Communication in Organisations - Free Essay Example

Sample details Pages: 8 Words: 2259 Downloads: 9 Date added: 2017/06/26 Category Management Essay Type Narrative essay Did you like this example? Communication can be classified or defined as a two way process of reaching mutual understanding in which participants not only exchange information but also share and create meaning in the information which is being sent (BusinessDictionary.com (2013)).Sehgal and Khetarpla (2006;2) Defines it as the ability to convey opinions ,feelings ,body language or signs .Communication is not only concerned with letters or a mere phone call it is mostly concerned the fact that whatever message is sent is clearly understood by both the sender and the receiver of the message where the contents of are clear and not jargon or any technical language, this can be termed as effective communication It is important to note that there is no substitute to communication thus with this it is essential to note that communication is an important aspect in a business organization and an organisation cannot afford to communicate. However communication is not always effective at all times, it i s not always a smooth process this is because contrary to the major components of the communication process is the existence of barriers that hinder effective communication. A barrier or barriers to communication are those obstacles, situations, conditions or factors that prevent or hinder an effective process of communicating. Lahman and Dufrane (2010). Brounstien, Bell and Smith (2010) define a barrier as anything that prevents your audience from understanding your message as a barrier to effective communication To start with there are organisational barriers to communication and these are barriers that arise due to the structure of the organization. These barriers arise in an organization due to say distance among employees with respect to their different functional tasks and with respect to their department that may be found within an organization for example the accounting department, sales department and other departments. Departmentalization can be a barrier in that a mess age should follow a certain route and cannot be passed directly and that can disturb the flow of the message .Hopkins L (2002-2011) If in an organization there is weak delivery of a message whether the message is coming from top management, departmental or even any employee .As long as this message does not have meaning and punch it is not reach its destination whether it is very important, impressive or even sad it is not understood because of poor delivery . Sehgal and Khetarpla (2006) Still under organization barriers to communication, organizational barriers may arise due to a distracting environment in which the message is being conveyed in. For example workers are assembled by the directors for a very important announcement were in the process half the employees cannot understand or cannot hear clearly they start talking among themselves and this creates a distraction in the communication process or in the process of receiving the message the employees cell phones keep o n ringing during the delivery of the message and this would also cause distractions. (Safari books online (08/10/2013)) In some organizations communication is barred by the fact that the wrong medium to convey the message is used for example a message meant for a department of say maybe 200 plus employees and such a message is sent to one of the employees via email and the assumption is that the message will be conveyed to all, in this case a notice on the notice board would have been more effective. It however is not always the case that message will reach everyone thus use of a wrong medium in the communication process can be a barrier to effective communication. (Hopkin (2002-2011)) All the above mentioned fall under organizational barriers to effective communication and other organizational barriers to communication include passing a message to the wrong audience, sending a mixed message, use of the wrong medium to convey the message The second classification of barrier s to communication is the physical barriers where Sehgal and Khetarpla (2006) referred this to be the channel and media barrier. Effective communication can be disrupted or hindered by the existence of distance within the organization (between sender and receiver) for example in the case where employees are located in different areas of the workplace building were one is in the 2nd floor of the building and the other in the 3rd floor one may be reluctant to pass on the message or were workers are situated at different sites altogether this distance can hinder the process of sending and receiving of messages ( Sehgal and Khetarpla (2006)) Environmental conditions can also act as a physical barrier in communication under this aspect we talk about whether the place where the message is being conveyed is conducive for one to concentrate and clearly receive the message without any distraction, for example in a cold room the message receivers will concentrate on keeping themselves warm rather than that message which is being conveyed to them but because the room is cold they do not receive the message and this becomes a physical barrier to effective communication (TyroCity.com (2013)) Sehgal and Khetarpla (2006; 93) explain that another barrier under physical barriers to effective communication can be channel and media where, media refers to the instrument or way of communicating for example word of mouth or letter or email . In an organization were messages are passed hieratically there is a possibility that the message can be altered or cannot even reach its desired destination hence when the message is received it will be possessing a different meaning from the one intended when the message was originally passed Sehgal and Khetarpla (2006; 93) go on point out that it is also important to note that also the media used in passing the message could be probably face to face ,phone call , a letter ,or an email and these all posses certain disadvantages or fac tors that might hinder the message to reach it destination (receiver) .some of the information might not be clearly understood or might be altered or might be missing a certain aspect for example a notice from a manger reads à ¢Ã¢â€š ¬Ã…“The meeting has not been scheduled for the 27 of marchà ¢Ã¢â€š ¬Ã‚  then in the email to employees who are supposed to attend the meeting receive an email reading à ¢Ã¢â€š ¬Ã…“The meeting has been scheduled for the 27 of marchà ¢Ã¢â€š ¬Ã‚  that on its own means a wrong message has been sent to the receiver thus the receiver has the wrong message hence use of the wrong media of communication is a barrier to effective communication Noise being any disturbance which occurs in the sending of the message from the sender to receiver .That is in a face to face conversation where a microphone is not present or any other device that can be used to convey sound the air can be disturbed by noise of probably traffic passing by ,cell phones ringing or a group of ladies having tea giggling and chatting could hinder communication as this could create a noise this also includes other factors which can disrupt communication which are referred to as noise .Noise is also a physical barrier to effective communication (About.com (2013)) Lastly on the aspect of physical barriers to communication is the number of links in the chain of communication .The number of links between the sender and ultimate receiver if larger the more likely is there a problem of a communication breakdown. The larger the link the less accurate the message is for example one whispers into anotherà ¢Ã¢â€š ¬Ã¢â€ž ¢s ear and this continues say to twenty more people it is most likely that the last person to receive the message, if he is to state out aloud the message will be noted that it will be in possession of additions and subtraction to it and would be different to the original message .Liraz (08/10/2013). The third class of barriers to communication is Cultural barriers to communication .Culture according Farlex (07/10/2013) it is the totality of socially transmitted behaviour patterns ,arts ,beliefs institutions and all other products of human work and though some differences in culture may be national characters ,language ,values ,and norm of behaviour ,concept of time and space only to mention a few. With this aspect, in a business organization there is an integration of cultures in one organization and this can be a barrier in an organization for example the managing director of Zappa Chips is a woman she has just come up with a brilliant new product idea but in her culture women a forbidden to voice up in the presence of male counterparts this can be a barrier to communication or maybe say in her culture she is only allowed to relate to other males thought her husband that also can be a communication problem between her and other male within the organization she is operating in (Buzzle.com (2002-2012)) At times being from different religious groups or castes can act as a barrier to communication on a personal or professional level. Some individuals might feel uncomfortable communicating with people from other religions because of certain doctrines that are taught and are present in different religious groups. Religious views greatly influence the ways in which one thinks and reacts to different situations (Buzzle.com (2002-2012)) Still under cultural barriers to effective communication it is essential to identify that there are behaviour constraints, this is that every culture has its own rule that govern them and guard them resulting in there, there are ways in which one individual should conduct himself /herself for example in some cultures looking at someone direct in the eye while they are talking is rude or in others the distance between the people who are talking is also important and all these cultural aspects can affect a conversation resulting in the message not being clearly understood (Boundless.com(08/10/2013)) According to Sehgal and Khetarpla (2006) sematic barriers can exist in the communication process .Sematic refers to the science of meaning .Sematic barriers to communication are basically all about coding and decoding the message where in the process there can be disturbances or disruptions in understanding the meaning of information and wording that is found in the message Sehgal and Khetarpla (2006) go on to explain that sematic can be found in the message where words with various meaning having the same pronunciation are used in a message for example the English word à ¢Ã¢â€š ¬Ã…“round à ¢Ã¢â€š ¬Ã‚  it has ten (10) plus meanings and in the event that it is used the receiver would interpret in a way he or she best understands the word ,in the event that it is interpreted wrong it becomes a problem as communication has been barred due to misunderstanding of a certain word .Other words like this are flat, watch, book and other Sematic barrie rs may also encompass a badly expressed message where an unclarified and precise message result in a badly expressed message, awkward and meaningless message as well as jargons are common problems. This might lead to the wrong message being delivered and this might lead to the receiver interpreting it in his or her own way. Business environment cannot avoid the personal element in communication that is emotionally how certain individuals will emotionally take some messages as with a message some might be happy, some might feel offended. Emotional barriers to communication are a category of barriers to communication that are characterised by suspicion, mistrust and fear. These may be a problem in that, too much of these may hinder communication as one is not comfortable communicating under these constrains (https://science.blurtit.com/98677/what-are-emotional-barriers-in-communication) People can get offended while some smile to the same message, while others can develop a stro ng emotional attachment .It all depends on how certain individuals react to certain individual but the message can be disturbed due to emotional weather even though at times that can be a serious barrier to effective communication However these barriers to communication being present does not mean that one cannot overcome these barriers where Sehgal and Khetarpla (2006) state that barriers can be overcome if sufficient effort is put and not only sufficient but also constant effort is required to overcome these barriers for communication to be effective and efficient To overcome some of these barriers in an organisation there is need for coordination between superior and subordinate. In case the two have different mind sets coordination would bring them to one mind and hence there will be effective communication among them (Your article library (07/10/2013)) Also by identifying the types of communication that work particularly well. For example, after a sending a personal no te, youà ¢Ã¢â€š ¬Ã¢â€ž ¢ve noticed that an employee or client seems warmer to you, or more engaged. This would result in effective communication if the sender critically identifies the communication type that best suits the receiver as well as ensures the message is received Triphati and Bahera (2009) Concurrent feedback upon receiving a message could combat the possibility of a barrier arising that is as soon as the message is received the receiver comments on the message to get clarity from the sender in that he is ensured full understanding of the message(Your article library (07/10/2013)) According to Sehgal and Khetarpla (2006) to overcome sematic barriers, senders of messages or a message should avoid using jargon and or professional short hand with the assumption that everyone is liable to understanding them. The sender should also give clarity when words with over three (3) meanings are used. Other ways to overcome barriers to effective communication include, prope r communication channels, right feedback, proper division of labour, proper organizational policies concerning communication and avoiding the use of technical languages and many other formulas In conclusion barriers to communication are present in every day communication but one can easily overcome them if there is sufficient efforts to do so Don’t waste time! Our writers will create an original "Communication in Organisations" essay for you Create order

Professional Development Plan Week 2 - 1056 Words

Marcia Scobey Professional Development Plan LDR/531 May 18, 2015 Prof. Sandra Griffin Professional Development Plan This professional development plan will help determine the need of the team, and to help us improve. Learning Team c has done a DiSC Assessment to better develop this team. This plan is to also show myself as a leader that I can be flexible with the different personality types and know what I need to do to get my team or that individual to improve their goals. This is also an opportunity for me to focus on any weaknesses that I may have and to improve on my strengths to make sure team C is able to grow. A professional development plan documents the goals, required skill and competency†¦show more content†¦Our goals are to maintain control, stay organized, maintain our results and accuracy and always be productive. Weaknesses and Fears Like any individual or team, there are going to be weaknesses. It’s not necessary to focus on them every time, however; it’s important to know what they are so when it comes about, it’s able to be addressed at that time and to avoid an conflicts or disagreements. Robbins Judge said that, â€Å"When managers use collective work situations to enhance morale and teamwork, they must also be able to identify individual efforts. Otherwise, they must weigh the potential losses in productivity from using groups against the possible gains in worker satisfaction† (2013). Our teams weaknesses are being impatience, some might take themselves too seriously, can be critical, some might be slow decision-makers, won’t speak up or be unresponsive while others are over thinkers and don’t want to rick change. Also we fear work criticism, some don’t like surprises or the feeling of being hustled or looked at as too â€Å"soft†, and don’t wa nt to lose control. Even though these are weaknesses, we don’t look at it that way because when one style is having these current issues, we can rely on each other’s strengths to come in and make sure everything stays in order. Conclusion To be a leader and to have a successful team, it’s critical that this plan is implementing and make necessary change when needed. 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Feedback in Communication Studies

In communication studies, feedback is the response of an audience to a message or activity. Feedback can be conveyed both verbally and nonverbally. [L]earning how to give  effective feedback is  as important as any subject matter we teach, says Regie Routman. Yet giving useful feedback is one of the most elusive elements in teaching and learning (Read, Write, Lead, 2014). Examples and Observations The term feedback is taken from cybernetics, a branch of engineering concerned with self-regulating systems. In its simplest form, feedback is a self-stabilizing control system such as the Watt steam governor, which regulates the speed of a steam engine or a thermostat that controls the temperature of a room or oven. In the communication process, feedback refers to a response from the receiver which gives the communicator an idea of how the message is being received and whether it needs to be modified. . . . Strictly speaking, negative feedback does not imply bad, and positive feedback good. Negative feedback indicates that you should do less of what you are doing or change to something else. Positive feedback encourages you to increase what you are doing, which can go out of control (over excitement at a party, fighting or having a row). If you are crying, feedback from those around may cause you to dry your eyes and put on a brave face (if feedback is negative) or weep unashamedly (if feedback is positive). (David Gill and Bridget Adams, ABC of Communication Studies, 2nd ed. Nelson Thomas, 2002) Useful Feedback on Writing The most useful feedback you can give someone (or receive yourself) is neither vague encouragement (Good start! Keep at it!) nor scorching criticism (Sloppy method!), but rather an honest assessment of how the text reads. In other words, Rewrite your introduction because I dont like it is not nearly as helpful as You start off saying you want to look at trends in functionalistic interior design, but you seem to spend most of your time talking about the use of color among the Bauhaus designers. This gives the author not only insight into what is confusing the reader but also several options for fixing it: She can rewrite the introduction either to focus on Bauhaus designers or to better explain the link between functionalistic interior design and Bauhaus designers, or she can restructure the paper to talk about other aspects of functionalistic interior design. (Lynn P. Nygaard, Writing for Scholars: A Practical Guide to Making Sense and Being Heard. Universitetsforlaget, 2008) Feedback on Public Speaking Public speaking presents different opportunities for feedback, or listener response to a message, than does dyadic, small group, or mass communication. . . . Partners in conversation continually respond to one another in back-and-forth fashion; in small groups, participants expect interruptions for purposes of clarification or redirection. However, because the receiver of the message in mass communication is physically removed from the messenger, feedback is delayed until after the event, as in TV ratings. Public speaking offers a middle ground between low and high levels of feedback. Public speaking does not permit the constant exchange of information between listener and speaker that happens in conversation, but audiences can and do provide ample verbal and non-verbal cues to what they are thinking and feeling. Facial expressions, vocalizations (including laughter or disapproving noises), gestures, applause, and a range of body movements all signal the audiences response to the speaker. (Dan OHair, Rob Stewart, and Hannah Rubenstein, Speakers Guidebook: Text and Reference, 3rd ed. Bedford/St. Martins, 2007) Peer Feedback [S]ome researchers and classroom practitioners remain unconvinced of the merits of peer feedback for L2 student writers, who may not have the linguistic knowledge base or intuitions to give accurate or helpful information to their classmates . . .. (Dana Ferris, Written Discourse Analysis and Second Language Teaching. Handbook of Research in Second Language Teaching and Learning, Volume 2, ed. by Eli Hinkel. Taylor Francis, 2011) Feedback in Conversations Ira Wells: Mrs. Schmidt asked me to move out. That place next door to you, is that still empty?Margo Sperling: I dont know, Ira. I dont think I could take it. I mean you just never say anything, for Gods sake. Its not fair, because I have to keep up my side of the conversation and your side of the conversation. Yeah, thats it: you just never say anything, for Gods sake. I want some feedback from you. I want to know what you think about things . . . and what you think about me.(Art Carney and Lily Tomlin in The Late Show, 1977)

Alice In Quantumland 2014 - 2027 Words

Alice in Quantumland, speaks about a law of the quantum world, which shows that electrons have no distinguishing features except for their spin. This law being all electrons are identical, except that some spin-up, whereas others spin-down. The electrons even spin at the same speed. This allows them to interact harmoniously with each other and to find pairs within their space based only on each other s spins. In the novel, Alice noted that nearby was another similar looking figure to the electron, to which the new acquaintance explained was a different electron. In the story, this principle is illustrated by some electron-beings carrying umbrellas which are either pointed up, and some electron-beings carrying their umbrellas pointed†¦show more content†¦The Heisenberg Uncertainty Principle states that no particle can have â€Å"well-defined† clear values for both position and speed; consequently, no particle can be stationary because any stationary particle would have a clearly defined speed value of zero. In the analogy presented by Gilmore, electrons are able to obtain loans of energy from their local bank, allowing them to exist. The energy they are loaned becomes their rest mass energy. This principle, perhaps, is the most difficult to compare to the macro world. The idea that there exists a quantity or measurement--for lack of a better word--that cannot be measured is difficult to reconcile with the average human mind. Though there exist equal realms of ambiguity and no definite in the macro world, such as justice and legality, or emotion and rationality (as provided by Gilmore), the notion of an immeasurable quantity is one many cannot grasp. This places the Heisenberg uncertainty Principle most at odds with the macro world, as in the real world, humans go about their existence with definite: For example, the bus will arrive to take a man to work at 09:05; a day is 24 hours long, America gained its independence in the year 1776, and ther e are 8 periods in our school day. That is to say, humans take solace in the definite of numbers--as a source of definite when all else is seemingly variable and perhaps even more so when everything

Early Childhood Education and ‘Kindergarten’ Free Essays

Pre-school education is discussed mainly through the development of a child’s personality. The knowledge and practices acquired by children during this stage of learning are embedded with their character. Furthermore development of creative thinking, communication skills and social interaction are a few benefits able to acquire by pre-school children. We will write a custom essay sample on Early Childhood Education and ‘Kindergarten’ or any similar topic only for you Order Now (Palihakkara, D.W., Premaratne, R.M. 2004, p 36). ‘Kindergarten’, is a German metaphorical term referring to a garden, in which children are compared to growing plants. It is used as a common term for pre-school educational institutions, defined in various ways in many countries. The ‘Kindergartens’ are recognized educational environments created to motivate and support the mental, physical, emotional, linguistic and social development of children between ages 3-5 years. (Source: â€Å"Friedrich Froebel†, http://www.infed.com/Froebel.html ) History of Early Childhood Education Many contributions are made to the development of theories on early childhood education through the ages in the history of educational philosophy. All theories are based upon the child’s psychological background, with various scientific research and interpretations made with time through established contemporary methods. Greek philosopher Plato in 4th Century B.C. was the first to emphasize the importance of education with play and rhythmic movement to improve mental and physical growth during the first five years of a child’s life. This idea was further improved by the addition of Aristotle’s ideas on practicing good habits and attitudes in children. John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child centered education: he believed children should learn by sensory experiences through activities engineered within their natural environment. He stressed on the child’s need for love and Security and the role of a mother as a teacher in the ‘home based’ early childhood education. (Dudek.M, 1996, pp30-39) Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as ‘play’. â€Å"Work or play is all one to him, his games are his work, and he knows no difference.† -Rousseau- The four stages of a child’s development described by him are as follows: Infancy – reveals habits and the framing of emotions Childhood – reveals necessity and training of senses Boyhood – reveals utility and the training of the intellect Adolescence – reveals mortality Of these training emotions and the senses was stressed only in early childhood education. Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, values and creativity and identifies ‘Play’ as the distinctive activity. He established the pre-school system ‘Kindergarten’ with the emphasis on ‘Free Play’ and child’s freedom. (Dudek.M, 1996, p51) Fig.2.01: Freidrich Froebel and his kindergarten tools known as ‘Froebel’s gifts’ in use with children. Educationist Maria Montessori (1870-1952) focused on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with formal learning. (Dudek.M, 1996, p.58) Fig.2.02: Maria Montessori and pre-school children Psychologists such as Wellman and Piaget during the twentieth century discovered that intelligence levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of fixed intelligence and predetermined development. These findings improved the quality of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65) 2.1.2 Early Childhood Education in Sri Lankan Context Pre-school education has been a key priority of the Sri Lankan Education since the early 1940’s. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Women’s Affairs and Childcare enabled to enhance and control the quality and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs. The management of Pre-school education in Sri Lanka can be identified under three basic sectors: State sector – Managed under the Departments of Social Services, Fisheries, Women’s Affairs and Protection and child care, Local Government etc. Voluntary Organizations – Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate Sector) Private Sector – Private Educational Organizations or individuals (Mostly Montessori System Adopted) The two key systems of early education in Sri Lanka are: Nursery ; Kindergarten Method Montessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57). The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka. Kindergarten This system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, giving precedence for the growth of children’s feelings and their imagination. The objectives focus on the child’s development which includes social skills and sensory development. Sociability and care within a group of children Problem solving ability based on individual and group activities Accomplishment of sensory motor coordination Understanding basic concepts necessary for latter learning Appreciation of beauty in all forms Social maturity and self-awareness Progress of creativity (Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.) Nursery Schools A more recent education system based on the Kindergarten system, which functions on a nonprofit basis through churches, homes and charitable organizations . Its objectives are: Child socialization and the use of Fantasy Play – promotes sensory motor and emotional development. Attachment between teacher and child – brings out self-confidence, security and spontaneity within the child. Creating a learning environment free from restrictions and directions Establishment of good parental relations (Palihakkara, D.W., Premaratne, R.M. 2004, p38.) Organized and free play is believed to help the child realize his true capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.   Montessori An early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main feature of the system. The system aims skill development of children through activities such as: Practical life exercises and occupational skills – Ex. Carrying and using objects, buttoning, folding linen etc. as practical life skills and sweeping, washing, brushing as occupational skills Sensory exercises – Sensory discrimination skills and concepts Didactic exercises –understand shape, size, colour, texture, temperature etc. (Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.) Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that contribute to self-discipline and the course of work. ‘Learning through Play’ Method As Friedrich Froebel believes ‘play’ as the most distinctive activity of children. Apart from bringing joy to the child, ‘play’ also evokes the inherent spirit that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47) Research on human behavior has revealed that children learn efficiently from ‘seemingly-random’ play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration: it motivates them to take risks and challenges to explore the world further. (McConnell.J, 1989) Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play. Pre-Social Play: The infant take on play with hands, feet, bells, rattles and dolls at six months. Social Play: Is a more intricate and social in character as it occurs with both individual and physical development. Category 1: Social play is in relation to the activity, such as: Free Play: The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor. Formal Play: Play with formal rules, but turns out to be flexible when children become more verbal. Creative Play: Defined as the ‘pinnacle’ of all types of play by Piaget: the child learns to operate with symbols rather than objects. Category 2: play can be classified under the point of social contact it offers. the curriculum of a Kindergarten encourages the following types of play: Solitary Play : children playing alone, independently, of their own interest. Parallel Play : playing beside each other, but not with each other. Associative Play : children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal. Corporative Play : children organizing themselves in a group, with a common goal or purpose. (Malone. K, Tranter. P, 2003) Category 3: Any activity of play can be viewed in different stages of complexities of activity. Stage One: Simple exploration of play material – feeling sand, pouring water back and forth, scribbling with colour pencils etc. Stage Two: Symbolic Play – Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned by Piaget, a play very frequently used by kindergarten children. Stage Three: When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003) The three categories of social play are effectively practiced in Kindergarten programs facilitated by teachers without restricting child behavior. Fig.2.03 :Children engaged in learning Fig.2.04: Children engaged in play Researchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics. Physical/motor skill play activities – playing on structured games, using free equipment (e.g., bat ; ball). A natural way through which, children’s physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life. Social/non social play activities – Talking with others, observe others activities, daydreaming (includes onlooker play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and needs without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for child’s development. Cognitive play activities – (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an understanding of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003) Spatial quality of a Kindergarten The Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer – Olsen I., 1993) The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of ‘Learning through Play’. The space and spatial quality of such institutions is the tool which moulds the ambiance required for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. Thus an ideal environment would cater to the requirements of a child’s intellectual, social, linguistic, aesthetic and physical development. It will incorporate spatial variety with quiet spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in light, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06). The objective of kindergarten architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood – ‘play’. (Dudek M. 1996, p.06). Kindergarten environments should consider ‘Learning and Play’ as a synchronized, series of simultaneous learning and play activities. The spatial quality of a dynamic nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural elements such as form, scale, proportion, colour, texture, pattern, light and views. (Dudek M. 1996, p.06). 2.2.1 Colour as a spatial quality in Kindergartens Amongst architectural elements that stimulate space for humans, colour plays a vital role with direct impacts on mind and body. The sensation of colour enables to communicate between natural and manmade elements in architecture. The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour. Fig.2.05: Interaction with Nature: Kindergarten in Caeserea, Israel â€Å"The natural contrast between light and shade creates a new range of form and colour. Two –dimensional architecture will eventually create a richer composition of colour, which, in turn, will enrich the child’s experience.† (Eylon.L, 2003) The constant interaction with the surrounding environment draws in the light and colours of nature to animate the visual ambiance for the child; it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract built forms of nature. The forms and colours with resemblance to a toy, encourages the child’s imagination to visualize ‘a herd of elephants’ and further explore activities of play through his imaginary world. Fig.2.06: Light provides visual depth to Form and Colour: Kindergarten in Caecerea, Israel and Kindergarten8units in Spain Natural light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its execution in enhancing colours. Fig.2.07: Eye level views for children: The window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright setting and a close view of the outdoor environment. Bringing the window heights to child’s eye level provides them with visual continuity from indoors to outdoors. Fig.2.08: Spirit of light and colour Use of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors. This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment. How to cite Early Childhood Education and ‘Kindergarten’, Papers

Participation In Information Systems Risk â€Myassignmenthelp.Com

Question: Discuss About The Participation In Information Systems Security Risk? Answer: Introducation Revenue Cycle comprises various activities in a period of Sales, Trade Receivables, Working Capital, Stock and General Ledger. The functions performed in completing a cycle is procuring and write the orders of customers and note the cost of the goods sold. Management of the company has a good idea from this cycle is how to make revenue by performing these functions. Bad and Hasty decisions taken by the management: Internal controls of the company are made by the management of the company and when making the internal controls management has to identify the areas prone to the risk and identify its nature but in the case of Motherboards and More Pty Ltd made Internal controls in a hurried manner and it is not successfully implemented all over the company. Collaboration between the employees and staff: The employees and staff of the colluded against the policies of the company and it affects the internal controls system of the company. Inadequate performance of internal controls: The internal controls of the Motherboards and more are implemented in the company is very quick and because of that it is not implemented all over the company and the performance of internal control is really bad (Hammersley, et. al., 2008). Internal controls are made with the objective of analyzing the performance of an entity whether the functions performed by the management and employees are done with effectiveness and efficiency. Internal controls are made to check the compliance with necessary laws and regulations and they also work for the safeguarding of companys assets. The financial performance of the company affects when weakness presents in the internal control system of the company. And when the wrong information is provided the assumptions made by the company and policies framed by the company are also affected (Ashbaugh?Skaife, et. al., 2009). When Internal controls of the company are unable to find the problems in the organizations internal environment, then the conspiracy against the company increases, employees of the company made fraud against the company, the records of the company and financial information of the company is falsified. Conduct Detailed Fraud Risk Assessment: If the management of the company makes a detailed assessment of risk related to fraud then the chances of manipulation of records can be decreased. Appropriate Training to Employees: Give appropriate training to the employees and conduct various training programs and encourage the employees to take part in these programs which will help the entity in long run. C. Install Mechanical Devices: Mechanical Devices help the company in finding any suspicious activity conducted by the employees or management against the entity. These types of devices keep the members of staff in check and they work with the ethics (Spears Barki, 2010). Segregate Accounting Duties: Accounting work of the company will be segregated between the many persons and not give the entire accounting work to one person. Require Employees to take Vacation: Give necessary leaves to the employees and encourage them to go on vacation because of this they will feel motivated and not go against the company. Financial Statements checked by the Third Party: The financial statements made by the company will be reviewed by the third party outside the company like Audit team. Increase Oversight: various techniques and tools used by the management to increase the oversight of its employees like placing a camera in the workplaces. These Changes in Internal control will help the company in forgeable future and it also strengthens the internal control system and they will work with efficiency and effectiveness. The WannaCry Ransomware attack was happened in the year 2017 in the month of May by the Wannacry ransomware cryptoworm, WannaCry is Ransomware is made to advance quickly into the computers working on the same network and this worm encrypted the files in the computer by using a powerful encryption which is hard to crack and demand a huge amount in exchange of decrypting the encrypted files. It moves very quickly on the computers working under the Microsoft Windows operating system that does not have a required security patch. And it spread quickly on the computers which are not updated or they dont have the security patch (Luo Liao, 2007). They demand payment in the form of Bitcoin which is untraceable. It affects at least 100,000 organizations in 150 Countries. Internal controls which can be implemented by the management of the Motherboards and More Pty Ltd to protect the company from the threats of Potential ransomware attacks are as follows: Stay Updated: the management of the company has to remain up to date against the hacking threats posed by the hackers because if you have at least a piece of knowing what will happen from these attacks then there is a chance you might protect the data of the company. Conduct Regular data backups: The financial data of the company defines the financial performance of the company and regular backup of this data is made by the IT Department of the company and it should be stored offline (Brewer, 2016). Toughen up access control: The access control of the company should be changed time to time and passwords should not be easily guessed. Update Everything: Every system in the company remains up to date and all the software and firewall in the systems is to keep updated because hackers targeted that system first which is not updated and dont have required security patch (Mercaldo, et. al., 2016). Install Security Applications: various Security applications are available in the market to protect the data of the users and these types of applications should be installed in all the system which will make hard for the hackers to hack the systems of the company (Kharraz, et. al., 2015). Limit File Uploads: File uploading is a major concern because various threats come from the uploading the files to protect the data of the company limited files should be updated and firewall of the company should be updated. References Ashbaugh?Skaife, H., Collins, D. W., Lafond, R. (2009). The effect of SOX internal control deficiencies on firm risk and cost of equity.Journal of Accounting Research,47(1), 1-43. Brewer, R. (2016). Ransomware attacks: detection, prevention and cure.Network Security,2016(9), 5-9. Hammersley, J. S., Myers, L. A., Shakespeare, C. (2008). Market reactions to the disclosure of internal control weaknesses and to the characteristics of those weaknesses under Section 302 of the Sarbanes Oxley Act of 2002.Review of Accounting Studies,13(1), 141-165. Kharraz, A., Robertson, W., Balzarotti, D., Bilge, L., Kirda, E. (2015). Cutting the gordian knot: A look under the hood of ransomware attacks. InInternational Conference on Detection of Intrusions and Malware, and Vulnerability Assessment(pp. 3-24). Springer, Cham. Luo, X., Liao, Q. (2007). Awareness education as the key to ransomware prevention.Information Systems Security,16(4), 195-202. Mercaldo, F., Nardone, V., Santone, A., Visaggio, C. A. (2016, June). Ransomware steals your phone. formal methods rescue it. InInternational Conference on Formal Techniques for Distributed Objects, Components, and Systems(pp. 212-221). Springer, Cham. Spears, J. L., Barki, H. (2010). User participation in information systems security risk management.MIS quarterly, 503-522.