Poe And Burial Motifs Essays - Fiction With Unreliable Narrators

Poe And Burial Motifs Poe is a very complicated author. His literary works are perplexed, disturbing, and even grotesque. His frequent illnesses may have provoked his engrossment in such things. In 1842 Dr. John W. Francis diagnosed Poe with sympathetic heart trouble as well as brain congestion. He also noted Poe's inability to withstand stimulants such as drugs and alcohol (Phillips 1508). These factors may have motivated him to write The Tell-Tale-Heart, The Cask of Amontillado, and The Black Cat. All of these stories are written in or around 1843, shortly after Poe became afflicted. His writing helped him to cope with his troubles and explore new territory in literature. Poe's interest in the supernatural, retribution, and perverse cause them to be included in his burial motifs; therefore sustaining his interest. There is a common thread laced through each subject, but there is variation in degrees of the impact. The supernatural is the phenomena of the unexplained. With this comes an aura of mystery and arousal of fear. Death in itself is the supreme mystery. No living human being can be certain of what happens to the soul when one dies. It is because of this uncertainty that death is feared by many. These types of perplexing questions cause a reader to come to a point of indifference within one of Poe's burial motifs. One is uncertain of how the events can unfold, because a greater force dictates them. Reincarnation in The Black Cat is a supernatural force at work. There is some sort of orthodox witchcraft-taking place. The whole story revolves around the cat, Pluto, coming back to avenge its death. One can not be sure how Pluto's rebirth takes place, but it is certain that something of a greater force has taken hold. The cat's appearance is altered when the narrator comes across it the second time. There is a white spot on the chest "by slow degrees, degrees nearly imperceptible...it had, at length, assumed a rigorous distinct outline...of the GALLOWS" (Poe 4). Foretelling the narrator's fate a confinement tool appears on the cat's chest. This also foreshadows the cat's confinement in the tomb. It reappears like a disease to take vengeance on a man that has committed horrid crimes. "I was answered by a voice within the tomb! --By a cry, at first muffled and broken, like the sobbing of a child, and quickly swelling into one long, loud and continuous scream, utterly anomalous and inhuman--a howl--a wailing shriek, half of honor and half of triumph (Poe 6). Pluto is like Poe's reoccurring illness it keeps coming back just when he thinks it is gone. This can be related to the ever-looming question of why people become afflicted with disease. Is it punishment for wrongdoing? Some religions find this to be the answer. Poe's intrigue in reincarnation may have been in that of his own immortality. Metaphysical events take place in The Tell-Tale-Heart. The perpetrator is driven by some unknown source to reveal his evil deed. The paranoia he feels is very real to him. "I fancied a ringing in my ears...[it] became more distinct...I found that the noise was not within my ears...It is the beating of the hideous heart [of the old man]" (Poe 3). Ringing is heard only in the man's head, but because a impetus has compelled him to believe otherwise he is inclined to reveal his misdeed. The source of the man's "voices" is from a force within himself. One's soul is an unexplainable power, which governs over the body. The murder of the old man is committed in passion. Disregarding any rational thoughts the narrator is engaged in his own desires. His unconcern for mankind causes his own insanity. Even he can not live with his actions. The mind as a supernatural force, that dictates life, can only cope with so much. Poe himself experiences hallucinations from his illness, and abuse of alcohol. Years of defilement caused his body, and mind to break down. At one point in time Poe raved "...for protection from an imaginary army of conspirators disguised as 'loungers'" (Mankowitz 232). Constant weight on ones mind can lead to insanity. Human beings can lose control of their lives. The Tell-Tale-Heart illustrates the human spirit as a mysterious and unexplainable force. Poe's life was full of turmoil, which inevitably caused his madness. The enveloping force of evil drives Montressor to commit murder in The Cask of Amontillado. If supernatural is used in its broadest sense to mean "unexplained" then the force that impels Montressor's lack of humanity is indeed

Welding - Plumbing - Learn a Trade, Find a Job

Welding - Plumbing - Learn a Trade, Find a Job It’s probably fair to say that nobody wants to experience the Great Depression again. Ever. The unemployment rate hit 20.1 percent in 1935. Our senior generations remember those days well. It seems you don’t easily forget being hungry. The U.S. Department of Labor reports that in January, 2009, the unemployment rate in the U.S. was 7.6 percent. People are responding by taking action, some of them by going back to school to learn a trade or finish a degree. Welding or CNA Anyone? â€Å"Interest in our Certified Nursing Assistant (CNA) classes is way up,† said John Kenney, Director of Continuing Education at Arkansas State University – Mountain Home (ASUMH). â€Å"Our welding technology program has seen the largest jump.† Kenney increased his welding faculty this semester to provide more classes. ASUMH now offers evening classes Monday through Friday and day classes Friday and Saturday, and most are filled to capacity. â€Å"Im seeing a definite shift this semester,† Kenney said, â€Å"from retirees who just want to learn to weld to a younger group of students who are in their late 20’s, early 30’s who are looking for a change in careers or who want to start a new career. As you would expect, some have been laid off from their jobs or are underemployed. They seem to be a motivated group who are eager to learn.† Kenney reported that many are choosing to document their skills through national certification testing such as that provided by the American Welding Society. Add a Degree to Your Trade Knowledge At the University of Minnesota, Bob Stine, the Associate Dean of the College of Continuing Education, Degree and Credit Programs, sees increased interest in the B.A. degree they offer in Construction Management. It’s designed for people who already have a two-year Associate’s degree and want to advance their careers. Students come in as juniors. â€Å"There’s a heavy dose of applied business courses,† Stine said, â€Å"so students learn the business side of the background they already have in a certain trade.† The U of M also offers a new online degree completion program for students who have at least two years of college and want to finish their degree. The innovative program starts with one face-to-face introductory class and is completed online. â€Å"The first class is about self-reflection,† Stine said, â€Å"in which students ask themselves why they’re going back to school, why it’s rational, and what their desired course list looks like. They say at the end, ‘Now I understand what I’m doing and why,’ and off they go.† How About an Environmental Occupation? The Water Quality courses at the Training, Research Education for Environmental Occupations Center (TREEO) at the University of Florida are popular and appreciated. This is what one student had to say, â€Å"My confidence level shot up, and the most valuable portions of the course to me were the math, trouble-shooting, and treatment processes.† Even the smallest towns need water-treatment personnel. It’s one of those jobs we tend to take for granted. UF also provides courses in everything from health professions and insurance to law and real estate. Dr. Eileen I. Oliver, is Interim Dean and Professor of the Division of Continuing Education there. Overall, Enrollment is Up â€Å"Overall, enrollment is up this semester at ASUMH for all classes and I believe at most 2-year colleges,† Kenney said. â€Å"Money is tight and community colleges offer good value for dollars spent.† ASUMH is beginning new CNA classes each month and they’re usually at maximum enrollment. Kenney is seeing several students who have been working in housekeeping or who have been employed as aids who want to increase their skill-level for higher-paying jobs as Certified Nursing Assistants. Charles Russell, a learner representative who answers an information line at the U of M, shared his take on the changes he sees in callers to the university. â€Å"My instincts tell me we are getting fewer passive inquiries and more decisive action from learners,† Russell wrote. â€Å" ‘I am thinking about’ is being replaced with, ‘I need to.’ To me, this subtle shift is the result of the economy forcing the decision as people react to their personal anxieties over the current economic uncertainties. Being proactive gives a person the feeling of control over their situation.† The U of M is also seeing a definite â€Å"increase in the number of people seeking individual appointments with our career and lifework counselor,† according to Rachel Wright, Marketing Communications Associate. All of this is good news for non-traditional students considering going back to school to either protect a job they love or to find a more secure position. Take the advice of these professionals. Check out what your local community colleges and universities have to offer you. Ask how they make it easy for you to take classes while you’re working and raising a family. Make an appointment with a counselor. Take action. You don’t ever have to go hungry.

Email Subject Line Best Practices Boost Opens According to 20 Studies

Email Subject Line Best Practices Boost Opens According to 20 Studies Writing marketing email subject lines is easy. Right? I mean, all you need to do is write about four catchy words and boom! Youll get opens, clicks, and conversions! So, as I said. Easy. or not. That said, knowing (and employing) email subject line best practices will help you get those opens. And when your emails get opened you have the opportunity to get clicks which also gives you the opportunity to get conversions. But if you dont follow the best practices you wont get opens. And without opens you get zero clicks which means zero conversions. Wah-wah. :/ So wouldnt it be ultra handy if there was a free Email Subject Line Tester built specifically to help you write great subject lines according to best practices every time? A free tool that will help you get those opens so you can get those clicks and ultimately get those conversions? If you answered a resounding, Yes, Nathan! to those questions, youre gonna dig this. A lot. ;) What 20 Studies Say About Email Subject Line Best Practices (How To Get More Opens)Introducing: The Email Subject Line Tester, Your Newest Free Marketing Tool From Your Friends At The Email Subject Line Tester is the latest free marketing tool designed to help you write subject lines that get your emails opened. So why should you check out (and bookmark) the Email Subject Line Tester? It’s the data-driven way to get more opens. The insurmountable open gets reads, clicks, and ultimately conversions†¦ which helps you reach your goals, sell more, and impress the boss. How to get that open? The Email Subject Line Tester makes it easier than ever to write subject lines that are most likely to get opened (backed by tons of nerdy datasets). Bid good riddance to that infamous blinking cursor. You know the importance of getting emails opened†¦ but sometimes, writing inspiration is fleeting at best. Use the Email Subject Line Tester to not only make the process waaaayyyy more fun, but to have a clear â€Å"subject line saving grace† when all hope seems lost. Start typing. Get feedback. Iterate. Get results. Forget trying to remember the mechanics behind successful subject lines. Character count, emojis, emotional words, oh my! The tester is your expert email consultant that helps you clearly optimize every subject line for best practices so you don’t have to constantly wrack your brain for the tedious, nit-picky details. Find your best ideas faster. Write multiple subject lines, then choose the best performers for your A/B test BEFORE they hit your subscribers’ inboxes. The tester even shows you what your subject lines look like in inboxes to help you make informed decisions. And all of that gives you†¦ in turn†¦ the most opportunity to get those opens you’ve been pining for. And you can rock the Email Subject Line Tester for free right now to get all of those ^^^ benefits! But wait, theres more! Coming Soon To A Calendar Near You: Email Marketing (Including The Email Subject Line Tester Built Into Your Calendar)! You already trust your marketing calendar to help you see everything in one place. It's the best way to have a global view of everything your marketing team is working on. And with email marketing integrations coming to   very soon... ...makes it easier than ever to plan comprehensive campaigns for your blog, social media, email marketing, and beyond all in one convenient tool. Plus, the Email Subject Line Tester is built into your marketing calendar so you can use it right in context of the emails you're writing! That makes it easier than ever to: Plan your email marketing alongside everything else. Execute everything extremely efficiently with processes in context with your campaigns. Know exactly when everything is publishing (including your email marketing and beyond). Alright, well. I'm excited. Really excited. You could say I might feel like this atm: So let's turn that excitement into learning all about email subject line best practices so you can get the most opens ever, shall we? ;)

TD LOG501 case 3 Essay Example | Topics and Well Written Essays - 250 words

TD LOG501 case 3 - Essay Example We also have the quadratic optimization, which entails all the LP programs, and more applications in scheduling, planning and computations hence aid in solving many other problems. The other application is the Intel FORTRAN Optimization Application, which is got by calling, visiting Intel or websites. LP is widely used in the emerging field of Logistics management in a variety of ways. Rather than to deal with the components of logistics such as purchasing, transportation, warehousing and customer handling operations separately, they would rather merge them optimally at the corporate level. This employment of optimization will ensure there is no shortage or surplus which may have occurred had the functions been managed separately. Use of the linear programs in logistics helps firm be in the position of determining the flow of their activities in terms of the movement of purchases and sales through setting up and solving the linear programming problems. Though LP was used previously to solve the logistical problems separately, they are today used in the same way to solve the same problems together (Kolman & Beck,

Individual Route - Chartered Engineer Self Assessment Essay

Individual Route - Chartered Engineer Self Assessment - Essay Example This shall be demonstrated through: Taking appropriate Engineering Council examinations until 2011 or Undertaking further qualifications approved by the EI, either in whole or in part, or Undertaking assessed work-based learning approved by the EI, or Submission of a Technical Report, or Any combination of these. Application Process Upon receipt of your application, the Membership Panel (MP) will conduct an initial review of your roles and responsibilities. You will also be required to submit the ICP information and supporting documentation for assessment by the ICP Panel (see page 2). Should the MP assessment and ICP assessment be successful you will be required to complete a Professional Development Review (PDR) Interview. A report from this interview will be made back to the MP. The MP will forward a recommendation to EI’s governing Council and you will be notified of the result. Should the MP concur, on the basis of your PDR and PDR interview, that your roles, responsibili ties and experiences satisfy those required by EI and the Engineering Council you will be elected into membership and registered with the EngC. The schematic diagram below outlines the process. Benchmark academic requirements for registration Education Formal education is the usual, though not the only, way of demonstrating the underpinning knowledge and understanding for professional competence. Underpinning knowledge and understanding The knowledge, understanding and skills to underpin performance are an essential component of competence. The requirements for Chartered Engineer registration shall be exemplified by particular educational qualifications, as follows: either an accredited Bachelors degree with honours in engineering or technology, plus either an appropriate Masters degree accredited or approved by a licensed professional engineering institution, or appropriate further learning to Masters level or an accredited integrated MEng degree. Requirements for assessment by the ICP panel When reviewing your application the ICP Panel will look at all the engineering-based qualifications that you have completed as well as your career history and training record. A profile of such qualifications is listed below to enable you to submit the appropriate information for assessment. The Professional Membership Manager will provide further information about this. In order to review your career history and qualifications against the requirements of an accredited academic programme, the ICP Panel will require: A module breakdown of your qualifications (undergraduate and postgraduate) A syllabus for the qualification(s) A copy of your final year dissertation, project or PhD etc. A completed self assessment form – please see appendix A copy of your membership application and PDR etc. Any other information you feel would support your application If you do not possess the module breakdown(s) and course syllabi for the course(s) you completed, you should obtain th em direct from your university or college. This information should be submitted to the Professional Membership Manager ideally with your application for membership of EI. Completing the self assessment form The academic learning outcomes, listed in the Annex, are taken from the Engineering Council requirements for an

Understanding Your Strengths And Weaknesses Essay Example for Free

Understanding Your Strengths And Weaknesses Essay In a study released, 87% of workers worldwide are emotionally disconnected from their workplaces and are less likely to be productive; making work a source of frustration rather than one of fulfillment. (Gallup, 1993) The statistics illustrate a lack of commitment to learning and understanding of one’s own strengths and weaknesses, amongst the population. People need to think about the person they are and where their strengths and weaknesses lie because if they don’t stop to consider what they’re good at and what they need to improve, they will find themselves in the 87% of the population who don’t enjoy what they do. Following this discovery, I completed a personality test on 16Personalities.com that stated my strengths and weaknesses following answering a series of questions, in hopes to have a better understanding to how my strengths and weaknesses play into the role as a paramedic. The personality test revealed that I am altruistic, a good team player, possess good communications, but also am too selfless and sensitive; these results will give me a better comprehension as to how and why a career as a paramedic is the right fit for me. My strengths of being able to work well in a team setting, having good communication skills and being altruistic will help me as a paramedic, while these are essential characteristics to becoming a great paramedic. The test revealed that I am tolerant and reliable, where it explains I excel in team environments where I am able to listen to others, even when their opinions contradict mines; and I am irritated by the idea of letting people down, so I can be counted on to see any task through. It is important for paramedics to be good team players and be trustworthy because paramedics are often placed situations where they have to work with other people (like the police and firefighters) where we have to trust each other and work well together in a situation whereby we are forced to rely to a great extent possibly for our own well-being, and everyone else on scene. The test also showed that I â€Å"instinctively know how to capture an audience, and pick up on mood and motivation in ways that allow them to communicate with reason, emotion, passion, restraint whatever the situation calls for†, further elaborating saying that I can shift my tone and manner to reflect the needs of the audience, while still maintaining my own voice. These great communication skills are a crucial part to the career as it will allow a more accurate  assessment of the situation through uncovering what happened, how many people were involved or whether there is any remaining danger. Being able to talk to people and keep both patients and family or others on the scene calm can make the situation easier to control, and maintaining conversation with a patient can help to retrieve important information that may be needed for their treatment. It was uncovered that I have an unyielding desire to do good for others and for my community, and that I genuinely believe that if I can just bring people together, I can do a world of good. Because of the nature of the career, where paramedics are responding to people who need help, it is essential individuals pursuing a career as paramedic have that natural desire to make a difference in the lives of others and in their community. The personality test revealed that I am too selfless and sensitive, explaining that I will bury myself in my hopeful promises and feeling others’ problems as my own. If I’m not careful, I could spread myself too thin, and be left unable to help anyone. Because of my sensitivity to others it means that sometimes I feel problems that aren’t my own and try to fix things I can’t fix and spending too much time worrying about whether if I am doing enough. My weaknesses might make things difficult as a paramedic because the reality of it is I will only be with the patient until they are in the hospital. It is not possible to be able to solve every problem, and if I carry that burden on my shoulders on the job, it will be very difficult for me to have good mental stability making me more susceptible to PTSD. One way I can improve my weakness is talk about my feelings as I am feeling with coworkers or the therapist. If I am diligent about keeping a realistic perception of the situation I am in, and understand there is so much one person can do, I am confident I can maneuver through each call with more ease. In conclusion, it is evident that my strengths as a natural team player, great communicator, and altruistic by nature would help make me a great paramedic. Paramedics work in stressful and pressured work environments, where lives are affected by the outcome of their actions. This can be made even more difficult by the long working hours. The role has a large amount  of responsibility, and these are important qualities for those who wish to do well in emergency care. A great paramedic would not be able to perform difficult and distressing work to the capacity that they need to without being able to work well with others on scene, be able to probe and extract information strategically, and have the natural desire to be there to make a difference in a time of crisis.

Black Boy :: Essays Papers

Black Boy TITLE: Black Boy AUTHOR: Richard Wright INTRODUCTION OF AUTHOR: Richard Wright was born in Natchez, Mississippi. When he was six years old, his father, Nathan Wright deserted the family for whatever reason. His mother, Ella, became the breadwinner of the family. Abandoned by her husband and unable to establish economic independence from her strict mother, Ella suffered greatly. A strong woman who faces terrible adversity, she trained Richard to be strong and to take care of himself. Later, the feisty, independent spirit Richard developed at home leaded him to refuse to accept the codes of behavior the white world has set for Southern blacks. When Richard finally decided to become writer, that career represented a declaration of independence from those in the black community. PLOT SUMMARY: The opening chapter recounts Wright's early childhood in Natchez, Mississippi, and his family's move to Memphis. It describes his early rebellion against parental authority, his poverty and hunger, and his unsupervised life on the streets while his mother is at work. Then the Wrights move to the home of Richard's Aunt Maggie. But their pleasant life there ends when whites kill Maggie's husband. Later the threat of violence by whites forces Maggie to flee again. Richard's mother has a stroke. Richard is sent to his Uncle Clark's, but he is unhappy there and insists on returning to his mother's. Richard confronts his Aunt Addie, who teaches at the Seventh-Day Adventist church school. He also resists his grandmother's attempts to convert him to religious faith. And he writes his first story. Richard gets a job selling newspapers but quits when he finds that the newspapers espouse racist views. Later, his grandfather dies. Richard gets a job working for white people. Then he is baptized in his mother's church. Finally, he has another near-violent confrontation with a relative. Richard publishes his first story. The reaction from hi s family is overwhelmingly negative. Richard becomes class valedictorian. But he refuses to give the speech written for him by the principal. Richard has several terrifying confrontations with whites. In the most important of these confrontations, he is forced out of a job because he dares to ask to learn the skills of the trade. Richard learns to steal.

Child Development Holistic Essay

Introduction I am require to review a play activity that I used my observational skills to plan for. I decided to do indoor art activity, which was making a Robin with the Children while observing TC by doing this activity may learn the textures and colours, and they will use a hand and eye co-ordination. The Intellectual, Physical, Language, social and emotional observations allows us to find out what children understand, how they think, what they are able to do, and interests are. This information helps us to build rich stories of children as capable and competent learners in order to support further activities and development. In doing this, observation gave me information to give on-going feedback to children about how they are getting on in their learning, to provide enjoyable experiences for them, to choose appropriate supports for them, and to document, celebrate and plan the next steps in their learning. Aims My play activity was a robin, so in this activity children need to stick and cut out a small pieces of carbon sheet. This art activity supporting children’s large and small muscle development, as well as their eye-hand coordination. Using paintbrushes, fingers and scissors helps children practice the fine motor control they will need for writing later on. Children were work together in the art area , they learn to share and interact with others , these are important changes for social learning. During this activity I valued TC’s creativity, so I helped him to feel valued as like everybody and hopped to raise his self-esteem. After this activity I got better observation and planning skills. Read more:  How many words in 10 minutes. Planning Before doing that activity I had discussion with my supervisor about that activity it is propped for children in that age and do she have any ideas. Also I must to have a permission from supervisor and parents. After that I need to plan what equipment I may use and plan out a costs of it. I need to buy a 20pack of carbon sheets which cost 3.25e, sugar paper cost 2.45e, PVA glue cost 2.50e and the rest of equipment like brushes, scissors etc. I used a room in the setting so that was no costs. Also I need help in washing hands, and I also needed help with supervising my group. And the last step before my activity was to make sure is everything safe for children like for  e.g. glue was non-toxic, floors are non-slip and is no any sharp corners in the room etc. Narrative Date of observation: 04th April 2014 Time observation started and finished: 12.00a.m. to 1.00p.m.but observed TC 12:35-12-12:45 Number of children present: sixteen children did this play activity, including TC Number of adults present: 2 and 1 student Permission obtained from: supervisor Description of setting: This observation took place at the Montessori, the observation took place in the main room of the Montessori, It’s a bright and spacious room. All children were involved in this too . Immediate context: The Montessori room was a bright and airy rooms. The observation took place at 12:00 in the evening. TC is listening and sitting down when I was explaining and demonstrating the play activity . Brief description of the child observed: TC is a male aged (4). He is a bright and very happy child, he gets on with all his classmates. and loves getting involved but also can get a bit distracted. Aim of observation: The aim of this observation is to observe TC for a period of 10minutes in order to assess his Developments. the play activity was an hour long. Rationale: It is important to observe children in order to plan developmentally appropriate activities for them. Method: Narrative TC is sitting around the table along with fellow classmates and is enjoying himself. TC approaches fellow classmate ‘Why is your Robin messy?’ Child X ‘no its not!’ TC ‘yes it is, you painted on the table’ child X ‘I didn’t mean too’. TC turns around and continues to finish his work. He leans over to get some googly eyes for his Robin. TC ‘I want the big ones’, hoping that the teacher or myself would hand them to him. TC gets off his seat an says ‘I’ll get them I want to see if there is two funny ones’ Child Y ‘haha, I’m going to do that too’. TC laughs and sits down to apply his eyes onto his Robin and shouts ‘FINISHED’, he then jumps up and shows myself and the teachers his work, I praised him for a good job he did and TC replies back ‘Thank you Chloe’, He then goes over to the sink as he has glue on them and starts to mess with his hands by slap ping them together. TC ‘haha, feels  funny’. TC then washes his hands to remove paint and glue of his hands. He then goes over to the place he was sitting and cleans up what pieces of paper were there. TC throws it in the bin ‘Thank you Mr. bin’. As TC is finished before some of the other children he goes over to some to observe their work. TC ‘child Z that’s really cool’, Child Z ‘thanks it took ages’. TC walks away and find a piece of paper on the ground and picks it saying ‘paper! who owns this paper?, I have paper!! anyone want this paper?’ Child F ‘no’, TC ‘oh okay, I’ll put it in the bin’ TC walks over to the bin and opens it and says ‘you are very good Mr. bin’. TC then goes over to the library to read a book as he is finished his work. This ends my 10 minute observation on TC Observations I choose this activity because children one week before were doing something similar before, they were enjoyed so I decide to do something similar. Children’s reaction was positive, when I told them what we will do it they clap their hands. I ask them to sit down at the table in the art area and I prepared all staff that was needed. TC sat down and started to chat away among friends. After that I explained how we will make a robin and I show them a final work, to give it an idea to children how final peace should look like. Then we started doing it. During activity I again explained clearly what we need to do next, step by step. I want to learn children how to share which others, what is proper handing a paintbrush and scissors, how to use their creativity and imagination to solve problems, learn them how to interact and work co-operatively and give help to others, also I think that this activity help to make children a better team workers. When every child have it done, I ask them to line up to the sink and I ask them to wash their hands. TC was a problem as he had glue on his hands and wanted to run and stick his hands to other fellow classmates hands. Implementation Section 2 My play activity took me one hour. I think that TC had a great time with doing a robin because he didn’t lose interest and I know that, cutting out, painting , sticking and playing with other in my case was working in the group, and for TC. I learn more about supervising TC during an activity and  now I know how to make children interested in something. TC meets all the development skills in this play activity. TC by doing art activity can in easy way express his feelings. To the Physical development I can bring Aistear well-being theory, because everything was healthy and safe, the equipment that I used was non-toxic etc. Intellectual development during this activity TC had problems with proper holding scissors so my role was to show him how to do it. Vygotsky stressed the importance for development of someone who knows more than the child to learn something that would be too difficult for the child to do on his or her own. Also we can bring Vogotsky and Piagets theory about concentration and imagination, it will suit to Aistear, team exploring and thinking. Language development TC was well able to communicate with me and with other children in the group. Skinner says that behaviour thought that language had to be ‘put into’ children, because they are rather like empty vessels. But the Chomsky had different opinion on ‘empty vessels’ and he says that babies are born with the predisposition to learn, talk and listen. Children learn to talk because they are genetically equipped to do so. Language development is in Aistear in communicating team. Emotional development when TC was doing this activity he build a relationship with other children in group, they communicate with him. When they finish their work I praised them and also to TC who was thrilled with himself, this gives them self-esteem and has grown, so that build attachment between me and children (TC). I talk with children and to TC about good behaviour and I told them what consequences will be when they won’t listen me. In this part we can see Freud’s theory about ego. Definition of an ego is that the children begin to consider the consequences of their actions and also start being able to plan the best way of meeting the powerful id’s demands. Also I can see here superego, because TC knows what is right and what is wrong. TC was a good team workers and built a friendships with others. It is in Identity & belonging team in Aistear. Reflection Section 3: My Role: * Judging how best to support TC during activity. Adults have to be able to gauge when and how to intervene in child led activities – too much intervention can interrupt the flow of TC’s play and  learning, but lack of support may mean that TC’s play/activity becomes repetitive or learning opportunities were missed. * Encouraging TC to take ownership of activities Most children will concentrate for longer periods when they have some kind of ownership over an activity. This means that wherever possible children should be encouraged to be creative and make their own decisions. This requires adults to be confident, and quite often the more confident early years worker is able to find opportunities for children to develop their own ideas or approach an activity in their own way. * Encouraging TC to preserve There are often situations where children need a little help or encouragement from an adult in order to finish an activity, such as drawing etc. This may mean giving children a little helping hand . Helping children to preserve to the end of the activity can increase their self-esteem and concentration skills. * Interacting with TC A major part of the early years worker role is to build children’s communication and language skills. Older children may need questioning and prompts to learn from their experiences, for example question such as ‘ why do you think this is blue colour?’ Also I need to be able to listen and simply chat to children. * Extending or adopting activities to meet TC’s needs It is important for adults working with children to know how to adapt or extend an activity for a child e.g. to make a task easier or more challenging. This is the way in which you can include all children and is major focus of inclusion policies. Ideally I should think about the needs of children before an activity starts, but in some cases I will need to adapt the activity once I see that is not meeting a child’s needs. Varying the activity according to the needs of the children will mean that children enjoy learning and do not get bored or feel that they failed. Section 4: †¢ Objectivity means to keep your own opinions, emotions, prejudices, and biases out of a situation. When applying objectivity in child care, it helps to teach the child the importance of; observing boundaries, the consequences of right and wrong, ineffectiveness of manipulation and other key character traits that will make them more responsible members of the society. †¢ You can recognize a sensitivity period occurring when you see child your child developing a passion for a certain toy or activity. *He may be trying to acquire balance and is drawn to walk on the cracks of sidewalks, or along  the curb. * She may be drawn to pick up small objects of any kind to develop the pincer grip. *Your child will spontaneously repeat the activity again and again until one day the cycle is finished. *The activity may not seem to be particularly meaningful to you, but it fulfils some area of mental or physical development and aware parents and caregivers will permit the activity. †¢ There are many influences on the environment such factors that influence a child’s early years of development. Some factors can be within the environment itself, like chemicals and pollution. Other factors can be parental, societal and economical. A child’s behaviour and personality is dependent upon the world around him. The interaction between heredity and the environment can also play an important role in the growth and development of a child. Chemicals and Pollution -Chemicals in the environment can affect a child’s performance in school, growth and development, health, and overall well-being. According to Chemical Kids by Dan Orzech, children are exposed to toxins in various ways–diesel exhaust from school buses, pesticides in foods, lead paint and mercury. Parental Factors -A child’s growth and development in the early years are primarily shaped by parents. The amount of parental interaction with a child can negatively or positively affect a child. According to the National Center for Children in Poverty, the state of the parents also plays a role in the developmental process. Factors such as whether both biological parents are in the home or if the child is raised by a single parent come into play. In a single-parent home, there is often less of a support system, which increases the odds a child will grow up in poverty. Societal Factors -Societal factors, such as peer interaction, may also influence the child. Children with poor language skills may have a difficult time interacting with other children. However, interaction with children can be useful in child development due to imitation–the child learns to imitate the behaviour of peers. This can aid in motor skills and language development. Social isolation can negatively affect a child’s ability to play normally, due to the lack of imitation. According to Laurie A Couture, denial of  social interaction can be a form of abuse. Economical Factors -According to National Center for Children in Poverty, poverty can affect brain development in early childhood, due to the lack of proper nutrition and quality of care. Poverty can also increase risk factors in parents, such as depression, substance abuse and social isolation. Stressors placed on poor families increase occurrences of child abuse and neglect. Abuse affects a child’s ability to form healthy attachments and can lead to depression, anxiety and a propensity for violence. In addition, poor families tend to live in dangerous neighbourhoods and cannot afford proper child care. †¢The Impact of Nature on Development Nature, which is also known as heredity, is the genetic code you are born with. It is passed on to you from your parents. Some examples of nature or heredity could be your height, behavior, and IQ just to name a few. The issue of nature having a great impact on a child’s development can be illustrated in the studies of twins. Flanagan (2002) explored the Minnesota study in which a set of twins was raised separately. In one case, a set of identical twins was raised apart, known as the Jim twins. They did not meet until they were almost forty and had many similarities even though they were raised apart. There was no real explanation for all their similarities except that nature must play a crucial role in development. â€Å"The Minnesota twin study concluded that on multiple measures of personality and temperament, occupational and leisure-time interests and social attitudes, mono-zygotic twins reared apart are about as similar as are mono-zygotic twins reared together† ( Flanagan). This is a prime example that nature plays a significant role in our development.Another example of nature is the study of adopted babies. Families with adopted children share the same environment, but not the same genetic code (Flanagan, 2002).The Texas Adoption Project found â€Å"little similarity between adopted children and their siblings, and greater similarity between adopted children and their biological parents† (Flanagan). This example also shows how important the role of nature plays on a child’s development.Knowing that nature plays a role in a child’s development, educators can use this to determine possible disabilities. For example, if two parents have a reading disability, it is  more likely that their child may develop a reading disability as well. It gives teachers a heads up on what to look out for. This can help educators be proactive and intervene at earlier ages. The Impact of Nurture on Development The influence of a person’s environment on their behavior is a very commonly accepted factor. The question is how much can the environment affect the behavior and abilities of a person. Some basic factors such as nutrition can be shown to have an important influence on the abilities of a person. It has also been demonstrated that fears, through the experiences of children, can be learned. Most importantly, some behaviors, if not learned from the environment, will never develop. Environment plays a significant role in development as humans.When considering a person’s environment in influencing ability, nutrition plays an important example. In one study, a group of children were given vitamin and mineral supplements for eight months. They were given intelligence tests before and after the eight-month treatment. The result was improvements in scores as compared to another group whom we not given vitamin and mineral supplements (â€Å"Nature vs. Nurture†, 2001). The results suggest that environment plays a role in the intellectual ability of people. It is not an illogical leap to understand this will probably extend to physical abilities as well.nother example of environmental influences in the behavior of people comes from a study done to an infant of 11 months. The infant was subjected to a terrible noise whenever he attempted to touch a white rat in the room with him. The child later displayed fear whenever he came in contact with anything white or furry (â€Å"Nature vs. Nurture†, 2001).A last example of environmental influences in behavior comes from France in 1799. A boy of 12 or 13 was found running with wolves. When he was discovered he was brought back into society. He never developed as a normal human and had tremendous difficulties in society (â€Å"Nature vs. Nurture†, 2001). This suggests that much of what we consider human behavior is socially learned. While no one would suggest that nurture is the only factor that needs to be considered in discussing behavior, it is definitely a significant factor in how we behave as humans. By ignoring the environment, we would miss a large part of what shapes and guides us in life. In conclusion, both sides of the nature/nurture debate present evidence which  supports its impact on development. Studies have shown that heredity is a major factor in developmental similarities among twins raised separately (Flanagan 2002). Studies have also shown that nutrition plays a significant role in cognitive development (â€Å"Nature vs. Nurture†, 2001). Most experts agree that most aspects of a child’s development are a product of the interaction of both nurture and nature (Bee, 2004). Interestingly, in recent years, new technology has enabled scientists to gain a deeper understanding of the genetic component of development, increasing interest on this side of the debate (Bee). Although no longer an â€Å"all or nothing† issue, the extent to which nature and nurture affect development will likely be debated for years to come. †¢Having a good understanding of the normative measurements of the framework of developmental milestones can assist us in early identification of any delays or difficulties. This can then enable access to early interventions to support the child and family. If milestones are viewed too rigidly and do not take into account the variance of individual development children can be incorrectly perceived as â€Å"failing†, or worse, they can be set up to fail by over-expectation. Section 5: Planning Name of activity: Robins Setting: The setting consists of a Montessori preschool. It is a bright and spacious and perfect for the children to do their art activity. Number of Children: sixteen children did this play activity, including TC. Age of Children: 4 – 5 years old, TC is 4 Gender of Children: The gender of the children are a mixture of male and female. TC is male Timing: I spent approximately 15 minutes preparing and explain and about 45 minutes doing the actual activity with the children, and then had 10 minutes to clean up clean up at the end with the help of each child Materials needed and what I did with it: * Circular paper plate or white paper/carol or cereal box -> cut into circle * PVA glue (non-toxic) * Tones of sugar paper for e.g. brown (light brown, dark brown) * Red breast -> tissue paper (can use any colour) * Brush/glue stick * For eyes/beak/legs -> sugar paper * Cut out circular shape, can trace it from e.g. circular plate, use compass or top of circular stool * Get glue of brown sugar papers  * Draw a line for the breast curve the line to make him/her more 3D * Start with bottom section, use watered dawn glue. Stick on chosen colours of tissue paper , I used pink & purple, every child could choose any colour what they like. * Place tissue down on circular cut out shape and brush over with watery glue to stick- cover all this area. * For face/ layer brown sugar paper * Tear the sugar paper into small strips, then starting put a row of glue down and start to stick a row of sugar paper. * Next layer another raw of brown sugar paper on top of this one- keep going until you reach top of head * Depending on the ages- either use googly eyes or cut eyes, legs and beak from sugar paper . (My group was suitable for cutting eyes, legs and beak) Discussion with supervisor: I asked the teachers about this play activity as the children have done something like this before and they agreed to let me do it. Safety: This activity is safe for the children to undertake. The paint is non-toxic so the children will not be inhaling any harmful toxins. Equality of opportunity: An equal opportunity is offered to the children regardless of their race, colour, sex, ethnic background and religious beliefs. Preparation of space and materials: I spent 10 minutes preparing the activity. I prepared the paint, putting them into a container, getting bibs for the children to prevent any messing of their clothes. I put a plastic cover over the table to prevent the table from being messed up. I demonstrated the activity to the children first. Discussion with children: I talked to them at the end to see if they enjoyed it and to observe TC and to see if all five developments being used during this, and to see if he enjoyed himself. Learning Outcomes (PILES): TC learned about the colours they are painting, learned about Robins on what colour and shape and what type of animal they were. Physical: TC will further develop skills like fine motor skills, hand eye coordination and gross motor skills. Intellectual: TC learned about the colours of the paint and shapes. Emotional: TC got a thrill out of doing messy activities such as hand and finger painting.   Social: TC learned to share and clean up after themselves. Learning Theme (Aistear): The theme of Exploring and Thinking are about TC making sense of the things, places and people in their world by interacting with others, playing, investigating, questioning, and forming, testing and refining ideas. Evaluation My play activity took me one hour. I think that TC had a great time with doing a robin because he didn’t lose interest and I know that, cutting out, painting , sticking and playing with other in my case was working in the group, and for TC. I learn more about supervising TC during an activity and now I know how to make children interested in something. TC meets all the development skills in this play activity. TC by doing art activity can in easy way express his feelings. To the Physical development I can bring Aistear well-being theory, because everything was healthy and safe, the equipment that I used was non-toxic etc. Intellectual development during this activity TC had problems with proper holding scissors so my role was to show him how to do it. Vygotsky stressed the importance for development of someone who knows more than the child to learn something that would be too difficult for the child to do on his or her own. Also we can bring Vogotsky and Piagets theory about concentration and imagination, it will suit to Aistear, team exploring and thinking. Language development TC was well able to communicate with me and with other children in the group. Skinner says that behaviour thought that language had to be ‘put into’ children, because they are rather like empty vessels. But the Chomsky had different opinion on ‘empty vessels’ and he says that babies are born with the predisposition to learn, talk and listen. Children learn to talk because they are genetically equipped to do so. Language development is in Aistear in communicating team. Emotional development when TC was doing this activity he build a relationship with other children in group, they communicate with him. When they finish their work I praised them and also to TC who was thrilled with himself, this gives them self-esteem and has grown, so that build attachment between me and children (TC). I talk with children and to TC about good behaviour and I told them what consequences will be when they won’t listen me. In this part we can see Freud’s theory about ego. Definition of an ego is that the children begin to consider the consequences of their actions and  also start being able to plan the best way of meeting the powerful id’s demands. Also I can see here superego, because TC knows what is right and what is wrong. TC was a good team workers and built a friendships with others. It is in Identity & belonging team in Aistear. Reflection Recommendations I would need extra help, and I would change an age of children because some children were waiting for others. And also If I will have another chance to do it again I would do it in different time of the day (straight away in the morning), because in my opinion TC was tired and was hard to make him pay attention sometimes. I should have done my narrative earlier instead of doing it near the end of the play activity. I would recommend to do more play activity’s cause it’s a great way to develop all skills and TC finds it very enjoyable. Bibliography * http://www.termpaperwarehouse.com/essay-on/Attachment-Theory/52354 * http://www.extension.org/pages/25680/creative-art-helps-children-develop-across-many-domains * http://www.appleton-child-care.com/child-care-daily-schedule.shtml *http://www.pbs.org/wholechild/providers/little.html *www.ehow.com †º Parenting‎ *Bee, Helen (2004). Child and adolescent development (Section 1, pp. 3). Retrieved July 28, 2004, from University of Phoenix website: www.myresource.phoenix.edu *Flanagan, C. (2002). Nature and nurture: why are siblings so different? Psychology Review, 8(3), 23. Retrieved July 28, 2004, from the InfoTrac Database. *Nature vs. Nurture (2001). Planet Papers. Retrieved July 28, 2004, from the World Wide Web: http://www.planetpapers.com/Assets/3492.php

Egypt & Mesopotamia

Mesopotamia was a continent in Africa. It’s between the Persian Gulf and the Medertian Sea, surrounding the Tigris and Euphrates Rivers. Egypt is also a continent in Africa it is near the Nile River. Mesopotamia and Egypt were different in terms of geography because Egypt’s geography had Mesoamerica the Tigris, and Euphrates rivers and the Nile River, as well as annual Nile flooding. On the other hand Mesopotamia’s geography had Mesopotamia the Tigris and Euphrates rivers, and river valleys. Mesopotamia was a region of the Middle East, located between the Tigris and Euphrates rivers that today are a part of Iraq.The Greek word meso meaning â€Å"between† and potams meaning â€Å"river†, also known as the Fertile Crescent. This area was home to numerous things. Civilizations, plus revolutionized agriculture, city planning, and written alphabet. Egypt was a narrow strip of land along the Nile River. Each year the Nile River would floods leaving behind a fertile fringe of soil. They called it â€Å"the black land† and the deserts all around the Nile were called â€Å"the red land†. Mesopotamia and Egypt were different in terms of cities and states since Egypt had Babylon, Assyrian, and Nubian Kingdom of Ta-sati Persian rue in Egypt pharaoh.And Mesopotamia’s cities and states had Tikal, Sumer, Ur Nubian kingdom of Kush, roman conquest, and Nobel sudden. Mesopotamia was established by the Sumerians by the middle of the 4th millennium B. C. Egypt was founded around 3000 B. C. E when Upper Egypt and Lower Egypt combined into one whole kingdom. Egypt’s history is divided into three parts. Old kingdoms, middle kingdoms, and new kingdoms. During each of these periods’ different dynasties of pharos ruled. Mesopotamia and Egypt were different in terms of interaction and exchange because Egypt had grounds, watermelon, donkeys, and cattle.Mesopotamia had commerce, culture, flower, barley, gourds, watermelo ns, donkeys, and cattle. Mesopotamia is in between the Tigris and Euphrates rivers in the Middle East. It is referred to as modern day Iraq and parts of Syrian, Iraq, and turkey. It’s also known as the cradle of civilization. Many things were invited in Mesopotamia like writing, the wheel, the first laws, the first library, the first cities and much more. Also it’s important because they were not divided in politics or religion. They also believed in their own gods and followed directions of their pharaoh.Egypt and Mesopotamia have a few things in common and some things they have nothing in common. A few things they have in common are they both have a large river system, the Nile river runs through Egypt and the Tigris and Euphrates river runs between Mesopotamia. They also have flooding, hot, and sunny climate. They both have their own alphabet, Egyptians use hieroglyphics and Mesopotamians use cuneiform. Some things the two don’t have in common are tools, diff erent languages, and believed in different things. Egypt & Mesopotamia Mesopotamia was a continent in Africa. It’s between the Persian Gulf and the Medertian Sea, surrounding the Tigris and Euphrates Rivers. Egypt is also a continent in Africa it is near the Nile River.Mesopotamia and Egypt were different in terms of geography because Egypt’s geography had Mesoamerica the Tigris, and Euphrates rivers and the Nile River, as well as annual Nile flooding. On the other hand Mesopotamia’s geography had Mesopotamia the Tigris and Euphrates rivers, and river valleys.Mesopotamia was a region of the Middle East, located between the Tigris and Euphrates rivers that today are a part of Iraq. The Greek word meso meaning â€Å"between† and potams meaning â€Å"river†, also known as the Fertile Crescent. This area was home to numerous things. Civilizations, plus revolutionized agriculture, city planning, and written alphabet. Egypt was a narrow strip of land along the Nile River.Each year the Nile River would floods leaving behind a fertile fringe of soil. They called it â€Å"the black land† and the deserts all around the Nile were called â€Å"the red land†. Mesopotamia and Egypt were different in terms of cities and states since Egypt had Babylon, Assyrian, and Nubian Kingdom of Ta-sati Persian rue in Egypt pharaoh. And Mesopotamia’s cities and states had Tikal, Sumer, Ur Nubian kingdom of Kush, roman conquest, and Nobel sudden.Mesopotamia was established by the Sumerians by the middle of the 4th millennium B.C. Egypt was founded around 3000 B.C.E when Upper Egypt and Lower Egypt combined into one whole kingdom. Egypt’s history is divided into three parts. Old kingdoms, middle kingdoms, and new kingdoms. During each of these periods’ different dynasties of pharos ruled.Mesopotamia and Egypt were different in terms of interaction and exchange because Egypt had grounds, watermelon, donkeys, and cattle. Mesopotamia had commerce, culture, flower, barley, gourds, watermelons, d onkeys, and cattle.Mesopotamia is in between the Tigris and Euphrates rivers in the Middle East.  It is referred to as modern day Iraq and parts of Syrian, Iraq, and turkey. It’s also known as the cradle of civilization. Many things were invited in Mesopotamia like writing, the wheel, the first laws, the first library, the first cities and much more. Also it’s important because they were not divided in politics or religion. They also believed in their own gods and followed directions of their pharaoh.Egypt and Mesopotamia have a few things in common and some things they have nothing in common. A few things they have in common are they both have a large river system, the Nile river runs through Egypt and the Tigris and Euphrates river runs between Mesopotamia. They also have flooding, hot, and sunny climate. They both have their own alphabet, Egyptians use hieroglyphics and Mesopotamians use cuneiform. Some things the two don’t have in common are tools, differe nt languages, and believed in different things.

Booking System Essay Example

Booking System Essay Example Booking System Essay Booking System Essay Speech bubbles are telling you how to do things.The square boxes are hints on how to make it better.Section 1: Setting up the worksheetsIn this section, I am showing how I set up my sheets and named my cells and sheets.Section 2: Setting up the zones floor 2In this section I am showing how I created my seating zones and added a logo. |Section 3 Hiding the gridlinesIn this slide, you click on; Tools, Options and then at the bottom take out the tick next to Gridlines, so that they are hidden.Section 4: Setting up Data ValidationYou also have to create a error message, so if somebody types in a letter that is not valid, a message comes up explaining why it isnt working.Section 6: Setting up Conditional FormattingTo Set Up The Conditional Formatting You Have To.Section 7: Setting up the messageboardSection 8: Naming Cells (Naming Zones)Section 9a: Using Counta;Section 9b: Using Countblank;Section 9c: Using CountIF;Section 10: Using If statements to display messages=IF(AR13;20, Seats Ava ilable, (IF(AR13=0, None Available, Limited Seats)))Section 11: Not Needed.Section 12: Using CountIF statements to count the number of Adults, Teenagers ; Children=COUNTIF(ZoneA,C)+COUNTIF(ZoneB,C)Section 13: Linking cells (e.g. linking floor 1 and floor 2)Section 14: Setting up the accounts pageSection 15: Creating a menuSection 16: Creating macros to link the worksheets togetherSection 17: Decorating the booking systemSection 18: Locking Cells

Power of E-Commerce over Traditional Mall Shopping POWER OF E-COMMERCE OVER TRADITIONAL MALL SHOPPING

i.Most people with different ages can easily browse the internet for several reasons; however, the online shopping considered being one of the most amazing motives. Internet revolution and growing of online marketing shifted most of consumers’ preferences to rely on online shopping instead of the usual traditional mall shopping especially when it comes to convenience, easiness, and globalization. ii.Convenience a.Convenience is the key motivation for most online shoppers. Save gas & time during shopping. Also, online store never close! b.Life is busy! Going for shopping malls is a hassle. It is difficult to compare prices as well as rigid working hours. iii.Easiness a. When it comes to people with special need, such as older or handicapped, they might suffer while driving, parking, and walking to the targeted store, or they will ask for assistance during shopping. Extra merits go to online shopping, such as future reordering, which is allowing customers to place the same previous order over and over again. Also, since all purchasing is processed electronically, all transactions and receipts will be emailed to the customer, so there is no need to worry about losing receipts ever again. On the other hand, most stores will never accept to return and/or exchange without receipts. Unlike the boring approach of waiting in long lines to checkout or dealing with customer service in the retail shops (mainly during holidays and special occasions), the online stores are always ready to check a customer out whenever he/she is ready. When it comes to globalization, online shopping broadened the market to be between customers’ hands and makes shopping available for everyone. Nowadays, anyone can shop from foreign stores outside USA, such as European, Asian, or just any online store in the world. A person can shop and ship the desirable item(s) witho ut obstacles right to his/her door using reasonable shipping methods and rates. In fact, traditional stores do not have the ability to bring something from outside of the country. Stores, no matter how luxurious they are, they are still local stores. Definitely, the United States keeps theFrench Revolution : The Main Effect Of Enlightenment Ideas... France in Middle Ages era was ruled by the arbitrary monarch. Besides the king, the clergy and the nobility, which were the officials of the church and the group of aristocrats respectively, had supreme power than the society. In the way it ran, there were many problems in the social and economic section, such as poverty and taxation issues. Thus, French Revolution is one of the turning points of French public life. It is popular with the slogan â€Å"liberty, equality and fraternity† that brought French to be a new revolutionary country. While many people are still arguing whether French Revolution is the main effect of the Enlig htenment ideas emergence or social economic disruption, I will argue that this revolution was an ultimate outcome of the social and economics disarray by looking at the details of foreign and internal aspects. To begin with, the French production method that outdated towards other countries, predominantly turned into the root of the French Revolution. As in 1789, French economy laid on peasants and artisans (Soboul 1974, p. 27). At the same time, there were many developments of overseas trade and big industries in other parts of the world, especially Britain, which was France’s rival to achieve the authority in Europe. As a result, the French economic agents intended to transform their approach, as it happened in Britain. In fact, France just responsive to modernize in the transportation and communication section. It seemed less willing to change the

Management concepts Essay Example | Topics and Well Written Essays - 1000 words

Management concepts - Essay Example Traditionally organisations were designed keeping bureaucratic structure in mind. Bureaucratic structure can be defined as a kind of organisation structure which is based on judgment, order and reasonable use of proper authority. This type of organisational structure is destined to be organised, reasonable and highly efficient. The bureaucratic structure consists of clear allotment of job, ‘strict hierarchy of authority’, strict rules and actions and capability based promotions (Cliffnotes, n.d.). Bureaucratic organisational structure is based on official structure of authority which is formed cautiously and followed strictly. The features of bureaucratic organisation structure are: Clear job specialisation Departmentalisation by job Formal model of allocation High extent of centralisation ‘Narrow span of management’ Clearly described line and staff manager position Strict relationship between manager and subordinates Source: (Pride & Et. Al., 2009) Bureaucr atic Structure In Contrast To Matrix Organizational Structure In contrast to bureaucratic structure, matrix structure is based on vertical and horizontal form of authority. The delegation of authority in this type of organisation can flow in both ways down and across, however in bureaucratic structure the authority flows only from upward to downward. In each department there are cross functional groups. The groups consist of individual employees with varying specialty, proficiency and capability which are brought together to accomplish a mutual objective. For example, in the Matrix Structure, the less recognizable team is known as Project A, B, C team. The managers of these teams are known as project managers. The projects might be temporary; when the project is completed the teams will be separated. These teams have the authority to make major decisions. Any individual employee who is performing in the team can directly communicate with project manager as well as individual superio r manager (Fontaine, 2007). Contrary to matrix organizational structure, the bureaucratic organisational structure has strict control over their employees. The organisation is tall in nature. Max Weber, a German sociologist had introduced the bureaucratic theory. He had highlighted the requirement for hierarchical structure in organisations. The theory acknowledged the significance of allotment of labour and specialisation. A formal set of regulation is bound into the structure which ensures managerial constancy and regularity. Unlike matrix structure, the information in this organisation must pass through each layer of the structures which result in deliberate decision making. There is no authority of team with respect to decision making in this type of structure (Advameg, 2011) & (Walonick, 1993). Fig 1: Contrast of Bureaucratic and Matrix Organisational Structure Bureaucratic Organisational Structure Matrix Organisational Structure High Degree of standardisation Regular working m ethod are pursued in bureaucratic structure Low level of discrimination The organisation structure is mainly tall in