Gilbert Ryles The Concept of Mind Essay -- Concept Mind Gilbert Ryle

Gilbert Ryle's The Concept of Mind In The Concept of Mind Gilbert Ryle attempts, in his own words, to 'explode the myth' of Cartesian dualism. His primary method in this endeavour is to explain why it is a logical error to describe minds and bodies with semantically similar language; while secondarily, he proposes that even to speak of 'minds' as a second-order ontology is to take the first step in the wrong direction towards intellectual clarity. Thus, with the desire to arrive at this hypothetical locale, the following peripatetic discussion will set out with Ryle at his point of departure, viz. Descartes' Myth; it will then survey the "lay-of-the-land" at Ryle's mapped out midway point, viz. Self-Knowledge; and from there, judge whether Ryle himself is headed in the right direction, or, whether despite the ribbons and fan-fare, Ryle's excursion takes place on a circular track. Ryle begins by seeking to expose the theory of Cartesian Dualism as an absurd logical error. To do this, he accuses it of having an inherently faulty structure; that it exemplifies "one big category-mistake."1 To understand this claim we must first look at what Ryle deems a 'category-mistake.' A category-mistake is committed when one accounts for a concept by placing it in a certain logical type, or category, when in fact it belongs to a different division altogether. So to describe or qualify two items or ideas of dissimilar constitution within the same linguistic framework is to commit this mistake. Ryle provides numerous examples for the elucidation of this error, only one of which follows: "she came home in a flood of tears and a sedan chair."2 The absurdity of this statement shows the category-mistake for what it is: a failure to use langu... ...ons it is my considered opinion that despite Ryle's attempt at intellectual clarity, this clarity is an illusion. NOTES 1 Gilbert Ryle, The Concept of Mind, p. 17.Back to note location in text 2 Ibid., p. 23.Back to note location in text 3 Ibid., p. 15.Back to note location in text 4 Ibid. Back to note location in text 5 Ibid., p.21.Back to note location in text 6 Ibid., p. 23.Back to note location in text 7 I refer to John R. Searle, The Rediscovery of The Mind, in which the author states: "Mental phenomena are caused by neurophysiological processes in the brain and are themselves features of the brain." p. 1.Back to note location in text 8 Gilbert Ryle, The Concept of Mind, p. 149.Back to note location in text 9 Ibid., p. 149.Back to note location in text 10 Ibid., p. 162.Back to note location in text

Critique On Advertising In Our Society :: essays research papers

Critique On Advertising In Our Society A critique on the impact of advertising in our society. Consider visuals and verbal or written language. (1000 words) The impact of advertising on our society is a fiercely debated topic, and has been ever since the conception of advertising in its most basic form. There are negative and positive social and economic impacts upon society from advertising in its various forms. For instance, advertising promoting public welfare has a positive social impact upon society, whereas advertising portraying women as sex objects has negative social impacts. There are also positive economic impacts on society such as providing funding for the media and stimulating an active, competitive economy. There are a number of proven ways to persuade the consumer that he or she needs the product being advertised. These methods of persuasion, instead of concentrating on the actual product, usually concentrate on the benefits that will be brought to the consumer. These benefits may include the hope of more money and better jobs, popularity and personal prestige, praise from others, more comfort, social advancement, improved appearance, or better health. For example, an automobile advertisement, as well as mentioning the mechanical attributes of the car, would most likely focus on the excitement, prestige and social advancement it may bring the buyer. This social advancement is very often sexual, or involving attraction of the other sex– so the car advertisement may also mention the glamorous women/men that the consumer will attract with his/her fancy car. Advertising has been blamed for a great variety of negative social impacts. One of the major criticisms received by advertising is that it forces people to buy things they don't really need, often by projecting negative emotions such as fear, anxiety or guilt upon the consumer. It is claimed that advertising plays with our basic human emotions and takes advantage of them, using them as merely another technique to sell goods or services. Advertising also encourages people to buy products by making them think that purchasing and consuming are the major activities of their lives. It is said to also evoke fears of inferiority upon the consumer by depicting the ‘normal' person as young, attractive, wealthy and successful. This may encourage a person to act on his or her desire for success and, for instance, go out and purchase that particular brand of make-up or deodorant hoping to emulate the seeming success of the person depicted in the advertisement. In opposition, advertisers state that the public is intelligent enough to, and quite capable of, making up its own mind and will definitely not buy anything they don't want or need.

Digital Encoding and Music Sharing :: Internet

Digital Encoding and Music Sharing Computers have revolutionized the world of music. Through the Internet, users can get any type of music at little to no cost. They practically eliminate the need to purchase new CD’s. This new concept is made possible through the process of digital encoding. The Internet is only a tool allow the freedom of sharing music. Mp3’s are the most popular form of encoded digital music and are the most readily available for the Internet. Most Mp3 players are played on winamp, which is available to the public. There has also been a great amount of controversy within the free sharing of Mp3’s. Mp3’s stands for Mpeg layer-3 type format media file. Mp3’s are digitally compressed songs form CD’s. The average track on a CD is proximally 50 megabytes in size. Through the process of digital compression modern software can minimize the amount of space for the same CD track to one-tenth the size, making the average Mp3 file 5 megs, losing only minimal amount of quality. The small amount of space that the Mp3 take up on the hard drive is much less than copying a .wav file from a CD. The average modem can transfer 5 Megs of information in about 10 min. It would take hours to transfer a .wav file of the same music quality. This is what makes mp3’s so popular for Internet and computer users. The average CD on the market today costs about 20 dollars. Through the uses of the Internet and Mp3 sharing communities such as Napster, Scour net, File quest, and Imesh, users can build a music library for a fraction of the cost of purchasing normal CD’s from a music store. Napster is one of the front-runners in Mp3 sharing. It works by networking your computer to every other computer that is logged onto Napster. Users can search for any song and download any song that is on any computer that is log onto the network. This program is so simple that a 10 year old can uses it. The simplicity of the program made Napster a multimillion-user program within months of it’s beginning. Napster has also made some real powerful enemies by allowing users to trade music. The music industry survives mainly on the sales of CD’s. Napster enables one person to purchase the CD, and through the use of their computer, they give the music to millions of different users.

Pertussis caused by Pertussis toxin

B. Pertussis is a bacterium that is responsible for causing whooping cough. The symptoms and signs develop as a result of action of the Pertussis toxin on the upper respiratory tract (containing ciliated ciliated pseudostratified columnar epithelium). The individual develops several episodes of uncontrollable coughing. The characteristic whoop sound is heard during the cough. It develops especially when the individual is breathing in. The individual also develops fever, diarrhoea and a running nose .Before understanding the mechanism by which the toxin acts (that is a transduction mechanism), it is important that the physiology of transduction is understood. Receptors are present on the surface of a cell which helps it to communicate with its external world. Specific molecules bind with these receptors present in the external environment and are recognised by the cell. Once these molecules bind to the receptors a cascade of intracellular signals may be produced which brings about sev eral processes and actions in the cell.A number of antigens or molecules can be recognised by receptors preset on the surface of the cell, following which signals are transmitted within the cell. The lymphocyte cells can bind with and recognise several antigens (belonging to various microorganism and foreign substances). The receptors which are present on the surface of the lymphocytes are made up of complexes containing multiple proteins. Some of the antigens are capable of binding with receptors present on the surface of the lymphocyte and stimulate them to divide further or differentiate into specific effectors cells having a certain function.Some of the antigens are also capable of brining about death of degeneration of the cell. The receptors present on the two types of lymphocytes may be different from each other and are able to recognise different molecules or antigens. However, in both lymphocytes, the intracellular signal pathway is similar. Ultimately, the nucleus is activ ated and alterations occur in the genes to enable a reaction from the lymphocyte (including gene expression) . Receptors are present on the surface of the cell, where molecules bind, and the cell is able to identify the molecule that has attached.The receptor proteins are able to produce a signal once the molecule has attached to the receptor. This signal is transmitted across the plasma membrane, and brings about intracellular events. Signal transduction is a process by which signals are transformed from one form to another. The transformation of the intracellular signal ensures that the message is transmitted in a forward direction, to its destination. The signal may be transmitted to various portions of the cell and may be also get amplified. Finally, the nucleus receives the intracellular signal and the genetic transcription helps to bring about division of the cell .Most of the studies conducted currently for signal transduction were performed on animals, and only a few are con ducted on human subjects . Hence, a lot need to be studied in the field of signal transduction. In some receptors present on the surface of the cell, once antigens are bound with specific molecules, certain ion channels are opened up and an ionic gradient exists that works as an intracellular signal. In certain other cells, when the receptor combines with the molecule, a change in the protein occurs that causes the cytoplasm to get stimulated, resulting in transmission of intracellular signals.When the receptor combines with the specific molecule, a signal is transmitted that enables the receptors to cluster on the surface of the cell. This clustering results in the receptor producing a very strong signal. The exact manner in which the receptors clustering occur is still not understood. However, if the cell contacts another cell that has several copies of the MHC protein complex, they begin to recognise it and cluster around . The receptors present on the cell, usually bring about i ntracellular signals by stimulating the enzyme protein tyrosine kinase (they add phosphate group to tyrosine residues).The receptors on the cytoplasmic front contain tyrosine kinase that is usually inactive. However, when clustering occurs, they begin to stimulate each other through transphosphorlyation, which further activate the biochemical signalling molecules present in the cytoplasm. On the antigen front of the receptor, no tyrosine kinase is available and hence the cytoplasmic front combines with the tyrosine kinase present in the cytoplasm. During clustering, the enzymes are closer to each other, which help to activate the intracellular signalling mechanism.The biochemical activity of the cell is regulated by phosphorylation of the enzymes and proteins by the tyrosine kinase. Phosphorylation makes certain enzymes active, and once they are dephosphorylated (by the enzyme protein phosphatase), they become inactive. Once an enzyme is phosphorylated, new binding sites are created for the target proteins . Phospholipase C-gamma enzyme is present at the tyrosine receptor or the plasma membrane and can attach itself to phosphotryrosine. This enzyme amplifies and forwards the signal.Once tyrosine kinase gets phosphrylated, the phopholipid is broken down into 2 components, namely DAG and IP3. Many DAG and IP3 molecules are produced from single molecules of PLC-gamma, and in this way the signal gets amplified. The IP3 combines with the receptors present on the endoplasmic reticulum, causing the release of calcium ions, and thus raising the level of calcium intracellularly. The signal is maintained even when the Calcium ions are exhausted, as calcium channels present on the cell membrane are opened and the extra-cellular calcium flows in.The Calcium ion binding protein Calmodulin is also activated that controls the activity of other enzymes present in the cell. The signal is transmitted to the nucleus. DAG on the other hand activates the enzyme Protein kinase C. T hey may act in several mechanisms to finally ensure that the signal has reached the nucleus . Calmodulin also controls the activity of the enzyme adenylate cyclase produced by the human cell GTP-proteins help to transmit the signal from the tyrosine kinase receptors to the nucleus. Ras is the most common type of GTP-proteins.It may be activated once the molecule comes in contact with the receptor. Ras can be bound to GTP or GDP. The GDP form of Ras is inactive compared to the GTP. This inter-conversion is brought about by the enzyme Ras-GTPase. Usually, the GTP-proteins are present in an inactive form and are activated once the specific molecule comes in contact with the receptor. GDP can also be converted to GTP by GEF’s. Activation of GTP-proteins leads to activation of several protein kinases (known as ‘MAP-kinase’). MAP-kinase can bring about phophrylation and activation of nucleus transcription .B. Pertussis sticks to the cell with the help of â€Å"filamen tous hemagglutinin† (FHA). The Pertussis Toxin also helps to bind the bacterial cell to the host cell. During the colonization of the bacteria, the toxin plays a very important role in invasion . The substance Filamentous hemagglutinin (FHA) produced by B. Pertussis combines with the receptor integrin present on the plasma membrane. This in turn stimulates increased binding of another portion of FHA with another receptor present on the plasma membrane known as ‘complement receptor-3’ (CR-3).In this way as the binding of the B. Pertussis antigen is increased with the receptors present on the plasma membrane, the signal produced is strong . The Pertussis Toxin mainly helps the bacterial cell to attach itself to the epithelium of the trachea. The Pertussis toxin is made up of 5 subunits (obtained through the process of gel electrophoresis), namely S-1, S-2, S-3, S-4 and S-5. In fact, the S-4 component is two in number . The subunit S-4 is present in a larger ratio co mpared to the others.The Pertussis toxin has two components namely, A-promoter (S-1) which brings about the toxin enzymatic activity, and B-oligomer (S-2, S-3, S-4 and S-5), which helps the toxin to bind to the receptor present on the plasma membrane. The Pertussis toxin produces several physiological effects including rise in the lymphocyte count, activating the islet cells to release greater amounts of insulin and exaggerating the effects of histamine. The physiological effects of Pertussis toxin mainly brings about it effect on the G-i component of the adenylate cyclase.The toxin works by ADP-ribosylation of G-i protein provided by the S-1 component of the toxin . Compared to normal stimuli, activation with the Pertussis toxin results in greater accumulation of the cAMP within the cells. Agents that obstruct production of cAMP are inactivated by the Pertussis toxin. When the cell is affected with Pertussis toxin and toxin acts on G-i protein, the responses to various chemotactic agents are reduced, suggesting that G-i plays a very important role in the development of immunity.Transducin is Guanine-protein present in the rods and the cones that activates cyclic AMP-selective phosphodiesterase. ADP-ribosylation of tranducin is also stimulated by Pertussis toxin . By altering the manner in which G-proteins are bound, the bacterial toxin can obstruct the signal transduction process. The toxin brings about ADP-ribosylation of certain alpha subunits of the G-protein component of adenylate cyclase namely G-i, G-o, G-t, G-gust, and G-s is not converted to G-olf. Once G-i is ribosylated, the enzyme adenylate cyclase is reduced increasing the level of cAMP .Once the levels of cAMP are raised, the function of the phagocytic cells is reduced (such as chemotaxis, engulfment, bactericidal action, etc) . The S-1 component of the Pertussis toxin is united with the B-oligomer portion in a non-covalent manner. The B-oligomer portion helps the toxin to attach to the receptor present on the plasma membrane. Without the B-oligomer portion, the S-1 component of the Pertussis toxin is unable to pass through the cell . The S-2 and the S-3 components of the Pertussis Toxin mainly help in adhesion of the cell to the host cells.Ciliated epithelial cells contain a glycolipid that helps the S-2 component to bind, whereas the phagocyctic cells contain glycoprotein that helps to bind the S-3 component . Certain opioid receptors are present on the surface of the cell that is linked with the G-protein receptor family. Once the opioid receptors have been activated by the Pertussis toxin, the G-proteins that are sensitive to the Pertussis toxin (namely G-i and/or G-o) are stimulated. The ADP-ribose portion of the NAD is transferred to the G-i. G-i gets inactivated and does not obstruct adenylate cyclase.The intracellular concentration of cAMP increases because the transformation of ATP to AMP cannot be controlled . This results in generation of an intracellular signal which activates the gene transcription in the nucleus and brings about cell division. Once the opioid receptor has been activated, the enzyme Adenylate cyclase is decreased and the Cyclic AMP levels present in the cell are increased. Calcium channels are repressed and inward flow of potassium ions are stimulated by the opioid receptors. When the opioid receptors were stimulated, neuronal excitability reduced.Opioid receptors activation can also bring about activation of the MAP-kinase. Once this occurs, arachidonate may be released and genes c-fos and jun-B are expressed . BvgA and BvgS proteins help the B. Pertussis to express adhesions, virulence factors and toxins. BvgA appear similar to the regulator component, whereas BvgS appears similar to the regulator and sensory component. This system helps to bring about phosphorylation cascade following sensory inputs. As transmission and receiving can occur in this system, a signal pathway system does exist.The cytoplasmic front of the BvgS autophosphorylates with ATP (r-phosphate portion). BvgA is phosphorylated following transfer of BvgS of the phosphate group to the Asp. Gene expression may occur in relation to phosphrylation of BvgA . The human IL-1 stimulates release of kappa Ig-L by the pre-B Cell lines, IL-2R by the Natural Killer cell Lines and PGE2 by the rheumatoid synvovial cells. However, all these IL-stimulated factors are reduced by the Pertussis toxin, which may be associated the cAMP production.As IL-1 stimulates GTPase activity, Pertussis Toxin brought about a reduction in GTPase activity. Pertussis toxin also stimulated ADP-ribosylation of the enzyme adenylate cyclase in the membrane of cells that are usually activated in cells sensitive to IL-1 . Once the cell is affected with the Pertussis toxin, agents that would otherwise obstruct the collection of cAMP are no longer effective. The Pertussis toxin brings about certain cell transduction mechanism that further enables the cell to be invaded by the microorganism .Many of the bacterial toxins such as Cholera Toxin, E. coli labile toxin and the Pertussis toxin act in the same manner and produce the same effect (that is a rise in the cAMP levels of the cell). However, the symptoms and signs of each of these disorders are different. This is mainly because the target tissues and cells of each of these toxins are different. The Pertussis toxin mainly acts on the epithelium of the respiratory tract causing several symptoms such as whoop, cough, breathing problems and cyanosis .

Assessment and Office Equipment Essay

Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its uses 1. 1 Identify different types of equipment and their uses 1. 2 Describe the different features of different types of office equipment 1. 3 Explain why different types of equipment are chosen for tasks 2. Understand the purpose of following instructions and health and safety procedures Exemplification Learning outcomes 1 to 6 must be assessed using methods appropriate to the assessment of knowledge and understanding. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria. 2. 1 Explain the purpose of following manufacturer’s instructions when using equipment 2. 2 Explain the purpose of following organisational instructions when using equipment 2. 3 Identify health and safety procedures for using different types of equipment 2. 4 Explain the purpose of following health and safety. Procedures when using equipment 2. 5 Explain the purpose of  © OCR 2010 1 keeping equipment clean and hygienic 3. Understand how to use equipment in a way that minimises waste 3. 1 Give examples of waste when using equipment 3. 2 Give examples of ways to reduce waste 3. 3 Explain the purpose of minimising waste 4. Know about the different types of problems that may occur when using equipment and how to deal with them 4. 1 Give examples of equipment problems 4. 2 Explain the purpose of following manufacturer’s instructions and organisational procedures when dealing with problems 4. 3 Give examples of how to deal with problems 5. Understand the purpose of meeting work standards and deadlines 5. 1 Explain the purpose of meeting work standards and deadlines when using equipment 6. Understand the purpose of leaving equipment and the work area ready for the next user 6. 1 Explain the purpose of leaving equipment and the work area ready for the next user 7. Be able to use office equipment 7. 1 Locate and select equipment needed for a task 7. 2 Use equipment following manufacturer’s and organisational guidelines Assessment should be planned. To maximise the opportunities for the candidate to demonstrate their ability to use office equipment. 7. 3 Use equipment minimising waste 7. 4 Keep equipment clean and hygienic 7. 5 Deal with equipment problems following manufacturer’s and organisational procedures 7. 6 Refer problems, if required 7. 7 Make sure final work product meets agreed requirements 7. 8 Make sure that product is delivered to agreed timescale 7. 9 Make sure equipment, 2  © OCR 2010 resources and work area are ready for the next user Assessment This unit is centre assessed and externally verified. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria and where appropriate, provides evidence across several units. Your assessor will use a range of assessment methods which may include: ? observation of performance in the work environment ? examination of work products ? questioning the learner ? discussing with the learner ? use of others (witness testimony) ? looking at learner statements ? recognising prior learning Evidence requirements A range of evidence should be gathered to cover the Learning Outcomes and Assessment Criteria. Examples may include: ? Job requests/briefs from colleagues ? Copies of work produced using equipment ? Fault/problem logs indicating your response ? Records of training in use of equipment ? Minutes of team/1 to 1 meetings, relating to use of equipment ? Annotated copies of relevant sections in user manuals. The candidate must demonstrate their ability to use a range of office equipment including a computer, printer, and photocopier along with other equipment necessary to carry out their job eg telephone, franking machine,fax machine, data projector, shredder, laminator, binder, paper folder. Guidance on assessment and evidence requirements Refer to sections on Assessment and Evidence requirements above. National Occupational Standards (NOS) mapping/signposting This unit is based on the NOS BAA231 Use office equipment. Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills.  © OCR 2010 3 Link to functional skills standards http://www. qcda. gov. uk/15565.aspx Functional Skills Standards English Mathematics ICT Speaking and Listening ? Representing ? Use ICT systems ? Reading ? Analysing ? Find and select information ? Writing ? Interpreting ? Develop, present and communicate information ? Resources Access to a wo rking environment with associated equipment and resources Additional information For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide: Vocational Qualifications’ (A850) on the OCR website www. ocr. org. uk.

Recruitment and Selection in Business Essay

Department of Business In conjunction with Edexcel Edexcel BTEC Level 3 Extended Diploma in Business Assessment Information Unit No & Name: Unit 13: Recruitment and Selection in Business level 3 Lecturers/Assessor Name: Date Set: w/c Sept 2013 Assignment Name: 1 of 2 Recruitment. Submission Date: As detailed on assignment Edexcel Unit Code A/502/5434 Assessment Type: Internal (Portfolio) Unit Credit Value 10 Internal Standardisation Assignment Brief Assessments Author: Assessor 1 Internal Verifier: Assessor 2 Date: Sept 2013 Internal Verifier(s): Assessment Resources Document/File Name of Document/File VLE Network Assignment Brief: Unit 13: Recruitment and Selection in Business ï   Unit Specification: See VLE or Edexcel.comQualifications ï   ï   Feedback Header Sheet: CF015 will be attached for formative and summative feedback Learning Outcomes relevant to assignment linked to:- 1 Know the processes involved in recruitment planning 2 Understand the implications of the regulatory framework for the process of recruitment and selection Level 2 Level 3 Unit 1: The Business Environment (10) * Unit 4: Business Communication (10) ** Unit 16: Human Resource Management in Business (10) Tasks Task Submission Dates Task 1 Task 2 Task 2a Task 3 Week ending 4th October 2013 Week ending 25th October 2013 Week ending 8th November 2013 Week ending 22nd November 2013 Performance Criteria Assessed in this assignment: Note that this IS / NOT a whole Unit assignment. Pass P1 P2 P3 P4 P5 P6 P7 P8 Merit M1 M2 M3 M4 Dist D1 D2 D3 Comments and Deadlines Note: All tasks must be completed by the deadlines set. Failure to do so may mean that the higher grades may not be obtained. Evidence may be submitted for other units stated above but put into context. Make sure you xref to grade. Scenario: This scenario relates to recruitment selection, advertising and preparing documents for different job roles. You are working for a recruitment agency and they have asked you to review and write a report about the recruitment processes of two separate organisations. You will prepare advertisement and appropriate documentation for an organisation. The first job is for an Administrator Assistant for the Finance area of a College and also for a Team Leader in a Supermarket. To confirm that the documentation is correct and accurate you will complete the documentation and submit for checking to your line manager. Your line manager has asked you to identify how similar organisations plan recruitment using internal and external sources. Using the format below you are then to produce a report identifying why the 2 organisations identified need to recruit and how they plan their recruitment. To: (Insert Teachers name) From: (Insert your name) Date: (Insert month and year) Re: Recruitment and Selection Task 1 (P1) : Identify how two organisations plan recruitment using internal and external sources. Prepare a planning sheet this will support you to write your report. Once this has been completed, you will then create the relevant report to show that you gained an understanding about the processes for recruiting staff for two separate organisations. This report should be headed up â€Å"Processes involved with recruitment planning by comparing 2 organisations, using internal and external sources.† The report should have an opening paragraph introducing your aim with NO SUB HEADINGS The main section should contain the following: Section 1: Reasons for Recruitment -The reasons for vacancies. Section 2: Internal Recruitment – The internal aspects of recruitment planning, including advertising internally, promotion and succession planning. Section 3: External Recruitment – The external aspects of recruitment planning, including advertising internally, promotion and succession planning. Section 4: Identify 2 organisations: Research and analyse about Tesco (Sainsbury’s) and Havering College. Why should they take the decision to recruit by using different processes to recruit for internal and external staff. (Refer to sections 1 to 3). Section 5: Recruitment Process Diagram and methods of application: Compare the organisations recruitment methods, which can be shown in a recruitment process diagram and the methods of application that are used. Conclusion which should contain the advantages and disadvantages of recruiting internally and externally. Recommendations of whether to recruit internally or externally. Task 1 addresses P1 identify how two organisations plan recruitment using internal and external sources complete by 4th October 2013 This report should be 3 – 4 pages in length – see Appendix 1 Task 2 (P3) Recruitment pack As part of your training you need to familiar with all documentation used for recruitment and their purpose. You must identify all the documents used in the three stages of the selection process (P3). Job description, Person specification and Application documentation which includes a letter, application form and curriculum vitae. You must know the purpose of the key documents and the purpose of the information that the completed documents will provide for the interviewers. You must present this in a suitable format to your line manager. See appendix 1. You have been asked to produce documents for the position at a College and Team Leader for a supermarket (See scenario). These will include: 1) A job description (see P3) 2) Person specification (see P3) 3) Create job advertisement, (you need to create a company name and logo). 4) Develop a CV 5) Complete application forms (paper based and online) 6) Produce a covering letter This needs to be to a good standard as it will be used during the interview process. P3 Develop and produce the recruitment pack complete by – 8th November 2013 Task 2a (P3) – By producing a report to develop Task 2 further to include the following you may be able to achieve M1 and D1. Addresses M1: compare the purposes of the different documents used in the selection and recruitment process for a given organisation. Addresses D1: Look at the documentation collected and make judgments on the usefulness of documents that you have collated in the interview pack. Consider the interview pack you have produced. You must judge how effective and useful each of the documents is that you have produced. How do they help you and the organisation manage and conduct the interview? How do they help you make a decision in the interview process? Do any of them limit your decision in the selection process? You can use SWOT analysis to help you consider the strengths and weaknesses of the process. M1 and D1 compare the purpose and evaluate the usefulness of the documents in the interview pack for a given organisation, in facilitating the interview process – complete by 8th November 2013 Task 3 (P2): Create a presentation relating to the following: (Please include speaker notes – minimum of 10 slides) The presentation must include information on the following legislation and the impact of that legislation on recruitment when conducting interviews. This must be done by providing a concise, but detailed presentation for interviewers on:- Sex Discrimination Act 1995/97 Race Relations Act 1992 Equal Pay Act 1970 Disability Discrimination Acts 1995 and 2005 European Working Time Directive Employment Act 2002 and Work and Families Act 2006 Age discrimination Act Sexual Orientation Act Data Protection Act 1998 What ethical/moral reasons should we follow when recruiting staff? Make sure you include speaker’s notes for each slide which support your presentation. You may wish to use images or charts to enhance your work. Include a bibliography of sources of useful information from your research. Task 3 (P2) legal and the impact of legislation on recruitment – complete by 22 Nov 2013 Appendix 1 Please note that all assignments for this unit are to be submitted on one of the deadline dates listed above. Please make sure all assignments are completed with your name, student number and signature. Guidance Notes: Please read P1: It may help to research about working with an agency so that you gain an understanding about working in this environment. Consider other areas in the department and the duties they would be expected to do for each area or section which could support your job role. Look at how the college and supermarket would recruit and who might apply internally and also the types of methods that can be used for external recruitment process. Guidance Notes: Please read P3: When writing the job description and person specification, if you use the internet as a source please remember to ensure that the post contains duties that would be required by the college and not just generic duties that may have been found from your internet source. Guidance Notes: Please read P2: When researching for the legislation and the impact of that legislation on recruitment, please ensure that you give clear and precise information so that everyone is aware of the legislation and please do not use technical jargon. PLEASE CHECK ALL DOCUMENTS FOR SPELLING, GRAMMAR AND PUNCTUATION

Marriage Is a Private Affair – Interpretation

Arranged marriages are something that is still going on in our time. They are something that I don't agree with. The marriage isn't about love, just the profit that each family can make by marrying their children to each other. People who are put together in these marriages usually have not even met before. They are just assigned to eachother from a young age. They spend the first years of their marriages just getting to know each other. The guy usually forces himself onto the woman, since in the countries that arrange such marriages; women are usually treated like property. The families of the children force their kids to go through with the marriages or else they are disowned and dishonor their families. They are then banned from family gatherings and out cast by society. I don't see why people don't just give up these traditions. I know of one person who decided to leave and not go though with an arranged marriage. She is From India she is the sister of my friend Ferhad. She left India to come live here with her brother and uncle. Her parents literally wanted to kill her because she left without telling them. They disowned her and won't speak to her. She doesn't care because now she's here and no one can tell her what to do because she has a job and pays half the rent. She is happy now. I don't understand why more people just don't leave their homes instead of being forced to marry. Arranged marriages are something that will slowly fade away as time goes by. They will just be seen as a barbaric practice of the past. Until that day though, people will just have to leave their homes and break contact with their families or put up with it and let their lives be run by their families and tradition.