Risk management Assignment Example | Topics and Well Written Essays - 250 words - 1

Risk management - Assignment Example This is because organizations that perform risk assessment effectively operate more efficiently and have a better understanding of their industries. Risk assessment is used in determining the type and level of risks involved in business operations and processes. It is also used to determine the degree of risk that can be incurred without negative ramifications (Tarsus, 2014). Businesses use internal or external risk management professionals to determine the risks involved in different organizational plans and how they can be managed. Before carrying out risk assessment, specific processes must be initiated to facilitate the whole exercise from start to finish. These include pre-planning, which involves setting the scope and breadth of the exercise, selecting individuals to carry out the exercise and budgeting (Moss, 2014). There is no set time for carrying out risk assessment. It can always be scheduled depending on an organization’s needs and activities. Some organizations like to plan them to coincide with other assessments while others prefer to conduct them exclusively (Aven, Baraldi, Zio, & Flage, 2014). Risk assessment is also done when projects are being commissioned, and the organization needs to understand what it is up against in terms of possible losses and difficulties. Aven, T., Baraldi, P., Zio, E., & Flage, R. (2014). Uncertainty in risk assessment: The representation and treatment of uncertainties by probabilistic and non-probabilistic methods (Illustrated ed.). New York: John Wiley &

Revise Persuasive Speech Essay Example | Topics and Well Written Essays - 1000 words

Revise Persuasive Speech - Essay Example In this regard, I seek to demystify an understanding of the BOTOX procedure; the serious side effects posed by the procedure, and create awareness reiterating that BOTOX injections are harmful to one’s health. III. Today I would like to enlighten you in understanding the BOTOX procedure; the serious side effects posed by the procedure, and create awareness reiterating that BOTOX injections are harmful to one’s health. 1. The term BOTOX refers to a purified type of botulinum that is a neurotoxin. Evidently, the neurotoxin when injected results to a medical situation called botulism. In this regard, it is normally injected in small amounts so as to relax the facial muscles and minimize wrinkles. 3. In this regard, scientific information indicates that a single gram of BOTOX could result to the death of as much as one million people. On the other hand, a couple of kilos could result to the total wipeout of all humanity as we know it. B. According to the medication guide of the Food and Drug Administration, it states that BOTOX may cause serious side effects that can be life threatening. These include difficulty in breathing or swallowing and spread of toxin effects. Moreover, the effect of botulinum toxin may affect areas of the body away from the injection site and cause symptoms of a serious condition called botulism. These evidently include loss of strength and muscle weakness all over the body, double vision, blurred vision, drooping eyelids, hoarseness or loss of voice, loss of bladder control among others. 2. Moreover, according to the New York Post in December 16th 2013, Gwyneth Paltrow was quoted in an interview that, â€Å" I won’t do BOTOX again, because I looked crazy. I looked like Joan Rivers!† Also in another confession, the queen of BOTOX, Nicole Kidman admitted that, â€Å"I did try BOTOX, unfortunately, but I got out of it and now I can finally move my face again.† Such shocking confessions and lamentation just further

A Cultural Review of Germany in the 1940’s According to Essay Example for Free

A Cultural Review of Germany in the 1940’s According to Essay It has been said, to understand the present a person must know and understand the past. Focusing on that quote specifically to understanding the past is what The Diary of Anne Frank allows the reader to do. There are many different cultures around the world and many cultures within cultures. Looking specifically at Germany in the time period of the 1940’s, the reader can see that there in fact is a culture within in a culture. The great thing about this piece of literature is that it is the actual person in the culture writing what is going on during that time frame. The Diary of Anne Frank lets the reader dive into a part of history that the culture was different from any other and experience what it was like to be a Jew in the 1940’s in Western Europe. It is sort of ironic how during that time period there were people living in peace and people living in turmoil. This diary only tells about her experience while she is hiding out, but it also gives reference to what is going on outside her family’s hide out. So from that point of view the reader can get the view of what the culture was like while Jewish people were hiding out and what is was like to be taken away and put in a concentration camp. Living in peace may mean how the German people are living because they do not have to face persecution from the government or it could mean how the Jewish that are living in hideouts are at peace because they have not been sent to a concentration camp yet. On the other hand living in turmoil can mean that the Jewish people are living fear of being caught and taken to a concentration camp and that the people that are already in the camps are already in turmoil. When it is said that someone is living in fear means that they are fearful because something may happen to them. In this case it is the fact that they could be taken away from their families if they are caught in hiding. In Anne Frank’s case, she is afraid because she wants to be an actress and those dreams may never come true. It is also the fear of not knowing. Being in suspense of not knowing what is going to happen is sometimes worse that what actually is going to happen. While Jewish people are living in hideouts there is no doubt they are living in fear. The reader can tell that in fact all of the residents with Anne Frank are living in fear because every time something happens they assume that it is the Green Police coming to get them. Living in the concentration camps is living in hope. Not knowing what is going on outside the fence of the camp is left up to the imagination of the person looking out it. Sometimes the only way to move on in life, especially living in a concentration camp, is to hope for something better. Just like when it comes to religion, people believe that there is a higher power. It gives them hope to move on to the next day because if there was no higher power to believe in and give a cause for living then in fact what would be the reason to live. The reader can see this evidence because the father of Anne Frank tells everyone that they do not have to live in fear anymore and they can live in hope that the war will end. It may be far fetched to say that freedom was still available to the Jewish people. But while hiding out there was still some freedom that they could enjoy. Meal time was something that everyone looked forward to during the day. Just being able to eat was such a moral booster. Even though it was just maybe a potato and bread, it still had an effect that gave them strength to move on to the next day. Life in the German concentration camps was equally unbearable. After arriving, the Jews found the camps weren’t much better than the railway’s cattle cars. Row after row of barrack-style houses stood in the center of these camps. Inside each barrack there was little more than beds, three or four high with little space between them and hardly any room in which to move. There was little food and water there too. Thousands in the camps died from starvation, disease, and exposure to the elements. Others were shot at the whim of the Nazis guards. Those Jews that worked had their lives spared but were fed only enough to keep them alive. No one knows for sure how many children were killed but it is estimated at between 1. 2 and 1. 5 million. The children that survived did so because they were hidden in homes, basements and convents or lived with Christian families who concealed their identities. By the end of the war six million Jews had been killed in one way or another inside and outside concentration camps across Europe. Never in human history had so many been killed because of who they were. Jews not immediately selected for extermination faced a living death in the concentration camp, which also included non-Jewish inmates, many of them opponents of the Nazi regime. The SS, who ran the camps, took sadistic pleasure in humiliating and brutalizing their helpless Jewish victims. They get up at 3 am. They have to dress quickly, and make the bed so that it looks like a matchbox. For the slightest irregularity in bed-making the punishment was 25 lashes, after which it was impossible to lie or sit for a whole month. Everyone had to leave the barracks immediately. Outside it is still dark or else the moon is shining. People are trembling because of lack of sleep and the cold. In order to warm up a bit, groups of ten to twenty people stand together, back to back so as to rub against each other. There was what was called a wash-room, where everyone in the camp was supposed to wash. There were only a few faucets and there were 4,500 people in that section. Of course there was neither soap nor towel or even a hand-kerchief, so that washing was theoretical rather than practical. In one day, a person there came a lowly person indeed. They used to get half a liter of black, bitter coffee. That was all they got for what was called breakfast. At 6 a. m. a headcount and they all had to stand at attention, in fives, according to the barracks, of which there were 22 in each section. They stood there until the SS men had satisfied their game-playing instincts by humorous orders to take off and put on caps. Then they received their report, and counted us. After the headcount work started. They went in groups some to build railway tracks or a road, some to the quarries to carry stones or coal, some to take out manure, or for potato-digging. latrine-cleaning, barracks or sewer repairs. All this took place inside the camp enclosure. During work the SS men beat up the prisoners mercilessly, inhumanly and for no reason. They were like wild beasts and, having found their victim, ordered them to present their backside, and beat them with a stick or a whip, usually until the stick broke. The victims screamed only after the first blows, afterwards they fell unconscious and the SS men then kicked at the ribs, the face, at the most sensitive parts of a person’s body, and then, finally convinced that the victim was at the end of their strength, The SS would order another Jew to pour one pail of water after the other over the beaten person until they woke and got up. A favorite sport of the SS men was to make a boxing sack out of a Jew. This was done in the following way: Two Jews were stood up, one being forced to hold the other by the collar, and an SS man trained giving him a knock-out. Of course, after the first blow, the poor victim was likely to fall, and this was prevented by the other Jew holding him up. After the fact, Hitlerite murderer had trained in this way for 15 minutes, and only after the poor victim was completely shattered, covered in blood, his teeth knocked out, his nose broken, his eyes hit, and they released him and ordered a doctor to treat his wounds. That was their way of taking care and being generous. Another customary SS habit was to kick a Jew with a heavy boot. The Jew was forced to stand to attention, and all the while the SS man kicked him until he broke some bones. People who stood near enough to such a victim often heard the breaking of the bones. The pain was so terrible that people, having undergone that treatment, died in agony. Apart from the SS men there were other expert hangmen. These were the so-called Capos. The name was an abbreviation for barracks police. The Capos were German criminals who were also camp inmates. However, although they belonged to us, they were privileged. They had a special, better barracks of their own; they had better food, better, almost normal clothes. They wore special red or green riding pants, high leather boots, and fulfilled the functions of camp guards. They were worse even than the SS men. In each section stood a gallows, for being late for the head count, or similar crimes, the camp elder hanged the offenders. Work was actually unproductive, and its purpose was exhaustion and torture. At twelve noon there was a break for a meal. Standing in line, we received half a liter of soup each. Usually it was cabbage soup, or some other watery liquid, with-out fats, tasteless. That was lunch. It was eaten in all weather under the open sky, never in the barracks. No spoons were allowed, though wooden spoons lay on each bunk probably for show, for Red Cross committees. One had to drink the soup out of the bowl and lick it like a dog. From 1 p. m. till 6 p. m. there was work again. I must emphasize that if we were lucky we got a 12 oclock meal. There were days of punishment when lunch was given together with the evening meal, and it was cold and sour, so that our stomach was empty for a whole day. Afternoon work was the same: blows, and blows again. Until 6 p.m. At six there was the evening headcount. Again we were forced to stand at attention. Counting, receiving the report. Usually we were left standing at attention for an hour or two, while some prisoners were called up for punishment parade-they were those who in the Germans eyes had transgressed in some way during the day, or had not been punctilious in their performance. They were stripped naked publicly, laid out on specially constructed benches, and whipped with twenty-five or fifty lashes. The brutal beating and the heart-rending cries all this the prisoners had to watch and hear. In conclusion, the reader can see that life, even though hard, was easier in the hideouts than it was in the concentration camps. Even if everything was still the same except the physical abuse then life would still be easier in the concentration camp. The Diary of Anne Frank gives us great insight to life while hiding out. Unfortunately she was unable to give us an account for the camps because she eventually died before the camps were liberated. But the saying, to understand the present a person must know and understand the past, is really true in these events. Hopefully for some culture history will not repeat itself.

The Search for the Meaning of Existence :: Philosophy Essays

The Search for the Meaning of Existence Daffodil bulbs instead of balls Stared from the sockets of the eyes! from Whispers of Immortality We live and then we die. Its scary, the death part, and the living part is quite amazing. There is a great dichotomy surrounding our existence. One minute we are here, another we are gone. What is existence? What is the purpose of existence? The big metaphysical question has my interest. We grasp to understand it all but it evades us. This magnificent universe has not answered our questions. Some people believe that our existence is a divine destiny, a creation of God, or of some purposive energy. Others say that the greatest meaning of life is to share love. These people believe that life has meaning! Actually has it! I grew up thinking that both of these meanings of life were true. There was a universal energy of good, always able to overcome bad, and love was the greatest value of all. I believed that my life would have meaning if I contributed to the good and loving energy in the world. Will my life have more meaning if I am a good loving person than an uninterested loner person? Will my life be more valuable to the universe? Everyone would like to have meaning in their life, even those of us who are becoming cynical to meaning as an absolute. We all would be more comfortable if we knew of some transcendent value to our existence that surpasses life itself, into death. We do not know of this transcendence though. Society in the 21st century is on shaky foundations. We have tossed religious proclamations out the window and embraced science as the ultimate authority. Problem is, science is not providing metaphysical answers so we are out there in space floating around aimlessly Currently, through the last decade or so, after seeing the substantial depth of scientific observations supporting Darwinian evolution, I begin to see another possible "meaning of meaning", and hence, a new meaning of life. Beware Darwin's dangerous idea! I now see meaning, as an emergent process of evolved human consciousness that functions as an environment analyst. I see both meaning and consciousness as aftereffects of physical processes in the brain and nervous system. Sounds pretty drab and desolate, huh? Or exciting, depending on who you are, where you are, and what time it is.

The Monkeys Paw :: essays research papers

The Monkey's Paw By (author) W.W.Jacobs   Ã‚  Ã‚  Ã‚  Ã‚  The mystery of the Monkey's Paw is a cleverly thought out short story. This story had three main parts. These parts were the first wish, the second wish, and the third wish.   Ã‚  Ã‚  Ã‚  Ã‚  The first wish was the only tragic wish that was granted. Mr.White, his son Herbert, and an old man were sitting around playing chess. There was a knock at the door and Mr. White answered it to let the man in. His name was Sergeant-Major Morris. He sat down in the seat nearest the fire, and after several glasses of whiskey he began to talk. He talked about some of his war experiences, and then of India.   Ã‚  Ã‚  Ã‚  Ã‚  His last story was about a magical mummified monkey's paw. The sergeant-major tells the family that the old dried out monkey's paw has a spell put on it by an old fakir. The story continues and then Mr.White and the sergeant-major trade. Later Mr. White wishes for 200 pounds. A man comes and visits the Whites telling them that their son Herbert had been killed, and then he gibes them 200 pounds. The consequence of Mr. Whites first wish is the main reason he uses a second and third wish.   Ã‚  Ã‚  Ã‚  Ã‚  Mr. White did not want to use a second wish but his wife insisted that they wish their son back to life. Mr. White wishes his son back to life, but nothing happens so they go to sleep. They are sleeping when they hear a knocking sound at their front door. Mrs. White goes downstairs to answer the door even though Mr. White told her not to answer the door. Mrs. White approached the door while Mr. White looked for the monkey's paw.   Ã‚  Ã‚  Ã‚  Ã‚  At the very moment Mr. White unlocked the door Mr. White found the monkey's paw and made his third and final wish. Just as he made his wish the knocking stopped, and his wife opened the door. What was the last wish? The author never really says, but one can assume that he wished he had never made

Repression of War Experience

Personification in Siegfried Sassoon’s â€Å"Repression of War Experience† After wartime, soldiers can suffer from not only physical injuries, but from psychological damage as well. They become victims of PTSD, or Post-Traumatic Stress Disorder, which, according to Medicinenet. com, is â€Å"an emotional illness that develops as a result of a terribly frightening, life-threatening, or otherwise highly unsafe experience. † Considering the horrors that these soldiers are witnesses to, it is no wonder that PTSD can overcome them.In Siegfried Sassoon's poem, â€Å"Repression of War Experience,† Sassoon uses personification to emphasize the psychological damage sustained by soldiers after war. In the first two lines of the poem, Sassoon starts off by painting a rather dismal picture. He begins lighting candles and pauses to watch a moth, which he then describes to the reader. He finds it ridiculous that it flies toward the candle even though it's headed right f or the flame and will end up dying. He expresses this thought by commenting on, â€Å"What silly beggars they are to blunder in, /And scorch their wings with glory, liquid flame† (lines 2-3).Of course, moths are not beggars; they are not poor citizens, but Sassoon uses personification to further develop the moth's behavior. These lines imply that moths beg for their deaths by flying toward the flame of the candle, just as soldiers beg for their deaths by signing up to fight. Moths are drawn to the flame of a candle because of the light, but do not realize that they are headed towards their death. Perhaps soldiers are attracted to war in the same way–they are tempted by the false promise of glory and honor for their country–but unknowingly march toward their own deaths as well.Sassoon links both moth and man by making such comparisons, and suggesting that both end up embracing death. Further along in the poem, and this is a very short part of the poem, indeed, Sa ssoon comments on the rain and asks, â€Å"Why won't it rain? † (line 12). Without warning as to why he does so, Sassoon changes topic and says, â€Å"Books; what a jolly company they are, /Standing so quiet and patient on their shelves† (lines 16-17). One can guess as to why he suddenly goes off about books–he cannot bear any reminders of war, and desperately tries to keep his mind occupied with the things he sees around him.The mentioning of books being a â€Å"jolly company† indicates that Sassoon is alone and perhaps has just a few objects with him in his room. It is strange to address books as though they are people or companions, as if they can carry a conversation. Sassoon then develops this unusual view further by commenting on how the books are â€Å"Dressed in dim brown, and black, and white, and green† (line 18). Perhaps this is another accidental reference to war because it hints at the soldier's camouflage-colored uniforms of green and â€Å"dim brown† but one cannot be sure.In regard to the books â€Å"standing so quiet and patient†; it is true that books can stand on their own, perhaps on a shelf or a desk, but how can they be patient? Books cannot feel anything, nor can they have opinions. This personification suggests that Sassoon's mind is slowly moving away from clear thought and logic, and that war has negatively affected his mental state. Sassoon continues comparing normal everyday sights to living things. He writes that â€Å"in the breathless air outside the house, /The garden waits for something that delays† (lines 26-27). The comment of the â€Å"breathless air† is again, strange.Air cannot be breathless because it does not breathe. Only people and animals breathe air, and without it, they will die within minutes. However, during a war, poison gas is often released into the sky, making it impossible for soldiers to breathe properly. Such attacks were especially common in Wo rld War I, which Sassoon fought in from 1914 to the end of the war in 1918. His line was most likely a reference to the poison-filled air in which no one could breathe. In the last few lines of the poem, Sassoon has failed to completely ignore thoughts of war thus far, for he says that â€Å"You'd never think there was a bloody war going on! (line 34). He abandons all attempts to repress his memories and continues his monologue about â€Å"Those whispering guns–† (line 37). Obviously, guns cannot speak, and strangely, Sassoon writes that they â€Å"whisper† rather than yell or scream.The latter would be more sensible, considering that there are no quiet gun attacks. However, the description of the hushed weapons suggests (even further) that Sassoon is haunted by his memories, perhaps every night, and can never fully forget them. He himself seems to â€Å"lose control of ugly thoughts† (mentioned in line 7, in which Sassoon pities those oldiers who cannot repress their memories) and again, seems unable to distract himself with what he sees around him, as he had done throughout the entire poem until this point. He makes the exclamation of â€Å"O Christ, I want to go out, /And screech at them to stop† (lines 37-38). At this point, Sassoon has indeed lost control of himself and wants to scream at the guns to stop firing. Guns do not fire by themselves, nor can they fight a war without soldiers pointing the guns–Sassoon would have to screech at the soldiers to stop fighting–but this personification of the weapons further emphasize the psychological damage from which he suffers.Personification is a major literary element in â€Å"Repression of War Experience,† and it lets the reader understand just how psychologically wounded Sassoon has become. His comparisons range from moths to books to guns, and he jumps from subject to subject in order to show Post-Traumatic Stress Disorder. His various personified objec ts are scattered throughout the poem, and they allow the reader to truly understand how he has suffered from his experience at war.

Graphic communication Essay

Sch 31: Promote communication in health, social care or children’s and young people’s settings. 1.2 Explain how communication affects relationships in the work setting. Communication plays a massive part once building a relationship in the work setting. By regularly keeping effective communication between practioners, parents/careers and children makes a positive working environment. The relationships are mostly based on the type of communication between one another, communication is not just by verbally but also the body language we show, facial expressions and our gestures. Communication with children and young people is very important. When a child is new to the setting you would want them to feel comfortable and safe in your company away from parents/ careers. As of when the children and young people does feel positively about the new environment around then helps the parent/career of that child to feel relaxed and comfortable to hand over their child into your care knowing they will have an enjoyable experience. The main way to build positive communication with the child/ young person is through play, as you talk with them during activities the child would become more relaxed as you ask questions about their games and actions, by showing interest into the child’s/ young persons holistic development will then build a positive relationship with that child/ young person. By showing positive body language in the setting, shows an invitation to the child/ young person that you’re there to play games, do activities and be there to have a conversation. Lowering down to the child’s/ young person’s level which will then put you into the position to engage in eye contact, this will make the child/ young person feel like you are more approachable to communicate with for example; ask you questions. When verbally communicating between you and the child the tone of your voice is very important, the child will pick up on the way you say things more than what you said as this will tell them if you’re being positive towards them; talking with them, or either being direct; talking to them. Not only do you talk to them but also the child will response, or even approach you first to communicate; either for a general conversation or to ask a question. All children are different, either it is by the way they’re brought up, their culture, have different beliefs, and in the way they communicate for example; English is an additional language. If you had a child in the nursery who had English as a second language, and knew few words, verbally communicating with this child wouldn’t be the first thing you would do. There are loads of different ways to do this for example; using picture cars with words, not only will this technique help communicate but also help build the childs English vocabulary. Another being demonstrating, for example; in an activity, lets say gluing and sticking, show the child what to do by demonstrating the activity for them to then copy your actions. Communication is very important, not only with the child/ young person but also their parents/ careers. Parents and careers need to be kept updated with everything that happens with their child/children and information that they need to know about the nursery itself. The stronger the relationship between the practioners and the parent/ career the stronger the trust the parents/ careers have with their child/ children in your care. Information should be shared on a day to day basis between the practioner and the parent/ career abpout everything that happens in the nursery. This information can be shared in different ways depending on the confidentiality. Information for all parents to know who have children at the nursery should be notices such as for example; new children joining the group, allergies that children have prompting the parent/ career about the foods the child should be allowed to take into the nursery, changes to day plans (hours, activities, trips). This sort of information can be transferred by sending out a newsletter to the parents/ careers individually when they drop off of pick up their child/ children, a notice board inside/ outside of the nursery for everyone to read, emailing or texting to the parents/ careers as this could be an easier way for them. On the other hand information more confidential about an individual should just be kept between that parent/career of the child/ children and the practioner who is giving the information. This information can be transferred by a letter, email and a text but in my opinion this sort of nonverbal communication just doesn’t seem formal or appropriate. Information like this should either be told over a phonecall or even face to face at the beginning or end of the school day; Taking the parent / career aside to have a conversation in a private room away from other parents and practioners. The information given would be topics such as, the child’s behaviour; if they are being disruptive, not listening to the staff harming other children, or even if the child seems upset and won’t join in on different activities and games set. Sometimes communicating can’t always be as easy as having a conversation or written communication for example; a child’s information profile. A parent/ career can be harder to approach in different situations for example; the parent/ career has English as an additional language and knows some English but not enough to have a general conversation about the child, in this situation more verbal communication would be easier to approach than written communication. Also a parent/ career with dyslexia, verbal communication is easier to approach, especially when information is need on the childs profile for in the nursery, so in this scenario, the parent or career would have to verbally share this information with the practioner for them to record this information. As long as the parent/ career is knowledgeable of what is happening with their child and the nursery they will feel comfortable and trusting with their child in the care of the nursery. Keeping communication strong between yourself and work colleagues is very important as the information you share between one another is what will keep the nursery running where as if this communication was at a poor standard then no information will get told to everyone, people including staff, the parents/ careers and children. The sort of communication that would be between colleagues mostly on a day to day basis would be verbally, when in the work setting, such things being for example; about activities and games, day plans, child absences, food times and parents drop off and pick up times. Also this all doesn’t need to be verbally if it’s the same information to be transferred to each member of staff every day, there could be for example a chart e.g; in the baby room a chart been posted up on each child’s different feeding and sleeping patterns. Building a strong relationship with colleagues would make life in your setting more comfortable, easier to work with one another and just better to talk to each other. Also by having a stable relationship communicating with each other will keep all of the staff up to date with everything happening. Communicating with colleague to colleague is a different to which you would talk to a child or a parent/ career. Speaking to a colleague would be less formal than anyone else as in the work setting you would build a strong friendship as well as just a work relationship. On the other hand when speaking to a profession outside of the nursery such as a special educational needs coordinator you would communicate in a more formal way and confidentially would be strict. Of a profession like this you would communicate verbally face to face with them, or by even email, sharing the sort of information about a child they’re there to study. The different professions would need trust in you and the rest of the staff to make sure this child/ children don’t feel left out because they’re different and that you respect and look out for them. In conclusion, when working in a nursery setting you are to be prepared to strongly communicate with everyone involved in your work to build that trust and respect. Not only verbally and just speaking but also thinking about how to speak and how to show your body language and facial expressions.