Helth and Saftey Childcare Assignment Essay

There are many legislations that influence healthy, safe and secure environment for early years settings. The Heath and Safety (young persons) Regulations 1997 states that ‘’Employers need to complete risk assessments for people under 18 years of age.’’ (Thornes 2008 pg84) It also states that if any hazards are the setting, then give them training that the student, trainee or work experience people may nee to do with that particular hazard. Another legislation is Health and Safety at work Act 1974. This legislation is the one that provides general guidance about all this health and safety and workers must have policies and procedures saying how the health and safety will be ensured and then follow these policies and procedures. Control of Substances Hazardous to Health Regulations (COSHH) 1994 is also part of the legislation for a healthy, safe and secure environment and states that a risk assessment should be done on hazards and make sure to store appropri ate as the COSHH regulations are. Reporting injuries diseases and dangerous occurrences Regulations (RIDDOR) 1995. E2 Describe the producers which will keep a child safe for each accident, illness or emergency. There are many procedures which keep children safe for each accident, illness or emergency and each childcare setting will have exclusion for illness policy. In my setting the exclusion policy states that all children should be excluded if they have an illness until recovered to prevent any one else in the setting getting infected. Any illness or accident will be recorded in the accident book and they do this in my work placement by writing down all the details of the incident or emergency. The child’s medical records must be checked, and where appropriate acted upon and then parents/guardians will be contacted to pick up their child. If parents/guardians are not reached, the child’s emergency contacts will be call up. In my work placement all staff follow this by carrying it out the correct way. Afterwards the child should be regularly checked to see if any think is more serious. One record copy of the child will be taken to the doctors to make sure staff deal with  any recorded conditions and then the staff at the setting can keep a record of it and keep in contact with parents/guardians. Every childcare setting will keep a record of the child’s symptoms and the actions; regular checks on the child and each time the action was taken. The staffs at my work placement setting always have copies if an incident or accident happens and make regular checks which they keep an up to date record of the child. On discovering a fire or alarm sound, the room leader should then gather the register, visitor book and nursery contact numbers. Nursery stuff will help get the children out the setting by evacuating the building from the nearest fire doors. Once left building all staff and children line up at the assemble point and when lined up the room leader checks register to check all children are present. Afterwards the staff and children must not return to the building until the building has been declared safe by the fire brigade. Once this has been done, the children and staff can return back to the setting safely. An example of an illness would be vomiting or diarrhoea. An example of an accident would be a child bumping his/her head. An example of an emergency would be a fire. E3 Plan the appropriate care of a child aged 1 for a full day in the setting. E4 Plan the appropriate care of a child aged 3 years for a full day in the setting. E5 Describe the issues that affect the planning of a challenging environment for children. There are many issues that affect the planning of a challenging environment for children. The first issue can be identifying children’s needs as this can stop the practitioner from being able to meet their needs in planning the challenging environment for them to be able to learn in, develop and take risks. The second issue can be equipment; is it safe and suitable because this is vital for the children to be able to have in a challenging environment and age staged appropriate equipment. The third issue that affects the planning of a challenging environment may be the size or layout of the area. The Forth issue can be environmental factors such as  temperature, safety, ect†¦ It will have an effect on how effective the challenging environment is. The fifth issue can be that is there supervision and enough of it. The sixth issue that affects the planning of a challenging environment maybe type of setting. The seventh issue could be consulting children as is it developmentally appropriate. E6 Describe the initiatives which influence the provision of challenging environments for children. + C1 Evaluate how two initiatives contribute to the provision of an enabling environment for children. A national initiative which influences the provision of challenging environments for children is Swedish school as they apply the Forest education approach. This national initiative influences provisions because children are learning in a different environment which has more outdoor and physical development on the children. They aim to let children explore and understand stuff in the woods and forest such as everyday products from wood. ‘’a unique way of working with young people in a woodland setting, helping them to achieve small practicable tasks, learning about fire safety, woodland management etc. It complements the Early Years curriculum in particular but also supports the 5-16 curriculum. Disaffected children, those with emotional or behavioral difficulties or exhibiting challenging behavior are all seen to benefit and can be â€Å"turned around† by the Forest School experience. Forest School particularly suits the kinaesthetic learner (those that learn by doing) who fails to achieve in a formal school setting. These children are immediately engaged in the tasks set as they suit their way of learning.’’ (http://www.infomat.net/infomat/rd741/rd1/database/Forest_Education/index.asp) A local initiative which influences the provision of challenging environments for children is Montessori such as The Oratory Day Nursery in Burnham. This local initiative influences provisions because children learn independently through tasks to meet their skill for their age without a ‘’long-term disadvantage in their gross motor skills’’ (Thornes 2008 pg250) They aim to make children do many activities which involve the children to use their hands. The Montessori approach is use in my current setting Oratory Day Care Nursery by having set activities for the children to choose from then let children do the activity whilst the practitioners observe and only interacts in the activity to give guidance. This approach also say that ‘’First education of the senses, then education of the intellect.’’ (Thornes 2008 pg250). E7 Explain the importance of helping children to manage risk and challenge in their environment. It is important for children to be helped to learn to assess and manage risk and challenge. It will be necessary for the adult to teach the child the skills he/she will need to learn about assessing and managing risk and challenge. The child can also learn to understand consequences of the challenge and risk themselves. It also teaches them, limits and binderies that they can take with them throughout their everyday life. Most importantly it teaches to progress in their education by developing and doing these challenges and risks with the adults help. In my placement I have seen this happen by practitioners allowing for the children to explore the garden for themselves and one girl was climbing up the little hill for the first time and slipped and fell over. This was a challenge for her because she had to get up to the top and her risk was that she fell but next time she will climb up the hill, she would know the risk and what may happen next time. ‘’All children both need and want to take risk in order to explore limits, venture into new experiences and develop their capacities from a very young age and from their earliest play experiences. Children would never learn to walk, climb stairs or ride a bicycle unless they were strong motivated to respond o challenges involving risk of injuries.’’ (www.freeplaynetwork.org.uk/adventure/manage.htm) E8 show an understanding of diversity and inclusive practice. Diversity and inclusive practise need to be understood and carried out in every childcare setting. Therefore each practitioner should remember to treat every child and their families fairly without discrimination. This can  be done by for example letting all children join in an activity and not saying they can’t play because of their colour, size, shape, disability, ability in activity. They should also not stereotype both the children and families that they work with. By doing this, practitioners can meet each child’s needs as an individual and are allowing for the rights of the children and their families to take place. ‘’Childcare workers are very influential in the promotion of children’s attitude and values. Children will take their cue from adult responses and reactions. Because of their powerful role, it is important that staff take issues of equality seriously and do not ignore them.’’ (Thornes 2008 pg93) In my current setting Oratory Day Nursery, all staff carrying out and understand diversity and inclusive practice by following the equal opportunities policy and enabling that each child gets the chance to develop, learn and play as an individual in the setting with the right to be heard and valued. D1 Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings. There are many ways that legislation can support strategies to establish and maintain healthy, safe and secure environment in early years settings. The most important thing that supports a healthy, safe and secure environment is having policies and procedures as this will help everyone in the setting to keep to the same rules. Having CRB checks will also support a healthy, safe and secure environment because they help protect the setting from any vunarble adults. Another thing will be regular body inspections to ensure the setting is following the policies and procedures and working to the right standards but also to see if anything may need improvement into better or is not good practise. Staff ratios can support strategies to establish and maintain healthy, safe and secure environment as without having the right staff the setting shouldn’t open. Training for many different things such as fire procedures will allow you to be able to put your knowledge and practise into your own work to keep everyone safe and secure in the setting. Having the right/appropriate resources is another way to establish and maintain healthy, safe and secure environment. The last thing would be you the practitioner yourself as you are the person who will enforce that all these legislations are done to protect the children, parents, staff and other professionals as well the setting. D2 Explain how establishing a safe environment can support the procedures necessary for accidents, illness and emergencies. Establishing a safe environment, should support the procedures necessary for accidents, illnesses and emergencies. Accidents, illnesses and emergencies cannot be totally predictable or happen through a risk or harm in an event. Many accidents occur in a work place and the main victim is a child. This is due to risks of injury and illness through lack of cleanliness, another sick child in the group, etc†¦ Injuries in a group can occur from the children not bringing adequate protection and not using the equipment the correct way. It can also be due to the work place itself because their many be mislabelled equipment, unsafe condition, faulty or broken equipment. However the accidents and illness can be due to the adult because he/she may have failure to follow the procedures, lack of tanning or worker error. Therefore all this needs to be followed the correct way in order to prevent any of this happening. It can be done by making sure everyone in the setting implements and understands the policies such as Health and Safety Work act 1974 or RIDDOR and procedure of the setting, make sure all illnesses and emergency are written, carry out risk assessments regularly, sterilise the equipment, throw away any broken or faulty equipment,, looking after children’s hygiene and insure the children know the rules. This will then creat and establish a safe environment which is safe and less of a risk for everyone in the setting. B1 Consider possible ways to maintain the safety and privacy of children and to respect their wishes. Ensuring a safe environment that allows children to have safety and privacy with respecting their wishes can be done in many possible ways. One example can be going to the toilet as this can make the child feel uncomfortable to go in front of his/her friends and having small toilets with cubicles will make them feel safe and give them privacy. The practitioner however should check to see if there is anything that can put the child at danger when going to the toilet such as chemical produces. When doing all this it allows  the staff in the setting to see over the chid and maintain the safety. In my setting I have seen this happen because when a child goes to the toilet there are small cubicles that adults can see child at any time and keep the safety and privacy that is recurred in any childcare setting. Another example can be when protecting the child such as child’s welfare. This would mean having all practitioners, other professionals, parents and students to be aware that they most not discuss any thing that is not relevant to others and keep any paper work confidential. I have seen practitioners in my setting maintain the safety and privacy of children and respect their wish by listening to them, valuing them as an individual, following the policies on safety, Every Child Matters and the CACHE Statements of Values to best practise. A Discuss the effect on practitioners of meeting the care needs of children. There are many ways of how and why practitioners may be affected when meeting the care needs of children and the support available. Practitioners may feel unhappy to see a child leave after a long time of care for them, grief if child in care dies or is badly injured, feel terrible if they do not get on with a child or the child is not progressing and have a sense of failure. They may also feel anxiety when having to tell a parent bad news or anxiety when a child has to have the social care services involved with them. There can be support given for all these things that a practitioner may be affected by to meet the care needs of children. One way can be by leading the practitioner the right way. Local education authorities can also give support by helping the setting out and working with them to help and develop the child at the best interest to. Another way can be by getting advice from support advisors. The last way they can be supported is by other colleagues and work together to improve the outcome and met the care of the Child’s needs more effectively. This will therefore result in making the child feel happy and enjoy activities or coming to the setting. It will also make child want to work with the practitioner and gain a better relationship. It can not only have an result on the children but also on the practitioner themselves because will feel happy or overwhelmed they are able to work with the child to meet their care needs and then have a better  positive communicating relationship with parents about their child to fit the care needs of that child. In my current placement, I have seen practitioners have an effect when meeting the needs of children and one example of this was the practitioner feeling upset, frustrated because this 4 year old boy who was unable to count his number after having taught him many different ways such as having him sing a song to learn to count as this was some think the boy liked doing. Reference: * Beaver. M, et al (2008) Childcare and education Cache level 3 Cheltenham: Nelson Thorns * www.freeplaynetwork.org.uk/adventure/manage.htm 26th October 2011 * http://www.infomat.net/infomat/rd741/rd1/database/Forest_Education/index.asp 26th October 2011 * http://www.extension.org/pages/25767/preventing-injuries-in-child-care 1st December 2011

Social Structure of the Society

?MINISTERY OF EDUCATION OF THE REPUBLIC OF BELARUS Belarus State Economic University REFERAT: â€Å"SOCIAL STRUCTURE OF THE SOCIETY† Minsk 2008 What is social structure of the society? Any object has its structure. As the noun â€Å"structure† is rendered as â€Å", , †, structure is defined as functional interdependence of elements constituting the carcass of an object. The society has social structure. The concept of social structure was pioneered by G. Simmel, then developed by K. Marx, E. Durkheim but became most known due to T. Parsons who created structural functionalism. There are various approaches to studying social structure of the society but they didn’t avoid influence of structural functionalism in any way. Due to the functionalist perspective, social structure is the carcass of a social whole (society or its part) the elements of which are invariable in time, interdependent of each other and largely determine the functioning of the whole in general and its members in particular. The focus is made on both interdependence – it’s like a house: take some brick off the wall and the whole building may ruin, and function – take a log: it can be burnt to get warm or used as construction material to build a house. In other words, structural functionalism analyzes parts of the society in terms of their purpose within the whole. It’s clear that social structures of ancient and modern societies differ from each other. This difference is caused by diachronic changes taking place in the society: although the structure presents a stable carcass, it is stable or invariable only for a definite period of time, and historically it changes. Social structure is qualitative certainty of the society which means that change in structure leads to radical, qualitative change in the society. Structure ensures stability required for the functioning of associated social elements which accumulate quantitative changes up till the moment when they turn to quality, and a need for structural changes in the social object rises. For instance, development of the bourgeoisie and proletariat as classes and formation of new relations of production lead to a bourgeoisie revolution and change of the socio-economic system. Social structure is characterized by the following main attributes: hierarchy – vertical and horizontal arrangement of structural elements which is based on their unequal access to authority, income, social prestige etc. interconnection of structural elements which is realized through exchange of resources, information, sharing values etc. ; differentiation into the smallest elements and their integration into the whole; flexibility, capacity to change so it is an important part of the management. Traditionally, theorists identify the following types of social structure: socio-demographic, socio-class, socio-ethnic, socio-professional, socio-confessional etc. No doubt, any social object has its structure. For instance, at analyzing a labour collective we may consider employees within the socio-professional structure: those who got secondary, vocational and higher education, scientific qualifications, representatives of various professions, specializations, their levels of qualification. The socio-demographic structure suggests analysis of employees according to the age and gender: the young up to 30, middle-aged, those of pre-pension and pension age, males and females. There are different types of social structure. A famous Russian theorist M. N. Rutkevich identifies three basic types. The first one characterizes the process of historical development of mankind, i. e. a global structure of human society consisting of nations, states and their various associations. The second type comprises relations between various spheres or subsystems of social life. The third type comprises relations between social groups and other communities of people. The last two types reflect some settled approaches to consider social structure. In social structures of the second type their elements are viewed as relatively independent subsystems or spheres of social life (politics, economy etc). Their number is a point for debate. For instance, G. Hegel and F. Engels spoke of politics, economy and family; modern theorists perceive four spheres: culture, politics, legislation and economy although they don’t deny that other spheres can also be seen in religion, science or in family. Anyway, less debated is a position of the Russian researcher A. I. Kravchenko who divides the society into economic, political, social and spiritual spheres. Economic sphere includes four types of activities – production, distribution, exchange and consumption. It provides eans for increasing the material welfare of the society: enterprises, banks, markets, money flows and the like that enables the society to use available resources (land, labour, capital and management) in order to produce the amount of goods and services sufficient enough to satisfy people’s essential needs in food, shelter and leisure. About 50% of the economically active population take part in the economic sphere as the young, old, disabled do not produce material wealth. But indirectly 100% of the population participate in the economic sphere as consumers of created goods and services. Political sphere includes the head of the state and the state bodies such as government and parliament, local bodies of power, the army, the police, taxation and customs bodies which together constitute the state and political parties which are not part of the state. Its objective is to realize the goals of the society: to ensure the social order, settle conflicts arisen between partners (employers, employees and trade unions), defend the state frontiers and sovereignty, impose new laws, collect taxes etc. But its main objective is to legalize ways of struggle for power and defend the power obtained by a particular class or group. The objective of political parties is to legally defend the diversified political interests of different, very often opposite, groups of the population. Spiritual sphere includes culture, science, religion and education and their artifacts such as monuments and establishments of culture, pieces of arts, research and learning institutions, temples and cathedrals, mass media etc. If science is aimed at discovering new knowledge in various spheres, education should translate this knowledge to the future generations in a most effective way, for schools and universities are built, new programs and teaching methods are worked out, qualified teachers are trained. Culture is designed to create values of arts, exhibit them in museums, galleries, libraries etc. Culture also comprises religion which is considered the pivot of spiritual culture in any society as it gives sense to human life and determines basic moral norms. Social sphere embraces classes, social layers, nations associated by their relations and interactions. The given sphere of the society is understood as narrow and wide. In its wide meaning the social sphere is a totality of organizations and establishments that are in charge of the population’s wealth; they are shops, transport means, communal and consumer services, establishments of catering, medicine, communication, leisure and recreation. Thus, as such the social sphere covers almost all classes and layers – the rich, the poor and the middle class. In its narrow meaning the social sphere is designed for the members of the society who are regarded as socially unprotected (pensioners, unemployed, with low incomes or with many children etc) and the establishments that provide their service, namely, the bodies of social security (including social insurance) of both local and national subordination. In this case, the social sphere is designed for the poorer layers of the population. There are other approaches as to the number of parts or spheres of the society but they are all united by a view that social subsystems cannot exist as isolated. They are arranged in a pattern of relationships that, together, make the system. The social naturally penetrates into the productive and managerial spheres since people of different nationalities, ages, sexes and confessions can work together at an enterprise, on the one hand. On the other hand, if the country’s economy doesn’t perform its main objective to satisfy the population with the sufficient amount of goods and services, the number of jobs doesn’t increase, there may arise negative consequences in the society. For instance, the money is short to pay wages and pensions, unemployment appears, the living standards of the socially unprotected layers are decreasing, crimes are increasing etc. In other words, success or recession in one sphere has a great influence on prosperity in the other one. The third type of social structure is best developed by structural functionalists who assert that structure arises out of face-to-face interactions of people. Interactions make up patterns which are independent of the particular individual, because patterns are determined by social norms and values of the given society. For instance, somebody needs money. He can earn it, but if in some society robbery or burglary is not disapproved of, he may rob someone to reach the purpose. So patterns exert a force which shapes behaviour and identity. That’s why T. Parsons and his supporters define social structure as the way in which the society is organized into predictable relationships, or invariable patterns of social interaction called institutions. Social structure does not concern itself with the people forming the society or their social organizations, neither does it study who are the people or organizations forming it, or what is the ultimate goal of their relations. Social structure deals rather with the very structure of their relations – how they are organized in a pattern of relationships, or institution. So due to structural functionlism, structural elements of the society are social institutions and social groupings; structural units are social norms and values. Social groupings and communities Social groupings are social groups, social classes and layers, communities, social organizations, social statuses and roles. A group is a number of people or things which we class together, so that they form a whole. In our minds we could group any assortment of people together. For instance, you could group together Phillip Kirkorov, your nearest relative, the person who sat opposite you last time you were on a bus, Santa Clause and a shop-assistant from the Hippo market in Serebryanka. But a social group, however, means more than just an assortment of people. There must be something to hold them together as a whole. To be a social group, people must: interact with one another, perceive themselves as a group. Social group is an assortment of people associated by a socially significant distinction, people who interact together in an orderly way and perceive themselves or perceived by others as a group. Any social group is characterized by a number of attributes: interaction within a group is realized on the basis of shared norms, values and expectations about one another’s behaviour; groups develop their own internal structure: kernel and periphery, norms, value, statuses and roles; they can be rigid and formal or loose and flexible; there is a sense of belonging, individuals identify with the group; outsiders are distinguished from members and treated differently; groups are formed for a purpose – specific or diffuse; eople in a group tend to be similar, and the more they participate, the more similar they become. There are a lot of classifications of social groups. The first one embraces statistical and real groups. A statistical group is an assortment of people differentiated by a definite characteristic that can be measured. For instance, citizens are people living in formal settlements called cities. A real group possesses a number of characteristics describing i ts immanent essence. So, citizens are people living in cities, who live an urban way of life with highly diversified labour (mainly industrial and information kinds) and leisure activities, with high professional and social mobility, high frequency of human contacts in formal communication etc. According to this definition, only a part of the statistical group of citizens comply with the criterion of being urbanites, or not everyone who lives in city can belong to the real group of citizens. Another type is a reference group as any group we use to evaluate ourselves, but it doesn’t necessarily mean we must belong to it. It is like a target group in the market: a target group of black BMW cars is composed of people with high income, of a certain age, males etc. David is a person with such characteristics but he doesn’t like BMWs. He prefers Volvos. The normative function of the reference group is to set and enforce standards of conduct and belief. Its comparison function is viewed as a standard by which people can measure themselves or others. For instance, we compare confessional groups to examine some features, let’s say, Jews and Protestants, and find out that Jews display 20% greater tolerance. So if you are a Jew, you’re perceived by others as a more tolerant person. Social groups can also be classified according to their size, character of organization, emotional depth, accomplished objective etc. According to size, groups can be small, middle-sized and large ones. Small social groups, normally small in number, are characterized by human interactions in the form of direct contacts like in families. The smallest groups are stable and more constraining, but offer more intimacy and individuality. As size increases, freedom increases, but intimacy declines and the emerging group structure tends to limit individuality. Contacts are frequent and intensive; members take each other into account as they group together on the basis of shared norms, values and expectations about one another’s behaviour. As more people are added to the group (up to 20), complexity increases, subdivisions appear. Middle-sized social groups are relatively stable communities of people working at the same enterprise or organization, members of a social association or those sharing one limited but large enough territory, for example, people living in one district, city or region. The first type is called labour-organizational groups, the second one – territorial groups. People are united into labour-organizational groups to accomplish a certain purpose or objective that determines its composition, structure and type of activities, interpersonal interaction and relations. Large social groups are stable numerous collections of people, who act together in socially significant situations in the context of the country or state, or their unions. They are classes, social layers, professional groups, ethnic groupings (nationalities, nations and races), demographic groupings (the young, the old, males and females) etc. With regard to all of them, a social group is a patrimonial, collective concept. People’s affiliation to a large group is determined by a number of socially significant distinctions such as class affiliation, demographic factors, form and character of social activities etc. In large social groups, interaction bears both direct and indirect character. According to the character of organization, groups are distinguished as formal and informal ones. Formal groups are collections of people whose activities are regulated by formal documents such as legislative norms, charters, instructions, registered rules, bans or permissions sanctioned by the society, organization etc. At performing some activities members of the formal group are in terms of subordination, or hierarchically structured submission. Such groups are academic groups, labour organizations, military units etc. Informal groups don’t have formally registered grounds for their existence. They are formed on the basis of common interests or values, respect, personal affection etc. which cohere individuals into more or less stable entities such as a group of friends, a musical band, Internet chatters etc. Behaviour of their members is regulated by special non-written laws and rules. In such groups membership is voluntary, and members may resign at any time. Due to emotional depth of interrelations within the group, primary and secondary groups are differentiated. A primary group is, as a rule, a small social group whose members share personal and enduring emotional relations which are established on the basis of direct contacts reflecting the members’ personal characteristics. The examples are a family, a group of friends, a research group etc. A secondary group is a large and impersonal social group whose members pursue a special interest or activity. In such a group people’s ability to perform particular functions, not their personal qualities, is highlighted. This is the way that social organizations with their departments and job hierarchy are set up and function. The personality of any of its member is of very little significance for the organization. As roles in the secondary group are strictly fixed (John is a student, Mr. Brown is the dean), very often its members know too little about each other. Besides, in the social organization of an enterprise, both roles and ways of communication are fixed. If a student is in trouble, he can’t apply straight to the University rector but first to the tutor, dean or prorector, then to the rector. While studying human society sociologists are interested in larger groups of people at the meso – and macro-levels, or those ones called social communities. There are a lot of definitions of such a phenomenon but theorists agree that members of the community should possess a similar quality such as age, gender, job, nationality etc. and consider similarity as one of the main distinctions of the community. Examples are natural-historical communities like tribes, families, nationalities, nations and races; mass groups like crowds, TV audience etc. A more important distinction of the social community is social interaction between its members. Interactions may be more enduring that determines a long-term existence of communities such as nations, races, and less enduring that is typical for occasional communities such as crowds, lines, passengers etc. But even occasional community with weak ties has its patrimonial and specific distinctions, regulating collective behaviour. Besides similarity and social interaction, a social community also suggests that the actions undertaken by its members are oriented by expectations of behaviour of other individuals in the community. It encourages people’s deeper solidarity that forms a cohered group – a basic element of the society. Judging by it, a social community may be defined as natural or social grouping of people characterized by a common feature, more or less enduring social relations, goal attainment, common patterns of behaviour and speculation. A social class is also considered as a structural element of the society. Although approaches differ, in general the concept of a class is connected with people’s relation to the means of production and character of acquiring wealth under a market economy. The known examples of a class are the nobility, bourgeoisie and proletariat. In each class society there are fundamental and non-fundamental classes. Fundamental classes are distinguished by a dominating way to produce material wealth within the socio-economic system (feudal, capitalist etc), for instance, under capitalism its fundamental classes are the bourgeoisie and proletariat. Non-fundamental classes are available because the rests of the previous relations of production are still kept in the society or new ones are emerging. A social layer is an assortment of people who are distinguished by their social status and who perceive themselves cohered by this community. A social status is one’s position (place) in the social structure of the society connected with other positions by the system of rights and obligations. The status of a teacher has its meaning only with regard to a student, not to a passer-by or doctor. The teacher should translate knowledge to the student, check up how knowledge is learnt and assess it etc. The student should regularly attend lectures, prepare for seminars, pass credits and examinations in time etc. In other words, the teacher and the student enter into social relationships as representatives of two large social groups, as bearers of social statuses. Social status is often considered as the â€Å"standing†, the honour or prestige attached to one’s position in the society. In modern societies, occupation is usually thought of as the main dimension of status, but even in modern societies other memberships or affiliations (such as ethnic groups, religion, gender, voluntary associations, hobby) can have an influence. For instance, a doctor will have a higher status than a factory worker but in some societies a white Anglo-Saxon Protestant doctor will have a higher status than an immigrant doctor of minority religion. Every person can have several social positions, or statuses called by R. Merton a status set. Among them there must be the main status; it is a status used by the individual to identify himself or by other people to indentify a definite person. For males it is their occupation (a lawyer, banker, worker), for females it is a place of living (a housewife) but there exist other variants. It means that the main status is of relative character as it is not directly associated with gender, race or occupation. The main status is one that determines the person’s way and style of life, patterns of behaviour, friends etc. Sociologists differentiate between social and personal statuses: social status identifies the person’s position in the society which he occupies as a representative of a large social group (occupation, class, nationality, gender, age or religion); personal status is the person’s position in a small group identified by how the members of the group estimate and percieve him due to his personal qualities. Being a leader or outsider, winner or loser means to occupy a certain position in the system of interpersonal, not social relations. Statuses are also distinguished as ascribed and achieved ones. Ascribed status is a social status a person is given from birth or assumes involuntarily later in life. For example, a person born into a wealthy family has a high ascribed status. Achieved status is a sociological term denoting a social position that a person assumes voluntarily which reflects personal skills, abilities, and efforts. Examples of achieved status are being an Olympic athelete, a criminal, or a teacher. Achieved statuses are distinguished from ascribed statuses by virtue of being earned. Most positions are a mixture of achievement and ascribment; for instance, a person who has achieved the status of being a doctor or lawyer in Western societies is more likely to have the ascribed status of being born into a wealthy family. The mentioned statuses are considered basic statuses which include kinship, demographic, economic, political and occupational statuses. There are also a number of non-basic statuses such as those of a passer-by, driver, reader, TV-watcher, witness of a road casualty etc. They are temporal positions and their rights and obligations are not registered as they are hardly fixed. No doubt, the status of a professor determines much in life of a certain person; as for his status of a patient, it does not. If a social status identifies a particular position of an individual in a given social system, a social role represents the way that he is expected to behave in a particular social situation. Each individual plays many roles in the society; in one situation he is a boss, in another – a friend, in the third – father etc. All roles that a person plays are called a role set. Roles are identified as ascribed if we are forced to play and as achieved if we choose to play them. The first is a role of a son or daughter in relations with a parent, the second – a subordinate with a boss. Roles have two further dimensions: the prescribed aspect of a role, or role expectations, and role performance. The prescribed element in any role provides a norm-based framework governing the way people are generally supposed to interact. People expect one conduct from a banker and quite another – from an unemployed person. Role performance is what a person eally performs within this framework. Each time a person who performs a certain role builds his behaviour according to the expectations of the social milieu. If his actual behaviour differs from what is expected, it means that conformity to culturally appropriate roles and socially supported norms is not created. Behaviour, which doesn’t correspond to the status, is not considered an appropriate role. F or instance, if somebody came into the classroom, introduced himself as a teacher but then started painting the wall or washing the windows, his behaviour is a role but not that of a teacher. In the society various social control mechanisms exist to restore conformity or to segregate the nonconforming individuals from the rest of society. These social control mechanisms range from sanctions imposed informally – for example, sneering and gossip – to the activities of certain formal organizations, like schools, prisons, and mental institutions. Social institutions Another structural element of the society is social institutions. These are not buildings, but organizations, or mechanisms of social structure, governing the behaviour of two or more people. Institutions are identified with a social purpose and permanence, transcending individual human lives and intentions. For example, the institution of the family and marriage, of religion etc. American sociologist Erving Goffman (1922-1982) asserts that an institution is a place, like a building, in which activity of a particular kind regularly goes on. He uses this term for somewhere that embraces everything that its inhabitants do – where they live, work, play, sleep, day in day out. Members of the society have a similar mental concept of right and wrong, order and relationships, and patterns of good (positive values). As the broadest organizers of individuals’ beliefs, drives and behaviours, social institutions evolved to address separate needs of the society, for instance, the military institution evolved out of the need for defense. Each society has a number of needs but those of fundamental character are only five. Consequently, there are five fundamental social institutions ensuring social needs in: procreation of the population (that of the family and marriage); social order and defense (the state, political institutions); getting means for existence (the production, economic institutions); translating knowledge, socialization of the growing-up enerations, training personnel (education in its broad meaning including science and culture); solving spiritual problems, looking for sense of life (religion). So social institutions can be defined as organized patterns of beliefs and behaviours centered on basic social needs, adapting to specific segment of the society in question. American so ciologist T. Veblen is the founding father of institutionalization as he was a first to give a detailed description of social institutions in his book, The Theory of the Leisure Class (1899). He showed that evolution of the society is a process of natural selection of social institutions which by their nature present habitual ways to react to stimuli created by external changes. Early mankind is known for promiscuity or non-regulated sex relations that could result in genetic degeneration. Gradually such relations began to be limited by bans. The first ban was that of incest, forbidding sex between kinship relatives, such as mother and son, brother and sister etc. The given ban is the first social norm, considered the most important in history. Later, other norms regulating sex relations appeared. People learnt to survive and adapt to life by organizing their relations with norms. Norms of family and marriage behaviour translated from generation to generation became collective habits, customs, traditions that regulated people’s way of life and their thinking. Those who broke such traditions (deviants) were punished (sanctioned). This is the way how the most ancient social institution of the family and marriage might have emerged. And this is the way why norms and values have become structural units of the society. There are three terms to be differentiated in the related area such as â€Å"institute†, â€Å"institution† and â€Å"institutionalization†. To institute something is to bring it into use, set it up, or establish it by practice. A father might speak of instituting some changes in his family, perhaps forcing the children to be respectful, and not giggle at his words. An institute may be something that has been set up, for example, an association of women calls itself the â€Å"Women’s Institute†. If institution is spoken about, it is meant a totality of customs or practices that was established by the members of a particular society, by God, or just an established and respected practice (with no reference to its origin). Institutions are used about parts of the society, not the whole. As a society is created by the interaction of people, they establish ways of interacting that are acceptable or unacceptable. When a way of behaviour is both emotionally satisfying and leads to rewards from others, it becomes institutionalized. The way by which behaviour, custom or practice is institutionalized, is called institutionalization. For instance, institutionalization of any science means working out various standards, laws, setting up research institutes, laboratories, faculties, departments at universities, also publishing textbooks, monographs and journals, training specialists in the area etc. Thus, the concept of a social institution defines an aggregate of people whose activities in a certain area are regulated with inflexible systems of social, legal or other controls by organizations originally created for beneficial purposes and intents. As any structure, it is presented by its structural elements although some sociologists argue against, defining them as attributes. Structural elements of the society’s fundamental institutions Institutions Fundamental roles Physical features Symbolic features Family and marriage Mother Father Child House Plot of land Furniture Rings Engagement Marriage ceremony Economy Employer Employee Seller Buyer Enterprise Office Shop Bank Money Securities Trade mark Marketing Politics Head of the state Member of parliament Law-maker Subject of law Public buildings and places Flag Constitution Hymn Law Religion Priest Parishioner Bishop Cathedral Church Chapel Christ Bible Confirmation Education Teacher Student Professor School University Textbook Qualification Diploma Degree At the same time fundamental institutions are divided into smaller units called non-fundamental institutions. For instance, economy can’t operate without such practices as production, distribution, market, management, accounting, etc. ; the institution of the family and marriage includes such practices as martenity, vendetta, sworn brotherhood etc. So non-fundamental institutions are social practices or customs, for example, vendetta or celibacy can be identified either as a tradition or settled practice. Both are right as the fundamental institution includes both traditions and practices. If the purpose of fundamental institutions is to satisfy the basic needs of the society, non-fundamental institutions perform specialized objectives, serve particular traditions or satisfy non-fundamental needs. For instance, a higher school as a social institution meets the social need in training highly qualified specialists. By its character of organization, institutions are subdivided into formal and informal ones. The activities of formal institutions are regulated by strictly settled directions such as law, charter, instructions etc. Formal institutions are often bureaucracies in which the functions of bureaucrats are impersonal, i. e. that their functions are performed independently of their personal qualities. In informal institutions playing a very important role in interpersonal interaction, their aims, methods, means to achieve objectives are not settled formally and not fixed in the charter. For instance, organizing their leisure time, teenagers follow their rules of game, or norms which allow them to solve conflicts. But these norms are fixed in public opinion, traditions or customs, in other words, in informal sanctions. Very often public opinion or custom is a more efficient means to control an individual’s behaviour than legislative laws or other formal sanctions. For instance, people prefer being punished by their formal leaders than being blamed by colleagues or friends. Both formal and informal institutions have functions. To function means to bring benefit. So, the function of a social institution is the benefit that it contributes to the society. In other words, the outcomes or end-products of the system, institution and the like are referred to as its function. If besides benefit there is damage or harm, such actions are referred to as dysfunction. For instance, the function of a higher education is to train highly qualified specialists. If the institution functions badly due to some circumstances (lack of personnel, poor teaching, or methodical and material basis), the society will not get specialists of the required level. It means that the institution dysfunctions. Functions and dysfunctions can be manifest if they are formally declared, perceived by everybody and obvious, and latent which are hidden, or not declared. To manifest functions of a secondary school those of getting literacy, enough knowledge to enter university, vocational training, learning basic values of the society may be referred to. Its latent functions are getting a definite social status which enables to become ranked higher than those who are illiterate, making stable friends etc. Functions and dysfunctions are of relative, not of absolute character. Each of them can have two forms – manifest and latent. In one and the same time both a function and dysfunction may be manifest for some members of the society and latent – for the other ones. For instance, some people consider important to obtain fundamental knowledge at university, others – to establish necessary links and relations. Latent functions differ from dysfunctions by that they don’t bring harm. They only show that the benefit from any institution (system etc) can be larger than it is declared. To sum it up, each of the institutions reflects a different aspect of the society. Each of them performs a different role in the society fostering spiritual, social, or educational development. On a larger scale, these organizations exemplify the links that bind a society together. BASIC CONCEPTS Achieved status – a social position that a person assumes voluntarily which reflects personal skills, abilities, and efforts. Ascribed status – a social position a person is given from birth or assumes involuntarily later in life. Class – an assortment of people united by their relations to the means of production and character of acquiring wealth under a market economy. Dysfunction – bring harm. Flexibility – a capacity to change. Formal group – a collection of people whose activities are regulated by formal documents such as legislative norms, charters, instructions, egistered rules, bans or permissions sanctioned by the society, organization etc. Function – bring benefit. Informal group – a group formed on the basis of common interests or values, respect, personal affection etc. which cohere individuals into more or less stable entity. Institutionalization – the way by which behaviour, custom or practice is institutionalized. Large social group – a stable numerous collection of people who act together in socially significant situations in the context of the country or state, or their unions. Latent function – a function if it is not formally declared, perceived by people or obvious. Main status – a status used by an individual to identify himself or by other people to indentify a definite person. Manifest function – a function if it is formally declared, perceived by everybody and obvious. Middle-sized group – a relatively stable community of people who work at the same enterprise or organization, members of a social association or those sharing one limited but large enough territory. Personal status – a person’s position in a small group identified by how the members of the group estimate and percieve him due to his personal qualities. Prescribed element (role expectation) – what provides a norm-based framework governing the way people are generally supposed to interact. Primary group – a small social group whose members share personal and enduring emotional relationships which are established on the basis of direct contacts reflecting the members’ personal characteristics Real group – any group of people possessing a number of characteristics describing its immanent essence. Reference group – any group one can use to evaluate oneself, but it doesn’t necessarily mean one must belong to it. Role performance – what a person really performs within the norm-based framework. Role set – all roles that a person plays. Secondary group – a large and impersonal social group whose members pursue a special interest or activity. Social community – a natural or social grouping of people characterized by a common feature, more or less enduring social relationships, goal attainment, common patterns of behaviour and speculation. Small group – a group normally small in number, characterized by human interactions in the form of direct contacts like in families. Social group – an assortment of people cohered by a socially significant distinction, people who interact together in an orderly way and perceive themselves or perceived by others as a group. Social institution – organized patterns of beliefs and behaviours centered on basic social needs, adapting to specific segment of the society; an organization, or mechanism of social structure, governing the behaviour of two or more individuals; a totality of customs or practices that was established by the members of a particular society, by God, or just an established and respected practice. Social layer – an assortment of people who are distinguished by their status and who perceive themselves cohered by this community. Social role – the way that a person is expected to behave in a particular social situation. Social status –a person’s position in the society which he occupies as a representative of a large social group. Social structure – the carcass of a social whole (society or its part) the elements of which are invariable in time, interdependent of each other and largely determine the functioning of the whole in general and its members in particular (functionalist perspective); the way in which the society is organized into predictable relationships, patterns of social interaction. Statistical group – a group of people differentiated by a definite characteristic that can be measured. Status set – the number of statuses which a person has or acquired. Structure – functional interdependence of elements constituting the carcass of an object. Additional literature 1. Blau P. Exchange and Power in Social Life. (3rd edition). – New Brunswick and London: Transaction Publishers, 1992. – 354 p. 2. Bourdeiu P. Logic of Practice. – Cambridge: Polity Press, 1990. – 382 p. 3. Coser L. The Functions of Social Conflict. – Glencoe, Ill: Free Press, 1956. – 188 p. 4. Durkheim E. The Division of Labour in Society. – New York, NY: Free Press; 1997. – 272 p. 5. Durkheim E. Suicide. – New York, NY: Free Press; 1951. – 345 p. 6. Sztompka P. Sociology in Action: The Theory of Social Decoding. – Oxford: Polity Press, 2001. – 415 p.

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I believe that the graduate study would be able to help me achieve this dream This program . graduate study . uld help me become more develop and equip on the things that I want to learn that I can be able to use In my teaching career In the future . I believe that It is not sufficient to be a graduate of a normal school or college , or to stand high in the profession of teaching . Like the students , the teacher must grow , and this growth must be long lines both professional and general _ The teacher must have knowledge of educational movements and a familiarity with the progress in educational thought and research . Hence . ith the rogress In education literature and new educauon textbooks , and adopt the new Ideas that are sound that I can learn from the graduate school The zeal with which the teacher takes up and tests them in is one of the most helpful features of education work . The graduate school would help me become an earnest searcher and investigator in my own profession al field _ Thus , this program would develop my ability to create effective learning situation youth problems By bosya TermPaperWarehouse. com – Free Term Papers, Essays and Research Documents TheHome Page? » Social Issues Since childhood , it is my dream to be a teacher . It is the noblest Job in the world there are no teachers thus , the future of our nation lies on the teacher ‘s hands . This principle is inculcated in my mind and it motivates me to pursue this dream of profession I have chosen which is to be a good teacher someday because I want to to further my studies in education where I can be a competitive teacher and a role This program , graduate study , would help me become more develop and equip on he things that I want to learn that I can be able to use in my teaching career in the future .I believe that it is not sufficient to be a graduate of a normal school or general . The teacher must have knowledge of educational movements and a familiarity with th e progress in educational thought and research . Hence , with the progress in education literature and new education textbooks , and adopt the new ideas that are sound that I can learn from the graduate school The zeal with which and investigator in my own professional field . Thus , this program would develop my Youth problems I believe that the graduate study would be able to help me achieve this dream This program . graduate study . uld help me become more develop and equip on the things that I want to learn that I can be able to use In my teaching career In the future . I believe that It is not sufficient to be a graduate of a normal school or college , or to stand high in the profession of teaching . Like the students , the teacher must grow , and this growth must be long lines both professional and general _ The teacher must have knowledge of educational movements and a familiarity with the progress in educational thought and research . Hence . ith the rogress In education literature and new educauon textbooks , and adopt the new Ideas that are sound that I can learn from the graduate school The zeal with which the teacher takes up and tests them in is one of the most helpful features of education work . The graduate school would help me become an earnest searcher and investigator in my own profession al field _ Thus , this program would develop my ability to create effective learning situation youth problems By bosya TermPaperWarehouse. com – Free Term Papers, Essays and Research Documents TheHome Page? » Social Issues Since childhood , it is my dream to be a teacher . It is the noblest Job in the world there are no teachers thus , the future of our nation lies on the teacher ‘s hands . This principle is inculcated in my mind and it motivates me to pursue this dream of profession I have chosen which is to be a good teacher someday because I want to to further my studies in education where I can be a competitive teacher and a role This program , graduate study , would help me become more develop and equip on he things that I want to learn that I can be able to use in my teaching career in the future .I believe that it is not sufficient to be a graduate of a normal school or general . The teacher must have knowledge of educational movements and a familiarity with th e progress in educational thought and research . Hence , with the progress in education literature and new education textbooks , and adopt the new ideas that are sound that I can learn from the graduate school The zeal with which and investigator in my own professional field . Thus , this program would develop my

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Project Management and Internal Function Essay The HRIS project is necessitated by two factors which support our business needs. One of these factors is the need to keep up with the demand for our product within the marketplace. The second factor is actualizing a business that works as hard for its employees as hard as the employees have worked for the business. Our business has increased by two fold in the last 18 months, which means that we must create a new way of doing business. As a result of this growth, we had to revamp the financial system, which has actualized its contribution through showing up as time savings achieved through automation. As a result of implementing the financial system, we received our return on investment six months earlier than anticipated. How does it get any better than that? It is with the same dedication that the HRIS project is being given life and endorsed by the stakeholders, which support this project. 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It is our intent to support this project in the following ways: 1. Payroll will be automated and this will produce a faster and easier way for the employees to be reimbursed or to make changes to the auto pay options. 2. Our employees will be in a better position to pursue and create a career track for them that aligns with their own goals. 3. The HRIS process will allow for more transparency in hiring for those on the outside. 4. Potential employees will be able to see and apply for open positions. 5. Management will be in a better position to ensure that the potential applicants are well-qualified. 6. Additional funding now available from the implementation of the financial system can fund more research and projects to improve the workplace. Success Criteria or Expected Benefits The success criteria came from the various stakeholders and sponsors. The CEO of the company, Rory Genhardt, commissioned a project manager to spearhead the HRIS project. The project manager conducted several interviews of various stakeholders and sponsors in order to obtain measurable project objectives. The reports disseminated will include information gathered from the individual SMEs. It is this information that was used to present information to the stakeholders, sponsors and participants through reports, presentations, written, verbal and oral communications. The expert judgment provided by these various individuals was invaluable. They are outlined for the HRIS project as targets. Specifically identified from the various stakeholders of the expected benefits of the implementation of this project are the â€Å"recruiting capabilities† and â€Å"succession planning† for the CEO. Per the HR Director, â€Å"vacation and sick time and sick leave linked to attendance instead of years of services†, in addition to â€Å"tracking of certification and education requirements† would be a benefit from the implementation. The VP of Marketing would receive benefit from the â€Å"employee database and the e-forms†. The VP of Finance would be appreciative of the â€Å"payroll capabilities†. The most beneficial aspects for the VP of Manufacturing would be the â€Å"performance review management and compensation capabilities†. â€Å"Position control† and the â€Å"recruiting capabilities† would be beneficial to the Plant Managers. Funding Some of the funding available for this project was generated per the information contained in the GenScoop newsletter. The CEO of GenRays states, â€Å"extra savings will fuel additional growth and expansion to the company, as we are able to fund more research and projects to improve our workplace.† In addition to the growth experienced from the total sales in the last quarter, GenRay is in a solid position to support funding for this project as stated by the VP of Finance with a contribution of $103,000. Should additional funding be required for this project, the Information Technology Director will be sought out as they have approximately $360,000 available for hardware and software upgrades in addition to technical staff being available for assistance. Major Deliverables The following deliverables contained in this project charter were derived from interviews with the stakeholders who said: âÅ"â€" The CEO requires that commencement of the project is to begin after the W2s are issued per a request from the CEO as time is critical for the introduction of this project. The actualization of this project will create more â€Å"research and projects to improve our workplace.† âÅ"â€" Per the executive sponsors and the CEO, there is a request to complete the project with all the system elements being functional before the year-end closing as the anticipated savings will provide company additional funding for RD projects on the horizon. This is an internal function of the project outcome and a desired product to the end user. âÅ"â€" In order to keep the project on schedule, incorporating compatible team members during the performing stage will help to keep the project running smoothly and decrease down time. This is an internal function of the project outcome. This deliverable creates a stable foundation for the commencement of the project. âÅ"â€" The VP of Manufacturing requires integration of the searchable performance feature so that managers can review potential candidates who can be selected for the management program. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for the HR, Plant Manager, VP of Finance and Marketing to have access to and use this information. âÅ"â€" The Director of Human Resources requires an awareness of which team members require additional time to move through the forming, storming and norming stages. This is an internal function of the project outcome. âÅ"â€" The CEO requires that the software has recruiting capabilities. The information derived will screen qualified candidates who are applying for positions. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for management to have access to and use this information. âÅ"â€" The CEO also requires an integrated computerized system, which tracks the performance review information, to include certifications, experience and educational requirements which can be used for succession planning. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for the HR, Plant Manager, VP of Finance and Marketing to have access to and use this information. âÅ"â€" The Plant Manager from Manufacturing Site 1 requires a self-serve employee database which will track and update the information on each employee. This is an internal function of the project outcome. The phase in the project allows for management to have access to and use this information. âÅ"â€" The VP of Marketing requires the implementation of business forms which populate E-forms for the ease of inter-commerce for more standardized processes among the organization. This is an internal function of the project outcome and a desired product to the end user. âÅ"â€" The VP of Finance requires an automated self-service payroll in order to save time and money. This is an internal function of the project outcome. âÅ"â€" The Plant Manager from Manufacturing Site 1 requires analyzation of the position control of the data entered by salary, grade and job title so as to provide equitable compensation to the employees throughout the site. This is an internal function of the project outcome and a desired product to the end user. âÅ"â€" The Director of Human Resources requires a capability which mines the data contained within performance review data and training records in order to ensure that the proper candidate is matched with most compatible candidate. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for management to have access to and use this information. âÅ"â€" The Director of Human Resources requires the capability of self-service of employee’s information, which is then used and approved by their management in order to streamline the hiring process. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for management to have access to and use this information. âÅ"â€" The Director of Human Resources requires migration of the older databases in addition to streamlining the information received into a consolidated database to include financial, employee, vacation, benefits, training, education and certification. This is an internal function of the project outcome and a desired product to the end user. Acceptance Criteria Per the CEO of GenRays, the major acceptance criteria is, â€Å"The project must be complete with all system elements functional before year-end closing.† In addition to that the following criteria are: âÅ"â€" The CEO’s acceptance is that the actualization of this project will create more â€Å"research and projects to improve our workplace.† âÅ"â€" Per the executive sponsors and the CEO, the acceptance criteria for them is having all the system elements be functional so that the company will have additional funding for RD projects on the horizon. âÅ"â€" The CEO requires that the software have recruiting capabilities, the phase in the project allows for management to have access to and use of this information. âÅ"â€" The CEO also requires an integrated computerized system, which tracks the performance review information. This phase in the project allows for the HR, Plant Manager, VP of Finance and Marketing to have access to and use this information. âÅ"â€" HR requires incorporating compatible team members. This criteria creates a stable foundation for the commencement of the project. âÅ"â€" The Director of HR’s acceptance requires an awareness of which team members require additional time to move through the forming, storming and norming stages. This is an internal function of the project outcome. This phase ensures completion of the project without personnel complications. âÅ"â€" The VP of Manufacturing’s acceptance requires a searchable performance feature which allows for the HR, Plant Manager, VP of Finance and Marketing to have access to and use this information. âÅ"â€" The VP of Marketing’s acceptance requires the implementation of business forms. This is an internal function of the project outcome and a desired product to the end user. âÅ"â€" The VP of Finance requires an automated self-service payroll in order to save time and money. This is an internal function of the project outcome. âÅ"â€" The Plant Manager from Manufacturing Site 1 requires a self-serve employee database. The phase in the project allows for management to have access to and use this information. âÅ"â€" The Plant Manager from Manufacturing Site 1 requires analyzation of the position control of the data entered by salary, grade and job title. This is an internal function of the project outcome and a desired product to the end user. âÅ"â€" The Director of Human Resources requires a capability which mines the data. This is an internal function of the project outcome and a desired product to the end user. The phase in the project allows for management to have access to and use this information. âÅ"â€" The Director of Human Resources requires the capability of self-service of employee’s information. The phase in the project allows for management to have access to and use this information. âÅ"â€" The Director of Human Resources requires migration of the older databases. This is an internal function of the project outcome and a desired product to the end user.

Reading response on Communication Essay Example for Free

Reading response on Communication Essay For any effective communication, there must be understanding between the parties involved. This will therefore depend on the medium used and consideration of the barriers to effective communication. Students depend on communication to learn and when it is effective and inclusive, they get opportunities to grow and learn. In education, parents who are magnetic involve themselves in finding opportunities for their children. This is by involving the community at large and the administration to get opportunities for their children(Henderson, 297). Other parents are not concerned, which leads to inequality between the different children. Other families plan a teacher visit to the family, which increases unity and communication. When a teacher, parent and a student have a close relationship, they facilitate ample communication that leads to growth and opportunities. Accordind to (Mediratta, 32), for one to create opportunities that leads to growth among children, there should be a link between the outside of the school and the culture in the school. This is because the teachers do not understand the base the children are coming from especially in boarding schools. The power issue of the teachers goes down when the parents and their children mingles freely with the children which increases communication avenues. Poor families lack even the basic needs which make their students lack concentration due to the stress of their homes. This leads to inequality in the opportunities to children from richer families. Creating a link between the families and the general community leads to expansion of the communication network which leads to opportunities and growth. This addresses structural inequality and enables student from poor families learn and have good health. According to WARREN, (15), translation of important information to languages that learners understands leads to effective communication. Those who understands the foreign language have added advantage to those who can not. A barrier to translation is money to pay the translators and some parents lack the time to opportunity talk. In opportunity talks, the issue of freedom when talking is an issue due to distrust among members in the society(Zehr, 8). Relationships that can be trusted spread opportunities and this is true with parents who create friendship with their children’s teachers as they create trust between them. This is different from the parents who can not create this relationshipthat lead to disadvantage on their students’ opportunities. Organizing and planning for events for the school with older people with children improves their skills and confidence. This boosts their opportunities and improves their communication prowess unlike those who do not involve themselves in such programs. References Henderson, T Anne, Johnson Vivian, Mapp Karen, and Davies Don. Selection from Beyond the Bake Sale: The Essential Guide to Family/School Partnerships. New York: The New Press, (2007): 296-301 Mediratta, Kavitha, Shah Seema, and McAlister Sara.Building Partnerships to Reinvent School Culture: Austin Interfaith. Providence, RI: Annenberg Institute for School Reform. Mark Warren, â€Å"Communities and Schools.†(2009):1-49. Print. WARREN, MARK. Communities And Schools: A New View Of Urban Education Reform. Harvard Educational Review 2.75 (2005): 1-40. Print. Zehr, M. A. Civil Rights Deal Signals Federal Push for Translation Services. Education Week, (2011): 30(3), 8-9. Source document

Comparison Between English and Chinese Language

Comparison Between English and Chinese Language Language is a combination of human-beings history and culture, containing various aspects of social characteristics such as : national consciousness, historical culture, customs etc. And language serves as dress of thought, thoughts are always expressed by words, without thinking, words and language would be meaningless. Meanwhile, the different cultural background and cultural tradition make Chinese and Western in a different pattern of thinking. Vocabulary is the most basic and important materials of building language. So cultural diversity incarnate vocabulary as the most outstanding part. Most of the words do not have a literary meaning, but with a implied meaning, symbol meaning, figurative meaning and connotation meaning, and also endow a word with emotion color. Since ancient times, animals are closely related to human activities. Myths, fairy tales are often related to all kinds of animals in both western country and eastern country. In these literary works, animals are often endowed with human qualities and characteristics. Due to the different culture, the connotative meaning of these vocabulary is generally different. This article, from the angle of linguistic and lexicology side, compare and analysis the animal vocabulary in English and Chinese, in order to reveal the similarities and differences between Western and Chinese culture. Key words: Animal vocabulary, culture, connotation I. Absolute equivalents between English and Chinese. What I called absolute equivalents is not only means the same basic or denotative meaning but also the roughly same cultural connotation and this is called culturaloverlaps. For example: wolf, an wild animal looks like a big dog. In English , wolf often used to describe a pervert man. We have the same meaning in Chinese. They both developed with the greedy characteristics of wolf .Lamb in English refers to a gentle, meek person, also Chinese have the same feeling when they say this world. Take another world fox, we often see as cunning as a fox, in Chinese, fox has also the same meaning of cunning, refers to a wily people. Similarly: as cheerful as a lark; as busy as bee; as fat as a pig; as dull as an ass. All of these animal words express the same meaning no matter in Chinese or English. It reflect the common of the two cultures. People of different culture are living in the same earth. For most of them, the natural environment and some living conditions are similar, so there are a lot of words have the same meaning. These shows the similary of culture. II. Partial equivalents between English and Chinese Vocabulary between Chinese and English which have the different literary meaning, but can express the same connotation meaning, I called it partial equivalents vocabulary. That is to say, two different anima word share a same culture connotation. Eg: cattle(ox) ,plays an important role in Chinese life, cattle, the basis of farm work, plough in the form land and dedicate beaf, milk, people raise them, use them, like them, and respect them. So Chinese people often say as strong as ox to describe a man with strength, but in English we want to express the same meaning, we have to use as strong as a horse. It originated in eastern and western ancient farming methods. British us horses to cultivate land in early times. So they use horse to share the same meaning while Chinese uses cattle. Lion has a rich cultural connotation in English, the image of a lion is brave, imposing manner and majesty. And it is called the king of beasts, so there is alionheart (warriors), majesticasalion (as gr and as a lion), alterarylion (literary celebrity) sayings. The British treat the lion as their symbol of the nation, The British lion which refers to the British. In the culture of the Chinese nation, the lion had not that much connotation, instead, the similar association is tiger . In the national opinion, the tiger is the king of beasts, it refers to prowess, majesty. In Chinese, the tiger replaced the lions position. Similarly, English use a black sheep while Chinese use horse to describe a timid defenseless simpleton who is readily preyed upon; as timid as a rabbit (mouse instead in Chinese) to express a person who is timorous. These kind of vocabulary reflects the difference between Chinese and Western culture. English and Chinese people created synonyms according to their own experiences, but each pair of synonyms were used different animal words, this is mainly due to differences such as mode of production, thinking habits and customs, etc between English and Chinese .Based on the same concept, they have different association, so they use different metaphors to refer to these words. III. Conflict vocabulary between English and Chinese Conflict vocabulary means the English and Chinese language share the same basic meaning, but the cultural connotation is different, even opposite praise or blame meaning of animal words in the two kinds of culture. The association of people would be totally different sometimes. Dragon has rich cultural meanings in Chinese. It symbolizes the Chinese nation. For Chinese people, a dragon is something sacred and has been referred to as the ancestor of the Chinese nation-that is why Chinese call themselves the descendents of dragon. In ancient time, people thought dragon is a mythical animal with great power. It symbolized the king in feudal society. so the king were called sons of dragons. Also parent would like their children to be like dragon, they often name their children with dragon because they hope their children can amount to something when grew up. So Chinese people are very respect to dragon .But in western culture, people think that dragon is an large animal that has wings and a long tail and can breathe fire. So they think dragon is a very dangerious and winged monster that will kills and eats people. In English, dragon symbolize evil or a woman who is fierce, unpleasant or has bad temper. Similarly, dog, phoenix and so many other animal words have totally different connotation in English and Chinese . so these kinds of words make a big trouble for English learners or Chinese learners. In conclusion, animal vocabulary in English and Chinese language have similar meaning but more different culture connotation .While the development of culture in Chinese and English, the vocabulary developed as well. The differences in culture connotation varies from many aspects of culture such as religion, customs, living habits, stories. So culture acts a very important role in animal vocabulary. When we learn a foreign vocabulary, do not only know its literary meaning, but find the relations and difference between the mother language and foreign one, and pay much attention to the culture background and culture connotation.