Case of Genie Essay

1.Describe the case of Genie. What happened to her? Why is this case important? Genie was left in extreme isolation. She was kept in a back bedroom,tied to a toilet. She received little stimulation of any kind and was fed baby food.She was given no visual or other sensory stimulation.This case shows that infancy and childhood are critical times for brain development. 2.What have scientists learned about the way that the brain develops in children? Describe how this development happens. They have learned that there are critical periods for brain development. They discovered that parents fill a vital role in the development of their child’s brain through their interactions with the child.Parents and caregivers must provide proper stimulation to help develop connections. Scientists believed that children’s brains were predetermined to a great extent in terms of how they would develop. However, scientists now know that an infant’s experiences help determine how connections are formed and which pathways will develop in the brain. Thus, rather than being predetermined, an infant’s brain is a work in progress, influenced not only by his or her genetics, but also the surrounding world. 3.Describe how speech generating devices work. Explain the importance of augmentive communication. Speech generating devices are electronic devices that help individuals communicate verbally. Augmentive communication is important because it helps individuals produce or comprehend written or spoken language.These communication devices can be important tools to help children with speech difficulties communicate with parents, teachers, friends, and others in their lives Critical Thinking Questions 1.What do scientists mean when they say that there are critical periods for brain development? Why are these periods important? When scientist say that there are critical periods for brain development they  mean that if a child misses that period they’ll be noticeably different from others in the same age group. These periods are important because they’ll need them all throughout life.

Professional Ethics

Running head: PROFESSIONAL ETHICS Professional Ethics Donna Noha University of Phoenix Professional Ethics We as nurses are accountable for our ethical conduct. So what are ethics? How are ethics different from our morals? In this paper, I will define what ethics are, describe the significance of professional ethics to nursing practice, summarize the purpose and the contexts of the American Nurses Association (ANA) Code of Ethics, and finally discuss two the provisions of the ANA Code of Ethics. So are morals different from ethics? Morals and ethics are similar. Morals are an individual’s belief or personal standard of what is right and wrong, whether it is someone’s conduct, attitude, or character. Ethics can be referred to as beliefs, standards, or morals of a specific group, such as nurses (Blais, Hayes, Kozier, & Erb, 2006). Nursing practice has its own professional ethics. The nursing codes of ethics are formal statements of standards for professional conduct and inform the public of its commitment. What do nurses do with this Code of Ethics? Nurses have more of a moral responsibility due to having knowledge in a specialized area to help other people. Duties of a nurse are to protect and maximize the patient’s well-being, even if we are not working. For example, if there is car accident that a nurse witnesses and there are injured people, that nurse has the responsibility to take act within her nursing skills to help the injured. The significance of ethics in nursing practice is very important. Nurses have to think of the client’s health, well being, and their morals instead of only of their own. The ANA created the Scope and Standard of Practice, which include the Nurse Code of ethics. But what does that Code of Ethics entail? The ANA Code of Ethics was designed so that every nurse must act and think certain ways ensuring that the patient’s rights are protected as well as the nurse’s rights are protected. The Code of Ethics provides rules and standard for nurses to maintain and elicit ethical behavior that is expected when practicing nursing in any health care settings. The Code also gives guidance for decision making that concerns ethical issues. ( Hooks & White, 2003) The Code of Ethics consists of nine provisions. The first three provisions deal with fundamental values and responsibilities that the nurse assumes. The next three involve the nurse’s duties to oneself, accountability, and improvement. The last three discuss the nurse’s responsibility of professional advancement, collaboration, and the overall concern of human rights (Hooks & White, 2003). Provision two and three of the Code of Ethics for Nurses states â€Å"the nurse’s primary commitment is the patient† and â€Å"the nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. (Blais, Hayes, Kozier, & Erb, 2006)† These two provisions fit well together. The main concern is of the patient’s well being and best interest. This means that the patient is number one priority for the nurse. The nurse will be that patient’s advocate and speak on his/her behalf and informs the patient of treatment. For example, when performing minor procedures in my clinic, it is my responsibility to ensure that the patient signs the consent form stating that he/she knows why the procedure is being done, risks and benefits of both the procedure being done or not, and that they have a right to refuse treatment. A lot of the times, the provider doesn’t explain everything, so it is my ethical responsibility to ask questions for the patient so they understand everything. These provisions have ethical principles of nursing practice that apply to each of the nine provisions. Key ethical principles used in provision two and three include autonomy because the nurse respects the patient’s decisions. Nonmaleficence and beneficence is also key principles in these provisions. These two are basic principles of nursing practice. The nurse will have the patient’s best interest in mind and will do no harm to the patient. In conclusion, I have discussed what professional ethics are and how they are based on morals and the significance in nursing practice. I also discussed that the purpose of the ANA Code of Ethics is to serve as a standard of practice and that in contains nine provisions. Of those nine, I discussed provision two and three with key principles for those. References Blais, K. , Hayes, J. , Kozier, B. , & Erb, G. (2006). Professional nursing practice: Concepts and perspectives. Upper Saddle River, NJ: Pearson Education, Inc. Hooks, K. G. & White, G. B. (2003). ANA's code of ethics for nurses with interpretive statements independent study module. American Nurses Association. Retrieved June 1, 2009, from http://www. nursingworld. org/mods/mod580/cecdetoc. htm

Alice in Wonderland

As the Cheshire-Cat appears and sits on a limb of a tree with his grinning face while Alice is walking in the forest he explains to her that everyone in wonderland is mad even Alice, which is why she is there. Alice did not agree with the Cheshire-Cat but continued on her way to see the March Hare anyways. Being mad or crazy does not always make a person bad. In fact the Cheshire-Cat was right, all the people in Wonderland were indeed mad and they were all there for that reason. In every classic story there are good characters versus bad characters. In the book, Alice in Wonderland written by Lewis Carroll, there is no exception. The characters Alice, the White Rabbit, and the Cheshire-Cat are all positive characters in the story and the Queen of Hearts is the villain or the negative character in Wonderland. Positive characters can be identified in the story of Alice in Wonderland by their personalities and how each character interacts with one another. Lewis Carroll only made one distinctive negative character and the rest he made either positive characters or characters that are Just in the middle. Most of the characters in the ook are middle characters that do not have a good or bad sense of personality. Negative characters can be identified by color and personality as well. The Queen of Hearts for instance is represented by the color red with represents fury and anger. That describes the Queen perfectly. Alice is a positive character in the story of Alice in Wonderland. She is the main character of the story. Lewis Carroll does a good Job of portraying Alice as a young curious and well mannered lady. Youth and innocence can describe Alice as a positive character. Throughout the whole story Alice gets onfused quit easily when talking to the other people in Wonderland, the Mad Hatter and the Caterpillar especially. Although she is in an obscure and crazy world, Alice keeps her cool for the most part and tries to keep her senses. In the world of Wonderland, however, being sane is mad, which allows Alice to fit right in with the others (From Alice on Stage). The White Rabbit was made to contrast Alice in every way. He is timid, old, punctual, and often nervous. The White Rabbit can be seen as a positive character because he is white in color, also because he is somewhat helpful. Although he is shy and nervous he does not do anything that would make him be considered a negative character. I would say he is somewhat of a mediator, neither positive nor negative. The White Rabbit is significant in the story of Alice in Wonderland in order to understand Alice more (From Alice on Stage). Most unique of them all is the Cheshire-Cat. When Alice first comes across the Cheshire-Cat he is in the house of the Duchess and is grinning very widely. From the way he is first described I thought that he was going to be a negative character in the story. His grin seemed some what villainous and because he was mysterious led to the conclusion he was a negative character. After the book goes on the Cheshire-Cat is very calm and sensible in the mad world of Wonderland. He helps Alice when she need someone to talk to and when she has questions about Wonderland. The Cheshire-Cat is the most knowledgeable about Wonderland and fits right in when it comes to craziness (Spark Notes from Alice in Wonderland). Queen of Hearts. Some of the other characters have their moments of rudeness or snappy ways but none of them can be identified as complete negative characters esides the Queen of Hearts. When we first meet the Queen she comes into the yard yelling orders at everyone and being very rude. From the beginning you can tell that the Queen has anger and fury within her. Because she is red in color she can be identified as negative. Red usually has a bad connotation and is usually associated with anger and fire or fury. She makes irrational decisions, most of them affecting everyone but herself. Everyone in her court is afraid of her because she is known for prosecuting and beheading anything and anyone who gets in her way (From Alice on Stage). Of all the characters in Alice in Wonderland the Queen of Hearts and Alice are the most significant. I would not say that in this story there is a hero or villain, but Just positive and negative characters. A lot of the characters in the story were middle characters that had no sense of good or bad, they were Just mad. Everyone in Wonderland was mad, including Alice, that is why she ended up in Wonderland. Lewis Carroll defined each character using their personalities. The Queen of Hearts impatient, loud, and obnoxious and Alice is curious, sensible, and has a sense of uperiority.

Reasons to Attend to University of the Arts in London Essay

Reasons to Attend to University of the Arts in London - Essay Example This institution (UAL) is not only one of the strongest school for art in UK but also the life in the nation especially in London and it is an ideal complementary to education.   In fact, London is considered as one of the most creative capitals in the entire world. The capital is renowned for its exhibition spaces that are of artistic runs, galleries, museums, landmarks of international standards, as well as rich history (UAL Para 1). The location is near perfect to be considered as a world class learning environment. I think it will help me in the development of my art skills. Furthermore, I feel settled in my choice of course, as well as, the institution since it is evident that the institution has significantly helped its students in achieving their dreams. Moreover, there are wide ranges of opportunities for development through their programs (UAL Para 2). I hope studying this course can improve myself and in my future career. Apparently, this learning institution has the larg est network for creativity in the globe. For an instant, the Alumni Association amounts to approximately 200,000 alumni inclusive of its former staff in about 148 countries. Moreover, they are also partnered and affiliated with agencies all over the world. In turn, it enables the institution and its stakeholders to share its passion for arts (UAL Para 3). I have not yet really known what I am choosing to do in the future but I am absolutely certain that I like design and architecture. However, my choice for settling for design and architecture is driven by several factors. The perception out there is that architecture is viewed as a life style and not a job besides individuals having respect for architects. Architects are perceived to be responsible and ethical since they often endeavor to make informed decision even if it is to their detriment. Besides, the tasks involved in architecture have been constantly evolving with time (Henderson 19).   Interestingly, the career is also c haracterized by longevity since individual have the leverage of practicing the profession for as long as they desire. In addition, a career in this field enables individuals to positively impact on the lives of individuals. This is because it tends to be rewarding when an individual has the leverage of developing a relationship with the client. If I pronounce that I have a particular design that affects me then it will be a white lie. In fact, I do not know of any architectural design that influences me. However, there are two type of architect design I have developed a liking for. They are green building and postmodernism. Green building (or green construction) is referred to the structure and the utilization of processes that are not only resource efficient but also environmentally responsible in the entire lifestyle of a building. It encompasses balancing the construction of a structure and ensuring that the processes are environmentally sustainable (Henderson 23). On the other h and, postmodernism architecture is a type of architecture that began in the mid 20th century but picked up in the 70s and has continued to influence architecture to the present day (Jencks 55).

White Privilege (Compare and Contrast) Essay Example | Topics and Well Written Essays - 1750 words

White Privilege (Compare and Contrast) - Essay Example The concept of white privilege has remained a contentious subject of academic discourse within critical race theory and the focus of this paper is to compare and contrast the different perspectives pertaining to the concept of white privilege with specific reference to Tim Wise’s â€Å"This is Your Nation on White Privilege†, Blanche Curry’s â€Å"Whiteness and Feminism†; Joy James’ â€Å"maintaining and Kicking White Supremacy†; Peggy McIntosh’s â€Å"White Privilege: Unpacking the Invisible Knapsack†, and Tiffany Joseph’s â€Å"Why don’t you get somebody new to do it† Race and cultural taxation in the academy. It is submitted at the outset that the underlying common thread between these academic commentaries is the acknowledgement of the theoretical concept of white privilege as a symbol of inequality between the opportunities and advantages accorded to white people in contrast to non-whites within the Ame rican social construct. For example, whilst using different narrative perspectives, both Wise and McIntosh highlight what they appear to believe is the undisputed reality of white privilege in America. McIntosh uses subjective experience to refer to the distinct advantages she has in the workplace in comparison to her African American counterparts: â€Å"39. I can be late to a meeting without having the lateness reflect on my race... 43. I can have low credibility as a leader I can be sure that my race is not the problem† (McIntosh 4). Similarly, Wise refers to the distinction in racial perceptions being directly attributable to the concept of â€Å"white privilege† by using a listing technique for emphasis similar to McIntosh. For example, Wise comments that â€Å"white privilege is when you can call yourself a â€Å"fuckin’ redneck... talk about how you like to â€Å"shoot shit† for fun, and still be viewed as a responsible all American boy....rather than a thug† (Wise). However, whilst these commentaries seek to highlight the concept of white privilege and its impact on the perception and stereotypes within the American social paradigm; some of the commentaries seek to go beyond pre-existing assumptions regarding white privilege within critical race theory by evaluating the white privilege paradigm through a contextual approach. This is particularly evident with Curry and Joseph’s contextual analysis of the overriding influence of white perspectives in seminal aspects of academic discourse. For example, on the one hand Wise’s somewhat sarcastic take on the concept of white privilege highlights the fact that racial inequality permeates social assumptions and preconceptions in American society in particular (Wise). On the other hand, Curry’s discussion of white privilege undertakes a contextual approach with specific reference to developments in feminism and feminist theory to highlight how the dominanc e of the white perspective in feminist theory ignores important female perspectives which are imperative to a comprehensive and representative model of feminist theory (Curry 243). Moreover, Curry argues that the concept of feminism is intrinsically linked to the subjective experience and as such, the cultural experience is important in the continuous development of feminist theory. Curry suggests that the dominance of white privilege within America’s social history means that the pre-existing discourse on feminism and feminist theory has developed with a white bias that ignores other cultures (Curry 244). For example, Curry highlights the point that whilst there is a â€Å"known and populist version of feminism†, she suggests that the dominance of accepted feminism theory being white has led to â€Å"deja-vu† marginalisation, which in turn undermines the weight accorded to

Coach Working at Different Levels within the UK Essay

Coach Working at Different Levels within the UK - Essay Example This paper illustrates that sports coaching has followed the trajectory of sports in the international market. Some coaches such as Alex Fergusson are as famous as the players whom they coach. This section discusses the functions and roles of coaches and helps in developing an understanding of their use. Sports’ coaching is linked to the economic and social events of the past and coaching follows the story of sports. Modern sports such as football, cricket, and others were not invented in the ancient times and the common people had neither the energy nor the inclination to take up sports after a hard days labor. The ancient Greeks conducted the Olympics and the first mention of athletes who trained under special trainers is known. Plato, Archimedes, Hippocrates and other philosophers also served as coaches for they believed in a sound body and a sound mind. Wealthy patrons brought in expert wrestlers and runners, winners of Olympic events became celebrities, and wealth was sho wered on the winner and his coach. Imperial Rome had trainers who trained slaves for gladiator contests and training was limited to war games such as wrestling, sword fighting, archery, Javelin, horse riding, running and other such events. Kings and Lords maintained armies and these were kept in fighting shape through constant training. Coaches toured villages and picked up fit and strong youths and these were trained as soldiers. Contests of strength and skills were held during community feasts and trained soldiers participated in these events. The common peasant or tradesmen never participated in these contests or sports and coaching was limited to only events that helped in war.

Journal Essay Example | Topics and Well Written Essays - 500 words - 57

Journal - Essay Example They are adopted to a big number of, say, representatives of Judaism, as there are many Jewish senators, congressmen, businessmen and other important people, but Islamic tradition on the second place on the list of religions is still a surprise. The other religions that constitute major parts in this regard are Buddhism and the already mentioned Judaism. There is also Baha’i religion present in the USA, but this is not a very large group of people, and the state of affairs with Hindu is just a little bit better – they are a bigger religious society. The US citizens are concerned with such a big popularity of Islam in their country, because, in the course of the latest news coming from the place of the world which Islam is typical of, some ethnic and religious groups want to create sharia law in Islam as a major system of the Islamic law, and its severe control over the person’s life makes people think whether it is or it is not a limitation of one’s freedo ms. The reason for such a diversity of religious traditions in the US is that there are different nations present in this country, which, obviously, have their typical religions which they have brought with them when moving to the US: Buddhism is typical of the Asians, Islam is typical of the Arabic people, Judaism – of the Jews and so on. Islam, however, might have gained more supporters among the African Americans of the southern states who converted, or reverted, to Islam. The point of concern here is that the image of the religious America is not complete because the people who usually identify themselves as non-believers, such as atheists or agnostics, are not included into religious charts when conducting surveys of such a type, and the share of people belonging to this category is considerably big. Here there is also an opinion that, though these people do not believe in a particular

Advertising is the backbone of a business Essay Example | Topics and Well Written Essays - 500 words

Advertising is the backbone of a business - Essay Example However different types of people get attracted to different types of approaches as portrayed by the brands and businesses. which I was tempted only to buy after watching the different advertisements given by them. Nike has adopted a universal approach to hiring superstars in their advertisements and this adds to an advantage to the brand. The brand not only shows professionalism in its advertisements but also adds humour to them. Both these approaches amalgamated together to tempt the people to buy its products. I personally had no interest in playing sports prior to watching the advertisements of Nike. However, after watching Roger Federer in the ads of Nike I was tempted to buy products from Nike. The ad in which a fake coach barges in the house of Federer and makes him practice has a tinge of humour in it which forced me to buy not only the racket but also the shoes of Nike. Humor should be an important part of the advertisements given out by brands and businesses as it forces on e to watch the ad continuously. Furthermore, after watching this ad continuously, one is forced to buy the product. The most effective form of advertisement which tempts me to buy products is of humour and professionalism. The ads of Nike show the professionalism of stars and show us the reality of this world. Shoes, rackets, balls and apparels attract me the most through advertisements. Advertising plays a major role in my life as it tells me about the products I am looking for.

Metabolic Disorders Case Studies Essay Example | Topics and Well Written Essays - 500 words

Metabolic Disorders Case Studies - Essay Example Other risk factors to developing type II diabetes include age, race, and history of glucose intolerance, polycystic ovarian syndrome, dyslipidemia or hypertension. Some genes that were found to play a role in type II diabetes include HNF-1-alpha and beta, CEL, APF-1, BLK, INS just to mention a few (Vijan, 1). The patient may have genetic predisposition to tyoe II diabetes. The patient’s treatment shows that she is taking Ramipril which is an ACE inhibitor suggesting that her hypertension and underlying causes may have been one of the etiological factors towards her development of type II diabetes. Clinical signs of diabetes mellitus can vary depending on the stage of the disease. The main presentations include, weight loss, polydypsia, polyuria and polyphagia. Other signs that may indicate an elevated level of blood glucose include yeast infections, blurred vision and paresthesias. As mentioned above, the symptoms depend on the stage and severity of damage that has been caused to the organism by the hyperglycemic state. In the majority of patients, the disorder is undiagnosed for many years due to the asymptomatic state of patients. According to several studies, patients with type II diabetes may remain asymptomatic for approximately six years. In later cases of the disease patients may lose all sensation in the extremeties due to the development of diabetic polyneuropathy and they will also have signs of macroangiopathies. The atient had already developed Diabetic Ketoacidosis which may suggest that she has the majority of symptoms mentioned above as her condition has alread y progressed. There several different groups of drugs that have been used to treat type II diabetes. The drugs are chosen based on the lifestyle of the patient and response to different treatment plans. This is assessed by the HbA1c level of the patient which is usually targeted at 7%. The first line of treatment involves changes of lifestyle along with the use of a Biguanide

Three heads are better than one Essay Example for Free

Three heads are better than one Essay Three Heads are Better Than One: Response Robert J. Trotter, in this article on intelligence tests, focuses on the recent work of Sternberg (an IBM Professor of Psychology and Education at Yale University). Sternberg recalls at the beginning how his test scores on standardized tests were terrible as a child in the fifth grade because he was always nervous and ended up freaking out mid test. This continued until one year he had to retake a test with the grade below him where he noticed he was not near as nervous because he was around babies. This strange occurrence in his life lead Sternberg to study Psychology and attend Princeton for his graduate degree. He focused mainly on IQ tests and how IQ directly can influence peoples ability to decide how successful or unsuccessful someone can be at a certain occupation. While he was working as at Yale University he noticed how the graduate students that applied with exemplary grades, test scores, recommendations and accommodations were fought over by the Ivy League schools. Yet these same students would graduate statistically lower than their test scores and undergraduate grades would assume. Secondly, he noticed that tudents with quite low-test scores and grades, for Yale, with great recommendations when given a chance would succeed with flying colors. Finally a third group with mediocre test scores recommendations and grades managed to have great Job placement opportunities. These case studies lead to his creation of the Triarchic Theory of intelligence. Sternberg hypothesized that there are three types of intelligence each with an important role in academic studies and in the work force. Componential intelligence revolves around analytical thinking and is great for test taking and undergraduate studies. Experiential intelligence surrounds around using your experiences to think creatively. Lastly, contextual intelligence is the ability to be able to recognize the world around you and how to come out on top in any situation. The most interesting part of this article was that it stated as Sternberg was conducting his study and asking both psychologists and Fortune 500 executives if they felt prepared for their Jobs from college and graduate school, they almost all answered that graduate school did not prepare them well at all. Today in Society College is not an option for people who want to get high paying Jobs later in life. Although they were only looking at people who had IQs between 110 and 150, the differences in IQ scores had almost no effect on the performance or the merit based promotions an individual received. Intelligence will never take the place of creativity in graduate school, or real life Job environments. Sternberg argues There are three ways to be smart but ultimately what you want to do is take the components, apply them to your experience, and use them to adapt to and shape your environment. The origin of basic intelligence testing as argued by Richard J. Gerig was originally ypothesized by Plato as he stated in the Republic no two people are born exactly alike; but each differs from one and other in natural endowments, one being suited for one occupation and one for another. The next important researcher for the creation of intelligence testing was Francis Galton in England. Galton ha d a Darwin was his cousin. Galton tested over 10,000 different people at the 1884 London Exposition based on reaction time, sensory acuity, physical strength, and body proportions. His test however did not lead to any correlated answers and he was left ith almost no understanding of intelligence. Although he failed, he did however leave us with a good idea of hereditary intelligence as he hypothesized that genius was transferred through generations. The modern analytical based testing for intelligence was started by Alfred Binet at the turn of the twentieth century in France. Binet started these tests to give schools a way to know if a student had mental deficiencies at a young age in order for students with special needs to receive help.

Grammer :: essays papers

Grammer ADVERBS & HELPER VERBS ~the purpose is to show where, when, how, or to what degree ~adverbs are words ending in ly Adverbs not ending in ly: all, almost, also, always, away, ever, forward, later, maybe, most, never, nevertheless, now, not, often, only, onward, perhaps, sometime(s), soon, then, too, very, up helper verbs: be, am, is, are, was, were, have, has, had, have been, has been, had been, shall, will, do, did, may, can, must, might, could, would, should PREPOSITIONAL PHRASES some of the most common prepositions: about, above, according to, across, after, against, along, among, as, at, because of, before, behind, below, beneath, beside, between, beyond, but, by, down, during, except, for, from, in, into, like, near, of, off, on, on account of, outside, outside of, over, past, since, through, to, toward, under, until, up, upon, with, within, without, Examples: 1. (For many years) the lighthouse has been the most famous landmark (along the coast.) 2. It has warned (ships at sea)(of the countless dangers)( from the fog storm.) PRONOUNS subject: Object: I me he him

Scandals :: essays research papers

Contemporary society is always portrayed as a civilized society, in which the sense of democracy has come to woven throughout the fabric of our lives. Thanks to the mass media, the public has become more informed about what is happening in the world, from the political field such as the state and national government to the business area such as the international stock market. At the same time, people are paying more attention to the leaders. Some insist that since the major mission of the leaders is to lead the whole group to succeed in the intense competition, a leader should try every means to achieve his goal rather than care much about the ethic and morality. Those from the other camp hold a strong belief that to be an effective leader, a public official must maintain the highest ethical and moral standards. As far as I am concerned, I prefer the latter point of view. In the following discussion, I would like to present several evidences to support my standpoint. First and foremost, a public official with high ethical and moral standards will set a good example for the society as a whole which does good to the improvement of the morality of the public. From ancient times to the present world, the public leaders always serve as a focus of the ordinary that treat the words and actions of the leaders as a sign of right. So what and how the leaders say and do would produce a far-reaching effect on the public. A case in point is Gandhi, the greatest leader in Indian history. He led a simple and hard way of living all his life and never wasted even one coin, , and this encouraged all citizens of India to spare no effort to work hard for a better further of their country and no one pursued a luxury material life. This illustrates that a leader with high ethical and moral standards promote a good ethos in the society. Meanwhile, high ethical and moral standards embodied in the words and actions of a public official would help him or her to gain the trust and support of the public especially of his or her subordinates which make his or her policy to be implemented more effectively and efficiently. Take Mao Zedong, the founder of our new China for example: in the period of hardship, he advocated that all Chinese should tie up their belts and try every effort to go through this difficult time.

Colonising Within the Marriage in Rhyss Wide Sargasso Sea Essay

Colonising Within the Marriage in Rhys's Wide Sargasso Sea      Ã‚   Jean Rhys' complex text, Wide Sargasso Sea, came about as an attempt to re-invent an identity for Rochester's mad wife, Bertha Mason, in Jane Eyre, as Rhys felt that Bronte had totally misrepresented Creole women and the West Indies: 'why should she think Creole women are lunatics and all that? What a shame to make Rochester's wife, Bertha, the awful madwoman, and I immediately thought I'd write a story as it might really have been.' (Jean Rhys: the West Indian Novels, p144).   It is clear that Rhys wanted to reclaim a voice and a subjectivity for Bertha, the silenced Creole, and to subvert the assumptions made by the Victorian text.   She does so with startling results.   In her quest to re-instate Bertha's identity, Rhys raises issues such as the problems of colonisation, gender relations and racial issues.   She explores the themes of displacement, Creolisation and miscegenation.   However, the aim of this essay is to look at the marriage contract within the tex t,   its effects on the participants' sense of selfhood and its comparisons with the colonial encounter. The marriage contract, for Rhys, is ultimately cast as a colonial encounter in the novel.   However, the problem of displacement and a shaky sense of one's own identity are already well established in the first part of the text, long before the marriage takes place.   It seems that Rhys wants to bring the problems of the Creole existence to the fore at the very beginning of the novel, and lay emphasis on Antoinette's feelings of alienation: the white Creoles are neither part of the black slave community or accepted as European either (a lack of belonging that Rhys knew all too well):   'they say when... ...ys 109)   physically displaces her, splitting her from the West Indies and any connection with a self image: 'there is no looking-glass here and I don't know what I am like now...what am I doing in this place and who am I?' (WSS 117).   At this point in the novel, Rochester's role as coloniser and Antoinette's as colonised within the marriage are fully realised.   Rochester, in the position of power, has successfully taken possession of Antoinette's wealth, property and identity.   Antoinette, stripped of all three, has made the transition from Rhys' text to the imperial construction of the mad woman in the attic of Jane Eyre. Works Cited: Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1997. Howells, Coral Ann. Jean Rhys. London: Harvester Wheatsheaf, 1991. O'Connor, Teresa F. Jean Rhys: The West Indian Novels. New York: New York University Press, 1986.

The Catering Skills of Uphsd

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES Introduction â€Å"Catering is the cottage industry of New York. All a caterer needs is a Cuisine art, some pots and pans and a couple of food magazines to start out. They get jobs, though they don't necessarily get repeats. † –Donald Bruce White; New York’s best known caterer. Finding and choosing a catering service is one of the most important aspects of planning the perfect event. The most challenging part of creating an event is the food. If you think serving food to a group of people only requires good culinary skills, you are sadly mistaken.Being able to cook is just the tip of the iceberg. A lot more goes into serving food to guests. And if the turnout is predicted to be large, then it is best advisable to steer clear of working on the food by you, and hire professionals for the job. This is where catering comes in. A good catering service will not only provide you with a delicious menu, bu t will also help setting up the meal area, serve guests efficiently and take care of any related faux pas. Caterers not only serve as waiters/waitresses, they also assist as bartenders.A professional caterer knows what menu to be set for a particular event, the volume of food required, the serving process (what comes after what), makes sure that the food looks good when served, and also explains the meal effectively to the guests, if required. Arranging the table correctly is also something a catering service takes care of. The type of cutlery necessary, the arrangement of bowls, plates and glasses and the folds of a napkin; all these intricacies are taken care of by them. The event or the occasion is of utmost relevance when lanning the food. If it is wedding, champagne, caviar and wedding cakes are a must. The cake should be confirmed by the couple regarding size, flavor, and decoration. A corporate gathering for example a business luncheon party would generally have a larger vari ety of liquor: wine, whiskey, and rum. It is also intelligent to keep a few mocktails for the non-drinkers. When deciding on the menu, it is best to have the quintessential starter-entre-dessert series. If you want to make it more elaborate, go for the six or eight course meals, accordingly.Most people prefer wine as the form of alcohol while eating. But it is very important to be aware of which wine (white or red) can complement the kind of meat that is being served for the meal. Also, remember, white wine is served chilled, while red wine is best kept at room temperature. The glasses for both are different as well. It is best to keep the dessert light, with a few varieties. Since not everyone has a sweet tooth, instead of sticking only souffles and ice cream, you can also serve fresh cream with fruit salad.For every course in the meal, the cutlery is different. Therefore, the waters should be alert about the time of change. If it is a buffet, then the plate should be replaced imme diately when the guest leaves the table for the next course or helping. Also remember to have water on the table at all times. It is a very basic item, yet mandatory. The most important thing for the people who are serving to remember is to keep their own emotions in check. Be pleasant to the guest come what may. And to make these events perfect you must have the perfect staff.Knowing the skills of BS. HRM students of the University of Perpetual Help System DALTA in catering will help provide us students, parents, faculty and the university a background of what kind of students the university is producing. Will they be an asset someday, have they learned and will their skills help them land a job in connection with their course. Catering as a major subject in HRM needs further studying when it comes to the skills of the students. Potentials in catering service are one asset to be the best known caterer. Background of the StudyThe history of catering and fine cooking trades dates bac k in the 4th millennium BC. It all started in China but the culture of grand eating and drinking was already important during the prosperous years in old Egypt. However, the catering trade only emerged from the commonly practiced hospitality, which was always free, when the first real hostels and inns were built in ancient Greece. The development in ancient Greece continued in the Roman Empire. At first, the accommodations for Roman soldiers were found along the military roads and trading routes, which were eventually opened to all travelers.During the Middle Ages in Europe, the first signs of the rebirth of the catering trade were seen in monasteries which covered mainly the needs of the many Christian pilgrims going to Rome. Caravan series served the same purpose in the Orient and started there around 600 AD. During Charlemagne's time, the catering trade developed and spread throughout the entire Europe because transport and trade required secure accommodation. The catering trade had been greatly influenced by the church in the later part of the Middle Ages.Additionally, the newly established bourgeoisies, the flourishing trade, the natural economy being replaced with money, and the intensification of transport all contributed to the popularity of catering industry. The catering industry was widely spread in Germany from 14th to 15th century and this had drawn the attention of legislators. The first â€Å"beer inspection† licenses were paid by the Augsburg Elector in 1530. It was also in the same year that the â€Å"Reformation gutter Polizey† law was enacted and this replaced many regional regulations.After the law was enacted, different rules for hostels and inns were issued and this led to the regulation of the serving of drinks, beer mugs sizes, and the quality and purity of beer, even the quantity and kind of dishes were brought up in the â€Å"Zehrordnung† regulation. As time passed by, guild hostels and houses developed. The term â€Å"Seefahrts- und Schifferhauser† was first heard in the seaside towns during the Hanse era. As another area of expertise, post guesthouses and rathskeller restaurants emerged, and until now, they can still be found as establishments termed as â€Å"Gasthofzur Post† or â€Å"Ratskeller†.The improvement of transport, technical innovations, population increase, and sudden rise in the trade of travel and tourism gave gastronomy a quick shift which made it a very important factor for national economy. Today companies like Crave Catering Melbourne offer a range of culinary options which have a proud history of tradition, tweaked and prodded to manifest current trends. All that can be said is; â€Å"enjoy your food with the knowledge that it has developed over time†. -David J Kahan (Crave Catering Melbourne)The Hospitality industry and the restaurant sector is an industry that is continuingly growing. These industries employ a lot of people in many different ways. And which cause large portion of people to eat out of their home. Because of these the average skills of the people when it comes to food preparation is decreasing. Due to these social changes in the society catering opportunities and organization rises. â€Å"Whatever position you choose to work within, in the catering profession there are a few attributes that are considered important for all job roles.You'll first have to be physically fit with a good level of stamina. This is because many catering jobs involve working in hot, busy, pressurized kitchens where you have to be constantly thinking on your feet. The ability to multi-task and communicate well are also imperative, with organizational skills being of the utmost importance. Catering offers great opportunities for career development. To work within this profession you'll obviously need a passion for food, but also have the dedication and motivation to work long and sometimes unsociable hours. † -acareerchange Catering might seem like the right career move as you're lying in bed envisioning how you could've done a better job with your friend's holiday buffet than she did. But there's a lot more to running a catering business than meets the eye. Not only do you have to be a skilled chef, a mover of delicate and perishable items, a master planner, food preparation, food service, cleanup and a savvy entrepreneur all at the same time, but you have to do it looking as cool and stress-free as possible with a smile on your face. Review of Related Literature and Studies SKILL MATRIX AND COMPETENCY MAPPINGThe theme of this project is â€Å"Training Need Analysis† one of its objective is to find out the skill competency levels of the employees of Textron India Pvt. Ltd. In here, the skill matrix which was developed in consultation with the team leaders and rated by all the members of the team. While the competency map was developed and rated with the help of the skill matrix. They defined Sk ill matrix as the most basic terms defines the skills and skill levels of each employee, as per his/her perception and also as per the supervisor/team leader/manager’s perception.While competency mapping deals with a pre-defined set of competencies calledLominger. Competencies which it relates and links to the skill matrix ratings, so as to find out how good the employees are. in relation with my study they wanted to find out the complete list of the skills that the organization as a whole possesses i. e. the skills inventory of the organization, the skill levels of each individual employee,The employees who are capable of training other employees and the skills that they specialize in. Prepared by JOJAN V. JOSE 09DM050 During the academic year 2009-2010 Under the guidance of D r.MANOSI CHAUDHURI (Project Mentor), Hospitality Management Skills: An Educational and Workplace Comparative Analysis This study utilized secondary data to formulate a comparison of hospitality curricu lar design as it is viewed by industry. The two studies used for this research project were conducted in a longitudinal format. The two studies asked industry recruiters at a university sponsored career event to indicate where key hospitality skills are best learned. The comparative findings profiled that specific skills are best learned in the work place while a smaller skill set was needed from Hospitality Education.The skills found to be most important which are taught in the educational setting were compared to the hospitality courses at the University of Wisconsin-Stout with the purpose of identifying any potential gaps in skills. A model was used which allows courses to be compared to the skill sets industry deems as important. It is helpful literature since its primary objective is to identify the skills of its respondents. â€Å"Identification of skills† is a common ground for the current research topic both study determines the skills of the respondents.The methods u se in this study can be adapted to the current research study. prepared by: Daniel Wood A Research Report Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in Training & Development Approved for Completion of 4 Credits TRHRD-735 Field Problem in Training & Development by: Professor Robert Davies, Research Advisor The Graduate College University of Wisconsin-Stout, Copyright Food Caterers Association of the Philippines 2003. All Rights Reserved. 10 Baler St. San FranciscoDel Monte, Quezon City.A group called Food Caterers Association of the Philippines is a professional that is determined to focus on giving quality catering service. Its Goals are to encourage growth among its members by promoting networking, interchange of ideas and continuing education, keep abreast of the latest local and international trends in food preparation and event management by networking with local and international resource personnel, gain recognition both locally and i nternationally via trade fairs and exhibits, define industry standards by generating guidelines for the accreditation of local aterers. I sited it because it is about catering, it also highlights the skills of the caterers with regard to having quality service they have the core values which is unity, teamwork, professionalism, excellence (particularly in the culinary arts), creativity, taste. Founding out about this association will give our research strong information and background of what standing does our caterers in our country produces and the quality of catering service we provide. This association stands for the catering industry in the Philippines as a whole.And through this, we will be more enlightened of what is the skills needed in this association and if the B. S. HRM students qualified to pass their association. Catering skills setting the scene The Catering Skill Setting the Scene concentrates on the main practical skills needed to cater an event or run a restaurant. It can be an invaluable resource for those who want to enter the catering industry. It can also be a useful guide for those who wants to improve their skills in catering. It gives insights and tips on how you can effectively prepare an event.Having read about this, will give our research insights on the proper ways in learning the skills of a certain caterer when inside the work place. It will give our research information on the skill needed to be called a good caterer server for it sets information on the proper skill development, skills needed and acquired of a catering server. reading about this article pave way to new insights of the importance of skill in the catering server for this skill will provide good service to any event the caterer is in. Produced by: Video Education Australasia, Commissioning Editor: Christine Henderson, Executive Producer: Mark McAuliffe.Catering Management an Integrated Approach, Authors: MohiniSethi and SurjeetMalhan, the New Age International Pub lisher. This book provides information on the catering management, the division of labor in the catering industry, functions and a lot more about catering management. In this book skill is very important in every person assigned in every department. It gives information on what evaluation process is to be given in every staff like Staff appraisal, appraisal of work conditions and procedures, food product evaluation and more. And also in this book it shows that in the catering industry there are lots of works that are to be done.Where every employee are assigned in the position best fit in their skill in catering like catering manager, supervisor in the kitchen, head cook, waiters and storekeepers. This book best fit our research for it talks about the division of labor of every employee where evaluation of skills is very important. The evaluation of skills in this book shows the importance of skills in the catering industry. It shows methods on how to evaluate skills and why the cat ering has to be evaluated. Skills Upgrading New Policy Perspective OECD ORGANIZATION Director: Sergio Arzeni.It is indicated in this book that the most affected sector in skill gap is the communication, hotels and catering. It talks about the low skill equilibria where it is stated there that in UK majority of the managers and workers were low skilled and produces low quality goods and services. And because of these they had to improve all the skill of their workers and for their workers improvement they require all of them to undergo proper training. One of the tools used is the skills strategy white paper it proposes to improve choice for employers, better information, improve management training and development and improve support.The book will lead us to thinking that skill is not merely acquired. It has to undergo certain processes for it to be best qualified in a certain job. Reading about the articles and studies of this book has brought changes in our understanding of our re search. It cleared questions which will help us expound our research. It says something about the importance of skills and what are the advantages and disadvantages of not having the skills required in a job and of what great effect will it cause the establishment you are working. Which we think relates and discusses more of our research.Professional Chef 2 level Diploma, authors: Gary Hunter, Terry Tinton, Patrick Carrey and Steven Walpole. Qualifications when it comes to skills are very important in catering and it was explained very well in this book. Competence in every work must always be applied by every caterer for skills to be properly applied. It says here that a lot of trainings will pave way for the best caterer which we thought of as a group. Reading about this book will open up topics which will give sights on the importance of training in a caterer for it to acquire the best skill needed which fits very well in further more understanding our research.It introduces lear ning’s which we think is new to us. Applying what we’ve read from this book to our research will clarify some points that are not yet clarified to us. And through this book identifying the skills needed of a caterer is clearly identified and again tells about the importance of skills in the catering industry. Revised Hospitality and Catering Assessment Strategy and the New Technical Certificates August 2009 FAQs by City Guilds. A lot of information about the catering assessment and skills are mentioned here. It shows details about the newly revised hospitality and catering strategy assessment and certificates to be endowed.Reading about this article gave us again insights on the importance of skills in the catering industry. It shows the very importance of skills before granting the said certificate. it widen our views on the importance of our research regarding the catering skills of B. S. HRM students. Running through our research this article will prove of how vital skills are when it comes to the catering industry. Skills and Work Catering and Hospitality (The Basic Skills Agency Developing Effective Practice). We included this in our research because this gives the very detailed information on the skills needed in the catering service.It talks about the everyday catering task such as: acting on verbal instructions from chef or supervisor, making and receiving telephone calls, discussing work plans, following recipes, preparing food, reading temperature and time charts, taking notice of safety and hygiene signs, operating kitchen equipment according toinstructions, filling in records of stock, receiving and checking deliveries, completing accident book or hygiene records, weighing dry ingredients, measuring liquids, mixing and dividing food, setting temperature of ovens, timing cooking, writing orders, making notes.It also mentioned the most important skills needed in catering service which is the listening skills, Reading skills, Writing ski lls, Number skills, Communication skills needed to work in catering and hospitality, Numeracy skills needed to work in catering and hospitality. Theoretical and Conceptual Framework This research will use the skill matrix or the competency framework. Skill Matrix also known as Competency framework consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given  skill.It is a way to capture or identify the skills required for a particular job. Both of these fall under skills management. â€Å"Skills management  is the practice of understanding, developing and deploying people and their  skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two. † -Wikipedia CATERING SKILL MATRIX | | | | |A.Communication Skills in Catering and Hospitality | | | |Skills addressed | | | |through: | | | Reading and understanding str aightforward written andgraphical information, e. g. recipes, | | | |orders, safety signsand notices, labels, instructions on equipment | | | |Completing forms and records, writing notes,e. . orders, stock lists, hygiene records, | | | |accidentreport book, telephone and other messages | | | | Speaking and listening — talking face-to-face and onthe telephone with individuals and | | | |groups, e. g. colleagues, managers, suppliers, inspectors | | | | | | |B.Non-essential Skills and Experience | | |Can assist with the food preparation and service in other areas of the kitchen | | | |Can assist in setting up and serving catering functions | | | | | | |C.Essential Skills and Experience | | |Being reliable, responsible, dependable, and fulfilling obligations | | | |Can accept criticism and dealing calmly and effectively with high stress situations | | | |Must be able to work in a cooperative manner with Chefs and kitchen staff | | | |Has knowledge of principles and processes fo r providing customer service.This includes | | | |customer needs assessment, meeting quality standards of service, and evaluation of customer| | | |satisfaction | | | | | | |D.Position Responsibilities | | |Can greet, smile, make eye contact, and make customers feel welcome | | | |Can maintain tables and services area in clean and neat manner | | | |Can respond to customer concerns in a professional manner | | | |Has a commitment to the service values and ethics of the client company | | | |Can make sure that the foods are been prepared and are presented according to the | | | |establishment’s standards. Maintain the standards for correct proportioning and | | | |presentation | | | |Can coordinate the delivery of food and service items, to guests in pleasant and timely | | | |manner | | | |Can follow all safety rules and actively prevent accidents | |Research Paradigm Our research paradigm shows a pattern which will serve as a guide when making decisions in carrying out our r esearch. For our input, we included the student’s profile which is the age, gender and academic grades in catering. We also included the skills of a catering server. This will remind us of our limitations, what our research will only cover. For our process we use the questionnaire analysis for further understanding of our research and provide facts of what will be others point of view with the catering skills of UPHSD 4th year B. S. HRM students, will they be effective as a catering server or not. Statement of the ProblemGiven the above mentioned skills that a qualified good caterer must possess, this study will give light on the said matter, focusing primarily on the skills of B. S. HRM students who took catering subject. Hence the central question is: â€Å"Do the 4th year B. S. HRM students have the important skills required to qualify as a good catering server? † Specific problem: 1. What is the profile of the students in B. S. HRM 4TH YEAR? 1. age 2. gender 3. aca demic grades in catering subject 2. What are the catering skills of B. S. HRM students? 3. What is the relationship of the profiles of the respondents to the catering skills? Hypothesis There is no relationship between the profile of the respondents and their catering skills. Significance of the StudyThe study will determine the catering skills of B. S. HRM students of the UPHSD Las Pinas. Being the first research to focus in this area, it provided broad explanation of the catering skills of B. S. HRM students and gave key information on the prevailing views of the students. The study can be a basis for other research work in catering. The research can also serve as guidelines for the faculty of the college of International Hospitality Management teaching catering subject, to further improve their teaching skills and methods. Since the goal was to let the students see the benefit of learning all the skills in catering. These study will also determine the skills of B. S.HRM students who have taken catering subject to serve as a basis for the faculty evaluation of how the students learned catering subject effectively, what needs to be improve and to find the most effective way on how the students will learn in there catering subject. The study also determines which is more skilled if it is the Male or Female UPHSD students and find solution to a problem with regards to the student’s hands on skills in providing good catering service like food preparation, food service, cleanup and creativity. Also other colleges of IHM can also adopt this research and apply the framework of the study in order to have an assessment of their own catering subjects. Scope and Delimitation The primary objective of the study is to determine the caterings skills of B. S. HRM students of UPHSD Las Pinas and if those skills fit the qualifications needed to be good catering server.This study considers every aspect of students’ academic performances with the catering subject, which is the laboratory and lecture classes. The study will focus on 4th year HRM students of UPHSD for the school year2012. These are purposively chosen because it will be more feasible for the researcher to acquire desired information. Definition of Terms Catering – This industry comprises establishments primarily engaged in providing single event-based food services. These establishments generally have equipment and vehicles to transport meals and snacks to events and/or prepare food at an off-premise site. Banquet halls with catering staff are included in this industry.Examples of events catered by establishments in this industry are graduation parties, wedding receptions, business or retirement luncheons, and trade shows. Skill – An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (i nterpersonal skills). Caterer – ( caterers plural ) Caterers are people or companies that provide food and drink for a place such as an office or for special occasions such as weddings and parties. Server – a  person  who  serves. 2. something  that  serves   or  is  used  in  serving,  Ã‚  as  a  salver. 3. broad fork, spoon, or spatual for dishing out and serving individual portions of food, as vegetables, cake, or pie. 4. Ecclesiastival- an attendant on the priest of Mass, who arranges the altar, makes the responses, etc. Chapter 2 METHODOLOGY Research Design This study will employ a descriptive method of research. A descriptive study from the word itself descriptive, it describes a certain phenomenon or an event. In this case the researchers will describe the variables such as skills and students’ profile. This study will describe weather this variables contribute to the overall catering service quality of 4TH year B. S. HRM student s of UPHSD. Population Sampling The sampling technique used in this study is the Purposive sampling.Purposive samplingis a sampling method that focuses on particular characteristics of a population that are of interest, which will best enable us to answer our research questions. We choose this type of sampling technique because of many different reasons. We have a large number of students in 4th year HRM at UPHSD who is done taking the catering subject; unfortunately almost half of the populations of fourth year students are irregular students and still taking up there hotel and restaurant practicum which results to a few number of HRM students present at UPHSD. With this reasons we have come up with the decision of using the purposive sampling technique.To get the feedback/responses of those who already underwent the laboratory/practicum, so even though they are not anymore 4th year students, their answers will be substantial to the results of this survey. Respondents/ Participants / Subjects of the study The research population only included fourth year B. S. HRM students of UPHSD Las Pinas and those who graduated at UPHSD Las Pinas who has taken all the major subjects in HRM with lecture and laboratory classes. Students from all the courses will be the research population. That includes a passing grade in all the subjects taken and must be officially enrolled this semester. Research InstrumentThe instrument that we have come up with is based on the skills we have gathered from our researched skills and after we have researched for the appropriate tool that will fit to the requirements of this study the researchers consulted with the professors, who are considered experts of the field, for additional necessary information to be included in the research tool used. Gathering of Data The research used the survey method in the form of questionnaires as a primary means obtaining the students’ perception on the skills of B. S. HRM in catering. The questionna ires were anchored to know the students’ awareness to the catering skills of B. S. HRM students weather they are qualified as a good catering server or not. Statistical Treatment The following statistical tools would be used for the analysis of data gathered by the researcher: 1.Relative frequency is used to express a number of the population or sample having the same trait or characteristic as a percentage of the population size or sample size. The relative frequency is computed using the following formula: [pic] wheref is the frequency and n is the sample size. Relative frequencies would be used in summarizing in frequency distribution tables the profile of respondents. 2. Mean/Arithmetic mean is obtained by adding the observed values and dividing by the number of observed values. The mean is calculated using the following formula: [pic] Where x is the observed value and n is the sample size. The mean would be used to calculate the average numerical response of respondent f or each item in the survey questionnaire. 3.Standard deviation indicates the variation among the observed values and their dispersion from the mean. The standard deviation may be computed using the following formula: [pic] wherex is the observed value and n is the sample size. The standard deviation would be used to determine the dispersion of the respondents’ responses for each item of the survey questionnaire from the mean. 4. The following table would be used in Chapter 3 for the verbal interpretation of means and adjectival description for the catering skills of respondents. Verbal Interpretation of Means for Catering Skills |Mean |Level of Competency | |1. 00 – 1. 0 |Poor | |1. 51 – 2. 50 |Fair | |2. 51 – 3. 50 |Good | |3. 51 – 4. 50 |Very Good | |4. 51 – 5. 00 |Excellent | 5. The chi-square test would be used for tests of relationship between the catering skills and the profile of respondents, namely, age, gender, and grade in catering subject. The value of the chi-square statistic is computed using the following formula: [pic] hereO is the observed frequency and E is the expected frequency computed by the following formula: [pic] whereRt is the row total, Ct is the column total, and Gt is the grand total. Chapter 3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter is the presentation of the data that the researchers were able to collect from their respondents. These data were hereby summarized and presented in tabular form to provide answers to the questions posed by the researchers as indicated in their statement of the problem of which the main focus of the researchers is primarily the skills of B. S. HRM students who took catering subject. 3. 1 PROFILE OF RESPONDENTSThe researchers considered three profile of their respondents, namely, age, gender, and grade in their catering subject. The profile of respondents are summarized in the following tables below beginning with the age of respondents. T ABLE 1 DISTRIBUTION OF RESPONDENTS BY AGE |Age (Years) |Frequency |Percentage (%) | |16 – 20 |89 |89. 0 | |21 – 25 |11 |11. 0 | |Total |100 |100. 0 |From the table above, it can be seen that majority of the respondents belong to the first age group, 16 years to 20 years. Specifically, there are 89 respondents, representing 89% of the sample of 100 respondents, whose ages are between 16 years and 20 years. There are 11 respondents, representing 11% of the sample of 100 respondents, with ages between 21 years and 25 years. The distribution of respondents according to their gender is summarized and presented in the following table below. TABLE 2 DISTRIBUTION OF RESPONDENTS BY GENDER |Gender |Frequency |Percentage (%) | |MALE |27 |27. | |FEMALE |73 |73. 0 | |Total |100 |100. 0 | From the table above, it can be seen that majority of the respondents are female. Specifically, there are 73 female respondents, representing 73% of the sample of 100 respondents. There are 27 male respondents, representing 27% of the sample of 100 respondents. The distribution of respondents according to their grade in catering subject is summarized and presented in the following table below. TABLE 3DISTRIBUTION OF RESPONDENTS BY GRADE |Grade |Frequency |Percentage (%) | |2. 75 – 2. 00 |39 |39. 0 | |3. 00 |40 |40. 0 | |5. 00 |21 |21. 0 | |Total |100 |100. 0 |From the table above, it can be seen that most of the respondents have grade of 3. 0 in their catering subject. Specifically, there are 40 respondents, representing 40% of the sample of 100 respondents, whose grades in their catering subject are 3. 0. This is followed very closely by 39 respondents, representing 39% of the sample of 100 respondents, whose grades in their catering subject are between 2. 75 and 2. 00. 3. 2 CATERING SKILLS OF RESPONDENTS The different catering skills are listed down in the following tables below as well the level of competence of respondents in each of the skills. The catering skills of respondents are presented according to the age, gender, and grade of respondents in their catering subject.Then, the catering skills of respondents are presented without regard to their profile. TABLE 4 CATERING SKILLS OF RESPONDENTS BY AGE |Catering Skills |Age (Years) | | |16 – 20 |21 – 25 | | |Mean |SD |Level of |Mean |SD |Level of | | | | |Competence | | |Competence | |Students could manage to record the |4. 60 |0. 58 |Excellent |4. 27 |0. 7 |Very Good | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and | | | | | | | |etc. , and the time needs to target either| | | | | | | |in cooking, rendering service, or in a | | | | | | | |work. | | | | | | | |Students can greet, smile and make the |4. 43 |0. 60 |Very Good |4. 73 |0. 7 |Excellent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 34 |0. 56 |Very Good |4. 09 |0. 83 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules |4. 30 |0. 53 |Very Good |4. 55 |0. 69 |Excellent | |and actively can prevent accidents. | | | | | | | |Students can stay calm under pressure |4. 37 |0. 63 |Very Good |4. 55 |0. 2 |Excellent | |and can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 38 |0. 61 |Very Good |4. 45 |0. 52 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and|4. 40 |0. 63 |Very Good |4. 00 |0. 89 |Very Good | |manager | | | | | | | |Students reliable, responsible, |4. 54 |0. 62 |Excellent |3. 91 |0. 4 |Very Good | |dependable and fulfilling obligations | | | | | | | |Students reading and understanding straightforward |4. 45 |0. 58 |Very Good |4. 73 |0. 47 |Excellent | |written and graphical information, e. g recipes, orders, | | | | | | | |safely signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, writi ng notes, |4. 33 |0. 69 |Very Good |4. 18 |0. 40 |Very Good | |e. g. rders, stock lists, hygiene records, accident | | | | | | | |report book, telephone and other messages | | | | | | | |Students speaking and listening – talking face-to-face |4. 38 |0. 57 |Very Good |4. 18 |0. 87 |Very Good | |and on the telephone with individuals and groups, e. g, | | | | | | | |colleagues, managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation and service|4. 31 |0. 65 |Very Good |4. 50 |0. 71 |Very Good | |in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving catering |4. 40 |0. 62 |Very Good |4. 36 |0. 1 |Very Good | |functions | | | | | | | |Students can accept criticism and dealing calmly and |4. 35 |0. 66 |Very Good |4. 55 |0. 69 |Excellent | |effectively with high stress situations | | | | | | | |Students must be able to work in a cooperative manner |4. 38 |0. 57 |Very Good |4. 45 |0. 69 |Very Good | |with Chefs and kitchen staff | | | | | | | |Students have knowledge of principles and processes for |4. 37 |0. 63 |Very Good |3. 91 |0. 70 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean |4. 37 |0. 61 |Very Good |4. 64 |0. 50 |Excellent | |and neat manner | | | | | | | |Students as a commitment to the service values and ethics|4. 35 |0. 66 |Very Good |4. 09 |0. 94 |Very Good | |of the client company | | | | | | | |Students can make sure that the foods are been prepared |4. 36 |0. 59 |Very Good |4. 45 |0. 2 |Very Good | |and are presented according to the establishment’s | | | | | | | |standards. Maintain the standards for correct | | | | | | | |proportioning and presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 31 |0. 65 |Very Good |4. 45 |0. 52 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 38 |0. 55 |Very Good |4. 45 |0. 2 |Very Good | |accidents | | | | | | | |OVERALL |4. 39 |0. 07 |Very Good |4. 36 |0. 25 |Very Good | From the table next page it can be seen that among the respondents with age between 16 years and 20 years, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 60 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the respondents with ages between 16 years and 20 years the item â€Å"Students can follow all the safety rules and actively can prevent accidents† has the lowest average of 4. 30 which mea ns that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 39 the catering skills of respondents aged between 16 years and 20 years is â€Å"Very Good. † From the same table it can be seen that among the respondents with age between 21 years and 25 years, the items â€Å"Students can greet, smile and make the customers feel welcome† and â€Å"Students reading and understanding straightforward written and graphical information, e. g recipes, orders, safely signs and notices, labels, instructions on equipment† have the same highest average of 4. 3 which means that the level of competence of the respondents with respect to these particular catering skills is â€Å"Excellent. † On the other hand, among the respondents with ages between 21 years and 25 years the item â€Å"Students have knowledge of principles and processes for providing customer servi ce. This includes customer needs assessment, meeting quality standards of service, and evaluation of customer satisfaction† has the lowest average of 3. 91 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 36 the catering skills of respondents aged between 21 years and 25 years is also â€Å"Very Good. † TABLE 5 CATERING SKILLS OF RESPONDENTS BY GENDER Catering Skills |Gender | | |Male |Female | | |Mean |SD |Level of Competence|Mean |SD |Level of Competence| |Students could manage to record the |4. 44 |0. 75 |Very Good |4. 60 |0. 49 |Excellent | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and etc. | | | | | | | |and the time needs to target either in | | | | | | | |cooking, rendering service, or in a work. | | | | | | | |Students can greet, smile and make the |4. 30 |0. 61 |Very Good |4. 52 |0. 58 |Exce llent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 33 |0. 55 |Very Good |4. 30 |0. 2 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules and |4. 33 |0. 58 |Very Good |4. 33 |0. 58 |Very Good | |actively can prevent accidents. | | | | | | | |Students can stay calm under pressure and |4. 22 |0. 64 |Very Good |4. 45 |0. 60 |Very Good | |can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 26 |0. 59 |Very Good |4. 44 |0. 0 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and |4. 22 |0. 70 |Very Good |4. 41 |0. 66 |Very Good | |manager | | | | | | | |Students reliable, responsible, dependable |4. 41 |0. 75 |Very Good |4. 49 |0. 60 |Very Good | |and fulfilling obligations | | | | | | | |Students reading and understanding |4. 37 |0. 6 |Very Good |4. 52 |0. 58 |Excellent | |straightforward written and gr aphical | | | | | | | |information, e. g recipes, orders, safely | | | | | | | |signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, |4. 11 |0. 70 |Very Good |4. 38 |0. 4 |Very Good | |writing notes, e. g. orders, stock lists, | | | | | | | |hygiene records, accident report book, | | | | | | | |telephone and other messages | | | | | | | |Students speaking and listening – talking |4. 37 |0. 56 |Very Good |4. 36 |0. 63 |Very Good | |face-to-face and on the telephone with | | | | | | | |individuals and groups, e. , colleagues, | | | | | | | |managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation|4. 15 |0. 60 |Very Good |4. 40 |0. 66 |Very Good | |and service in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving|4. 22 |0. 64 |Very Good |4. 47 |0. 63 |Very Good | |catering functions | | | | | | | |Students can accept criticism and dealing |4. 30 |0. 61 |Very Good |4. 40 |0. 8 |Very Good | |calmly and effectively with high stress | | | | | | | |situations | | | | | | | |Students must be able to work in a |4. 41 |0. 57 |Very Good |4. 38 |0. 59 |Very Good | |cooperative manner with Chefs and kitchen | | | | | | | |staff | | | | | | | |Students have knowledge of principles and processes for |4. 19 |0. 62 |Very Good |4. 37 |0. 66 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean and |4. 11 |0. 58 |Very Good |4. 51 |0. 58 |Excellent | |neat manner | | | | | | | |Students as a commitment to the service values and ethics of |4. 30 |0. 72 |Very Good |4. 33 |0. 71 |Very Good | |the client company | | | | | | | |Students can make sure that the foods are been prepared and |4. 44 |0. 58 |Very Good |4. 34 |0. 3 |Very Good | |are presented according to the establishment’s standards. | | | | | | | |Maintain the standards for correct proportioning and | | | | | | | |presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 07 |0. 62 |Very Good |4. 42 |0. 62 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 48 |0. 51 |Very Good |4. 36 |0. 1 |Very Good | |accidents | | | | | | | |OVERALL |4. 29 |0. 12 |Very Good |4. 42 |0. 08 |Very Good | From the table next page it can be seen that among the male respondents, the item â€Å"Students can follow all safety rules and actively prevent accidents† has the highest average of 4. 48 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † On the other hand, among the male respondents the item â€Å"Students can coordinate the delivery of food and serv ice items, to guests in pleasant and timely manner† has the lowest average of 4. 7 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 29 the catering skills of male respondents are â€Å"Very Good. † From the same table it can be seen that among the female respondents, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† have the same highest average of 4. 60 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the female respondents the item â€Å"Students can respond to the customer’s concerns in a professional manner† has the lowest average of 4. 30 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 42 the catering skills of female respondents are â€Å"Very Good. † TABLE 6 CATERING SKILLS OF RESPONDENTS BY GRADE IN CATERING SUBJECT |Catering Skills |Grade | | |2. 75 – 2. 00 |3. 0 | | | |Mean |SD |Level of Competence | |Students could manage to record the quantities and weights needed, the temperature needs to |4. 56 |0. 57 |Excellent | |set in cooking and etc. , and the time needs to target either in cooking, rendering service, | | | | |or in a work. | | | | |Students can greet, smile and make the customers feel welcome |4. 46 |0. 59 |Very Good | |Students can respond to the customer’s concerns in a professional manner |4. 31 |0. 60 |Very Good | |Students can follow all the safety rules and actively can prevent accidents. |4. 33 |0. 5 |Very Good | |Students can stay calm under pressu re and can cope with several tasks at once |4. 39 |0. 62 |Very Good | |Students uses his/her creativity and imagination to make food look good |4. 39 |0. 60 |Very Good | |Students good communicator, organizer and manager |4. 36 |0. 67 |Very Good | |Students reliable, responsible, dependable and fulfilling obligations |4. 47 |0. 64 |Very Good | |Students reading and understanding straightforward written and graphical information, e. g |4. 48 |0. 8 |Very Good | |recipes, orders, safely signs and notices, labels, instructions on equipment | | | | |Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene |4. 31 |0. 66 |Very Good | |records, accident report book, telephone and other messages | | | | |Students speaking and listening – talking face-to-face and on the telephone with individuals|4. 36 |0. 61 |Very Good | |and groups, e. g, colleagues, managers, suppliers, inspectors | | | | |Students can assist with the food preparation and service in o ther areas of the kitchen |4. 33 |0. 5 |Very Good | |Students can assist in setting up and serving catering functions |4. 40 |0. 64 |Very Good | |Students can accept criticism and dealing calmly and effectively with high stress |4. 37 |0. 66 |Very Good | |situations | | | | |Students must be able to work in a cooperative manner with Chefs and kitchen staff |4. 39 |0. 58 |Very Good | |Students has knowledge of principles and processes for providing customer service. This |4. 32 |0. 5 |Very Good | |includes customer needs assessment, meeting quality standards of service, and evaluation of | | | | |customer satisfaction | | | | |Students can maintain tables and services area in clean and neat manner |4. 40 |0. 60 |Very Good | |Students as a commitment to the service values and ethics of the client company |4. 32 |0. 71 |Very Good | |Students can make sure that the foods are been prepared and are presented according to the |4. 37 |0. 61 |Very Good | |establishment’s standards. M aintain the standards for correct proportioning and presentation| | | | |Students can coordinate the delivery of food and service items, to guests in pleasant and |4. 33 |0. 64 |Very Good | |timely manner. | | | |Students can follow all safety rules and actively prevent accidents |4. 39 |0. 58 |Very Good | |OVERALL |4. 38 |0. 06 |Very Good | From the table above it can be seen that the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 56 which means that the level of competence of respondents with grades in catering subject of 5. 00 and with respect to this particular catering skill is â€Å"Excellent. †On the other hand, the items â€Å"Students can respond to the customer’s concerns in a professional manner† and â€Å"Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene records, accident report book, telephone and other messages† have the same lowest average of 4. 31 which means that the level of competence of respondents with respect to these particular catering skill are â€Å"Very Good. † Generally, with an overall average of 4. 38 the respondents with grades in catering subject of 5 . 00 claim that their catering skills are â€Å"Very Good. † The following table below summarizes and presents the catering skills of respondents by age in terms of their level of competence. TABLE 8 CATERING SKILLS OF RESPONDENTS BY AGE: SUMMARY Age (Years) |Catering Skills | | |Good |Very Good |Excellent | | |Frequency |Percentage |Frequency |Percentage |Frequency |Percentage | |16 – 20 |2 |100. 00 |52 |86. 67 |35 |92. 11 | |21 – 25 |0 |0. 00 |8 |13. 33 |3 |7. 89 | |Total |2 |100. 00 |60 |100. 00 |38 |100. 00 | From the table above that majority of the respondents with ages between 16 yea rs and 20 years have â€Å"Very Good† catering skills.Specifically, 52 respondents with ages between 16 years and 20 years, representing 86. 67% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. From the same table above that most of the respondents with ages between 21 years and 25 years have also â€Å"Very Good† catering skills. Specifically, 8 respondents with ages between 21 years and 25 years, representing 13. 33% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. The following table below summarizes and presents the catering skills of respondents by gender in terms of their level of competence. TABLE 9 CATERING SKILLS OF RESPONDENTS BY GENDER: SUMMARY Gender |Catering Skills

The Teachings of Christ For Christian Education

In my opinion I feel that the biblical basis of educational ministries are four basic ideas that teaching should be seen as a light of the world, it should bring out old as well as new feelings in people, be an example to all mankind, and be followed always. There are many more biblical basis for Christian education, but in my eyes I find these the most important. In Proverbs 6:23 the Lord states, â€Å"For these commands are a lamp, this teaching is a light.† Teaching should not feel like a burden of the church, or of the parents. Look at teaching the word of Christ as a gift and teach this gift wholeheartedly. As a Christian one of our duties of the Lord is to pass down His teachings as well as His faith. God has given you a wonderful gift and it would be no less then sinful to hoard it all for yourself. (Note: This was described perfectly by Lou Foltz today in chapel.) A teacher has the hard task of not only teaching the gospel but also bringing out each of the students individual strengths, so that they may use them to serve Christ. Matthew 13:52 says † Therefore every teacher of the laws who has been instructed about my kingdom of heaven is like the owner of a home who brings out his storeroom new treasures as well as old.† This is where imaginative, dynamic, analytical, and common sense learners come into play. You must cater to every type of learner so everyone has a chance to shine and become all God wants them to become. When the students have finally learned the Christian walk of life they must submit their lives to Jesus Christ. They cannot only talk the talk; they must also walk the walk. Deuteronomy 5:1 gives us an example when Moses summoned all Israel and said: â€Å"Hear, O Israel, the decrees and laws I declare in your hearing today. Learn them and be sure to follow them.† This shows that it is not good enough to just learn the word; we must follow the word as well. Otherwise, we are no better off then where we started. The final basis I have is that you must spread the word of Christ. What good does it do when twenty people know about Christ and do not share this with others? Nothing. Christianity would cease to exist without teachers training new Disciples of Christ. John 13:14-15 states † Now that I, your God and Teacher have washed your feet. I have set you an example that you should do as I have done for you.† Jesus taught twelve disciples the word of Christ and it is now our job as potential teachers to keep this cycle going. All of these principles I have talked about all together create my biblical basis for Christian education. These ideas show basic rules to live by as Christian educators. If I ever do teach Christian education I will do my best to live by these rules for teaching as well as life itself.

Broadsheet and tabloid article comparison Essay

Three newspapers, ‘The Times'(a British broadsheet), ‘The Mirror’ ( a British tabloid) and ‘Newsweek’ (an American paper) have all related to the same ski incident where 20 people died in a cable car as an American Fight Jet sliced through the cable car’s wires sending its occupants hurling three hundred feet to their deaths in the Dolomite Mountains in Italy. The major differences between the three articles is that ‘The Times’ and ‘The Mirror’ were able to get reporters to the scene of the accident within hours of the crash but ‘Newsweeek’ wasn’t able to get a reporter out to the Dolomites as they weren’t a particuarly rich newspaper firm and it took them 2 weeks to publish the news and by then everyone had found out, whereas ‘The Times’ and ‘The Mirror’ chose to publish it the very next day. The Times’ is very factual throughout but ‘The Mirror’ uses very chatty language. ‘The Mirror’ and ‘Newsweek’ are biased towards the victims because they can’t defend themselves against what the American Fighter Pilots had done. The major similarities between the three newspapers is that they have all got the same account of what happened and that the American Fighter Pilots are to blame. Also how it happened and they agree on the basic facts. Within the three newspapers they all use factual content of some description. ‘The Mirror’s factual content is stating that why the incident occured, who was involved, that there were no survivors and how there bodies were found beneath all the rubble. ‘The Times’ goes into more detail about the incident and the paper is more business like and better grammar. ‘Newsweek’ is just stating the facts and is basically worded for the younger readers to understand. There are a couple of discrepancies between the three newspapers, ‘The Newsweek’s descrepancies are that it is has not been illustrated. It took them two weeks to publish the incident. It was using very basic writing techniques. It also prints that the incident was not that bad a disaster â€Å"By then, Prime Minister Romano Prodi had already judged the crash as an act of trajic recklessnesss†. The Mirrors discrepancies are that it uses too many opinions rather than facts. Too much surrounded the incident rather than what the American Goverment should will do to improve its training schemes and how to make it up to the victims’ families. The Times’ discrepancies is that it is too long and too intellectual. I feel out of these three newspaper articles surrounding this accident The Times is the best for facts but The Mirror is the best for witness accounts and opinions and pictures of the wreckage. The language used in the three papers are all different and targeted at a specific group of people. The Mirror is aimed at people who thrive on other people’s misfortunes. The Times is aimed towards the more intelligent and business like individuals. Newsweek is aimed at American people around where this paper is based to give them news about their state. There are not many differences in tone, mood or bias achieved due to the language used. The Mirror’s tone is very dramatic, emotional and to the point, its mood is shocking and is biased towards the victims and does not really mention opinions based on the American Pilots. The Times’ tone is very serious and business like, its mood is partially shocking but still remains serious and factual. The Times is not biased in its report as it considers both sides of the incident. Newsweek’s tone is very evasive and eluding, its mood is not shocking but almost normal, it is biased towards the American Pilots â€Å"An US Fighter Jet clip’s a gondola cable† and they act as if it isn’t such a bad crash. In ‘The Times’ and ‘The Mirror’ interview people who were next in line for the cable car and those who witnessed the incident. The Times also spoke to Fauseo Colasant; who was a police chief in Cavalese, many officals, a spokesman at Aviano, Giorgio Ruialdiwho was a rescue worker at Cavalese, Massimo Brulti who is the deputy Defence Minister. The Mirror’s interviewees were Neil Harmar and his girlfriend Stacey O’Donnell who were next in line, police chief Andrea Russo, a fire service spokesman, American Defence Secretary William Cohen, salesman Neil of Heathfield, Sussex, furious locals, Regional President Carlo Androtti, Cristina Antoniazzi the owner of the Hotel Locanda La Cascato just 100 yards from the cable lines and Air Force Chiefs. All the mentioned people above all commented on how low and dangerous this was, also how trajic an accident it was and that the Military war games should stop which put peoples lives at risk. Newsweek didn’t have any speakers because they it was a strategic choice and chose not to publish the article until two weeks later when everyone had found out about it through other people and other major newspapers such as ‘The Times’ and ‘The Mirror’. Most of the people who were interviewed said that it was a tragedy â€Å"If pilots want to put their own lives at risk that is up to them, but it is not acceptable that inncoent tourists should take the consequences† and many important people mentioned how many victims were confirmed dead. The US Defence Secretary William Cohen said â€Å"The victijm’s were nine women, ten men and one child†, and a fire spokesman said â€Å"It’s official- it’s twenty. † but Air Force Chiefs declined to comment. Regional President Carlo Androtti said â€Å"Military aircrafts should stop these war games which put innocent people’s lives at risk. Many people have told me how some Military Planes actually fly under the cables†, The Times has more factual content rather than content rather than speakers but the people who were interviewed said how much of a tragic incident this was. The Pentagon had launched and inquiry into the accident and expressed it’s ‘Deepest Sympathy’ for those killed, but this was an accident that should ahev nopt happened as the conditions were excellent â€Å"Visibility on the mountain had been ‘excellent’ at the time of the disaster. † the Newsweek had Italy’s Air Force Chief General Mario Arpino who said â€Å"The Prowler was four miles off of course and flying 3,300 feet below the altitude designated in the flight plan filed at Aviano. The minimum cruising altitude for US pilots in Italy is 500 feet. † Newsweek doesn’t use its article based on all on the one accident like the other papers did but it compares it to another crash. There is not really and explination for the different nationalities but they must think it is truly embarrasing for letting this get out of hand even with the amount of complaints recieved by the Regional President Carlo Androtti. The Mirror layout is so that the readers will straight away focus on the accident that happened and a photo of the devastation at The Dolomites because of the pictures and the headline. The layout of The Times shows it is a sophisticated paper that contains pictures of the EA-6B Prowler Jet that caused the accident, the devastation and a diagram of how it happened. The layout of Newsweek is very plain and un-interesting. It contains no photo’s of diagrams. This means that it is layed out very poorly and has no effect on the reader. The effect of the use of pictures, diagrams and headlines is expressed very well. The Times has great use of pictures, diagrams and headlines. Their headline is bold, catchy and to the point. Where-as The Mirror is more suttle and detailed, it’s headline is very effective because it stands out. But, Newsweek is exactly the opposite from The Times and The Mirror because it’s headline is based for the reader to become curious and to continue reading the article, thee are no pictures or diagrams which let this article down. In conclusion I feel that The Mirror explains what happened and suggests the full horror of the incident most effectively as it uses many techniques that are typical to a tabloid newspaper. In particular, it gives the incident a personal and British flavour by prominently reporting the reactions of two british Holidaymakers who narrowly avoided being involved in the incident. It also uses bold type, pull quotes and ‘Tabloidese’ – the pacy, dramatic language exemplified by the sub-headline ‘Brits tell of horror in snow’.