Maria Montessori and Environment Essay Example

Maria Montessori and Environment Paper Concentration is the key that opens up the childs latent treasures within him. As the scattered elements if his personality comes together, order begins to take the place of disorder, and the work of self-construction, which had been interrupted, is now taken up again, as nature has intended all along. E. M Standing, Maria Interiors: her life and work, peg 174 Learning, by itself, cannot happen without concentration. Whether we are learning to tie our shoes, write our name, wash a car or solve complex algebraic equations, there is intense concentration specific to the task at hand. Dry. Maria Interiors understood the power of concentration, and her methodology is designed to nurture this power. Concentration in infants is a fragile thing. Concentration is broken by the adult trying to shift the focus of the child. Indeed, Interiors said no one acting from the outside can cause him to concentrate. As the child grows and enters the Interiors environment (ages 3-6), concentration and attention span increase. In fact, that is an indirect aim of most Interiors activities. Practical Life activities are the cornerstone of the Interiors curriculum which serves the purpose of alluding independence, improving coordination, and following steps in a sequence. Our modern culture contains a multitude of distractions: video games, computers, television, and any number of sports- or arts-related extra activities. Combined, these can create an overabundance of sensory stimulation. Maintaining calm, controlled, prepared Interiors environment and a clear approach to reducing distractions and sensory overload is an important task of the Interiors caregiver. We will write a custom essay sample on Maria Montessori and Environment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Maria Montessori and Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Maria Montessori and Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This directed approach is designed to foster the power of concentration in children, so that they may grow to become happy, independent, and fulfilled adults. Maria Interiors first discovery at Case die Bambini was Mental Concentration; she observed a little girl of three, working with knobbed cylinders , this most interesting activity of taking the ten cylinders out, mixing them up and replacing them in the appropriate holes. Interiors watched in awe as the child repeated the entire operation forty-two times. Even when the rest of the class began to sing and to march around the classroom, the child remained fully engrossed in her work. Thus, it clearly stated that a child can concentrate best when he is provided with the right kind of material to work with. Dry. Maria Interiors calls the child during formative period, a Spiritual Embryo. During this stage, the child reincarnates due to his psychic and psychological growth; mysterious force that enables a child to grow, teaches him to self-construct. The human being is provided with two embryonic periods. One is pre-natal and another one post-natal. The Spiritual Embryonic period is provided with certain powers. These powers are called non-conscious powers because the child is not conscious of them. The non-conscious powers are Absorbent mind, Meme, Horse and Sensitive periods. The Absorbent mind is an unconscious, creative and non-selective process by which the brain takes in everything from the environment, just like a sponge. The child becomes an absorbent mind due to a vital memory called Meme. It is present only till the age of six years and it incarnates whatever the Absorbent Mind has absorbed. The absorbent mind can be divided into Unconscious Mind from birth to three years, where the child randomly absorbs everything from his environment and creates an impression into his psychic life. A child is a Conscious Mind from three to six years, which is a period of self construction. However the child is conscious, has a memory and has developed a will. A sensitive period for the development of sensory perception begins at birth and continues all the way through age five. David Getting, Interiors and her Theories, peg 7. Another Interiors contribution was the discovery of Sensitive periods. They are blocks of time in a childs life when he is absorbed with one characteristic of his environment to the exclusion of all others. The sensitive periods are triggered due to an unconscious will power/force called Horse, which pushes the child to fulfill his divine urge. The sensitive periods re critical to the childs self development. The child passes through six significant sensitive periods those for Sensitivity to order; learning through five senses; sensitivity to small objects; sensitivity to co-ordination of movement; language and social aspect of life. Dry. Maria Interiors believed that the child is born with pre-determined psychic pattern or The eight LaWs of Natural Development which are laid down before birth I. E. Law of work; when children were exposed to the material in the prepared environment become calm and peaceful and their destructive behaviors disappear. Thus, Interiors concluded that some great need of the child must have been met through this activity of concentration. Law of Independence, wherein the child uses his independence to listen to his own inner guide for actions that can be useful for him. We must keep children independent by providing them enough opportunities to work with materials. Power of attention, to further enhance and cultivate the power of attention we engage the child into various Interiors activities thereby developing the ability to concentrate and building personality. After internal coordination is established through the hills ability for prolonged attention and concentration, the Development of Will takes place, where in his will is revealed. Interiors observed the three stages of will development: first, when the child has a vital inner urge that directs him towards purposeful activities not directed by his will. The unknown attracts the child, then the known attracts and then he finally masters it through repetition. The second stage in the development of will is self -? discipline as a way of life followed by third stage of the power to obey. Every child is born with power of intelligence, initially he is intelligent through is senses and later it depends upon how much we are able to exploit his potential. Interiors believed that the Development of childs imagination and creativity are inborn powers that develop his mental capacities through interaction with the environment. The environment should be based on reality, beauty, harmony, freedom and imagination should be based on concrete. Development of emotional and spiritual life; a young child has an inner ability to respond to emotional and spiritual experiences from his birth. Interiors believed that these need should be met by providing a warm boning environment and freedom to socially interact in the class. Lastly, the child will go through different stages of growth beginning from childhood to adulthood and we need to provide the right environment and opportunities for the child to develop. Now, we understand that the child is born with a pre- determined psychic pattern which is present during the pre- natal stage. After the birth, the pattern for psychological development takes place with the help of two creative sensibilities, the absorbent mind and sensitive periods. Thus, it clearly states that the child is born with the power to concentrate, and we re can only help him master it through an aware adult working in a prepared environment. When we speak of environment we include the whole assemblage of things from which the child is free to choose for using just as he pleases, in conformity with his inclination and his need for action. Maria Interiors, The Discovery of the Child, peg 87. The Interiors prepared environment should be a loving area, a nourishing place to meet the childs need for self- construction. Here, they experience a combination of freedom and self- discipline, as guided by the environment. She regarded the environment secondary, because the two creative sensibilities of the child are termed as primary which are nourished through the environment. The basic elements within the prepared environment are Freedom; the concept of freedom in a classroom is achieved when children move usefully, intelligently and voluntarily without committing any rough or rude acts. Freedom enables the child to develop good working habits and sustained concentration. The child enjoys the freedom of movement at will. He has the freedom of choice; enjoys the freedom of speech. Children have the freedom to grow and construct him through Interiors environment. Children also have the right to love and be loved unconditionally, unvarying and unquestionably. A Interiors classroom is free from competition, rewards or punishments. A hug is a reward and inactivity is a punishment for a child. A child is allowed to grow at his own rate and development; there is no need to match up with others. Therefore, the environment is free from pressure imposed on the child to outdo others. Along with freedom, there are few limitations exercised on a child within a Interiors environment like a child should have respect for himself, respect for others, respect for material and respect for the environment (includes teachers, support staff and any person around). The other elements of a Interiors prepared environment of Structure and Order I. E. , the material should be arranged according to the interest of the child and the difficult level. No part of the material should be missing. Through order, children are able to find the material of their choice thereby building trust in the environment. Reality and Nature; the child should be exposed to nature through the care of plants and animals. Also, the environment should focus on real and concrete things rather than fantasy or illusions. The atmosphere should be simple, warm, and invite participation. The aesthetic sense should be brought in children. The first essential for the childs development is concentration. He must find out how to concentrate, and this needs things to concentrate upon. Maria Interiors, MIM Course Manual 01, peg 73 The Interiors materials have an inner purpose, to assist the child in his own self-construction and in his physical, psychological, intellectual and social d evelopment. The materials provide the stimulus which captures the childs imagination and helps him to initiate and expand the recess of concentration. This means that, if the materials are to be effective, they must be properly presented to the child at the right moment in his development. Each material should be meaningful to the child. The error that the child should discover must be isolated in a single piece of material. The material should progress from easy to complex usage; from concrete to abstract representations. The materials are didactic in nature I. E. The control of errors lies in the materials rather than the teacher. The Interiors prepared environment allow the children to take responsibility for their own education, giving them the opportunity to become human beings able to function independently (through focused concentration) and interdependently on each other. Another important aspect which influences the development of the child is an Aware adult or a Interiors teacher. She is a guide and facilitator who creates a well-prepared Interiors environment and shows the way. Not words but virtues are her qualification. A Interiors teacher is a preparer and a communicator of the environment. She is an exemplar for the children and must strive for warmth and love for life. She is also a link be;en the environment and the child. When children are allowed freedom in an environment suited to their needs, they blossom. After a period of intense concentration, working with materials that fully engage their interest, children appear to be refreshed and contented. Through continued concentrated work of their own choice, children grow in inner discipline and peace. This process is called Normalization and cited it as the most important single result of our whole work. When a child is in complete harmony with his entire environment, is said to be a normalized child. Normalization comes about through concentration on a piece of org. Maria Interiors, The Absorbent Mind, page 5. Normalized children help to create the quiet and tranquil learning environment in which both they and their classmates are able to concentrate fully upon their chosen tasks. The characteristics of a normalized child are love of order, love of work, profound spontaneous concentration, attachment to reality, love of silence, spontaneous self discipline, sublimation of the possessive instinct, obedience, independence and evidence of joy. When the children move away or distracted from the natural path of development is called deviation. Interiors pointed out thats because the first essential of the childs development is not really play at all. Instead, the first essential of the childs development is concentration because it lays the basis for the development of an individuals character and subsequent social behavior. Concentration is always solitary, even in the midst of a crowd, and there is no real achievement without it. Emotional factors, such as the childs close relationship with the adults who care for him or her, help form the childs personality. By age three, if children are not rejected, they respond with irritated, trust and respect for those who are willing to help them orient themselves in their world. When children are able to concentrate, doubt and timidity disappear. The children become calmer, more intelligent and more expansive. When children work to assimilate the environment, their personalities are unified. If nature is the basis the construction will be superior, but without this basis there can only be an artificial construction which breaks down easily. Maria Interiors, Internet. This is the age (the child before the age of six) in which social or antisocial qualities are going to e evolved according to the nature of the childs surroundings. This is their point of origin. The actual social outcome depends upon the nature of the childs surroundings; the conditions in the childs environment; the experiences the child has in that environment and the opportunities the child finds in that environment. Therefore, when we provide the right prepared environment to the child which stimulates his inner psychic pattern, revealed through the two creative sensibilities, understood by an aware adult leads to a Society of Cohesion. The behaviors which characterize the Social Cohesion an be identified as controlled and purposeful interactions, characterized by mutual respect and personal dignity, Compassion, Sympathy, Empathy, Concern for Others, Willingness to help those in need, Spontaneous Reciprocity and Altruism; Solidarity, Unity, and Harmonious Social Life; Awareness of the Consequences of Ones Actions and a non-competitive attitude. The cohesive social order is a natural fact and must build itself spontaneously under the creative stimuli of nature. No one can replace God, and anyone who tries to do so become a devil, just as when the overbearing adult oppresses the creative energies of the infantile personality. The childs characteristics, during his life as the spiritual embryo, are not discoveries of the intellect, nor made by human work, but are mental qualities, that we find in the cohesive part Of society. Not sermons but creative instincts are important because they are realities. Goodness must come out of reciprocal helpfulness, from the unity derived from spiritual cohesion. What nature has given them develops with constructive work. Interiors education, therefore, of little ones is important because this is the embryonic period for the formation of character as well as society. What the child achieves between the ages of three to six does not depend on doctrines but on a divine directive which guides his spirit to construction.

Environmental Ethics and the Principles of Pluralism and Environmental Pragmatism Essays

Environmental Ethics and the Principles of Pluralism and Environmental Pragmatism Essays Environmental Ethics and the Principles of Pluralism and Environmental Pragmatism Paper Environmental Ethics and the Principles of Pluralism and Environmental Pragmatism Paper by Chum Hamilton Environmental Ethics ENV362 Professor Dave Williams August 16, 2008 CONTENTS Pluralism and Environmental Pragmatism3 My Response6 References9 Pluralism and Environmental Pragmatism With the widely differing theoretical environmental ethic philosophical frameworks that are currently espoused, it is clear that a single unified theory has not yet emanated from this discipline. This has frustrated â€Å"monists† within the discipline. Monists contend that there must be a single environmental ethic framework that is the only true framework. Underpinning this standpoint is the idea that environmental ethics would be devoid of any objectivity if there is not a single â€Å"true† theoretical framework: â€Å"One strong motivation behind moral monism is the fear of the alternative. Without a single unified and coherent theory, we seem relegated to ethical relativism† (Desjardins, 2006, p. 262). In contrast to the monists, â€Å"pluralists† are those who â€Å"accept the possibility that more than one basic approach can be legitimate† (Desjardins, 2006, p. 262) and they subscribe to â€Å"a plurality of moral truths,† as opposed to the relativist, who contends that lack of a single truth means that there can be no moral truth. Desjardins notes that â€Å"perhaps it is a mistake to apply scientific and mathematical standards to ethics. Perhaps we are asking too much when we seek clear, unambiguous and certain decisions on ethical matters. Perhaps we can be rational about ethical matters without having unequivocal, definitive answers† (Desjardins, 2006, p. 263). Environmental pragmatism acknowledges moral pluralism, and focuses less on what is true, per se, and more on what it is that we should do about issues. It is a very â€Å"contextual† approach in that each issue presents its own complexities that need to be reviewed in order to begin to make a decision. Pragmatists â€Å"understand that practical reasoning may not always offer unambiguous advice† (Desjardins, 2006, p. 66). Desjardins also goes on to describe that â€Å"pragmatism also supports democratic values such as tolerance and respect for diverse opinions and the commitment to engaging in free and open procedures for deciding rather than seeking the single ‘true’ decision† (Desjardins, 2006, p. 266). Desjardin then goes on to note that he had a personal experience where a task force had to make a difference. Apparent ly, the task force was not able to make much headway in its first two years of existence. He contends that this resulted from the fact that the first two years were characterized by the task force members coming at the issue unyieldingly from whatever their theoretical viewpoint was that they began the meetings with. He feels that once the task force began focusing on what the different participants actually did already agree on that they really started to gain momentum and make headway with the issue: â€Å"the alternative began with the practical matter of getting things done, and it did this by starting with specific issues on which people agreed. Ultimately, ‘theory’ followed practice in the sense that the final governing principle was developed out of the agreed upon starting points† (Desjardins, 2006, p. 267). Critics of environmental pragmatism claim that the decision plans that emanate from this pragmatism approach are really nothing more than more of the same. In other words, they still reflect business as usual and the status quo. Pragmatists feel as if this criticism is not valid because they view the pragmatic approach to decision-making as a venue through which opinions not in step with the status quo get surfaced so that more people may benefit from them as they make decisions. In other words, because this process makes differing positions known and because it makes the black-box of the decision-making process transparent, then it opens the door for the status quo to evolve: â€Å"as values are brought in line with practices, they evolve to guide future practices, which in turn shape future values† (Desjardins, 2006, p. 268). Critics also feel that because pragmatism relies heavily on the notion that decisions should be made within that context within which they arise that it must, therefore, be relativistic. Desjardins notes that pragmatists have responded to this criticism by claiming that they are more interested in what is reasonable as opposed to what is true. And, further, they hold that there are standards to reasonableness that are upheld: 1) intellectual and moral openness, 2) intellectual and moral care, and 3) attention to detail. These standards â€Å"prevent the collapse of pragmatism into relativism† (Desjardins, 2006, p. 69). My Response Information I have read to date regarding pluralism and environmental pragmatism leads me to believe that these approaches are more aligned with my own personal values and ethical beliefs than are the other environmental ethics frameworks we have surveyed in this class. However, I would not be comfortable referring to pluralism and environmental prag matism as an â€Å"environmental ethic framework† in and of itself. It strikes me more like a valid decision-making process that may eventually lead to establishing a more coherent framework rather than a framework itself. As Kelly Parker noted in her chapter in Environmental Pragmatism, â€Å"Pragmatism sees philosophical ethics as an ongoing attempt to determine what is good, and what actions are right† (Parker, 1996, p. 30). It also strikes me as the only way we will actually be able to get anything done with respect to solving/mitigating environmental problems in the meantime while the debates over the â€Å"correct unified theory† continue. However, I am not too deeply discounting the role of theoretical environmental ethic frameworks- without these multiple frameworks, the â€Å"plural† would be taken out of â€Å"pluralism. Obviously, these theories will (and should) continue to evolve. I just feel that when we are dealing with environmental issues, we should look to pluralism and pragmatism as our â€Å"first responder. † In many situations, we are in an environmental emergency and time is of the essence. Pragmatic approaches are probably the only approaches that ca n be agreed upon the fastest. Imagine the time it would take us to agree on the one â€Å"true† theory before we were able to even decide what to do! It will take a lot less time to agree on at least some things that can be done now in order to help solve environmental issues. Supporting the notion that theory should not be too deeply discounted if pragmatism is to gain ground is Piers H. G. Stevens, the feature editor for the Sage publication Organization and Environment. In his book review of Bryan G. Norton’s Sustainability: A Philosophy of Adaptive Ecosystem Management voices a concern that political participation has waned and corporate monopoly power has grown and that this situation threatens true democracy. Consequently, he doesn’t share Norton’s desire to dispose with theory and focus only on the pragmatic. He feels that theory is needed as inspiration â€Å"to help reclaim true democracy in the public sphere. (pg 391). Thus it seems to me that theory without pragmatism is foolish, but pragmatism without theory is just as foolish. I very much enjoyed the way that Desjardins ended the textbook chapter on pluralism and environmental pragmatism. He made note of the three pillars of sustainable development when writing â€Å"A s ustainable future must be sustainable on three related grounds: economic, environmental, and ethical. † (pg. 269). Reviewing the issues that were brought up in this course allowed me to see that for many, many years we have gone about our business as if we were in a vacuum and that environmental issues didn’t need our attention. This â€Å"discounting environmental matters† is clearly the wrong way to approach our current and future existence. However, we should not let the pendulum swing too far in the other direction where we discount economic needs. It is true that too much of a focus on economic considerations may have caused us to be short-sighted. However, we should not lose sight of the importance of the economy. We have in fact already done this if you ask me. In my opinion, we did this a while back when we elevated the notion of the â€Å"economy† so high up that we let people become subservient to the â€Å"economy. All interests- environmental, social, spiritual, and individual- may be better served if we take a view of the economy where the â€Å"economy should be for the people† not where â€Å"the people should be for the economy. † In many ways, our economy is also very much part of our human habitat and we must be concerned with it since it is the venue through wh ich we are able to work in exchange for goods and services that we NEED. Of course, there are also plenty of goods and services that we don’t need. These are expressions of our wants as opposed to our needs. Human survival is as important as is the survival of anything else on this planet. However, it is undoubtedly the case that notions of human comfort should be revisited in light of the importance of the survival of other things on this planet. References Desjardins, J. (2006). Environmental Ethics: An Introduction to Environmental Philosophy (4th ed. ). Belmont, CA: Thomson Wadsworth. Parker, K. (1996). Pragmatism and environmental thought. In A. Light E. Katz (Eds. ), Environmental Pragmatism (pp. 21-37). New York: Routledge. Stephens, P. (2007). Sustainability, democracy, and pragmatism in Bryan Nortons philosophy of ecosystem management. Organization and Environment, 20, 386-392.

HRM Competencies CHAPER1,4,11 Essay Example | Topics and Well Written Essays - 1500 words

HRM Competencies CHAPER1,4,11 - Essay Example In addition, in this case training is mainly done to expose the employees to job requirements. Development refers to the ability to enable one perfect the skills they possess. In organizations, development is used to increase the effectiveness of human resources. In addition, HR professions are responsible for career development of employees. Ulrich et.al (2012) say that this can be achieved through the provision of tools and resources aimed increasing the involvement of an employee in certain activities. Additionally, all employees require career development strategies aimed at improving their expertise in their professional field. In general development can be referred to as improvement of an employee’s professional abilities. Development can also be efficiently achieved through learning. This paper analyzes the function of the HR profession as a trainer or developer. In addition, the paper will analyze the suitability of the requirements to create an exceptional training and development programs. For a HR profession to put in place functional development and training frameworks, they should realize the relation between the two vices. In an argument by Vyas (2009)development includes training of human resources to fit a particular job description of their professional alignment. This can also be perceived as development. Career development in organizations is mainly done through training. From this argument, one may assert that training is the main requirements of development and a HR developer should merge the two requirements. The main requirement of a HR developer is to create a development framework that suits the need of both the organization and the employees. In an argument by Petrescu & Simmons (2008), the organization should also provide specificationsto the developer on the nature of required development frameworks. Vyas (2009)also argues that the relationship between the

Plastic Surgery Essay Example | Topics and Well Written Essays - 1000 words - 3

Plastic Surgery - Essay Example Many may say that beauty is in the eyes of the beholder or that plastic surgery is there to enhance the appearance, but I feel as though it is beyond that and many have made it a mocker. Cosmetic surgery should only be for medical purposes or if seriously injured. The aim of the essay is to use different articles on the effects and reasons of the increasing practices of plastic and cosmetic surgery. The essay focusses mainly on, â€Å"The pitfalls of plastic surgery by Camille Paglia.† Paglia states, â€Å"plastic surgery is living sculpture: a triumph of modern medicine. As a revision of nature, cosmetic surgery symbolizes the conquest of biology by human free will. With new faces and bodies, people become their own works of art† (Paglia, 791). The statement illustrates that plastic surgery has changed the perception of beauty where the western woman has high regards when it comes to beauty since she was the first to hit entertainment industry hence women undergo plast ic surgery to gain perfection. Later in her article, she argues on this perception since the process of plastic surgery is risk and one may end up turning from bad to worse if the surgery fails.In the case of cosmetic surgery, â€Å"what neurological risks be there in the long term use of Botox a nonsurgical toxin injected subcutaneously to paralyze facial muscles and smooth out fallows and wrinkles,† (Paglia, 792) most of the people undergoing cosmetic surgery do not have a clue of the risks of overusing Botox. Before undergoing cosmetic surgery, it is important to identify the risks involved in the overuse of the drug since the drug has severe consequences and irreversible making people from failed cosmetic and plastic surgery lose their true beauty.

Persuasive memo Essay Example | Topics and Well Written Essays - 500 words

Persuasive memo - Essay Example While I respect your professional background, I believe that this is less of an identity and more of a description of a particular aspect of our business model. In reality I believe that Persuade Cafà © suffers precisely from this lack of corporate brand. The following suggestions work within this recognition to both improve business efficiency and establish a more thorough brand identity. While I understand you are opposed to the introduction of t-shirt sales, I believe that our business has simply gone about them wrong. Rather than implement them as a kitsch item with a one-time slogan, they could be constructed with a brand identity like Nike’s that is less about advertising the company and more about embodying its core values. This way the shirts would establish this emotional connection with the consumer and constitute a new mode of in-store revenue. Another point I took contention with was your downplaying of in-store dà ©cor. You indicated that dà ©cor was unnecessary as quick service was the primary goal. I believe even for fast transactions it is important to pay attention to the in-store dà ©cor as this send a message to the consumer about the stores’ values. The employee surveys indicated that training programs were clearly lacking. I believe it would be effective for the corporate offices to hire an instructional designer to establish an e ffective and efficient corporate training program that could ensure new employees are brought into the company in the proper way. Additionally, long-term career opportunities and advancement options could be established. Ultimately, I believe all the problems at Persuade Cafà © stem from a lack of a strong corporate identity. If the company then is going to come out of their Wall Street difficulties that must establish more a market niche. If the company’s intention is fast service, then we need to find a way to maximize the quality of the items in as fast a way as

The Merits And Demerits Of Each Philosophy Education Essay

The Merits And Demerits Of Each Philosophy Education Essay Introduction: This essay will discuss two research philosophies. It starts by giving a brief account of each. Followed by a discussion on the preferred philosophy which will be adopted for the research project, i.e. social constructivism alongside post positivism In this discussion the merits and demerits of each philosophy, are given along side the research strategies associated with each as well as the rationale for adapting social constructivism. Here, a brief history of each outlines philosophy: Post positivism arose out of dissatisfaction with some aspects of the positivist stance. Whereas positivists accept an objective, apprehendable reality, post positivists acknowledge an objective reality that is only imperfectly apprehendable (Lincoln Guba, 2000). This position holds that human intellectual mechanisms are flawed and that lifes phenomena are basically intractable, and therefore, one can never fully capture a true reality. A key distinction between the positivist and post positivist views is that the former stresses theory verification and the latter theory falsification (Lincoln Guba, 2000, p. 107). Despite some important differences between the positivist and post positivist paradigms, the two perspectives share much in common (Lincoln Guba, 2000; Ponterotto, 2002). A goal for both is an explanation that leads to prediction and control of phenomena. Both perspectives emphasize cause- effect linkages of phenomena that can be studied, identified, and generalized, and both paradigms proffer an objective, detached researcher role. Furthermore, both paradigms operate from both a nomothetic and etic perspective. Positivism and post positivism serve as the primary foundation and anchor for quantitative research. Whereas, constructivists hold that reality is constructed in the mind of the individual, rather than it being an externally singular entity (Hansen, 2004). The constructivist position espouses a hermeneutical approach, which maintains that meaning is hidden and must be brought to the surface through deep reflection (see Schwandt, 2000; Sciarra, 1999). This reflection can be stimulated by the interactive researcher-participant dialogue. Thus a distinguishing characteristic of constructivism is the centrality of the interaction between the investigator and the object of investigation. Only through this interaction can deeper meaning be uncovered. Qualitative research and the seeds of constructivism-interpretivism can be traced back to Kants (1881/ 1966) Critique of Pure Reason. According to Hamilton (1994, p. 63), Kants position was that human perception derives not only from evidence of the senses but also from the mental apparatus that serves to organize the incoming sense impressions and that human claims about nature cannot be independent of inside-the-head processes of the knowing subject. Another significant figure in the development of constructivism was Dilthey (1894/1977). Proponents of constructivism-interpretivism emphasize the goal of understanding the lived experiences (Erlebnis) from the point of view of those who live it day to day (Schwandt, 1994, 2000). Dilthey believed that every lived experience occurs within a historical social reality. He further believed that these lived experiences may be outside the immediate awareness of the individual but could be brought to consciousness. Understandably, the constructivist-interpretivist paradigm provides the primary foundation and anchor for qualitative research methods. Linking it to the philosophy of constructivism-interpretive and the research on leadership styles prevailing in Risxcel. My research project will adopt constructivism-interpretivism instead of post positivism. The ensuing discussion explains why: The methodology to be used for the research will be influenced by social constructivism which is often in combination with interpretivism (Mertens 1998, Bryman 2008) because its underpinnings are appropriate to act in response to the leadership in Risxcel. Social Constructivist-interpretist holds the hypothesis that folks seek an understanding of the world in which they work and inhibit, Creswell (2009). In this area, folks build up subjective meanings of their experiences meanings focussed toward some objects or things on leadershipà ¢Ã¢â€š ¬Ã‚ ¦ The aim of research is to extract participants views of the leadership styles prevailing in Risxcel. Such views will be extracted from CEO, managers and staff as the researcher visits the context and seek an understanding of leadership styles prevailing at Risxcel, however such an understanding can only be made possible by seeking the views and perceived experiences of those working on leadership positions at the college. From this point of view, this research will require an understanding community, i.e. Risxcel staffs subjective meanings of leadership. Adopting Constructivism enables participants to give their subjective experiences which are socially and culturally constructed. It is anticipated that by applying social constructivism to this research, if the context will form the explanation of data. By applying Social Constructivism, the project therefore positions the acknowledgement of how the interpretation of data flows from historical experiences, personal and cultural (Creswell 2009). As Crotty (1998) notes, meanings are generated by human beings as they engage with the world they are interpreting. In this case, it is anticipated that being informed and directed of the post positivist paradigm would have make the study somewhat people -less (Kitchin 2006: 6) as it ignores their views and beliefs within a study population otherwise highly charged with these, given the subject of leadership. Against this bac kground, the research project adheres to the supposition by social constructivists that the generation of meaning is always social, arising in and out of interaction with a human community (Crotty 1998 in Creswell 2009: 9). Qualitative research strategies, i.e. individual in depth views and focus groups, will therefore utilized in this research as they allow the researcher to extract participants views, experiences, beliefs on the subject of leadership This being the case, quantitative research strategies, which are informed of post positivism would inappropriate as will be further discussed below. Given that the research project will be using qualitative research strategies, a definition may be crucial at this point. Qualitative research is a positioned activity that locates the observer in the world. It consists of a set of material practices, interpretive that makes the world noticeable. These practices à ¢Ã¢â€š ¬Ã‚ ¦ turn the world into a series of representations including photographs, field notes, and interviews, to the self. At this level, qualitative research involves a naturalistic, interpretive approach to the world. This explains that qualitative researchers study things in their natural settings, interpret phenomena and attempting to make sense in terms of the meanings people bring to them (Denzin and Lincoln, 2005: 3). In addition to the issues noted above post positivism and its research strategies would not be appropriate for the research project because post-positivist assumptions hold true more for quantitative research than qualitative research which is called sometimes the scientific method (Creswell 2009). As well, post-positivists hold deterministic philosophy in which causes determine effects or outcomes, which are the reflection to the need of identification and the assessment of the causes that influence outcomes such as found in experiments (Creswell 2009). Also, has the intent to reduce the ideas into small, which discrete a set of ideas to test, such as the variables that comprise hypotheses and research questions. The knowledge is based on careful observation and measurement of the objective reality that exist in the world. It becomes paramount for post-positivists the development of numeric measures of observations and the study of the behaviour for individuals (Creswell 2009). Challenges to Qualitative Research, while the project will utilise qualitative research as informed by social constructivism, its notable that it is by nature demanding and time consuming. There is need for dedication to field work, collecting the data, gaining rapport and when it comes to data analysis, one must sort out through large of data before reducing them to a few themes (Creswell 1998). After analysis, one must contend with writing a lengthy piece of work as evidence must substantiate claims and quotes from population study inherently increase the length of the study (Creswell 1998:17). It is also note worthy that social constructivism has been criticised fro being too dependent of participants views and experiences and also being too subjective to researcher interpretation (Lincoln and Denzin 1994). However to counter, this in the research project, reflexivity will be applied. This will involve seeking constant guidance from the supervision term when in doubt on how to int erpret findings. This will also be the strategy used for countering possible bias. In spite of the above acknowledged problems related with its utilization, the research project on leadership at Risxcel will utilise qualitative research due to the nature of the topic as well as my philosophical worldview position. In this instance, qualitative research will enable me to explore the Risxcels leadership styles within a given context in detail. And gleaned explanations on peoples views, behaviour, actions and beliefs as culturally, socially and historically informed. Indeed, the topic of the research project need to be explored in detail and as (Creswell, 1998) notes; qualitative research is the method suitable for research topics with no easily identified variables or explanations for behaviour and requiring explorations to be carried out. As Creswell (1998: 17) comments, one must select qualitative research over quantitative research when the topic needs to provide a detailed view because the wide -angel lens or the distant panoramic shot will not suffice to present answers to the problem , or the close up view does not exist. In conclusion, this essay has discussed two philosophies, i.e. social constructivism and post-positivism. It has also presented the philosophy which will be applied to the research project on leadership at Risxcel and given a rationale for its selection. In this selection process, the merits and demerits of each philosophy have been discussed, alongside the research strategies associated with each. While social constructivism clearly has its challenges, it was deemed more appropriate for the research project.

The Impact of Keynesian Theory on Roosevelts New Deal :: Economy

The Impact of Keynesian Theory on Roosevelt's New Deal The crash of the stock market brought many hard times. Franklin D. Roosevelt's New Deal was a way to fix these times. John Stuart Mill and John Maynard Keynes were two economists whose economic theories greatly influenced and helped Franklin D. Roosevelt devise a plan to rescue the United States from the Great Depression it had fallen into. John Stuart Mill was a strong believer of expanded government, which the New Deal provided. John Maynard Keynes believed in supply and demand, which the New Deal used to stabilize the economy. Franklin D. Roosevelt's New Deal is the plan that brought the U.S. out of the Great Depression. It was sometimes thought to be an improvised plan, but was actually very thought out. Roosevelt was not afraid to involve the central government in addressing the economic problem. The basic plan was to stimulate the economy by creating jobs. First Roosevelt tried to help the economy with the National Recovery Administration. The NRA spread work and reduced unfair competitive practices by cooperation in industry. Eventually the NRA was declared unconstitutional. Franklin D. Roosevelt then needed a new plan. Keeping the same idea of creating jobs he made many other organizations devoted to forming jobs and in turn helping the economy. One of those organizations was the Civilian Conservation Corps. This corps took men off the streets and paid them to plant forests and drain swamps. Another of these organizations was the Public Works Administration. This organization employed men to build highways and public buildings. These were only some of the organizations dedicated to creating jobs. Creating jobs was important because it put money in the hands of the consumer. This directly affected the supply and

Fear of My First Speech in Class

Fear of My First Speech in Class When I thought of my first speech class, I was a bit frantic. After reading about professional public speakers stories on fear of public speaking and how they essentially overcame it, I told myself you can do it. The day of presenting my speech finally arrived and I volunteered to be the one to go first in class. I was more apprehensive about my accent than anything else. Would the audience understand me clearly? Would they be bored with what I have to say about my chosen topic? Would I captive them and would I make a good impression?Well, I gave the speech without a hitch. It was helpful to have my outline I created for the perusal of the class. My speech flowed particularly well thanks to the step-by-step key points of the outline. Meanwhile, I dared to glance from time to time at the audience to see if I could pick up cues. Sometime I found myself elevating my pitch, smiling just to capture my audience, and to gain confidence that my topic was an i mportant and resourceful topic. To conclude, after I was done with my speech the class in a jovial expression clapped and smiled.My heart was palpitating so hard I thought I would faint. I had more fear as I was closing my speech. This fear was primarily due to what the critique of my audience would be. The response from the â€Å"the love notes† includes positive sayings and great feedback from each classmate, including the professor. As for my second speech in class, I could say I did not do as well as the first one. You would think that I would get it now and do better. Yet, I didn’t think I delivered as well as I did with the first one.Although the audience was listening to me, it seemed to be redundant and very similar to the first speech, but with fewer interesting details. After listen to some of the students’ speech I realized many of the pointers that I left out on my own speech. By listen and examine others mistakes it can be beneficial for one own mis take. I have learned a great deal from Communication 111. I would apply all the concepts to my future endeavors. References Lucas, Stephen E. (2009). The art of public speaking (10th ed. ). New York: McGraw Hill. http:www. social anxiety. com

King Edward I of England - Longshanks

King Edward I of England - Longshanks Edward I - Early Life: Born June 17, 1239, Edward was the son of King Henry III of England and Eleanor of Provence. Trusted to the care of Hugh Giffard until 1246, Edward was later raised by Bartholomew Pecche. In 1254, with his fathers lands in Gascony under threat from Castile, Edward was directed to marry King Alfonso X of Castiles daughter Eleanor. Traveling to Spain, he wed Eleanor at Burgos on November 1. Married until her death in 1290, the couple produced sixteen children including Edward of Caernarvon who succeed his father on the throne. A tall man by the standards of the day, he earned the nickname Longshanks. Edward I -Second Barons War: An unruly youth, he clashed with his father and in 1259 sided with a number of barons seeking political reform. This led Henry to return to England from France and the two were ultimately reconciled. In 1264, tensions with the nobles again came to a head and erupted in the Second Barons War. Taking the field in support of his father, Edward captured Gloucester and Northampton before being taken hostage after the royal defeat at Lewes. Released the following March, Edward campaigned against Simon de Montfort. Advancing in August 1265, Edward won a decisive victory at Evesham which resulted in Montforts death. Edward I -The Crusades: With peace restored to England, Edward pledged to embark on a crusade to the Holy Land in 1268. After difficulties raising funds, he departed with a small force in 1270 and moved to join with King Louis IX of France at Tunis. Arriving, he found that Louis had died. Deciding to press on, Edwards men arrived at Acre in May 1271. Though his force aided the citys garrison, it was not large enough to attack Muslim forces in the region with any lasting effect. After a series of minor campaigns and surviving an assassination attempt, Edward departed Acre in September 1272. Edward I -King of England: Reaching Sicily, Edward learned of his fathers death and his proclamation as king. With the situation in London stable, he moved slowly traveling though Italy, France, and Gascony before arriving home in August 1274. Crowned king, Edward immediately began a series of administrative reforms and worked to restore royal authority. While his aides worked to clarify feudal land holdings, Edward also directed the passage of new statutes regarding criminal and property law. Holding regular Parliaments, Edward broke new ground in 1295 when he included members of the commons and gave them power to speak for their communities. Edward I -War in Wales: In November 1276, Llywelyn ap Gruffudd, Prince of Wales, declared war on Edward. The following year, Edward advanced into Wales with 15,000 men and compelled Gruffudd to sign the Treaty of Aberconwy which limited him to the land of Gwynedd. Fighting again flared in 1282 and saw Welsh forces win a string of victories over Edwards commanders. Halting the enemy at Orewin Bridge in December, English forces began a war of conquest which resulted in the imposition of English law over the region. Having subjugated Wales, Edward embarked on a large castle building program in the 1280s to consolidate his hold Edward I -The Great Cause: As Edward worked to strengthen England, Scotland descended into a succession crisis following the death of Alexander III in 1286. Dubbed the Great Cause, the battle for the Scottish throne effectively devolved into a contest between John Balliol and Robert de Brus. Unable to come to a settlement, the Scottish nobles asked Edward to arbitrate the dispute. Edward agreed on the condition that Scotland recognize him as its feudal overlord. Unwilling to do so, the Scots instead agreed to let Edward oversee the realm until a successor was named. After much discussion and several hearings, Edward found in favor of Balliol on November 17, 1292. Despite Balliols ascension to the throne, Edward continued to wield power over Scotland. This issue came to a head when Balliol refused to provide troops for Edwards new war against France. Allying with France, Balliol dispatched troops south and attacked Carlisle. In retaliation, Edward marched north and captured Berwick before his forces routed the Scots at the Battle of Dunbar in April 1296. Capturing Balliol, Edward also seized the Scottish coronation stone, the Stone of Destiny, and took it to Westminster Abbey. Edward I -Issues at Home: Placing an English administration over Scotland, Edward returned home and was faced by financial and feudal problems. Clashing with the Archbishop of Canterbury over taxing the clergy, he also faced resistance from the nobles over increasing levels of taxation and military service. As a result, Edward had difficulty building a large army for a campaign in Flanders in 1297. This crisis was resolved indirectly by the English defeat at the Battle of Stirling Bridge. Uniting the nation against the Scots, the defeat led Edward to again march north the following year. Edward I -Scotland Again: Meeting Sir William Wallace and the Scottish army at the Battle of Falkirk, Edward routed them on July 22, 1298. Despite the victory, he was forced to campaign in Scotland again in 1300 and 1301 as the Scots avoided open battle and persisted in raiding English positions. In 1304 he undercut the enemy position by making peace with France and swaying many of the Scottish nobles to his side. The capture and execution of Wallace the following year further aided the English cause. Re-establishing English rule, Edwards victory proved short-lived. In 1306, Robert the Bruce, grandson of the earlier claimant, killed his rival John Comyn and was crowned King of Scotland. Moving quickly, he embarked on a campaign against the English. Aging and ill, Edward dispatched forces to Scotland to meet the threat. While one defeated Bruce at Methven, the other was beaten at Loudoun Hill in May 1307. Seeing little choice, Edward personally led a large force north to Scotland that summer. Contracting dysentery on the way, he encamped at Burgh by Sands just south of the border on July 6. The following morning, Edward died as prepared for breakfast. His body was taken back to London and buried at Westminster Abbey on October 27. With his death, the throne passed to his son who was crowned Edward II on February 25, 1308. Selected Sources The British Monarchy: King Edward IEnglish Monarchs: Edward I BBC: Edward I

The Best SAT Vocabulary Lists on the Web

The Best SAT Vocabulary Lists on the Web SAT / ACT Prep Online Guides and Tips Need to study vocabulary for the SAT but aren’t sure where to start? We have links to the best free lists of SAT vocab from around the web. We also have found other vocab study resources – from videos to apps to browser plug-ins – to help you study in the way that works best for you. Read on and conquer SAT vocabulary! First Things First: Don’t Overdo Vocab Before we jump into the resources, we have an important word of advice – don't overdo vocab studying for the SAT. SAT Vocabulary is based on understanding words in context, in subjects ranging from literature to social science to science. In other words, you won’t be expected to know the definition of a random word with no outside information. Instead, you have to figure out what a word means based on the information around it. So the best use of your study time is to learn high-value, medium-difficulty words, not to cram your head with lots of obscure vocabulary. Be wary of any prep programs that promise to teach you â€Å"SAT Vocabulary,† especially ones with super long word lists (500 or 1000 words). This is a waste of your time! These programs are still based on the old SAT, which tested more obscure vocabulary. That said, if you struggle with vocabulary in general, it can be good to do some separate vocabulary study to help you tackle the reading passages, some of which will be more difficult than on the old SAT. For example, take a look at this question from an SAT practice exam: Test question from SAT Practice Test 1. If you don’t have a clue what the word â€Å"ambivalent† means, it might be hard for you to tackle the sentence and figure out what ambivalent means in this context. (For the record, Merriam-Webster defines ambivalent as â€Å"having a mixture of opposing feelings.†) So how can you figure out if you need to do some dedicated vocabulary study, or if your existing vocabulary base is sufficient? Take a practice SAT, focusing on the Reading and Writing sections. When grading your Reading answers, if you missed half or more of the vocab questions (the ones that begin â€Å"as used in line __, the word ____ most nearly means†¦Ã¢â‚¬ ) then you should make studying vocabulary a priority. Furthermore, when correcting the other Reading questions, try to figure out why you got them wrong. (Learn more about getting the most out of practice tests.) If you notice you’re missing questions because you misunderstood a word or phrase, either in the passage or the question, it could also be useful to get some SAT vocabulary under your belt. Finally, keep an eye out for the â€Å"precision† questions on the Writing section. These questions have you compare different word choices, for example â€Å"therefore,† â€Å"thus,† â€Å"moreover,† and however,† and pick the one that works best in the passage. Again, you need to be able to understand how a word’s meaning works within a sentence to get these right. If you take the practice test and only miss a few or none of the Reading vocab questions, and none of the Writing precision questions, and your wrong answers are due to different issues (timing, misunderstanding the passage’s larger meaning, etc) then do not spend time studying vocab! Focus on your other weak areas. (Check out our ultimate study guide for SAT Reading for ideas.) But if you do struggle on any of those questions, check out the vocabulary lists below to help you learn high-value words for the SAT. SAT Vocabulary Word Lists If you’ve decided that you need to work on SAT vocab, we recommend using these vocab lists. They focus on common, easy-to-moderate difficulty SAT words that are most likely to be tested. They also don’t overemphasize vocabulary – none of these lists is longer than 200 words. Remember that spending hours memorizing vocabulary is not an efficient use of study time for the SAT. Start by learning one word list, then take another practice test. If you're still struggling with the vocabulary questions, move on to the next list. PrepScholar's 200 SAT Words PrepScholar's 150 Top ACT Words Scholastic's SAT/ACT Top 100 Words Kaplan's 100 Most Common SAT Words* *Save this list for last, because it contains more difficult words that are less likely to be tested on the current iteration of the SAT. However, these are still good words to know because they could be used in the more difficult reading passages. You can make your own flash cards to study these words, or check out the resources below for virtual flash cards and other learning resources. Happy studying! Flashcards, Games, and Other Resources Beyond just giving you word lists, we also wanted to give you some more tools to learn vocabulary. These are a few resources that are also free and can help you learn SAT vocab. I chose a range of websites to help different kinds of learners. All of these are great resources, and you should use them if you find them helpful. In general, when you are looking for SAT vocab resources, avoid services promising to teach you more than 500 words (too much time) or any services you have to pay for (not worth it given the amount of free resources). If you have any resources that are helpful for you, feel free to share them in the comments! Quizlet This is an online flashcard website. If you make an account, you can use their website and also their mobile apps for iPhone and Android – meaning you can study your SAT vocab on the go! If you're anything like me and hate hand-writing flash cards, this app will be your best friend. Image via Quizlet. This app is handy because as you review words, you can star cards that you are struggling with, allowing you just to focus on your weak spots. You can either make your own card sets focusing on problem words or search pre-made lists. For example, here’s the Kaplan top 100 list from above! I personally used this app all the time in college for my language classes and found it very helpful. I highly recommend using it to study your SAT vocabulary. ProfessorWord This is an app for your web browser that highlights SAT/ACT vocab words from articles and web pages and defines them for you. This is really cool because if you like to read articles from publications like The New York Times, The Atlantic, or Wired, it’s likely you’re encountering SAT vocab words in your daily reading anyway. This app just goes through and points them out so you don’t miss them! This is a great way to learn words in the context of your day-to-day web browsing. Especially given the SAT's focus on understanding vocabulary in context, I highly recommend using ProfessorWord to find and study vocabulary. Professor Word can turn even your leisure reading into a study exercise. Image via Wired. For the best practice, run ProfessorWord and check out the highlighted words on the web page. Before you click on the word to see the definition, quickly jot down (either on a piece of paper or in a NotePad document) what you think the word means, based on how it's used in the article. Then, check out the official definition. Compare your guess with the official definition and see how close you got. If you do this exercise a few times a week, you will improve your ability to figure out a word's meaning based on its context, plus, you will generate a list of SAT words to study. Win win! Vocab Ahead If you like words explained out loud, check out the videos at Vocab Ahead. These videos are really helpful for students who learn best by hearing rather than reading, or by having concepts explained to them. Head to the â€Å"Study Room† tab and select â€Å"SAT 300 Common† from the drop down menu. The videos for each word last about 30 seconds, and incorporate a definition and at least one example. This is also a great resource if you have a particular word you are struggling to understand based on its dictionary definition alone. Vocab Sushi If you like online quizzes, Vocab Sushi is a website that lets you test your vocab knowledge with quizzes and teaches vocab words by using them in sentences from actual news stories. This is a great way to learn new words through real-world examples, rather than just dictionary definitions. Give this website a shot if you struggle with memorizing basic word definitions and/or if you want more practice learning vocabulary based on its context. What’s Next? Struggling with SAT Reading practice sections? Learn how to stop running out of time on SAT reading. Also, check out our ultimate SAT Reading study guide. It will teach you the content, skills, and tips you need to improve your SAT Reading score. Learn more about vocabulary on the SAT, including how it changed from the old SAT. Not sure what score to aim for on the SAT? Learn how to come up with a target score for the SAT based on the colleges you want to attend. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

IFRS .IFRS and US GAAP Comparison Essay Example | Topics and Well Written Essays - 250 words

IFRS .IFRS and US GAAP Comparison - Essay Example Firstly, income statement captions are not required in the case of US GAAP while IFRS prescribes minimum caption in income statement. In addition, the US GAAP treatment allows either single step or multiple steps format for income statement captions. According to the US GAAP treatment, classification of extraordinary items is permitted under certain circumstances and it can also be segregated within operating income; in contrast, IFRS bans classification of unusual items although it permits segregation of such items (Deloitte). The US GAAP provides a broader definition for discontinued operations while IFRS sets a narrow definition. Under US GAAP, restructuring costs are recognized only when it becomes necessary but IFRS recognizes restructuring costs when it is announced. Limited guidance on offsetting of assets and liabilities is a characteristic feature of US GAAP; however, IFRS insists specific guidance on offsetting of assets and liabilities. In case of IFRS, financial position’s classified statement is essential unless liquidity ordering is more meaningful. In contrast, such a statement is not required under US GAAP. Exclusion of long-term debt from current liabilities is a specific feature of IFRS. The US GAAP treatment refinances the exclusion of long term debt. The IFRS treatment states the minority interests as a component of equity while US GAAP guidelines restrict the presentation of minority interests as equity (â€Å"IFRSs and US GAAP†¦.†). As per the US GAAP balance sheet format, entries are presented as total assets balancing to total liabilities in addition to shareholders’ equity. In contrast, IFRS entries include current and non-current assets and current and non-current liabilities. While US GAAP presents items on the basis of decreasing order of liquidity, the IFRS presents the items in the increasing order. â€Å"IFRSs and US GAAP: A pocket comparison.† An IAS plus Guide: Audit, Tax, Consulting and Financial

Case study Example | Topics and Well Written Essays - 250 words - 106

Case Study Example The Swiss chocolate ice cream cake roll has to be sourced from another vendor in the supplier’s list immediately. The situation analysis needs to begin with the communication breakdown. It is important to assess the communication between the sales department and the conference organizer who was supposed to ensure that the guests did not bring along their pets. The reservationist failed to inquire if the guests were dog or cat owners, which would have helped to avoid the two pets from creating a commotion at the Times hotel. The events demonstrated failure among the reservations personnel. There is need to ask them to explain why the mess occurred. The reason for two room attendants not to report to work during such chaos is questionable and needs an explanation. The switchboard operator failed to relay calls with important information to the chef and the reasons need to be known. The air conditioner was faulty and the front office manager did not get this information as calls from the executive engineer went unanswered. The switch board operator plays a significant role in the hotel’s co mmunication network and should not fail in his/her duty. The significance of effective communication between the front office and other departments cannot be overemphasized. It is important for the front office manager to develop an analytical perspective of the communication system. Active participation by front the office manager in routine communication is important for the effective management of other departments. Employees need to be trained on how to deal with colleagues within their department as well as in other departments to enhance professionalism in communication and service delivery. The function board needs to be reviewed with every employee on respective shifts to ensure professional initial guest contact. The front office manager needs to help the employees to concentrate on every day’s