The Social And Emotional Development Essay - 1108 Words

Attachment relationship is important for both child and parents/caregiver to develop because of social and emotional need. A child’s emotional and social development has significant impact for the social function of a child throughout their lives, education, friendships and employment. Research show that a child with no social and emotional development are at very high risk of having poor relationships with peers, academic problems and can lead them into poor decision in life and crime. Many researches show the key to social and emotional development lies in the child’s early relationship with the parents or caregivers. In society we believed that children develop and thrive better when their physically and emotional needs are satisfies in an environment that is best for both. Psychiatrist named John Bowlby came up with a theory to address around these parent and child relationship called the Attachment Theory. John Bowlby investigated that the nature and the purpose of the close relationships that a person forms with people throughout their lives where he focus on one childhood. His research is to understand the making and breaking of a bond to understand the psychological behavior and social and emotional development of the human being. The basis of his theory is that the infant and young child should experience warm, intimate and continuous relationships between the child and the mother. John Bowlby, hypothesis that humans have biological need to have a close lovingShow MoreRelatedSocial and Emotional Development10353 Words   |  42 PagesChild Development: Social and Emotional Development Child Development - Social and Emotional Development Introduction: As we grow older we change; these changes are most visible during infancy and childhood. From birth, babies grow larger and show noticeable development in both their social and intellectual competence. 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Preschool teachers must help children Establish secure relationships with adults. It is importantRead MoreSocial And Emotional Development Of The Gifted1473 Words   |  6 Pages Social and Emotional Development of the Gifted 1 Running head: SOCIAL AND EMOTIONAL DEVELOPMENT OF THE GIFTED Social and Emotional Development of the Gifted Emily Medford Arkansas State University Social and Emotional Development of the Gifted 2 Social and Emotional Development of the Gifted When dealing with gifted children, there are often many social and emotional problems that are underlying. Gifted students are notRead MoreChildhood On Social And Emotional Development1190 Words   |  5 PagesEarly childhood on social and emotional development is something very important in a child’s early stages in life. This is where children often learn about their reactions and responses on how they act as well on how others react towards them. In this stage, children learn a lot from the way their parents, friends, teachers, etc, express themselves. In the essay I will be talking about how we can help our children interact with others being social, expressing their feelings, and understanding theRead MoreEmotional, Linguistic, And Social Development Essay1803 Words   |  8 Pagestheir parents, peers, and the media. This process determines who the child will grow up to be and how they react to a crisis. By observing Jenna and her interactions with her parents and othe r children we can analyze her cognitive, emotional, linguistic, and social development in order to gauge her progression. Jenna is a very timid eleven-year-old who enjoys playing basketball, going to the ballet, and playing various games on her IPhone. She has one older brother who is seventeen. Jenna’s family isRead MoreThe Social / Emotional Side Of Development2128 Words   |  9 Pagesanxiety). I will be focussing on Aubree’s development process throughout her life. I have noticed her characteristics relate more to the social/ emotional side of development. Aubree clearly showed that she had anxiety/ attachment issues throughout the ages of 0-12, which relates to temperament. What made Aubree get this anxiety? There are many theories I can relate to Aubree’s anxiety. Different theories can relate to different age groups and development stages. A theory is an organized set of ideasRead MoreLearning, Social, And Emotional Development2234 Words   |  9 Page smainly associated with reading troubles but it can also affect spelling, writing, and speaking. Though, it can be referred to as a â€Å"reading disorder† or a â€Å"reading disability†. 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Unit 6 Healthy Environment Free Essays

Unit 6 Promoting a Healthy Environment for Children E1) Practitioners can work on promoting and maintain a healthy lifestyle and environment by: ? Allowing children to have a balanced diet, this can be done by encouraging children to eat their five-a-day. By reading books and poems that they can join into, this will help children to remember the importance of having a balanced diet. By having fruit and vegetables provided for the children in school, helps them to eat at least on piece a day. We will write a custom essay sample on Unit 6 Healthy Environment or any similar topic only for you Order Now The School Fruit Vegetable scheme is a programme that helps to increase fruit vegetable intake. This is important as each child deserves a healthy start in life as it may influence their health in the future. The School Fruit Vegetable Scheme states: â€Å"By providing four to six year old children with an extra portion of fruit or vegetable each school day, along with a positive and enjoyable experience of eating fruit and vegetables, the scheme encourages children to develop positive attitudes towards fruit and vegetables. † (www. dh. gov. uk) ? If a child is allowed regular exercise it allows motivation of brain activity, aids the digestive system, develops bone density and maintains it and strengths the muscles. Physical activities such as practical training, P. E. , climbing frames and riding bikes help children to develop social skills as they are playing with each other. The British Heart Foundation proposes â€Å"That children and young people need at least one hour of moderate activity a day. † This does not have to be done at one time, but can be at different times during the day. As young children are still developing practitioners should allow them to have a stop-start approach to exercise, when children are feeling tired they should be allowed to sit down and rest for the amount of time they want before getting up and playing again. Practitioners should encourage children to do exercise outside of the setting as well as inside. They could do this by joining Walk to School 2008, when the practitioners talk about this with the children they are able to learn about the benefits of walking, road safety, awareness and the environment around them. 50% of children do not walk to school regularly and more are being driven to and from school, by being driven children are reducing their physical activity. ?Risk assessments identify and minimise risks, they are not created to make n environment risk free. Practitioners should encourage children to take risks, as long as they are managed and strongly supervised. By doing so they are promoting a healthy environment as all settings have risks, as long as these risks don’t stop children from doing anything they could help to create an enabling environment. Danks and Schofield state: â€Å"Life if full of risk, so the best way to prepare children for life is to ensure t hat they [learn] how to judge risk for themselves. † (Source: Danks, F. Schofield, J (2005) Nature’s Playground) E2/B1) There are many different types of legislations which helps to maintain that a child has a right to life, development, to be healthy and also the right for children to have an education. E3/E4) Factors such as housing, poverty, breast feeding and the child’s lifestyle may affect their health and well being at differing times in their lives. ?Housing affects the health of a child as it can cause a lot of diseases if the house is poorly maintained or designed the most remarkably is asthma. If a house is overcrowded it may be dangerous to a child’s health as diseases may be transmitted between each family member. Poverty is linked with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be expensive. In addition to this home insurance would be expensive for families in poor housing as these areas would be more likely to be hit by crime. As families are living on a lower income the furniture may be unsafe as they haven’t got the money to fix or buy another one. Poor housing effects children’s social skills as the parents may feel that they don’t want the child’s friends around as they are ashamed of the way they are living. As a result to this the children may feel left out of discussions that are happening in their setting. Children may also feel they are losing out as they do not have the space at home to do any extra activities, such as homework. ?Diet and exercise is important to a child as it plays a main part in their development. Breast feeding a baby gives them the best nutritional start in life, over the months, the milk’s composition changes to meet the nutritional needs of the baby as it growing and developing. By breast feeding it lowers the risk of cardiovascular disease, is associated with better cognitive development and the milk contains antibodies which means the baby is less likely to get a disease in their earliest months of life. They are less likely to develop food allergies, respiratory and gastrointestinal illnesses and are less likely to become obese adults. When breastfeeding the mother and baby are able to build a bond between them, furthermore as there is no sterilising it is more hygienic. As breast milk needs no preparation it is always ready, always at the right temperature and free. Mothers who have a lower income are more likely to breast feed immediately after birth, then bottle feed. ?Families and their communities have an effect on children, as some families like to spend there spare time playing sports and others looking after animals. As more children are staying indoors to play with friends on game consoles, computers and watching television they are not allowing themselves to physical activity outdoors. In addition to this if children were to play indoors, they do not have enough space to run around, as children are always reminded not to run inside and to slow down. So unless activities are carefully organised it can be hard for a larger scale activity to happen, which is why fine motor skills activities are usually promoted indoors. If a child is living with a lone parent who has an abusive partner, this could have an effect on the child, as the child may see the abusive behaviour and feel this is the way he/she should behave towards their parent. This may affect the child’s mental health as well. E5) Mealtime routines include following the parents instructions, as some parents may want their child to eat at certain times as it follows the routine the child has at home. Sometimes the parents may want to work with the practitioners to establish a regular mealtime routine. All children have different diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be taking into consideration. Practitioners and the child’s family should talk about which foods are and are not appropriate for the child before starting the setting. Most children would prefer to use their fingers when eating, but should be given the opportunity to develop their skills by using a spoon, fork and then a knife. These should be the child sized versions and appropriate to the child’s age, level of development and culture. Children should also be encouraged to use the cutlery safely; in addition to this children should find mealtimes a pleasurable time and not feel like it is a battle zone. If children are put with other children it becomes a social experience of the eating there meal together. In the appendix, child K was observed while eating lunch, the intended learning objective was for her to use her spoon more instead of using her fingers to eat her lunch. When eating the child K behaved in a calm manner and followed the instructions that the practitioner had given her, when asked to use her spoon instead of her fingers. Child K was able to communicate with the practitioner in an effective way as she the practitioner to open the yogurt for her. By looking at the appendix, I can see that child K is becoming more confident when using her spoon, as she would use her fingers at certain times but then go back to using her spoon; she was also able to use a pincer grip. At certain times when she could not use the spoon to pick up food she resulted back to her fingers. So by the end of the observation I feel like the intended learning objective was successful. Naptime routines are needed as most young children need lots of sleep. When putting children to bed it can sometimes be a challenging time. This is because the child can become stressed in addition to this it could also be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and quite rest time for them. Some children may have outgrown the need for a daytime sleep in that case there should be a restful mood created where children can do some quite activities, such as completing a jigsaw which can help the body to unwind and rest. As all children are different they may have specific requirements to help them full asleep such as having a comforter or a glass/bottle of hot milk. If a child id with someone that is recognisable to them they may find it easier to fall asleep, then with someone that they are not so familiar with. As seen in the appendix, children between the ages of one and four years need an average of 10 and 14 hours sleep. As whilst asleep this is when the cells in the body and brain can repair themselves and are less vulnerable to illnesses and accidents. When the body is deprived of sleep a child’s concentration, temper and ability to learn is also affected. E6) Activity 1: Activity 😠 To grow watercress| (brief description)| | | We want the children to learn that growing part of their 5-a-day| | can be fun. In addition to this to help them try new foods, which| | they would have a hand in preparing. | This links with the EYFS as in Knowledge and Understanding of| What do we want| the World (Exploration and Investigation pg 80). The early| the children to| learning goals for a child aged 40-60+ months are:| learn? | ? Investigating objectives and materials by using all of their| (learning intentions)| senses as appropriate. | | ? Find out about, and identify, some features o f living things,| | objects and events they observe. | | ? Look closely at similarities, differences, patterns and change. | | ? Ask questions about why things happen and how things work. Number of children| Four| in group:| | Ages of children| 4 – 5 years old| the group:| | | In the weeks before the activity we will be the teaching the| | children about the importance of having 5-a-day and also about| How will the| how plants grow. On the day of the activity, which would be in the| activity be| morning, I would sit them on the carpet and explain to them what| introduced? | we are going to do which is growing our own watercress. I would| (What will the adult| explain to them that this would be done in groups of four, so if| be doing? What will| they are not chosen the first time they would be chosen| the children be| throughout the morning, so everyone will have a go. A certain are| doing? )| of the room will be cornered of for the activity and the children| | would be told that they are only allowed in this area if| | accompanied with an adult. | How will the| I and each child will have a plant pot in front of them. I will| activity be| demonstrate to the children what they have to do while| developed? | encouraging the children to follow my actions i. e. putting soil in| (What will the adult| the plant pot the pushing the seeds into the soil and after| be doing? What will| watering the plant. Lastly each child will take their plant pot to the| the children be| designated area on the window ledge, so that their plants are| doing? )| able to get light. | Resources:| Soil| | Watercress Seeds| | Water| | Plant pots| | | Key vocabulary/| Grow| questions:| How long do you think it will take for the watercress to start| | growing? | How will individual| If a child finishes early give them something else to do but| needs be met? | remind them to wash their hands. If a child has difficulty help| (Differentiation)| them along so they don’t feel left out. | Plenary? I will once again bring the children to the carpet and ask them if| (How will you bring| they enjoyed the activity. I would then explain to them that the| the activity to a| activity is no over and that everyday each child will get to water| close? How will you| their plan, so we are able to watch them grow. | focus on the purpose| After a month or two, when the plants have grown, we will use| of the activity? )| the watercress in a salad that we make. After this done each| | child will be able to take their plant home. | | | Activity 2: Activity 😠 Informing teenagers why protected sex is important| (brief description)| | What do we want| To understand why we must protect ourselves when having sex. | the children to| | learn? | | (learning intentions)| | Number of children| 28 in the class but for certain activities they will be split into groups| in group:| of four. | Ages of children the| 15 – 16 years old| group:| | | Send out a letter to parents informing them that their child would be| How will the activity| taking part in a series of activities about STIs (Sexual Transmitted| be introduced? | Infections) and if they did not want their child to take part in this,| (What will the adult| they could inform us. be doing? What will| After this letter had been sent out, I would remind the children who| the children be| are participating the day before. The morning of the activity I would| doing? )| remind the teenagers to be on their best behaviour and if they feel| | uncomfortable about anything they would be allowed to leave the| | classroom. | | Throughout the morning there will be a range of activities, the| | teenagers will first fill out a questionnaire of what they know about| How will the activity| STIs and how they think they are transmitted. After this they would| be developed? be presented with a PowerPoint presentation about STIs. | (What will the adult| They will then get into groups of four and discuss what they have| be doing? What will| just seen and learnt. In addition to this in their groups of four, they| the children be| will have to make a poster on a chosen STI, leaflets and handouts| doing? )| will be given to them. After given the teenagers one hour to do that| | they would be allowed to feedback to the rest of the class. This| | allows the whole class to gain more knowledge and as it is group| | work allows the shyest of teenager participate. | | Resources:| Leaflets/Handouts| | Felt tips| | A3 sugar paper| | PowerPoint presentation| | http://www. nhs. uk/LiveWell/SexualHealth/Pages/Sexualhealthhome. | | aspx| | http://www. condomessentialwear. co. uk/| | http://www. ruthinking. co. uk/| | http://sexperienceuk. channel4. com/| Key vocabulary/| STIs| questions:| | How will individual| By allowing children to walk out the class if they don’t feel| needs be met? | comfortable. | (Differentiation)| | Plenary? | Get the teenagers to fill out a questionnaire about what they have| (How will you bring| learnt throughout the morning. | he activity to a| Give them leaflets about different STI’s and allow the posters they| close? How will you| have done to be put up so to inform over teenagers, this will also| focus on the purpose| allow them to feel that their work is appreciated and it wasn’t just a| of the activity? )| pointless activity. | | | D1) Routines can promote and maintain a healthy lifestyle: ? Mealtime routines support healthy eating as once babies are weaned, it is important for them to eat a variety of healthy foods. As babies are still developing their sense of taste it is important this is when it happens. As children get older they will have more of a preference of what they would like to eat, but new foods could still be introduced if the child helps to prepare them, this would also help them improve their self-confidence as they are eating something that they helped to make. If children help to lay the table at mealtimes this would help them gain independence. Mealtime routines can promote a balanced diet, by eating a variety of fruit and vegetables, bread, other cereals and potatoes, meat, fish and alternatives, milk and dairy foods, foods containing fat and sugar. Children are able to develop a strong, well formed body; they would have enough energy to keep warm and active, grow to their full potential height, maintain an appropriate weight for their height and age. Hygiene is interlinked with mealtime routines, as both adults and children should wash their hands after visiting the toilet, changing a nappy and giving a feed, by doing this they will be preventing the spread of germs. By the adults doing this they can become role models to the children, which encourages them to wash their hands. In addition to this it should be explained to children why they are washing their hands e. . they are dirty and may have germs on them. There should be soap and water for them to wash their hands and individual towels for the children to dry them, preventing the spread of germs. As children get older To allow children to have a structure, as children start to understand at certain times they will have to do activities. they should be encouraged to wash t heir hands and face by themselves, this allows them to gain independence. Furthermore it helps them with gaining confidence to wash when at home, as they have done it at nursery. Sleep/rest routines promote a healthy environment as when children are tired they become restless and irritable, where they find it hard to control their emotions. By having this sort of routine the children are able to unwind from the activities that they have done and allow their bodies to prepare for oncoming activities. Children need specific hours of sleep; this can be done with a sleep pattern throughout the day. This also helps the children as they know at certain times of the day it is time for them to sleep and unwind. When sleeping the body’s heart rate, bodily functions and breathing slow down meaning that when they wake they feel more refreshed and allows concentration, frame of mind and memory to function properly. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children wake they may feel unsettled, so the child should be made to feel comforted. As the body loses water when it is asleep children should be offered a drink of water when woken. As well as children who are toilet trained should be familiar with the fact that when they wake they should use the toilet. Activities can promote and maintain a healthy lifestyle: ? In my first activity in E6 (cooking potatoes and vegetables) it interlinks with children having their 5-a-day, it also encourages them to help when preparing food. As potato is a vegetable it counts as one of their 5-a-day if a handful is eating. Even if a child is not keen on vegetables, when helping to prepare food the child is more likely to eat it. This is also a social event as the children are able to sit and talk together, which also develops respects for each other. In an everyday environment e. . a setting, practitioners could provide opportunities of different foods to children in a relaxed environment, which allows a unique chance to encourage healthy eating alongside the growth of educational and social skills. â€Å"Young people’s eating patterns can be shaped through a variety of routes. Schools offer most important opportunity for educating children on nutritional issues and facilitating and encouraging healthy eating patterns alongside the development of academic and social skills. † (Source: www. thesnackpack. net (2002)) When using the watercress in meals it is important that the children use their sense of smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle are: ? ?Planning activities help to identify children’s needs, and provide for them. E. g. a washing clothes activity, things such as fragrances and chemicals in the washing powder could make the child’s eczema flare up, so if an activity like this was to be planned biological soap powder would be preferred. This would help the practitioner plan, to every child’s need no matter the age or size. These plans should be established on the child’s abilities and be able to support them rather then on the age norms for the child. ?When planning trips the child to staff ratio is considered, as it is important that there are enough staff member, so that children are kept a watchful eye on and are in a safe environment. If there is not enough staff members this will not be possible and children are at a higher risk of going missing. They would also be able to look at activities that they have done before to see if improvements can be made for the next time. ?If activities are not planned correctly there can be risks associated with they activity, where children can be put in harm and danger. When making risk assessments it is important to: 1. Recognize the hazard/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the hazard may affect and how? 3. Evaluate the risks and decide on precautions. 4. Record the findings and put them into practice. 5. Review the risk assessment. By reviewing the assessment the practitioner would be able to see if it has got better, and if the hazard is still there, if anything needs changing it is possible. They will also be able to go back to the assessment if anything was to go wrong. ? When children have special needs, it is important to incorporate this with the planning of the setting. As they may need outside help to support the needs of the child. Child psychiatrists are an example of this as they work with children who are showing emotional and depression difficulties. As these doctors have been trained in mental health they specialise in helping children. This helps support children to develop in areas which they are struggling in but because of emotional difficulties are missing out on. E2/B1) There are several different legislations that support the rights of children to a healthy lifestyle and help to safeguard and underpin the rights of children in life. The United Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was drawn up in 1989; it applies to all children and young people under the age of 18 years. Article 2 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says that â€Å"The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from. † This article shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated equally by adults no matter their race or colour as by doing this the children are learning by modelling the behaviour of the adult. If a child is not treated equally they may feel left out and it may emotionally distress the child, meaning that the child may feel different compared to the other children. Article 12 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. † This article shows that children’s opinions are important and should be taking into consideration and should be consulted hen their parents are separating, as the child should have a preference of who they stay with. As the child decision may not be final, it would be taking into consideration, when trying to make that final decision. Article 19 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Governments shou ld ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. This article is important as children should not be subjected to cruelty. Children are being subjected to cruelty by the same people that are meant to be protecting them from the world; no adult has the right to subject any child to this. The Children Act 1989 also helps to support the rights of children. â€Å"The Children Act 1989 covers the following: ?reforms the law relating to children; ?makes provision for local authority services for children in need and others; ? amends the law with respect to children’s homes, community home, voluntary homes and voluntary organisations; ? akes provision with respect to fostering, child minding and day care for young children and adoption, and for connected purposes. † (Source: http://www. dcsf. gov. uk/childrenactreport/ Accessed: 19/01/2009) It was updated in 2004 to include Every Child Matters: Change for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The aim of this is to make sure that every child, whether their background or their circumstances, to have the support they need to: ? Be healthy ?Stay safe Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share information to help protect children from harm and help them to achieve what they want in life. A1) My first experience was an afternoon trip to The Co-Operative. We took a group of children aged 2-3 years, after they had woken from there afternoon nap. The aim of the trip was to teach the children about the different fruit and vegetables. As there were only four children there was me and one member of staff, we both had two children, we walked as The Co- Operative wasn’t far from us. We made sure that the children had their coats so that they could stay warm. The only major barrier was that we had to cross the road, as there was a zebra crossing we used that. There was also a lollipop lady, we made sure that they looked left and right to see if any cars were coming and explained to them why we were doing this. When arriving at The Co-Operative we made sure that the children stayed close and were in eye sight at all times. When we found the fruit and vegetables, we asked them questions, such as if they knew what they were called and if they knew the colours of them. My second experience was a trip to the park; the children had finished their morning activities. There were three members of staff and me, we took a group of eight children, and like the first activity there were two children to each adult but this time the children’s ages ranged between 2-4 years. The reason for the trip was for the children to get some fresh air and to exercise. As it was a sunny day the children did not need coats but all had jumpers on. We had to cross the road at an island as this was the safest way. When arriving at the park the children were only allowed to play in the designated area, which we made sure that we supervised very strictly. My first experience to The Co-Operative linked to the planning of the setting as at the time they were reading the book Handa’s Surprise, and they were learning about all the different fruits that were in that book and we were also helping them learn new vegetables. It also helps them to improve on their vocabulary and counting as we asked them how many items we had at the end of their shopping trip. It encourages them to eat health, which relates to healthy eating. My second experience to the park was linked to the planning of the setting as they would usually go outside to play in the garden, so we decided to give them more space to run around. When walking back from the park we asked them if they enjoyed their time, what they played on and if they wanted to go back soon, which helped the children to extend their vocabulary. The trip to the park helped them to have a daily ose of exercise. The cultural and social factors that were considered is that no child is discriminated against, that none of the children where there were made to feel left out and that their opinions and needs were respected, so they were treated as individuals. No matter what their race, religion, age or ability. For the first experience we made sure that it was appropria te for the children’s age. The social factors that were considered were to make sure that they interacted with each other and us as the practitioners; we made sure that they held the practitioner hand so they were safe. We also made sure that they were interacting with other children and not just their usual circle of friends, by doing this the children got to build new relationships. It was important that children listened and followed the instructions and directions that were given to them by the practitioners; as if the instructions were not followed properly the children’s life could be put in danger. I feel that I was effective in both experiences as I asked the children questions, on the way back and asked them what they had remembered from the trip on the way back. I was able to follow the instructions given to me in a calm manner and explain to my supervisor how both experiences were when I returned. The children listened and interacted to each other and to us as practitioners without any problems. The fact that they were both small group I was able to give the children support and the attention they needed, which helps them with their concentration and listening skills. During both experiences I was able to interact with the children and staff and monitor the behaviour and what was happening with the children’s progress How to cite Unit 6 Healthy Environment, Essay examples

Continuing Her Work As Demanded By Company â€Myassignmenthelp.Com

Question: Discuss About The Continuing Her Work As Demanded By Company? Answer: Introduction: The evaluation of case of Jenny mainly helps in determining her Residential condition in Australia, as she started from April 2016 and was expected to stay there for more than 9 months.However, the stay arrangements were firstly in motels, whereas after 3 months she rented a place in Australia for continuing her work as demanded by the company. This mainly indicates that there were two income tax years that needs to be evaluated for Jenny to determine whether she is liable to pay tax in Australia. The determination o the lump sum amount is also conducted in the assessment, which could help in deriving the assessable income of the individual. Identifying whether Jenny is resident of Australia or not There are relevant issues that needs to be evaluated before considering whether Jenny's a resident of Australia or not, which directly in identifies whether she is liable to pay income tax in Australia. It is also identified Business Jenny has teeth onto different fiscal years on which her residential condition in Australia needs to be evaluated. Under section 995-1 of ITAA 1997 Australian residents is considered the individuals who resides in Australia and earns relative income in the country[1]. There are different types of rules that need to be considered while testing me residential status of an individual. Under Residency test section 6(1) of ITAA 1936, relevant test that needs to be used for identifying residential condition of an individual are depicted. There are relevant facts that need to be identified from the evaluation of Jennys case study. These factors are depicted as follows. Jenny was originally working in Hong Kong She is single and has no dependent She lives with our parents in Hong Kong as assumed She is temporary travel to Australia for 3 months She has entered Australia on 25th April 2016 She is travelling from one City to another and staying in hotels and have no permanent residence She accepts off for the 9 month job in Sydney From July she leases an apartment near your workplace Current home base is Sydney She should all the relevant personal belongings to Australia Limit travel is being conducted once a week where she goes out of Sydney Residential Test of first three months or for fiscal year 2015-2016 Ordinary residence test:- This is the primary stress that is conducted by individuals to identify its condition in Australia and determine whether he/she is liable to pay income tax in Australia. If any individual reside in Australia then he/she is considered to be an Australian resident and no further test are needed to be conducted. In the current situation Jenny is not considered to be a resident of Australia, as she was residing in Singapore before entering into Australia. The first three months Jenny was only travelling from one place to another and living in motel, which indicated no residential condition[2].Therefore, the first three months cannot be considered to be a residential phase, where Jenny needs not to pay any kind of tax to the Australian government. 183-day rule: The 183 day rule family States that if an individual is present in Australia for more than half then come here weather continuously in breaks, then he/she is considered to be a resident of Australia. Once the person is a resident of Australia then he is liable to pay the income tax for that current year to the Australian government.This 183 day test is mainly conducted to identify for an individual who frequently come to Australia for business purposes and calculate the income that is being generated from this stay in Australia. The first three months of journey in Australia was mainly spent in motels all around Different cities. this mainly reduces the chance of journey for being the residence of Australia in the fiscal year 2015-2016[3]. Therefore, the 183 day test does not identify residential condition of journey in Australia for the physically 2015-2016. Domicile Test: The third test is mainly identified as domicile test, where an individual needs to have adequate place in Australia for identifying him/ her as a resident country. Any kind of property that is being owned by an individual in Australia economy who is travelling outside for business purposes need to conduct a domicile test.This test directly allows the individual to identify whether he/ she is liable to pay relevant tax in Australia for the income generated in the fiscal year. in the current condition Jenny does not have any kind of fixed living place in Australia for the first 3 months, which directly nullifies the domicile test[4]. Superannuation Test: The last test that is used by Australian government is the superannuation test, which is mainly used to identify the relevant taxes of individual work for the Australian government in abroad. The superannuation test is calculated based on the income generated from individuals working in Australian government. These identified superannuation incomes are then used for pinpointing the relevant individuals who are liable to pay tax in Australia. However, Jenny does not come under any kind employee of Australian government working in abroad. Hence, superannuation test is also not considered for determining the residential status of journey for the first 3 months[5]. Therefore, it could be identified from the evaluation of the first three months, which is the fiscal year of 2015-2016 journey is not a resident in Australia, as maximum of holidays in the country is spent in hotels without any kind of residential test been qualified. The second residential test is mainly conducted for the fiscal year 2016-2017, where adequate presidential condition of Jenny needs to be identified for detecting the viability of her paying the income tax. The following test could be identified as the relevant residential test that needs to be conducted for Jenny to identify her current residential condition. Residential Test of next nine months or for fiscal year 2016-2017 Ordinary residence test: The first of the test is the ordinary residential test could be conducted to identify the relevant residential status of Jenny. However, Jenny is not a permanent resident of Australia, as she staying in the country due to official reasons. Therefore, the ordinary residential touch cannot be conducted to determine whether journey is a resident in the country or not. Hence, other residential calculating test needs to be conducted on Jenny to identify her current residential condition[6]. The Australian taxation office in the TR 98/17 directly States the overall factors that needs to be identified to determine residential condition of an individual. There are relevant cases such as IRC v Lysaght [1928] AC 234 and Levene v IRC[1928] AC 217 that could be used in identifying the relevant residential condition of journey in Australia. These cases directly help in directing the relevant residential test that needs to be conducted for data mining Jennys current residential position. 183-day rule: The 183 day rule mainly states that an individual needs to stay in the country for continuous of 183 days, which could enable him/her to be liable for paying tax in Australia.However, Jenny is currently involved in a 9 month contract in Australia, which is relatively more than 183 days. This mainly makes Jenny resident of Australia where she is liable to pay income tax to the Australian government. In addition, relevant cases such as Dempsey and Commissioner of Taxation (2014) AATA 335 and the Engineering Manager and Commissioner of Taxation (2014) AATA 969 could be used in identifying the actual position of Jenny in Australia. Furthermore, the 183 day test also has some exemption that needs to be evaluated before considering the residential position of an individual. Is the tax pay has an unusual please of adobe outside Australia he is exempted from the 183 day test. in addition if he did do does not intend to take up residence in Australia he is also exempted from the 183 day test[ 7]. However, there is no relevant information about journey that she is taking up residence in Australia or not, as for the job requirement she needs to stay for 9 months in a specific position in Australia. Therefore, under the 183 day test Jenny is considered to be a resident of Australia and needs to pay the relevant taxes to the Australian authorities. Domicile Test: As depicted in the domicile test Individual needs to have a relevant residence in Australia for the domicile test, as intention to stay in Australia is been portrayed by the interview. Jenny has rented a place for 9 months near her office, which directly satisfies the domicile test as it provides relevant information regarding her Residency condition[8]. Superannuation Test: Jenny does not fall under the superannuation test, as she is not working for the Australian government on payroll outside the Australian premises. Therefore, from the evaluation of Jenny's residential condition it could be identified that for the first year she is not liable to pay any tax to the Australian government, as she is staying only for 3 months, which does not comply with any kind of rules that is laid down by the Australian tax office.However, the next 9 months contract that is being conducted on 1st July will mainly satisfy two of the residential test, which is 183 day test and domicile test[9].This satisfaction of the two residential tests mainly indicates that Jenny becomes the relevant residence of Australia where she needs to pay tax to the Australian government. Discussing whether both the $400,000 and the $100,000 receipts are assessable income The evaluation of the main issue whether the receipt of the lump sum amount and annual salary amount was considered to be under the assessable income. However, under s 6-5 of ITAA97 relevant income is identified under ordinary income, which could be used in identifying the actual Income Tax that needs to be paid by an individual. Moreover, under FCTv Woite(1982) 13 ATR 579 the relevant receipt that is conducted by Individual could be identified with the help of the above case. URL salary of 100,000 is clearly assessable in under the ordinary income tax. The annual salary is a regular income that needs to be considered by individuals, as an assessable income under the Income Tax Act depicted by the Australian government[10]. However, the receipt of 400,000 is mainly identified, as the main issue that needs to be identified whether it comes under assessable income or not. The receipt could be compared with the decisions that have been made in previous cases such as Woite and Jarrold v Boustead (1963) 41 TC 701. Moreover, some services provided then it is considered under ordinary income, as depicted in Brent v FCT (1971) 125 CLR 418.Therefore on the overall fact that needs to be considered whether the income is assessable not could be identified from the above cases. the amount is mainly paid for the services that needs to be conveyed in near future, thus establishing an ordinary income. Under section 6.30, 6.180 and 6.220 relevant measures that could be used by individuals for identifying their assessable income[11]. Moreover the taxpayer has not given up any kind of valuable rights for accepting the contract, which directly make the pain about something of ordinary income that is received by the individual. Therefore, the lump sum amount of Payment that is being conducted payment that is being conducted please be considered under Income Tax amount. Hence, the income of $400,000 is mainly considered to be statutory income under section 15-2. Moreover, the Smith v FCT(1987) 19 ATR 274 mainly helps in identifying the relevant suggestion, which could be used in Finding the relevant test that identifies viability of the assessable income. Therefore, under section 6-5 relevant assessable income could be identified for both annual salary and lump sum amount[12]. Conclusion: The use of Domicile test and 183-day test is mainly used in identifying the residual condition of Jenny for the second fiscal year. On the other hand, relevant case study is been used in deriving the needs to add the lump sum amount as the assessable income of the individual. References: "Australian Tax Residency: A Rare Win For The Taxpayer` | Mytaxresidency.Com."Mytaxresidency.com. N. p., 2015. Web. 11 Sept. 2017. "Residency - The Resides Test."Ato.gov.au. N. p., 2017. Web. 11 Sept. 2017. Graham, Melissa, et al. "Womens reproductive choices in Australia: Mapping federal and state/territory policy instruments governing choice."Gender issues33.4 (2016): 335-349. Jagroep, Sherani R. "222. An Evaluation of Physicians for Reproductive Health's Adolescent Reproductive and Sexual Health (ARSH) E-Learning Course With Feedback From Learners and Residency Coordinators."Journal of Adolescent Healthcare 56.2 (2015): S113-S114. Knoch, Ute, Tim McNamara, and Cathie Elder. "Submission to the Australian Government Department of Immigration and Border Protection on the discussion paper Strengthening the test for the Australian Citizenship." (2017). Knoch, Ute. "Research in language assessment."Language Teaching50.1 (2017): 138-142. McKinley, Danette W., et al. "Changes in certification requirements and examinee characteristics are likely to influence the validity of the evidence associated with interpretations made based on test data. We examined whether changes in Educational Commission for Foreign Medical Graduates (ECFMG) certification requirements over time were associated with changes in internal medicine (IM) residency program director ratings and..."Advances in Health Sciences Education19.1 (2014): 129-142. McMillan, Kate. "Affective integrationand access to the rights of permanent residency: New Zealanders resident in Australia post-2001."Ethnicities17.1 (2017): 103-127. McNamara, Tim, Kamran Khan, and Kellie Frost. "Language tests for residency and citizenship and the conferring of individuality."Challenges for language education and policy: marketing space for people(2015): 11-22. Sanders, Mia. "457 visas and citizenship test reveal Australia's barbed wire borders."Green Left Weekly1134 (2017): 7. Wei, Bingying. "The Determination of Chinese Graduate Entrepreneurship in Australia." (2016). Zanardo, Nikki, Guido J. Parra, and Luciana M. Mller. "Site fidelity, residency, and abundance of bottlenose dolphins (Tursiops sp.) in Adelaide's coastal waters, South Australia."Marine Mammal Science32.4 (2016): 1381-1401 [1] "Residency - The Resides Test."Ato.gov.au. N. p., 2017. Web. 11 Sept. 2017. [2] "Australian Tax Residency: A Rare Win For The Taxpayer` | Mytaxresidency.Com."Mytaxresidency.com. finance., 2015. Web. 11 Sept. 2017. [3] Knoch, Ute, Tim McNamara, and Cathie Elder. "Submission to the Australian Government Department of Immigration and Border Protection on the discussion paper Strengthening the test for the Australian Citizenship." (2017). [4] Graham, Melissa, et al. "Womens reproductive choices in Australia: Mapping federal and state/territory policy instruments governing choice."Gender issues33.4 (2016): 335-349. [5] Wei, Bingying. "The Determination of Chinese Graduate Entrepreneurship in Australia." (2016). [6] McMillan, Kate. "Affective integrationand access to the rights of management residency: New Zealanders resident in Australia post-2001."Ethnicities17.1 (2017): 103-127. [7] Jagroep, Sherani R. "222. An Evaluation of Physicians for Reproductive Health's Adolescent Reproductive and Sexual Health (ARSH) E-Learning Course With Feedback From Learners and Residency Coordinators."Journal of Adolescent Health56.2 (2015): S113-S114. [8] Knoch, Ute. "Research in language assessment."Language Teaching50.1 (2017): 138-142. [9] Sanders, Mia. "457 visas and citizenship test reveal Australia's barbed wire borders."Green Left Weekly1134 (2017): 7. [10] McNamara, Tim, Kamran Khan, and Kellie Frost. "Language tests for residency and citizenship and the conferring of individuality."Challenges for language education and policy: Making space for people(2015): 11-22. [11] McKinley, Danette W., et al. "Changes in certification requirements and examinee characteristics are likely to influence the validity of the evidence associated with interpretations made based on test data. We examined whether changes in Educational Commission for Foreign Medical Graduates (ECFMG) certification requirements over time were associated with changes in internal medicine (IM) residency program director ratings and..."Advances in Health Sciences Education19.1 (2014): 129-142. [12] Zanardo, Nikki, Guido J. Parra, and Luciana M. Mller. "Site fidelity, residency, and abundance of bottlenose dolphins (Tursiops sp.) in Adelaide's coastal waters, South Australia."Marine Mammal Science32.4 (2016): 1381-1401.

King Lear Stupidity Essays - British Films, English-language Films

King Lear Stupidity There has always been a perpetual jester in a kingly court. Often he has provided entertainment via his superficial jokes and has won the good graces of his master by creating an atmosphere of ebullience and joviality. Rarely has there existed a fool of such vivacious and rudiment cruelty, practicality and unprecedented common sense as the fool of William Shakespeare's King Lear. This fool is blessed with a mellifluous voice of nonsensical reason, which he uses throughout the play as a function of perpetuating Lear's madness to the point of a complete metamorphosis and the conception of clarity of mind. The fool's original and supposed role is that of entertainer; although Lear's Fool is a more convoluted version, as he is an ironical paradox of love, cruelty and is filled with didactic perspicacity. One is able to see his practicality, as well as his affection for Lear when he urges the King to come out of the storm: "Good nuncle, in, and ask thy daughters blessing." (III, ii, 11) The Fool primarily recognizes the severity of the storm, and advises Lear to forget his pride, so that he may enjoy a comfortable surrounding. "Here's a night pities neither wise men nor fools" (III, ii, 12) is the subsequent line, which contains a subjective insult; whereby the distinction of who is the wise man and who is the fool is dubitable. A direct affront to the King, one that is immersed in truth and sagacity, occurs in Act I, Scene IV when the Fool proclaims to Lear: "I had rather be any kind o'thing than a fool, and yet I would not be thee, nuncle." (I, iv, 176) This comment is contrived due to Lear's folly in partitioning the kingdom, his relinquishment of his land, and the sanction for his daughters to take power. The Fool attempts to make Lear ascertain his folly, but it is too early for such cognizance. When he realizes this, the Fool tells Lear: "I am better than thou art now. I am a fool, thou art nothing." (I, iv, 184) By pointing out his superiority to the King, he cruelly underscores Lear's senility, while returning to the continuous theme of "nothing," constructed wholly by Lear. The gratuitous quality of his comments, as well as Lear's seeming disregard for them and his continuous insistence of treating the Fool as though he were his child accentuate the Fool's cruelty. The Fool acts as a way to quantify the king's sanity. Lear's madness (increases) overtly throughout the play, and the fool's presence emphasizes the moments where an alteration in Lear's state of mind in revealed. At the end of Act 1, Lear almost strikes the fool after he tells the king: "Thou shouldst not have been old till thou hadst been wise." (I, v, 41) The Fool, however, is under the aegis of the gods as discussed earlier, so Lear would in fact be mad if he were to abuse him. Lear suddenly backs off, revealing a semblance of some sanity, and then professes: "Let me not be mad, not mad, sweet heaven!" (I, v, 43) In a similar declaration, Lear says: "O Fool, I shall go mad." (II, ii, 475) after he speaks of committing revenge upon his daughters. The Fool has been silent for some time, as it seems that Lear owns the necessary insight to perceive the future - a role which the Fool has previously made his own. Lear's fool is untouchable as the insightful, wise and holy fool who is under the protection of the gods or some prophetic powers, and is the "all licensed jester." Child-like in his character, loved, pampered and indulged he enjoys the King's good graces despite his continuous devastating remarks. He often tells Lear "I'll teach you" or "you were foolish and still are." This omnipresent exhibition of superiority of a jester over his king could be punished; instead it is embraced. The fool talks to the king as though Lear was his fool: Fool: Dost thou know the difference, my boy, between a bitter fool and a sweet one? Lear: No, Lad, teach me. Lear joins in the game by allowing it and humors the Fool; which equates him with being the Fool's entertainer, and therefore the Fool's fool. Despite this twisted relationship, Lear also acts as the guardian of the Fool. In one scene, Goneril asks Oswald if her "father [struck her] gentleman for chiding of his fool." (I, iii, 1.) Lear institutes physical violence to protect the precious fool;

Facts About the Olympian God Hermes

Facts About the Olympian God Hermes There are 12 canonical Olympian gods  in Greek mythology. ​Hermes  is one of the gods who live on Mount Olympus and ruled over parts of the mortal world. Lets delve into the role of Hermes in Greek mythology regarding his relationships with other gods and what he was a god of. To learn more about the other 11 Greek gods,  check out  Fast Facts About the Olympians. Name Hermes is the name of a god in Greek mythology. When the Romans adopted aspects of the Ancient Greek belief system, Hermess was renamed, Mercury.   Family Zeus and Maia are the parents of Hermes. All the children of Zeus are his siblings, but Hermes has a special younger-brotherly relationship with Apollo. Greek gods were far from perfect. In fact, they were known to be flawed and to have many sexual affairs with gods, nymphs, and mortals alike. The list of Hermess mates include Agraulos, Akalle, Antianeira, Alkidameia, Aphrodite, Aptale, Carmentis, Chthonophyle, Creusa, Daeira, Erytheia, Eupolemeia, Khione, Iphthime, Libya, Okyrrhoe, Penelopeia, Phylodameia, Polymele, Rhene, Sose, Theoboula, and  Thronia. Hermes fathered many children, who are Angelia, Eleusis, Hermaphroditos, Oreiades, Palaistra, Pan, Agreus, Nomios, Priapos, Pherespondos, Lykos, Pronomos, Abderos, Aithalides, Arabos, Autolycus, Bounos, Daphnis, Ekhion, Eleusis, Euandros, Eudoros, Eurestos, Eurytos, Kaikos, Kephalos, Keryx, Kydon, Libys, Myrtilos, Norax, Orion, Pharis, Phaunos, Polybos, and Saon. Role of Hermes For human mortals, Hermes is the god of eloquence, commerce, cunning, astronomy, music, and the art of fighting. As a god of commerce, Hermes is also known as the inventor of the alphabet, numbers, measures, and weights. As the god of the art of fighting, Hermes is a patron of gymnastics. According to Greek mythology, Hermes also cultivated the olive tree and provides refreshing sleep as well as dreams. Additionally, he is the herdsman of the dead, the protector of travelers, the giver of wealth and luck, and he protector of sacrificial animals, among other things. For gods, Hermes is credited with inventing divine worship and sacrifice. Hermes is the herald of the gods.

A Mnemonic Device Can Be Used

A Mnemonic Device Can Be Used The beginning development of mnemonic starts with a poet named Simonides of Ceos in fifth century B.C. This mnemonic invented by the Greeks for memory training around 2500 years ago. The Greek lyric poet Simonides, born in 556 B.C., is attributed with inventing mnemonics. His creation have great benefit thought us, many people success is because using this mnemonic method. There do many types of mnemonics device exist and which type works best is limited only by the imagination of each individual learner. Here are the 9 basic types of mnemonics device presented in this paper include Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization, Image, Connection, and Spelling Mnemonics. Mnemonics are memory devices that help learners remember larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, phases, etc. Mnemonics device try to transform information into a form that the human brain can remember better than its original form . Although the process of applying this transformation might already aid the transfer of information to long-term memory but this is still benefit to learner. The mnemonic device commonly practice for lists and in auditory  form, such as short poems,  acronyms, or memorable phrases, but mnemonics can also be for other types of information and in visual or kinesthetic forms. This device use is based on the examination that the human brain more easily remembers many form of information. In our daily, we have to remember everything. In school, we have to remember all the knowledge about subject; in workplace, we have to remember all the information about our task, in order to remember this entire thing we have to find out what method can enhance our memory. In my example, I am hardly to spell â€Å"mnemonic†, so I use the concept of mnemonic device and create my word, which is â€Å"Mnemonic Notes Effective Memorized on New Ideas Creativity†. From my creation, I know that every first letter for every word is â€Å"Mnemonic†. Using this method, we not only can spell out those difficult words and also can remember it. Mnemonic device play an important role in our daily life, although it is important, it still has their limitations or advantages and disadvantages. For the advantage of mnemonic devices is it provide a method to help us recall those information which is difficult to remember. Moreover, it involve rearranging or restructuring information that help our personalize information to become a smart learner. Other than that, it also increases our interest to study by creating my way to learn with information. Lastly, mnemonic devices will help us spend less time on retrieving our information in long term memory when we properly use it. Beside advantages, mnemonic devices also have some limitation. If a person uses mnemonics too frequently, he or she will have confusion on their learning process. For example, we use mnemonic to remembe r difficult word, but he or she who too extensively using mnemonic will use this method on every word no matter the word is difficult or not. This problem will occur on those who too rely on mnemonics. In addition, this mnemonic device need more time to practice, create and learn. If someone still cannot understand the practice, which mean that he or she is just wasting time to practice it.

Identify the impact of media communication (positive and negative) in Assignment - 1

Identify the impact of media communication (positive and negative) in a crisis situation - Assignment Example nication sty is necessary to be able to insure the continuity of the business since regardless of the vision and mission of an organization, the stakeholders are needed to be given reassurance regarding the business success (Notes in PPT). During a crisis, the organization should have a fast and efficient method of communication to be able to prevent situations created by the mass’s thirst for information (Notes in PPT). There are 5 important points in the crisis communication management in an organization. First is the identification of the organization’s key spokespersons that can represent the company in times of crisis and be believable to carry the right information. Second is the training of the leaders and key spokesperson in facing the media. Third is having a established crisis communication team that is ready at all times with the capability to connect to trusted media authorities to be able to maintain a positive reputation of the organization. The same group is also responsible in communicating with the proper authorities for a particular crisis such as the police or the fire services in terms of emergencies. It is important for the communication group within a company to have a positive rela tionship with the media or else there would be a contest with regards to the crisis that occurred which can destroy the business (Cornelissen, 2014, p.210). One example of the use of media to handle the crisis is how Mattel faced the August to October 2007 lead paint issue on toys that the company is producing. Due to a presence of an established communication plan which focused on the preparedness of the company in such events and the openness of Mattel in giving out updates regarding the situation survived the company without risking relationship to its consumers, stakeholders and the media (Cornelissen, 2014,

Interpersonal Relationship with Boss Assignment Example | Topics and Well Written Essays - 500 words

Interpersonal Relationship with Boss - Assignment Example This research tells that the biggest current pressure that Dr. Khalifa was going through is in responding to regulatory compliance issues within his campuses that are below the required student-employment rates. He also suggested that he is under pressure in reducing expenses religion wide. Outside his working condition, he told me that he is passionate about cycling and reading. Dr. Khalifa said that he enjoyed reading but could not cycle due to health problems. He has expertise in the medical sector as a medical doctor and had practiced it in the Middle East. He concurred to this and added that he is also an expert in computer repair and global finance activities. With a lot of care in delivering the lack of expertise to Dr. Khalifa, I suggested that he lacked people skills which he gladly accepted and said that he needed to work on his approach with people. Growth which entails quality and integrity was the vision for the organization according to my assessment. In spite of this, he added it was the same vision region-wide. My assessment revealed that He would be very angered if his subordinates did not follow his specific rules. He added that his disappointment would be felt if someone lied to him. Dr. Khalifa expects me to handle small issues that arose on my own. On the contrary, when major problems occur, he expects me to be as thorough and transparent in explaining to him the problem matter as well as involving him in the solution aspect of it. This should be documented to his satisfaction. In matters of compromise, he said he has zero tolerance for dishonesty and lack of integrity. He added that he will not tolerate being blindsided. He said that he has always had the fear of being segregated in important communication. A great day at work was one that was productive in driving results. Although my assessment was not ruled out, he added that he preferred that every day ends with a learning opportunity to better at what we do. I however disagreed with h is responses as his actions/ behavior differed with his answer.

Leading & Managing People - Expatriate Essay Example for Free

Leading Managing People Expatriate Essay Multinational firms throughout the world are increasingly concerned about hiring, developing and retaining managers with international experience and global perspectives† quoted by Briscoe and Schuler in 2004. This report will be focusing on variety of issues relating to Human Resource implications which faced by the expatriate working in MNC located in Malaysia as well as Malaysian working in overseas. The extraction will be from the most recent newspaper, journal and articles relating to the following topics in human resource management. 1) Expatriate Failure and the Selection policy 2) Training and development for cross-cultural 3) Performance appraisal for expatriate The expatriation was subjugated by professionals sent by their employers to foreign subsidiaries or headquarters. 3. 0 KEY ISSUES AND ANALYSIS 3. 1 Expatriate Failure and the Selection policy Expatriate facade many new challenges both in the workplace and the community. For instance, culture shock differences in work-related norms, isolation, homesick, housing, schooling, language, customs, cost of living and coping with his/her spouse’s problems of adapting to new environment. According to Stone(2008), research indicates that a manager’s inability to adapt or their partner’s inability to adapt is the major cause of expatriate failure. Harvey(1983) cited the consequence include premature return from a foreign posting and high resignation rates, with expatriates leaving their company at about twice the rate of domestic managements. Tung (1987) expounded the three main reasons contributing to the failure of expatriates in US MNC is as follows:- * the inability of the manager’s spouse to adjust to a different physical or cultural environment; * the manager’s inability to adapt to a different physical or cultural environment; * other family-related problems. One study by International Orientation Resources, an HRM consulting firm, found that 60 percent of expatriate failures occur due to these three reasons too(Solomon,1994). Besides the above mentioned reasons, include inappropriate selection practices, inadequate preparation and training as well as the stresses associated with expatriation which identified by New Zealand research (Enderwick and Hodgson, 1993). Another critical reason is the cross-cultural communications can be a struggle for the international manager. Gestures, facial expressions, behaviour and words can have different meanings and connotations. China, Korea and Japanese have high-context cultures where considerable importance is given to non-verbal and situational cues. In contrast, Australia, Canada, the US and Britain have low-context cultures where what is said is what it meant(Stone,2008). In contrast, some Malaysians who work aboard feel that the grass is greener on the other side. In Appendix A, this article highlighted the reasons why some Malaysian prefer to remain overseas. Due to higher paid, to widen their horizons, the prestige of working in a foreign company and the quality of life is unbeatable. The expatriate is unable to adapt in the foreign environment due to lack of cultural skills. According to HRM consulting firm, this is because the expatriate selection process at many organisations is essentially flawed (Solomon, 2000). Expatriates failed because these three focal reasons which mentioned by Tung that have not been part of the selection process. The underlying message was that the family is the basic unit of expatriation, not the individual. The MNC needs to look into this matter seriously in order to reduce expatriate failure. 3. 2 Training and development for cross-cultural Many companies including MNC have been ignored on providing training for employees whether local or global organisations. MNC recruits expatriate based on technical competence and past job performance as the key selection criteria and assumed the expatriate is able to adapt in the country where he was posted. MNC should not take them for granted. They should be pre-prepared by providing orientation, training on the cultural, language and living skill in the host country. Shown in Appendix D, expatriate reports interviewed an expatriate working in Nanchang, China on how significant was the culture shock he experienced when he moved abroad? He replied that quite significant and hard to adapt to the Chinese food and people spitting on the streets. Certainly, at the initial stage every expatriate will face cultural shock difference which may lead to miscommunication, misunderstanding and misinterpretation. Then directly he will be unproductive, inefficiency and faces expatriate failure. The MNC has to recruit a new manager to replace him which will be time consuming and have to repeat the process of selection and hiring. The MNC requires the expatriate to train the local employees in the host-country by transferring his knowledge and skills to them so that they are able to be independent and step into the positions/responsibilities within the shortest possible time. The article in Appendix B highlighted Malaysia government will review the education system to produce talent needed for an advanced nation and also perks to lure home highly skilled Malaysians (brain drain) and retain global talent to develop a quality workforce. Even our government recognise the essential of education/training to develop our highly skilled employees that are not only vital to the companies but also making the nation into globally competitive and transforming it as the high-income economy for instance Singapore, HK and Shanghai. 3. Performance appraisal for expatriate Stone (2008) cited that performance appraisal is a matter of serious concern for many expatriates. This is because performance appraisal is often handled badly. Companies fail to take into account the added complexities that come with international appraisals. Key issues involving performance expectations, performance measures and who will be responsible for the conduct of the appraisals are left vague or undecided. Worse, some head office managers ignore the international appraisal and do not incorporate it into the career development process. The end result is that expatriates perceive the appraisal process as unfair and as a source of never-ending frustration. Groeschi (2003) quotes that a number of comparative international and cross-cultural management research projects have concluded that HRM is influenced by culture. He also highlighted the same HRM policy is likely to be attributed quite different meanings by different cultural groups for instance performance appraisal. An organisation’s performance appraisal systems are an important element of its control systems, which is a central component of organisation architecture (see Figure 1 as below). In many international companies, the thorny issue is how best to evaluate the performance of expatriate managers (Hill, 2009). During the appraisal evaluation for the expatriate, there are two groups who evaluate the performance of expatriate managers. They are host-nation manager and home-office managers whom are subject to bias. The host-nation managers may be biased by their own cultural frame of reference and expectations. On the other hand, home-country mangers’ appraisals may be biased by distance and by their own lack of experience working abroad. Home-office managers often not aware of what is going on in a foreign operation and they tend to rely on hard data in evaluating an expatriate’s performance, such as the productivity, revenues, profitability or market share which reflect factors outside the expatriate’s control. Due to such biases, many expatriate managers believe that headquarters management evaluates them unfairly and does not fully appreciate the value of their skills and experience. It also one of the reasons many of them believe a foreign posting does not benefit their careers (Hill, 2009). 4. 0 RECOMMENDATION 4. 1 Expatriate Failure and the Selection policy Managing a MNC provides a diversity of challenges which the crucial one will be how the parent-company will recruit potential expatriate to manage their off-shore operations affiliates/subsidiaries. Selection of the expatriate must be right at the first time although time and resources consuming in reviewing and evaluating all the potential candidates follow by filtering them. The expatriate should not be selected based on technical competence and past job performance as the key selection criteria. Expatriate failure in many cases is the result of a lack of personal adjustment rather than a lack of technical skills. Harvey (1997) cited furthermore, research shows that in many companies expatriate selection is often haphazard and irrational. Organisations need to understand that in choosing expatriates, they should take into account differences in the business, social and cultural environment in the specific country and the impact on the potential expatriate, spouse and dependants (Stone, 2008). Stone’s (1991) study found that both local managers and expatriate managers perceive the essential selection criteria as the expatriate’s ability to adapt and the adaptability of the partner and family. 4. Training and management development for cross-cultural According to Hill (2009), superior performance requires not only strategy must also be supported by the right organisation architecture. Strategy is implemented through organisation. In Figure 1, people are the linchpin of a firm’s organisation architecture. For a firm to outperform its rivals in the global marketplace, it must have the right people in the right postings. Those people must be trained appropriately so they have the skill sets required to perform their jobs effectively and so they behave in a manner that is congruent with the desired culture of the firm. The following trainings are recommended for MNCs’ expatriates:- * Cross-Culture Training prior to departure The purpose of this training allows individuals to more rapidly adjust to the new culture before departing to host-country, and therefore, to be more effective in their new roles (Black and Mendenhall, 1990). It has been widely recognised for more than 20 years that the partners and children of expatriates play an important role in contributing to the success of expatriate assignments (Fukuda and Chu, 1994; Rahim, 1983) Cultural, Language and Practical(Living Skill) trainings * These trainings are helping to control and reduce expatriate failures. There is no question that comprehensive cultural training can have many benefits for MNCs. For starters, it can help orient and develop expatriates to better communicate, understand, and work effectively with people from different cultural, religious, and ethnic backgrounds. Comprehending and valuing cultural differences can al so help expatriates in the effective management of multi-cultural teams. Understanding global markets, customers, suppliers, and competitors is another indirect benefit. Pragmatically, cultural training can have a positive impact on combating very expensive expatriate failure (Luthans, 2002). Their spouse adaption problem, it is important that the spouse and the whole family to be included in this training * Language training usually conducted in host-country’s language. When the expatriate willing to communicate in the host-country language(even not fluent), can help build rapport with local employees and improve the manager’s effectiveness. * Benefit of practical training in helping the expatriate manager and family ease themselves into daily life in the host country. The expatriate community group can be a great source of support and information sharing in helping the expatriate’s family adapt to a foreign culture. 4. 3 Performance appraisal for expatriate To overcome the expatriate’s frustration and problems, the HR manager needs to ensure that the following key issues are clarified before the expatriate begins an overseas assignment:- * What are the organisation’s performance expectations? * What criteria and standards will be used to measure performance? * Who will conduct the evaluation – a local manager, a head office manager or both? * What will be the frequency of the appraisals? What consideration will be given to local environmental influence? (for example, volatility of foreign exchange rate fluctuations, availability of skilled labour, political instability, corruption and so on) * Is the appraisal positively incorporated into the career development process? * Are head office managers cognisant of the local business environment? * Are there any cultural influences that may distort the measurement of the expatriate’s performance? In order to overcome the biases of the two groups who evaluate the expatriate managers’ performance, it is recommended to implement 360-degree feedback.

Analysis of an Advertisement Essay -- Rhetorical Analysis

Analysis of an Advertisement Every woman wants diamonds because they are beautiful, rare, and are a symbol of success. There is something about diamonds that make every woman want one. Diamonds make a woman feel bold, sophisticated, and powerful. Something magazine recently published a diamond ad for A Diamond Is Forever.Com. A Diamond Is Forever . Com is a website that does not sell diamonds, but displays all the new styles of diamonds and how to purchase or create the perfect diamond for a customer. In this ad they are advertising a new style of diamond ring called the right hand ring. The advertisement is of a young, beautiful woman staring directly at you with a seductive look. On her right had she is wearing a bright, sparkling diamond ring that stands out. Underneath of the woman are pictures of four different styles of the diamond right ring. In the middle of the four pictures is the text â€Å"YOUR LEFT HAND LOVES CANDLELIGHT. YOUR RIGHT HAND LOVES THE SPOTLIGHT. YOUR LEFT HAND DE CLARES YOUR COMMITMENT. YOUR RIGHT HAND IS A DECLARATION OF INDEPENDENCE. WOMEN OF THE WORLD RAISE YOUR RIGHT HAND.† After those words are the company’s slogan â€Å"A Diamond Is Forever.† The pictures, text, and slogan of this advertisement work together to make it one that affectively captures the audiences’ attention. The purpose of an advertisement is to sell a product. Clearly, a person flipping through the pages of a magazine will be captured by the sparkling diamond and bold text. The advertisement is simple rather than one that is complex and difficult to understand. And the designer of this ad knows this. There is nothing more appealing to a woman than a sparkling diamond. The sparkling diamond catche... ...her eyes is mesmerizing. For any male, this would pull them right into the ad. Hoping to get the same look from his significant other, he would purchase a diamond for her. Also, the ad demonstrates a diamond as being a symbol of love. By talking about candlelight and commitment, romance and love is brought into perspective. The picture of this ad reminds men that diamonds are what every woman wants and that their love will last forever with a purchase of a diamond. When a reader looks at this ad, he or she is likely to be stunned by it. Its simplicity makes it easy to read and understand. Its boldness grabs your attention. And its slogan allows you to identify with its message on a personal note. Not only does the picture on the ad make diamonds look beautiful and elegant, but also the text and slogan make diamonds seem exotic and powerful.

The Effect Of Obestatin Health And Social Care Essay

The present survey was designed to measure the effects of chronic intra peritoneal disposal of obestatin on plasma testosterone concentrations and cellular morphometry of the testicles in male Sprague Dawly rats. Treatment groups were injected with obestatin ( 1nmol/100  µl saline i.p ) while the control groups received saline ( 100  µl i.p ) for 10 back-to-back yearss. Blood samples were collected at different clip intervals during and after the dose disposal. Testiss were removed after killing the rats on yearss 5 and 15 after the last injection. Plasma testosterone concentrations were found significantly high ( p & A ; lt ; 0.05 ) in the obestatin treated groups as compared to the control groups. Testicular histomorphometry revealed that obestatin intervention caused a important addition in the primary spermatocytes ( P & A ; lt ; 0.0001 ) , secondary spermatocytes and spermatids ( P & A ; lt ; 0.005 ) and Leydig cells population ( p & A ; lt ; 0.0001 ) both after five and 15 yearss. These findings indicate that obestatin significantly proliferate different testicular cell types and heighten testosterone secernment in male Sprague Dawley rats during peri-pubertal phase of development. Assorted peptide endocrines are secreted from the intestine and enter circulation that regulates nutrient consumption, energy balance and stomachic motility [ Tache et Al. 2004 ; Young et Al. 2005 ; Baynes et Al. 2006 ; Cummings et Al. 2007 ] . The oxyntic mucous membrane cells secrete two peptide endocrines, ghrelin and obestatin which are considered as functional adversaries of each other. Ghrelin addition nutrient intake while obestatin cut down nutrient consumption [ Zhang et Al. 2005: Gualillo et Al. 2006 ] . G-protein coupled receptor GHS-R1a is considered as ghrelin receptor [ McKee et Al. 1997 ] . Another G-protein coupled receptor GPR39 which belongs to the ghrelin receptor household and is considered as receptor of obestatin [ Zhang et al. , 2005 ] . In gnawers, obestatin look was reported in assorted tissues including stomachic mucous membrane, myentric rete perinatal pancreas every bit good as in the Leydig cells of the testicle [ Chanonie et Al. 2006 ; Dun et Al. 2006 ; Zhang et Al. 2005 ] . It was reported that obestatin can non go through blood encephalon barrier, nevertheless its look has been reported in the encephalon. It was therefore postulated that obestatin might make the encephalon through the average distinction [ Pan et Al. 2006 ; Jackson et Al. 2006 ] . Data sing the engagement of obestatin in the generative maps is still missing nevertheless in a recent survey it was found that obestatin might be involved in the ordinance of ovarian granulose cells maps. It was reported that obestatin significantly increase Lipo-Lutin secernment and bring on programmed cell death in civilized porcine ovarian granulose cells [ Meszarosova et Al. 2007 ] . Engagement of ghrelin in the ordinance of generative maps has besides been reported. It was found that intervention with ghrelin for 10 back-to-back yearss resulted in the suppression of proliferative stage of different testicular cells during peri-pubertal phase. In the back bead of these findings the present survey was designed to look into the chronic consequence of obestatin on testosterone production and testicular cell proliferation in male Sprauge Dawley rats. Different cell counts are presented in table 1. In the obestatin treated animate beings the average figure of spermatogonia was high as compared to the control animate beings, but this addition was non statistically important. However, the average figure of primary spermatocytes were significantly high at different experimental yearss in the obestatin treated animate beings as compared to the control animate beings ( P & A ; lt ; 0.0001 ) . The average figure of secondary spermatocytes were besides significantly high in the obestatin treated animate beings on both 5 and 15 twenty-four hours ( P & A ; lt ; 0.005 ) . Average figure of unit of ammunition and extended spermatids nowadays in the seminiferous tubule were significantly ( P & A ; lt ; 0.005 ) high in both intervention groups dissected on different experimental yearss as compared to matching control groups. Similarly the average figure of leydig cells were significantly ( p & A ; lt ; 0.0001 ) high in treated groups as compar ed to command groups but the figure of Sertoli cells present in the seminiferous tubule was non significantly high in the treated groups as compared to the control groups on different experimental yearss ( figure 2 and 3 ) . Mean ±SEM testicular adventitia albuginea thickness, seminiferous tubule epithelial tallness and seminiferous tubule diameter of control and obestatin treated groups on different experimental yearss are presented in table 2. There was found no important difference in testicular adventitia albuginea thickness, seminiferous tubule epithelial tallness and seminiferous tubule diameter of treated groups as compared to the control groups. Mean ±SEM atomic diameter of spermatogonia, primary spermatocyte, secondary spermatocyte, sertoli cells and leydig cells of control and obestatin treated groups on different experimental yearss are presented in table 3. No important alteration in mean ±SEM spermatogonial, primary spermatocyte, secondary spermatocyte, sertoli cells and leydig cells atomic diameter was observed in treated groups as compared to the control groups, both at twenty-four hours five and twenty-four hours 15 ( figure 2 ) . The testicle is a complex hormone organ where different cell types interplay to guarantee male birthrate, under the control of a overplus of hormone, paracrine and autocrine regulative signals [ Saez 1994 ] . In recent old ages, it has become apparent that different factors with cardinal functions in the growing axis ( e.g. GHRH and IGF-I ) and organic structure weight homeostasis ( e.g. leptin ) are potentially involved in the ordinance of testicular map [ Ciampani et Al. 1992 ; Baker et Al. 1996 ; Tena-Sempere et Al. 1999 ; Tena-Sempere et Al. 2001 ] . The present survey was designed in order to measure the effects of 10 twenty-four hours chronic i.p disposal of obestatin on testicular morphology and androgen synthesis in peri-pubertal male rats. In the survey 45-days-old male rats were allocated for the experiment because this age is considered as normal timing of puberty happening in the male rats [ Ojeda and Urbanski, 1994 ] . Infusions ( i.p ) of obestatin for 10 yearss was started when the rats were 45 yearss old and were dissected on twenty-four hours 5th ( 60-days-old ) and 15th ( 70-days-old ) twenty-four hours after intervention. The first sperm cell is normally seen in the lms of seminiferous tubules at 45th twenty-four hours of age [ Clermont et Al. 1957 ] and mature sperm cell is seen in vessel deferens 13 to 14 yearss subsequently at the age of about 60 yearss [ Clegj et Al. 1960 ] . The proliferation rate of the testicular cells is higher in this peculiar clip, so for this ground the current experiment was conducted o n this stage of development in male rat. In the present survey, chronic extract of obestatin during the pubertal phase, significantly increased testosterone degree in big male rats, and that elevated testosterone degree might straight heighten the spermatogenesis every bit early as observed in bulk of the seminiferous tubule in the treated animate beings as compared to the control animate beings. Obestatin intervention besides caused pronounced addition in figure of assorted testicular cells in the seminiferous tubules. This determination shows that obestatin has a stimulatory function in the transition of cellular proliferation during the peri-pubertal period in male rats. This determination besides suggests a possible opposing manner of action of obestatin as compared to ghrelin, as it was besides antecedently reported that ghrelin is a negative modulator of male generative system [ Kheradmand et al. 2008 ] . Obestatin intervention for 10 back-to-back yearss failed to do any significantly addition in the figure of spermatogonia and sertoli cell in the seminiferous tubule of the male rats and besides has no effects on seminiferous tubule and epididimal cannular thickness and its diameter. Similarly no alteration was observed in the weight and diameter of testicles. No information sing consequence of obestatin on testicular degree has been still reported. The present observations provide grounds for an engagement of obestatin in heightening the testosterone production from leydig cells. Either this addition in the testosterone secernment is the direct consequence of the binding of obestatin to its receptor ( GPR 39 ) which is present in testicle [ Yammamoto et Al. 2007 ] or obestatin could either heighten the reactivity of Leydig cells towards pituitary LH. Clearly farther surveies are needed to screen out the exact mechanism through which obestatin enhance testicular testosterone synthesis and the manner through which it induce spermatogenesis in male rats testicles.

Critical Analysis of “23 Things They Don’t Tell You About Capitalism”

CRITICAL ANALYSIS OF HA-JOON CHANG’S â€Å"23 THINGS THEY DON’T TELL YOU ABOUT CAPITALISM† Depending on one’s definition of globalization (whether it be the international trade liberalization that facilitates technological production and economic integration across borders, or social integration that exemplifies our interconnectedness and focuses on the speed of information, shrinking time and space, and the relations that we have built beyond physical location. Theoretical perspectives are said to be interpretive frameworks that help us in understanding reality and determine what is important (O’ Brien and Williams, 16).Often, prestigious academics identify with a particular perspective. However drawing upon more than one perspective is not uncommon. Such is the case with Ha-Joon Chang in his book 23 Things They Don’t Tell You About Capitalism. Chang seems to draw upon several perspectives, two of which prevail as most predominant: â€Å"ec onomic nationalist perspective† (which carries the heaviest weight in Chang’s thought) and the â€Å"critical perspective† (which underlines his overarching theories of capitalism and the state). First, this essay will state that Ha-Joon Chang can fall within the ‘economic nationalistic’ theoretical perspectives.However, perceivable cracks in his logic would lead one to believe that he may also be attune to a ‘critical’ perspective, seeing as he often touches on social and class inequalities created by liberalized economies. A critique of his perspective in identifying where he deviates from the economic nationalist thought and portrays a more critical one, becoming identifiable with historical materialist Robert Cox. Significant cleavages are identified but Chang fails to recognize a key pillar in the critical perspective that is, the role of women in capitalism and globalization.

Heres a Wide Pool of Topics for Exploratory Essays

Heres a Wide Pool of Topics for Exploratory Essays Are you struggling to find a good topic for your paper? Choosing or phrasing a topic for an exploratory essay can be a challenging task. You need to have a researchable topic for your paper. Alongside, you need to ensure that you can access good sources of information about it. Probably you have been trying hard to find a good topic for your paper. Worry no more because we are here for your assistance. In this article, we propose good exploratory essay topics related to the themes of health, education, and parenting. Feel free to use our suggested topics for your essays or ask our expert writers to generate a fresh, unique, and customized topic for your paper. How to Decide Interesting Exploratory Essay Topics Finding interesting topics for your paper is not easy. It is a skill that you have to master. Our guidelines will be definitely helpful for you in this regard. To begin with, think about the area you want to select your topic from. The range of fields is literally countless. Some of the fields you can choose the topic from include fitness, engineering, human body, psychology, food, traveling, and education. These are obviously broad categories. If your teacher gives you the leverage to choose topics for exploratory essay of your choice, and you come up with a paper on such broad categories, the teacher is not likely to welcome this approach. The prime reason behind this is that the field is too vast. A one-word topic anyway doesn’t qualify to be selected for a paper. Consider yourself as a reader of the paper rather than a writer for a moment. You’d like to spend time reading a paper that you know what it’s about. Will you care to read a paper titled ‘education’? Sure, you have tons of information about education already. Likewise, your paper’s readers will like to have a clear idea of what the content is about. So the key is to narrow it down. That brings us to the discussion of sub-categories. Talking about education, its sub-categories can be high-school education, college education, coeducation, virtual education, and home tuition. While you are free to choose the sub-category, you still need to identify interesting and at the same time, academically strong topics within your selected sub-category. In this article, we share with you best exploratory essay topics for three areas – health, education, and parenting. We’ll start by identifying sub-categories for each of these areas, and then you can read five topics. Five Best Topics for Paper Writing On Health Health is an outstanding field to select your topic from. That’s because there’s a lot of room for research work in this area. Medical research papers represent a significant proportion of academic articles. Sub-categories for the field of health can be animal rights as subjects of medical testing, sleep, diet, and the aging process. Here are five suitable college exploratory essay topics related to health: Are mobile phones safe for our ears? The workout is beneficial for blood circulation. The demerits of being a vegetarian. How much sleep is too little sleep? How does the aging process start? Five Easy Paper Topics Related to Education Education is one of the best topics to write a paper on. It is the favorite subject of exploration for most teachers. Some of its sub-categories are online education, knowledge, and spiritual education. Find five good topics for an exploratory essay on it below: Coeducation prepares students for professional life challenges. Can we get educated without attending schools? How is online education different from campus studies? Can schools do spiritual counseling of students? What is the minimum education every person should get? Top Five Paper Topic Ideas On Parenting Parenting is a fascinating and important subject for exploration. Its sub-categories include single parenting, blended families, and gay marriages. Here are five interesting topics to write an exploratory essay on: Nuclear family structure is the best for effective parenting. Parents should never scold their children. Gay parents’ children’s understanding of intimacy. Should children be forced to accept the parents’ religion? How parenting changes a person? The Do’s and Don’ts of Exploratory Essay Topics for College Students As you select the topic of your paper, feel free to phrase it as a question or a statement. You might have observed that the topics we have suggested include both questions and statements. While deciding on a topic, the writers should take care of the following things: Make your topic-specific and narrow. Find a topic that discusses the unique aspect of an area. Read the topic at least three times to ensure that it’s easily understandable. Alongside, there are certain things you don’t want to include while writing your topic. We have created a list of them. While thinking your paper’s title: Don’t make the title longer than 70 characters, including spaces. Don’t use difficult vocabulary in your topic. Don’t insert commas in the topic. Still Need Help? You Can Count On Our Guru’s Assistance We’re sure you will find our suggested easy exploratory essay topics interesting. However, it’s possible that you are writing a paper on an area other than the topics we have discussed on. Let’s say you want to select the topic from the field of technology, and you didn’t find topic suggestions for it in this article. No problem! We can help you out. Place your order going through a simple process on our website. We’ll instantly find a writer for you who is qualified in your own field. Our help is instant, so you will get the topic finalized and suggested within your stated deadline. Just let us know your desired area. Rely on us.