Rtgtg Research Paper Example Essay Example

Rtgtg Research Paper Example Paper That data includes, but is not limited to, student records, personnel records, business, and accounting records. The explosion of networks and Internet related informational activities means that this sensitive data is more conveniently available to authorized staff in ways undreamed of even a few years ago but is also at risk. M-DDCD must address the issue of the security of this data in such a way that all avenues of access are strictly controlled and that the privacy and value of the data are not compromised. The Office of Management and Compliance Audits (MAC), in concert with Loss of funding (for example, FEET) due to the transmission of incorrect data to other agencies Unfair penalty or advantage to students due to the transmission of incorrect data (for example, incorrect transcripts resulting in unfair penalty or advantage to students applying for college and/or scholarships) Loss of negotiating or advantage by unauthorized disclosure of lists and other business assets to vendors Liability for incorrect data (including State and Federal penalties) Errors in business decisions due to inaccurate data Negative publicity surrounding the use of incorrect data and subsequent regulatory enforcement Inability to process business transactions in a timely fashion or not at all Sensitive data is defined as any data that should only be viewed by authorized personnel. We will write a custom essay sample on Rtgtg Research Paper Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rtgtg Research Paper Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rtgtg Research Paper Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Data sensitivity is determined by, but not limited to, federal and state laws (including privacy acts), M-DDCD Board Policies, and decisions by senior staff and/or the data owners (see section 2. 1 of this document). 1. 3 Background of M-DDCD Data Security Historically, almost all M-DDCD data was kept on the M-DDCD mainframe at ITS and access was strictly controlled through the use of the mainframe IBM SO/390 Security Servers (RACE). As long as valuable data is kept on the mainframe, this accepted Trinidad-true method of protection will continue to be the mainstay of our mainframe security efforts. Moreover, it provides a model hierarchical protection scheme, which can be used in an expanded network security paradigm. This includes the delegation of local authorization duties to an approved supervisor at the site. Approved supervisors include school principals and department heads. 2. 0 Scope In this document, authorized staff will hereafter be defined as all M-DDCD employees, consultants, vendors, auditors, students, temporary help, volunteers, and others authorized by M-DDCD to use the specific M-DDCD computer systems, applications, and information required for the performance of their Job or function. These specific Page 2 of 2 functions are determined and/or approved by the site supervisor. Authorizations without the site administrators approval is prohibited. Modification of The following is a list of some of the individuals/resources the Network Security Standards apply to: All authorized staff, volunteers, students, and vendors as well as unauthorized parties seeking access to M-DDCD computer resources All M-DDCD mainframes, minicomputers, personal computers, outside timesharing reverie, outside suppliers of data, network systems, wireless devices, M-DDCD- licensed software, switches, routers, hubs, wireless devices, and computer workstations All M-DDCD data and reports derived from these facilities All programs developed on M-DDCD time or using company equipment All terminals, communication lines, and associated equipment on M-DDCD premises or connected to M-DDCD computers over physical or virtual links Any equipment not owned by M-DDCD but connected to the M-DDCD network. All M-DDCD staff and authorized non-staff must be aware of the risks and act in the best interest of M-DDCD. These standards detail staffs responsibilities for computer security. Unauthorized persons who attempt to use M-DDCD computer resources will be prosecuted to the fullest extent possible. 2. 1 Owners of Data All computer files and data are to be associated with a user. In general, unless otherwise specified, the head of the department who requested the creation of the files and programs that store and manipulate the data on the computer is the owner of the data. The owner is responsible for specifying whether the data is sensitive and which user-ids will be authorized to access it, or who will be responsible for giving ouch authorization. 3. Physical Security Adequate building security (both physical and environmental) must be provided for the protection of all physical and logical M-DDCD computer assets and especially sensitive applications and data. Security includes, but is not limited to, lockable doors and windows, limited access, protection from water, fire, and the elements, alarms, access controls, and surveillance devices such as cameras and monitors. Site supervisors must protect all hardware and software assigned to their location. Administrative computers must be segregated from classroom computers. Students ND unauthorized personnel should never have access to administrative machines. Page 3 of 3 4. Non-Mainframe System Security Non-mainframe systems (Local Area Network (LANA) and Wide Area Network (WAN)) must have the same protection methodology in place as do mainframes to ensure MADCAP computer assets are secure. Programmatic methods are to be used to control access to non-mainframe resources. These methods include defining specific users or groups to specific system resources, and use of the least privilege concept for access to all system-level resources such as the operating system, utilities, and databases. Least privilege is defined a s a default of no access to these resources and the requirement of explicit permission and authorization by the owner based on need. Non-Mainframe systems must be provided with: 1 . Auditing/logging of such security-relevant information as log-on information, resource access, and TCP/IP addresses whenever possible. 2. Security modifications and system administrator events. 3. Ability to audit [log specific users and resources on demand. 4. Ability to send specific security sensitive events directly to a specified administrators workstation, terminal, or e-mail, preferably with an audible alarm. . 1 M-DDCD Network Systems Security Network systems include any local area network (LANA)2, wide-area network (WAN)3, dial-up, Internet, servers, server connections, switches, hubs, routers, lines, software, and data that are outside the M-DDCD mainframe system. The security must include both physical and logical layers of protection. As M-DDCD moves from storing and transferring sensitive information used within the M-DDCD in a closed network architecture utilizing private and/or leased lines to an open network architecture using Internet and TCP/IP networks, employees must pay particular attention to the security of these assets. 4. 1. 1 Network Structure, Hierarchy, and Requirements As a statement of direction, all administrative PC-type servers in M-DDCD should migrate to the Windows 2003 (or above) operating system. Microsoft no longer supports Windows NT or Windows 2000 and will not provide fixes or reports for vulnerabilities, including any new ones found. No Windows NT servers are to be connected to the network and every effort must be made to remove Windows 2000 servers currently connected. Since these Operating Systems (SO) are unsupported, there is no anti-virus or patching available for them and they are therefore unprotected. Sensitive data should be moved to a server with a higher level SO. Applications should be updated to work on and be moved too higher level SO if at all possible. If an updated version is not available vendors must be notified that Page 4 of 4 they must provide an updated version of the application as soon as possible. All servers still using Microsoft Windows NT must be migrated to a Windows 2003 or above server platform immediately or disconnected from the network. Administrators of servers currently using Novella, or any other PC network operating system should also strongly consider migrating to Windows 2003 or above Server. Desktops and laptops connected to the network should similarly be migrated to Windows XP SSP or above to take advantage of higher levels of security. 2. The District employs Active Directory Services (ADS), a hierarchical process similar to a pyramid. Information Technology Services has established and maintains the root ADS (the top of the pyramid) for MADCAP and determines local and group policy settings. In Microsoft terms, this structure is best described as a forest. All other District servers will be added to the ITS established Active Directory forest. Below the root in the forest are Organizational Units (Us) that are the school and administrative sites in the District. These local US are simply smaller networks with their own Domain Controllers (DC) that connect to the M-DDCD network. These Dos are under ITS auth ority and are not to be managed in any way by the local OH administrators. Local OH administrators must strictly limit access to their OH from other US as well as the outside. ITS must have Enterprise Administrator rights to all US in the District forest. ITS must provide advanced notification of group policy changes. 4. Computers with Windows xx or earlier are prohibited from being connected to any M-DDCD network. The security features of this level of SO are extremely primitive and leave user accounts vulnerable to a variety of risks, including unencrypted caching of user-ids and passwords. As stated previously in this document, all Windows computer SO must be Windows XP SSP or above. This level SO provides protection from the various strains of worms, which propagate rapidly through networks via computers with a lower level SO. Although Windows 2000 workstations employ a better security paradigm than Windows xx, they are no longer supported by Microsoft and should be replaced and/or removed from the network as soon as possible, as described in preceding sections. 5. All locations must migrate from the original school and District networks to the decathlons network. Most of these are old networks with weak security and must be removed from production immediately. 6. M-DDCD Board Policies/directives/standards regarding the following topics must be read and followed at all times: M-DDCD Acceptable Use Policy of the Network/Lenten for staff http:// www. Enola. Com/mediated-FL/search/policies/p07540. 04. HTML M-DDCD Acceptable Use Policy of the Network/Lenten for students http:// www. Enola. Com/mediated-FL/search/policies/p07540. 03. HTML Page 5 of 5 M-DDCD Board Policy regarding Copyright http://www. Enola. Com/mediated-FL/search/policies/p02531. HTML M-DDCD Board Policy regarding staff use of District e-mail systems http:// www. Lola. Com/mediated-FL/search/policies/p07540. 05. HTML M-DDCD Board Policy regarding student use of District e-mail systems http:// www. Enola. Com/mediated-FL/search/policies/p07540. 06. HTML The Office of Management and Compliance Audits (MAC) web site, which includes the School IT Audit Assessment http://Mac. decathlon s. Net/audits/it. Asp 7. Each department or school must maintain a disaster contingency plan to provide for recovery of data in case of catastrophic loss. At minimum, all MADCAP data must be backed-up once a week and all mission-critical data must be backed-up daily. Data on the backup media will be verified as usable. 8. Administrative computers are defined as non-classroom computers on which M-DDCD requisition and business functions, exempt student academic and demographic data, staff e-mail directives, staff tasks, etc. Are stored and/or viewed. These computers should be kept physically and virtually separate from instructional computers. Students are not to have access, either physical or virtual, to production servers or any administrative computers. 9. Every effort should be made to secure classroom machines on which student testing, test grading and evaluation, grade book activities, and staff e-mail functions are carried out. This includes: a. Installing application passwords and timeouts, b. Up-to-date anti-virus software, c. Separate computers for teacher use only, d. He most current version of the Districts patch- management software to ensure the computer has the most recent software and operating system security patches, e. Installation of anti-spare applications when available, f. Possib le storage of grade and test data on removable (encrypted) media, and g. Limiting unsupervised student access as much as possible individual student accounts or common student accounts (STUDENT) should be separate from teacher accounts. Page 6 of 6 10. All administrative computers and server consoles that are used to access or control sensitive data must have a screen saver timeout and password after a specific period of inactivity or some other lockout mechanism to prevent unauthorized persons from accessing the data via the logged-in users account. The Windows timeout with password is available even if the specific application does not have one. Users should also be in the habit of locking their computer or logging off when they are finished or leaving the computer unattended, even for a brief time (See section 5. 1. 3 in this document). These computers may also have boot-up passwords. The timeout may be temporarily turned off by the local adman when the computer is to be used for presentations or other instructional activities but must be turned back on when the activity has been completed. 1 1 . Classroom computers are defined as computers used by students or servers that once instructional computers. There are to be no administrative applications, especially mainframe sessions, installed on any of these computers or servers. 12. Outside access to M-DDCD networks should only be through hardened Web servers. This means that Web servers should have no other applications running on them and should not connect easily to the rest of the M-DDCD network. Information on Web pages must be kept as current as possible. 13. Access to critical resources should be managed by assigning individuals to a group. The group should be set up with the authority necessary to do the specific job/task or access specific data. This will provide management with a more efficient method to remove access authority when a user no longer is responsible for performing the task. Group membership should be reviewed on a regular basis to ensure all members are appropriate. Under no circumstances should users be assigned data folder or application rights as an individual, except for home folders. 14. Locations maintaining their own network components must keep diagrammed documentation indicating how the network is physically conferred (I. E. , location of servers, switches, routers, etc. ). 15. All software that restricts, prevents or inhibits updates sent by ITS, including, but not limited to Deep Freeze, Fortress, Clean Slate, HAD Guard, and others of this type are not to be installed without written permission from ITS. 16. No form of Wake On Lana (WOOL) tool should be used to automatically turn on computers unless it is for immediate maintenance purposes, such as imaging or to allow monthly updates to be sent. The use of this type of a tool undermines the purpose and effect of the new Power Management Program, which is a District-wide initiative that will save millions of dollars and help reduce emissions (See 5. 0. 17). In addition, local power management settings on PCs should only be altered by ITS. Page 7 of 7 4. 1. 2 Data Access, Transfer and Communication 1 . Firewalls are servers that function as a barrier preventing unauthorized outside access to the M-DDCD network. Exceptions requiring access from the outside must be documented by filling out Its Remote Client Support Agreement IP Entry (FM-6045) (old), or either of the new VPN/Dial-Up Access Request forms (FM-6629, for vendors or employees). ITS will keep firewall audit logs and review them regularly for illicit activity against the firewall. 2. Access to secure mainframe applications via the network requires RACE authorization. 3. Dial-in to the M-DDCD network requires network authorization and access authentication. 4. Accessing District resources using Remote Access Services (RASA) such as Digital Subscriber Line (DSL), dial-in technology with a modem, from external providers may pose a risk to the network and the data. This provides a back door around network security by giving users a direct connection to a remote server. If remote access is authorized and sensitive/confidential data is to be transmitted, the line must be secured by Virtual Private Network (VPN), Secure Socket Layer (SSL), or some other genealogy that encrypts the data so that it is never transmitted in clear text. Hackers using sniffed technology often scan transmission lines looking for data they can use. Examples include user-ids and passwords, account numbers and financial information, student data deemed exempt from public release by state law, or Human Resource (HRS) data. 5. The use of communications software that provides the ability to remotely take over a network connected PC is prohibited unless authorized by ITS. If it is used, it should be strictly controlled by the local administrator and user. It should be turned on only when support is needed (and the user has given permission, if applicable) and immediately turned off once the support has been provided. Certain remote administration tools, like VAN freeware, are unsupported, have known security vulnerabilities, and are removed when found by the Districts anti-spare. ITS recommends district technical staff uses Damager as a low cost alternative to VAN. 6. Confidential data taken from the District, whether via laptop, Jump drive, removable media like a CD or floppy disk, PDA, e-mail, FTP, printed report, or any other method, must be encrypted, redacted, or otherwise terrorized so if the content falls in the wrong hands it cannot be misused. Agencies outside the school systems secure cloud that engage in File Transfer Protocol (FTP)5 operations or e-mail transmission with the District in which confidential data is transferred are to be encouraged to utilize an encryption process requiring asymmetrical (public and private) keys, such Page 8 of 8 as BGP (Pretty Good Privacy). Transfer of confidential data and any exceptions to the encryption process must be authorized by ITS. 7. Application software that has built- in security functions must have these functions activated when this software involves influential data. In addition, new software purchased to handle confidential data should have security capabilities as documented in sections 5. 1 Usuries and Passwords and 4. 0 Non-Mainframe System Security. 8. Users should be aware that unprotected folders on the network are prey to many different forms of hacking. It is the responsibility of the local site administrator to ensure that this data is secure. 9. Network Administrators, including ITS staff, are prohibited from viewing or otherwise manipulating user files on the users local drive without the permission of he user or the approval of appropriate administrative, legal or police staff unless there is a critical need to do so. Critical need is defined as faulty system function, virus activity, illicit hacking or Internet activities, pornographic or other offensive material activity, or other violations of District policies. These policies include, but are not limited to, the Network and Internet Acceptable Use Policy, the Staff and Student EMail Policies, the Copyright Infringement Policy, the Network Security Standards or any other District policy, Board Policy or directive relating to user conduct. It should e noted that the District e-mail policies discuss the lack of privacy in the e-mail system at length. 10. Personal or vendor-owned devices such as desktops, laptops, Personal Digital Assistants (Pads), etc. , or portable/removable storage devices/media such as Universal Serial Bus (USB) Jump drives should not be connected to any M-DDCD network without network administrator/site supervisor approval. These devices may carry applications, configurations, viruses, etc. That pose a risk to the network or may be used to remove sensitive data from the network. School system technicians may grant approval after,

Pesticides Effects on Humans essays

Pesticides Effects on Humans essays Pesticides are chemicals that make our produce perfect, and our yards free of pests. However, this perfection comes at a price to many different people. Pesticides are poisons with the sole purpose of killing. They are intended to kill weeds, insects and fungus. There are three types of pesticides called herbicides, insecticides, and fungicides. Every pesticide has an active ingredient, and an inert ingredient. The active ingredient is the poison that kills he pest, and the inert ingredient is the carrying, or spreading compound. (Honey pg. 2) Pesticides were once thought of as a miracle cure for hunger. They were supposed to keep crops free of pests, and misquitos under control. People were not aware of the dangers that these poisons possessed. DDT* was supposed to be a, "benefactor for all humanity"(Honey pg. 2). There were few regulations on the use of DDT use. It was even sprayed where children played. It was intended to kill misquitos, but it ended up poisoning, even killing people. (Honey pg.2) Elizabeth Rollings says that one of her teachers, Mrs. Keller, had a sister that died from DDT poisoning when Mrs. Keller was a child. People came to her house that sprayed the bushes with DDT to control misquitos, and when Mrs. Keller and her sister played near the bushes they were exposed to the deadly poison. Now a days the U.S. has seen the dangers that pesticides possess and banned many kinds from use in this country. However, the U.S. has yet to ban them from being made here and exported to foreign countries. In fact, 25 tons are exported every hour. (Honey pg. 1) There are three main problems with this: the regulations are very low in the places the U.S. exports to, many of the people in those places are unaware of the dangers, and the pesticides can return on the produce that the U.S. imports. A specific example of how unaware the people are is an incident ...

International Financial Reporting Standards Essay

International Financial Reporting Standards - Essay Example It includes the diversification from GAAP to IFRS which have to be adopted by the US in order to compliance with the Security and Exchange Commission, also provides knowledge why and how conversion enhances the reporting quality. The framework for the preparation and presentation of the financial statements adopted by the International Accounting Standard Board (IASB) is known as International Financial Reporting Standard, IFRS provides a procedure norms, rules and regulation that how to prepare and present the financial statements, what data must be included and what should be omitted. Most of the standards which come under the umbrella of IFRS are previously known as the International Accounting Standard (IAS). IAS was issued between 1973 and 2001 by the International Accounting Standard Committee. While General Accepted Accounting Principles (GAAP) is also a standard framework of financial reporting, it includes the standard, convention, rules and regulation an accountant must follow in recording and summarizing transactions and in the making of financial statements. IFRS and GAAP have some similarities and differences which we will discuss later. IAS 2 elaborates the accounting treatment for inventories. The issue which arises often in this standard is when we intend to recognize the cost as an asset and carried forward it until related revenues are recognize. The cost formula assign for the cost of inventory is also prescribed in IAS-2. Basically there are two main methods of inventory valuation. i) First In First out (FIFO) which means the organization has to utilize its stocks which they have first in line. ii) Last In First out (LIFO) which means organizations have to use the last purchase stock first. Generally FIFO is for low Cost of Good Sold (COGS), high ending inventory so ultimately the bottom line will show a high net profit, while as far as LIFO is concerned, is for high COGS , low ending inventory and low net profit. Darrell Mullis and Judith Orloff elaborates practical examples of FIFO and LIFO in their book namely "The Accounting Game" which shows how FIFO leaves a positive impact over the net income and LIFO condensed the net profit or the profit after tax (PAT), Usually Companies uses LIFO method in order to save the Taxes. Differences are there between IFRS and GAAP, like adoption of LIFO method in IFRS is prohibited while under U.S GAAP, companies have the choice between LIFO and FIFO method. Some sort of similarities are also there between IFR

Karl Donitz Essay Example | Topics and Well Written Essays - 1250 words

Karl Donitz - Essay Example This strategy required the conversion of German fleet to U-boats. Despite opposition from the other senior naval officers, Donitz went ahead to train his crew on his innovation. When the war begun, the German Navy was under the leadership of Donitz. This navy commander was very instrumental in the war because he mobilized his troop to conquer the British merchant ships during the War. At this time, the Germany navy was not prepared for war since it was anticipating that the war would begin in 1945. This unpreparedness resulted from the focus on German Navy's extensive "Z Plan" which was due for completion in 1945. When the war broke out, there was no choice for Germany but the use submarine warfare because it was the only naval option that was already prepared 1. Thesis statement Karl Donitz, a German Naval Commander served as a vital object in persuading the military organization to adopt an innovation based on the submarine in order to conquer the colonial rule during the inter-war period and the World War II. By November 1937, Donitz had a realistic vision of German’s success against its enemies. By this time, he was convinced that it was practical to launch a good campaign against merchant shipping. From this point on, Donitz begun to push for the conversion of the German fleet to U-boats to the greatest and most significant extend possible2. He also revived the idea of creating wolf-packs out of the entire German fleet. His influence was effective owing to his position in the navy. Since January 1938, he served as Commodore and Commander of Submarines. Many chief army commanders including Erich Raeder, the naval leader strongly opposed Donitz. There was also competition from people like Herman Goring who received much attention during this time. Despite the existing controversy with Raeder, Donitz went ahead and conducted intense training on his crews regarding the new tactics. His opposers had put their hope in German Navy's extensive "Z Plan,† a plan that was scheduled to be completed in 1945. As noted earlier, they were anticipating that the World War II would start in 1945. However, the war broke out in 1939 and at this time, the German surface fleet was in a state of marked inferiority. Because of this, the only naval option available for Germany was submarine warfare. Donitz and His Military tactics Background in the military Donitz joined the Imperial German Navy in 1910 and in April the same year, he became a sea-cadet. In April 1911 Donitz begun serving as a midshipman before becoming an officer working aboard the cruiser SMS Breslau in 1912. In September 1913, he was commissioned as an Acting Sub-Lieutenant. When the Breslau was sold to Ottoman navy in 1914, Donitz and his colleagues began operating out of Constantinople under Whilhem Souchon. At this time, they served in the Black sea where they were busy engaging the Russian forces. After this, Donitz was transferred to the U-boat service. In March 1916, he w as promoted to the position of Navy First Lieutenant and by October, his request to transfer to the submarine forces was granted hence he began serving as a as watch officer on U-39 as from October 1916. In January 1921, Donitz became lieutenant in the Germany navy. By 1928, he was already commanding torpedo boats and was promoted to the position of a Lieutenant-Commander in November the same year. Due to his great work, Donitz was promoted to the position of a full commander in 1933 and to a Captain in 1935. On January 1938, he was promoted

Development and System Pahology SHORT ESSAYS Essay

Development and System Pahology SHORT ESSAYS - Essay Example The changing pattern of bone quality which has been provided with the advance of technology includes hormone replacement theory for females after menopause, physiotherapy and exercises for the old along with calcium supplements and medications available to overcome the other conditions which lead to osteoporosis. These methods employ the body with better resources for repair and it makes the body function in a proper way. This is how the changing pattern of bone quality through life supports the disposable soma view of ageing. Answer: Gonadal disease can be caused by sexually transmitted diseases which include gonorrhoea and syphilis. It can be caused by genetic abnormalities which include Turner’s syndrome and gonadal dysgenesis. Autoimmunity against the ovaries and the testes can also be a cause of gonadal disease. Endocrine disorders also result in gonadal disease. These include the androgen resistance syndrome, pituitary tumors, hypothalamic tumors and excess secretion of androgens. Blood tests for the levels of hormones serve to act as biochemical markers in gonadal disease. Low or high levels of sex hormones can be indicative of this. In the case of sexually transmitted diseases the levels of antigens and antibodies can also serve as markers. Chromosomal karyotyping can also lead to diagnosis. Answer: During the embryonic and fetal development the Y chromosome in the male is responsible for the formation of testes whereas the XX genotype is responsible for the formation of the ovaries. The testes releases testosterone and the ovary release oestrogen. Testosterone causes the development of male sexual organs whereas oestrogen contributes to the formation of female sexual organs. In the case of androgen insensitivity syndrome the receptors for testosterone in a child with XY genotype do not respond to it. Hence an individual with XY will not develop the male characteristics

China And Western Countries Etiquette Differences Cultural Studies Essay

China And Western Countries Etiquette Differences Cultural Studies Essay China is a state of ceremonies since the ancient times while western countries also have their own etiquettes. With the coming of economic globalization period, negotiation becomes the most common and useful activity day by day. In international business negotiations, two or more parties, which are belong to different countries, come together to discuss mutual interests and conflicts. Successful business negotiations certainly bring more benefits and further development to both parties. However, in the real life, etiquette differences will result to some cultural conflicts, even lead to negotiations failures. In order to study how etiquettes influence on business negotiations, this paper uses the method of contrast and analysis, compares Chinese and western business negotiation practice in detail, discusses the impact of etiquette differences on international business negotiations, and puts forward some useful suggestions on the process and strategy of negotiation. [Key words] Reception Etiquette; Difference; Business Negotiations; Impact I. Introduction 1.1 The Purpose of the Study The success of business activities begins with agreements reached between corporations. An satisfactory agreement requires effective business negotiations. Negotiation is a basic human activity and is such a process involving kinds of interpersonal communication activities that takes place at the verbal, nonverbal, situational contextual levels. In a single culture environment, the negotiation process is more predictable and accurate, as negotiators do not have to concern with challenges of languages and cultural differences. Individuals having the same cultural backgrounds tend to display common patterns of thinking, feeling and reacting in line with their cultural heritage. However, there are more challenges in international business negotiations. International business negotiations are ones where the negotiating parties belong to different cultures and do not share the same ways of thinking, feeling, and behaviors. The whole negotiating process is generally more complicated becaus e cultural norms may undermine effective communication. As above, international business negotiation is not only the communication and cooperation in the field of economy, but also among world cultures which have great impact on such kind of negotiations. In fact, conflicts over goals and procedures of negotiations are often intensified by cultural differences. Etiquette, as one part of culture, if its differences are not well understood or dealt with can be serious barriers to successful international negotiations. The greater the cultural difference, the more likely barriers to communication and misunderstanding become. Hence, learning and understanding etiquette differences between the negotiating parties are really conductive to the success of intercultural negotiations. Chinese culture is different from western culture in terms of beliefs, values, lifestyles and world perspective, so negotiations failures often occur due to great differences of these two cultures. In an international business environment, negotiators with an understanding and respect of cultural differences, will have large advantage at the bargaining table. Thus, the author tries to focusing research on the impact of etiquette differences on conflict management styles in sino-western business negotiations and makes a comparison of the different conflict resolution styles commonly found in Chinese and Western cultures. In brief, the purpose of this thesis is to identify etiquette differences between China and western countries, providing suggestions for the international business negotiations, which can help to reduce unnecessary failures of negotiating and accomplish desired agreements. 1.2 The Organazation of the Study This paper consists of five parts. Part 1 introduces the purpose and the organazation of the study. Part 2 gives a general understanding of etiquette and negotiations, which providing a foundation for further study and explores core factors of Chinese and western etiquette. Part 3 points the influence of etiquette on international business negotiations. Part 4 puts forward some suggestions for international business negotiations. Part 5 is the conclusion. This paper keeps pace with the times and is of great practicability. This is the significance of writing the thesis. There are various factors that have impact on international business negotiations such as international economic factors, political environment, pluralism of legal system, culture and etc. The paper combines the material of language and culture with the material of business negotiations, which illustrates the idea of doing research from a multi-disciplinary perspective. The thesis presents a comprehensive review of theories on etiquette, bushiness. II. Differences of Etiquette Between China and Western Countries 2.1 Definition of Etiquette and Negotiation Generally speaking, etiquette refers to the use and communicative occasions, which is a form of showing respect and friendly. Bisiness Etiquette is a code of conduct which must be respected in business dealings(Jin Zhengkun, 2005). It is a kind of art, which shows an elegant picture of life. With the globalization of the whole world, there are more and more communications between western culture and Chinese culture. As everybody knows, cultures between China and western countries are almost different. There are etiquette differences between the two cultures in the respects of reception, greeting, banquet, presenting gifts and so on. In international business negotiations, etiquette is one of the key factors to be concerned. There are different kinds of definitions of negotiations. It may be understood as a process of two or more parties combining their conflicting points of view into a single decision of mutual interest(Wang Guanfu Su Yurong, 2001: 38). Common interests and conflicting interests are two basic elements of negotiations. Negotiations parties must have common goals, or there would be no need for negotiations. Conflicting interests refer to some of preferred outcome is better for one party. In business negotiations, conflicting interests may include payment, distribution, profits, contractual responsibilities, quality and so on. 2.2 The Differences of Shaking Hands and Forms of Address Shaking hands is a usual way in communication. In western countries, people will not necessarily shake hands, just a smile and say hello to others. But in China, even it is the first time they meet, shaking hands is also considered as a basic courtesy. There is no much restriction to shake hands in China while the western countries have certain etiquette. For example, between men and women, woman should be the first person to reach out and shake hands. If the woman has no meaning to shake hands, the man can only nod and bow; between old and young, the young people should give the hand after the old; between the superior and lower levels, the superior should give the hand first; between the host and guest, the person who should first give the hand is the host. Handshaking should be paid attention to watching each other, and take off gloves; otherwise they will be regarded as impolite. In western culture, people can call each others name directly(Austin, 1962: 30), without paying attention to the age, position and seniority. They regard this form of address as a way of showing intimate and close relation(Austin, J. L, 1962: 31). However, in Chinese culture, the position in the family hierarchy and the professional posts are very important. You can not directly call a persons name whose position is higher than you; otherwise people would think you are very impolite. In addition, Confucianism has the strongest influence on the daily lives and business cultures in China. One important doctrine of Confucianism is its teaching on respect for hierarchy and age. The Chinese language has a large vocabulary used to distinguish people in terms of age. The family name plus occupation linked title is popular form of address, such as Professor Wang, Doctor Li. The age difference of the same generation and the difference between paternal and maternal relationship are reflected i n kinship address terms in Chinese but not in English. The table shows the relationship of English and Chinese kinship. 2.3The Differences of Greeting Greeting behaviour are important tools for establishing and maintaining social relationships. Differences in English and Chinese greetings are remarkable. The western people usually use Good morning/ afternoon/ evening? How do you do? Nice to meet you. How are you doing? Hello Hietc. to greet other people. Have you eaten yet? Where are you going? Where have you been? When Chinese people extend greetings to each other, they always ask like this. This is a Familiar greeting way for Chinese people but no other meaning. In Chinese etiquette, this kind of greetings is taken as attitudinal warmth and care toward others instead of inquiring others personal matter. However, these questions make the western people puzzled, even misunderstanding(Goffman, E, 1967: 48). For instance, Have you eaten yet? they may misunderstand you are inviting him to dinner. Where have you been? They may think you are inquiring about his privacy and response you with Its none of your business. 2.4 The Differences of Banquet Chinese table manners occupies a very important position in Chinese peoples lives. They believe that eating is not just the physical needs, but also important social experience. Therefore, it is very important to grasp some knowledge of Chinese dining etiquette, whether you are the host or merely a guest. In Chinese table manners, the guests seated on the seats first. Chinese food dishes include chopsticks, dishes, spoons, bowls and so on. Chopsticks are the main food dishes. When use chopsticks to take food, several problems should paid attention as follows. First, do not lick the chopsticks whether there is food on them or not. Second, when talking with other people, it is necessary to put down your chopsticks, do not waving your chopsticks when talking. Third, do not put chopsticks on food upright, because it is only used for sacrificing. Fourth is strictly the function of chopsticks. Chopsticks are used to take food only. It is very rude to clip teeth or take something else but not the food.Sometimes, when taking food with chopsticks, spoon can also be used to support, the main role of the spoon is to scoop. You should put the spoon on your plate if you do not use it temporarily, do not put it on the table directly, or make it in the food. After taking food with the spoon ,you sho uld eat it immediately, or placed it on your plate, please remember that do not put back to the original place. And if the food is too hot to eat, please not to use the spoon to scoop or boast the food, you can put the food in your own bowl first, and wait for a while to eat. Do not put the spoon into your mouth or lick it again and again. When finish eating, chopsticks should be putted on the table neatly the bowl by the right side, all of the guests can leave only after the host indicates. You cannot leave with dropping your chopsticks after finishing your meals(Yangliu, Tian Dandan Yuan Fushan, 2008). The western people are likely to have a banquet in their own houses, which are different from Chinese etiquette. The guests should reply the invitation before attend the banquet. On formal dinner, a male clerk stand by the gate to help a guest to take off jacket. The host and hostess greets a visitor in the hall and expresses welcome. The guests always arrive late ten to fifteen minutes to let the hosts to prepare adequately, which is another difference from Chinese etiquette. In Western-style banquet, the hostess always enters dining room in the last time. In fact, the hostess is the true host in the banquet, acting the most important role first and last in the banquet. The guests always notice her activity, lest miss appearance. After the banquet begins, when each dish comes up, guests also follow the hosts action. The guest cannot refuse any dish. If the guests do not like some food, they may take less as far as possible. The tableware of Western-style food is knife, fork and dish. People use the right hand to hold a knife and left hand to hold fork. Do not change knife and fork when eating. Knife can be used as cutting food and fork can be used at feeding(Song Guoshuang Jiang Wenjing, 2008). In Western-style food banquet, take what course, distribute drink what wine, and deserve to use what mug are very strict. Western-style banquet often use seven kinds of wine and every dish should catch up with a kind of wine. Cold meats or choice seafood cup often follow spirited wine with spirited goblet. In deputy dish, people drink the claret with drink claret cup. Entree follows bubbly with bubbly cup and the desert follows Port with wine-cup. When dining, people should be quiet and dont make sound. The sound like burp and chew can be regarded as discourteous behavior. When the banquet ends, the host stands up first and announce the end of the banquet. The female guest leave place first. No matter be to leave banquet or take ones seat, male guest should help female guest to pull chair. The guests cannot hastily leave. However, they should wait for the hostess to see the visitors off. 2.5 The Differences of Presenting Gifts Presenting gifts is an important form of interpersonal communication. Both Chinese and westerners pay attention to presenting gifts to others, but there are some differences between them. First of all, it is the differences of gift. The Chinese attach importance to the practical value of the gift. For example, they may send quilt or household appliances to the new couple. The Chinese people also think highly of the price of the gift, so some people will leave the price label with the gift. In the reality, Chinese people like to present gifts with high prices due to their face or other compelled reasons. However, the westerners always send gift like a bunch of flowers or a bottle of wine. They attach the importance to the feeling of receiving gifts, not the gift itself. Generally speaking, they neither present too expensive gifts nor too cheap gifts but pay attention to the gift packaging. Even it is the very common gift, they will use color paper packaging with ribbon bandage to make it perfect as an expression of their deep friendship. When accept the gifts, Chinese usually politely refused at first, they regard it as a politeness. After they accept the gifts, they will not open the gifts when the givers still stay nearby. However, the westerners accept gifts with no decline, they express their gratitude to the givers and praise the gifts after accept them. They believe that praise the gift is the same with praise the givers. When you get a gift, sometimes you open it immediately, or the giver may think its rude if you dont open(George Y. Tang, 2006: 68). III. Influences of Etiquette Differences on International Business Negotiations 3.1 Influences of Business Negotiations During the Whole Steps Business negotiations should be mutually beneficial. There is no conclusive victory and a successful business negotiation is that each part is winner. Business negotiation should be a process that is based on the needs of two or more parties, to seek the best interests. During the process, each part is eager to meet the needs directly or indirectly. However, the opponents needs must be taken into account so that business negotiation can be successful. What strategy a successful business negotiator usually uses is making the opponent as a friend. First, the negotiators, the identity of the other negotiators and duties should be ensured before negotiation. Second, we should prepare the topic, content and progress well, and make plans, objectives, and negotiating tactics. Then, negotiating room should also be arranged, using rectangular or oval-shaped table, and the seat facing the door is for the respect, which should be given to the other side. Negotiators must also have good quality. Dress should be clean and formal. Men should clean beard up, wearing a suit and tie. Women should not be wearing too sexy. The first impression between negotiating parties is very important, and it is as much as possible to create a friendly, relaxed atmosphere during a negotiation. Self-introduction should be natural. Asking questions should be polite. After the introduction, choose a topic that both sides have interests to talk about. A short greeting can create a mild atmosphere. Negotiating movements also play a major role in negotiation atmosphere, for example, when you look at the opponent, you should look into the eyes to make the other feel concerned. Gestures should be natural, avoid cross-arms at the chest, for it is extremely arrogant and rude. At the beginning of negotiation the most important task is to find out the others bottom line, and it is necessary to listen to the others speaking seriously, giving careful observation of the behavior and expression, and providing appropriate responses, so it is not only to understand each others intentions, but also to show respect and courtesy. In the signing ceremony, all people involved in the negotiations of the two sides must be present. The two sides also have helping sign people, standing beside their own representatives, and the rest stand behind their respective party representatives. Helping sign people should help open the documents and point out the position where to sign. Representatives from both sides sign on owns document first and then exchange to sign on others document. After the signing, both sides should stand up, exchange the text, and shake hands with each other, congratulating successful cooperation. Other members should give warm applause and congratulations(Wang Fei, 2007). 3.2 Different Attitudes to the Time Orientation of Negotiation Time in China is a lifetime commitment, and no long-term or short-term errors will be made through hasty and hurried decisions. All Chinese know the Confucian proverb Think three times before you act. They tend to do more than one thing at a time. Not being hasty is a sign of wisdom and sincerity. These sayings reflect the different time orientations. Sequential time stresses involvement of people and completion of transactions rather than adhere to a present schedule. As China has a history that dates back thousands of years, the Chinese find it normal to take a long-range view of events and are less likely to be rushed when they face decisions. Negotiators usually stress the process rather than how long it takes to get there. So they may make concession until the last minute of negotiations. Therefore, more Chinese negotiators prefer slower negotiations than western negotiators do. According to Chiness cultural characteristics, in the business negotiations, Chiness people focus on talk about the principles first and then talk about the details, while westerners emphasize talk about the details first and avoid discussing about the principles. This difference often leads to communication difficulties in the West. Western negotiators are not adapt to such negotiations way, and the rusult of the negotiation is often more to help the Chinese negotiators(Wang Min, 2008). A basic assumption of western negotiation is that the faster that money or goods change hands, the greater the increase in value and the larger the profits. The western negotiators want to make a deal quickly, then the next. Short-term transactions are valued. They are known for their speed and strive for getting through the content of the negotiations as efficiently as possible. They always seem to be in a hurry and under pressure for results. Most westerners have very low tolerance for extensions a nd postponements. They welcome innovation and change and have less regard for past social or organizational customs and traditions. 3.3 Different Etiquette Culture reflections of Chinese and Western Negotiators Different cultures have different etiquette. In hierarchical cultures, social status implies social power. Social inferiors are expected to defer to social superiors. Most Chinese people in subordinate positions are happy to place their trust in their superiors. They tend to feel that those above them in the hierarchy are truly their superiors and are looking out for their welfare from a broader perspective and a greater base of experience than they could themselves. Status brings with it great responsibility to do what is best for ones subordinates. Those in positions of power are expected to use that power responsibly and to advance the interests of all those in their collective. Chiness people focus on the respect and humble, that respect the senior and know how to give way to maintain the social order of hierarchy from top to bottom. For example, when meeting each other, they often used the title of old character. In the junior and subordinate are usually respect the views of their superiors and did not dare to express their personal views. While in the West, the Renaissance praised peoples value, the revision of equality is deeply rooted among Westerns, there is no significant difference between people and people(Cheng Yuanfang, 2008). The westerners believe that all people have the right to success in life. They treat others as equals when communicating. They do not attach great importance to the place of birth, family or other backgrounds. They find it is easier to interact with each other when there is at least the illusion of equality among members of the group. Western culture minimizes status differences and values equality over hierarchy and social class. They are proud of the equality nature of their society and assume that all people will appreciate being treated as equals. In ancient China it had been put forward the concept of family, patriarchy existed long-term, while everyone should treat in the national interest as the starting point. In essence, people should maintain the emperor state. Today is also based on the principle of collectivism. In addition to call them but also should add Ge or Jie, which as regards unity and harmony. In the West, the Renaissance was started with individualism as the core and promoted personal freedom and independence. This individualism has permeated into the political economic, cultural and other aspects. It is generally non-interference in other peoples business, particularly in age, marriage, family, income, religious and other aspects. General when they meet there are just some the most basic hello How are you? In the UK, people often talk about the weather when meet. In China, what are you going to do Did you eat? These are regarded as interference in other peoples privacy in the West(Cheng Yuanfang, 2008). The westerners pay more attention to I rather than we. Individualists often prefer to put forth their own efforts and to be judged on the basis of these personal efforts. In terms of business negotiations, western negotiators tend to be more self-motivated and their business relationship is based on self-interest. The consequences for international negotiations are that negotiators from high-power-distance cultures may need to seek approval from their supervisors more frequently, and for more issues, leading to a slower negotiation process. à ¢Ã¢â‚¬ ¦Ã‚ £. Suggestion to Effective Negotiations 4.1 Respecting and Reconciling Etiquette Differences In international business negotiation, negotiators should respect the etiquette of the opposite side in the first place. Respect is most effectively developed once people realize that most cultural differences are in themselves, even if they have not yet recognized the differences. For example, westerners often think that the Chinese are mysterious, even unreliable. They never know what Chinese are feeling or thinking and Chinese always say yes, even when they are negative about something. Then, in order to reach an agreement, they ought to reconcile the etiquette differences. In a word, a person is characterized by his own ways, and there is nothing good or bad, noble or humble when one is talking his own features. However, once he is in a culturally diverse circumstance, one should be flexible. Being flexible means that negotiators should be ready to change their way of attitude when required. To change ones way or attitude has nothing to do with giving up ones principles or standards for business. In fact, such a change is only for solving the problem or for building up some business relationship. People need to acquire the skills that will allow them to respond to various conditions. For example, behaving in an informal manner when encountering a culture that employs an informal style or speaking softly instead of loudly when talking with people who use a subdued communication pattern (Chaney, L. H. Martin, J. S, 2000). In this sense, patience is an important attr ibute required for modern business people. Because they are in the business of creating wealth and value, negotiators need to share the values of buying, selling, of joint venturing, of working in partnership. It would be wiser for international business negotiators to take a neutral attitude when contacting people with various cultural backgrounds and deal with business in a professional way. In order to better reconcile cultural differences,a good negotiator should keep in mind the following tips: There are no specific values or behaviors that are universally right. They must be flexible and accepting of differences in values, beliefs, standards and mores. Only in this way can they do a successful negotiation. 4.2 Conversing Etiquette Differences Chiness and Westerns negotiators, are not only to stand on their own perspective of looking at the problems, but also to stand in the others position to consider, namely, empathy. Empathy means in the negotiations use more from the other sides points of view, understand each others negotiating style, negotiating tactics, interests, preferences and interests of their best point. For example, the U.S. negotiators like to talk directly about the specific provisions. The Chinese negotiators have to adjust their overall after the first part of thinking and negotiation strategies, specific provisions from the beginning, finally talking about general principles. For example, at the beginning of negotiations, the U.S. negotiators always on the details, start with the Chinese negotiators, who, if trouble with their negotiations on the details, the negotiations not only very efficiency for the United States that will make sense of the Chinese side on their mode of thinking and pattern of negot iations to respect and thus they will respect Chinas number of the corresponding negotiations different from their own. In this way, the relationship between the two sides will move toward a win-win, harmonious and friendly direction. In addition, the Chinese negotiators in the negotiations with the United States should behave directly, honest, resolute. The language in the negotiations, we have to be straightforward, and have a pragmatic way to politely discuss issues or calmly argue, avoid using terms such as may be perhaps or similar ambiguous answer. Language should be firm and polite, can say must will definitely when instead of should. When can not be accepted, you must clearly tell the other side, do not shy, or still hold partly concealed(Zhou Guiying, 2007). Try to anticipate differences so that they can take advantages in intercultural negotiations. Be aware of cultural difference when encountering them and not make negative attributions about counterpart. Be careful of unchecked cultural assumption and do not impose cultural bias on the counterparts. Be Prepared for diffuseness in concern about punctuality, logic process and legal process. Be more flexible and adaptable when encounter conflicts. Be given more power to make decisions individually. To establish a warm, personal relationship with the counterparts. Get to know them even before negotiations. Avoid ethnocentrism to ensure the effective intercultural communication in negotiations process. Be patient. Hasty will almost certainly mean unnecessary concessions. à ¢Ã¢â‚¬ ¦Ã‚ ¤. Conclusion With the rapid development of economic globalization and the prosperity of international business, international business negotiations are on the dramatic increase. However, negotiation is influenced by a set of variables, such as the nature of the initial problems and the general context of the negotiation. Culture is one of the most important factors which cannot be neglected. Etiquette is one part of culture which plays a very important role in the internetional business negotiations.When all negotiators are from the same culture, reciprocity reinforces culturally normative negotiation behaviors. When negotiators are from different cultures,reciprocity may help negotiators adjust their strategies to each other. Chinese culture is different from western culture in terms of beliefs, values, lifestyles and world perspective, so negotiations failures often occur due to great differences of these two cultures. In an international business environment, negotiators with an understanding and respect of cultural differences, will have large advantage at the bargaining table. Shaking hands, forms of address, greeting, banquet and presenting Gifts between Chinese and Western countries shows the differences etiquette in internetional business negotiations. Business negotiation should be a process that is based on the needs of two or more parties, to seek the best interests. During the process, each part is eager to meet the needs directly or indirectly. Therefore, in an international business environment, negotiators with an understanding can decide large advantage at the bargaining table. Thus, the purpose throughout this thesis is to examine the experiences of business negotiations between Chinese and western from the perspective of etiquette differences. Regarding the etiquette differences even the cultural differences, it is necessary to put forward some suggestions in the international business negotiations. The opponents needs must be taken into account so that business negotiation can be successful. In international business negotiation, negotiators should respect the etiquette of the opposite side in the first place. Both Chiness and Western negotiators should use more from the other sides points of view, understand each others negotiating style, negotiating tactics, interests, preferences and interests of their best point. In short, as the global economic integration deepening, business competition becoming more and more intense. In the internetional business, due to the impact of Western cultural differences at the negotiating table with their respective negotiating style shows a great difference. Therefore, understanding the differences between Chinese and Western business etiquette will help us find constructive channels of communication and make the full use of the advantages and overcome some of weaknesses. Try to manage the negotiation process, grasp the direction and progress of the negotiations, which is both Chiness and Western negotiators should be attention.

Ludwig Van Beethoven Essay -- essays research papers

Ludwig van Beethoven Beethoven's importance lies not only in his work, but also in his life (Tames, 4). Included in my report is proof that Beethoven was one of the greatest composers of the Romantic era. In this proof is a brief description of his life. This will help you understand how he felt when he wrote his music. Also, there will be a description of all his symphonies. On December 16 or 17, 1770, (date uncertain) at 515 (now 20) Bonngasse Bonn, Germany Beethoven, like Mozart, was born into a small family (Comptons, 1). He took his first lessons on March 26, 1778, (Schmit, 10). In 1787, he went to Vienna to study with Mozart, but he went back to Bonn due to the nature of his mother's sickness (Schmit, 15). This would be the composers last visit to Bonn. After his mother's death on July 17, 1787, Beethoven went back to Vienna to study with Hayden in November of 1792, where he lived for 35 years (Tames, 14). He was unsatisfied with Hayden because he was preoccupied and commonly missed many mistakes made by Beethoven (Schmit, 17). Beethoven, then, went to Neffe who himself started composing at the age of 12. In the late 1700's, Beethoven began to suffer from early symptoms of deafness, and by 1802, Beethoven was convinced that the condition was not only permanent but was getting much worse. The cause of his deafness is still uncertain (Comptons, 1). He was determined to prove that deafness was not a handicap to him (Thompson, 25). Beethoven's deafness started to be noticeable, and by 1818 Beethoven was completely deaf (Schmit, 28). In the year of 1812, Beethoven fell in love with the "Eternally Beloved." Nobody knew her name except Beethoven, who did not mention it in any letter or to friends. Under his first patron, Prince Karl Lichnowsky, Beethoven wrote his first symphony. The first symphony was wrote in 1795, and was a set of three Trios. Beethoven believed that his income came from the successful sale of these works, but it actually came from Lichnowsky (Tames, 12). This symphony was reflective of the classical era. He did not publish this symphony until he was 31. In 1802, Beethoven wrote a second symphony. Beethoven named this symphony "Grande Sinfonie" while in Hiligenstadt wh... ...usic. Not only did he create a bridge between the 18th-century classical period and new beginnings of Romanticism, but he started a new era of music. Beethoven's last years were marked with illness. On March 24, 1827, Beethoven died in Vienna. A crowd of almost 30,000 people attended his funeral and burial at Vienna Central Cemetery (Schmit, 31). The bicentennial of his death was celebrated with performances and recordings of all the masters' works (Comptons, 2). At the funeral, Beethoven's friend wrote a moving address which stated: "We, the representatives of an entire nation, come to mourn the passing of the gracious mouth by which music spoke, the man who inherited and enriched the immortal fame of Handel and Bach, of Hayden and Mozart. He was an artist, and who shall stand beside him? Because he shut himself off from the world, they called him hostile and callous... He withdrew from his fellow-men after he had given them everything, and received nothing in return. But until his death, he preserved a father's heart for mankind. Thus he was, thus he died, thus he will live to the end of time!" (Thompson, 46).

Holistic Approaches to Development Essay

My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011. ) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation ; current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e. g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation ; current initiatives pertinent to your chosen age range within the setting Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting. Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J  ? author  ? , 2013). Miller date  ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦. an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦.. † (Holistic Education, 2011). too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J  ? ,   2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg  ? ) review she asserts that, â€Å"high quality early education and childcare can have a positive long term impact on a child’s later learning and achievements. † Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature, while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011. ) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005. A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism. ’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ? ), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph Piaget, another theorist, (date, cited in? ) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play. ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e. g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider reading within and throughout the work There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks.

Drama Assignment

LHE 3253 TEACHING THE LANGUAGE OF DRAMA Assignment 1 Dorothy Ting Siao Wei 153071 Dr. Habsah Bt Hussin Submission date: 19 Oct 2011 THE JEWELS OF THE SHRINE 1. One of the themes of this play is  false relationship  among family members. Quote the part(s) in the play where you can discern this theme. Throughout the play the theme false relationship among family members is seen. Firstly, it is seen in the character of Bassi. Bassi is not related to Okorie at all but is seen to be always around the house attending to Okorie. It is as if she is his wife when she is not at all. She is actually married elsewhere and have kids. This is seen in several parts where she appears. â€Å" Bassi: It is enough, Grandfather. Long talk make you tired. Come, your food is now ready. Okorie: Woman, I cannot eat. When happiness fills your heart, you cannot eat. † From here we see how Bassi would advice Okorie to stop talking and eat his meal. Her tone sounds like a wife who cares for a husband rather than a married woman of a neighbor. â€Å"Bassi (holding him and leading him to sit on the bed): You are excited. You know that whenever you are excited, you begin to forget things. Okorie: That is not my fault. It is old age. Well, but what was I saying? † Here we even see Bassi sending Okorie to bed which could be hardly seen in olden times. Bassi is a married woman with her own husband which she should be putting to bed with rather than a senile old man. But she did and she did in gently like how a wife would. Perhaps there is a sincerity of the treatment she gave but there’s no legit relationship that they have. The other place in the play where false relationship among family members is seen is when Arob and Ojuma started treating Okorie nicely just because they heard something like a great inheritance that they will get if they treat him nicely and bury him with great honour. All of these can be seen in the following excerpts of the play. â€Å"Ojima: At last, poor Grandfather is gone. I wonder if he know that we only played up just to get something from his will. Arob: Well, it didn’t matter to him. He believed us, and that is why he has left his property to us. A few months ago he would rather have thrown it all into the sea. † 2. From the language used by Okorie, Arob and Ojuma in their dialogue, what can you discern about their relationship? Give two factors contributing to the disintegration of family units and children neglecting their filial duties toward their elders. From the language used by Okorie, Arob and Ojuma in their dialogue, it seemed like their relationship is not a good one. Okorie doesn’t even call or refer to his grandsons as his grandsons but people and Arob and Ojuma didn’t speak properly or with respect all the time. In my opinion, one of the factors contributing to the disintegration of family units and children neglecting their filial duties toward their elders is, the lack of proper discipline in the family. As seen in the play, Arob and Ojuma’s father passed away earlier than their grandfather, Okorie. No one disciplined them or brought them up in the proper manner. Okorie might have even spoilt them when they were younger so there was no sense of fear and respect from both of them towards their grandfather. They cannot even see the contribution of their grandfather and appreciate him. They even took everything that is his and sold them to get whatever finances that they could get. They never had anyone to discipline them. The other factor that contributes to their misbehavior is a growing sense of selfishness that comes with the welcoming of modernity. As seen and discussed by Okorie and the stranger at the beginning of the play, it seemed like the society has been getting more and more selfish and cruel that they don’t take care of older people but mistreat them too. With the coming of new technologies, new development that first enters the city, more selfishness prevails and the people are getting crueler. They only think about their own welfare, their own happiness and they just disregard for any other people, even the older people in their own family who are flesh and blood. It seemed like all that does not matter at all anymore. Everything is about their own pleasure and comfort and no one else. MOTHER’S DAY 3. Mrs. Pearson’s difficulty in speaking her mind and communicating the truth with her family had caused her much unhappiness. Quote the part(s) in the Play where you can discern this quality in Mrs. Pearson. There are several parts in the play where Mrs. Pearson depicts her difficulty in speaking her mind and conveying the truth with her family. Firstly is when Mrs. Fitzgerald came to visit her at her house and they were talking casually when the subject of her unhappiness in her home came up. When Mrs. Fitzgerald advised her to be firm and do something about it she became apologetic saying, â€Å"That’s easier said than done. Besides, I’m so fond of them even if they are so thoughtless and selfish. They don’t mean to be†¦Ã¢â‚¬  It shows that she does love her family although they are thoughtless and selfish but she gave them too much leeway that they mistreated her by not thinking about her but only themselves. She finds it hard to speak her mind also because she doesn’t like confrontations and she is mighty afraid to make others feel unpleasant. She doesn’t know how to tell them how she felt. She only drops hints to them. This is seen later when she said, â€Å"I – keep dropping a hint†¦Ã¢â‚¬  and â€Å"†¦ But I do hate any unpleasantness. And it’s so hard to know where to start. I keep making up my mind to have it out with them – but somehow I don’t know how to begin. † It is also pretty obvious from the way she kept having pauses in her speaking and getting embarrassed and sending a sense of hopelessness that she has very low confidence which, I believe contributed in her difficulty in communicating the truth with her family. Even when she talks to Mrs. Fitzgerald, she has lots of pauses as seen, â€Å"Mrs. Fitzgerald – I know you mean well – in fact, I agree with you – but I can’t – and it’s no use you trying to make me. If I promise you I’d really have it out with them, I know I wouldn’t be able to keep my promise. 4. Discuss effective communication skills that Mrs. Pearson should inculcate in herself to make her family be respectful of her and appreciate her more. Mrs. Pearson needs to learn to speak more confidently and perhaps, be more confident about herself. If she kept bein g not confident about herself, she will not get anywhere. Her lack of confidence shows in her communication and her family, who seemed to consist of stronger personalities will take advantage of her lack of confidence and mistreat her. Mrs. Pearson needs to know her role in the family is a mother and a wife and not a servant and she eeds to realize that she needs to stand firm and strong in her role in the family as a mother and a wife by speaking more with confidence and a sense of authority and eliminate her habit of always being apologetic and trying to explain. This will help her family recognize her as she executes orderliness in her family, establishing boundaries and a sense of respect within her family. Through that, her family will respect her and she will be able to teach and perhaps train them to have proper manners and a sense of respect for people especially towards her. If she is able to establish that, her family will not step all over her and know that she is serious and not one to simply mess with. Mrs. Pearson needs to also speak clearly and directly to her family, to convey her true wishes to them so that they will know what she wants, how she feels and what she wants them to do and they will be able to understand her better and treat her well. She cannot just throw hints at them because in general, a lot of people cannot pick up hints. Only those who are sensitive and does pay attention to little details will pick up hints but these kind of people are rare unless the hints are too obvious to ignore. Mrs. Pearson also needs to eliminate her fear of confrontation and fear of unpleasant atmospheres because confrontations are necessary to convey clear messages and not at all evil. Unpleasant atmospheres cannot be avoided totally also in all relationships as each human are unique, complete with strengths and weaknesses so certain unpleasantness will come naturally once in a while and it is not necessarily bad, just depending on how one deals with it and also the cause of it. A MARRIAGE PROPOSAL 5. In this Play, conflict in the form of argument prevents Lomov from asking Natalia to marry him. Extract sample dialogues from the Play to indicate where the conflicts are. There are two conflicts that happened in the play. Firstly, Lomov got into an argument with Natalia about who owns the meadows when he was trying to propose to her. The argument went as followed: â€Å"LOMOV: †¦ and my property, as you know, adjoins your own. If you will be so good as to remember, my meadows touch your birchwoods. NATALIA: Pardon the interruption. You said â€Å"my meadows† – but are they yours? LOMOV: Yes, they belong to me. NATALIA: What nonsense! The meadows belong to us – not you! LOMOV: No, to me! Now, my dear Natalia Stepanovna! NATALIA: Well, this is certainly news to me. How do they belong to you? LOMOV: How? I am speaking of the meadows lying between your birchwoods and my brick earth. NATALIA: Yes, exactly. They belong to us†¦Ã¢â‚¬  Lomov and Natalia continued arguing and then a series of things happened and he got chased out of the house and asked to come back again to get engaged to Natalia. Then the second conflict happened when they started talking about hunting and they argued about whose dog is a better dog, Otkatai or Ugadi. The argument went as followed: â€Å"LOMOV: †¦Really? Otkatai is better than Ugadi? What an idea! Otkatai better than Ugadi! NATALIA: Of course he is better. It is true Otkatai is still young; he isn’t full-grown yet, but in the pack or on the leash with two or three, there is no better than he, even- LOMOV: I really beg you rpardon, Natalia Stepanovna, but you quite overlooked the fact that he has a short lower jaw, and a dog with a short lower jaw can’t snap. NATALIA: Short lower jaw? That’s the first time I ever heard that! LOMOV: I assure you, his lower jaw is shorter than the upper. NATALIA: Have you measured it? LOMOV: I have measured it. He is good at running though†¦Ã¢â‚¬  Their argument, yet again, went on for a while and Tschubukov came in and forced them to quickly get engaged. Right after they are engaged, they continued with their arguing. 6. If Natalia and Lomov get married, what should they do to minimize conflicts in their marriage? If Natalia and Lomov get married, they should learn the art of communication. Lomov’s speech seemed too elaborated and containing too much details which are so unnecessary and long. If he learns to communicate clearly and directly while also respecting the other, it would have lessened so much miscommunication. Natalia should also learn to be less sensitive over petty issues. Perhaps the issue of who the meadow belongs to is important for her but she could have expressed her disagreement in a gentler manner without flying off the handle and her opinions could have been easier to be taken in. Both of them should learn how to manage their anger and know ow to discuss issues or difference of opinions in a more civilized manner rather than getting heated up so fast and raising their voice at each other. They need to look at the other’s perspective and try to be more understanding. They could have responded in a more neutral manner and there would not have much conflict. They should also learn to be more selfless and put each other higher than themsel ves. From the way they have argued, they seemed rather selfish, insisting that they themselves are right instead of tolerating each other and they also go to the point of degrading the other’s opinions. They need to learn not to cross the boundary, to respect each other’s opinions and not to put down each other. They also need to work out their differences and look for each other’s similarities. Natalie really wanted to marry Lomov so obviously there is something that she likes about him and the fact that Lomov went to propose to Natalia also indicates that there is attraction. They need to focus on the good points, especially the things they love about each other and always be reminded of that and not let petty arguments get in the way.

Murder and Mrs. Emma Essay

Murder and Mrs. Emma Essay Murder and Mrs. Emma Essay College English A Lesson Before Dying Summary Overall â€Å"A Lesson Before Dying† is an outstanding book. At first I had a different perspective on the book, but after reading it and taking the time to understand it; it’s a book that has a valuable lesson at the end that can teach many people. The main characters in the story are Grant and Jefferson. The story starts off by Jefferson heading to the store and while walking two young black men name Brother and Bear offer him a ride. Jefferson accepts the offer and the three men head to the store. While at the store Brother and Bear get in a huge altercation with the clerk. During the altercation Brother and Bear begin a shootout. All the sudden everybody is dead and Jefferson is left alone in the store. Jefferson was confused and frightened so he took a shot of whiskey to calm down his nerves. While frightened, he looks around and notices that the cash register is wide open and full of money. He knows it’s wrong, but he realizes that he’s going to have to run; so he decides to stuff his pockets with money and while he nearly reaches the door two white walk in. While in court the prosecutors are racist and declare that Jefferson was there to intentionally rob the store. They believe that Jefferson took the money and celebrated by drinking whiskey. While the jury discusses over and over about Jefferson situation they come to conclusion that Jefferson is found guilty of robbery and first degree murder. An will be sentence to death by execution. During Jefferson jail time his grandmother Mrs. Emma comes up with the idea to get Grant to go to the jail and to talk to Jefferson that he is a man not a hog like what the white people called him. Grant debates with Mrs. Emma and tells her that he doesn’t believe that he is the right person for the task. While he keeps thinking about Mrs. Emma offers his girlfriend Vivian encourages and convinces him to go. During his visits you can tell what time period of the story was by how they separate inmates. Throughout the beginning of Grants visits he doesn’t get anywhere with Jefferson. Jefferson ignores him, doesn’t talk to him, he doesn’t even eat the food he brings him. While Grant wants to give up and stop visiting him his girlfriend Vivian influences him to keep going. Throughout his

Economics of State and Local Governments Essay Example | Topics and Well Written Essays - 1000 words - 1

Economics of State and Local Governments - Essay Example Migration of individuals is not frequent since people are strongly attached to their jobs, family, friends and homes, and hence they tend to remain in their recent states. This paper will discuss whether taxes and economic incentives affect business and personal mobility decisions and how effective state economic incentives are. Taxes and economic incentives affect businesses in different ways. In certain ways, taxes and economic incentives affect the businesses positively but in other ways affect businesses negatively. However, the particular effects to businesses depend on the type and form of the taxes and the economic incentives and how deep they touch on the businesses. This is because the taxes and economic incentives are of different nature and affect businesses differently in terms of the size of business and the sector that they operate in. From the executive summary of the research on Tax Flight by Robert Tannenwald, tax increase has a very small effect on the migration of households and therefore any state that would increase taxes can be guaranteed of a considerable gain in revenue. In the report, people mostly migrate when they find cheaper housing facilities and not when taxes are lowered. The difference in housing between two states is usually higher than the difference in taxes and therefore it may seem as if one moves from a state to the other to find a place with lower taxes but in real sense they move due to cheaper housing (Tannenwald, 1). According to recent research, an increase in income tax barely causes any movement from one state to another both for individuals and businesses. Economic incentives are not the core factors that influence the decision of location of businesses. The decisions mostly depend on market aspects and the quality-of-life aspects. Also, the availability of raw materials for a business does influence the location of the business.

Risk Analysis Essay Example | Topics and Well Written Essays - 2000 words - 1

Risk Analysis - Essay Example Additionally, risk can be defined as the probability(No author, 2000) of an event multiplied by the cost of the event. The following paragraphs explain the nuances of the different risk management techniques. There are many Risk management techniques. Avoidance is one type of risk management technique. Also, modification is another type of risk management technique(No author, 2000). Further, Retention is a very viable risk management technique. Lastly, Sharing is another popular risk management technique. To complete, risk reduction is very good alternative. Avoidance - Whenever an organization cannot offer a service while ensuring a high degree of safety, it should choose avoidance as a risk management technique(Drucker, 1980). Do not offer programs that pose too great a risk. In some cases avoidance is the most appropriate technique because a nonprofit simply doesn't have the financial resources required to fund adequate training, supervision, equipment, or other safety measures. Avoidance even includes not performing an activity that could produce risk. For example, A person would be discouraged to buying a property or business in order to avoid taking on the liability that comes with it. Another example is that a project manager would be not flying in order to avoid taking the risk that the airplane would be hijacked. Avoidance may seem the answer to all risks, However, avoiding risks also means losing out on the possible gain that accepting (retaining) the risk may have allowed. An organization that does not enter a business to avo id the risk(Strickland, 1999) of loss also avoids the possibility of earning profits. Avoidance is a good risk management technique. Modification - Modification(Wheelen, 1996) is be clearly defined as changing an activity to make it safer for all involved. Many policies and procedures can be made as examples of risk modification. For example, an organization that is very concerned about the risk of using unsafe drivers may include an additional DMV record check to its current screening process. Also, an annual road test for all drivers can now be implemented compulsorily. For clarity, an organization that is also concerned about the lack of male and female chaperones for an overnight camping trip could modify its policies and procedures by modifying the night camp activities into hosting a day-long mountain hike and picnic instead. The night male only shift guards in the company project(Papows, 2002) could be modified to an male and female shift status because there are female night shift employees working the graveyard hours. Modification is good if it improves project performance.Retention - Retention could be done on two areas. The first area is by retention of project design(Campbell, 1998). For example, a project manager may decide that the implementation of a new project process with the new techniques aren't as suitable as the original project process design because the new process will cause