Course syllabus1. Albert Essay

Course information 1 2.1 Teaching times and Locations Lecture: 8.00 – 11.00 a.m. Venue: 1 2 2.2 Units of Credit This course is worth 3 credits. 2.3 Parallel teaching in the course There is no parallel teaching involved in this course. 2.4 Relationship of this course to others BA023IU–Project Management concentrates on how to manage a project beside discussing issues of project management. The course provides hands-on experience in various stage of the process of project management. The course is independent requiring no prerequisite course. However, the students may find techniques and knowledge from the course of BA164BA–Production and Operations Management useful. Students majoring in International Business, Marketing and Business Management may later take BA171IU–Risk Management and BA149IU–New Product Planning in the following semester, which will complement and foster the skills learned from this course and employ the project management knowledge the students have accumulated here. 2.5 Approach to learning and teaching Employing the interactive learning and problem-based teaching approach, this course emphasizes the interaction between lecturers and students. The lecture materials will be uploaded in Blackboard to help the students to preview the materials and to facilitate discussion during the lecture. This will help students to interact with the lecturer on other matters related to the subject before and after the lecture. The sessions for presentations and discussions comprise company case studies as well as answering some theoretical and conceptual questions, which help the students to see how the concepts are applied in reality. 3. COURSE AIMS AND OUTCOMES 3.1 Course Aims The aim of this course is to provide the students with insights into human behavior, knowledge of organizational issues and skills with quantitative methods for successful project management. Specifically, the course is to provide students with: Understanding on the concepts of project planning and organization, project control and project communications. Decision-making techniques in project selection. Analytical skills for successful project management. Insights into human behavior and people skills for project management. Project scheduling techniques including WBS, PERT, Gantt Charts. Use of Project Management Software Ms Project and Crystal Ball Software. 3.2 Student Learning Outcomes Students completing this course are likely to achieve the following attributes: Systems approach. See a bigger picture when managing a project, holistic perspective regarding all parties involved in the project, and all components that would deliver to make a project completed satisfactorily. People management. Appreciate individual strengths and weaknesses, direct people to achieve project targets. Team player and team leader. Constructively contribute to projects as a team player or leader, having versatility in both human and technical sides, negotiate to get to win-win solutions. Disciplinary and multidisciplinary perspective. Bring disciplinary and multi-disciplinary perspectives in straightening out situations and projecting possible outcomes. Planning, scheduling, logistics literate. Perform satisfactorily the basic tasks of project management. 3.3 Teaching Strategies The learning system in this course consists of lectures and scheduled presentations/discussions. Lectures elaborate the appropriate theoretical content in the textbook and readings. Classes provide a more detailed and refined analysis of both concepts and applied materials. Classes are strongly oriented towards interactive discussion of the text and cases and reading assignments. In order to gain the most from the lectures and class activities, the assigned text/reading should be read before the lecture to participate in the discussions. 4. STUDENT RESPONSIBILITIES AND CONDUCT 4.1 Workload It is expected that the students will spend at least six hours per week studying this course (three hours in class and three at home). This time at home should be made up of reading, research, working on exercises and problems, and attending classes. In periods where they need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. They should take the required workload into account when planning how to balance study  with part-time jobs and recreation and/or other activities. 4.2 Attendance Regular and punctual attendance at lectures is expected in this course. University regulations indicate that if students attend less than eighty per cent of scheduled classes, they may not be considered for final assessment. Exemptions may only be made on medical grounds. It means that if you miss more than two classes, you may fail the class. For any class where you miss, you are obliged to submit your answers to the questions. 4.3 General Conduct and Behaviour The students are expected to conduct themselves with consideration and respect for the needs of the fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students will be asked to leave the class. More information on student conduct is available at the university webpage. 4.4 Keeping informed The students should take note of all announcements made in lectures or on the course’s Blackboard. From time to time, the university will send important announcements to their university e-mail addresses registered with the school without providing a paper copy. The students will be deemed to have received this information. 5. LEARNING ASSESSMENT 5.1 Formal Requirements In order to pass this course, the students must: achieve a composite mark of at least 50; and make a satisfactory attempt at all assessment tasks (see below). 5.2 Assessment Details 5.2. 1 Attendance (5%): In order to get 5% of attendance score, a student must attend all sessions. If a student is absent for more than two sessions, she or he will lose 5% of total course grade and may be prohibited from the  final exam except for cases with medical reasons. 5.2.2 Homework (15%): Each student must submit a project proposal form, with enclosed budget and Ms Project schedule, before Session 8. Details will be announced. 5.2.3 Teamwork(10%): On Session 1, groups of maximum 5 students are formed and they will work on their group project throughout the course. Each team must present their analysis to a textbook case by answering the case questions (see the course calendar). Team members should read all the cases before class for discussion in class. Each class I will choose any team for case presentation which will be marked. 5.2.3 Mid-term Exam (30%): The midterm exam will be one and half hours in length and will be in the form of multiple choices and open questions/problems. This is open book test. Content of the Course Contents for Assessment Level of Cognitive Domain Understanding and Analytical Applying Multiple-choice Questions (MCQ) Written Questions (Problems) Introduction to Project Management Characteristics of a project, roles of project manager, project organization forms, Conflicts and Negotiation 10 MCQ 1 problem Project Selection/Planning Project Selection, Project Cost Estimation and Budgeting 10 MCQ 3 problems SCORE 40 60 5.2.4 Final Exam (40%): The final exam will be 2 hours in length during Final Exam Period and will be in the form of multiple choices and open questions/problems. This is open book test. Content of the Course Contents for Assessment Level of Cognitive Domain Understanding and Analytical Applying Multiple-choice Questions (MCQ) Written Questions (Problems) Project Planning Scheduling , CPM/PERT, Gantt Chart, Issues in Planning 10 MCQ 2 problems Project Implementation, Monitoring and Evaluation Project Crashing, Resources Allocation, Information Systems, Tools for Project Control, Project Evaluation/Audit 15 MCQ 2 problems SCORE 30 70 5.5 Special Consideration: Request for special consideration (for final examination only) must be made to the Office of Academic Affairs within one week after the examination. General policy and information on special consideration can be found at the Office of Academic Affairs. 6. ACADEMIC HONESTY AND PLAGIARISM Plagiarism is the presentation of the thoughts or work of another as one’s own (definition proposed by the University of Newcastle). Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. The university regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism.1 7. STUDENT RESOURCES 7.1 Course Resources Please note that it is very important to gain familiarity with the subject matter in the readings and cases prior to attendance in classes. Textbook: Meredith, J. and Mantel Jr, S. (2012), Project Management: A Managerial Approach, 8th Edition, Wiley. Reference Books: A Guide to the Project Management Body of Knowledge, 3rd Edition (PMBOK Guide), Project Management Institute, November 2004. Additional materials provided in Blackboard The lecturer will attempt to make lecture notes and additional reading available on Blackboard. However this is not an automatic entitlement for students doing this subject. Note that this is not a distance learning course, and you are expected to attend lectures and take notes. This way, you will get the additional benefit of class interaction and demonstration. Recommended Internet sites PMI (Project Management Institute) IPMA (International Project Management Association) APM (Association for Project Management) The Project Management Podcast Visitask Startwright Recommended Journals The Achiever Newsletter Project Management Books ePMTutor International Journal of Project Management PROJECT Magazine Project Manager Today Project Management Publications Project Times Project Management World Today PROJECTMagazine 7.2 Other Resources, Support and Information 1 2 Additional learning assistance is available for students in this course and will be made available in Blackboard. Academic journal articles are available through connections via the VNU – Central Library. Recommended articles will be duly informed to the students. 8. COURSE SCHEDULE Session Topic Learning materials and activities 1 Introduction – Basics of Project Management Context Definition of ‘project’ and other terminologies Rationale of project management approach Project life cycle Project objectives Risk associated with projects Textbook, Chapter 1 Forming Study groups Allocation of Group Tasks How to prepare for case study presentation Discussion: Bloomfield Transport, Inc. Reading: Lessons for an accidental profession 2 The Project Manager Introduction to Project Manager The roles of project managers The responsibilities of project managers Requirements of project managers Project manager’s qualifications Environmental and cultural issues Textbook, Chapter 3 Case: The National Jazz Hall of Fame Reading: What it takes to be a good project manager? 3 Project in the Organizational Structure Project and other superior organizations Project in its purest form Matrix Mixed Selecting the right project organization Project teams and other functions Textbook, Chapter 5 Case: Dizplaze Reading: The virtual project – Managing tomorrow’s team today 4 Conflict and Negotiation Categories of conflicts Conflicts and project life cycle Uncertainty and conflicts Negotiation defined Methods of negotiation Quiz (30 min) Textbook, Chapter 4 Case: Pelican landing –Bender Corporation. Reading: Methods of resolving interpersonal conflict 5 Project Selection and Planning Project selection models Qualitative and quantitative approaches Risk considered Project coordination plan Project action plan Work breakdown structure Integration management Textbook, Chapters 2 &6 Case: Pan Europa Food S.A. Reading: Planning for crises in project management 6 Budgeting Project budget estimation Methods of project estimation Issues in estimation Techniques for improving estimation Case discussion Textbook, Chapter 7 Case: Gujarat Auto Reading: Three perceptions of project costs MID-TERM 7 Project Scheduling PERT and CPM Gantt charts Risk analysis Extensions of tasks and project Practice of scheduling Textbook, Chapter 8 Case: Topline Arena Tutorial: Ms Project Software and Crystall Ball Software 8 Allocation of Resources CPM and crash Problems with resource allocation Loading and leveling Allocation under constraints Multi-project scheduling and allocation Practice of allocation of resources Textbook, Chapter 9 Case: D.U. Singer Hospital Product Corp. 9 Monitoring and Control Cycle of planning-monitoring-control Report process The concept of earned value Purposes and types of control Practice of project control Textbook, Chapters 10&11 Discussion: Earned value at CERN Case: Kroon Chemische Febriek Reading: Survey of project management tools 10 Project Control Designing control systems Control as a management function Balance in control Control of creative projects Control of change and creep Textbook, Chapter 11 Case: Peerless Laser Processors Reading: Controlling projects according to plan 11 Project Audit and Termination Purposes of evaluation Project audit Audit and project life cycle Design and use of audit report Issues of Measurement Termination basics Types of termination Process of termination Report of termination Textbook, Chapters 12&13 Case: Theatre High Altitude Area Defense (THAAD): Five Failures and Counting Team Project Presentations 12 Course Review Basic concepts Basic process The human side in project management Calculations, techniques and maths Q&A Drills Team Project Presentations

An Argument for a SMART Board Grant

The support of this grant would pay for the purchase of a SMART Board Interactive Whiteboard on a nomadic floor base for the Pace University School of Education Department. The SMART Board allows professors to include and incorporate multimedia elements into lessons, such as pictures and synergistic presentations, as a consequence devising lessons and lectures more exciting. Students will be able to hear, see and take part with the information they are larning for that peculiar class. The SMART Board Interactive Whiteboard system comes with Notebook package. This package provides a assortment of tools to assist distinguish direction. By holding a SMART Board, professors and pupils are able to compose with a digital pen or with their finger, onto the SMART Board screen. Files from Notebook can be saved in different formats, printed, emailed or posted ; hence, giving pupils complete entree to class stuffs. Basically, anything that can be done on computing machines can be improved by holding a SMART Board available. In the simple and secondary degrees, instructors are invariably seeking to make lessons and activities that meet the demands of all scholars. I think that at the high instruction degree, this mentality gets lost. The bulk of classs are lecture based with essays and written scrutinies. Because of this set up, I feel that college pupils loose their love of acquisition and attending and engagement in classs begin to drop. If a pupil was a ocular scholar in high school, he will still be a ocular scholar during college. The synergistic whiteboard caters to all different scholars because it incorporates images, sounds and stimulations. Students are able to see, hear and interact with what they are larning. Pace University needs more engineering. Pace University has been looking for ways to increase their enrollment Numberss, every bit good as keeping rates. Installing and absorbing engineering onto their campuses could be merely one factor in carry throughing those undertakings. As a former Pace University pupil embassador and representative, I was invariably asked inquiries about the types of engineering that are in the schoolrooms and what pupils are being exposed to. By holding synergistic SMART Boards on campus, I think these inquiries would be eliminated because you can physically see them. Pace University besides has an full school dedicated to Computer Science and Information Systems. I feel that by holding engineering seen in the schoolroom, will besides nicely reflect the impact of that single school on campus. The pupils at Pace University would profit from the purchase of an synergistic whiteboard in a assortment of ways. Students will look at go toing category as something exciting. Students will besides derive a better apprehension of the course of study and constructs being taught, due to the mixture of tools and resources that the SMART Board has that can be incorporated into lessons. Pace University, itself, would profit from holding SMART Boards in campus because pupils will be working on their communicating and engineering accomplishments for the twenty-first century, hence dividing themselves from alumnuss from other colleges and universities. Pace University ‘s slogan is â€Å" Work toward Greatness † . I believe that by incorporating the usage of an synergistic whiteboard into different classs that Pace has to offer its pupils, professors will animate their pupils more. The Pace University School of Education ‘s slogan is â€Å" Making brooding practicians who promote justness, create lovingness schoolrooms and school communities and enable all pupils to be successful scholars. † I believe that the pupils within this school, specifically, will profit enormously from the synergistic whiteboard. They will be exposed to a new engineering that is widely being used in schools all throughout the United States. Students will be able to hold an unfastened head when it comes to engineering and integrating in simple and high schools. Not fiting these pupils with these accomplishments would be harmful to their well-being. Today ‘s universe is filled with different types of engineering, from cell phon es to IPads. Students are invariably surrounded with engineering throughout their day-to-day lives, which merely makes sense to hold that same engineering go a portion of their instruction.2. Aim3. Activity4. MeasurementTo enrich and better Pace University ‘s plans and set of classs through synergistic engineering and engineering integrating. To promote pupils to be independent critical minds and booming scholars at the collegiate degree. To increase pupil motive, engagement, accomplishment and success. To hold pupils program and behavior research, work out jobs and do informed determinations utilizing appropriate digital tools and resources. To hold â€Å" future instructors † become educated on a company and engineerings that is on a regular basis being used in school territories soon. To distinguish direction for all pupils. To use the assigned class clip in the most effectual manner possible. Assign web pursuits: Students will be encouraged to utilize Pace University ‘s resources from the library, databases and dependable beginnings from the Internet. Students will utilize the research and engineering available to them to assist them decode jobs and answer inquiries. Synergistic lessons: Students will actively prosecute within the lessons. Students will acquire out of their seats to take part and foster their acquisition. Videos/Lectures: Teachers can implant videos cartridge holders that demonstrate the same constructs that are being taught in their class. Teachers can enter notes from the class, salvage them and post/email them to pupils. Virtual Field Trips: Teachers can take their pupils on a trip during their assigned class allotted clip. Presentations: Students can show their undertakings utilizing the SMART Board in several ways: making a NoteBook file, digitally making it, entering their voices, etc. Exams/Reviews: Teachers can make games/activities that can assist the pupils review constructs for scrutinies. Teachers can make scrutinies on the SMART Board. Workshop Session: Provide pupils with the chance to larn how to really utilize the SMART Board. Students will be able to utilize the cognition gained in their field arrangements and future occupations. Pre-course study: Conducted on the first twenty-four hours, inquiring pupils about their involvement in the class, anticipations of their engagement throughout the class, class and terminal of class experience. Post-course study: Conducted on last twenty-four hours, inquiring pupils about their apprehension of the class stuff, if they were successful in the class, if they enjoyed the class, would they urge the class and impact of engineering used in the class. Informal appraisals: Teacher observation, pupil diary entries/blogs on the subject of usage of the SMART Board. Formal appraisals: Lessons/lectures/activities can be video taped. Samples: Student work samples will be saved to be included in a portfolio. Attendance Preparation Engagement Behavior

Induction Standard 1

Standard 1 Role of the health and social care worker Your Name: Workplace: Start Date: Completion Date: Contents 1. 2. 3. 4. 5. Responsibilities and limits of your relationship with an individual Working in ways that are agreed with your employer The importance of working in partnership with others Be able to handle information in agreed ways Questions CIS Assessment Induction Workbook – Standard One Standard 1 Role of the health and social care worker 1. Responsibilities and limits of your relationship with an individual 1. Know your main responsibilities to an individual you support Working in health and social care you will have many responsibilities to your employer and to the people you support. You may work with different individuals each with their own preferences, wishes and needs. You will find out about these by reading individuals’ care and support plans as well as communicating with them when you are together. It is important that you follow care and support plans and understand and respect what the individuals you work with say they need.Skills for Care provide a Code of Practice setting out your responsibilities. These are some of the responsibilities you will have to individuals you support: ? ? ? ? Protect their rights and promote their interests Establish and maintain their trust and confidence Promote their independence and protect them as far as possible from danger or harm Respect their rights and ensure their behaviour does not harm themselves or other people In your role, you will also be expected to: ? Uphold public trust and confidence Be accountable for the quality of your work and take responsibility for maintaining and improving your knowledge and skills Your employer may have a set of values for the service you will be providing. Locate and read your employer’s values Think about how you will adopt these values You may wish to discuss your responsibilities and the values with your supervisor / manager Page 2 of 1 9 CIS Assessment Induction Workbook – Standard One 1. Be aware of ways in which your relationship with an individual must be different from other relationships You have a professional duty of care to the individuals you support which is different to the relationships you have with your friends and family. Your role is to guide and support individuals and to help them to live as independently as possible. You should listen carefully to individuals and never put pressure on them. These are some of the ways that you can maintain professional boundaries: ? ? ? ? ? ? ? ? ? ? ? Be reliable and dependable Do not form inappropriate intimate or personal relationships with individuals Promote individuals’ independence and protect them as far as possible from harm Do not accept gifts or money from individuals or their family members Be honest and trustworthy Comply with policies and procedures or agreed ways of working Cooperate with colleagues and treat them with respect Do not discriminate against anyone Maintain clear and accurate records Continue to improve your knowledge and skills Respect confidential information and knowing when it is appropriate to share Report any concerns you may haveMore Information can be found in the GSCC Codes of Practice / Skills for Care website. http://www. skillsforcare. org. uk/developing_skills/GSCCcodesofpractice/GSCC_codes_of_practice. aspx Most of the individuals you work with will rely heavily on your support. For some individuals you might be the only person they will see during the day. Because of this, it is really important that you arrive on time. This will help individuals to feel confident that you are able to support them.Your employer may have a Code of Conduct policy which will inform you of your professional boundaries. Locate and read your employer’s Code of Conduct policy You may wish to discuss professional boundaries with your supervisor / manager Page 3 of 19 CIS Assessment Induction Workbook à ¢â‚¬â€œ Standard One 2. Working in ways that are agreed with your employer 2. 1 Be aware of the aims, objectives and values of the service in which you work Every employer will have aims and objectives. For some employers, these will be documented and for others, they could be verbal statements.Either way, it is important that you know what your employers aims and objectives are. During your induction period you will learn about your employer and how your role supports them to achieve their aims and objectives. This is important because your employer’s aims and objectives become yours while you are working and you will work together to achieve them. Find out about your organisation and your service’s aims and objectives Consider how your job role supports the achievement of these. If you are unsure, discuss with your manager / supervisor 2. Understand why it is important to work in ways that are agreed with your employer Policies and procedures or â€Å"agreed ways of working† set out how your employer requires you to work. They incorporate various pieces of legislation as well as best practice. They are there to benefit and protect you, the individuals you support and your employer. They enable you to provide a good quality service working within the legal framework and most importantly aim to keep you and the individuals you support, safe from danger or harm. Policies and procedures are essential pieces of information hat will support you in your role and will enable you to work professionally and safely. You are being paid (unless you are an unpaid carer) to do a job for your employer. If you do not follow their agreed ways of working, you could cause harm to yourself or others and you could find yourself subject to capability or disciplinary procedures which could lead to dismissal or even prosecution if you break the law. You do not need to know every word of every policy but you will need to know what policies exist and what they cov er so you can refer to them when you need to.Page 4 of 19 CIS Assessment Induction Workbook – Standard One 2. 3 Know how to access full and up-to-date details of agreed ways of working relevant to your role It is important for you to know where the most up to date written copies of policies, procedures, guidelines and agreed ways of working are kept that relate to your role. There may also be procedures for your specific work location(s). It is useful if your employers’ policies and procedures are published on their website as you will be able to access the most up to date copies at any time.Policies and procedures are often made available for anyone to read as public documents because the Freedom of Information Act allows anyone to ask for copies, so it is often easier to publish them on a website. Sometimes policies and procedures are kept in a folder in the office. It is essential that you make time to familiarise yourself with policies, procedures and agreed ways o f working as they will affect the way you do your job. Locate and familiarise yourself with your employer’s policies and procedures. Sometimes these might be less formally documented. In which case, discuss them with your manager / supervisor.If your employer does not have written policies and procedures, it is important that you work closely with them to understand how they would like you to deal with situations. You will also need to make sure you are aware of the legislation and legal framework which will guide you through your legal responsibilities. There is lots of information on Skills for Care’s website to support and guide you in your new role. Skills for Care set standards for training and development including the Common Induction Standards that you are currently working on in this workbook and in your induction period. ttp://www. skillsforcare. org. uk You will also find information on the resources section on the CIS Assessment website: http://www. cis-ass essment. co. uk Page 5 of 19 CIS Assessment Induction Workbook – Standard One 3. The importance of working in partnership with others 3. 1 Understand why it is important to work in partnership with carers, families, advocates and others who are significant to an individual It is essential that you work in partnership with all of the people surrounding the individuals you are supporting in order to ensure the best possible support and care is provided.This will include carers, families, advocates and other people who are sometimes called â€Å"significant others†. In order to work well in partnership, there has to be good communication and you will need to have good communication skills. Advocates are people who support individuals and help them to explain and say what they want and need to maintain their wellbeing. They help to ensure the individual’s views are heard so their needs can be met and their problems sorted out. They can act as an intermediary when th ere is a difference of opinion.Unpaid carers provide unpaid support to a relative, friend, partner etc. Significant others can be anyone who is â€Å"significant† to the individual you are supporting e. g. their partner, their children, a neighbour, their best friend, a priest, a guide dog. Other people may be able to provide useful information to support you in your work and you may be able to provide useful information to support them in being part of the individual’s lives. This is good partnership working. An example might be if there are communication difficulties.A carer or family member can share information with you about how you can best communicate with an individual. This enables the individual to be listened to and supported in ways that they desire and choose. 3. 2 Recognise why it is important to work in teams and in partnership with others You will meet new colleagues and be expected to work in partnership with other professionals. Just like working in p artnership with family members and unpaid carers, you can all work together, sharing relevant information with each other to ensure the individual receives the best support and care possible.These people could be: Doctors Other Health professionals Friends and Family Personal Budget Brokers Nurses Social Workers Advocates Physiotherapists Occupational Therapists Voluntary organisations Unpaid carers Welfare Benefit Advisors Page 6 of 19 CIS Assessment Induction Workbook – Standard One Independent Mental Capacity Advocates (IMCA) These are formally appointed specialists who can support people who do not have family and friends who can support them to make informed decisions and choices about the kind of support and care they need.The Mental Capacity Act 2005 has a set of criteria to determine whether a person is able to make informed decisions and choices and if they cannot, this is when an IMCA is brought in to help. The Mental Capacity Act provides a statutory framework for people who lack capacity to make decisions for themselves, or who have capacity and want to make preparations for a time when they may lack capacity in the future. It sets out who can take decisions, in which situations, and how they should go about this.The legal framework is supported by this Code of Practice which provides guidance and information about how the Act works in practice. The Code has statutory force, which means that certain categories of people have a legal duty to have regard to it when working with or caring for adults who may lack capacity to make decisions for themselves. This includes care and support workers and the Code provides guidance to anyone who is working with and / or caring for adults who may lack capacity to make particular decisions.The term ‘a person who lacks capacity’ means a person who is unable to make a particular decision or take a particular action for themselves at the time the decision or action needs to be taken. You will ne ed to learn more about the Mental Capacity Act (MCA) and how this affects you in your job role. The MCA is also relevant to Standard 5. Outcome 2. 1. The Department of Health provide information about MCA on their website and you can also download a copy of the Code. This is the weblink. http://www. dh. gov. uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH _085476 . 3 Be aware of attitudes and ways of working that help improve partnership with others You will always need to make sure that you are doing the right things, in the right way, at the right time, for the right people, openly, honestly, safely and in a professional way. Learning from others and working in partnership is important. It will help you to understand the aims and objectives of different people and partner organisations as they may have differing views, attitudes and approaches. Page 7 of 19 CIS Assessment Induction Workbook – Standard OneIt is essential that everyone’s f ocus is on providing the best care and support to individuals, for example: ? supporting the individual to possible achieve their goals and be as independent as ? ? respecting and maintaining the dignity and privacy of individuals promoting equal opportunities and respecting diversity and cultures and values different ? ? reporting dangerous, abusive, discriminatory or exploitative behaviour or practice communicating in an appropriate, open, accurate and straight forward way ? ? treating each person as an individual utcomes for individuals sharing expert knowledge and respecting views of others to achieve positive ALWAYS FEEDBACK ANY CONCERNS YOU HAVE TO YOUR MANAGER / SUPERVISOR, EVEN IF IT FEELS MINOR TO YOU. IT COULD BE IMPORTANT EVIDENCE. 4. Be able to handle information in agreed ways 4. 1 Understand why it is important to have secure systems for recording and storing information. Current legislation requires everyone working in social care to maintain certain records and keep them secure. Different employers will keep different records and in different ways.Most of the information is sensitive and therefore not available to the general public so it is important that information is stored securely so it cannot be accessed by people who have no right to see it. Information that is sensitive is called â€Å"Confidential†. Examples of confidential records are: ? ? ? ? Care and support plans Risk assessments Personal information about individuals being supported Personal information about workers Page 8 of 19 CIS Assessment Induction Workbook – Standard One Find out what records your employer keeps and how they are kept secure 4. Be aware of how to keep records that are up to date, complete, accurate and legible. Information that needs to be recorded should always be written in a legible manner. Legible means clear, readable and understandable. It could be harmful to an individual if other people cannot read what you have written, for example in a care plan about the way the individual is feeling. Records must always be factual and not an opinion. They should include the correct date and a full signature of the person writing the record. It is also recommended to use black ink. Some documents will only accept black ink.Information must not be crossed out or covered using correction fluid. Always record any information given to you by an individual even if you think it is trivial because it might help someone else. Always check an individual’s care and support plan before working with them as there may have been changes since you last worked with the individual, even if it was only a short time ago. 4. 3 Be aware of agreed procedures for: – Recording information – Storing information – Sharing information Records can be stored electronically on computers or as paper documents which can be typed or handwritten.Computers must be password protected and it is recommended that individual documents are also password protected. Documents being sent by email should be encrypted and protected. Confidential paper documents must be stored in a locked cupboard or cabinet. Access to all information should be restricted to those people to whom the information is relevant The recording, storing and sharing of data is covered by: Data Protection Act 1998 Freedom of Information Act 2000 Caldicott Principles Page 9 of 19 CIS Assessment Induction Workbook – Standard OneThe Data Protection Act is the main piece of legislation covering recording, storing and sharing information. The main principles are: ? ? ? ? ? ? ? ? Be secure Be adequate, relevant and no excessive Be processed fairly and lawfully Be kept no longer than is necessary Be obtained only for lawful purposes Be accurate Be observant of a person’s rights Not be transferred to countries outside of the European Union The Freedom of Information Act says that most public authorities have a legal obligation to provide infor mation through an approved publication scheme and in response to requests for information.If you work for a local authority, your employer will have one or more specialists responsible for requests made under this Act. You will need to find out who this is and what procedures you should follow if a request for information is made direct to you. Caldicott Guardians are experts on confidentiality issues and access to individuals’ records. They can give advice on any concerns you may have about a case. They are senior people nominated in organisations who are responsible for safeguarding the confidentiality of individuals’ information.Two key components of maintaining confidentiality are the integrity of information and its security: ? ? Integrity is achieved by the accuracy and completeness of information using proper processing methods. Security measures are needed to protect information from a wide variety of threats. The Caldicott principles and recommendations apply specifically to information that identifies individuals and emphasise the need for controls over the availability of this information and access to it. The six Caldicott principles are: ? ? ? ? ? Justify the purpose(s) of every proposed use or transfer Don't use it unless it is absolutely necessary Use the minimum necessary Access to it should be on a strict need-to-know basis Everyone with access to it should be aware of their responsibilities Understand and comply with the law Page 10 of 19 CIS Assessment Induction Workbook – Standard One The Information Commissioner’s Office is the UK’s independent authority set up to uphold information rights in the public interest, promoting openness by public bodies and data privacy for individuals.Their website has lots of information about recording, storing and sharing information under the Data Protection and Freedom of Information Acts. http://www. ico. gov. uk Your employer may also have policies and procedures or ag reed ways of working explaining how data should be recorded, stored and shared. Find out what records your employer keeps and how they are kept secure 4. 4 Be aware of how and to whom to report if you become aware that agreed procedures have not been followed The paperwork you complete and things you record in your work setting might be needed as legal documents by the police or for use in court cases.This is one of the reasons why it is so important to have good recording skills. If you use a computer in your role, make sure you know how to use the files and programs properly, including how to make sure records and emails are secure. There have been several high profile cases reported in the press over the last couple of years where people’s personal data has been mistakenly made public by negligent staff, for example, leaving computer records stored on a data memory stick in a public place in error. Computers and memory sticks must be secure and password protected and never left unattended, for example, on the back seat of a car.If you become aware of any situation where you suspect or know that the agreed procedures have not been followed or are not being followed by yourself or another person, you have a duty of care to report the situation immediately to your manager or supervisor. Page 11 of 19 CIS Assessment Induction Workbook – Standard One Questions: Role of the health and social care worker 1. 1 Know your main responsibilities to an individual you support What are your main responsibilities to the individuals you support and in your role? 1 2 3 4 5 6How will you protect the rights of individuals and promote their interests? What are the values for the service you will be providing? Page 12 of 19 CIS Assessment Induction Workbook – Standard One How would you use these values in your work with individuals? 1. 2 Be aware of ways in which your relationship with an individual must be different from other relationships How does your re lationship with the individuals you support differ from your relationship with your friends? What could you do to maintain professional boundaries? 1 2 3 4 5 Page 13 of 19CIS Assessment Induction Workbook – Standard One An individual you support says you can have their Tesco club card points as they do not have a club card themselves to collect the points. The points turn into free shopping vouchers. What should you do? You are beginning to have personal and intimate feelings about an individual you support. What should you do? 2. 1 Be aware of the aims, objectives and values of the service in which you work What are the aims and objectives of your employer? How does your role contribute to the aims and objectives of your employer?Page 14 of 19 CIS Assessment Induction Workbook – Standard One 2. 2 Understand why it is important to work in ways that are agreed with your employer Why is it important to follow policies, procedures or agreed ways of working? What could hap pen if you do not follow agreed ways of working relevant to your role? 2. 3 Know how to access full and up-to-date details of agreed ways of working relevant to your role Where can you find up to date policies, procedures and details of agreed ways of working relevant to your role? 3. Understand why it is important to work in partnership with carers, families, advocates and others who are significant to an individual How can working in partnership with family members be of benefit to the individual you are supporting? Page 15 of 19 CIS Assessment Induction Workbook – Standard One 3. 2 Recognise why it is important to work in teams and in partnership with others Why is it important to work in partnership with other professionals? What is meant by each of these terms: Carers: Advocates: Significant Others:IMCAs: 3. 3 Be aware of attitudes and ways of working that help improve partnership with others What can you do to promote good partnership working with other professionals? 1 2 3 Page 16 of 19 CIS Assessment Induction Workbook – Standard One 4. 1 Understand why it is important to have secure systems for recording and storing information. Why is it important to have secure systems for recording and storing information? Give 3 examples of the types of confidential information that are kept by an employer: 1 2 3 4. Be aware of how to keep records that are up to date, complete, accurate and legible. What are the principles of good record keeping? How would having an accurate record of what has happened benefit the individuals you support? Page 17 of 19 CIS Assessment Induction Workbook – Standard One 4. 3 Be aware of agreed procedures for: – Recording information – Storing information – Sharing information What legislation covers recording, storing and sharing information? How can information stored on a computer be protected from being seen by people who shouldn’t see it?How can paper based information be protected from being seen by people who shouldn’t see it? 4. 4 Be aware of how and to whom to report if you become aware that agreed procedures have not been followed Who should you contact if you are concerned that procedures have not been followed? Page 18 of 19 CIS Assessment Induction Workbook – Standard One Shall we find out what you have learnt? Now that you have completed this section you can have a go at the online assessment for Common Induction Standard 1. To do this you will need to visit www. cis-assessment. co. k and log on by entering your username and password in the boxes provided. You will then be able to select Common Induction Standards then Standard 1. Don’t forget to read the instruction page before you start. Once you have completed this assessment and had a discussion about the results with your manager or supervisor, you may want to do a little more learning and / or return to your results and record additional evidence. You can also print out the results pages (which include any additional information you have added) for your Induction Folder and CPD Portfolio. ttp://www. cis-assessment. co. uk Copyright note for Managers and Employers The workbook(s) can be completed online or on a printed copy. You can make any changes, deletions or additions to suit your circumstances. You can personalise the workbook(s) by adding your organisation’s name and logo. Please make sure that CIS-Assessment is credited for putting the workbook(s) together and providing them without charge. You cannot copy, reproduce or use any part of the workbook(s) for financial gain or as part of a training event that you are profiting from. Page 19 of 19

Workplace Conflict Essay Example | Topics and Well Written Essays - 750 words

Workplace Conflict - Essay Example Some are little that are resolved in no time with a little communication (Cahn & Abigail, 2007); while, some are big enough that a mediator is needed to resolve them. The mediator comes with his own mediation plans and strategies to work out the problems between the parties involved. In organizational context, conflict occurs due to a number of reasons. Conflicts may happen among employees of the same level but mostly conflicts arise when job satisfaction decreases at the employees’ part (Masters & Albright, 2002). This makes the employees enter into trouble with the management or higher officials. They may go on strikes or do other sorts of protests. Major conflicts occur when, for example, employees experience gender discrimination, work overload, forced overtime, short deadlines, and no opportunities for promotion, reward or compensation. These factors reduce job security and the employees suffer from work related stress. Other major causes may include dissatisfactory wages and salaries, and poor communication between the management and employees due to which the latter feel that their problems are not being considered. Also, when employees feel that they are not being able to participate in the decision-making process, they may acquire conflicting views about the project at hand. All of these conflicts may get serious enough to be requiring a mediation plan for resolution (Moore, 2003). No matter the conflict is small or big, the management should make serious efforts to resolve it as soon as possible so that employees do not lose their morale (Dana, 2001; Wimot & Hocker, 2007). My Experience This section of the paper describes a work related conflict that I experienced at my workplace. I am a teacher at a community college. As I stated, most conflicts occur due to unfair treatment or policy changes from the management side, this incident also involves a conflict between the assistant principal and I. It was about the Americans with Disabilities Act of 1990 (ADA). For reader’s information, the major responsibility of the Americans with Disabilities Act of 1990 is to make accommodations for disabled employees, under the title I of the Act. ADA makes sure that the disabled employees do not have to face discrimination by their seniors or co-workers when they are at the workplace. In order to get protection by ADA, the individual must have a disability which is defined by the Act as â€Å"a physical or mental impairment that substantially limits one or more major life activities† (U.S. Department of Justice, 2005). All persons who have in their medical history that they have been or are going through such a disability, or people perceive him as disabled, are accommodated by this Act. My college had also included this Act in its major policies regarding the selection and employment of teachers. Last year, when my college announced vacancies for professors, I was appointed to interview the candidates for selection. I ha d to select three candidates for a project. Two of the candidates I selected were medically and academically fit for the job, but the third one whom I selected, Mr. Harrison, was obese. His academic career was excellent. I selected him on the seat of disabled persons so that he could be given all the facilities that an obese employee would require in performing his job in a better way. Also, Title I of the Act clearly states that all the employers who have at least fifteen employees working under them, must give equal chances of employment to qualified disabled persons as well so that they get all the benefits that the organization is giving to the otherwise fit persons. To me, Mr. Harrison was a physically disabled person according to the Act because his weight was hindering with his job performance, as was the definition of

Integrated management system Essay Example | Topics and Well Written Essays - 2500 words

Integrated management system - Essay Example According to Griffith (1999), an integrated management system (IMS) is ‘the organizational structure, resources and procedures used to plan, monitor and control project quality, safety and environment’. The need for an integrated management system has been felt basically because of considering the adoption of an Environment Management System (EMS) and/or an Occupational Health and Safety Management System (OH&SMS) besides a Quality Management System (QMS), as per the business and industry requirements (Stamou, 2003), as Figure 1 depicts the centre of an Integrated Management System and examples of standards through which the integration can be attained. An IMS is shown situated at the centre of the three systems, adopting common features of all the three management systems. As all standards have been securely implemented in the marketplace of different industry sectors, the certification organisations are in favour of an integrated approach wherein a company has a single management system in place in stead of many systems functioning individually showing allegiance to many standards at a time. Having independent management systems under the command of different independent management teams, according to certification agencies, is a risky proposition as each management system would take the organisation in a different direction making the focus on company objectives blurred. Only integration can solve the problem by bringing cohesiveness in the implementation of different standards (Dr. Brewer et al. 2005). An integrated management system fulfills the needs of any organisation, of any size and sector, assimilating the elements of two or more management systems into single unitary system by maintaining and following documentation, policies, procedures and processes holistically. Those organizations already into a single established management system are more prone to and

Clinical Psychology Essay Example | Topics and Well Written Essays - 750 words

Clinical Psychology - Essay Example Psychoanalytical psychology, introduced by Freud, is based on this principle which takes in to account past the history of the patient and analysis its influence on the present thinking of the individual (Background of Counseling, 2010; Historical lineage, n.d). Freud incorporated this psychoanalytical approach in his counseling psychology studies (Background of Counseling, 2010). The early 1900s witnessed the emergence of newer theories related to counseling psychology which laid emphasis on the overall growth and development of a human being rather than mere study of the abnormality. The publication of the book, Counseling and Psychotherapy by Carl Rogers, revolutionized the study of counseling psychotherapy and resulted in the initiation of training programs for counselors and coining of the new term counseling psychologists (Historical lineage, n.d). Carl Roger’s work was based on the specific experiences of people, which have had a profound impact on their lives and the m ethod is now referred to as the Humanistic method, which is a widely practiced method in the field of psychology today. All the studies carried out in the field of counseling psychology focuses on the human mind in order to better understand the working of the mind and to work out a solution to help people overcome their difficulties and problems. The studies have helped to understand how the human mind works under different circumstances. Counseling psychologists have played a vital role in helping people deal with their lives after events such as terror strikes and numerous other accidents and calamities (Background of Counseling, 2010). This field has helped researchers to broaden their understanding about the potential within every human being and help people to develop in to better individuals. Given the growing importance attached to counseling and their resultant positive effects both on the individual and the society, the demand for counseling psychologists is rapidly increa sing. The role of research and statistics in clinical counseling psychologists Clinical counseling psychologists are involved in the assessment, diagnosis and treatment of people suffering from mental disorders. They help people cope with their condition and find suitable means to overcome them and lead a normal life. To help them achieve this goal, psychologists formulate theories and hypothesis that are based on the thoughts and behavior of individuals. Research methods are employed in order to prove the theories and these methods vary depending on the kind of study involved. In general the techniques used by psychologists include observation, assessment and experimentation. Individual behaviors are evaluated through various methods such as laboratory experiments carried out along with suitable controls, hypnotic methods, biofeedback techniques, and tests which help to ascertain the personality traits, intelligence and aptitude of an individual. Other types of methods employed inc lude interviews, questionnaires and clinical studies. In the case of clinical counseling psychologists, who help people to cope with mental disorders or personal problems, patient interviews, psychotherapy for patients and their family and other suitable intervention and treatment strategies are undertaken to

Pressure ulcer (critical incident analysis) Essay

Pressure ulcer (critical incident analysis) - Essay Example 2006, 472). There are four stages of pressure ulcer occurrence from stage I to stage IV. Stage I involves an intact skin where an ulceration results that indicates a reactive hyperemia. Stage II involves partial skin loss of the dermis and epidermis while stage III entails full thickness skin loss with extension into the subcutaneous tissue. Stage IV entails a full thickness of tissue loss with extension in to adjacent muscles, bones, tendons and joint capsule (Lyder & Ayello 2005, 281). Pressure ulcers develop in risk prone individuals i.e. those who are immobile especially the sick and elderly patients confined to wheelchairs. However, a number of factors influence the tolerance of the skin, the shear and pressure effect thus increases the risk of pressure ulcer development. These factors include protein calorie malnutrition, wetness of the skin as a result of incontinence or sweating and medical conditions limiting blood flow to the skin such as paralysis or neuropathy (Reddy et al. 2006, 977).They are preventable skin conditions, but their rate of occurrence continue to escalate yet at an increasing alarming rate. Between the period of 1995 and 2008 pressure ulcers incidence increased by 80 percent, and the rate is not expected to decline due to poor patient’s acre in the nursing homes and hospitals (Bennett et al. 2004, 230). About 2.5 million patients develop pressure ulcer each year in the United States, while more than a million patients remain affect ed annually (White-Chu et al. 2011, 245). The rate is expected to increase due to the increase of the population at risk i.e. the obese, elderly, diabetic patients (Bader, 2005, 25). Therefore, addressing and preventing the condition is of utmost importance to the public, as it will prevent patients from further harm and reduce the cost of care (Clay, 2008, 12). Pressure ulcers occurrence

Operation management Case Study Example | Topics and Well Written Essays - 1000 words

Operation management - Case Study Example The crashes caused sales to dropped by 60% and this translates to a drop in revenue that ranges from $1.2 million to $1.8 to a mere $400,000. The business cannot continue losing revenue at this rate. It even nearly folded had it been to $200,000 loan from a friend. The crashes also cause other intangible problems that sabotage the business. Its crashes undermine the brand of its company as it will lose credibility in the market. It is also losing the goodwill of its customers of which it already had hard time retaining them during the height of its technical problems. The website of InsuranceAgents.com is not just a mere website for the company to have an online presence of informing the public that it exists. Rather, its website is the platform where the company conducts its business. It is like its office, its store, that if it crashes, it is tantamount to an office or store to be closed that no business can be done. And since no business can be done, no revenues can be made. Meanwhile, expenses continue to incur even if there is no revenue coming in. it goes without saying that the company cannot afford the website to crash because every time it crashes, it will have an economic impact to the company’s bottom line. There are also other intangible loses that the company incurs that may not register on its financial statements every time it incurs a downtime. This is the tarnished image and brand of the company. It could also drive customers away to the competitor. The company is back on the black and is no longer struggling. It is again a good time to consider growth. And since the tough times seems to be over, the company no longer has to bother with problem and just maintain how things are done. Hiring an experienced and competent CIO who will ensure that the company’s website will be up and running all the time. He or she can also immediately address any issue in the IT department without causing any damage of downtime to the

Models Comparison of Learning Theories Essay Example | Topics and Well Written Essays - 1250 words

Models Comparison of Learning Theories - Essay Example On the other hand, the humanism theories perceive learning to be a process that is initiated by an individual in an attempt to fulfill their potential. This paper draws a comparison between the hierarchy of needs theory by Abraham Maslow, social learning theory by Albert Bandura and the attribution theory by Bernard Weiner. The three learning theories are based on certain assumptions. According to Bandura’s social learning theory, a change in behavior is the indicator of learning. It is grounded on the assumption that learning is largely influenced by the environment; this indicates that people learn through observing others. In addition, this theory agrees with the cognitive learning theory by emphasizing that the mental state of an individual is an integral part of the learning process. On the other hand, the attribution theory as developed by Weiner assumes that people have the tendency of determining causes of certain situations or behaviors. It deals with the cognitive processes and their influence on learning. It also observes that learning involves an integration of old knowledge and the new one. The attribution theory is founded on the view that people endeavor to attribute causes to behaviors. Finally, Maslow’s hierarchy of needs theory assumes that people desire to satisfy their needs in a systematic and hierarchical manner, such that when one need is satisfied when a person desires to satisfy a higher need in the hierarchy. Maslow came up with a pyramid made up of five levels of needs to be met hierarchically. According to Abraham Maslow (1943), the people’s needs fall into five categories. These needs are met consecutively, with one need being satisfied after the other. The physiological needs are the first to be satisfied followed by safety needs, love/belonging needs, esteem needs, and finally, self-actualization needs. According to Maslow, what people need is a positive self-regard in order to achieve in their engagements.

Shakespeare Coursework Essay Example for Free

Shakespeare Coursework Essay Task: Give an account of the methods, which Shakespeare uses to reveal Richards character to us and to shape our attitudes towards him. You should also refer to Shakespeares manipulation of history and the way in which he sets out to present Richard III in a particular way. Richard the third was king during the 15th century and happened to be one of the best kings England had, and did, as kings go, a good job of running the country. Shakespeare however makes him out to be an evil manipulative person who does anything and everything to gain power. Also Shakespeare meddles about with time and the order in which things really happen, with the basic concept of making Richard seem even more scheming and seductive. Why should such a brilliant playwright want to lie about a good and decent king such as Richard the third? As soon as you start this play, Shakespeare is already hammering the image of Richard as a disgusting and rotten toad who is so evil and horrible that such quotations as used as a description for him. That dogs bark at me as I halt by them Another thing that happens is that Shakespeare, instead of setting the scene and keeping it calm in the first act, already is getting the plot introduced and thickened. Within the first 10 pages of the Oxford edition it already has Richard killing someone by methods, which involve others doing the dirty work for his own benefit. Simple plain Clarence, I do love thee so That I will shortly send your soul to heaven. This is Shakespeare telling you that Richard is a character which has no conscience, as he can say this one line so happily and knowing that by saying it Clarence is as well as dead. This is a good example of Shakespeare using irony in its full potential in this play. In the second scene of Act 1 Richard is seducing Lady Anne even though he has just recently killed her husband and does so with the corpse next to them. This is again Shakespeare making Richard seem heartless and a man who bears no conscience. Your bedchamber In this quotation Richard is saying where hed like to stay and this is a clear line, which is telling the reader he is trying to get Lady Anne to marry him. With this quotation and scene of the seducing of Lady Anne, Shakespeare is revealing another part of Richardss character. He is showing us that this foul toad Richard can be charming and quite a ladies man when he wants to be. By doing this however he also implies that the character of Richard will be a very manipulative one, as he turns emotions and styles of behavior on and off as it is needed, it is not very often that he is sincere about the way he feels. When Shakespeare wrote this play he made some peculiar changes to its chronological order, he moved things forward and backwards through time to suit his play. I suppose in this way Shakespeare has something in common with Richard, they both are very fond of using manipulation to makes things go their way. The method, which Shakespeare uses, is called the manipulation of history and the reason he does so is to make the image of Richard in the audiences head seem even worse and more evil still. What actually happened was that Richard married Lady Anne 6 years after her husbands death. However, in Shakespeares version of events is that the coffin is still present and fresh when Richard seduces and goes on to marry in way under 6 years. You see that Shakespeare hasnt even finished the first act yet but still there is an awful lot to take in, in terms of plot, and you can see the basic structure Richard is cunningly using to get into power. We know that Richard does become king and does get killed at the end, but that isnt what makes this play what it is, it is the way the character of Richard is gradually revealed to us in different forms, whether it be a murderer, a joker, a charmer or his majesty himself. As Richard moves on he discovers (to his pleasure) that the king is very ill and will undoubtedly die soon from natural causes. You see that Richard isnt at all bothered by the fact that a man is going to die, but is more bothered about how to become king after he is gone. Act 3 scene 1 is an important scene in this play when looking at Richardss character and shapes another side of Richard into your mind. This time it is the joker that he is playing. All the while though, when Richard puts on these fake moods and behaviors he always has on thing on his mind, and that is self-gain. Shakespeare seems to make him out as a greedy character as we see later on when he is finally crowned. In this scene he talks with the young princes and is where he is joking with them. He has been made Lord protector of them and is a good example of irony as he is the one responsible for their death.

The Code Of Hammurabi History Essay

The Code Of Hammurabi History Essay Almost 4,000 years ago, King Hammurabi ruled the kingdom of Babylon, a part of Mesopotamia. He gave the world one of its oldest sets of laws. Archaeologists found the Code (collection of laws) of Hammuraabi carved on a black stone slab. An eye for an eye was the rule of the day. People who hurt others could expect the same fate or worse. The code also dealt with business and civilization issues. An example of Hammurabis code: If a builder builds a house for someone and does not construct it properly, and the house which he built falls in and kills its owner, then that builder shall be put to death. The collection of rules was compiled toward the end of the forty-three year reign of Hammurabi (r. 1792-1750 B.C.E.), sixth ruler of the First Dynasty of Babylon, the king who directed the great political expansion of the empire and organized a complex and sophisticated government and military bureaucracy to administer it. He defeated powerful rival kingdoms and extended his political and diplomatic influence throughout the ancient Near East. The code of Hammurabi is the longest and best organized of the law collections from Mesopotamia. It draws on the traditions of earlier law collections and doubtless influenced those that came later. The composition consists of a lengthy prologue, between 275 and 300 law provisions, and an epilogue. The prologue stresses the gods appointment of Hammurabi as ruler of his people, his role as guardian and protector of the weak and powerless, and his care and attention to the cultic needs of the patron deities of the many cities incorporated into his realm. The laws of this composition, inscribed on imposing black stone stelas, stand as evidence of Hammurabis worthiness to rule. The complex first provision of the Laws of Hammurabi (LH) involve homicide and serve to establish immediately the states right to impose the death penalty on a subject: LH 1 If a man accuses another man and charges him with homicide but then cannot bring proof against him, his accuser shall be killed. In formulating LH 1 in this manner, a number of pieces of information about the legal system are revealed: that a private individual (and not necessarily only an official body or officer) may bring charges against another person; that such charges must be substantiated in some way; and that a false accuser suffers the penalty he sought for his intended victim. The epilogue emphasizes the king as military leader who brings peace to his subjects. It explicitly states that these laws were inscribed on a stela and publicly displayed in order to testify to Hammurabis righteous and just rule, to bring consolation to anyone seeking justice, and to serve as an example for future rulers. It seeks blessings for Hammurabi from his successors and the beneficiaries of his legacy; it blesses them if they treat his Stella and laws with respect; and it brings down the terrible curses of the great gods against any who would violate the path Hammurabi opened or who would mutilate or desecrate his monument. The LH is known from numerous manuscripts, copied and recopied over the centuries in the scribal centers of Mesopotamia. The most complete and famous exemplar is the black stone stela, now housed in the Musee du Louvre, Paris, excavated in 1901-1902 by archaeological teams working in the ancient Elamite capital Susa. The stela, one of several that were erected in Babylonian cities, was taken as booty to Susa in the twelfth century B.C.E. by the Elamite ruler Shutruk-Nahhunte I, probably from Sippar, from which he also plundered monuments of other Mesopotamian rulers. The Louvre stela, which forms the basis of every edition of the Laws, is a pillar of diorite almost seven and a half feet tall. On the top, covering almost one-third of the stela, is an imposing scene of the sun-god Shamash, god of justice, seated on his throne, and standing before him the king Hammurabi. The precise interpretation of this scene-that the god is dictating the laws to the king, or that the king is offering the laws to the god, or that the king is accepting the rod and ring that are the emblems of temple-building and sovereignty-is debated, but the iconographic message it communicated to even the illiterate must have been clear: King Hammurabi and the god of justice Shamash together protect the people of Babylonia. The physically imposing Louvre stela, like other monumental inscriptions of its time, is inscribed in an archaic ductus and in the direction employed earlier, before the script was turned ninety degrees counterclockwise; the visual impact of the script and the orientation, along with the archaizing, literary language used in the prologue and epilogue that frame the collection of rules, magnify the authority of the composition. The columns of the text inscribed on the stela are written in bands across the front and then the back of the circumference, beginning immediately below the throne of the god Shamash; the prologue and epilogue each occupy about five columns, and the series of legal provisions occupies about forty-one columns. The changes during Old Babylonian period involved agriculture and landscapes, relevant old Babylonian records, socio-economic trends, local notables and officials and also notable women. The Tigris and Euphrates continued to be, the most actively shaping forces in ongoing, incessant processes of landscape formation and alteration. During late spring, floods, course avulsions were common through breaches in the river banks. Canal construction, whether for irrigation or for boat and barge bulk transport, has always been a significant contributing factor. Shifting overall pattern of canalized water withdrawals also contribute to second-order instabilities far downstream of particular instances of human intervention. Maps illustrating current, still evolving understandings of Tigris-Euphrates courses for the upper alluvium in Ur III Old Babylonian times can be found for the northern alluvium. At around the end of Ur III, there is good evidence of major westward movements of some Euphrat es courses, and also of apparently substantial reductions in the ancient Idigna branch of the Tigris. The extension of much of the entire field of communications from state-controlled circles to wider, more heterogeneous, unofficial and private ones introduces the issue of agency. The agency probably does also induces a less narrowly focused interest in the products of routinized bureaucracy and opens the way to pursue ancient life-histories and to map their interactions systematically. Several major socioeconomic features characterize the Old Babylonian period. The first and most ominous, mainly in the northern alluvium, was the onset of a growing impoverishment of the general population of agriculturalists. Land was at first widely for sale there, but as disparities grew a stratum of relatively wealthy creditors made its appearance. As holdings became even more concentrated in the hands of large organizations throughout Babylonia, and as palace and temple interconnections with these private bodies were forcefully supported by the king,the trends seem to have converged. Van de Mieroop is surely right to caution us that a constant interaction between rural and urban populations must have existed, and an antagonism between the two should not be assumed An informal and unattested, as well as a formal flow of goods and acts of reciprocity was vital to both. Meanwhile, the convenience and flexibility of transactions conducted in silver led to a withering of royal interest in active economic intervention. The palace no longer generally accepted payments in kind. A council of elders (Ã…Â ¡Ãƒ Ã¢â€š ¬botum) and popular assemblages (alum, karum, puIrum) became strong enough to have survived later even under Hammurabis overbearing control as community organs of self-government that coexisted with the state. Judges (who acted not individually but collectively) played a part, as sometimes did royal representatives with consensual dicisions on peace and war. While men were the most active in business, some women collaborated with their husbands in real estate, slave and adoption transactions, and in jointly obtaining loans. Widows maintained some control of joint property after their husbands death, and sons were obliged to support them during their lifetime.

Political Ecology Has Come Of Age Geography Essay

Political Ecology Has Come Of Age Geography Essay Political ecology is by no means a new concept. As a theory it produces a complex framework of understanding into the relationships between political, economic and social environments and the effect these relations have on environmental development and protection, developing common ground where disciplines can intersection (Greenburg and Park (1994).   The nature of political ecology can be so broadly defined that as a field of research has developed, no one definition has been substantiated in order to fully characterise the assertion towards collective considerations of society and nature. Although the adaptation and expansion of this body of knowledge continues to create a broader sub-context in which geographic and development studies are practiced, creating greater obstacles in its theoretical classification, Robbins (2004) defines political ecology as, ‘empirical, research based explorations to explain linkages in the condition and change of social/environmental systems , with explicit considerations of relations of power.   The emphasis placed on political ecology is to provide a sense of connectedness within a field that traditional sees the sum of its parts divided into different areas of definition and implication. As the study of the importance of political ecology by Stott and Sullivan (2000) has shown that by identifying the political circumstances that forced people into activities which caused environmental degradation, in the absence of alternative possibilities, there is a need to illustrate the political dimensions of environmental narratives and in deconstructing particular narratives, to suggest that accepted ideas of degradation and deterioration may not be simple linear trends to predominate.   This approach to geographic thinking provides the academic field with a further dimension of theoretical application but as to whether its use has truly ‘come of age remains a contested issue within academia and the wider world of representative approaches to environmental conservation and positive action towards sustainability. This essay will concentrate on deconstructing whether this critical approach to human-environmental relations has broken the barriers to understanding political, human and environmental interactions in a wider social context. This will be achieved through the examination of critiques within the approach, taking into account the important questions of whose history and whose knowledge is being represented and elements of contested theory and implication that cause problematic outcomes on the global stage of development. Whilst developing this argument, also being taken into consideration will be the contribution political ecology has had within and towar ds development and development studies, in order to establish what the role and emphasis is of resulting work that the approach of political ecology has in the ever expanding field of critical development, evaluating, as noted by Muldavin (2008), ‘where ‘we have been in the past, where we are today, and where we may be going in the future and whether political ecology can ever manifest itself within a structured and conclusive framework or whether the approach will only suffice to be ‘all things to all people (Blaikie, 2008). The field of political ecology is vast, through which the addition to theoretical impact through the development of effective frameworks creating limitless boundaries toward disciplinary input where the flexible and adaptive form found within political ecology has allow new and diverse currents of thought within a positivist framework. When considering whether political ecology has come of age, although there are continual debates over the theoretical and methodological implications towards the approaches undertaken by the academy, overlooking these momentarily, it becomes clear that in an age where environmental protection, conservation and the development of long term ‘green policy is the most predominant topic on policy makers minds, it would be clear to identify the intermediate coming of age of the discipline, despite its continual critique. Arguably, although the approach itself, suffers from what Muldavin (2008) describes as ‘boundaries of ignorance that allow unru ly practices to be maintained and reproduced, the controversial subjection of theory and practice leads to a continual critical reassessment of the approaches implications to form continually renewed policy, although criticised for its lack of engagement with practical problem solving (Walker, 2006). The issues of multi-discipline connectedness and the increasing need for social and environmental synergy brings the issues undertaken by aspects of political ecology to occupy the central stage (Peet and Watts, 2004) of global environmental politics and civil society debates. In order to overcome institutionalized system of knowledge the issues raised in the expansion of political ecology debate has allowed for the production of space for thought, opening up discussion toward how discourse formation and representativeness in the present and towards the future to shape policy and practice in order to drive political ecology to form positive regulation of global commons. Developments within the field of political ecology have been vast over the last forty years, with particular emphasis being placed, in the last decade, on what Bebbington (2003) terms ‘theorizing up (Walker, 2006). As previous environmental narratives are questioned, the ability to ‘theorize up seek ways to ascertain the significance of such studies in broader development concerns, (Walker, 2006) where the approach to political ecology represents an integration of environmental knowledge and social justice that is not yet fully adopted or understood in all environmental debate (Forsyth, 2008). Through this stand point the ability to create suitable space in which to consider social participation in environment development and conservation through the implementation of local initiatives can be utilized. As argued by Simon (2003) for the need of balanced integrated attention to the biophysical/environmental and social political realms at different scales, in order to approp riately analyse the formulation of discourse. Much work has been undertaken to deconstruct commonly assumed environmental narratives and the diversity within the field through interdisciplinary connection and ‘hybrid knowledge or ‘discourse coalitions (Latour, 1993; Hajer, 1995; Blaikie, 2008) that have allowed the formulation of theory and methodology to remain lucid and adaptable to change.   However, although as argued by Watts (2003) the diversity of political ecology should be celebrated, its position in the world outside the academy of [political ecologist] thought provides a bleak landscape of complex terminology and distant solutions bound in red tape. Many political ecologists argue the concept of ‘non-equilibrium ecology (Forsyth, 2008) as the production of long term policy solutions made due to space-time factors.   With this in mind the assessment of political ecology developments dealing with issues such as access, the effect of institutions on vulnerable societies and the increasing emergence of women in development studies need to be taken into consideration. In the past access and control of resources in environment conservation continues to produce a divide in the politics of knowledge production in the global North and South. Although the work of political ecology seeks to understand and further develop the connections between social networks and the natural environment through its interaction with government and non-government lead organisations, the approach has been problematic from its beginning. Peet and Watts (2004) identify a fundamental flaw through the polarization of the â€Å"haves† and the â€Å"have nots†, where an emphasis on the effects of poverty on environment impact has been inherently linked to the causes of degradation in vulnerable areas in need for conservation, focusing heavily on third world and developing countries, which sees negative impacts on the environment fall into a ‘blaming the victim approach within social scientific concerns (Peet and Watts, 2004).   This approach arguably reinf orces post-colonial/post-structuralideologies of power and control over resources, through the reproduction of authority where knowledge toward global environmental management is encoded through institutionalised forms of knowledge rhetoric. These theoretical stand points allow for the rationalization of certain types of conclusion or outcome, whilst justifying change to traditional interaction with the environment including enclosure, exclusion and displacement of particular groups within a society.   The implication of this ideological, knowledge certification sees the privilege of particular forms of knowledge and power through which policy and practice toward further environmental trajectories are planned and applied. Although the production of knowledge and policy is important on a global scale, within particular western frameworks of progressive development policy, questions that should be consider include to whom does the policy speak? Whose history, whose science is being institutionalised and privileged and why? Although it is clear certain material impact push particular bands of knowledge into the foreground of discussion; the discourse of development and political ecology, the issues of scale and region variability inevitably become blurred within a colonial sense of restriction and a prescribed vision of what nature and environmental ‘wilderness should be, rather than development. Due to the nature of power allocation within development, diverse actors tend not to provide solutions but continue to allocate blame to local land users, with institutional development moving towards alleviating and helping the poor rather than supporting them through long term policy implementation, what Vayda and Walters (1999) argue produces a limitless capacity [for political ecologists] to neither verify their subject of scrutiny nor to have understood the complex and contingent interconnections of factors whereby environmental changes are produced (Forsyth, 2008). Through the consideration of access to resources and institutions, the notion of privileged knowledge assertion and limited access toward political production and resource affirmation, a major development to be considered within conservation management and political ecology is the role of women in development (Jewitt and Kumar, 2004; Robbins, 2004). Women are traditionally depicted to have a close, maternal connection with nature. Though this connection womens closeness to nature aids the development of comprehensive agro-ecological knowledge and environmental management practices (Shiva, 1988) that are restricted due to reduced mobility within society and ecological theory production and more disadvantaged by development programmes (Jewitt and Kumar, 2004) and disproportionately represented among the poor, as a homogenous group. Theory toward the construction of a special relationship between women and the environment has previously been detrimental to the development of consistent policy construction toward scale of social movements in ecological conservation, in this sense, the deconstruction of environment narratives by examining wider inequalities in the division of labour towards ‘discourse sensitivity (Jewitt and Kumar, 2004) to support and collaborate (Rocheleau, 2008). The example of Joint Forestry Management in India by Jewitt and Kumar (2004) of the possible developments political theory could bring to development strategies is positive but also there are empirical problems that are interwoven in this collaboration with political ecology as a whole, including the lack of assessment toward whether theory can be effectively put into practice on the ground and whether their effectiveness through diverse communities can be achieved. Although the implications political ecology brings to the surface are very urgent and relevant, toward the development of necessary development and conservation policy, issues which are at the heart of present political, economic, cultural and social debate, its inherent complexities provide problematic understanding and expansion as to whether although in terms of its importance and theoretical distinction, the approach has become more grounded and come of age within academic discussion. On the wider, more global stage its concepts of development and conservation theory, although poignant, fail to provide a consistence material solution to aid positive outcomes for conservation development. As argued by Robbins (2004) political ecology is too focused on the broadly defined ‘underdeveloped world and posits the environment as a finite source of basic unchanging and essential elements, which set absolute limits for human action. However intuitive, this assumption has proven histo rically false and conceptually flawed. When considering the implications of political ecology as a critical approach to human-environmental relations, although it is important to consider the approach as a construction of meaning and justification for social and cultural implications on a multilayered scaled, the approach consequentially leads to complexities and problematic understanding. These inconsistencies begin with the problem of a definition that can be transformed to fit different meanings, inevitably creating obstacle to development and environmental justice.   The inability to connect with the wider world due to the diversity of complex notions of theory, devalue the benefit of the connectedness to other disciplines as the pool of thought is limited to a few. Although keen to move toward grounded engagement with the production of integrated social and environmental knowledge toward consistent policy (as seen through the work of Blaikie) ‘the dependency on single stories (in local level research analysis ) reduces the likelihood of influencing many bodies (Bebbington, 2003; Walker, 2004). Although the emphasis on cultural value is present in research, scaling up solutions from snap shots of research data can see many issues lost or lessened. Despite trying to diversify land based initiatives e.g. through donor site programmes, changes have seen movement away from policy based initiatives. The reproduction of knowledge as power, the allocation of privileged theory and the reproduction of poverty and inequality still remains challenging, as argued by Robbins (2004) who states the assertion that superior environmental knowledge originates in the global north for transfer to the global south is problematic due to the reproduction of colonial knowledge and discounting of indigenous knowledge and participation of local communities. Also within this framework of ‘knowledge as power is the production of ‘wild landscapes working towards conservation initiatives under the initiative of nature as a commodity, which introduces new levels of ambiguity and problematic methodological within the field of development studies and political ecology practices. As cited by Marx, ‘even society as a whole, a nation, or all existing societies put together, are not owners of the Earth. They are merely its occupants, its users; and like good caretakers, they must hand it dow n improved to subsequent generations (Peet and Watts, 2004).   Although, in many instances the commodification of natural resources e.g. the introduction of private parks has created conservation zones, the ethics and highly problematic issues attached to this type of land acquirement has produced environmental conflict. Commodification of land and nature are arguably an expansion of the colonial state, which see the development of an argument where people are removed by state intervention [inherently linked to political ecology (Peet and Watts, 2004)] leaving land to be managed by external structures and nature to be socially constructed causing problems for indigenous groups. Although political ecology approaches are trying to provide a mode of explanation towards engaging nature and political dimensions between human environment relations, they very rarely accomplish a distinctive and workable solution. In conclusion, although the body of knowledge that political ecology produces is highly relevant in modern perceptions towards the urgency of resource dilemmas, the seclusion of the theoretical approach which is confined to non-material based responses to environmental conservation is highly problematic. Although it is argued political ecology has come of age, in definition, the unity of the approach with wider debate still remains marginal to the broader field of development. Blaikie (2008) argues the importance of stabilising political ecology through a more aggressive institutionalization at college and university level. This could be argued as contradictory considering the need and importance of transition to a more decentralised applications of knowledge, through the further inclusion of indigenous knowledge systems and the compromise of researchers and theorists to accommodate the needs of local individuals in order to not displace the values and priorities of communities on th e ground considering the need to further institutionalise theory as stated by Blaikie to make political ecology ‘work. Therefore, it could then be stated that unlike the rediscovery of geography (Muldavin, 2008), political ecology still has many complexities to consider and overcome in order to promote positive impacts towards future environmental development that would result in greater representativeness of the approach in the global arena.   References: Agrawal, A. (2008) The Role of Local Institutions in Adaptation to climate change. Social Dimensions of Climate Change, Social Development Department, The World Bank, March 5-6 Blaikie, P. (2008) Epilogue: Towards a future for political ecology that works. Geoforum 39, 765-772 Forsyth, T. (2008) Political Ecology and the epistemological of social justice, Geoforum 39, 756-764 Greenburg, J.B. and Park, T.K. (1994) ‘Political ecology, Journal of Political Ecology 1 Hajer, M. (1995) in Forsyth, T. (2008) Political Ecology and the epistemological of social justice, Geoforum 39, 756-764 Jewitt, S. and Kumar, S. (2004) ‘A political ecology of forest management: gender and silvicultural knowledge in the Jharkhand, India in Stott, P., Sullivan, S. (2000) ‘Political Ecology: Science, Myth and Power. Arnold: London Latour, R. (1993) in Forsyth, T. (2008) Political Ecology and the epistemological of social justice, Geoforum 39, 756-764 Marx, Capital, vol.1 in Peet, R., Watts, M. (2004) Liberation Ecologies: Environment, development, social movements. Second Edition, Routledge: Oxon Muldavin, J. (2008) ‘The time and place for political ecology: An introduction to the articles honouring the life work of Piers Blaikie. Geoforum 39, 687-697 Peet, R. and Watts, M. (2004) Liberation Ecologies: Environment, development, social movements. Second Edition, Routledge: Oxon Pepper, D., Webster, F. and Revill, G. (2003) Environmentalism: Critical concepts. Routledge: London Robbins, P.(2004) ‘Political Ecology: A critical introduction. Blackwell Publishing: UK Rocheleau, D.E. (2008) Political ecology in the key of policy: From Chains of explanation to webs of reaction. Geoforum 39, 716 727 Shiva, V. (1988) cited in Jewitt, S., Kumar, S. (2004) ‘A political ecology of forest management: gender and silvicultural knowledge in the Jharkhand, India in Stott, P., Sullivan, S. (2000) ‘Political Ecology: Science, Myth and Power. Arnold: London Simon, D. (2008) ‘Political Ecology and development: Intersections, explorations, and challenges arising from the work of Piers Blaikie. Geoforum 39, 698-707 Stott, P. and Sullivan, S. (2000) ‘Political Ecology: Science, Myth and Power. Arnold: London Vayda, P. and Walters. (1999) Against political ecology. Human ecology, 27 (1) 1-18 in Peet, R., Watts, M. (2004) Liberation Ecologies: Environment, development, social movements. Second Edition, Routledge: Oxon Walker, P. A. (2006) ‘Political ecology: Where is the Policy? Progress in Human Geography 30 (3), 382-395 Watts, M. J. (2003) For political ecology, unpublished manuscript, University of California, Berkeley in Walker, P. A. (2006) ‘Political ecology: Where is the Policy? Progress in Human Geography 30 (3), 382-395 Zimmerer, K.S., Bassett, T.J. (2003) Political Ecology: An integrative approach to geography and environment development studies. The Guildford Press: New York

Rachel Carson :: Essays Papers

Rachel Carson Hello, my name is Rachel Lousie Carson. I was born on a farm in Springdale, Pennsylvania on May 27, 1907. My mother, Maria McLean Carson was a dedicated teacher and throughout my childhood she encouraged my interests in nature and in writing. She also encouraged me to publish my first story A Battle in the Clouds in the St. Nicholas magazine while I was in fourth grade. After graduating from Parnassus High School, I enrolled into the Pennsylvania College for Women. I majored in English and continued to write but I also had to take two semesters of science, which changed my life. In my junior year I changed my major to zoology, even though science was not considered an appropriate avenue for women. After graduating college in 1928 I had earned a full one year scholarship to Johns Hopkins University in Baltimore. This scholarship did not relieve me or my family of our financial burdens, so I worked throughout graduate school in the genetics department assisting Dr. Raymond Pearl and Dr. H.S. Jennings and I worked as an assistant teacher in the zoology department at the University of Maryland. In 1932 I received my masters in marine zoology. I continued working part-time as a teacher after graduating to help support my family through the early years of the Depression. In 1935 my father had a heart attack and passed away leaving me to provide for my mother. In 1936, my sister Marion passed away at the age of forty leaving behind two young daughters, and my mother encouraged me to take them in. That same year I took the civil service examination necessary for promotion to full-time junior aquatic biologist. I scored higher than all the other candidates ( who were all male) and became the first female biologist ever hired by the Bureau of Fisheries whom I was employed by for sixteen years as a writer. My article entitled â€Å"Undersea† which had been published in the Atlantic Monthly, won praise from scientists, naturalists, and literary critics, inspiring me to write my first book. Under the Sea Wind debuted in 1941 to critical acclaim in both literary and scientific circles but sales plummeted with the bombing of Pearl Harbor. 1942 I began working for the Fish and Wildlife Service promoting fish as an alternative to foods in short supply because of the war. By 1948 I moved into an exclusively male domain, earning the grade of biologist, and becoming the editor-in-chief of the Information Division.

Shakespeares As You Like It - Importance of the Secondary Characters

As You Like It:   The Importance of the Secondary Characters  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As You Like It, by William Shakespeare, is a radiant blend of fantasy, romance, wit and humor. In this delightful romp, Rosalind stands out as the most robust, multidimensional and lovable character, so much so that she tends to overshadow the other characters in an audience's memory, making them seem, by comparison, just "stock dramatic types". Yet, As You Like It is not a stock romance that just happens to have Shakespeare's greatest female role. The other members of the cast provide a well-balanced supporting role, and are not just stereotypes. Characters whom Shakespeare uses to illustrate his main theme of the variations of love are all more than one-use cardboards, as they must be fully drawn to relate to life. Those characters most easily accused of having a stock one-dimensionality are those inessential to the theme but important to the plot and useful as convenient foils, such as Duke Frederick and Oliver de Boys. The assertion of the question deserves this quote: "You have said; but whether wisely or no, let the forest judge."   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is no doubt, either in the critical or play-going mind, that Rosalind is the "grandest of female roles" (Hazlitt). She encompasses a multitude of character brushstrokes, from the love struck maiden to the witty arch tongue to the steel-backboned princess to the fiery Wise One (Hazlitt). To add to the demands of the character Shakespeare adds in an exterior sex change and further makes Ganymede pretend to be Rosalind to Orlando. Though this kind of "boy acting a girl acting a boy acting a girl" kind of transmogrifications were not uncommon upon the Elizabethan stage, the kind of mind and acting portrayed ... ...bits of character that are definitely not stock, as in Charles' original concern for Orlando and Sir Martext's refusal to be made a fool of by Touchstone. These make them more than stock, but they are still as cardboard when compared to Rosalind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As You Like It contains as many characters as there are in life, but Rosalind is used as the vehicle for the Ideal. Her main supporting characters are full of life, and though not as much as Rosalind, it is still life for all of it. The less important characters have to be more one-sided to keep the plot uncluttered, but sometimes the one-dimensionality jars, as with Oliver. Rosalind's vibrancy would overshadow any other character, for to produce an Othello opposite her would create a conflict that this greatest of comedies does not need. Works Cited: Shakespeare, William. As You Like It. Bevington