dialects like English (Graddol, 2006; Batibo, 2007) has been viewed as an immaterial commitment by African instruction strategy creators to information and creation, however Phillipson (1996) watches, after freedom, that the individuals who were first answerable for making English official and created are African pioneers. For example, in Algeria, before autonomy and after the 1990s, another upset rose to the top. The legislature or the Algerian specialists began new relations with the USA and they connected little significance to English that was educated in the center and secondary schools. Previously, our EFL understudies had been contemplating English from the eight evaluation in the center school to the third grade of the optional school up to 2005. English language instructing and adapting as well, around then, was calamitous in view of the absence of intrigue and numerous different factors, for example, monetary, political, strict, instructive, etc. As indicated by some more seasoned age instructors, most of understudies were not keen on learning English and even French since they center their investigations around arithmetic, material science, life sciences and nature and different fields yet not dialects, i.e., their reality was shut or restricted to their public activity. Also, most of instructors were not in the least keen on the prospectus introduced to them and they thought that it was good for nothing and exhausting. About the purposes for the disappointment of these instructors, Bouhadiba (2002) states that under the bygone era based showing program, the student should learn at the pace forced by the educator, the reading material, or the course itself. Bouhadiba additionally contends that the disappointment of a time sensitive showing program, regardless of where it is actualized (creating or further developed social orders), lies in the way the instructor that the person in question proceeds onward to the following exe rcise or the following unit to be inside the restrictions of the booked showing program not at all like the competency-based methodology. Since English has become the most predominant language, a most widely used language (from now on ELF), which is characterized practically by its utilization in intercultural correspondence, English as a worldwide language (for example Precious stone 2003; Gnutvzmann 1999), English as a world language (for example Mair 2003) and World English (Brutt-Griffler 2002) English as a universal language (EIL) becomes affecting power wherever over the world, and valuable language among numerous European dialects, numerous administrations have embraced different approaches that advance ELT and Algeria is no special case. At present, English is considered as an unknown dialect that is offered as a necessary subject at all degrees of college training. So as to comprehend and perceive that the effectiveness of English language improvement in the Algerian instructive framework prepares for students to partake in the globalization, our legislature has put forth a gigantic attempt to change the ELT approach and a few changes were made during the 1990s. Because of these realities of the present status of English, Algerian Government chooses to experience changes in different fields to hold and improve this worldwide language in higher investigations. Among these progressions are the usage of strategies made in instruction identified with new methodologies and framework were brought to Algerian organizations, for example, LMD System and Competency Based Approach (from now on CBA) in essential and auxiliary schools. CBA approach has been brought to the Algerian schools in 2002 as another methodology and a piece of change in the essential, center and optional school. It has been forced as an essential piece of change and complimentary to LMD change on EFL educator. To make CBA approach effective, the instruction serve prepared all answerable for schools (essential, center and auxiliary) to follow the CBA execution. In addition, Algerian service contribute, ethically and monetarily, to give all chances and give every one of the individuals who are liable for helping instructors and understudies with materials required and types of gear to be acquainted with CBA accomplishment in the study hall. In this manner, overseers invested a lot of energy and cash for making classes in everywhere throughout the nation to train and right the instructors routes in the educating of English language and following the arranging of English educational plan. Notwithstanding the CBA, the LMD (License Master Doctorate) change is likewise brought to the Algerian college in 2003 to proceed with the accuracy of the educating of English. In this work, we will concentrate on certain progressions of approaches and frameworks, for example, LMD to see whether it is towards a progressively open utilization of English as a subsequent language and a more spotlight on English language instructing. ELT isn't simple duty regarding EFL instructors to training the entirety of the understudies allocated to a homeroom in college. The last turns out to be, presently, the world inquiry in holding English as a global language which turns out to be progressively significant and required in Algeria in the most recent decade. These days, there are a lot of discussion on what is instructing and how it becomes in the twentieth century, a few people say that showing is an imaginative method to get got together with and bolster others to enable all students to learn. Others state that without instructing learning isn't an approach to make educators and understudies increasingly proficient. McKay (2002) says, The educating and learning of a worldwide language must be founded on an altogether unique series of expectations than the instructing and learning of some other second and unknown dialect. McKay (2002:1) The citation above makes us think ordinarily of the procedures of upgrading ELT to react to the requirements of the individuals who are keen on English most widely used language ) at present. Therefore the inquiries come at the top of the priority list are as per the following: 1-How should English be instructed under LMD framework as a difficult dialect in Algeria? (Our concentration in this work). 2-What motivation behind realizing English would it be a good idea for us to accomplish? (That is the thing that we are searching for) 3-Can we be best English instructors? (This is our theories to be demonstrated) As per the inquiries above, we start to dissect these issues in regards to the job of English in our own lives and in our general public. We first beginning taking a gander at EFL instructors job, for example how would they assume a focal job in the instructing of English language flawlessly? How would they apply the guidelines given to show English and how to be liable for rousing their understudies to learn? It is fundamental that instructors themselves are a

The Outline of a Research Paper

The Outline of a Research PaperIn this article I'm going to outline a research paper outline. This is a step-by-step process of writing up a research paper, so it's ideal if you can follow my format. I've written up all the details in the section below.In a research paper outline, this first section is about the main theme of your research paper. This should be something you can quickly work out and make sure you are able to explain how your paper relates to this. This is the easiest section of the outline, as you don't have to worry about the technicalities. I'll write more about it in another article.The next section is the sub-section. This has some more detail about what is going on in your study. It may also list some questions you want to include and put them into one big topic. There are some great questions in here that will add to the level of difficulty.The last section is an outline of the progress of your research paper. It will set out the dates for key points and what h as happened since you started your research. It can also contain any bits and pieces of advice you need to get through your research.Once you have completed the outline, the next step is to develop a plot. It is best to make up a rough outline of the structure of your research paper and use this to guide your plot.With a strong and well developed plot, you are now ready to start writing up your research paper. Remember to have a plan before you start, but once you have the plot you can build off it as you go along.Overall the outline of a research paper is just a guide to help you get going on writing up your own research paper. It doesn't have to be perfect, but is a useful tool. It also allows you to break the task down into smaller chunks, which allows you to work more effectively.

Can breastfeeding prevent childhood obesity - Free Essay Example

Sample details Pages: 11 Words: 3274 Downloads: 3 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Tags: Childhood Essay Childhood Obesity Essay Obesity Essay Did you like this example? Can breastfeeding in the first six months prevent childhood obesity? Childhood obesity is becoming a worldwide concern given the potential health implications in the future. Obese children are more likely to suffer physical and mental health problems and are likely to develop into obese adults (Labayen, Ruiz et al. 2012), thereby increasing the long term risk of developing chronic conditions such as diabetes, cardiovascular diseases and stroke. Don’t waste time! Our writers will create an original "Can breastfeeding prevent childhood obesity?" essay for you Create order The cause of childhood obesity is multifactorial, including hereditary factors, comorbidities, dietary habits and physical activity. There is much debate as to the impact of breastfeeding during the early stages of life and how it correlates with childhood obesity compared with formula-fed newborns. Breast milk is nutritionally balanced to provide infants with all dietary requirements during the early stages of life. It also provides antibodies to reduce infection risks in newborns. Breast milk constitutes the appropriate amounts of protein, water, fat and sugar for a newborn and changes composition over time to adapt to a growing child’s needs. Formula tends to be higher in protein and fat than the baby actually requires and this excessive intake has been linked with adiposity (Hernell 2011). Marseglia et al have reviewed the potential impact of key breast milk constituents thought to play a role in reducing obesity risk (Marseglia, Manti et al. 2015). There hav e been a number of recent reviews discussing the association between breastfeeding and childhood obesity, all of which have concluded that breastfeeding confers a protective effect against childhood obesity and being overweight (Horta and Victora 2013, Aguilar Cordero, Sà ¡nchez Là ³pez et al. 2014, Lefebvre and John 2014, Yan, Liu et al. 2014). The largest reduction in obesity risk was 81%, reported in a study of females aged 11 years of who had been breastfed for more than three months compared with controls who had never been breastfed (Panagiotakos, Papadimitriou et al. 2008). The males in the same study had a reduced risk of 72% and both results were statistically significant. However, other literature reports either no association between breastfeeding and childhood obesity (Burdette, Whitaker et al. 2006, Huus, Ludvigsson et al. 2008, Jing, Xu et al. 2014), or an increased risk of obesity following breastfeeding of 9% (Kwok, Schooling et al. 2010), 10% (Novaes, Lamoun ier et al. 2012), 11% (Buyken, Karaolis-Danckert et al. 2008), 14% (Sabanayagam, Shankar et al. 2009), 18% He (2000), 29% (Al-Qaoud and Prakash 2009), 34% (Neutzling, Hallal et al. 2009), 40% (Toschke, Martin et al. 2007) and 83% (Araà ºjo, Victora et al. 2006), although none of which were statistically significant. Some studies suggest that there is a dose-response relationship, with increased duration of breastfeeding resulting in a decreased prevalence of being obese in childhood (von Kries, Koletzko et al. 2000, Fallahzadeh, Golestan et al. 2009, Griffiths, Smeeth et al. 2009, Yan, Liu et al. 2014). In contrast, other studies have reported no significant association between breastfeeding and its duration and obesity prevention (Burke, Beilin et al. 2005, Al-Qaoud and Prakash 2009, Sabanayagam, Shankar et al. 2009, Vehapoglu, Yaz?c? et al. 2014). One meta-analysis analysed the association between breastfeeding duration and obesity (Yan, Liu et al. 2014). As eligible s tudies reported different durations, the review categorised breastfeeding duration into less than three months, 3-4.9 months, 5-6.9 months and seven or more months. Those exclusively breastfed for at least seven months had a 21% decrease in the risk of childhood obesity, whilst those fed for less than three months only showed a 10% decrease. They concluded that the duration of breastfeeding was associated with a decreased likelihood of childhood obesity and reported a stepwise gradient of decreasing risk with increasing duration of breastfeeding. Single studies report a significant protective effect against childhood obesity when breastfeeding is done for at least one to three months (Goldfield, Paluch et al. 2006), three months (Twells and Newhook 2010), 13-25 weeks (McCrory and Layte 2012), four months (Scholtens, Gehring et al. 2007, Griffiths, Smeeth et al. 2009, Chivers, Hands et al. 2010), nine months (Nelson and Sethi 2005), 12 months (Burke, Beilin et al. 2005) and two or more years (Rathnayake, Satchithananthan et al. 2013). However, the differences in study design make it difficult to directly compare findings as the comparator groups can be formula-fed babies or babies’ breastfed for short durations. For studies investigating the impact of breastfeeding for at least six months on childhood obesity, the comparator group can be either newborns breastfed for less than six months (i.e. mixed feeding of variable durations) or newborns exclusively formula-fed. Additionally, the age of the children being assessed also differs in studies. When comparing those breastfed for at least six months with those breastfed less than six months, studies report a reduction in obesity risk of 60% when assessing two year olds (Weyermann, Rothenbacher et al. 2006), 54% and 43% in four year olds (Komatsu, Yorifuji et al. 2009, Simon, Souza et al. 2009), and 67% in six year olds (Thorsdottir, Gunnarsdottir et al. 2003). This suggests that the age of assessment affects the degree of risk reduction observed. However, when comparing against formula-fed newborns there are studies reporting reductions of 14%, 28% and 67% for three year olds (Poulton and Williams 2001, Armstrong, Reilly et al. 2002, Taveras, Rifas-Shiman et al. 2006), 6% for four year olds (Moschonis, Grammatikaki et al. 2008), 45% for seven year olds (Yamakawa, Yorifuji et al. 2013), 60% for nine year olds (Toschke, Martin et al. 2007), 64% for 11 year olds (Poulton and Williams 2001), 21% for 21 year olds (Poulton and Williams 2001) and 6% for 45 year olds (Michels, Willett et al. 2007). This data suggests that observing adults to determine the impact of breastfeeding on obesity is not advisable. Only one study reported an increased risk of obesity for newborns breastfed more than six months compared with formula-fed newborns, reporting a non-significant 40% increased risk of obesity in nine year olds (Toschke, Martin et al. 2007). Interestingly, very few detailed, for those breastfeeding for at least six months, whether the feeding duration was exclusively breastfeeding or mixed. Only two studies (Simon, Souza et al. 2009, Yamakawa, Yorifuji et al. 2013) reported on exclusive breastfeeding. There is evidence that exclusive breastfeeding also results in a decreased prevalence of being obese in childhood (Fallahzadeh, Golestan et al. 2009, Simon, Souza et al. 2009, Lefebvre and John 2014). Mayer-Davis et al (2006) compared exclusively breastfed newborns with exclusively formula-fed newborns and found that the breastfed children were significantly less likely to be overweight (34%) and that the results were not affected by maternal weight or diabetes status (Mayer-Davis, Rifas-Shiman et al. 2006). When exploring the differences between studies who defined breastfeeding as â€Å"Never – ever† and those reporting â€Å"exposure† to breastfeeding (implying mixed feeding practices of different types), a sy stematic review found a reduced likelihood of obesity in the exclusive feeding group of 20% and in the mixed group of 27% (Yan, Liu et al. 2014). This was supported by another review comparing â€Å"ever† breastfed with â€Å"exclusively breastfed for a specific number of months†, the latter showing a 27% decreased risk compared with the former at 21% (Horta and Victora 2013). That review postulated that if there is no critical window effect, but rather a cumulative effect of breastfeeding, studies that compared ever vs. never breastfed subjects will tend to underestimate any association. Any observed association between breastfeeding and later obesity does not prove causality (Butte 2001). There may be any number of potential confounders impacting on the relationship including geography, social deprivation status, parental weight status, smoking, marital status and education, ethnicity, gender, number of hospital admissions during the early stages of life, di et, sleep duration and physical activity. Whilst a number of studies discuss their impact, very few studies actually provide control for these factors in their analysis. The issue of geography is a potential confounder of any association between breastfeeding and obesity. In high-income countries, the babies usually receive formula, whereas many non-breastfed infants in low and middle income countries receive whole or diluted animal milk (Horta and Victora 2013). However, Hancox et al have reported that whilst breastfeeding reduced the risk of obesity slightly, there was no evidence that an association between breastfeeding and body mass index (BMI) was different in lower income countries compared with higher income countries (Hancox, Stewart et al. 2014). The socio-economic status of the mother may also contribute to the child’s weight status in childhood. The World Health Organisation (WHO) review analysed obesity risk in studies also controlling for social de privation and found a further 3% decrease in the risk of obesity to 37% compared with studies which did not (34%) (Horta and Victora 2013). Armstrong et al reported that the reduced prevalence in obesity for breastfed children also persisted after adjustment for socio-economic status, birth weight and gender (30% reduction) (Armstrong, Reilly et al. 2002). The impact of gender was prominent as Nelson et al reported that breastfeeding for at least nine months reduced the risk of being overweight more in girls than in boys (Nelson and Sethi 2005). A similar gender inequality was reported by Panagiotakos et al with girls breastfed for more than three months having a larger reduced risk of obesity than the boys (Panagiotakos, Papadimitriou et al. 2008). Sibling studies have been unable to rule out the impact of confounders on childhood obesity. One study which controlled for this as part of a sibling study reported the adolescent BMIs were 0.39 standard deviations lower in th e breastfed sibling than the non-breastfed sibling (Metzger and McDade 2010). However, another study of sibling pairs was unable to prove a protective effect for breastfeeding (Nelson and Sethi 2005). As well as the lack of control for confounders, other study limitations may affect the results reported. Definitions of obesity vary from a BMI of ?90th to ?97th, making any direct comparison of the outcome problematic. During their meta-analysis Yan et al investigated the association of breastfeeding and obesity, stratifying by the definitions of obesity and found a lower adjusted odds ratio for the BMI ? 97th group (25%) than the BMI ? 95th group (22%) (Yan, Liu et al. 2014). Most studies varied in the time when obesity was measured. As the definition of childhood can extend from one year olds to adolescents, there is an increasing influence of external and genetic factors on a child’s weight as potential confounders for any weight gain. When Scholtens et al looked at children breastfed for at least four months they reported a significantly lower BMI at age 1 compared to children not breastfed, but at age 7 this difference was no longer significant (Scholtens, Gehring et al. 2007). The WHO review reported a 38% decreased risk of obesity when assessing 10-19 year olds compared with 23% for 1-9 year olds and 11% for adults aged 20 and over, suggesting that endpoint for analysis is critical in determining the impact of breastfeed on obesity at various stages in childhood (Horta and Victora 2013). Finally, study design and follow up can affect the findings as high dropout rates affect long term follow ups, and the methodology used to analyse the results can produce unreliable results. Beyerlein et al investigated the impact of breastfeeding on children’s BMI in Germany but was unable to make any firm conclusions as the results differed according to whether they used linear or logistic regression (Beyerlein, Toschke et al. 2008). To summarise, there is a wealth of literature reporting the decreased risk of childhood obesity for newborns who are breastfed, although there was limited literature exploring those breastfed for at least six months. However, most studies cannot completely control for confounding maternal, child, cultural, genetic and environmental factors. The WHO recommend that infants should be exclusively breastfed for the first six months and that it should be supplemented with additional foods for the first two years (World Health Organisation 2015). Following close examination of the literature, we would conclude that breastfeeding for at least six months should reduce the risk of obesity in early childhood, although the protective effect may be lost in latter childhood depending upon the child’s upbringing. References Aguilar Cordero, M. J., A. M. Sà ¡nchez Là ³pez, N. Madrid Baà ±os, N. Mur Villar, M. Expà ³sito Ruiz and E. Hermoso Rodrà ­guez (2014). [Breastfeeding for the prevention of overweight and obesity in children and teenagers; systematic review]. Nutr Hosp 31(2): 606-620. Al-Qaoud, N. and P. Prakash (2009). Breastfeeding and obesity among Kuwaiti preschool children. Med Princ Pract 18(2): 111-117. Araà ºjo, C. L., C. G. Victora, P. C. Hallal and D. P. Gigante (2006). Breastfeeding and overweight in childhood: evidence from the Pelotas 1993 birth cohort study. Int J Obes (Lond) 30(3): 500-506. Armstrong, J., J. J. Reilly and C. H. I. Team (2002). Breastfeeding and lowering the risk of childhood obesity. Lancet 359(9322): 2003-2004. Beyerlein, A., A. M. Toschke and R. von Kries (2008). Breastfeeding and childhood obesity: shift of the entire BMI distribution or only the upper parts? Obesity (Silver Spring) 16(12): 2730-2733. Burdette, H. L., R. C. Whitaker, W. C. Hall and S. R. Daniels (2006). Breastfeeding, introduction of complementary foods, and adiposity at 5 y of age. Am J Clin Nutr 83(3): 550-558. Burke, V., L. J. Beilin, K. Simmer, W. H. Oddy, K. V. Blake, D. Doherty, G. E. Kendall, J. P. Newnham, L. I. Landau and F. J. Stanley (2005). Breastfeeding and overweight: longitudinal analysis in an Australian birth cohort. J Pediatr 147(1): 56-61. Butte, N. F. (2001). The role of breastfeeding in obesity. Pediatr Clin North Am 48(1): 189-198. Buyken, A. E., N. Karaolis-Danckert, A. Gà ¼nther and M. Kersting (2008). Effects of breastfeeding on health outcomes in childhood: beyond dose-response relations. Am J Clin Nutr 87(6): 1964-1965; author reply 1965-1966. Chivers, P., B. Hands, H. Parker, M. Bulsara, L. J. Beilin, G. E. Kendall and W. H. Oddy (2010). Body mass index, adiposity rebound and early feeding in a longitudinal cohort (Raine Study). Int J Obes (Lond) 34(7): 1169-1176. Fallahzadeh, H., M. Golestan, T. Rezvan ian and Z. Ghasemian (2009). Breast-feeding history and overweight in 11 to 13-year-old children in Iran. World J Pediatr 5(1): 36-41. Goldfield, G. S., R. Paluch, K. Keniray, S. Hadjiyannakis, A. B. Lumb and K. Adamo (2006). Effects of breastfeeding on weight changes in family-based pediatric obesity treatment. J Dev Behav Pediatr 27(2): 93-97. Griffiths, L. J., L. Smeeth, S. S. Hawkins, T. J. Cole and C. Dezateux (2009). Effects of infant feeding practice on weight gain from birth to 3 years. Arch Dis Child 94(8): 577-582. Hancox, R. J., A. W. Stewart, I. Braithwaite, R. Beasley, R. Murphy, E. A. Mitchell and I. P. T. S. Group (2014). Association between breastfeeding and body mass index at age 6-7 years in an international survey. Pediatr Obes. Hernell, O. (2011). Human milk vs. cows milk and the evolution of infant formulas. Nestle Nutr Workshop Ser Pediatr Program 67: 17-28. Horta, B. L. and C. G. Victora (2013). Long-term effects of breastfeeding: a systemat ic review, World Health Organisation: 74. Huus, K., J. F. Ludvigsson, K. Enskà ¤r and J. Ludvigsson (2008). Exclusive breastfeeding of Swedish children and its possible influence on the development of obesity: a prospective cohort study. BMC Pediatr 8: 42. Jing, H., H. Xu, J. Wan, Y. Yang, H. Ding, M. Chen, L. Li, P. Lv, J. Hu and J. Yang (2014). Effect of breastfeeding on childhood BMI and obesity: the China Family Panel Studies. Medicine (Baltimore) 93(10): e55. Komatsu, H., T. Yorifuji, T. Iwase, A. Sasaki, S. Takao and H. Doi (2009). Impact of breastfeeding on body weight of preschool children in a rural area of Japan: population-based cross-sectional study. Acta Med Okayama 63(1): 49-55. Kwok, M. K., C. M. Schooling, T. H. Lam and G. M. Leung (2010). Does breastfeeding protect against childhood overweight? Hong Kongs Children of 1997 birth cohort. Int J Epidemiol 39(1): 297-305. Labayen, I., J. R. Ruiz, F. B. Ortega, H. M. Loit, J. Harro, I. Villa, T. Veideb aum and M. Sjostrom (2012). Exclusive breastfeeding duration and cardiorespiratory fitness in children and adolescents. Am J Clin Nutr 95(2): 498-505. Lefebvre, C. M. and R. M. John (2014). The effect of breastfeeding on childhood overweight and obesity: a systematic review of the literature. J Am Assoc Nurse Pract 26(7): 386-401. Marseglia, L., S. Manti, G. DAngelo, C. Cuppari, V. Salpietro, M. Filippelli, A. Trovato, E. Gitto, C. Salpietro and T. Arrigo (2015). Obesity and breastfeeding: The strength of association. Women Birth. Mayer-Davis, E. J., S. L. Rifas-Shiman, L. Zhou, F. B. Hu, G. A. Colditz and M. W. Gillman (2006). Breast-feeding and risk for childhood obesity: does maternal diabetes or obesity status matter? Diabetes Care 29(10): 2231-2237. McCrory, C. and R. Layte (2012). Breastfeeding and risk of overweight and obesity at nine-years of age. Soc Sci Med 75(2): 323-330. Metzger, M. W. and T. W. McDade (2010). Breastfeeding as obesity prevention in th e United States: a sibling difference model. Am J Hum Biol 22(3): 291-296. Michels, K. B., W. C. Willett, B. I. Graubard, R. L. Vaidya, M. M. Cantwell, L. B. Sansbury and M. R. Forman (2007). A longitudinal study of infant feeding and obesity throughout life course. Int J Obes (Lond) 31(7): 1078-1085. Moschonis, G., E. Grammatikaki and Y. Manios (2008). Perinatal predictors of overweight at infancy and preschool childhood: the GENESIS study. Int J Obes (Lond) 32(1): 39-47. Nelson, A. and S. Sethi (2005). The breastfeeding experiences of Canadian teenage mothers. J Obstet Gynecol Neonatal Nurs 34(5): 615-624. Neutzling, M. B., P. R. Hallal, C. L. Araà ºjo, B. L. Horta, M. e. F. Vieira, A. M. Menezes and C. G. Victora (2009). Infant feeding and obesity at 11 years: prospective birth cohort study. Int J Pediatr Obes 4(3): 143-149. Novaes, J. F., J. A. Lamounier, E. A. Colosimo, S. C. Franceschini and S. E. Priore (2012). Breastfeeding and obesity in Brazilian childr en. Eur J Public Health 22(3): 383-389. World Health Organisation. (2015). Breastfeeding. Retrieved March 2015 from https://www.who.int/topics/breastfeeding/en/. Panagiotakos, D. B., A. Papadimitriou, M. B. Anthracopoulos, M. Konstantinidou, G. Antonogeorgos, A. Fretzayas and K. N. Priftis (2008). Birthweight, breast-feeding, parental weight and prevalence of obesity in schoolchildren aged 10-12 years, in Greece; the Physical Activity, Nutrition and Allergies in Children Examined in Athens (PANACEA) study. Pediatr Int 50(4): 563-568. Poulton, R. and S. Williams (2001). Breastfeeding and risk of overweight. JAMA 286(12): 1449-1450. Rathnayake, K. M., A. Satchithananthan, S. Mahamithawa and R. Jayawardena (2013). Early life predictors of preschool overweight and obesity: a case-control study in Sri Lanka. BMC Public Health 13: 994. Sabanayagam, C., A. Shankar, Y. S. Chong, T. Y. Wong and S. M. Saw (2009). Breast-feeding and overweight in Singapore school children. P ediatr Int 51(5): 650-656. Scholtens, S., U. Gehring, B. Brunekreef, H. A. Smit, J. C. de Jongste, M. Kerkhof, J. Gerritsen and A. H. Wijga (2007). Breastfeeding, weight gain in infancy, and overweight at seven years of age: the prevention and incidence of asthma and mite allergy birth cohort study. Am J Epidemiol 165(8): 919-926. Simon, V. G., J. M. Souza and S. B. Souza (2009). Breastfeeding, complementary feeding, overweight and obesity in pre-school children. Rev Saude Publica 43(1): 60-69. Taveras, E. M., S. L. Rifas-Shiman, K. S. Scanlon, L. M. Grummer-Strawn, B. Sherry and M. W. Gillman (2006). To what extent is the protective effect of breastfeeding on future overweight explained by decreased maternal feeding restriction? Pediatrics 118(6): 2341-2348. Thorsdottir, I., I. Gunnarsdottir and G. I. Palsson (2003). Birth weight, growth and feeding in infancy: relation to serum lipid concentration in 12-month-old infants. Eur J Clin Nutr 57(11): 1479-1485. Tosc hke, A. M., R. M. Martin, R. von Kries, J. Wells, G. D. Smith and A. R. Ness (2007). Infant feeding method and obesity: body mass index and dual-energy X-ray absorptiometry measurements at 9-10 y of age from the Avon Longitudinal Study of Parents and Children (ALSPAC). Am J Clin Nutr 85(6): 1578-1585. Twells, L. and L. A. Newhook (2010). Can exclusive breastfeeding reduce the likelihood of childhood obesity in some regions of Canada? Can J Public Health 101(1): 36-39. Vehapoglu, A., M. Yaz?c?, A. D. Demir, S. Turkmen, M. Nursoy and E. Ozkaya (2014). Early infant feeding practice and childhood obesity: the relation of breast-feeding and timing of solid food introduction with childhood obesity. J Pediatr Endocrinol Metab 27(11-12): 1181-1187. von Kries, R., B. Koletzko, T. Sauerwald and E. von Mutius (2000). Does breast-feeding protect against childhood obesity? Adv Exp Med Biol 478: 29-39. Weyermann, M., D. Rothenbacher and H. Brenner (2006). Duration of breastfeeding and risk of overweight in childhood: a prospective birth cohort study from Germany. Int J Obes (Lond) 30(8): 1281-1287. Yamakawa, M., T. Yorifuji, S. Inoue, T. Kato and H. Doi (2013). Breastfeeding and obesity among schoolchildren: a nationwide longitudinal survey in Japan. JAMA Pediatr 167(10): 919-925. Yan, J., L. Liu, Y. Zhu, G. Huang and P. P. Wang (2014). The association between breastfeeding and childhood obesity: a meta-analysis. BMC Public Health 14: 1267.

The King Of Ancient Greek Kingdom Of Macedon Alexander The...

From the king of Ancient Greek kingdom of Macedon Alexander the Great, Through every generation of the human race there has been a constant war, a war with fear. Those who have the courage to conquer it are made free and those who are conquered by it are made to suffer until they have the courage to defeat it, or death takes them. Alexander the Great was born in Pella on July 20, 356 B.C. His parents were king Philip II of Macedon and Queen Olympia, daughter of King Neoptolemus. He was raised in Pella s royal court and spent much of his childhood learning to be a leader. Most of the time his father was busy engaged in military campaigns and he hardly ever saw him. His mother served a powerful role for him and had encouraged him to believe that he was a descendant of heroes. He was tutored by legendary Greek philosopher Aristotle in 343 B.C. which was hired by his father the king Philip II in the Temple of the Nymphs at Meiza. Aristotle taught him philosophy, drama, politics, poetry and science over the course of three years. During the process of learning he developed his dream of becoming a warrior. After one year completed his education at Meiza in 340 B.C he became a soldier. When he reached the age of 16 his father was absence to led an army into Thrace and left him in charge of ruling Macedonia. After his father assassination in 336 B.C. he took the throne and gained support from the army. He was 19 years old when his father die and he inherited a strongShow MoreRelatedAlexander The Second Of Macedon Essay1530 Words   |  7 PagesAlexander the Third of Macedon, commonly referred to as Alexander the Great, was king of the Ancient Macedon a Greek kingdom upon his father s death in 336 BCE. Alexander was born the son of King Philip of Macedon in the Greek city of Pella in 356 BCE. He succeeded his father and took reins of Macedon at age twenty. 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He was the son of Philip II of Macedon and Olympias of Epirus.Read MoreAlexander The Great Of Alexander IIi Of Macedon1119 Words   |  5 PagesAlexander The Great Alexander III of Macedon Riding Bucephalus Into Battle Alexander III of Macedon or Alexander The Great was born on 20/21 July 356 BC in Pella, Macedon. He was the son of the king of Macedon. Alexander was many things, he was a prince, a king, a general, and much more. Alexander’s father was the King of Macedon, Philip II and his mother was his father’s fourth wife, Olympias, she was the daughter of Neoptolemus I, the king of Epirus. When Alexander was very young he was raisedRead MoreWhat Made Alexander of Macedon Known as Alexander the Great?1114 Words   |  5 PagesWhy Alexander of Macedon is called â€Å"Alexander the great† and most successfully man in conquering the world known kingdoms? The answer is easy forward. Even though today after twenty-three centuries no man has accomplished like Alexander did. Alexander the Great, the king of Macedonia is one of the greatest military Intelligence of all times. Alexander was born in 356 BC in Pella, the ancient capital of Macedonia. He was son of Philip, King of Macedonia, and Olympias, the princess of neighboring EpirusRead MoreEssay on Alexander The Great1620 Words   |  7 Pages Few historical figures stand out in the same degree as that of Alexander the Great. He was a warrior by 16, a commander at age 18, and was crowned King of Macedon by the time he was 20 years old. He did things in his lifetime that others could only dream about. Alexander single-handedly changed the nature of the ancient world in just over a decade. There were many attributes that made Alexander â€Å"Great.† He was a brilliant strategist and an inspired leader; he led by example and was a conquerorRead MoreAlexander the Great Essay1358 Words   |  6 Pageshonorable way in the Greek society in the fourth century B.C? This statue is of a man named Alexander III of Macedon or more commonly known as, Alexander the Great. His father, King Phillip II, took the throne of Macedonia in 359 B.C.E and was able to turn Macedonia into the strongest military power in the entire Greek world. Macedonia was a state in the north eastern region of Greece. Alexander III of Macedon was bor n in 356 B.C.E in Pella; the ancient capital of Macedonia, Alexander grew up in the shadowRead MoreSources Of Information About Alexander The Great1599 Words   |  7 PagesAlexander the great 1. Evaluate the ancient writers as sources of information about alexander the great Alexander the Great was born in the Pella region of Macedonia on July 20, 356 B.C., to parents King Philip of Macedon and Queen Olympia. Alexander the great served as the king of Macedonia from 336 to 323 BC. During his time leadership he united Greece reestablished the Corinthian league and conquered the Persian Empire, alexander was known as a conqueror during his time at the helm. He also becameRead MoreGreek Vs. Hellenistic Civilization1067 Words   |  5 Pages In western ancient world, there were kings who tried to bring the world come together ideologically, culturally and politically. This caused lots of cultural exchange between people and help them understand and respect each other’s ways of life. On the other hand, politically, it created a lot of major wars. It took a large amount of resources and decades to end these wars. As a result of these wars, most kingdoms suffered from both economical and political problems. Therefore, it is fair to say

Creatine Essay Example For Students

Creatine Essay If, about 5 years ago,you were to tell an athlete there was a supplement (which was not an anabolicsteroid or other bodybuilding drug) that would help bodybuilders and athletespack on as much as 10 rock-hard pounds of muscular bodyweight (which could leadto better performance for athletes) in less then 2 weeks; increase their benchpress by 25 lbs. (which also would help in enhancing performance) in a mere 10days; get a pump like you were loaded on Dianabol(Phillips 48) (apump that last for hours and hours which helps in muscle development); and, allthe while, help you run faster, jump higher, recover from exercise more quickly,they would probably tell you to get lost. Well all these facts and more have nowbeen proven to be effective on athletes. Creatine is the safest, mosteffective supplement out on the market today, says Ron Terjung, aphysiology professor at the University of Missouri. Millions of men are buyingthe dietary supplement, hoping it is the magic pill that can transform them fromscrawny to brawny. Creatine has made a strong impact on the athletic worldgiving many an edge on the competition and enhancing athletic performance. Thediscovery of Creatine leads back to 1832. A French scientist named Chevreul,identified a naturally occurring organic compound in meat and then was laterfound to be manufactured by the liver, kidneys and pancreas using three aminoacids. The scientist named the compound Creatine after the greek word forflesh(Phillips 8). Creatine is a compound that is naturally made in our bodiesto supply energy to our muscles. It is an energy rich metabolite that is foundmainly in muscle tissue. It is responsible for supplying the muscle with energyduring exercise. Chemically, it is called Methylguanido-acid. Creatine is formedfrom the three amino acids, argentine, methionine, and glycogen that undergo achemical process to form Creatine. Creatine is manufactured in the liver and maybe produced in the pancreas and kidneys. It is transported th rough the blood andtaken up by muscle cell, where it is converted into Creatine phosphate; alsocalled phosphocreatine. This reaction involves the enzyme Creatine kinase thathelps bond Creatine to a high-energy phosphate group. Once Creatine is bound toa phosphate group, it is permanently stored in a cell as phosphocreatine untilit is used to produce chemical energy called Adenosine Triphosphate (ATP). ATPthen loses a phosphate group and becomes Adenosine Diphosphate (ADP). Creatine,when present in the muscle in sufficient amounts donates a phosphate group toADP and it rapidly retransform to ATP, which is immediately available to themuscle to be used for a fuel for exercise. During brief explosive-typeexercises, the energy supplied to rephosphorylate adenosine diphosphate (ADP) toadenosine triphosphate (ATP) is determined largely by the amount ofphosphocreatine stored in the muscle. As phosphocreatine stores become depleted,performance is likely to rapidly deteriorate, due to the ina bility toresynthesize ATP at the rate required. Since the availability ofphosphocreatine stores in the muscle may significantly influence the amount ofenergy generated during brief periods of high intensity exercise, it has beenhypothesized that increasing muscle creatine through creatine supplementationmay increase the availability of phosphocreatine and allow for an acceleratedrate of resynthesis of ATP during and following high intensity, short durationexercises(Kreider 1). ATP is the primary source of fuel for muscularexercise. It is used before sugars (carbohydrates) and before fats. When musclesare used to lift weight, run or perform any type of work the ATP is broken downto ADP (adenosine diphosphate) and energy is released. The amount of ATP storedin the muscles will only fuel a maximum effort such as lifting a weight for 10to 15 seconds. After that, the muscle must rely on Creatine Phosphate to restockits supply of ATP. Increasing the muscles supply of Creatine phosphate he lpsincrease the rate in which the body can supply ATP. This increases the musclecapacity to do work and improves the energy level of the muscles. Typically, theaverage person metabolizes about two grams of Creatine per day, and the bodynormally synthesizes that same amount; thus, you generally maintain a Creatinebalance (Bamberger 59), but it is not uncommon for an athlete to have whatis called Creatine deficiency.(Phillips 15) which is not being able tocreate enough Creatine on your own. In these cases through a more balanced dietor by supplementing Creatine in their diet they regain the balance. This leadsto a point that proves in one way how Creatine has an advantage on enhancingathletes performance. Creatine is naturally found in foods. For example, theaverage helping of beef or fish contains about 1 gram of naturally occurringCreatine. Unfortunately, Creatine is very sensitive to heat and cookingvirtually destroys the effectiveness of Creatine. The amount of Creatine neededdepe nds on the athletes body weight and on the number of days Creatine has beensupplemented. Creatine should be loaded in relatively high amounts for the firstsix days of supplementation and then may be taken in daily dosage whilemaintaining positive performance. Creatine can bind water to the muscle givingan athlete a more muscular appearance. Competitive bodybuilders usually dropCreatine supplementation two weeks prior to a show to insure maximum definitionand vascularity. Creatine has not yet been definitely linked to any adversehealth effects, and thus has very few side effects. One side effect usuallycaused by over-dosage which some have complained about is stomach cramps. Reporting for forced girl in baidabo region EssayInnumerable ordinary weekend athletes use it. Its everywhere (Bamberger62). When I was a sophomore in high school, I was first introduced to thismiracle drug called creatine. Many of the guys on the football teamwere taking this, and soon did I. I did not really know what this white powderysubstance was, but all I know is that it seemed to jump my weight up 10 poundswithin about three weeks. My weightlifting maxs seemed to be increasing and Iwas full of energy. Some of us would load just before a footballgame to give us that extra boost of energy. To us, it seemed like legal steroidswith no side effects. Creatine seemed to improve performance for short-durationactivities like our 40 times, bursting off the snap of the ball, and ourweightlifting maxs. What I found was in order to make creatine effective, youmust work out at least three times a week consistently. Most people do notnotice any difference until about three weeks into the cycle. A recent studyfollowed 19 men who lifted weights regularly over 12 weeks. Those takingcreatine registered an average 6.3 percent gain in fat-free body mass, comparedwith a 3.1 percent gain in those not taking the supplement(Timberline 1). In1981, an article published in the New England Journal of Medicine by Dr. l. Silila. Reported that supplementation with Creatine in a group of patientssuffering from a condition called Gyrate Atrophy (a genetic ailment of the eyescaused by a metabolic inability to efficiently metabolize ornithine andsynthesize Creatine). Improved the test subjects strength, increased theirbodyweight by ten percent, and partially reversed the Type II muscle fiberatrophy associated with this disease(Silila 867). One athlete in this group oftest subjects improved his best time in the 100-meter sprint by two seconds. In1993, a study peer reviewed and published in Scandinavian Journal of Medicine,Science and sports (Balsom 143) demonstrated that Creatine supplementation couldsignificantly increase body mass (in only one week) and that it was responsiblefor improved performance in high-intensity intermittent exercise. Over the past4 years, at least 20 separate university studies have demonstrated that Creatinemonohydrate supplementation increases athletic performance; strength;recu peration; speed in the 100-, 200-, and 400-meter sprints. A lot of factual,scientifically proven data shows Creatine monohydrate works. It produces fastand significant results even in the most rigorous trials(Casey 31). The goal ofthe bodybuilder and most athletes is to use progressive resistance exercise toforce the muscles to adapt and grow in size and strength. This increasedworkload or progressive resistance can be achieved in several ways: byincreasing the force of contraction through increased resistance such as whenlifting a heavier weight, by increasing the duration of time that the muscle isunder tension or contracted, and by increasing the frequency of exercise. Creatine helps in all three ways: it helps build lean body mass which allowsstill greater force to be used; provides energy so the duration of exercise orwork can be lengthened; and speeds recovery, so exercise frequency can beincreased. I have also personally benefited from the use of Creatine. I havebenefited from all of the above, but have also gained more personal respect andconfidence for myself from the results I have accomplished with the use ofCreatine. BibliographyBalsom, P. Creatine Supplementation and Dynamic High-IntensityIntermittent Exercise. Scandinavian Journal of Medicine, Science andsports 3 (1993): 143-149. Bamberger, Michael. The Magic Potion.Sports Illustrated 4 (1998): 58-61. Casey, A. Creatine SupplementationFavorably Affects Performance and Muscle Metabolism During Maximal IntensityExercise in Human. American Journal of Physiology 271 (1996): 31-37. Creatine. Available online. Address. http://www.vitamin-planet.com/nutrition/creatine.htmCreatine Monohydrate Frequently Asked Questions. Available online. Address. http://www.rnlist.utl.pt/~rmlbgs/atpfaq.tex Phillips, Bill. Sports SupplementsReview. Golden, Colorado: Mile High Publishing, 1996 Kreider, B. Richard. CreatineSupplementation. (Internet) http://www.afpafitness.com/Creatine3.htmlSilila, I. Supplementary Creatine as a Treatment for Gyrate Atrophy of theChoroid and Retina. New England journal of Medicine 304 (1981):867-870.(Internet) Timberline, David. Muscles for Sale: Is Creatine Rightfor You? (Internet) http://www.accenthealth.com/mh/intheknow/1999/creatine.htmlWhat is the Deal with Creatine? Available online. Address. http://www.powersupplement.com/creatine.htmHealth Care

Silent City free essay sample

Evaluate a significant experience you have faced and its impact on you: Ramsay Hall, in London, England, was flanked by hospitals. I became used to the screeching sirens. On Thursday, July 7, 2005, I didn’t find it unusual to hear so many. It wasn’t until that night when the city was silent and no sound drifted into my room that something felt wrong. Just two weeks earlier I had flown thousands of miles with half of the Teen Ink London Summer Writing Program. Eight hours later we met the rest of the girls at Heathrow Airport. Together we were 29 young women taking part in a two-week writing program housed at University College London. We called Ramsay Hall home. We spent our mornings in creative-writing classes and our afternoons finding inspiration in the city. At night we tiptoed to each other’s rooms to watch London nightlife from our windows. We became fast friends: the girls, London, and me. We will write a custom essay sample on Silent City or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page City life was different from the rural Georgian life I was accustomed to, and at first my small-town senses were overwhelmed. I grew to love London, though, with its hustle and bustle. On July 7th, things didn’t seem any busier, louder, or more frantic than usual. Sirens wailed as we trudged to class. We had just settled down when a chaperone appeared at our classroom, panting. She and our teacher stepped into the hall. We weren’t overly concerned. But then we were ushered quickly from the classroom, down the street, and back into Ramsay Hall. We returned to our rooms and were told not to leave the floor. In bits and pieces we heard the story. The Tube. Bombs. Busses. Death. Though nothing appeared to be amiss from our windows, we knew that around the corner a bus had been blown to pieces, people hurt, and the city was scared. I wasn’t afraid until that night. After a day filled with alarms and uncertainty, the city was silent. It was the quiet before the storm, but the storm had already come. The city that had been so full of life was dead. Eventually I heard a hollow sound coming from the road below, accompanied by voices. Out my window I could see two men in suits chatting and kicking an empty bottle. Their voices echoed and filled the silence. The thunk of the bottle reverberated in my chest. Their inaudible conversation swam in my head. I realized then that the city was only momentarily dormant. I knew it would tentatively resurrect. I knew, too, how fragile life and peace were. At any instant they could be threatened, blown apart, and fall with a thunk to the ground.

Employee Relations Essay Example

Employee Relations Essay Example Employee Relations Paper Employee Relations Paper The Unitary perspective views the organisation as a team unified by a common purpose (Fox, 1996: 2), namely the success of the organisation. This perspective views all the people in the organisation as part of one big team. Unitarists view everyone within the organisation as part of one team with one loyalty structure. This immediately says that there are no barriers between different groups and departments which could lead to poor communication and animosity, which would go against the notion of common values and common goals as that would not be advantageous to the common goal, of the success of the organisation. The set of common goals and values that are put in place are there to try to create and maintain the order within the organisation, the common set of values and goals are important so that all of the employees are working in unison. This is important as it makes employees at the bottom of the organisation feel valued too as they have the same set of values and goals to achieve as the people at the top of the organisation. Unitarists believe that the sectional interest of the employees is important too however they are very much secondary to the general profitability and the success of the organisation. They see the states as an external agency which they can take their beliefs into. This means they that they believe the notion of the common values and goals should not be confined to organisations but to the nation so that we all have a set of common values which are in the national interest. One of the main factors for conflict within the organisation is the lack of communication and Unitarists see this as dysfunctional and counterproductive. The Unitarists believe that conflict is not inherent in employee relations as it does not make good sense for the organisation. They see conflict as an opposite to what they stand for because it is not structural and not organised, they see it as frictional as it can cause rifts and create different sub-cultures within an organisation which goes against their notion of the whole organisation working together as members of one team. Trade unions can also be seen a potential source of conflict as they are an external factor which are an intrusion to the organisation. They are viewed as not necessary within the organisation as they can create an alternative misplaced focus for some employees. The employee may see the trade union as part of the organisation thus placing their loyalty with them also, which could be tested if the trade union we unhappy with something and chose to strike. For this reason they are seen as an unnecessary external factor. The Pluralist perspective is just as the name suggests, they see organisations as constellations of different groups. The organisation is seen as multi-structured in terms of groups, leadership, authority and loyalty. A miniature democratic state composed of sectional groups with divergent interests over which the government tries to maintain some kind of dynamic equilibrium. The main groups within this perspective that find themselves at the opposite ends of the scales often are the workers and managers. This can be down to a number of issues such as pay, working conditions, bonuses and working hours and it is over issues like these that conflict often occurs. Pluralists believe that the interests of their employees compete with the organisations interest as there are always tensions over the price of labour and the levels of taxation. Trade unions are seen as helpful as they are seen as reflecting and regulation emergent conflicts between employees and the employer and they also help to defend the position of the employees so on their behalf at least they are seen as legitimate. The Pluralist view of conflict differs vastly to that of the Unitarists who believe that conflict is fractural, not structural and avoidable, the Pluralists believe the conflict is inherent within the employee relationship. They believe this because they acknowledge the differences between different employees and different groups within the organisation. Whereas Unitarists try to make the whole organisation into one team Pluralists acknowledge the different groups within an organisation and understand that at times they will not see eye to eye and their interest may differ. The answer to this conflict is to for the different employees and groups to not dwell on the problems and concentrate on resolving their differences and work together for the good of the business. This is how Pluralist try to maintain the order, with the management of conflict in place of trying to pretend it doesnt exist or giving up on trying to resolve it, like Unitarists and Marxists. Pluralists see conflict as something constructive on occasions as it can indicate times when things need to be changed in the organisation and it can indicate differences that need to be resolved. The Marxists perspective is one based on conflict. Industrial and employee relations can only be understood as part of a roader analysis of (capitalist) society. In contrast to any implicit or explicit assumptions about a balance of power in the industry, Marxists emphasise the asymmetry of power between the employer and employee. Marxists see the role of employees as sellers of their labour and employers as exploiters of that labour. The whole Marxist perspective is based on the proletariat and the bourgeoisie and how the bourgeoisie have with the help of capitalism kept the proletariat down. The different firms in an organisation are a reflection of society and the class divide. Marxist believe there are structured inequalities within organisations that are there to maintain the status quo and that any worker resistance is systematically suppressed by the powers of the state. The interests of the employees conflict with the employer, even the managers who perceive themselves as higher up than the workers and identify with the employers in fact they seen in the same light as the workers at the bottom Marxists believe. Trade unions are seen as a product of class conflict and are locked in antagonistic co-operation (Hyman) with capitalism. There is little need for order within the Marxist perspective as the conflict is structural and is necessary to that end they believe conflict and constant and is inherent within the employee relationship, more so than the Pluralists. They see conflict as endemic and ultimately inevitable and any type of management, team working or resolution of hostilities is just a temporary fix. Ultimately Marxists believe the only way resolve the conflict would be the abolition of capitalism. The Marxist view on the state is that it is an agent of capitalism and acts in its interest, as the organisations who are profitable are good for the economy as they are paying taxes and as long as they are doing that they maintain the status quo and the state will not want to change anything for fears of a revolution. In conclusion conflict within the employee relationship can be inherent dependant upon your view point. Unitarists believe that conflict is non structural and frictional and try to limit it, however the conflict could occur within the actually employee as they may feel they have to ignore or keep quiet about things which may harm the togetherness of the employees. The Unitarist perspective can be seen as a perspective with an omnipotent management who exercise total and unilateral control of an organisation through stereotypical integration of unilateral management control of employment relationship. Unitarist see employee relations as a very important aspect. At the other end of the scale the Marxist perspective is a broad theory that blames society and capitalism for the conflict within the employee relationship through structured inequalities and the glass ceiling. They see the field of employee relations as a waste of time because in fact there is no relations as the workers are just being exploited by the employers, the state and capitalism. Many disregard the Marxist perspective as it is a very old theory and believe it to have been more meaningful during the industrial revolution, although it still does have a strong following by workers who feel suppressed by work and the state. The Pluralist perspective in some regards sits in the middle of the Unitarists and Marxists perspectives as it does believe that conflict is inherent in the employment relationship however it believes that the conflict can be resolved by management. This may be the best compromise as many organisations use the pluralist perspective over the ideal Unitarist perspective and the conflict driven Marxist perspective.

Abuse in the Novel Beloved

Many of the characters from the novel Beloved suffered extreme abuse. Sethe, an independent mother, was no exception to the abuse. Sethe survived through many different accounts of mistreatment. The school teacher’s nephews made Sethe suffer the cruelest oppression. They held her down against her will, while she was pregnant, and brutally stole the milk that her body was producing for her child. This is the worst pain for Sethe because, besides the obvious obtrusions, she feared she would not be able to provide for her baby after it was born. A mother’s worst fear is being unable to provide for her children and this is the fear they instilled in her. This was not the end of the violence toward Sethe from these[insert a word that means a group of abusers here]. When the school teacher founds out that Sethe tells of the mistreatment she suffered because of his nephews he orders them to whip her. Sethe is brutally beaten by this group of young men. The result of the merciless beaten is a form of large scars that shape a tree on Sethe’s back. The tree may be a symbol of a family tree, and in Sethe’s case an incomplete family tree. Sethe’s family tree is incomplete because she killed her daughter, Beloved. The ghost of Sethe’s murdered daughter, Beloved, haunts the house where Sethe and the rest of her family live. The ghost torments them enough to drives away Sethe’s two sons, Howard and Buglar. Sethe undergoes torment from almost every possible angle but she refuses to run away any more.

Define hero. Why does our society insist upon elevating people to the Essay

Define hero. Why does our society insist upon elevating people to the rank of hero Is John Bradley a hero despite his insistence that he was not - Essay Example James Bradley writes the book after stumbling upon a letter written by his father John Bradley to his parents describing the event as one of the happiest moments of his life (Bradley & Powers 4). The letter caused John to embark on a research that resulted in the book. John Bradley as the corpsman got tasked with trying to save the lives of the marines who fought the bloody battles in the field. As one of the three surviving men, John struggled to return and live a normal life as possible by choosing to become a funeral director and raise his family. John Bradley’s participation in the flag raising and war is in every angle a mark of true heroism despite his insistence that he was not. John Bradley should be viewed and elevated to hero status as a result of his show of courage and sacrifice in representing his country in a risky and bloody battle that would have resulted in his death. Upon the death of his little sister Mary Ellen, Bradley enlisted into the navy as a funeral director with the hope of evading land battle. A quote from the book summarizes the sacrifice that was undertaken by these flag-raisers â€Å"behind them, in safe America, Bing Crosby sang of a white Christmas, just like the ones he used to know. Ahead lay a hot island of black sand, where many of them would ensure a long future of Christmases in America by laying down their lives† (Bradley & Powers 122). This proves the sacrifice that Bradley along with other participants of the war undertook to ensure the greater good of a future America. This show of devotion in representing his country in the slightest way possible shows that he was ready to die for his country. Not many people are willing to undertake such an act of heroism. To knowingly place one’s life under the direct threat of death requires guts, spirit, and strong will from an individual. To display such character often calls for unconventional thinking and acting.

Marketing Plan Essay Example | Topics and Well Written Essays - 1250 words

Marketing Plan - Essay Example 450). John Lewis departmental store describes its customers in terms of demographics and psychographics. According to Attwood (2007), John Lewis departmental store serves the affluent and middle classes whose income may not be reduced so much by high bills. This is shown by the high priced goods sold in stores. John Lewis customers are also trendy and value fashion. This organization can increase its market share by coming up with new products, which can best serve the low income earners. John Lewis will come up with low-priced differentiated products. United Kingdom’s retail market is dominated by six huge retailers who account for 60 percent of all goods sold in the region (Board Bia, 2012, p. 3). As a result, this market is extremely competitive. This market is fast moving and at the vanguard of initiatives. Because of the continuous changes in the market, John Lewis has developed exceptional points of difference to attract new patrons and entice the existing customers to s pend more (Capon and Hulbert, 2007, p. 345). Any departmental store or a supermarket is considered John Lewis’s competitor. ... Mark and Spencer is also a chief retailer in United Kingdom with more than seven hundred stores across United Kingdom and more than three hundred in other nations. Its products are luxury food items and clothing. It is the biggest retailer and controls 24 percent of the market (Board Bia, 2012, p. 5-7). Because of the intense competition John Lewis has developed exceptional points of difference to attract new patrons and entice the existing customers to spend more. The Buying Process of the Targeted Customers The buying process involves numerous activities by both customers and the company personnel. John Lewis has majored in customer service, which has made its profits grow over the past few months (John Lewis, 2012). Therefore, this process starts from the point where the customer recognizes his or her need or becomes aware of his or her problem (Lamb et al, 2009, p. 224). This may be the need for a new cloth, new phone, new car insurance or body cream. After identification of the need, the customer sets his or her quest for information on the products that can adequately satisfy his or her needs (Lamb et al, 2012, p. 256). This is adequately assisted by the internet which provides a wide range of information of the products available that can satisfy the need. John Lewis has stand-by personnel on the internet ready to assist consumers seeking information on a product or a service (John Lewis, 2012). John Lewis deals with numerous products. Therefore, the customer is provided with all the information on the available products in the market. The company personnel are expected to entice the customers into buying the product (John Lewis, 2012). As according to Brassington and Pettit (2006, p. 346-50), after the customer acquires all the

Graduation Speech -- Graduation Speech, Commencement Address

Ladies, gentlemen, parents, friends, family, staff, fellow students: Instead of taking up more time and reading my speech, it is available to you at http://www.olen’s_speech.com. Thank you. No, just kidding. But seriously folks... Today we are gathered here to celebrate our graduation from 12 long years of schooling. The education granted to us has been a privilege. One so graciously given to us by the citizens of our state, by our community, and by our parents. Today would not be possible without them. So far this evening we have looked back over the many past memories of our school years, remembering the good times and the bad, talking about the fun times, and so on. Now I would like to bring your focus to the present, and make a challenge for us for the future. The ceremony tonight is a very old and traditional one. In past, such a graduation meant not only the completion of a school career, but also a step into adulthood, into society, into the world. With this came many duties and responsibilities. This still applies to today. I’m sure many of you have heard the â€Å"going into the real world† speech as often quoted at high school graduations. You know, the one outlining the responsibilities of living on your own: cooking your own meals, balancing a checkbook, doing your own laundry, etc. Those are all well and good, but I’m talking about something a little different — responsibilities which go beyond those — the duties and rights of citizenship. Most of you are 18 already, or will be very soon, this is the age at which we can vote. As full citizens, it is now our right, and one which we should not let pass by. Our country is founded upon a democracy, and all democracies have one integral part: power b... ...hould in the future suffer what they did — to save freedom by bloodshed. We owe it to them to prevent wars, and to know, to understand, to teach, and to learn from our neighbors around the world, so that we might learn to live in peace. I am saying all of this tonight as a challenge to us as we venture forth this day. It is tempting for us as graduating seniors to treat this moment as one of reveling in our independence from high school. But this night is not just for the moment; it is also for our futures to look back to. Let’s celebrate the new privilege and responsibility which will be given to us as the class of the new millennium: to make it better than the past. For we should all be concerned with the future, because that is where we will all spend the rest of our lives. Thank you, everyone. And the best of luck to the future of the Class of 2006!

Change and Culture Essay

To adjust to greater competition and pressures of obtaining increased organizational efficiency and cost containment, many organizations have begun to examine strategies related to restructuring and downsizing to maintain organizational viability. These processes have included mergers and acquisitions, and redefining occupational roles of workers within the organization. Consequently, successful management of the structural change process can be daunting and overwhelming if not handled in an organized and thoughtful process. Those who are responsible for the process must recognize the barrier that may be hindrances to conception and implementation of the change process These barriers include: (a) lack of concise and coordinated planning/goals, (b) resistance to change within the organizational workforce, (c) failure to consistently evaluate the progress of the proposed change within context of the entire system, and adjust methodology as necessary. Thus, in order to achieve a balance between achieving organizational goals and addressing the uncertainty that may occur in the workforce, organizational leaders are tasked with the responsibilities of finding creative means to facilitate the mandated objectives while at the same time finding vehicles to maintain adequate levels of employee satisfaction and productivity in order to facilitate the ability to service their respective consumer base. It is the purpose of this paper to re-examine the fictional organization created in the week number four Culture Case Study I, and determine the means to facilitate a redesign in workforce brought on by a mandated reduction in work force. This paper will examine the concept of the universal worker as part of the proposed redesign, with further evaluation of the communications and organizational process that will have to be implemented in order to facilitate successful achievement of administrative goals and employee adoption of their new roles. Case Study In an attempt to achieve increased cost containment, six months after the merger of Charles Drew and Florence Nightingale Hospitals, the managerial hierarchy has proposed a significant reduction in workforce. Subsequently, a decision was made that the best way to facilitate continued safe patient care was to redesign the patient care delivery workforce. As recommended by the administration, the initial proposal for redesign was that of the universal worker. As understood, the paradigm of the universal worker would allow remaining employees to be cross trained in different job duties; thus, allowing more flexibility in staffing and personnel assignments (web. Answers. com, 2011). Through examination and implementation of the concepts of the universal worker, along with consideration of other strategies, the thought is that assigning additional duties to remaining personnel would allow continued adequate delivery of many support services. Past experiences in attempt to implement this type of change has proven to be met with resistance by personnel, and difficult to implement when introduced at other organizations; nevertheless, the administration has charged the mid-level management team with successful achievement of the proposed redesign in order to meet organizational objectives. The Change Process When beginning the process of job redesign within this organization, it will be important for those who are responsible for implementation of the change to understand the overall mission and goals of the organization and the global ramification of the change within the institution. It will be important to understand that a change in one area can have either a positive or negative impact on other areas within the organization (Leadership and Motivational Training, 2012). Thus, in viewing the potential upheaval that a reduction in workforce can create, and the subsequent potential for feelings of job insecurity that may be experienced by the remaining workforce, it will be important to allay these fears and allow enhanced empowerment of employees being affected by this process. This can be facilitated through inclusion of employees in the redesign process (i. e. implementation of work teams) and establishment of clear channels of communication within the system. Managing this process of job redesign and change can be successfully implemented through the initiation of a defined process to guide the change and an assigned change leadership team (Resnick, 2012). Through this process not only will the affected employees be allowed to have input to the process that will affect the their individual stake in the organization, they will also have the opportunity to implement substantial and lasting change for the overall system and the culture of then organization. As described by Peter Senge in his postulates regarding organizational culture, this inclusion, empowerment and open communication among those in leadership and front-line employees will work to facilitate what he described as the learning organization and systems thinking (Smith, 2001). Inclusion of work teams into the change process, and the subsequent implementation of the cross training of employees into various departmental roles, the concept of the universal worker among the care provision staff will allow the reshaping of the organization into one that has the flexibility to adapt to the rapid change that may be incurred, and foster an atmosphere of collegiality – where people are continually learning to see the whole together (Smith, 2001). Measuring Processes and Expectations Post Redesign  Once the redesign process has been completed it will be very important to implement measures to review the process of performance and if the predetermined goals of the change are being met. Since employees will potentially be relied on to increase performance and acquire additional employment duties, it will be important to examine how the implementation of change will impact employee satisfaction. It can be said that if an organization can meet the need for a satisfying work environment, then the employee will have a greater propensity to be more motivated and productive. As a consequence the satisfaction will have a greater correlation to improved outcomes and patient satisfaction. Examination of outcomes can be achieved through the â€Å"utilization of the creation of a balanced scoreboard-or dashboard- of the key internal and external measures that provide a comprehensive view of the organizations performance, with as much insight as possible regarding the implication of the change for the future† (Resnick, 2012). Examples of these tools could include utilization of employee satisfaction surveys, provision of strategically placed employee eedback boxes to solicit employee input to parameters for ongoing improvement, and implementation of employee councils to examine how to best meet the needs for improving overall workplace satisfaction and employee morale. With completion of the tools for review of performance, the organization will have a balanced understanding as to how the implementation of the job redesign has impacted organizational goals and desired outcomes -i. e. decreased attrition rates of employees, decreased sick leave utilized, increased patient safety and patient satisfaction scores – (Ugboro, 2006) . Creation of a Learning Organization As the paradigm begins to change in the organization, and implementation of change becomes manifest within the organization, it will be important to foster structures that will provide for a cohesive and well-rounded workforce. As a result, it will be important that all employees have a thorough understanding of what is meant by a learning organization, and how this concept will be imperative e to the ongoing success of current and future change. As described by Peter Senge, the learning organization can be viewed as a structural environment in which the employee is empowered to create the outcomes that they truly desire. In this type of environment, the employee is allowed the room of creativity to redefine not only themselves within their organizational role, but also the organization itself. This paradigm shift differs from the previous downstream constricted organizational structures in that it moves the process for acquiring new organizational traits and skills from learning a means of survival to one that embraces learning that enhances the capacity to create and innovate (Smith, 2001). As such, this paradigm allows progress of the employee to have a greater role in obtaining self-actualization through growth of objectively understanding how change and the end-results of proposed change will affect the organization and the system as a whole. Additionally, it changes the view of management from one of overseer, to one of fostering learning opportunities and helping employees develop systemic understanding (Smith, 2001). In relation to the mandated job restructuring that will take place within this merged organization this change will be facilitated through the creation of interdisciplinary teams of care providers that will comprise the teams that will be responsible for the redesign of the care delivery model. In context of the proposed reduction of staff, it can be assumed that the employees affected by the ensuing change will be instrumental in facilitating this change if allowed to be part of the redesign of priorities and duties. Consequently, with each group bringing their individual and collective spheres of knowledge, there will facilitation of the exchange of ideas, expansion of personal mastery, enhancement of mental models, and a building of a shared vision. All of which are characteristic of the described learning organization. In this case, enactment of the concept to the universal worker will require cross training of employees into potentially new areas of responsibility, or areas in which personal mastery has not been achieved. As such, training can be perceived by employees as a measure of the organizations commitment to them. Subsequently, training is one of the most powerful vehicles for an organization to create change. As stated by Resnick (2012), â€Å"First, it builds alignment to the desired change. Second, it provides individuals with the knowledge and skills to implement the change. Third, it creates the opportunity for cross-functional communication in the implementation of company-wide initiatives†. As this process evolves, management can ensure that continual educational opportunities exist for employees to grow technically and professionally in their respective duties. As these opportunities are allowed, evaluation of individual mastery should be evaluated and opportunities for individual employees to become mentors or resources for fellow employees should be encouraged. By facilitation of this process of collaborative self-management, satisfaction within the process will be enhanced and peer-to-peer sharing can take place. This will allow greater cohesiveness among the teams and a greater sense of inclusion among all team members. As stated by Smith (2001), â€Å"when teams learn together, not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise†. Measurement of Individual Satisfaction Measurement of individual employee satisfaction can be facilitated through many means. Standard traditional measurement tools could include employee surveys, employee feedback solicitation, and input gained during annual performance reviews. Although these means may allow the management team to gain greater insight to employee satisfaction with change, they are primarily founded in anecdotal response, and may be difficult of quantify. Thus, alternative measurements of satisfaction can be employed. These include monitoring of employee retention rates, review of utilization unscheduled employee leave, and patient provided satisfaction surveys. As indicated by Plowman (2009), â€Å"many studies suggest that the cost of turnover is on-and-a-half times an employee’s salary, when considering recruitment, selection, and training costs. Therefore, to monetarily measure the impacts of reduced turnover, one can calculate the expected cost of replacing employees who chose not to leave as a result of increased employee satisfaction†. Furthermore, enhanced patient satisfaction and outcomes may have a direct correlation to enhanced satisfaction in that increased individual productivity may be a sign of an employee who has taken ownership of his or her role in relation to change. Conclusion In today’s environment of organizational change, and redefining of traditional job functions and roles, it is imperative to create new paradigms within the organizational structure. Along with the changing responsibilities for employees, management must provide the means to promote atmospheres of renewed learning and assist the empowerment of employees in actualizing the larger systemic needs of the organization, and their role in the facilitation of making lasting change. Successful implementation of these concepts, along with meeting the needs for maintaining employee fulfillment and satisfaction will be essential for the economic longevity of all business organizations that provide essential services to the public. Change and Culture Essay When two companies merge, upper management has many decisions to make about the organization, from what the mission statement will be, to what type of goals they have in mind to how many employees will be necessary to accomplish the goals. In the beginning, it is important to blend the two cultures and create the new organization. Six months after the merger of Cypress Creek Hospital and Clovis Community hospital, it was important to determine if the goals are met or if changes need to be made. In the instance of the organization from the first case study, it was decided that further change had to be made. To make the desired changes, administration has decided to reduce the current workforce significantly and to change how patients are tended to. Because the change is so detailed, the administration has recommended that a new position of a universal worker be created. The term â€Å"universal worker† generally refers to a person who is trained in multiple positions in the workplace and therefore has a little more assignments flexibility. Universal workers are often used in call centers and hospitals to alleviate staff shortages and provide better service without the difficulties of processing so many referrals or dealing with call transfers (webAnswers. com2013). It is imperative that in the role of universal worker, ways are found to redesign the current set up of the organization and make the necessary changes within the organization to meet the needs of the administration. Historically, organizations were set up where each person had a set task. When an organization incorporates universal workers in the workplace, it creates an environment in which few do a variety of tasks. In health care, this means that patients deal with fewer faces, and get used to their caregivers. For the organization, it means that a staff that can perform different roles and are even more valuable than they would be in traditional roles. Process of Redesigning Because the organization has decided that patients care delivery needs to be redesigned, it must be determined how to begin that process. The first thing that must be taken into account is that change in an organization often disrupts operation. In the instance were significant changes will be made in the size of the staff, adding more change typically will not be received well in the beginning. It is very important to plan accordingly so that productivity is not affected for a long time. One way to accomplish this is to make changes with staff involvement. If staff is allowed to give ideas and be part of the changes, it will fill their needs for learning, change, and variety. One way to do this is create different committees so that staff could be part of an even smaller team and be able to express their ideas and contribute to the change. Encouraging staff participation in planning how change is to take place, and the timing of that change appeals to the need for control that people innately have. â€Å"Organizations that regularly assess the person-job fit of their employees may in turn, experience important benefits from these healthy, thriving and motivated employees who individually redesign their own jobs if necessary† (Tims, 2010). Redesigning in this way, by allowing staff to assist in it, allows the organization to go from being a series of smaller fragmented parts to being a group of fewer parts that function well together. In creating universal workers, the new management needs to go among the staff and see what each employee excels in and in what areas need further training if necessary. Management needs to get an idea of what the pulse is within the organization, have an idea of who is good at what, what jobs are not as necessary, what can be consolidated, what new positions need to be added and feel confident in his or her decisions so that the job redesign can be put into place. Work Processes and Performance Expectations When redesigning is done, the organization can expect to have their employees more satisfied in their work. People are more satisfied internally with their new responsibilities and are more satisfied in general. However, it sometimes makes people more dissatisfied with their current pay and benefits because they believe that they are doing more and that their pay and benefits should reflect those changes. Also the negative is that because people are given so much say in what they are doing when redesigning the workplace, they often become dissatisfied with their direct supervisors and management if something is not done to continue the autonomy that employees achieved with assisting in the redesigning. Job productivity goes up and goods produced tend to be better quality the pride that staff has in what they do. To ensure a more satisfied staff after redesign is complete, it is important not only to change the jobs of subordinates but even those in middle management so that everyone feels more satisfied and angry feelings do not develop among staff. If change happen were people are more satisfied, the organization will better for it. Further, change cannot happen and just come to a halt. Change is never constant; it has to continue to keep a learning organization on track. Steps and Structure to Change a Learning Organization Peter Senge, (1990), a learning organization is organization â€Å"where people continually expand their capacity to create the results they truly desire, where new and expensive patterns of thinking are nurtured, where collective aspirations is set free, and where people are continually learning to see the whole together† (Senge,P. , 1990). According to Senge (1990), a learning organization excels in five different disciplines. A learning organization looks at long-term solutions, not necessarily the first solution that comes to their head. This is important because often organizations think of short-term benefits, and do not consider what changes will do to the organization long term. Because of this, a universal worker would do best to keep from making hasty decisions, and rather would create groups where people gather and look at things more on a long-term direction and see how the organization could be affected. Another thing that can assist in change would be encourage workers to continue learning, whether it be a seminar held for staff or encouraging people to continue with their education on their own time. In workplace today teamwork is encouraged in the workplace. People are no longer given tasks, and expected to do them on their own. Rather, working together, sharing ideas and being a team help an organization to grow. Another step that needs to occur is that leadership roles need to be looked at differently. Instead of leaders being seen in the traditional role of being â€Å"better than† their subordinates or thinking for the staff, upper management roles need to changed to suit the changes in staff. Management needs to encourage learning, share the vision that leaders of the organization have. Management also needs to â€Å"create and manage creative tension especially around the gap between vision and reality. Mastery or such tension allows for a fundamental shift. It enables the leader to see the truth in changing situations† (Smith, 2001). To create change, the entire organization needs to change, not just the subordinates. Change takes time but the benefits long-term are well worth the efforts. Satisfaction for Universal Worker The universal worker approach seems to enhance job satisfaction. Feedback from the staff indicates that they enjoy being responsible for the patients as whole rather than one aspect of care. It is a feeling that undoubtedly enhances the caregiver’s sense of job importance (Widdes, 1996). Training staff to assume responsibilities across departments and even more challenging, reshaping their attitudes and approach to care is an undertaking that requires a commitment to training, retaining and diligent follow up. To keep a universal worker happy would require giving such staff opportunities to continue growing. In healthcare, allowing staff to be responsible for different aspects of patient care, rather than doing just one simple, respective role brings satisfaction. People get bored doing the same thing day in day out. Allowing staff to do different things, creates an excitement for the job that they are doing and creates a feeling of responsibility, and pride in their job. However, because a universal worker does so many different tasks, the staff should be given incentives be it through raise or benefits or other methods, it is imperative that management be very much in tune with this philosophy. Otherwise, staff will begin to feel overworked, and underappreciated. Conclusion In conclusion, merging of two organizations into one organization can be a very difficult undertaking. If not done correctly, it can fail completely. Even if a merger is successful, it does not mean that changes will not have to be made to operations to bring further success down the line. Sometimes, staff needs to be cut, and new positions be created. This can create some turmoil within the organization if not handled right. It is important to communicate with everyone throughout, and allow staff to assist in building ideas, and making the changes, allowing them to share in some of the responsibilities that the organization will undertake. Creating autonomy, particularly when creating universal workers, is important to keep staff satisfied. Along with bonus, raise, benefits, or other incentives would be wise. If staff is satisfied, the organization runs smoother and is more profitable. Satisfaction from employees radiates onto the customers and creates the type of environment that one would prefer to do business with. Change can work correctly if the needs of staff throughout the change are kept in mind.