The Si4010 Key Fob Development users Guide free essay sample

Si4010-Key Fob-DK Si4010 K EY F O B D EVELOPMENT K IT U SER ’ S G UIDE 1. Key Fob Development Platform The Si4010 key fob development platform is a flexible platform for comfortably developing software and testing the whole system using the Silicon Laboratories software development IDE. The platform also allows programming of the NVM on chip. The kit has two versions: one for the 434 MHz band (P/N 4010-DKKF_434) and one for the 868 MHz band (P/N 4010-DKKF_868). 1. 1. Kit Content Table 1. Kit Content Qty Part Number 4010-DKKF_434 2 1 1 1 1 1 1 1 1 1 2 1 2 1 5 1 1 1 1 1 1 1 2 1 4010-UBPB_434 MSC-DKPE1 Si4010-C2-GS 4010-DKPB434-BM 4313-DAPB_LB MSC-PLPB_1 MSC-BA5 MSC-BA4 EC3 MSC-DKCS5 CRD2032 MSC-DKSW1 4010-DKKF_868 4010-UBPB_868 MSC-DKPE1 Si4010-C2-GS 4010-DKPB868-BM 4313-DAPB_HB MSC-PLPB_2 MSC-BA5 MSC-BA4 EC3 MSC-DKCS5 CRD2032 MSC-DKSW1 Description Si4010 Key Fob Development Kit 434 MHz Si4010 key fob demo board 434 MHz w/o IC SOIC/MSOP socketed development board Si4010-C2-GS transmitter IC, SOIC Package Si4010 MSOP key fob development board 434 MHz, SMA Si4313 LED receiver board low band pcb ant Key Fob Plastic Case (translucent grey) Programming interface board Burning adapter board USB Debug Adapter USB Cable CR2032 3 V coin battery Wireless Development Suite disc Si4010 Key Fob Development Kit 868 MHz Si4010 key fob demo board 868 MHz w/o IC SOIC/MSOP socketed development board Si4010-C2-GS transmitter IC, SOIC Package Si4010 MSOP key fob development board 868 MHz, SMA Si4313 LED receiver board high band pcb ant Key Fob Plastic Case (translucent red) Programming interface board Burning adapter board USB Debug Adapter USB Cable CR2032 3 V coin battery Wireless Development Suite disc Rev. We will write a custom essay sample on The Si4010 Key Fob Development users Guide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 0. 2 4/11 Copyright  © 2011 by Silicon Laboratories Si4010-Key Fob-DK Si4010-Key Fob-DK 1. 1. 1. Burning Adapter (P/N MSC-BA4) The programming interface board serves as an interface in between the debug adapter and the Socketed Key Fob Development Board or the Development Key Fob. It provides 6. 5 V for NVM programming. The power source is activated by a sliding switch on the board. It is required when the user wants to program the internal NVM memory on the chip. The programming interface board contains an 8-pin header, to which GPIO0 to GPIO5, along with power and ground, are connected from the socketed or battery platform. Therefore, the user can tap to that header to control or monitor the chip pins. 1. 1. 2. Si4010 Socketed Key Fob Development Board (P/N MSC-DKPE1) Socketed (both SOIC and MSOP) key fob board with SMA connector. 2 Rev. 0. 2 Si4010-Key Fob-DK 1. 1. 3. Si4010 MSOP Key Fob Development Board 434 MHz, SMA (P/N 4010-DKPB434-BM) This development board has an unburned soldered Si4010, five push buttons, SMA RF output, battery clip, and battery switch. This board allows running user application from RAM during program development even while board is disconnected and powered by the battery. The SMA output connector allows wired measurements of the RF output signal. 1. 1. 4. Si4313 LED Receiver Board Low Band PCB Ant (P/N 4313-DAPB_LB) Receiver board for link testing with the key fob development board loaded with the rke_demo example program. 1. 1. 5. Programming Interface Board (P/N MSC-BA5) Adapter board for interfacing customer PCB to the debug adapter. Rev. 0. 2 3 Si4010-Key Fob-DK 1. 1. 6. 4010 Key Fob Demo Board 434 MHz without IC (P/N 4010-UBPB_434) 1. 1. 7. Key Fob Plastic Case (translucent grey) (P/N MSC-PLPB_1) 1. 1. 8. Wireless Development Suite Disc (P/N MSC-DKSW1) Wireless Development Suite CD including Si4010 documentation kit, NVM burning application, example projects, and header files. 1. 1. 9. Si4010 sample, SOIC package (P/N Si4010-C2-GS) 1. 1. 10. USB Cable (P/N MSC-DKCS5) Cable to connect EC3 Debug Adapter to PC. 1. 1. 11. EC3 Debug Adapter (P/N EC3) Silicon Labs debugging adapter, used by other Silicon Labs’ MCU products as well, compatible with the development platform. 4 Rev. 0. 2 Si4010-Key Fob-DK 1. 2. Other Boards The following boards are not part of the development kit but can be ordered separately from Silicon Labs. Part Number 4010-DKPB434-BS 4010-DKPB_434 4311-DKEB1 4312-DKEB1 4311-DACB_LB 4312-DACB_LB Description Si4010 SOIC key fob development board 434 MHz, SMA Si4010 key fob development board 434 MHz Si4311 demo board Si4312 demo board Si4311 LCD FSK Receiver 434 MHz Si4312 LCD OOK Receiver 434 MHz 1. 2. 1. Si4010 SOIC Key Fob Development Board 434 MHz, SMA This board is similar to the board described in â€Å"1. 1. 3. Si4010 MSOP Key Fob Development Board 434 MHz, SMA (P/N 4010-DKPB434-BM)† but contains the SOIC package version of the Si4010. 1. 2. 2. Si4010 Key Fob Development Board 434 MHz This is also a key fob development board, but with a pcb antenna instead of the SMA connector. 1. 2. 3. Si4311 Demo Board and Si4312 demo board These boards are simple receiver demo boards for FSK and OOK respectively, with SMA antenna input, and SMA raw data output. For details see the Si4311-DB Users Guide and Si4312-DB Users Guide documents, available on www. silabs. com. 1. 2. 4. Si4311 LCD FSK Receiver 434 MHz and Si4312 LCD OOK Receiver 434 MHz Development boards for the Si4311 and Si4312 receivers, with a microcontroller, pushbuttons and LCD display. These boards are preloaded with the example program that is capable to receive the packets of the Si4010 Key Fob Demo with AES Capability. For details see the Si4010 Key Fob Demo Kit with AES Capability Users Guide available on www. silabs. com. Rev. 0. 2 5 Si4010-Key Fob-DK 1. 3. Usage of the Key Fob Development Platform The Silicon Labs IDE communicates with the USB Debug Adapter through the USB bus. The following debugging scenarios are possible: 1. EC3 debug adapter ? Burning adapter? Si4010 socketed key fob development board This setup is suitable for downloading, running, and debugging the program in RAM or burning the program in the NVM and running it. The antenna or measuring instrument can be connected through an SMA connector. Since sockets on board allow use of unsoldered ICs, this is the ideal scenario for burning the NVM memory of Si4010. 2. EC3 debug adapter ? Burning adapter? Si4010 MSOP key fob development board This setup is suitable for downloading, running, and debugging the program in RAM. This board has a PCB antenna and battery, so after downloading the program and starting the execution by disconnecting in the IDE, the board can be physically disconnected from the programming interface and tested in mobile form. A switch is provided on the board to connect/disconnect the battery. Note: Although burning is also possible with this setup, it is not practical since Si4010 is soldered on the key fob development board. 6 Rev. 0. 2 Si4010-Key Fob-DK 3. EC3 debug adapter ? Programming adapter? User’s own application In this setup, the user can incorporate the debugging capabilities into the final application using a cheap 4-pin header connection. Silicon Labs’ ToolStick USB Debug Adapter (not part of the development kit) is also compatible with the key fob development platform and can be used in the above scenarios. 2. Debugging an Application To debug an application the user is provided with the Silicon Laboratories IDE (Integrated Development Environment). The IDE has an integral help. This section is not a user manual for the IDE, but highlights the items which are important when working with the IDE. 2. 1. Installing the IDE and USB Debug Adapters Download the Silicon Labs IDE (Integrated Dvelopment Environment) from the following URL: http://www. silabs. com/products/mcu/Pages/SiliconLaboratoriesIDE. aspx and install it on your computer. The IDE gets installed into its own directory. The main executable file is IDE. exe. The IDE works with the USB Debug Adapter, shown in the section above. When the IDE recognizes the Silicon Labs USB debug adapters, it queries whether its internal firmware is compatible with the Si4010. If not, then it notifies the user and requests permission to update the adapters firmware. Silicon Labs also provides a program, usb_debug_adapter_firmware_reset. xe, to clear the adapters firmware manually before connection to the IDE. The program resides in the same directory as the IDE main executable. With the Si4010 debugging chain it is required that the manual adapter firmware clearing is done for each USB adapter before using the key fob debugging chain. That o peration needs to be done only once per USB Debug Adapter. The IDE will then program the correct firmware into the adapter. The reset firmware executable will scan USB ports and give the user a list of connected Silicon Labs USB adapters. The USB Debug Adapter name starts with EC. Users can have more than one USB adapter connected to the computer. 2. 2. Keil toolchain integration The project files in examples assume that the Keil toolchain is installed into: C:Keil directory. The location of the Keil toolchain can be easily changed in the Silabs IDE in the Project—Tool Chain Integration menu. An evaluation version of the Keil toolchain can be downloaded from the Keil website at http://www. keil. com/. This free version has a 2 kB code limitation and starts the code at the 0x0800 address. The Keil free evaluation version can be unlocked to become a 4 kB version with no code placement limitation by following the directions given in application note AN104 about Keil toolchain integration and license management. Unlock code can be found on the WDS CDROM in the root folder in the Keil_license_number. txt file. Contact your Silicon Laboratories sales representative or distributor for application assistance. Rev. 0. 2 7 Si4010-Key Fob-DK 2. 3. IDE Features The IDE allows the following: 1. Download the OMF-51 linker output format (Keil BL51 linker output, for example) and match the source code lines with the compiled file. This allows source code debugging, including variable value viewing, setting breakpoints, single-stepping, etc. Note that the output of the Keil LX51 linker is not understood by the IDE. 2. Download the IntelHEX file for the application. When using the IntelHEX file the source code debugging is not available. The user can set a breakpoint for a specific code address by going through the Debug ? Breakpoints (Alt+B) menu item. The user can also single-step through the disassembly of the loaded code. 3. Setting at least 4 breakpoints with a possible maximum of 8. The actual number of breakpoints available is determined by the IDE from the factory setting of the chip. 4. Single-stepping through the disassembly of the code. If the OMF file is loaded, the single-stepping is matched with the source code. 5. Viewing and changing variables, SFR registers, XREG registers, and the contents of both DATA/IDATA RAM and CODE/XDATA RAM on the fly during debugging. When the changes are made by the user in the corresponding windows, the user must press the Refresh Values (Alt+R) button on the toolbar to update the values in the device. Just changing values in the IDE will not automatically update them in the device. 2. 4. IDE Debugging Session The typical IDE debugging session consists of the following sequence: 1. Connect the IDE to the chip by hitting the Connect or invoking menu Debug ? Connect menu item. 2. Download the OMF file either by hitting the Download code (Alt+D) toolbar button or from the Debug ? Download object code menu item. The latter also allows IntelHEX download, but without the source code debugging capability. 3. After the code download, the device is automatically halted at address 0x0000 in CODE/XDATA RAM. Then the user can set breakpoints, single-step, animate, etc. 4. The user can hit the Reset (Ctrl+R) toolbar button any time the device is halted (not running). The internal digital system level reset is invoked and the device goes through the boot sequence. The previously loaded code by the user into the CODE/XDATA RAM is preserved and the device is halted at the address 0x0000 of CODE/XDATA RAM. 5. When a bug is found, the user can download a new OMF file whenever the device is halted. There is no need to disconnect the device from the debug chain or to hit reset. The download, item 2 above, will automatically reset the device after the OMF/IntelHEX new code download is finished. It is very important to note that whenever the Disconnect toolbar button is hit or the Debug ? Disconnect menu item is invoked, the debugging chain does the following: †¢ Enables the LED driver. During the debugging sessions the LED current driver is forcibly disabled. †¢ Clears all the breakpoints. †¢ Releases the device from halt and lets it run from the point when it was halted. 2. 5. Important Note about Single-Stepping Over ROM Code Single-stepping through the ROM code is disabled. Whenever the user encounters the call to the ROM API functions he or she should use the Step Over (F10) toolbar button rather than the Step (F11) or Multiple Step button. Even though single-stepping through the ROM API function using the Step (F11) button works from the user’s point of view, the CPU timing is modified and real-time performance is not guaranteed when using the Step (F11) or Multiple Step buttons over the ROM API functions. Therefore, it is highly recommended to use the Step Over (F10) toolbar button when stepping over the ROM API functions in IDE. Single-stepping over the bMtp_Write() function using Step (F11) or Multiple Step buttons may yield unpredictable results in the MTP (EEPROM) and is highly discouraged. One should use the Step Over (F10) tool, run to cursor, or setting a breakpoint when debugging around the MTP write function. 8 Rev. 0. 2 Si4010-Key Fob-DK . 6. Device Version 1. The device ID information can be read through the IDE through Views ? Debug Windows ? Si4010 ? XREG Regs. The last item bREV_ID is the device revision. The user can also call the API function bSys_GetRevId(). 2. The trim version can be read by t he Silicon Labs IDE as External Memory through Views ? Debug Windows -; External Memory at location 0x11D6. There is a macro bSys_TrimId_c defined in the headers for use in customer code as well. The user needs to know the TrimId before writing any code, so the manual access to it is adequate. The trim version will rarely change and customers will be notified about the change. The provided NVM burner program reads both the bREV_ID device revision and the trim version bSys_TrimId in the [Device] tab after the burner is connected to the device. 2. 7. Debugging Application which Drives LED To maximize utilization of the package pins, the LED current driver output is shared with the debug chain clock signal C2CLK. To share the functionality and be able to use the IDE for debugging there are some limitations to note and rules to follow. The following figure shows the recommended connection of the USB 10-pin debug header to the device in the user application. Note: The LED must be isolated by the 470 ? resistor for the debug chain to work. Rev. 0. 2 9 Si4010-Key Fob-DK Facts about using the LED with IDE chain: 1. The IDE chain can connect to the device only if the LED current driver is off and the LED is not lit. 2. Once the IDE chain is connected to the device it blocks the device LED driver. Therefore, the application can be written in a normal fashion using LED as desired in the final application without worry of being disconnected from the debug chain. The only limitation is that the LED will not be lit from the application during the IDE debug session. The user will still observe LED activity, but that activity is related to the debug chain communicating with the device, not the user application driving the LED. 3. Once the IDE chain is disconnected from the device (for example, by pressing the Disconnect button in the IDE), the device is released from halt and at the same time the blocking of the LED driver is removed. From that point on, the application behaves and runs as a regular application and the LED activity reflects what the application desires to do with the LED. 4. If the user wants to reconnect the IDE to the device the only requirement is that the LED must not be lit by the application and the C2 debug interface must be active, not being actively turned off by the application. Therefore, if the device user software is stuck in an infinite loop and driving the LED constantly or the C2 interface was turned off by the application, the IDE chain will not be able to connect to the device. In such a situation, the device power has to be cycled to invoke internal power on reset. (See item 1 above. ) Cycling the power to the part in this context means either physical removal of the power to the device or calling the vSys_Shutdown() function from within the application, which achieves the same result. 2. 8. Hardware Issue with Debugging LED Application There is an issue with the LED turning on and off and the functionality of the GPI04. There is no issue when the part is programmed as the Run part and runs the final application code. Therefore, the issue affects only the application development. There are several possible software workarounds, depending on the approach the user wants to take. 2. 8. 1. Application LED Control The user can control the LED intensity and whether the LED is on or off. The LED intensity has 4 values, 0 to 3: Off, 0. 3 mA, 0. 6 mA, and 1 mA current. The user can set the intensity any time, but the LED is not going to be turned on until the GPIO_LED is set to 1. The GPIO_LED is an alias for the P0. 5 bit. After the reset the P0. 5 bit is set to 1, so it is recommended that the user use GPIO_LED = 0 at the beginning of the user application. To turn the LED off at the very beginning of the user application: /* Clear the GPIO_LED.. reset will set this bit! */ GPIO_LED = 0; To turn the LED on and off inside the user application: /* Set LED intensity .. cceptable values are 0 (off) or 1, 2, and 3 */ vSys_LedIntensity( 3 ); †¦ /* To turn the LED on at currently set intensity */ GPIO_LED = 1; †¦ /* To turn the LED off, keep the intensity setting */ GPIO_LED = 0; 10 Rev. 0. 2 Si4010-Key Fob-DK The intensity setting can be changed any time, even when the GPIO_LED = 1. This is basically how the LED control operates. This approach will work when the part status is finalized as the Run device, since for that program level the C2 interface is turned off after the boot-by-boot routine. However, when the code above is used for a device in the Factory or User programming state, then the GPIO4 will stop working after the first LED blink. The LED must be seen to be turned on and off by the application (to blink) to experience this problem. 2. 8. 2. Solution 1: Living with the Limitation The simplest solution is to know about the issue and decide to live with it. After the first LED blink, the GPI04 will not work. In this scenario, the user may decide to test the GPI04 only when the part is fully programmed as the Run part. 2. 8. 3. Solution 2: Controlled Compilation The user may use a #define C statement to define a LED on value. For button press debugging purposes when the LED can be off the code is compiled with value set as 0, so the LED will never light up and the GPIO4 will always function. For debugging the LED, and for final application compilation for the Run state of the device, the user will compile the application with the LED on value set to 1. For example: #ifdef DEBUG #define gLedOnValue_c #else #define gLedOnValue_c

History of Sliced Bread, the Greatest Invention

History of Sliced Bread, the Greatest Invention A clichà © that just about every American knows The greatest thing since sliced bread. But how did this epoch-making invention become so celebrated? The story begins in 1928,  when  Otto Frederick Rohwedder created the greatest invention- pre-sliced bread. But, believe it or not, Rohwedders innovation was initially met with skepticism. The Problem   Before the invention of pre-sliced bread, bread of all kinds was either baked at home or bought in full loaves (not sliced) at the bakery. For both home-baked and bakery loaves of bread, the consumer had to personally cut off a slice of bread every time he wanted one, which meant rugged, irregular cuts. This was time-consuming, especially if you were making several sandwiches and needed many slices. It was also very difficult to make uniform, thin slices. A Solution This all changed when Rohwedder, of Davenport, Iowa, invented the Rohwedder Bread Slicer. Rohwedder began working on a bread slicer in 1912 but his initial prototypes were met with scoffs from bakers who were certain  that pre-sliced bread would quickly go stale. But Rohwedder was certain that his  invention would be a major convenience for consumers and did not let the bakers skepticism slow him down. In an attempt to address the staleness problem, Rohwedder used hatpins to keep the pieces of bread together in the hopes of keeping the loaf fresh. However, the hatpins continually fell out, detracting from the products overall convenience. Rohwedders Solution In 1928, Rohwedder came up with a way to keep pre-sliced bread fresh. He added a feature to the Rohwedder Bread Slicer that wrapped the loaf in a wax paper after slicing. Even with the sliced bread wrapped, bakers remained dubious. In 1928, Rohwedder traveled to Chillicothe, Missouri, where baker Frank Bench took a chance on this idea. The very first loaf of pre-sliced bread went on store shelves on July 7, 1928, as Sliced Kleen Maid Bread. It was an instant success. Benchs sales quickly skyrocketed. Wonder Bread Makes It Go National In 1930, Wonder Bread began to commercially produce pre-sliced loaves of bread, popularizing sliced bread and making it a household staple familiar to generations. Soon other brands warmed to the idea, and for decades there has been row upon row of sliced white, rye, wheat, multigrain, rye and raisin bread on grocery store shelves. Very few people living in the 21st century remember a time when there was no sliced bread, the universally-agreed-upon greatest thing.

Raise Money to Publish Your Books

Raise Money to Publish Your Books I receive a dozen requests for money to publish per week. Sometimes more. Some just want me to write them a check. Others want me to point them to a grant that covers all costs. Sometimes I can find a small grant for them to apply to (usually in the hundreds at most), but I always point them toward crowdfunding. Youd be amazed at how many people dont want crowdfunding. The reasons are crazy (and these are from actual emails): 1) You have to work too hard; 2) You have to understand how to do a video; 3) You have to know people to promote to; 4) Part of the money goes to someone else (i.e., the crowdfunding entity); 5) Most crowdfunding doesnt succeed, so the odds of failing make it not worth the trouble; 6) I dont like marketing. Well, sweet people, if you think any of the above, then you really should not be publishingperiod. You will experience all of the above (with maybe the exception of the video) in whatever publishing experience you choose. Writers all over the world are choosing crowdfunding to jump-start their books. In case you do not understand crowdfunding, it consists of this: 1) You study publishing projects on crowdfunding sites to get an idea of what makes for success. 2) You sign up with your project at one of the crowdfunding sites (Kickstarter.com, Indiegogo.com,RocketHub.com, Unbound.com, Crowdfunder.co.uk). 3) You decide how much you need (you pad it with the fee of the crowdfunding entity). 4) You decide what rewards you want to give to pledgers who offer to support your project (you work the expense of those rewards into your budget). 5) You set a time frame for supporters to pledge. 6) You post your video, budget, justification, endorsers, and/or description of your book/project. 7) You work it like a blog, a newsletter, a social media page. 8) You ask for support. You promote. You seek endorsements. Again, you promote. Learn more here: https://www.theguardian.com/books/2016/sep/14/how-kickstarter-became-one-of-the-biggest-powers-in-publishing-crowdfunding You want money to publish your book? Crowdfund. If you find you arent successful crowdfunding, then step back and study what you need to change, because its your prowess at crowdfunding that serves as a barometer as to how well youd sell any book.with any publisher.in any genre.at any time.

Training development program Essay Example | Topics and Well Written Essays - 1250 words

Training development program - Essay Example hat results from development through education and training usually are important in determining the long term profitability of a business or an organization which is this case is home depot. Training should not only be conducted on new employees but also on current employees to help adjust them to the rapidly changing job requirements. A selection of the final model or design of a new product that is to be introduced in the market is a very critical step in the new product development process. The selection needs to consider three factors of importance: anticipated market demand, designer’s preferences, and uncertainty in achieving predicted design attributes levels under different usage conditions. A good purchasing model is build upon the fundamental principals of decision theory, decision --based design: Integrating consumer preferences into the design. Home depot should emphasize on growing and developing employees because of the following reasons: training and development ensures that there is adequate pool of human resources for expansion into new programs; it improves employee morale and enhances the companys competitive position by building highly motivated, and more effective and efficient team; creates a more knowledgeable staff which are able to adopt and use advanced technology; and lastly create a large pool of readily available staffs to replace the personnel that may leave or move up the organization. The training and development process may be initiated as an intra-organization activity (on the job) based on a clear and concise schedule to effectively guide the staff under training with key areas of concern. It may also be carried out as a function referred to as out of the job training program. Training and developing employees has the following benefits to the home depot organization: decrease in need for supervision, reduction in employee turnover rate, and increase in efficiency leading to financial gains and lastly increased

In a culturally diverse word, the universality of human rights remains Assignment

In a culturally diverse word, the universality of human rights remains unsettled. Discuss - Assignment Example The UK has enacted several legislation that safeguard the human rights of its citizens such as the Human rights Act 1998 that introduced in to domestic law the human rights safeguarded by the international law like European Convention of Human Rights like the right to life, right to a fair trial, freedom of expression, right of education, freedom from slavery and forced labour and freedom of religion. Key development was the Declaration of Human rights in 1948 by about 50 of the United Nations member countries and subsequent ratifications by other countries. Other international conventions that followed aimed at expanding the doctrine of human rights to include civil and political rights, cultural rights, sociol-economic rights and prohibition of all forms of discriminations (Claude and Weston, 2006). For instance, the International Covenant on economic, social and cultural rights was adopted in 1966 and ratified by several states. Human rights refer to the recognition and respect of human dignity. Human rights entail a set of moral principles and legal guidelines that promote and protect the identity, values and abilities of individuals in order to enhance the standards of living (Claude and Weston, 2006). ... This paper will discuss the contents and principles of human rights, the universality versus cultural relativism of human rights and finally outline the current trend in protection of universal human rights. In the conclusion, the paper will offer a recommendation on whether universality can exist with cultural relativism and ensure universal human rights. Contents and principles of human rights The first guiding principle of human rights is equality and non-discrimination. Non-discrimination acts as the basis of international human right law and is outlined in all the human rights treaties. International human rights conventions such as the International Convention on the Elimination of discrimination especially racial and women discrimination requires all state governments to enact legislations that protect the citizens from such discrimination (Claude and Weston, 2006). This principle is applicable to all human beings regardless of non-exhaustive criteria that include sex, religio n and other identifiable status of the individuals. According to Article 1 of the Universal Declaration of Human rights, all human beings are born free and equality in their dignity should be respected (Talbott, 2005). The second content of human rights is interdependent and indivisible nature of human rights. This principle asserts that human rights are interrelated and interdependent since enforcement of one rights leads to advancement of the other rights and the ultimate increase in the general standards of living (Claude and Weston, 2006). Accordingly, civil rights such as the right to life and political rights lead to equal protection by the law and fair trial. In addition, a violation of one right such as the

Outlining and Evaluating theories of relationship breakdown. Essay Example for Free

Outlining and Evaluating theories of relationship breakdown. Essay Stephanie Rollie and Steve Duck developed a model of the termination of close and intimate relationships in 2006.This model focuses on the processes that typify relationship breakdown , rather than being tied to distinct phases that people pass through . The 6 stages may appear to overlap or have common features but also serve very different purposes and ultimately have different consequences. Initially , the first stage is breakdown , this is where one of the partners decides that they cant stand it any more and only when this dissatisfaction manifests itself into a complete reality check of I cant stand this any more do we see a progression to the next stage of this stage theory. After the breakdown Rollie and Duck suggest that the second stage is something known as the intra-psychic process ; this is generally characterised as a social withdrawal and resentment with the dissatisfied partner focusing on their partners faults and a sense of being underbenifited. This normally coincides with a tendency to re-evaluate the relationship and consider alternatives. The next stage is something known as the dyadic processes ; this is where partners begin to talk with each other about the problems leading to the breakdown , sometimes this can result in reconciliation as the other partner accepts the validity of the dissatisfied partners views.( only if its constructive not destructive ) This stage could be seen as the make or break stage where issues are brought up like we need to stay together for the kids or just a general believe that things dont have the capacity to change. The fourth stage in this model is social processes ; the break up is aired and made public to friends and family , generally , advice and support and sought from people outside the relationship and alliances are created (e.g. you can do better than her) .Also in this stage things are discussed which tell us that a relationship is progressing deeply through the stage , for example child custody. The fifth stage is the grave dressing processes ; this focuses on the spectra of the relationship I.e. How it  started ?, what was it like ? How it went wrong . This stage also sees partners organize their post relationship lives and begin to publicise there own accounts of the breakdown. It is highly likely that not the same story is told to everybody as the ex partner may want to appear in a different light to different people , e.g. new potential partners. The final stage of Rollie and Ducks model is the resurrection process ; this is simply the final evaluation of the relationship and what the partners need to improve on or change for their next . Rollie and Ducks model is supported by observations of real-life break ups . Tashiro and Frazier 2003 surveyed undergraduates who had recently experienced the breakdown of a romantic relationship . They found that not only had the students experienced emotional distress but at the same time had new insight into what they wanted in their next relationship . This links support to the grave dressing and resurrection process as it is setting a new template for the future thus supporting 2 stages of the model and consequently lending support and credibility to the model. On the contrary the fact that it looked at undergraduates who are new into a scene with loads of people they dont know leaves this research open to scrutiny of age bias , the model even states that young adults tend to test the market and that the 6 stages mainly apply to older people , this doesnt necessarily reduce validity of the model but casts doubt on the generalisability of it The model doesnt consider individual differences which I believe plays a massive intrinsic and extrinsic role in this process. In 1998 Akert found the role people played in the dissolution of the relationship was the single biggest indicator of the impact of the dissolution experience . Concluding that the instigator suffered less of the negative consequences of break up (e.g. depression and loneliness) than the non instigator. The model generalises the emotional impact to both the non instigator and the instigator which in the majority of cases is unfair as someone is likely to be more hurt than the other , this decreases the reliability of the model because everybody behaves differently , its in our nature. Rollie and Ducks model is subject to heterosexual bias because it cannot be generalised to lesbian , gay , bisexual or transgender relationships . For example a homosexual couple that are not out as homosexual cannot go through the social processes stage as they wont have that social network due to the fact they are not out as homosexual. It clear that there are many more extraneous variables that mean that different people go though different forms of a relationship breakdown ,there is no norm. In congruency with this not all heterosexual couples act the same as a couple that have had a 3 week fling will break up differently to a couple in a marital relationship. The point I am making here is that the model needs to differentiate between the nature of a relationship before it can gain fully credibility through its application of stages. Culture plays a large role in this and there is definitely culture bias present in this model as it is only applicable to the western world , further from this it is only applicable to the western world to an extent due to religion , for example the catholic church frown upon divorce and will not allow a re marriage in that church after a divorce. In most cases a break up is not seen as unscrupulous or deviant in western culture but in others like collectivist tribal cultures where marriage is arranged and is a conjugate of 2 families rather than individuals a break up is non negotiable . Thus rendering the model culture bias as it is clearly only applicable to western society. Evolutionary psychologists attempt to explain relationship breakdown by 4 predictions , it is important to remember that these are prediction and not assumptions. As is does with the mate preferences this area of psychology differentiates between male and female aspects of breakdown. 1)Costs related to emotional investment; this says that the female rejectees will experience a greater loss associated with the emotional investment withdrawal due to the potent dependence on the resources of the man.(applicable to relationships involving older people) this comes from the hunger gather theory of evolution. 2)Increasing commitment ; This is the idea that males may manipulate the female knowing that she values emotional commitment extremely highly , it suggest that men who fear for there relationship will  attempt to increase commitment through a variety of ways , for example cohabitation , marriage or children. It is thought that this is to maintain sexual access to the female. Yet again this is based on ideas of evolution first outlined by Charles Darwin. 3)Infidelity ; This implies that males are more likely to be unfaithful and cheat on their partners due to their desire for sexual variation . This can also be a way of ending the relationship and forcing the rejectee to move on more swiftly. 4)Reputational damage ; the rejectors may be viewed as heartless by a jury of their peers and the rejectee may be portrayed as a helpless victim . It is thought that this could damage the rejectors reputation and consequently affect there chances of finding an alternative . To counter act this the rejector may deploy tactics like can we still be friends . Perilloux and Buss conducted research into this area in 2008 when they got 98 males and 101 females to fill in a questionnaire at a university . 69% of the participants where white Caucasian and the rest where from a range of ethnic backgrounds ( attempting to emit culture bias). They found that females more than males reported higher levels of costs associated with losing their partners emotional commitment . This supports the evolutionary approach as it shows that there is a cost relating to emotional investment specifically in women , as the prediction outlines. Also they found that more males than females reported success at preventing a relationship breakdown by increasing their level of commitment , again showing stacks of support for increasing commitment . Male rejectors more than female rejectors reported engaging in sex with other potential mates prior to the break up . Conclusively supporting the notion of infidelity. And finally rejectors indicated a higher cost of being seen as cruel and heartless compared to the rejectees , Fully supporting the idea of reputational damage. In terms of finding linked to the predictions Perilloux and Buss extrapolated evidence to support all , giving masses of credibility to the evolutionary predictions. On the contrary , this is a fairly socially sensitive explanation because it casts males in a bad light suggesting that they are unscrupulous through infidelity , the implications of this are that males may feel insulted by  the idea that they would sleep with somebody else to end a relationship , where in many cases men are just as faithful if not more faithful than women .Thus rendering the predictions socially sensitive.

We Can Change the World :: Personal Narrative Writing

We Can Change the World I’ve been in many neighborhoods that were ugly and messy until one time in 1992 when we moved to Florence and Central. When I first saw this area, I felt scared and sad. I especially hated the black gate that made our street seem like a prison. The worst things were the bad neighborhoods, drugs, violence, and homeless people. On the first day, I could smell the aroma of old garbage mixed with beer and spoiled food. Just one sniff of that disgusting dump made me vomit until I had nothing left to exit. All the streets were dumped with pieces of garbage such as used diapers, used sanitary napkins, and dead rats. The streets were cleaned every day, but at the end of the day they were dirty again. One day while walking down the street, I found a dead dog that was thrown away like trash. I felt sad since that animal once had life and was probably killed for the fun of it. My new block was a disaster and I never saw any people around. The only people alive there were retired people. The retired people's houses were fortified with metal bars and high tech alarms. They wouldn't come out of their houses. They would just peek through their windows. It made me even more scared. I turned to my father, who had the bright idea to move here, and I begged him: "Dad, please don't move here." He turned around and said, "Honey we will bring sunshine to this place." After the third week of living there, I just hated the place. I saw two gangsters injecting drugs and sniffing a white substance. The next day, I saw about twenty used needles thrown in the alley. Then I turned around and saw two gangsters in back of me with bikes. They followed me, and I walked as fast as I could. My legs seemed like they were two old turtles. My heart was bumping like a D.J., and the blood was racing in my body. I felt like dying right on the spot. While I was in a rush, I saw a police car passing and the gangsters disappeared. I never saw them again. I also witnessed a young mother forcing her children to beg for money, so she could buy drugs. She injected herself while her children were crying for her. We Can Change the World :: Personal Narrative Writing We Can Change the World I’ve been in many neighborhoods that were ugly and messy until one time in 1992 when we moved to Florence and Central. When I first saw this area, I felt scared and sad. I especially hated the black gate that made our street seem like a prison. The worst things were the bad neighborhoods, drugs, violence, and homeless people. On the first day, I could smell the aroma of old garbage mixed with beer and spoiled food. Just one sniff of that disgusting dump made me vomit until I had nothing left to exit. All the streets were dumped with pieces of garbage such as used diapers, used sanitary napkins, and dead rats. The streets were cleaned every day, but at the end of the day they were dirty again. One day while walking down the street, I found a dead dog that was thrown away like trash. I felt sad since that animal once had life and was probably killed for the fun of it. My new block was a disaster and I never saw any people around. The only people alive there were retired people. The retired people's houses were fortified with metal bars and high tech alarms. They wouldn't come out of their houses. They would just peek through their windows. It made me even more scared. I turned to my father, who had the bright idea to move here, and I begged him: "Dad, please don't move here." He turned around and said, "Honey we will bring sunshine to this place." After the third week of living there, I just hated the place. I saw two gangsters injecting drugs and sniffing a white substance. The next day, I saw about twenty used needles thrown in the alley. Then I turned around and saw two gangsters in back of me with bikes. They followed me, and I walked as fast as I could. My legs seemed like they were two old turtles. My heart was bumping like a D.J., and the blood was racing in my body. I felt like dying right on the spot. While I was in a rush, I saw a police car passing and the gangsters disappeared. I never saw them again. I also witnessed a young mother forcing her children to beg for money, so she could buy drugs. She injected herself while her children were crying for her.

The journey to my grave

It was a bright Thursday afternoon and it was finally time for recess. I hade just survived double English and all my energy had been drained from trying to stay awake, let alone paying any attention to what was going on in lesson. I made my way out of the classroom and walked down the long corridors of the school building towards my locker- alone. It had only been a week and a half since I had started high school and I hadn't yet managed to make any friends but I had expected it, since I had started a month later than all the other first years. Everyone seemed to already have been divided into his or her groups. I liked keeping to myself, as it was crystal clear I wasn't needed. After placing my books in my locker I made my way to the school canteen. As always there was nothing appealing in the canteen that tempted me so I just helped myself to a chocolate muffin. Having paid for my lunch I made my way to the table in the corner of the hall where I sat everyday- alone. I placed my muffin on the table and sat down to eat. The canteen was filling up and I noticed that every table in the canteen had different types of people seated at it; the cheerleader table was at the front where all the cheerleaders sat. Beside them, was the Ashley table where Ashley's group sat, which beside herself included her two best friends. The sixteen tables behind them were where the ordinary people sat and ate their lunch. Last but not least there were the geeks who sat behind everyone else. Finally there was me and I sat alone, behind everyone else. Since the day I had started high school know one had spoken to me in a friendly manner but only teased me and called me names, so it was a huge surprise when Ashley and her group came up to my lunch table wanting to ask me something. Hey†¦ uh †¦ Megan. How are you? ‘ Oh my god I couldn't believe it. Ashley was actually talking to me. I had to reply, I mean it wasn't everyday Ashley came up to talk to me. ‘Uh †¦ yes†¦ I'm†¦ I'm fine. Thanks for asking. ‘ I could feel my face getting hot, I couldn't believe I was so tongue tied but I wasn't to blame anyone who went to my high school would have been in the state I was in. ‘ Helen can you meet us in the girls lavatory and make sure no one knows you are coming to see us. Its best if know one knows. ‘ It was the happiest days in my life. Having finished my muffin I rushed down to the girls lavatory beaming with joy. Once reaching the girls lavatory I pushed open the door and searched for Ashley and her group. There was know one there so I decided to wait. A little while later they came in and checked if all the cubicles were empty once they were satisfied Ashley asked me the most unexpected question ever. ‘Listen Helen me and the girls were thinking of making our group a foursome and who else would be better to have than you. So do you want to join us? ‘ Of course I did. Who wouldn't? ‘Yeh†¦ sure†¦ I mean I would love to be part of your group. ‘ This was the happiest day of my life, apart from the fact that she didn't know my name properly. I was going to be part of her group and not any old group but Ashley Roberts group. ‘Kool, but as you know this isn't any old group. This is my group,' she really emphasized on the word â€Å"my†, ‘and it is the best in the whole school. So you have to go through a simple initiation test, don't worry we all went through it. If you pass, it means you are worthy of joining our group and if not you go back to what you were. ‘ I should have known there would be a catch. I guess it was worth the try, if I passed I would've officially been part of the best group in the whole school. ‘All you have to do is come to my house tomorrow and stay the night. Katie and Serena' Her two best friends, ‘will also be there. We will tell you what will consist in your test tomorrow when you come round. You can go now and oh yeh I will give you my address tomorrow but remember just don't tell anyone, and I mean anyone about our little discussion. ‘ The final bell of the day rang and it was finally time to go home. I placed my books into my bag and made my way for home. After ten minutes I reached home and let myself in. I could hear my mum rattling the dishes in the kitchen and also talking to my little baby brother. ‘Hi mum, I'm home. Guess what happened today. You wont believe it. ‘ I was dying to tell her that I had made a new friend and that I might have a chance to join her group. ‘Go on tell me what happened today. ‘ ‘Well this girl, Ashley Roberts who is the popular girl in school asked me to join her group but she said I have to pass a little test to see if I am capable of being in their group so she invited me to her house tomorrow for a sleepover. Can I go? I could see the look on her face she wasn't sure about the whole idea. ‘I'm not quite sure about this test thing. ‘ she replied with a worried look on her face. I'm sorry to say this to you but I cant let you go this time I mean you hardly even know her. I'm sure she will understand. ‘ Understand. She thought she would understand. My mother had absolutely no idea about this whole thing. If I didn't get into this group my life would have been over. I would have had to stay a loner all throughout my high school life. ‘But mum' I couldn't let her win this battle not this time my whole high school life was at stake here. You can't do this. You don't understand. You have to let me go, please. ‘ my eyes were burning as tears blurred my vision. I couldn't let her see that she had won so I stormed out of the room slamming the door shut on my way out. I was enraged by my mothers decision of not letting me go to Ashley's house. She just didn't understand that I had to go. It was about my future. I had made up my mind I was going to go to Ashley's house no matter what. There was too much at stake here. I needed to make mum realise that I could take care of my self and nothing would have happened if she had let m go. The next day I came back from school and went straight to my room to pack my clothes for the sleepover. I was going to go to the sleepover no matter what. After packing my things I went downstairs to eat dinner and then told mum I was going to bed early because I was not feeling well. I went to my room and picked up my bag and plucked up the courage to sneak out of the window. I did it I was out I realised that if I stood around I would get caught so I quickly took out Ashley's address and made my way to her house. It was about 6 blocks away from where I lived and took me about twenty minutes to get there. Once I reached her house it was seven thirty. Before I could actually knock on the door Ashley came and opened the door. Without saying a word she took me to her room as if she didn't want anyone to know I had arrived. There I met both Katie and Serena too. I was told by Ashley that I had to keep my voice down as her parents weren't aware that I was present in the house. For some odd reason I began to regret that I had come to Ashley's house. I was here now and I had to go through with whatever the girls had in plan as my initiation test. Ok listen Helen. We have all decided what your test should be based upon. Let me warn you though it is going to be quite hard. The girls don't think you will be up to the challenge. ‘ It was Ashley talking. Oh no the thing I had been dreading most. Well at least I wont have to do anything in school which could embarrass me. So I guess the girls had spared me the humiliation. ‘Just tell me what you want me to do. Don't worry I'm up to it. By the way my name is Megan. ‘ I had come this far I wasn't going to let myself down now. ‘That's the spirit. Well we have decided to test how brave you are so we have decided that tonight being a Friday the thirteenth your test will be that you have to go to the near by grave yard and sit next to a grave for a whole hour, and before leaving place a flag, which we will give to you, on the surface of the grave so that we know that you actually stayed there. As proof that you did stay there for a whole hour we will give you a stop watch which you will start as soon as you sit next to the grave and bring back to us when your time is up. ‘ I got the shock of my life when I heard what I had to do. I should have stayed home and done as I was told, I guess I now realised that my mum was right. By coming here I have only landed my self into more trouble. I couldn't let myself down. I wanted to be in the group so desperately now. Ashley told me that we were going to leave at exactly eleven thirty so that we would be there a little before twelve. While I would be inside the grave yard Katie, Serena and Ashley would go back home and then come back to collect me. They also told me I had to sit next to a specific grave, it was Jack Hunters. Rumours have it that on every Friday the thirteenth anyone who sits next to Jacks grave, and is still there by midnight, has his or hers soul pulled out from their body and into jacks grave. Many people have tried to sit next to jacks grave but have never returned. ‘Come on its time to go. ‘ Called out Katie in a silent whisper. It was time for my test and no matter what I wasn't going to back out from it. The four of us crept downstairs and made our way out of the house without making a single noise. The street was dark with only a few light lamps in the far distance which shone some light on the path we were taking. We finally reached the main gates to the entrance of the grave yard. I was told to climb over the gates. When I had climbed over I realised that I was on my own from here on. Serena told me that the grave I was meant to sit next to was at the far end and will fall on my right hand side. I saw the girls making their way back and I knew I couldn't follow them. I had to lead in the opposite direction. There were still five minutes to twelve as I sat down and made my self comfortable. All this jack and the whole soul pulling thing was all made up, I knew it. How can a dead person who mind you doesn't even have a soul of his, own possibly take another persons. It was insane, it was a story which had crossed its limits. None of it was true. It couldn't be. Could it? At this stage I was talking to myself. I began questioning my own beliefs. I looked at my watch to see how much time had gone by. I couldn't believe it, only two minutes had passed since I had started the stopwatch which was given to me. All of a sudden I felt something behind me, as if it were breathing heavily onto my neck. I was too afraid to look back. I wanted to run. Run free from this place-I was being held down. Something had paralysed me, I couldn't move. I tried harder- nothing happened. In my struggle to break free from the web of danger I was in I caught a glimpse of the time and it was exactly twelve. It was happening to me. My soul was being sucked into Jacks grave. My ribs were hurting me so badly. My whole body felt as if it were being forced into a tiny hole. My whole body was overlapping it self and I could do nothing. I needed air. I was running out of air. When I tried breathing in big gashes of air to maybe prolong my death, nothing happened. All I could do was wait for my life to end. I remembered mum, I wondered what she was going to go through. I should have listened to her. She was right but I was so arrogant and selfish that I had to have my way. I hope she could forgive me as all she had in the world were me and my little brother. There it happened. Exactly on that thought. I breathed in my ounce of air. Jack finally got what he had wanted-his soul, my soul. I Megan Taylor till today regret entering the gates of the grave yard I entered three years ago, and till this day I regret it. Little did I know at the time that the friend I thought I had gained, planned this malicious act of indecency.

Population control in China

In 1950's China, under the government weakened by its countries opium dependence to westerners, the idea still existed that, â€Å"A large population gives a strong nation† This lead to China's population growing very rapidly, so rapidly in fact that this phrase was beginning to prove in correct. As china's population struggled to feed it's self, as well as extreme overcrowding especially in its cities. The death rate in china dropped (except for a blip in the natural decrease caused by a minor famine in the 1960's) and its birth rate continued to grow rapidly. Even after the government implemented tolerant population control policies, for example the â€Å"later longer fewer policy†. The hope was that if people were encouraged to wait longer before marrying, they would have children later in life and therefore is much more likely to have fewer children. However this did not produce dramatic enough results to help slow China's rapidly growing population and end its pending famine crisis. This is probably due to: a) People were still living in a very traditional way. This meant that people, especially those living in rural areas, they had big families. To make up for what was ah high infant mortality rate, during famine years. b) Women were not educated, and were considered the inferior sex whose job was in the home. They had no career so their only job was in the home. c) Being a developing country, and at that time very anti- western ideas, and almost fearful of the western world, Chinese people had little or no access to contraception, and even less education on birth control and family planning. d) No state pension meant that elderly people had to rely on their children to provide for them in their old age. So to be insured of safe elderly years they had to have at least one child who survived childhood and grew up to make an income. In this case boys were preferred, as they could have a paid job, not one in the home. e) A Cultural Revolution made the population increase by 55million every three years; this is nearly the same as the entire population of the UK. In the 1959 to 1961, a famine caused but an Industrial Revolution triggered the government to launch its first population control policies. People moved away from rural areas and their traditional work as farmers to towns and cities, to work in factories, often owned by western countries brought to china by cheap labour costs compared to the western world. This influx of western ideas thwarted the government's campaign, as the later longer fewer Policy was not considered attractive by the Chinese population who moved towards a western ideal. But the government continued and by 1970, State Family Programmes had been introduced. This lowered the population growth rate. In 1978 3 children per family was average but the government persisted, as this was still too many. This was in the form of various advertising campaigns, however their effect was not dramatic enough, and in 1979, the government wished to stamp out population growth completely. So they introduced a strict population policy. The policy used a â€Å"carrot and stick† method to encourage families who participated, and punish those who did not. Encouragement was in the form of great incentives from the government. These included free education for the child, priority housing, family benefit and a state pension for the family. There were also high penalties for having a second child. Including loss of all incentives, and benefits and fines of up to 15% of the family's annual income. This more than halved the birth rate per thousand from 40 per thousand to 17 per thousand. But the government continued further, the legal age for marriage was raised to 22 for men and 20 for women, to marry couples also had to apply to the state for permission. State permission was also required to have a child. Abortions became compulsory for the second pregnancy. Chinas population policy had been very successful at reducing population growth, it met targets set for 2000 in 1994. However the population policy had serious implications for the natural balance of population. The Chinese population has an entire generation of â€Å"little emperors† the title given to the supposedly spoiled, greedy, bad-tempered, lazy children of male only children. More seriously as young men this generation has difficulty finding a wife. This is a result of Chinese ideal of male supremacy. Families would try and find out the gender of the child before it was born, with the option to terminate if it was a girl. If a families first born child was female, it was at times abandoned so that the couple could try again for a boy. The Chinese government also commissioned teams to go from village to village providing a sterilisation service. This at times was a very unfair method and often breached human rights. As the teams were paid by the number of operations they carried out. So often women were sterilised against their will. In Chinas anti-feminist society it was almost always that women were sterilised instead of men. The government would defend their actions saying that there was a serious need for rapid population control or there would have been further suffering to the people. Credit can be given that the scheme worked and met target before time. Today regulations on population control have been relaxed mainly due to the fact that all targets have been met. But also because of pressure from the west. This is mainly in rural areas of china where children are still a useful form of labour on farms, so two children is permitted. But in industrial regions one child is still most likely. Sterilisation is now provided in a manner that is less likely to be damaging and in breach of human rights.

Menos Paradox and The Theory essays

Menos Paradox and The Theory essays Menos Paradox and The Theory of Recollection Menos paradox is an argument in the form of a question. As it is written Meno asks, How will you look for something when you dont know what it is.. or even if you come right up on it, how will you know that what you have found is the thing that you didnt know? Socrates states it more simply, A man cannot try to discover either what he knows or what he does not know. This is the matter for inquiry. Socrates stated, He would not seek what he knows for since he knows it there is no need of the inquiry, nor even what he does not know, for in that case he does not even know what he is to look for. Socrates solves this through the theory of recollection. As Socrates stated 82D, the soul has learned everything, so that when a man has recalled a single piece of knowledge -learned it, ...there is no reason why he should not find out all the rest, ...for seeking and learning are in fact nothing but recollection. The theory that the soul has learned everything implies that teaching and inquir y, are simply remembering latent knowledge, thus making it possible to inquire and to be taught knowledge that one was not aware that one had. Menos paradox is, as Socrates states, a trick argument. Socrates tells Meno that he knows this argument and refines Menos paradox by stating it in a different way than Meno originally asked or brought up the argument. Socrates asks how one would look for something when one doesnt know what it is or that it exists; and if one were to find what it is that one were looking for, how would one know that one found it when one didnt know what it was that one was looking for in the first place? This is a circular yet rational and important question. It presents the problems or complication for teaching, such that; the goal of teaching is for the one being taught to learn and to le...

Analysis of Human Resources (HR) Department

Analysis of Human Resources (HR) Department We have chosen Al Futtaim group as the subject of our research. The aim of our research is to review the HR department and point out the weaknesses. To achieve this goal we will review the background and history will give us an idea about the achievements and/or obstacles that faces the company. Also, we will look at the organizational structure of the group and the key people who are managing it. It is important for our research to have a complete idea about the managerial practices and the HRM role in accordance with the other departments. We will evaluate the strength and weaknesses of the HRM and we will end our research with recommendations with for possible improvements. HISTORY AND BACKGROUND Al Futtaim group is a family business which was established in the 1930’s as a trading company. The owners of the group hold the upper management positions headed by Majid Al Futtaim as the chairman of the board of directors. The companies working within the group have developed q uickly and became a regional integrated commercial, industrial and services business located in the Gulf Area. Currently, the group consists of more than 40 companies dominating many market segments in the UAE, Bahrain, Kuwait, Qatar, Oman, Egypt and Pakistan. The group has four subsidiaries which are Majid Al Futtaim Properties, Trust, Retail, and Ventures. The group was created with a purpose of managing its subsidiaries and supervising the work in order to develop the business and achieve unified goals. The management’s promise is to respond quickly to the customers’ need and satisfy the group’s shareholders. Moreover the management gives its word to provide challenging opportunities for the employees in order to enhance their performance. Another promise is to serve the community, protect the environment and achieve a notable corporate social responsibility. (company’s official website) MANAGEMENT PRACTICES The Group consists of several core businesse s that complement each other, however they are separately managed. This strategy provides higher flexibility and better potentials because the separate operating divisions can grasp different opportunities. At the same time, different divisions work together on key projects and contribute, as a group, to the achievements and the profit. There are business agreements of cooperation and management within the group. The management relies on the differentiation of the retail brands in order to gain customer loyalty which in turn will enhance the sales growth and business development. (company’s official website) To face the market challenges, and because the group has large companies and diverse employees which serves diverse customer segments, the management has continually brought innovations and change to a conventional industry. The group declares that they are both; socially and environmentally responsible which has positive consequences such as increasing employee’s loyalty, ensuring growth and increasing profit. Moreover, the group’s strategy is built on creating a win-win situation for the organization, main stakeholders (such as employees and customers), and the communities where they are functioning. To achieve this strategy, the group has a well established HR department responsible for a large number of employees and workers.

Classroom Development of Diabetes and Prevention among Nursing Research Paper

Classroom Development of Diabetes and Prevention among Nursing Students - Research Paper Example   Classroom development strategies of preventing diabetes and as a means of creating awareness of diabetes among nursing students will impact decision-making traits in the nursing students. This is since they will be involved in making of pertinent decisions that will serve as implementing strategies to curb the menace of diabetes. This is of relevance to the students since it trains them in the acquisition of skills that will be relevant in their leadership positions in the future. This is attributed to the fact that the escalating trends of risk factors to diabetes call for need to develop new strategies and program. This entails that by the nursing students developing classroom programs of diabetes prevention and awareness, they are contributing to the policies that are required to aid in reducing the prevalence of diabetes (Deshpande, et al., 2008). Policymaking process is a dire necessity in diabetes prevention programs. Consequently, it is a core requirement for any nursing s tudent who aspires to hold a managerial position in his or her career prospects. Classroom development of diabetes prevention and awareness to nursing student is a form of policymaking that the nursing students get exposed to and have the opportunity of practicing. By the nursing students developing classroom development programs, they are able to learn about the components of a policy and the relevant stakeholders in policy formation. This is of relevance to them since in their managerial posts in the nursing profession.; they will be required to formulate policies and this beginner is dire for them. Policy making in diabetes prevention and awareness programs is relevant since it teaches the nursing students of their responsibility in stimulating community action and making the community aware of the role they need to play to bring about change. Policies belong to the people upon whom they are implemented and hence theses people need to be