Narrative on a Special Place Essay

My love for Africa Hello everyone my name is Tulsi Amin and I attend South University at the West Palm Beach Campus in Florida. I have been to many different places in my life and in fact I have stayed in three different continents as of now. I was born in India moved to Kenya when I was two and final destination is America since the age of 10. Africa is where I consider my childhood where I learned to play with butterflies saw talking parrots and was visited by wild monkeys frequently in my courtyard. With my experiences with people in the Western world and their depiction of Africa being like the â€Å"Jungle Book† I wish I can take them all there to see the reality of this beautiful continent. I lived in Nairobi, Kenya the capital city of that country. There are no lions, tigers or giraffes on the street as I have heard many people ask me. We do have high rise buildings, malls, public transportation and homes built out of brick. Although I lived there from the age of two to eight I remember many things that are very special to me today. I remember having an aunt that lived in a town called Thompson Falls that was on the Equator and the weather was always perfect there. I used to go there many summers and go down waterfalls and see huge hippos basting in the river. I met the local tribes that are called Masais and learned to make tribal necklaces out of gemstones. Africa is a country that is full of culture and having been lived there has made me appreciate many things in life that are scarce resources that we take for granted elsewhere. When I moved to America in 1993 and started school in New Jersey I was so excited when I saw a few black students in my class. I went up to them and started speaking in Swahili and they looked at me and replied â€Å"I am sorry we are not Indian† So I told them no this is your language. All the students looked at me and said our language is English. That’s when I learned that African Americans do not speak Swahili the native language of Kenya. As I learned more about history and slavery and saw how many African Americans lost their roots to their homeland it was a rude awakening for me. I am glad that this is a rich part of my life and will always be a special place for me. Although many people got a colorful depiction of Africa and the safaris through Disney’s Lion King the real safari is even more exciting to see. I do remember traveling to other smaller towns that were on the outskirts on our way we would zebras grazing in this vast open green land. Many times we have seen giraffes, antelopes and elephants just enjoying their natural habitat. These memories and sightings are something that I will never forget. I love that country and am delighted that it is part of my life. I will love sharing these memories with my children and hoping to take them one day to see Kenya, Africa. Over the years I thought how I may make people appreciate other countries and their culture. America is known as the â€Å"melting pot† where many different cultures come to make a living yet are we so ignorant to learn about all these cultures. As a child when I attended school I was taught about all major religions and how to respect others and their beliefs. As they say education and manners are taught young and school is where this appreciation for other cultures should be taught. Modern day education needs to implement the positive aspects of the other countries such as teaching students about their culture, economy, what these countries are famous for. I learned about slavery which is a big part of part history but now it is time to teach and appreciate where the slaves came from. They left their roots so far behind that many of them do not know where they came from in Africa. We live in a modern day world where everyone around us comes from different backgrounds, values and beliefs. We all have special meaning for the places where we come from and I think we deserve for others to respect these places. There are problems everywhere but despite them when they place is special to any one of us we tend to overlook the problems. We need to have an open mind and room to explore and learn about other countries and cultures.

Interpersonal Conflict in Film American Beauty Essay

Site 1 Conflict Management Style This activity will help you determine your natural style for dealing with conflict. It is useful to assess your predominant conflict management style(s) because we all tend to prefer one or two of the styles and at times may apply them inappropriately. Read the information available from the DSP Training Resources site in lesson 8.6. 1.What animal symbolizes your method for dealing with conflict? (name) (5 points). The Collaborating Owl Write a description of your conflict management style? Discuss three reasons why this method of dealing with conflict is negative or positive? Owls use a collaborating or problem confronting conflict management style valuing their goals and relationships. A. Owls is positive when peer conflict is involved, both sides get what they want and negative feelings eliminated. B. when trying to gain commitment through consensus building, both sides gets what they want and negative feelings eliminated. C. when learning and trying to merge differing perspectives, both sides gets what they want and negative feelings eliminated. Conflict Resolution Role-Play Script Directions: Please read and select a case scenario, which can be located in lesson 8.6. Using the steps for conflict resolution, find a solution for one of the  problems located on the activity page for this lesson. Note: You will need to devise a role-play or script for the scenario, using each one the six steps listed below. This script is a dialogue; remember a dialogue is a conversation between two people. For example:1. Mutually agree on the time and place to discuss a serious issue. â€Å"Hey John, meet me in the library so we can discuss what happened today in class.†2. Use an â€Å"I† Statement†¦.â€Å"I feel angry when you†¦..etc.Select one of the scenarios by referring to the presentation on the lesson page of the course.| Write your answers below: 1.Mutually agree on the time and place to discuss a serious issue. (10 points) â€Å"Hey Brianna, meet me at 12:00 a.m. in the cafeteria so we can discuss what happened in class today. 2.Use an â€Å"I† statement to express your feelings, identify the unwanted behavior and work toward resolution. (10 points) I feel angry when you are mean to me. The unwanted behavior is â€Å"angry† 3.Give equal time for both sides to be heard. INCLUDE BOTH SIDES OF THE CONVERSATION. (10 points) Talk about how each of you has contributed to the problem. Remember to use active listening skills. â€Å"What I think I hear you saying is you are getting burned out and you would like to have a life outside of school.’ â€Å"Correct me if I am wrong but aren’t you saying is all you do is things related to work.† Mirror their words â€Å"So, as I see it you will like a life outside of school â€Å"You feel that all you do is things related to school† â€Å"As I get it, you feel that you don’t have time to yourself.† â€Å"I can see you are feeling you don’t have time to yourself† 4.Brainstorm ways to resolve the conflict. (List at least two ways.) (10 points) 1. Agree on the rules of discussion before you begin; stick to the rules. 2. Remain on the topic; don’t bring up past hurts. 5.Discuss possible solutions. (List at least two solutions.) (10 points) 1. Give equal time for both sides to be heard. 2.Listen to each other; the feelings being expressed are real 3.Agree on one solution and then try it. (10 points) Share ideas and reach a solution that is mutually agreeable to each person.

Benefits And Drawbacks of Market Essay Example | Topics and Well Written Essays - 1500 words

Benefits And Drawbacks of Market - Essay Example This paper stresses that the information the company is looking for is not present anywhere – Internet, library, databases and so on. If it happens, there is the need to conduct the specific primary research. Primary research activities include conducting the surveys to create the information, first hand observations, experiments. Each methodology uses sampling – making conclusions about the particular group of people with certain degree of accuracy. The samples does not need to be of a large size is often enough and can provide highly reliable results if analyzed by experienced researchers. When conducting primary research two types of information can be gained – exploratory and specific. Exploratory research is more applicable to the new products because it is open ended and helps to define the specific problem though unstructured interviews from the small group of people. This essay is broader and is used to solve the existing problem identified through second ary research. This reprot makes a conclusion that when conducting the mail surveys the costs are associated with printing of questionnaires and time taken to analyse the responses. When choosing telephone surveys the company should be ready to pay for phone charges, interviewer’s time and presentation of the results. Personal interviews have the same costs plus payment to interviewee. Group discussion is the most expensive because the payment needs to be done both to interviewer and the group members.

Gang Violence in Charlotte Research Paper Example | Topics and Well Written Essays - 2500 words

Gang Violence in Charlotte - Research Paper Example Over the past quarter, a century the American society has experienced an increase in the gang activity. Most of the gang members are young people who are highly prone to peer influence. Numerous studies have acknowledged the significant role that firearm play in perpetuating the menace of gang violence. However, there are few studies that have examined how the accessibility of firearms has facilitated the growth of gang violence. Studies estimate that the state of North Carolina has over 100,000 gang members (Smith & Furuseth, 2006). These statistics are merely estimation since there are no statewide records that accurately depict the numbers of gang members. These figures indicate a growth by approximately 200% of gang activity over the past decade. Due to this upsurge, the State government has been forced to initiate a task force specially dedicated to dealing with the gang menace.Other reports indicate that the gang members are responsible for over 1000 homicides and nearly 10,000 felonies in the city of Charlotte over a period of five years. Other crimes reported to be attributed to gang member include 9000 robberies and nearly 500 rape cases (Smith & Furuseth, 2006). A recent survey that profiled the gang member found out that a significant number of gang members lie with the age bracket of 10-25 years (Smith & Furuseth, 2006). This has greatly worried the policing department as it appeared that gangs were getting younger and aggressive. In Charlotte, gang membership is largely dominated by male.

A statical review and analysis of the effects of Coca and Tea Intake Essay

A statical review and analysis of the effects of Coca and Tea Intake on Blood Pressure - Essay Example major steps: (1) Selection of studies; (2) The statistical procedures carried out to ensure that there was no publication bias and data heterogeneity was actually; (3) The actual data comparison on the effect of coffee and tea intervention on blood pressure. Selection of studies. Prospective articles for the meta-analysis were selected from the results of searches performed on major electronic medical databases (SCOPUS, EMBASE, and MEDLINE), the Science Citation Index, and the Cochrane Controlled Trials Registry. Matches were found using the search items â€Å"chocolate,† â€Å"cocoa,† â€Å"tea,† â€Å"blood pressure,† â€Å"cardiovascular,† â€Å"endothelium† and â€Å"hypertension.† From the search, 3106 articles were screened for relevance, but only 454 were retrieved for assessment. From these, 409 studies were screened out because neither tea nor coffee was reported to have an effect on blood pressure. More studies were excluded because they were only observational, have incomplete randomization or outcome, treatment was shorter than 7 days, and used only supplements. Finally, only ten papers were included: five studied the effects of coffee and the other five studied effects of tea on blood pressure. All were randomized controlled trials on at least 10 adults. Data was extracted from the papers independently by two investigators, and then an eleven point Jadad scale was used to evaluate the trials. Jadads scale is a five questions scale, originally used to assess the quality of clinical trials. It asks about randomization, double –blinding, description of withdrawals from the study, description of the blinding and randomization (Clark, Castro and Filho). The interrater coefficients of agreement (kappa-ÃŽ º) were 0.94 for data extraction, and 0.89 for the quality of the trials. Participants were determined to be unblinded to the interventions. The changes in the systolic and diastolic blood pressures in cocoa, tea or control groups were presented as

Media Relations Research Proposal Example | Topics and Well Written Essays - 250 words

Media Relations - Research Proposal Example The Program will provide an adequate environment for a healthy upbringing of the orphans. It will also develop an emotional bond between the kid and the adoptive parents. Volunteer couples are invited in this program to satisfy the emotional needs of the orphans. Money is not the only requirement of orphans. The volunteers will have to donate their time and emotions for the children. Each volunteer couple will perform the role of parents in the Virtual Family Program and pay regular visits on a weekly basis, according to their own convenience, to their proposed child, for his care and emotional satisfaction. After the completion of 09 months of regular visits the couple will be eligible to take the kid for any recreational visit they like for mutual acquaintance. The program will generate events to develop social interaction with the kid, like birthday celebrations etc. The Virtual Family Program will prove a social incubator to produce normal and civilized member of our society. The volunteer couples can adopt the child if he accepts them as parents. To become the adoptive parent they will have to satisfy the psychiatrist. The adoptive kids may continue their stay at the Sweet Home Orphanage as boarder as long as they wish. Volunteer couple s will be tested for interpersonal and parenting skills. In this regard, the first interview session is being conducted on February 21, 2012 between 09:00 hrs to 15:00 hrs at â€Å"Hotel Stanford, 43 West 32nd Street, New York City, NY 10001†. For further inquiry and information: Email: info@shorphanage.org, Telephone: Toll Free (800)

Constructive Critique of Dr. Pauschs Lecture Essay

Constructive Critique of Dr. Pauschs Lecture - Essay Example One of the strengths noted from the speech delivered by Dr. Pausch was his clarity to relay the objectives noted. At the onset, he explicitly identified the things that he would and would not talk about. Likewise, he used visual aids in the presentation which assisted in emphasizing points of discussion and enhanced the clarity of the messages being relayed. In addition, Dr. Pausch enticed emotional appeal through simple; yet genuine gestures. As noted by Zaslow (2008), â€Å"he celebrated mentors and protà ©gà ©s with an open heart. And through a few simple gestures -- including a birthday cake for his wife -- he showed everyone the depth of his love for his family† (p. 1). Anyone who was able to hear his speech would be inspired by the lessons emphasized, not only from his personal and professional experiences; but more so, from the genuine warmth and good heart that exudes from his aura. People who saw the video of his lecture were noted to be moved and inspired, to wit: â€Å"some said he inspired them to quit feeling sorry for themselves, or to move on from divorces, or to pay more attention to their families† (Martin, 2008, par. 8). However, despite the predominantly positive reviews from the speech, like any other public presentations, there are still some areas which could be improved. One aspect from the lecture, which was thought to be out of place, was the quite lengthy presentation on the topic about building virtual worlds; a course which had been immensely successful that it was taught at CMU for 10 years.

Analytical reviews Assignment Example | Topics and Well Written Essays - 1000 words - 3

Analytical reviews - Assignment Example In the first section China, the Islamic world, Japan and Russia are all considered first, and then the narrative leads into the emergence of Europe and the Habsburg empire in particular. The period 1660 -1815 is identified as introducing â€Å"the financial revolution† which casts the conflicts of that period firmly in the domain of economics. This section is pretty factual, with some theorizing about the close relationship between stable financial systems and the ability to wage wars. The second section develops the thesis that major powers always exist in a shifting state which is relative to other powers around them. He sees the world as being a system which has a sort of inherent balance to it, and describes how the steady rise of Britain was due to good organization and the early application of industrial technology, allowing this tiny country to produce about 53% of the world’s iron, and consume about half of the raw cottono output of the globe (p. 151) This is, h owever, a shortlived achievement, and Britain is presented as a model case study to show how every power wanes when others catch up with the innovations that led it to prominence in the first place. A factor which influences the rise of a global power is that it concentrates more on production than on military strength, and a factor which influences its fall is the converse, as can be seen in the carnage of the first half of the twentieth century. The third section entitled â€Å"Today and Tomorrow† is the most insightful, because it traces the two world wars, the cold war, and the tensions that existed in the 1960s to 1980s between several world powers such as America, Europe, Russia and Japan. The book ends just before the fall of the Berlin Wall and the extraordinary collapse of Communism across wide tracts of the globe, which means that there is unfortunately no analysis of the rebalancing effect that this has had. Using the models presented earlier in the book, however, the reader is able to deduce that yet again the world has settled into a new balance of power, and yet again the declining superpower (America) is falling into the usual trap of investing in military campaigns. The strength of this book is in the sweeping connections it makes and the insight into relative power in the world. Part Two: Orientalism. Edward Said’s book, Orientalism, is justly famous because it approached world history from a refreshingly non-Western perspective and caused historians across the globe to re-evaluate all the history books that had been written with a largely unconscious Western bias. Said’s main thesis is that the concept of â€Å"orientalism† and labels like the East, Far East and Middle East are a fabrication of Western societies. He argues that the West sees itself as the norm, and the standard to which every culture should aspire, and that the colonial age deepened this instinctive feeling of superiority. The East is defined as a distant space which is â€Å"other† than the dominant West. It is cast in the role of contrast, displaying opposite features so that the West can compare itself, favorably of course, with a cultural counterpart. The book makes some strong points which are critical of Western European hegemony, and especially of French

Rip Van Winkle Essay Example | Topics and Well Written Essays - 500 words

Rip Van Winkle - Essay Example Rip Van Winkle: the Passive Protagonist. On the surface, Washington Irving’s A Posthumous Writing of Diedrich Knickerbocker  appears to be a fairy tale which requires the reader to willingly suspend his disbelief. However, further reading gives it a deeper meaning. Rip Van Winkle, the protagonist of the story, has an out-of-the-ordinary experience in the Catskill Mountain and falls sleeps for twenty years. He returns to his village to find the old order of things changed by the American Revolution. When we consider that the story has been plotted so that the protagonist is absent during such a momentous period of American history, it is evident that the author is attempting to convey a particular message to the reader. I believe that Washington Irving’s purpose in writing Rip Van Winkle is to assert that the old, even when it is not a catalyst of change, can serve as a cherished and valuable agent of continuity with the new. Rip Van Winkle is a passive protagonist, bu t retains his relevance until the end of the narrative. Rip Van Winkle is â€Å"a simple, good-natured fellow† who is â€Å"pliant and malleable† (Washington, 2011, p.32), in his dealings with his fellow-men.

Cost Acccounting Case Study Example | Topics and Well Written Essays - 750 words

Cost Acccounting - Case Study Example The resulting amount is then deducted by the work in process beginning to come up with cost of goods manufactured. The cost of goods manufactured is then added to the finished goods beginning to come up with goods available for sale. The goods available for sale is deducted by the amount equal to finished goods ending inventory to arrive at COST OF GOODS SOLD. The cost of production report is a major tool for decision making. The cost accounting system shows us the true picture of the Elan company. Based on Table 1 in the Appendix, for the year ended December 31, 1999, When the cost of goods sold amount of $137,935 is divided by the total revenue for the same year of $676,734, the cost of goods ratio of 20.38 percent. When the cost of goods sold for the year ended December 31, 1997 amounting to $106,182 is divided by the total revenue amount for the same year of $384,181, cost of goods ratio is 27.64 percent. To be more conservative, we can divide the cost of goods sold for the year 1998 of $137,935 by only the product sale of $342,078, the cost of gold ratio increase to 40.32 percent. As for the year 1997, when we divide the cost of goods sold amount of $ 106,182 by the total product sales of $215,486 then the cost of goods sold for the year will increase to 49.28%. The table shows that the product selling price is higher than cost of goods sold. The... The direct materials are the ingredients that used in making the drugs and other products. The second production cost is the direct labor. The direct labor is the total amount paid for factory workers who are directly making those products. The third kind of production cost is the Factory overhead. All factory cost that cannot be identified as direct materials and direct labor are lumped under the account title factory overhead costs. Examples of factory overhead are indirect materials, indirect labor or janitor, electricity cost and telephone expenses. The production cost is an actual amount and not estimated. Factory overhead costs can be divided into two kinds. The first kind is fixed cost. This means that the amount will generally be the same for the current accounting period irregardless of the increase or decrease in the number of products that are being processed. An example of fixed cost is factory supervisor salary and the factory rent expense. The second kind of production cost is the variable cost. The variable cost is named so because the cost or expense amount will increase if production of goods will increase and the amount of such cost or expense decreases when the production of goods will decrease. Examples of variable production cost are direct materials and direct labor. The production cost is an actual amount and not estimated. (B)Assess the extent to which the system provides useful information for pricing,decision making, planning, control and performance measurement.(80 marks)The cost accounting system presented in section (A) above EXTENSIVELY will provide all the minimum requirements that the pricing and decision makers in the Elan company will need for their decision making functions. The

Information Technology in Healthcare Essay Example for Free

Information Technology in Healthcare Essay Information technology has undoubtedly played important role of transforming the operation, management and the overall performance of many organizations. Similarly, it’s expected that information technology would show more or less same impact of results in the healthcare organizations. That is, the employment of IT system in the provision of health care services will mitigate the quality of service provision in the industry. Generally, the term â€Å"quality† is used not in its simplest form but has been used in its complex form, which is primarily meant to incorporate improvement of the functioning of the different healthcare departments together with the affiliated organizations which form part or participate in one way or another in the process of delivering health care service (Berg, 2001). Despite the fact that there has been increased investment in the healthcare industry, recent research has shown that the consumption of IT services/products is far much less in the healthcare industry as compared with the consumption rate of organizations in other sectors. Moreover, the large world population in developed countries or states like in the UK, USA among others access to high-quality healthcare services. While it’s known that not all individuals in the developed nations are well up, the poor and the middle class group experience a lot of obstacles as they endeavor to access healthcare services and their related products such as acquisition of healthcare insurance cover and payment of hospital bills. With the low consumption rate of the IT services by the healthcare organizations in most developed nations, this has led to provisions of meager services to the poor, but it’s postulated changing to intensive IT consumption would mitigate the situation (Fournier, 2003). Significance of Using EMR system There are several reasons for the embracing of IT systems in the healthcare industry. Depending on different perspective of the focus, the use IT system has been used to bring an evolution in the healthcare provision. Like in other industries dealing with provisions of services and products different from those of healthcare industry, the implementation of IT services in the healthcare sector is aimed at bringing an evolution both in the performance and quality of the services delivered to the consumers. For the last two or three decades back, many organizations have put more efforts in the funding of healthcare service provision, in order to have a change from the traditional record keeping practices. The adoption of the E-recording has thus been viewed as major step towards achieving a greater improvement in the healthcare overall performance. The consumption of IT services though is at low rates, the benefit accrued from the few ways in which it has been absorbed is enormous. In the area of medical records and record keeping, healthcare industry is adopting to the IT system to solve the problem of complexity in their system. First and foremost, the utilization of IT systems in medical record and recording reduces the time of production, spaces and transfer duration, thus leading to overall decrease in the expenditure cost of the record management (Berg, 2001). Facility evaluation The EMR facility is a sophisticated instrument which comprises of different parts for the accomplishment of the recording and storage of healthcare data and information. The equipment’s components include both computer hardware as well as software that support its data processing, storage operations and management. The major physical parts of the facility are the CPU together with its accessory components, while the non-physical component included the operating software and the special EMR software, which permit the performance of multiples tasks of healthcare. The special software is an advanced one which enables data entry through use of clicks, reducing the amount of keyboard typing. This means that the EMR facility supports the input of enormous data into the healthcare records with ease. The advanced software not only wires information in the word formats but it also supports the use of the imagery or photographic works, meaning that it’s a complete storage system of healthcare information. Cost of EMR system The EMR system is a model that occupies the least space in data storage systems. Though it has a multi-task purpose, the costs perhaps is at moderate rate. EMR costs are computed from the various variables or components which are needed in the implementation of the system within an organization. The costs of implementing EMR are identified in two classes, viz the purchasing and installation system cost and the maintenance cost. Usually, prior to the installation of the EMR system, the CPU and computer accessories must be purchased. Additionally, the clinicians and physician are without the knowledge of developing the superior software which allows the carrying out of the various functions of data storage and processing. Currently, the prices of a computer range from $ 7000 to 7500, while the software prices are estimated in the range of $`1000 to $1500 which are inclusive of the license charges. The grant installation expenses of the hardware and the software within the healthcare premise is approximated at $ 3500, but this quote is not inclusive of the implementation expenses which incorporates the costs incurred during the adoption of the new systems. A part from the equipment and software costs, other indirect expenses are incurred in the courses of running the systems: the maintenance costs which are at about $ 2000 per annum (Fournier, 2003). Regulation implications The utilization of the EMR systems in hospitals will have great impacts on the regulation and management of information within the healthcare provider organizations. Among the anticipated outcomes is that the use of this system would save time taken in retrieving patient’s information as well as hasten transferring of the information to any other organization or party where it’s needed. By doing so, both insurance organizations and organizations acting as referral healthcare services providers will have broader based of the assessment the patient’s health progress. While this system employed Electronic signatures that are unique, it’s a practice that reduces the risks associated with the heavy use of personalized signatures that can change with time or maybe forgotten. Barriers to EMR systems As revealed in a number of healthcare organization that have endeavored to install the new EMR system in their organization, there are several challenges are generally faced by firms implementing the system. According to the disclosed information, the initial outlay or capital is extremely high to be met within the current budget on healthcare development. The lean budgetary range bars the purchase of crucial and basic equipments such as power backups to ensure data inputs and output operations are not halted due blackouts or brown out that adversely affect the quality of service delivery. Considering that most have workers have been used to the old system of paper work, it’s undoubtedly overt that most of them will be disturbed of the implementation of the system (Miller, 2004). The employment of EMR system mean that much work would be accomplished by a few clinicians and physician workers, a case that actually acts as a threat to job security for some of the employees. To take the full benefits of the systems, it’s very important for the training of the staffs, particularly to empower them in the use of installed system. This calls for the payment of the training service from external organization/firms as the organization has got no training personnel with the required knowledge, experience and proficient of the installed system. The hiring of the new trainers is not ease as their cost falls out of the current budget. The handling of the new system of EMR also demands the use of shared devices such as serves, which implies that the company would have to hire additional staff to maintain the networks and the servers. Fraud and waste issues The implementation of the EMR systems within the organization has the ability of curbing certain problems experienced in the course of management and activity accomplishment. Usually, most of the organization depending on the traditional paper work recording depicted a lot of movements from one place to another. This indicates poor integration or communication between individuals at different departments. Sometimes, this increases the duration of the patient’s stay within the healthcare facility. Thus, the employment of the EMR system reduces the waste of healthcare facilities by eliminating or reducing many personnel movements, meanwhile leading to improvement on patient’s safety and general service delivery. Though EMR systems is appealing way of improving the clinicians and physicians work effectiveness, high risks on privacy and confidence are associated with this kind of system. System hacking together with ease of reproducing the data in this system acts as the greatest threat to the use of the methodology (Miller, 2004) EMR Implementation The following are steps of implementing an EMR system: †¢ Selection of the most suitable EMR to be adopted by the organization †¢ Compose a lead team to campaign for the EMR system †¢ Generate an implementation plan †¢ List/choosing the required equipments and software †¢ Training the organization’s staffs †¢ Select security provider to the data/ information sites †¢ Input the selected data of interest Timeline The first day will be the discussion on the redundancy experienced within the organizations so as to determine the appropriate EMR system. The second day will be formation of a steering team that would work together towards ensuring success of the project. Third will be generation of a list of items: equipments and software that would be used. Then, this will be followed by the installation of the system that would take a bout a week. This will run concurrently with the training of the staff members on the new system though the training will be extended by another week for practical skill acquisition.

Benefits of Positive Relationships in Childcare Setting

Benefits of Positive Relationships in Childcare Setting Farah Rehman 1. Recognise how positive relationships promote children’s- well -being Building positive relationships with young children is an essential task and a foundational component of good teaching. All children grow and thrive in the context of close and dependable relationships that provide love and nurturance, security, and responsive interactions. A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and motivation and increase their positive outcomes at school (Webster-Stratton, 1999). Good. In a review of empirically derived risk and protective factors associated with academic and behavioural problems at the beginning of school, Huffman et al. 2000) identified that having a positive preschool experience and a warm and open relationship with their teacher or child care provider are important protective factors for young children. These protective factors operate to produce direct, ameliorative effects for children in at-risk situations (Luthar, 1993). Next, we describe some of the key ingred ients for relationship building. In order for adults to build meaningful positive relationships with children, it is essential to gain a thorough understanding of children’s preferences, interests, background, and culture. For very young children and children with special needs, this information is most often accessed by observing what children do and by speaking directly to parents and other caregivers. With this information, adults can ensure that their play with children is fun, that the content of their conversations is relevant, and those they communicate respect for children’s origins. Whenever possible, this kind of information exchange should be as reciprocal as possible. That is, adults should be sharing their own interests, likes, backgrounds, and origins with children as well. Good. Practical Strategies for Building Positive Relationships †¢ Distribute interest surveys that parents fill out about their child †¢ Greet every child at the door by name †¢ Follow a child’s lead during play †¢ Have a conversation over snack †¢ Conduct home visits †¢ Listen to a child’s ideas and stories and be an appreciative audience †¢ Send positive notes home †¢ Provide praise and encouragement †¢ Share information about yourself and find something in common with the child †¢ Ask children to bring in family photos and give them an opportunity to share it with you and their peers †¢ Post children’s work †¢ Have a â€Å"Star† of the week who brings in special things from home and gets to share them during circle time †¢ Acknowledge a child’s effort †¢ Give compliments liberally †¢ Call a child’s parents to say what a great day she or he having in front of the child †¢ Find out what a child’s favourite book is and read it to the whole class †¢ Have sharing days †¢ Make â€Å"all about me† books and share them at circle time †¢ Write all of the special things about A child on a T-shirt and let him or her wear it †¢ Play a game with a child †¢ Play outside with a child †¢ Ride the bus with a child †¢ Go to an extracurricular activity with the child †¢ Learn a child’s home language †¢ Give hugs, high fives, and thumbs up for accomplishing tasks †¢ Hold a child’s hand †¢ Call a child after a bad day and say â€Å"I’m sorry we had a bad day today – I know tomorrow is going to be better!† †¢ Tell a child how much he or she was missed Some useful techniques that can be applied. Although this knowledge is good, I would have liked you to focus more on the benefits to children of different types of relationships, such as friendships etc. 2. Analyse the importance of the key worker system for children â€Å"Key Worker†. The â€Å"Key Person† role is to build positive relationships with particular children, and work closely with the families of those children. The term â€Å"Key Worker† refers to a role which involves communicating with different professionals to ensure that services coordinate and to work at a more systemic, strategic level within nurseries (Elfer, Goldschmied Selleck, 2005). The â€Å"Key Person† role is the focus of this particular study. The current government guidance on the role of the Key Person seems to place great weight on attachment theory as a driving point for the development of positive relationships in the Early Years. It is important to note that this research does not seek to examine different â€Å"attachment types†. Rather, it seeks to understand the adults’ perceptions of their roles in Early Years settings and the ways in which they ensure positive experiences for their key children. However, attachment theory, as the theoretical foundations of this study, cannot be ignored. John Bowlby’s (1969) theory of infant attachment sought to understand the relationships between infants and their caregivers. Further developments through Bell and Ainsworth’s (1970) Strange Situation led to the identification of attachment types, and a plethora of studies researching the relationships between these types and a child’s future development. Recognition of the impact of early attac hments on outcomes for children as they develop is well established as noted by Thompson (2008). Thompson looks at factors most directly associated with Bowlby’s original ideas, for example; relationship functioning, emotional regulation and social-cognitive capabilities. The conclusion is that the literature continues to support the argument that children labelled as ‘securely attached’ experience more positive outcomes in many areas. Thompson notes that the reasons behind this are not clear, though he draws attention to the literature which suggests sensitivity is an important factor. This may be quite relevant to understanding the relationships between Key Persons and children in Early Years settings, as the Key Person’s sensitivity to the child’s needs may be paramount to the dynamics of their relationship. Current guidance and the EYFS Good points highlighted above and relevant link made to attachment theory. As mentioned previously, attachment theory appears to have had a rather significant impact on current guidance, policies and practice with children and young people (Slater, 2007). It is also integral to the work of agencies such as Sure Start and social care. In order to understand what some practitioners may already know, it seems important to review some of the guidance that the government provides for early education settings. The Department for Education have recently changed the information on their website; however, following a recent consultation on the EYFS, there does not seem to be any indication of significant change to the Key Person role. Information previously available stated that: †¢ â€Å"A Key Person helps the baby or child to become familiar with the setting and To feel confident and safe within it. †¢ A Key Person develops a genuine bond with children and offers a settled, Close relationship. †¢ When children feel happy and secure in this way they are confident to explore and to try out new things. †¢ Even when children are older and can hold special people in mind for longer there is still a need for them to have a Key Person to depend on in the setting, such as their teacher or a teaching assistant.† – These guidelines came under the â€Å"Positive Relationships† principle, and whilst online access to this has now been archived, the translation of these points in to practice formed the initial focus of this piece of research. Due to this, they have remained within this paper. 3) Explain the benefits of building positive partnership with parents for children’s learning and development. When staff shares positive bonds with children’s families, it helps the staff feel more connected, valued, rewarded and appreciated. Staff can more easily respond to children’s needs by understanding a child’s relationship with their parents, carers and siblings. Staff can also develop a deeper understanding of how each family would like their child to be raised. Having a ‘bigger picture’ of a child’s world allows staff to relate to children in a way that makes them feel understood which then strengthens relationships. Relationships and partnerships assist staff feel confident and satisfied in their role of supporting the child and their development. Good points. Mutual benefits of partnerships Working together can help families and staff trust one another and communicate openly. When information is shared, families and staff are able to gain a deeper understanding of: how to work together to support children children’s behaviour at home and at the early childhood service the most effective ways to support children’s learning what children enjoy and what their strengths are resources for addressing children’s difficulties. Interacting within a partnership helps Families and staff: feel welcome, respected and valued feel comfortable, confident and supported in their roles feel a sense of satisfaction from the trust others place in them work through differences, allowing adults to continue working together to support children benefit from the resources, ideas and energy that others provide benefit from shared decision-making see things from other people’s perspective develop strong connections with children 9) feel a sense of satisfaction when children explore, learn and develop their skills 10) have more opportunities to discuss child development Babies and young children learn to be strong and independent through loving and secure relationships with parents and carers and other family members such as grandparents. When children are looked after outside the home they can develop security and independence through having a key person to care for them. Children’s learning is helped when they feel safe and secure and when their parents and the people in settings they attend work together to ensure that the child’s needs are met. A key person such as a child minder provides a reassuring link with home so that children can cope with being separated from the special people in their lives. Attachments are the emotional bonds that are made between young children, their parents and other cares such as the Key Person. All of these important people have a special role to play in providing the right kind of environment for children where they will flourish. Environments are not just physical spaces because they are the atmosphere created through warm and caring relationships, where children are respected and valued and their well-being comes before anything else. In these environments children’s voices are listened to and they thrive socially and emotionally. Describe how to develop positive relationships within the early years setting, making reference to principles of effective communication Effective communication with both children and parents are very important in order to develop positive relationships. Children who feel valued and who enjoy being with you will respond better. Due to this, they are likely to enjoy playing and learning and are more likely to behave well. The basis of forming a relationship with children is to consider what their needs may be and to adapt the way in which you work to meet these needs. It is important to recognise if children have any difficulties in communication. There are many types of difficulties that need to be recognized: Speech and language delay Dyspraxia Muscle weakness or deformity Emotional problems Ear infection Expressive difficulties Receptive difficulties Stuttering Children who have difficulties in communication should be supported. The practioner should: Be patient Allow children time and space in which to speak Do not talk over children Do not speak for the child Do not interrupt the child Consider using pictures for children so they can communicate their needs.

Business Strategies for Technical Progress

Business Strategies for Technical Progress The modern world is getting progressively mobile. The penetration of mobile devices in the market has been extremely rapid and overwhelming. Mobile technology influenced and changed the way people live, work and entertain, and have completely revolutionized the way companies conduct business. Nowadays many activities are carried out on the move- socializing, business, learning etc., because many business process can be extended to mobile ones, and nearly every activity can be turned into mobile application. Due to the widespread of mobile technology, people are always online, they can talk and hear regardless of the place where they are. Mobile communications are based on wireless solutions, transparent and cheap, and in the course of time it has a real potential to replace traditional computers (Deibert and Rothlauf, 2006). Business strategies have evolved vastly together with the rapid technical progress of mobile technologies. The organizations are using mobile technology to function better and smarter. The swift development of mobile devices and integration of technological tools in the business operations have allowed new opportunities for improving the performance of a company, by making the processes simpler and more effective. Mobile devices have become an internal part of our lives and made distance and location factors increasingly irrelevant. The impact of mobile technology on places of work and the business environment is visible. Business systems can take advantage of mobile technologies to improve their productivity and efficacy in many ways. It is now feasible for people to perform business operations from almost anywhere. The ability to access Internet through their phone allows the executives to gather real-time data that can help them with taking informed business decisions (Cellary and Iyengar, 2002). Furthermore, the recent developments of mobile technology have created a countless benefits for businesses and led to tremendous improvements in many business areas. Below are presented several examples of how mobile technology make a true impact on business communication. Improved customer support Mobile technologies are playing a vital role in improving customer-satisfaction and social impact in business. The ability to convey issues and feedback to employees about a product or a service at any time makes an important improvement to customer service. In addition, the increasing number of users using Internet on their smartphones for various services has led to the boom of social media apps, and consequently many businesses begun investing in making their social media platforms responsive to customers (Smith, 2016). In this way people can connect with the brands through online messaging options and get an instant response to their inquiries. Better sales performance One of the major tools for sales personnel is to know their customers. By using mobile phones, sales representatives can access the customers record and get up-to-date information about his essential needs and preferences, sales and inquiries prior to the meeting, and thus be prepared to offer him appropriate solutions. Furthermore, sales executives can track the inventory, obtain sales reports and status of orders in real-time, and inform the clients by email or phone in order to speed up the process and hence bring customer satisfaction (Mincey, 2016). Enhanced collaboration Smart mobile devices enable all employees to join regular meetings and colleagues to collaborate with each other from anywhere in the world via Internet. Whether it is a web conference, video call or online meeting, this mobile phone service allows the team members to contribute to the discussion and exchange viewpoints, which can prevent any delays in work and helps increasing the team motivation and productivity. Optimized operations With the evolution of mobile technology, business operations have been carried out simpler and quicker. For example, cloud computing allows employees to easily access important files from anywhere using mobile phones with Internet connection. They can also retrieve sales records and any other needed data from the databases, and thus provide accurate and quick service to the customers. The Sage Mobile Device Survey, which was conducted in April-May 2014, examined 1,090 U.S. small and medium sized enterprises about the way mobile technologies impact both their business and society. Two organizations stood out with their approach of using innovative technology tools for achieving economic empowerment and generate value for society. Good World Solutions organization implemented a mobile-based program called Labor Link that is helping business to acquire feedback from employees about the working conditions and also are providing them with information on health care and education. Marks Spencer company have used the program to help for the improvement of financial literacy among Indian factory workers. They have distributed a simple survey through their mobile phones and thousands of workers took part in it. The results helped Marks Spencer to generate information that allowed them to adapt its training according to the specific needs of the workers, and also have contributed by educating them to save, as the number of workers having bank accounts is reported to have increased with 33% after the first part of the survey. Grameen Foundation is providing for organizations working to prevent poverty by supplying them with products and services that can increase their efficiency. TaroWorks is a product of theirs, a mobile enabled tool with a cloud-based back end. It is often used by workers on the field, who submit real-time information through a mobile phone. VisionSpring is another company that uses TaroWorks for the purpose of improved business operations and social assistance. The business is selling eyeglasses to poor people, in order to alleviate poverty by encouraging them to learn and work. In the past VisionSpring was not able to obtain information about its customers because it was expensive and complicated, but now with the use of TaroWorks and mobile phones the company is collecting vital information that will help adapting its products. (Adesnik, 2013) In spite of the positive impact that mobile technology have on the success in business in our world, there are many companies which do not understand the benefit they would gain from adapting such technology in their business. A study released by business and accounting software provider Sage North America in 2014 have found that 77% of the companies do not intend to invest in mobile technology. The study revealed that only 5% of the businesses have planned a budget specifically for mobile devices, and also that the percentage in employers who provides their employees with a mobile phones have dropped with 14% since the last year (Angeles, 2014). Mobile technology is enriching our lives. It is helping us to work on what is both good for business and good for the world.ÂÂ   It is making communication between people possible, anywhere in the world, for everyone with access to Internet. Mobile technology have great power and strong impact on businesses that are using mobile enabled tools and devices to collect information and use it to make informed decisions. The fast progress of mobile technology does not seem to slow down, and if a business is striving for success, it should apply the mobile advancements in order to use them as an advantage.

Information Technology Outsourcing :: Globalization, Business Management

Information Technology Outsourcing   Ã‚  Ã‚  Ã‚  Ã‚  "Information Technology outsourcing is the contracting out of part or all of an organization's IT activities." New trends have included operations, programming, and technology planning. The main reason for information technology outsourcing is to gain immediate economic gains for the company, usually through savings. Financial motivations aren't first on businesses minds though; other strategic objectives are.   Ã‚  Ã‚  Ã‚  Ã‚  Outsourcing can make it easier to downsize. Because you are bringing in outside help, and can cut back on fixed salaries, the company becomes more variable. Outsourcing leads to tighter linking of strategy and IT. Knowledge which usually flows slowly can flow freely, and a company has more access to outside technology. Plus businesses receive information faster than other types of hierarchical communication, and the resources are endless. Outsourcing can unlock organizational structures. "The unlocked IT organization can provide a better mechanism for costing user requests, prioritizing technology initiatives and controlling expenditures." It offers the benefits of both systems involved. Another important goal that IT outsourcing takes on, is reducing technological risk. By outsourcing your needs you know that that the employee know what they are doing.   Ã‚  Ã‚  Ã‚  Ã‚  Some of the problems IT outsourcing may encounter are, loss of strategic control, risk of technological obsolescence, limiting of long-term flexibility, difficulty in benchmarking initial contract, hostage to additional charges, high exit or switching costs, limited choice of vendors, the fixed nature of legal contracts, legal exposure, from dissatisfied former employees, and cultural conflicts.   Ã‚  Ã‚  Ã‚  Ã‚  The people doing the outsourcing for the companies are sometimes the life's-blood of that company. If the outsourcers want more money, then they are almost obligated to give that money. This is usually the case when the contractors are bringing new technology into the system.   Ã‚  Ã‚  Ã‚  Ã‚  High exit or switching costs entail the switch-over costs the company must shoulder if they decide to end the outsourcing and hire full time employees. It is important not to put too many resources at the hands of the contractors. Limiting this will ease the switch-over costs.   Ã‚  Ã‚  Ã‚  Ã‚  Legal issues also creep into the picture when a company chooses to outsource. Some companies have problems with employees that are not happy with their current arrangement or are mistreated.

Robert Browning Essay -- essays research papers

The Jealous Monk Robert Browning’s, â€Å"Soliloquy of the Spanish Cloister† involves a jealous monk with much hatred of, Brother Lawrence, the â€Å"perfect† monk. Irony, diction, and syntax are clearly evident in this dramatic monologue. Throughout the poem the nameless monk is constantly expressing his anger and sarcasm through the use of syntactical irony. This particular monk is angered at a fellow monk, as evidenced by "If hate killed men, Brother Lawrence, God's blood, would not mine kill you!" which seems ironic knowing he is a religious monk. He is taking out his anger to a great extent, which is not good church practice. Obviously it seems that Brother Lawrence is good at what he does, and the jealous monk hated him for that. The monk goes back and forth thinking to himself as to what makes Brother Lawrence so perfect. Brother Lawrence is in the church’s secluded Spanish garden where he tends to all the gardening needs while unaware of his presence, watches for any mistake he may make. â€Å"He-he! There his lily snaps,† his sarcastic laugh shows he is mad and does not make sense. He describes Brother Lawrence’s every move during and after dinner as he cleans his plate, lay s it on â€Å"own shelf†¦(his) fire-new spoon†¦goblet†¦rinsed like something sacrificial†¦marked with L. for our initial!† He rambles on about tedious things that Brother Lawrence does. He mocks how he sets his forks and knives not "cross-wise,...

Does The State Overstep Its Legitimate Function When It Prohibits Abortion :: essays research papers

Whether abortion is immoral or not, the state oversteps it’s legitimate function when it prohibits abortions. Here’s why:   Ã‚  Ã‚  Ã‚  Ã‚  When the state oversteps its boundaries and prohibits abortions it is denying our personal freedoms. We have the right to choose our own religions, jobs, schools and many other examples. But why can we not choose to have a baby aborted if we feel it’s necessary. For example, if a young lady in high school unfortunately gets pregnant, she should be able to make the decision to either have the baby or decide that she’s not ready to birth a child and have it aborted. Some people might say she should not have that choice, but who are they to make that decision.   Ã‚  Ã‚  Ã‚  Ã‚  In another case were the state oversteps it legitimate function when it prohibits abortions, is when a woman has been raped. With this circumstance should the woman be forced to have a kid that she did not want in the first place? If a woman is raped she should be able to choose an abortion because she was violated and has had a personal freedom taken from her already.   Ã‚  Ã‚  Ã‚  Ã‚  Some people might say, â€Å"It’s not that we don’t like abortion, it’s the issue of safety.† There have been cases of people dying or having serious medical problems due to the abortion procedure. Even with laws in place giving guidelines to doctors on the procedure, some doctors or unlicensed doctors still could injure a person, or even kill them. To think that is ludicrous, because a person could go to a licensed doctor that has statistics of his procedures.   Ã‚  Ã‚  Ã‚  Ã‚  Other people might say that abortion is murder. Abortion is the killing of a life that is starting to develop into a human being. With this circumstance, abortion should be treated as a crime and a punishment for that crime should be given.

Dudley R. B. Grant

THE EARLY CHILDHOOD ACT (Act of 2005) ARRANGEMENT OF SECTIONS 1. 2. Short title and commencement Interpretation. Registration 3. Registration of early childhood institutions. Application for registration. Permit to operate institution prior to registration. Refusal of registration. Register of early childhood institutions to be kept. Records of early childhood institution to be kept. 4. 5. 6. 7. 8. 9. Complaints procedure. 10. Suspension and cancellation of registration. 11. Notice of suspension etc. , of registration. 12. Appeal. 13. Cancellation of permit. 14.Investigations. Operation and Inspection of Early Childhood Institutions 15. Qualifications of operator and employees. 16. Prohibition of corporal punishment and restraint of child. 17. Storage of toxic substances, etc. 2 18. Assignment of officers and powers of entry and inspection. 19. Obligation of staff to co-operate. 20. Penalty for obstruction. 21. Health inspection. 22. Order of closure of early childhood institutions. General 23. Regulations. 24. Offences. 25. Penalty where no express penalty. 26. Registration of existing early childhood institutions. A BILL ENTITLED AN ACT to Provide for the Regulation and Management of early childhood institutions and for other connected matters. BE IT ENACTED by The Queen’s Most Excellent Majesty, by and with the advice and consent of the Senate and House of Representatives of Jamaica, and by the authority of the same, as follows:Short title and commencement. Interpretation. 1. This Act may be cited as the Early Childhood Act, 2005, and shall come into operation on a day to be appointed by the Minister by notice published in the Gazette. 2.In this Act – â€Å"basic school† means a school that offers a course of educational training for students under the age of six years; â€Å"Commission† means the Early Childhood Commission established under section 3 of the Early Childhood Commission Act; â€Å"day care centre† means any p remises used for the provision of nonresidential day care service to more than four children up to six years of age for at least six hours per day and at least four days per week; â€Å"early childhood institution† means a setting that provides developmentally appropriate care, stimulation, education and socialization, for children under the age of six years, including day care centres and basic schools; â€Å"inspector† means a person assigned by the prescribed authority pursuant to section 18; â€Å"prescribed authority† means the Early Childhood Unit of the Ministry 4 responsible for education, or such other entity as the Minister may designate in writing. Registration Registration of early childhood institutions. 3. – (1) No person shall operate an early childhood institution unless that institution is registered under this Act. (2) Every application for registration under this section shall be submitted in accordance with section 4. (3) The Commissio n shall register an early childhood institution if n relation to an application the Commission is satisfied, based upon the written report of the prescribed authority, that – (a) (b) the applicant is eighteen years of age or over; the applicant is a fit and proper person to operate an early childhood institution; (c) where the applicant is an individual, the applicant has not been convicted of an offence under the Dangerous Drugs Act, the Offences Against the Person Act or the Child Care and Protection Act, or an offence involving fraud, dishonesty or moral turpitude; (d) where the applicant is a company, none of its directors or in the case of another body of persons, none of its members, has been convicted of an offence mentioned in paragraph (c); (e) a person to be employed by the applicant in the operation of the institution has not been convicted of an offence mentioned in paragraph (c); (f) the applicant or a person to be employed by the applicant in the operation of th e institution is not, by reason of any infirmity of mind or body or otherwise, incapable of operating or being employed in the institution; and 5 (g) First Schedule. the premises in which the institution is to be operated meets the requirements set out in the First Schedule. (4) Where the registration of an early childhood institution is pproved by the Commission, the Commission shall – (a) within thirty days after such approval (exclusive of Saturdays, Sundays and public general holidays), issue a registration certificate to the institution; and (b) upon the issue of the registration certificate, cause a notice of the registration to be published in the Gazette. (5) (a) A notice under subsection (4)(b) shall state the name of the institution as it appears on the registration certificate; and (b) the name of the operator of the institution. (6) The operator of an early childhood institution registered under this section shall ensure that a valid registration certificate issue d to the institution under subsection (4) is displayed in a conspicuous place on the premises of the institution. 7) Registration under this section (a) shall be valid for a period of five years from the date of issue of the registration certificate; and (b) may be renewed upon application in accordance with the provisions of section 4, not later than thirty days before the date of expiration thereof. (8) A person, other than the holder of a permit issued under section 5, who operates an early childhood institution that is not duly registered under this Act, commits an offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding two hundred thousand dollars. 6 Application for registration. Second Schedule. 4. – (1) Every application for registration in accordance with this section shall be in the prescribed form and shall be submitted to the Commission, together with the matters specified in the Second Schedule. 2) Within seven days (excl usive of Saturdays, Sundays and public general holidays) after receiving an application under subsection (1), the Commission shall forward a copy of the application to the prescribed authority. (3) Within fifteen days (exclusive of Saturdays, Sundays and public general holidays) after receiving an application submitted in accordance with subsection (1), an officer of the prescribed authority authorized in that behalf shall arrange with the applicant to – (a) (b) visit and conduct an inspection of the proposed premises; and conduct interviews of the applicant and, as the prescribed authority considers necessary, persons proposed to be employed in the operation of the institution.Permit to operate institution prior to registration. 5. – (1) The Commission may, upon the recommendation of the prescribed authority, issue to an applicant for registration under section 3 a permit to operate the institution pending the determination of the application. (2) A permit under subse ction (1) shall cease to be valid upon (a) the delivery to the applicant of a certificate of registration under section 3(4); or (b) where a notice of refusal of registration is delivered to the applicant under section 6, upon the expiration of twenty-four hours after the delivery of the notice or such longer time as the Commission may specify in the notice. 3) As a condition of the grant of a permit under this section, the Commission may, on the recommendation of the prescribed authority, 7 impose time scales for the completion of improvements or amendments to the mode of operation or the premises of the institution. (4) A permit issued under this section shall – (a) (b) be in the prescribed form ; and stipulate all the conditions imposed under subsection (3) in respect of the institution. (5) The holder of a permit under this section shall allow an inspector entry onto the premises of the institution, at all reasonable hours, for the purpose of carrying out any inspection t o ascertain whether or not the institution is in compliance with the conditions of the permit. Refusal of registration. 6. (1) The Commission shall, upon the recommendation of the prescribed authority, refuse an application for registration under section 4 – (a) in any case where the Commission is not satisfied as to the matters set out in section 3(3); or (b) if the Commission is satisfied that – (i) a person to be employed by the applicant is not a fit and proper person to be employed in an early childhood institution; (ii) for reasons connected with zoning, situation, construction, accommodation, staffing or equipment, the premises to be used for the operation of the institution are not fit to be so used. (2) Where an application is refused under this section, the Commission shall send to the applicant a notice of the refusal, specifying the reasons therefor. Register of early childhood institu7. The Commission shall keep a register of early childhood institutions a nd shall cause to be entered therein, from time to time, in respect of every early childhood institution registered in accordance with the 8 tions to be kept. Records of early childhood institution to be kept. Complaints procedure. provisions of this Act, the name of the institution and such particulars in relation thereto as may be prescribed. 8.An operator of an early childhood institution shall keep proper records showing the business conducted by him in respect of that early childhood institution and shall keep such other records as may be prescribed. 9. – (1) A person may make a complaint in writing to the Commission if that person has reason to believe that – (a) an early childhood institution has contravened any provision of this Act; or (b) a child at any early childhood institution has been abused or has suffered injury or harm as a result of the act or negligence of the operator, a person acting as an agent, or any person employed in the operation, of the ear ly childhood institution. 2) Upon receiving a complaint under subsection (1), the Commission shall refer the complaint to an inspector who shall, with a view to preparing the report mentioned in subsection (3), make such inquiries as he thinks fit and conduct discussions with the complaining party, the operator of the early childhood institution and, where appropriate, any employee of the early childhood institution involved in the complaint. (3) The inspector shall submit to the Commission a report containing the following information – (a) the grounds of the complaint, noting any facts in dispute between the relevant parties; (b) whether, in the opinion of the inspector, the matter can be remedied; 9 (c) if the inspector is of the opinion that the matter can be remedied, the measures recommended by the inspector to effect the remedy; and (d) he time period that the inspector considers to be reasonably sufficient to effect the remedy. (4) Upon receiving a report under subsec tion (3), the Commission shall – (a) give notice in writing of its intention to consider the report, to – (i) the operator of the early childhood institution and any employee of such institution who is involved in the complaint, together with a copy of the complaint and a copy of the report; (ii) the complaining party, together with a copy of the report; (b) in such notice, specify a period, being not less than seven days, during which any of the persons referred to in paragraph (a) shall be entitled to attend before the Commission, to make representations concerning the complaint. 5) After the expiry of the period mentioned in subsection (4), the Commission may – (a) (b) dismiss the complaint; or confirm the complaint and direct the implementation of the recommendations contained in the report, subject to such variations (if any) as the Commission thinks fit. (6) A person who attends before the Commission under subsection (4) shall be entitled to be accompanied by his attorney-at-law. (7) This section is without prejudice to any other proceedings that may be brought in relation to the complaint by virtue of any other law. 10 Suspension and cancellation of registration. 10. – (1) Subject to section 11, the Commission may, in accordance with subsection (2), suspend or cancel the registration of an early childhood institution. 2) The Commission may, by notice in writing to the operator of an early childhood institution – (a) suspend the registration of the early childhood institution if the Commission is satisfied that the institution – (i) is being operated in breach of any of the requirements of this Act or of regulations made under this Act; or (ii) in any case where pursuant to section 9(3)(c) an inspector recommends measures to remedy the matter, the operator has failed to comply with a direction made by the Commission under section 9(5)(b); (b) cancel the registration if the Commission is satisfied that – (i ) the operator of the early childhood institution or a person employed in the operation of the institution has been convicted of an offence mentioned in section 3(b)(i); (ii) the operator of the early childhood institution is, by reason of mind or body or otherwise, incapable of operating the institution; (iii) the premises of the early childhood institution are found to be unsuitable upon an inspection carried out pursuant to section 18; (iv) the early childhood institution is being operated in breach of the Public Health Act; or 11 (v) the registration has been suspended under subsection (2)(a) on more than one occasion over a period of eighteen months. (3) Where the Commission suspends the registration of an early childhood institution under subsection (2)(a), the Commission shall act in accordance with subsection (4). 4) The Commission (a) may cancel the registration if six months have expired after the date of such suspension, and the Commission is satisfied that the grounds fo r the suspension still exist at the institution; or (b) shall forthwith restore the registration if satisfied that – (i) the operator has complied with the directions (if any) issued under section 9(5)(b); and (ii) the grounds for suspension no longer exist, and shall, in writing, inform the operator of the restoration. (5) The Commission shall cause a notice of every suspension, cancellation or restoration of registration under this Act to be published in the Gazette. Notice of suspension etc. , of registration. 11. (1) Before refusing an application for renewal of registration, or suspending or cancelling the registration of an early childhood institution, the Commission shall give to the operator of the institution not less than seven days written notice of the Commission’s intention to do so, stating – (a) the grounds on which the Commission intends to refuse the application for renewal of the registration, or suspend or cancel the registration, as the case may be; and (b) that, if within seven days after the receipt of that notice, the operator informs the Commission that he desires an opportunity 12 to show cause why such action should not be taken, the Commission shall, before taking any action, afford the operator or his representative such an opportunity. 2) If the operator fails to show cause as mentioned in subsection (1)(b), the Commission shall – (a) in the case of suspension or cancellation, act in accordance with section 10(2) and shall send a copy of the notice referred to in that subsection by registered post to the operator; and (b) in the case of refusal to renew registration, send to the applicant notice of refusal to renew registration. (3) A notice referred to in subsection (2)(a) shall not be effective until the expiration of seven days from the date on which it was issued, or where notice of appeal is given under section 12, until the appeal has been determined or withdrawn. Appeal. 12. A person aggrieved by any decision of the Commission to refuse an pplication for registration or renewal of registration or to suspend or cancel registration may, within seven days after the date on which the notice of such decision was received by him, appeal against such decision to the Appeal Tribunal appointed by the Minister in accordance with the Third Schedule. Cancellation of permit. 13. – (1) The Commission, acting on the recommendation of the prescribed authority, may, by notice in writing to the operator of an early childhood institution, cancel a permit issued under section 5 if the Commission is satisfied that any condition of the permit is being breached in relation to the early childhood institution. 2) The provisions of section 11 and 12 shall apply, with the necessary modifications, to the cancellation of a permit under this section. provisions of the Third Schedule. 13 Investigations. 14. – (1) The Commission may, where it considers it expedient to do so, hold or cause to be held an investigation – (a) to determine whether any registration made, or permit issued, under this Act should be suspended, restored or cancelled; (b) in respect of the breach of any provision of this Act or any regulations made hereunder, or the terms or conditions of any such permit; or (c) as respects any matter related to or connected with its functions, so as to determine whether any of such functions should be exercised. 2) With respect to any investigation under subsection (1), the following provisions shall have effect (a) the persons holding the investigation (hereinafter referred to as â€Å"the investigator†) shall do so in such manner and under such conditions as the investigator may think most effectual for ascertaining the facts of the matter under investigation; (b) the investigator shall have for the purposes of the investigation all the powers of a Resident Magistrate to summon witnesses, call for the production of books and documents and to exami ne witnesses and the parties concerned on oath; (c) any person summoned to attend or to produce books or documents under this section and refusing or neglecting to do so, or refusing to answer any question put to him by or with the concurrence of the investigator commits an offence and is liable on summary conviction before a Resident Magistrate to a fine not exceeding fifty thousand dollars and in default of payment to imprisonment for a term not exceeding three months: Provided that no person shall be bound to incriminate himself 14 and every witness shall, in respect of any evidence given by him at such an investigation be entitled to the same privileges to which he would be entitled if giving evidence before a court; (d) any witness attending at the request of, or upon summons by, the investigator shall, subject to any order made by the tribunal, be entitled to like allowances for expenses as if summoned to attend a Resident Magistrate’s Court. Operation and Inspection of Early Childhood Institutions Qualifications of operator and employees. 15. (1) A person shall not operate an early childhood institution unless that person meets the qualifications prescribed under subsection (4) as to training in the care of children. (2) The operator of an early childhood institution shall not employ any person in the institution for the purpose of caring for the children therein unless that person meets the qualifications prescribed under subsection (4) as to training in the care of children. (3) A person who contravenes subsection (1) or (2) commits an offence. (4) The Commission may, with the approval of the Minister, make regulations prescribing qualification requirements in respect of operators and employees of early childhood institutions. Prohibition of corporal punishment and restraint of child. 16. (1) Corporal punishment shall not be inflicted on a child in an early childhood institution. (2) A mechanical or electrical device shall not be used to restra in a child in an early childhood institution. (3) Where restraint of a child is necessary, such restraint shall be administered in accordance with regulations made for that purpose. Storage of 17. All medicines, cleaning agents or toxic substances kept at an early childhood institution shall be appropriately labelled and stored in a 15 toxic substances, etc. locked cupboard or other locked receptacle, which shall be kept (a) out of the reach of children; (b) away from equipment; and (c) away from the area in which food is stored.Assignment of officers and powers of entry and inspection. 18. – (1) The prescribed authority may assign such officers as it thinks necessary to be inspectors of early childhood institutions for the purpose of investigating complaints and otherwise securing the proper observance of the provisions of this Act. (2) The assignment of an officer pursuant to this section shall be published by notice in the Gazette and such officer shall be furnished with a certificate of assignment, which he shall produce to the operator or any other person in charge of an early childhood institution, if required to do so, on entering any premises pursuant to subsection (3). 3) An inspector may at all reasonable hours enter and inspect any early childhood institution, or any premises which he has reasonable cause to believe is so used, for the purpose of determining whether the institution is being operated in accordance with this Act. (4) An inspector may, for the purposes of subsection (3) – (a) require the production of records or other documents required to be kept pursuant to this Act; (b) make copies of such documents or records. Obligation of staff to co-operate. 19. – (1) Every operator and employee of an early childhood institution shall co-operate with an inspector executing his functions pursuant to section 18. 2) Any person who fails to comply with subsection (1) commits an offence and is liable upon summary conviction befor e a Resident Magistrate to a fine not exceeding ten thousand dollars and in default of payment to imprisonment for a term not exceeding three months. 16 Penalty for obstruction. 20. Any person who wilfully obstructs or impedes an inspector in the execution of his duties under this Act commits an offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding twenty thousand dollars and in default of payment to imprisonment for a term not exceeding six months. Health inspection. 21. The Minister may cause an early childhood institution to be visited t any reasonable time by the Chief Medical Officer or any other health personnel for the purpose of ensuring that proper health standards are maintained at that early childhood institution. Order for closure of early childhood institutions. 22. – (1) Where the Minister has grounds to believe that the welfare of children in an early childhood institution has been, is being or is likely to be, endan gered and that it is in the public interest to make an order under this section, the Minister may by order published in the Gazette direct that the institution be closed for such period or pending the fulfilment of such conditions, as the Minister thinks necessary. 2) A person who fails to comply with an order under subsection (1) shall be liable on summary conviction before a Resident Magistrate to a fine not exceeding two hundred and fifty thousand dollars or to imprisonment for a term not exceeding six months. (3) For the purposes of subsection (1) the Minister may take into account any report referred to the Minister by the Commission. General Regulations. 23. – (1) The Minister may, subject to affirmative resolution, make regulations generally for giving effect to the provisions of this Act. (2) Without prejudice to the generality of subsection (1), the Minister may, subject to affirmative resolution, make regulations – (a) prescribing ntries to be made in the rec ords kept pursuant to section 8; 17 (b) prescribing standards with regard to safety, security, sanitation and such other matters as the Minister considers necessary for the efficient operation of an early childhood institution; (c) prescribing conditions for admission of children into early childhood institutions; (d) prescribing the forms of application, registration, reports and other documents to be used under this Act; (e) regulating the manner in which and the conditions subject to which the services of an early childhood institution shall be performed; (f) prescribing the hours during which early childhood institutions may remain open; (g) rescribing guidelines for the nutrition programmes to be implemented by early childhood institutions; (h) regulating the manner in which a child may be restrained in an early childhood institution; (i) (j) the frequency of inspections carried out under this Act; the return, custody or disposal of registration certificates upon the suspension or cancellation of registration; (k) prescribing any other matter or anything, which may be or is required by this Act to be prescribed. Offences. 24. – (1) A person who contravenes section 3(6) (display of registration certificate) commits an offence and shall be liable upon summary conviction before a Resident Magistrate to a fine not exceeding twentyfive thousand dollars. 2) A person who intentionally makes false statement or declaration in any application submitted under section 4 commits an offence and is liable upon summary conviction before a Resident 18 Magistrate to a fine not exceeding fifty thousand dollars or to imprisonment for a term not exceeding thirty days. (3) A person who, not being assigned as an inspector pursuant to section 18, assumes the designation or description of, assumes to act as, or impersonates, an inspector commits an offence. Penalty where no express penalty. 25. Any person who contravenes or fails to comply with any of the provisions of thi s Act, for which no penalty is expressly provided, commits n offence and is liable upon summary conviction before a Resident Magistrate to a fine not exceeding fifty thousand dollars and in default of payment to imprisonment with or without hard labour for a term not exceeding thirty days. Registration of existing early childhood institutions. 26. – (1) A person who, on the date of commencement of this Act, is the operator of an early childhood institution shall apply within three months after that date to the Commission to have that early childhood institution registered pursuant to this Act. (2) Every application under this section shall be submitted in accordance with section 4. (3) Where an application has been made pursuant to subsection (1), the operation of the early childhood institution to which it relates may be continued pending the determination of the application. Power to amend Schedules by order. 27.The Minister may, by order subject to affirmative resolution, amend the First or Second Schedule. 19 FIRST SCHEDULE (Section 3) Requirements in respect of premises to be used for the Operation of an early childhood institution Structure. 1. The premises on which an early childhood institution is to be operated shall satisfy the following requirements (a) the building shall – (i) be approved for that purpose by the local planning authority; (ii) be solidly and substantially built with a weather-tight roof; (iii) be floored throughout with timber, concrete, mortar or pavement of brick, stone, tiles or asphalt; (iv) be in good repair; (v) have at least 1. metres square of space for each child and adequate play area outside; (vi) be equipped with suitable and adequate toilet facilities; (b) the premises shall be properly fenced and a gate provided with a latch the height of which shall be beyond the reach of a child; (c) there shall be suitable and adequate number of cribs, cots or other sleeping devices; (d) there shall be an adequate supp ly of safe nontoxic play material; 20 (e) the facilities for food storage and preparation shall be clean, safe and hygienic, in conformity with the Public Health Regulations; and (f) the premises shall be properly ventilated and shall have such other facilities as will encourage the good health and well being of a child. Access. 2. Any premises, constructed after the date of ommencement of this Act, on which an early childhood institution is to be operated shall provide for access by a person with a physical disability, including – (a) (b) ramps for wheelchair access; adequate space for a person on crutches or in a wheelchair to manoeuvre in toilet and activity areas; (c) an appropriate number of wash basins and toilets at wheelchair height; (d) doors that open inward for the purposes of entry and doors that open outward for the purposes of exit. Layout and accommodation. 3. – (1) An early childhood institution shall not be located in a building where any person reside s unless the portion of the building where the early childhood institution is operated is used exclusively for the purposes of that institution during the opening hours of the institution. (2) The following shall be accommodated on the premises of every early childhood institution – (a) an internal play area and access to an outdoor play area; 21 (b) (c) (d) (e) (f) (g) (h) sick bay for children; separate bathroom facilities for staff and children; a food storage and preparation area; a dining area; an area for napping; an administrative area; an instruction area that shall not be used for any purpose other than the instruction of children, when children are present, so situated to allow for a defined space in respect of each of the areas mentioned in paragraphs (a) to (h) and so that the use of one area for its assigned purpose does not interfere with the use of another area for its assigned purpose. (3) The premises shall provide for adequate space for – (a) storage of equipment and materials used at the early childhood institution; and (b) children to move about freely, including crawl space for infants. Lighting. 4. (1) Proper lighting shall be provided in every part of the premises where children are accommodated and through where they may pass. (2) All electrical outlets shall be placed out of the reach of children and shall be protected by safety covers and mechanisms. Water. 5. Adequate supplies of safe drinking water shall be 22 provided for the use of a child in an early childhood institution. Equipment. 6. The premises shall be equipped with – (a) adequate supplies necessary for rendering first aid; and (b) adequate fire fighting and protective equipment. SECOND SCHEDULE 1. The following shall be submitted with every application for registration (a) (b) (c) the prescribed fee; two assport-sized photographs of the applicant; a reference, in such form as may be prescribed by the Commission in regulations published in the Gazette, from any two of the following persons (i) (ii) (iii) (iv) a Justice of the Peace; a Minister of religion; an attorney-at-law; the principal of an educational institution or the chairman of the Board of Management of an educational institution; (v) (vi) a former employer of the applicant; a Resident Magistrate or a Judge of the Supreme Court; or (vii) a police officer above the rank of Inspector; (d) a report, from an officer of the Jamaica Fire Brigade authorized by the Commissioner of the (Section 4) 23Brigade in that behalf, stating that the premises proposed for the operation of the institution have been inspected and that the officer is satisfied that reasonable steps are taken for the prevention of fire and for protection against the dangers of fire and other disaster; (e) a report from a Medical Officer (Health), or any other person authorized in writing in that behalf by the Minister or by a Local Board or by the Medical Officer (Health), stating that the premises proposed fo r the operation have been inspected and are in compliance with the provisions of the Public Health Act; (f) in respect of the applicant and each person proposed to be employed in the operation of the institution – (i) a certificate, from a registered medical practitioner certifying that the applicant or employee, as the case may be, is in good health; and (ii) (g) a food handler’s permit; the name and job description of each proposed employee and a copy of every proposed terms of employment; (h) details as to the proposed premises, including – (i) a floor plan of each building; (ii) a description of the structure; 24 (iii) the type of accommodation (internal and external); (iv) (v) furniture and equipment; such other details as may be prescribed; (i) particulars of fees to be charged and proposed sources of funding. THIRD SCHEDULE The Appeal Tribunal Constitution of Tribunal. 1.The Appeal Tribunal shall (a) subject to paragraph 2, consist of three members appoin ted by the Minister; and (b) have the following qualifications – (i) the chairman shall be an attorney-at-law; and (ii) each of the two other members shall be qualified in at least one of the following areas, that is to say, child care, child psychology, nutrition, paediatrics or nursing. Power of one member to sit alone. Tenure of office. 2. For the hearing of any appeal under this Act, the (Section 12) Appeal Tribunal may consist of one member sitting alone if the parties to the appeal agree. 3. The members of the Appeal Tribunal shall, subject to the provisions of this Schedule, hold office for such period, not exceeding two years, as the Minister may determine and shall be eligible for reappointment. Acting 4. The Minister may appoint any person to act in the 25 appointment. lace of the Chairman or any other member of the Appeal Tribunal in the case of the absence or inability to act of the Chairman or any other member. Resignation. 5. – (1) Any member of the Appea l Tribunal, other than the Chairman, may, at any time, resign his office by instrument in writing addressed to the Minister and transmitted through the Chairman and, from the date of the receipt by the Minister of such instrument, that member shall cease to be a member of the Appeal Tribunal. (2) The Chairman may, at any time, resign his office by instrument in writing addressed to the Minister, and such resignation shall take effect as from the date of receipt by the Minister of that instrument. Revocation of appointment. Filling of vacancies. 6.The Minister may, at any time, revoke the appointment of any member of the Appeal Tribunal if he thinks it expedient to do so. 7. If any vacancy occurs in the membership of the Appeal Tribunal such vacancy shall be filled by the appointment of another member. Publication of membership. Remuneration. 8. The names of all members of the Appeal Tribunal as first constituted and every change in the membership thereof shall be published in the Ga zette. 9. There shall be paid to the Chairman and other members of the Appeal Tribunal, in respect of each appeal, such remuneration, whether by way of honorarium, salary or fees, and such allowances as the Minister may determine. Voting. 10.The decision of the Appeal Tribunal shall be by a majority of votes of the members and in addition to an 26 original vote, the Chairman shall have a casting vote in any case in which the voting is equal. Power to regulate proceedings. Office of Chairman or member of Tribunal not public office. 12. The office of Chairman or member of the Appeal 11. Subject to the provisions of this Schedule, the Appeal Tribunal shall regulate its own proceedings. Tribunal shall not be a public office for the purposes of Chapter V of the Constitution of Jamaica. MEMORANDUM OF OBJECTS AND REASONS There exists the need for a comprehensive framework for all aspects of early childhood education, care and development.An Early Childhood Commission has already been estab lished to oversee the regulation of early childhood services. In order to ensure proper standards, a decision was taken to make legislative provision for the regulation of early childhood institutions. This Bill seeks to give effect to that decision. The Bill provides for – (a) the registration of early childhood institutions; (b) the setting of standards for the operation of such institutions with respect to safety, sanitation, health and supervision and as regards the condition of the relevant premises; 27 (c) monitoring compliance with the legal requirements by a system of inspection. Maxine Henry-Wilson Minister of Education, Youth and Culture

Free Will Essay

Vilayandur S. Ramachandran came from a idealistic family in Tamil Nadu, India, and was neuroscientist, which is a athletic field of study encompassing the various scientific disciplines dealing with the nervous system. Ramachandrans views on the adept and how it works ar discussed in his work The new-made Philosophy. In his essay he discusses the nature of conscious(p)ness, discussing the effect of certain mental states and their influence on the body and the head teacher. One of his main topics, however, is the Ramachandrans view of drop out ordain. He fire that neuroscience intersects with philosophy because the principal of un bumpze lead has been a philosophical problem for hundreds of years and more (Jacobus 569). He discusses the significance of the brain imaging that shows a dexterity strength and what it significantly means to go a devoid pass on. Through his essay, though, it is interesting to microscope stage out where religion and deliverymanianity s tands on the reappearance of resign will and whether Christians are puppets under(a) graven images command. Ramachandran poses this question to the highest degree free will Is your brain the real single in charge, fashioning your free will only a post-hoc systematisation a delusion..? When a special try was underway, it was discovered that when a person was told to execute their finger within the next decade minutes at their own free will, their brain would kick in nearly a second to begin with the literal willingness to move the finger. This posed the original question give tongue to above and brought on new(prenominal)(a) questions as well. If this person is now shown the classify displaying the signal from the EEG scanner drug-addicted up to your brain, they can then travel to their free will. They will then catch three options 1) They will experience a sudden lack of will, feeling as though the mechanism is controlling them, making them feel equal a puppet.2 ) They will refuse to pitch their belief of their free will to be altered alone instead believe that the machine has whatsoever paranormal precognition by which it is adapted to predict your movements accurately (Ramachandran 559-60). 3) The person will reconfigure the experience in their mind, and cling to their find of freedom, denying what their eyes afford seen as manifest and maintain that the admirer of will precedes the machines signal, not vice versa (Ramachandran 560). The intend when the brain would kick in before the movement is called the readiness potential.The readiness potential is what happens when there is a modification in the electrical activity of the brain that occurs before the subjects conscious decision to move a heft (medical-dictionary. thefreedictionary. com). Ramachandran believes that there is an inevitable neural retard before the signal arising in one part of the brain makes its way by means of the rest of the brain to deliver the sum na tural selection has ensured that the subjective sensation of willing to delay deliberately to accede not with the onset of the brain commands barely with the actual execution of the command by your finger (Ramachandran 560).Ramachandran is a firm truster in evolution, believing that the events must have almost sort of evolutionary purpose. On one hand, he says, this experiment shows that free will is false and cannot be causation the brain events because the events kick in a second earlier. But on the other hand, the pause must have some purpose, otherwise why would the delay have evolved (Ramachandran 560). Though these events have a purpose, evolutionary is not the answer. In Joshua 2415 it says Choose for yourselves this day who you will serve, as for me and my household we will serve the LORD. immortal gives reality a choice to engage Him and so free will is a gratuity from god as something to be accepted. Humans have the gift of theology to reject or take the free gi ft that He offers. If humans rightfully are descendants of apes, then when did the gift of free will come into the evolutionary chain of todays mankind? John 737 says Anyone who is athirst(p) may come to me. It is an offer. Not a demanding command. Anyone who is thirsty may come to me, shows us that graven image does not want us to be without his living water and without him, solely it is our choice whether we choose to accept divinitys free gift of salvation.When canvas free will in the record and through works of literature like Vilayandur S. Ramachandran, there will always be people on both sides of the argument. Do we have control of our own destinies or are we merely puppets in Gods giant game of the worldly concern? My personal beliefs on the subject are as I have stated in this paper Though God has a control over the great deal of the world and each of our lives, he gives us a chance to make a decision to follow him or to rationalise the free gift of his son that he has offered to us.John 316 it says For God so loved the world that he gave his only son that whoever believed in him would have eternal life in Christ Jesus our Lord. Works Cited Jacobus, Lee A. A World Of Ideas. 8th ed. Boston Bedford/St. Martins, 2008. Print. The forgo Dictionary. Medical Dictionary. Online source. http//medical-dictionary. thefreedictionary. com/readiness+potential Bible. New Living Translation.