Can Freelancers form themselves into a union and successfully seek Research Paper - 1

Can Freelancers form themselves into a union and successfully seek formal recognition via the rules speled out in the National L - Research Paper Example Dissimilar to other unions, freelancers unions are somewhat innovative and are more like expert trade organizations. Be that as it may, they may play a significant function in one’s professional life by proposing certain benefits. The major aim of the National Labor Relation Act is to characterize and defend the privileges of workers and employers, to boost collective bargaining, and to eradicate some of the performances on the part of work and administration that are hurtful to the general welfare (hcl.chass.ncsu.edu). Similarly, when creating a union for freelancers, one of the large-scale challenges, or obstacles, in employed individually is the need of wellbeing care options. By evolving a constituent of an amalgamation, or other kind of expert membership-based association, one habitually has the opening to buy wellbeing protection at a cheaper rate (i.e. at a group rate). Not only does a freelancer union provide good deals on monthly charges and lesser deductibles, but on e may furthermore gain the proficiency to select from more than one kind of healthcare program.

Critical Reflection and Self-Evaluation in the Context of Systems Essay

Critical Reflection and Self-Evaluation in the Context of Systems Thinking - Essay Example It is due to the rapid changes to organizations that organizations have to readjust to the inevitable changes to cope in a highly chining environment such as the one involved in event management. Event planning changes affect the IS project outcomes in the in such a project and it is not until shortcomings are indentified in event planning that portrays a need to reassess and reevaluate the IS are taken appropriately. This brought about the concept of soft system thinking and hard thinking in the â€Å"Bear-Wear† event coaching group. Hard systems regard to situations that human behaviors perceived to play minimal roles though there are many people involved in the system ( Waring, 1996). Hard systems in this case referred to tools, machines and to other equipment that were used in the project, which were quantifiable, predictable, and those that were relatively undisputable. Hard systems as Checkland & Holwell (1997) explain included the natural systems. Natural systems are th ose that are not manmade, which include the biological systems, weather, volcanoes and other natural phenomena. Logistics and ticketing are susceptible to interruptions as a result of the hard systems such as weather and disruptions of the equipment. This was taken care of in risk awareness. On the other hand, soft systems refer to those systems that involved the team members’ behaviors and beliefs. Human beings are unpredictable in most cases in the physical aspect and the way they think. Soft systems refer to the beliefs, attitudes, behavior values, opinions that describe each of the team members. Checkland & Scholes (1999) explain that soft system methodology is intended for use in situation that exhibit crisis, uncertainty, conflict or unease in relationship among the human actors. In the event hosting and management, different opinions and personality will surface in the team or from the clients. Advocating for creative thinking and providing coaching and counseling serv ices to Grad Com and anyone involved will enable the team work to work harmoniously. Gesellschaft & Gemeinsschaft, which relates to sociality maintained by instrumental goals of participating individuals vs. the inherent connectedness of participating individuals (Kitayama & Cohen, 2010) were two major views that would guide in implementing operations in the event planning, management and counselling services. Soft approach related to information in attribution of meanings and sense making and would utilize interpretative actions as the modes of managing environment around project members (Auyang, 1998). Since organisations and the IS are mutually dependent on one another, they both affect each other proportionately to make an organisation environment. Soft System thinking application Systems thinking concept was first applied to real world problems as early as 1970s and 80s. The design of system thinking was as a result of indentifying that problems were mainly caused as a result o f the analyst’s inability to indentify describe objectives amongst the other, in an environment with numerous conflicting and ambitious alternatives (Auyang, 1998). System analysts therefore led leaders and other analysts to design and construct models that could be used by analysts as devices that would help in structuring questioning procedures to address

Can Freelancers form themselves into a union and successfully seek Research Paper - 1

Can Freelancers form themselves into a union and successfully seek formal recognition via the rules speled out in the National L - Research Paper Example Dissimilar to other unions, freelancers unions are somewhat innovative and are more like expert trade organizations. Be that as it may, they may play a significant function in one’s professional life by proposing certain benefits. The major aim of the National Labor Relation Act is to characterize and defend the privileges of workers and employers, to boost collective bargaining, and to eradicate some of the performances on the part of work and administration that are hurtful to the general welfare (hcl.chass.ncsu.edu). Similarly, when creating a union for freelancers, one of the large-scale challenges, or obstacles, in employed individually is the need of wellbeing care options. By evolving a constituent of an amalgamation, or other kind of expert membership-based association, one habitually has the opening to buy wellbeing protection at a cheaper rate (i.e. at a group rate). Not only does a freelancer union provide good deals on monthly charges and lesser deductibles, but on e may furthermore gain the proficiency to select from more than one kind of healthcare program.

Response to an article on alcoholism Essay Example | Topics and Well Written Essays - 1000 words

Response to an article on alcoholism - Essay Example Dowshen (2009) suggests that alcohol acts as a depressant because it slows down the functioning of the central nervous system by obstructing or blocking messages that are communicated to the brain. This blockage has the effect of altering perceptions, emotions, and vision, movement and hearing abilities of an individual. Although Dowshen argues that alcohol when taken in small quantities helps a person to have a feeling of relaxation and less anxiety, when taken in huge amounts it causes big changes in the brain that results in intoxification. This is whereby a person, who has over consumed alcohol staggers, loses coordination and is slur in speech with a probability of being confused and disoriented. The person might think that they are okay but they may not be because they might be slow in reaction and out of their character. In addition, when alcohol is consumed in a short period in huge amounts, it can result to poisoning commonly referred to as alcohol poisoning. In this stage, the body is poisoned by alcohol such that it is induced to vomit, sleepiness, breathing difficulties, low blood sugar, seizures and unconsciousness. Zieve et al describes alcoholism as when an individual has or shows â€Å"signs of physical addiction to alcohol and continues to drink despite physical and mental health threats and social problems or job responsibilities† (2). Research worldwide indicates that alcoholism is the most prevalent psychiatric disorder in the society today. Alcohol addiction therefore occurs when a person’s body becomes dependent on alcohol and the body builds tolerance to alcohol, which results, to the person taking a larger dose of alcohol than before, to get the same effect. A person who is addicted to alcohol is therefore referred to as an alcoholic and therefore, alcoholism is the disease of alcohol addiction and it is chronic. The article

Casing Research Essay Example for Free

Casing Research Essay PLYWOOD Plywood is a manufactured board. It is used to case speakers. Birch-faced ply is a light coloured, high-quality plywood that colour-stains and varnishes easily. CHIPBOARD Chipboard is also a manufactured board. It is cheap and will not warp or curl. Chipboard comes in two forms, plain and woodgrain, both of which are usually coated in plastic foil or veneered to improve the finish and looks. MDF MDF (Medium Density Fibreboard) is another manufactured board. It used to fabricate boxes, and close-textured MDF is cut and sanded to make moulds for vacuum forming plastics. MDF must be glued using PVA carefully and precisely, and requires coating with paint many times to give a good finish, as it absorbs liquids readily. Mild Steel Mild steel can be found in many different forms. Sheet steel, for example, is made into casings and a variety of brackets an fixings. Bright drawn steel is made into round, square, tubular, angled and flat bar versions. Mild steel can be cut and shape into components that are to be permanently fixed to the product. This is done by welding, brazing and using silver solder. Aluminium Aluminium is a light metal in its elemental form. It comes in sheet, bright drawn and mild forms (similar to steel) and can be cast. If a strong lightweight product is needed, aluminium is the only choice. Aluminium can be joined using nuts and bolts, rivets or epoxy resin glue. Aluminium also is superior, in terms of lifespan, to steel because it has an outer layer of aluminium oxide that prevents it from corroding for a long time. Casing Research There are many types of plastics used and many forms of manufacture used to construct both industrial and small-scale casings. The two most relevant to my project are acrylics and polystyrene. ACRYLIC Acrylic is a rigid, strong and smooth-looking plastic. It comes in many colours and forms (e.g. Cast Acrylic). It is durable (10 times the impact resistance of glass), and therefore suitable for outdoor use. Acrylics non-toxic properties make it safe to be used with food or made into a toy; however, in the unlikely event that it is broken, it will splinter and expose sharp points. Acrylic becomes malleable when heated and can be easily machined. It is also possible to cement pieces of acrylic together using methylene chloride glue. When polished, acrylic must be handled carefully as its surface dents and scratches easily. POLYSTYRENE Polystyrene comes in many forms. One such form is a thin sheet of polystyrene that is used in vacuum forming machines to fabricate a casing. It has a low melting point and is fairly weak, but unlike acrylic it is not brittle. Polystyrene is also an excellent insulator, minimising any chance of electrocution by the product. It can be cut and assembled rapidly, but it takes time, precision care and effort to manufacture a quality product casing. Plastic casings can be made in a variety of ways. Injection moulding is the most common method of manufacturing casings in industry. The machine makes a casing in three stages: Step 1: The mould is warmed and the thermoplastic substance is placed in the heating chamber. Step 2: The thermoplastic is melted and then pushed into the mould by the plunger, which maintains the pressure for a set dwell time to prevent shrunk or hollow products from being formed by stopping any molten plastic from returning to the chamber. Step 3: When the plastic has solidified, it is removed from the mould by hand or by a mechanism built in the machine (this is more likely to be found in industry). Casing Research Vacuum forming is more likely to be used on a smaller scale (e.g. in schools) to produce casings, but is used in industry to make egg boxes and food containers. There is a range of vac. forming machines, but every one works from the same principle and is designed to: 1. Seal a plastic sheet on to the vac. chamber. 2. Heat the plastic sheet. 3. Create a vacuum so air pressure presses the heated plastic over the mould. The vac. forming process occurs like so: Step 1 The plastic sheet is clamed on top of the machine, resting on the heat resistant silicone rubber pads, after the mould of the desired shape has been placed on the raising platform inside the machine. Step 2 A heating element is pulled across the top of the plastic sheet, heating it until it crinkles, then becomes taught again. Step 3 The platform is raised, and the mould is pushed into the plastic. Step 4 The air is then pumped out of the chamber, and air pressure (now greater than inside the machine) presses the sheet over the mould. Step 5 The sheet is removed from the machine (assisted using a taper, which angles all vertical sides of the casing). Excess plastic is trimmed from the casing. The mould is usually constructed from layers of MDF. It is solid because air pressure given no resistance can crush hollow moulds. If the mould is too far down, webbing (plastic sticking together in corners) occurs, not leaving enough plastic to give a full coating on the mould. The mould is smoothed to avoid bumps and lines on the casing. Air pockets are prevented by drilling holes in the mould, allowing excess air to flow into the vacuum.

Developing Gross And Fine Motor Skills Young People Essay

Developing Gross And Fine Motor Skills Young People Essay The role of the preschool in the development of a child is very important. Preschool education provides basic literacy to prepare children for higher levels of study. It also gives training to prepare them for the challenges of life. In particular, it is in the preschool that children learn and improve their motor skills. Teachers play a significant factor in developing and refining these skills. Also, the school is expected to provide enough opportunities and tools for harnessing such skills. In this paper, we discuss the role of the teacher and the school in developing gross and fine motor skills of young children. Gross motor are broad movements that involve large muscle groups (Mauro, n.d.) while fine motor are movements produced by the bodys small muscle groups. Gross motor activities include walking, jumping, kicking, crawling, climbing stairs, etc. Meanwhile, fine motor skills include writing, drawing, cutting or folding paper, etc. Both require coordination of the body functions such as the brain, eyes, and the muscle responsible to produce the movement (i.e., hand muscles for writing). Inability to perform motor tasks with precision may mean a disability. Therefore, it is important to observe the child closely when undertaking activities requiring motor skills. As a child grows, certain motor abilities develop. For instance, a two-year old child holds a pen differently from a three or four-year old child. Likewise, a toddler may be unable to hold onto monkey bars while a seven-year old may find it easy to do so. Still, a nursery child will draw a human figure with incomplete features, while a kindergarten who is aware of the body parts may be able to produce a better representation of the actual figure. Given this, it is important to help develop the motor development of a child to avoid delays and identify disability in advance, if any. Particularly, teachers in the preschool should provide activities to make children develop the right skills they need to perform bigger tasks in the future. These activities should include both gross and fine motor activities. Arnheim Pestolesi (1978) provide indicators of average motor development in children 48 months to five years. These indicators imply that with only a four-month difference, normal children can develop additional gross motor abilities. For example, a two-year old child can hop two times on one foot while a child four months older can hop four times on one foot. Likewise, a three-year old child can jump from a small step with both feet while a two-year old can do so but with asynchronous feet. In terms of fine motor skills, children show development in fine motor as they age. Particularly in writing, toddlers and children out of school exhibit the so-called supinate grasp with the fist holding the pen while nursery students may have the pronate grasp with the pen between the middle and ring fingers. Meanwhile, a kindergarten student may show the dynamic tripod, which is the way most people, even adults, hold a pen. Considering this, it is important for every teacher to provide activit ies and monitor students motor skills, because a delay in fine motor could mean a disability. Several activities should be included in the pre-school curriculum to enhance gross and fine motor skills. For gross motor skills, school activities could include hopping, jumping, walking, running, kicking, skipping, crawling, rolling, pushing and pulling and catching. Holecko (n.d.) suggest freestyle activities or dancing to the tune of childrens songs such as Im a Little Teapot or Wheels on a Bus. Aside from improving gross motor, these activities bring an atmosphere of fun and camaraderie among children. Moreover, playing games that involve gross motor activities also brings excitement and makes children develop sportsmanship. Furthermore, pretend plays such as imitating movements of animals, things and people allow students to exhibit gross motor, and creativity. Meanwhile, fine motor ability, which includes writing, drawing, sculpting, tying knots, folding and cutting paper, etc should likewise be given proper attention in the pre-school curriculum. Learners who exhibit inability in such activities should be noted and subject to further observation by the teacher and if possible, by the counselor. Children found to have evidence of disability in either gross or motor skills should be referred at once to the relevant authority for proper intervention. Considering this, it is important to know some standards set as regards developing motor skills in the pre-school classroom. The National Network for Child Care, a private organization, has developed the Early Childhood Education Rating Scale, otherwise known as ECERS (Harms Clifford, 1980). This is a set of standards which includes important requirements to look for in a preschool, including space and furnishings, personal care routines, listening and talking, program structure, etc. This scale provides relevant information to both administrators and parents on what to look for in a preschool in as much as developing motor skills is concerned. In particular, it specifies the tools and equipment needed to enhance fine and gross motor skills. A highly equipped pre-school will likely develop motor skills more comprehensively than an unprepared environment. Therefore, it is important to note which tools and equipment should be present in a pre-school. The tools and instruments that ECERS recommends to develop gross motor ability include building blocks, sand and water boxes, balls, and playground equipment. All these should vary in colors to make them look attractive. They should also come in different sizes to provide allowance for improvement of skills. For example, younger children can play with smaller balls and put up lesser number of building blocks while bigger children can do otherwise. In any case, the school should provide a variety of resources for different kinds of children. For developing fine motor skills, schools should ensure they cover for the childs needs to practice fine motor and hand-eye coordination. Activities such as clay-molding, writing, drawing, playing simple musical instruments, and tying a knot are only some of the activities that help improve fine motor skills. Relevantly, writing, drawing and musical instruments, clay, and utensils should also be in place. Importantly, the preschool program should include the proper use of utensils when eating. As schools serve as the second home, so they should learn the proper way of holding utensils for eating. The development a childs motor skills may come naturally. It can occur even without the teachers intervention. Nevertheless, the pre-school teachers and school programs play a major role in harnessing and refining these skills. Teachers serve as the guide to check whether children are exhibiting safe and proper motor practice. They are also the record keeper to the childs progress or disability. Meanwhile, pre-school programs and tools also help enrich the childs motor skills by aiding practice of such skills. Together, these factors harness childrens ability to perform functions, thus preparing them for greater challenges in the primary level and later in the adult life.

A Tale of Two Cities- A Historical fiction Essays -- English Literatur

A Tale of Two Cities- A Historical fiction A Tale of Two Cities is a novel categorized as historical fiction. Historical fiction is a composite material, with a portion of history embedded in a matrix of fiction. A Tale of Two Cities is appropriately titled, as the novel is the story of England and Revolutionary France; as a result it can be categorized as historical fiction. A Tale of Two Cities is parallel to history in many different respects. The English setting, and atmosphere, is similarly portrayed, as it actually existed in the seventeenth century. In the novel, Dickens goes into more detail about Revolutionary France in history with regards to setting, politics and the social structure, as well as the events, which occurred during the revolution. Dickens may not have been totally accurate with his historical information, but he vividly portrays the atmosphere of England and France during this period. The French Revolution, by Carlyle, was the main source of Dickens’ information for his novel with the two settings, London and Paris. Adopting Carlyle’s philosophy of history, Dickens created A Tale of Two Cities with a tightly structured plot, developed through a series of amazingly detailed and vivid pictures. The English setting of A Tale of Two Cities is very realistic with respect to the time period. Dickens starts the story by describing the atmosphere in England by illustrating the poverty and the economic situation. It is a tale, which tells of life in two cities and the dreadful happenings, which link them together (Osbourn 3). It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, was the epoc of belief, it was the epoc of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only" (Dickens 35). In England it was the dawn of the industrial revolution, and for the growing middle class it was the best of times. For the poor, it was the worst of times because illiteracy and unemployment... ...ctorian inhabitants of what may happen if England did not make the necessary economic, judicial and political reforms. He warned them that if they did not change their ways, a revolution might occur, like it did in France. Since aspects of setting and events are accurate in history, A Tale of Two Cities can therefore be described as historical fiction. Bibliography Dickens, Charles and George Woodcock. A Tale of Two Cities. England, 1859. Davis, Earle. The Flint and the Flame: The Artistry of Charles Dickens. Columbia:Universtiy of Missouri Press, 1963. (pages 247-248) Osbourn, Barbara. Critical Commentary on A Tale of Two Cities. University of London Press, 1957 Orwell, George. Charles Dickens. Running Press, 1986, 1992. WWW Sites (World Wide Web) â€Å"Victorian Images of the French Revolution† METU British Novelists Seminar in Ankara, Turkey. March 1998. http://landow.stg.brown.edu/victorian/dickens/turkey/turlit12.html#d â€Å"The Dickens Page.† Nagoya University. September 1995. http://lang.nagoya-u.ac.jp/~matsuoka/Dickens.html â€Å"Classic Notes on Tale of Two Cities.† 1999-2000. http://www.novelguides.com/ClassicNotes/Titles/taleoftwocities/