Pacs Essay Example for Free

Pacs Essay Groups and Teams at Kluster 1. What are the challenges of working together as a team? How have members of the Illuminator project overcome these challenges? What are the benefits of a team-based approach? Teamwork is a huge factor of the success for many companies around the world. The performance of teamwork in the workplace will bring the sense of trust, loyalty and security among every worker. The morale and productivity will be higher as a result of that. However, working on a team has its own challenges. Working with people that have different personalities, ideas, cultures, backgrounds, ages, needs and values is one of the most challenges that teamwork faces during its performance. Conflict, mistrust, poor performance can be created as result of these differences. Finding a way to overcome these obstacles is the foundation of a strong and successful teamwork. Illuminator project has overcome these challenges by respecting and using every skill and idea that each team member delivers. That makes every team member feel important and productive. Also communication among each member is very critical for the success of the Illuminator project. Today, teamwork has been found to be as a better way on using every employee’s talent and skill toward a more effective and efficient organization. † Management has found that teams are more flexible and responsive to changing events than are traditional departments. Teams have the capability to quickly assemble, deploy, refocus, and disband. † Robbins and Judge, pg 323. 2. What type of individual would fit in well on the Illuminator team? What characteristics are important? According to the engineer of the Illuminator project, each team member should have self-disciplined and self-leadership. Individuals that are careful, reliable, organized, hardworking, persistent, and honest are those that are more likely to give a higher performance than those that lack any of these characteristics. Conscientious personality which describes someone that is responsible, persistent and organized would fit in well on the Illuminator team. Also, someone who is emotionally stable meaning a confidence, calmness and secure personality would fit in well on this team. . How has technology changed the way we do business? Identify how Kluster has embraced technology in its operations. Advanced technology such as computers and computer networks have changed and helped businesses on being more efficient and effective. Downsizing, outsourcing and empowerment are some of the substantial gains of the organizations due to the technology. New ways of communicating among members, stor ing information and researching for ideas and ways to achieve and succeed are result of the advanced technology. Kluster has taken advantage of the technology by using the telecommuting as a way of communication among team members. Since members of Kluster project live in different areas and some of them travel to different cities, it’s very important to communicate with each other at all the time. Therefore telecommuting through Web based program has made it possible. â€Å"Telecommuting refers to employees who do their work at home on a computer that is linked to their office. † Robbins and Judge, pg 223. 4. Describe the different parts of the Illuminator team. Why is it necessary to have each of these parts represented? The illuminator team is created by combining different ideas and skills of different individuals. Each team member has to be self- disciplined and committed to their job. As every organization, Illuminator team has the founder, the project designer, the engineer of the team and the project manager. The importance of this system is to keep the work in place and run effectively and naturally. Each member has different responsibilities that need to be established and require different skills. Illuminator project runs under job enlargement design which increases the degree of each member to control, plan and evaluate the work done. â€Å" An enriched job organizes tasks so as to allow the worker to do a complete activity, increases the employee’s freedom and independence, increases responsibility, and provides feedback so individuals will be assess and correct their own performance†. Robbins and Judge, pg 220. 5. Ben Kaufman, founder of Illuminator, says it is important to recognize that sometimes people need a break from the team. Explain what he means by this. Sometimes, personal life issues can cause stress, pressure, disorientation and weak performance. Therefore, it’s very important that every team member to have the right and be able to work sometimes on their own away from the team as long as they work on their job responsibilities. Depending on the personality, some individuals can perform better while under stress when they work alone. Being able to accept that break from the rest of the team, the organization is helping their member to establish his/her responsibilities required for the organization’s success. . What two or three suggestions would you provide to address ways that virtual teams could celebrate successes? How would you implement them? I would give two suggestions that could help virtual team succeed. The first one is to set a time of the day every week for all the team members to participate in a meeting via internet. In this way, everyone will be able to get the same feedbacks, ask questions and receiv e answers at the same time and share their ideas with the rest of the team. So every week the meeting will provide each member with the result of their work, how much has been achieved and where they need improvement. The second suggestion would be for the virtual team to have a leader where the team members can address all their questions and concern. The team leader should be reached at anytime of the day and be able to address these concerns in the best way possible. 7. As a manager, what two or three suggestions would you implement to ensure that individual members were recognized for their contribution? Obviously, financial incentives will help motivate every employee to perform better. A pay raise would be one of the suggestions that would ensure that the good work of a member has been recognized. Also, bonuses such as a paid day off or a gift card would be another suggestion. Employee of the month nomination can be a third suggestion. This way the competition to get any of these recognitions among employees will provide a better performance and more productive workers. Therefore, I as a manager will be able to lead a successful organization.

Female Sex Offenders: Perception is Not Reality Essay -- Criminal Just

Perception is not reality. The common assumption that the court system often treats female sex offenders differently than male sex offenders, the punishments of female sex offenders are more lenient than men who commit the same types of crimes, and the differences between male and female victims are all perception and not reality. Objective considerations to additional factors make the perceptions baseless. These additional factors solidify the factual differences between male and female sex offenders. The acceptance that the court system often treats female offenders differently than male offenders is an accurate statement; however, it comes with many caveats. Generally, the public views women as nurturers, motherly and incapable of harming a child. Research indicates that female sex offenders capable of committing such acts have serious psychiatric and psychological problems. In comparison, research indicates male sex offenders are more callous, more antisocial, and promiscuous, involved in the criminal justice system, and have more victims (Miccio-Fenseca, 2012, slide 7). The consensus is that men commit their acts for sexual pleasure while women commit their acts due to psychiatric and psychological problems. Law enforcement, juries, and judges tend to empathize more when there are additional mitigating factors such as emotional or psychological problems. Due to these mitigating factors, it appears treatment of female sex offenders is more lenient than male if their crimes are similar in nature. Research by Miccio-Fenseca (2012) indicates that in comparison to their male counterparts, â€Å"female sex offenders rarely use force or violence far less than often†¦rarely use threats of violence to silence victims†¦rarely use threats o... ...emale sex offenders. 1-16. Embry, R., & Lyons, P. M. (2012). Sex-based sentencing: Sentencing discrepancies between male and female sex offenders. Feminist Criminology, 7(2), 146-162. Kinder-Matthews, J. (1994). Working with female sexual abusers. (pp. 57-67). Miccio-Fonseca, L.C. (2012). Female Sex Offenders [PowerPoint slides]. Retrieved from http://www.fmhac.net/Assets/Documents/2012/Presentations/MiccioFonsecaHandout.pdf Vandiver, D. M., & Teske, R. (2006). Juvenile female and male sex offenders a comparison of offender, victim, and judicial processing characteristics. International Journal of Offender Therapy and Comparative Criminology, 50(2), 148-165. Wijkman, M., Bijleveld, C., & Hendriks, J. (2010). Women don't do such things! characteristics of female sex offenders and offender types. Sexual Abuse: A Journal of Research and Treatment, 22(2), 135-156. Female Sex Offenders: Perception is Not Reality Essay -- Criminal Just Perception is not reality. The common assumption that the court system often treats female sex offenders differently than male sex offenders, the punishments of female sex offenders are more lenient than men who commit the same types of crimes, and the differences between male and female victims are all perception and not reality. Objective considerations to additional factors make the perceptions baseless. These additional factors solidify the factual differences between male and female sex offenders. The acceptance that the court system often treats female offenders differently than male offenders is an accurate statement; however, it comes with many caveats. Generally, the public views women as nurturers, motherly and incapable of harming a child. Research indicates that female sex offenders capable of committing such acts have serious psychiatric and psychological problems. In comparison, research indicates male sex offenders are more callous, more antisocial, and promiscuous, involved in the criminal justice system, and have more victims (Miccio-Fenseca, 2012, slide 7). The consensus is that men commit their acts for sexual pleasure while women commit their acts due to psychiatric and psychological problems. Law enforcement, juries, and judges tend to empathize more when there are additional mitigating factors such as emotional or psychological problems. Due to these mitigating factors, it appears treatment of female sex offenders is more lenient than male if their crimes are similar in nature. Research by Miccio-Fenseca (2012) indicates that in comparison to their male counterparts, â€Å"female sex offenders rarely use force or violence far less than often†¦rarely use threats of violence to silence victims†¦rarely use threats o... ...emale sex offenders. 1-16. Embry, R., & Lyons, P. M. (2012). Sex-based sentencing: Sentencing discrepancies between male and female sex offenders. Feminist Criminology, 7(2), 146-162. Kinder-Matthews, J. (1994). Working with female sexual abusers. (pp. 57-67). Miccio-Fonseca, L.C. (2012). Female Sex Offenders [PowerPoint slides]. Retrieved from http://www.fmhac.net/Assets/Documents/2012/Presentations/MiccioFonsecaHandout.pdf Vandiver, D. M., & Teske, R. (2006). Juvenile female and male sex offenders a comparison of offender, victim, and judicial processing characteristics. International Journal of Offender Therapy and Comparative Criminology, 50(2), 148-165. Wijkman, M., Bijleveld, C., & Hendriks, J. (2010). Women don't do such things! characteristics of female sex offenders and offender types. Sexual Abuse: A Journal of Research and Treatment, 22(2), 135-156.

Areas of learning and development Essay

1.1 Explain each of the areas of learning and development and how these are interdependent There are seven areas of learning and development set out by the EYFS, each are important and interconnects there are three prime and four specific areas. The prime are the main area of development from birth to 2 years and important for firing children’s curiosity and enthusiasm and helping them to form relationships. The prime areas are: Personal, Social and emotional development Physical development Communication and language The four specific areas compliments and supports the prime areas from 2-5 years, but the prime are the foundation for successful learning. The specific areas are: Literacy Mathematics Understanding the world Expressive arts and design The EYFS learning and development (Page226 in children and young people is workforce). Educational programme must involve activities and experiences for children in the following aspects: Aspects of personal, social and emotional development involves helping children to develop a positive sense of themselves and others; forming positive relationship and develop respect for others; to develop social skills and learn to manage their feelings; to understand appropriate behaviours in groups; and to have confidence in their abilities. Aspects of physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination control, and movement. Children must also be help to understand the importance of physical activity and to make healthy choices in relation to food. Aspects of communication and language development involves giving children Opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. Aspects of literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials. Aspects of mathematics development involves helping children to solve problems and to thinking logically, use everyday language  to talk about size weight; recognise create and describe patterns; explore characteristics of objects and shapes and measures. Understanding the world development involves helping children to gain an understanding of the world around them ; knowing about similarities and differences between themselves and others, and among facilities communities and tradition, recognise that a range of technology is used in places such as homes and schools. Expressive arts and design development involves increasing their interest in creativity, representing their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. The EYFS describes the seven areas of learning separately but it is important to recognise their interdependence. This means that good quality activities will cover more than one area of development and neglecting one area of development is likely to create difficulties later.(e.g) Personal, social and emotional development is like a treat throughout all area if this area is not well supported, children will find it hard to concentrate, play alongside others or make progress in other areas. 1.2 Describe the documented outcomes for children that form part of the relevant early years framework. To be able to measure that each child has the access to a quality early years education regardless of where they live, circumstances or family background the EYFS designed a series of outcomes to document each area of learning. These are called the Early Learning Goals, this is targets for children to meet throughout their early years and at the end of the reception year. These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that may of the Early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-school. It is also worth nothing that some children will for a variety of reasons not meet all of the Early Learning Goals as they may have specific health or learning difficulties or because they are simply young than their peers. 1.3 Explain how the documented outcomes are assessed and recorded The purpose and aim of the EYFS is to help young children achieve the five every child matters outcomes. There are four themes that underpin all the guidance A unique child Positive relationship Enabling environments Learning and development This guidance support each child’s learning and development and help practitioners to support children’s learning development, by closely matching what they provide to child’s current needs. An on-going formative assessment is at the heart of effective early years practice. In my setting we constantly observe our key children as they act and interact in their play. We then plan activities through these observations and things learnt from parents about what the chid do at home. Using examples of the development columns â€Å"unique child† the observation is assess to see what the child can do and what the next step is to help their development pathway. This recorded through observation sheets (long-incident and planned) also weekly planning, summative assessment and monthly learning journal sheet given to parents to see what the child does at home. This cycle is continually throughout the child’s time in the nursery and makes up their learning journal that goes with them to reception. 2.1 Use different sources to plan work for an individual child or group While playing outside I notice that one of my key children had an interest in collecting cocus and putting them in the back of his car. 2.2 Engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. The ways in which ‘a child engage with other, people and their environment – playing and exploring, active learning and creating and thinking critically –underpin learning and development across all areas and support the child to remain an effective and motivated learner. From observation 2.1 I planned an activity to help child A to learn how to count by doing a nature walle around the nursery to collect cocus. Counting them at the end to see how many each child collected. 2.3 Support the planning cycle for children learning and development. The EYFS is very clear, that observation must form the basis of planning for individual children there are two specific legal requirements in this respect which are found in welfare requirement relating to the organisation of the setting. Providers must carry out sensitive observational assessments in order to plan to meet the children’s individual needs. Providers must plan and provide experierices which are appropriate to each child’s stage of development as they progress towards the early learning goals. It is important that plans reflects children’s interests and needs. Observe and collect information. Record what you know and see about children’s strengths, interest, capabilities and cultures. Question Analyse- Interpret and make meaning of information collected and evidence documented. link evidence to learning development. Outcomes Plan, Act and Do Design learning experiences and learning environments. Discuss learning and next steps with children’s families and other professionals. The planning cycle is used to support assessments for learning which is designed to discover what children know and understood, based on what they make, write draw, say and do. 3.1 Explain how practitioners promote children’s learning within the relevant early years framework. The EYFS emphasise a personal approach to learning, this is because all children develop at their own rate and in different ways. In my setting we observe each child and make observations so that we can see patterns of the child’s interests as well as to see how they are developing. This allows us to analyse whether the child is within their age and stage of development. As such this enables us to plan appropriately for the child, seeing whether they are within the developmental pathway. This allows us to work in partnership with parents giving them the opportunity to be apart of weekly planning, assessments and giving their input. 4.2 Explain the importance of engaging with a child to support sustained shared thinking. The importance of engaging with children is that it  enhances the child’s learning encounter encouraging, helping them to learn new words extended conversations and helps children to extended conversation to develop their own ideas, while chatting to them to promote their development. Sustained share thinking helps children to reach conclusions and explore concepts at a deeper level. During this period, children are also processing information more effectively and often make connections with things that they have already learnt. This â€Å"joining up† of ideas and concepts is extremely valuable. Children have to be extremely interested in an activity or something that has occurred to sustained shared thinking. We also have to be ready to follow up on things that children find fascinating or intergrading. Recognising the potential for sustained shared thinking is therefore essential.

College Life What is a Commuter Student

Not everyone lives on campus when they go off to college. Commuter students live at home and commute to their classes at a community college or four-year university. Who is a Commuter Student? The term commuter student is used loosely to denote not just dorm status, but distance. You would not call a sophomore who lives in an off-campus apartment a commuter student.A  college student who lives in his childhood home and drives half an hour to school would be a commuter student.Commuter students also include the 30-something with a family of his own, who is going to school while working. College Life at Commuter Schools Colleges with large commuter populations tailor their offerings accordingly. The administrators understand that the majority of their students drive or commute to class and will not stay long once classes end for the day. Commuter schools will often offer amenities like: Large parking lots and generous parking policies to accommodate more student drivers who come and go throughout the day.The student union may have lockers. This allows commuter students space to store books and other necessities on campus so they do not have to carry them around all the time. This is very helpful for students relying on public transportation and those working on technical degrees that require tools or other equipment.The need for campus housing is not great so these schools typically have fewer dormitories. Many do not offer on-campus housing at all.The cafeteria will often serve lunch and possibly a light breakfast. They will rarely offer dinner or any meal on the weekend.When the sun goes down, the campus empties. The same is true for weekends and campus activities are typically scheduled during the normal Monday through Friday week. The Advantage of Being a Commuter Student There are many college students who enjoy the traditional college life of dorms, but it is not for everyone. The life of a commuter student does have its advantages. Living at home can save a lot of money. Even off-campus apartments can be cheaper than room and board.Living outside of a dorm can be quieter and if you need a roommate, you can choose one for yourself!Flexible class schedules and more evening classes are often available. Many commuter campuses understand that some of their students work full-time jobs while going to school and try to accommodate.Tuition costs can be lower. The schools that do not invest in dorms and other amenities for on-campus students can often offer tuition at lower rates than traditional campuses. Of course, there are a few downfalls to being a commuter student, primarily a feeling of disconnection from the school and other students. Sometimes it can feel like a business-only atmosphere though there are ways to stay connected. Housing on a Commuter Campus Those commuter students who  intend to live on a commuter campus will need to be aware of housing application deadlines. If a school offers dormitories on campus, space is often very limited. Unlike other colleges, freshmen are not guaranteed housing  and it is not assumed that every freshman will live on campus.   Pay close attention to the housing deadline and submit your application well in advance. Some schools will work on a first-come, first served basis. It is often best to submit the application as soon as you receive the acceptance letter. It is also important to apply early for the apartments that are off-campus but cater to the schools students. If a complex is within walking distance of campus, it will fill up fast as well. Get your application in right away or you could be commuting farther than you think!