Pi and Richard Parker in Life of Pi Essay example -- Yann Martel

Pi gives two renditions of his 227 days on the ocean. His second version, instead of involving animals, claims that other survivors from the ship are present. Pi witnesses and takes part in cannibalism, going against his vegetarianism and human nature. Pi also commits murder in this adaptation of his story, killing his mother’s murderer, a reality that is hard for Pi to come to terms with. Since this event is easier for him to cope with if is not the one directly involved in the killing, he replaces himself with Richard Parker. Thus, as shown by Pi’s creation of others in order to suppress guilt, the mind can invent or distort memories in order to preserve one’s sanity and spiritual survival. The same mechanism of self preservation of the mind is shown in the movie Castaway (2000). In the movie, Chuck is the only survivor of a plane crash and he must survive a island. Humans cannot bear isolation. To cope with his loneliness, Chuck creates Wilson, a volleyball with a face drawn with blood, and treats Wilson as if he is an individual. To Chuck, Wilson is someone to engage in conversation with and a close friend. Wilson’s creation illustrates how humans will do anything to cope with loneliness, prevent insanity, and ultimately survive. â€Å"I must say a word about fear. It is life's only true opponent. Only fear can defeat life,† (Martel, 203). On his trek, Pi faces a multitude of different fears and overcomes each one of them in order to survive. One of Pi’s greatest fears is Richard Parker, the deadly Bengal tiger. Pi realizes that he has to cope with Richard Parker, regardless of his natural fear, since they are in the lifeboat together. Pi cannot run away, he must take action. He states, â€Å"I couldn’t always be runnin... ...s, a group of stranded schoolboys show their need for each other’s company. The first thing the boys do is seek each other out once they arrive on the uninhabited island. The boys are young and cannot tend to their needs alone, thus it is necessary for them collaborate in order to survive. Within the group, a hierarchy of leadership is established. One person is viewed as their chief, someone of considerable wisdom and charisma to guide them. The main focus of their group is survival, however, there are two philosophies on how to survive within the group. This causes the group break into factions. Even though there are disagreements between individuals, they continue to stick together and form groups. This illustrates how collaboration between individuals is essential for survival in dire situations and how people will work together if their existence depends on it.

School Dress Code Standards

Most schools impose regulations on how students should dress. The sole intent is to keep students safe and get focused on academics. A well centered dress code couple with other appropriate interventions can have a position impacts on the fraternity of the school’s social environment (Hanks, 2004). School Dress Code Standards The supporters of the dress codes have come up with a list of advantages of standardized dress code in school. First, a sincere concern about safety is an overriding impetus towards the implementation of dress code policies. If everyone in school dresses alike there will be less violence in schools. There is a definite connection between clothing style and violence in schools. This is because many students will associate an image or sometimes a stigma to certain styles mostly gang-style clothing (Hanks, 2004) In many cases students have become targets of unintentional violence simply because of wearing a certain color combination which can be afflicted to a certain gang. An example is a popular style where boys wear baggy pants and oversized shirts. This image is closely associated with inner-city gang members who wear such loose fitting clothes so as to better hide weapons or drugs, which can also be carried to schools (Hanks, 2004). The students hunger to be fashionable is another dimension connecting clothing style and school violence. In this case students may envy other children’s clothes due to the lack of financial resources to purchase similar clothes and get abreast with style. Subsequently students’ have been injured or even get killed for their designers’ clothes or the professional sport-team paraphernalia. When students feel safe and secure they tend to perform better academically. Hence, enhancing academic performance is another argument that favours dress code policies (Feiler, 2004). Dress code in general helps children to follow on their school work instead of paying attention to what they and others are wearing. Imposing a dress code will prohibit wearing of clothing that can be disruptive. The other benefits attached t uniforms that can help enhance performance, includes; enhanced displine, respect for teachers, fewer distractions and improved classroom behavior. The other point to make on dress code in schools is the peer pressure. Middle school students’ can sometimes become cruel. In this case, if a child does not wear the right brand or style of clothing other student can make life a difficult for that student (Feiler, 2004). By removing the status depicted by clothing labels uniform becomes a great equalizer. The income of the child’s family is also concealed by the uniform which can thus eliminate a mark of distinction or shame. If the school uniform is attractive it promotes school spirit and self image the same way an athletic team uniform promotes spirit and unity (Feiler, 2004). If a dress code is instituted, many families will realize the great benefit of not having to buy so many expensive clothes for their children who maybe fashion conscious. With some comparisons the cost of uniform is significantly less compared to the cost of the latest fashions. Parents will also welcome uniforms because they have an added peace to the home. This means that if the school imposes what to the students should wear to school it will become one less battle to fight in the morning (Feiler, 2004). Dressing seductively poses a great distraction to the opposite sex. This makes sense why it’s important to put restrictions to what can worn in school. Sexual thoughts are frequent in middle school and in high school and hence most students do not need visual aids because their imagination is active enough. Uniform makes school not to be the appropriate avenue to express oneself especially in terms of clothing. The student should use his mind and voice so as to appropriately express his thoughts opinions and questions. Uniform and dress codes should be used as a part of life. Most of jobs have certain kind of restrictions that pertains to dress. Children and students should be made to adhere to simple roles such as those of dress codes while in school (Craik, 2005). Attendance is improved by imposing school uniform because the student will always have something acceptable to wear. Sometimes students may miss school just because they do not have something cool to wear or because their shirt that was cool was wet to wear to school. How we dress matters a lot as even for the entrepreneurs that work out of their home tend to feel that their working is more productive if they dress appropriately other than working in pajamas (Craik, 2005) Conclusion Students should dress respectively when in school. They can be allowed to wear what they want but only to a certain extent. They should not be allowed to wear their pants around their knees or miniskirts. This is sloppy and does not show self respect or self confidence. Also there is no business that wants to hire a man with pants down her knees. If one wants a good job, then one needs too wear properly, as this shows respect. There are many reasons to why schools should impose dress codes its not for the hindrance of individuality but to promote a better life and one’s self-confidence. If you want to have a good education and a well paying job you have to dress for it (Craik, 2005)

After Twenty Years Essay

â€Å"After Twenty Years† by O. Henry, is a great story. It is about two men who are great friends; they schedule a meeting so they can meet after twenty years, hence the title of the story. This story illustrates that people change but that does not necessarily mean in a good way! I had many friends when i changed schools and none of the friends i had changed in a good way, they now smoke and dress inappropriately. â€Å"After Twenty Years† really grabs the reader’s attention and O. Henry made a surprise ending that caused the story to end with a BANG! it truly was an amazing story. Bob and Jimmy were great friends and scheduled an appointment to meet after twenty years in front of an old restaurant. BY the time the day comes, the restaurant is now a shop. Bob was waiting in front of the locked doors that night when a cop approaches him and right away, Bob explains why he is there to assure the cop its okay for him to be there. To me, it seems a little suspicious to explain right away. The cop listens and planned to stay. Then he lights a cigar and the cop got glimpse of his face. After hearing the story he walks away. Twenty minutes later, JImmy shows up. They go walking and talk about how Bob is wealthy and that he lives out West. Jimmy listens for a bout ten minutes then Bob notices his nose. â€Å"Twenty years is a long time but not long enough to change a Roman into a Pug.† He explains concerned. Then the under cover cop explains and hands him a note. The note said, Bob, I was at the appointed place on time. when you lit the cigar i saw the face of a man wanted in Chicago, i knew i couldn’t arrest you myself so i sent and under cover officer, Jimmy. The ending really surprised me and it was a good story. My friends may have never robbed anything from the West but they were bad. Do you have anyone who changed? Perhaps yourself?

Discuss individual differences in musical functioning with regard to social and biological influences. The WritePass Journal

Discuss individual differences in musical functioning with regard to social and biological influences. Introduction Discuss individual differences in musical functioning with regard to social and biological influences. ) describes music as an art that entails thinking with sounds. Music is played all over the world in churches, homes, funerals and many other places. It is part of humanity introduced at birth with lullabies and continues throughout the course of life up to death with the funeral march (Hallam, Cross    Thaut, 2016).   It is a language that resembles speech in many aspects and has no borders. Sense of sound and rhythm are essential elements of musical functioning (Gruszka, Matthews, Szymura, 2010). Music is significantly influenced by culture in terms of content and style. As such it evokes the same emotions within members of the same culture. It has two main components (rhythm and pitch) that it uses to pass the intended message and one has to be able to understand the two in order to appreciate music (Jones, Fay Popper, 2010). Human beings are born with ability to understand and appreciate music and that is why young children appreciate lullabies. However the music potential and preferences vary from one person to the other. People have different musical preferences and this influences the amount of time and resources that they spend listening to music. This study investigates the individual differences in musical functioning with regard to social and biological influences. Individual differences in Musical Functioning Individual differences in musical functioning or musicality refer to the differences in the strength of music preference (Kern Humpal, 2012). These differences are among the most intricate psychological issues in music. An individual may be fine without music while another one may need music so much so that he or she would use huge resources to attend music concerts. The source of such differences is a major concern to psychologists. According to Deutsch (2012), the strength of music preference is a function of the role that music plays in the life of an individual. People use music for different purposes like regulating their mood and emotions, promoting self-awareness, communicating, fostering social relations, distractions, and physiological arousal. Music plays an important role in the lives of many people across the world, and many people depend on music for different purposes. The availability of music on portable devices has increased the use of music with many people making it an ubiquitous companion (Theorell, 2014).   Therefore music has a profound effect on the lives of many individuals as it influences their thinking, feelings, behaviour and perception. These factors influence the lives of individuals depending on the level of dependence on music and the specific type of music (Haas Brandes, 2009). As such it is important to ascertain the factors that influence music preference. Individual differences in musical functioning belong to an area in psychology that still remains largely unexplored (McPherson, 2016). People like certain artists, tunes, and styles more than the others. The other individuals also have different musical preferences. This is what is termed as style/genre preferences under music preference. In addition to this, individual differences also exist in terms of the extent to which people listen to music. The extent to which people love and enjoy music differs from one individual to the other (Gruszka, Matthews Szymura, 2010). The knowledge on why people form preferences on certain types of music still remain fragmented partly because music plays different roles in the lives of people (Theorell, 2014). This is what is termed as the strength of preference under musical preference. The major issue of concern to psychologists is the source of these individual differences in strength and genre/style. Strong music preference is an indication tha t an individual spends a lot of time listening to music, going to concerts and buying music. The decision to invest time and money to listening to music is a sign that music is useful to the lives of these people. Individual differences in musical functioning are a multifaceted phenomenon that has continuously eluded psychologists, researchers and musicologists (McPherson, 2016). However, some factors that affect musical functioning have been identified and they include exposure, musical characteristics, genre and personality. The factors that affect musical preference can be grouped into two broad categories namely extrinsic and intrinsic factors. The intrinsic factors are inherent and they include melody, structure and timbre. The extrinsic factors on the other hand include social influence, personality and emotions. Social influence on Musical Functioning Social influence is one of the factors that influence the development of individual preferences in music. This starts at the adolescence stage and continues late into adulthood (Zelazo, 2013). Adolescents often have a strong desire to do the same things that their peers are doing in order to belong.   They also tend to dislike the things that their peers dislike. As such they will tend to like the same music that their peers like (Theorell, 2014). They listen to music to create an impression, develop self-image and please their friends. According to McPherson (2016), the teenagers often desire to identify themselves with certain groups that they consider as being â€Å"cool† and distance themselves with those that they regard as being â€Å"old-fashioned†. Therefore they tend to develop musical preferences that are similar to members of their group and avoid those of the other groups that they regard as â€Å"not being cool†. This implies that musical preferenc es are partly created for the purpose of serving a function of group differentiation (Damon Lerner, 2006). According to Juslin Sloboda (2010), individuals often tend to like the music that was popular during the years that they reached maturity age. The music preference developed at this point is often a function of the songs that are popular among the friends. However, the events that occur in late adolescence and early adulthood often shape the music preference for the rest of adulthood. When individuals first leave home and start being independent, they are often influenced by their peer groups. They spend a lot of time with their peers and tend to like what their peers like and dislike what their peers dislike (Damon Lerner, 2006). They will like the same songs as they go to concerts together and spend most of their free time doing the same things. For instance the people who fail to acquire higher education tend to like songs that depict a care free attitude to justify their condition. Therefore social perceptions significantly influence the type of music preferred by people. Accor ding to the social learning theory, people learn through observation (Lehmann,   Sloboda,   Woody, 2007). When people are rewarded for certain behaviours like listening to a certain genre of music, others tend to learn from it and are likely to imitate the behaviour in order to reap the same benefits. People tend to use music socially as a way of reinforcing their self-image. For instance conservative people are more inclined to listen to music that is conventional. Furthermore, people use music to communicate to the world by expressing their ideal self-image. The preferences of society may increase or inhibit the spread of certain music genres thereby influencing their potential to be preferred by individuals (Feezell, 2008 and Gruszka, Matthews Szymura, 2010). For instance when it was discovered that Mozart music positively affected spatial IQ , more people started listening to classical music. This exposure increase the preference for classical music as it was considered es sential for children (Hallam, Cross    Thaut, 2016). This indicates the power of society to influence music perception and preference. Therefore the influence of society is one of the most significant factors that influence individual music preferences. The type of music that people are exposed to from childhood is highly dependent on what the society considers popular and appropriate. For instance the mainstream media may prefer playing certain music over the others thereby influencing the preference of individuals. Biological influence on Musical Functioning Music Cognition A series of processes is often activated when listening to music; these processes include melody recognition, memory of the music, recognising the lyrics and emotional response (Lehmann, Sloboda,   Woody, 2007). These basic processes are often integrated by complex mechanisms in the brain where various neural circuits take part simultaneously and some in succession. Identifying the specific tasks involved in processing music and the various interactions requires theoretical models. According to the functional architecture model proposed by Peretz and Coltheart, perception of monophonic tunes is organised by two independent systems working simultaneously (Sloboda, 2004).   The melodic system aids in processing melody whereas the temporal system processes tempo. The melodic system processes all information on melody and differentiates the two main components (i.e. note and intervals). All the perception mechanisms are required for processing melodic contour. Melodic processing is done in right superior temporal gyrus (Lehmann, Sloboda,   Woody, 2007). Both the melodic and temporal systems work in coordination with each other and as such a damaged brain may lose its ability to perceive music. Both the melodic and temporal systems relay information to musical lexicon to generate musical repertoire. Musical lexicon includes music repertoire and has a perceptual representation of all the things that an individual has be exposed to (Kern Humpal, 2012). Furthermore, it also contains a memory that stores new music to aid in the recognition of melodies that are both familiar and non-familiar. As such if damage occurs to the musical lexicon, an individual becomes unable to perceive familiar melodies or even record new ones. Information from the musical lexicon is often relayed extemporaneously or immediately after stimulus reception to different areas depending on the required action (Haas Brandes, 2009). Phonological lexicon is often activated to aid in the retrieval of lyrics, phonological and articulation prepares an individual for singing, motor functions are responsible for producing music, and the multimodal associative memories are used for retrieving information that is not musical (Jones, Fay Popper, 2010). The perceptual modules are linked to the memory processes and emotional pathways to aid in music recognition and emotional experience. Non emotional processing and emotional processing are independent and as such damage to one may not damage the other. Any impairment to these connections often leads to difficulties in being able to integrate musical processes. Influence of Biological Factors on Individual Differences According to Sloboda (2004).  , music has rarely been studied from the biological perspective as it is mostly perceived as a function of culture. However, biological factors significantly influence musical preferences (Feezell, 2008). The ability of an individual to process and appreciate music is dependent on cognitive functions. Individual differences in self-perception and personality influence musical preference. Therefore people may opt to like music that will allow them to express themselves to the others on how they would like to be perceived. Moreover, individual differences influence the purpose for which people listen to music (Zelazo, 2013). One of the reasons why people listen to music is to regulate their emotions and help them cope with the daily challenges in life. The differences in musical preference and reasons for listening to music are indications that intelligence and personality partly influence how people use music. Personality and intelligence influence the type of music people listen to, how often they listen to it and the reasons for listening to music (Sloboda, 2004). For instance the intellectuals like those with high IQs are more inclined to like conventional/ reflective music and as such are likely to use it for their intellectual purposes rather than for emotional consumption (Juslin Sloboda 2010). This is because of their higher cognitive ability. This is clearly noticeable in their preference for jazz or classical music not because they do not elicit emotions but because the complexity of the genre is more inclined to suit the interests of people seeking experiences that are intellectually stimulating. On the other end are extraverts who may rely on music to stimulate their activity level when carrying out monotonous tasks like doing dishes or jogging. This implies that the role music plays in the life of an individual is partly determined by the level of arousal (Lilienfeld, et al 2011). This is particularly evident for thos e with high or low level of arousal average. The interference caused by background music on cognitive processes is higher in introverts than extraverts (Rickard McFerran, 2012). Damon Lerner (2006), claim that the association between musical use and other traits remain largely unexplored although some relationship may be expected. For instance people who suffer from emotional instability and regularly experience negative emotions are more likely to use music to regulate their emotions. Cognitive research has established that these people listen to music more for the purpose of managing their emotions (Rickard McFerran, 2012). Furthermore, they are more sensitive to the emotions elicited by music and as such find music essential for regulating their emotions. Conscientious people on the other hand react differently to music. Conscientious people are those that have traits which are inversely correlated to psychoticism and creativity (Lilienfeld, et al 2011).   Conscientious peop le are less likely to use music for regulating their emotions as they are likely to use it for other purposes. Conclusion The aim of this study was to investigate the influence of biological and social factors on individual musical functioning. The findings show that individual musical preferences and use of music is influenced by both social and biological factors. The social factors mostly influence the type of music people prefer to listen to whereas the biological factors influence the reasons for listening to music. The major social factors that influence the choice of music that people listen to are peers and the society as they determine the kind of music that is played regularly. The biological factors on the other hand influence the purpose for which people listen to music. The purpose for which people listen to music is closely associated with the frequency of listening to music than the choice of music (Hallam, Cross    Thaut, 2016). Therefore biological factors are also responsible for the amount of time and resources people spend to listen to music. However, it is important to note that b oth the biological and social factors significantly contribute to the individual differences in musical functioning. References Damon, W. Lerner, R. M., (2006).  Handbook of child psychology. Hoboken, N.J: John Wiley Sons. Deutsch, D. (2012).  The psychology of music. London : Academic Press. Feezell, J. T. (2008).  Stereotype: The influence of music preferences on political attitudes and behaviour. Santa Barbara, Calif.: University of California, Santa Barbara. Gruszka, A., Matthews, G., Szymura, B. (2010).  Handbook of individual differences in cognition: Attention, memory, and executive control. New York: Springer. Hallam, S., Cross, I.,    Thaut, M. (2016).  The Oxford handbook of music psychology. Oxford : Oxford University Press Haas, R., Brandes, V. (2009).  Music that works: Contributions of biology, neurophysiology, psychology, sociology, medicine and musicology. Wien: Springer. Jones, M. R., Fay, R. R., Popper, A. N. (2010).  Music perception. New York: Springer. Juslin, P. N., Sloboda, J. A. (2010).  Handbook of music and emotion: Theory, research, applications. Oxford: Oxford University Press. Kern, P., Humpal, M. E. (2012).  Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families. London: Jessica Kingsley Publishers Lehmann, A. C., Sloboda, J. A., Woody, R. H. (2007).  Psychology for musicians: Understanding and acquiring the skills. Oxford: Oxford University Press. Lilienfeld, S. O., Lynn, S. J., Ruscio, J., Beyerstein, B. L. (2011).  50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Hoboken: John Wiley Sons. McPherson, G. (2016).  The child as musician: A handbook of musical development. Oxford : Oxford University Press Rickard, N. S., McFerran, K. (2012).  Lifelong engagement with music: Benefits for mental health and well-being. Hauppauge, N.Y: Nova Science. Sloboda, J. (2004).  Exploring the musical mind: Cognition, emotion, ability, function. Oxford: Oxford University Press. Theorell, T. (2014).  Psychological health effects of musical experiences: Theories, studies and reflections in music health science. London: Springer Zelazo, P. D. (2013).  The Oxford handbook of developmental psychology. New York, NY: Oxford University Press.

Levels and Scales of Measurement in Statistics

Levels and Scales of Measurement in Statistics Level of measurement refers to the particular way that a variable is measured within scientific research, and  scale of measurement refers to the particular tool that a researcher uses to sort the data in an organized way, depending on the level of measurement that they have selected. Choosing the level and scale of measurement are  important parts of the research design process  because they are necessary for systematized measuring and categorizing of data, and thus for analyzing it and drawing conclusions from it as well that are considered valid. Within science, there are four commonly used levels and scales of measurement: nominal, ordinal, interval, and ratio. These were developed by  psychologist Stanley Smith Stevens, who wrote about them in a 1946 article in  Science, titled On the Theory of Scales of Measurement. Each level of measurement and its corresponding scale is able to measure one or more of the four properties of measurement, which include identity, magnitude, equal intervals, and a minimum value of zero. There is a hierarchy of these different levels of measurement. With the lower levels of measurement (nominal, ordinal), assumptions are typically less restrictive and data analyses are less sensitive. At each level of the hierarchy, the current level includes all the qualities of the one below it in addition to something new. In general, it is desirable to have higher levels of measurement (interval or ratio) rather than a lower one. Let’s examine each level of measurement and its corresponding scale in order from lowest to highest in the hierarchy. The Nominal Level and Scale A nominal scale is used to name the categories within the variables you use in your research. This kind of scale provides no ranking or ordering of values; it simply provides a name for each category within a variable so that you can track them among your data. Which is to say, it satisfies the measurement of identity, and identity alone. Common examples within sociology include the nominal tracking of  sex (male or female),  race  (white, Black, Hispanic, Asian, American Indian, etc.),  and class  (poor, working class, middle class, upper class). Of course, there are many other variables one can measure on a nominal scale. The nominal level of measurement is also known as a categorical measure  and is considered qualitative in nature. When doing statistical research and using this level of measurement, one would use the mode, or the most commonly occurring value, as a  measure of central tendency. The Ordinal Level and Scale Ordinal scales are used when a researcher wants to measure something that is not easily quantified, like feelings or opinions. Within such a scale the different values for a variable are progressively ordered, which is what makes the scale useful and informative. It satisfies both the properties of identity and of magnitude. However, it is important to note that as such a scale is not quantifiable- the precise differences between the variable categories are unknowable. Within sociology, ordinal scales are commonly used to measure peoples views and opinions on social issues,  like racism  and sexism, or how important certain issues are to them in the context of a political election. For example, if a researcher wants to measure the extent to which a population believes that racism is a problem, they could ask a question like How big a problem is racism in our society today? and provide the following response options: its a big problem, it is somewhat a problem, it is a small problem, and racism is not a problem. When using this level and scale of measurement, it is the median which denotes central tendency. The Interval Level and Scale Unlike nominal and ordinal scales, an interval scale is a numeric one that allows for ordering of variables  and provides a precise, quantifiable understanding of the differences between them (the intervals between them). This means that it satisfies the three properties of identity, magnitude,  and  equal intervals. Age is a common variable that sociologists track using an interval scale, like 1, 2, 3, 4, etc. One can also turn non-interval, ordered variable categories into an interval scale to aid  statistical analysis. For example,  it is common to measure income as a range, like $0-$9,999; $10,000-$19,999; $20,000-$29,000, and so on. These ranges can be turned into intervals that reflect the increasing level of income, by using 1 to signal the lowest category, 2 the next, then 3, etc. Interval scales are especially useful because they not only allow for measuring the frequency and percentage of variable categories within our data, they also allow us to calculate the  mean, in addition to the median, mode. Importantly, with the interval level of measurement, one can also calculate  the standard deviation. The Ratio Level and Scale The ratio scale of measurement is nearly the same as the interval scale, however, it differs in that it has an absolute value of zero, and so it is the only scale that satisfies all four properties of measurement. A sociologist would use a ratio scale to measure actual earned income in a given year, not divided into categorical ranges, but ranging from $0 upward. Anything that can be measured from absolute zero can be measured with a ratio scale, like for example the number of children a person has, the  number of elections a person has voted in, or the  number of friends who are of a race different from the respondent. One can run all the statistical operations as can be done with the interval scale, and even more with the ratio scale. In fact, it is so called because one can create ratios and fractions from the data when one uses a ratio level of measurement and scale. Updated  by Nicki Lisa Cole, Ph.D.

Human Relations Case Study Essay Example | Topics and Well Written Essays - 1000 words

Human Relations Case Study - Essay Example Introduction: Organizations are very important in the day to day life. One of the most basic and fundamental aspects of organizations is that it involves human resources. The word â€Å"organization† comes from the word â€Å"organize†. This word suggests a sense of order and management of human resources to bring about or achieve an intended result. Literature review Management is an umbrella word. It means controlling and harmonizing resources so that the organization can achieve its goals and targets. The word management clearly points to leadership of the organization. This is where the human resource begins. Leadership determines the quality of the organization almost directly. This is because it is charged with the responsibility of coming up with decisions that shall lift the quality of the organization. Poor leadership leads to unnecessary mistakes which end up in costing the organization a lot of resources. The quality of leadership is reflected through the org anizational leadership structure. Under the leadership structure various managers are assigned with different responsibilities which are viewed as pillars to the organization. This is to make sure that the growth of an organization is all round and evenly distributed. ... This includes coming up with the required standard of qualifications of the prospective workers. This also includes developing skills through training and creation of incentives. The aim of these activities is to come up with a strong workforce that shall work with high level of professionalism. The reward system of the organization is one of the most sensitive areas to the workers. This is because it can nurture talent or even demoralize the workers. This department does not exclude dealing with the cases of indiscipline among workers. In some large organizations, the human resource department is divided into many other smaller departments. These departments deal with specific matters within the organization. While still having a look at the human resource department of an organization, there are times when highly trained workers become involved in cases of indiscipline. These manifest in multiple ways. Some workers are fond of over drinking. This causes many of them to come to work when they are drunk. To illustrate this, our case involves a management trainee called Gary. Although he has full potential, he is not able to be fully helpful to the organization because of his drinking habit. Those who know Gary when he was studying at the university, say he was used to drinking a little too much. He was always late for classes and sometimes never showed up for classes at all. When called upon to be accountable, he had convincing excuses that left the lecturers and other concerned people with satisfaction. Somehow, that was able to cushion him from trouble as long as he was a student. However, when he joined the professional field as a management trainee, he initially thought the same excuses would work in the new work place. However, his bosses became

Audit Committee Essay Example | Topics and Well Written Essays - 1750 words

Audit Committee - Essay Example It assists a business to achieve the aim through fetching methodical, closely controlled advance towards appraisal as well as develop efficiency of risk management, control, and governance processes. The Code of Ethics is essential as well as suitable in favour of the career of internal auditing, originated since it is resting on faith placed in its aim promise regarding governance, risk management, and control (Beattie & Fearnley, n.d.). The Codes of Ethics used by internal auditors is likely in the direction of affect as well as support the subsequent standards: These are the main objectives of ethics that are to be followed in every case for being in the area of code of ethics. Integrity Objectivity Confidentiality Competency Independence and External Part of Audit Committee The Audit Committee is answerable, used for making certain it analysis’s at least once a year the credentials, presentation and sovereignty of auditors. Also, the Audit Committee shall analysis a ceremo nial printed declaration clearing up every relation among The External Auditors as well as Parent Company as well as its subsidiary. The Audit Committee will sustain a dynamic discussion with the autonomous auditors, casing a few revealed relations or checks so as to might force their neutrality and sovereignty. The Audit Committee will evaluate every future take on by company or its subsidiary of administration point or senior persons previously working through the sovereign auditors who offered checks towards the corporation. The Audit Committee will get, or counsel The Board of Directors so as to it takes, suitable measures towards managing the sovereignty of company’s External Auditors. To have an efficient association among the Audit Committee and External Audit, here exists a system contained to assist a release as well as guileless trade of information among Committee Members as well as External Audit all the time. Audit Committee members must exist inside an arrangeme nt, talented to frankly talk about subjects of attention in a responsive way with External Auditors within several areas enclosed through the Committee’s function (Beattie & Fearnley, n.d.) External audit committee coverage The Audit Committee is supposed to be briefed on the projected External Audit reporting as well as completely believe on subsequent given terms by the company: the financial report regions of audit focus, appraisal of entity risks, as well as related fees; projected performance audit coverage; Some possible duplication among internal audit coverage. It can be predictable so as to the Audit Committee will evaluate every considerable association from External Audit about Intended Audit, Audit in development, accomplished audit, as well as widen a ranking incitement for the External Auditor to live there next to every committee summit meant for every schedule matter (by means of the omission of members-only gatherings so as to the Committee might grasp occasi onally). Present there on every summit as a witness permits the external auditor to get a improved perceptive of an organizations functions as well as dangers along with, between other belongings, allows external auditor to offer a standing information lying on Audit doings furthermore to present contribution in favor of the committee’s consideration (BPP, 2011). Question 2: Audit and