NT Lab free essay sample

Define why change control management Is relevant to security operations In an organization? Change control is a systematic way to approaching change. Within an organization, it can prevent the possibility of services becoming interrupted and if so, provide a plan to bring them back up as soon as possible. 2. What type of access control system uses security labels? Label-base access control (ALBA) 3. Describe two options you would enable In a Windows Domain password policy? Minimum password length and password complexity requirements 4.Where would patch management and software updates fall under in security operations and management? Monitoring, Tracking, Testing 5. Is there a setting in your GPO to specify how many login attempts will lockout an account? Name 2 parameters that you can set to enhance the access control to the system. Account lockout duration and threshold 6. What are some Password Policy parameter options you can define for Goops that can enhance the C-I-A for system access? Minimum password length, maximum password age, password must meet complexity requirements, and store passwords using reversible encryption 7. We will write a custom essay sample on NT Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What sources you use as a source to perform the MOBS security state? Computer by Name or IP and multiple Computers by Domain or IP Range 8. What does WOWS stand for, and what does It do? Windows Server update Service and it downloads Microsoft updates to a single 9. What is the difference between MOBS and Microsoft Update? MOBS scans for security vulnerabilities while Microsoft update checks the Microsoft database for available updates. They are two totally different tools. 10. What are some of the options that you can exercise when using the MOBS tool?

Swim and Punishment †A Narrative Essay

Swim and Punishment – A Narrative Essay Free Online Research Papers When I was a forth grader in China, I was always told by my teachers that I couldn’t go to swim where there was no lifeguard because we were still young. I always kept it in mind as my rule. One day, a day I was really out of control, and broke the rule. It was an extremely hot summer. The sun was raised to burn up the whole continent. Rain had not been seen for a couple of months already. People were like chicken within an oven, wait to be driven crazy. 37 degrees Celsius was the common temperature at southern China. I myself was an active kid, wouldn’t just stay home. One day, I was asked to hang out. First, we met each other at school as usual. We didn’t wear shirts due to the hot weather. As usual, we went to a store in the front of school to buy some litchi juice. I remembered that litchi juice was our favorite drinks because it was so cheap and tasty. After buying the supplies, we decided to walk around the countryside. That was what we usually did while we were all bored and didn’t know what to do. It was also a good way to resist heat because of the trees. We were walking through boundless fields where nothing can be seen except for green. We would like to feel the silence rather than talking a lot. Suddenly, silence was broken by a loud voice. â€Å"River is over there, let’s go and swim.† a friend of mine yelled out. â€Å"No, we can’t. We will be caught by our teachers.† I responded without any thinking. â€Å"No problem, man. It is so damned hot now. The depth of the water is only like 6in. Nobody will report to the teachers, right?† he argued. I could see his desire to swim through his eyes. I wasn’t sure what I should do at this moment. Soon after, they jumped into the river. I was still standing there and considering my rule. I looked at the sun and the water. Suddenly, there was an impulse came out of my mind. I closed my eyes and jumped into the water. By that time, I was still comforting myself by saying stuffs like â€Å"the depth of water is only 6in, it will be ok.† By that, I wasn’t feeling guilty anymore. Instead, we lie down and set ourselves in the water, like heated rocks in cold water. That feeling was so good for me by that time. Sun could not make fun of me anymore because my body was protected by cold water. And then we decided to play a game called capture. One person would be an eagle, the rest would be chicken. I chose to be a chicken. Then we started running. Running at the water was so different from the land. The water made my feet much heavier. Because of that, I was the first chicken to be caught. By that time, I had nothing to do except for waiting. Then I decided to splash water to them. As soon as they noticed what I had done. They stopped the game and splash water to each other. It was not sunny day anymore. The water we splashing water was like rain, dropped on our bodies. I thought it was the best rain I had ever met. It cooled down my body as well as my mind. After an hour, we all decided to leave. The day after, we went to school. We were all called by our teacher. She had noticed what we had been done yesterday. I didn’t know for sure how she knew it. She was like a lawyer, kept asking us questions. I was just standing there like a piece of wood, without saying anything. Finally, the question period was over. I was thinking this would be ended up with it. But I was wrong, she needed us to hand copy a 10-page essay twice and turn it in tomorrow. She also set up a conference with our parents. The following years, I still couldn’t figure it out how she knew it. Maybe I would never know, like a locked box stayed in my mind forever. Still, I didn’t think I was wrong about that because the depth of the water was only 6in. It wouldn’t be any problem for a forth grader. The punishment I paid for it was undeserved. Even so, every time I watch people play at the water, those little happy scenes will appear again in my mind. Research Papers on Swim and Punishment - A Narrative EssayThe Spring and AutumnThe Hockey GameMind TravelHip-Hop is ArtAnalysis Of A Cosmetics AdvertisementThe Effects of Illegal ImmigrationBringing Democracy to AfricaPersonal Experience with Teen PregnancyStandardized TestingQuebec and Canada

University of Illinois at Springfield Admissions Data

University of Illinois at Springfield Admissions Data University of Illinois at Springfield Description: The University of Illinois at Springfield is a public, four-year institution located near Lake Springfield on the southern edge of Springfield, Illinois. St. Louis, Missouri, is about 90 miles to the south. A medium sized university, UIS has about 5,000 students, a student/faculty ratio of 12 to 1, and an average class size of 15. U.S. News World Reports Americas Best Colleges 2013 ranked UIS second among public Regional Universities in the Midwest Region, and the university takes pride in being large enough to offer a broad range of academic fields, but small enough to provide students with personalized attention. UIS is part of the University of Illinois system along with the University of Illinois at Urbana-Champaign and the University of Illinois at Chicago. UIS offers a wide range of graduate and undergraduate majors, and the most popular fields span the humanities, sciences, social sciences, and professional fields. The university also offers online courses, with some undergra duate and graduate degrees offered entirely online. UIS has more than 85 student clubs and organizations on campus, as well as a range of intramural sports. For intercollegiate athletics, the UIS Prairie Stars compete in the NCAA Division II Great Lakes Valley Conference. The university fields six mens and eight womens intercollegiate sports.   Admissions Data (2016): University of Illinois - Springfield Acceptance Rate: 65%Test Scores 25th / 75th PercentileSAT Critical Reading: 423  / 598SAT Math: 463  / 548SAT Writing: - / -What these SAT numbers meanACT Composite: 20 / 26ACT English: 20 / 27ACT Math: 18 / 26ACT Writing: - / -What these ACT numbers mean Enrollment (2016): Total Enrollment: 5,428 (2,959 undergraduates)Gender Breakdown: 49% Male / 51% Female65% Full-time Costs (2016 - 17): Tuition and Fees: $11,413  (in-state); $20,938 (out-of-state)Books: $1,200 (why so much?)Room and Board: $9,600Other Expenses: $2,700Total Cost: $24,913  (in-state); $34,438 (out-of-state) University of Illinois at Springfield Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 95%Percentage of New Students Receiving Types of AidGrants: 92%Loans: 55%Average Amount of AidGrants: $12,449Loans: $5,449 Academic Programs: Most Popular Majors:  Biology, Business Administration, Communication, Computer Science, English, Psychology, Social Work Graduation and Retention Rates: First Year Student Retention (full-time students): 73%4-Year Graduation Rate: 37%6-Year Graduation Rate: 50% Intercollegiate Athletic Programs: Mens Sports:  Soccer, Tennis, Golf, Basketball, BaseballWomens Sports:  Softball, Tennis, Volleyball, Basketball, Soccer, Golf Data Source: National Center for Educational Statistics If You Like UIS, You May Like These Schools as Well: University of Illinois Urbana-Champaign:  Profile  |  GPA-SAT-ACT GraphUniversity of Illinois at Chicago:  Profile  |  GPA-SAT-ACT GraphIllinois State University:  Profile  |  GPA-SAT-ACT GraphEastern Illinois University:  Profile  Southern Illinois University-Carbondale:  Profile  |  GPA-SAT-ACT GraphBradley University:  Profile  |  GPA-SAT-ACT GraphDePaul University:  Profile  |  GPA-SAT-ACT GraphNorthern Illinois University:  Profile  |  GPA-SAT-ACT GraphLoyola University Chicago:  Profile  |  GPA-SAT-ACT Graph University of Illinois at Springfield Mission Statement: complete mission statement can be found at  uis.edu/strategicplan/plan/sectionone/mission/ The University of Illinois at Springfield provides an intellectually rich, collaborative, and intimate learning environment for students, faculty, and staff, while serving local, regional, state, national, and international communities.

Refugees and Asylum seekers in the U.S Essay Example | Topics and Well Written Essays - 1250 words

Refugees and Asylum seekers in the U.S - Essay Example The U.S has people from almost every part of the globe with the general population characterized of different races. The US operates under a motto â€Å"e pluribus unum† (Martin, 3) insinuating that from many nations to one nation and as such it is a well framed structure. Therefore, since traditional periods, immigration has been acknowledged in the U.S through providing the immigrants with opportunities to better themselves as well as the United States as a nation. The dominant immigration patterns have been noted since early periods of 1820 with statistics revealing a great influx of about 66 million legal immigrants from all over the world. Germany and Mexico has been in the lead for having high populations of immigrants to the U.S ever since. However, the country has also harbored hundreds of thousands of illegal immigrants, which has in the past triggered quite heated debates of the fate of such persons. The search for employment and education has equally been associated with the influx of the immigrants into the United States of America over years. People move from one country to another for different reasons: voluntary on basis of work and employment, political reasons, family re-unification, natural happenings like disasters, need for one to voluntary change natural surroundings, poverty or for general economic reasons. Involuntary reasons may stem up from running away from natural disasters such as earthquakes, political or civil wars, involuntary deportation as well as seeking asylum as refugees. Asylum seekers are persons who get to foreign countries looking for protection against mistreatment or persecution within their homeland and who may not necessarily be refugees. On the other hand, refugees are persons who would be persecuted within their own countries of nationality on basis of their religion, race, nationality, political stand or opinion or better still membership to a social group. The U.S has been credited over years to work by a principle that restricts her to deport foreign nationals to their countries of orig in where it is proved that their lives or freedom is at a threat (Wasem, 1). Immigration is a common feature within the U.S, though there are guidelines and frameworks that are responsible for regulating the issue. Moreover, apart from internal regulatory frameworks that govern migration of persons as refugees or even asylum seekers in the U.S, there are international frameworks

U.S. Organizations Operating in the Global Environment Research Paper

U.S. Organizations Operating in the Global Environment - Research Paper Example According to the research findings, it can, therefore, be said that there are many organizations in the US operating in the global environment. They can be political organizations, business organizations, and another relevant form of organizations. The list goes on. However, what they all have in common is that they all operate in the global environment where there is a need for them to have a constant attachment to the environment. This concept brings forward to the thought that organizations eventually relate strategically to their environment. Furthermore, this also leads to the idea that organizations may be capable of shaping their environment. On the contrary, the environments may also shape organizations. Therefore, there is a prevailing thought that organizations also choose which environments they enter and exit. In other words, organizations have the choice which way or part they should place themselves. In order to understand these relevant perspectives, some appropriate o rganizational theories are included in the work at hand to justify if organizations have all the flexibility to affect the environment or be affected by their environments on the contrary. The depth of this point of view can be significantly illustrated by taking the case of US Organizations operating in the global environment. There are many organizations coming from the US that are freely operating across the world. This must be a significant observation considering that the US is considered as one of the world’s most powerful nations in terms of its political and economic influence. At some point, the country also has become the center point of socio-cultural change, as it tries to successfully bring the whole world into the Western culture. However, whatever may be the reason why the US together with many of its organizations prevails and manages to stand out in the world, one essential argument in line with this will always lead to the idea of how it was able to bring in fluence to its environment.

Drinking Age Essay Example for Free

Drinking Age Essay The drinking age was moved from 18 to 21 for a reason. The higher drinking age of 21 has saved many lives, helped reduce the amount of underage drinking, and therefore should not be lowered. Many studies from a large variety of sources have proven higher drinking ages have a positive effect on society. Alcohol is harmful to the development of younger people. Research has shown that an adult is less likely to binge drink (have five or more drinks in a row). According to statistics from the National Institute on Alcohol Abuse and Alcoholism, teens become intoxicated twice as fast as adults. Because the teens get drunk faster they are less likely to know when to stop and to go past their limit, causing harm to themselves and others. The Human brain continues to develop after adolescence and into our 20’s. According to a study on the neurocognitive effects of alcohol on adolescents and college students, drinking is harmful to the brain. Since the brains of all people under 21 are still developing, and most are in college, alcohol can prove very detrimental to the development of their brain and can harm their studies, and thus their futures. Underage drinking also largely contributes to many social problems include those such as: impaired driving, fighting, sexual activity, and smoking (Pediatrics 2006; 119:76-85). People have proposed that a 40 hour educational course should entitle people under 21 to drink. Research shows that educating youth drivers does not prevent youth crashes, however restrictions such as a limitation on the amount of passengers a youth driver can have, and curfews do help restrict the amount of youth crashes. The same philosophy applies to drinking. Educating young people about drinking responsibly, and the damage that drinking can do will not prevent alcohol related incidents, or underage â€Å"binge† drinking, but restrictions like the current laws will help prevent these (National Institutes of Health , â€Å"Fact Sheet: Underage Drinking†). Alcohol has a direct effect on the amount of car crashes and crime levels around the world. Studies show that since the legal age was change from 18 to 21 the number of vehicle related accidents has  dropped 16 percent (U.S. Department of Health and Human Services). Other studies have shown that since the legal drinking age was raised over 25,000 live were saved (European School Survey Project on Alcohol and Other Drugs). Many European countries have lower drinking ages, and many people say that their system is better. Since alcohol is more readily available in these nations there are more underage drinkers than other countries where alcohol is more limited. Studies have also shown that alcohol cause more problems in Europe than America (DiClemente, Ralph J.:Pediatrics 107). These issues include underage drunkenness, injury, rape, and school problems. â€Å"The concept that a person becomes a full adult at age 21 dates back centuries in English common law; 21 was the age at which a person could, among other things, vote and become a knight. Since a person was an official adult at age 21, it seemed to make sense that they could drink then, too† (Ethan Trex: http://www.mentalfloss.com /article/19437/why-drinking-age-21). Certain European nations and states allow drinking with a parent’s consent or drinking in the privacy of the home. Many people claim that this helps reduce underage binge drinking by introducing youths to alcohol at an earlier age in a controlled environment. Research has shown that this is not true (Fell, James: Debating Reform), because the youths feel they have their parent’s permission to drink they are more likely to believe it is okay for them to drink in situations outside the home, which can lead to intoxicated driving, and other harmful acts. Some argument for lowering the drinking age claim that alcohol is more enticing to youths when they can’t have it, and if the legal age was lowered there would be less underage drinking problems. Studies and history have proven this wrong (Fell, James: Debating Reform). Before the drinking age was raised in the U.S. there was a larger underage drinking problem, and over twice as many fatal alcohol related accidents as today. Sources: European School Survey Project on Alcohol and Other Drugs. DiClemente, Ralph J. et al â€Å"Parental Monitoring: Association With Adolescents Risk Behaviors† Pediatrics 107: 6 June 2001, 1363-1368 Fell, James. From â€Å"Chapter 2: Federalism: Resolved, the Federal Government should restore each State’s freedom to set its drinking age.† in Ellis, Richard and Nelson, Michael (eds.) Debating Reform. CQPress Publishers, Fall 2009. Fell, J.; â€Å"Minimum Legal Drinking Age Policy Knowledge Asset,† website created by the Robert Wood Johnson Foundations Substance Abuse Policy Research Program; March 2009. Fell, James C. National Highway Traffic Safety Administration, Oct. 2008 â€Å"An Examination of the Criticisms of the Minimum Legal Drinking Age 21 Laws in the United States from a Traffic-Safety Perspective† National Highway Traffic Safety Administration, National Center for Statistics and Analysis â€Å"Lives Saved in 2007 by Restraint Use and Minimum Drinking Age Laws† DOT HS 811 049 A Brief Statistical Summary November 2008. National Institutes of Health, â€Å"Fact Sh eet: Underage Drinking† National Institutes of Health, â€Å"Fact Sheet: Alcohol-related Traffic Deaths† National Institutes of Health, National Institute on Alcohol Abuse and Alcoholism, Statistics on Underage Drinking National Institutes of Health, National Institute on Alcohol Abuse and Alcoholism, â€Å"Research Findings on Underage Drinking and the Minimum Legal Drinking Age† National Institutes of Health, Alcohol Policy Information System â€Å"The 1984 National Minimum Drinking Age Act† Shults, Ruth A., Elder, Randy W., Sleet, David A., Nichols, James L., Alao, Mary O. Carande-Kulis, Vilma G., Zaza, Stephanie, Sosin, Daniel M., Thompson, Robert S., and the Task Force on Community Preventive Services. â€Å"Reviews of Evidence Regarding Interventions to Reduce Alcohol-Impaired Driving.† Am J Prev Med 2001;21(4S). U.S. Department of Health and Human Services, The Surgeon General’s Call to Action to Prevent and Reduce Underage Drinking 20 07. Zeigler DW, Wang CC, Yoast RA, Dickinson BD, Mccaffree MA, Robinowitz CB, et al. The Neurocognitive Effects of Alcohol on Adolescents and College Students. Prev Med 2005 Jan;40(1):23-32. http://www.indiana.edu/~engs/articles/cqoped.html

Eugene Richards :: essays research papers

A freelance photographer, writer and a teacher, Eugene Richards is a storyteller of the common people. Twice named U.S. magazine photographer of the year, he is often considered one of the world’s best documentary photographers for his hard hitting explorations of our society. Richards currently works with Time Life, national history and the New York Times and is the author of nine books including â€Å"below the line†, â€Å"American we† and â€Å"the knife and gun club†. All in which he uses a combination of photograph and elegantly written narrative to show an idiosyncratic portrait of the American people. Richards focus is that of the ignored; a people that otherwise have been forgotten. It’s his compassion to his subjects and his commitment to them that surpasses the act of making a pretty picture. Spending days with his subjects in the slums of Harlem or the hardly developed mountains of West Virginia he immerses himself into the frequently bitter life of his next award-winning photo. Often including word for word text of testimonials recorded by junkies and destitute farmers, Richards is able to provide an unbiased portrayal. All he has done is to select and make us look at the faces of the ignored, opinions and reactions are left to be made by the viewer. Have you ever been at the beach safely shielded by a dark pair of sunglasses and just watched? Being a silent third party to a father screaming at his seven-year-old daughter for putting the inner tube in the wrong place. People watching has for a long time been one of my favorite activities as third party you are able to see people for what they are, unbiased by already having known the person. Eugene Richards’s book has made me look at my hobby from an artistic vantagepoint. He’s made me start to think that one day I would like to be one behind a telephoto lens capturing those moments that people don’t think anyone else saw. Richards photographs have made me relies that photography is more then a point a shoot process.

Physical and Technological resources Essay

These are the resources that the business needs to maintain in order to carry out its activities and it includes things like the buildings, facilities, plant and machinery. Management of physical resources involves planning maintenance and refurbishment and it includes organizing insurance and security to keep those resources safe. For JCC there are different types of physical resources however the main ones are as follows: * College premises and facilities: any business will need to have premises from where it can operate for JCC it’s the college it self which they operate by providing facilities to the students. The premises should be aesthetically pleasing in order to attract customers however for JCC if the premises are pleasing then more students would likely to come and study at JCC. * Materials and waste: The materials that are needed by a business will very much depend on the type of operation it is running and the individual people working there. A car-making factory will need access to steel, paint, plastics, etc. to be able to make cars. However for JCC they will need teachers to teach the students otherwise they would not be able to educate the students. For JCC the materials they use are paper, stationery and printing inks etc while the waste are printer cartridges, plastics , laptops as when they dispose them off. They manage the waste as follows: the computer equipment they can’t just throw throw them or give it to someone because its registered in the college name in this case they dispose computer equipment to a company called WE which deals with the waste and this charges them à ¯Ã‚ ¿Ã‚ ½10 per item in order to dispose them safely. * Plant and machinery: Like materials and buildings, each business has specific requirements for the type of plant and machinery that it might need. JCC spends large amount of money to purchase the machinery such as projectors, televisions, video machines, computers, table and chairs and many more as without the resources they would not be able to meet the objectives. * Equipment including IT: Equipment is essential for a business to operate smoothly. For example, the teacher is unable to work effectively without a board marker or access to the registrar to check the who is present. Equipment is very vital for JCC such as computers, projectors and printers in order to work efficiently. * Planned maintenance and refurbishment: All buildings, plant and machinery require regular maintenance and updating. Even factories that work using flow production 24 hours a day have to allow time to check that machines are working properly and make minor adjustments to them if necessary. If this maintenance does not take place machines may break down, stopping production and leading to a loss of profits. Building maintenance such as regular cleaning and painting, is also needed to keep buildings in good order, clean and safe. JCC do regular maintenance with the equipment such as computers every summer holidays to ensure everything is working properly. They also paint the building every summer holidays if needed. * Emergency provision: The Health and Safety at Work Act 1974 requires organizations to draw up policies and provisions for what should happen in the event of an emergency within a building. This means for JCC they have to change their resources such as the building since the law of disability act came in force they had to install lifts and the ramp in order to cater for disable students. * Insurance: All buildings owned or leased by businesses must have insurance. If the business owns the building it will arrange this cover itself but if the building is leased it is often arranged with the landlord. A fee is paid each month and then protection is given to the business in the event that something happens to or within the building such as floods, fire, and damage to any equipments etc. For JCC they need to insure the building is insured as it will need if any thing happened in the college then the insurance will pay for any claims. * Security: The building must be made secure and looked after, even when employees have gone home. Some businesses will employ full-time security staff to do this and they patrol the building, sometimes using dogs to help them. Other organizations will use security cameras and alarms which are linked to police stations. JCC use a full time security site manager who is responsible for the security of JCC as he monitors via the use of CCTV cameras. Technological Resources Technological resources are more than just equipment. Computer hardware, such as a modem and monitor, is a physical resource and is treated as such. Technological resources in this instance are things like software, music or text. These resources are owned, like physical resources, and have to be managed in the same way. Technological resources can be considered in four main areas: intellectual property, accumulated experience and skill, software licensing and patents and copyright. * Intellectual Property: These are the rights allow people to own ideas and have rights concerning what happens to these ideas, including how often they are used, what they are associated with and if they have permission to be copied. There are considered to be five different types of intellectual property: designs, drawings, text, music and video. This shows us that JCC have to have copy right laws to be followed other wise they can be fined and sued if the breach the law. JCC logo has been copyright protected as no one can copy their logo. * Accumulated Experience and Skill: This means experience gained over a number of years when a person has come across lots of different issues to do with the job. This can mean it protects the business by keeping people in their jobs – so that the level of experience in the business can grow. Experienced employees are more likely to be able to do a good job in an organization and should be managed carefully. Sometimes this might mean paying people more or giving them special conditions. For JCC they have to manage this as the teachers get experienced and the work gets more faster and more accurate, for instance the head of the business department would be responsible of registering students every year and have to meet deadlines as this case would be the teacher will be experienced and unlikely to make mistakes however if another new staff comes in and the experienced teacher goes out of JCC then problems might arise and the work might be done slowly. JCC have to maintain this in order to run the organization smoothly. * Software licenses: Many businesses invest a lot of money into software and its use within the working day. Sometimes bespoke software will be designed for a business or they will use someone else’s software and play a license fee to use it. As any software e.g. Microsoft word you have to pay a license fee to the Microsoft however when we individual buy the software the license fee is already included unlikely for large business organization where they purchase one software and use in more than one computer in which they have to pay extra fee for the license. JCC they have to pay for the license for the use of different software they use, if they not pay the license fee they can be fined as breaking the law. They have to make sure they have purchased the license. * Patents and Copyright: It can be difficult and costly for businesses to protect technological resources. Legislation can help to prove if someone has taken your idea and used it. Patents and copyright are two areas of intellectual property law. Patents- protection for inventions or new and improved products that can be made by industry while Copyright- protects the use of literary or artistic material. This includes songs, software, multimedia and films. For JCC they have to have a copyright logo in order to protect their logo not to be used by others, they have to pay a fee for this copyright protection. While they have to patent their website in order for not others using their ideas and design.

Communication and professional relationships with children, young people and adults Essay

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Essay on Operations and Strategy of Financial InstitutionsEssay Writing Service

Essay on Operations and Strategy of Financial InstitutionsEssay Writing Service Essay on Operations and Strategy of Financial Institutions Essay on Operations and Strategy of Financial InstitutionsToday, the idea of the separation of the retail banking from the investment banking grows more and more popular. However, this idea is inspired not just by the common sense of policy makers but rather by effects of the economic recession in the US, followed by the global financial crisis in 2008. The global financial crisis affected many banks, including Northern Rock, the UK-based retail bank, which operated internationally. The global financial crisis had struck especially those banks, which had either poor or risky assets and which policies were ineffective. Northern Bank turned out to be incapable to cope with the crisis strike and now the bank is run by Virgin Money. The idea of the separation of the retail banking and the investment banking may still affect the profitability and performance of Northern Rock Bank because this decision will affect the financial sector at large. However, the seemingly positive impact of the separation may bring doubtful results since the stability of the banking industry and financial markets depends not only on the separation of retail banks from investment banks but also and mainly from policies conducted by banks, because banks conducting risky operations will face the downturn in their business development regardless of whether they are retail, investment or universal banks.Background of the emergence of the idea of separation of the retail banking from investment bankingThe emergence of the idea of the separation of the retail banking from the investment banking dates back to the economic recession in the US that triggered the global financial crisis of 2008. In the aftermath of the financial crisis, which peaked with the collapse of investment bank Lehman Brothers, there has been a search for ways to increase the stability of the banking system (Gorton, 2012). One of the frequently suggested options is the potential separation of banks into a retail part and an investment banking part, or high-risk part (Haldane, 2009). In such a situation, the idea of the separation of the retail banking from the investment banking was the natural response because this decision was supposed to secure the retail banking and the banking industry at large. The idea of the separation was suggest as the remedy against crises in the banking industry because such separation could allow ‘localising’ the crisis in certain retail banks only or, in the worst case, in the retail banking sector alone, while other banks and the banking industry would maintain the stable performance.Alternatively, experts (Mishkin, 2011) offered other possibilities to manage crises in the banking industry and prevent such problems as occurred in 2008. Other possibilities include a further increase in the buffers to be held by the banks, investment in better risk management, more, and especially more effective, supervision and the removal of incentives in the system that can lead to taking excessive risk (French, et al., 2010).Nevertheless, the separation of the retail banking from the investment banking became the mainstream idea that was supposed to save the banking industry from the possible collapse in the future. In this regard, given the consequences of the collapse of Lehman Brothers for the banking system, the search for measures to reduce the exposure of retail banking to the risks of investment banking is entirely understandable (Hoshi, 2011). As a result, governments of the US, the UK and other countries of the EU have started to consider the possibility of the introduction of the separation of the retail banking from the investment banking.The essence of the separation of the retail banking from the investment bankingTo understand possible effects of the separation on the profitability and performance of the Northern Rock as well as on the banking industry, at large, it is important to understand the essence of this policy. In fact, the â⠂¬Ëœretail banking’ in this context refers to banking that supports the real economy (Hanson, Kashyap, Stein, 2011). An investment bank is a bank engaging in other banking activities, such as proprietary trading (Gorton Metrick, 2011).Under the Volcker Rule applied to the US banking system, a retail bank is restricted with regard to trading for its own account (or ‘proprietary trading’), and may only invest in hedge funds and private equity to a limited extent (Issing, 2009). One serious problem in this approach is how does one distinguish between proprietary trading and market making or operations relating to management of the balance sheet (Issing, 2009)?The Liikanen Committee operating in Europe proposes that banks with more than EUR 100 billion in â€Å"assets for trading activities† or for whom these assets represent at least 15% to 25% of the total assets should be obliged to segregate these trading activities in a separate legal entity (the  "trading bank†) (Hoshi, 2011).Specificities of the separation of the retail banking from the investment banking in the US and the EU are important factors for Northern Rock, as the bank that operates internationally. At this point, the different approach to the separation was determined by the difference of the banking system in the US is very different to that in Europe, where there is more bank intermediation (Mishkin, 2011). On the other hand, researchers (Mishkin, 2011) insist that if banks in the EU are somehow forced to divest their investment banking businesses and incorporate them in separate entities, is that these entities will very likely be too small to be able to continue to exist independently.Risks and possible effects associated with the separation of the retail banking from the investment bankingProponents (Hoshi, 2011) of the separation insist that this policy is essential to secure the banking industry from new crises. However, the major reason for this poli cy in the US and the EU was the excessive risk-taking has been behind the problems (Larosiere, 2012). In other words, the problem was not in retail or investment banks’ specialisation. Instead, the problem was their risky policy. In case of the 2008 global financial crisis, retail banks were particularly vulnerable to the negative economic trend and faced a particularly deep crisis, but the problem was not in their specialisation but in their risky assets and policies.In addition, complex financial products, often poorly designed (such as the subprime-based products that emerged in the United States, but became widespread around the world), and their securitisation and trading triggered the crisis (Larosiere, 2012). Banks could not manage those complex financial products, which they had at hand. As a result, they finally slipped to the downturn in their development and faced a profound crisis.Researchers (Larosiere, 2012) point out that banking â€Å"models† have not b een a decisive factor. In fact, specialised institutions (pure retail banks or pure corporate and investment banks) have been among the worst affected (Larosiere, 2012). For instance, this is the case of Northern Rock, which is focused exclusively on retail and whose dramatic fate is well-known (this bank had to be fully nationalised, with costs covered by British taxpayers) (Larosiere, 2012).Essay on Operations and Strategy of Financial Institutions part 2

Hengist and Horsa - Legendary Founders of Kent

Hengist and Horsa - Legendary Founders of Kent Hengist and Horsa were known for being the first leaders of Anglo-Saxon settlers known to come to England. Tradition has it that the brothers founded the kingdom of Kent. Occupations KingMilitary Leaders Places of Residence and Influence EnglandEarly Europe Important Dates Arrival in England: c. 449Death of Horsa: 455Beginning of Hengists reign over Kent: 455Death of Hengist: 488 About Hengist and Horsa Although very likely actual people, the brothers Hengist and Horsa have taken on legendary status as leaders of the first settlers of Germanic stock to come to England. According to the Anglo-Saxon Chronicle, they were invited by the British ruler Vortigern to help defend against invading Scots and Picts from the north. The brothers landed at Wippidsfleet (Ebbsfleet) and successfully drove off the invaders, whereupon they received a grant of land in Kent from Vortigern. Several years later the brothers were at war with the British ruler. Horsa died in battle against Vortigern in 455, at a place recorded as Aegelsthrep, which is possibly present-day Aylesford in Kent. According to Bede, there was at one time a monument to Horsa in east Kent, and the modern town of Horstead may be named for him. After the death of Horsa, Hengist began ruling Kent as king in his own right. He reigned for 33 more years and died in 488. He was succeeded by his son, Oeric Oisc. The kings of Kent traced their lineage to Hengist through Oisc, and their royal house was called Oiscingas. Numerous legends and stories have sprung up about Hengist and Horsa, and there is much contradictory information about them. They are often referred to as Anglo-Saxon, and some sources label them as Jutes, but the Anglo-Saxon Chronicle calls them Angles and gives the name of their father as Wihtgils. There is a possibility that Hengist is the source for the character mentioned in  Beowulf  who was associated with a tribe called Eotan, which  may have been based on the Jutes.

Transfer Essay Example | Topics and Well Written Essays - 250 words

Transfer - Essay Example In real sense, I greatly hope to join university y because the courses offered at the university especially at higher levels, match my career aspirations. My current course is in line with my career path but I would like to go into specialization in my advanced years of study so that I become more competent in few areas of my choice. This is exactly the opportunity that university y offers and I strongly feel that I am better placed at university y as far as my career progression is concerned. Another reason I have the passion to transfer to university y is that policies and the reputation of the university suit my life’s visions. More specifically, I believe that there is more quality education in university y especially when it comes to teaching and research. When I receive the transfer, I will be able to come out of university y a more refined professional because I will be able to utilize my full potential. Besides, university y focuses more on nurturing professionalism than simply imparting academic knowledge on the students. For these reasons, I am fully convinced that university y will suit my lifestyle both as a student and as an aspiring professional. Therefore, I am humbly requesting for a transfer from university x to university