Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder – Causes, Reasons and TreatmentAutism Spectrum Disorder (ASD) is defined as a developmental disability that affects people’s personalities based on how they interact with the world (Magalhaes and Almeida, 2010). However, Sparks and Dager (2012, p. 187) defines ASD as â€Å"a serious neurodevelopmental disorder that impairs one’s ability to communicate and interact with others.† Various ASD definitions are known to be universal since they recognise it as a spectral condition (Baird et al., 2016). In his study, Umekage (2011, p. 25), indicates that ASD is a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another (Akanksha et al., 2011). Despite various studies on the reasons, causes and treatment of ASD, there are relatively unknown rationale for its causes. Chandler and Baird (2015, p. 923) posits that people with ASD need different kinds of support since their ways of development and learning differ from every individual. The aim of this paper is to discuss the causes, reasons and treatment of ASD.Causes of ASDAlthough there are undetermined causes of ASD, scientists as well as medical practitioners believe that an amalgamation of genetic and environmental factors are the two major causes of ASD (Fitzgerald and Geschwind, 2013). To start with, the cause of ASD via genetic factors is not a simple process, but a complex of progression that involve multiple genes. Causes of ASD – Gentics Autism Spectrum Disorder As indicated by Schechtman (2014, p.86) study, the rate of ASD development in identical twins as well as monozygotic is higher than rates in dizygotic and same-sex fraternal twins. This indicates that fraternal twins only share some genes, while identical twins have equal genes and therefore genes contributes much to autism. More so, Brothers as well as sisters of children with autism have high level of autism (Fitzgerald and Geschwind, 2013). From another perspective, Smith and John (2011, p. 803) in their research attributed that siblings share certain problems such as language as well as learning difficulties if one of the sibling has autism. However, it is not clear if autism is inherited as well as more general predisposition difficulties.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayCauses of ASD – Environmental Factors Secondly, ASD can be caused by environmental factors. Environmental toxins such as mercury and thimerosoal vaccines cause autism stems (Mercer et al., 2016). More so, congenital rubella infection is one of the environmental factors that cause ASD. However, Goin-Kochel and Myers (2015, p. 172) disputes that there is any clarity environmental factors causing ASD and therefore more studies needs to be done. Rich and Isager (2012, p. 410) adds â€Å"some of the evidence proposed for environmental factors is based on case reports, which are often difficult to interpret.†Reasons for ASDASD as mentioned earlier, ASD can be caused by a combination of environmental and genetic factors, however, we have reasons ASD occurs. First, Autism exists when a single gene known as fragile X syndrome (FXS) exists in the blood (Hessl and Schneider, 2013). FXS is defined as a syndrome that is coupled with autism as well as intellectual disability (Visootsak and Picker, 2015). As per Wehner and Hager man (2011, p. 415), â€Å"Whereas ASD is a behavioural diagnosis, FXS is a medical, or more accurately, a genetic diagnosis and therefore when associated with FXS, ASD is caused by the genetic change or mutation in the Fragile X gene.† This alters normal blood circulation, hence ASD. Secondly, individuals are affected by ASD when tuberous sclerosis, chromosome 15q and other genetic conditions subsist (Hessl and Schneider, 2013).ASD Treatment – MedicationsCore symptoms associated with ASD have no medication and cure, but we have medications that help to manage high energy levels of ASD, seizures, inability to focus as well as depression symptoms (Burrell and Borrego, 2012). The first treatment method utilised during ASD is the early intervention service. This method improves individual’s development, especially children with ASD (Buitelaar and Wong, 2014). These services, such as vitamin therapy, auditory training, facilitated communication and physical therapy improve children talk, interaction and walk. Early intervention services attribute the theory of mind as an explanatory ASD theory that reflects on the symptom criteria (A) of the DSM-5. As per Gallese and Goldman (2012, p. 496), the theory of mind was created by Uta Frith, Alan Leslie and Simon Baron-Cohen in 1985 to explain communication persistence as well as social interaction for people with ASD.ASD Treatment – Behaviours and CommunicationThe second method used for ASD treatment is the behaviours and communication approaches. This method involves direct, organised and structural ways for people with ASD to participate in a given paediatric events and medication. As per Burrell and Borrego (2012, p. 424), applied behaviour analysis (ABA) is utilised as a treatment of ASD via behaviour and communication approach to encourage positive and discourage negative behaviours hence improving various skills needed during ASD treatment. This is in relation to the theory of executive dysfunction which states, â€Å"Executive functions (EF) are a set of cognitive skills that are put into practice through autonomous activities.† Most of these EF skills are utilised by ASD patients to boost their flexibility, organisation, objectives and goals, anticipation as well as to be able to control their impulses (Buitelaar and Wong, 2014). Thirdly, ASD can be treated through dietary approaches. Change in diet, such as using certain foods, mineral supplements and vitamin helps to treat certain ASD effects. However, Talalay and Zimmerman (2014) posit that although dietary approach is considered as one of the ASD treatment, there is no scientific support and recommendation. Finally, ASD can be treated using complementary and alternative treatments. Treatments associated with complementary and alternative approaches include chelation, biological such as secretin, special diets and body-based systems (Burrell and Borrego, 2012).ConclusionIn conclusion, the aim of this paper was to discuss the causes, reasons and treatment of the Autism Spectrum Disorder (ASD). Being a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development, ASD has varied and complex behaviours hence there is unknown treatment for core symptoms. Generally, ASD is caused by a combination of genetic and environmental factors such as genes inheritance and environmental toxins respectively. Some of the treatments for ASD as discussed included the used of the early intervention services, the behaviours and communication approaches, dietary approaches and complementary and alternative treatments. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another and therefore its treatments depends on an individual case.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayBibliographyAkanksha, M., Sahil, K., Premjeet, S. and Bhawna, K. (2011) â€Å"Autism spectrum disorders(ASD).† International Journal of research in ayurveda & pharmacy, 2(5), pp.1541- 1546. Baird, G., Simonoff, E. and Charman, T. (2016) â€Å"Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP).† The lancet, 368(9531), pp.210-215. Burrell, L. and Borrego, J. (2012) â€Å"Parents’ Involvement in ASD Treatment: What Is Their Role?.† Cognitive and Behavioral Practice, 19(3), pp.423-432. Buitelaar, K. and Wong, C. (2014) â€Å"Psychopharmacological prescriptions for people with autism spectrum disorder (ASD): a multinational study.† Psychopharmacology, 231(6), pp.999-1009. Chandler, S. and Baird, G. (2015) â€Å"Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample.† Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), pp.921-929. Fitzgerald, R. and Geschwind, D. (2013) â€Å"Autism recurrence in half siblings: strong support for genetic mechanisms of transmission in ASD.† Molecular psychiatry, 18(2), p.137-140. Goin-Kochel, P. and Myers, B. (2015) â€Å"Congenital versus regressive onset of autism spectrum disorders: Parents’ beliefs about causes.† Focus on Autism and Other Developmental Disabilities, 20(3), pp.169-179. Gallese, V. and Goldman, A. (2012) â€Å"Mirror neurons and the simulation theory of mind-reading.† Trends in cognitive sciences, 2(12), pp.493-501. Hessl, D. and Schneider, A. (2013) â€Å"Fragile X Syndrome (FXS). In Encyclopedia of Autism Spectrum Disorders 79(2), pp. 1320-1324. Magalhaes, T. and Almeida, J. (2010) â€Å"Functional impact of global rare copy number variation in autism spectrum disorder.† Nature, 466(7304), pp.368-401. Mercer, L., Creighton, S. and Lewis, S. (2016) â€Å"Parental perspectives on the causes of an autism spectrum disorder in their children.† Journal of Genetic Counseling, 15(1), pp.41-50. Rich, B. and Isager, T. (2012) â€Å"Mortality and causes of death in autism spectrum disorders: an update.† Autism, 12(4), pp.403-414. Sparks, B. and Dager, S. (2012) â€Å"Brain structural abnormalities in young children with autism spectrum disorder.† Neurology, 59(2), pp.184-192. Schechtman, M. (2014) â€Å"Scientifically unsupported therapies in the treatment of young children with autism disorders.† Psychiatric Annals, 37(9), pp. 79-92. Smith, S. and John, W. (2011) â€Å"Col4a1 mutation causes endoplasmic reticulum stress and genetically modifiable ocular dysgenesis.† Human molecular genetics, 16(7), pp.798- 807. Talalay, P. and Zimmerman, A. (2014) â€Å"Sulforaphane treatment of autism spectrum disorder (ASD).† Proceedings of the National Academy of Sciences, 111(43), pp.50-55. Umekage, T. (2011) â€Å"Association of the oxytocin receptor (OXTR) gene polymorphisms with autism spectrum disorder (ASD) in the Japanese population.† Journal of human genetics, 55(3), pp. 23-32. Visootsak, J. and Picker, J. (2015) â€Å"Advances in the treatment of fragile X syndrome.† Pediatrics, 123(1), pp.378-390. Wehner, A. and Hagerman, R. (2011) â€Å"The behavioral phenotype in fragile X: symptoms of autism in very young children with fragile X syndrome, idiopathic autism, and otherdevelopmental disorders.† Journal of developmental & behavioral pediatrics, 22(6), pp.409-417.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayOther Links: Summary Reviewer Admin – Jane Review Date 2017-07-18 Reviewed Item Autism Spectrum Disorder – Causes, Reasons and Treatments Author Rating 5

Excuses, Excuses

Excuses, Excuses Even though some excuses for turning in work late as seen in â€Å"The Dog Ate My Disk, and Other Tales of Woe† by Carolyn Foster Segal, some excuses given are legitimate for turning in late work. Some unforeseeable events, such as traffic accidents, death in the family, weather that causes an evacuation, and a fire are just a few are all events that students can not control, which result in turning in late work. It is Monday morning, students are on their way to the first class period of the day, their paper is due first thing as they walk in the door.Tragedy strikes on their way to school as a mo-torists runs a red light, t-boning the students car and causing a major accident. However the stu-dent could have emailed the assignment to the professor, this professor only accepts copies in pe-rson. The student did not predict the accident he/she would be involved in this morning, or maybe he/she would have left a little later, or a little earlier, or even taken a different route to school that day. Family members getting into an accident could go either way, depending on who the family member is and where they are located.If a distant cousin from four hundred miles away gets into a fender bender, teachers will probably be very skeptical to accept late work. However a mother, father, or immediate family member, gets into an automobile accident could be an acceptable excuse for turning in late work. A death in the family is a very tragic occurrence and could have many different effects on the student and their work they are planning to turn in. Segal states â€Å" What heartless student would lie, wish death on a revered family member, just to avoid a deadline? (461) Hopefully no student would use a death in the family to avoid a deadline. Death is not to be taken lightly, nor used in a demeaning manner. Segal also says, â€Å"What heartless teacher would dare to question a student's grief or veracity? †(461). Hopefully no teacher or professor would call their students out or question that their was a death in their family. Letting the professor know exactly what is going on and when the student will turn in their paper is a proper course of action, to avoid receiving an F for the assignment or incomplete in the class.Nothing is more frightening than having to pack bags and evacuate due to serious and catastrophic weather. Students and teachers, not knowing what to expect when the storm passes, or what damage could come of their campus or surrounding areas. When a storm is a brewing miles away and expecting to hit in the next week, students are not worried about an assignment, they are focused on packing the must haves when evacuating and arriving somewhere out of harms way. Most teachers probably allow students to turn their work in after the storm has passed and once the school opens back up to regular hours.Weather is a unstable force, the storm could hit further away or not be as strong as anticipated, but students do not focus on their school work at this time. Giving them a legitimate excuse for not turning their work in on time, because they were forced to evacuate due to storms and unforeseeable damages that may occur. Fires destroy many homes and buildings each year, leaving the occupants without a roof over their head. In the event of a fire, people are taught not to try and save anything from their houses, dorms, and apartments.Their main goal is to get to safety, and let the fire department do their job at extinguishing the fire. A student that is the victim of a fire, should be allowed to turn their work in late, especially if they have lost most if not all of their things in the fire. Sunday night, the student is putting the finishing touches on their paper due Monday morning, and their computer crashes, not allowing them to save any material to a disc, or thumb drive can be very upsetting. The student arrives in class and tells their professor that the reason they are not t urning their paper in was because their computer crashed the night before.This could happen, and not allow the student adequate time to go to their nearest computer lab or library on campus and redo their paper. This common occurrence with computers and technology could give the students an extension to resubmit their assignment at a later day. This would be at the profess-ors discretion of course, or the professor could ask for proof that the action that did happen, truly did happen. This returns to the question from the death in a family section, just in different words: Would a teacher actually question, why a student is turning their work in late or not.Excuses are thrown around colleges and schools like jokes at a comedy club. Some excuses are just absurd and just a reason for students to get out of doing their assignments; others are legitimate reasons as to why they are not turning their assignment in. The bad excuses make the legitimate excuses seem untrue and just another e xcuse, that students will use to get out of an assignment. Work Cited Segal, Carolyn Foster. â€Å"The Dog Ate My Disk, and Other Tales of Woe† Patterns for College Writing. 12th ed. Ed. Laurie G Kirszner and Stephen R. Mandell. Boston: Bedford, 2012 460-463. Print.

The Yellow-Wallpaper Analysis

The Yellow Wall-Paper Literary Analysis Charlotte Perkins Gilman uses her short story â€Å"The Yellow Wall-Paper† to show how women undergo oppression by gender roles. Gilman does so by taking the reader through the terrors of one woman’s changes in mental state. The narrator in this story becomes so oppressed by her husband that she actually goes insane. The act of oppression is very obvious within the story â€Å"The Yellow Wall-Paper† and shows how it changes one’s life forever. The story begins with the narrator’s use of dramatic irony which already tells the reader that something is suspicious about her. John laughs at me, of course, but one expects that in marriage† (508 Gilman). The narrator, which is unknown, states her husband, John, laughs at her but she expects it. In a good marriage, one does not expect their spouse to laugh at them. Even from the first paragraphs, it is obvious the narrator allows herself to be inferior to men. S he minimizes herself several more times throughout the story. â€Å"So I take my phosphates or phosphites – whichever it is – and tonics, and journeys, and air, and exercise, and am absolutely forbidden to ‘work’ until I am well again† (508 Gilman).The narrator’s husband is a high standing physician and gives her drugs that will supposedly help her get well. The section â€Å"phosphates or phosphites† gets my attention. A first read of these lines might cause the reader to think she is just a normal woman being prescribed drugs. However, the narrator does not know exactly what type of drugs she is taking. John sees his wife as another patient and nothing else. You see, she takes them simply because her husband is a physician and says they will help her. John is clearly in control of her. Also, the narrator states she is forbidden to work until she is well.John is making sure she does not try to do any type of work at all. He has strict orders for her, one of them being to stay in bed. There are signs of oppression on the first page and more will come. The next quote explains to the reader what types of items are located in the room John chose for the narrator. â€Å"It was a nursery first and then a playroom and gymnasium, I should judge; for the windows are barred for little children, and there are rings and things in the walls† (509 Gilman). Here, the narrator explains to the reader that there are bars on the windows and chained rings coming from the walls.The narrator’s use of the words â€Å"barred† and â€Å"rings† make it very clear that this room was never made for children; it was made to control and isolate a mentally ill person. Convincingly, John told her the nursery was the most ideal place for her to rest and get well. Being lesser than John, the narrator has no authority over him. She has no choice. He controls what she does no matter how she is feeing. From the first gla nce, the reader can understand that this room was not designed for children. Furthermore into the story, the narrator states she enjoys writing.She feels better when she writes, as if it is healthy for her. She writes, â€Å"There comes John, and I must put this away – he hates to have me write a word† (509 Gilman). The most important part regarding this statement is John has told her to discontinue her writing all together because it is unhealthy for her. John has shattered her self-confidence by controlling her; therefore she does not say a word regarding the relief writing brings her. The reader must recognize the phrase â€Å"he hates me to write a word† to understand the full emphasis of how John feels about his wife writing.She is becoming awfully depressed because of his oppression. More so, John says everything he is doing is helping her get well. She is his main concern. Again, because of John’s utmost control, the narrator does not tell him she is not feeling any better. She cannot share her feelings with him for he will laugh at her. In this quote, John says, â€Å"and really dear, I don’t care to renovate the house just for three months’ rental† (510 Gilman). Here, John states he is not going to change the wallpaper because they will only be in the house for three months. The key words in this line are â€Å"three months†.These words mean the narrator has to stay in the room with the barred windows and hideous, yellow wallpaper for a total of three months. These keywords might be missed if read over too quickly. The quote needs to be read slowly to realize what is happening. The reason they are only there for three months is because the treatment John has given her is going to take three months. The narrator does not realize this. Under his rule, she cannot stop the treatment. With the ending near, the narrator gradually descends into madness. While examining the wallpaper closely at night she narrates, â€Å"The woman behind it shakes it! she writes, â€Å"and she crawls around fast and her crawling shakes it all over. † â€Å"And in the very shady spots she just takes hold of the bars and shakes them hard† (Gilman 516). The woman that the narrator sees is actually herself. It is a projection of her because she cannot escape John’s control just how the woman cannot escape the wallpaper. Her illness has become so great she thinks a woman is shaking the wallpaper around the entire room. The problem here is John’s treatment. It has caused her to believe in ghostly objects that do not exist. The phrase, â€Å"her crawling shakes it all over† shows how John’s treatment has affected her.The narrator crawls and creeps around the room. She goes around in circles over and over again with no hesitation. Another phrase, â€Å"she just takes hold of the bars and shakes them hard. † This is the narrator shaking the barred windows try ing to escape the room. The narrator knows you cannot escape because â€Å"nobody could climb through that pattern – it strangles so;† (517 Gilman). This compares to John’s control. He â€Å"strangles† her with his treatment. The narrator is trying to express her feelings but she cannot because the wallpaper consumers her every minute. Her feelings cannot escape the room; they are within the yellow wall-paper.Finally, the woman completely loses all sense of stability and becomes mentally deranged. The narrator has had enough. Her feelings are finally able to escape. â€Å"I’ve gotten out at last, in spite of you and Jane! And I’ve pulled off most of the paper, so you can’t put me back† (Gilman 519)! John’s treatment and oppression have made the narrator completely insane. She has finally â€Å"gotten out† from John’s control. A new name emerges, Jane, which is the narrator. The narrator has pulled the wallp aper off and she cannot be put back up. The narrator believes it is a separate person but in fact, it is her. Jane† escaped the wallpaper just like the narrator escaped the control of John. In the final analysis, John comes home to see what has happened to his wife. The narrator writes; â€Å"Now why should that man have fainted? But he did, and right across my path by the wall, so that I had to creep over him every time† (519 Gilman)! This is by far the creepiest and most mysterious part of the story. John sees what she is doing and faints right into the path of her â€Å"creeping. † The narrator had to â€Å"creep† around the entire room, crawling against the wall over John’s lifeless body. And now, the narrator was in control.John could do absolutely nothing to stop her. She could do as she pleases. If you look closely, the words â€Å"every time† emphasize that John never awoke. He was dead as the psychotic narrator crept over him. He cou ld no longer control her ever again. As a final point, this text leaves the reader with many predictions and questions that cannot be completely answered. Gilman’s short story proves how a man’s control can affect one’s life forever. The oppression and mental abuse show the narrator’s difficulty living within this unequal climate. This story can put a little â€Å"creep† into anyone as it did with myself.

Managers

INTRODUCTIONManagers are one of the most important elements for an organization to be successful. Sometimes we refer them as the brains of an organization. They are the ones directing and controlling the works and staff of a department or an organization. They are vital in the states of affairs of an organization. How they perform and deal with people around them contributes to the welfare of the whole organization.It is very important to know that each manager knows his role and how to make it well. It is in their handling of work and how they deal with people around them that brings great significance to the success of their organization. They are very much the key to a successful organization. They are the criteria in which an organization ought to have success.  In this paper, we will try to unravel the responsibilities and functions of a manger. May this paper be a guide to all managers working in an organization.ROLE OF MANAGERSA manager must be well versed regarding the syst em of the organization he is working and he must convey to his people all matters regarding the system. It is important that the mangers have the knowledge of the system. He must relay such information to his people so that his people will know the flow of the system of the organization. A manager educates his people on the structure of the organization. A manager must also give emphasis on the work of their unit and the contributions it will give to the welfare of the whole organization.The knowledge of the group regarding their function is then vital in their performance and to the organization’s success. Educating his people regarding the system of the organization and the function of their unit must be the first focus of a manager. It is in this dissemination of information that shapes what and how the unit can contribute to the whole organization. A manager must always banner this state of mastery regarding the organization for him to function well and to be able to educ ate well his people.Managers must also inculcate to his people their value as a component of the system. This is very important in an organization in order for the employees to know their worth to the entire system. Employees need to know this thing because the idea of value plays a vital role in the performance in working in the system. When employees know their value, they are most likely to be inspired in working. The presence of value makes employees really connected to the system. This will enable them to see themselves as important parts of the whole system.Employees finding their value to the system of the organization will bring about the idea of being one with the system. This idea is a very powerful factor in the performance of employees. This makes them one with the system and will make them appreciate that what they will do will contribute to the welfare of the whole system and if they do well, the system’s success will also be their own success and vice versa. To inform the employees and make them appreciate their value to the system is one of the roles of the manager.A manager must also understand that his employees are different from each other. A manager must see every employee’s background (family, education, skills, abilities, etc.). This is not an act of ranking each employee but this is an act of looking at each of them and tries to discover and organize plan on how they will gel and complement each other. The manager must try to put each and every employee to a position where they can contribute to the organization as a whole.This role of the manager is very vital because it enables him to facilitate plans that would be so much beneficial to the organization’s welfare. Team work leads to success and how a manager puts together diverse people will be key to success. This is an art that a manager will have to master. This is like putting together a puzzle, a puzzle that leads to success.A manager loves learning. He is al ways open to growth and development in learning. This openness to growth and development is not only limited to his own self but also to his members and employees. A manager must provide a good learning condition not only for himself but also to his employees. He encourages education for those who have deficiencies in educational attainment. He also provides seminars and courses to his people for the advancement of learning such as personality development seminars, leadership seminars and the likes.Openness to learning is an act of adapting to the changing world. Knowledge always evolves and thus people must also adapt to its evolution. People’s minds are also dynamic and thus needs to be catered by new trainings and seminars. This is one great manifestation of a good manager, a manager that is in constant search for new ideas and methods, a practice that a manager must always look forward and do.A manager must understand a stable system and the interaction of people and the circumstances that work in. Performances of everyone depend on a stable system. When coaching an employee or correcting a mistake, it must be in a good manner that does not distract employee’s attention to work. It must come from an orderly manner and must not be an insult to the employee. AS good working atmosphere must always be in the mind of a manager and must not do away from it.Lessons will always take its effects in a manner of good coaching. People will always take suggestions for growth and development if it comes from a professional and even brotherly manner. Managers must not be the menace of the workplace instead and avenue to freely express one’s self and grow. This is very important in a manager’s role in an organization, a manager that makes learning easy and not a personal attack to someone.A manager must not rely always on authority of office. This means that he does not rely on power and does not use power to manipulate employees. Power creates difficulties for employees to work with. It sometimes makes employees feel that they are lesser persons than the manager. They at times lose the will to persevere in every endeavor when subjected to power and thus losses the will to do their job well.A manager must use knowledge in persuading an employee to a particular task. His personality as knowledgeable and open person will make an employee at ease in different situations. If an employee is at ease, this will then pave way to a more constructive learning process between an employee and a manager. Both feel something good in learning and both will then work hard and support each other in the organization’s aims.A manager must always study results of performances not only his own performance but the performances of his people. This is again an important task to do. This entails that a manager must always look not only to his accomplishments but also to the accomplishments and performance of his people. A manager must look if he had an employee that needs help. It is van inevitable part of an organization that someone will commit mistakes. If someone commits a mistake, that someone surely needs help. Help may come from simple things such as just rearranging tasks that somehow is too burdening to the employee or by just giving more explanation regarding the task involve.A manager must create trust to his employees. This presupposes an environment of freedom and innovation. Given that a manager must have trust to his people, this will then give way for his people to have confidence in themselves. This confidence will now give them an opportunity to innovate and create for the organization on what they deem important and vital for its success. Employees can now be part of the whole brain that runs an organization. This will not only lead to growth of every employee but also to the organization as a whole.A manager must not demand and expect perfection from his people. No one is perfect in this world and no employee can give a perfect accomplishment. A manger must understand this reality so that he can truly relate in good manner with his people. This is also an avenue to a more helping and cooperative way of doing work because everyone knows that they are not perfect and they need each other for them to achieve the goal of the organization as a whole.A manager must always listen and must always be objective in listening. In times of conflicts, managers will hear feedbacks from his people and it may contain degrading words for others employees. He must not judge instantly and must not take everything to be correct. His judgment on a certain matter must always be coupled with rational thinking. In this state, the organization will have a better inter human relationship that will always be key to success.A manager must also be engaged in informal conversations with his people not to judge them but just giving time to listen to them. This will promote a closer and free relationship be tween him and his people. This will also enable the manager to know his people’s plans and feelings and are vital to his decision making. This is a must for a manager for him not only to be able to be in a good relationship to his people but also in learning more about them because some of his people will work for a long time with him and good relationship is very much imperative. This will make them create better teamwork.  Ã‚  Ã‚  Ã‚  Ã‚   A manager must also know the benefits and losses that an organization may get from competition between employees and groups. Competition will always be present in an organization. This is a ubiquitous reality. It is important that a manager will know its effects, positive or negative. With this knowledge, the manager can easily make adjustments and comments if one competition is not fruitful. It is also important that a manager will always remind employees of sportsmanship in every competition in accomplishments. Everything must be done in good manner and everything must not be personalized when we refer to competition.CONCLUSIONA manager must always be a person who banners good traits and has the capability of handling people. This is very important for a manger to be successful. A manager must always be for development and growth not only for himself but also for his people. It is important that all of them will have further education and skill trainings. As a manager, you are not only a facilitator but also a teacher, friend and a brother at times. It is very important to banner all these traits.The betterment of an organization will always rely on the manager efficiency in facilitating works and the people around him. This is the demand that a manager must meet in order to be successful in his job. A successful manager will surely contribute big to the success of the organization and in return the success of all the people working under it. The manager’s role will always have a chained effect on the peo ple and organization in general.BIBLIOGRAPHYJohn Maxwell(1999). The 21 Indispensable Qualities of a Leader: Becoming the Person Others Will Want to Follow. Maxwell Motivation.Change Management Basics: the Role of Managers and Supervisors.Role of Managers.

Assignment 1b Scenario Essay Example | Topics and Well Written Essays - 750 words

Assignment 1b Scenario - Essay Example In the final section IV, there is some basic information about the financial considerations of our new project. My role in this project will be to provide the analytical information about the project to the management, which will help the management to carry out their decisions and make plans and strategies for the project. Reporting on different aspects of finance will be provided; this reporting will be based on historical data taken from financial accounting team and also with some research done on similar works carried out by our organizati0on as well as the competition. Information provided by me will give a bird’s eye view of project finance to the management. In addition, I will also be providing some extrapolations, suggestions, cost and profitability analysis, so that management is well informed about the trends and realities in project finance, thus helping their decision making on project finance issues. In brief, following will be my responsibilities in the project. Though my reporting will primarily based upon the inputs provided from the financial accounting department, research and analysis, yet there is remarkable difference in the activities of financial accounting department and my work. Financial accounting department basically works for information gathering, recording, maintaining and reporting according to the standard ways in a generic manner whereas my role will be to provide the information on specific issues and targeted for management. My role can be differentiated from that of financial accounting team as follows: Management Accounting is the branch of Accounting that deals primarily with confidential financial reports for the exclusive use of top management within an organization. These reports are prepared utilizing scientific and statistical methods to arrive at certain monetary values which are then used for decision making. Financial Accounting, on the other hand, concentrates on the production of financial reports,

Features of Gothic Literature in Shirley Jackson's 'The Haunting of Essay

Features of Gothic Literature in Shirley Jackson's 'The Haunting of Hill House' - Essay Example Shirley Jackson’s book â€Å"The Haunting of Hill House† is easily characterized as a Gothic novel based on the presence of many of these characteristics within its pages. The story is basically that of a young woman who goes insane as a result of supernatural influences when she is invited to stay for a summer at a castle-like home located far from the next nearest seat of civilization in a dark and gloomy portion of the country. To explore how â€Å"The Haunting of Hill House† can be considered a Gothic novel, and thus begin to understand the concepts of Gothic literature itself, three elements of Gothic literature will be examined as they apply to the novel. The discovery of how the novel uses the concepts of the sublime, the castle and the Gothic psychomachy will reveal much about the common elements of Gothic literature. The idea of the sublime is not unique to Gothic literature, but the way in which it is applied often can be. The sublime refers to the presence of something that isn’t there, something intangible that is nevertheless felt. While often used in other texts to refer to something that is beneficial and ‘Godlike’, this concept also lends itself strongly to the Gothic novel. This is because the idea of the sublime can be heavenly as easily as it can be founded on the concepts of hell. With the Gothic novel’s concentration on the supernatural and the idea of ghosts, the sublime translates into the novel as the sense of an otherworldly presence that might or might not be discernable to the characters. Within Jackson’s novel, the idea of the sublime is pushed to its ultimate level without losing its meaning. This is particularly evident in the many instances that Jackson allows something to happen that remains forever unknown to the reader and to many of the other characters as well. During their stay at Hill House, all four of the primary characters begin to

Employment of Minors between the Ages of 12 and 18 Essay - 1

Employment of Minors between the Ages of 12 and 18 - Essay Example (c) It is necessary for the individual to submit the following elements before they are able to be granted a certificate: (1) A certified copy of a birth certificate or birth registration card; and (2) A statement from the potential employer indicating that if he were given a certificate from the school superintendent, he could employ the minor immediately and describing the type of job offered. It shall be understood that the potential employer, by furnishing such statement, does not promise to employ the minor for any specific amount of time. (d) A copy of the certificate will be made a part of the minors school file, for all minors between the ages of 16 and 18. The certificate must show that the minor is at least 16 years of age in order to qualify the minor to work between the hours of 9:00 P.M. and 6:00 A.M. and to be employed in any of the occupations covered by Code Section 39-2-2. In addition to the certificate, the superintendent of schools, or an authorized member of his staff, shall issue an identification card to each minor in this category. The identification card will demonstrate that the minor is eligible for employment. The minor will then not have to attain future employment certificates unless his certificate is revoked by the Commissioner of Labor. (e)(1) The certificate mentioned above must be accompanied by a letter from the minors school administrator indicating that the minor is enrolled in school full-time and has a good attendance record. The employer of the minor must maintain a copy the certificate and the letter in the minors employment file. The letter must be updated in January of each academic year during which the minor is working. This process will continue until the minor turns 18, receives a high school diploma, a general educational development (GED) diploma, a special education diploma, or a certificate of high school completion, or has terminated his or her secondary education and is enrolled in a postsecondary school. Any employer failing to comply with these rules is guilty of a misdemeanor and if convicted will  be subject to a fine not to exceed $1,000.00, up to twelve months imprisonment, or both, for each violation.