Communication and Influence Essays - Intelligence,

Assignment #3 Communication and Influence Daniel S. Carrera Dr. Darlene L. Pomponio Project Management Leadership - BUS 518 Strayer University ? Newport News 18 February 2011 Abstract Project Managers and/or project teams must develop communication plans in order to minimize ineffective communication. Project managers must also be able to influence the action(s) of others by using various power methods. When using these power methods there are definite pros and cons that will augment or degrade a project manager?s influential methods. Communication and Influence Communication is essential to project management and if not done correctly one, two or all three of project management?s tenets (cost, schedule, and performance) will severely degrade a program with the possibility of overrun. Effective communication begins with effective planning. The basic premise of project management planning is to effectively communicate and answer fundamental management questions (Phillips, 2007): Who needs what information? When do they need the information? In what modality is the information needed? Who will provide the information? Communication planning is essential to answer the questions previously listed as early as possible in the project planning process. If the questions are not answered in a timely manner, the outcome will be severely affected. Communication plans are put in place as an essential component of good project management. The plan will ensure that all stakeholders are equally informed of how, when, and why communication will happen. Communication is often a very effective way to solve problems, deal with risks, and ensure that tasks are completed on time. I am the Deputy of Operations for a Mobile Training Team (MTT) called ?ISR TOPOFF? that bridges a serious communication gap between intelligence collection assets and commanders who are leading Soldiers in Afghanistan and Iraq. Since the attacks of September 11, 2001, Military intelligence units, as well as the rest of the Army, have undergone tremendous transformation. The Army has transformed from a Division-centric force to Brigade Combat Team. Brigade Combat Teams (BCT) have assets organic to its organization such as the Reconnaissance Surveillance Target Acquisition (RSTA) squadrons, Military Intelligence companies and Signal companies that provide critical information to support commander?s operational needs. Since this transformation, commanders now have greater capabilities to focus organic and non-organic intelligence assets in their area of operations. Intelligence Surveillance Reconnaissance (ISR) assets are critical intelligence enablers that communicate much needed operational information to ensure commanders have all the critical data that allow their units to become successful in military operations. This communication process will allow commanders to make timely decisions and minimize casualties during combat operations. The communication plan the government has implemented to support commanders is the MTT which I currently reside over as the Deputy of Operations. The intent of the MTT is to train Soldiers with the latest training on current ISR systems and processes used in combat operations. ISR TOPOFF MTT is a resource available to all BCTs so that no unit deploying to a combat theater should go in cold on the latest intelligence capabilities, lessons learned, and tactics, techniques and procedures (TTP). The instructors in our MTT use current real world experiences and vignettes to provide a good operational training during Homestatin training prior to deploying to a theater of operations. The training gives Soldiers a better understanding on how to support commander?s intelligence requirements and integrate battle staff elements into the process. ISR TOPOFF has three clear and distinct goals which support a commander?s communication plan: ? Provide the Brigade Combat Teams (BCT) collection team clear, specific understanding of how to make the ?ISR process? respond to the BCT Commander?s operational needs. ? Provide specific details on what to expect for pre-planned, ad-hoc, and dynamic mission requests to include what ISR systems are available to the BCT. ? Provide insight on what process, systems and products works best for effective operational support for specific missions. ISR TOPOFF MTT is comprised of standalone instruction modules over 3 days consisting of hands-on training and if needed, a senior leaders overview. The training is very useful for intelligence centric personnel. As an example, they receive a refresher on implementation of critical intelligence discipline such as: Human Intelligence (HUMINT), Signal Intelligence (SIGINT), Measures and Signals Intelligence (MASINT), and Imagery Intelligence (IMINT) and the dynamics of leveraging assets in support of operational needs. Since the advent of ISR TOPOFF and

The human genome essays

The human genome essays The human genome is the term used to describe the individual genes located on our chromosomes that separates us from all other living beings. Should altering these genes to improve life itself, by treating and preventing terminal illnesses, be allowed? Lots of moral and social problems arise when faced with this issue. In my opinion if the human race has learns how to read its own genetic code to improve longevity there is nothing wrong with it. It simple goes back to survival of the fittest. The upside to genome research is that cancer and other illnesses can be determined before they take affect, as well as providing treatments made individually for that specific person. A baby that was once terminally ill could have corrected genes, allowing it to lead a full healthy life instead of dying in the first few years of its existence. The downside is the moral debate of playing god and the ethical decision of right or wrong. I believe that, for whatever your religion, if your creator made you, he made you to live and to live you must learn. And when you learn you apply what you learned to life. We are humans yes, but we are not far from monkeys genetically. Chimpanzees, in Africa, learn to use tools to better gather food. What they learned improved their life so they continue to live and find new tools over time becoming smarter. We are no different. If we learn to use technology that we developed to improve upon human life, what is so wrong with genome research? Like any other human endeavor, the decoding of the human genome is not a bad thing. It is only in the use of it that some may do harm. Controls need to be set up to limit this possibility as much as possible. I believe God gave us the ability to do all the things we do, and the only requirement is that we do no harm while using those abilities. If one thinks of it, knives (which one may use to kill), cars (which can be used to run over others), surgery (which ...

How may one account for the significance that contemporary societies Essay

How may one account for the significance that contemporary societies attach to the problem of terrorism - Essay Example Terrorism is commonly used as a term to describe violent acts against civilian targets based on nationalistic, political or religious motivations. It is an unconventional form of war which is often used to weaken or subvert a government and the effects of a terrorist attack may be seen as a threat to international order (Baylis, 2002). However, the nature of the causes can be debated since some terrorist activities have been given support while others have been considered atrocities against humanity. For example, as described by Martin & Martin (2003), even the Boston Tea Party can be seen as a terrorist act in a technical sense but that event has been connected with a justified cause while recent acts of terrorism against the United Kingdom such as the London underground attacks are considered unjustified. If not by all concerned individuals, at least by the western world and many other civilised nations who joined the British in mourning for the loss of life and the tragedies which unfolded in the aftermath. The aftermath comes with the public asking the most important question i.e. why? They want to know how and why such an event happened and what the government is willing to do to stop these acts from occurring again. Since there is no single or easy answer to the question and different opinions can be given by different writers coming from various backgrounds, society becomes more involved in answering these questions and thus becomes more focused on the idea of terrorism. In essence, it is a drama which is unfolding live before the people and this certainly fascinates society as it has done for the past hundreds of years (Orr and Klai, 1990). Undoubtedly, terrorism certainly affects those individuals who are targets or those who have lost something due to terrorist activity (NCT, 2006). Their lives have certainly changed and they have had to deal with the aftermath in ways that others can not imagine. However, even after the most

CULTURAL DIVERSITY IN THE MEDIA Essay Example | Topics and Well Written Essays - 2250 words

CULTURAL DIVERSITY IN THE MEDIA - Essay Example Globalization, which â€Å"denotes the expanding scale, growing magnitude, speeding up and deepening impact of transcontinental flows and patterns of social interaction,†2 implies the intermingling of people from different culture and race, which makes it necessary that there is a mutual respect for each other’s cultural or racial differences, for peaceful coexistence. The term cultural diversity is exemplified by UNESCO (under Article I of Universal Declaration on Cultural Diversity) as, Culture takes diverse forms across time and space. This diversity is embodied in the uniqueness and plurality of the identities of the groups and societies making up humankind. As a source of exchange, innovation and creativity, cultural diversity is as necessary for humankind as biodiversity is for nature. In this sense, it is the common heritage of humanity and should be recognized and affirmed for the benefit of present and future generations.3 Cultural diversity, which in simple terms, means respecting existing cultural differences amongst various society members, can be expressed through different channels, the most potent route in this era of information and technology, being the public news media (like Internet, newspaper, radio, or TV).4 Through the news media, diverse cultural groups are able to air their opinions, and able to relate to other members with same cultural values, or even reach out to people who are not a part of their culture. However, cultural diversity in media is much dependent on the way a country’s government frames its democratic and cultural polices, and the manner in which media groups handle the issue of freedom of expression. In this context, the article first studies the importance of culture and cultural diversity within a state democracy, then examines the two cultural diversity models that exist in terms of news media,5 and lastly the model implemented in US news media

Immigration Essay Example | Topics and Well Written Essays - 500 words - 8

Immigration - Essay Example According to him immigrants do not care for American values and only care for money. They are not ideal for a nourishing American society and distort the constituency of the country. They destruct the Ameircan solidarity and their own. Stoll does not think that immigrants have any contribution to the country rather than providing cheap labor. Well this is not agreeable as many respectful jobs are done by immigrants. Mead however has a different view that Stoll and think immigrants has shaped America as we see it today. I agree with Mead in this approach as he calls America has been known as the â€Å"melting pot† of assimilation of cultures and has given new opportunities to immigrants throughout history. Mead argues that while coming to the country without following the right jurisdiction is never encouraged, forgiving this act and allowing individuals to have new opportunities. Mead is a person who wants to protect immigrants. Stoll suggest that immigrants are poor can adversely affect the American workers. However Stoll think these poor people can be given opportunity to live in the country but he does not think it is the responsibility of the America to help poor people. Mead does not think these immigrants have to rush to America but these poor people need to given shelter and facilities by their respective countries. He believes that entry of people from all around world to Europe and US will and disrupt the wealth and moral value of these countries. This is a fact; actually there are many illegal immigrants in America and UK which damages the socio and economic infrastructure of these countries. It also steals the opportunity of the citizens and put pressure on the country’s population. . Mead argues that r while coming to the country without following the right jurisdiction is never encouraged, forgiving this act and allowing individuals to have new opportunities represent the true face of America itself. The

Areas to Support Children’s Learning and Development

Areas to Support Children’s Learning and Development Supporting Children’s Learning and Development Children are developing all the time and their learning reflects this, so, for example, when a child can pull themselves up they can suddenly reach things they couldn’t before or when they learn new words they begin to label objects such as ball or drink. The revised EYFS uses the term Learning and Development to describe seven areas of learning. These are all related to each other however, they are divided into prime and specific areas. Prime Areas Personal, Social and Emotional Development Communication and Language Physical Development Specific Areas Literacy Mathematics Understanding the World Expressive Arts and Design In addition the revised EYFS refers to the different ways that children learn as the characteristics of learning: playing and exploring – children investigate and experience things and ‘have a go’. Active learning – children concentrate and keep on trying if they encounter difficulties and enjoy achievements. Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to 5 years. Personal, Social and Emotional Development – Involves helping children to form positive relationships, to develop social skills and learn how to manage their feelings and develop respect for others. Personal, Social and Emotional Development is made up of these aspects: Self Confidence and Self Awareness – Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, talk about their ideas and say when they do or don’t need help. Managing Feelings and Behaviour – Children talk about how they and others show feelings, talk about their own and others behaviour and that some behaviour is unacceptable. They work part of a group and understand to follow rules. Making Relationships – Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity and form positive relationships with adults and other children. Communication and Language – Involves giving children the opportunity to develop their confidence and skills. To give children the best opportunity for developing communication and language. Communication and Language is made up of these aspects: Listening and Attention – Children listen attentively in a range of situations. They listen to stories and respond to what they hear with relevant comments or questions. They give their attention to what others say and respond appropriately while engaged in another activity. Understanding – Children follow instructions involving several ideas or actions. They answer ‘how’ or ‘why’ questions about their experiences and in response to stories and events. Speaking – Children express themselves effectively. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. Physical Development – Involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices to food. Physical Development is made up of these aspects: Moving and Handling – Children show good control and co-ordination. They move confidently in a range of ways. They handle equipment and tools effectively, for example, pencils for writing and climbing equipment. Health and Self Care – Children know the importance for good health of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs including dressing and going to the toilet independently. The Specific Areas Literacy – Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials such as books to ignite their interests. Literacy Development is made up of these aspects: Reading – Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They demonstrate understanding when talking with others about what they have read. Writing – Children use their phonic knowledge to write words in ways which match their spoken sounds. They write simple sentences which can be read by themselves and others. Practitioners could support writing skills by providing sand to promote writing. Mathematics – Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures. Mathematics is made up of these aspects: Numbers – Children count reliably from 1-20 place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. Practitioners could supply building blocks and numbered jigsaws to help support this. Shape, Space and measures – Children use everyday language to talk about size, weight, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and use mathematical language to describe them. Different sizes and shapes of building bricks and blocks could be used to promote this. Understanding the World – Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Understanding the World is made up of these aspects: People and Communities – Children talk about past and present events in their own lives and family members. They know about similarities and differences between themselves and others and among families, communities and traditions. Practitioners could use pictures and photographs to display different cultures. The World – Children know about similarities and differences in relation to places, objects, material and living things. They talk about their own environment and how environments might vary from one another. Children will also develop an understanding to care for their environment. Practitioners should support this by getting children to care for plants or a small vegetable patch. Technology – Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Younger children use mechanical toys while older children could take, in turn, using a computer. Expressive Arts and Design – Involves enabling children to explore and play with a wide range of media and materials. This area supports children’s curiosity and play. They explore and share their thinking, ideas and feelings in music, in art, movement and dance, role play and technology. Expressive Arts and Design is made up of these aspects: Exploring and using Media and Materials – Children sing songs, make music and dance. They safely use and explore a variety of materials, tools and techniques experimenting with colour, design, texture, form and function. Practitioners could use tape recorders, cd players and musical instruments. Being imaginative – Children use what they have learnt about media and materials in original ways thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Practitioners should provide a variety of role play materials and support children’s imaginative ideas. Children develop and learn in different ways. Practitioners need to look at what skills and knowledge the children are demonstrating and consider ways to support the child to strengthen and deepen their current learning and development skills. This will ensure that the individual needs of the child are met. There are 3 characteristics of effective learning to help us focus on and understand how children learn. Playing and Exploring Finding out and Exploring Using what they know in their play Being willing to have a go This characteristic of learning focuses on a children’s engagement with the resources they use, the environment they are in and the people around them. Children should have opportunities to be involved in open ended, hands on experiences prompted by their own curiosity. Children’s play experiences should enable them to seek things out that interest them, initiate activities, seek challenges, develop a ‘can do’ attitude, and be willing to take a risk in trying out new experiences and begin to see ‘failures’ as a learning opportunity. Play also provides the link to the areas of learning and development and gives the opportunity for children to explore their own feelings, views and ideas. Active Learning Being involved and Concentrating Keep Trying Enjoying and Achieving which they set out to do Active Learning focuses on the role of intrinsic motivation which supports long term success. Children need to be able to follow their interests for long periods of time, fully engaged in what they are doing and concentrating deeply. In their activities, children should be encouraged to face challenges and keep on trying if they encounter difficulties. Practitioners should help children to value the rewards of their own success. Creating and Thinking Critically Having their own ideas Using what they already know to learn new things Choosing ways to do things and finding new ways Creating and thinking critically highlights the importance of observing how children are thinking. Children have and develop their own ideas. Children should have many opportunities to be creative, generating new ideas, being inventive, finding problems and challenges and figuring out their own ways to solve them. By respecting children’s ideas will give them confidence to try out new experiences. Children from a very young age enjoy organising and processing information, creating patterns and making predictions based on what they already know. Children develop and learn in different ways. There is a great deal of overlap between the ages and stages because all children develop at different rates and at their own pace. This should be remembered when planning activities. Birth to 11 months – babies enjoy being held and cuddled. They enjoy the company of others. Practitioners should ensure that all staff are aware of the importance of attachment and to get staff to say ‘hello’ and ‘goodbye’ as this develops a secure and trusting relationship. Practitioners should plan to have one to one contact with babies and provide toys/objects to be sucked and squeezed and provide space to roll around and explore. 8 – 20 months – babies and young children will now start to build relationships with special people. They start to show an interest in activities so practitioners could provide push along toys and trikes for outdoor play. 16-26 months – children start to play alongside others and play co-operatively with a familiar adult. Practitioners could then play name games to get everyone to know each other. Plan play activities to get children to explore new toys and environments such as trikes, pushchairs for dolls, dough, sand and cd’s and story books. 22-36 months – children now show an interest with others and want to join in. Many form special friendships with others. Practitioners can provide resources that promote co-operation between two children like a bat and ball. Provide safe spaces so children can run around safely, kick a ball and use A frames. Practitioners can discuss with other staff how each child responds to activities and build on this to plan future activities. 30-50 months – children now play within a group and initiate play. Practitioners need to provide space and materials for group play, for example, lego. 40-60 months – Practitioners need to ensure that children have opportunities to play with everyone in the group and to provide activities that involve taking turns and sharing. Practitioners need to plan time and space for energetic play and plan activities where children can practice moving, throwing, climbing and kicking. Experiment different ways of moving.

The Iliad and the Fate Of Patroclus :: Iliad essays

The Iliad and the Fate Of Patroclus      Ã‚   Throughout The Iliad Of Homer, the constant theme of death is inherently apparent.   Each main character, either by a spear or merely a scratch from an arrow, was wounded or killed during the progression of the story.   For Zeus' son, Sarpedon, it was a spear through the heart, and for Hector, it was the bronze of the mighty Achilles through his neck which caused his early demise.   It seems that no one could escape an agonizing fate.   Of these deaths, the most interesting and intriguing death of all is that of Achilles' dear friend Patroclus.   Although his life was taken by the mighty Hector's spear, who was truly liable for his death?   The intricate story line of The Iliad makes many possible answers available, but only one possibility accurately explains the actions and events that led to this gruesome episode. Patrocles was responsible for his own death.      Ã‚  Ã‚  Ã‚   First of all, Patrocles was responsible for his own death because he requested his insertion into the battle, fully knowing that the Achaeans were being unmercifully defeated.   In Book XVI , Patroclus said,      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   " Send me forth now at the head of the Myrmidon host   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That I may be a light of hope to the Danaans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And let me strap on my shoulders that armor of yours   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That the zealous Trojans take me for you and quickly   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Withdraw from the fighting."      Ã‚  Ã‚  Ã‚   Because Achilles refused to help the Achaeans battle the Trojans, a discontented Patroclus took the matter into his own hands by requesting activation into battle disguised as Achilles in the hope of sending the Trojans into a full retreat from the sight of him.   It is apparent that Patroclus was willing to fight although the odds were greatly against him.   His vehemence towards the Trojans coupled with his disappointment of Achilles gave him the drive to conquer the Trojan army with or without the aid of Achilles.   In doing so, Patroclus took an enormous risk that the Trojans would fall for his trick, a risk with his life as the stakes.   Essentially, while pleading to Achilles for battle, it was his own dark death for which he plead.