Everything You Need to Know about How to Write a Dissertation

Irrespectively of the discipline you study, the dissertation writing will most likely be the most significant and difficult piece of independent work you perform as a student. It will occupy a fair amount of your time, resources and attention, which means that you should approach the task with all seriousness. This guide will help you get your bearings and be prepared to most challenges this kind of work can throw your way. Dissertation and Thesis: Are They the Same? If you have been reading up on the subject, you have probably noticed that there is a great deal of ambiguity concerning the job you are about to do. Sometimes it is called a thesis, sometimes a dissertation; so which is right? In most cases, dissertation is a part of the undergraduate program, while theses are usually associated with Master’s degrees. However, the difference is vague, and a lot depends on the country and the university in question – in some cases the terms are completely interchangeable, in others they are more fixed. Source: https://www.youtube.com/watch?v=WJBmagFfcPQ Research Proposal and How to Write It Research proposal is a document in which you outline the research project you are about to write, draw a plan of your intended work and in general make an effort to persuade those whom it may concern that your research is valuable and can be successfully completed. Source: https://www.youtube.com/watch?v=_-Cf88qlMO0 Sometimes research proposal is written as a part of a future dissertation, sometimes as a separate work preceding it, sometimes you may not be required to write it at all. However, even in this case it may be a good idea to write it for yourself, as it will help you organize your thoughts and sketch the plan of your work, which is essential for a project of this size. Unless you are given different instructions, your research proposal should contain the following: Title; Introduction, where you delineate the topic, review the literature covering it and existing theoretical background; General objectives (if there are more than three, you are probably spreading it too thin and need to trim some fat); Methodology – what information you are going to use and how you are going to obtain and process it; Schedule – you should already have a deadline by which you are supposed to complete your dissertation, but here you break your work up into parts and define the milestones you can realistically reach by certain dates; Potential outcome of your research; The process of writing the proposal should go along these lines: Define the Topic of Research Think of a topic that interests you and/or you have some groundwork in. Establish Research a Question(s) Make sure they weren’t covered in previous research carried by other authors, have some practical value and aren’t too broad or vague. A narrow and focused question is almost always better than a vague and general one. Formulate the Title It shouldn’t necessarily be set in stone, although some universities frown upon the practice of changing dissertation titles halfway through. Outline Methodology What approach (qualitative, quantitative, a hybrid one) are you going to take? What tools will you use? Where are you going to get data and in what ways? How will you analyze your results? Get the Approval of Ethical Board or Its Equivalent in Your University Usually it includes filling in a specialized questionnaire. A word of advice: consult the university’s guidelines and ask for an appointment with your supervisor prior to doing any full-blown writing. You should have some groundwork to show, but it is better to check with somebody more experienced before you invest time and resources into the project. Writing an Introduction Introduction contains a general outline of your thoughts on the subject, reasons why you’ve started this project and what you intend to achieve by it. Despite being the first part of the dissertation proper, writing it is best left until the very end; although you may write a rough draft and update it from time to time as you progress. The contents of an introduction are rather straightforward: Along with existing solutions you should mention theoretical background and existing literature on the subject. If you have already written your research proposal, writing an introduction will be easier – you can use it as a basis, with allowance for the fact that you’ve already completed the dissertation. You may find additional tips on writing an introduction in this video: Source: https://www.youtube.com/watch?v=L2vcfjp5tf4 Writing a Literature Review This is written to demonstrate that you don’t start your project blind, that you’re familiar with the research on the topic and understand whether there are any gaps in it. However, it doesn’t mean that you should simply enumerate the books you’ve read; rather you should single out the most important theories and points of view you’ve encountered and how they concern the topic you’ve chosen. Generally, the structure of this section will be like this: A couple of paragraphs outlining the area of study and existing literature in general terms; Discussion of existing literature, theories and studies; Evaluation and criticism of the most relevant studies. Also bear in mind that you are more than likely to encounter new sources of information as you go along, so be prepared to write and rewrite this section continuously throughout your work on the dissertation. The most time-efficient approach would be to summarize and reference sources as you read them, subdividing them into thematic groups. As your research progresses, you will be able to refine these groupings and get a better picture of what the scholar landscape of the topic looks like. Methodology Methodology isn’t just an enumeration of methods you’ve used in your work – it shows this side of your project in a broader sense. It’s not just about the methods per se, but also about the ones you’ve concentrated on (qualitative, quantitative or hybrid methods), why you’ve decided that this issue should be studied using this set of methods, what you’ve used as data sources and so on. In short, the structure of this section would look like this: Source: https://i.ytimg.com/vi/zQFSNB-0sfQ/hqdefault.jpg Make sure to offer an academic explanation and justification of your choices, grounded in the existing literature and theories. It is not enough to say something like â€Å"I’ve decided† or â€Å"I was interested if this method would prove effective†. You should give a relevant explanation that would rely on the existing theoretical framework. Why were these particular methods selected to research this particular topic? Basically, you completed methodology section should contain the following: Research overview – where you repeat the topic of research; Research design – where you detail your project, describe each part separately, define what each part is going to accomplish; Data gathering – what exactly you used for data gathering (surveys, questionnaires, interviews, sampling etc.). Results Results and discussion sections are probably the most significant part of any dissertation – after all, the purpose of any research is to get results and learn something new. These two chapters may either go separately or be combined into a single section – both approaches have their own pros and cons, but, in most cases, you won’t have a say as to which of them to choose. Consult the guidelines of your university for further information. The Results section should include the following: Results of experimental research; Results of statistical analysis; Evaluation of whether the results you’ve got are relevant in the context of the research topic; Evaluation of whether the results are conclusive; Overview of literature supporting your interpretation. An important point – each result should stem from a corresponding method described in the Methodology section, and vice versa, each method should have a corresponding result. If a particular research method didn’t lead to any significant findings, it is better to exclude it from being mentioned in the dissertation altogether. Make sure you organize the results in a particular fashion and keep to it throughout the section. There are many variants: Chronologically – in the order you’ve used the methods and received the results; In the order of significance – from the most to the least important for your topic; By question – grouping them according to the questions they cover. Finally, even if the Results and Discussion sections in your dissertation are separated from each other, you will most likely have to touch upon some discussion points in this chapter. In this case, don’t overdo it and go into too much detail – you will have an opportunity to do so in the next chapter. Discussion Discussion will probably be one of the longest and most elaborate parts of your dissertation – as a rule, it is responsible for about a fourth of the entire word count. In most cases, it is a focal point of the entire paper. Discussion chapter consists of the following: Explanation and interpretation of the received results; Answer to your initial research question; Justification of your approach to research; Critical evaluation of your work. No research exists in isolation – that is why the main purpose of the Discussion section is to show your work in the context of existing literature, theories and opinions on the subject of research. It is meant to prove that the findings in your work really bring something new and relevant into your field: Source: https://www.youtube.com/watch?v=Tx54cOOgo3g However, don’t exaggerate. To â€Å"critically evaluate† your own paper means to understand its limitations and implications for further work and research in the field, and you should make it obvious that you are realistic in how you see your project. Nevertheless, when you come to this, start with implications and don’t overdo limitations in a fit of false humility – â€Å"realistic† doesn’t equal â€Å"self-deprecatory†. Conclusion Normally, conclusion is a small separate chapter in the end of a dissertation that sums up everything you’ve done up to this point. Sometimes you may be allowed (or asked) to make it a part of the Discussion chapter. However, it doesn’t influence its makeup: Summary of the main results in relation to the goals that you’ve set initially and that you’ve expected; Your conclusions; Reasons why your research is important; Recommendations on future research and/or practical implementation of your findings (if appropriate); Final paragraph concluding your work. As conclusion mostly repeats what already has been said, it is best to keep it short – no more than 4-5 pages. Other Parts That May or May not Be Necessary The aforementioned structure isn’t set in stone; different universities and countries may have their own guidelines as to how a dissertation should be formatted and what parts it should include. In most cases, a dissertation will be broken up in this way: Source: https://www.cumbria.ac.uk/ †¦or very close to it. However, we will briefly mention other sections you may be asked to include. Title Page Usually it contains the author’s name, dissertation title, your course, the name of your supervisor and the date of submission. The exact requirements to contents and formatting entirely depend on your university. Abstract A one-page summary of your thesis. It may be unstructured – in this case you simply summarize your dissertation in any way you please; or structured – meaning that you should introduce subheadings following the structure of the dissertation. Table of Contents All headings and subheadings of your dissertation, with corresponding page numbers. Table of Figures It is probably unnecessary unless your dissertation has a lot of figures and greatly depends on them. Acknowledgements Here you thank those who helped you, either with information or financially, those who helped you with the writing process (supervisor, proofreader, anybody who read and commented on your work). Hopefully, this guide will help you deal with your dissertation. However, we will repeat this again: for the best results, make sure you’ve carefully read the university’s guidelines and consulted your supervisor before you begin to do any actual work – requirements may be wildly different from case to case, and what serves as a good approach in one place is unacceptable in another.

The Six Stages Of Kohlberg s Moral Development - 2377 Words

EXAM – 1 BUS 522 – Dr. S. Jasso APU Summer 2016 1. MORAL DEVELOPMENT a. The six stages of Kohlberg’s moral development: Level I. Preconventional Morality †¢ STAGE 1: Punishment and Obedience – Right and wrong is determined by rewards and punishment. Our behavior is motivated by fear of being punished;; an example of this would be that most people will not steal for fear of being punished (i.e. going to jail). †¢ STAGE 2: Instrumental Relativist Orientation - aka – looking out for number one (oneself); an individual is likely to do what is necessary to satisfy one’s self-interest; an example of this would be when a child completes a chore or exhibits a certain behavior in order to receive a reward (money or toy). Level II. Conventional Morality †¢ STAGE 3: Good Boy – Nice Girl Orientation - Behavior is motivated by the acceptance of the rules and standards. Individuals at this stage seek please others, parents, teachers or friends often seeking approval and conforming to others expectations; an example of this is when an individual is accused of doing something wrong, (i.e. smoking, drinking) they justify their behavior by saying â€Å"everyone else does it†. †¢ STAGE 4: Law and Order Orientation - Individuals at this stage have adopted society’s rules about how to behave and feel a sense of duty to conform to society’s laws and norms; at this stage individuals see their responsibility or part in maintaining social order and leaders are assumed to be right; anShow MoreRelatedKohlberg s Six Stages Of Moral Development1987 Words   |  8 PagesExam One 1. a. Kohlberg’s six stages of moral development are complex yet very applicable ideas to moral development. The whole point of his six stages is to set the foundation for one’s ethical behavior with a psychological approach. The first stage of moral development is the â€Å"punishment/ obedience orientation†, which refers to how people will only focus on the consequences of certain actions. For example, when a student in elementary school brings a toy weapon to school after being told notRead MoreKohlberg s Six Stages Of Moral Development1575 Words   |  7 Pagesappropriate punishment. 2. Kohlberg’s six stages of moral development can be applied to corporations. Corporations are made up of individuals, and the corporate culture can contribute to an individual’s moral decision making. Mintz tells us that â€Å"an individual’s moral development can be influenced by corporate culture, especially ethics training.† (p. 58) Since the corporate culture can so heavily influence individual ethical decision making, the stage of moral development of the corporation is importantRead MoreKohlberg : Theory Of Moral Development997 Words   |  4 PagesLawrence Kohlberg: Theory of Moral Development Lawrence Kohlberg was a well known psychologist best known for his thorough research into the development and better understanding of the processes needed to grow into a well developed human being. Kohlberg grew up in New York City on October 25, 1927. Growing up in such a diverse area is what struck his interest in the development of all beings. In only one short year he received his bachelors degree and then went on to devote his career to study theRead MoreMoral Development : What Are Morals And How Are They Developed? Essay898 Words   |  4 PagesMoral Development: Jimmy What are morals and how are they developed? The word moral has many definitions to define its meaning. In this case the proper definition to define moral would be â€Å"of or relating to principles of right and wrong in behavior† (Moral, n.d.). This definition is pertaining to one’s judgment. Kohlberg is the psychologist who developed a theory on moral development. He used ideas from Piaget and developed his own theory. His theory will be discussed throughout this easy, whileRead MoreMoral Development And Gender Related Reasoning Styles Essay975 Words   |  4 Pages Moral Development Gender-Related Reasoning Styles Lawrence Kohlberg (who was Director of Harvard s Center of Moral Development), was a child development expert of his time, and considered himself a philosopher of morality. His work on stages of moral development proved indispensable (though not without its critiques), and continues to serve as a fundamental study on our motivation and reasoning, in relation to ethics and morality. Kohlberg s studies are an adaptionRead MoreKohlberg s Theory Of Moral Development And Moral Maturity Essay1305 Words   |  6 PagesIntroduction: Lawrence Kohlberg (1927–1987) is the pioneer of the theory of stages of moral development and participated actively in the development of the fields of moral psychology and moral education. Kohlberg was especially inspired by Jean Piaget, a Swiss psychologist who created the theory of cognitive development. Mark Baldwin, John Dewey, and George Herbert Mead also influenced his thinking (Barger, 2000; Encyclopedia of Education, 2002). In this paper, I will analyze in-depth Kohlberg’sRead MoreJean Piaget And Lawrence Kohlberg892 Words   |  4 Pagesaged, did you ever notice that your understanding of right and wrong principles changed? According to psychologists Jean Piaget and Lawrence Kohlberg it should have. Individually the two psychologists have made remarkable discoveries on how children develop and use their moral development. Jean Piaget, grew up in Switzerland in the late 1890’s and early 1900’s with his father, who was a dedicated historian. Around Paget’s early twenties he had the privilege of working with many influential peopleRead MoreThe Philosophy Of Jean Piaget And John Dewey1387 Words   |  6 Pagessmuggled Jews across enemy borders, Lawrence Kohlberg always wondered if he was a â€Å"good† man. What was more noble; protecting human lives, or upholding the law? Kohlberg, inspired by the philosophy of Jean Piaget and John Dewey, began researching ways to determine moral righteousness. Using his experience as a war veteran, he created mock simulations where one needed to choose between two distinct options. Kohlberg used these simulations, known as moral dilemmas, to observe the differences in answersRead MoreShawshank Redemption Analysis - Kohlberg and Maslow connection!1281 Words   |  6 PagesLawrence Kohlberg, a famous psychologist, developed a theory which ent ailed six stages of moral development. The aim of his theory is to allow individuals to be characterised into one of the stages, based upon their moral ethical well-being. Life experiences usually allow further development, thus moving the individual to advance to higher stages. On the other hand, Abraham Maslow developed a different theory based on human s most basic needs which is represented in a pyramid type figure containingRead MoreThe Theory Of Moral Development Essay1398 Words   |  6 Pagestheory of moral development was developed by psychologist Lawrence Kohlberg and is a very interesting subject that stemmed from Jean Piaget’s theory of moral reasoning. this theory helped us to develop the understanding that morality starts from the early childhood years and can be affected by several factors. This theory encompasses the ideas that moral reasoning, which is considered the basis for moral behavior, has six identifiable developmental stages. According to Kohlberg the six stages of moral

Sample Finance of External Sources

Introduction A company has a wide range of sources to finance different activities in the business. Company can choose from various sources of finance depending upon the amount of capital required by them and also the time period for which the capital is needed. Companies mainly need capital to finance their expansion plans, to buy new machinery or to enter in the new market. Before taking the finance the company must evaluate various parameters because it will help in selecting the best available source of finance (Rigby, 2011). Some of the parameters that should be considered are as follows: Finance cost of the fund Tenure (Time period for which the fund is needed) Amount of leverage fund Financial conditions prevailing in the economy Risk associated with the company, as well as, with the industry in the company functions. The Financial sources of business can be classified by following basis: According to period Long term sources Medium term sources Short term sources According to ownership Owners capital or equity capital, retained earning Borrowed capital, such as debentures, public deposits, loans According to source of generation Internal sources External sources There are mainly two sources of finance in the business i.e. Internal Sources of Finance and External Sources of finance. In the Internal Sources of finance, fund is obtained from inside the business. Financing from this option is very cheaper as compared to the external sources of finance (Read, 2002). In case of the external sources of finance, money if generated from outside the business and on this amount of finance, the company has to pay some amount of interest that can be fixed or variable. The various finance options in each source are as follows: Internal Sources of Finance Retained Earning Owners Capital (Generated from internal sources) Current Assets Sale of Fixed Assets External Sources of finance Bank Loan or Overdraft Share Issue Leasing Hire Purchase Mortgage Trade Credit Government Grants External Sources of finance An external source of finance is the method of raising funds from outside the business. In this source of finance, the company buys money from the financial institutions or from any other medium like shareholders, government, etc. On these funds, company has to pay an agreed amount of interest at the fixed interval over a set period of time. These sources can be for medium or long term period. Medium term finance refers to the funds which are required for the period exceeding one year but not more than five years, and long term finance refers to the funds that are required for the period exceeding 5-10 years (Dlabay Burrow, 2007). Generally, these funds are required for the investment in fixed assets like plant, machinery, starting new business, entering the new market or for expansion purposes. Different External finance sources in detail are as follows: Shareholders Capital This is the most commonly used source of finance, used by all listed companies. Large companies typically generate the finance both publicly and privately. Companies issue their stocks in the open market and these shares are taken by the general public at predefined price. In this way, people who have invested in the company become the shareholder of the company and these shareholders ultimately become the owner of the company. As per an expert opinion, shareholders capital is one of the best ways to generate long term finance (Moynihan Titley, 2001). The big advantage of this source of finance is that companies dont have to repay the interest on the amount collected. The individual or group of people, who had subscribed to shares of the company become the owner of the business and also gets the rights in the part of the distributed profits of the company. Companies can issue two types of shares in the open market i.e. Common stock, also known as owners capital, and preferred stock. Common Stock or Owners capital A quoted company can raise funds for long term purpose by issuing common stock in the general public. Some of the characteristics of this type of capital are as follows: It is the source of permanent capital and equity shareholders are the ultimate owners of the company as they are only who bear the risk. Common stockholders are entitled to dividends after all the other claims of stakeholders are paid. So, dividends to common stockholders are paid from the appropriation of profits and not charge against the profit. Generally, the capital cost of common stock is high because the fact is that such shareholders invest only in those companies, where there is a higher rate of return and low risk (Albrecht, Stice Stice, 2010). Advantages and disadvantages of raising funds by the issue of common stock are as follows: In this source of finance, the capital raised is not to be paid back to investors. So, the company does not have any liability for cash outflow regarding the redemption of this capital. This source of finance builds up the financial base for the company that helps further to buy the other sources of finance. Companies are not legally liable to pay dividends to the common shareholders. So, at the time of uncertainties or when the company is not doing well, the dividend amount can be reduced or even postponed. By this source of finance, the company can raise more funds by making the right issue. Company can also buy back the shares in the open market or announcing the buy back, which will reduce the amount of extra capital not required by the company. Apart from the above mentioned advantages, there are also some disadvantages that are explained below: This source of finance has a high cost because dividends do not involve any tax deduction and also the floatation cost (expenditure at the time of raising the capital) of such issue is higher. This source of finance is regarded as the most risky as there is uncertainty in the amount of dividends and the capital invested. The issue of further common stock reduces the earning per share amount of older stockholders until the profits are distributed according to the proportion of the existing and recently issued stock. The right issue also reduces the proportionate ownership of the existing shareholders, and ultimately dilutes the control power of the previous investors. Preferred Stock This type of stock is somewhat similar to the common stockholders. The major difference in both types of stocks is that in the common stock, it is not legally compulsory to pay any dividends, but in case of the preferred stock, it is compulsory to pay a fixed amount of dividend (Megginson Smart, 2008). Characteristics of the preferred stock are as under: This is the long term source of finance and can be raised by issuing the preferred stock in the common public. The dividend payable on this stock is Cumulative in nature i.e. dividend which is to be paid in any particular year but unfortunately due to the loss it remains unpaid, then such dividends carried over to the next year till there are adequate profits. The rate of dividend is generally higher than other rates of interest on bonds and loans. The fund received on the issue of this stock has to be repaid after a particular time period. There are some advantages of the preferred stock, like these stock do not attract ownership in the company and the dividend amount is fixed. Therefore, the preferred stockholders do not participate in the surplus profits as in the case of the common stockholders. This type of capital can be redeemed after the specified time period and also it does not affect the EPS on further issue of stock. There are mainly two disadvantages associated with this type of finance, one is that there is no tax advantage on the amount of the dividend paid and the other one is that the preferred dividends are cumulative in nature. Bonds In this type of financing, funds can be raised by issuing bonds in the name of the listed company. Generally, these bonds are issued to the general public, but they can also be issued to the financial institutions in lieu of the equivalent amount of loans. Basically bonds are issued in different market rates, but the face value carries the fixed amount, which is defined before issuing the bonds. These bonds are issued on the basis of bond trust deed that contains the terms and conditions on which the bonds are floated. Bonds can be secured or unsecured. Secured bonds are those bonds that have a charge on the Non-current assets of the company and carries low rate of interest. On the other hand, unsecured bonds are those bonds that are issued at a high rate of interest, but do not create the charge on the non-current assets of the company (Nevitt Fabozzi, 2000). This source of finance is more favorable to investors as compared to the preferred stock because interest on bonds is payabl e whether or not the company makes earnings. The cost of bond is much lower than the cost of preferred stock as tax is deducted on the amount of interest paid on bonds. Also, investors consider this source of finance as the safest to invest because bond holders receive their amount prior to the preferred and common stockholders. The main disadvantage of bond financing is that the interest and capital repayment are obligatory payments. This source of finance also enhances the financial risk as the amount of debt is increased (Mayo, 2011). Loan from Banks or financial institution The easiest source of finance is financing through commercial banks or finance institution. The main purpose of banks is to provide loans to the needy persons and earn interest on the amount of the loan given. Generally, banks provide short term loans, but now banks have started taking interest in the long term source of finance. The loans provided by banks or finance institutions are available at different rates of interest under different schemes and these are to be repaid according to the defined payment schedule. Generally, banks provide for the purpose of expansion or for setting up the new units (Werner Stoner, 2010). Apart from the bank loan facility, there is another type of financing called as Venture capital financing. In this type of financing, capitalists finance the high risky venture promoted by the qualified entrepreneurs. The venture capitalist makes investment to purchase the common stock and bonds issued by the company. In this way, they become the partial owner of the company (Coyle, 2000). Lease Financing Lease financing is the general contract between the owner and the user of assets for the specified time period. In this type of financing, the lessor initially purchases the assets and thereafter, leases it to the lessee company. The lessee company pays a fixed amount at the periodical interval for the specified time period (Graham, Smart Megginson, 2009). Lease financing is divided into two categories on the basis of the ownership, one is the operating lease and the other one is the financing lease. Conclusion At last, it can be concluded that there are several sources of finance available to the company. Sources of finance mainly depend upon the need of the company. In this way, these sources of finance can be sub divided into internal and external sources of finance. To meet the long term finance needs, there are many sources of finance available to the company. Some of the sources are share capital (common and preferred), bonds, venture capital financing, lease financing, etc. All these sources of finance have some advantages and some disadvantages, which is judged on the basis of the term these sources can be used, cost of capital, tax benefits, ownership, tenure of the finance and most important on the basis of the amount of money outflow for raising the funds. References Albrecht , W. S., Stice, E. K. Stice, J. D. (2010). Financial Accounting. Mason: Cengage Learning.Coyle, B. (2000). Venture Capital and Buyouts. USA: Global Professional Publishing.Dlabay, L. R. Burrow, J. L. (2007). Business Finance. Mason: Cengage Learning.Graham, J. R., Smart, S. B. Megginson, W. L. (2009). Corporate Finance: Linking Theory to What Companies Do + Thomson One - Business School Edition 6-month and Smart Finance Printed Access Card. Mason: Cengage Learning.Mayo, H. B. (2011). Basic Finance: An Introduction to Financial Institutions, Investments, and Management. Mason: Cengage Learning.Megginson, W. L. Smart, S. B. (2008). Introduction to Corporate Finance. Mason: Cengage Learning.Moynihan, D. Titley, B. (2001). Advanced Business. New York: Oxford University Press.Nevitt, P. K. Fabozzi, F. J. (2000). Project Financing. London: Euromoney Books.Read, L.H. (2002). The Financing of Small Business: A Comparative Study of Male and Female Small Business Owners. New Yor k: Routledge.Rigby, G. (2011). Types and Sources of Finance for Start-up and Growing Businesses. Britain: Harriman House.Werner Stoner (2010). Modern Financial Managing; Continuity and Change. Freeload Press, Inc.Griffiths, M. 2013. Agile Requirements Uncertainty. [Online]. Avalibale at: https://leadinganswers.typepad.com/ [Accessed on: 30 August 2014].Kumar, M., Antony, J., Singh, R.K., Tiwari, M.K. and Perry, D. 2011. Implementing the Lean Sigma framework in an Indian SME: a case study. Production Planning Control 17(4), pp. 407-423.

Theoretical Underpinnings of Human Resource Development

What are the theoretical underpinnings of HRD? The following are the three main theoretical underpinnings of Human Resource Development i.e. economic theory, system theory and the psychological theory. The economic theory of Human Resource Development is concerned with the allocation of scarce resources to the most efficient needs.Advertising We will write a custom essay sample on Theoretical Underpinnings of Human Resource Development specifically for you for only $16.05 $11/page Learn More According to research which was done by Weinberger (1998), Human Resource Development has both costs and benefits and therefore, a choice has to be made in order to satisfy all the wants. Human Resource Development is aimed at providing an organization with the financial advantage. Human capital is the key ingredients that are available for producing goods and services. This implies that an organization must continually invest in human capital in order to influence i ts financial benefits. Investment in human capital can exist in form of enhancing their skills, knowledge and physical wellbeing (Swanson, 2009, Pg. 203). The skills and knowledge that employees have are of major economic value to the firm since they influence the productivity. Employees thus act as the organization’s competitive advantage and therefore, the organization should embark on investing in its human capital (Weinberger, 1998, P.11-16). Psychological theory of HRD is concerned with the manner in which the employees interact with the environment and with each other. The interaction between the employees and the environment determines their behaviors, attitudes and values. According to this theory, HRD should aim at overcoming individual limitations, help individuals meet their personal goals and enhance creation of synergy. Usually, every one within the organization is expected to act towards realizing the goals and objectives of the organization (Weinberger, 1998, P .11-16). System theory of HRD views an organization as a system that is organized to attain set objectives. According to this theory, an organization has inputs, outputs and processes that are involved in the realization of its objectives or in carrying out its activities. The inputs refers to the aspects that enables an organization to operate e.g. manpower, raw materials, finance e.t.c.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Processes entails the policies and operations that are followed in an organization. Outputs entail the processing results in an organization e.g. the employees’ performance. HRD must thus strive to understand how the systems interact within the organization for the organizational duties to be carried out effectively and efficiently (Weinberger, 1998, Pg.11-16). How have these theoretical underpinnings shaped HRD? These theoretical underpinnings have en hanced the concept of workplace learning. They have shaped HRD by unleashing human expertise. This in turn plays an important role of enabling people to perform their work faster, cheaper and better. Workplace learning enables an organization to compete successfully with others in a global economy as it provides the employees with more skills and education to perform their work effectively. Today’s workplace calls for employees to posses more generic skills such as communication skills, problem solving and decision making among others (International Labor Office, 2000, Pg.14). The theoretical underpinnings have shaped the HRD in that they have eliminated the employees’ skills gap. They have in turn enhanced competitiveness and productivity. Employers are thus concerned with matching the employee’s skills and the job requirement skills. For organizations to perform well there is need for the HR managers to higher reliable employers who have higher problem solving skills. The three theoretical underpinnings have therefore enabled the Human Resource Development professionals to enhance the skills and knowledge of employees and in turn enhance the firm’s effectiveness. Successful companies across the globe have realized that their success is attributed to their human capital. These theoretical underpinnings have shaped HRD by making it development oriented. HRD professionals across the globe are now focusing on developing the potential of the human resources in order for them to perform their organizational duties well and to attain the overall objectives. The HRD professionals strive to help human resources realize their full potential. This plays an important role in ensuring that human resources are competent (Sims, 2006, Pg.18).Advertising We will write a custom essay sample on Theoretical Underpinnings of Human Resource Development specifically for you for only $16.05 $11/page Learn More Looking forwar d, where do you believe the field is  headed? Human Resource Development is not an old discipline as opposed to many fields such as career development. The HRD is yet to acquire some of the attributes that are required for a profession, that is, it is yet to achieve the global standards. This implies that the future of HRD is characterized with numerous challenges. Some of the challenges that the HRD may experience in the future includes technological innovation among others (CIPD, 2002, Pg.49). In order for the Human Resource Development field to be ahead of the game, there is need to consider investing in knowledge economy. Knowledge economy will allow the HRD professionals to run those activities that are current and up to date. It will also enable the professionals to make business decisions on time. With the global economy increasingly being changed into a knowledge economy, there is need for the HRD professionals to be proactive. HRD professionals should aim at designing an organizational curriculum that offers the employees a greater learning environment. The HRD professionals should create a learning environment that allows employees to fully exploit their potential and also participate in a range of knowledge work (CIPD, 2002, Pg.49). Reference List CIPD. (2002). Training in the knowledge economy. London: CIPD Publishing. International Labor Office. (2000). Training for employment: social inclusion, productivity and youth employment: human resources training and development: vocational guidance and vocational training, Issue 5. Geneva: International Labor Organization. Sims, R. (2006). Human resource development: today and tomorrow. New Delhi: IAP.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Swanson, R. A. (2009). Foundations of Human Resource Development: Easy read Large Bold Edition. London: ReadHowYouWant.com. Weinberger, L.1998. Commonly held theories of Human Resource Development.Vol.1.Issue No.1. London: Routledge. This essay on Theoretical Underpinnings of Human Resource Development was written and submitted by user Jagger Walter to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Use Shakespeare Quotes

How to Use Shakespeare Quotes You can make your essays interesting by adding a famous quote, and there is nobody better than a Shakespeare to quote! However, many students feel intimidated at the thought of quoting Shakespeare. Some fear that they may end up using the quote in the wrong context; others may worry about using the quote verbatim, owing to the archaic Shakespearan expressions. If you wish to learn how to skillfully quote Shakespeare, you have reached the right place. In this article, you will learn how to use quotes from Shakespeare in your own writing and how to attribute the quote correctly.   Find the Right Shakespeare Quote You can refer to your favorite resources, be it your school library, a public library, or of course, your favorite content destination on the internet- thoughtco.com. Make sure that you use a reliable source that gives you complete attribution, which includes the name of the author, the play title, the act, and the scene number. Using the Quote You will find that the language used in Shakespeare plays have archaic expressions that were used during the Elizabethan era. If you are unfamiliar with this language, you run the risk of not using the quote correctly. To avoid making mistakes, be sure to use the quote verabatim- in exactly the same words as in the original source. Quoting From Verses and Passages Shakespeare plays have many beautiful verses; its up to you to find an appropriate verse for your essay. One way to ensure an impactful quote is to ensure that the verse you choose does not leave the idea unfinished. Here are some tips for quoting Shakespeare: If you are quoting verse and it runs longer than four lines, you must write the lines one below the other as you do when you write poetry; However, if the verse is one to four lines long, you should use the line division symbol (/) to indicate the beginning of the next line. Here is an example: Is love a tender thing? It is too rough, / Too rude, too boisterous; and it pricks like thorn(Romeo and Juliet, Act I, Sc. 5, line 25)If you are quoting prose, then there is no need for line divisions. However, to effectively represent the quote, it is beneficial to first provide the contextual relevance of the quote and then proceed to quote the passage. Context helps your reader to understand the quote and to better grasp the message that you wish to convey by using that quote, but you should exercise caution when deciding how much information to supply. Sometimes students give a brief synopsis of the play to make their Shakespeare quote sound relevant to their essay, but it is better to pro vide short, focused background information. Here is an example of how a small amount of context can be provided before a quote to improve its impact:Miranda, daughter of Prospero, and the King of Naples son Ferdinand, are to get married. While Prospero is not optimistic about the arrangement, the couple, Miranda and Ferdinand are looking forward to their union. In this quote, we see the exchange of viewpoints between Miranda and Prospero: Miranda: How beauteous mankind is! O brave new world, That has such people int!Prospero: Tis new to thee.(The Tempest, Act V, Sc. 1, line 183-184) Attribution No formal Shakespeare quote is complete without its attribution. For a Shakespeare quote, you need to provide the play title, followed by act, scene, and line number. It is a good practice to italicize the title of the play, as shown here: In order to ensure that the quote is used in the right context, it is important to reference the quote appropriately. That means, you must mention the characters name who made the statement. Here is an example: He was ever precise in promise-keeping.(Measure for Measure, Act I, Sc. 2)In the play Julius Caesar, the relationship of the husband-wife duo (Brutus and Portia), brings out the conniving nature of Portia, in startling contrast to Brutus gentleness: You are my true and honourable wife;/As dear to me as are the ruddy drops/That visit my sad heart.(Julius Caesar, Act II, Sc. 1) Length of the Quote Avoid using long quotes. Long quotes dilute the essence of the point. In case you have to use a specific long passage, it is better to paraphrase the quote. A Final Word of Advice On this site, you will find a vast resource of Shakespeare quotes. These quotes have been categorized by the title of the Shakespeare play. You can also find more information on how to use quotations in essays.

Admission Essay Help Online

Admission Essay Help Online Admission Essay Help Online So that big moment has finally arrived and you are now seeking admission in the college of your dreams- in the subject of your choice-but you have to first get over a big obstacle in your way- your admission essay. If this is the case dont panic because here is some timely admission essay help that can enable you to emerge a winner. Getting admission in to a good college is getting tougher every year with more and more students vying for fewer seats. This is where admission essay help can move in and save the day by singling you out from the crowd and getting the admissions committee to write that magic word, Accept on your paper. So what does the secret formula of admission essay help consist of? The right length An admission essay should not ramble on endlessly and bore your reader to death. It is so easy to write sentence after sentence without really saying anything meaningful and this is bound to get you in to the bad books of your reader. So the first rule- if you are seeking admission essay help is to stick to the point by observing a word limit of approximately 500 words: The right topic No article on admission essay helpwould be complete if it did not draw your attention to the fact that the first step in writing a really good admissions essay is to choose your topic wisely. While most colleges will ask you to tell them about yourself-it is then up to you to zero in on which aspect of your personality you are going to write about. Admission essay help can be available to you in the form of an enjoyable activity that can then be linked to the subject of your choice. Just ensure that you write about it in an inspiring and relevant manner. It may be that you are fond of horse riding or that you are a long distance runner-well then the next question is-what are the vital lessons of life that you learnt from this activity and how are you looking to relate these learnings to your college life? Use plenty of imagination as well as facts to weave your life story in with interesting details from real life. This will give you some admission essay help that will place you head and shoulders above the rest. Read also: What is a Thesis? Political Science Thesis Dissertation Topics APA Thesis Writing a Term Paper

Uprisings of Soviet Union Satellite Countries Essay

Uprisings of Soviet Union Satellite Countries - Essay Example In the 1960s Czechoslovakia, though still a satellite of the Soviet Union was starting to display a certain degree of independence from the Soviet Union. By early 1968, the reformers had gained sufficient strength in the political apparatus to install Ludvik Svoboda as President and Alexander Dubcek as head of the Communist Party. These two took Czechoslovakia onto a path of economic reforms and provided greater press and travel freedoms, and as a result, Czechoslovakia became the most liberal Communist state in the world, with the people enjoying the newly available freedoms. This state of affairs was not to remain for long, as this state of affairs in Czechoslovakia, was alarming to the Soviet Union. Through negotiations, an agreement was reached between Czechoslovakia and the Soviet Union to slow down the pace of reforms in the country, in an attempt to reduce the alarm of the Soviet Union. However, on August 20, 1968, the Soviet Union and the Warsaw Pact countries of East Germany , Poland, Hungary, and Bulgaria struck with lightening speed and massive force, so that within a week there more than half a million of these forces spread all over Czechoslovakia. Against this massive military might, the people of Czechoslovakia responded not through military means, but through nonviolent resistance. The Soviets responded with political manipulation and economic pressure that saw the Czechoslovakian leadership gradually give way. The intense initial resistance against the Soviet Union slowly eroded to a disgruntled complacency.

Persuasion Speech Essay Example | Topics and Well Written Essays - 250 words

Persuasion Speech - Essay Example Earth resources are inadequate. Most of the items used in daily life such as glass, plastic bags and papers, come from natural resources. Producing more materials may require more resources and energy. For this reason, Uliano (2008, p. 41) argues that recycling products transforms old used products into new, useful products. In reference to official estimates by researchers, there is limited land space that may not fully accommodate landfills in the near future. Waste from existing landfills has overflowed to the neighboring land tracts affecting the environment, flora and fauna surrounding it. Recycling can reduce the size of landfills and daily waste. Uliano (2008, p. 74) shows that recycling helps to save on energy. Recycling reduces the amount of energy that would be used in production of other new products. According to Uliano (2008, p. 75), production of recycled glass, plastic and paper takes 68 percent, 82 percent and 85 percent less energy

Mandatory Service Program Essay Example for Free

Mandatory Service Program Essay There are many debates concerning advantages and disadvantages of mandating community service, however, the practice of compelling adolescents to take part in community service is increasingly common. People seek to understand the relationships between mandatory community service and volunteering. A key distinction between mandated community service and volunteering is the freely-chosen nature of the latter activity compared to the compulsory nature of the former (Arai et al.). Even though college students may not comprehend the value of community service now, this is a great opportunity for them to achieve something in the future. What harm can several hours of service per week possibly do to youngsters? Instead of attending pubs, drinking alcohol and doing whatever they like to do, they will be busy with contributing to the society. The statistics shows that students who participated in community service while studying at college are more likely to find a good job because they have something to put in their resumes. Such people are welcome in every circle. Current statistics from the Department of Labor report that in the United States among the 26, 8% of the adult population who volunteer, college students are the majority of them (76, 3%). That shows that individuals with higher levels of educational attainment are more aware of the importance of contributing to the community, more aware of the impact the may have and the responsibility they carry as citizens to improve lives and solve problems. By implementing a mandatory service program for all college students, the number of active students should be increased, and that should be the start. The reason why that should be initiated at college is that college is where there already a wide culture of volunteering, where individuals are more responsive to the need of getting involved. College students carry fundamental information that should help in crafting solutions to existing social problems. At the beginning, the service will, of course, be mandatory, but later most of the students may like it, may like to pay tribute to their society and be responsible for something useful and good that they have done. The study of Ontario university students compared a cohort of students required to perform mandatory community service to a cohort that did not, in terms of their attitudes toward volunteering and civic engagement a few months after high school graduation (Henderson). Metz and Youniss note in particular the benefits of mandated community service for students who are less inclined to servedefined in this case as students who had no volunteer experience prior to beginning their mandated service, and who delayed beginning their service until their final year before graduation. In their study, these less-inclined students, once compelled to become involved in community service, experienced firsthand the benefits of doing so, and were likely to stay involved and report intentions to continue civic involvement into adulthood. While more-inclined adolescents similarly reported intentions to continue their involvement, they were likely to do so regardless of whether they had been required to perform community service (Arai et al.). Among the group less inclined to service, students required to perform mandatory service showed a greater likelihood of civic interest and understanding, future voting, and conventional civic involvement after their experience (Lerner, Zaff). Mandated community service experiences are not significantly different from those entered into willingly. Length and breadth of service is similar, and with the exception that high school students who were not mandated to perform community service tend to use their schools to identify volunteering opportunities, and as places to perform service, the two cohorts are indistinguishable (Brown et al.). Some may not agree that service should be made mandatory to all students at college because partner sites could lose with the program instead of benefiting. The argument is that sites will not have a long- term commitment from the students participating in the program and that might hurt their projects. However, the students might be so deeply involved with their projects that they may choose to carry on with their work and continue to help. Their enthusiasm may influence others in their lives, such as their family members, in such a way they become supports as well. Another strong argument against mandatory service program is that in 2002, Covitt found that girls had more positive attitudes about required service than boys, and that white students had more positive attitudes than black students (Lerner, Zaff). Of course, it is impossible for all nations and genders to have the same attitude and the same point of view. But that is the actual purpose of community service: to unite everyone for solving common social problems and achieving desired goals. Nowadays civic engagement is deteriorating, people become members of different associations less and less, they are not interested in social activities and do not care about obvious problems. They turn a blind eye on everything that is farther from their reach. There are three possible ways for mandated behavior programs to attain their goals: they compel, directly, the very behaviors that are seen to be essential; they create behavioral habits so that individuals might then begin to participate in other similar activities; and/or the act of participating instills in individuals the attitudes that then serve as motors for other behaviors deemed to be beneficial (Brown et al.). Among programs aimed at students, effects are clearest when service is regular and sustained, when there are broad opportunities for public action, or when the service provides students with an opportunity to experience power. Factors such as the amount of enjoyment, support, respect, and appreciation students encounter in their placements are very important in promoting a commitment to subsequent volunteering (Brown et al.). Mandatory community service is, of course, one example of mandated civic behavior deemed to benefit both individual participants and society as a whole. In order for college students not to be hostile towards the program, they need to get some benefits from participating. And this way they will not feel forced to do anything. Their contributions will become more voluntary and, therefore, they will become better people than they were before. In conclusion, it has to be said that the number of reasons pro establishing mandatory service program is overwhelming and fears about consequences are not reasonable enough to fight against it. Students will be busy with something useful for their lives and will not notice how they begin to enjoy it. Both, the young people and the society will benefit from it.

Meaningful and Sentimental Best Man Speech -- Wedding Toasts Roasts Sp

Meaningful and Sentimental Best Man Speech Good afternoon ladies and gentlemen. I would like to echo the groom's sentiments and mention that all the bridesmaids look truly beautiful, indeed. Also, I'd like to say that the bride looks absolutely stunning today, as for the groom he just looks stunned. I am on a strict time limit from the bride, so the more you laugh at my jokes, the quicker my speech will be. It is beautiful to see so many loving family members and friends here to share in this occasion, especially those who have traveled some distances to be here with us today. For those of you who don't know me, I have been a friend of the groom's for seven years. He has many special friends, and haying the privilege of being chosen as his best man, from such esteemed company, is an honor the likes of which I have never had bestowed upon me. I like to think that my selection as one of the best men is not really because your other friend canceled on you, but because I am one of the few people in the room and indeed alive that has actually seen you hit a homerun. To be called a best man on a day like this is somewhat of a paradox. For today belongs to only one man, and that's you. No matter the size and liberality of the thoughts and tokens provided to you today you have already attained the greatest gift a man can wish for; the love of a woman as beautiful and caring as the bride. I have had the distinct pleasure of knowing, for a considerable portion of my life, both of them individually, before knowing them as a couple. The beautiful girl that every boy in our class was madly in love with and the boy from the baseball team, who I didn't like much at the time. Spending time with the two of them is like sl... ...honor and respect both and for himself and for those he loves. As is customary I should leave the groom with wise words, to help in your marriage. Since I am a bachelor, I have little experience to speak from, but I hope these help anyway: 1. Never go to bed angry; always stay up and argue. 2. Always remember those three little words that are so important in a marriage: "You're right dear.? 3. Lastly, under no circumstances will you swear at our wife, if there are ladies present. Searching around to find a pertinent closing thought, all were overshadowed by the validity of the following: " You don't marry someone because you can live with them, you marry them because you simply cannot live without them." Ladies and gentlemen, if you could all be upstanding, and join me in a toast: To the two people who are so dear in all our hearts, the bride and groom.

Health and social care setting Essay

My health and social care setting is an under 5’s nursery, within my setting there may be many incidents or emergencies. There could be incidents within my setting such as bumping their heads, falling over, tripping over toys. An emergency within my setting could be things such as fire’s or severe injuries such as being knocked unconscious. In this assignment I will cover two incidents or emergencies, the ones I will be covering are actual and suspected abuse and exposure to infection, I will start of with my P4; explaining possible priorities and responses when dealing with these incidents, I will then go onto D2; justifying why I am making those responses, finally I will go onto my M3;; where I will discuss the health, safety and security of individuals within my setting when the incident or emergency occurs. In a case of actual abuse your priority is the children, you should make sure there is trusted members of staff to listen to them at all times and take what they are saying seriously, it is vital that staff do not just brush it off as a silly comment or something they’ve â€Å"heard on TV†, they should do this because although they may be unsure about what the child is telling them, it is most likely true, children of this age do not fabricate things such as this, they should not just shrug it off and take any notice because they have to relay as much detail to their supervisor as possible.In the case of a child expressing to an adult about abuse, they should listen carefully, don’t walk away from the child or disrupt them whilst they are telling you, you should feel privileged as a child confiding in you about their abuse must mean they trust you, they should not do this because it will make the child feel although they are completely alone and isolated and alth ough they are not being heard, they will lose the trust they had in them.Whilst the child is confiding in you you should make sure you try to maintain professionalism, you should do this because if you start to get  personally involved and staff see you are getting personally involved, it may be hard for them to 100% trust everything you are relaying to them! it may be hard for the child to also understand what is acceptable within your relationship. Listen carefully to them, try get them to sit with you in a quiet environment, you should do this because there is less distraction for the child, meaning they wont just run off and play, it is also easier for you to hear everything the child is saying to you in depth, this also protects the child’s dignity and stops other children hearing what they are saying, or other children trying to grab your attention away from the situation. Don’t not be afraid of awkward silences either and definitely don’t try to fill them, you shouldn’t do this because it can be seen as your trying to push the child for answers, which should never be done. You shouldn’t really ask the children questions, the reason you should not do this is people can assume you are trying to put things in their heads or pushing them for answers they don’t feel comfortable giving, it’s also vital you don’t ask them questions as different people are going to be doing a lot of that. Try to sit at the children’s level and try to maintain eye contact with them, be aware of your body language. You should be aware of this because if you are too close to them or try to touch their hands to comfort them, this may make them shut down due to the abuse they are experiencing, being touched is uncomfortable to them. Once the child has expressed to you the abuse they are experiencing you should tell your line manager, if the child asks you to promise not to tell anyone, which they probably will you have to maintain your professional head and tell them you cannot promise this. You should never make promises to them, especially things such as â€Å"don’t worry we will sort this out, things will be better†, you should never do this because you should never make a promise to a child you cannot keep, you can say reassuring things like â€Å"I promise it is not your fault† but you cannot promise things like not telling anyone, as this is dishonest, you will have to relay what the child has said to the staff and the child will end up shutting of from you and not confiding any other information to you. In a case of suspected abuse your priority should be making sure that if you  have any suspicions you should report them and follow them through, you should do this because even if you are unsure whether they are ex piercing a use, you should not just let it slide as you may be covering up abuse if you do. if you look on the accidental and non accidental bruising chart and you think you see bruises where it states on the non accidental chart but the parents have not mentioned it, you should report it, don’t just brush it off because you are embarrassed that you may be wrong, you should do this because even if you are wrong, you have done your job in the well being of the child within you’re care. If you are suspicious of a child’s behaviour, if they are awkward when it comes to a certain sex, show sexual advances I.e. Pull their underwear down continuously even after being told it’s wrong or isolate themselves when playing you should report your suspicions. It is vital that if a child’s under 16 and you have even a slight suspicion they are beings abused, you should report it immediately. You should voice your concerns to the child protection appointed officer, who can then deal with the concerns, you should report it to them straight away as they are the best person to report it. This is a delicate incident, if a child reports abuse to you, their safety could be at risk, especially if the abuser finds out the child has confided in someone about the abuse, they could hurt them further physically and remove the child from the care of the nursery. The child’s safety could be at severe harm if they were to do this, as although it has been reported the child is not in a safe environment during the day any longer, potentially being subject to more abuse. If the abuse is suspected, reported and found to be irrelevant, the parents may find it uncomfortable to send their child back to the nursery, thinking they have been â€Å"accused† of abuse. The child may not want to come back or may show bad behaviour towards the nursery assistants as the child does not understand why they had to go through they ordeal. P4;explain possible priorities and responses when dealing with two particular incidents or emergencies in a health or social care setting & M2; discuss, health, safety or security concerns arising from a specific incident or emergency in a health and social care setting&D2;Justify responses to a particular incident or emergency in a health or social care setting. In my setting, exposure to infection is high, children are always picking up bugs, colds etc. they also sometimes have accidents, this means the staff are exposed to bodily fluids. You should always protect yourself and those around you from infections. Infections are able to enter the, tyo body in several different ways, these are inhalation- breathing in, ingestion- swallowing and inoculation-a break in the skin. When working in my setting, it is vital to have strict hygiene standards. When dealing with changing children’s nappies, staff should wash their hands thoroughly with soap and warm water, then apply gloves and proceed to change them or help the children with the toilet, they should do this when dealing with accidents also, they should wash their hands before they apply gloves because if they have any germs already on their hands, putting the gloves on will only make them multiply, this is why they should also wash them afterwards also although they are using gloves which stop the body fluids getting onto their hands they could have missed germs the first time washing them. Staff should thoroughly clean cutlery used and when severing food,make sure they have again washed their hands and applied gloves, staff should do this because if a child has a cold or infection of any kind, if their cups they’ve used have not been washed thoroughly, germs could easily be missed and handed to another child with a low immune system which could multiply in no time. They should make sure when they are serving food they wash their hands and put gloves on again, because of germs multiplying and if they have a cut using a blue wash-proof plaster they should do this because it is easy to spot within food and is wash-proof, so it will not come unstuck easily when in contact with water, it will also be noticeable if it becomes loose or falls of within food, as it is blue if it does fall off within food, the food should be correctly disposed of, they should do this because the food is then classed as contaminated and no good. They should make sure that the children always thoroughly wash and dry their hands after using the bathroom as this can pass on infection quickly, they should make sure of this as if the children do not wash their hands then go and play, they are transferring the germs from their body fluids to other children and other toys, they could touch another child and easily pass it on, they could even give themselves more germs by putting their hands in  their mouthes etc. When the children have snack time it is vital that they wash their hands, or use hand sanitiser before and after eating, they should do this because before they eat they could have lots of germs on their hands from picking up toys etc. they want to ensure they are eradicating as many germs as possible, they should also wash their hands afterwards as they have touched food and probably touched the table etc, they could have sneezed and things such as this. They should encourage children to sneeze into tissues or their elb ow and make sure when they have sneezed or blown their nose, they dispose of the tissue correctly and wash their hands afterwards, they should do this because this will minimise the spread of they infection via inhalation, I.e. Air born infections and it will minimise the amount of germs they transfer from toy to toy, then toy to child. They should also clean tables before they use them for snack time, I feel they should do this because if a child has sneezed coughed or put their fingers I n their mouths and run their hands all over the table, their germs will be all over them, the tables will also have had toys all over them which most under 5 year olds would have put in their mouthes, so theoretically the tables should be disinfected, as should the toys, the toys should be disinfected because if a child has touched them or put them in their mouthes with infection, the chance of the germs spreading to all the other toys when they are crammed into a box in a dark cold cupboard is hi gh. Children within the nursery could be at great risk of catching infections from one another, they frequently sneeze and do not cover their mouth’s and nose’s, sneezing onto toys and in the air meaning children can catch they infection they may have by simply breathing around them. One typical thing children do with toys is put them in their mouthes, if another child has previously sneezed on this or put it in their mouth whilst they have an infection, this is automatically spread from one to the next. If the child has an infection such as conjunctivitis and is in nursery without undergoing treatment this could be spread via the child touching and itching their eyes, then touching toys or other children. If a child has an infection such as impetigo, they would only have to have skin to skin contact with someone who has a cut on their skin, this will pass it onto them,these two examples although seem small, are high risk infections. Within my setting the health  of indiv iduals is at risk here, because people’s immune systems react differently to infections, so an infection such as a minor flu that has not affected someone too severely, may affect someone else quite severely, resulting in hospitalisation etc. this type of infection could result in their being an epidemic of flu within the nursery, resulting in everyone become infected unable to attended nursery/work. For example, if a child or worker has asthma or a form of lung disease such as chronic obstructive pulmonary disease also known as COPD (this could be in a worker) then what we see as a simple bout of flu or a nasty cold, could cause these individuals more serious illness’ such as a chest infection, it could also cause irreversible damage to their lungs.

Lord Of the Flies Mood Essay

With close reference to the extract, show how William Golding creates mood and atmosphere here. (10) In this extract, we notice that it is the ending events of the novel. So, we can identify that all chaos and destructive events have taken place; as a result, their impacts upon the characters have taken their toll. In the opening lines of the extract, Golding (straight away) creates a sombre mood towards Ralph, when the officer said ‘How many of you are there’ and Ralph responded by shaking ‘his head.’ What this shows is that Ralph is clearly astonished and mesmerized – as if he had a flashback- by all the misfortune that occurred on the island. He does not reply verbally, but, by the absence of this, Golding creates an additional distressful mood between Ralph and the reader; which in turn creates a sorrowful atmosphere. This atmosphere is prolonged through when we see the description on the appearance of Ralph. When asked about authority, Ralph says that he is in charge, ‘I am,’ however after this; a sense of visual cleansing effect emerges. In other words, as a reader, it is like the wool has been taken away from Ralph’s eyes, as he realises who he really is, ‘A little boy,’ with a ‘black cap’ and ‘red hair.’ Next we see that the mood changes into a remorseful one when in this section; Ralph may have been reminded of the withdrawal of an adult figure. Yet, when reminded of piggy through the ‘spectacles’ he ‘changed his mind’ and ‘stood still.’ What I infer from this is that Ralph is reminded from the rational and parent like figure of Piggy: which in turn creates a despairing atmosphere. This atmosphere is maintained throughout the extract. We see next that the officer is quite disappointed as a group of ‘British Boys’ would have put on a ‘better show.’ This disappoin ted mood, created by Golding, is inserted to show the escalation of violence and change that has commenced on the island. Also, the removal of law and justice in which the British are popularised to uphold. Ralph himself realises this and through his response, we see his how this was to be, but later, this ‘British society’ had fallen out of hand. ‘It was like that at first,’ ‘we were together then.’ Golding shows this disappointed atmosphere through Ralph’s unfinished sentences. In the last two paragraphs, realisation, of their surroundings, between all the characters have been distinguished. This atmosphere is seen as the island was once a ‘strange glamour,’ now its ‘scorched up.’ Furthermore, with the deaths of Simon, and ‘jack had†¦Ã¢â‚¬â„¢ killed Piggy, tears and sobbing took them  all. In this, we see that there are contrasts to the father and child theme. We see this by the words ‘filthy body’ and ‘unwiped nose’ which can relate to childish features. As a result, this creates a heartfelt mood towards the characters. In the ending, we see that the officer looks at the tri m cruiser in the distance. Why Golding created this is possibly (in my speculation) as a new leaf/page, a symbol for freedom, in turn, creates a positive atmosphere.

Informative Speech Essay example

Informative Speech Essay example Informative Speech Essay example Angel Nolker How to Manage Your Stress We have all had the feeling before, our muscles are tense, our stomach is upset, we can’t sleep or eat; though some of us may eat too much. You may feel sad or depressed and when you try to think of a way to fix your problems you go blank. This is because you are stressed. Most of my facts are from medicinenet.com it’s a website edited, wrote, and reviewed by doctors. Medicinenet.com defines stress as a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external (from the environment, psychological, or social situations) or internal (illness, or from a medical procedure). I think all of us can relate to stress, especially since we are all college students. We are faced with all different types of stress. Stress is constant in our lives and cannot be avoided; that’s why I would like to inform you of the two types of stress and a few tips on ways that you can help manage your stress. I think that the tips I give you can help with every day stress situations and make life more enjoyable. There are two types of stress: Acute and Chronic. Acute stress is the type of stress that comes immediately with a change of routine. It is an intense type of stress, but it passes quickly. Some of the effects a person may have are chest pain, abdominal discomfort, headaches, difficulty in concentrating, sleeplessness. Chronic stress will occur if there is a constant change of routine for week after week. Chronic stress affects the body for a long period of time. This type of stress happens when a person faces moves or job changes. Some of the effects of Chronic stress are headache, mood swings, anxiety disorder, substance abuse, memory disturbances and in severe cases of heart attacks because of high blood pressure. Now that we know the types of stress I would like to talk about a few reasons for stress that I believe most of us or all us can relate to: First is how stress is involved with being a college student, second is stress in succeeding in life, and last is personal relati onships. The first reason for stress would be being a college student. Being a college student can be very stressful. College can be very demanding; we all have our own lives, some of us work and have to take care of our families, and to add school work such as tests, papers, project, and finals on top of that can be very stressful and time consuming. We all want to succeed in our classes and that can add a lot of stress as well. So many times we put overwhelming pressure on ourselves to do well and get good grades. We don’t want to disappoint our family and friends and especially ourselves. At times this all can be too much. The second type of stress I think we can all relate to is succeeding in life. Whether it is doing well in school, in our career, or a goal we have set for ourselves. We all want to succeed! Who wakes up in the morning and says, today I think I want to fail? I don’t think any of us do. It is deeply rooted in the American dream that anything is possible if only you can dream and seek to make those dreams come true. Dreams are believed to be attainable as long as you work hard enough and are motivated enough to reach that goal. Society does not accept failure too well. So, along with opportunities and possibilities come the pressure to succeed and the pressure to be successful. I think a very motivating quote would be â€Å"I do not fail; I succeed in finding out what does not work†. The third type of stress would be personal relationships. Those could be with our mom and dad, with our children, husband or wife, or our friends. I believe personal relationships are one of the top causes of stress. Family life can be very stressful; Family-related stress can be attributed to various factors such as dealing with a family member's terminal illness, the loss of a loved one, sibling rivalry, divorce, re-marriage, blending families. There are so many issues that can

Military Grave Markers and Tombstones

Military Grave Markers and Tombstones For many, the first introduction to an ancestors military service is at the cemetery when they discover a flag or military marker next to their ancestors grave, or an unknown acronym or image carved on the stone. Common Military Abbreviations United States - Military Abbreviations - Ranks, Units AwardsAustralia - Military Abbreviations TerminologyCanada - Military Abbreviations, Terms and MeaningsGermany - Glossary of Germany military terms and abbreviations Tombstone Symbols May Indicate Military Service Flag - liberty and loyalty. Often seen on military markers.Stars Stripes around an Eagle - Eternal vigilance and liberty. Often seen on U.S. military markers.Sword - often indicates military service. When found on the base of the stone might indicate infantry.Crossed swords - May indicate a military person of high rank or a life lost in battle.Horse - May indicate calvalry.Eagle - courage, faith and generosity. May indicate military service.Shield - Strength and courage. May indicate military service.Rifle - often indicates military service.Cannon - generally indicates military service. When found on the base of the stone it may indicate artillery. Acronyms for Military Groups Veterans Organizations CSA - Confederate States of AmericaDAR - Daughters of the American RevolutionGAR - Grand Army of the RepublicSAR - Sons of the American RevolutionSCV - Sons of Confederate VeteransSSAWV - Sons of Spanish American War VeteransUDC - United Daughters of the ConfederacyUSD 1812 - Daughters of the War of 1812USWV - United Spanish War VeteransVFW - Veterans of Foreign Wars

(Book Review) Social policy and practice in Canada Essay

(Book Review) Social policy and practice in Canada - Essay Example This book is truly the first of its kind in regards to this subject matter that has been able to provide an insightful and critical perspective on the entire evolutionary process of social policy in the country. Furthermore, Alvin Finkel proves himself as being an extraordinary author, as he divulges into issues that have never been discussed - or even thought of, in some cases - before. In order to be able to understand this book better, the entire work must be thoroughly examined and discussed, and by doing this we will not only be able to gain a more informed and understanding viewpoint on the literary work itself, but as well on the author and on what his purpose was for writing this book. This is what will be dissertated in the following. Social Policy and Practice is a book which starts off by giving a historical point of view in regards to the history of the social policies that have taken place within Canada, and one of the first issues in particular that he discusses is that of how "Canada's constitutional development reflects the history of Canada itself, its maturation into a self-governing democracy, and the steady advent of new ideas and conditions" (22). It is pointed out that the Constitution has changed considerably over the years and that this has made a strong impact on the country of Canada overall, and that these changes have greatly influenced the different social policies and practices that have come about. Finkel then begins to discuss the actual history of constitutional antecedents, and he makes particular note of the fact that Canada's political and constitutional development actually did not begin with the arrival of the first European settlers, contrary to the majority of the world's beliefs, but rather "Formal constitutional development in Canada began with the Edict creating the Sovereign Council of Quebec in 1663, whereby the French established New France as a royal province and made provision for civil government" (26). He continues for several chapters discussing the actual origin of Canada and the onset of the most basic and most intermediate social policies and practices of the countries, and uses analogies and comparisons between Canada and other industrialized countries in order to show the striking and significant differences that exist here. We can see from this alone that Canada is a country which is really in crisis in this regards, as there are a number of large and imperative issues that are facing the country as a whole. Finkel makes very clear in the very beginning of the book the fact of how important and dire it is to have proper and efficient social policies and practices in any country, and that however there are more problems in this regards with Canada than basically any other industrialized nations. He then begins on the issue of the current social policy review process in Canada, and he states that there is a setting for this current debate on the social policies in Canada which truly parallels that of most other industrialized countries in the world, and that "Common features include a secular growth slowdown topped by a recession in the early 1990s, an aging population requiring higher transfer and health-care expenditures, rising needs and costs associated with the increasing prevalence of the single-parent family, and

Final Film Critique Momento Mori Research Paper

Final Film Critique Momento Mori - Research Paper Example This might be a straightforward suspense thriller if not for the inversion of the usual chronology of a narrative. Rather than begin with the traumatic event, or early in the story with a few flashbacks to the traumatic event, the movie begins instead at its chronological ending, with Leonard enacting his revenge with the polarizing aid of a Polaroid camera. The story then proceeds in reverse, through a series of events in which each successive event precedes chronologically the event it follows. In effect, the movie mirrors the memory disorder that afflicts its main character. Leonard maintains a pretense of continuity through a series of tattoos that define his identity and his purpose and photographs that provide basic information about the people and objects with which he must interact. Equipped with these two modes of visual inscription, Shelby uses â€Å"habit and routine† to make his â€Å"life possible.† This essay will offer a detailed criticism of the film foc using on three themes: the double constitution of the film's protagonist, the fate of Teddy as decided by the objects around him, and the unique position the audience is placed in if and when they become aware of the climactic â€Å"error† of the film. ... But if his mind suffers from his strange amnesia, his body remains as a canvass on which to archive those questions of identity that haunt the agency lost along with his memory. Some tattoos provide routines by which to self-identify his disorder (â€Å"remember Sally Jankis†) while others provide information (the series of â€Å"Facts†) about the mysterious John G. responsible for his wife’s death. This cognitive road-map is in many was not nearly as striking and fetishized as it seems to be when it first appears on screen; in reality, it represents merely a more dramatic version of the same externalized memory technologies we have depended upon since the origin of writing. We use these external and technological memory systems to help make sense of the world around us, given that there is so much of the world we do not understand and far too much of the world for us to ever easily remember. In a book titled Impossible Exchange, Jean Baudrillard argues that huma nity, unable to deal with the radical uncertainty of the world, attempts instead to liquidate it, â€Å"to destroy it by substituting an artificial one, built from scratch, a world for which we do not have to account to anyone† (2001, p. 14). Given the doubts we have about the world, we prefer to find solace in the â€Å"simulacra and simulations† of places like Disney or religion or particular versions of history (Baudrillard, 1994), rather than face the reality that we do not know any of these things for sure. This is exactly what takes place in Memento with Shelby's tattoo work. Thus, Shelby’s attempt to use his skin as a place to store his memory is not as remarkable for its strangeness as it is for its banality: in a culture defined by the seasonal rotation of

The history of south africa between 1650 and 1913 Essay

The history of south africa between 1650 and 1913 - Essay Example The Dutch colony in South Africa, established after their arrival in 1652, was â€Å"accidental† (Keegan 15). The Dutch had initially intended South Africa to be no more than a trading post. They hoped that they would be able to trade with the native population to ensure supplies for their ships. However, this arrangement did not work out as well as the Dutch had planned and a decision to colonise the area was made. In order to do this, the Dutch came into conflict with the Khoikhoi natives through colonising their land. This act of force was met with heavy native resistance (Ross 22-23). The first Khoikhoi-Dutch war began in 1659 and was ended with a treaty, acknowledging Dutch rights over the disputed territory. The Dutch had successfully exploited native tribal tensions despite low morale and limited numbers. The conflict did not end with the imposition of the treaty; in 1673 a four year war began as a result of the murder of white elephant hunters. At the end of the war, t he Dutch seized at least 1,765 Khoikhoi cattle and 4,930 sheep. Even though the Dutch never again declared war on the them, this was the beginning of the end for the Khoikhoi and they were forced to retreat to other areas (Frederickson 30-31). The second point to be analysed is the arrival of the British and how this impacted on the Dutch and the Bantu, with particular reference to the Xhosa. Like the Dutch, the British occupation in South Africa was not initially about colonisation. The first occupation, beginning in 1795, was a â€Å"temporary measure† aimed at preventing the French from gaining authority in the area and to â€Å"guarantee provisions and a safe harbor for Britains great Asian fleets† (Beck 42). Life in the colony continued as it had done prior to the British invasion, but there was significant concern about unrest in Eastern frontier

Dead Trees and the Dead Wood Cycle

Dead Trees and the Dead Wood Cycle Introduction A common misconception about forest would be that a â€Å"healthy forest† should have only have trees that are alive or growing. This â€Å"healthy† forest should be rid of dead trees as they would cause harm to the forest and/or perhaps spread disease of sorts. This misunderstanding originated from our lack of understanding of forests and trees. Dead trees play a crucial role in sustaining biodiversity within forests. They provide the forest with nutrients, a habitat for forest animals, rivers, soil, along with many other benefits covered in this paper. To highlight all the importance’s of dead or decaying trees this report will be broken down to sections After defining exactly what constitutes as a dead trees, we will go in depth into the dead wood cycle. Following that will go into analyzing the benefits of dead trees that include and but not limited to[1]; Hold moisture for the soil throughout arid seasons. Provide a location for necessary bacteria to survive Provide a home for small mammal dens and bird nests; Improving the soil by accumulation of organic matter. Offer a seed bed for redeveloping trees. scavenging spot for several insectivorous animals such as woodpeckers; food, protection, shelter, cover, and suitable climate for thousands of tiny organisms Then role of dead wood in the ecosystem and finally we will conclude the report by stating important facts about the significant biodiversity found because of deadwood. Definition of dead trees and decaying trees Common sense would provide that dead or decaying trees are those trees that are no longer alive. However this is more of a definition of the different kinds of dead tress you could potentially encounter in a forest. We will analyze each kind and separate them from the others Coarse Woody Debris Coarse woody debrisis used to describe fallen deadtrees orthe leftovers of bulkybranches left either in the forest or in the rivers. There is a minimum size required for woody debris to be defined as coarse, which is around 20cm in diameter. This also includes dead or decaying stumps[2]. Coarse woody debris are caused by ordinary tree death,illness, andbugs, as well as disastrous events such aswildfires,tornados, hurricaneand floods[3]. Old forests still contain dead trees and woodland remnants are still where they had fallen. These are recycled to nourish fresh vegetation and establishes the perfect woodland in relations of reprocessing and the renewal of fallen trees. As a matter of fact almost 30% of all biomass contained in a forest are from dead trees[4]. Large Woody Debris Sticks, logs, and branches all are considered large woody debris. Wood that fall into streams and rivers are also believed to be large woody debris. This debris can affect how the water flows in and how strong or weak the channel is. This flow affects how much erosion goes on and thus affects how rivers and other water channels are shaped[5]. Large woody debris are important for all its effects on forest management as well as channel streams. The debris is one of the most important factors in the formation of pools and ponds[5]. As these pools and ponds are formed animals, such as salmon, frogs, and other small fishes. Large woody debris is an important source of biodiversity because if these ponds and or pools were not created a lot of these animals would be washed away. The frogs and other animals that nourish off these fish would lose a feeding ground. The measure of scrubbing and erosion is determined by the relation of the span of the wood, to the deepness of the watercourse, and how deep the piece is dug in[6]. Snags Snags could be defined as coarse woody debris, however they operate in a slightly different way and can be identified in different ways. Snags costs of either standing, dead, or dying trees. Whereas coarse woody debris is usually fallen debris, snags are still standing. Both can, however, refer to dead or decaying trees/debris. Snags are also often missing their tops or most, if not all, of their branches[7]. Dead wood cycling Dead wood cycling is the procedure of when the components of wood, enter the forest ecosystem through death, followed by decomposition and then reuse. Many components and functions of the forest are affected during the changes in trees. These changes are the most important physical features of forest.[8 ]Most forest ecosystems in general contain a large amounts of organic matter within the dead wood. It is reported that 17% of all ecosystem organic matter was found within coarse woody debris and snags at costal ecosystems[8]. The cycle begins with the death of the stem. Usually the death is slow, however in special cases such as lightning strikes, floods, hurricanes or other storms the death is immediate. The larger the tree the longer their period to die. Snags usually take a long time to be utilized by other living trees. A lot of factors contribute to this including, rooting, moisture, nutrients, slop of the ground, how the tree died and the species of trees. All of these factors also affect how long the snag, coarse woody debris, or large woody debris[9]. The utilization of dead snags differs dependent on provincial and geographical ecological conditions. Forests that are troubled by procedures other than lumber jacking, the trees ultimately become dead wood. However the trees that die and continue to stand upright end up becoming part of the snag component of the forest. More lush sites usually have superior snags. Snag thickness reduces and useful life increases with the snag size[9]. Coarse woody debris work differently. After the tree dies it enters the ecosystem either directly through a fall. This could be the death from a fall of living trees or through tree death and the eventual fall of upright dead branches. The biomass and ecologically sustainability of the coarse woody debris also depends on the species of trees. For example coniferous (cone bearing trees) ecosystems hold more bio mass than coniferous ecosystems (used up parts that proceed to fall off.) Biomass is coarse woody debris is also effected by how moist it is. The more moisture there is the more it is able to sustain other organism increasing biodiversity. There is more biomass existent on older trees that younger ones. This is usually due to the nutrients and the size of older trees[10]. Benefits There are a lot of benefits created but all forms of dead trees. Most of the benefits overlap however this report will separate some of the distinct benefits created by each individual type of dead tree. To make this part as thorough as possible, some benefits will also be separated to each respective function and cause. Coarse woody debris The benefits of coarse woody debris are huge. They are one the most important factors in sustaining biodiversity in the forest. Usually there is an accumulation of long-term organic matter, which is contributed by how well decayed the wood is. The size also adds to the accumulation of organic matter and that results in decayed wood that has high in carbon constituents. The soil and ability to carry moisture greatly improved by the carbon[11]. To ensure biodivesity, the protection of productive potential in forest soil should be maintaned. This would ensure a contiuous supply of organic materials that live off the moisture in the debris[11]. Fungus Root tip association There is a special relationship is between ectomycorrhizal activity ( a symbiotic relationship) and coarse woody debris. This fungi is key for the healthy growth of conifer trees and needs moisture to survive during dry periods. The moisture is provided during the state of decay of wood[11]. During the summer months, the moisture contents found in coarse woody debris was around 250% of the dry weight. All this moisture store was then used for dry spells throughout the year to ensure refugia and ectomycorrhizal fungi. The larger the piece, the more moisture would be stored. This does not completely replace the moisture and nutrition needs, but if there is enough wood, it would be a significant source of moisture[12]. Fixation of nitrogen in forests due to coarse woody material Forests growth, specifically in boreal forests, is limited to the amount of nitrogen available in the air and usually is limited in forests. The general theory behind the limit is the slow mineralization of organic soil nitrogen. However since nitrogen is such an important part of forest growth it is crucial to ensure that there is enough nitrogen in the air for the flora[13]. There are 4 sources of nitrogen in the forest[12]: Nitrogen fixing bacteria that reside in roots (also called associative nitrogen fixation) Nitrogen fixing bacteria that occur in soil and plants ( called non symbiotic nitrogen fixation) Nitrogen collected from lightning, dust, pollen, and other air pollutants. Nitrogen fixation from roots from certain species (red alder) The most efficient source is nitrogen fixation from species such as the red alder. Unfortunately, after many years of fire suppression, only some forests contain such species[14]. These forests then rely mostly on non-symbiotic sources of nitrogen, which occur from bacteria found on coarse woody debris. The debris allows bacteria to live due to the heavy moisture contained within the wood, and is an important contributor to nitrogen. There is also a relationship between fungus and nitrogen fixing algae. The algae are self-sustaining however the fungi provide a very firm home for the algae. This fungus survives during the dry sells due to the moisture found on the coarse woody debris 1 [1] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [2] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [3] Keddy, P.A. and C.G. Drummond. 1996. Ecological properties for the evaluation, management, and restoration of temperate deciduous forest ecosystems. Ecological Applications 6: [4] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [5] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [5] [6] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [7] Ferguson, H.L., Robinette, K., and K. Stenberg. 2001.Wildlife of Urban Habitats – Urban Parks, Golf Courses, Cemeteries, and Open Space.Pp. 334-335 in: Johnson, D.H. and T.A. O’Neil, managing directors, Wildlife-Habitat Relationships in Oregon and Washington. Oregon State University Press. [8 ]8 Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [8] [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [10] Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [11] [11] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [11] [12] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [13] Roger T. Koide,Christopher Fernandez,Glenna Malcolm,Determining place and process: functional traits of ectomycorrhizal fungi that affect both community structure and ecosystem function,New Phytologist,2014,201,2 [12] [14] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997