How Does Montessori Compare With Waldorf Schools

Montessori and Waldorf schools are two popular kinds of schools for preschool and elementary school age children. But, many people arent sure what the differences are between the two schools. Read on to learn more and discover the differences.   Different Founders A Montessori school follows the teachings of Dr. Maria Montessori (1870-1952), a medical doctor and anthropologist. The first Casa dei Bambini, a house of children rather than a school, was opened in 1907 in Rome, Italy.  A Waldorf school follows the philosophy of Rudolf Steiner (1861-1925). The first Waldorf School was founded in Stuttgart in Germany in 1919. It was intended for the workers at the Waldorf Astoria Cigarette Company, after the companys director requested such.   Different Teaching Styles Montessori Schools believe in following the child. So the child chooses what he wants to learn and the teacher guides the learning. This approach is very hands-on  and student-directed.   Waldorf uses a teacher-directed approach in the classroom. Academic subjects are not introduced to children until an age that is typically later than that of students in Montessori Schools. Traditional academic subjects - math, reading and writing - are viewed as not the most enjoyable learning experiences for children  and are such put off until the age of seven or so. Instead, students are encouraged to fill their days with imaginative activities, such as playing make-believe, art and music. Spirituality Montessori has no set spirituality per se. It is very flexible and adaptable to individual needs and beliefs. Waldorf is rooted in anthroposophy. This philosophy believes that in order to understand the workings of the universe, people must first have an understanding of humanity. Learning Activities Montessori and Waldorf recognize and respect a childs need for rhythm and order in his daily routine. They choose to recognize that need in different ways. Take toys, for example. Madame Montessori felt that children shouldnt just play but should play with toys which will teach them concepts. Montessori schools use Montessori designed and approved toys. A Waldorf education encourages the child to create his own toys from materials which happen to be at hand. Using the imagination is the childs most important work posits the Steiner Method. Both Montessori and Waldorf use curricula which are developmentally appropriate. Both approaches believe in a hands on as well as an intellectual approach to learning. Both approaches also work in multi-year cycles when it comes to child development. Montessori uses six-year cycles. Waldorf works in seven-year cycles. Both Montessori and Waldorf have a strong sense of societal reform built into their teaching. They believe in developing the whole child, teaching it to think for itself and, above all, showing it how to avoid violence. These are beautiful ideals which will help build a better world for the future. Montessori and Waldorf use non-traditional methods of assessments. Testing and grading are not part of either methodology. Use of Computers and TV Montessori generally leaves the use of popular media to individual parents to decide. Ideally, the amount of TV a child watches will be limited. Ditto the use of cellphones and other devices. Waldorf is usually pretty rigid about not wanting young people exposed to popular media. Waldorf wants children to create their own worlds. You will not find computers in a Waldorf classroom except in upper school grades. The reason why TV and DVDs are not popular in Montessori and Waldorf circles is that both want children to develop their imaginations. Watching TV gives children something to copy, not to create. Waldorf tends to place a premium on fantasy or imagination in the early years even to the point where reading is delayed somewhat. Adherence to Methodology Maria Montessori never trademarked or patented her methods and philosophy. So you will find many flavors of Montessori. Some schools are very strict in their interpretation of Montessori precepts. Others are much more eclectic. Just because it says Montessori doesnt mean that it is the real thing. Waldorf schools, on the other hand, tend to stick pretty close to standards set out by the Waldorf Association. See for Yourself There are many other differences. Some of these are obvious; others are more subtle. What becomes obvious as you read about both educational methods is how gentle both approaches are. The only way you will know for sure which approach is best for you is to visit the schools and observe a class or two. Speak with the teachers and director. Ask questions about allowing your children to watch TV and when and how children learn to read. There will be some parts of each philosophy and approach with which you will probably disagree. Determine what the deal breakers are and choose your school accordingly. Put another way, the Montessori school which your niece attends in Portland wont be the same as the one you are looking at in Raleigh. They both will have Montessori in their name. Both might have Montessori trained and credentialed teachers. But, because they are not clones or a franchise operation, each school will be unique. You need to visit and make up your mind based on what you see and the answers you hear. The same advice applies with respect to Waldorf schools. Visit. Observe. Ask questions. Choose the school which is the best fit for you and your child. Conclusion The progressive approaches which Montessori and Waldorf offer young children have been tried and tested for almost 100 years. They have many points in common as well as several differences. Contrast and compare Montessori and Waldorf with traditional preschools and kindergarten and you will see even more differences. Resources A Montessori EducationA Waldorf EducationThree Approaches from Europe: Waldorf, Montessori, and Reggio Emilia    Article edited by Stacy Jagodowski.

Urban Geography The Chicago Pilsen Neighborhood - 2425 Words

Urban Geography paper Chicago Pilsen neighborhood Urban Geography paper Chicago Pilsen neighborhood Executive Summary The traditional working class nature of Pilsen is presently endangered by the gentrification of this mainly Mexican-American locality. The Pilsen Alliance, a waged peoples organization created in 1998, coupled with city geography classes at DePaul University to carry out a building list of Pilsen in order to spot and coordinate around issues connected to gentrification. Â What are trends that you have identified that are affecting this block? Property Values and Taxes The area has highly been affected by the raising taxes and other property values. The homeowners have had difficulties in buying and living in these houses because of the increased taxes. This is because the property values have gone high due to the demand causing increase in taxes. This rise is usually extended to the tenants by the landlords and they find themselves vacating the houses due to high rents. The landlords might sometimes be unable to pay the tax leading to a sell of the houses. Zoning This is when both land use and the building density gets regulate by the local government. This has attracted developers because most of the zones have been marked as under developed. Research shows that over 300 single families are in the under developed zones. This means that the developers can buy these single homes and build storeys that will accommodate many families without the

Collaboration in Professional Practice free essay sample

Collaboration is key to providing good quality *patient/client/service user centred care Discuss The aim of this assignment is to explore the importance of effective interprofessional collaboration in quality patient/client/service/user centred care. The author works as a children’s nurse, and in the field of paediatric nursing the main area of concentration is on patient-centred and family-centred care, therefore this essay will mainly focus on exploring these areas. Firstly it will discuss the government policies and background of the introduction of Interprofessional practice, and will then talk about the importance of patient centred care and team working, and about the significance of reflection in developing self-awareness as a collaborative worker, including the importance of action plans. Next it will identify individual and team communication within the practice setting, and the usage of discussion boards. Finally, using practice experience, the necessity of professional behaviour and responsibilities will be discussed, followed by an overview of organisational models in health and social care in relation to practice. Following the election of the new Labour government in 1997, the Department of Health (DOH) have published many White Papers, promising a new and improved National Health Service (NHS) with a desire to put patients first (DOH, 2006). These Papers have recognised and highlighted the importance of teamwork and interprofessional working both between and within health and social care provision. The proposals tend to focus on improving overall health in general, emphasising on preventative care (Day, 2006). The Acheson report followed in 1998, and in its recommendations in section 39. 1 stated that to address health inequalities, there should be joint working between the NHS and regional government, local authorities and other agencies (Acheson, 1998). Another report that highlighted the need for effective interprofessional working arose from the tragic death of Victoria Climbie a failed child protection case. Victoria was only nine years old when she was subjected to months of torture from her aunt, and eventually died in February 2000. During this time she was admitted to hospital several times, visited by social services, health visitors and other professionals, and alerts from relatives were also highlighted. The Victoria Climbie Report (2003) highlighted that there were at least twelve occasions when professionals could have intervened, and to have maybe prevented her death. (Victoria Climbie Report, 2003). More recently, the Department of Health funded a three year project called ‘The Creating an Interprofessional Workforce Programme’ (CIPW), which was hosted by the South West Peninsula Strategic Health Authority. This project covered all aspects of interprofessional learning and development in Health and Social care in England, in close collaboration with the UK Centre for the Advancement of Interprofessional Education (CAIPE), to improve undergraduate and post-graduate education for nursing, allied health professionals and medicine. (CIPW 2006). Family-centred care is a collaborative approach to making decisions and the giving of care, where everyone respects each others knowledge, skills and experience that everyone can bring into a health-care situation. Both the health care team and the family, collaboratively assess the needs of the patient and the development of the care/treatment plan. (The Institute for Family Centred Care). The concept of family-centred care in health has developed over the last fifty years, and is still very significant in children’s nursing today. Glasper and Richardson 2006). This has stemmed from research and awareness of the importance of psychosocial and developmental needs of children, and the part that the family play in their child’s health and well-being. (Eichner et al. 2003). Many studies were carried out on the effects of separation of hospitalised children from their families, the work of John Bowlby on Attachment is probably the most well known. Bowlby focused on the effe cts of mother-child separation, and produced a shocking film ‘A Two Year Old Goes to Hospital’. The conclusion of his works shows devastating effects of maternal separation, and led to families being able to visit their children in hospital. Coyne (1995) states that parental access to hospitalised children and their participation in the child’s care, are viewed as central aspects in family-centred care. (Lindsay 2001). With regard to family centred care and its importance in the children’s welfare, many hospitals adopted policies that welcomed families to stay with their child throughout their stay, and encourages them o participate in the child’s care. Shelton et al (1987) developed a comprehensive framework, in collaboration with parents to provide family-centred care to families with children that have special health care needs. This framework has been revised and updated in the last ten years, putting the nine main elements in order of importance – the first being respect for the family as the constant in the child’s life, and second famil y/professional collaboration. The name given to all of the professionals involved with the patient is ‘the multidisciplinary team’ (MDT). It is important that the MDT work together to give the patient the best treatment available that is acceptable to them. To enhance collaboration between all involved, multidisciplinary team meeting should be held regularly to keep each other up-to-date with the plan of care. The MDT in paediatric care could include any mixture of nursing staff, medical staff, surgical staff, specialist nurses, support staff, audiologists, child development workers, child psychotherapists, dieticians, occupational therapists, ophthalmologists, pharmacists, social workers, speech and language coordinators, ultrasonographers, radiographers and more, depending on the patient and their needs. MDT meetings are very important in paediatric nursing, due to possible child abuse and neglect cases. In such cases, the police may also be involved, and treatment would be aimed at the family and the child – not just the child. (Blumenthal 1994). Many authors have tried to define family-centred care, they all seem to agree that implementation of family centred care involves not only the nursing staff, but the entire health care system. (Moules and Ramsey 1998). To be an effective collaborative worker, it is important to know yourself and your capabilities, to understand what makes us do the things we do and why we do them, also to be self-aware. Self-awareness is a vital aspect of professional development. People are born into different backgrounds and are different in their ways, motivations, thoughts and beliefs; however as a professional, it is important to recognise how these affect others to be able to establish and maintain therapeutic relationships with patients. (Swapna 2007) Knowing our own thoughts and feelings, strengths and weaknesses gives us the ability to guide us in our decision making, and also helps us to become more self-confident in our approaches (Roper et al). . Reflection is a tool that can aid the development of self-awareness, allowing us to gain a greater degree of control in our practice. As stated by Jane Day (2006) the work of Donald Schon (1983) is widely regarded to be the most influential on the subject of reflection. (Day 2006). Schon (1987) differentiated between reflection-in-action and reflection-on-action. The former takes place during practice whilst the person observes, interacts, and alters their reactions and behaviour whilst working. The second occurs after the encounter, when the details are remembered and reconstructed in the mind, to gain fresh insights and to make amendments if necessary to benefit future practice. (Taylor 2004) (Smith 2001). We can learn a lot from experiences, and by reflecting on them we can improve on our actions in the future, this process is called reflective practice. Reflective practice became a concept for learning in the 1980’s, and is now positively encouraged for all health care professionals. (McQuaid, Huband, Parker 1996). There are three components of reflective practice, things (experiences) that happen to a person; the reflective processes that enable that person to learn from those experiences, and the action that results from the new perspectives that are taken. Jasper 2003). For nurses, it is a statutory requirement for registration with the Nursing and Midwifery Council (NMC) to identify one’s own professional development by engaging in activities such as reflection, in and on practice. (NMC 2004). Over the years, various frameworks have been developed for use and guidance in the reflection process; however these can be adapted or adjusted to suit different circumstances and personal preferences. Two of the most widely used models are Gibbs Reflective Cycle (1988) and Johns Model of Structured Reflection (1994). In the author’s opinion, Gibbs (1998) reflective cycle is the easiest one to remember, as there are only six headings – description of the event, feelings, evaluation, analysis, conclusion, action plan – therefore an ideal one to use with reflection-in-action. John’s model (1994) on the other hand is more structured, has five cue questions, which are then further divided into more focuses, to promote a more detailed reflection – making this model more suited to reflection-on-action. Reflection can be a personal experience, or can be used as part of a team discussion. Using a discussion board, our group members were able to eflect on experiences that had happened to them in their practice placements. I found this an extremely useful experience, in which we could help others by discussing scenarios that we had all encountered as students. In relation to my experience, my first placement was on a children’s ward at a local district hospital. Her e I had a really good opportunity to use a patient on whom I was able to reflect on, and to use my self-awareness. The child, a girl of eight years, had been brought in by ambulance and was admitted to our ward with an extremely severe asthma attack. A short while after her admission her condition worsened and the doctors decided to transfer her into the High Dependency Unit. This frightened me as I had recently bereaved a friend’s daughter of nine years, who had died from asthma, and was frightened that this patient was also going to die. I didn’t know if I could cope with this, so I decided to briefly warn my mentor of my predicament, and we decided that if I felt I couldn’t cope, that I should just quietly leave the room. I found that by reflecting on my past experience, I was able to predict how I might react to the situation. With this self-awareness, I was able to confront my fears and it made me stronger and more confident about facing similar scenarios in the future. Good communication in health care leads to better care for the patient. (Lloyd, Bor 1996). Communication is only effective when it is a two way process, and an effective response from the patient will ensure that they receive an accurate diagnose and the right treatment. There are three main types of communication, written (eg email or letters), verbal (eg words spoken) or sounds and non-verbal (eg facial expressions, body language, or touch). In the writers opinion the key to good communication is listening. Egan (2002) devised an acronym to aid listening and communication skills ‘SOLER’ – this practice is used to help clients or patients to trust the care-giver and to feel safe. SOLER is S to Sit Squarely in relation to the patient; O to have an Open posture, L to Lean towards the patient; E to maintain Eye contact; and R to stay Relaxed. (Egan 2002) This process ensures good communication, helps the client/patient to trust the care-giver and to feel safe. In paediatric nursing, there are many barriers to good communication – the age of the child, language, shyness, fear and even families can be perceived as barriers. Use of appropriate communication for age is essential, and could use benefit from the use of toys or books. Another problem I have frequently encountered on my placements is the barrier of language, as some families may speak little or no English at all; to overcome this barrier completely a translator must be called upon, however I have managed to communicate sometimes by using body language or pointing to items or drawing pictures. In addition to working and communicating with the patients and their families, the role of a children’s nurse, is to collaborate and work in partnership with other health professionals. (Roper et al) Lingard et al (2005) reported that when medical errors take place, the reasons for the error are often traced back to breakdowns in communication between members of the healthcare team. The department with the highest error rates was found to be in the surgical areas, leading to wrong site surgery taking place. (Lingard et al 2005). Communication breakdowns can also be detrimental in the community, as was discussed previously in the case of Victoria Climbie. Victoria died as a result of communication breakdowns no less than twelve times. I have witnessed and felt part of good communication whilst on placement. On a medical ward setting, I was looking after a baby with cystic fibrosis who needed a strict diet regime and physiotherapy twice daily. I noticed that the physiotherapist usually arrived just after a feed, and the baby was likely vomit if she had her physiotherapy carried out at this time. We discussed how we could help the baby and each other, and we devised a plan that I would bleep the physiotherapist after the baby had fed, and then she would try to come at least one hour after that time, to allow the baby to digest her feed. The same baby was also under the watch of social services, as a failure to thrive. The mother was only sixteen years old and although she was very loving to her baby, she could not cope with the feeding and medication regime away from the hospital setting. Each time she was discharged the baby was soon readmitted due to weight loss. Weekly MDT meeting were held with doctors, dieticians, ward nurses, cystic fibrosis nurses, social services, the parents and grand-parents, however after two attempts of sending the baby home with her mother, it was decided that it was in the best interest of the child to give care to the paternal grandmother. Patient handovers were also very important on this ward and took place at each staff changeover, behind closed doors, due to patient confidentiality, staff. My current placement is on Post Anaesthetic Recovery Unit, and I find that this area requires extremely good interprofessional communication. The wards hand over to the surgeons/anaesthetists, they then hand over to my department in recovery, and then we hand back over to the wards. We need to listen very carefully to the surgeons to find out what has been done, what needs to be monitored and what medication they have had – and then relay the same information and any new information about the patients recovery, back to the ward. Members of the MDT must be professional at all times. They are highly skilled and competent persons and must act in such a way not to damage their professions reputation, and they must be accountable for their actions at all times. Roger Watson (2002) states that accountability is the very essence of professionalism (Tilley, Watson 2004). Nurses are accountable to the NMC, and have to abide by the NMC Code of Professional Conduct. Failure to comply with these rules is deemed unprofessional and would lead to the offender being struck off of the register, never allowed to practice again. The NMC states that as a professional, one must respect the patient/client as an individual; obtain consent before giving any treatment or care; protect confidential information; cooperate with others in the team; maintain your professional knowledge and competence; be trustworthy and to act to identify and minimise risk to patients/clients. (NMC 2004). One area of responsibility for a nurse is in drug administration. I did however, on one of my placements, witness an accidental drug overdose, by my mentor. This was purely human error due to a Doctors poor handwriting, and although it was double-checked by the Sister of the ward, the dosage was still given incorrectly. As soon as my mentor noticed, she followed the correct procedures, notified the Doctors and later filled in an incident form. I felt terrible for my mentor, but I admired her responsibility and professionalism throughout. I have also been subjected to an unprofessional attitude from a member of staff, where I was told off in the middle of a corridor, in front of parents, for being late in due to a migraine, despite the fact that I’d telephoned to explain – I was told that my behaviour was unprofessional and that if I am ill then I should take the day off and not come in late. On this occasion in my opinion, I believe that the nurse was the one being unprofessional. The situation ended up with me going home in tears. I reflected on this episode and when I have to mentor students, I will never put them through an embarrassing moment like that. If I do have to talk to someone, I will make sure that it is in an office with a closed door. Not only was it upsetting for me, I also think that it was an unpleasant experience for the parents in the corridor – firstly, they would think I was a bad student nurse, and secondly they would see the nurse as being stern, and not as a caring person. Overall, my experiences of interprofessional practice on my three placements so far have been good ones and everyone has been friendly between the MDT. My first placement was on a children’s ward at a district general hospital. The only meetings as such that I attended were the daily handovers between staff at change-over. Here we would discuss patient’s conditions and treatments, and it was always behind closed doors due to the confidentiality of the patients. MDT meetings were called on an ad hoc basis, such as child protection cases. My second placement was on a children’s hospital medical ward for babies of up to three years. It was very similar to my first placement, although I did find that there were MDT meetings once a week and they were always on the same day. This time was set aside in the professional’s schedules to enable them to be free to attend meetings if necessary. Of the two placements, I do feel that the second one had more of a collaborative working practice and they seemed to have more MDT meetings, so maybe this creates a more effective collaborative environment. My third and current placement is by far the most collaborative department I have worked in. We work closely with a number of professionals, all in the same department – Doctors, surgeons, x-ray, nurses and specialist nurses, anaesthetists, operating department practitioners, admin, support workers, porters and more. We all share a kitchen and a recreational lounge as well, which enables us to get to know each other and discuss both work and play. In conclusion, this assignment has explored the necessity of, and the key points of interprofessional learning and collaboration in professional practice. I have experienced both good and bad collaboration and have seen the outcomes of both. In a healthcare setting, it is essential to be professional and to work as part of the team – even more so with my area of paediatric nursing, as the child and family look upon the nurse to be their advocate. I have included appendices of my collaborative discussions with other members of my team, and also of my action plan, which I devised to help me to work towards becoming an effective, interprofessional, collaborative worker.

Kobe Earthquake Essays - Seismology, Great Hanshin Earthquake

Kobe Earthquake An earthquake is defined as a shaking or trembling of the earth that is volcanic or tectonic in origin. In the case of the Great Hyogo (Hanshin) earthquake of Kobe, Japan it is tectonic in origin. This devastating earthquake which occurred on the 17th of January at 5:46 a.m measured at a whopping 7 (7.2) on the Richter scale. This was the largest recorded earthquake to ever hit Japan. According to the Japan Meteorological its epicentre was in 34.6? north and 135.0? east in the northern tip of Awaji Island with a focal depth of 14 km. According to the results of the recorded in 24 observation centre, the fracture which triggered the earthquake was happened inside the Nojima Fault. Also investigation in the sea bed by the Ocean observatory Centre shows that the cracks occurred in Nojima Fault. This fault forms a part of a group of faults known as the "Rokko Fault', which extends from Awaji Island through Kobe City to the foot of Mount Rokko. The movement of the fault can be explained by the Tectonic characteristic of west Japan. The main reason for the big earthquakes in west part of Japan are the tectonic activities of the Eurasian, the Pacific, the North America and the Philippine plates. The collision between these plates in the central part of Honshu (Japan main island) is the main source of strain accumulation in the crust of western part of Japan. Casualty figures quickly mounted by the hour and when it was all said and done 5,472 people had lost their lives and 415,000 people were left injured. By the fourth day after the earthquake about 310,000 residents spent the night at 1,077 refugee centres. More than 350 fires broke out wiping out around 100 hectares of densely populated area. Fire fighting was virtually ineffective due to an inadequate water supply and access to fires. Lifeline facilities were severely damaged over a large area and following the earthquake, 900,000 households were left without electricity, 850,000 households were without gas, and water supply cuts affected about 2.5 million people. Nippon Telegraph and Telephone (NTT) Corp.'s 160,000 lines out of 800,000 lines were out of order. The damage to major infrastructure, especially to the elevated expressway and shinkansen (bullet train) tracks, shocked engineers, planners and the general public. According to news reports its tracks were damaged at 42 locations. The first Shinkansen train was to run 30 minutes after the time of the earthquake. Had the disaster occurred few hours later, with an average capacity of about 1,600 passengers/train, casualty rate could have been much higher. Sections of elevated Hanshin expressway toppled virtually cutting off major transport lines to the affected areas. A contiguous section supported by eighteen single columns had fallen sideways in Higashi Nada-ku. Modern buildings -- and structures retrofitted with up-to-date engineering techniques -- fared well in the Great Hyogo quake. Much of the damage occurred in traditionally built older homes and in areas near the coast where liquefaction of the soil caused instability in structures. A large number of reinforced concrete structu res were completely devastated. The economic damage estimates vary from around 100 - 150 billion dollars US. The most extensively and severely damaged structures were smaller commercial buildings (often with residences upstairs) constructed with limited engineering design and traditional homes. The smaller commercial and mixed occupancy buildings are typically framed with wood or light steel and have walls of stucco over wood slats. Many of these buildings have a large shop window in the front and lack interior walls, factors which weaken the first floor. Traditional homes, typically those built before the 1970s, have heavy tile roofs with tiles set in a thick clay and mud mortar, few partitions, and are not waterproofed which causes widespread dry rot and water damage. Little nailing is used; wood joinery is more common. Many casualties were found in damaged and collapsed traditional homes. The heavy tile roofs stressed the walls, which cracked, crumbled and often collapsed, triggering fires from broken gas pipes. The Kobe earthquake exposed more modern and engineered buildings to stronger forces than any previous earthquake. The preliminary report indicates more studies are needed to evaluate seismic codes, design practice and construction

Hitler vs. Churchill essays

Hitler vs. Churchill essays Adolf Hitler wasnt always a cold-hearted dictator. He, believe it or not, was a regular little boy who rose to a monster. He was born on April 20, 1889 in Braunua, Austria. He was the fourth child of Alois Hitler and Klara Polzl. His father was a very strict man and demanded the highest respect from his children. He enforced this with the occasional slap upside the head. I think this is partially what drove him to insanity. The other part, I think, comes from his mother. His mother was overprotective of him and did nothing but shower him with love. To a certain extent, that can make you go crazy! The infant Hitler lived in his hometown until the age of three. At this point his family moved to Passau, along the Inn River on the German side of the border. The family moved once more after the birth of his brother Edmund. They were now located on a farm in a town 30 miles southwest of Linz. There, his sister, Paula, was born. That made the 5th full-blooded sibling. He also had two half siblings from his fathers previous two marriages. As a child, Adolf wanted to be a priest. For a portion of his life, he lived across the street from a large Benedictine monastery. By the beginning of a new century (1900) Hitler started to paint. He became a great artist. As a child he flipped flopped what he wanted to be when he grew up. He wound up going to the school that his fathers choose. He was enrolled in the Realschule. He did not do well there. In the year 1903 Alois Hitler died. He suffered from a pleural hemorrhage. Approximately two and a half years later he dropped out of school. This was partially because he suffered from lung infections and partially because of the result of poor schoolwork. Only four years after the death of his father, his mother died. She died on December 21, 1907. She had developed terminal breast cancer and after being treated by a Jewish doctor. Hitler then spent six years in Vienna virtual...

Information system in business Essay Example | Topics and Well Written Essays - 500 words

Information system in business - Essay Example The company prides in large number of shareholders. Argo Investment Limited has more than 68, 000 shareholders. The company attaches the huge number of shareholders to its reputation, high capital, regular income, and great regard of their clients’ savings (Forde & Beelaerts, 2011:123). Australian Foundation Investment Company aspires to continue providing attractive investment returns to their clients. The objectives of this company are to pay dividends that have a steady growth and enhance capital, which its shareholders have invested. On top of this, Australian Foundation Investment Company aims to provide good total returns of shares not only in medium terms, but also in long terms (Australian Foundation Investment Company, 2012:1). Argo Investments allows individual investors, trusts, and companies to invest in their company, which has a professional management and diversified portfolio of Australian shares. Argo has been paying dividends to its shareholders annually since it started over 60 years ago. Argo has invested in 120 companies and trusts aiming to grow in capital as it continues to create value in Australian Securities Exchange. The company capitalizes on globalization of economy. In the light of benefits from interconnectedness of the world in terms of economy, Argo has invested in the businesses that have expanded their activities in different regions of the globe (Argo Investment, 2012:2). Argo’s assets attract a huge market. Its shares have been selling highly in the Australian Securities Exchange. The company does not have plans to dispose its long-term investment portfolio. In 30 April 2012, the cost per share in this company stood at $5.80. After deduction of tax, the price of a single share reduces to $5.32. Australian Foundation Investment Company gives a dividend reinvestment plan. Share acquisition plan issues capital and other raisings of the company (Argo Investment, 2012:1). I recommend that an investor should invest in

Forensic Questioned Document Examinations Essay

Forensic Questioned Document Examinations - Essay Example Forensic question document examination is also used to analyze documents that are being disputed. For instance, if there is any question that a document is legitimate, then a question document examiner will analyze the document to determine its validity. This is especially necessary in cases where fraud may be present. In some instances, question document examiners are asked to be witnesses in cases (Koppenhaver, 2007; Southeastern Association of Forensic Document Examiners 2010). To have a clear analysis of forensic question document examination, it is fitting that we look at both the advantages and the disadvantages of this element of forensics. First, we will analyze the advantages of question document examination. One advantage to using question document examination is that this element of forensics can enable forensic personnel to extract a number of very elaborate and extremely valuable details that will aid in speedily solving crimes and determining whether or not a particular document is fraudulent or valid. . There are a number of different technologies that facilitate this. For instance, there are techniques to determine what types of inks are used to write documents, which not only works wonders in determining validity but can also point to a particular suspect. Techniques, such as â€Å"high performance liquid chromatography and infrared spectroscopy with principal components analysis and linear discriminate analysis† facilitate the forensic classification of inks from various ballpoint pins (Kher, 2006). . When one knows the type of ink that has been used to write documents, this will possibly narrow down suspects because efforts will then be focused on analyzing documents written in only that particular ink and looking with pens that contain that particular ink at the crime scene, which will bring forensic personnel one step closer to solving the case. Then, there are the numerous analysis techniques and various technologies that enable