Coca Cola s Responsibility Of Human Rights Violations

Coca-Cola’s responsibilities include remaining respectful of all cultures and their laws and traditions, maintaining their ethics and values, while being accountable for their actions. They should offer compliance and social good as required by law, yet extends farther than their own interests. Utilitarianism also comes to mind. The company is responsible to society as a whole. Unfortunately, transnational corporations do not seem to be accountable to anyone. In this case, Coca-Cola is responsible to civil society as well as governmental obligation. Approaching business with an operational point of view is seen as a more acceptable method. The company’s responsibility to society is that their ethical framework should be a balance between sustainability and that which benefits society collectively. Whether or not Coca-Cola should support bottlers accused of human rights violations is a tricky question. On one hand, there is a definite history of horrific crimes taking place in some of the plants with which they are affiliated. The findings which were determined by the Cal-Safety Workplace Assessment Colombia (CSCC), was quite telling, since the workers did not appear to be fearful in any way. The CSCC also reported that they did have a few serious concerns. If these concerns do not correlate with human rights violations or any more critical violations, then Coca-Cola should continue to support the bottlers. However, the CSCC was criticized for its prior history ofShow MoreRelatedEthics And Product Consumption Of Coca Cola1320 Words   |  6 Pageshonesty, 4) fairness, 5) responsibility and 6) respect. All these components separately play a significant part in the marketing code. Understanding how each element pertains individually and collectively to the success of a busines s can prove crucial to any organization longevity. The 125 years of operation has shown Coca-Cola (n.d) has been sustainable. One can easily observe the 6PM in the company’s vision (Figure 1), mission (Figure 2), and value core (Figure 3). The Coca-Cola Company initiatedRead MoreEthical Issues Professional Codes For Marketing Activities Essay950 Words   |  4 Pagesregulations and accurately describe in term of social and ethical implications and obligations for marketing activities. I would like to take an example of coca cola Company to clarify government rules and regulations in terms of social and ethical implications and obligations for marketing activities. Coca-Cola product was invented in 1886. The Coca-Cola Company also produces various kinds of other soft drinks including Fantail and Sprite. Fantail was originally an orange flavored soft drink. It has alsoRead MoreCoca Cola Company : The World s Largest Distribution System1498 Words   |  6 Pages Coca Cola Company is the largest beverage company in the world. In order to service global demand, Coca Cola Company has the world’s largest distribution system. Its brand is worth one of the most valuable in the world as well. It has very strong market orientation, to make strategic decisions and take action so that more customers will be attracted, also to satisfy and retain customers. However, after World War 2, Pepsi Company became its serious competitor when it came up with the idea to sellRead M oreEnvironmental, Economic, And Social Values In The International Labour Organization909 Words   |  4 Pagesof society dwellers (Laroche, Habibi and Richard, 2013). In most of the cases, it is observable that the brands have to comply with the rules, laws and policies of the International Labour Organisation. It safeguards the basic rights of workers and employees from violation thereby ensuring fair employment practices. Furthermore, it is a matter of fact that abiding by the corporate governance policies and environmental standards help in reducing the chances of missteps and brand-damaging events fromRead MoreCoca-Cola’s Organizational Development Problem and Recommendations 2204 Words   |  9 PagesIntroduction Coca-cola is the world’s biggest beverage company that manufacturers, retails, and markets nonalcoholic beverages. The company is headquartered at Atlanta, Georgia. The company was famed for its beverage Coca-cola which was invented in 1986. Coca-cola Company operates a franchise that distributes its products throughout the world. Its distribution chains and established territories have seen the company remain the most competitive beverage company in the world. At one point, Coca-cola was aRead MoreAn Understanding Of Corporate Social Responsibility1343 Words   |  6 PagesIntroduction The aim of this report is to establish an understanding of Corporate Social Responsibility (CSR), Sustainability, Ethics and their applied application by a multinational corporation (MNC) like Walmart. This report is based on the case study ‘Walmart: Love, Earth ®Ã¢â‚¬â„¢ which identifies key points which are the criticism faced by the multinational corporation (MNC), business practices that are/were unethical and which ethical theories did/ do they violate and why do MNCs like Walmart addressRead MoreHuman Resource Management And Corrective Measures3007 Words   |  13 PagesBecause the human resources are an important part of the structure of any company or organization and is directly responsible for measuring management experts to the effect of their policies on job performance, most companies are taking care of it. It is very important to create the appropriate environment for the staff, communicate with them and to benefit the most of their abilities and measure the re turn on investment in training, and this became the basis of the golden rules of the best companiesRead MoreCoca Cola s Sustainability Analysis2293 Words   |  10 Pageshigher responsibility than merely making their shareholders profit. This thought process, accompanied by social and humanitarian pressure from customers, has led many corporations to begin implementing a Corporate Social Responsibility (CSR) report. This report is written by companies to inform society on what actions are being taken not just to better themselves, but all of society. Coca-Cola has released a CSR report that they call their Sustainability Report. This report focuses on Coca-Cola’sRead MoreA Review on the Social Performance of Coca-Cola Essay3218 Words   |  13 PagesSocial Performance of Coca-Cola (Word count: 1787 words)   Ã‚  Ã‚  Ã‚   Corporate Social Responsibility: An examination of the performance of Coca-Cola Coca-Cola is a brand that needs no introduction; being in existence since 1886, it has since grown into one of the world’s most powerful brands. Over the years, as Coca-Cola grew larger, so did the number of stakeholders; thus increasing the importance of upholding the principles of corporate social responsibility (CSR). Because 96% of Coca-Cola’s market capitalizationRead MoreWhat Is Social Responsibility?1662 Words   |  7 PagesWhat is Social Responsibility?: The idea of Social Responsibility really comes down to an ethical framework that suggests that a company’s actions should be for the general benefit of society as a whole over self-interest. This doesn’t mean that a company has to stop all profit generating operations to focus 100% of its resources on philanthropy, but rather that they make decisions that pertain to their business that help protect the individual rights of their employees and customers. With that said

Erik Erikson s Psychosocial Theory On Child Development

Erik Erikson’s Psychosocial Theory on Child Development Erik Erikson, a well known developmental theorist, developed his theory about stages of human development from birth to death by using Freud s work as a starting point. According to Erikson, personality develops in a series of stages. Erikson found out that children experience conflicts which affect their development. He described the internal conflict which children go through in developmental stages using the term ‘crisis’ and are based on either developing a psychological quality, or failing to develop that quality (Bee Boyd 2003). During this period of development, chances of developing a psychological quality or failing to develop that quality are equal. He believes that the personal identity and future development of a person are determined by the way he or she resolves the series of conflicts they go through. Concept of Erik Erikson’s Theory According to Erikson’s theory, children will experience five basic conflicts which will define their growth and future personality. The first stage of Erikson’s Psychosocial Stages is that of a conflict between Trust and Mistrust. It takes place in the period between when a child is born to a time when he or she starts walking and involves Social and emotional development (Etaugh Rathus 1995). The balance between trust and mistrust depends on how the child is treated by the caregiver. If the child’s needs are met by the caregiver, he or she will develop a trust towardsShow MoreRelatedErik Erikson s Theory Of Psychosocial Development884 Words   |  4 PagesErik Erikson Erik Erikson was born June 15, 1902. Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood event, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan. Erik Erikson died May 12, 1994 due to prostate cancer. (Erik Erikson, 2015). Stages of Psychosocial DevelopmentRead MoreErik Erikson s Stages Of Development1608 Words   |  7 Pages The Psychosocial Development The View on Erik H. Erikson s Stages of Development Frank Phan Cosumnes River College Psychology 300 Abstract This paper will touch over the aspects of Erik H Erickson s eight stages and how they affect everyday lives from infancy to adulthood. The paper will go over the approximate ages and the psychosocial crisis that they will eventually come to. Neglecting a child can lead to a cause of mental negligence in the form of Arrested Development. Within differentRead MoreDevelopmental Psychologist Erik Erikson s Stages Of Psychosocial Development1729 Words   |  7 PagesDevelopmental psychologist Erik Erikson changed the way that people viewed the psychosocial development in humans throughout their lifespan. Using the foundation provided by Freud’s psychosexual stages, he modified the concepts to where they demonstrated external impacts on development as well as making it more about emotional conflicts than necessarily physical drives. This eight-stage theory is sequential, and requires the person to overcome conflicts in each stage to become a productive memberRead MoreErik Erikson : Psychosocial Development1103 Words   |  5 PagesErik Erikson: Psychosocial Stages of Development â€Å"Erik Erikson was best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked and important shift in thinking on personality; instead of focusing simply on early childhood events, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan† (Cherry). This paper will discuss Erikson’s childhood and the influence it had on his work. AlsoRead MoreAnalysis Of Eriksons Theory On Early Childhood Education1212 Words   |  5 Pagesthe education profession. Erik Erikson Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. - Erik Erikson Erik Erikson (1902-1994) was a Germon born developmental psychologist and psychoanalyst known for his theory on psychosocial development of human lie. He is most famous for devising the phrase â€Å"identity crisis.† Erikson was a Harvard professor althoughRead MoreErikson’S Contributions To Human Development. Erik Erikson1033 Words   |  5 PagesErikson’s Contributions to Human Development Erik Erikson was a man whose interests varied widely. He studied art and a variety of languages during his schooling. He did not prefer the atmosphere of formal schooling and decided to travel around Europe instead of going to college (â€Å"Erik Erikson†, 1997). He then returned to Germany for art school and later on taught to children who had come for Freudian training. He became Boston’s first child analyst and obtained a position at Harvard Medical SchoolRead MoreErik Erikson s Psychosocial Development Theory1518 Words   |  7 PagesABSTRACT This research paper will show a thorough review of Erik Erikson s Psychosocial Development Theory, specifically the transition from adolescence to adulthood. Psychosocial Development, according to Erik Erikson, is a continuity of crisis throughout our lifespan; these challenges will shape our personality and the way we perceive our surroundings. In addition to this, the different stages mentioned in this Theory complement each other and help us to develop the tools to achieve a sense ofRead MoreSigmund Freud And Erik Erikson1110 Words   |  5 Pagespredominantly attained by parents of children with emotional problems 70- 80 decades ago. The discontinuous psychosexual and psychosocial theory takes place in stages in one course moving through drives that are biological along with societal expectations (Berk, 2013). The contributions to this perspective include both Sigmund Freud and Erik Erikson. Freud examined psychosexual theory and how those first childhood years of drives shape the personality. Thus, such drive names are the id, ego, and superegoRead MoreErik Erikson s Theory Of Psychosocial Development Essay1177 Words   |  5 Pages Erik Erikson was born in Greman in 1902-1994, American psychoanalyst; known for psychosocial theory of emotional development of human beings. His theory looks at the impact of parents and society on personality development from childhood to adulthood. Erikson believes, each person has to pass through a series of eight stages over there entire life cycle. I will look at the first 3 stages that cover the childhood years. There are set of conflict at each stage, which allows individual to developRead MoreErikson s Psychosocial Theory And Psychosocial Development1561 Words   |  7 PagesTheories and Theorists Theories are the building blocks of psychology. Theories whether old or new has allowed us to know what we know now. There are many theories in the field of psychology or educational psychology that are important to further understand human behavior. However, this paper will focus on only two theories which are; Erikson’s psychosocial theory and Alfred Adler’s Adlerian theory. Erik Erikson’s psychosocial development has always been a great contribution to the field of psychology

The Effects Of Pornography On The United States And Canada...

Pornogrophy is currently as legal in the United States and Canada as alcohol and tylenol, but should it be? Firstly, we must define what pornogrophy constitutes, as it can be seen as anything from a raunchy adult comedy to Penthouse Magazine. It seems as though many definitions of porogrophy use terms like that of â€Å"explicit† sex, but that is only a surface-level conclusion. Within Sociology, pornogrophy is defined, typically, in three ways: Functional, Genre, and Labelling. Functional definitions of pornogrophy put forward that pornogrophy is anything used for the intentional purpose of sexual arousal (Goode, 1997). However, this is noted as a broad statement, as even the likes of romantic novels could be concidered as pornogrophy if an individual uses it to become aroused. Genre definitions suggest that pornography is described as a product created for the purpose of sexual arousal. However, this also causes issues in definition, as products like that of the Sports Illus trated swimsuit issue may be seen as intentional sexual arousal and also simple photography. Labelling definitions suggest that pornography is anything that a community deem as obscene (Goode, 1997). This view is the most commonly supported view in law, as even the Canadian Criminal Code defines what is considered obscenity under Section 163. Again, however, we have to question this view because it only takes into account what individuals tolerate other individuals seeing and not what they themselves

Marketing Research Into Innovative Marketing - 1894 Words

1- Introduction: This paper addresses the issues and current literature surrounding research into innovative marketing in small and medium sized businesses (SME’s). Micro and SME’s are collectively major contributors of jobs and account for 99% of enterprises in the EU (Nyman et al., 2006). It is also recognised that marketing is one of the most important business activities and is vital to the survival and growth of businesses (Simpson Taylor, 2002). Therefore, a critical and detailed understanding of how SME’s operate within marketing is essential. While it is recognized that SME’s do partake in marketing, the form SME’s marketing takes is not fully understood (O’Donnell, 2004). However, what is understood is that SME’s do not perform†¦show more content†¦3- Definition of terms: 3.1 - Innovative marketing: â€Å"doing something new with ideas, products, service, or technology and refining these ideas to a market opportunity to meet the market demand in a new way†. (p.214, Kliendl et al., 1996) Within the realms of SMEs: 3.2 - â€Å"An innovative company searches for creative, novel or unusual solutions to problems and needs. This includes the development of new products and services and new processes for performing organizational functions† (p.4, Knight et al., 1995). 4- Methodology: After a broad screening of the available literature on the field of innovative marketing in SMEs using Google Scholar, a more refined search using Leeds Library Online was used whereby only results with the search in the title displayed was conducted; using these search results several articles were singled out, following that, those articles’ key references were then researched in order to gain a further overview of the subject area. 5- Literature review analysis: Kliendel et.al (1996) explains that there is a lack of literature formally acknowledging the importance of innovation in marketing theory, however much of the research around marketing innovation in SMEs has since, instead focused on the following areas as O’Dwyer (2009) surmised: Firm specific factors (Fritz, 1989) External environmental factors (Wolfe, 1994; Capon et al., 1992) Large firms (Kim,

Life Skills Free Essays

string(101) " can use then refer to your values list whenever you have to make a difficult or important decision\." ————————————————- Life Skills Development/Module One/Unit 1: Values Education   Life Skills Development  |  Module One Contents  [hide] * 1  Unit 1: VALUES EDUCATION * 2  Introduction and Rationale * 3  Getting to know our values * 3. 1  Classification of Values * 4  Importance of values * 5  Exploring Personal Values * 6  Value Clarification * 7  Prioritizing Your Values * 7. 1  Values for a Sustainable Future * 7. We will write a custom essay sample on Life Skills or any similar topic only for you Order Now 2  Assessment * 7.   Decision making| ————————————————- Unit 1: VALUES EDUCATION ————————————————- Introduction and Rationale Education is a process of initiating the learner to a good life. In order to live this ‘good’ life, the learner has to acquire, through this education knowledge, skills, attitudes, values and other behaviour patterns. This unit will therfeore address values and the importance of values in one’s life. It will incorporate values clarification strategies in one’s decision making processes. This will help the learners to become responsible citizens who will use their values to guide their attitudes and behaviour. Objectives After completing this section, you should be able to: 1. define values 2. demonstrate an acknowledgement and acceptance of the realities of diversity(ethicity,culture, sexual-orientation, spirituality/religion) 3. identify and prioritize one’s own values 4. develop an understanding of how values influence decision making and behaviour 5. recognize the need to live together in atmosphere of peace and contributing to sustainable development| Definitions * Values * Core values * Values inculcation: aims for pupils to adopt a pre-determined set of values * Values analysis: pupils investigate and assess evidence which may support value judgements * Values clarification: helps pupils become aware of their own values in relation to those of others * Action learning: focuses on students having a reasoned base for whatever actions they might take in relation to specific social and environmental issues(after Butt 2002; Lambert ; Balderstone 2000)| ————————————————- Getting to know our values What are values? Values have many meanings: * Values are your personal measure of worth shaped by your beliefs, ideas and principles that are important to you. They shape your priorities and guide you in deciding what is right and wrong * Values reflect our attitudes and what we believe about everything. * People’s values differ and people and we should all learn to tolerate each others’ values. Examples: * A person who values family will care about his/her partner, children and home life. * love for my family is a value I am willing to work hard for and maybe even sacrifice to achieve it. That value reflects the fact that I believe love for family is more important than anything else in my life. This should be reflected in my decisions and actions. If not it is not what the person values. * A person who values being healthy will exercise, eat the right foods,live positively and avoid alcohol and tobacco. Classification of Values Values can be grouped into the following groups: 1. Instrumental values 2. Moral values 3. Intrinsic values 4. Aesthetic values Instrumental values  are those dealing with the means of achieving economic gain, like  money  and  status. Moral values  are those dealing with the notions of right and wrong. Intrinsic values  are those which are desired for their own sake, like  happiness,  truth  and  peace Aesthetic values  are those that refer to our standards of judgement of what is  beautiful  and  ugly. ————————————————- Importance of values * Clarifying values is an integral part of personal growth. * Knowing what’s most important to us provides a blueprint and direction in our lives. * Values Clarification is a key area in our self-knowledge because we develop a greater awareness of our core values. Knowing our core values or what is most important to us is extremely relevant to creating goals, setting priorities, and managing our time. * You will have solid ideas about where you will commit blocks of our energy and time. Less important areas can be set aside or dropped from our schedules. * When we have to make choices between activities, we’ll have our core values to guide us. * When we clarify our values, we also have the opportunity to strengthen our value system and integrity and to integrate ourselves into wholeness withinternational expectations. ———————————————— Exploring Personal Values Our life is guided by the values we act upon. Many of us have never taken the time to truly explore and identify our values. Behind our choices and actions are the values that take us into living fully, while other values diminish the quality of our life. You have an opportunity to base your life on the values that are consistent with how you want to live your life. Having fun or taking risks may run counter to being healthy. In order to be healthier, it is important to live out of the values that are consistent with your purpose. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Value Clarification Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one’s actions and behaviors is the goal of the values clarification process. Values clarification will not tell you what your values should be, it simply provides the means to discover what your values are. Activity Number 1Let’s begin with a small sampling of values. You can add more values and make notations if you like. 1. Circle any value or representation of values you feel strongly about using the table below. Select one that you have circled and write a paragraph on why this particular value is so important to you. What does this mean in your life? Is this a value you hold important and act on? Why or why not? | ;/DIV; ;/DIV; Honesty| Trustworthiness| Friendship| Relaxation| Recognition| Independence| Wealth| Health| Knowledge| Family| Fun| Risk| Marriage| Control| Tolerance| Peace| Safety| Fame| Nature| Caution| Responsibility| Generosity| Timeliness| Cooperation| Respect| Beauty| Recycling| Preservation| Unity| Caring| Creativity| Closeness| Adventure| Uniqueness| Conformity| Money| Loyalty| Work Ethic| Talent| Religion| Love| Companionship| Solitude| Humility| Growth| Justice| Freedom| Fixing things| Music| Harmony| Objectivity| Flexibility| Politics| Life| Challenge| Change| Animals| children| Students| Happiness| Reading| Writing| Freedom| Computing| ? From the table above, identify the twelve (12) Universal Core Values. Feedback: Peace, love, unity, simplicity, cooperation, tolerance, happiness, responsibility, freedom, honesty, humility, respect ————————————————- Prioritizing Your Values Now that you have identified your core values, you understand what is important to you. You can use then refer to your values list whenever you have to make a difficult or important decision. You read "Life Skills" in category "Essay examples" Read some of the questions from the list below. * Should I smoke Marijuana or drink alcohol because my friends are drinking and smoking? * Is it OK to have sex with a few close partners? * What if I decided to have a sexual relationship – should I protect myself from HIV AIDS and other STDs? * Is it â€Å"cool† to say â€Å"no† to sex? Is sex OK if you are getting something for it: money, cell phone, or clothes? * Is happiness and health important? These are difficult questions with no straightforward answers. When faced with such decisions, you need to refer to your list of values, prioritize them and then make a decision. The prioritization of values  allows you to make decisions which would lea d to fulfillment of goals without sacrificing your core values. Remember that although this decision may be the correct one for you at this point in life, you might decide differently when faced with the same situation later in life. } Activity Number 2Examine the list you of values you selected in Activity 1 and arrange them in order of importance. | Values for a Sustainable Future In a world of limited resources, conflicting values, and competing individuals and groups, we all need to learn to live together in an atmosphere of peace, respecting ourselves and others and contributing to sustainable development. Values also very much depend on the religion. The values and athics of the religion can help human beings learn to co-operate with each other and the rest of nature for the mutual well-being of all. A sustainable future depends upon people living according to values and principles of sustainability, including: * Social Equity and Peace: * Appropriate Development * Conservation * Democracy * Practice of religion with in the community In the previous activities you have had the chance to explore your personal values. You will now be required to examine other people’s values as well as your own. You will be using logical thinking skills to analyse different viewpoints about an issue. There are four steps in values analysis: * Analysing the issue Assessing consequences for the different stakeholders (provide a list of stakeholder groups) * Analysing perspectives of all stakeholders * Making a decision Activity Choose a major development having some controversial aspect relating to your country/regionSuggested examples of development: * A textile industry on the coast of an island state * A major tourism development on previous farmland * Construction of a road in a forest are a Individually answer the following questions. What are the potential benefits of the proposed development? Identify some of the groups of people interested in, or affected by, the development? In a class setting you may want to do the following: * Divide the class into groups of major stakeholders * Analyse opinions of the different stakeholders * Summarise the viewpoints of each stakeholder * Finally you have to present the idea to the cabinet of Ministers for approval. As person who has a have a firm committed to the values of sustainability: peace and equity, appropriate development, democracy and conservation. Write the text of your decision stating the advantages and disadvantages of the options you are considering and the key reasons for your decision. | Summary When I have values: * I know what is important to me * I am able to set my priorities right * I am honest * I am systematic when doing things * I decide before I act * I am responsible * I have respect for other people * I am accountable for my actions * I have respect for life * I have commitment in whatever I do * I show k indness * I have self control * Values only have value when they are acted upon. You have had the chance to explore your personal values and to examine other people’s values in relation to sustainable living by analysing a controversial development through a case study. | ————————————————- Assessment ————————————————- Decision making 5 STEP MODEL OF THE DECISION MAKING PROCESS 1st step: Defining the problem Precise definition of a problem is a major step toward its solution. There are also some potential dangers in identifying and defining a problem, such as (e. ) the event which attracts attention may not be the problem, but the symptom of the problem. Such as: A friend not speaking to you is a symptom of a problem, his/her not speaking to you is not the real problem but only the symptom of the problem. The reason for their not speakin g is the problem. 2nd Step: Identify the alternative course of action. Once the problem has been already defined the next step is to identify the alternation choices of action on strategies leading to a solution. During the stage of defining the problem various courses of action usually become obvious. The ideal approach at this stage I for the decision-maker to seek to identify as many potential solutions as possible solutions, and finally the feasible solutions are left. 3rd Step: Evaluating feasible solutions This stage of the process entails calculating the consequences of the feasible solutions in terms of advantages and disadvantages. 4th Step: Choosing a solution: At this stage the decision-maker will choose the strategy which comes closest to the attainment of goals and will be based on criteria such as maximum advantages and minimum disadvantages. It is at this time that the decision-maker may become acutely aware of the loneliness of decision making. Decisions are made by the person concerned. 5th Step: Checking the results Once the decision has been made and implemented the final stage in the process is obtaining feedback on the results. The objective is to discover:- (i) If the selected solution has achieved the specified objectives and closed the gap between the actual ————————————————- and the desired performance. iii) If the selected solution failed, completely or partly to achieve the objectives, what were the reasons? This analysis will provide useful information to correct the situation. (iv) How well or badly the decision-maker has performed. 3. APPLYING DECISION MAKING SKILLS A key aspect of maturity is the ability to do things for oneself to make plans and ‘go for them’, showing self-determin ation and persistence, rather than needing to be pushed to do things by teachers and parents. . Activity 1 Look at the range of decision we make. Individually, or in small groups, pupils write a list of the decisions they make in a day (for example, yesterday). Then draw a line under this list and add any big decisions they made in the last three or four years or decision they think may have to make in the next few years. Discuss the difference and the relationship between everyday decisions and important ones. Are they reached in similar or different way? Focus on the process of making decisions outlined above. Pupils could test out these steps making an imaginary decision, for example, how to spend a gift of 100 dollars. ———————————————— Life Skills Development/Module One/Unit 3: Wellness and Health Care   Life Skills Development  |  Module One ————————————————- Unit 3: Wellness and Health Care â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Introduction/Rationale {{Objectives|After completing this section, you should be able to: ————————————————- Content Outline This unit is divided into three sections (or sub-units): * * Nutrition * Fitness * Stress ————————————————- Life Skills Development/Module One/Wellness and Health Care/Nutrition ;  Life Skills Development  |  Module One ————————————————- Introduction/Rationale This sub-unit addresses ways to develop indivividual capacity to make healthy eating choices that promote wellness and reduce the risk factors associated with the development of lifestyle diseases. One of the biggest health problems in many countries is poor nutrition. This unit will therefore help to develop a better understanding of good nutrition and how beneficial it is in order to have a healthy, happy, productive population. Objectives After completing this section, you should be able to: * Develop a diet taking into consideration the basic tenets of good nutrition and nutritional considerations for different groups such as gender, age, state of health, pregnancy, vegetarian * Distinguish between healthy and unhealthy food based on the way in which food is prepared; * Identify the benefits of healthy eating as it relates to wellness versus ill-health and lifestyle diseases; * Analyse the influence of socio-cultural and economic factors, religion, personal beliefs, and choices related to eating; * Identify appropriate sources of information for products, services and costs related to eating well; * Identify the role of Vitamins, Supplements and Trace Elements in treating with nutritional deficiencies in the diet. | Definitions Nutrition is a science that studies the relationship between diet and health. | Unit Content This Unit consists of the following broad areas: Nutrition, Food Groups and Balanced Diet Life Style Diseases Fast Food Syndrome Food Additives Toxins/GMO Hazard Analysis Critical Control Point | Summary Eating the right foods and responding to what our body needs is called having a balanced diet. This healthy diet containing essential nutrients from the different food groups, providing enough energy, growth and repair elements, vitamins and minerals for the body to function at peak efficiency. The tips for food preparation have to be respected in order to ensure that food remains fresh and healthy for consumption. Develop a diet taking into consideration the basic tenets of good nutrition and nutritional considerations for different groups such as gender, age, state of health, pregnancy, vegetarian * Distinguish between healthy and unhealthy food based on the way in which food is prepared; * Identify the benefits of healthy eating as it relates to wellness versus ill-health and lifestyle diseases; * Analyse the influence of socio-cultural and economic factors, religion, personal beliefs, and choices related to eating; * Identify appropriate sources of information for products, services and costs related to eating well; * Identify the role of Vitamins, Supplements and Trace Elements in treating with nutritional deficiencies in the diet. * Develop an understanding of Life Style Diseases and their causes. * Identify selected diseases, their causes and how they could be prevented. | Assessment Checklist of Performance Task (see the table below)| 1. Plan out a one-day meal plan showing the nutritionally balanced meals that you intend to have (breakfast, lunch and dinner) | RUBRIC of performance criteria| V. Well Done| Well Done| OK| Not Ok- Will redo by †¦. | 1. | I have included a balanced breakfast in my plan. | | | | | 2. | I have included a balanced lunch in my plan. | | | | | 3. | I have included a balanced dinner in my plan. | | | | | | Oil| Green Leafy vegetable| Legumes| Protein| Sugar| Carbohydrates| Yellow vegetables| I included the following for breakfast/lunch/ dinner. | | | | | | | | ————————————————- Nutrition, Food Groups and Balanced Diet Contents  [hide] * 1  Nutrition * 2  Nutrients * 3  Food groups * 4  Fruits and vegetables * 5  Grains, bread, cereal, pasta * 6  Fish, meat, poultry,egss nuts and beans * 7  Milk and other dairy products * 8  Fats and oils * 9  WATER!! * 10  Fibre| Nutrition This is an exciting topic. It covers everything to do with what we eat, when we eat, how much we eat, how meals are prepared and making choices that will help us look good and feel good. Eating the right foods and responding to what our body needs is called having a balanced diet. Balanced diet  A healthy diet is a diet that does not contain excessive quantities of fat, sugar or salt, and that has contains essential nutrients. These nutrients provide enough energy, growth and repair elements, vitamins and minerals for the body to function at peak efficiency. Nutrients There are six main classes of nutrients that the body needs: * carbohydrates * proteins * fats * vitamins * minerals * water It is important to consume these six nutrients on a daily basis to build and maintain healthy bodily function. Poor health can be caused by an imbalance of nutrients, either an excess or deficiency, which, in turn, affects bodily functions. Food groups Foods are classified in groups, some classifications divide them into five or six groups. The main groups are: * Fruits and vegetables Grains, bread, cereals and pasta * Milk, yoghurt and cheese * Fish, poultry, meat, eggs and nuts * Fats and oils Activity Read about the following food groups and in a table as shown below fill in three of your favourite foods for each group. | Food group| My favourite foods| Fruits| * * * | Vegetables| * * * | Grains, cereals, bread, past a| * * * | Fish, poultry, meat, beans| * * * | Milk, yoghurt and cheese| * * * | Fruits and vegetables The consensus is that you have to eat at least five portions of fruit and vegetables per day. A portion is approximately 80g (e. g. 1 medium apple), 1/2 a cup, 150 ml of fruit juice. Examples of healthy fruit. Fruits Fruits can be enjoyed a number of ways: fresh, canned, frozen, dried, whole, cut-up, or pureed. Go easy on the fruit juices, though; they contain a lot of natural sugars. Besides the standards such as apples, bananas, oranges, peaches, pears and plums, try mangoes, blackberries, papayas, hybrid melons and avocados. How much should you eat? Most of us should  EAT MORE FRUITS! Healthy eating tips * Choose fruit as a snack * Add dried or fresh fruit to breakfast cereals * Choose a wide variety of fruits Yummy Veggies Vegetables  Go for the brights: the deeper the colour, the greater the concentration of vitamins, minerals and antioxidants. Dark green and orange vegetables, from broccoli, watercress to squash and sweet potatoes, are several excellent choices. Dried beans and peas, such as black beans and kidney beans, count in the vegetable category as well as the meat and beans group. 100 percent vegetable juice counts, too. How much should you eat? Most of us should  EAT MORE VEGETABLES! Healthy eating tips * Choose chopped vegetables as a snack * Have a salad with sandwiches or with pizza * Add vegetables to casseroles and stews and fruit to desserts * Choose a wide variety of vegetables to eat Crunchy Grain Grains, bread, cereal, pasta * This group should provide 6 ounce-equivalents (1 ounce-equivalent means 1 serving), half of which should be whole grains. Whole grains include whole wheat, brown rice, oatmeal, whole grain barley, millet, and popcorn. Whole grains are more nutritious than refined grains which include many breads, pastas, breakfast cereals and tortillas. How much should you eat? Most of us should  EAT MORE! Base a third of your food intake on foods from this group, aiming to include at least one food from this group at each meal, e. g. potatoes with fish and vegetables, a chicken salad sandwich, stir-fried vegetables with rice, or porridge oats for breakfast. Potatoes, yams, plantains and sweet potato fall into this group, rather than fruit and vegetables, because they contain starchy carbohydrates. Sugar is a simple form of carbohydrate. It adds flavour and sweetness to foods, but frequent consumption of sugar-containing foods and drinks is associated with an increased tendency towards tooth decay. Healthy eating tips * Base your meals around foods from this group * Eat wholegrain or whole meal breads, pastas and cereals as well as white choices * Choose low fat oven chips rather than fried chips (oven chips fall into this food group but fried chips don’t) * Eating more foods from this group will help to reduce the proportion of fat and increase the amount of fibre in the diet * Avoid frying or adding too much fat to these foods Wholesome Meats ; Beans Fish, meat, poultry,egss nuts and beans * This group should provide 5. 5 ounce-equivalents or servings. This group includes fish, poultry, eggs, beans, peas, nuts and seeds. Harvard Health suggests avoiding red meats because they contain a lot of saturated fat. How much should you eat? EAT MODERATE AMOUNTS Choose lower fat versions whenever you can. Some meat products, e. g. beef burgers and sausages, can be high in fat. Trim visible fat off meat where possible. It is recommended that you eat two portions of fish each week, one of which should be an oily fish (e. g. salmon, mackerel, trout, sardines or fresh tuna). Alternatives  These include nuts, tofu, mycoprotein, textured vegetable protein (TVP), beans such as kidney beans and canned baked beans, and pulses such as lentils. These foods provide protein, fibre and iron but unlike those listed above are not a rich source of zinc and generally provide no vitamin B12 (unless fortified). Healthy eating tips * Choose lower fat meat products * Choose lean cuts of meat * Cut visible fat including skin from meat and poultry and drain away fat after cooking * Try to grill, roast or microwave meat and fish rather than frying * Eat oily fish once a week Rich and Creamy Dairy Milk and other dairy products * Milk Group should provide 3 cups/servings. As part of a healthy diet, it is recommended that you choose fat-free or low-fat dairy products. If you’re lactose-intolerant, there are lactose-free and lower-lactose products, such as hard cheeses and yogurt. Harvard Health suggests a dairy or calcium supplement as an alternative to milk and cheese, which can contain a lot of saturated fat. How much should you eat? EAT MODERATE AMOUNTS Try to eat 2-3 servings a day. A serving of milk is a 200ml glass, a serving of yogurt is a small pot (150g), a serving of cheese is 30g (matchbox size). Choose lower fat versions whenever you can, such as semi-skimmed milk, low fat yogurt and reduced fat cheese. Healthy eating tips * Choose low fat milk i. e. semi-skimmed or skimmed milk * Choose low fat yogurts and reduced fat cheeses Fats and Oil Fats and oils * Fats and oils should provide 24g or 6 teaspoons. Oils are a major source of fats in your diet. Common plant and fish oils include: canola oil, corn oil, cottonseed oil, olive oil, safflower oil, soybean oil, and sunflower oil. Most of the fats you eat should be polyunsaturated (PUFA) or monounsaturated (MUFA) fats. How much should you eat? Most people need to  EAT LESS! It is essential to have a small amount of fat in the diet, but eat foods containing fat sparingly as they are high in energy. Look out for reduced fat or low fat alternatives (by law any food labelled as low fat must contain no more than 3g of fat per 100g). Fats can be divided into saturate, monounsaturate and polyunsaturate. Limit consumption of saturates, associated with animal products, cakes, biscuits and pastries, to reduce risk of heart disease. To cut down on saturates, make use of the information on nutrition panels on food products, cut off visible fat from meat and poultry, choose lower fat meat and dairy products, and where fat is needed in cooking use it sparingly. Choose fats and oils containing monounsaturates (e. g. olive and rapeseed oils) and polyunsaturates (e. g. sunflower, corn and rapeseed oils) instead of saturates. In moderation these are not associated with an increased risk of heart disease – but still use them sparingly. Healthy eating tips Eat small quantities of these foods * Choose low fat or reduced sugar foods where possible * Use spreads and oils sparingly – opt for vegetable fats and oils * Try to limit consumption of sugar containing foods and drinks between meals * Try not to add fat to foods when cooking essential fats, which must be supplied by the diet i n small amounts: omega-3 fatty acids (e. g. found in oily fish, walnuts, omega-3 enriched eggs, and rapeseed and soya oil) and omega-6 fatty acids (e. g. found in vegetable oils such as sunflower, corn and soya oil and spreads made from these). Which would you pick? WATER!! DRINK PLENTY OF WATER- 8 GLASSES A DAY Water is the medium for various enzymatic and chemical reactions in the body. It is also the solvent of the body and it regulates all functions, including the activity of everything it dissolves and circulates. * The digestion of solid foods depends on the presence of copious amounts of water. Acids and enzymes in the stomach break the food down into a homogenized fluid state which can pass into the intestine for the next phase of digestion. An â€Å"acid stomach† will respond to hydration, whereas constipation is a frequent symptom of dehydration. Increased water along with increased fibre will usually eliminate a problem. Water eliminates toxins and waste from the b ody. Adults lose nearly 6 pints (12 cups of water everyday. We lose ? cup to 1 cup a day from the soles of our feet. Another 2 to 4 cups is lost from breathing. Perspiration accounts for another 2 cups. Another 3 pints (6 cups) are lost in urine. * Brain tissue is 85% water. Although the brain is only 1/50th of the body weight, it uses 1/20th of the blood supply. With dehydration, the level of energy generation in the brain is decreased. Depression and chronic fatigue syndrome are frequently results of dehydration. Migraine headaches may be an indicator of critical body temperature regulation at times of â€Å"heat stress. † Dehydration plays a major role in bringing on migraines. Dehydration causes stress and stress causes further dehydration. Fibre Fibre is also known s roughage. it is made up of complex carbohydrates and contains no calories, no minerals and is not digested when we eat it. Then, why do we need fibre? Fibre is an important part of our diet. It is essential for * producing the feeling of fullness when we eat * healthy functioning of the bowel; fibre in the intestines absorbs a lot of water, it increases the bulk of waste matter and makes it softer and easier to pass through the bowel. * preventtion of constipation * reducing the risk of cancer of the colon * prevention of haemmorhoids * stabilising blood sugar level Activity What foods do you think contain fibre? Tick the appropriate boxes. | Fruits| Vegetables| Whole grain| Beans| Oats| Fish| Meat| Milk| | | | | | | | | Feedback: Only plant based foods contain fibre. Activity Plan the menu for one day * breakfast * lunch * Dinner * Healthy snacks| Activity Food hygieneWhich of the following tips are to be used to ensure that food is clean and safe to eat? In the following table, put a tick in the box as appropriate. | Tick here| Tips for food hygiene| | * Wash hands before preparing food| | * Wash all utensils before using| | * Clean all surfaces on which food is to be prepared with detergent| * Use a different surface for cutting meat and vegetables| | * Avoid using chipped and cracked dishes and cups| | * Wear clean, protective clothing, e. g apron| | * Keep hair covered| | * Fingernails should be cut short and kept clean| | * Avoid talking over food being prepared| | * Avoid coughing and sneezing while preparing food| | * Do not taste off st irring spoons and return to the pot| | * Avoid freezing defrosted foods| | * Keep food and drinks covered| Feedback: Congratulations if you have ticked all of the above. ————————————————- Stress and Stress Management Contents  [hide] * 1  What is Stress? 2  Causes of Stress/Potential Factors * 3  Body’s Reaction to Stress * 4  Assessing one’s mental and emotional health * 5  Prevention Strategies/Coping with Stress * 6  Sources of information/products/services| ————————————————- What is Stress? Stress or pressure is a normal, necessary part of our daily lives. In order to function in an efficient and effective manner a certain stress level is required. However too much pressure can be a risk to health, can reduce effectiveness, can lea d to extreme tiredness and lead to mental breakdown. Different things can cause stress and they are called stressors. Each person reacts differently to same stressors. This depends on the individuals ability to cope. However a person can learn to manage stress to prevent it from becoming harmful. Activity The objective of this activity is to show that different people react differently to stressors. Individually read the list of stressors below and rank them from 1 as most stressfull to 10 as least stressful. * coming home late * arguing with parents * getting homework done * getting low grades * being told off in front of others * playing for your team * having an exam * doing house hold chores * death of a friend * trouble at school. Compare your ranking with those of other individuals| Feedback:  You will notice that the way you have ranked your stressors are not the same as those of others. ————————————————- Causes of Stress/Potential Factors As we have seen previously the main cause of stress is our inability to cope with stressors. Stressors are found in our environment, while our ability or inability to cope depends on how we personally react to situations. Here are some examples of some situations that cause stress. Some stressors at school: * Difficulty to read * Unable to finish class work * trouble with the teacher * truancy * Unable to clearly explain situations * being bullied * homework * Poor assessment results * exams * lack of school material changing school Some stressors at home: * housework * parents/siblings who drink * home violence * low income * no place for quiet time or study * illness Other stressors: * caught smoking or drinking preparing for a performance * death of a friend or relative * loosing a job * changing jobs * managing difficult relationships * moving house * losing friends * leaving home * making decisions Reflection Think of one of your close friends or family who you think may be stre ssed or under a lot of pressure. Using ideas from the list above can you identify what could be causing the problem? | ————————————————- Body’s Reaction to Stress The body reacts to stress in different ways In the short term you can notice some of the following: * mind becomes alert * quick reactions * dry mouth * tension in neck and shoulders faster breathing * faster heart rate * high blood pressure * sweaty palms * diarrhoea * butterflies in the stomach * lump in throat * nervous laughter * bursting into tears * fidgeting * nail biting If the stress continues and you do not do anything to cope with it here are some of the long term effects it can have on the body: * headaches * diziness * ulcers * blurred vision * forgetfulness * indigestion * disturbed sleep * muscle aches * tension * fear * irritability * nervousness * loss of confidence * depression * anxiety * nightmares * drug dependence * excessive drinking * heart trouble * loss of appetite * mental breakdown Activity Write a short storyFrom your own experience write down a situation where you have felt under a lot of pressure. In your account identify at least three physical and three mental/emotional you were affected affected. Write out what you did to overcome the situation| Feedback:  Compare your coping strategies with the list under Coping with Stress ————————————————- Assessing one’s mental and emotional health ————————————————- Prevention Strategies/Coping with Stress Activity The Carver COPE contains 53 items in which participants are asked to denote how often they usually employ a particular coping style. The participant responds according to a 5-point ordinal scale format with the following choices: â€Å"never,† â€Å"rarely,† â€Å"sometimes,† â€Å"often,† or â€Å"always. † They are then asked to rate which coping strategies â€Å"generally† used, which would indicate an overall disposition towards certain coping styles. Use the following scale to determine the coping styles and later categorize these styles into problem-focused, emotional focused or dysfunctional. Please respond to the questions below. Even though the questions are in the Multiple Choice format, there are no right or wrong answers. Instructions  Please rate each of the following items from 1 to 5 in the space provided. Indicate how often you engage in these types of activities when you encounter a difficult, stressful or upsetting situation. NEVER RARELY SOMETIMES OFTEN ALWAYS No. | | ___1___| ___2___| ___3___| ___4___| ___5___| 1| I take additional action to try to get rid of the problem| | | | | | 2| I try to come up with a strategy about what to do| | | | | | 3| I put aside other activities in order to concentrate on this| | | | | | 4| I force myself to wait for the right time to do something| | | | | | 5| I ask people who have had similar experiences what they did| | | | | | 6| I talk to someone about how I feel| | | | | | 7| I look for something good in what is happening| | | | | | 8| I learn to live with it| | | | | | 9| I seek god’s help| | | | | | 10| I get upset and let my emotions out| | | | | | 1| I refuse to believe that it has happened| | | | | | 12| I give up the attempt to get what I want| | | | | | 13| I turn to work or other substitute activities to take my mind off things| | | | | | 14| I concentrate my efforts on doing something about it| | | | | | 15| I make a plan of action| | | | | | 16| I fo cus on dealing with this problem, and if necessary let other things slide a little. | | | | | | 17| I hold off on doing anything about it until the situation permits| | | | | | 18| I try to get advice from someone about what to do| | | | | | 19| I try to get emotional support from friends and relatives| | | | | | 20| I try to see it in a different light, to make it seem more positive| | | | | | 21| I accept that this has happened and it can’t be changed| | | | | | 22| I put my trust in God| | | | | | 23| I let my feelings out| | | | | | 24| I pretend that it hasn’t really happened. | | | | | 25| I just give up trying to reach my goal| | | | | | 26| I go to movies or watch TV to think about it less| | | | | | 27| I learn something from the experience| | | | | | 28| I get used to the idea that it has happened| | | | | | 29| I try to find comfort in religion| | | | | | 30| I talk to someone to find out more about the situation| | | | | | 31| I make sure not to make matter s worse by acting too soon| | | | | | 32| I keep myself from getting distracted by other thoughts or activities| | | | | | 33| I think hard about what steps to take| | | | | | 34| I do what has to be done, one step at a time| | | | | | 35| I discuss my feelings with someone| | | | | | 6| I act as though it hasn’t even happened| | | | | | 37| I reduce the amount of effort I’m putting into solving the problem| | | | | | 38| I daydream about things other than this| | | | | | 39| I take direct action to get around the problem| | | | | | 40| I try to grow as a person as a result of the experience| | | | | | 41| I think about how I might best handle the problem| | | | | | 42| I accept the reality of the fact that it has happened| | | | | | 43| I try hard to prevent other things from interfering with my efforts at dealing with this| | | | | | 44| I feel a lot of emotional distress and find myself expressing those feelings a lot| | | | | | 45| I restrain myself from doing anyt hing too quickly| | | | | | 46| I talk to someone who could do something concrete about the problem| | | | | | 47| I sleep more than usual| | | | | | 48| I get sympathy and understanding from someone| | | | | | 49| I drink or take drugs, in order to think about it less| | | | | | 50| I pray more than usual| | | | | | 1| I get upset, and I am really aware of it| | | | | | 52| I say to myself â€Å"this isn’t real. †| | | | | | 53| I admit to myself that I can’t deal with it, and quit trying| | | | | | | ————————————————- Life Skills Development/Module One/Unit 4: Self Assessment Self Esteem   Life Skills Development  |  Module One ————————————————- Unit 4: SELF ASSESSMENT AND SELF ESTEEM ——————â €”—————————- Introduction and Rationale This unit†¦.. †¦.. self esteem and self worth are important aspects of personal development. It is important to cultivate a high self-esteem and constantly strive for self-development. Objectives Upon completion of this unit you will be able to: * Analyse perception of self and the factors that contribute to self-image; * Identify and assess feelings, emotions and attitudes towards self and how these affect behaviour; * Identify and assess the impact of emotions, attitudes and motivations on behaviour; * Identify unproductive negative beliefs and replace with ones that work; * Distinguish between positive and negatives attitudes and behaviours; * Distinguish negative feelings and negative behaviours; * Perform a personal SWOT analysis taking Spiritual, Physical, Intellectual, Cultural, Social, Emotional, Ancestral and Social (SPICEAS) spheres into consideration; * Develop a Personal Action Plan; * Identify coping skills to deal with risks to mental and emotional well-being. | Definitions †¦.. | ————————————————- Self-esteem What is self-esteem? Self-esteem is h ow much we value ourselves. We either have high self-esteem or wee have low self-esteem. If we have low self-esteem it is not the end of the world, like everything else we can take charge and learn to appreciate ourselves and improve our self-esteem. Activity Let us start by finding out how much we value ourselfPut a circle around the words which best describes you. | Happy| Often unhappy| Friendly| Does not have friends| Relaxed| anxious| Trustworthy| Does not trust yourself| Healthy| Often sick| confident| lacks confidence| willing to try harder| gives up easily| Feedback: * If we have high self-esteem we are likely to be happy, healthy, respected by others, confident, disciplined, successful, work at our weaknesses, accept the things we cannot change. * If we have low self-esteem we do not trust ourselves, lack self confidence, we do not take pride in what we do, we do not take care of ourselves, we have negative feelings and we have anti-social behaviour. Activity Setting goals for improving our self-esteem. For each of the suggested ways in which we can improve our self-esteem write out something you can try out. Choose one or two to work on at first the add others. * Know ourself-List down our qualities, achievements, things we can do and our weaknesses * Respect ourself-What things can we do well? Do not compare yourself with others all the time * Love ourself-What do you do or can do to make ourself happy and healthy? * Affirm ourself-Tell others about something that is really important to us. Trust ourself-What can we rely on ourselves for? What good decisions have we taken before? * Accept ourself-Think of what you can do well. Think of our weaknesses as areas we can improve on. * Show ourself-Let people know you really are? Interact with others. Stretch ourself-Do new things, try new things, challenge yourself * Self-discipline-Set rules and deadlines and follow them * Nourish ourself-Take care of your mind, your body, feelings, have good friends, good food, exercise,read good books, entertain yourself with good experiences, enjoy yourself, be happy. * Be ourself-we are unique, we canno t be replaced and we cannot be somebody else. * Share ourself-get to know others, have friends. * Go beyond ourself-discover new horizons,it is all out there for us| Feedback:  Life is a journey and we can go forward by taking small steps, giant leaps, falling back and getting back on track again. Our self-esteem can sometimes be low in some areas. The good news is we can get it high again. Summary This unit covers†¦. | ————————————————- Life Skills Development/Module One/Unit 5: Goal Setting and Time Management ;  Life Skills Development  |  Module One ————————————————- Unit 5: Goal Setting and Time Management ————————————————- Introduction and Rationale This unit will address the importance of goal setting and time management for living a well-balanced and productive life. It will also categorise goals that are long and short term and outline the steps for achieving them. The acronym SMART will be used to assess them and provide the guidelines for ensuring that the goals that are set are worthwhile and can be achieved. Objectives After completing this section, you should be able to: * Utilize the basic elements of goal setting to define personal, career, financial and other goals; * Identify long and short-term goals that are Specfic, Measurable, Attainable, Realistic and Time-bound (SMART); * Outline the steps and benchmarks required for achievement of major goals; * Develop action plans with timelines to accomplish goals; * Identify and use techniques and tools for effective and efficient time management;| Definitions * management * benchmarks * action plan| Reflection Think about the last time you had a lot of things to get done in one day. How many of those things did you actually get done? * How many of those things did you schedule for the next day? Much time is wasted when goals are not considered or prioritised. People need to manage time well so that personal goals can be met and positive habits developed. In this way, when personal goals are aligned with personal and national values and a re being achieved,your country will be better able to meet national goals. | ————————————————- Life Skills Development/Unit One/Goal Setting/Lesson   Life Skills Development  |  Unit One  |  Goal Setting Are your days a sure goal or a miss? ————————————————- What are Goals? An objective or goal is a personal or organizational desired end point in development. It is usually endeavored to be reached in finite time by setting deadlines. ————————————————- Why is goal setting important? Goal setting is a major component of personal development. It gives us a timeline and a roadmap to help us determine four very important things: 1. What do you want in life? 2. Why do you want it? 3. When do you want it by? 4. What do you choose to do in order to achieve it? Therefore, it is a key aspect to attaining success in life. It is said that if you fail to plan ,then you should plan to fail. To be an effective planner,you must assess how much control you have over your life. * Do you blame others for your failure? * Do you say,†If only I had done †¦. â€Å"? How you view your control over the events in your life,will suggest the way you plan for success— the way you set your goals. Activity Make a list of the most important things to you and then indicate what aspects of your life they pertain to, by answering the above questions. List these important things according to the following categories  : * Physical * Social * Educational * Financial and Career * Spiritual| The Wheel of Life is a useful assessment for this activity. Self Assessment Question: How do you set goals? You set goals when you make your goals:SPECIFIC:  Clearly state what task (goal) we would like to accomplish. You must answer the six â€Å"W† questions: 1. Who: Who is involved? 2. What: What do I want to accomplish? 3. Where: Identify a location. 4. When: Establish a time frame. 5. Which: Identify requirements and constraints. 6. Why: Specific reasons, purpose or benefits of accomplishing the goal. E. g. A general goal would be, â€Å"Get in shape. † But a specific goal would say, â€Å"Join a health club and workout 3 days a week. â€Å"MEASURABLE:  Describe your goal in terms that can clearly be evaluated. Ask questions such as†¦Ã¢â‚¬ ¦ How much? How many? How will I know when it is accomplished? E. g. Work out 1 hour per day, 3 days per week for a month. ATTAINABLE:  Figure out ways to accomplish your goal pooling, your own attitudes, abilities, skills, and financial capacity to achieve it. Plan your steps wisely and establish a time frame that allows you to carry out those steps. E. g. Do I have the necessary transport to get to gym? Does my budget allow for gym expenses and/or gym equipment? Do I have the endurance and the drive to get thru an hour every day? REALISTIC:  A goal you know you are actually capable of obtaining. The necessary resources to attain this goal must be available. A goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labour of love. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. TANGIBLE:  A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible, or when you tie a tangible goal to an intangible goal, you have a better chance of making it specific and measurable and thus attainable. Intangible goals are your goals for the internal changes required to reach more tangible goals. They are the personality characteristics and the behaviour patterns you must develop to pave the way to success in your career or for reaching some other long-term goal. Since intangible goals are vital for improving your effectiveness, give close attention to tangible ways for measuring them. | Self Assessment How do I ensure that I am effectively setting goals? The following are components of goal setting that must be covered to ensure effective goal setting:Short term and Long termA  long-term goal  is an achievement set to be reached over a long period of time. Although most long-term goals tend to be measured in years, it would be appropriate to define a long-term goal for this week, month, year, lifetime, etc. Defining a long term goal involves setting those that are short term to divide the timeline of achieving the long-term goal. A short-term goal is something to be accomplished in a short period of time. Its time frame is related to its context in the overall timeline that it is being applied to. Short-term goals are usually defined in relation to a long-term goal or goals. However, short-term goals are often to relieve short-term pressure. It is very possible to be constantly driven by these goals, which can turn out to be very unsatisfying in the longer term. Therefore it is important to have long term goals in mind as the end result of accomplishing those that are short term. Short-term and long-term goals are important tools in measuring success. | Activity Now that you have made the SMART choice and have begun goal setting,the task is more manageable. * Using the list compiled previously, divide your goals into categories according to how distant they are in the future. * Examine the possibility of your short term goals assisting you to meet your long term goals. | Reflection Have you really examined the benefits to be gained from the long and short term goals you have set? The more benefits you can derive from each goal will make goal setting more rewarding and your motivation will be increased. Plan big goals to reap big benefits! | ————————————————- Life Skills Development/Unit One/Time Management   Life Skills Development  |  Unit One Contents  [hide] * 1  Timeline * 2  Identifying and Eliminating Timewasters * 3  Careful planning * 4  Prioritising and Concentrating on One Thing at a Time * 5  Practice saying â€Å"no† * 6  Portfolio Contents * 7  Unit summary * 8  Checklists of Performance Task| ———————————————— Timeline Figuring out your specific goals is only half of the goal-setting process. The o ther half requires determining your timeline for reaching these goals. It is near-impossible to come up with a strategy that will successfully fulfill your short-term and long term goals if you don’t have a clear line as to when you want to achieve them. Activity Think of your own timeline. What were your goals when you were younger and how were these goals achieved? Now list your future goals and show how you plan to achieve them. Use this framework to focus on your present reality. Use this framework to focus on your present reality. I am able to do†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * I can meet this level of challenge. * I have these resources, support, expertise, time†¦ * I have these goals†¦. †¦Reflect on what these mean to you and why. Do a timeline to achieve your career goals. What do you plan to achieve in the next 3-5 years? | Reflection * What barriers have you encountered in your planning and acting out of desired goals personally, at work? * Were you able to tu rn them into time savers? How so. | ————————————————- Identifying and Eliminating Timewasters If you were to monitor your time for a day you would be sure to find at least one, or maybe even more, time waster. A time waster is something that occurs in the day that is not necessary to your day, and if it did not occur, you could have quite possibly gotten something else done in its place. A time waster prevents you from accomplishing some goal. Time wasters need to be recognized and then one needs to figure out why it occurs and if the situation can be remedied i. e. how they can become time savers, making more time available in your day for goal oriented activities. The following is a list of the greatest and most common impediments to goal achievement in addition to a few useful time savers into which time wasters can become. Some of these are critical determinants to goal achievement and effective time management and will be dealt with separately in this section. Time Wasters| Time Savers| procrastination and excuses| schedule your day| idle chat| relax| running un-necessary errands| understand what must be done| meetings| build the right habit| computer| use idle time to your advantage| rushing| use technology but do not get bogged down with it| indecision| plan to work and work your plan| unclear communication| implement your action plan and prioritize on importance and need| stress, anxiety and fatigue| being aware of your best time of the day to get appropriate things done| inadequate knowledge  : acting with out total information| using waiting time constructively| personal disorganization| organise your surroundings| nterruptions: telephone, guests| keep interuptions to a minimum| inability to say no; dealing with other people’s issues or problems| personal crisis  : family member is sick or injured| Activity Make a list of see how your own list of time wasters can be turned into time savers. Time wasters/ savers can be selected f rom the items previously outlined. | ————————————————- Careful planning Take the time each night to take control of the most precious resource at your command, the next twenty-four hours. Plan your work and then work your plan each day. Write up a To Do list with your entire have to’s and want to’s for your next day. Careful daily planning ensures prioritising (what does careful planning consists of). Without a plan for the day, you can easily get distracted, spending your time serving the loudest voice rather than attending to the most important things for your day that will enhance your productivity. An integral part of this process is penning things down either on paper or electronically. Get into the habit of writing things to do down. Your mind is best used for the big picture rather than all the details. Writing things down helps you to more easily remember the important step by step details needed to attain the big picture. ————————————————- Prioritising and Concentrating on One Thing at a Time Your To Do list will have crucial and not crucial items on it. Despite the fact most people want to be productive, when given the choice between crucial and not crucial items, we will most often end up doing the not crucial items. They are generally easier and quicker than crucial items. Put the #1 next to the most important item on your list. Place the #2 next to the second most important item on your list, etc. Then tackle the items on your list in order of their importance. You may not get everything done on your list, but you will get the most important things done. This is working smarter, not harder, and getting more done in less time. Typically, after having prioritised, do not attempt to accomplish a fraction of every crucial item in the day. This leads only to half finished projects and no feeling of achievement as all things are done in a hurry and appear rushed to others. Ultimately, this creates more time wasting as such items in the future need to be redone. Give yourself enough time to do things properly. ————————————————- Practice saying â€Å"no† The general rule is: if people can dump their work or problems on to your shoulders they will do it. Some of the most stressed people around lack the skill to ‘just say no’ for fear of upsetting people. Get over it because these people can do it for you. Activity Discuss why it is important to be cautious or a risk taker, or persistent in order to achieve one’s goals (bearing in mind that an individual will encounter difficulties in trying to achieve his/her goals). | Reflection * Are you a risk taker or a very cautious person or at what point on the continuum? * What goals a particular would you therefore not consider? * What goals are priority for success and happiness? | Time Manaagement Additional Notes Included in these notes is the SWOT Analysis and an Activity for your enjoyment. Open this attachment with  Open Office  to get even more information on Time Management. ————————————————- Portfolio Contents 1. Your personal/professional timeline of goals for the next 5 years or more. 2. Your five or more steps to attain your major goals. 3. A list of time savers and time wasters. 4. Monthly plan 5. To Do List Reflection * Write a short note on whether your goals are being accomplished within the time frame you were expecting or not, OR whether you need to re-structure your goals. * Have avae I planned sufficient time to achieve my goals? Am I mature enough and I am capable of managing my time efficiently? | ————————————————- Unit summary In this unit you learned about SWOT Analysis and practised how to restructure your goals to maximise opportunities and reduce threats. You created a Personal Goal Timeline and identified the Time Wasters and Time Savers that were affecting the achievement of these goals. You are therefore equipped to reduce Time Wasters and engage in better Time Management. ————————————————- Checklists of Performance Task | RUBRIC of performance criteria| V. Well Done| Well Done| OK| Not Ok- Will redo by †¦. | 1. | My personal timeline for the next 5 years includes 2 long term goals| | | | | 2. | My personal timeline for the next 5 years includes 4 short term goals that lead to attaining my long term goals| | | | | 3. | My goals are SMART| | | | | 4. | I have included these goals in my Personal Development Plan. | | | | | How to cite Life Skills, Essay examples

Characterization of Whos Irish By Gish Jen free essay sample

The story â€Å"Who’s Irish† by Gish Jen is a short story about an elderly Chinese grandmother living with her daughters family in America, trying to help raise their child Sophia. She struggles watching Sophie grow up in a culture so distant from the way she raised her daughter, and even further from how she was raised herself. She does not fit into the western culture, and seems to find flaws and lack of moral everywhere, especially in her daughter’s husband John, who is between jobs and seem to suffer from depression, an illness she does not recognize. The mother and grandmother drift further away from each other as a result of the grandmother trying to teach Sophie discipline and respect the way she was taught it. Eventually the daughter decides that they would be better off without the help of her mother. The grandmother moves in at a friend’s house, and seem to be getting along pretty well, even though she still seems to be complaining over American culture Characterization: The narrator is an elderly Chinese mother, and grandmother. We will write a custom essay sample on Characterization of Whos Irish By Gish Jen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You could somewhat determine her as a round character as she develops throughout the story. The narrator lives with her daughter Natalie, her husband John and their child Sophie. The narrator does not seem to be fond of the way her daughter and husband are raising their child Sophie, and as a cause of that she is wild and uncontrollable. The narrator seems to know that western culture and the way of raising children is far from what she was taught in China, but does not seem to want to accept this, and as a result becomes unpopular in the family. The narrator spends a lot of time advertising herself as a fierce, hardworking and determent woman. She feels a need to make this pretty clear, and seems proud of it, which reflects in her way of raising Sophia, who in her mind is a clever girl who just needs to be taught a little Chinese discipline. She seems as an intellectual individual, trying to do what she thinks is best for her granddaughter Sophia, such as spanking her. Although she is obviously too naive to think that her daughter, and husband would not find out. It all ends when she is supposed to pick up Sophia from kinder garden, and Sophia disrespects her by not following her orders. In an attempt of reversed psychology the grandmother leaves the kinder garden, only to return later as it was getting dark outside. The grandmother actually panics and we side a different side of her, a scared caring grandmother. In an attempt to lure out the child she pokes a stick under the climbing frame where the child was hiding. The parents soon come by the kinder garden to find Sophia asleep underneath the climbing frame, bruised and battered by the poking. As a result the grandmother is told to live elsewhere. She hooks up with a friend, and adapts pretty well at her house, living as an American.

Mass Storage Technologies COIT

Question: Discuss about the Mass Storage Technologies for COIT. Answer: Resource 1 Timeline of Computer History Computer History Museum, 2016. Timeline of Computer History: Memory and Storage. [Online] Available at: https://www.computerhistory.org/timeline/memory-storage/ [Accessed 10 September 2016]. Summary This resource is a website of the computer history museum which discusses the timeline of computers. The author has discussed Williams Tube and Magnetic Core Memory along with other mass storages technologies that existed prior to 1980. According to this site, Williams-Kilburn Tube which was tested in 1947 was the first completely electronic memory having high speed which made use of a cathode ray tube for the storage of bits in the form of dots on the surface of the screen. There was constant refreshment of information as every dot would last for only a fraction of a second prior to fading away. The changes in electrical charge were determined by a metal pickup plate. On the other hand, Magnetic Core Memory was the first system of high speed RAM that was considered to be reliable and till the 1970s it had wide usage as the computers main memory technology. Resource 2 History of Data Storage Technology Summary This resource is a blog by the Zettta staff and it discusses the data storage technologys history. As per this website, Delay Line Memory was used from 1949 onwards and it consisted of imparting a pattern of information into a delay path. The information recirculation was allowed by a close loop that was formed if the delay path connected to the start via time and amplifying circuits. The function of this storage is similar to the input of a telephone number from the directory that is repeating till it is dialled by the person. Another mass storage technology that this website describes is the DRAM cells. The technology of memory cells or the Dynamic Random Access Memory consisted of a single transistor. The bits of information were stored by the cells in a circuit in the form of electrical charge. The overall density of memory was increased by DRAM cells. Embedded Operating Systems Resource 1 How does the Global Positioning System work ? Griffin, D., 2011. How does the Global Positioning System work ? [Online] Available at: https://www.pocketgpsworld.com/howgpsworks.php [Accessed 10 September 2016]. Summary This resource is an article from a weekly newsletter pocketgpsworld. In this the author Griffin speaks about the working of the Global Positioning System navigation system, an embedded operating system. Griffin explains the way in which the signals are transmitted by the GPS satellites to a GPS receiver and that the operations of GPS are dependent on time reference that has to be highly accurate and this is given by the atomic clocks that are present on board the satellites. The transmission of data by each satellite is an indication of its location as well as the current time. I found this information to be useful as the author explains in detail not only the satellite network but also the way in which the GPS is used for determining the position. The way in which the operations are synchronised by all GPS satellites is also well explained by the author. Resource 2 Operating Systems in Microwave Ovens Gish, W., 2016. Operating Systems in Microwave Ovens. [Online] Available at: https://www.ehow.com/info_12177413_operating-systems-microwave-ovens.html [Accessed 10 September 2016]. Summary This resource taken from the e-How website talks about the operating system in microwave systems. According to the author Gish, there are two systems that are present in all the microwave ovens the electrical operating system due to which heating and cooking of food occurs and the computer operating system which helps in transferring directions from the controls to the first system. The author also explains the parts of the two systems in order to understand its working. According to me this article is very useful in understanding the differences that are there between the embedded systems and the operating systems and the way the embedded systems work especially in the case of microwave ovens wherein the embedded systems perform the role of translating the simple commands. The article explains that in microwave ovens the operating system works as a command device and hence microwave oven contains a simple programming. Analysis: How airlines are tapping into the Internet of Things Jenner, G., 2015. ANALYSIS: How airlines are tapping into the Internet of Things. [Online] Available at: https://www.flightglobal.com/news/articles/analysis-how-airlines-are-tapping-into-the-internet-of-414073/ [Accessed 10 September 2016]. Summary The resource is taken from the Flight Global website which provides insights into the aviation industry. As per the author Jenner, the operations of IoT work in real time and offer a number of opportunities for improvement of the operational efficiency and also offer the passengers with more personalisation. The IPv6 or internet communications protocols latest version, permit trillions of nodes on the internet as well as internet and wireless proximity-detecting technologies like near field communications, RFIT and BLE beacons. I found the article to be very useful as it informs us that the airlines that are experimenting with IoT have projects for improving experience of the passengers, handling of baggage, monitoring equipment, tracking pets that are in transit and generating fuel related efficiencies. It also tells us that almost 37% of the airlines have made budget allocations for implementing IoT and 58% have plans of investing resources in IoT. Resource 2 How the internet of things is revolutionizing retail Goldman, S., 2016. How the internet of things is revolutionizing retail. [Online] Available at: https://www.cio.com/article/3090123/internet-of-things/how-the-internet-of-things-is-revolutionizing-retail.html [Accessed 10 September 2016]. Summary This article has been taken from the CIO website. As per the author Goldman, as a result of the Internet of Things as well as connecting networks which link the digital and the physical worlds in an ecosystem that consists of wearables, vehicles, stores, smartphones and computers the retail world will never again be the same as before. New opportunities have been provided in customer services by IoT across the brick-and-mortar stores, supply chains and other channels that consist of promising new ventures like the connected platforms which are home based. This article is useful in telling us that for gaining competitive advantages, the retailers who are tech-savvy are making installations of smart shelves for detection of low inventories, RFID sensors for tracking products across the supply chain, systems for sending personalised digital coupons to shoppers on entering the stores and also sensors for monitoring the quality of perishable items. Text Based application Layer Protocols Resource 1 DNS - Domain Name System Mitchell, B., 2016. DNS - Domain Name System. [Online] Available at: https://compnetworking.about.com/cs/domainnamesystem/g/bldef_dns.htm [Accessed 10 September 2016]. Summary This resource has been taken from About Tech website and it is about the Domain Name System (DNS) and its working. As per the author, Mitchell, DNS helps in the translation of Internet domain as well as host names to IP addresses and also translating them vice-versa. He informs us that the DNS causes automatic conversion of the names that are typed by us in the address bar of Web browser takes place to the IP addresses of the Web servers that host these sites. A client/server model is followed by DNS wherein the requests to as well as receive responses from the DNS servers are sent by the client. It supports forward and also backward DNS lookups. I found this article useful as it tells us that a distributed database is implemented by DNS for storing information related to name and address on the internet for all public hosts. Resource 2 FTP protocol (File Transfer Protocol) CCM, 2016. FTP protocol (File Transfer Protocol). [Online] Available at: https://ccm.net/contents/272-ftp-protocol-file-transfer-protocol [Accessed 10 September 2016]. Summary This resource is taken from the CCM website. The resource informs us that as suggested by the name, File Transfer Protocol (FTP) it is a protocol for the transfer of files. The current FTP protocol is described by RFC 959 and it defines the way of transferring data over a TCP/IP network. According to the resource the role or the key aims of FTP protocol are allowing the sharing of files between the remote machines, allowing independence between the server machine system files and the client and enabling efficiency in the transfer of data. The explanation of the FTP model as well as the commands is also given and we are informed that the FTP protocol comes under the client-server model wherein one machine is responsible in sending orders which is the client while the other waits for the requests for carrying out the actions and this is the server. Ransomware Attacks Resource 1 Crypto-Ransomware Attacks: The New Form of Kidnapping Dunkel, D., 2015. Crypto-Ransomware Attacks: The New Form of Kidnapping. [Online] Available at: https://blog.trendmicro.com/crypto-ransomware-attacks-the-new-form-of-kidnapping/ [Accessed 16 September 2016]. Summary This resource is a blog entry which discusses the growth of Crypto-Ransonware. As per the author Crypto-Ransomware is a type of malicious malware which causes encryption of the most significant files of the victims and these files are then held hostage till a payment is made. Dunkel also tells us that attacks of ransomware have advanced in the techniques. The malwares earlier variants according to him were easy to detect, less costly and also were more contained but over a period of time there have been a progress in the capabilities. It began with the locking of the computer screen of the victim, then the files started to be encrypted while today even the keys which are responsible for decrypting the files can be decrypted. The author also provides useful information regarding the ways in which the hacking organisations that are professional are leveraging the almost invincible variants of malware. Resource 2 TorrentLocker expands its victim base: Australian threat environment Budd, C., 2016. TorrentLocker expands its victim base: Australian threat environment. [Online] Available at: https://blog.trendmicro.com/torrentlocker-expands-its-victim-base-australian-threat-environment/ [Accessed 2016 September 2016]. Summary This resource is a blog that talks about the persistent threat that the ransomware TorrentLocker is posing to businesses, especially in Australia where maximum cases have been reported recently. The author Budd says that it is well known that crypto-ransomware strain can bypass not only the spam filters but also the robust malware detection in its attempts of breaching the enterprises and enabling the hackers in locking files so that they can get a ransom for returning the files safely. He also talks about the many advanced techniques of evasion that are leveraged by the sample which prevents it from being detected by the sandboxes, antispam and features of web reputation. The blog provides uses information about the impacts that TorrentLocker has on the threat environment of Australia and how the use of education as well as awareness can be made for the reduction of the threat of this ransomware. Resource 1 The Big Halt: 7 Lessons from Recent Computer Outages Lohrmann, D., 2015. The Big Halt: 7 Lessons from Recent Computer Outages. [Online] Available at: https://www.govtech.com/blogs/lohrmann-on-cybersecurity/The-Big-Halt-Seven-Lessons-from-Recent-Computer-Outages.html [Accessed 10 September 2016]. The resource is a blog entry which mentions about the series of major outrages of computer that happened at almost the same time on July8, 2015 due to which it caught the attention of the world globally. Lohrmann says that large scale disruptions in operations were caused by computer incidents at the United Airlines, the Wall Street Journal and the New York Stock Exchange. These incidents were caused as a result of configuration errors, human errors and failure of routers. He talks about the lessons that can be learnt from the incidents and the way in which the public as well as the private sector enterprises can keep themselves better prepared for such network outrages in future. Lohrmann is of the opinion that there is a need for putting such outrages into a context which is proper and then ask certain tough questions as today the stakes involved are high. Time Warner Outgage: Diep, F., 2014. WHAT COULD CAUSE A NATIONWIDE INTERNET OUTAGE? SUCH AS THE TIME WARNER OUTAGE THIS MORNING. [Online] Available at: https://www.popsci.com/article/technology/what-could-cause-nationwide-internet-outage [Accessed 10 September 2016]. Summary The resource is the Popular Science website which makes a mention of the major outrage that was suffered in the internet services by Time Warner. The author says that a large part of the U.S. was affected by such an outrage and it lasted for almost two hours. Popular Science resource also mentioned about the hypothesis of Sonia Fahmy, a computer scientist from Purdue University who carries out researches on network performance. It is mentioned that the outrages were caused due to the protocols of routing. Diep also says that researchers have been working so that routing protocol has lesser chances of failure and that there is a promising solution in the form of Software Defined Networking that allows the company to make use of a single machine known as the controller for configuring multiple routers at one go so that chances of human mistakes during router configuration are reduced. Resource 1 5 Ways Pepsi's Use of Social Media is Right On Horton, C., 2012. Marketing Technology for Growth: 5 Ways Pepsi's Use of Social Media is Right On. [Online] Available at: https://engage.synecoretech.com/marketing-technology-for-growth/bid/139928/5-Ways-Pepsi-s-Use-of-Social-Media-is-Right-On [Accessed 10 September 2016]. Summary The resource is taken from Synecore that takes into consideration the marketing technologies which can be utilised for purposes of business growth and the ways in which Pepsi has been doing it. Horton says that Pepsi has adopted technology and has carved out a social strategy which is very ambitious and which aims to build relationships with the customers. Horton further discusses the social stratetgy of Pepsi in the marketing campaign Live For Now. The case of Pepsi indicates that how a successful establishment of the brand can take place by using the five critical social marketing aspects which comprise inbound marketing, geo local marketing, aggregation of data, content that is user-generated and engagement of the consumers in a dynamic manner. Useful insights are provided which shows the way in which the social media sites are playing a major role in improving the business performance and increasing the customer bases. Resource 2 In The Spotlight: Taco Bells social media strategy Polese, L., 2014. In The Spotlight: Taco Bells social media strategy. [Online] Available at: https://audiense.com/spotlight-taco-bells-social-media-strategy/ [Accessed 10 September 2016]. Summary The resource has been taken from a website by the name Audiense. The author Polese talks about the social media strategy of Taco Bell, a brand of Mexican fast food. The article shows that even though Mexican food as well as the social media is not one of the most natural bedfellows, Taco Bell has changed the trend by dedicating resources, energy and time for the development of its social media channels popularity. Polese also talks about the history of Taco Bell and the way in which the company has taken its first step into the social media world and how it initially treated the social media only as a board for announcing the companys news and then amplifying them for reaching its other campaigns. Today what is being done is all real time wherein they listen to the customers and are themselves engaged with them at all the times. DBMS Vendors and their Customers Resource 1 Oracles Biggest Cloud Customers highlights its biggest cloud problem Harris, D., 2013. Oracles biggest cloud customer highlights its biggest cloud problem. [Online] Available at: https://gigaom.com/2013/07/02/oracles-biggest-cloud-customer-highlights-its-biggest-cloud-problem/ [Accessed 11 September 2016]. Summary The resource is a newsletter of Gigaom which discusses about the biggest cloud related problem that is being faced by the Oracles biggest customer. The author Harris mentions that ultimately Oracle has entered cloud computing through its flagship database product. He also informs us about Oracle Database 12c edition which is the first database that Oracle has designed for cloud. The article discusses the features in this new enterprise edition and also the limitations that it might be having. Harris gives us information regarding the type of customers which Oracle has the expectations of attracting with this 12c edition. They are not the start-up companies but global companies that have big as well as important applications which require vital databases. Oracle being the most sturdy, secure and highest performing option is worth the money. Resource 2 Choosing the right database management system Mohamed, A., 2016. Choosing the right database management system. [Online] Available at: https://www.computerweekly.com/feature/Choosing-the-right-database-management-system [Accessed 10 September 2016]. Summary The resource is the ComputerWeekly.com website which talks about the ways in which database is becoming a commodity in todays world. There are a number of products which might be differing on functionality, ease of administering the database, performance as well as price. The author informs us that a huge choice is available in case of Database Management Systems (DBMS) and they consist of both packaged as well as database suites having open source. The significance of the resource is that it tells us that Microsoft is a major vendor and its revenue has been constantly increasing. Microsoft as per Mohamed is the leader in terms of growth due to the high demand for its SQL Server which is a database that is third in terms of sales. The reasons for its popularity growth have been discussed along with the users of the latest editions. Success Stories of Outsourcing Resource 1 IT Infrastructure Outsourcing Helps Shell Lower Costs, Drive Increased Efficiency ISG, 2015. IT Infrastructure Outsourcing Helps Shell Lower, Drive Increased Efficiency. [Online] Information Services Group Available at: https://www.isg-one.com/web/client-successes/stories/Case_study_-_IT_Infrastructure_Outsourcing_Helps_Shell_Lower_Costs.pdf [Accessed 10 September 2016]. Summary The resource is a case study on the IT outsourcing of Shell Gas Company which helps the world to meet its increased demand for energy and has shown global growth in business. For excelling as a leading producer of oil as well as gas, it has got support from versatile and reliable information technology infrastructure which not only leverages technology that is new but also helps in business innovations. From providing assistance for the discovery of new oil to providing support to teamwork throughout the world, IT infrastructure outsourcing has proved to be successful for the business of Shell. A substantial part of its IT functions are outsources through the Infrastructure Sourcing Program of Shell. This brought large scale benefits as per the case study and helped it in lowering costs and impressing the companys stakeholders. It improved the engagement of the stakeholders and brought in management of communication. Resource 2 Flinders, K., 2011. How BP got its IT suppliers to collaborate and perform after massive vendor consolidation. ComputerWeekly.com, 27 September. Available at: https://www.computerweekly.com/blog/Investigating-Outsourcing/How-BP-got-its-IT-suppliers-to-collaborate-and-perform-after-massive-vendor-consolidation [Accessed 2016 September 2016]. Summary The resource is a blog from computerWeekly.com and it mentions the way in which the oil as well as the gas giant British Petroleum has been outsourcing its IT functions and the benefits that they are getting from it. The size of the company along with its presence globally as well as the confluence of the various functions of the business did not allow it to have an in-house IT and hence it resorted to outsourcing of its IT functions. As it is mentioned in the article, outsourcing the IT functions resulted in the company being able to cut hundreds of millions with respect to its costs within a time period of few years and at the same time it was able to retain an IT outsourcing environment of multiple vendors. The company saved almost $800 million by outsourcing the IT functions. Projects with excess IS Implementation Costs Resource 1 How to keep ERP projects from exceeding budgets and timelines Stevens-Huffman, L., 2013. How to keep ERP projects from exceeding budgets and timelines. [Online] Available at: https://www.sbnonline.com/article/how-to-keep-erp-projects-from-exceeding-budgets-and-timelines/ [Accessed 10 September 2016]. Summary The resource has is an article from sbnonline which discusses the ways in which the projects can be kept from exceeding the budgeted costs as well as the deadlines. Stevens-Huffman says that in case the project manager does not possess the necessary experience and lacks a historical data for the software initiatives at the level of the enterprise, it usually leads to the cost estimates being inadequate for the items that are related to training of the employees, integration as well as testing, customisation, conversion of data, upgrades of data warehousing and consultation fees. I found this article very useful because the author also discusses certain simple steps that can be adopted so that the implementation costs do not exceed the budget. Resource 2 Best practices to estimate accurate ERP schedules, budgets in an ERP project Phillips, S., 2016. Best practices to estimate accurate ERP schedules, budgets in an ERP project. [Online] Available at: https://searchmanufacturingerp.techtarget.com/feature/Best-practices-to-estimate-accurate-ERP-schedules-budgets-in-an-ERP-project [Accessed 10 September 2016]. The resource is an excerpt of the book on Tech Target Network. The author discusses the ways of estimating the schedules as well as the budgets of ERP projects in order to avoid the pitfalls that commonly occur such as exceeding the budgeted costs and also the expected timelines. As per the author, the problems occur at the time of implementations due ti unrealistic time as well as cost commitments initially which lead to the decisions regarding the project being made poorly. Consequently, corners are cut by several project managers for achieving something that was never feasible from the beginning.