10 Roommate Gift Ideas That Wont Blow Your Budget

10 Roommate Gift Ideas That Wont Blow Your Budget Even though you sometimes know more about your roommate than anyone else on campus, finding the perfect gift can still be challenging. Fortunately, with a little creative thinking, you can get your male or female roommate the perfect holiday, birthday, or farewell gift without blowing your budget. Something OnlyYou Know They Need You may see your roommate struggling with something that has been well-loved for a little too long. It could be a new hair dryer, a new towel set, a new shower caddy, or generally anything they use frequently. Something of Yours That They're Always Borrowing Your rain boots, favorite shirt, jeans, cute black pumps, or basketball may technically be yours, but seem to have been adopted by your roommate lately. Give them a new, similar product of their own so they can enjoy it without worrying- and without having to check with you first. A Gift Certificate to Their Favorite Restaurant On or Off Campus Does your roommate always walk around with a Starbucks coffee, Jamba Juice smoothie, or burger from the place across the street? Consider getting a small gift certificate to a place you know they already love. A Gift From the Campus Bookstore Because honestly, who minds having another t-shirt, sweatshirt, or pair of comfy pants with your school logo on them? A Small Gift Every Day of Their BirthdayWeek This is a great option if youre a little short on cash. You can surprise your roommate with something fun every day of their birthday week: their favorite candy bar placed on their computer keyboard one day, a box of their favorite cereal the next. A New Laptop Bag/Backpack/Gym Bag/Purse/etc College students are notoriously rough on their bags. And, given that you share living quarters, youve probably seen the worst of the worst when it comes to how your roommate treats their backpack, gym bag, etc. Consider getting them a replacement or even just an extra one for when things get really ugly. Some of Their Favorite Personal Products Does your roommate have a favorite perfume? Cologne? Brand of flip-flops theyre always wearing? Grab an extra one, throw it in a gift bag, and ... voila! Instant personal roommate gift. A Book by Their Favorite Author or on Their Favorite Topic Chances are, your roommate has some passions and interests that they dont get the chance to read about just for pleasure. Surprise them with something theyll enjoy without having to worry about writing a paper on later. A Simple Electronic Device to Make Life Easier You can never have too many thumb drives, phone chargers, or earphones. These inexpensive electronics make for great, inexpensive gifts. A Gift Certificate to Their Favorite Website Does your roommate love iTunes? An online game? Consider getting them a gift certificate that they can use electronically. Added bonus: These make great last-minute gifts since theyre often delivered instantly.

Clinical Governance and Risk Management Essays

Clinical Governance and Risk Management Essays Clinical Governance and Risk Management Essay Clinical Governance and Risk Management Essay Clinical Governance and Risk Management have become increasingly important over the last decade in the various fields of nursing. The development of the concept of clinical governance will be discussed and how it can be facilitated into practice with relation to learning disabilities nursing. Clinical Governance was first introduced in the White Paper ‘The New NHS: Modern, dependable’ (DoH, 1997). Donaldson (1998) viewed clinical governance as the vehicle to achieve, locally, continuous improvements in clinical quality, which will aid the government’s agenda for modernisation of the NHS. This modernisation includes improving services such as clinical audit, clinical effectiveness programmes and risk management. Donaldson was among many authors in 1998 that contribute to literature, which supported the need for clinical governance at a time when the standards and quality of healthcare provision were in decline. Risk management and assessment will be discussed in relation to learning disabilities to include disabled children in the child protection system. High quality risk assessments and risk management strategies are essential for children and adolescents with disabilities. It will be shown that barriers faced in the assessment process often lead to disabled children being discriminated against in the child protection system. To understand the development of clinical governance, we must firstly gain knowledge of its origins. During the early 1990’s, government documents and a series of high profile medical disasters such as the National Health Service (NHS) failures in bone tumour diagnosis and in paediatric surgery in Bristol helped to bring quality improvement to the top of the White Paper agenda (Nicholls, S et al 2000). The Patient’s Charter (1992) and The Citizen’s Charter (1993) are documents that drew the publics attention towards the quality and standards of care been delivered by the NHS. Both these charters gave rise to informing and empowering patients to the standard of care they found acceptable. Upon the deliver of these charters, healthcare professionals and the public became better informed and educated, thus demanded a higher quality of healthcare. The decline in the quality and standard of care by the NHS was now made public. The government had to act upon this. As mentioned, the term clinical governance became prominent following the publication of the first White Paper report, in which the government set out its agenda for the modernisation of the NHS. Succeeding this a year later was a new White Paper report, A First Class Service – Quality in the new NHS (DoH, 1998) which defines clinical governance as ‘A framework through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will flourish’. The evolution of clinical governance, promoted the various sectors of the NHS to embrace and define this new system to their specific field. Dewar (2000) suggests that the official definition has deliberately been left incomplete so that health professionals can define their own systems of clinical governance in their own way. An explosion of clinical governance definitions were circulated through the health sector in relation to specific fields such as, doctors, GPs, nurses, physiotherapists, pharmacists etc. The Royal Collage of Nursing (1998) defines clinical governance as ‘a framework, which helps all clinicians including nurses to continuously improve quality and safeguard standards of care’. McSherry and Pearce (2007) argue that even though the majority of healthcare professionals welcomed the initial definition, individuals have interpreted, internalised and transferred the meaning of clinical governance to their specific profession. The definitions supplied by the individual sectors, are in agreement that this is a framework, which pulls all the ranges of organisational departments together, and were individuals and organisations are accountable for clinical quality, service and patient safety. The Health Act (1999) gave chief executives of NHS trusts a statutory responsibility for clinical governance; they are accountable for the successful implementation. However, to achieve the daily high standards of care all staff must acknowledge and understand the components that support clinical governance into their practice. Boden and Kelly (1999) view these components as Clinical audit, Clinical effectiveness, Clinical Risk management, Quality assurance and Organisational and staff development. Some of the components may or may not be new but they are now placed in an overall framework for quality and assurance. Each element mentioned, must be scrutinised to ensure it is serving both the patient and the organisation. McSherry and Pearce (2007a pg. 59) state that ‘to ensure that an organisation and staff deliver a high quality service, they need to have sound knowledge and well developed skills and competencies to perform their roles efficiently and effectively’. To attain this, it is essential that each component is lead by a clinician who has respect and confidence in healthcare staff and has the ability to influence, guide and lead through change. Walshe (2000) recognise the growing number of research articles on clinical governance that identify the many challenges that organisations face in its implementation. The barriers affecting the implementing process originate from internal and external sources, which can affect the organisation, teams and individuals (McSherry and Pearce 2007b). Key themes linked to the barriers affecting the implementation are culture, management, leadership, communication, education and training, knowledge and support (McSherry and Pearce 2007c pg 121). A study by Currie and Loftus-Hills (2002) found that clinicians were aware of the importance of creating a culture in which clinical governance could thrive but felt that they still exist in a blame culture, which seeks to address mistakes and apportion blame to individuals. Creating a culture that inhibits staff to voice their concerns or report when mistakes are made. This culture that seeks to apportion blame only leads to secrecy, mistrust and a failure to report mistakes, which hinders staff development and learning. For clinical governance to be accepted and practiced with in healthcare, a shift in attitudes and culture is needed. T o achieve this Cullen et al (2000) states that we need to unlearn some old habits and develop some new ones in order to develop a new healthcare culture that works under the guidance of clinical governance. This new cultural will guide staff in reporting mistakes, without prejudice, to the appropriate staff member and reducing clinical risk through learning by mistakes. Improving the patients experience in healthcare is seen as the central purpose of clinical governance. Roberts (2002) report that each year nearly 28,000 written complaints are made about aspects of clinical treatment in hospitals and the NHS pays out around ? 400 million in settlements of clinical negligence claims. As part of the government’s efforts to improve quality assurance and patient’s safety, the Department of Health (2000) published ‘An organisation with a memory’ which identified areas of healthcare practice that requires change. Clinical governance and risk management are included in the contents, as they are part of the government’s current strategy for modernisation in the NHS. Risk management is a statutory duty to be carried out by every NHS and other health organisations. It has been defined as ‘ a means of reducing the risk of adverse events occurring in an organisation by systematically assessing, reviewing and then seeking ways to prevent their occurrence. Clinical Risk management takes place in a clinical setting’ (NHS Executive, 2001). All healthcare professionals must ensure that risk management is a process for identifying the risks that have adverse effects on the quality, safety and effectiveness of service delivery. A risk management strategy provides the framework for assessing and evaluating those risks and takes positive action to eliminate or reduce them. Within a clinical healthcare setting the elimination of risk is paramount, however it will now be argued that the complete elimination of risk for people with a learning disability is not always preferable. Many definitions of risk are negative and this often leads to the assumption that risks should be completely eliminated. Giddens (1998) argues that risk taking â€Å"is a core element in the creation of a dynamic economy and innovative society† (cited in Denney 2005 p. 11). From a more individualist perspective risk can be seen as an opportunity to learn about the implications of our decisions (Sellars 2002). This is particularly true for people with disabilities. Often people with disabilities are over-protected and consequently do not have opportunities for experimentation and learning (Sellars 2002a). When a person with disabilities is empowered to take risks it can give them a sense of achievement and independence. Taking risks is part of leading a normal life and people with disabilities should be empowered to take risks. Risk in this context is positive. The complete elimination of risk would deny people the opportunity of personal development and learning from mistakes (Sellars 2002b). Therefore it is argued that the complete elimination of risk is undesirable. The Disability Discrimination Act was a key development for people with disabilities. The Act was a major step forward in determining how statutory services should respond to the aspirations of disabled people (Russell 1996). The Local Authority as a service provider has responsibility for the discriminatory attitudes or omissions of its employees. Another key policy document was The Same as You, a review of services for people with learning disabilities. The publication of this document is to be applauded since it strengthened the view that people with disabilities should be empowered to lead a normal life. There is much emphasis on empowering people to take risks as it is recognised as part of leading a normal life. Although there has been many improvements in the way in which society views disabled people there is still evidence that they discriminated against. This is clearly evident in the child protection system. There has been an overwhelming body of research conducted in the United States which highlights that children with disabilities are more vulnerable to abuse. A study by Sulivan and Knutson (2000) found disabled children were more likely to be abused and neglected than non-disabled children (cited in Miller 2003). They discovered that â€Å"disabled children are 3. times more likely to be neglected, 3. 8 times more likely to be physically abused, 3. 1 times more likely to be sexually abused and 3. 9 times more likely to be emotionally abused. Overall they found that 31% of disabled children had been abused compared to 9% among the non-disabled population† (Miller 2003a pg. 19). Therefore it has been well established in research from the United States that children with disabil ities experience an increased risk of abuse. Research in the UK which explores the safeguarding and abuse of children with disabilities is limited (Millar 2003b). The very fact that there has been little research in the UK seems very telling of the attitudes and cultural norms of British society. This seems to point out that disabled children are less worthy of being protected from abuse. Research literature can be divided into three main categories which indicate increased vulnerability factors for the disabled child. Miller (2003c pg. 20) describes these as: â€Å"attitudes and assumptions held by others, inadequacies in service provision and factors associated with the impairment†. Middleton (1996) argues that there is a widespread belief that children with disabilities are not subjected to abuse. This can lead to a failure to report abuse. Poorly developed services can also increase a disabled child’s vulnerability to abuse (Miller 2003d). For example, disabled children are often taught to be compliant and when their behaviour is seen as non-compliant they are often subject to techniques which ensure compliance. Also, disabled children may not have access to support with communication (Miller 2003e). Lack of support services can leave children with disabilities and their families feeling isolated and Miller (2003f pg. 22) argues â€Å"isolation is widely recognised to be a factor for abuse†. When a child does have access to services they may be more vulnerable to abuse simply because of the multitude of people in their lives (Middleton 1996a). Another concerning problems highlighted by Miller (2003g) is organisational and skills gaps between professionals who work with disabled children and those who work in the child protection system which creates barriers to effective child protection. Also when a disabled child is behaving in a way which may indicate unhappiness more often than not it is associated with the impairment rather than being taken as a sign of abuse (Middleton 1996b). These factors create barriers in the assessment of risk for children with disabilities. Calder (2002) argues the DOH framework for assessment has changed the focus of assessment. It is based on an ecological approach and expects that assessments are grounded in evidence based practice. The practice guidance for this framework suggests that it has been designed to be inclusive of all children in need and states that it is the duty of social services to ensure that â€Å"every child is assessed in a way that recognises the child’s individuality and particular needs† (Department of Health 2000 pg. 73). The assessment process will involve the systematic collection of information which results in the identification of risks, what they are, and the likelihood of their future occurrence, if there is a need for intervention and if so what that will be (Calder 2002a). Calder (2002b) argues that whilst this framework which was research driven is better than a framework which involves professional consensus he argues that it struggles to ‘embrace the diversity of practice situations’. Calder (2002c) argues that professionals must acknowledge that this framework is merely a tool and it can only aid professional judgement. This appears to be particularly true when it is applied to the assessment of children with disabilities who face abuse. Some criticism can be applied to the use of this model of assessment in work with children with disabilities. One of the expectations of the assessment process is that it is grounded in evidence based practice (Calder 2002d). As previously mentioned research in relation to the abuse and safeguarding of children with disabilities is limited. This makes the expectation that assessments are grounded in evidence based research almost impossible to achieve. Middleton (1996c) argues that there is a lack of confidence among disability specialists in the child protection system. Lack of familiarity with the child’s disability can often get in the way of social workers using their child protection expertise (Richardson Edwards 2003). An adequate assessment will often require the social worker to work in collaboration with many different professionals and other significant people in the child’s life. It may also be important to gather information from a specialist on the child’s impairment (Richardson Edwards 2003a). Sufficient time will be required to complete a holistic assessment (Richardson Edwards 2003b). However, Richardson and Edwards (2003c) argue the current child protection system does not allow for the additional time that may be required to complete a good assessment. Paul and Cawson (2002 pg. 270) argue â€Å"it is society’s response to disability that may lead to the increased abuse of disabled people†. This is evidenced in the belief that parents with disabled children are under more pressure than most parents and therefore abuse is seen as more excusable (Middleton 1996d). Attitudes such as this could lead to reticence in challenging parents which will be detrimental to the risk assessment process. Another major problem in the assessment process is that disabled children are often in contact with many people and it may be difficult to identify the perpetrator (Richardson Edwards 2003d). Richardson and Edwards (2003e pg. 39) argue â€Å"this should not inhibit action to safeguard a child although in our experience it often does†. Sobsey and Doe (1991) argue that disabled children have as much right as any body to experience a safe environment. They argue that while any environment cannot be totally risk free steps can be taken to reduce risk and any failure on the part of the agency to implement risk management techniques is negligence. Considering the increased risk that children with disabilities face it is essential that risk assessment strategies are identified and implemented. Sobsey and Doe (1991a) identify a number of risk management strategies which could be implemented. For example, â€Å"people with disabilities should be taught to discriminate appropriate occasions for compliance and for assertiveness† (Sobsey Doe 1991b pg. 41). Appropriate sex education is also essential. The belief of keeping sex a secret from people with disabilities is discriminatory. Sobsey and Doe (1991c) found that sexual offences against people with disabilities appear to be similar to other sex crimes. For example the offenders are predominantly male and victims are predominantly female. Sobsey and Doe (1991d) found that there w as a similarity in relationships between offenders to victims. There was evidence of an underlying abuse of power (Sobsey Doe 1991e). They found that differences such as the increase of incidence were found to ‘exist as extremes on a continuum rather than fundamental differences’ (Sobsey Doe 1991f pg. 251). Given that offences against disabled children appear to be similar to those against non-disabled children it would seem that developing risk management strategies would be similar. Risk management strategies for non-disabled children appear to have been well established. It follows then that these can be used with disabled children. Services need to be developed in order to be inclusive of children with disabilities. Support for families and children with disabilities are essential. It will be helpful if â€Å"family assessment centres and other support services provide a service for families with disabled children as indeed they are required to do under the Disability Discrimination Act† (Richardson Edwards 2003f pg. 42) Victims who cannot speak for themselves should be provided with assistance so that the risk of abuse may be decreased (Sobsey Doe 1991g). Most importantly our cultural beliefs that often devalue people with disabilities should be challenged and disregarded. It should be brought to the public attention that people with disabilities do add value to our society. Also where people have been subjected to abuse treatment programmes should be provided (Sobsey Doe 1991h). This will be no easy task and there will be many challenges. In order to protect children increased collaboration between disability specialists and child protection specialists is also of the utmost importance. Increased awareness of the abuse of disabled children and research will also be essential. The development of risk management strategies is recognition that abuse does occur and is a step forward in countering cultural attitudes towards children with disabilities. It is clear from research that disabled children are more vulnerable to abuse. Currently the child protection system appears to deny the abuse of disabled children. There are many barriers in assessing and managing risk but this does not mean that disabled children should not be provided with the same protection as non-disabled children. Cultural attitudes need to be challenged and there needs to be recognition that disabled children are victims of abuse. Research about the abuse and safeguarding of disabled children should be conducted in the UK and risk management strategies should be developed. What will it take to get the abuse of disabled children onto the policy agenda, another public inquiry perhaps? Until it is recognised that disabled children are discriminated against in the child protection system there can be no hope of reducing their vulnerability. Word count 3, 186

Bingo 2009 Nba Playoffs and Eye Essay

Bingo 2009 Nba Playoffs and Eye Essay Bingo: 2009 Nba Playoffs and Eye Essay HANG TIME HEADQUARTERS – The Kia Countdown to Tip Off clock says we have 35 days until the start of the NBA regular season. But for those of us that cannot wait until then, the start of training camp provides the ultimate fix. And we’re just days away from the first official day of camp for some teams. You’ll get what you need by the weekend in places like Houston, Chicago, Dallas, Indianapolis, Denver and Los Angeles. With several teams set for international play, not everyone will wait until October to kick things off. Still, many of the lingering questions about the 2013-14 season will begin to be answered as the camps open around the league. Our man David Aldridge detailed many of those storylines in his Morning Tip yesterday (if you missed it), but this passage rings most true: We’re going to find out if LeBron James, Dwyane Wade, Chris Bosh and the Miami Heat are fully prepared for the challenge that is trying to three-peat. We’ll see if Dwight Howard and the young group of stars in Houston are the perfect fit the big fella (and the Rockets’ brass) believed them to be in free agency. We’ll see exactly where stars like Derrick Rose, Kobe Bryant, Russell Westbrook, Rajon Rondo and others are in their respective rehabilitation processes from injuries that wiped out some, and in Rose’s case the entire, 2012-13 season. We’ll find out just how good the fit is for new coaches - Doc Rivers gets his fresh start in Los Angeles with the Clippers, Brian Shaw in Denver with the Nuggets, Brad Stevens in Boston with the Celtics and Jason Kidd takes the reigns in Brooklyn with the Nets, just to name a few - around the league. The answers to all of those questions and plenty more is all just days away †¦ And, in case you forgot, here are some handy-dandy reference materials as you prep for training camps: Free Agent Tracker | Player movement | Offseason Report Cards EASTERN CONFERENCE ATLANTA HAWKS Oct. 1 - University of Georgia (Athens) and Philips Arena (Atlanta) Keep an eye on: The Hawks completely overhauled the roster, leaving Al Horford as the center of attention on and off the court. . BOSTON CELTICS Oct. 1 - Salve Regina University (Newport, R.I.) and Celtics Practice Facility (Waltham, Mass.) Keep an eye on: Danny Ainge‘s rebuilding project will have to take shape quickly with Rondo as the unquestioned leader of this bunch and Brad Stevens as the new bench maestro. BROOKLYN NETS Oct. 1 - Duke University (Durham, N.C.) Keep an eye on: Having camp on a college campus is fitting for the experiment that will be Jason Kidd coaching veteran stars Paul Pierce, Kevin Garnett, Jason Terry and Deron Williams. . CHARLOTTE BOBCATS Oct. 1 - Kimmel Arena (Ashville, N.C.) Keep an eye on: For the sake of youngsters Kemba Walker, Gerald Henderson, Michael Kidd-Gilchrist and Cody Zeller, the Steve Clifford era has to be better than the brief Mike Dunlap experience. CHICAGO BULLS Sept. 28 - the Berto Center (Deerfield, Ill.) Keep an eye on: All eyes will be on Rose, as they should be. The Bulls’ fate this season rests on his triumphant return from the knee injury that cost him the entire 2012-13 season. . CLEVELAND CAVALIERS Oct. 1 - the Cleveland Clinic Courts (Independence, Ohio) Keep an eye on: No one has seen free-agent big man Andrew Bynum or No. 1 overall pick Anthony Bennett in live action all summer, so camp will give us our first glimpse of the Cavaliers’ two biggest offseason additions. You better believe All-Star Kyrie Irving will be watching them both closely. . DETROIT PISTONS Oct. 1 - the Pistons Practice Facility (Auburn Hills, Mich.) Keep an eye on: Josh Smith and Brandon Jennings give the Pistons an edge they’ve lacked in recent seasons, an edge that veteran Chauncey Billups will help smooth out over the course of the season. . INDIANA PACERS Sept. 28 - Bankers Life Fieldhouse (Indianapolis) Keep an eye on: Paul George‘s contract extension should be finalized by the start of camp,

Mary Wollstonecraft and Mary Shelley

Mary Wollstonecraft and Mary Shelley Mary Wollstonecraft was a pioneer in feminist thinking and writing. The author gave birth to Mary Wollstonecraft Shelley in 1797. Wollstonecraft died soon after childbirth due to a fever. How could this have influenced Shelley’s writings? Although her mother did not live long enough to influence Shelley directly, it is clear that the Wollstonecraft and the ideas of the Romantic era greatly shaped Shelley’s beliefs. The Life of Mary Wollstonecraft Wollstonecraft was strongly influenced by Thomas Paine and argued that women deserved equal rights. She saw how her own father treated her mother as property and refused to allow the same future for herself. When she became old enough, she earned a living as a governess but was bored with this work. She wanted to challenge her high intellect. When she was 28, she wrote a semi-autobiographical novel titled Maria. She soon moved to London and became an admired professional writer and editor who wrote about the rights of women and children. In 1790, Wollstonecraft wrote her essay A Vindication of the Rights of Men based on her reaction to the French Revolution. This essay influenced her famous feminist social study A Vindication of the Rights of Woman, which she wrote two years later. The work continues to be read in literature and Womens studies classes today. Wollstonecraft experienced two romantic affairs and gave birth to Fanny before falling in love with William Godwin. By November  1796, she became pregnant with their only child, Mary Wollstonecraft Shelley. Godwin and she were married in March of the following year. During the summer, she began writing The Wrongs of Women: or Maria. Shelley was born on August 30 and Wollstonecraft died less than two weeks later. Godwin raised both Fanny and Mary surrounded by philosophers and poets, such as Coleridge and Lamb. He also taught Mary to read and spell her name by having her trace her mothers inscription on the stone. Mary Shelley and Frankenstein With much of the independent spirit that drove her mother, Mary left home when she was 16 to live with her lover, Percy Shelley, who was unhappily married at the time. Society and even her father treated her as an outcast. This rejection influenced her writings greatly. Along with the suicides of Percys estranged wife and then Marys half-sister Fanny, her alienated status inspired her to write her greatest work, Frankenstein. Frankenstein is often referenced as the start of Science Fiction. Legend  claims that Shelley wrote the whole book in one night as part of a competition between herself, Percy Shelley, Lord Byron and John Polidori. The aim was to see who could write the best horror story. While Shelleys tale isnt usually classified as a horror it did spawn a new genre mixing moral questions with science.

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 4

Philosophy - Essay Example This personal philosophy emanates from the changes over the years which have moved away from publicity to â€Å"school public relations† and finally to the current concept of â€Å"school-community relations† (Bagin and Galleger 2005, p. 12). This is because, school as an intricate part of the community cannot adjust to transformations within the â€Å"social order† or make corresponding improvements in the delivery of its services without citizen participation (Bagin and Galleger 2005, p. 13). Leadership in school and community relations therefore aims to encourage participation by operating a transparent organization so that citizens and the community at large are fully informed. They in turn can share concerns and opinions among themselves and with the school administrators. As Bagin and Galleger (2005) inform, by taking this approach, citizens will grow to know the school directly and they are in a better position to participate in the administration of the s chool (p. 13). Citizen participation will naturally involve asking questions, sharing ideas, considering proposes projects and taking a stance relative to important matters.

Performance Lab Report Example | Topics and Well Written Essays - 500 words

Performance - Lab Report Example The other factors which help in motivating the employees of the facility are abstract to say the least but a sense of duty and the positive feelings associated with doing something that matters seem to play a big part there. However, this does not meant that the people working there do not need rewards or recognition since that is an important part of working and remaining motivated to work. To handle this aspect of motivation, the presentation moves towards discussing a leadership program at the facility which is presently non-existent. The presentation highlights why this is important for motivating and getting more productivity out of the employees working at the facility by extolling the values of training and knowledge management. The issue of knowledge management comes from the idea that there are four generations of individuals who are present in the facility and they have very different knowledge bases which come with different approaches to the management of the organization. These differences in approaches are then discussed in detail with regard to the leadership program that could be created at the facility. DDI Leadership is one organization which could help in the development of a good system for the leadership program which is based on a performance appraisal system created by the company. Performance appraisal would have its own criteria for various departments and various aspects of the work which is performed at the facility but the overall objective of the performance appraisal system would be to spot and earmark those individuals who can come up as the future leaders of the organization. Individuals can also respond to the performance appraisals given to them and appraise their managers based on their own opinions of their leadership abilities and performance. Finally, the presentation gives some key

Collaboration Technologies Essay Example | Topics and Well Written Essays - 500 words

Collaboration Technologies - Essay Example Groupware minimises interference by technology while maximising interaction among several persons. Laudon and Laudon (2007, p. 287) indicates that groupware provides the required capabilities for collaborative work and communication across an enterprise of between persons and groups. It is used to write and comment on group projects, share important ideas and documents, conducting meetings electronically, tracking projects, scheduling activities and sending e-mails. WordiQ,com (2010) indicates that there are three levels of collaboration and by so doing makes collaboration technologies synonymous with groupware. The three levels of groupware which are dependent on the level of collaboration are communication tools, conferencing tools and collaborative management tools. Electronic communication tools transmit messages, files, data and documents between persons in order to facilitate information sharing. These tools include: email, web publishing and voice mail. Electronic conferencing tools facilitate interaction between persons in the transmission of information. These tools include video conferencing systems, voice conferencing, video conferencing, discussion forums, chat rooms and electronic meeting systems. Collaborative management tools both facilitate as well as manage group activities. They include project management systems workflow systems, electronic calendars and knowledge management systems.