Preschool Observation Essay

My preschool observation was completed at Chula Vista Presbyterian Preschool located at 940 Hilltop Drive, Chula Vista, Ca 91911. The classroom consisted of eight children between the ages of three and five. When I walked into the preschool classroom the children had just arrive at school. The student we’re hanging up their bags, saying goodbye to their parent and finding activity to play with before the day would officially begin. Some of the children we’re putting puzzles together, cutting fun shapes on the small table for Halloween and two cute little girls are playing bubbles in a tub near the cubbies with a rug underneath. The classroom environment seemed to stimulate learning due to the abundance of activities available to the children’s. During the morning playtime the children were given the opportunity to explore many different things, like the Dramatic play area – grocery set up, the Art area where children can paint, draw and colors, and putting puzzles together. The physical classroom environment had artwork done by the children on the walls as decoration. There were also fence with pumpkin and scarecrow decoration on the wall to brighten up the wall. The decoration did not appear to be too distracting, which promotes and enables a stimulating learning environment. The classroom is pretty much large that we’re arrange in sectional areas; next to the cubbies is the Reading corner, the area is carpeted where 6 small pillows, two small rocking chair and one regular chair are arranged facing a chair for teaching. There is a book stand where children can pick books. The Math area consist of pictures numbers and puzzle games and shapes. There is also the Letter corner where pictures and corresponding letter shows. Dramatic play which is set up as grocery where boxes of cereals’, eggs, canned good items were on display. There is also a cash register and shopping baskets available. The Children’s corner shows pictures and name of students, calendars, schedules and announcement and also the star student. All tables and chai rs have the size fit to small children, shelves was arranged to separate sectional areas from the other. There is a long table by the cubbies that served as dining table for the children. Half of the ceiling has some colorful little pumpkin decoration. The bathroom is located to the other classroom adjacent to the room I observed. there is a small paper towel dispenser and trash can near  the cubbies. The teacher kept to herself for the most part while the children busy playing at the beginning of the day. Because of the small class size she was able to see what everyone was doing without walking around the room. The assistant teacher is on the table helping two children glued the scare crow on the big paper for decoration. There were no disciplinary action needed because the children were well behaved except for occasional reminders of the use of classroom voice when the kids got too excited singing along with the music being played. After forty five minutes of children’s own playtime, the teacher rang the bill for circle time. But before that, she asks all the children to clean up and keep an eye for everybody if they do their task. I noticed that all children we’re doing their part, even if they don’t play on the grocery area they put away all the scattered items, which makes me believe that the teachers values the space she is given and wants her students to know that cleaning up toys and other activities when they are done playing is important. During the circle time, children we’re sitting crisscross on a carpeted section, the teacher start singing a happy song where the children sing too when the teacher mentioned the name of the child the child will stand and dance. It’s like doing the attendance in a fun way where all children participated. After the song, teacher and children’s prayed together. They say thanks for that day being together with friends and teachers, for their parents and ask for safety. After that, the children were ushered to the next room we’re bathrooms are located. The teachers help the children potty and wash their hands before they go the table for snacks. A long table for eight was on the middle of the classroom, the assistant teacher prepares gold fish, 3 carrot sticks and raisins for their snacks. She also put a juice in a small plastic container with a handle where the kids pour their juice by themselves. The teachers is watching closely and reminding the children to pour half only and save some for their friends, I think they are instilling the values of sharing. After the snacks, the children throw their napkins and push their chair back to the table and goes straight to the Math area. The children were sitting crisscrossed again facing a small blackboard; the teacher is sitting on the right side. They were learning the letter â€Å"F† and each student were asked what word starts with letter â€Å"F†. All the children, answered correctly although some of them was helped by their classmates,  which was reprimanded by the teacher and tell them to give other the chance to think and give their answers. When they were done sounding the words they were given a cut out frog paper with a numbers on it and was told that when they hear their number they will jump on the pond (middle) and leave the frog. The children start singing the speckles frog song and each child jumps in the pond when their number was called. It was so much fun watching them and I was thinking that they are committed to provide a play-based, developmentally appropriate program that guides each child through the process of learning self-regulation. When the song ended, children were lined up and ask to put their bumper up to get ready to play in the playground. They went out the same door to get in; playground is located on the opposite side of the building. The children walked on the lined pathway. Before they cross the street, the teacher points to both sides of the street and ask if it safe to cross. When children look at both side and saw no cars coming they unanimously answered â€Å"yes†. The playground is consist of big slides, a tire swing, small basketball area, a monkey bars, a small play house, the table bucket on the sand area where children can play water on it. There is a carpeted shaded area too where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves full of toys were aligned with the shoe box. I saw a medicine cabinet too on the far right side of the shelves. I stayed on the chair by the medicine cabinet; this would not attract children attentions or block their way. Both the teacher and assistant teacher were outside to watch the kids, making sure they don ’t hurt themselves or hurt each other. They constantly reminding and approaching the children when they see inappropriate used of toys and equipment’s. The children who were playing too rough were ask to stop if not they will ask to find different games to play. The teacher also participates in playing pretend on the big slides as their pirate ship and some kids play the role of pirate and captain of the ship. The preschool provides a Christian atmosphere that promotes the spiritual, emotional, physical and intellectual growth of each child. This evidence by the colorful posters outside the building that says: â€Å"Faith is Journey† â€Å"God lead Us Forth† â€Å"God’s Presence is our Destination†. As you enter the classroom, there is a signing sheet not only for students but for everybody coming in and out the classroom. The staff and teachers are very  friendly; as I approached them they were smiling and say â€Å"Hi! Can I help you?† When I introduced myself and told them the reason why I was there, they ask me how they can be of help to make my observation easier and productive. They also sh ow me where I can sit and observed not too distant where I still hear children talks and not too close to attract their attention. I feel that there is a good relationship too between the parents and staff because they are happily talking the child’s progress and how they are doing even the silliest thing the child did at home. The school is not gated but I sensed some security because the classrooms are located behind the church. Most of the students are Hispanic, Asian, African-American and Caucasian children. Both the teacher and the assistant teacher is Hispanic and the Director is Caucasian. I would say this preschool is very diverse and children learn how to respect, help and play with each other regardless of race, color and gender. According to Mrs. Brown, they have 12 regular children on this age range, but 2 children were sick that day and 2 was on vacation. The teacher/child ratio is usually 6 children per teacher, but most of the time student teachers were available to help and watch the children. The teachers, Mrs. Rodriguez and Mrs. Baptista were very attentive to the needs of the children; whenever the child goes to them for help they patiently listen and talk to the child in low voice and loving way. The teachers were able to interpret words and actions of the child. You can feel their sincerity and caring. The staffs communicate with each other in providing activities and materials that children find engaging. By facilitating learning, supplying a developmentally appropriate environment, interesting materials and adequate time to explore, play and interact, children find learning easy and fun The Child The preschool child I observed was A J. Mrs. Brown ask me to used initials to ensure confidentiality of the child, since I don’t have permission from the parents. But she allows me to describe the child based on my observation and judgment. A J is taller than most of her classmates and has a â€Å"lean body† not overweight or skinny. She has a full cheeks, I can see a full sets of teeth when she smiles and fair Caucasian skin. A J is three years old and eleven months, the teacher graciously gave an estimate of her weight and  height. She weighs 35 pounds and 39.5 inches tall. According to the teacher, she started at the preschool when she is 2 years old and 4 months. A J has a short curly blonde hair, with blue eyes and thin blonde eye brows. She is wearing a big pink flower headband that matches her short summer dress under a white zipped sweatshirt. When A J first arrived, she greeted all the teachers. She said â€Å"Good morning Mrs. Rodriguez† â€Å"Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and said â€Å"Good morning Mrs. Brown†. When A J saw me, I smiled to her and she gave me a small smile and walked straight to Mrs. Rodriguez. I heard Mrs. Rodriguez telling her â€Å"she is our visitor†. A J asked â€Å"My new teacher†? â€Å"No, she is going to watch and do her job†. She said â€Å"ok†. And when her classmates saw her, three of them approached and ask her to play with them. Which she refused and said â€Å"I am going to do make my scare crow†. She is the only child that said good morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, aside from being so pretty. I chose here to be the subject of this observation because aside from being fit to the age requirement, her smile is contagious and there is something on her that capture your attention, I can’t explain yet but I am going to find out what draws people’s attention into her. Biosocial Development A J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she will weigh around 44 pounds and three feet tall and nine inches. She is within the normal range for her age (Berger, 167). A J is physically fit; her body is well proportioned and leaned. Her growth will be expected to slow down by the age five and six, where her legs and arms lengthen, fat turns to muscles (Berger, 167). This enables her to balance her body and enjoy the fun of dancing, running and playing without falling or slipping. I noticed during snacks, A j finished first the carrot slice. I think this is the reason why she is lean because those who eat more vegetables and fewer fried foods usually gain bone mass but not fat (Berger, 168). When A J is working on her scare crow, she asks the teacher if she can cut the pant and shirt shape paper. I noticed that she was holding the paper on her left hand and scissor on the right hand and I can see that she is concentrating in what she is doin g. Both sides of the brain are normally  involved in almost every skill (Berger, 179). She was able to cut the paper pant and shirt perfectly by following the line. This shows A J’s eye-hand coordination is well balanced. She both used her hand in shaking the small plastic glue bottle and squeezed it to the edge of the pant and shirt following the shape without a mess. I noticed too that A J used both hands in pouring the juice in her cup, using her right hand to hold the handle of the plastic container and left hand on the bottom of the container to avoid spill and to control how much juice she will pour. A J demonstrates perseveration when she was approached by her classmates and asks to play with them but she replied â€Å"I am going to make my scare crow† and she did finished it. Many children ages between 3 and 5, are impulsive flitting to one activity to another (Berger, 178) A J’s demonstrated her well-developed fine motor skills by cutting the paper, draw flowers on the board; pick-up her snacks, unzipped her sweatshirt and ties her shoes (Berger, 170). When A J unzipped her sweatshirt she could not undo the zipper at the bottom to completely unzip so she pulled it from the hood over her head to take it off. She was dancing and jumping on the carpet during circle time. While outside on the playground A J was running nonstop on the entire playground, push the tire swing with her foot and climbed up the ladder, ride the bike, lift water bucket to transfer water to the sand box. I didn’t see her falling or slipping on any of these activities. She has a good balance and these means A J’s gross motor skills are well-developed (Berger, 170). Cognitive Development Piaget second period of Preoperational intelligence shows symbolic thoughts (Berger, 182). While doing the scare crow project, A J asks the teacher â€Å"Mrs. Rodriguez can I have a big scare crow? The teacher ask why she replied â€Å"to protect us from the witch† This symbolic thought explained animism. Many young children believed that natural objects are alive (Berger, 182). A J demonstrates egocentrism when the scarecrow project is done she said â€Å"perfect! I will show this to mommy, I’m sure she will love it!† Egocentric children contemplate the world exclusively from their personal perspective. She expected that her mom will love what she did (Berger, 182) I noticed that A J focuses on appearance. When her boy classmate told her they have the same shoes, she replied â€Å"No, were not. Mine is pink, yours is blue†. Although, they are both have converse shoes the only difference is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She even starts her day on the table working with her teacher, asking questions how to do it and her teacher in return is guiding and helping her how to do the work. A J is learning on what Vygotsky believed; social learning. This emphasized that thinking is shaped by other peoples’ wishes and goals. A J is learning from her teacher through guided participation within her zone of proximal development (ZPD) an intellectual arena where new ideas and skills can be mastered. Her learning depends on the teachers’ willingness and ability to provide scaffolding or temporary support to help within their developmental zone (Berger, 184). A J is very curious; she always asks her teacher questions like: â€Å"why do we need a lot of scare crow?† â€Å"Why do we need to hang it† â€Å"why Ayana is not here today† she even asks â€Å"Why Mrs. Brown is wearing a Charger shirt today?† And when she is not satisfied with the teachers answer, she would say â€Å" maybe because today is Fun Friday† According to theory-theory, the best explanation for cognition is that human seek reasons, causes and underlying principles to make sense of their experience. Curiosity and thought, connecting bits of knowledge and observation develop theories that help young children understand and remember (Berger, 186). A J doesn’t show any idea of what others thinking. Theory of mind is not fully developed at this young age. This ability is slow to develop but typically beginning in most children at about age 4 (Berger, 186.) Language Development A J’s brought a book to her lap where three of her girl classmate gathered. â€Å"I have story to share† she said. A J held the book up for the group to see and said â€Å"the title of the book is From Head To Toe† â€Å"a favorite of mine† and then set the book on her lap and opened it to the first page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and turned the pages one by one. When she reached the end of the book, she closed it and said â€Å"the end†. Then returning to the children and ask: â€Å"Does anyone have a questions?† A J displays significant language development in this situation. â€Å"By four year old most children are able to say 5-20 sentence length and they have about  3,000-10,000 vocabulary words.† (Berger,189). Her verbal language skills are remarkable when she speaks in complete and grammatically correct sentences. At her age, she was able to use â€Å"the† â€Å"a† article in her sentence. She was able to say the correct words by looking at the picture identifying the different kinds of animals and describing what are they doing. This is the process called fast mapping wherein children develop an interconnected set of categories for words. When A J is done working on her scare crow, she said to herself â€Å"yes! I’m done!† Occasionally, while reading the book to her classmate she is mumbling words like â€Å"yeah, that’s right†. I saw her nodding her head while watching her classmate put the puzzle together conforming maybe that what her classmates doing is right. This shows that A J makes use of private speech, which is talking to herself either out lout or in one’s mind (Berger, 188). She communicates very well with her teacher and classmates. During snacks, A J was telling her classmates that her birthday is coming up and it’s going to be a costume party. She happily announces she’s going to be Queen Elsa. Isabella said â€Å"I want to be princess Ana† Sam said â€Å"It’s nice if we have snow!† And everyone agreed to have a snow idea. Psychosocial Development Erikson thought young children are naturally motivated to take initiative, with joy at new tasks, yet vulnerable to feeling guilty (Berger, 206) A J demonstrates a positive sense of self through her initiative and awareness of her own skills and accomplishment. A J was so happy when she finished her project by herself. She feels so proud when the teacher praises her with her work. She even wants to show it to her mom. But she felt shameful; when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the expression of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social behavior when she cooperates with her peers during clean up time, sharing space on the circle time when Samantha wants to sit by Reese by moving to the other side (Berger, 226). A J displays empathy in numerous occasions. Empathy is the understanding of other people’s feeling and concerns (Berger, 226) When Samantha was dropped off by her mom; she seemed to be sad and clingy. A J approached Samantha and said â€Å"Hi Samantha, Come!  I’m going to show you my scare crow†. After that, Samantha is smiling already and starts doing her scare crow. Another example is when the children were running at the same time splashing water on the playground and Reese fell on her knees; A J said â€Å"stop! Reese got hurt† and everybody stop and the teacher check Reese and asked to move out to the shaded area to get check so others can continue playing. Temperaments vary, which makes people within the same culture unlike one another (Berger, 208) A J is so expressive of her emotions. She giggles so loud when she is happy and got too excited. She even jumps and claps her hands when the teacher announces â€Å"today is fun Friday†. She felt sad and quiet when the teacher told her to wait for her turn to ride the bike. But she didn’t show any sign of aggression or develop antipathy to her classmates because after a few minutes she is already playing and active again. A J develops strong gender awareness when she, Isabella, Samantha and Reese gathered together having a tea party while playing outside. When Nathan sat on the vacant chair she said â€Å"only girls here† â€Å"go back to your pirate ship† pointing to the group of boys playing by the big slides (Berger, 206). Play â€Å"Young children play best with peers, that is, people of about the same age in which they develop positive social skills† (Berger, 212). Children need physical activity to develop muscle strength and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with socialization (Berger, 214). A J enjoys playing, inside and outside the classroom. I observed that she loves socio-dramatic play where they act out various roles and plots (Berger 214). She pretends to be the teacher when she read books to her classmates and play tea party. A J and the other girls joined the pirate game played by the boys when their tea party is over. In the playground, she climbed up the ladder and slides. Rode the tire swing and spin it so fast that makes me dizzy watching them. They play hide and seek; rode the bike, and even allowed to play in the water tub as long as they take out their shoes and wear the vest so they don’t get wet. I think this is where they stayed most during outside play. The children are splashing water with each other others and some are trying to make sand castle on the sand area collecting water  from the tub using a small bucket. I would say she is very strong and healthy because she can lift the bucket full of water without dropping the bucket or spill. A J plays most of the time with her classmate. She displays cooperative play: Children play together, creating dramas or taking turns (Berger, 212). The Whole Child and Over All Impression I enjoyed observing this preschool, especially A J. At the beginning, I can’t fully understand what captures my attention to her. Now I know, it’s the confidence she is showing as she enters the classroom. Her aura reflects a fun loving, happy, active and smart little girl. She doesn’t show any hesitation coming in the classroom. The way she talks amazed me. She can express herself, using more than 5 words in a sentence without difficulty in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her couple of times that she mispronounced Mrs. Baptista’s last name as â€Å"Mrs. Batista† which I know will master sooner as her brain matures. A J develop a secure attachment which according to our text feels comfortable and confident (Berger, 142) to the environment and to the teachers since she is already with them since she was 2 years old and 4 months. It’s a place like home to her and when she saw me (a stranger) stayed close to the teacher and ask about me seeking for assurance I believed and feels safe again (Berger, 142). A J’s physical development is observed to be normal and healthy. Her gross motor skills are well developed. She is very active and capable of doing what four years old supposed to do considering she is only 3 years old and 11 months such as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and laughs most of the time which the teachers always remind her to lower her voice, which sometimes she listens but sometimes not. A J displays an excellent level in social development. She demonstrated what Vygotsky believed that â€Å"thinking is shaped by other people’s wishes and goals† (Berger, 184). Since she started at the preschool by the age of 2 years and 4 months, you can see the bond between her and the teachers. I can see that she enjoys the company of her friends and teacher, she always play with her classmates all the time. She displayed cooperative and high self-esteem  valuing herself as a person and confident at her age. I was surprised that at her age, she can control her emotions. She didn’t show any sign of aggression even when she was pushed in the line or fell on her bottom or when she wants something what other children’s playing. She would ask her teacher if she can play with that toy and the teacher will ask her to wait for her turn or ask the child if A J can play with her/him together. She demonstrated perseveration when she was approached by her classmates and asks to play with her which I admired the most because many children ages between 3 and 5 are impulsive flitting to one activity to another (Berger, 178). Also, when were told to stop teaching her classmates words that start with letter â€Å"F† although she is upset, she quietly wait for her turn to be ask. I noticed that she finished every activity and play before jumping to another. I know it’s hard t o master this at the very young age but she did it. That makes her exemplary good on this level of development. A J’s curiosity makes her smart and learned new things. She constantly asks questions to her teachers and classmates about anything to understand and remember (Berger, 186). And I can see that she is learning very well through guided participation within her zone of proximity. A J’s cognitive development seemed to be average, at her age. Her preoperational thought is symbolic and magical (Berger, 182).She is not mature to have logical thinking. Maybe this is the reason why she enjoyed socio dramatic play most of the time. She believed that the big scare crow will protect her from the witch. She is fond of â€Å"Olaf† the snow man friend of Queen Elsa in the movie â€Å"Frozen†. She wished to have â€Å"Olaf† on her birthday. She is egocentric where she expected that other people would appreciate and love things she do (Berger, 182). She focusses on appearance and I think fully aware of gend er differences as she pointed out to her boy classmates that they are different because of shoe color and the boys is not allowed to play tea party. She makes me smiles most of the time (because I can’t laugh while observing them) with her actions and words, especially when they are talking about their snacks and she said I have a â€Å"goldfish sandwich† as she make goldfish put raisins on the middle to make it like a sandwich. That makes all her classmates laugh and think of something silly too to describe their snack. She can even pretend to be the teacher while reading the books to them. It’s so amazing how she can do the story-telling just like what her  teacher do from the beginning till the end. And I’m surprised how her classmates give their full attention as she pretend to read the book. Usually, little kids talks all the time without regards as to who is talking, but here, I noticed that children already learned to respect their classmates and teachers when they are talking. After viewing the environment of the preschool, I have come into conclusion that it contains all the element of quali ty preschool. They provide Christian atmosphere that promote the spiritual, social, emotional, physical and intellectual growth of each child. The goal is to enable each child grow and learn in a safe and stimulating environment at their own pace. I’ve learned also from the teachers that every Tuesday’s class they incorporated good Christian living in their lesson. I believed it’s a good way of teaching children’s values in life following the way of Jesus. I feel that the surroundings, specially the various stimulating areas help to individualize each child’s learning like Reading corner, Math area, Letters, Dramatic play, Children’s corner that shows schedule, calendars, and announcement and the star student of the month. It is important to have orderly and stimulating areas for the children to freely choose what to participate in. I believed that the teachers have a great understanding of child development and education. This shows in their daily schedule posted in the Children’s which listed the daily routine for the children. For example, circle time, Math & letter follow ed by mid-morning snacks and then followed by outside play. It is important that the children in the preschool participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is definitely based on encouraging learning and respecting children’s exploration. Teachers and staff respect each child for what they are and help them live fully and happy to the best of their ability. This preschool observation is very interesting. I’d learned the important role of teachers in nurturing all aspects of development: social, emotional, cognitive and physical. In every interaction, the teachers appropriately nurture their growth and development. The education and values that the teachers impart to their students has great impacts to them later in life. Through this experience, I am pleased to learn that preschool may look like all fun and games –music, story time, dancing, art but the children are learning through play and  creative activity. They learned to solve problem playing building blocks. At a very young age, the children develop good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.

Workplace Analysis of the Psychological Contract

The saying that mutual admiration within the workplace binds the workforce could be a pretext to harmonizing relationships between employees and employers. The mutual admiration could be working both ways of benefits, being beneficial to the result of work and the business endeavor. Thus, mutual admiration of workforce within the organizational setting of a workplace is perceived to tie the bond of commitment, reliability and trust, aside from the legal stipulations in a written contract of employment. However, how a psychological contract does characterize the mutual values of consistency and guaranty between an employee and an employer? This basic question could be examined in the process of understanding the relationships and define the circumstances surrounding the situations in the workplace. This paper will discuss and analyze the psychological contract affecting the workplace, relating several issues being confronted by employees and employers. Defining psychological contract and its effect It would be important first to know what psychological contract is all about. As defined by Psychologists Janet Smithson and Sue Lewis from the Department of Psychology and Speech Pathology at the Manchester Metropolitan University, understanding the â€Å"psychological contract† is referred to as the â€Å"meeting of expectations† where both employee and employer aspires (Arygris 1960; in Price, Munden & Solley 1962; in Smithson & Lewis 2003: pp. 1-2). In layman’s definition, â€Å"meeting of expectations† could be exemplified by the performance of the employee towards work which is being expected by the employer to produce a quality, efficient and effective result. On the other hand, it is for the employer to provide the necessary wage and benefits, compensating the good result of performance of the employee. However, without meeting neither one nor any of the expectations could breach and defeat mutual concern. In which case, one of the results could be a defiance and conflict of interests, wherein work and labor related issues become a dilemma in the workplace. Psychological contract in contemporary working environment With the rapidly increasing growth in numbers and sizes of profitable organizations, human resource management experts and scholars perceive the development of a â€Å"standardized† labor policy and procedures in workforce deployment. Correlated to this perception is the indicated inclination of management leadership to eventually acknowledge the reform through labor treaties, specifically in recognizing the collective bargaining agreement with labor unions. However, â€Å"meeting of expectations† may still be a â€Å"one-sided† concern of the employer’s management due relevance of emerging diversified industries that may not totally materialize the â€Å"inclination† to reform the culture in a workplace. Kheeran Dharmawardena (2008) in his journal entitled: ‘The Changing Nature of the Psychological Contract and its Impact on Modern Organizations’, has examined the relevance of psychological contract from the early studies of several organizational experts. Dharmawardena synthesized the findings that scarcity of employment and security of tenure patterns the good performance of employees (Bergmann et. al. 2001; in Lester & Kickul 2001; in Dharmawardena 2008: pp. 1-7). It may be analyzed that causal to the shortage of employment opportunities, the workforce retains the â€Å"showmanship† of performance, aspiring to achieve â€Å"job security† or long tenure of employment. The aspiration itself relinquish the â€Å"no-no attitude†, wherein retaining good performance in the distinction of skills and acquirement of further learning from the workplace extends the â€Å"systems thinking† as a psychological contract to upholding the need of being employed. Acknowledging the above analyses has related the perception of Cyril van de Ven, (2004) who viewed that the intensive diversified industrial trends increases the effects of unpredictable organizational change. Considering the unpredictability, most contemporary employers are decisive in achieving the sustainability of their organizations (especially the businesses that rely in the global supply chain) by acquiring the best possible workforce, workplace and market (Rousseau 1995; in Shore & Tetrick 1994; in van de Ven 2004: pp. 1-11). It shows that this typical ambition of contemporary employers is relative to â€Å"systems thinking† of the employees, having the psychological contract to securing the profitability and existent ability to do business. In sum, the mutual concern of employee and employer attributes the psychological contract of sustaining the interest, in which narrates the desire or aspirations of the employment to co-exist in a secured and sustained working environment. Psychological contract and workplace issues This topical discussion features the subject matter pertaining to psychological contract and workplace issues. As an overview, the mutual aspect in sustaining overall organizational performance signifies the â€Å"oneness or belongingness† of membership to the organizational objective, referring to members and leadership. However, the situation of dissatisfaction and question of confidence becomes the common issue that is dealt with, specifically in employee and employer relationship. Janice Anna Knights and Barbara Jean Kennedy (2005), in their journal ‘Psychological Contract Violation: Impacts on Job Satisfaction and Organizational Commitment Among Australian Senior Public Servants’, has cited the finding that dissatisfaction and loss of confidence are perennial issues dreadfully affecting the psychological contract. According to Knights and Kennedy, the common violation to the value of satisfaction is being dismayed by the fact that what has been verbally promised is contradicted by lies. This can be exemplified by the failure of the organizational leadership in fulfilling the promise to the membership. Reflective of Knight’s and Kennedy’s ascription to psychological contract on that particular case of unfulfilled promises may not only result dissatisfaction or disappointment but a deliberate disparity that may lead to organizational collapse. It may also relate the situation in a workplace where the employees were not able to achieve the promised benefits and due compensation of labor, in which the psychological contract to expect or aspire the viability of employment has failed. In most cases of labor disputes, the unfulfilled delivery of legally or lawfully mandated wages and benefits is claimed to violate the laborer’s rights. The violation may in itself affect the psychological contract of the employee, being unsecured or unguaranteed to achieve the source of livelihood. Therefore, psychological contract extends the paranoia of defeated and unfulfilled envisioning for a beneficial workplace. In Cantisano et al. ’s (2007) journal, entitled: ‘Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis’, has documented the prevalence of gross labor violations. Based on the exhibited data from the conducted study research, the responses of respondents ranging from lower-income to medium-income labor forces or employees suffer from â€Å"breach of psychological contract†. To cite, employer denial to providing the necessary and just compensation [as required by law] infringe the common aspiration of the workforce to obtain the reasonable share of labor. As further cited, the effect on the â€Å"breach of psychological contract† has indicated the respondent’s extreme anxiety, such as (1) negative social judgment referring to employee-employer relationship, (2) emotionally exhausted for being violated and abused, (3) feeling of cynicism or skeptic that employers are exploitative, and (4) loss of self confidence and esteem (Van der Zee et al. 2000; in Cantisano et al. 007: p. 125). Empowering psychological contract In relation to the previous discussions, Brian P. Niehoff and Robert J. Paul (2001) of the electronic magazine Review of Business have proposed the enabling of policies that may be supplemented to the existing labor laws. Accordingly, the 2001 data of incidence in committing labor-related violations has remarkably increased to an alarming 33,000 cases of labor malpractice pending before the investigation or proper promulgation of the National Labor Relations Board which piled up in ten years from 1991 (Niehoff & Paul 2001: pp. -2). Niehoff and Paul (2001) have emphasized that â€Å"loose promises† in the workplace in order to encourage or attract the attention of the workforce. It may validate the negative thinking [of the already cynical employees] that employment is no longer beneficial and insensible to the aspirations of the workforce to gain social equity and equal treatment of labor. As cited, the disagreement point out to unreciprocated or unequalled performance of the employers to maintain the tenure of employment and sustainable income sourcing (Niehoff & Paul 2001: pp. 3-4). Indicative of Neihoff and Paul’s proposal could harness the psychological contract within the workplace. Upholding the â€Å"sensitivity† of the employer would mean to fulfill the promise by granting the just compensation and rectify indiscriminate treatment, and abdicate the flawed promises. As cited, it may not only the conflict within the workplace that shall be settled but the whole process of the system, wherein workforce may only be survived by their â€Å"grim determination†, and the remainder of â€Å"self-belief† that contemplating on the issue could be the only way to obtain the psychological contract. However, the â€Å"culture of deceit† could be permanent or entangled in the protectionist character of employers, obviously protecting the business interest (Neihoff & Paul 2001: pp. 3-4). Empowering the psychological contract can be objectively described in the organizational life of Pret a Manger, a leading sandwich biscuit company in the United Kingdom. In a contributed article of Psychologist Michael Wellin which was recently published by the electronic magazine Chief Executive Officer (CEO) of the SPG Media Limited, it quoted that: growing numbers of businesses apply the psychological contract convergent to forge organizational relationship between employees, the management and the company itself†. Dr. Wellin pointed out that the â€Å"trade secret† of Pret a Manger is the continuing openness of thoughts and understanding the situation, character and culture of the organization, where employees and employers are aware and much sensitive in dealing with the issues that relates the psychological contract. Dr. Wellin has found the strong importance of organizational values of Pret a Manger in dealing with the â€Å"mutuality of efforts† of both employees and employers. As cited, Pret a Manger has developed the organizational expectations by and between the employees and the management, such as follows in bulleted list below (Wellin 2008; in SPG Media Limited 2008: pp. 1-2): Management expectation on employee’s attitude towards work †¢ Sensible hard work; †¢ Prudently hilarious and easy to please; †¢ Have the benefit of good life; †¢ Work early to leave early. Employee’s expectation from Pret a Manger management †¢ Fairly compensated according to individual performance and position; †¢ Dynamic working environment of diverse workforce and skills; †¢ Provide development-education and skills training; Promotion of managers among the internal regular employees. Based on the findings on empowering the psychological contract, it appears that retaining the â€Å"mutuality of efforts†, referring to meeting the expectations of employees and employers, could paved the way towards achieving a dynamic and reliable collaboration or synergy in the workplace. This extends the analysis that fulfilling the psychological contract of the workforce systematizes and mobilizes their natural desires to sustain the viable means of the workplace, in which therefore meeting the expectations or objectives of the leadership at a judicious manner. It may also attribute the perception that the sensibility of an employer in upholding the employees expectations [as a psychological contract] could be considered as a social, moral and civic responsibility by promoting the rights and welfare of the labor force, wherein a more beneficial return will impart to the invested cost of values and as bonus to the margins of business profit. To further validate the analysis, it points out the situation that psychological contract eventually changes according to socio-economic, socio-cultural and socio-political changes. This can be exemplified by the previous discussions on the development of labor forces and markets that have been attributed by the rapidly changing business and policy environment as a result of â€Å"social diversification of industries†, keeping abreast at the global landscape of production and supply of goods. In short, psychological contract emerges in the â€Å"social and economic status† of the labor force. As cited, psychological contract always retains in the unstable or stable economic and political condition which reciprocate a particular situation (Pascale 1997; in Sharpe 2001). This can be exemplified by the prevailing global economic recession, in which the downturn of economies of highly developed and rich countries [like the US and some European countries] affects the domestic economies of undeveloped countries as a result of depleted purchasing power that as well decline the demand for labor market. Thus, the virtual effect of economic crises affects the â€Å"systems thinking† of the employees in a particular firm that may at anytime declare a bankruptcy and closes shop. The psychological contract on the expected security of tenure in employment would be at the brink of eventual loss. It may be further analyzed that workplace is an â€Å"economic-driven† organization that exist and operate its venture within a calculated business risks. The only dynamism could be indicated by feasibility studies along with planning and market testing. In this particular condition, unpredictability and uncertainty of employment may pattern the psychological contract of workforce in a workplace. Findings and conclusion This paper has found that psychological contract is characterized by the â€Å"social and economic values† pertaining to the mutual efforts and benefits of an employee and employer. In other words, there must be co-existing endeavor, agreements and appreciation to making effective, reliable and congruent the achievement of requirements and sharing of needs. However, the findings may have only analyzed the situational perception of a workplace, in which may needing the variations of reconsidering the overall â€Å"societal conditions†. What has then highlighted in the result of examining and analyzing the empirical studies derived and depicted in this paper is the fact that psychological contract can only be achieved by a consistent and truthful fulfillment of expectations, reassuring mutual efforts of employee and employer. It may be then concluded that psychological contract can be sustained by making productive the economic condition of every countries, good governance and the advancement of policy support on workforce and workplace issues. Thus, psychological contract attributes the achievement of an economically secured family and socially progressive population.

Important aspects of HIPPA Essay Example | Topics and Well Written Essays - 500 words

Important aspects of HIPPA - Essay Example HIPAA is one of the complex federal laws that focus on healthcare sector, the act was one of the responses of the Congress to the healthcare reforms and it affects the whole of healthcare industry. The act outlines criminal and civil penalties that arise from failure of compliance by any party in the industry. HIPAA is one of the civil rights laws that give patients the right to control use of their information on health; the other important aspect of HIPAA is that it is mandatory. HIPAA has greatly impacted on the privacy of patient’s health information; the act protects the protected health information of patients whether oral, written or electronic, and defines how patient’s health information can be used defining where and which information can be used and the relevant requirements for such use (Herdman & Moses, 2006, p. 13). Protected Health Information or the PHI refers to any information that is identifying the individual person is considered confidential; such information includes billing information, physician and nursing notes, as well as other treatment records that are about the individual or his present, past or future mental or physical condition. HIPAA acts as a privacy rule, its privacy regulation scope limits disclosure and use of PHI, it limits who can use or request for a patient’s PHI and provides a criteria that can be used to de-identify information. HIPAA provides administrative requirements and establishes mechanisms like external complaint processes and whistleblower provisions that can be used by patients to report violations. The act has established individual rights over his/her health information as contained by providers, employers or health insurance plans. These rights include individual rights to access, notice, amend, and file complaint as well as right to have confidential communication. From the individual patient’s view,

The Emotion of Frustration in High School Essay

The Emotion of Frustration in High School - Essay Example I realized that eating by myself every day and spending my weekends watching Full House re-runs wasn’t the ideal way to be spending the glory days of my youth. I became frustrated. When I would sit alone I would imagine the life I wish I had. I’d watch the football players laughing with cheerleaders at their table and think they were just lame anyway. I was smart. I thought about things like philosophy and books and Ernest Hemingway. So I’d continue eating my sandwich and watch other groups. One day as I was sitting there, observing people, I noticed two guys walking quickly away from the cafeteria, looking around like they were going to escape from prison or something, and then quickly disappear into the woods. I had no idea where they had gone but I was curious.The next day, after I went through the lunch line and got my hamburger, tater tots, and milk, I walked around and then saw them standing by the vending machine talking. I had to figure out where they kep t going. I sat near where they were standing and put on a happy demeanor. After a moment they stopped talking and one of them asked me what was being sold for lunch.â€Å"Tater tots,† I said.He laughed and then they walked off. A few moments later, to my great surprise, they came back and sat at the table with me and joked around for a bit.

Adam Smith and his view of the role on government in the economy Research Paper

Adam Smith and his view of the role on government in the economy - Research Paper Example Body Body comprises of the discussion of the roles of the government proposed by Adam Smith. These roles include: 1. Protection of the citizens from external forces. 2. Protection of the rights of the citizens through the means of judiciary. 3. Development and maintenance of institution for the public. Through his book he even proposed different ideas such as the impact of religion in particular nation, the difference between the value and weight of goods, the role played by government in providing education. Summary The summary sections covers all the topics discussed throughout the report, including: summary of the roles of the government. Introduction The wealth of nations was the master piece of Adam smith (Smith, 2009). The book represented the political economy and it showed the mechanism of exchange in much broader way with the main area of concern. Not just that, it believed in the ideal governmental form that was mandatory for the commercial improvement and in order to appro ach the self interest of each individual. It is because of â€Å"the wealth of nations† that made Adam smith a pure laissez faire intellectual. In his book, he had discussed about the system of natural liberty. Natural liberty is the way of dealing in which government role of intervention is very minimum and only the individuals at the market place are responsible for the control. According to smith, government or sovereign state had only three major parts to play that involves protection of the country from any outside attack, to implement the rule of justice in true sense and provide real protection to the individuals living in the state from each other and the last one was the responsibility of constructing and preparing the public works and public based institutions that was in the interest of citizen or a group of citizen, which was not be afforded by them previously. Body First Responsibility However, there are certain controversies associated with every form of respons ibility of the sovereign state as indicated by Adam smith. For the first responsibility of protecting the society from the outside attackers, there was an argument among other theorists and smith regarding the citizen militia and standing army, as to whom would be the best for the required job by taking help of the deep discussion from the historical relevance of military at several time periods in the given society (Sherman 91). With the specialized thinking and relevance, smith gave his positive opinion in the court of army with no doubts. Army must be given the role of protecting the society instead of citizen militia. Second and Third Responsibility The other responsibility of the sovereign state was the implementation of rule of justice in real sense also faced the challenges and was not a simple criterion (Rabushka 161). Adam smith didn’t mention the theory in a complete way in his book about the definition of justice and how a state maintained it in rue way. Neverthele ss, with his other theories, he was a believer of liberalism for the right of citizens against the implementation of government rules on the issues of conscience and debate. The â€Å"expense of justice† chapter in the book had shown the discussion about the character of subordination of human beings and why the imposition of one individual on another always exists. The third responsibility of the sovereign state for the construction and maintenance of the public institutions and public workplace that was not in the limits of the individuals to do so personally, in other words it is known as natural monopolies that faced the maximum challenges (Roth 27). Government and Religion Apparently, the book showed last time what smith was thinking regarding the governmental

Business Communications Trends Paper Essay Example | Topics and Well Written Essays - 500 words

Business Communications Trends Paper - Essay Example Visual-aid is just but a form of business communication by a company to the stakeholders. It only presents a type of the numerous approaches to business communication applied recently. This study is going to have a comprehensive look at this issue of trends in business communication. As technology takes steps forward, the business communication factor follows suit. The olden days were signified by people writing letters. Meetings were usually one on one and were mostly concluded with a handshake. Business communication has undergone a series of changes, though. A major illustration of this fact’s support is the electronic tools’ innovation for utilization in the communication of business issues. There are brand new devices and software programs entering the market as days go by. Despite the fact that the changes in business communication may sound a simple occurrence, the implementation of the new systems and also helping employees in their taking up of the new functions is no walk in the park. It involves complexities and huge investments of capital. The devices coming up may include PDAs (Personal Digital Assistants), wikis, as well as teleconference. These are set to upgrade the levels of productivity and communication to clients alike. E-mails have been taken up as one of the major approaches to business communication to clients and workers as well. As many as 84 million of business e-mails are sent per day according to the 2008 estimate by IDC- a consultancy firm for research. Information overload is a major setback brought about by this type of communication, however. Most of the players in the corporate world are continuously assimilating information with regards to clients by sending them to make use of company websites. These websites usually contain the company’s information in one common place. Telecommunicating is also another type of business communication which though

What are the major functions of congress are these based in the Term Paper

What are the major functions of congress are these based in the constitution or are they a function of the shifting balance of political power - Term Paper Example The Congress has also the authority to pass the ‘appropriate legislation’ incorporated in the legislative powers of the Constitution. The Constitution further states that ‘Congress shall have the power to provide for the common defense and the general welfare of the United States’ (Palekar, 121). However, the US President has the power to veto a bill passed Congress but this veto power is not absolute. The Congress can override it if the two-third majority of the Congress passes the same bill. From this perspective, we may say that the legislative powers of the US Congress are granted by the Constitution. The role of the Congress and the President shows that the Constitution of the United States ‘provides for a balance of power between the executive and the legislative branches’ (Ethridge and Handelman, 204). In Mexico and Latin America, we had seen the existence of powerful presidents and weak legislatures. The role of the Congress is vital on the amendment procedures of the US Congress. The recommendation for amendment of a particular law or article will not stand valid unless the two-thirds majority of the members of the Congress support it. The US Supreme Court generally does not intervene in the approval or the interpretation of the Congress regarding any bills or laws (Palekar, 122). Therefore, we may conclude that the Congress plays an important role for amending the Supreme law of the nation. A joint session for both the Houses of the Congress is held after every four years to’ Count the electoral votes for the President and the Vice-President’ (Palekar, 122). If no candidate gets a majority of votes for the Presidential role then the House of Representatives has the power to select three candidates with the maximum numbers of notes. In case of the Vice-President, The Senate decides on the issue and makes a choice between the two members with the highest votes. In 1837, the Vice-President was chosen in

Comparison of the constraining factors of local employment Essay

Comparison of the constraining factors of local employment law(national law) between USA and UK - Essay Example UK, like the other economies in the world, has also suffered an economic decline because of the economic crisis, much more due to its exposure in the financial sector. (CIA world Factbook). Because of this, the country was pressed into a recession in the middle of 2008. Labor has been affected because unemployment rate stepped up to 7.9% in 2010 as against 7.6 %in 2009. As shown in table below, the year 2011 has the highest unemployment rate in UK since 2003. Fig. 1. Unemployment rate in UK Source: CIA World Factbook, cited in Index Mundi Political environment Workers in UK are protected by the employment law. UK implements a national minimum wage amount of ?6.08 per hour to workers above 21, while ?4.98 is paid to workers with ages 18-20. Wage rate is much lower to 16-17 that is ?3.68S and for apprentice rate is ?2.60.how below are the entitlement of workers under this law. Working hours in UK should not exceed 48 hours, but there are instances that exempt certain class of workers f rom this. Doctors, domestic servants, police and army personnel and those engaged in emergency work are exempted in48 hours rule. All workers are entitled to holiday pay of 5.6 weeks paid annual leave, sick leave, of 5.5 times, rest breaks and overtime pay. These privileges are stipulated in an employment contract that has a term expiry. Sunday is a work day in UK (direct.gov.) Immigration rules. All foreign workers eager to work in UK must obtain a working permit. To qualify, applicant must qualify in the points based system for immigration for work based categories. Investors, entrepreneurs and exceptionally talented person, called as high-value migrants should pass the point system, and they are welcome to UK without the need for job offers. Other qualifications to work in UK are being a skilled worker, temporary worker, domestic worker, or representative of an overseas firm, broadcasting firm or a newspaper organization (UK Border Agency) Demographics Population of UK as of 2011 is 62,678,362. Age structure of working group is divided into 15-64 age bracket with male having 20,979,000 and female 20,500,000. With a labor force of 31.45 million part of this belong to women labor (CIA World Factbook, 2011). The constraint for employment is found to be the gender gap of pay that becomes barriers to women working in occupations traditionally done by men. According to Facts Fawcett society, the gender pay gap is estimated at 15.5% that could be worth L15 to L23 billion. The study of this society showed that 64% of lowest paid workers are women, and many of them are doing part-time work which is paid lower than the hourly rate work. 2. United States Economy The United States has a market oriented economy wherein businesses, organizations and individuals are allowed to make their own decisions while the federal government buys goods and services in the marketplace. US enjoy flexibility in management as compared to other countries and they can expand capital plant, develop new products and lay off surplus workers. Economic The economic crisis is one of the major constraints in local employment in the US labor market because as shown in the chart below, the unemployment rate has continued to rise up to 9.7% in 2010. Source: Bureau of Labor & Statistics.

Paper on hotel rwanda Essay Example | Topics and Well Written Essays - 750 words

Paper on hotel rwanda - Essay Example Two peoples made up the greater portion of the population, the Hutus and the Tutsis. During the European rule the Tutsis were the privilege class, the Hutu were not. However, after the European influence departed, the region erupted in civil unrest. For 30 years the issues between the Tutsis and the Hutu escalated culminating in the Tutsi Massacres in 1994; approximately 1 million Tutsi and neutral Hutus were killed in only 100 days. A counter-offensive began that same year and a fragile government organization was managed in 1996. It might be hard to determine what is right and wrong in times like these. This horrible period of time is detailed in the film â€Å"Hotel Rwanda,† and that Paul Rosesabogina, the main character in the film, must survive. Paul works in the hotel where he is able to gain favor with influential guests and public figures. He is a Hutu, but he is not involved in the hate crimes being committed in the streets, his wife, Tatiana, is, in fact, Tutsi. As t he violence gets worse he begins taking in more and more refugees into the high class hotel, in hopes of protecting them and his family from the society crumbling around him and the violence right outside their doors. He wants the American Military to intervene, they will not. He wants the United Nations to step up; they were not quick to become involved. At one point he even attempts to blackmail the Hutu General when he cannot bribe him. In the end, Paul, his family, and the refuges find safety after crossing a Tutsi border.(Hotel Rwanda) In a time when ethics and morality may seem lost and ones internal compass might spin out of control given all of the factors present in the film, assigning a philosophical school of thought to Paul’s actions in Hotel Rwanda, given the only option between Utilitarianism and Deontology, is an interesting task. In order to approach that question it is important to clarify these two ethical perspectives. Utilitarianism, essentially, bases dec ision making on whatever is best for the majority group that causes the least amount of harm, which creates the means to universal happiness and least amount of pain; while the Deontological perspective focuses on one’s individual duties one owes to others.(McGill) One focuses on the greater good of the greater majority and the other focuses more on the individual. These ideologies could not be more different. While both have their strengths they, also, have their weaknesses. Utilitarianism worries of the potential negative consequences that could occur given any ethical decisions. Deontology bases the right and wrong upon the individual’s ability to make ethical decisions based upon a moral standard.(McGill) Strangely, some of Paul’s actions in Hotel Rwanda could be described using either school of thought, while others are completely divergent. Paul participates in â€Å"bribery† in order to gain favors. Many would say that this is unethical. However, f rom a Utilitarian perspective he is not unethical, he is only participating in behaviors that are common of the majority. Participating in majority practices is in essence maintaining â€Å"majority happiness.† From a Deontological perspective his â€Å"unethical’ bribery could be perceived as his ethical decision, or duty, to involve himself in the act in order to protect his family, and later the refugees. His individual duty he owes his family. When Paul switches from bribery to blackmail to get what he wants from the Hutu General,

Capital One Case Study Essay Example for Free

Capital One Case Study Essay †¢ What is a case interview? The Case Interview †¢ What specific skills does it assess? †¢ How to prepare for a case interview? †¢ An interactive example. What is a â€Å"Case Interview† anyway? The Case Interview Simulation of a business problem. Similar to what our associates encounter every day. Series of open-ended questions. They’re designed to stimulate your conceptual, quantitative, analytical and – most importantly – creative abilities. The Case Interview There are several types of cases. Each is designed to assess different skills. Classic Case The Case Interview †¢ Should an organization add capacity? †¢ How should an organization react to a new competitor? †¢ Should an organization enter/exit a new/old market? Measures †¢ Your broad functional skills †¢ Your big-picture perspective †¢ Your comfort with detail and analysis Special Case The Case Interview †¢ Why are manhole covers round? †¢ What’s the estimated weight of a Boeing 747? †¢ What will interest rates do next? Measures †¢ Your comfort with ambiguous challenges †¢ Your level of creativity The Case Interview What are we looking for? †¢ Logical skills †¢ Analytical/reasoning skills †¢ Conceptual problem-solving abilities †¢ Critical path thinking †¢ Flexibility What do we mean by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . The Case Interview Problem-solving ability? Can you identify the key issues of the case while accurately and methodically reaching the solution? Critical path thinking? Can you use the clues that build on each other while staying on track and focusing on what’s relevant? Flexibility? . Can you adapt your answers to a changing situation? The Case Interview What do you need to bring? Your logical business sense The Case Interview †¢ How do decreasing marginal costs affect profitability? †¢ What effect will fixed costs have on the result? Your mathematical aptitude From basic mathematics to†¦. †¢ Algebra †¢ Probability †¢ Weighted averages †¢ Unit conversion Your strategic interpretation skills The Case Interview Can you†¦Ã¢â‚¬ ¦ †¢ Interpret your answer’s impact? †¢ Assess alternatives? †¢ Keep a grasp on the â€Å"big picture† as well as the minor details? Your presentation skills Can you†¦Ã¢â‚¬ ¦. †¢ Clearly state your thoughts and synthesize information? †¢ Explain how your answer changes in the face of changing variables? †¢ Defend your answer? The Case Interview Be prepared! Let’s work through a case together. Background Information The Case Interview †¢ You are a manager at a company that markets various products and services and that is looking to diversify †¢ You receive some information indicating magazine publishing may be interesting †¢ You are considering developing a new magazine but are not sure how profitable it might be What are some of the issues you must consider when evaluating the magazine business? Things to consider The Case Interview †¢ Defining the target market †¢ Competition – # of competitors, fragmentation, brand name †¢ †¢ †¢ †¢ †¢ Build off of core competencies Barriers to entry Business cycle stage Method of measuring viability Opportunity cost Our next step is to understand the economics of the business. What are the profit drivers in the magazine publishing business? The Case Interview Main profit drivers of the publishing business include †¦ Revenue Sources †¢ Subscriptions †¢ Newsstand sales †¢ Advertising †¢ Customer lists †¢ Internet Costs †¢ Printing †¢ Distribution †¢ Content Development †¢ Marketing/promotions The Case Interview Through some initial research you have been able to determine the following †¦ †¢ You can charge  £25 for an annual subscription of 50 issues †¢ You can generate  £1 in advertising revenue per issue for each subscription †¢ Printing and distribution costs are  £1 per copy per issue †¢ Content development costs run  £1 million per year †¢ Let’s ignore newsstand sales for now †¢ Let’s ignore marketing expenses for now How much profit will you  generate a year from one incremental subscription? Let’s figure it out together†¦Ã¢â‚¬ ¦. The Case Interview Subscription revenue per year =  £25 Advertising revenue per year =  £50  £1/issue x 50 issues Yearly production and distribution costs =  £50 Profit from one incremental subscription =  £25  £25 +  £50  £50 How many subscriptions would we need to sell in order to breakeven on this venture? The Case Interview How many subscriptions do we need to sell to break even? Profit (contribution margin) =  £25 per subscription Magazine content development =  £1 million per year Breakeven =  £1 million/ £25 = 40,000 subscriptions Given you need 40,000 subscriptions to breakeven, do you move forward? What about marketing costs? The Case Interview Your company has expertise in direct mail solicitation so you decide to use that method to market your new magazine. Each piece of mail costs  £0.50. You are able to achieve a 2% response rate. How much does it cost you to sign up a subscriber? Cost per subscriber calculation The Case Interview Cost of mailing/response rate = Cost to sign up one subscriber  £0.50/2% =  £25 per subscriber Another way to calculate cost per subscriber: Assume you mail offer to 100 people Costs =  £50 ( £0.50 x 100 people) Responders = 2 (2% of 100) Cost per responder =  £50/2 or  £25 How will this affect your breakeven calculation? New break even calculation The Case Interview Old contribution margin Marketing costs New contribution margin New contribution margin =  £25  £25 =  £0 Ouch! What can we do to make this venture better? Some possible considerations: The Case Interview †¢ Raise subscription prices †¢ Raise advertising rates †¢ Reduce production costs †¢ Increase response rate †¢ Make each response matter more – Consider renewals and multi-year subscriptions The Case Interview Renewals look like an obvious avenue to explore†¦ †¢ In the best case scenario, zero cost to acquire with no drop in revenues How might you encourage renewels? Some possible options: The Case Interview †¢ Price promotion †¢ Competitions †¢ Marketing †¢ Free gifts The Case Interview Some market testing gives you 2 possible options 1) Do nothing: †¢ 50% of existing subscribers will renew each year 2) Offer a free second year subscription †¢ 75% of existing subscribers will renew each year

Multidisciplinary Team Pain Management

Multidisciplinary Team Pain Management Introduction In spite of advances in pain management (Apfelbaum et al., 2003; Fotiadis et al., 2004; Powell et al., 2004; Wu and Richman, 2004), postoperative pain still remains a major clinical problem confronting healthcare providers (Klopfenstein etal., 2000; Klopper et al., 2006; Sjà ¶strà ¶m, Dahlgren and Haljamà ¤e, 1999). Many patients continue to experience postoperative pain (Gilmartin and Wright, 2007; Manias et al., 2005; Schafheutle et al., 2001) with about 69% of them experiencing moderate to severe pain after surgery (Apfelbaum et al., 2003). According to the International Association for the Study of Pain (1979: 250), pain is an unpleasant sensory and emotional experience associated with actual or potential tissue damage described in terms of such damage. This definition emphasises on the subjective nature of the pain experience which can be influenced by multiple factors (International Association for the Study of Pain, 2003). As a result of this, McCaffery (1983: 14) defines pain as whatever the experiencing person says it is, existing whenever she says it does. Apart from pain signifying an actual or potential tissue damage, it is of no significance and leads to detrimental effects (Apfelbaum et al., 2003). Unrelieved postoperative pain can lead to disturbed emotional states, sleep deprivation, reduced physical and social performance, impaired quality of life (Reyes-Gibby, Aday and Cleeland, 2002; Strassels, Cynn and Carr, 2000), patient dissatisfaction (Shang and Gan, 2003), delayed discharge (Rejeh et al, 2008), increased use of healthcare resources (Fortner et al., 2003; Mystakidou et al., 2005; OMahony et al., 2005) and its associated high costs of hospitalisation (Huang et al., 2001). From an ethical point of view, postoperative pain should be properly managed to prevent needless suffering and avoidable complications (Kehlet, 1989), so as to increase function and to improve the quality of life (Goudas et al., 2001; Reyes-Gibby et al., 2002; Strassels et al., 2000). Notwithstanding several barriers prevent the successful management of pain. The aim of this proposal is to justify the need for a study that will explore the barriers to effective postoperative pain management from a multidisciplinary health team approach. The proposal will commence with a literature review on barriers to effective pain management followed by the appropriate research methodology that can be used in carrying out the study. Finally, the contributions of the research in filling the gaps of previous studies will be discussed. Literature Review In spite of numerous studies conducted on the different aspects of pain, the factors that affect pain management have not been completely identified (Rao, 2006). Greater research efforts are therefore required to identify the factors that affect the effective management of pain (Weissman et al., 2004). Barriers to effective pain management have been classified into that of the patient, clinician and the healthcare system (Cleeland, 1987; Joranson, 1993; Von Roenn et al., 1993; Ward et al., 1993;). Specifically, patient-related barriers have been categorised into communication (Glajchen et al., 1995), psychological (Glajchen, 2001) and attitudinal factors (Ward et al., 1993). According to Im, Guevava and Chee (2007), there is poor patient communication concerning pain and undermedication due to language barrier and insufficient money to purchase additional drugs. Psychological issues such as anxiety, distress, depression, anger and dementia have also been shown to cloak the symptoms of pain leading to poor pain management (Glajchen, 2001). Also, patient attitudes serve as the greatest impediment to the effective management of pain. These include fear of addiction (Dar et al., 1992; Ferrell, 1991; Melzak, 1990), tolerance (McCaffery and Beebe, 1989), side effects (Levin et al., 1985), fear of injections (Twycross and Lack, 1984), feelings of fatalism (Diekmann et al., 1989; Levin et al., 1985), association of pain with worsening disease states (Diekmann et al., 1989; Twycross an d Lack, 1984), belief that pain is inevitable and unmanageable (Ward et al., 1993), fear of distracting clinicians from treatment focus (Cleeland, 1987; Diekmann et al., 1989) and the desire to please clinicians (Cleeland, 1987; Twycross and Lack, 1984). On the other hand, insufficient knowledge, poor pain assessment skills, negative attitudes and physician reluctance to prescribe analgesics have also been shown as some of the clinician-barriers to effective pain management (Cleeland, 1993; Von Roenn et al, 1993). A study conducted in Iran revealed that institutional policies and regulations, limited time, poor communication, work overload, powerful physicians and the subjection faced by the nursing profession are some of the nursing-related barriers to postoperative pain management (Rejeh et al., 2008). Another study conducted by Rejeh et al. (2009) also depicted nurses limited authority, poor patient relationship, inadequate educational preparation and the interruptions in pain management measures serve as impediments in the effective management of postoperative pain in Iran. Some of the barriers in the healthcare system include strict regulatory scrutiny (Cleeland et al., 1994), changes in reimbursement policies (in cases where older patients have to pay for the cost of outpatient prescription drugs) (Glajchen et al., 1995), the lack of neighbourhood pharmacies, poor means of transportation and the absence of higher doses of opioids in the health system (Glajchen, 2001). Ultimately, these factors lead to inappropriate selection of analgesics and its subsequent poor management of patients pain (Glajchen, 2001). It can be realised from the literature that, most of the barrier-related studies on pain have mainly been in the form of quantitative studies conducted on chronic conditions such as cancer(Glajchen et al., 1995; Glajchen, 2001; Im et al., 2007; Joranson, 1993; Ward et al., 1993) and AIDS (Brietbart et al., 1998). This approach often leaves the reader in questioning why and how these factors serve as barriers. Moreover, studies conducted on clinician-related barriers (Rejeh et al., 2008; Rejeh et al., 2009; Van Niekerk and Martin, 2003; Von Roen et al., 1993) have always taken a uni-modal approach (either physicians or nurses) while neglecting other professionals such as the anaesthesiologist/ anaesthetist who also play a part in postoperative pain management. By virtue of this, a comprehensive understanding of the barriers that are faced by the multidisciplinary health team involved in postoperative pain management will enable a more targeted approach to improved patient care (Manias etal. 2005; Schafheutle etal. 2001). Research Methodology My research seeks to gain an in-depth understanding of the factors that impede the effective management of postoperative pain from a multidisciplinary health team approach. As a result, a qualitative design will be most appropriate in the conduction of the study in Ghana. The reason for choice of the location is that no previous studies have been conducted on the issue in this geographical area. Prior to the commencement of the study, ethical approval will have to be sought from the various ethics committees of the hospitals that would be included in the study. Some of the ethical issues such as the participants autonomy, confidentiality and anonymity during the study period will be addressed appropriately. All participants would be informed of the purpose and design of the study, as well as the voluntary nature of their participation. Informed consent will be obtained from the participants in the form of writing and will be signed by them to serve as   evidence for their voluntary participation. Semi-structured interviews will be used in collecting the data so as to gain in-depth information to specific questions (Hove and Anda, 2005). Like most qualitative studies, the findings of this study cannot be generalised to other settings but would provide rich information on the barriers faced by health care professionals in managing postoperative pain. This will then pave the way for appropriate strategies to be implement in solving this problem. Healthcare professionals with a minimum of 5-year working experience in surgical units, in major hospitals in each region of Ghana would be included in the study. The reason is to acquire professionals who have sufficient work experience to enable them analyse barriers affecting the management of post-operative pain. Also, purposeful sampling technique will be used for recruiting participants in this study. In the conduct of this study, data collection and analysis will proceed concurrently until the development of themes related to health professionals barriers affecting post-operative pain management is achieved. Data collected will be analysed using content analysis (Morse and Field 1995; Sandelowski, 2000) to generate codes, categories and themes. By means of theoretical sampling, additional participants will be selected until theoretical saturation is achieved and no new information emerges. Participants will be contacted after the analysis and will be given a full transcript of their respective coded interviews with a summary of the emergent themes to determine whether the codes and themes matched their stated barriers. Maximum variation of sampling (in terms of the type of profession, years of working experience) will also enhance the conformability and credibility of data. This sampling strategy will enable the me to capture a vast range of views and experiences (Streubert and Carpenter 2003). Contributions of the Research Conducting a research is not an end in itself, but a means to an end. As a way of finding solutions to the problem of ineffective postoperative pain management, it will be prudent to understand the causes of these barriers so as to devise appropriate strategies. The success or failure of pain management largely depends on factors that influence the health professionals practical care for patients with post-operative pain. The findings of this study will provide insights into the factors that affect the management of postoperative pain from a multidisciplinary health team approach. By so doing, it will not only integrate diverse perceptions but also incorporate other key stakeholders in postoperative pain management (anaesthesiologist/anaesthetist) who have been left out in previous studies. Moreover, the proposed study will contribute to already existing literature by giving appreciable insights on the factors that affect the entire health team in the management of postoperative pain. Also, the involvement of the major stakeholders in postoperative pain management will stimulate the interest of each of the professionals groups thereby enlightening each other about the barriers and how they can be solved. Ultimately, this will improve patient care, enhance staff satisfaction and boost the integrity of our health institutions.

Becel Margarine Case Analysis Essay -- Business Marketing Case Becel E

Becel Margarine Case Analysis I. Executive Summary Becel needs to adjust their promotional efforts to address both a heart healthy and great tasting product, while expanding their target market to the twenty-five and above demographic. Becel’s current customers are largely empty nester households where the customers tend to be affluent with high incomes and over sixty-five years of age. By adjusting their promotional efforts to address both a heart healthy and great tasting product, Becel will be able to meet the needs of the twenty-five and above demographic. Becel’s strengths include a strong reputation as a leader in heart health and nutrition education, being the premium priced margarine, and the highest consumer loyalty of any margarine category. Among some of the weaknesses of Becel are lack of a strong presence in Western Canada, not positioned as great tasting, and a low advertising awareness. Opportunities include the consideration of health and taste when selecting margarine, selling in bulk quantity to large family households, and increased awareness of health issues. Canola Harvest positioning their margarine as the healthiest and best tasting and offering it at a lower price, competitors gaining market share at a faster rate than Becel, and regulations on the margarine category are among the threats facing Becel. Three alternatives were developed to help solve Becel’s problem. â€Å"Run Canada, Run† portrays Becel as the margarine that is geared towards a heart-healthy lifestyle. â€Å"Body by Becel† conveys how Becel can help you lose weight and stay healthy. â€Å"Now We’re Cooking with Becel† demonstrates how Becel can be used in a variety of healthy, day-to-day recipes. Innovative Solutions’ educated recommendation is â€Å"Now We’re Cooking With Becel†. This will allow Becel to expand their target market, while promoting their product as heart healthy and great tasting. By implementing this recommendation, Becel will have the opportunity to create a competitive advantage and gain market share. II. Introduction Unilever was formed in 1930 when British soap maker Lever Brothers merged with the Dutch company Margarine Unie. This merger â€Å"allowed both companies to benefit from many raw materials and resources that they had in common† (Kerin and Robertson 600). Unilever Canada is a division of the international Unilever group, headed by two paren... ... BUDGET â€Å"Now We’re Cooking With Becel.† Cos Cost of production $2000 X 2 Commercials $4,000.00 Commercial Placement Costs Food Network (11months, 14 spots/wk at $232.13 each) $142,992.08 CBC Quebec, (10 months, 10 spots/wk $200) $80,000.00 CBC Western (10 months, 10 spots/week $170 ) $68,000.00 Sponsorship of Cooking Thin television show (negotiable) $1,000,000.00 Total $1,294,992.08 Works Cited Canadian Broadcasting Corporation   Ã‚  Ã‚  Ã‚  Ã‚  www.cbc.ca Chum Limited Media  Ã‚  Ã‚  Ã‚  Ã‚  www.chumlimited.com Nielsen’s Canada  Ã‚  Ã‚  Ã‚  Ã‚   http://64.233.161.104/search?q=cache:5qd-mM60xAUJ:www.digital-adventure.com/pdf/TVLNielsens_4thQtr_BCAdult.pdf+food+network+canada+rank&hl=en Weight Watchers Canada  Ã‚  Ã‚  Ã‚  Ã‚  www.walmar.com Food Network Canada  Ã‚  Ã‚  Ã‚  Ã‚  www.foodtv.ca The world Fact book http://www.cia.gov/cia/publications/factbook/geos/ca.html#Geo Information from these sources as well: http://www.hackcanada.com/canadian/other/adbusters.html  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  http://www.dietfacts.com/html/items/17014.htm   Ã‚  Ã‚  Ã‚  Ã‚   http://thesoydailyclub.com/Food/becel01072003.asp http://www.corporatewatch.org.uk/profiles/food_supermarkets/unilever/Unilever-profile.rtf

The Internet and the Catholic Church Essay -- Exploratory Essays Resea

This essay addresses the question: Does more harm than good come from the internet? And the answer is sought from the largest Christian denomination (one billion members) - the Catholic Church. There is no condemnation of the internet by this church body; rather the Vatican, official voice of the Catholic Church, maintains that the internet is "not a threat"(Church). Calling the Internet an opportunity and a challenge and not a threat, the Vatican issued two documents encouraging the church to embrace the technology and help guide it to benefit all humanity. The documents said the Internet's interactive nature could help the church achieve the vision of communication between its members, moving away from the one-way, top-down communication of the past. Among practical responses to potential ethical and social problems related to the Internet, the documents recommended more industry self-regulation, a voluntary church "certification" of sites that call themselves Catholic, and careful supervision of children's Web surfing(Ethics). The two 27-page documents, "Ethics in Internet" -- a reflection on ethical issues -- and "The Church and Internet" -- an assessment of online pastoral opportunities -- were released at a Vatican press conference. The documents were prepared by the Pontifical Council for Social Communications. Russell Shaw, a U.S. journalist who serves on the council, headed the drafting process. The Internet ethics document emphasized the technology's tremendous power and opportunities, saying it could help bring together every person on the planet in a "world governed by justice and peace and love"(Ethics) "Today it takes no great stretch of the imagination to e... ... Internet than their elders, it said good parenting might require adults to improve their Internet fluency. The fundamental parental duty here is to help children become discriminating, responsible Internet users and not addicts of the Internet, neglecting contact with their peers and with nature itself. It recommended that parents install filtering technology in computers that are available to children "to protect them as much as possible from pornography, sexual predators and other threats"(Church). WORKS CITED: Church and the Internet http://www.vatican.va/roman_curia/pontifical_councils/pccs/index.htm. Ethics in Internet http://authors.va.mondosearch.com/cgi-bin/MsmFind.exe?CFGNAME=MssFind.cfg&QUERY=ethics+in+internet&EN=X&FR=X&DE=X&IT=X&PT=X&ES=X&NO_DL=X

Good Vs. Evil - Analytical Sentence Outline Essay -- essays research p

Theme: Good and Evil Create a SocietyParagraph 1:CENTRAL IDEA: Conflicts heavily arise between the two topics of good and evil. THESIS SENTENCE: Through common stories good and evil are portrayed through both protagonist and antagonist view, creating morals and opinions, and how societies views have changed over time. Paragraph 2:TOPIC SENTENCE: Common stories portray good and evil through both a protagonist and antagonist view.Paragraph 3: TOPIC SENTENCE: Significant morals and opinions are shown in stories made up of good and evil.Paragraph 4: TOPIC SENTENCE: Societies views have changes over time by the reality brought out in good and evil.Paragraph 5: CONCLUSION: Good and evil represented the two different thoughts that occur through the mind of people during their extensive lifetime.Conflicts heavily arise between the two topics of good and evil. These conflicts can be extremely realistic or notably exaggerated. They both represent two powers that involve different emotions wit hin your heart. Through common stories, good and evil are portrayed through protagonist and antagonist view, creating morals and opinions, and how society's views have changed over time. Common stories portray good and evil through a protagonist and antagonist view. The first thing I think of when I hear â€Å"good vs. evil† would be a fairy tale. As in most fairy tales, there is always a good guy and a bad guy. An example of this kind of story would be Beowulf, where as Beowulf is the protagonist ...

Human Growth and Development Essay

Four phases of development Early Childhood Early childhood describes the years from ages two to six. During early childhood, the body no longer grows at the rapid pace that it did during the first two years of life. On average children add two to three inches in height and about 5 pounds in weight each year (Berk, 2006). The weight increase is due mainly to increases in the size of the skeleton and muscular systems as well as some body organs. Consequently, posture and balance changes that support gains in motor coordination. Cognitive development – Children begin to make gains in tasks that depend on the frontal cortex and language skills and motor coordination increase at an astonishing rate. Children begin to gain the ability to control impulses. During the early school –age period, children are constructing a broad overview of how their interpersonal world is structured and where they fit in. They are devising a scheme for self in society. Because children’s life experiences are limited and they are still highly impressionable, the nature of this initial worldview as likely to be very compelling, permeating their outlook in the years ahead. Handedness The period of middle and late childhood involves slow consistent growth. This is a period of calm before rapid growth spurt of adolescence. Among the important aspects of body change in this developmental period are those involving the skeletal system the muscular system and motor skills. Motor Development During middle and late childhood, children’s motor development becomes much smoother and more coordinated. Children’s center of gravity begins to shift and they become more steady on their feet making it easier to balance and complete tasks such as throwing, hitting, catching, hopping, and jumping. Gross Motor As children move through the elementary school years they gain greater control over their bodies and can sit still and pay attention for longer periods of time. However, elementary school children become more fatigued from longer periods of sitting than by more physically active skills. Fine Motor Fine motor skills too take a giant leap forward in the preschool years (Berk, 2006). As young children gain control over their hands and fingers they begin to show success in putting puzzles together, building small blocks, cutting and pasting. Middle School Age Physical Development Cognitive Development Emotional Development Social Development Adolescence Physical Development Cognitive Development Emotional Development Social Development Early Adulthood ages 18-40 For most people earl adulthood involves a common set of tasks: leaving home, completing education, beginning full-time work, attaining economic independence, establishing a long-term sexually and emotionally intimate relationship and starting a gamily (Berk, 2006). Emerging adulthood is a new transitional phase of development extending from late teens to mid twenties. During this period most people have left adolescence but are still some distance from taking on adult responsibilities. Rather they explore alternatives more intensely than they did as teenagers prolonging identity development. Physical Development Once body structures reach maximum capacity and efficiency, biological aging or senescence begins genetically influenced declines in the functioning of organs and systems that are universal in all members of our specials (Cristofalo et. al, 1999). Many factor contribute to biological aging.

E. B. White’s Charlotte’s Web: A Review Essay

Introduction A friend is someone who falls somewhere between intimate love relationships and casual relationships. In a love relationship the binding force is either kinship or marriage with full sexual priveleges. Casual relationships carry no obligations with them. They are comprised of of next door neighbors or work relationships in which there is brief and superficial contact. Nothing deeply personal is revealed and there is no sense of mutual obligation. People exchange greetings and pleasantries in ways that are polite. On the other hand, friendship relationships are neither sexual nor kinship in nature. However, there is a sense of mutual obligation and friends feel deep emotional ties. More than anything friendship relationships are based on a kind of intimacy. How would you feel if you had to give up a cute little pet? What would you do if a friend’s life was in danger? How far would you go to protect someone or something you care about? Discover these answers and more when you read one of the most beloved and well known books of all time, Charlotte’s Web! This is a story about friendship, compassion, caring, and loyalty. Here you will meet Fern, a girl who lives on a farm, Wilbur a tiny, lovable, runt pig, Charlotte, a clever and wise spider, and Templeton, the hungry rat. Come and see how these characters meet and become friends and how one of them will save the life of another. Summary Charlotte’s Web is a children’s novel by American author E. B. White and  illustrated by Garth Williams; it was published in 1952 by Harper & Brothers. It features a pig named Wilbur and his spider friend Charlotte who saves him from slaughter. One morning at the breakfast table, eight year old Fern sees her father leave the house with an axe and asks her mother where he’s going. Her mother delivers the shocking news that Mr Arable is going out to kill a runt that was born the night before. Fern chases her father down and persuades him to spare the runt, telling him that it is unjust to kill a piglet just because it is small. Moved by his daughter’s plea, Mr Arable decides to give the runt to her to look after. Fern names the piglet Wilbur and looks after him like a baby, pushing him in her pram alongside her doll and feeding him with a bottle. At five weeks old Mr Arable insists that Wilbur is sold and he goes to live in the Zuckerman barn down the road . Wilbur initially struggles at the barn because he misses Fern so much but soon he becomes acquainted with new friends, the best of whom is a lady grey spider called Charlotte. Wilbur is fascinated by Charlotte, although to begin with he is slightly suspicious of the way she catches her food – he doesn’t like the idea that she spins bugs in her web and sucks their blood. He soon realizes that Charlotte is everything but cruel and bloodthirsty and that her method of eating is entirely necessary for a spider. Wilbur is complete happy during the summer days – Fern comes to visit and his new friend tells him exciting stories and has the patience to try and coach him about how to spin a web (although she knows fine well he will never be able to) but one day he gets some terrible news that puts an end to his carefree attitude. The sheep tells Wilbur that Mr Zuckerman is fattening him up for Christmas dinner and Wilbur is distraught – he is so happy on the farm and doesn’t want to die. Charlotte calms him down and promises him that she won’t let him be killed. She hasn’t worked out how to save him yet, but she is determined that she will. One morning as Lurvy pours Wilbur’s slops, he notices Charlotte’s twinkling spider web in the morning fog. The words ‘SOME PIG’ have been weaved into the web. Lurvy is gobsmacked and utters a prayer. He quickly tells Mr Zuckerman who is equally amazed and soon the news spreads near and far. Worried that people may be getting bored of ‘SOME PIG’, Charlotte asks Templeton the rat to aid her in finding more words to write in her web. Knowing that if Wilbur is killed he won’t have access to his slops,  Templeton reluctantly scavenges for newspaper clippings to help Charlotte. The next word she writes is ‘TERRIFIC’ and after that, ‘RADIANT.’ Meanwhile, Mrs Arable is concerned that Fern is spending too much time down at the barn and becomes even more alarmed when her daughter tells her about Charlotte and the stories Charlotte tells. Mrs Arable decides to go and see Dr. Dorian to ask him what he makes of Fern thinking the animals can talk and what he makes of the mysterious writing in the web. Dr Dorian is very calm and rational and says that the real miracle is not the writing in the web but the fact that a spider instinctively knows how to build a web without any tuition. He says that it is quite possible that animals can talk and that the reason that adults cannot hear them might be because they talk too much to hear what is going on in nature. With the news of Zuckerman’s famous pig spreading, the Zuckermans and Arables decide to take Wilbur to the County Fair. Charlotte agrees to go too although she is feeling tired and soon has to build a sac to hold her eggs. At the fair, Charlotte is disappointed to see that beside Wilbur’s pen is a much larger spring pig called Uncle. Knowing he is fierce competition, Charlotte decides to spin another web and once again Templeton is sent off to find a word. The adults and children enjoy themselves at the fair and Avery and Fern are particularly excited that they are allowed to go off without their parents all afternoon. Fern spends all afternoon with Henry Fussy and they go on the Ferris wheel together. For months after, Fern will look back nostalgically at her time on the Ferris wheel with Henry. Before nightfall Charlotte weaves her web with the new word ‘HUMBLE’ written into it and throughout the night she makes her egg sac. In the morning the Zuckermans and Arables see the web but they also notice that Uncle has a blue tag on his pen – he has already won first prize. Mr Zuckerman ignores the tag and tells everyone to buck up and give Wilbur a buttermilk bath. Everyone who comes to Wilbur’s pen has something good to say about him. Suddenly, over the loudspeaker a voice is heard asking Zuckerman to bring his famous pig to the judges’ booth for a special award. Wilbur is awarded a medal for being phenomenal and completely out of the ordinary and Mr Zuckerman is given $25. Since the writing first appeared in the web, the miracle has been on everyone’s mind. After the press photos and the commotion, Wilbur is returned to his pen. Wilbur notices that Charlotte is quiet and looks unwell. She tells him that  she is content now that she knows he is safe – she knows Mr Zuckerman will never harm him now, but she tells Wilbur that she is failing and will be dead in a day or two. Panicked and distraught Wilbur races around the pen, begging Charlotte to come home with him, but she hasn’t enough energy to move. Wilbur decides to take Charlotte’s egg sac and promises Templeton first choice of his slops if he retrieves the sac. As Wilbur carries the sac in his mouth and is led into the crate, he winks at Charlotte and she musters all the energy she can to wave goodbye. The next day, as the Ferris wheel is being taken apart, Charlotte dies. Back at the Zuckerman’s, Wilbur is given a noisy welcome home. He waits patiently for the birth of Charlotte’s children and often looks longingly at her empty, broken web. When her children are finally born, Wilbur is distraught to see them let out loose clouds of fine silk that carries them far away on the breeze. Three of Charlotte’s children stay in the barn with Wilbur, however and become his good friends. Year after year new spiders are born to replace the old but no one ever replaces Charlotte in Wilbur’s heart. Conclusion This book is especially good for first time readers who have taken the big jump from short stories to a real novel. It is easy reading and the talking animals captivate the young children. An affectionate, sometimes bashful pig named Wilbur befriends a clever spider named Charlotte, who lives in the rafters above his pen. A prancing, playful pig, Wilbur is devastated when he learns of the destiny that befalls all those of pork animal persuasion. Determined to save her friend, Charlotte spins a web that reads â€Å"Some Pig,† convincing the farmer and surrounding community that Wilbur is no ordinary animal and should be saved. In this story of friendship, hardship, and the passing on into time, E.B. White reminds us to open our eyes to the wonder and miracle often found in the simplest of things.