The Murder of College Student Katherine Foster

The Murder of College Student Katherine Foster A 47-year-old woman living in a homeless shelter in Jackson, Mississippi has been arrested for a murder that took place in Alabama 28 years ago. Jamie Kellam Letson is being held on $500,000 bond in Mobile for the February 1980 shooting death of her longtime friend Katherine Foster, a student at the University of South Alabama when she was killed. Letson, who was 19 at the time, and the 18-year-old Katherine Foster were friends who grew up together in Pascagoula, Mississippi. On Feb. 23, 1980, Foster was a freshman at South Alabama in Mobile. When Foster went missing, a group of 50 volunteer students searched two days for her near the university and she was found in a wooded area near the campus. No Signs of Assault When she was found, there were few signs of foul play, except for the two bullet holes in her head and the blood underneath her hair. Investigators said her makeup was on, her hair brushed and her clothes neat and clean. There were no bruises on her body or any indication of sexual assault. Five days after the murder, police found a .22 caliber pistol at a nearby pond, but the gun turned out not to be the murder weapon, which has never been found. Few Clues Over the Years Three years after Fosters death, police thought they had another suspect when a university security guard committed suicide. In his home, they found an extensive collection of material related to the Foster case, including the autopsy report, news articles, and poems that the guard wrote about Foster. They also found in his garage a secure room with a mattress in which someone could have been hidden. But investigators determined that Michael Maris, the dead guard, had an alibi for the time of Fosters disappearance and he was ruled out as a suspect. Letson, who has served time for theft and bank fraud, was previously questioned by police in connection with the case  because she was a longtime friend of Foster, but the case had been cold for more than 25 years until recently. Assistant District Attorney Jo Beth Murphree would not tell reporters what evidence led to the arrest of Letson after 28 years.

What is the difference between Platos and Aristotles idea essays

What is the difference between Platos and Aristotles idea essays Aristotle believed that for something to be real it had to have a substance and a form or a body and a soul. Aristotle found no difference between matter and form, relying on nature to explain itself. He believed that each person can see form differently. What makes a table a table? The way Aristotle saw it was to look at fifty different tables and you would see what makes a table a table. He believed that form and matter can only be separated in a mental exercise, not in reality. He believed that in order to learn the forms of things we had to study and examine them. He saw that in our minds we can make the distinction between tableness and wood and then combine them both into a concept of a wooden table. Form gives matter a structure to follow and matter gives form the stability. For example, wood is only a matter until the form of something gives it individual form and the form of something needing the matter to express itself. Now Plato on the other hand believed that reality is permanent and our senses cant be trusted. Plato maintains that there is a world of ideal forms, as we see material reflections of perfect forms. He constructed a mathematical system of explaining processes. He believed in a theory of forms. That is, that there are perfect ways things should be that we as humans can see but can never achieve. For example, anyone knows what a perfect circle looks like, yet we can never draw an absolutely perfect circle. Thats when Plato began to realize that real figures in geometry cannot be accurately or fully represented in this world. While talking about forms of the circle we can then refer to Figure 2.1 on how each table in the world, in all different shapes and sizes can be considered a table because to a greater or lesser extent it is in a form of a table. What Plato was trying to express was that he believed that the form of a table existed in a world of perfects forms. What h ...

How to detect and prevent abuse and neglect in nursing homes Essay

How to detect and prevent abuse and neglect in nursing homes - Essay Example The fundamental means of reforming and strengthening the program of nursing homes is to corroborate the entire frame work with efficient plans and channelizing of resources in a judicious manner in order to deliver the citizens in the later stages of their lives solitude, satisfaction and quality that they deserve. This can be done by an early detection and intervention followed by long term surveillance to keep a hard eye on companies which might be looking for maximum profits while compromising on their services. Several measures can be incorporated into the system to work towards prevention of abuse and neglect. Training and provision of education to health workers relating to not only their professional responsibilities but also guidance on how to keep their stress levels to a minimum will contribute towards a more wholesome approach. Minimizing social isolation and engaging in community activities help care givers to attain better equilibrium, so does interaction with their fami ly members.

Qualitative Research Proposal Essay Example | Topics and Well Written Essays - 3750 words

Qualitative Research Proposal - Essay Example The employees will be informed of the scope of the research and their consent sought before sampling 137 participants through stratified random sampling. Data will be analyzed by the researcher’s rationale before coding and application of SPSS software for descriptive statistics and comparisons. Application of the software reduces probability of bias. Ethical issues such as nonmalefecence, beneficence, justice, autonomy, and fidelity are expected to arise during the research process and measures have been taken to observe the ethical principles. ‘Effects of drug abuse on domestic violence’ is my topic of interest. The topic’s independent variable is consumption of drugs and is measurable on two scales, consumption, or non-consumption of drugs, and participants’ level of consumption of drugs. The dependent variable is experienced domestic violence with the drug users as victims or perpetrators of the violence. The proposed research aims at ascertaining an assumption of a relationship between drug abuse and domestic violence and the extent to which consumption of the substances contribute to the violence. The relationship between drug abuse and domestic violence has been widely explored for possible solutions. It has for example been established that victims of drug abuse have violent behaviors that they express in their domestic set ups. A research to investigate existence a relationship between drug abuse, violence, and suicide reported history of violent behavior, which can manifest in homes, among a significant percentage of drug addicts, about 75 percent. This indicates that substance abuse is a major factor to domestic violence (Ilgen and Kleinberg, 2011). Drug addicts with violent behaviors in domestic set ups however restrain from the behavior upon rehabilitation but resumes violence when they relapse to substance abuse. This is according to a research that investigated the relationship between relapse to

Parenthetical referencing Essay Example for Free

Parenthetical referencing Essay Strategic Organisation Module Module Syllabus Learner experience This module focuses on organisational design, development and performance as a strategic response to the modern business environment. You will be introduced to the concepts underlying new forms of organisation designed to enhance competitive position and improve performance and growth. In particular, strategic organisation is explained in the context of the special demands and opportunities presented by the global economy and advances in technology. Additionally, this module includes introductory information on academic integrity, citing, referencing, and participating in discussions that will aide you throughout your programme. Module aims and objectives The aims of the module are to develop knowledge and understanding about organising and managing in contemporary conditions of society and industry. Specifically, the module focuses on management and organisational performance through the relationship among strategy, organisation, and organisational environment. The module also addresses foundational topics for student success throughout the academic programme. This module is the first in your master’s programme. There are some items that will be found within the online classroom which may be new to you as an online student such as Module Aims, Learning Outcomes, Discussion Questions, and Hand-in Assignments. Throughout the first two weeks of this module there are additional explanations and preparatory information provided to assist in guiding you through the instruction. There is a transition in week three that begins the module content specifically related to Strategic Organisation. In addition, if at any time you have questions during the class, please contact your instructor. Aims The specific aims of this module are to ensure that students can: †¢ †¢ †¢ †¢ Manage the academic requirements of online learning successfully; Appreciate the nature and role of management in modern organisations; Understand why organisation is integral to the effective performance of organisations; Model organisation performance, taking account of the relationships between corporate strategy and features of the organisation such as people, structure, routines, and culture. Learning outcomes By the end of the module the student will be able to: †¢ Participate in and contribute to an academic community through on-line discussion and assessments; whilst applying writing style conventions and academic integrity to academic writing; Analyse and evaluate scholarly resources and writing for logic and supporting evidence; Understand the nature and purpose of business organisation; Identify the dynamics that shape organisational form, conduct, and performance in contemporary environments; Analyse the factors that make organisation a key strategic element in business performance; Assess the importance of organisation in the implementation of corporate and business strategy; Evaluate alternative strategies for managing people and processes in organisations. †¢ †¢ †¢ †¢ †¢ †¢ The learning outcomes listed above will be measured through your completion of the weekly assignments, either Discussion Questions or Hand-in Assignment, in the module. Learning strategies You will be studying this module through a combination of self-study and online interactions. The self-study materials introduce the full range of topics that need to be covered, although some additional detail will arise through discussion and collaboration between students and instructors. One of the strengths of an online learning program such as this is the high level of student interaction, where students are encouraged to share their own experiences online for the benefit of the others. Each week of the module has detailed learning objectives, indicating the topics and level of competence that you should achieve on completion of that part. Assignments include discussion questions, hand-in assignment exercises, and a longer project. Weekly Notes Each week’s theme is made up of several topics. Beginning in Week 3, these are introduced and explained in turn in the recorded lecture, which is also available as printed text. You can listen to the lecture as many times as you want and download it to your computer or other devices. Recommended reading We have indicated the pages in your textbooks that you should read with each topic in the weekly theme. Occasionally, we have also recommended journal articles that are available in the online library for you to study. We advise that you begin each week by reading the indicated materials in full, as this will provide you with a broad understanding of the subject matter required to complete the assignments and discussions successfully. Online interactions You will have regular online interaction with other students and the instructor in order to help consolidate your understanding of theoretical concepts and to develop your skills through discussion and exercises. The content of these online contact sessions will relate to the materials covered for each week and will include Discussion Questions set by the module instructors and Hand-in Assignment questions, both of which will be assessed. Text and software The required texts for the Strategic Organisation module are provided in the weekly Readings folder as module content. Textbooks Child, J. (2005) Organization: contemporary principles and practice. Malden, MA: Blackwell Publishing. Roberts, J. (2004) The modern firm: organizational design for performance and growth. Oxford: Oxford University Press. Journal articles 1. Simon, H. , 1995. Organizations and markets. Journal of Public Administration Research and Theory, 5 (3), pp. 273–294. 2. Yasuf, Y. , Gunasekaran, A. , Abthrope, M. 2004. Enterprise information systems project implementation: A case study of ERP in Rolls-Royce. International Journal of Production Economics, 87 (3), pp. 251-266. 3. Gibbons, R. 1998. Incentives in organizations. The Journal of Economic Perspectives, 12 (4), pp. 115–132. 4. Nadler, D. , Tushman, M. , 1999. The organization of the future: strategic imperatives and core competencies for the 21st century. Organizational Dynamics, 28 (1), pp. 45– 60. You will be able to access these online in the Liverpool University Library at http://www. liv. ac. uk/library/ohecampus/index. htm. You will need an audio player, such as Windows Media Player, if you want to listen to the recorded version of the lecture. (The text version is also provided for use if you do not have an audio player. ) Overview of module work †¢ Students are required in all weeks(Weeks 1–10) to submit: o Individual Discussion Question answers (DQI) o 3–5 meaningful Discussion Question Follow-on postings (DQF) in response to fellow student submissions †¢ Hand-in Assignments (HA) in weeks 2, 4, 5, 6 and 9 †¢ A project proposal in Week 7, an outline in Week 8, and a completed Module Project (MP) in Week 10 Discussion Questions (Initial responses are 28 percent of total module grade; Follow-on Participation is 25 percent of total module grade) Weeks 1 and 2 Discussion Questions Your first Discussion Questions in Week 1 and Week 2 of the module are introductory in nature covering foundational material designed to assist you in the online learning environment. Use these Discussions to establish relationships with your peers and master the required citing and referencing guidelines that apply throughout the module. A typical answer should have about 500 words, but it is the quality of the answer that matters, not the number of words. Just as in the below guidelines for Weeks 3 through 10 Discussions, you are required to participate with follow-on postings to your peers’ answers, making 3–5 significant Discussion Question follow-up postings in addition to your initial response. Week 1 Discussion Question explanation The Discussion Question in Week 1 of the module will be focused on content from your specific masters-programme as it relates to a current strategic issue in your field of study or professional area. This material will enable you to gain a holistic understanding of the programmme and how this particular module is relative to the overall programme goal. Week 2 Discussion Question explanation The Discussion Question for Week 2 of the module will focus on content related to academic integrity as it is relative to your masters programme and your professional experience. This question will assist in the transition from Week 1 and 2 foundational materials to the Strategic Organisation module material upcoming in Week 3. Weeks 3 through 10 Discussion Questions Beginning in Week 3, your Discussion Questions will focus on concepts related to Strategic Organisation. A typical answer should have about 500 words, but it is the quality of the answer that matters, not the number of words. To ensure your success throughout this module and the Masters programme it is essential to complete and thoroughly respond to each Discussion Question. Answers will be submitted to the weekly Discussions folder Turnitin Links, and also posted in the module Discussion Board. You must submit your initial response to the Discussion Question(s) by the end of Day 3 (Saturday). Following the 3 out of 7 days rule, you are required to participate with follow-on postings to your peers’ answers, making 3–5 significant Discussion Question follow-up postings in addition to your initial response for each Discussion Question by the end of Day 7 (Wednesday). Your total Discussion Board participation must occur on at least 3 individual days during each week. Follow-up postings should be significant contributions to the Discussion. You may wish to respond to your colleagues’ postings in one or more of the following ways: †¢ †¢ †¢ †¢ †¢ Ask a probing question. Share an insight from having read your colleague’s posting. Offer and support an opinion or suggestion. Validate an idea with your own experience. Expand on the ideas in your colleague’s posting. Hand-in Assignments (19 percent of total module grade). You must submit your answer to the Hand-in Assignment (HA) for five of the ten weeks by the end of day 7 (Wednesday). A typical answer should have between 500 and 1,000 words, but it is once again the quality of the answer that matters, not the number of words. Answers will be submitted to the weekly Assignments folder, but are not to be posted in the module Discussion Board. For both the DQ and the HA, satisfactory answers will demonstrate clear understanding of the topics and issues related to the assignment. Good answers will be able to explain the reasons in more depth. Excellent answers will be able to raise appropriate critical questions. Weak answers will demonstrate only a partial grasp of what is important in the context of the assignment. Instructors will provide feedback about these assignments in their weekly feedback to students. The following table provides an example weekly flow of activities. Example Weekly Activities Days 1 -2 Thursday Friday Review the Weekly Information and Learning Resources Day 3 Saturday Initial DQ Response Due  Days 4 -6 Sunday Monday Tuesday Add Follow-up Postings Work on Hand-in Assignment (if applicable) Day 7 Wednesday †¢ Total of 3-5 Follow-up Postings should have been posted by this Day †¢ Hand-in Assignment Due Final Projects End of module assessment: 1500–2000 word assignment (28 percent of total module grade). The purpose of the Final Project is to apply the concepts and techniques of the module to the analysis of real-world situations or problems. Students are expected to use diverse sources of information and to carry out an original analysis rather than summarise or rehash existing work. You will submit an individual project (IP) in Weeks 7 and 8. The IPs are components of the Final. Project intended to help you plan your work and give you the benefit of your instructor’s feedback before your Final Project is due in Week 10. In Week 7, you will submit a Project Proposal, which will convey the resources you will use for your research and the organization you are proposing for your project. In Week 8, you will submit an Annotated Outline of your research sources. In Week 10, you will address the comments from your instructor and submit your Final Project. More details on each stage of the project are found in the weekly areas. Assessment The table below outlines the mandatory contribution in each category and the range of grades scales that applies to each component. Component DQ Initial Response DQ Participation Hand-in Assignment Wk 1 X Wk 2 X Wk 3 Wk 4 Wk 5 Wk 6 X X X X Wk7 X Wk8 X Wk9 X Wk10 X Component Weight 28% (2. 8% per DQ) 25% (2. 5% per DQ) 19% (3. 8% per Assignment) 28% (Wks 7, 8: 7%) (Wk10: 14% X X X X X X X X X X X X X X X Final Project X X X For general information on assessment and grading, please consult the Student Handbook section pertaining to Grading at http://success. ohecampus. com/index. php? mod=dcpact=navigationindexnavigationid=3691. Syllabus by Week Week 1 Participating in the global classroom Topics †¢ †¢ Describe a strategic issue and its global impact on an organisation Contribute to an academic community through online Discussion. Workload Self-study for Week 1: o Complete Account Registration †¢ How to register for your University of Liverpool network account (PDF) o o Read, sign, and submit the Academic Honesty Declaration Read the following resources: †¢ Master’s study cycle handout (PDF) †¢ Sample online discussion interaction (PDF) Discussion Question: o Post your initial response both to the Discussion folder and to the Turnitin link provided by Saturday (Day 3) o DQ1 is due on Saturday (Day 3) o Review responses by other students and make 3 5 meaningful posts o Required Participation (minimum 3 out of 7 days in addition to the initial Discussion Question response) Week 2 Outlining arguments for scholarly discourse Topics †¢ †¢ Analyse the principles of academic integrity Construct logical arguments and academic writing skills Workload Self-study for Week 2: o o o Turnitin tutorial presentation How to read a Turnitin originality report (PDF) About the draft Turnitin link in your first module (PDF) The University of Liverpool (n. d. ) Guide to referencing and developing a bibliography [Online]. Available from: http://www. liv. ac. uk/library/ohecampus/referencing/referencing. htm (Accessed: 15 June 2010). The University of Liverpool (n. d. ) Study support: what you need to know about plagiarism [Online]. Available from http://www. liv. ac. uk/library/ohecampus/study/plagiarism. htm (Accessed: 15 June 2010). The University of Liverpool (n.d. ) Plagiarism, collusion, and fabrication of data [Online]. Available from http://www. liv. ac. uk/students/student-administration-centre/policiesprocedures/plagiarism-collusion. htm (Accessed: 15 June 2010). The University of Liverpool (n. d. ) Plagiarism, collusion, and the fabrication of data: guidelines for staff and students [Online]. Available from http://www. liv. ac. uk/tqsd/pol_strat_cop/plagiarism_collusion_fabrication_staff_student_g uidelines_20. pdf (Accessed: 15 June 2010). Purdue Online Writing Lab (n. d. ) Safe practices [Online]. Available from: http://owl. english. purdue. edu/owl/resource/589/03/ (Accessed: 15 June 2010). Logical argument and outlining For this weeks Hand-in Assignment, you must develop an outline for a logical scholarly argument related to Strategic Organisation. These resources from Purdue University’s Online Writing Lab (OWL) will help with this assignment. You should search the Purdue OWL site for additional information on scholarly writing as you need it. †¢ †¢ Purdue Online Writing Lab (n. d. ). Types of outlines and samples [Online]. Available from: http://owl. english. purdue. edu/owl/resource/544/03/ (Accessed: 15 June 2010). Purdue Online Writing Lab (n. d. ). Developing strong thesis statements [Online]. Available from: http://owl. english. purdue. edu/owl/resource/588/01 (Accessed: 15 June 2010). Looking ahead: citation and reference styles A citation and reference style is one means for colleagues in a discipline to ‘speak the same language’ when presenting discoveries and analyses. Moreover, it is a method for distinguishing your original contributions to the field from the contributions of others. Each Liverpool programme uses a specific citation and reference style. Begin familiarising yourself with the style for your programme, Harvard Referencing style, so that you may apply it to your Discussion and Hand-in Assignments starting with this week. †¢ The University of Liverpool (n. d. ) Guide to referencing and developing a bibliography [Online]. Available from: http://www. liv. ac. uk/library/ohecampus/referencing/referencing. htm (Accessed: 15 June 2010). To explore topics related to Harvard referencing download the provided PDF. Supplemental Resources Citing and referencing Following is a supplemental resource students may wish to purchase or access to help them with the citing and referencing style required in their programme of study. The text below includes several topics related to academic writing, citing and referencing. It focuses on Harvard referencing, with brief mentions of OSCOLA, APA, MLA, and MHRA referencing. †¢ Pears, R. Shields, G. (2008) Cite them right: the essential referencing guide. (7th ed. ). Newcastle-upon-Tyne: Pear Tree Books. OR †¢ Pears, R. Shields, G. (2010) Cite them right: the essential referencing guide. (8th ed. ). Basingstoke: Palgrave Macmillan Ltd. Additional information on Turnitin †¢ Key questions students ask about Turnitin http://turnitin. com/static/resources/documentation/turnitin/sales/Answers_to_Questions_ Students_Ask. pdf Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments by Day 7 of Week 2 Hand-in Assignment: o Submit responses to Hand-in Assignment to the weekly Assignments folder Reminder: In Week 2, the initial Discussion Question response is due on Saturday. Your 3-5 significant discussion question follow-up postings and are due by the end of Day 7 of Week 2 (midnight Wednesday, your time zone). Week 3 The nature and purpose of business organisation Topics †¢ The purpose of business organisation †¢ Structural, processual, and boundary-crossing elements †¢ Types of business organisations †¢ Motivation and coordination †¢ Organisation as an alternative to the market †¢ Characteristics of scholarly writing and academic originality †¢ Resource validity for inclusion in university work †¢ Reference list for articles which uses a citation style Workload Self-study for Week 3: o Read or listen to the Lecture Notes Read the following pages in your textbook: Child, J. (2005) Organization: contemporary principles and practice. Malden, MA: Blackwell Publishing. (Ch. 1 3-6, 6-9, 15-17, 9-14, 17-23). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 3, pp. 88–103). One of your main tasks for this week is to become familiar with the online library and how to search its holdings. The following Web site is to the home page for the library for online students. Make sure to bookmark this page or add it to your Favorites for easy access during your programme. †¢ The University of Liverpool (n. d. ) Library homepage [Online]. Available from http://www. liv. ac. uk/library/ohecampus (Accessed: 15 June 2010). Peer review Peer-reviewed resources have met the highest academic standard. Use the following resource to familiarise yourself with the differences between types of resources. †¢ ProQuest (2004) Scholarly journals, trade publications, and popular magazines [Online]. Available from http://uppermerionhslibrary. wikispaces. com/file/view/peervsscholarly. pdf/31480977/peer vsscholarly. pdf (Accessed: 15 June 2010). †¢ The University of Liverpool (n. d. ) Library homepage [Online]. Available from http://www. liv. ac. uk/library/ohecampus (Accessed: 15 June 2010). The Web site also contains detailed tutorials on how to use and navigate the online library. †¢ Purdue Online Writing Lab (n. d. ) Quoting, paraphrasing, and summarizing [Online]. Available from: http://owl. english. purdue. edu/owl/resource/563/01/ (Accessed: 15 June 2010) Purdue Online Writing Lab (n. d. ) Paraphrase: Write it in your own words [Online]. Available from:http://owl. english. purdue. edu/owl/resource/563/02/ (Accessed: 15 June 2010). †¢ Quoting, paraphrasing, and summarising One of those characteristics is the way the author uses citing, referencing, quoting and paraphrasing in the article. The resources below offer clarification on quoting, paraphrasing and summarising so that you may identify them more readily as you read an article. †¢ †¢ Purdue Online Writing Lab (n. d. ) Quoting, paraphrasing, and summarizing [Online]. Available from: http://owl. english. purdue. edu/owl/resource/563/01/ (Accessed: 15 June 2010). Purdue Online Writing Lab (n. d. ) Paraphrase: Write it in your own words [Online]. Available from: http://owl. english. purdue. edu/owl/resource/563/02/ (Accessed: 15 June 2010). Supplemental Resources Roberts, J. (2004) The Modern Firm: Organizational Design for Performance and Growth (Chapter 3, pp. 74-88). Oxford: Oxford University Press Roberts, J. (2004) The Modern Firm: Organizational Design for Performance and Growth (Chapter 3, pp. 103-115). Oxford: Oxford University Press Roberts, J. (2004) The Modern Firm: Organizational Design for Performance and Growth (Chapter 3, pp. 75). Oxford: Oxford University Press The following University of Liverpool online library resources will help you to become more familiar with the online library and how to search its holdings: †¢ The University of Liverpool (n. d. ) Library guidelines [Online]. Available from http://www. liv. ac. uk/library/ohecampus/help/guidelines. htm (Accessed: 15 June 2010). The University of Liverpool (n. d. ) Library help and advice [Online]. Available from http://www. liv. ac. uk/library/ohecampus/help/help. htm (Accessed: 15 June 2010). The University of Liverpool (n. d.) Tips for searching the library [Online]. Available from http://www. liv. ac. uk/library/ohecampus/help/search. htm (Accessed: 15 June 2010). †¢ †¢ †¢ The University of Liverpool library exercises. These exercises will help you review how to do basic library tasks. http://liv. ac. uk/library/ohecampus/ILM/Part%208%20%20Library%20Exercises. pdf#zoom=85statusbar=0navpanes=0 Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments by Day 7 of Week 3 Reminder: In Week 3, the initial Discussion Question response is due on Saturday. Your 3-5 significant discussion question follow-up postings and are due by the end of Day 7 of Week 3 (midnight Wednesday, your time zone). Week 4 Strategic organisation to meet new challenges Topics †¢ †¢ †¢ †¢ †¢ The need for strategic reorganisation Hypercompetition in the global business environment The impact of new technologies on organisation Implications of the knowledge-based economy Organisation as a strategic act Workload Self-study for Week 4: o Read or listen to the Lecture Notes o Read the following pages in your textbooks: Child, J. (2005) Organization: contemporary principles and practice (Chapter 2, pp. 25–43, 45-52). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 1, pp. 1–30). Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments Hand-in Assignment: o Submit responses to Hand-in Assignment to the weekly Assignments folder Week 5 Integration as a strategic response Topics †¢ †¢ †¢ †¢ †¢ The need for integration in the business organisation Difficulties of integration and the cost of failure Creating dynamic capability through integration Managing the process of integration The role of team working. Workload Self-study for Week 5: o Read or listen to the Lecture Notes o Read the journal article, available in the on-line library and linked to under Weekly Readings: Yasuf, Y. , Gunasekaran, A. Abthorpe, M. , 2004. Enterprise information systems project implementation: A case study of ERP in Rolls-Royce. International Journal of Production Economics, 87 (3), pp. 251-266. o Read the following pages in your textbook: Child, J. (2005) Organization: contemporary principles and practice (Chapter 4, pp. 79-108). Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and  make an additional 3–5 meaningful comments Hand-in Assignment: o Submit responses to Hand-in Assignment to the weekly Assignments folder Week 6 - Strategic control and motivation Topics †¢ †¢ †¢ †¢ †¢ Motivating people in organisations Strategies for control Theories and concepts of reward Performance measurement and indicators Incentives and reward policies Workload Self-study for Week 6: o Read or listen to the Lecture Notes o Read the journal article, available in the on-line library and linked to under Weekly Readings: Gibbons, R. (1998) ‘Incentives in organizations’, The Journal of Economic Perspectives, 12 (4), pp. 115–132. o Read the following pages in your textbooks: Child, J. (2005) Organization: contemporary principles and practice (Chapter 1, pp. 17-18; Chapter 5, pp. 111-135; Chapter 6, pp. 137-154; Chapter 7, 156-174). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 4, pp. 161-176 required; Chapter 4, pp. 118-176 supplementary). Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments Hand-in Assignment: o Submit responses to Hand-in Assignment to the weekly Assignments folder Week 7 Strategic organisation for innovation and growth Topics †¢ †¢ †¢ †¢ †¢ The need for new forms of organisation Acquisition-based growth strategy Encouraging and exploiting innovation Organising effective research and development Monitoring and incentivising innovation Workload Self-study for Week 7: o Read or listen to the Lecture Notes o Read the journal article, available in the on-line library and linked to under Weekly Readings: Nadler, D. A. , Tushman, M. L. (1999) ‘The organization of the future: Strategic imperatives and core competencies for the 21st century’, Organizational Dynamics, 28 (1), pp. 45–60. o Read the following pages in your textbooks: Child, J. (2005) Organization: contemporary principles and practice (Chapter 16, pp. 377–387). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 6, pp. 245–280). Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board Review responses by other students and make an additional 3–5 meaningful comments Individual Project: o Prepare and hand in a proposal including the nature of the project, the sources of information on the cases to be analysed and the most important concepts and techniques to be applied o Submit your proposal to the weekly Assignments folder Week 8 Strategic organisation for performance Topics †¢ †¢ †¢ †¢ †¢ Restructuring for increased strategic responsiveness Strategic organisation of the value chain Benefits and costs of diversification Internal organisation for performance measures The importance of complementarity Workload Self-study for Week 8: o Read or listen to the Lecture Notes o Read the following pages in your textbooks: Child, J. (2005) Organization: contemporary principles and practice (Chapter 3, pp. 59–77). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 5, pp. 191–241). Discussion Question: o Submit your response to the Turnitin and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments Individual Project: o Prepare an annotated outline of the Project Report indicating the gist of each section in the report along with a list of references on the cases studied and the concepts and techniques applied. o Submit your outline to the weekly Assignments folder Week 9 Network forms of organisation Topics †¢ †¢ †¢ †¢ The benefits and problems of outsourcing The importance of strategic alliances Strategic advantages of virtual organisations Managing virtual organisations Transnational organisation in the global economy Workload Self-study for Week 9: o Read or listen to the Lecture Notes o Read the journal article: Simon, H. (1995) Organizations and Markets Journal of Public Administration Research and Theory, 5 (3), pp. 273-294 o Read the following pages in your textbook: Child, J. (2005) Organization: contemporary principles and practice (Chapter 8, pp. 179–193; Chapter 9, 196-219; Chapter 10, 222-237; Chapter 11, 240-271). Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an additional 3–5 meaningful comments Hand-in Assignment: o Submit responses to Hand-in Assignments to the weekly Assignments folder Week 10 Managing organisational change Topics †¢ †¢ †¢ †¢ †¢ Strategic drivers of organisational change Different approaches to organisational change Managing the process of planned change Issues in implementing strategic reorganisation Overcoming resistance to change Workload Self-study for Week 10: o Read or listen to the Lecture Notes o Read the following pages in your textbook: Child, J. (2005) Organization: contemporary principles and practice (Chapter 12, pp. 277–306). Roberts, J. (2004) The modern firm: organizational design for performance and growth (Chapter 7, pp. 281–287). Oxford: Oxford University Press. Discussion Question: o Submit your response to the Turnitin link and also post it on the Discussion Board o Review responses by other students and make an.

The final solution :: essays research papers

The final solution It seems as though Present day Americans have â€Å"Super sized† their way of life from what it was in the past. People are buying larger houses, shopping at huge department stores, and buying goods in bulk. It also seems like people are living an accelerated lifestyle with a schedule primarily composed of business. New technology in communications and transportation has provided us with the necessary machines that get us through the day. Every morning, millions of Americans rely on their cars to carry them safely to work; most, make the journey alive. Drivers today not only have to deal with the road problems of the past like narrow highways, crumbled streets, and wheel-deep potholes, but we must also deal with the effects of a constant growing number of drivers on the road.. Unfortunately, countless lives have been lost on the roads due to people driving too fast, in cars that can’t stand up to today’s road conditions. These caffeine driven speed freaks, w eaving their little toy cars, in and out of traffic, during the morning commute, need to find somewhere else to wreck their cars because other people have jobs to be at. As much as people like defending their supped up Scions and Mini Coopers and enjoy blaming accidents and other traffic related issues on other factors, such as poor roads or careless driving, the fact is that cars are no longer a typical, safe means of transportation. Roads are too expensive to be re-surfaced every time a tree root springs up the asphalt, or whenever a few potholes break out. Today, we Americans need a dependable vehicle that is capable of safely transporting us through the rugged roads and highway trails. These vehicles would be big enough to provide ample space for passenger seating and cargo storage, and would feature an expanding pop out room, that could be used as a kitchen, office or lounge. The giant sized truck would enable drivers to safely travel through the roughest and most severe road conditions, even through trails un paved. This â€Å"Monster 4 x 4" would not only provide a greater level of convenience and safety for the drivers, it would produce the well needed funds to support struggling businesses and industries, such as US car manufacturers, the oil industry, and the US Government. While we can’t control how people drive, we can control what they drive. By restricting all cars, mini vans and small trucks from being used on city streets and highways, Americans would have no choice but to purchase a giant 4x4. The final solution :: essays research papers The final solution It seems as though Present day Americans have â€Å"Super sized† their way of life from what it was in the past. People are buying larger houses, shopping at huge department stores, and buying goods in bulk. It also seems like people are living an accelerated lifestyle with a schedule primarily composed of business. New technology in communications and transportation has provided us with the necessary machines that get us through the day. Every morning, millions of Americans rely on their cars to carry them safely to work; most, make the journey alive. Drivers today not only have to deal with the road problems of the past like narrow highways, crumbled streets, and wheel-deep potholes, but we must also deal with the effects of a constant growing number of drivers on the road.. Unfortunately, countless lives have been lost on the roads due to people driving too fast, in cars that can’t stand up to today’s road conditions. These caffeine driven speed freaks, w eaving their little toy cars, in and out of traffic, during the morning commute, need to find somewhere else to wreck their cars because other people have jobs to be at. As much as people like defending their supped up Scions and Mini Coopers and enjoy blaming accidents and other traffic related issues on other factors, such as poor roads or careless driving, the fact is that cars are no longer a typical, safe means of transportation. Roads are too expensive to be re-surfaced every time a tree root springs up the asphalt, or whenever a few potholes break out. Today, we Americans need a dependable vehicle that is capable of safely transporting us through the rugged roads and highway trails. These vehicles would be big enough to provide ample space for passenger seating and cargo storage, and would feature an expanding pop out room, that could be used as a kitchen, office or lounge. The giant sized truck would enable drivers to safely travel through the roughest and most severe road conditions, even through trails un paved. This â€Å"Monster 4 x 4" would not only provide a greater level of convenience and safety for the drivers, it would produce the well needed funds to support struggling businesses and industries, such as US car manufacturers, the oil industry, and the US Government. While we can’t control how people drive, we can control what they drive. By restricting all cars, mini vans and small trucks from being used on city streets and highways, Americans would have no choice but to purchase a giant 4x4.

Drug Addiction Essay

Drug addiction is a dependence on an illegal drug or medication. Many people confuse it with drug dependency, which is when a person needs a drug to function normally. The difference between drug addiction and drug dependence is drug dependence is when a person needs a drug to function normally, like some blood pressure medications can cause a physical dependence, but the person is not addicted to the drug. A person can have a physical dependence, but not be addicted. Many scientist believe that drug addiction is a brain disease, and this disease causes compulsive drug-seeking and use, despite the consequences that person may suffer. Taking a drug causes surges in your brain of dopamine. Dopamine is a neurotransmitter, which is a chemical substance that is released at the end of a nerve fiber by the arrival of a nerve impulse and transfers that impulse to another nerve fiber or some other structure. A â€Å"messenger of the brain. † Dopamine is in the mood-changing category of neurotransmitters. When dopamine surges in your brain, it causes immense pleasure. Your brain remembers this and wants more, and you are addicted. Dopamine is the reason some people over eat and are obese, and people are addicted to alcohol and drugs. Biological history of addiction, abuse or other scaring experiences in early childhood, mental disorders (such as depression) and early use of a drug are the reason some people get addicted, while others don’t. Many people start using drugs out of curiosity, to have a good time, their friends do it, to improve athletic performance or to ease stress, anxiety or depression. Signs of drug addiction are when a person is neglecting their responsibilities, depression, drowsiness, poor memory. Teen drug addictions symptoms may be problems at school, physical health issues, neglected appearance, changes in behavior and / or spending money. All different types of drugs have different symptoms. Marijuana symptoms are red eyes, decreased coordination, poor memory, increased appetite, difficulty concentrating and slowed reaction time. Barbiturates and benzodiazepine symptoms include dizziness, slurred speech, confusion and slowed breathing and increased blood ressured. Cocaine and other stimulant use symptoms are decreased appetite, rapid speech, irritability, weight loss, restlessness, and increased heart rate, blood pressure and temperature. â€Å"Club Drug† signs are exaggerated happiness or well-being, reduced inhabitations, heightened or changed sense of sight, sound and taste and drowsiness or loss of consciousness. Hallucinogens, which I think are the scariest, can cause hallucinations, tremors, permanent mental changes in perception and flash-backs to the hallucinations, even years and years later. Marijuana is the most popular drug that people are addicted to. The use of marijuana has more than tripled among 18-20 year olds since 1984. And the addiction age for marijuana is getting younger. Of Americans ages 12 and older an estimated 41% have smoked marijuana at least once. Around 16% people in the U. S smoke marijuana on a daily basis. Many people believe that â€Å"weed† isn’t addictive or harmful, but the truth it is addictive and harmful. There is an estimated 16 million drug users in America. Of the 5. million marijuana smokers in America, more that 62% are addicted. Of teenagers in treatment, 60% have primary marijuana diagnosis. Emergency Room visits caused by marijuana since 1994 has risen 176%, and now surpass visits caused by heroin. And marijuana is also harmful because it is a proven fact that marijuana and violence are linked. People who smoke marijuana weekly are four times more likely to engage in violent activity. Marijuana is a gateway drug. Of d rug abusers, 99% start by smoking marijuana. People who smoke marijuana are eight times more likely to have used cocaine, 15 times more likely to have used heroin and 5 times more likely to develop a need for treatment. Cigarettes also pose a huge problem. The estimated world’s population is 6. 5 billion, and of that, more than 1. 3 billion people (about 1/5 the world’s population) smoke tobacco cigarettes regularly. Tobacco contains a very addictive and dangerous drug called nicotine. Nicotine in through the lungs into the bloodstream, then into the brain, making the smoker feel relaxed yet alert. Nicotine is the reason 7 out of 10 smokers want to quit, but can’t, because they are addicted to the nicotine. Scientists believe by 2050, 400-500 million more people will smoke cigarettes. That’s a scary thought, considering that right now 1,200 people die each year from tobacco-related illnesses. For women who are addicted to a drug, it increases risk for anemia, blood, heart and skin infections and hepatitis. It also increases the risk of STDs. It is dangerous for a pregnant woman to use drugs because most drugs cross the placenta, and cause direct toxic/poisons effects and the child can be born with a drug addiction. The use of marijuana during pregnancy is linked to behavioral problems in the child. The use of cocaine during pregnancy can bring on premature delivery, or stillborn. Many people believe that overcoming drug addiction is just a matter of will power, but the truth is drug addictions alters the brain in ways that create powerful cravings and compulsion to use that drug. Drug addiction is a scary thing, and many people believe that once you are addicted, you can never recover because it is a brain disease. Yes, it’s a brain disease, but you can recover.

Understanding Leadership Styles

Understanding leadership styles within an organisation Set out here the various leadership styles ie Alimo Metcalfe The engaging leadership model. Also add afew more . The set the scene for LBE Ethos for leadership. Followed by my own style of management and what impact that as on the team. This assignment will firstly address the meaning of leadership, followed The Leadership role is said to be â€Å"the manner and approach of providing direction, implementing plans and motivating people† (Us Army handbook 1973Miltary Leadership) There are said to be three styles of leadership, 1, Authoritarian or Autocratic , Participative or democratic 3, Delegative or free reign Good leaders are said to use all three styles of leadership, with one being more dominate than the others. Leaders that tend not to be good at their role tend to use only one style. Authoritarian This style is used when the leader tells an employee what she/he wants done and how of this method is when you have all the information to solve the problem but there is little time and the employees are well motivated.This style should only be used on rare occasions. This can be used if staff needs to be instructed to complete a piece of work. Participative This leadership style involves the leader and one or more employee, in the decision making. However it is the leader that makes the final decision. This method is used when the leader has part of the information and the employees have the other. The leader does not have to know everything; hence the employee being a knowledgeable and skilful employee could assist the leader.Using this style is of a mutual benefit, as it allows the employee to feel part of a team and allows the leader to make better decisions. This style of managing is useful if you wish the staff to be involved in the decision making and allows the staff to be part of the team. It also enables the managers to utilise the skills, experience and expertise within the team. Delegativ e In this style the leader allows the employee to make the decision. The leader however remains responsible for the decisions that are made.This method can be used when the employees are able to analyse the situation and decides what is to e done and how to do it, it allows for the leader to set priorities and delegate certain tasks. This should be used when there is full trust and confidence in the employee. The forces that influence the style to be used are: * How much time is available * Are relationship based on respect and trust or on disrespect and mistrust. * Who has the information * How well employees are trained and how well they know the task. * Internal conflicts Stress levels * Type of task i. e. structured, unstructured, complicated, or simple. * Laws or established procedures. In using this style of managing is what you would want to have within your team, but this would be dependant on the member of staff, their skills, experience and whether they can be trusted to c arry out their task. The London Borough of Enfield has devised a document called the â€Å"Councils Leadership Competencies Framework, which describes the competencies and levels that they want their leaders to aspire to.The framework has been developed to reflect the council’s ethos and the major changes that are to take place within the council, with a shrinking budget and resources and an ever more rising demands on our services. The model that the council promotes is one that gives leaders the opportunity to analyses their leadership roles and responsibility. The London Borough of Enfield has thirteen competencies within the framework. These are arranged in four clusters, Personal Resources, Core Behaviours, Leadership and Technical and Professionals Skills. There is an expectation that as managers we will adopt this style of leadership. Views a

Attention and Attending is the First Preacademic Skill

Attention and Attending is the First Preacademic Skill Attending is the first skill young children with disabilities need to learn. It may be especially challenging for young children with developmental delays or autism spectrum disorders. To learn, they have to sit still. To learn, they have to be able to attend to the teacher, listening and responding when asked. Attending is a learned behavior. Often parents teach it. They teach it when they expect their children to sit at the table during dinner. They teach it if they take their children to church and ask them to sit for all or part of a worship service. They teach it by reading out loud to their children. Research has shown that the most effective way to teach reading is called the lap method. Children sit in their parents laps and listen to them read, following their eyes and following the text as the pages are turned. Children with disabilities often have trouble attending. At age two or three they may not be able to sit for 10 or 15 minutes. They may be easily distracted, or, if they are on the autism spectrum, they may not understand what they should attend to. They lack joint attention, where typically developing infants follow their parents eyes to find out where they are looking. Before you can expect a toddler with disabilities to sit through a twenty minute circle time, you need to start with the basic skills. Sitting in One Place All children are socially motivated by one of three things: attention, desired objects or escape. Children are also motivated by preferred activities, sensory input, or food. These last three are primary reinforcers because they are intrinsically reinforcing. The others-attention, desired objects, or escapeare conditioned or secondary reinforcers since they are learned and connected with things that occur in typical academic settings. To teach small children to learn to sit, use individual instructional time to sit with the child with a preferred activity or reinforcer. It may be as simple as sitting for five minutes and having the child imitate what you do: Touch your nose. Good Job! Do this. Good job! Tangible rewards might be used on an irregular schedule: every 3 to 5 correct responses, give the child a skittle or a piece of fruit. After a while, the teachers praise will be enough to reinforce the behaviors you wanted. Building that reinforcement schedule, pairing your praise and preferred item, you will be able to start reinforcing the childs participation in a group. Sitting in Group Little Jose may sit for individual sessions but may wander during group: of course, an aide should return them to their seat. When Jose is successful at sitting during individual sessions, he needs to be rewarded for sitting for continuously longer periods. A token board is an effective way to reinforce good sitting: for every four tokens moved, Jose will earn a preferred activity or perhaps a preferred item. It might be most effective to actually take Jose to another part of the classroom after he has earned his tokens (for his 10 or 15 minutes of the group.) Teaching Groups to Attend There are several key ways to build whole group attention by the way in which group activities are conducted: Keep circle time short to start. Circle time should not be any longer than 15 minutes when you start but should grow to 30 after three or four months.Mix it up. Circle time should not just be quiet activities such as storybooks, but should include motion songs, dancing and motion games, and give different children opportunities to lead the group.Maximize participation: If you are putting the date on the calendar, have one child find the number, another child place the number and a third child count the number.Praise, praise, praise: Use praise not only to reward good behavior but also to teach it. I like how Jamie is sitting! I like that Brie has both of her feet on the floor. Naming the behavior is powerful: it shows everyone what the behavior looks like, at the same time.Be consistent: Its impossible to call on all children equally, though it might on occasion be helpful to have your supervisor or one of your classroom aides chart who you call on: you might be surprised at what you find. We observed a teacher and found she 1) called on the boys twice as often as the girls, but used questions to keep the boys on task. 2) Permitted the girls to interrupt: she would answer their questions when they blurted them out.   Be sure everyone gets a chance to participate. Name the behavior you notice, as well. John, I want you to come do the weather because you are sitting so nicely.

5 Glaring Signs Your Coworkers Are Untrustworthy

5 Glaring Signs Your Coworkers Are Untrustworthy You don’t have to be best friends with your coworkers. We know some of you want to keep the personal and the professional separate, and that’s totally fine. But at the very least, you should be able to trust your coworkers. You certainly wouldn’t want to find out that someone else in the office has been taking credit for your hard work or passing along things you say in confidence to the wrong people. So it is wise to take note of when a colleague may be less than honest. Here are 5 signs that will help you weed out the untrustworthy.1. You’re the subject of gossip.Have you ever suspected that a coworker was whispering behind your back? And do you suspect that the coworker is whispering about you? Are things you said to that coworker in private getting around the office? These are all warning signs that someone is gossiping about you. And you can never trust a gossip.2. You’ve been robbed.Did you ever have a great idea that you mentioned to a cowork er who then went ahead and passed off that idea as his or her own? That’s not so much a warning sign as a great big flashing red light alerting you that he or she is not honest. It would be ideal to work in an environment in which having your ideas or work stolen is not a concern, but sometimes it’s best to keep your best ideas close to your chest.If this does happen to you, don’t be shy about having a private meeting with your manager to talk about the issue and how you should handle it in the future.3. You’re being left out.Ever find yourself left out of important meetings or email threads? Maybe these are just a harmless oversights, but finding yourself chronically left out might indicate that a coworker is jealous of your abilities and does not want you to shine by participating in crucial office confabs. If you find that it’s always the same coworker who is â€Å"accidentally† leaving you out of those meetings of minds, that coworker mi ght have an axe to grind against you. Again, please don’t feel out of line by reporting this type of behavior should be reported to management.4. You’re the scapegoat.Do you sometimes get blamed for mistakes you didn’t make? Do you feel fingers pointing at you behind your back? Then someone might be trying to turn you into the office scapegoat. This may be random harassment, or someone might be trying to cover up her or his own blunders by making them yours. If you regularly find yourself taking the heat for someone else’s screw-ups, that someone might be the culprit behind your scapegoat status.Always stand up for yourself and  get everything in writing. Even if you have to shoot off a quick â€Å"just confirming what we discussed at my desk this afternoon† email, do it. You can never be too safe.5. You’re the victim of sabotage.Did a project you worked hard on end up getting lost or a well-organized presentation end up mysteriously turni ng into a mess? Then someone might be deliberately sabotaging your work. Yes, it seems juvenile, but these things do happen in the adult work world. Just be sure that there is strong evidence that a particular coworker is sabotaging your work before making any accusations. You don’t want to falsely accuse anyone or mistakenly blame a coworker for your own errors. Then your coworkers might start thinking that you’re the one who isn’t completely trustworthy.

MHE507 - Bio-Terrorism, Module 3 - SLP, Bio-Terrorism preparedness and Essay

MHE507 - Bio-Terrorism, Module 3 - SLP, Bio-Terrorism preparedness and response - Essay Example Cases that involve air, however, are much harder to prevent, since air moves freely and unbarred anywhere. Since late 1992, a number of large, complex outbreaks have occurred in the United States. These include the epidemic of over 400,000 cases of waterborne cryptosporidiosis in Milwaukee, the outbreak of severe, unexplained acute respiratory disease now known as hantavirus pulmonary syndrome in the Spring of 1993, the nationwide foodborne salmonellosis outbreak caused by contaminated ice cream that accounted for an estimated 250,000 cases in the fall of 1994, and the increasing problems posed by antimicrobial-resistant organisms in community and health-care settings. Epidemics of plague in India, Ebola hemorrhagic fever in Central Africa, avian (H5N1) influenza in Hong Kong, Hendra virus infection in Australia, and Nipah virus infection recently in Malaysia and Singapore required an international response. During the hantavirus, plague, and Ebola investigations, concerns regarding the possibility of bioterrorism were raised early in the investigations, though these concerns were not su pported by subsequent findings. Attacks are intentionally created to threaten individuals, or the government, to surrender to the needs and conditions of the attackers. And with bioterrorism as the tool, nobody is safe; nobody can run away, and nobody can be excluded. Not even the government or other high officials are safe if bioterrorism tools are to be used against them. What does the government do about bioterrorism? And what should be really done? One question at the break of an attack is this: Should the case be isolated, or should the information be disseminated? During an attack, the government has two options: to isolate the case and work on it privately, or to let the public know about it. The first case is done to prevent massive panic, which can heighten the fear of the masses. However, in the second case, where the people are aware of

Evaluate the evidence that regulatory T cells maybe be successfully Research Paper

Evaluate the evidence that regulatory T cells maybe be successfully used to prevent graft versus host disease - Research Paper Example A main immunological technique that is used to measure regulatory T cell frequency is flow cytometry; other methods used are immunohistochemistry staining involving studying skin biopsies and ELISAs. All evidence proved strong in correlation with the hypothesis and suggests that CD4 CD25 FOXP3 Tregs could provide a future for the treatment of GvHD. Transplantation is the process of obtaining tissues or organs or cells and placing them in the same or different individual. The organs, tissues and cells that are transferred from one individual to another are called grafts. The person who donates the graft is called donor and the one who recieves the graft is called recipient. Heart, kidney, cornea, liver, pancreas, lungs and bone marrow are transplanted from one person to another. There are two types of transplantation: autograft (transplant from one region to another of the same indivudual and Syngraft or Isograft (Transfer of graft between individuals of same species). ( Khan, 2009). Graft versus host disease is the series of events that occurs after the transplantation of the donor T –cells with the stem cell graft. This is a donor T-cell mediated syndrome where the T cells in the graft shows their immune response. This response creates tissue damage. ( Beres and Drobyski, 2013). This is the major difficulty after the stem cell transplantation. The T-cells can recognise the minor and major histocompatibility antigens that are expressed at the host antigen presenting cells. The T-cells gets activated and expands and finally infiltrates and destroys the Graft versus host disease target tissues. The major tissues targeted are liver, gut and skin. This graft versus host hematopoiesis effect is the target for the allogenic stem cell transplantation. (Edinger, 2009). The rejection of the host may occur in first 100 days, where the donor immune cells recognize and attack the host tissues. As