Community base activity integration and reflection Essay

Community base activity integration and reflection - Essay Example Some were even teachers and engineers before unfortunate circumstances forced them into the streets. I saw them sitting together having good conversations as they enjoyed their meals. They shared what they received from the kitchen only eating enough to sustain them ensuring that the kitchen could feed many. They were poor but shared the little they had. After the meals, they respectfully cleaned their spaces before walking out. This experience of volunteering enabled me to revise my preconceived notions about the homeless community. I was able to experience firsthand and practice what I learned in the classroom. Marginalization before my experience at Martha’s Kitchen was simply a topic discussed in social sciences. While working with the homeless, I witnessed social exclusion in action. The homeless are denied basic human rights to food and shelter. Justice should be impartial, protecting the rights of all citizen. Unfortunately, such is never the case, especially for marginalized people. However, organizations such as Martha’s Kitchen and homeless shelters provide much-needed help for the poor and homeless. Our society should put up more systems to assist these marginalized individuals and to integrate them back into the society. While growing up in China, I developed biased opinions about the poor and the homeless as influenced by the society. These marginalized people were presented as violent criminals and con artists who took advantage of others. While working at Martha’s Kitchen, I interacted with them as I served the meals. I found that they were polite people always with a smile on their faces despite their unfortunate circumstances. They appreciated the workers in the kitchen and respected the space they were provided. I met individuals who worked hard whenever they secured temporary employment and shared their little income with others. The volunteering position enabled me to appreciate the experiences of the people who are marginalized.

Electrical & electronic principles ( lap report ) in transistor Assignment

Electrical & electronic principles ( lap report ) in transistor - Assignment Example Whenever they are, used a small BJTs’ number is integrated inside a high-density chip complimentary. This integration is referred to as the BICMOS especially when BJT is integrated with CMOS. This report explores the bipolar transistors and the characteristics of its DC gain transistor. The word bipolar is used to explain the idea that all holes and electrons take part in the BJT operation. This implies that the minor diffusion carrier plays a key role in a similar way to the PN diode junction. The term junction implies that the PN junction is crucial to the BJTs operation. The BJT could be referred to as the bipolar transistors. It is normally made of emitters that are heavily doped, N-type collector, and P-type base. This implies that the device would be a NPN BJT (Harame, et al. 2005). The transistors with NPN display high transconductance and speed compared to the transistors that are PNP. This is so because the mobility of electrons is increased compared to the mobility of the hole. The junction of a base emitter is a junction in which the electrons are sent towards the more base that is lightly dropped. The electrons diffuse over the base towards the base collector junction that was reverse biased and washed away to the collector. This leads to the production of current referred to as the collector current (IC). IC is normally VCB independent unless VCB is a reversed bias. On the other hand, IC could be found by identifying the rate of injected electrons to the base from the emitter. This is established by the injection electron rate into the base from the injector. Emitters are normally linked to the ground. The curve of IC is always plotted versus VCE. In cases where by VCE is more than o.3v, its value would be equal to VCE= VCB+ VBE. When VCE is less than 0.3V the junction of the base collector is strongly biased forward making the IC to reduce. The IR Parasitic drops are hard to

Continuing Professional Development In HRM

Continuing Professional Development In HRM In this essay the author presents a critical evaluation of the four stages of the Continuing Professional Development (CPD) cycle as a tool to support her CPD in Human Resource Management (HRM). The CPD process can be carried out by undertaking step-by-step process (see, Figure 1). However, the basis for most training remains the traditional training process system (see Figure2). Thus, we will use the traditional training process system for our analysis. Defining the CPD poses an interesting problem although a number of eminent researchers and organisation have categorised the different approaches. The Chartered Institute of Personnel and Development (CIPD) define CPD as the need for individuals to keep up to date with rapidly changing knowledge (Website 1). Other organisations refer to structured processes to maintain, develop and enhance skills, knowledge and competence both professionally and personally in order to improve performance at work (Website 2). The Chartered Institute of Management (Website 3) states that Effective CPD is a commitment to professionalism it shows that you have taken personal responsibility for ensuring that you have the skills and knowledge necessary to meet the challenges of an ever changing world. The process should benefit the individual, and also the business as a whole. Evaluation of the four stages of the CPD cycle The traditional training process system (see Figure2) of CPD cycle comprises four main steps: 1) Identifying development needs, i.e., identifying training and learning needs; 2) devising a learning plan prioritizing needs and selecting appropriate activities; 3) undertaking development activities and; 4) recording and evaluating outcomes (Megginson Whitaker, 2007). Now, if we consider the contents of the MSc in HRM, in relation to the CPD cycle and the authors approach to achieving her goals, i.e., completing the MSc in HRM with at-least merit pass for most modules together with appropriate particle experiences. The first step is that identifying development needs. According to Inglis (1994) identifying development needs means developing an Extraordinary Realistic Self Image (ERSI), which should consist the elements of work it self, reflection by self, feedback from others, individual psychometric self -diagnostic measures, organizational metrics and professional metrics. Moreover in the case of individual identifying development needs includes, feedback from others, self-assignment, reflection, personal professional congruence and aspirations / dreams. In this case, the author as an individual, taking all the above factors into consideration she set up her development needs as follows; by studying MSc in HRM she wish to develop her ability to make an effective contribution at a strategic level in todays rapidly changing organizational contexts, internally or externally. She also wants to learn more about the effective management and utilization of human resources in organizations. By the end of this course, she hope to achieve more knowledge about strategic perspective and operational perspective, also she would like to gain more knowledge and skills to motivate and manage employees, and become a reflective practitioner in this specialist field, so-called human resources management, and develop a strategic understanding of HRM in relation to organizational processes. At present the author is only an affiliate member of the CIPD and by the end of the course she aims to gain graduate membership of the CIPD and in the long time her as pirations is to become a fellow of CIPD. Now, she needs some criterion for deciding which of these needs should be given priority. In relation to this Stephen Covey (1990) emphasized the need to focus on the areas that are important and non-urgent. Megginson (1994) created a framework called SPICE, which covers a range of areas and has a memorable acronym. SPICE involves setting goals in the areas of spirit, physical, intellect, career and emotion. Another model presented by Hawkins (1999), so-called BEST model suggests that we can set goals that get the best out of us if we look for goals that help us to: Broaden move us into new areas; Enjoy get us doing more of the things that we love; Stretch take us into new areas, doing more, facing bigger challenges; Think -challenge our understanding and mastery, demanding deeper insight. The next framework to take into account is the modes model discussed in Boydell and Leary (1996). Each mode has certain key characteristics and strengths, and the large movements of our life, wh en we notice that we are viewing the world from a radically different perspective are about moving from one mode to the next. Figure 3 briefly describes each of the modes, which may help to identify where we stand in our development. The model begins at the bottom and as we develop we work up through the modes over the years. The author is adopting the BEST (Broaden, Enjoy, Stretch, Think) model for prioritizing her needs and selecting appropriate activities, it is in her view that this model is more appropriate to her case. Because, undertaking the MSc in HRM she gains more knowledge and skills in the field of HRM. She is enjoying doing the course and doing more of the things she love. On the other hand the course is quite a challenging one due to the nature of the course contents and the mode of study (i.e., full time) also the time constrain is a big factor. Thus, she is stretching her self to balance the professional and personal life. However, her desire to think ahead and fulfill her ambitions allows her to face the challenges and demanding her to do more to get a deeper insight of the subjects. Now, moving on to undertaking development activities, these should be in the form of professional work-based activities (e.g. work project and new task), courses conferences (e.g. CIPD branch meetings), and self-directed informal learning (e.g. reading, action learning and reflective diary). In relation to this the author is engaged in professional work-based activities via work-placement, which allows her to use the theories into practices that she learned though formal lectures and further readings. Moreover her self-directed informal learning such as readings, allows her to use wider theoretical concepts into her assignments, exams, and practical activities. This allows optimizing her knowledge and skills, as well as achieving her goals with confidences. Recording and evaluating outcomes the process of writing helps us to distil experiences, recognize patterns and discern trends. It enables us to remember what has gone before and capture lessons for the future. It can also be kept for CIPD upgrading applications (Megginson Whitaker, 2007). The author has included an evidence of her own reflecting back Continuing Professional Development (CPD) record and moving forward plan, which spans the period of her MSc in HRM taught programme and plan for further development. She was very pleased about her overall performance so far, but it is in her own view that she could have done even better in one or two subjects, however due to time constrains and other factors which are beyond her control made it difficult to perform on a highest level for those two subjects. Thus, for the future tasks, she will prepare well by reading wide range of materials including lectures notes and gathering vital information from varies sources, for example, this is particularly very important for her dissertation that will be the immediate future task for her. Furthermore, better manage the time and plan ahead early as possible, and she believes that will leads to the better outcome. So far, the authors approach to formal educational CPD activities (MSc in HRM) explained generally with respect to CPD cycle. Now, she considers the whole CPD process by identifying further needs to journey through the CPD cycle again. With respect to MSc in HRM, assessing her current skills, she studied wide range of HRM functions, models and methods used in organisations. Through these studies she is now able to analyse and critically assess the function of the manager and organisation based management structures alongside the role of human resource management within a range of organisational settings. The authors able to demonstrate a critical understanding of a range of methods and models used in organisation and business analysis from the perspective of human resource management. She have an idea of how leadership developments and how learning development is functioning in an organization (e.g. coaching, and e-learning) and how is the annual pay review managed and application of Performance Related Payment (PRP) system worked; also an up-to date information about current legislations; the employee communications and how the people resourcing strategies managed. Thus, she has insight knowledge of wider area of Human Resource Management (HRM). Moreover the author is able to demonstrate a theoretical and critical understanding of the actors, context, mechanisms, processes, and procedures that regulate and shape the employment relationship, including an appreciation of the contrasting perspectives and interpretations within employment relations. Furthermore, she can demonstrate critical understanding and analytical awareness of how employment relations concepts, policies and practices are applied within organisations to contribute to the management of people and organisational performance. As she reflecting on the outcomes, it is her view that she need to apply the knowledge and skills gained over the year through her studies. However, it is important to note that the author developed her HR skills in the area of Employee Relations (ER) through the work placement; it has strengthened her ability through project management in real life situation. Recommendations As the CPD cycle continue throughout her professional life, for the authors immediate future practices the following activities are recommended. Firstly, drafting a realistic moving forward plan, this should contain the key areas of development, that has to be achieved in the next year or so, and a time scale for the review of professional development needs. Secondly, networking and improved communications with academic and industrial communities within the HRM field is greatly encouraged. This allows her to exchange ideas and other information for optimised performances for her self and the organisation. Finally, continuing work based training is recommended for long-term development of her career. Summary In this essay critical evaluation of the authors approach to the formal educational learning CPD activity (i.e. the MSc in HRM) with reference to the various stages of engagement with the CPD cycle is presented. Conducting this formal educational learning activity the author seeks to broaden and deepen her awareness of the topic of Human Resource management, knowledge and skills. The course covers theory as well as practical applications (i.e., through the work-placement), and lead to a qualification (MSc in HRM). Within the context of CPD process, the authors reflection on her own CPD from both a practical and a theoretical point of view are presented. Furthermore, the authors motivation, engagement and management activities related to the MSc in HRM scheme are described. Finally some recommendations are suggested for the authors future practice.

Decentering the Self in the Technological Age Essay -- Communication I

Decentering the Self in the Technological Age In a beautiful park, at the gazebo, stand my two friends, Avatar and Lewia. The wizard is performing the ceremony, and all is going very well. After many hours of intimate chat and romantic evenings together, today Avatar and Lewia are to be married - on the internet. This is the height of immersion to MUDlife. Life on the internet is affecting more people than many of us like to admit. I am interested in discussing the reasons for and repercussions of this sort of immersion. The above description actually did occur, several years ago. It was around the time of the first real explosion of the world wide web, when the internet was reserved for "computer geeks" like myself. The internet offers hundreds of "virtual spaces" called MUDs for "Multi User Domain". Within these MUDs, users create characters for themselves and virtual worlds for their characters. Interaction is purely text-based, with few rules. The worlds are controlled by "wizards", users who have the power to "toad" or delete characters that are abusive or unruly in some other way. My (real life) friend and his girlfriend used to frequent "The Resort", a MUD for general discussion that has since been closed. My personal interest was quite limited, but I had to attend the cyber-ceremony out of respect. My internet personality, or i-dentity, was, after all, BestManChris. Inspired by a similar net-event described in Sherry Turkle's Life On The Screen, I have recently reflected on the reper cussions of that net-wedding. For people as young as we were, twelve years old, the internet and chat rooms are an escape from the control of parents and teachers; they were a chance to be more "grown up" than real life ... ...he commonly held view that communication will become increasingly personal as technology advances is challenged by the popularity of IRC as a new form of communication. People form virtual communities with loose social structure and rules in which the residents all have something in common, whether it is a wedding ceremony, hobby, or a sexual interest. The growth in the number of IRC users is too large to be ignored, and I think it is going to be central to the recreation of communities as postmodern gathering places and the continued decentering of self as electronic communication becomes more prevalent in the years to come. Works Cited Reid, Elizabeth M. Electropolis: Communication and Community On Internet Relay Chat University of Melbourne, 1991. Turkle, Sherry. Life On The Screen: Identity in the Age of the Internet New York: Touchstone, 1997.

Human Geography

Bright lights, colorful signs, and delicious smells, all are things that may be found in an ethnic neighborhood. An ethnic neighborhood is a neighborhood, where the majority, if not all the population is of the same belief, and follows the same religion. One of the most well-known neighborhoods in Chicago is Chinatown. Chinatown has many cultural traits that set it apart from neighboring areas; however there is always a looming threat of internal and external threats to its culture. China town possess many cultural traditions and customs. One major cultural trait is the color red.In Chinese culture, red signifies happiness, prosperity, and luck. Many buildings have a very generous use of red. Doorways, walls, and even windows covers have been painted red. Another cultural style was having curved roofs. Buddhists in China believed in having ghosts, spirits, and demons. Evil spirits and demons bring bad luck to households, and were believed to try to torment the people in the dwellings . To counteract this, Buddhists believed curved roofs warded evil spirits. Because of this belief in china, it was also migrated into Chinatown.Many roofs in china town had curves on the edges. One last trait is the Chinese festival of lights. On Chinese New Year’s, during the festival, paper lanterns were lit. In addition to this, the elderly were considered to be the most wise, so on New Year’s they were addressed to first. Chinatown has many different cultural traits, and because of an intercity location, it is always under constant threat. One way it can be affected is via external threats. External threats can impact many ethnic neighborhoods. They can disrupt the established customs residents are used to.One such example is the migration of new people with different cultural heritages. Because Chinatown is in a mid-city location, people are constantly moving and entering the area. In the future, it is possible that a new group of people will move into what is now china town. Western business like Walgreens, target, and Wal-Mart disrupt the local culture. They introduce modern conveniences that the neighborhood may not have had before. Although many of those stores had signs in Chinese, it doesn’t change the effect the stores had on the neighborhoods.While external threats are a looming danger, they are not the only threat. Internal threats also can compromise the established local structure. There are many internal threats prevalent as well. As people live life in the U. S, or experience other culture, they may want to integrate the new culture into their own. One such example is with kids. When kids go to school, they meet people of other cultures, and beliefs. Over time, they may think that an aspect of their beliefs is better than their own. This can cause a recession in the local culture of an area. Another internal threat is that of movement.As kids grow older they may get bored of their surroundings and decide to move out. When people move, buildings generally become open for sale, and often for low prices. These vacancies are enticing to many people who are seeking a home. This can greatly disrupt a neighborhood, as suddenly what was previously a Chinese neighborhood, is now half polish. One last example is with oriental Chinese food. Asian dishes are generally spicy, with many herbs. People often change recipe to fit the American palette. Over time Chinese-American may come to enjoy the new Americanized flavor more.Chinatown has many cultural traits that set it apart from neighboring areas; however there is always a looming threat of internal and external threats to its culture. People can move in, American businesses can set shop and disrupt the traditions, but people can also move out, or take aspects of other cultures and integrate them into their own. The local culture of an ethnic neighborhood is always under threat, in the modern world. Placelessness s used to describe areas with no distinctive fe atures. Many areas are combating this by building houses with older, less modern styles, to differentiate them from all the new houses.

China, an Engine of Growth, Faces a Global Slump Essay

Yardley, J. , & Bradsher, K. (2008). China, an Engine of Growth, Faces a Global Slump. New York Times, October 23, p. A6. In the article Yardley and Bradsher discuss China’s’ economic and financial slump caused by the global financial crisis. For three decades China has been one of the most powerful and promising countries in the world. The country has managed to booster its economic development due to flood of low-priced exports. However, global crisis negatively affects the country that faces the possibility of global recession. The question is whether the ruling Communist Party is able to prevent global financial crisis and to support China’s economic miracle. Economists and analysts say that China’s economic development plays crucial role for economies of the United States and European countries as they face serious downturns. Nonetheless, Chinese economic model is to be recalibrated, domestic investments are be stricken with government spending, and policies aimed at increasing consumer demand are to be promoted. China is in need of better health care network, improvements in social safety network, and lower fees for education establishments. Chinese government claims that global crisis insulates country’s financial system and, thus, leaders argue country’s banks would remain domestically concentrated. The overall economic growth has decreased, unemployment rates have increased and many factories have closed export region. China is recommended to use its foreign reserves for purchasing stocks in European as it gives China an excellent opportunity to gain more experience in global business. Some researcher say that America’s decline is inevitable and if China is prepared to manage it, it will be ready to stand as a superpower. In its turns, China isn’t willing to be considered as a replacement of the USA as it is still a developing country with more foreign reserves and more problems than other countries.

Tarchia - Facts and Figures

Tarchia - Facts and Figures Name: Tarchia (Chinese for brainy); pronounced TAR-chee-ah Habitat: Woodlands of Asia Historical Period: Late Cretaceous (75-65 million years ago) Size and Weight: About 25 feet long and two tons Diet: Plants Distinguishing Characteristics: Large, armored head with slightly larger than usual brain; quadrupedal posture; sharp spikes lining back About Tarchia Heres more evidence that paleontologists have a good sense of humor: Tarchia (Chinese for brainy) earned its name not because it was particularly smart, but because its brain was the tiniest smidgen bigger than those of comparable ankylosaurs, among the dumbest of all the dinosaurs of the Mesozoic Era. The trouble is, at 25 feet long and two tons Tarchia was also bigger than most other ankylosaurs, so its IQ was probably just a few points above that of a fire hydrant. (Adding insult to injury, it may well be the case that the type fossil of Tarchia actually belonged to a closely related genus of ankylosaur, Saichania, the name of which translates, equally ironically, as beautiful.) The ankylosaurs were among the last dinosaurs to succumb to the K/T Extinction 65 million years ago, and when you look at Tarchia, its easy to see why: this dinosaur was the equivalent of a living air-raid shelter, equipped with massive spikes on its back, a powerful head, and a broad, flat club on its tail that it could swing at approaching predators. The tyrannosaurs and raptors of its day probably left it in peace, unless they were feeling particularly hungry (or desperate) and ventured to flip it onto its enormous belly for a relatively easy kill.