Different Aspects of Employee Relations Essay Example | Topics and Well Written Essays - 2750 words

Different Aspects of Employee Relations - Essay Example This raises the issue that at any one time there may be a number of ideologies within an organisation, which underpin the social relations of work (Mannheim 1936, p. 59; 61). While managers and employers may have diverse interests between them, management as a collection of employees is 'structurally dependent' on employers rather than inclined to any collaboration with the workers. Within organisations, managers' ideology, imbued with notions of professional autonomy or managerial prerogative, 'will always be deployed against developments which may lead towards more egalitarian relations in production'(Clegg, Boreham & Dow 1986, p. 169). . Unitarism can be defined as the aim of a team being defined by one common purpose. This perspective focuses on some core issues such as conformity and sharing of goals. They further desire an absence of conflict in a well functioning organization. According to the Kochan's report published in 1982, on the application of a unitary framework for analyzing conflicts in a US organization. The unitarists theorists did not deny that conflicts exist but they attributed this existence of conflict in the organizations workplace to being more interpersonal than structural factors being into play. There ar In, simpler words, unitarists believe in an organization that has a common set of goals. They also believe in forming a conflict free organization. There are certain philosophical foundations to unitarism "then the implication seems to be that unitarism emerges from a contract view of work relationships that would naturally see the ethical justification for HR Decisions. In a deontological view "(Shaw 1999:63) Unitarist theories may in fact make a problem clearer. By having common goals and all working towards the same goals can provide a method of making "two and two equal five rather than three and a half" (Harvey-Jones, 1995: 9). Harvey-Jones has also refereed to the fact that management is an art, not a science. "It is an art because management consists of enlisting the freely given support of disparate groups of people at different time to achieve, by their own free will, an agreed common purpose." (Harvey-Jones, 1995: 6). It is vital that in the end that all the individuals within the organiozation are working towards the same goal i.e success of the organization . A unitarist perspective dominates organizations like IBM , Kodak , Hewlett Packard and 3M . Because this perspective holds that all the individuals within an organization are working towards a common goal it automatically rules out conflict in any form. Further more; often the view presented above is criticized. But in argument to their convictions they say that conflict does not need to exist. But if it has occurred it is because the management of the organizati

Social Work Assessment and Intervention on Marta Ruiz Essay Example for Free

Social Work Assessment and Intervention on Marta Ruiz Essay The patient’s name is Marta Ruiz, 52 years old, female, clinically diagnosed as HIV Symptomatic with a CD4 count of 600+ with a detectable but not high viral load. She has been a person living with HIV/AIDS (PLHA) for five years. She resides at Jackson Heights, Queens, New York City after migrating from the Dominican Republic and is living on assistance provided by DASIS. She requested assistance from this social worker on a crisis precipitated by a fear of contagion transferred sexually by her to a lover named Ruben, with whom she has recently resumed intimate relations with after being separated for many years. This paper presents stigma as seen in this case, its effects on social systems and proposed social work interventions for the client. Stigma and Its Effects HIV stigma is defined as â€Å"prejudice, discounting, discrediting and discrimination directed at people perceived to have HIV or AIDS which may be enacted or felt† (Green and Platt, as cited in Emlet, 2006). What is apparent in this case is a form of felt or internalized stigma characterized by Marta’s feelings of shame, guilt, and fear of enacted stigma. Marta has not yet experienced stigma deliberated upon her by society because she has placed herself in â€Å"protective silence† in order to shield herself from what she views as terrible repercussions once she tells the truth about her condition. This is a type of stigma management used by PLHA. She treats her disease as something shameful, because of a preconditioned belief prevalent in her home country that AIDS is a disease contracted by loose women, drug addicts and homosexuals. Moreover, she has an overwhelming fear of rejection and abandonment that could eventually result from a disclosure of her disease. This type of stigma has resulted to self-discriminating behavior and poorly-made decisions that led to several effects, including a possible contagion transfer: Non-disclosure, feelings of denial. As a way of managing stigma, Marta chose to be silent about her condition and did not reveal it to anyone except with her medical providers. This reflects feelings of denial which eventually had negative effects in terms of the quality of her judgments and decision-making. Physical isolation. Fearing anticipated stigma, Marta subjected herself to physical isolation. She left her brother’s home in New York to live alone in a one-bedroom apartment in Jackson Heights. This is a type of avoidance behavior common among PLHA (Delahanty et. al. , as cited in Emlet, 2006). Depression and stoppage of social activities. Stigma also led Marta to discontinue social activities like music and dance which she regularly engaged in previous to her HIV diagnosis. She also experienced increasing levels of stress and depression accompanying her illness. Failure to acquire social support. Stigma also resulted to an absence of social support from family or friends, without which, Marta lacked the emotional backup to handle the problems and circumstances related to her condition. Possible contagion transfer. Perhaps the most damning effect of stigma in this case is the possibility of HIV/AIDS infection from Marta to her lover Ruben because of the former’s decision not to disclose her disease. Effects of HIV/AIDS on Social Systems Various social systems are affected by HIV/AIDS (Emlet, 2006). The individual, family and community have experienced or are likely to experience the impact of Marta’s case in different ways. Individual. Aside from degenerating health, HIV/AIDS had a negative impact on Marta’s psychosocial well-being. Because of practiced avoidance behaviors, she suffered stress, depression and loneliness. All this stems from fear of societal rejection that she believes would naturally come down on her as a result of her HIV status. This led her to isolate herself from her family and abandon some of her previous social engagements. It also led to poor self-confidence, emotional vulnerability and poor self-efficacy. It is important to note this because empirical literature seems to suggest that above all factors, personal characteristics and beliefs predict successful adherence interventions among PLHA. Family. Marta’s nondisclosure has created no visible effects on her family system as of yet because her family does not know of her condition. However, by physically separating herself from her immediate family in New York, she has effectively cut all lines of communication and support from her family in the Dominican Republic. Judging on a description she made of her family, it is likely that if she reveals her condition to her family, the reality of rejection will come in. While this may be true, and granting that her family seems predisposed to discriminate and stigmatize her, PLHA can derive so much emotional support from family. If she continues to keep her condition secret from her family, managing her disease would be difficult, considering that she has no strong social support systems in New York. This has grave implications on how social workers can address social support concerns among PLHA. Social support has been repeatedly associated with psychological well-being and mental health, positive states of mind, coping with the disease-related stress and quality of life (Catz, Gore-Felton,McClure, as cited in Emlet, 2006). Community. Marta’s case, along with all HIV/AIDS cases, continue to become a community concern especially because much of the stigma that befall PLHA come from a collective fear of the disease due to ignorance or lack of HIV/AIDS awareness or education. This is the premise why anti-stigmatization campaigns have been directed on the community level because lately, discriminatory practices against PLHA are often unleashed by entire groups, not by individuals. Addressing the spread of HIV/AIDS is a community challenge, too. Stigma and discrimination have been identified internationally as major barriers to HIV control and prevention (UNAIDS, 2003). Because of stigma, people refuse to undergo testing and take part in prevention and awareness campaigns. In Marta’s case, poor education and complicity toward unprotected sexual behaviors led to a nondisclosure of HIV status and eventually, the possibility of infection. This is the type of situation HIV/AIDS education campaigns and advocacy is trying to prevent. Proposed Interventions There are more than one possible modes of intervention for the social worker to handle Marta’s case as far as crisis management and her adherence to treatments. Her current predicament can possibly affect how she views and regards management of her disease and must be resolved. From the crisis report, it could be gleaned that Marta demonstrates a willingness to participate in treatments and programs that may be instrumental in helping her cope with the disease. She is currently enrolled in a DASIS program that assists her in terms of housing and basic needs which she also supplements with employment as a house cleaner. It could be safely assumed that she is undergoing medication under a treatment regimen possibly set for her by health care providers. Case management does not need be used in Marta’s case but the social worker can still do follow-ups on treatments and medical therapies recommended. Interventions must ensure that Marta sustains a positive view of future treatments in light of the immediate emotional crisis she is experiencing. The forms of intervention that find application in Marta’s case are: (1) individual counseling or therapy; and (2) social support. Individual counseling and therapy is the most immediate form of intervention needed to resolve Marta’s immediate crisis. Marta has demonstrated incapacity to formulate good judgments and decisions, possible due to a confused state of mind. One initially marvels at how a 52-year old woman could yield sexually to a man who has suddenly resurfaced in her life knowing full well that she has a sexually contagious disease. Her near-hysterical behavior after her sexual encounter with her former lover is indicative of a â€Å"weakness† she describes that might be a result of past experiences and beliefs. Individual therapy will be advisable in Marta’s case because it allows her to discuss confidentially and on a personal level, unresolved issues she currently face such as guilt, anger, fear, and remorse. During counseling sessions and therapy, she may be able to overcome her fear of disclosure, the greatest obstacle in her case. Therapy must be done in order to resolve these issues on an ongoing basis. Another intervention appropriate for Marta is social support. Her lack of social support systems is one of the salient features in her psychosocial evaluation. Since she was diagnosed five years ago, Marta has distanced herself from close associations and has lived in isolation. She is a PLHA with virtually no stable emotional foothold to start from. The only immediate family she has in New York is a brother with whom she finds difficulty in reaching out to, because of mistrust in a sister-in-law she views as hostile. However, she still maintains a few woman acquaintances which could be helpful to her. The social worker can assist Marta by introducing her to self-help groups which would be a great venue for her to feel acceptance. These groups provide an opportunity for PLHA to share experiences with others of like situation and condition. By participating in self-help groups, PLHA meet their own needs as well as others’. It will make feel Marta belong to a community which is ready to accept her and treat her normally. These new relationships will be crucial in helping Marta overcome fear and allow her to be comfortable with disclosing her HIV status to others. Barriers to Intervention In helping Marta come to terms with her disease and sustain her adherence to much-needed treatment regimen and therapy, factors such as transference and counter-transference pose a probability of affecting her relationship with the social worker. Transference is the conscious and unconscious â€Å"reproduction of emotions relating to repressed experiences, especially of childhood, and the substitution of another person for the original object of the repressed impulses† (Racker, 2001). This phenomenon may lead to the patient’s mistrust of the worker because of a minor resemblance to a person associated with the emotion. In Marta’s case, the worker must avoid exhibiting a dominant or authoritative stance because this might cause her non-cooperation. As a girl living amongst nine overly dominant brothers with violent tendencies, she might unconsciously transfer her feelings of fear to the worker and this may be an obstacle to her counseling or therapy. She might also associate a female worker with her sister-in-law, Betty, who she mistrusts above all. The social worker must take this into consideration because any transference on Betty will make her feel doubtful of the worker’s ability to maintain confidentiality. In this regard, transference can become a barrier to effective intervention. On the other hand, counter-transference, or the â€Å"redirection of a therapists feelings toward a client, or a therapists emotional entanglement with a client† can influence with the development of a functional working relationship. The social worker must not allow herself or himself to be swayed or pitted against whatever emotion the client is trying to elicit in him or her. Instead, any attempts on counter-transference must be examined and discussed so that the client can objectively view his own motivations, fears and desires.

Personal Development Plan Business Essay

Personal Development Plan Business Essay Finance is a career which imposes high requirements on the overall qualities of a person. In this report, I am choosing finance as my career field. First, we will describe a career planning methodology in my personal career planning. There are several steps to the career planning process. These steps are: occupational exploration (know the career opportunity), self exploration (know who you are and what you want), decision making, and plan of action. Second, we will identify several job families in the field of finance and the difference between the different possible career paths. These include hedge fund manager, sales and trading, finance analyst, and etc. Then, we will make a decision, giving my career map and career plan as a finance analyst. Six consecutive jobs will be presented to allow me to progress towards my dream job. We will also reveal the KSAs and personal qualities required at each job. Finally, a personal development plan is given with recommendations for future gra duates on the different career they could have in a given field after they graduate. 1. Introduction Finance is an attracting and challenging area for youngsters. For a new comer into this field, just financial knowledge is not enough. Other qualities, such as team spirits, communication skills, and business intuition are equally important for a successful career. With regard to my career goals, I am determined devote myself into financial area. I have great interest in finance because of its importance in corporate development and economic development. Currently, China is relatively weak in its financial sector. I regard it as a huge challenge as well as a huge opportunity for myself entering this field. 2. Career Planning Theory The career planning process is composed of several steps. First it is the self exploration, which answers the question of who you are and what you want. Second it is the occupational exploration, which deals with the job opportunities. Then it is decision making, in which you make up your mind of your career. Finally, it is the plan of action, in which you will set up your goals and put it into action ( Barbara et al 2003; Brian et al 1988; Robert et al 2009;;Samuel et al 1993). 2.1 Self-Exploration Before any career planning, people should have a clear idea about themselves and their expectations of a career. They should ask the questions, such as where do I like to work, indoors or outdoors? Am I good at dealing with the public? Do I prefer to work as a team or do I like to work alone? The thing is that there are no right or wrong answers to these questions, just personal preference. By rethinking of these questinos, they are able to know more about themselves and match themselves to the right occupation. 2.2 Occupational Exploration Having knowledge of the possible job families is equally important. Details about the work carried out in various occupations can be learnt through a large number of methods that can be used to gather occupational information. Some of the methods are listed below, such as online research, personal observation, interview with employees working in the field, books, posters, and TV programs. Usually people use a combination of methods. In this way, they can also get knowledge of the potential income, working conditions, and employment prospects. 2.3. Decision Making After you get the information about yourself and the occupations, it is time to make a decision. From your personal preferences, you should have a good idea of the things that you want in your life. From the job exploration, the occupatinoal requirement, such as the education as well as the work experience you need, will be clear. You can then choose the occupations that will give you what you want. 2.4. Plan of Action From the above steps, the particular career is determined. Now it is time to set up a plan to help you achieve that goal. First, you should consider the needs and insufficiency of yourself, such as what kind of education and training is necessary; What type of interim jobs are required; Second, you should foresee the obstacles which hinder you to get to your career. And hence you will be able to come up with a plan to overcome these obstacles. All these can be used to form your plan of action. 3. Possible Career Path for Finance 3.1 Hedge fund manager A hedge fund manager will decide how to place the assets in different classes of securities. These include cash, bonds, stocks (domestic versus foreign) and etc. 3.2 Finance Analysts This involves the processing and servicing of a variety of operational, personnel, and financial transactions. Involves developing, interpreting and implementing financial concepts for financial planning, resource planning, and control of organizational budget. May analyze and prepare recommendations for financial plans, including annual resource allocations, future requirements, and operating forecasts. 3.3 Mergers and Acquisitions People doing mergers and acquisitions are similar to finance analysts. Only that their focus is on synergies, cost savings, and coinsurance effects that may result from combing firms in similar or dissimilar industries. 3.4 Sales and Trading Sales and trading encompasses a broad spectrum of jobs within an investment bank. Salespeople generate new business by obtaining clients for the firm. Traders concentrate on developing systems and strategies for executing orders to buy and sell securities. Knowledge of the operations of markets is essential to a good trader. 4. My Career Map During my study as a business graduate, I have taken courses in various business subjects such as macro and micro economics, accounting and math. In my free time, I read publications such as The Wall Street Journal, The Financial Times and The Economist. I browse the financial websites everyday to get a update on the latest business markets. I am good at gathering information. I can understand the financial situation of a specific company from its balance sheet; I can read the economic situation of a country from its macropolicy. Moreover, I receive strict training in interpersonal relationships with others. I have skills in communication. Proposal writing and oral presentations is also my competence. Therefore, I consider myself to be fit for becoming a finance analyst. My career map is in Figure 1. Figure 1 Career Map 5. My Career Plan: Finance Analysts Job Title Assistant Finance Analyst Junior Finance Analyst Finance Analyst Level Entry Junior Experience General Description Entry-level professional; uses professional concepts to resolve problems of limited scope and complexity; works on assignments of limited variety and complexity, requiring limited judgment and decision making. Experienced-level professional who knows how to apply theory and put it into practice with full understanding of the professional field; Challenges Uses basic professional concepts. †¢ Applies campus policies and procedures to resolve routine issues. †¢ Works on problems of limited scope with moderate control and review. Follows standard practices and procedures in analyzing situations or data from which answers can be readily obtained. †¢ Cultivates internal and external contacts. †¢ Resolves a wide range of issues in imaginative as well as practical ways. Knowledge and Skills †¢ Basic knowledge of financial or accounting concepts, processes and procedures. †¢ Understanding of regulations and best practices concerning financial accounting and services. †¢ Familiar with department chart of accounts and related business processes. †¢ Effective written and verbal communication skills. †¢ Active listening, critical thinking, attention to detail, organizational skills, good interpersonal skills and the ability to multi-task. Basic knowledge in data collection and analysis techniques. †¢ Service orientation †¢ Leadership skills to provide coaching and mentoring to support staff. †¢ Knowledge of core software programs and systems. †¢ Thorough knowledge of finance policies, practices and systems including campus, state and federal rules and regulations. †¢ Knowledge of financial data management and reporting systems. †¢ Active listening, critical thinking, attention to detail, organizational skills, strong interpersonal skills, and ability to multi-task in a high-volume environment. †¢ Able to independently gather, organize, and perform financial analysis assignments. †¢ Advanced knowledge of software programs and systems. Responsibilities †¢ Analyzes financial and/or resource data; prepares and summarizes information. †¢ With supervision, reconciles, researches and resolves discrepancies in financial data. Monitors workflow and productivity in areas such as Accounts Payable, Accounts Receivable, Collections, Purchasing and/or Cashiering. †¢ Coordinates and monitors operations of assigned functional area(s). †¢ May act as central resource for support staff. †¢ Assists with monitoring productivity with the goal of meeting or exceeding standard expectations for timeliness and quality. Identify systematic problems and propose solutions. †¢ Assesses compliance with regulatory agencies and internal policies. †¢ Triages and addresses customer inquiries as appropriate †¢ Ensures the delivery of quality customer service to various constituencies. †¢ Applies professional concepts to resolve issues and to perform moderate to complex analysis. †¢ Gathers and analyzes, financial and resource plans. (Continue) Job Title Senior Finance Analyst portfolio manager CFO / Partner of Company Level Senior Expert Senior Expert General Description broad job knowledge; deals with problems of diverse scopes Recognized expert. Has significant impact and influence on company policy and program development. assigned high level analytical duties that involve in-depth knowledge and understanding of numerous variables and interrelationships. Regularly leads projects of critical importance which carry substantial consequences of success or failure. Challenges †¢Must have good sense of judgment and have proper techniques for obtaining solutions. †¢ Applies wide-ranging knowledge and understanding of campus objectives to resolve complex issues with campus-wide impact in creative and effective ways. †¢ Works on most complex issues with little or no campus precedent where analysis of situations or data requires an in-depth evaluation of variable factors. †¢ May provide guidance to other personnel or supervise professional or clerical staff; may serve as team lead. †¢ May serve as subject matter expert or project manager. †¢ Internal and external contacts often pertain to broad-reaching plans and objectives. Knowledge and Skills †¢ Sophisticated written and verbal communication skills. †¢ Able to use good judgment and decisionmaking and to solve problems. †¢ Leadership skills to provide coaching and mentoring to professional and support staff. †¢ Expert knowledge of campus and systemwide financial processes, policies and procedures, as well as related accounting and regulatory compliance requirements. †¢ Analytical skills sufficient to assess, advise development, and implement financial data management and reporting systems. †¢ Able to communicate complex findings and recommendations †¢ Able to identify, analyze, and report on complex data. †¢ Sophisticated service orientation and ability to lead a team to deliver excellent customer service. †¢ Strong inter-personal skills and ability to work effectively across the organization at all levels. †¢ Skills in project management, leadership, and process re-design. †¢ Ability to multi-task effectively in a varied, high volume environment. †¢ Sound judgment, decision-making, critical thinking, and creative problem solving. †¢ Understands and anticipates different perspectives. †¢ Leadership ability both inside and outside of the department. †¢ Advanced knowledge of software programs and systems and the ability to use them strategically to achieve results. Responsibilities †¢ Ensures that financial processing functions are performed with accuracy and that daily operations run smoothly. †¢ May act as team leader for support and lower level professional staff. Train staff and create effective teamwork environment. †¢ May review, process, and approve financial data and transactions. Documents procedures for financial activities. †¢ Participates in internal audits and processes. †¢ Reads professional literature and attends seminars to keeps abreast of regulations and best practices. †¢ May serve as a project work leader, project manager or subject matter expert. †¢ Interprets policies and advises campus departments accordingly. †¢ Directs the initiation of and/or designs summary reports and background materials regarding a wide variety of internal and external policies and regulations to address a range of issues and the organized implementation of new services, procedures and/or policies. †¢ Coordinates the gathering of budgetary and resource information during planning stages. †¢ Independently performs highly complex financial or resource research and studies for both internal department and external constituents and makes recommendations to maximize financial or other resource outcomes †¢Analyzes and prepares recommendations for new services, systems or processes that have an impact outside of the school or department. †¢ Participates in audits of internal records and processes. †¢ Develops and implements financial transaction processes and procedures; may train campus staff on financial activities. †¢ Regularly leads analyses of industry approaches, trends and best practices. Develops and implements improvements and/or new approaches and services. †¢ Ensures timely and accurate financial activity capture and reporting. 6. My Personal Development Plan Following my career plan, I am going to present my personal development plan in order to prepare to the first job after graduation I need to begin with to reach my dream job. Floodgate and Nixon (1994) described a form of personal development plan with SMART goals. I will apply their format here. Focus Area Current State Desire State Activities Resource Timeline Language Skills English reading and listening is fair; weak in writing and speaking Sophisticated written and spoken skills Taking English courses; Practise English writing and speaking Online English Learning website; English mp3; English learning books 3 months Communication Skills Basic Communication Skills Active listening, critical thinking, organizational skills, good interpersonal skills Work with others; build up team spirit and team working Books on Communication and team work. 1 months Financial Knowledge Prepare for CFA Passing CFA Level 1 Taking CFA courses; CFA books and exercises 9 months Accounting Knowledge Prepare for ACCA Passing ACCA Part 1 Taking ACCA courses; ACCA books and exercises 6 months Data handling techniques elimentry knowledge in Excel Familiar with minitab, advanced Excel Practise data collecting and processing; Software(Excel/ Minitab); Online tutorial 1 month 7. Conclusion and Recommendation This report is about my personal development plan as a finance analyst. I follow the framework of career planning in developing my personal development plan. In career planning, we must identify our likes, dislikes, assets, and weaknesses. This helps us know what we want and who we are. Then we should identifying potential career opportunities. Finishing these steps, we will be able to choosing a career path. After making a decision, we should define targets and an action plan to achieve our goals. As new graduates, everyone wants to find his/ her perfect match job. Always remember, learning and building up your knowledge will provide you the opportunity to the dream job. On the other hand, youll need to develop the necessary knowledge to understand the working environment, tasks, and responsibilities. All these combined will prepare you for your career. But no matter what career path you are on, for your plan to work out, you must work hard and continuously learn more so that you can do more.

Human Cloning is Wrong :: essays research papers

Is human cloning wrong? Many people over the years and today have been asking themselves that question. In my opinion cloning would be playing God. Since the beginning of time God has devised a good and proper plan to make babies. Why mess with it? The process of cloning scientifically means to genetically copy an organism and create a â€Å"replica† that has the same DNA, whose cells time have been turned back, yet the two are not exactly the same. Over the past decades many cloning experiences had failed. Cloning was first tried in 1938 by a German embryologist, Han Spemann, yet it failed. It was not until 1970 when cloning became possible. The first animals to be cloned were frogs, and over time, cows, pigs, a sheep (only Dolly), and monkeys have been successful. For example, Dolly, born July 5, 1995, was the first mammal to be successfully cloned out of 200 embryos, at Roslin institute in Scotland. The team that created her, led by Scotsman Ian Wilmut, hoped to create an animal whose cells were genetically young again, rather than prematurely adult, but on February14, 2006, six years later after she was born, they had put her to sleep. She was diagnosed with lung disease, however it’s a fairly common disease in sheep, she also had premature arthritis. Nobody knows if her death has anything to do with being cloned. Over 200 sheep failed embryos were thrown away, so if the failure rate was that high when we start to clone humans more than 200 embryos/200 human beings would die for just one embryo that would have the same DNA as someone else†¦ think about it. The ones that may survive may die later, catch infections that’s soon leads to death, or have abnormities and many more Studies shown that 4 outta 12 cow birth mothers died. Just imagine human birth mothers, we would be killing many innocent lives. However the cloning of any species whether they are human or not its morally wrong no matter how beneficial to humanity as it may b e. People should be aware on the negatives of cloning, it’s unethical, very risky, and irreligious...in my eyes just plain wrong. In addition, cloning involves killing a great number of embryos. Therefore, out of many of animals that were cloned, very few have survived and the ones that have cant live on their own and have become dependant on scientists for everything down to oxygen. Human Cloning is Wrong :: essays research papers Is human cloning wrong? Many people over the years and today have been asking themselves that question. In my opinion cloning would be playing God. Since the beginning of time God has devised a good and proper plan to make babies. Why mess with it? The process of cloning scientifically means to genetically copy an organism and create a â€Å"replica† that has the same DNA, whose cells time have been turned back, yet the two are not exactly the same. Over the past decades many cloning experiences had failed. Cloning was first tried in 1938 by a German embryologist, Han Spemann, yet it failed. It was not until 1970 when cloning became possible. The first animals to be cloned were frogs, and over time, cows, pigs, a sheep (only Dolly), and monkeys have been successful. For example, Dolly, born July 5, 1995, was the first mammal to be successfully cloned out of 200 embryos, at Roslin institute in Scotland. The team that created her, led by Scotsman Ian Wilmut, hoped to create an animal whose cells were genetically young again, rather than prematurely adult, but on February14, 2006, six years later after she was born, they had put her to sleep. She was diagnosed with lung disease, however it’s a fairly common disease in sheep, she also had premature arthritis. Nobody knows if her death has anything to do with being cloned. Over 200 sheep failed embryos were thrown away, so if the failure rate was that high when we start to clone humans more than 200 embryos/200 human beings would die for just one embryo that would have the same DNA as someone else†¦ think about it. The ones that may survive may die later, catch infections that’s soon leads to death, or have abnormities and many more Studies shown that 4 outta 12 cow birth mothers died. Just imagine human birth mothers, we would be killing many innocent lives. However the cloning of any species whether they are human or not its morally wrong no matter how beneficial to humanity as it may b e. People should be aware on the negatives of cloning, it’s unethical, very risky, and irreligious...in my eyes just plain wrong. In addition, cloning involves killing a great number of embryos. Therefore, out of many of animals that were cloned, very few have survived and the ones that have cant live on their own and have become dependant on scientists for everything down to oxygen.

John dewey v rudolf steiner

A comparison on two theorists John Dewey – Rudolf Steiner There are many theories and philosophies that have come and gone some which are still widely used today. Each human being has a mind of their own and it is because of some individuals that we are able to learn progress and teach in so many different ways. Comparing different methods, teachings, theories and ideas allows our mind to reason and understand more than Just our own point of view. In child development there Is so much to learn, each child is unique and because of this uniqueness we an not only have one pattern of teaching for every child.Every child needs to have the opportunity to succeed and progress to the best of their personal ability. I would like to compare two very intellectual and profound individuals who have expanded the minds of many people. John Dewey, a believer In Pragmatism and progressivism. HIS view was that you would develop and learn by using the mind to think and to physically do. To prepa re and enter society well equipped, mentally and physically. † I see the aim of education as the development f the Individual to function as part of a society and to contribute to the on going formation of that society' John Dewey was born In Vermont USA In 1859.He was mainly known to people about his views and philosophies on the educational system. He however shared his views about many other topics such as ethics, social theories, metaphysics and more. At the end of the nineteenth century in the United States of America a new philosophical movement started which they called Pragmatism. This was to Join intellectuals who had views, opinions and philosophical theories. The professors who suggested theories needed sufficient credibility and practicality without this they would be rejected.John Dewey played a big role In this movement whilst also publishing his work in books and sharing his theories in many different places including universities. His thoughts on the educationa l system and child's development really began to excel once he founded the University Laboratory School which became the â€Å"Dewey School†. This is where he taught his students to have an active mind, to become educational thinkers. He believed strongly In the process of growth and high principles of mental activity. Little did he know that his theories would continue to this day.John Dewey did not believe in the rigid regimentation of the educational system which was in place and believed that each individual learner would exceed their personal best not by force but more by example, by experiencing and doing. Perfecting one self's growth and being part of a system that saw school as a social community. John Dewey believed that good' education should have a purpose In society and each Individual. John Dewey stresses the Idea that the quality as a member of society. â€Å"The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Rudolf Steiner however did not see eye to eye with John Dewey on every level. They both had a deep passion for the wellbeing and development of human beings yet had different views on how to reach that successful stage in life. Rudolf Steiner, of Austrian origin was born in Croatia 1861. Being raised in a ‘natural' countryside environment allowed him from the early age of 8 to reason in his mind about the endless possibilities the human mind can have, reaching a level of spirituality from young.He is known today as the ‘Philosopher of Freedom' he wanted to educate himself and others more on spirituality and the freedom in learning and developing. Rudolf Steiner envisioned the spiritual world as being as real as the physical world we live in. He devoted his life in search of answers, he started his quest by studying Science and Philosophy in Vienna. After years of study and personal growth the answers became clear to him that he had fo und a spiritual path which was to be called Anthropology. He believed that this would lead the spiritual in the human being to the spiritual in the universe. There is nothing more important for life, even for material life, than the strong and sure realization of communion with the spiritual world. † Rudolf Steiner was a strong believer in the ‘Natural' and ‘Holistic' development in a child. Each phase of a child's development needed nurturing, enriching and supporting, therefore, he believed that there should be three essential takes in a child's development. Each stage lasting about 7 years, he put a lot of emphasis on the fact that not one stage should be shortened because of a set curricular expectation.He believed if each individual developed at their own pace gradually learning every important life skill they would become well educated adults. His method of teaching was never to reach statistical highs but to reach personal growth. Each child would be taught and treated as an individual, with different levels and development speeds. The three phases are 0-7 which is seen as the ‘early holding' phase, the second phase 7-14 which is the ‘heart of the childhood' and last but not least the 14-21 which would be the ‘adolescence' phase.Each phase needs specific teaching and Rudolf Steiner made sure that there was a strong harmony in his teaching methods. This would be through artistic expression, dance (rhythmic), singing, play and many other forms of creativity. His teaching methods were not for the minority, this was a method he believed would be great for all of mankind. The spiritual harmony and togetherness he encouraged within schools would be inefficiency to every child, regardless of academic ability, class, ethnicity or religion.We shouldn't ask â€Å"What does a person need to be able to do in order to fit into the existing social order today? † Instead we should ask â€Å"what lives in each human being and what can be developed in him or her? † ‘ As I said in the beginning, each individual has a mind of their own. The most beautiful conclusion for me is that philosophers have pushed their mental ability to find and explain questions and doubts a lot of us have but cannot answer. I have found some truth and sense in answer but we can strive to expand our knowledge.Both John Dewey and Rudolf Steiner made it their mission in life to educate themselves and educate us. I believe that each person can relate and understand both their theories to an extent, however, we have the freedom of choice. I personally prefer Rudolf Steiner, I attended his schools during all of my primary school years and his method of teaching I would never dispute. The personal, structured learning strategies Rudolf Steiner implemented are in my opinion the most natural way to educate a young person.

Facts About Tylosaurus, a 35-Foot Cretaceous Predator

Facts About Tylosaurus, a 35-Foot Cretaceous Predator Name:  Tylosaurus (Greek for knob lizard); pronounced TIE-low-SORE-us Habitat:  Shallow Seas of North Ameria Historical Period:  Late Cretaceous (85-80 million years ago) Size and Weight: About 35 feet long and seven tons Diet:  Fish, turtles and other reptiles, including dinosaurs Distinguishing Characteristics: Long, sleek body; narrow, well-muscled jaws A Large and Vicious Predator The 35-foot-long, seven-ton Tylosaurus was about as well-adapted to terrorizing sea creatures as any marine reptile could be, considering its narrow, hydrodynamic body, blunt, its powerful head suited to ramming and stunning prey, its agile flippers, and the maneuverable fin on the end of its long tail. This late Cretaceous predator was one of the largest and most vicious of all the mosasaurs- the family of marine reptiles that succeeded the ichthyosaurs, pliosaurs, and plesiosaurs of the earlier Mesozoic Era, and that is distantly related to modern snakes and monitor lizards. Like one of those extinct plesiosaurs, Elasmosaurus, Tylosaurus figured in the famous 19th-century feud between the American paleontologists Othniel C. Marsh and Edward Drinker Cope (commonly known as the Bone Wars). Squabbling over a set of incomplete Tylosaurus fossils discovered in Kansas, Marsh suggested the name Rhinosaurus (nose lizard, a great missed opportunity if ever there was one), while Cope touted Rhamposaurus instead. When both Rhinosaurus and Rhamposaurus turned out to be preoccupied (that is, already assigned to an animal genus), Marsh finally erected Tylosaurus (knob lizard) in 1872. (In case youre wondering how Tylosaurus wound up in landlocked Kansas, of all places, thats because much of  the western U.S. was submerged beneath the Western Interior Sea during the late Cretaceous period.) Dazzling Discovery While Marsh and Cope squabbled endlessly, it was left to a third famous paleontologist, Charles Sternberg, to make the most dazzling Tylosaurus discovery of all. In 1918, Sternberg unearthed a Tylosaurus specimen harboring the fossilized remains of an unidentified plesiosaur, its last meal on earth. But thats not all: an unidentified hadrosaur (duck-billed dinosaur) discovered in Alaska in 1994 was found to harbor Tylosaurus-sized bite marks, though it seems that this dinosaur was scavenged by Tylosaurus after its death rather than plucked, crocodile-style, directly off the shoreline.