Computer and Network Hardware Assignment Example | Topics and Well Written Essays - 250 words - 3

Computer and Network Hardware - Assignment Example Additionally, utilizing wireless network is simpler than utilizing cable network that has its own complexities. Hardwired systems have the tendency of backing up individuals in waiting to utilize computers. Consequently, this presents time limitations for individuals utilizing these systems. Fast Ethernet enable clients to receive augmented transmission speeds. The Ethernet protocol has implemented a novel standard that sustains 100 Mbps. Fast Ethernet necessitates utilization of dissimilar and expensive network hubs, in addition to network interface cards (Spurgeon, 2000). Furthermore, this category of Ethernet necessitates utilization of five twisted pair cable (Contreras, 2005). This category of Ethernet has considerable use in learning institutions to ensure that these institutions obtain reliable internet services, considering the huge populace that utilizes the internet. Bus and Star are the best topologies for library systems although the Star functions best in offering library services. Star topology requires easier maintenance relative to Bus topology. Additionally, it is easily installed and offers little difficulties during troubleshooting network-related problems (Bangia, 2005). Backbone entails huge transmissions that deliver information obtained from miniature lines that are linked to these transmission lines. These lines link LAN to WAN depending on the distance of

Cell Phone Technology Essay Example for Free

Cell Phone Technology Essay Technology had become engrained in our society. Everywhere people are using cell phones, including children and teenagers. Cell phone technology and technology in general have change the way we do everything in our society. Technology has dramatically altered our world. They have become a necessary part of everyday life so much so that it is leaking into the education world as a new tool despite the concern of the negative effects of cell phone technology. There is a new wave in some schools around the United States. There are some districts that are embracing the use of cell phones in the classroom. Some administers have come around to the thinking that the use of this technology in the classroom can be of benefit in the learning setting. There are also concerns that the same technology can be too distracting for students. However, the use of cell phones in the educational world is worth looking at despite some of the concerns that many adults share. Texting has become the preferred method of basic communication between teenagers and their friends. Seventy-five percent of 12-17 year olds own cell phones, which is up from forty-five percent in 2004 (Lenhart, 2010). Phones have no doubt become an indispensable tool in communication for teens. Eighty-eight percent of teen cell phone users are text messengers (Lenhart, 2010). More than half (fifty-four percent) are daily texters. Among all teens, the use of texting has overtaken the frequency of every other form of communication. The concern about the overuse of cell phones is that it may have negative consequences in teenager’s education.  ¼ of text messages that teens send are sent during class. A survey conducted by Beneson’s online poll, polled 1,013 teens- eighty-four percent that have cell phones-show that a significant number of stud ents have information stored on their phones or has texted answers to their friends. The same poll also found teens send 440 text messages a week on average, 110 of them sent during class (Toppo, 2009). For this reason cell phone use is prohibited for use during the school say within most public schools in the United States. Most administrations and teachers feel that cell phone usage is a negative distraction and deterrent to learning. Administrators are often concerned about the inappropriate use of cell phones, which is the reason that there are restrictions of cell phone (according to Obringer Coffey, 2007, St. Gerard, 2006). Cell phones ringing can present unwanted distraction and for some students, sending and receiving text messages that can lead to cheating (according to Gilroy, 2003). There is also the real possibility of students posting improper pictures is a concern (according to Obringer Coffey, 2007). However, many are choosing to look at cell phones as a new learning tool in the classroom setting. Over the years we have seen on the news about students posting improper photos and language on social networking sites, which causes administrators and teachers to have a real concern. These concerns that many have are valid, and should be addressed. There have been many cases in which the abuse of cell phones has been a huge problem, but administrators want to take a chance on using cell phones in this setting. The important thing to keep in mind that there is down side, yes, but there is a way to monitor the use of this technology too. PPCD teacher Debra Vela, who has 17 years of teaching experience says, â€Å"Sexting, posting of improper photos and cheating may be a legitimate worry, but the benefits outweigh these negative points.† Students today are referred to as â€Å"Digital Natives† (according to Prensky, 2001). They have grown up with technology and multitasking, and in the habit of quickly processing information (Humble-Thaden, 2011). However, as cell phone technology expands with the possibilities of texting, web browsing and gaming have increased over the recent years and administrators are still worried about the distractions of electronic devices. A survey of students and parents by the group Common Sense Media found that almost seventy percent of schools around the country ban cell phone use during the school day (Schachter, 2009). There are some districts and administrators, though that are beginning to realize the potential of cell phones. It is a part an â€Å"anytime, anywhere† learning movement (Schachter, 2009). This leaves laptops and even smaller netbooks behind, in favor for more mobile, affordable and reliable handheld devices like â€Å"smartphones† that can run such programs as Windows Mobile. â€Å"Technology has finally progressed to where mobile devices are cheap and powerful enough to use,† observes Elliot Soloway, a professor at the University of Michigan (Schachter, 2009). A study of twenty-five mobile learning initiatives worldwide by the Joan Ganz Cooney Foundation Center at Sesame Workshop anointed them the wave of the future. â€Å"Just as Sesame Street help transformed television into a revolutionary tool for learning among young children four decades ago, advances in mobile technologies are showing untapped educational potential for today’s generation,† the report author’s wrote (Schachter, 2009). In 1969, the way children learned changed when Sesame Street aired on PBS. The loved Muppets of the educational show captured the hearts and attention of toddlers. The show taught them the basics of 123’s and ABC’s to the importance of friendships. Before the age of four, children had already learned the basics for their future education by watching this television show. The same is happening today with the use of cell phones. It is drastically changing the face of the way children learn and take information in. Fifth graders at Trinity Meadows (Keller, TX) spent most of their days on their HTC 6800 smartphones, using the GoKnow’s platform. Fifty-five students led the way in a pilot program using the new generation of cell phones and their advanced technology for educational ends. For example, students can draw the solar system on their devices and animate them to show them in real obit. Students can also upload assignments the teacher sends to the server and then the teacher can grade them and submit them back to the student electronically (Schachter, 200). At an early age, children are learning the advantages of technolog y, and will carry it into the future. They are learning to use cell phones as a learning tool, and making the best of what this technology has to offer. Children today have a chance to express themselves creatively and learn in a way that they are familiar with. They are at an advantage since they are already so use to using the technology the world has to offer. â€Å"Allowing children to use cell phone technology in the classroom will provide them with the tools for more creativity to create wonderful projects,† Vela says. This pilot program has shown that the use of cell phone technology in the classroom can be of benefit to the students. Not only that the teachers have a new method of reaching students that they otherwise would not have. With the use of cell phone teachers have new ways of teaching lessons, and the interactivity of these lessons are more likely to reach the minds of students. With the use of cell phone technology in the classroom the children that need a more creative outlet this provides them with platform to do so. Children that need this outlet can create and not be tied down to pencil, paper, marker, c rayons and glue. This allows them to be able to express themselves using the medium that they know best. Using cell phones in the classroom settings as a tool enables them to stay focused and interested in the things that they are learning. Technology is such an important part of everyday life, especially in cell phone technologies. And because of the increasing improvement of cell phone technology has allowed the next generation to use them in a whole new way to learn. Although, there is concern about the overuse of cell phones, the benefits may outweigh the negatives. â€Å"I still think students need to learn the ‘old fashion’ way because what happens if technology becomes unavailable to them? Also students need to be able to use their brains for higher learning,† says Vela. Technology is a wonderful tool to use in the classroom for all age groups. They can benefit from the interactivity of the Internet and all the information that the World Wide Web has to offer students as well as teachers. Children in today’s classrooms have an opportunity that past generations did not have. They have the chance to make a big impression on their lives by allowing themselves to use cell phones to their advantage not their disadvantage. The technology of cell phones has taken over almost every aspect of human activity. Adults as well as children have been consumed by the use of them, and now it has leaked over into the world of education. There are many concerns about the overuse of this technology, but many districts are taking the chance to embrace it and try it out in the classrooms. It has been shown that there are benefits for school children. Although, there is some debate about this issue it is important to remember that there is a need for balance. Reference Lenhart, Amanda. (2010). Teens, cell phone and texting. Pew Research Center Publications. Retrieved 3 June 2012 from http://pewresearch.org. Humble-Thaden, Beth. (2011). Student Reflective Perception of High School Educational Cell Phone Technology Usage. Journal of Technology Studies. Retrieved 3 June 2010 from http://web.ebscohost.com. Toppo, Greg. (2009). Survey: Many teens use phones in class to text or cheat. USA Today. Retrieved 3 June 2012 from http://www.usatoday.com. Schachter, Ron. (2009). Mobile Devices in the classroom. District Administration Magazine. Retrieved 4 June 2012 from http://ww.eric.com. Interview: Debra Vela, PPCD Teacher, 17+ years teaching.

The Life Of Working Mothers In Pakistan Social Work Essay

The Life Of Working Mothers In Pakistan Social Work Essay Purpose: This study explored the experiences of mid-career professional working mothers exercising integration between work, family and selves in the context of the city of Faisalabad, Pakistan. It has been examined that how the family systems included joint and nuclear, affected them and their careers. Findings: The study showed that the professional working mothers are responsible for performing their domestic and professional roles, besides self-care. The proper incorporation of both roles is plausible with the stipulation of flexibility from both, work and family system, both, joint and nuclear family system. All women had intense feeling of motherhood; their career was also of high importance for them as they find their values and purpose. They wanted to achieve the objectives of their lives and self-fulfillment. Now they were better able to balance their family, work and individual self in comparative to start of their careers. Research Limitations: The response rate from the audience was low, but, through in-depth, rich and contextual information, which was received during interviews, tried to overcome these flaws. The females from the targeted population became very anxious and some were refused to give audiotaped interviews. Originality/Value: This paper contributes in the work-life integration for professional working mothers. The study explored that what type of hindrance or support a working mother living acquired form the family system and from the workplace and how they integrate the both. Kaleidoscope career model was used for this purpose. Keywords: Professional working mothers, mid-career, joint family system, nuclear family system, work, Faisalabad Paper Type: Research Paper The proportions of women make up an increase in full-time workforce (Metz, 2005), especially in the professional and managerial fields around the world (Cabrera, 2007). Pakistan is in the phase of transition (Raza Murad, 2010), since July 2009 women employment is increased by 1.7% (Labour Force Survey, 2010). The increased proportion of women in labor force creates bigger challenges for women in the incorporation of roles and responsibilities and managing time accompanied with child bearing and child rearing years (Grady McCarthy, 2008). These challenges stimulated scientists to create a link between work, family and self (Valimaki, Lamsa Hiillos, 2009). As a result pressure on organizations to respond towards employees family responsibilities has been increasing (Goodstein, 1994). Additionally the challenge for the organization to find out the adequately integration between domestic and work life by work -family (WF) arrangements (Peeters, Wattez, Demerouti Regt, 2009), by provi ding equality policies, statutory entitlement, maternity leave, carers leave, parental leave, and non statutory arrangements like flextime, e-working, job sharing, term-time working (Glass Estes, 1997, Grady McCarthy, 2008). The increasing number of working mothers, over past years, has increased pressures for them as they confront meaning in work, family and personal life (Grady McCarthy, 2008). Work-life integration seems to be difficult for professional mothers due to increased pressures. They not only need to create meaning in their work, family, personal life by selves but they also need support at work place by the employer. The support by the employer at work place towards integration of work, family and self leads towards self-fulfillment and satisfaction which have positive outcome for them and ultimately for employer (Auster, 2001). The absence of the support by the employer may lead to the difficulties for the professional mothers. The work intensification and long hours, coupled with child rearing demands result in stress and labor turn over (Jones McKenna, 2002). The purpose of this study is to explore the issues, problems and experiences of mid-career professional mothers regarding work-life integration in Faisalabad, Pakistan. How the most prevailing family systems in Pakistan, joint and nuclear (Ahamad, 2002), affect them. The study examines what type of hindrance they face and what type of support they need at work place as well as from the family. Now in Pakistan, vast segment of the society based on women cannot be denied the womens status, autonomy and equality in playing a role in social, economic opportunities and nation building (Amir, 2004, conference paper). Concerns about the economy and as well due to the changes occurred in womans aspirations has increased the women as work force as never before (Ahamad, 2002). According to labor force survey 2010, womens employment rate increased by 1.7% as mentioned above. The focus is on mid-career professional working mothers because they are in the stage of career when a lot of attention i s required by their family and as well for building their professional career. Professional working mothers are defined as those mothers, who manage, develop and invest their professional career throughout the period of rearing their family (Grady McCarthy, 2008). Work-life integration Work and non-work are interdependent and the individuals have to play roles simultaneously or to switch frequently from one role to the other (Wilson et al., 2004). Work role is the professional duties assigned by the organization and non work includes family or domestic duties have to perform for family. Central idea of this research paper is work life integration. Work-life integration is defined that how professional workers incorporate the duties at work place accompanied with the domestic duties along self demands. This belief gained a lot of attraction in the past decade (Metz, 2005, Grady McCarthy, 2008, Valimaki, Lamsa Hiillos, 2009, Peeters, Wattez, Demerouti Regt, 2009, Goodstein, 1994, Glass Estes, 1997, Auster, 2001, Jones McKenna, 2002, Karatepe, 2009, Wilson et al., 2004 Burke, 2004). With rise of industrialization, the agrarian model is now replaced, the conventional role of women expected to take care of the children and men as bread winner is going to be change d (Valimaki, Lamsa Hiillos, 2009, Grady McCarthy). Employees need to confront the work and non-work roles corresponding. Dissolution, interference and conflict between the roles may lead to disorder, burn out, emotional exhaustion (Grady McCarthy, 2008 Peeters, Wattez, Demerouti Regt, 2009), negative health outcome dissatisfaction and emotional dissonance (Karatepe, 2009). The work-family conflict is considered bi-directional (Cohen, 2009, p. 814). Managing multiple tasks at a time may lead towards conflicts from work to family life and from family to work life (Kirrane Monks, 2004). Sense of equilibrium may create by positive spillover, enrichment and facilitation (Glass Estes, 1997, Valimaki, Lamsa Hiillos, 2009). On the other hand women entrance in workforce in last two decades at an precedent pace (Auster,2001), resulted dual-earner and in low gap between male and female (Ahamad, 2002). Females need support from family system and spouse to make an appropriate assimilatio n (Valimaki, Lamsa Hiillos, 2009). The family system and work-life integration for mid-career women It has been proposed that a professional womens career is difficult to be examined without examining her non-work life family system and spouse (Powell Mainiero, 1992). Family, a smallest unit of a society composed of two or more people who are interconnected by marriage, blood or adoption, live together from an economic unit, has basic features of sharing and togetherness (Ahamad, 2002). Two types of household systems, dominant in Pakistan, joint family system, in which women with her husband and children lives with in-laws, and the nuclear family system, in which a woman separately lives with her husband and children (Amir, 2004). A newly married working woman prefers to live in nuclear family system but in child bearing stage this system jeopardizes her life (Aamir, 2004). Due to the lack of day care centers and unreliable servants and maids may make it difficult for the working professional mothers to take care of their dependent children particular in mid-career. In such case joint family system becomes the heart favorite of working professional mothers (Aamir, 2004), which may facilitate and may take care of their children, in their working hours. Woman marries the whole family and she is answerable to other family members(Ahamad,2004), tough responsibilities are on her shoulders, specifically in joint system, leads towards heavy burden when woman is working as professional and as well as an economic hand of her partner. In such case woman may feel dissonance and may prefer nuclear system where number of dependents are less, she needs support from her spouse and work place to continue her professional career. Modern life is leading towards change in roles of women and men due to continuous changes in economic and demographic trends (Ahamad, 2002) The percentage of married couples increased in previous decades, in which both spouses worked full time, a spouse or a partner can provide basic support, include sharing home, parenting responsibilities, encouraging career development, interpersonal support needed by working women (Gordon Whelan-Berrry, 2004). After passing day long activity at workplace may make a working women exhausted and make it thorny for her to take care of children along household duties. In such case professional working women particular in mid-career, where family demands with child rearing are increasing accompanied with career growth. It may become difficult to incorporate both without support from family and work place. In some cases, family and spouse do not facilitate working women but sometimes do really support (Karatepe, 2009). Working professional mother may b e from Joint family system or nuclear family system, necessitate ample support. It may affect in work-life integration. By sharing common interests a flexible spouse enables working woman to manage their career and integrate work and family lives successfully (Valimaki, Lamsa Hiillos, 2009), especially in mid-career where career has already established and women are beyond the parenting of infants and toddlers, finding new challenges in work and personal interest (Gordon Whelan-Berrry, 2004 Grady McCarthy, 2008). Thus, literature indicates when women are in their mid-career, face challenges regarding work-life integration while experiencing new opportunities in advancement of their career, they need to be supported by work place and family system, either joint or nuclear family system. Professional working mothers strive to integrate across the domains and to minimize the gap. This research paper aims to explore the gap that how professional working mothers create balance concerning work, family and individual selves; and how family system affects this integration? The following section indicates research methods used in the current study to address these research questions. Method Qualitative in-depth interviews were carried out with 22 professional working mid-career mothers. The criteria determination for the participants was Professional mid-career working mothers, who joint parenting role along with career advancement Age between 33 to 48, most agreed aged for mid-career in Pakistan With children, at least one dependent child, less than 18 years The sample was chosen by considering convenience and snow-ball sampling. The professional working mothers to whom authors met were asked for further contacts. The sample size of 22 professional working mothers is adequate representation of population of working professional mothers particular in mid-career in Faisalabad, Pakistan. Interviews were based upon 90 to 120 minutes and were audio-taped. Authors transliterated interviews. Table1 presents the sample questions which were asked for exploration. Sector Subject matter Sample questions 1 Responsibilities/dependent care you and your family Tell about yourself, your responsibilities at work place and self demand? How does every day job look like? 2 Amalgamating work and family life Do you find it easy or difficult to manage work, family, school etc at morning? Did you ever feel frustration and think to stay at home full time? 3 The work place-flextime, support, enrichment Is your work place family-friendly for you? Have you availability of any flextime? 4 Career development and promotion-support or barrier Are you on the right path of your career, you ever thought? How did you manage during child rearing? 5 Self-fulfillment and satisfaction Did you approach your value or purpose of mid-career? Do you consider satisfied yourself? 6 Family system Who does take care of your dependents while your working hours? What type of family system may support more mid-career women? Opt out from child day care center, house maid or relatives for your child-care? 7 Other issues Has the study enabled you to think in a different way about your? 8 Demographic data Source: Work-life integration: Experiences of mid career professional working mothers (Grady McCarthy, 2008) The content analysis was the approach used to analyze the data (Bryman Bell, 2003). The qualitative responses were collected, grouped and the concept was examined through the organized analysis of the record. The figure below presents the content analysis framework that was derived. Framework led four subject matters along with four research questions. Further integration of work is illustrated by incorporating values and essence of balance. Final column indicates the responses of the participants towards questions Sphere Themes Description Construct of work-life integration Respondents reference to theme 1. Self-perception in relation to work and family roles Children are a working mothers number one priority. When there was a clear conflict between work and children, participants made choices and children became the priority. Sense of self (assess values, beliefs and purposes) 100% Work and career is very important Career is important for participant they seem stimulation, challenges and enrichment 80% 2. Work-related factors Flexibility is two-way When flexibility is experienced at work it supports commitment and increased productivity in the in the work place in addition to integrating work and family life 60% Changing attitudinal, and social context The changing attitudes and culture in the work place and the social and legislative changes have improved the situation for working mothers Work itself (paid and unpaid) 75% Responsible for ones own career Working mothers took responsibility for their own career at all stages and more particularly now as mature members of the workforce and at mid-career they assess that it is up to them to create their own future direction 93% 3. Merge work Family system Whether joint system help professional mothers for working? Joint family including husbands parents,sisters and brothers are helpful for working mother Sense of balance Choices about time in each sphere 72% Whether Nuclear system help professional mothers for working? Nuclear system excludes members of family except husband,wife and their children is more beneficial or provide support to working woman. 28% 4. Proper Integration Self suffers when work and family become dominant Integrating work and family was a key priority throughout the years with little time for self, but participants found significance in this integration. Integration and balance across work, family and self= work-life integration 80% Paradigm is shifting and needs are changing Merging work and family is getting easier, children are getting older, seaking more time for self- meaning of integration is changing 80% Findings Demographic information and career profile The participants in this study were 22 women in number aged from 33 to 48, fall in mid-career, who endured full time job accompanied with family rearing years. All infatuated nationality of Pakistan. All participants in this paper were interviewed, indicated their marital status as married, with at least one dependent child. Three of the participants had four children; nine of the females accompanied three kids and eight of the respondents possessed two children and two females had 1 child. Seven of the females were living in joint-family system, three of which lived with just mother-in law and father-in law, and other four were living with other relatives as well. Fifteen of the participants lived in nuclear system. One of the females had infants and the children of other women were school-aged or above but at least had one independent child. The women possessed work experience between 8 to 22 years. The targeted sectors were medical, education, makeup industry, telecommunication, nursing and research officers including both public, private and semi-government organizations along with self-employment. Four targeted interviewees were doctors had specialization in different fields, work experience fall from 9 to 20 years. Two of the participants were Ph.D. doctors, fell under the category of research offi cers; eight of the respondents were from education field were working as teachers, generally owned masters degree, as well had some completed short-courses relevant to the fields. Three of the contestants were selected from telecommuting, two from banks and one from beauty salon, preserved 10 to 18 years experience and possessed different relevant short courses. Nine of the women included, were form private organizations, five were from government or public organizations, five were from semi-government and three were the self-employed. One of the respondents, had the nationality of Pakistan but lived 10 years in Madinah, Saudi Arabia and worked as lecturer in the Madinah University, Saudi Arabia for ten years, and shifted to Faisalabad for last five years and running her own school. Self-perception in relation to work and family roles The findings point out that when the family roles as well as work roles spill over each other, the number one priority professional working mothers gave to their children. It is evident from the interviews that females were very disturbed and stressed at their work, regarding their children. Women miss their children at workplace. All women became very emotional when they talked about their children. They are not ready to do compromise over their children. The working mothers focused on giving a quality time to their children. The following statements are the evident of the way of thinking of mothers: Being a mother, my children are my number one priority. I will never let my children neglected due to my career. I have a wish to pursue my career along with performing the duties related to my children as a mother. As a mother, my kids were my main concern. I always tried to give them a quality time rather than a quantity time. Self employed respondents were flexible in their working conditions. They were not bound for any ones order. Such women indicated that the reason for their being self employed was their children. They said that it was difficult for them to give an appropriate time to their children. I am self-employed and running my own school. I rare feel to make an adjustment difficult between children and my career. In case of any accident or sickness of child it is easy for me to take a leave. All women had intense feeling of motherhood. But some women responded that their work as a stimulating factor for them. Females pointed out themselves much active due to their jobs and considered them as idle without job. They had more challenges in their lives so they worked hard and struggled more to accomplish. They identified them as more creative in contrast to non-professional women. In the start of my career, I found it hard to create a balance between work and family. But now I feel myself incomplete without my job. In off days I feel myself very lazy and idle. I even dont wash my face and take bath as I dont have to go at work. My work creates charm in my life. Work related factors: Two-way flexibility is very crucial issue in business organizations. If employers give flexibility to the employees working in an organization, the employees also put more commitment over there. Parental leaves, maternity leaves, flexible working hours, carers leave, job-sharing, may fall under the category of flexible related factors. Flexibility is very important. I am here; the reason is the cooperation from my colleagues at workplace. As yesterday, I had to attend mothers meeting of my younger child. My employer let me to go. As a result, today I am putting my maximum contribution. I am a doctor but instead of doing practice I am teaching at medical college and I got flexibility from the organization to pick my children from their school. My children are quite happy and I am also contented due to that flexibility. Some women pointed out that they had to suffer a lot because of inflexibility of the organization; sometimes it became so difficult for them to run their career during child bearing period. I am an employee of a private organization. During my career I thought many times to leave the job due to inflexibility from my organization specifically during my child bearing stage, I ever got unpaid maternity leaves for only one month. At that stage I became so frustrated due to my child care and had wished to shoot the employer. From previous decade the working trend of the women is increasing and as a result, social, behavioral and attitudinal changes are also emerging. In Pakistan, it was considered strange for the women to go out of their homes for the sake of earning beside their husbands. Now-a-days male colleagues share the responsibilities and contribute to the work with their female colleagues instead of competing with them. I have been working from eighteen years. At start of my career, my neighbors, relatives, and my male colleagues watched me in an unsophisticated way, but now at the stage of my mid-career my peer group specifically included men are very cooperative towards me. Without participation of women, its not easy to bear financial expenses only by male. Now society is more civilized and it is accepting this reality. Women only considered them responsible for their career. They often had to ignore many opportunities just due to their family and child related problems. Women were not willing to leave the city due to their family and spouse. I received much flexibility from my previous organization at Lahore. I was at the promotional stage in that unit of organization. But in case of my husbands promotion in Faisalabad I had to compromise and to leave that unit of organization and made it possible my transfer in other unit of that specific organization in Faisalabad. Now I have to deviate from my smooth career path. I have left many opportunities offered by organization. I dont want to become as part of top management because I dont want to bear burden of work more it may cause to disturb my family. Merging work and family system: As research evidence showed that professional working mothers have much feelings of motherhood and as well they had identified the need to come in professional fields. Women have to leave the job due to negative spillover of work and family roles; they have to leave their jobs (Glass Estes, 1997). There is high importance for them to merge work within their family systems. As indicated before that two most prevalent family systems are joint and nuclear. Professional working females, as part of joint system, pointed that this type of family system showed cooperation with them in their career path. I have been working from fourteen years. I have never felt any type of problem regarding my child care. I leave my children at home and their grandmother takes care of them in a best manner. My children are more confident and bold as compared to my relatives whose mothers are not working. Whenever I go home after completion of job, the happy faces of my children make me fresh. All credit goes to my mother-in-law. I love her. I dont have any problem regarding my children care. I never felt any need of child care center here because our joint family system is the best alternative of such day care centers. I may never feel confidence over the servants and maids as I have trust in my in-laws. Some women indicated that they had to suffer due to joint family system because of the burden of extra responsibilities and domestic duties. Joint family system hinders smooth career path of professional working women. Due to a large amount of domestic responsibilities I lost many opportunities. Financial expenses also increases and I have to give a big portion of my salary to my in-laws. Respondents who lived in nuclear family system mentioned a lot of problems regarding their work and family integration. They mentioned problems regarding their child care and to perform a lot of domestic duties by selves. Working women needed a cooperative spouse. I have to ignore my children when I come to work. I forget work when I reach at home. I wish to have a joint family system at least my children may be in a position to get safety and security because I cant rely on maids. My husbands career is very important and he cannot take leave for children. It is also evident that the working mothers, who lived in a nuclear system, didnt compromise on their careers. They didnt have any responsibilities and bounding from other family members. They indicated much satisfaction because they didnt need to answer anybody. I am thankful to God that I live in nuclear family system, I am very happy in my paradise where there is no interference from typical mother, father, sister and brother in-laws. I am not answerable in front of anybody regarding my actions except my cooperative husband. Support from partner/ spouses were identified as a key element for professional working mothers. A researcher woman pointed that she was nothing without the support from her husband because a supportive husband shared the domestic roles as well. Today I am here due to my husbands support. During my child bearing period I did my Ph.D. related to my field. I did work at home and my husband made it possible to examine my work from my supervisor consecutively. My husband is very cooperative in building my career. Even he does cooking if I am not there. It was reported by all participants that they may only continue their career if support from their families were there. Joint family system was supportive for family emergency time and children care. Research indicated those women who fell under the category of nuclear family system, pointed that they were nothing without their husbands support. Because there was no one at home, work as helping hand in spite of their spouses. Integration of work, family and personal self: Increasing trend of working mothers from the last decade indicated that women were in their mid-career. There felt a need to manage work family and personal selves. But respondent showed that this stage of mid-career they fully focused towards family and work and had forgotten themselves, which is supported by following statement of a gynecologist; Work and family come at first. My profession does not let me to ignore it. I have to remain alert at all times. In such case I find no time for myself. Last day I came to workplace and my coworkers pointed that I was wearing shirt from the wrong side. The participant women showed that they are trying for their values in their lives because at this time of mid-career the financial issues were almost solved and compensation plans are not enough. Their children have also grown up and care for children become easier. The women at their mid-career seek purpose of their lives, their needs are changing. They mentioned that they had past a lot of time with their work and family now they feel need for self care. The following statement proves these views: In the start, my husbands salary was very low, unable to fulfill our financial expenses; I pursued myself towards my career as right hand of my husband. That was tough time when my children required time from my side. But now I have no problem regarding children care or any financial issue. Its now time to focus on me. In summarized form, it is proved from the findings of the whole study that working professional mothers interplay the roles of work and family along with individual selves. Family balance is achieved through the potential, appropriate plan, family system, and workplace flexibility and a network of support. Large proportion of respondents perceived that joint family system helped them for fulfilling career and a sense of achievement. In the start career the most portion of the time, they devoted for work and family. But now in mid-career, self-balance gained a lot of importance. Discussion and conclusion This study explored the experiences of mid-career professional working mothers constructing integration between work, family and selves in the context of Faisalabad, Pakistan. It is examined that how family systems included joint and nuclear, affect them and their career. How these professional working mothers made integration in spite of lot of challenges and what support they require from family system. The lives of professional working mothers are very crucial. They need to run their family and children as number one priority along with significant concern for their career. Mid-career professional working mothers experienced a long time period of time for their work. They created quality in their work, which motivated them for the self-fulfillment. According to Warner and Hausdorf (2009) work-family support negatively affects the individuals stress and leads to satisfaction in different aspects of life, family as well as the job while enhancing more commitment towards their workpl ace. Thats why working professional mothers leads towards the sense of achievement. Now organizations are struggling to better understand the factors, affect the fulfillment of this ever-growing demographic type of mid-career who is filled with intelligence and experience (Ellen R. Auster and Karen L. Ekstein, 2004). The existence of flexible working conditions and flexible working hours are reported as favorable for the working mothers. Schedule flexibility is a boundary-spanning resource that helps workers accomplish both their work and family responsibilities (Carlson, Grzywacz Kacmar, 2010, p. 331). Organizational policies are required to include flex options, for professional working mothers. Women and men particularly who are married, as c

Speech and Language Therapist (SLT) Role and Ethics

Speech and Language Therapist (SLT) Role and Ethics Role Investigation This essay will investigate a vocational role as a Speech and Language Therapist (SLT). It will cover the role, where the role may be needed and will operate, what qualifications are needed to become a SLT, and what psychological theories are used and applied when working as a SLT. The essay will then cover the ethics required of a SLT and the skills needed because of them. A SLT role requires working with people of all ages with various levels of speech language and communication problems. Such problems can occur when they have difficulties swallowing, drinking or eating. Typical clients they deal with have physical and learning disabilities, hearing loss/deafness, psychiatric disorders or dementia. They help by assessing and identifying the difficulties/disorders the client has and then create and implement a suitable treatment program. They will then continue to see the client on a one-to-one basis to assess the developments made. They will also teach the client’s family, social workers, and teachers on how to communicate effectively to help clients outside their therapy sessions (editors, 2012). The average salary for a SLT could range from  £21,176- £27,625 if they are part of the NHS, but you could go into a specialist role outside of the NHS and the salary range is  £25,528- £34,184. Another option is the work as a freelance SLT. SLTs work within schools, hospitals, health centres, day care centres, rehabilitation unit, client’s homes, prisons and young offender’s institutions. SLTs work typically 9-5, and they could work in several locations (editors, 2012). The training and qualification needed to be a SLT is a degree accredited by the Royal College of Speech and Language Therapists (RCSLT). A degree in Psychology will better the chances of getting onto the post-graduate 2 year course, which needs to be taken to get the accreditation. SLTs also need to be a registered member of Health care Professionals Council (HCPC) (AGCAS, 2012). Although a specialist speech and language therapist may require additional skills and training. For example a speech and language therapist in a special needs school may learn Makaton sign language because some children may not be able to communicate effectively. Using signs may help adults understand children which will relieve frustration and reduce anxiety which in turn should help facilitate communication (Enderby, et al., 2009). Speech and language is something quite unique to humans so a lot research has been done into the acquisition and the development of language (Pinker, 1995). Theories are constantly evolving and adapting and speech and language therapists must recognise these and adapt their strategies accordingly (Latham Miles, 2001). The behaviourist approach to language development is that it is learnt in response to a stimulus that gives a pleasant reward (Latham Miles, 2001). This is how a child will associate words with meanings and therefore reinforce the importance of communication and using words. For example Skinner proposed that a child will point and say â€Å"drink†, the child is then rewarded with the drink. The child then associates the word drink with getting a drink and will carry on using it whenever they want one (Skinner, 2014). This is supported by Sundberg, Micheal, Partingtin, Sundberg, (1995) who did a study on five children between two and four-years-old, four had moderate language delays and one typically developing child. They performed the targeted response, i.e. sound, word or phrase, after the conditioned reinforcement was established and then established new vocal responses. For example a subject wanted to be tickled (which was the reinforcement), so said the paired word â€Å"apple†, eventually she started saying â€Å"tickle†. However this study was only done on 5 subjects so its sample size is not relaible enough to generalise universally. Although speech and language therapists could use positive reinforcement as a technique in their sessions, it could be particuarly helpful when working with children. SLTs use games where when they win or complete the task they are intrinsically motivated. Extrinsic rewards do help however the child may get too excited by the reward and their attention turns to the reward rather than the task. Also they may find that the child doesn’t have reward outside the session therefore doesn’t use the communication skills learnt in session outside, in classrooms or at home (Boyle, McCartney, Forbes, OHare, 2007). Also it is important if a SLT is working with someone with mutism or selective mutism to reward every type of communication, no matter how small, whether it be verbal or head shaking. A SLT will talk to teachers and parents/carers to see these small signs of commmunication and how to positively respond to them (Aberdeenshire Council, 2013). This behaviourism technique is what allows children to associate words with meanings however if a child is impaired in this area a SLT may find other ways to allow a child to communicate. For example teaching Makaton signs or using symbols and pictures that they can point to (Roulstone, Wren, Bakopoulou, Goodlad, Lindsay, 2010). However Skinners approach was criticised because it does not explain how people come to put sentences together (Albery, et al., 2008). This point was made by Chomsky, he believed that language was a human instinct (Pinker, 1995) and that the sentence structure was very important in being understood and that a child through behaviourism alone could not learn all of the grammatical rules in his/her language (Chomsky, 1967). For example the sentence â€Å"the cat was on the basket† differs in meaning from â€Å"the basket was on the cat†, Chomsky believed that the order was essential to get a message across (Chomsky, 1967) (Latham Miles, 2001). Chomsky believed that children could understand grammatical rules through their Language Acquisition Device (LAD) and universal grammar. They hear the language, through the LAD, they then pick up on the grammatical rules of language in their universal grammar and then it is put forward to the LAD (cited by Albery, et al., 2008). Th is can explain how children overgeneralise grammar for example when they say â€Å"wented† or â€Å"goed† (Albery, et al., 2008). This can be supported by Berko, children were asked questions to find out whether they knew grammatical rules and could apply them to made-up words. For example they were showed a picture of a â€Å"wug† and asked what two were called. Instead of saying they didnt know because they have never been told, they called them â€Å"wugs†. However this study was done on only English native speakers so it does not prove if children have access to universal grammar rules, it may just suggest children listen and remember grammar rules of the languages they have been exposed to (Berko, 1958). Most people who have suffered from a stroke may know what single words mean but may struggle when it comes to putting sentences together. So its the SLT role to focus on tasks that will facilitate the patient’s ability to construct sentences. They could do this through arranging words on flash cards into sentences (Stroke Association, 2012) Another theory that SLTs use are the stages of language acquisition. At around 7 week’s babies a thought to start the â€Å"cooing† stage, this involves sounds that include vowels like â€Å"ooh† and â€Å"aaaa†. At 7 months children are believed to start the babbling stage such as ‘bodadda† (Albery, et al., 2008). SLTs will use this as guidelines to decide whether a child is developing their language normally. Latham Miles (2001) created a framework which is used to assess where a child is in their language development and interventions to help the child move onto the next band. For example band one the child can express themselves through vocalising, facial expressions, pointing and gestures. The interventions suggested at this stage are for an adult to respond to the child’s attempts of communication and actively play turn taking games with them. This should then help the child move onto band two. The SLTs job will be to continuously assess and evaluate the child’s progress and put in place interventions that parents and carers can do at home to help the child progress. This is a part of the SLTs ethics guide, they must ensure they are making fair and appropriate assessments, judgements, diagnosis and treatment interventions. They must ensure they put the client first and make decisions that would most benefit them based on knowledge and up-to-date research. They must also ensure they are keeping records of all the sessions they have with their clients so that there is a record of progression. It is important they maintain client confidentiality at all times. Above all they must protect their clients and themselves by maintaining a safe, appropriate, and professional environment and relationship (HCPC, 2014). The skills needed to be a SLT because of the type of role are efficiency, to ensure you are on top of all paper work and recent research. They must be able to work with and enjoy working with lots of different types of people, from children to the elderly, and have the patience to listen and help clients. And they must be good at problem solving and creating effective and inventive interventions that will work for specific individuals. In conclusion SLTs have a very diverse job which is changing all the time, from the types of people who require their service, the research behind the service given and what they can do to help their clients. They must constantly be on top of whether their treatments are working and change them accordingly, this means they must be on top of research and take into account both nurture and nature sides of language acquisition. However the role seems creative, rewarding and it seems that they could do something and work with somebody different every day. References Aberdeenshire Council. (2013). Supporting Children with Selective Mutism. Aberdeenshire: Aberdeenshire Council. AGCAS. (2012, December). Speech and Language therapist, entry requirements. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_entry_requirements.htm Albery, I. P., Chandler, C., Field, A., Jones, D., Messer, D., Simon, M., Sterling, C. (2008). Complete Psychology (2nd ed.). (G. Davey, Ed.) London: British Libuary Cataloguing in Publication Data. Berko, J. (1958). The Childs Learning of English Morphology. Word, 14, 150-177. Boyle, J., McCartney, E., Forbes, J., OHare, A. (2007). Language Therapy Manual: health technology assessment 2007. Strathclyde: University of Strathclyde. Chomsky, N. (1967). A Review of B.F. Skinners Verbal Behavior. Readings in the Psychology of Language, 142-143. editors, A. (2012, December). Speech and language therapist, job description. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_job_description.htm editors, A. (2012, December). Speech and language therapist, salary and conditions. Retrieved October 28, 2014, from Prospects: www.prosoects.ac.uk/speech_and_language_therapist_salary.htm Enderby, P., Pickstone, C., John, A., Fryer, K., Cantrell, A., Papaioannou, D. (2009). Resource Manual for Commissioning and Planning Services for SLCN. Royal College of Speech and Language Therapists. HCPC. (2014, June 11). Speech and Lanuage Therapists- Standards of Proficency. HCPC- health and care professions council. Retrieved January 21, 2015, from HCPC: Health Care Professions Council: www.hcp-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf Latham, C., Miles, A. (2001). Communication, Cirriculum and Classroom Practice. London: David Fulton Publishers Ltd. Pinker, S. (1995). The Language Instinct. London: Penguin Books. Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S., Lindsay, G. (2010). Exploring interventions for children and yound people with speech, language and communication needs: A study of practice. Bristol: Department of Education. Skinner, B. (2014). Verbal Behavior. B.F. Skinner Foundation. Retrieved from store.behavior.org/resources/595.pdf Stroke Association. (2012, April). Communication Problems. Retrieved January 21, 2015, from Stroke: www.stroke.org.uk/factsheet/speech-and-language-therapy-after-stroke Sundberg, M. L., Micheal, J., Partingtin, J. W., Sundberg, C. A. (1995). The role of automatic reinforcement in early language acquisition. Analysis of Verbal Behavior, 13, 21-37.

Analysis of a Scene from Luhrmanns Production of Romeo and Juliet Essa

Analysis of a Scene from Luhrmann's Production of Romeo and Juliet It seems interesting at first that Baz Luhrmann should choose to rework Shakespeare's Romeo and Juliet into a modern movie. However, when you think about the aims of a modern film-maker such as wanting to really affect the audience and create a series of moving and powerful images shot through with dialogue, then it is less surprising that Romeo and Juliet was Luhrmann's choice. Shakespeare's play is filled with emotion and suspense, so had limitless potential to be made into a great movie. Luhrmann adapted the play for the big screen very effectively, managing to portray the emotion of the film using visual storytelling techniques that had not been available to Shakespeare at the time he wrote and staged it, for example elaborate sets. One of the scenes where Luhrmann portrays the emotion and drama of the story superbly is Act 3, Scene 1. It is possible to consider how effectively Luhrmann adapted this scene by studying the different techniques he employed in reworking it from the play into part of a movie adaptation of Romeo and Juliet. The soundtrack complements the movie, and was used in this particular scene to help set the mood. Music in the movie is used to build tension, convey emotions and create links between other scenes in the movie. For example, whenever the viewer sees Tybalt and the Capulet boys together, wild western music can be distinctly heard. Be it at the petrol station in the opening of the movie or on Verona beach, the wild western music is consistently associated with them. When they walk onto the beach out of their car, the way they swagger ... ...ecide what to include and how to shoot the scene to convey the emotion that fuels it, indeed one of Luhrmann's main concerns when shooting this movie was staying true to Shakespeare's original play. Luhrmann had an advantage over Shakespeare in that he could visually show a lot of the emotion and feeling that Shakespeare had to have his characters explain when he staged it. Where Luhrmann has omitted text from the original play, he has shown the emotion that was expressed in the text through the actions of characters and, among other factors, sets, lighting and music. So while Shakespeare supplied the wonderful story behind Luhrmann's adaptation of Romeo and Juliet, it is Luhrmann who successfully turned the play into a modern day movie that stayed true to Shakespeare's play while being suited to a modern day audience.

The High Cost of Genetic Engineering Essay -- Persuasive Argumentativ

The High Cost of Genetic Engineering    Genetic research on human embryos, in correlation with the human genome, is the key to gene therapy, genetic diagnosis, and even to genetically engineered human beings.   Knowing which gene controls what trait and causes what genetic disease will arm doctors with a powerful tool to treat their patients at the molecular level.   On the other hand, this allows people to possibly manipulate genes to enhance specific traits or create the perfect baby.   Genetic research on human embryos has two implications.   A practical one in therapeutic research (to detect, and hopefully correct gene flaws), and then the potentiality of allowing parents to decide how their child should look (or in an extreme word, eugenics).   The former, which at the present is wishful thinking, will be a reality in the future if the technology becomes feasible.   Assuming that we did genetically engineer for positive, medicinal purposes, it would require germ-line therapy, eliminating the necessity of constant somatic cell therapy.   Germ-line therapy is the process of replacing genes, whereas somatic cell therapy is adding genes and hoping that they replicate at a higher rate than others.   Possible targets for genetic engineering would be genetic diseases, such as Huntington (The Benefits of Genetic Engineering) and Parkinson, those proven to be linked to genetic predisposition, such as cancer (Ao, 140), psychological disorders like schizophrenia (Bernstein, 518), and major birth defects (Resta).   There are however drawbacks to these treatments.   Examples include undue suffering to the subjects due to botched engineering of the genes (Wolfson), also known as the Frankenstein factor, psychological trauma associated with... ....edu/hdsa/huntingtonsdisease.nclk Resta, Robert G.   Genetic Counseling:   Coping with the Human Impact of Genetic Disease:   Ã‚  Ã‚   http://www.gene.com/ae/AE/AEC/CC/counseling_background.html Saetz, Stephen. 1985.   "Eugenics and The Third Reich."   The Eugenics Bulletin.   Winter.   Ã‚  Ã‚   http://www.ziplink.net/~bright/papers/3rdreich.html What's Morally Wrong with   Eugenics:   Ã‚  Ã‚   http://www.med.upenn.edu/~bioethic/library/papers/art/EugenicsNotreDame.html Wolfson, Richard.   Cloning, Marketing Life, and Playing God (Part II): http://www.natural-law.ca/genetic/BiotechNov97.html Magazine Articles: Dickman, Steven.   "Human Embryos Carrying Altered Genes." New Scientist July, 1997. Henig, Robin M. "Tempting: If you could dictate the content of your kid's genes, wouldn't you?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shouldn't you?"   Discover May, 1998.   Pp. 58-64.

Helen Keller’s Life Essay

The name of Helen Adams Keller is known around the world as a symbol of courage in the face of overwhelming odds, yet she was much more than a symbol. She was a woman of luminous intelligence, high ambition and great accomplishment. She devoted her life to helping others. Helen Keller was born in Tuscumbia, Alabama, in 1880. When she was only 19 months old, she contracted a fever that left her blind and deaf. When she was almost seven years old, her parents engaged Anne Mansfield Sullivan to be her tutor. With dedication, patience, courage and love, Miss Sullivan was able to evoke and help develop the child’s enormous intelligence. Helen Keller quickly learned to read and write, and began to speak by the age of 10. When she was 20, she entered Radcliffe College, with Miss Sullivan at her side to spell textbooks – letter by letter – into her hand. Four years later, Radcliffe awarded Helen Keller a Bachelor’s degree  magna cum laude. After graduation, Helen Keller began her life’s work of helping blind and deaf-blind people. She appeared before state and national legislatures and international forums, traveled around the world to lecture and to visit areas with a high incidence of blindness, and wrote numerous books and articles. She met every U. S. president from Grover Cleveland to Lyndon Johnson, and played a major role in focusing the world’s attention on the problems of the blind and the need for preventive measures. Miss Keller won numerous honors, including honorary university degrees, the Lions Humanitarian Award, the Presidential Medal of Freedom, and election to the Women’s Hall of Fame. During her lifetime, she was consistently ranked near the top of â€Å"most admired† lists. She died in 1968, leaving a legacy that Helen Keller International is proud to carry on in her name and memory.