History Of The ECCE Sector In Ireland Essay

Introduction. In this assignment I will outline and discuss the Historical Development of  the ECEC sector in Ireland. ECEC is the Early Childhood Education and Care division in Ireland. I will give a clear explanation of the rights of a child in the context of the ECEC setting. I will also give a detailed accountant of the ECEC sector and its range of occupation. I will give a detailed description of the qualifications and experience needed for work associated with one occupation in the ECEC. Finally, I will give an extensive examination of the employment and career opportunities in the childcare area. History of ECEC provision in Ireland. Pre-school education did not really exist in Ireland until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did, childcare was usually provided by family members or child-minder’s located in the community and known to the family. The marriage bar meant that women working in the public service had to leave their jobs as soon as they got married and become stay-at-home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECEC service provision was unregulated until 1997. When the child care regulations 2006 came into effect, no stipulation as made regarding the qualifications necessary to deliver such services beyond the person having their own children, a reference to show appropriate experience in caring for children and/or an appropriate qualification. One important initiative came from the public sector in 1969, with the opening of a state-run pre-school in Rutland street Dublin. The Department of Education worked with the Van Leer Foundation- an organisation that promotes the early education of children living in economically disadvantaged areas. Together, they set up the pre-school in Rutland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally- all of which are still open today. In 1992, Ireland ratified the United Nations Convention on the rights of the child. This helped to bring to public consciousness the rights of children. And in 2000,  the Department of Health and Children published the National Children’s strategy. This strategy set out a ten-year plan for the improvement of children’s lives in Ireland. One of the goals of the National Children’s Strategy is that children will receive quality supports and services to promote all aspects of their development. The strategy aims to fulfil this by providing quality childcare services and family-friendly employment measures. There have been many other significant initiatives and decisions in Ireland in recent years in an attempt to respond to the demand for equality in ECEC. In 1989 the National Forum on Early Childhood Education was established. This brought together organisations and individuals with an interest in early childhood education. In 1999 the National Voluntary Childcare Collaborative was established. Today the organisation comprises seven national non-government agencies decimated to the promotion of ECEC in Ireland. Also in 1999 the White Paper on Early Childhood Education, Ready to Learn as established. The purpose of this was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. In 2002 the Centre for Early Childhood Development and Education was established. CECDE aimed to achieve the goals set out in the ready to learn (1999). The organisation was disbanded in 2008, when it was seen by the government to have achieved everything it was set up to do. The Child Care (Pre-School) regulations were established in 2006. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECEC services to children aged 0-6. Sà ­olta was established in 2006. The Sà ­olta framework was developed by CECDE in a process that took over three years and involved more than 50 different organisations representing childcare workers, teachers, parents, policymakers and researchers. Sà ­olta aims to define, asses and support the improvement of quality across all aspects of practice in ECEC settings that cater for children ages 0-6. Aistear was established in 2009. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant classes. In 2009, the NCCA published Aistear. The ultimate aim of Aistear is the development of the whole child. Free Pre-School Year Programme. In 2010, the Department of Children and Youth Affairs introduced the Free  Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsidised pre-school education. The Free Pre-School Year Programme recognises that all children benefit from equality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. children of parent’s not working outside the home. Under the programme, pre-school provider are paid per child enrolled. The providers must meet certain criteria before entering the scheme, e.g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. UN Convention on the Rights of the Child (1989). The United Nations Convention on the Rights of the Child (UNCRC) is an internationally binding agreement on the rights of children, adopted by the UN General Assembly in 1989. A child is defined in the UNCRC as a person under the age of 18. Ireland signed the convention on 30th September 1990 and ratified it on 28th September 1992. By ratifying the convention, the irish state committed itself to the promotion, protection and fulfilment of children’s rights as outlined by the convention. The convention incorporates children’s rights under three categories: Civil and political. Social, economic and cultural. Protection. In the ECCE settings children have the right to experience environments which meet their own specific needs. High quality early childhood programmes do not separate care from education or education from care. They provide warm, caring and stimulating environments for children. Children are deeply involved in their own learning, supported by a knowledgeable, observant staff in an environment structured to drive exploration and discovery. Equality refers to the importance of recognising different individual needs and of ensuring equity in terms of access, participation and benefits for all children and their families. Diversity refers to the diverse nature of Irish society for example in terms of social class, gender, returned Irish emigrants, family status, minority groups and the majority group. According  to the National Childcare Strategy 2006-2010 diversity and equality Guidelines for Childcare Providers the term minority group includes but is not limited to; People with a disability The traveller community Economic migrants Black Irish Irish-language speakers Refugees Asylum seekers Children with gay or lesbian parents Families of minority religious faith Under the Equal Status Acts 2000-2004, discrimination is prohibited on nine grounds; Gender Material status Family status Sexual orientation Religious belief Age Disability Race Membership of the Traveller community As a result of the multifaceted population in Ireland, practitioners work with children from minority groups and it is their task to ensure that they are integrated well into education and all children are treated equally. Equality and Diversity is just as important in childhood as the concept is in adulthood and included in many childcare documents to ensure best practice. The National Childcare Strategy gives guidelines on promoting equality and diversity in ECEC setting, as follows. Provides CDs of children’s songs in a number of different languages. The language will focus on English and Irish but educators can also include different languages from different cultures. Children can listen to them in the classroom on a regular basis. It is surprising how quickly children will pick up on new languages. Allow children regular access to art materials with which they  can paint, draw and colour different images that incorporate a range of skin tones. Children can talk about their images when they are finished. Provide toys or images familiar to an individual child so that a sense of belonging is fostered. Items that represent diversity will benefit all children in the ECEC setting. Display pictures of children and their families around the classroom. Pictures should be displayed at the children’s level, so that they can see the images whenever they wish. When the children look at such images, there is an opportunity for them to chat about similarities and differences. Provide a wide range of children’s books that show images of diverse people and their lives. Recent books are unlikely to have stereotypical roles seen in books from previous times. Many books will provide pictures of children from minority groups; children will be curious about pictures with other childr en in them. Pre-school regulations. Early childhood care and education services are regulated by legally binding requirements. These are the Pre-school Regulations, which first appeared in 1996 and have been updated with effect from January 2007. The main purpose of these regulations is to ensure that standards are in place to safeguard the health and welfare of children in pre-school services and to promote their development through the provision of developmentally and culturally appropriate materials, experiences, activities and interactions. The Child Care (Pre-School Services) (No 2) Regulations 2006 and the Child Care (Pre-School Services) (No 2) (Amendment) Regulations 2006 are made under Part VII of the Child Care Act 1991 and prescribe the measures which must be in place to meet the requirements of the Act. The Regulations include an Explanatory Guide to Requirements and Procedures for Notification and Inspection which offers guidance on good practice in relation to areas covered by the Regulations which include the following: Health, welfare and development of the child A person carrying on a pre-school service shall ensure that each child’s learning, development and well-being is facilitated within the daily life of the service through the provision of the appropriate opportunities, experiences, activities, interaction, materials and equipment, having regard  to the age and stage of development of the child and the child’s cultural context. First aid and medical assistance There should be a suitably equipped first-aid box for children and arrangements to call medical assistance in an emergency. Management and staffing The law makes provision that a person carrying out a pre-school service must ensure that a sufficient number of suitable and competent adults are working directly with the children at all times. (â€Å"Suitable and competent†adults are adults aged over 18 with adequate appropriate experience in caring for children under 6 years and/or who have appropriate qualifications to care for these children). There should be appropriate vetting of all staff, students and volunteers who have access to a child by obtaining references and Garda vetting. *When a full day care service also takes children not on a full day basis, sessional service adult numbers apply. Note: The above ratios may not apply if the service is participating in the Early Childhood Care and Education Scheme. The Child and Family Agency can limit the maximum number of pre-school children who may be catered for at the same time. This provision is aimed at preventing over-crowding in pre-school services. If the Child and Family Agency proposes to limit numbers, the provider will be notified and has the opportunity to appeal or make representations about this decision. Behaviour management Anyone providing a pre-school childcare service should ensure that no corporal punishment is inflicted on any child attending the service. There should be written policies and procedures to deal with and to manage a child’s challenging behaviour and to assist the child to manage his or her behaviour. Register of pre-school children A pre-school childcare provider should keep a register with details of each child attending the service including name, date of birth, contact numbers for parents and child’s doctors. Information for parents Parents should be given information about the service including details of the person in charge and other staff, the adult/child ratios, the maximum numbers and age range of the children, the type of care, facilities, opening hours and fees. Premises and facilities Pre-school services (including child-minders, drop-in centres, crà ¨ches, etc.) are obliged to ensure their standards meet certain standards and provide certain facilities. These rules include ensuring that: The premises are of sound and stable structure and are suitable for providing pre-school services Adequate space per child is provided in the premises Fixtures, premises and fittings are kept in a proper state of repair and in a clean and hygienic condition and protected from infestation Furniture, work and play surfaces are clean, suitable, non-toxic and retained in a proper state of repair. There are adequate and suitable facilities for a pre-school child to rest and to play indoors and outdoors during the day Pre-school childcare providers are required to ensure that the building has suitable and adequate heating, ventilation and lighting; sanitary accommodation, waste storage and disposal Safety measures Adequate arrangements must be in place for extinguishing fires. Staff must be trained in use of equipment. Staff and pre-school children should know evacuation and other procedures. All heat-emitting surfaces in the premises have fixed guards or are thermostatically controlled. Gardens and play areas are fenced and doors and gates secured to prevent children straying. Ponds, pits and other hazards are fenced to ensure children’s safety. Food and drink A pre-school service should ensure that suitable, sufficient, nutritious and varied food is available for a pre-school child attending the service and there should be adequate and suitable facilities for the storage, preparation, cooking and serving of food, and adequate and suitable eating utensils. Handwashing, wash-up and sterilising facilities should be provided. The Department of Health’s Food and Nutrition Guidelines for Pre-School Services (pdf) advise that children in day care for more than 5 hours per session (full day care) should be offered at least 2 snacks and 2 meals, including one hot meal. Insurance The provider should ensure that the pre-school children are adequately insured against injury while attending the service. ECEC Services Currently Available in Ireland. The types of ECEC services currently available in Ireland can be organised under these headings; Sessional services – which provide ECEC services for a set period of time during the day. E.g. 9am-1pm. Full time services- which provide ECEC services throughout the day. Part-time services – which provide ECEC services for a total of 3.5 hours and less than 5 hours a day. Sessional services include; Playgroups Montessori schools Naà ­onraà ­ Early start Pre-school for traveller children Pre-schools for children with special needs Parent and toddler groups Full-time services include; Creches Day care centres Nurseries Occupations within the childcare sector. Nursery nurses Playgroup leaders Educational/special needs assistants Childcare manager/supervisor Montessori teacher Child-minder Au pair Nanny Childcare manager. These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications as well as experience in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. A career plan. Short term goals. My current short term goals are to complete this QQI level 5 childcare  course. I aim to get 8 distinctions so I can go onto third level after in September. I finish this course on the 8th of May. For the summer I hope to get a part-time job somewhere working with children. In September I hope to attend Cork Institute of Technology to study early year’s education. This course is a three year course with a level 7 degree. Between now and September I hope to gain loads of experience with working with children as I feel I learn better by gaining practical experience. Within the next few months, I also hope to have completed a first aid course as it is essential to be trained in first aid when working with children also it looks good on your curriculum vitae. Medium term goals. In September I hope to attend Cork Institute of Technology to begin studying Early year’s education which is a duration of three years and you qualify with a level 7 degree. As this course will take up a lot of my time, I won’t have enough time for a full time job. I will need to fund my way through college though, so every chance I get I will be working, be it baby sitting or working in a restaurant. I would certainly rather it be a job working with children as the more experience I get the better knowledge and understanding of the work in a childcare setting I will have. During these three years in college I hope to do a lot of charity work also, for child line, Barnardos and maybe even the Jack and Jill foundation, again all of this would be a great experience but also it would feel wonderful to be a part of trying to make disadvantaged children’s lives a bit better. Long term goals. Hopefully in 2018 I’ll b graduating from Cork Institute of Technology with my level 7 degree in early year’s education. When I have graduated and have my degree I hope to take a year out and go Au pairing in America, I’m very interested in it and I have done a lot of research on it but I think right now I am a bit too young and I will wait until I have got my degree and I’m that little bit older. My heart is set on Au pairing, I think it would be a fantastic experience and also it would look very good on my Curriculum Vitae. When I come back after my year Au pairing, I would love to do some work with special needs children, be it volunteer work or a Special needs  assistant in a school. So hopefully in five years, I will have that job as a S.N.A. If I don’t find a job to work with special needs I would gladly go and find work in a Montessori. From there on in roughly ten years I would love to have my own Montessori open and running and also be doi ng some volunteer work when I have the time. Challenges to achieving goals. Of course I would love to reach and achieve my goals but with these goals also comes a lot of challenges. For me to be able to move onto third level education in September, a lot of time and study has to go into my assignments and my exams. Trying to achieve distinctions in all modules will be the most challenging. With hard work and dedication I feel I will be able to achieve these goals. Time is a huge challenging factor in achieving some of these goals. As I’ve so much to do and very little time to get it all done. Before I complete this course I hope to have also completed a first aid course, but this will also be difficult as I will have many assignments to do along with study for exams. I will have to have all my assignments handed up on time but also put a lot of effort into them to try and achieve my distinctions. As I want to do a lot of volunteer work, time is also a challenge, as I have a lot of study to do and hopefully a job to be committed to, I really would love to do some volunteer work but again I’ll have to wait and see how I am doing with college and work. Money is also an issue with achieving these goals, as you know college is very expensive and I will be a full time student so it will be quite difficult to fund myself sufficiently. I will have to work twice as hard with every opportunity I get to earn money. I will have to look for a good job with good pay which is quite challenging and also be able to balance college and work will be difficult. For my long term goals, there definitely will be challenges I will meet along the way. A huge challenge will be money. If I want to do some extra course that I may not plan on doing now, it could add up to a lot of money, especially when my dream is to open and run my own Montessori. Even though this is a long term goal and is many years away, I will probably have to start saving for a rainy day which will hopefully end up going towards opening my own Montessori. Education and training needs. For me to become a fully Montessori teacher I need a level 7 qualification. This qualification will allow me to open up my own Montessori. With a level 6 degree it will only allow me to work in the Montessori and be a room leader. Education is essential for wanting to work in a Montessori or any childcare facility for that matter and also to be able to open and run your own care setting. A qualification is your number one priority you need for working in a childcare facility. Also Garda vetting is essential. Without your Garda vetting being cleared there will be no chance you will be allowed work in a childcare setting. There must be a staff member on the premises at all times who is qualified in first aid. So it is vital that when wanting to work in a childcare setting that you are somehow qualified in first aid and that you do a refreshers course every two years. In a lot of childcare settings there is a kitchen for cooking and preparing hot food for the children that are there for long days, so for working in a childcare setting it’s essential to have a H.A.C.C.P (hazard analysis critical control point) course done. This course makes you more aware of food hygiene in the setting and helps you prevent cross contamination and food disease in the childcare setting. Bibliography. Flood, E., 2013, child development, FETAC levels 5&6, Dublin: Gill & Macmillan. http://www.citizensinformation.ie/en/education/pre_school_education_and_childcare/health_safety_and_welfare_of_preschool_childcare_services.html 1st February 2015.

The Effects of Lsd

LSD was first synthesized on November 16, 1938 by Swiss chemist Albert Hofmann at the Sandoz Laboratories in Basel, Switzerland as part of a large research program searching for medically useful ergot alkaloid derivatives. LSD's psychedelic properties were discovered 5 years later when Hofmann himself accidentally ingested an unknown quantity of the chemical. The first intentional ingestion of LSD occurred on April 19, 1943, when Hofmann ingested 250 mg of LSD. He said this would be a threshold dose based on the dosages of other ergot alkaloids.Hofmann found the effects to be much stronger than he anticipated. Sandoz Laboratories introduced LSD as a psychiatric drug in 1947. Beginning in the 1950s the US Central Intelligence Agency began a research program code named Project MKULTRA. Experiments included administering LSD to CIA employees, military personnel, doctors, other government agents, prostitutes, mentally ill patients, and members of the general public in order to study thei r reactions, usually without the subject's knowledge. The project was revealed in the US congressional Rockefeller Commission report in 1975.In 1963 the Sandoz patents expired on LSD. Also in 1963, the US Food and Drug Administration classified LSD as an Investigational New Drug, which meant new restrictions on medical and scientific use. [ Several figures, including Aldous Huxley, Timothy Leary, and Al Hubbard, began to advocate the consumption of LSD. LSD became central to the counterculture of the 1960s. On October 24, 1968, possession of LSD was made illegal in the United States. The last FDA approved study of LSD in patients ended in 1980, while a study in healthy volunteers was made in the late 1980s.Legally approved and regulated psychiatric use of LSD continued in Switzerland until 1993. Today, medical research is resuming around the world. Lysergic acid diethylamide, abbreviated LSD or LSD-25, also known as lysergide (INN) and colloquially as acid, is a semisynthetic psyche delic drug of the ergoline family, well known for its psychological effects which can include altered thinking processes, closed and open eye visuals, synesthesia, an altered sense of time and spiritual experiences, as well as for its key role in 1960s counterculture.It is used mainly as an entheogen, recreational drug, and as an agent in psychedelic therapy. LSD is non-addictive, is not known to cause brain damage, and has extremely low toxicity relative to dose. However, adverse psychiatric reactions such as anxiety, paranoia, and delusions are possible. LSD was first synthesized by Albert Hofmann in 1938 from ergotamine, a chemical derived by Arthur Stoll from ergot, a grain fungus that typically grows on rye. The short form â€Å"LSD† comes from its early code name LSD-25, which is an abbreviation for the German â€Å"Lysergsaure-diethylamid† followed by a sequential number.LSD is sensitive to oxygen, ultraviolet light, and chlorine, especially in solution, though its potency may last for years if it is stored away from light and moisture at low temperature. In pure form it is a colorless, odorless, tasteless solid. LSD is typically delivered orally, usually on a substrate such as absorbent blotter paper, a sugar cube, or gelatin. In its liquid form, it can also be administered by intramuscular or intravenous injection. LSD is very potent, with 20–30  µg (micrograms) being the threshold dose.New experiments with LSD have started in 2009 for the first time in 40 years. Introduced by Sandoz Laboratories, with trade-name Delysid, as a drug with various psychiatric uses in 1947, LSD quickly became a therapeutic agent that appeared to show great promise. In the 1950s, officials at the U. S. Central Intelligence Agency (CIA) thought the drug might be applicable to mind control and chemical warfare; the agency's MKULTRA research program propagated the drug among young servicemen and students.The subsequent recreational use of the drug by yo uth culture in the Western world during the 1960s led to a political firestorm that resulted in its prohibition. Currently, a number of organizations—including the Beckley Foundation, MAPS, Heffter Research Institute and the Albert Hofmann Foundation—exist to fund, encourage and coordinate research into the medicinal and spiritual uses of LSD and related psychedelics. LSD can cause pupil dilation, reduced or increased appetite, and wakefulness.Other physical reactions to LSD are highly variable and nonspecific, some of which may be secondary to the psychological effects of LSD. Among the reported symptoms are numbness, weakness, nausea, hypothermia or hyperthermia, elevated blood sugar, goose bumps, heart rate increase, jaw clenching, perspiration, saliva production, mucus production, sleeplessness, hyperreflexia, and tremors. Some users, including Albert Hofmann, report a strong metallic taste for the duration of the effects.LSD is not considered addictive by the medi cal community. Rapid tolerance build-up prevents regular use,[citation needed] and cross-tolerance has been demonstrated between LSD, mescaline[ and psilocybin. This tolerance diminishes after a few days after cessation of use and is probably caused by down regulation of 5-HT2A receptors in the brain. LSD's psychological effects (colloquially called a â€Å"trip†) vary greatly from person to person, depending on factors such as previous experiences, state of mind and environment, as well as dose strength.They also vary from one trip to another, and even as time pass during a single trip. An LSD trip can have long-term psych emotional effects; some users cite the LSD experience as causing significant changes in their personality and life perspective [citation needed]. Widely different effects emerge based on what Timothy Leary called set and setting; the â€Å"set† being the general mindset of the user, and the â€Å"setting† being the physical and social environ ment in which the drug's effects are experienced.Some psychological effects may include an experience of radiant colors, objects and surfaces appearing to ripple or â€Å"breathe†, colored patterns behind the closed eyelids (eidetic imagery), an altered sense of time (time seems to be stretching, repeating itself, changing speed or stopping), crawling geometric patterns overlaying walls and other objects, morphing objects, a sense that one's thoughts are spiraling into themselves, loss of a sense of identity or the ego (known as â€Å"ego death†), and other powerful psycho-physical reactions. Many users experience dissolution between themselves and the â€Å"outside world†.This unitive quality may play a role in the spiritual and religious aspects of LSD. The drug sometimes leads to disintegration or restructuring of the user's historical personality and creates a mental state that some users report allows them to have more choice regarding the nature of their o wn personality. If the user is in a hostile or otherwise unsettling environment, or is not mentally prepared for the powerful distortions in perception and thought that the drug causes, effects are more likely to be unpleasant than if he or she is in a comfortable environment and has a relaxed, balanced and open mindset.LSD causes an altered sensory experience of senses, emotions, memories, time, and awareness for 6 to 14 hours, depending on dosage and tolerance. Generally beginning within thirty to ninety minutes after ingestion, the user may experience anything from subtle changes in perception to overwhelming cognitive shifts. Changes in auditory and visual perception are typical. Visual effects include the illusion of movement of static surfaces (â€Å"walls breathing†), after mage-like trails of moving objects (â€Å"tracers†), the appearance of moving colored geometric patterns (especially with closed eyes), an intensification of colors and brightness (â€Å"spa rkling†), new textures on objects, blurred vision, and shape suggestibility. Users commonly report that the inanimate world appears to animate in an unexplainable way; for instance, objects that are static in three dimensions can seem to be moving relative to one or more additional spatial dimensions. Many of the basic visual effects resemble the phosphine seen after applying pressure to the eye and have also been studied under the name â€Å"form constants†.The auditory effects of LSD may include echo-like distortions of sounds, changes in ability to discern concurrent auditory stimuli, and a general intensification of the experience of music. Higher doses often cause intense and fundamental distortions of sensory perception such as synesthesia, the experience of additional spatial or temporal dimensions, and temporary dissociation. The potential uses of LSD end of life anxiety, alcoholism, pain, cluster headaches, spiritual, and creativity. These are the potential adv erse effects: adverse drug interactions, mental disorders, and suggestibility and also psychosis.

Battering is a Momentary Loss of Temper

Battering is a form of domestic violence, which involves physical actions aimed at instilling pain, harm the body or to propagate a feeling of intimidation to a partner so that one can get and maintain full control over the victim (Prakashan, 2001). Battering as an abusive behavior has a long trailing history in the global society and its awareness, legislation and perception varies from one country to the other. Several myths have been conceived with a purpose of explaining the main causes of battering.It is in this interest therefore that this paper is written. It seeks to refute the proposed myth that battering is a momentarily loss of temper. Reliable information from the American Medical Association has shown that domestic violence is not an instantaneous thing but a process, which is cultivated by various factors and in most cases over a certain period of time (National Coalition Against Domestic Violence, 2009). The same point is underscored by the Surgeon General of the Unite d States report.True to the word, victims of battering have been subjected to this traumatizing experience over time. Momentarily loss of temper is, in my opinion dictates for occasional incidences of this abusive behavior, which is undoubtedly inhumane. The fact that battering is aimed at gaining and maintaining control over their partners as well as revenging or punishment for betrayals or mistakes done by the victim need to be appreciated right at the beginning of this discussion otherwise the rest of its content might not make the intended impact to the reader (Baskerville, 2006).Based on this fact and judging by the principles of reason one can see the possibility of a long and well planed battering incidence. For instance, unfaithfulness is a major drawback to the family but many a times, one of the partners may fail to have enough evidence on the same and therefore he or she has no ground for divorce (Prakashan, 2001). The problem becomes worse if their intimacy overcomes the ir desire to separate. This can amount to a feeling of betrayal, unhappiness and aggressiveness which as human beings, can accumulate to uncontrollable levels resulting to battering.Various studies have it that most women are more venerable to battering than men. This is evident in the physical strength of men as compared to women (National Coalition Against Domestic Violence, 2009). To avoid being branded a feminist, the author of this paper finds it necessary to mention that men are also victims of domestic violence mostly in forms of verbal and emotional abuse. As a matter of fact, physical abuse like battering is the highest order of family violence beyond which severe injuries or even death can occur (Buzawa, & Buzawa, 2003).Domestic violence starts in the least form like altering abusive words. If the problem is left unsolved, it propagates and instills emotional instabilities like depression, keeping victims isolated from friends and family members. Still if this is left unat tended, it will accumulate to levels which can amount to physical violence which is battering for this matter. In conclusion therefore, the above discussion dismisses the proposed myth that Battering is a momentary loss of temper.It underscores the fact that battering is a form of domestic violence which results from unattended simple forms of domestic violence like verbal and emotional abuse. It is indeed an inhuman act, but it is very common and hence it is the responsibility of any couples to address their differences in a more human manner. Simple forms of domestic violence should not be left unresolved otherwise they can amount to battering. References Baskerville, S. (2006). Family Violence in America: The Truth about Domestic Violence and Children Abuse.Retrieved August 11, 2010, from http://www. acfc. org/site/DocServer/familyviolence. pdf? docID=641 Buzawa, C. , & Buzawa, E. (2003). Domestic Violence: The Criminal Justice Response. California: sage Publications National Coa lition Against Domestic Violence. (2009). Domestic Violence Facts. Retrieved August 11, 2010, from http://www. ncadv. org/files/DomesticViolenceFactSheet(National). pdf Prakashan, P. (2001). Battered Women: A Study of Domestic Violence. Michigan: The University of Michigan.

To do so requires a certain synergy between strategy and innovation Essay

To do so requires a certain synergy between strategy and innovation. Clarify the link between 'strategy' and 'innovation'. Also explain how a proper balance can be achieved between strategy and innovation - Essay Example This can also be considered as the prime barrier to sustainable value differentiation. This is also one of the prime objective as well as observation point of the current research study. Literature on innovation has claimed that innovation can be considered as one of the crucial success for the survival and growth of any firm. It has also been proportionally related to sustainable and competitive advantage to any company. Despite the presence of various definition and concepts on innovation, researchers have not been able to conclude one single definition for innovation. According to Vyas (2009), five different expression of innovation can be represented as follows; According to Therrien, et al. (2011), innovation can be described as a complex procedure related to processes and production functions. Here, companies try to build and acquire unique technological, strategic and marketing competence. These competencies can be acquired through resources and capabilities possessed by the organisation. Another important factor is transformation of these resources into distinctive innovation by innovation capabilities. At an organisational level, innovation represents the propensity and receptivity of the firm to establish and create new ideas leading to development as well as launch of new services and products. According to OECD and Eurostat (2005), Innovation is described as â€Å"implementation of a new or significantly improved product (good or service), process, a new marketing technique or a new organisational method in business practice, workplace organisation or external relations.† From the above definition it is clear that innovation in this contemporary business and economic environment is not confined to a simple change in the service or product or brand extension to a new market, but can spread across various facets of an organisation including operations, logistics, planning

Multiculturalism and diversity management Essay

Multiculturalism and diversity management - Essay Example This also touches on the issues concerning the company’s expansion in Japan and Germany including economic and political concerns and the methods that can be utilized for the success of the expansion. Multiculturalism and Diversity In this era of globalization, diversity has been a hot topic to everyone, especially to industries that participate in the global market. As we all know, almost everything today is made in the world’s largest workforce – China. This reality has been an effect of globalization, making the globe as a giant melting pot. (Gamble, 2002, p 19) Corporations that venture into global expansion face cultural issues with the hosting countries. Since cultural difference is a major issue on this endeavour, managing multiculturalism and diversity plays an important part on global expansion. This enables the expanding corporations to understand the cultural difference of the hosting country from their own culture which allows them to view the strengt hs and the downsides of the endeavour that prepares them to manage the possible issues successfully. (Gamble, 2007, p 43) Importance of Multiculturalism and Diversity Management on Global Expansion Multiculturalism and diversity management is an integral part of global expansion. Multiculturalism and Diversity Management 3 This gives the managers and staff of a company to be able to interact to their hosting countries accordingly, without taking the hosting countries’ culture for granted. This provides a more fertile ground for growth of new ideas instead of a culture that is comfortable only with ‘likeness’. As globalization becomes a hot topic in the business world, companies realize that knowing the cultures of countries that host their offshore sites is and essential part of global expansion to avoid embarrassment, legal offenses that can lead to loss of business and some other important factors to become successful in their endeavour. As a company, the trans fer of their technology, practices and beliefs to their hosting country is not enough in order to succeed in the global expansion. Cultural differences surely come into play that could create friction in the workplace. Economic Concerns Technology is one of the so many economic concerns multinational companies face during global expansion. Some businesses choose to expand internationally to take advantage of the lower cost of labour in developing countries; they need to plan for intermediate and appropriate technology. They should match a country’s resources or may choose to invest in a country that is at par with the current technology being used. (Gamble, 2007, p 76) Financial management is another economic concern MNC has during global expansion. This concern is a little challenging as countries change in value due to currency exchange rates. Managers of MNC should have a deep understanding in currency values, financial tools like derivatives, hedges, payment timing, price adjustments and balance sheet neutralizing. (Gamble, 2007, p 78) Multiculturalism and Diversity Management 4 Political Concerns Total quality respect is an integral part of a company expanding globally. Since culture varies from one country to another, respect to one’s beliefs is an essential aspect in order to manage an MNC. Political concerns like religious beliefs and humanity are two of the most common concerns MNC overlook in their international expansion. Managers of MNC should be open to different ideas and beliefs to avoid political