Statistical Problem Essay Example | Topics and Well Written Essays - 500 words

Statistical Problem - Essay Example However since it is an online poll, it is difficult to know about the demographical state of those who participated in the poll exactly. Moreover since the poll was conducted during the week end itself it would be rather obvious that all people who were on vacation or at a military cemetery would not be in front of their PC in order to participate in the poll. Hence such a poll would seem very unsuitable, unless if it were carried before the weekend. Simple random sampling is the basic sampling technique where we select a group of subjects (a sample) for study from a larger group (a population). Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Every possible sample of a given size has the same chance of selection. c. Based on the above, if we consider the stratified sample of 25 high schools, the number of schools which would be selected with a percent free lunch value between 30 and 40 would be 8% of 25 which equals to 0.08 X 25 =

Develop a Marxist critique of Mills account of individual liberty Essay

Develop a Marxist critique of Mills account of individual liberty - Essay Example Mill introduces his account on individual liberty by describing the form of liberty present in his arguments. The author becomes clear to the reader by specifying the subject of the essay as that which considers both social and civil liberty. This is for the purpose of creating a succinct understanding of individual liberty as described by the author. Mill considers civilization as a struggle that occurs between a person and a society causing the individual to change behavior in an attempt to fit in the society (Mill 5). The author criticizes the public laws and opinions regarding them as determinants of the actions of individuals instead of the person having power over his own thoughts. Mill objects the idea of public laws and opinions, which affects the well-being of the society. He argues that such laws should only apply in cases where the actions of an individual directly affect the society (Mill 6). The argument of the author is that these laws cause an individual to act against his will. The author does not only argue on the laws but also on the morality of individuals. Mill is critical about the notion of public on the behavior of individuals; he does not accept the judgments that the public makes and that discriminates a person due to behavioral aspects. He terms such actions and ideas as coerce claiming that their illegitimacy is undesired. Mill’s notion that persons in the society can improve themselves in the absence of laws brings questions on whether the society can be a better place without these laws. His notion makes him regard various societies as a dwelling on an order of value (Mill 6). He sets an example of barbaric societies acting like children in the absence of necessary guidance of their independence. Mill’s expression of liberty is utilitarian rather than based on natural rights as exemplified in metaphysical opinion by Kant (Marx, Engels 40). The second chapter of Mill’s account

Report on Business Level Strategy Essay Example for Free

Report on Business Level Strategy Essay Any given organization may comprise a number of different businesses. Each operating in distinct markets and serving different customers. A market is defined by demand conditions and based on an organization’s customers and potential customers. Industry is determined by supply conditions and based on production technology. Business level strategy is a means of separating out and formulating a competitive strategy at the level of individual business unit. This is sometimes referred to as a Strategic Business Unit (SBU). A Strategic Business Unit is a distinct part of an organization which focuses upon a particular market or markets for its products and services. The parent company sets the overall or corporate strategy. The role of the business unit is to devise a strategy which allows it to compete successfully in the marketplace and to contribute to the corporate strategy. A sustainable competitive advantage is about performing different activities or performing similar activities in a different ways. In other words, the firm must be capable of producing value for the customer that is recognized as being superior to that of its competitors. Michael Porter (1980) developed three generic strategies to help an organization outperform rivals within an industry, and so successfully position itself against the five forces. These strategies are referred to as generic because they apply to different types of organizations in different industries. The first of these three strategies is called Overall Cost Leadership. A cost leadership strategy involves a firm being the lowest cost producer within the industry. This allows the firm to outperform the rivals within the industry because it can charge lower prices and its lowest cost base still allows it to earn profit. In effect, this firm can charge the lowest price within the industry which the rivals simply cannot match. Therefore, a cost leadership strategy allows the firm to make superior profits. A Differentiation Strategy is based on producing products or services which are perceived by the customers as unique or different. A differentiated product has the opportunity to meet different customer needs more closely. It is the difference that is the basis on which the customers are prepared to pay a premium price. Clearly, the cost of producing differentiation must not outweigh the price being charged. Or, put another way, customer should be prepared to pay a price which exceeds the costs of differentiation, thereby allowing the organization to earn superior profits. The third Strategy is referred to as a Focus Strategy. A Focus Strategy allows an organization to target a segment of niche within a market. The segment may be based on a particular customer group, geographical markets, or specific product lines. Unlike overall cost leadership and differentiation strategies which are industry-wide, a focus strategy is aimed at serving a particular target market efficiency.

A Traumatic Brain Injury Health And Social Care Essay

A Traumatic Brain Injury Health And Social Care Essay The Brain Injury Association of America defines a traumatic brain injury as an insult to the brain, not of degenerative or congenital nature, caused by an external physical force that may produce a diminished or altered state of consciousness, which results in an impairment of cognitive abilities or physical functioning. It can also result in the disturbance of behavioral or emotional functioning.Any injury to the head may cause traumatic brain injury (TBI). There are two major types of TBI: Penetrating Injuries:  In these injuries, a foreign object (e.g., a bullet) enters the brain and causes damage to specific brain parts. This focal, or localized, damage occurs along the route the object has traveled in the brain. Symptoms vary depending on the part of the brain that is damaged. Closed Head Injuries:  Closed head injuries result from a blow to the head as occurs, for example, in a car accident when the head strikes the windshield or dashboard. These injuries cause two types of brain damage: People with a brain injury often have cognitive (thinking) and communication problems that significantly impair their ability to live independently. These problems vary depending on how widespread brain damage is and the location of the injury. Brain injury survivors may have trouble finding the words they need to express an idea or explain themselves through speaking and/or writing. It may be an effort for them to understand both written and spoken messages, as if they were trying to comprehend a foreign language. They may have difficulty with spelling, writing, and reading, as well. The person may have trouble with social communication, including: taking turns in conversation maintaining a topic of conversation using an appropriate tone of voice interpreting the subtleties of conversation (e.g., the difference between sarcasm and a serious statement) responding to facial expressions and body language keeping up with others in a fast-paced conversation Individuals may seem overemotional (overreacting) or flat (without emotional affect). Most frustrating to families and friends, a person may have little to no awareness of just how inappropriate he or she is acting. In general, communication can be very frustrating and unsuccessful. In addition to all of the above, muscles of the lips and tongue may be weaker or less coordinated after TBI. The person may have trouble speaking clearly. The person may not be able to speak loudly enough to be heard in conversation. Muscles may be so weak that the person is unable to speak at all. Weak muscles may also limit the ability to chew and swallow effectively. Treating traumatic brain injury  occurs when a patient is admitted to the hospital. Doctors work diligently to stabilize his or her condition, which can include unblocking airways, maintaining blood flow to the brain and, in extreme cases, resuscitation. In addition, doctors treat open wounds and administer antibiotics to prevent infection. Once a patient has stabilized, his or her doctors may order MRI scans, CT scans, or X-rays to help assess the level of brain damage. Doctors may also prescribe anti-convulsion medication to prevent seizures. In some instances, traumatic brain injury can lead to increased intracranial pressure. These cases often require surgery to accommodate brain swelling and excess fluid. Open head injuries may require surgery to remove broken skull fragments and insert synthetic pieces that protect delicate brain tissue. Traumatic brain injury rehabilitation  is an important part of treatment because it helps patients regain or manage impaired brain functions and minimizes long-term traumatic brain injury disabilities. Through rehabilitation, patients are sometimes able to regain important brain functions such as speech, memory and mobility. Rehabilitation can also help a victims family cope with the tragedy. Traumatic brain injury has many other causes, complications and treatments. Please read other articles on this site for more information on diagnosis, treatment and prevention of traumatic brain injury. The recovery process is different for everyone. Just as no two people are alike, no two brain injuries are alike. Recovery is typically lengthy-from months to years-because the brain takes a long time to heal. These tips, directed at the person with a brain injury, will help your loved one improve after the injury: Get lots of rest. Avoid doing anything that could cause another blow or jolt to the head. Ask the doctor when its safe to drive a car, ride a bike, play sports or use heavy equipment, because reaction time may be slower after a brain injury. Take prescription medication according to thedoctors instructions. Do not drink alcohol or use street drugs. Write things down to help with memory problems. Ask the doctor to recommend rehabilitation services that might help recovery, and follow those recommendations Mild injury Mild traumatic brain injuries usually require no treatment other than rest and over-the-counter pain relievers to treat a headache. However, a person with a mild traumatic brain injury usually needs to be monitored closely at home for any persistent, worsening or new symptoms. He or she also may have follow-up doctor appointments. The doctor will indicate when a return to work, school or recreational activities is appropriate. Its best to avoid physical or thinking (cognitive) activities until symptoms have stopped. Most people return to normal routines gradually. Immediate emergency care Emergency care for moderate to severe traumatic brain injuries focuses on making sure the person has an adequate oxygen and blood supply, maintaining blood pressure, and preventing any further injury to the head or neck. People with severe injuries may also have other injuries that need to be addressed. Additional treatments in the emergency room or intensive care unit of a hospital will focus on minimizing secondary damage due to inflammation, bleeding or reduced oxygen supply to the brain. Medications Medications to limit secondary damage to the brain immediately after an injury may include: Diuretics.  These drugs reduce the amount of fluid in tissues and increase urine output. Diuretics, given intravenously to people with traumatic brain injury, help reduce pressure inside the brain. Anti-seizure drugs.  People whove had a moderate to severe traumatic brain injury are at risk of having seizures during the first week after their injury. An anti-seizure drug may be given during the first week to avoid any additional brain damage that might be caused by a seizure. Additional anti-seizure treatments are used only if seizures occur. Coma-inducing drugs.  Doctors sometimes use drugs to put people into temporary comas because a comatose brain needs less oxygen to function. This is especially helpful if blood vessels, compressed by increased pressure in the brain, are unable to deliver the usual amount of nutrients and oxygen to brain cells. Surgery Emergency surgery may be needed to minimize additional damage to brain tissues. Surgery may be used to address the following problems: Removing clotted blood (hematomas).  Bleeding outside or within the brain can result in a collection of clotted blood (hematoma) that puts pressure on the brain and damages brain tissue. Repairing skull fractures.  Surgery may be needed to repair severe skull fractures or to remove pieces of skull in the brain. Opening a window in the skull.  Surgery may be used to relieve pressure inside the skull by draining accumulated cerebral spinal fluid or creating a window in the skull that provides more room for swollen tissues. Rehabilitation Most people who have had a significant brain injury will require rehabilitation. They may need to relearn basic skills, such as walking or talking. The goal is to improve their abilities to perform daily activities. Therapy usually begins in the hospital and continues at an inpatient rehabilitation unit, a residential treatment facility or through outpatient services. The type and duration of rehabilitation varies by individual, depending on the severity of the brain injury and what part of the brain was injured. Rehabilitation specialists may include: Physiatrist,  a doctor trained in physical medicine and rehabilitation, who oversees the entire rehabilitation process Occupational therapist  who helps the person learn, relearn or improve skills to perform everyday activities Physical therapist,  who helps with mobility and relearning movement patterns, balance and walking Speech and language pathologist,  who helps the person improve communication skills and use assistive communication devices if necessary Neuropsychologist or psychiatrist,  who helps the person manage behaviors or learn coping strategies, provides talk therapy as needed for emotional and psychological well-being, and prescribes medication as needed Social worker or case manager,  who facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers and family members Rehabilitation nurse,  who provides ongoing rehabilitation care and services and who helps with discharge planning from the hospital or rehabilitation facility Traumatic brain injury nurse specialist,  who helps coordinate care and educates the family about the injury and recovery process Recreational therapist,  who assists with leisure activities Vocational counselor,  who  assesses the ability to return to work and appropriate vocational opportunities, and provides resources for addressing common challenges in the workplace Prognosis (or Chance of Recovery) It is difficult to predict how well someone who has had a brain injury will recover, partly because there is no test a doctor can use to predict recovery. The Glasgow Coma Scale is used to determine the initial severity of a brain injury. It is often used at the scene of the accident or in the emergency room. This scale uses eye movements and ability to speak and move other parts of the body to determine the seriousness of the injury. Ask your doctor to explain the tests used to determine your loved ones ability to recover. Your loved ones prognosis will depend on many factors, including the severity of the injury, the type of injury, and what parts of the brain have been affected. Prompt diagnosis and treatment will help the recovery process. In discussing possible effects of TBI, the immediate physiological recovery (which may continue over months and years) was discussed in a  prior question. When the moderately or severely injured person has completed this initial recovery, the long-term functional deficits associated with TBI come to the fore. What areas of functioning may be affected by injury to the brain? Any or all of the functions the brain controls may be impacted. However, given that individuals differ greatly in their response to injury, any specific individual may experience only one, a few, or most of the possible effects. Further, a change in any of the possible areas of dysfunction, if it occurs at all, will vary in intensity across individuals from very subtle to moderate to life threatening. It is important to be aware also that not all functions of the individual are impacted by TBI. For example, feelings toward family, long-term memories, the ability to ski or cook, ones knowledge of the world, and so forth all may be intact, along with numerous other characteristics of an individual, even one who has experienced a moderate to severe injury. Individuals with a moderate-to-severe brain injury most typically experience problems in basic cognitive skills: sustaining attention, concentrating on tasks at hand, and remembering newly learned material. They may think slowly, speak slowly, and solve problems slowly. They may become confused easily when normal routines are changed or when the stimulation level from the environment exceeds their threshold. They may persevere at tasks too long, being unable to switch to a different tactic or a new task when encountering difficulties. Or, on the other hand, they may jump at the first solution they see, substituting impulsive responses for considered actions. They may be unable to go beyond a concrete appreciation of situations, to find abstract principles that are necessary to carry learning into new situations. Their speech and language may be impaired: word-finding problems, understanding the language of others, and the like. A major class of cognitive abilities that may be affected by TBI is referred to as executive functions the complex processing of large amounts of intricate information that we need to function creatively, competently and independently as beings in a complex world. Thus, after injury, individuals with TBI may be unable to function well in their social roles because of difficulty in planning ahead, in keeping track of time, in coordinating complex events, in making decisions based on broad input, in adapting to changes in life, and in otherwise being the executive in ones own life. With appropriate training and other supports, the person may be able to learn to compensate for some of these cognitive difficulties. TBI may cause emotional, social, or behavioral problems and changes in personality.[115][116][117][118]  These may include emotional instability,  depression, anxiety,hypomania,  mania, apathy, irritability, problems with social judgment, and impaired conversational skills.[115][118][119]  TBI appears to predispose survivors to psychiatric disorders including  obsessive compulsive disorder,  substance abuse,  dysthymia,  clinical depression,  bipolar disorder, and  anxiety disorders.[120]  In patients who have depression after TBI, suicidal ideation is not uncommon; the suicide rate among these persons is increased 2- to 3-fold.[121]  Social and behavioral symptoms that can follow TBI include disinhibition, inability to control anger, impulsiveness,  lack of initiative, inappropriate sexual activity, poor social judgment, and changes in personality. With TBI, the systems in the brain that control our social-emotional lives often are damaged. The consequences for the individual and for his or her significant others may be very difficult, as these changes may imply to them that the person who once was is no longer there. Thus, personality can be substantially or subtly modified following injury. The person who was once an optimist may now be depressed. The previously tactful and socially skilled negotiator may now be blurting comments that embarrass those around him/her. The person may also be characterized by a variety of other behaviors: dependent behaviors, emotional swings, lack of motivation, irritability, aggression, lethargy, being very uninhibited, and/or being unable to modify behavior to fit varying situations. A very important change that affects many people with TBI is referred to as denial (or, lack of awareness): The person becomes unable to compare post-injury behavior and abilities with pre-injury behavior and abilities. For these individuals, the effects of TBI are, for whatever reason, simply not perceived whether for emotional reasons, as a means of avoiding the pain of fully facing the consequences of injury, or for neurological reasons, in which brain damage itself limits the individuals ability to step back, compare, evaluate differences, and reach a conclusion based on that process. With appropriate training, therapy, and other supports, the person may be able to reduce the impact of some of these emotional and behavioral difficulties. The TBI Research Center at Mount Sinai is conducting research to help people with TBI who experience depression and other mood disturbances [ Useful Resources Services for Families Affected by TBI National Disability Rights Network Protection and Advocacy for Individuals with Disabilities Protection and Advocacy (PA) System and Client Assistance Program (CAP) This nationwide network of congressionally mandated disability rights agencies provides various services to people with disabilities, including TBI. PA agencies provide information and referral services and help people with disabilities find solutions to problems involving discrimination and employment, education, health care and transportation, personal decision-making, and Social Security disability benefits. These agencies also provide individual and family advocacy. CAP agencies help clients seeking vocational rehabilitation. For more information on PA and CAP programs, contact the National Disability Rights Network at:  www.napas.org  or (202) 408-9514. Traumatic Brain Injury Model Systems Funded through the National Institute on Disability and Rehabilitation Research, the TBI Model Systems consist of 16 TBI treatment centers throughout the U.S. The TBI Model Systems have extensive experience treating people with TBI and are linked to well established medical centers which provide high quality trauma care from the onset of head injury through the rehabilitation process. For more information on the TBI Model Systems, go towww.tbindsc.org/Centers/centers.asp  or call the TBI Project Coordinator at (973) 414-4723 to find the center nearest you. Brain Injury Association of America (BIAA) Chartered State Affiliates BIAA is a national program with a network of more than 40 chartered state affiliates, as well as hundreds of local chapters providing information, education and support to individuals, families and professionals affected by brain injury. To locate   your states TBI programs that can be of assistance, visit the Brain Injury Association of Americas online listing of chartered state affiliates at  www.biausa.org/stateoffices.htm, or call (800) 444-6443. Social Security Disability Insurance (SSDI) Supplemental Security Income (SSI) It is possible that your loved one may be entitled to SSDI and/or SSI. SSDI and SSI eligibility is dependent on a number of factors including the severity of the disability and what assets and income your loved one has. You should contact the Social Security Administration to find out more about these programs and whether your loved one will qualify for these benefits. For more information on SSDI and SSI, contact the Social Security Administration at  www.ssa.gov  or (800) 772-1213. Centers for Independent Living (CIL) Some families have found that it is important to encourage their loved one with a TBI to continually learn skills that can allow them to live independently in the community. The CILs exist nationwide to help people with disabilities live independently in the community and may have resources to help your loved one reach a goal of living alone. CIL services include advocacy, peer counseling, case management, personal assistance and counseling, information and referral, and independent living skills development. For more information on the CIL system, contact the National Council on Independent Living at  www.virtualcil.net/cils  or (703) 525-3406.

The Role of the Modern Educational Leader Essay -- Educational Leaders

Abstract The modern educational leader must understand that their role is no longer to run the day to day operations of the school district or school. The role has been transformed to incorporate motivating students and teachers alike as well as creating visions and mission for the direction the leader would like to take with the organization. Leaders challenge and inspire people to go above and beyond their comfort zones. They have the ability to influence and enlist the support of others towards accomplishing specific goals. To sustain this relationship between themselves and the people they inspire they must have integrity, loyalty, a positive attitude, strong communication and planning skills and should not be afraid to empower and serve their followers. Personal ethics must be of utmost importance to educational leaders as they are seen as role models in the community and they must conduct themselves accordingly. Introduction Educational leaders are expected to be role models to teachers, staff and students alike and should carry themselves with respect and integrity. Leadership is not tantamount to management; it is of a higher degree and should be treated with great regard. Anyone can manage, but a good spiritual leader has the tools necessary to engage their employees who in return feel honored to be of service. These leaders have the ability to maintain the respect of those they lead because of their commitment and service to people. Communication is also very important when dealing with parents and the community as a whole. If an educational leader is not getting their message across effective, getting people on board with the vision of the organization would be impossible. Leaders must be mindful t... ...tendent and the principal. These three dimensions are easily recognized as essential aspects of good leadership. (Rebore, 2001 p.113) Conclusion Educational leaders must be trustworthy and have character in order to effectively run an organization. Leaders who do not have these traits usually cannot lead effectively and eventually lose their positions or worst, cause the organization to fail. Surrounding every good leader are mentors whose priority is the success of their mentee. Leaders who have strong community affiliations and mentors can withstand many challenges and eventually find their way. These leadership traits are ideal for Educational leaders and should be fostered and encouraged by all. If followed leaders will have the opportunity to transform organizations and leave an impact on the lives of countless students, teachers and parents.

Bridgestone/Firestone, Inc Company Overview Essay -- essays papers

Bridgestone/Firestone Company Overview Bridgestone/Firestone, Inc., a subsidiary of Bridgestone Corporation, was formed in 1990 when Bridgestone U.S.A. merged with The Firestone Tire & Rubber Company. In addition to manufacturing tires, Bridgestone/Firestone produces a variety of products including air springs, building materials, synthetic and natural rubber, and industrial fibers and textiles. The Nashville, Tennessee-based company has over 38 QS9000/ISO9000 Certified production facilities throughout the Americas, along with numerous international facilities throughout the world. Firestone's company philosophy is derived from a blend of Japanese and Americans methods, with a focus on providing quality products. In the words of the former leaders of Bridgestone and Firestone, Bridgestone/Firestone strives to "Serve Society with Products of Superior Quality" and to be the "Best Today ? Still Better Tomorrow." Bridgestone/Firestone is best known for it's production of tires (more than 8,000 different types and sizes), which account for more than 75 percent of its annual revenues. As a leader in world tire technology, Firestone utilizes research and development centers in three countries and testing centers around the world to help develop, manufacture and market tires for almost every kind of vehicle. (Bridgestone/Firestone Profile) Strengths Bridgestone/Firestone finds much of its strength in having "one of the richest tire makers in the world as its parent" (Chappell, 09/11/00). Bridgestone Corporation has been around since 1931 and has established itself as a well-known international manufacturer of tires, rubber products, automotive products, chemical products, sporting goods, and other products (Bridgestone Annual Report, 1999). The resources and prestige of having Bridgestone as a parent gives Firestone an extra edge in the market. One of Firestone's biggest strengths is the fact that Firestone's passenger vehicle trade is not the critical part of Bridgestone Corp's world profit picture. Roughly 60% of Bridgestone's North American profits came from the sale of heavy-duty truck tires. Firestone has a 16% share of that market, and the Bridgestone brand holds another 6.5 percent share. Another strength for Firestone is its well-established brand name. According to an Automotive News reporter, the Firestone brand is "posi... ...ndsay. Automotive News, September 11, 2000 v75 i5893 p47. "Firestone's Non-Ford Customers Show Little Concern Over Recall." Chappell, Lindsay. Automotive News, September 25, 2000 v75 i5895 p8. "More Firestones for Honda Civic" "3 suppliers may sell tires for next Explorer." Automotive News, Sept 4, 2000 v75 i5892 p8. "The tire flap: behind the feeding frenzy." Business Week, October 16, 2000 i3703 p126. Firestone Tire Recall Legal Information Center, http://www.firestone-tire-recall.com Grimaldi, James V. and Caroline Mayer, Washington Post, "4 Former Firestone Workers Deposed," August 24, 2000, pE01. Hess, David. National Journal, September 16, 2000 v32 i38 p2896. "Firestone's Other Tire Debacle." "A Company Under Fire: Did Firestone do Enough to Protect Its Own Workers?," Newsweek, September 18, 2000 p30. "Ford, Fireston knew of tire problems for years." United Press International, September 29, 2000 p1008271u8435. "Testimony Indicates Abuse at Firestone," United Press International, August 14, 2000 p1008226u6557. Wilson, Amy. Automotive News, September 4, 2000 v75 i5892 p8. "Labor Unions Unrest Adds to Bridgestone/Firestone's Problems" Bridgestone/Firestone, Inc Company Overview Essay -- essays papers Bridgestone/Firestone Company Overview Bridgestone/Firestone, Inc., a subsidiary of Bridgestone Corporation, was formed in 1990 when Bridgestone U.S.A. merged with The Firestone Tire & Rubber Company. In addition to manufacturing tires, Bridgestone/Firestone produces a variety of products including air springs, building materials, synthetic and natural rubber, and industrial fibers and textiles. The Nashville, Tennessee-based company has over 38 QS9000/ISO9000 Certified production facilities throughout the Americas, along with numerous international facilities throughout the world. Firestone's company philosophy is derived from a blend of Japanese and Americans methods, with a focus on providing quality products. In the words of the former leaders of Bridgestone and Firestone, Bridgestone/Firestone strives to "Serve Society with Products of Superior Quality" and to be the "Best Today ? Still Better Tomorrow." Bridgestone/Firestone is best known for it's production of tires (more than 8,000 different types and sizes), which account for more than 75 percent of its annual revenues. As a leader in world tire technology, Firestone utilizes research and development centers in three countries and testing centers around the world to help develop, manufacture and market tires for almost every kind of vehicle. (Bridgestone/Firestone Profile) Strengths Bridgestone/Firestone finds much of its strength in having "one of the richest tire makers in the world as its parent" (Chappell, 09/11/00). Bridgestone Corporation has been around since 1931 and has established itself as a well-known international manufacturer of tires, rubber products, automotive products, chemical products, sporting goods, and other products (Bridgestone Annual Report, 1999). The resources and prestige of having Bridgestone as a parent gives Firestone an extra edge in the market. One of Firestone's biggest strengths is the fact that Firestone's passenger vehicle trade is not the critical part of Bridgestone Corp's world profit picture. Roughly 60% of Bridgestone's North American profits came from the sale of heavy-duty truck tires. Firestone has a 16% share of that market, and the Bridgestone brand holds another 6.5 percent share. Another strength for Firestone is its well-established brand name. According to an Automotive News reporter, the Firestone brand is "posi... ...ndsay. Automotive News, September 11, 2000 v75 i5893 p47. "Firestone's Non-Ford Customers Show Little Concern Over Recall." Chappell, Lindsay. Automotive News, September 25, 2000 v75 i5895 p8. "More Firestones for Honda Civic" "3 suppliers may sell tires for next Explorer." Automotive News, Sept 4, 2000 v75 i5892 p8. "The tire flap: behind the feeding frenzy." Business Week, October 16, 2000 i3703 p126. Firestone Tire Recall Legal Information Center, http://www.firestone-tire-recall.com Grimaldi, James V. and Caroline Mayer, Washington Post, "4 Former Firestone Workers Deposed," August 24, 2000, pE01. Hess, David. National Journal, September 16, 2000 v32 i38 p2896. "Firestone's Other Tire Debacle." "A Company Under Fire: Did Firestone do Enough to Protect Its Own Workers?," Newsweek, September 18, 2000 p30. "Ford, Fireston knew of tire problems for years." United Press International, September 29, 2000 p1008271u8435. "Testimony Indicates Abuse at Firestone," United Press International, August 14, 2000 p1008226u6557. Wilson, Amy. Automotive News, September 4, 2000 v75 i5892 p8. "Labor Unions Unrest Adds to Bridgestone/Firestone's Problems"

Child Observation Study Essay

1.) Describe the child’s physical appearance. Short and chunky, about 2 feet tall, around 25 pounds, stubby arms and legs, and soft, short curly hair and a small beautiful smile 2.) Give examples of gross motor skills that you observe. Are they age-typical? She walks, runs, and crawls fine. She doesn’t grasp objects very well and she likes shaking them. She needs help climbing and she likes hanging on things. 3.) Give example of fine motor that you observe. Are they age-typical? She plays and grasps almost anything she can get her hands on. The mother then feeds her bread and the child attempts to feed herself but the bread had crumbled in her hand. Then the mother gives her a twist top bottle of Gatorade and the child was able to twist it open and drink from it without spilling. 4.) How does the child move? Does he/she appear comfortable with his/her physical abilities? Give examples. She tugs on her clothes a lot and the pigtails on her head. She seems to pick at her sandals as if their a bit too rough to walk in. the sandals are so uncomfortable that she runs like a robot. 5.) Does the child demonstrate preference of â€Å"handedness†? (left/right) She scribbles and reaches best with her right hand 6.) Would you evaluate the child to be with in average range for physical/motor development in his age group? Why or why not? According to â€Å"The gross and fine motor development in the first 2 years† she is accurately in average range of her motor skills. She is capable of performing all actions on the chart. Her abilities show that she is a good visualizer. Social/ Emotional Development 1.) How does the child relate to other people? Give example if interactions with family, friends, teacher, ect. The child reacts to the grandmothers call more responsive then the mothers call. With other people the child id indifferent. She smiles and approaches other children with curiosity. 2.) How does the child express his/her emotions? Give examples. The child expresses an alerted face when she knows something is wrong, for example, her mother spilled juice on her pants and the child stared at the mess with concern. When she is not allowed to explore she become sad and cries but does not fuss. 3.) How did the child communicate his/her wants/or needs? She stretches out her hands or points towards the object she wants or she will touch her bottom indicating her needs a diaper change. 4.) In what stage is the child according to Erikson? How do you know? Quote your text. According to Erikson’s chart the child is in the Autonomy vs Shame and doubt. From my observation the child is accurately developing within that stage. Cognitive Development 1.) In what stage is the child according to Piaget? How do you know? Give examples of the behaviors that reflect the child’s cognitive growth. According to Piagets chart the child is developing within the sensorimotor stage. Accurately enough the child shows the curiosity of feeling and tasting things 2.) How does the child use language? Give examples of the language used. Indicate such characteristics such as vocabulary, sentence structure, body language, and Pronunciations. Etc. The child words are not yet clear but she estimately knows about 6 words correctly. She can say mama and aba (grandmother). She says â€Å" tata â€Å" when she wants the sippy cup. She also says â€Å"amm† for when she wants food. 3.) How did those around the child respond to the child’s use of language? Was the child understood? Other children don’t understand her but go along by smiling and giggling. They will fight with her if she is taking away something that they had first. 4.) Describe in a short sentence of the child’s play, describing what you observed. In what way is he/she getting information about the world? When something comes up she looks at the mother or grandmother for a response. If one of them isn’t present the child will respond her own way or just leave and find her mother or grandmother. Resources: Eisner Pediatric and family medical center