Variable Factors in Fitness Center Essay Example for Free

Variable Factors in Fitness Center Essay There are five areas of interest that would be play an essential role in the variable factors for a fitness center. The first interest would include utilities. Lighting and water plays a crucial role in maintaining the livelihood for a fitness center. The fitness center uses water to provide hot or cold showers to their members after workout, water fountains are available on almost every hall, and not to mention swimming pools and hot tubs that uses large amount of water throughout the year. Quality lighting as well as quantity offers a lot in a fitness center. Fitness centers need adequate amount of lighting so their members can work out effectively as well as safely. Everyone room in a fitness center requires some light source and some requires a magnificent amount of lighting, for example, a gymnasium requires large bulbs which uses a lot of energy to illuminate light successfully. Light and water are variable factors because these resources are dependent on the amount of members who use the facilities that requires light and water. If there is a decrease in membership then the amount of lighting and water that were being used will decline as well. The less active members are than the less resources management would use concerning lighting and water in certain facilities. The second variable factor for a fitness center would be toiletry items. The amount of soap, hand sanitizer, tissue, and disposable hand towels will vary based on the number of members a fitness center has as well as the business those members bring. A fitness center should keep inventory to avoid over-spending and ordering items that will not be used. If membership declines at a fitness center, management should be aware and carefully watch the portion of their budget that is spent on toiletry items. Fewer members will equate to less usage and need of soap, hand sanitizer, tissue, and disposable hand towels. However, if business increase at a rapid rate, then management should order toiletry items accordingly to accommodate their members. The third variable factor for a fitness center would be repairs. It is not uncommon for fitness centers to experience their equipment being worn down,  broken, or just over-used. Although one can argue an optimistic point of view and suggest damages are due to the consistent amount of usage by members, which means a consecutive flow of business for the fitness center. However, when equipment is hardly being used because members are not using the equipment or perhaps there are no members, then repairs are not needed. The more members that uses fitness center equipment or machines, it is expected to be more repairs or replacements. Sometimes equipment or machines that need to be repair result from the improper usage of the equipment or machine. If members are not following the instructions on the equipment or machines that explains how each one should be operated than one can expect repairs in the near future. The fourth variable for a fitness center would be laundry as it relates to amount of bleach and detergent that is being purchased. Laundry can get very hectic at a fitness center. One should always have enough towels for members after a shower and hand towels to wipe away the sweat from a long session on the treadmill. Laundry is a never ending cycle for a fitness center that experience a consecutive flow of business and especially when membership increases. A large membership may require around the clock laundry and excessive amount of bleach and detergent to properly ensure that towels and hand towels are being cleaned properly. Also, if the amount of members decreases than the usage of laundry facilities will decrease because the high the demand for those items are no longer needed. The fifth variable factor for a fitness center would be hiring and release of trainers and instructors for a fitness center. Fitness centers who have qualified trainers and instructors offer the proper education and training to their members to effectively workout to achieve their desire goals. The number of trainers and instructors will be dependent on the membership of a fitness center. The more members that a fitness center has will increase the amount of trainers and instructors to equally distribute their knowledge, skills, and teachings to members. However, if membership decreases than fitness centers may not have a need to have twenty-five trainers or instructors if they could operate with just seven. So, this may affect opportunities for employment on both ends of the spectrum, positively and  negatively. D.) Franchise Decision Many people today are turning towards making better lifestyle decisions, those that particularly affect one’s health. If one hasn’t noticed, even fast food restaurants are turning towards healthier food choices. Who would have ever though that McDonalds would actually start selling fruits? People choose to take control of their health benefits in different ways; however, numerous people have turned to fitness centers to stay health and in shape. â€Å"The percentage of people belonging to health clubs and gyms has double over the past 20 years† (Snap Fitness, 2012). One contributing factor for this extensive growth is due to the cost of health care continuously increasing. In addition, we are living in a baby boomer generation which plays a major role in the population rate. â€Å"Economically, the health club industry has proven to be recession-proof, averaging an 8% annual growth rate since the early 1990’s across all health clubs and gyms† (Snap Fitness, 2012). That is very impressive due to the fact that most business were suffering great losses. The quoted statement proves that no matter what economic state the economy may be in, the need and demand for fitness centers will always be on the rise. Because of the high demand of fitness centers, one believes that entering into a franchise with Snap Fitness would be a great idea for countless reasons. When entering into any kind of business, cost plays a major role in decision making. Snap fitness seems to be an affordable investment. Snap Fitness points out in their Franchise Disclosure Document that one’s total investment in Snap Fitness will range from $76,113 to $361,695. The numbers seem very large, however, Snap Fitness offer excellent financing options. Furthermore, Snap Fitness â€Å"ongoing royalty and marketing fees are a set flat-rate, as opposed to other franchises that charge you a percentage of your monthly revenues† (Snap Fitness, 2012). This is great because one will always know what the marketing fees will be. Therefore, one will be able to keep additional profits if the business is doing particularly well without having to pay a higher percentage as a result of a successful month. Furthermore, Snap Fitness (2012) website points out even though the company use automated systems for member billing like other fitness businesses, Snap Fitness is different because their monthly fee is  not a percentage of their total dollar. This means that no matter how much money is made through membership billing, the flat rate will always remain the same. Entering into a franchise agreement with Snap Fitness will be a good idea because one will be able to be his or her own boss. Snap Fitness (2012) website states â€Å"From the moment you sign your Franchise Agreement, the support, service and training we provide is unparalleled in the health club industry. Our turnkey operational systems enable you to run your club with as little as one employee, allowing you to be your own boss. Our product lineup extends well beyond what comparable fitness franchises offer giving you more tools to recruit and retain members and create new revenue streams.† There just seems to be no loosing with Snap Fitness. The business has a team that is always there and available to help one push through any difficulties. The nature of the work environment seems to mimic that of a family-oriented business. The idea of being able to have one employee and a boss is very convenient because when a new business is introduced, the rate of success is unpredictable. It is always best to hire fewer employees as possible to ensure that one can break even. The breakeven point is the stepping stone to making a profit. Entering into a franchise agreement definitely has undeniable benefits. A franchise agreement with Snap Fitness may be the best option for anyone interested in this line of business.

Challenges Faced By Socrates

Challenges Faced By Socrates Socrates developed this philosophy when he himself was facing some challenges as he was facing trial for corrupting young people and undermining the state religion. Socrates once said that the unexamined life is not worth living. In this he was Socrates wanted forward various issues including the independent of mind or autonomy, if an individual does not reflect on their values and life and just living life like they are going through a motion. One behaves like a mere cog in the machinery of that is the human universe. When we have experiences whether good or bad we should think about them and try to find out why they are happening to us. One should always question their personal actions, what drives them, and we should remodel our character into a way we feel it is the most appropriate and not what others or situations think. A life that has not been examined has no author, for the individual did not live his life but mere followed the force of nature or others. Therefore it is very important for an individual to be examined for it helps them to find their place in the society. According to Socrates the human life is supposed to be for one to achieve both personal and spiritual growth. An individual will be able to understand their true nature when they examine and reflect on the life they are living. By having an examination on the life we live we will better understand our pattern of behavior. By deeply contemplation on our life we will better understand our subconscious which is what controls our life. Therefore if we do not make time to understand our subconscious we will unconscious be living a repetitive life with no meaning. Examining our life relates to philosophy as it means we have to take time to study our behavior and find ways of improving this behavior. 2. Plato in the discussion that he made on the myth of the cave, he distinguished on aspects of awareness which are knowledge and opinion. In the myth of the cave he described how one has been deeply chained inside a cave. As they are chained in the cave their cannot see each other and they have restricted vision and what they can only see is the wall in the cave and which shows shadows from statues belonging to animals and various objects emanating from a burning fire. One of the chained individuals escaped from their captivity in the cave to the light of the day. After escaping the person sees real world for the first time and goes back to those still in the cave and informs them that they have only been seeing appearances and shadows and if they fight to free themselves they will see the real world out there. The environment in the cave which has appearances that are shadowy it shows to for Plato is the appearance that is there in the physical world. The escape to the world full of the sun outside of the cave is a symbol of transitioning into a world that is real, where things are full and perfect, and there are real forms, this are the true aspects of knowledge. Plato argued that Forms are arranged according to hierarchy. With the top Form being the form that is good, according to the myth of the cave is the sun. The sun which acts as the form of good helps to explain on how an individual becomes aware of how things they are the way they are or how they came to be. The cave stands for the world which is in our imagination, the in the shadows cave shows of how at passive state that we are at when thinking. Those who decide to learn in the cave are the individuals who have empirical knowledge and are able to make predictions. The knowledge that they have is not useful but a shadow. Educati on is only important if it can be able to free someone from their bondage. Every individual has an ability to think and If does not utilize this it is because he is held by chains. 3. Elizabeth Spelman once claimed that, women have been portrayed as bodily being. By portraying the woman this way she is denied her status that belongs to her as a human being. According to Rene Descartes who is accredited to have developed the theory of Cartesian dualism, he argued of distinction between the mind and the body and they are also separate. Cartesian dualism states that the thoughts of a man are a reflection of his beliefs, values, conditions, experiences, and development. The Cartesian dualism that speaks of the independence and separation of the mind and body perpetuates a sexist beliefs and behaviours. This is because it privileges the cognitive and intellectually is represented. This masculine discourses; Spelman argued that it works in reproducing a disembodied way of thinking which blinds people on how a normal world is. Spelman argued that the viewing of the woman as a property or a sex product undermines who the woman is. Elizabeth Spelman the Cartesian dualism is used to justify why the women are subordination especially in fields such as Politics. The stereotyping of women is a dangerous aspect in the society, judging a woman based on her body is an affront to the women. The theory tends to give certain roles to women, like that they have a certain position in the society and they are field that are specifically for them and others they should not venture into. They are seen as models and not engineers. 4. Aristotle refuted Plato Theory of Ideas arguing that, that the existence of various Ideas that contradict themselves and deny there being a possibility of a negation. He also argued that the portraying of Ideas was an empty metaphors and finally that the theory used various impermanent abstractions that created perception. The theory by Plato was meant to establish that the knowledge of reality was. Aristotle considered the argument to be full of inconsistencies and he believed that reality depended on correlations of other elements. These ideas, Plato believed were self contained absolutes and are permanent and they help in establishing what knowledge is and how it is attained by use of human thought. Plato also viewed Ideas as good standards to which it can be used to judge human endeavor and at the top of hierarchy of ideas leads is that of Good. Also the theory argued that that the states of being are based or dependent on the interaction of number of Forms of existence, also the objectivity of knowledge and therefore more real, it also argued that only the processes that are from nature are valid entities. However, Aristotle attacks this theory on the grounds that Platos arguments are inconclusive either his assertions are not al all cogent. Aristotle says, or his arguments lead to contradictory conclusions. Aristotle claimed that the argument by Plato makes one to conclude that those entities that might be man-made and the negation of great ideas can exist like from non good in when in opposition to good. This works in contradicting the belief by Plato which was that only natural objects can be used by unto themselves, that they are independent of the subjective experiences of human. Aristotle argued that Ideas cannot be abstractions but they are duplicates experiences that are witnessed by individuals everyday in their da ily life. Aristotle meant that Platos idea which stated that Ideas are not tangible to the subjective human experiences is perfect entities, has no grounds, since all standards are set by the perception and ordinary human activity. 5. Behaviorism is a theory of that believes that that all human behaviors are learnt or acquired through the process of conditioning. The process of conditioning happens when an individual interacts with the environment. Behaviorism experts believe that behavior can be effectively studied in an observable and systematic way without the consideration of the internal mental states in the subject of which the behavior is being studied. Behavior theorists believe that learning is just but the acquisition of behavior and this acquisition is conditioned by the environment that the person lives in. there are two methods of conditioning, namely the classical conditioning and the operant conditioning. According to dualism there are number a number of uses of thought. The idea of dualism believes that, for everything, there are two options or categories of principles or things. A dualist will believe that there is Good and Evil. The dualist belief that the two things or principles, are independent equal opposing forces in the world. In the mind philosophy, dualism theory believes that the mind and body is radically different thing. It is a theory that tends to say that everything comes from the mind and the body and that both are very different and distinct. The spirit, mind, or soul is thought to be the conscious and it help to show the self using the brain. The computational theory of mind argues that mind of human beings should be seen as a system for processing information. It also argues that thoughts are a form of computation. I prefer behaviorism as I belief that all behaviors that people exhibit are based on the environment that they live in. I strongly believe that behavior is learned by people. 6. Berkeley argued that the position of idealism can be held without any contradiction. Berkeley tried to portray realism as absurd, since it needed some concepts that cannot be conceptualized in reality. Therefore Berkeley made a conclusion that idealism was necessary, and the only theory we should work to understand. Realism is the ontological position which believes that there exists some things that which are neither in our minds or they are ideas in minds and idealism is the ontological position that believes that everything which exists it exists as either as an idea in a mind or a mind. Anti realist believe that what cannot be observed is not real. They insist that people can only understand anything if they come to understand the circumstances it is the way it is. They deny the objective reality that is of entities. They also deny the verifying of statement that are transcendent on a certain entity whether true or false. Berkeley and anti realist have several things in common which include that he did not believe in realism but believed in idealism which he considered to be essential to people. He argued that for a concept to be concrete it has to be observable. This is the same as what anti realist hold. 7. Jean-Paul Sartre, made the phrase that existence precedes essence. In the past it was assumed that nature or essence was more important eternal than existence. The phrase that existence precedes essence means, that humans and reality, exist before there are any morals or values. An individual is born with nothing in their mind. Also human beings do not have any universal or form of predetermined principles that are common to all. Sartre made an argument of there being two kinds of being, being-in-itself which demonstrated as being complete, fixed, and there being no reason of it there, it just is, it works to describe the external objects. The other being is showed as being dependent on the way it previously existed. It is fixed, absolute and works to describe the state of humanity. There being no preformed essence or a clear what to be human is, an individual is tasked to form their own concept about existence this can be achieved by an individual ensuring that they assert control and show responsibility for their choices and acts. Human beings gain their essence by their choices and actions that they make as individuals. It by living that an individual is able to define who truly they are. By life that we experience every day, we are involved in a process that shapes our identity. Since there is no set moral code that has been set for us to abide with, then there people as individuals have a fundamental freedom to ensure that they create their personal system of belief. 8. The ontological argument is an argument on the existence of God. The argument is based on reason and intuition alone. As per the argument, it states that that one should not look for any physical evidence to show that God exists. But by merely thinking about it we can realize that God exists. In philosophy this argument is referred to as priori argument. According to the ontological argument, human beings are wise enough to know claims false without even by looking into this claims and to find out. The argument claims that the thought that there is no God and does not exist is an absurd thought. According to the ontological argument, human beings can easily be able to decide that it is false or wrong to claim that there is no God; this decision can be made without one spending his time to look at the details of the existence of God. This is compared to one knowing what a triangle is which means it is obvious that it is impossible to have a four-sided triangle. The argument states that by one knowing the meaning of God it would be impossible for one to contemplate of God being non-existence. Descartes argued that it was impossible for people to demonstrating there being or existence of God who he considered to be supreme and a perfect being. Since human beings supposes and conceive the idea that there exists a supreme and perfect being. Therefore because we all have an idea of the supreme and perfect being, it is therefore imperative that we should all make a conclusion that this supreme perfect being does surely exists. 9. There being evil and a lot of suffering in the world poses a big challenge for one to belief in the existence of a God who is perfect. The problem of evil is an argument which argues that a God who is all-knowing, all powerful, and who is perfectly good should not permit any form of suffering or evil to happen. The world today is full of countless aspects of people suffering and there being too much evil.   The facts on the presence of evil and people suffering do conflict with the claim by the orthodox theists that there is a God who is perfectly good. This challenge by this conflict is known as the problem of evil. Some argue that God could have a reason that is morally enough reason for him to allow there being some evils to happen, by doing this he ensures that a big good is seen or comes out of the evil. But those against argue that God should only permit evil or suffering as it should be necessary so as to attain a bigger good. But when people look at the world, there are a lot of prevalent incidences of pointless evils that has no bigger good that comes out as a result. They also argue that the existence of pointless evil provide a strong case that God does not exist. Philosophers and theologians have worked to develop theodicies, which are responses that are meant to explain the argument from evil and help people to still have a belief in a God that is all-knowing, all-powerful and perfect and good. Some state that God allows people to undergo pointless evil for reason that are above human comprehension. 10. Pascal Wager argued that that is safe to believe that there is God since if later you learn that you were wrong you will have lost nothing. Also if one doesnt believe in God and it turns out to be incorrect, they will go to hell. He therefore believed it was not wise to be an atheist. I personally do not believe in this argument as it has several flaws. The argument doe not tell of which religion one should follow. Since there are many religions that are mutually exclusive and contradict each other example is Christianity and Islam. Therefore one might end up avoiding worshiping the wrong God thus avoiding the wrong hell and eventually end up in hell. Example is in both Christianity and Islam they both belief in there being hell yet their practices are very different and they both worship God, which God should one follow? Another flaw is that the argument that the person who the bet losses everything, it might be that he loses nothing. If an individual puts his bet on the wrong god, the True God just may decide to punish the person who bet wrong for his foolish behavior. Also the True God might be an independent God who respects the right of other people believing in what they reason rationally, therefore he does not pick on the bet. I also have a problem with somebody deciding to believe in a god since they think they have made a choice which will offer them a lot of benefits and less danger. This might be a problem as the god you believe in might have a problem in one believing in it so as to benefit by being allowed into heaven or not to be punished in hell. The god might be fair but on the choices that people made, were they selfish choice?

Play Preferences of Developing Children

Play Preferences of Developing Children This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. ABSTRACT This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. Play is a primary childhood occupation and as such deserves the utmost attention from the occupational therapy profession. In the past, many authors have written about play as a means to measure other skills (Bundy, 1993) or as a reflection of child development (Sparling, Walker, Singdahlsen, 1984). Play has been observed, categorized, labeled, and studied by researchers in many fields (Cole la Voie, 1985; Fein, 1981; Gesell, 1940; Parten, 1932; Saunders, Sayer, Goodale, 1999). Previous research has clearly demonstrated that children progress through stages and exhibit differing play preferences over time (Cole la Voie, 1985; Fein, 1981; Lowe, 1975). Recently, occupational therapy scholars have stressed the importance of examining play as an occupation rather than analyzing its component parts (Bundy, 1993; Couch, Deitz, Kanny, 1998, Knox, 1997; Parham Primeau, 1997). Influences on Play Preferences Many variables (e.g., gender, culture, environment, and age) influence a childs play occupations. This descriptive study explores young childrens play preferences and investigates how play choices vary according to the childs age, gender, and typical development versus developmental delay status. Gender Research has repeatedly demonstrated gender differences in the play of typical children (Caldera, Huston, OBrien, 1989; Connor Serbin, 1977; Meyer-Bahlburg, Sandberg, Dolezal, Yager, 1994; Saracho, 1990). In early studies of preferences related to gender, researchers found that girls preferred dolls and house toys and boys preferred blocks and transportation toys (Fein, 1981). Recent research continues to find gender-related differences in many aspects of play beginning at early ages. For example, as early as 1 year of age, children make different toy choices based on their gender (Servin, Bohlin, Berlin, 1999). At 18 months of age, boys preferred to play with trucks and trailers, whereas girls preferred doll-related activities (Lyytinen, Laakso, Poikkeus, Rita, 1999). Gender differences are found in many aspects of play. Boys are more likely to choose physical and block play over dramatic and manipulative play, and girls are the reverse (Saracho, 1990). Although boys are more likely to enjoy vigorous or active play, girls are generally rated as more playful (Saunders et al., 1999) and more likely to enjoy both dyadic interaction (Benenson, 1993) and smaller play groups than boys. Within dramatic or fantasy play, the type of fantasy play performed differs by gender. For example, girls use more verbal pretending and choose different play themes (Wall, Pickert, Gibson, 1989) and demonstrate less aggressive content (von Klitzing, Kelsay, Emde, Robinson, Schmitz, 2000). Girls fantasy themes tend to be complex and abstract. In contrast, boys play is more physically vigorous and they tend to choose simpler fantasy themes, such as playing superheroes (Pellegrini Bjorklund, 2004). Boys and girls also differ in play with computers and video games. Boys generally play video games more frequently and for longer time periods (Kafai, 1998), and they tend to play games in which competition is important. Girls like games with in-depth social interactions and character development; they appear to enjoy participating in a story more than participating in a competitive game (Salonius-Pasternak, 2005). Age A childs age is related to both play skills and play preferences for the type and context of play. Developmental changes in play skill have been found in a variety of studies of childrens play. For example, pretend play first emerges between 1 and 2 years of age and increases in prevalence and frequency throughout the preschool and kindergarten years (Fein, 1981). Play preferences have been shown to begin early in life. Infant toy preferences are noted by mothers as early as 3 months of age, and by 1 year of age almost 90% of infants have a favorite object (Furby Wilke, 1982). Children have also demonstrated changes over time in their preference for specific forms of play, such as physical play. In one study of physical play, the authors found that preference for each of three types of physical play peaks at a different age (Pellegrini Smith, 1998). Rhythmic stereotypes dominate during infancy, exercise play peaks during the preschool years, and rough-and-tumble play is most common during middle childhood. Age also interacts with gender to affect the choices. For example, the preferences of young children for gender-segregated groups begin to change in pre-adolescence (Brown, 1990), as do the gender-specific preferences for indoor and outdoor play (Pellegrini, 1992). Age may be less of a factor in play development in children with disabilities (Sigafoos, Roberts-Pennell, Graves, 1999). Developmental Delay or Disability Multiple studies have demonstrated that children with physical disabilities play differently than children who are developing typically. Children with physical disabilities spend more time in passive activities (Brown Gordon, 1987) and may demonstrate less active involvement with objects (Gowen, Johnson-Martin, Goldman, Hussey, 1992). Children with physical disabilities spend more time with adults than with their peers and participate more in passive activities, such as television watching, than in active and varied play experiences (Howard, 1996). In addition, children with physical disabilities, cerebral palsy in particular, may be less playful than their typically developing peers (Okimoto, Bundy, Hanzlik, 2000). Based on previous research, it is unclear whether children with disabilities have different play preferences or merely have an inability to access various forms of play. One study demonstrated that children with mild motor disabilities held preferences similar to children without disabilities (Clifford Bundy, 1989). In a study investigating object play preferences in children with an autistic spectrum disorder, Desha, Ziviani, and Rodger (2003) found that the children (41 to 86 months old) engaged predominantly in functional play and preferred toys with salient sensorimotor properties (toys that produced sound or movement with minimal effort). Other research has suggested that children with autism prefer toys and play situations that are structured and predictable (Ferrara Hill, 1980). Contextual Variables Contextual factors may affect play occupations. Researchers have demonstrated that children have fairly stable preferences for play partners, including the gender of play partners (Hay, Payne, Chadwick, 2004; Martin Fabes, 2001), play settings, and play objects (Knox, 1997). Other studies suggest that the physical environment impacts childrens development of play occupations. For example, outdoor play provides children with opportunities for sensory exploration (e.g., in dirt, water, sand, and mud), learning about space, and vigorous physical activity. Indoor play offers opportunities for quiet play, reading, drawing, construction, and computer games (Clements, 2004). Research Questions The literature on childrens play preferences suggests that children have clear preferences that are influenced by gender, age, and developmental status. Examining the current play choices and preferences of children is important to further understand the development of play occupations and what variables influence a childs play choices. This study investigated the play preferences of children with and without developmental delays who were between 3 and 7 years old. The specific research questions that guided our survey research were the following: 1. Do boys and girls differ in their play activity preferences? 2. Do childrens play activity preferences differ by age in early childhood years? 3. Do play activity preferences differ between children with developmental delays who receive therapy services and children with typical development? Methods Sample Convenience sampling was used to recruit parents of children with typical development or with developmental delays (who received occupational, speech, or physical therapy services) who were between 3 and 8 years old to complete a survey describing play preferences. A total of 330 surveys were provided to parents of typically developing children and children with developmental delays in the Northeast and the Midwest regions in the United States. In the Midwest, participants were obtained through a large childcare center and two preschools. All participants in the Northeast were obtained through two large private practice clinics. To obtain a sample of typically developing children in the Northeast, parents of children receiving therapy services in the clinics were asked to complete a survey for a sibling without developmental problems. Instrument The survey was based on Takatas instrument (Takata, 1969) that measures play preferences and the categories were modified to reflect modern play activities. The survey required parents to respond to a list of play activity preferences for one of their children. Studies have demonstrated that mothers can accurately rank play activities (Tamis-LeMonda, Damast, Bornstein, 1994) and parent report has been used previously in research of childrens play preferences (Finegan, Niccols, Zacher, Hood, 1991). The survey listed play activities and contexts and asked parents to rate their childs preference for each activity and context. Parents were also asked to provide information about age, disability status, and gender. The parents were asked about play preferences within a 3-month period because other researchers have suggested that play preferences remain relatively stable within this period of time (Finegan et al., 1991). Parents were not asked questions regarding their nationality, race, ethnicity, social class, or socioeconomic status because these factors have not been demonstrated to be related to play preferences (Meyer-Bahlburg et al., 1994). To pilot test the survey, two peer reviewers commented on the items and then six parents completed the survey and were asked to comment on its format and clarity and the amount of time it took to complete. Minimal revisions were made to improve clarity. The final survey listed 37 play activities in 11 categories of play and 11 contextual variables. The survey used a 4-point Likert scale for scoring, with each play activity rated from highly preferred (4) to not preferred (1), and respondents could also select not applicable. Individual activities were listed under broader categories (e.g., gross motor play, creative play, and pretend play). The second part of the survey asked for the childs preferences for specific play environments, including social context (e.g., friends or family) and physical contexts (e.g., inside or outside). A third section asked for descriptive information about the child (e.g., gender, birth date, diagnosis, if any, and services received). Data Analysis Demographic data and preference ratings were summarized using descriptive statistics. Children were combined into age groups by year by rounding to the nearest year. Although specific diagnoses were identified for the children, the children were grouped into those with and without developmental delays for purposes of analysis. To reduce the data, the individual activities were combined into play categories (e.g., gross motor, rough-and-tumble play, and pretend play). The 33 activities were collapsed into 9 play categories and the 11 contextual variables were collapsed into 4 play contexts. The figure identifies how the items were combined into categories. When computing mean scores, the responses not applicable and not preferred were combined as a score of 1 because both responses indicated that the child did not engage in that play activity. Using each play category and play context, a three-way analysis of variance with gender, age, and disability status as the independent variables was computed. Scheffe post-hoc analyses were used to compare individual age groups. Effect sizes (Cohens d) were calculated for gender and developmental status comparisons. Although a Likert scale produces ordinal data, parametric statistical procedures were selected over non-parametric statistical procedures based on research demonstrating that these statistics result in the same conclusions as non-parametric tests (Glass, Peckham, Sanders, 1972), they are preferable in most cases, and they do not increase the likelihood of a Type I or Type II error (Nanna Sawilowsky, 1998; Rasmussen Dunlap, 1991). Use of parametric statistics allowed us to examine t he interactions among the variables. Results Sample A total of 175 surveys were returned. Only five surveys for 8 year olds were returned; therefore these were omitted from the analysis. Of the 170 remaining, 166 were sufficiently complete to use in the analysis. Demographic data for the sample are presented in Table 1. Gender The three-way analysis of variance identified no significant differences in play activity preferences between boys and girls (effect size ranged from .01 to .26). Table 2 lists the mean scores, analysis of variance results, and effects sizes for the primary play categories. Play preferences were remarkably similar for boys and girls, with equivalent preference for gross motor play, rough-and-tumble play, video and computer games, drawing and coloring, dolls, and pretend play. The interaction for gender and age was significant for doll play preference. Three- to four-year-old boys preferred play with dolls and action figurines more than 3- to 4-year-old girls. In contrast, 5- to 6-year-old boys preferred play with dolls and action figurines less than 5- to 6-year-old girls. Play contexts were also compared by gender. Boys (m = 2.03) and girls (m = 1.95) were equally neutral about playing alone (F [1,156] = .074; p = .786). Both boys (m = 2.63) and girls (m = 2.60) equally preferred to play with friends (F [1, 156] = .031; p = .860) and equally preferred indoor (mean range: 2.73 to 2.80) and outdoor (mean range: 2.75 to 2.86) play. Age Groups Play preferences were compared by age groups. Table 3 shows which play categories were significantly different for age groups between 3 and 7 years old. In this early childhood age span, changes in play preferences were few. Preference for rough-and-tumble play changed significantly from 3 to 7 years old. Rough-and-tumble play was preferred most at 5 years old and was only somewhat preferred at 7 years old. Preference for video and computer games increased significantly in this age range. Video and computer game play was scored between not preferred and neutral at 3 years old and was somewhat preferred by 7 years old. Preference for drawing and coloring and construction increased from 3 to 7 years old, but these differences were not significant. Preference for pretend play differed significantly across the age groups, with low preference scores at the youngest and oldest ages and higher preference scores at 4 and 5 years old. Doll and action figurine play was also highest at 4 years old; however, changes in doll play preference were not significant across age groups. When play contexts were compared across the age groups, children showed no differences in preference for playing alone (range: 1.88 to 2.23; F [4,156] = 1.3; p = .272) or with friends (range: 2.27 to 2.93; F [4,156] = 1.95; p = .105) or for playing indoors (range: 2.35 to 2.86; F [4,153] = .793: p = .531) or outdoors (range: 2.50 to 2.91; F [4,152] = 1.23; p = .300). The least preferred play context across all ages was alone. Children With and Without Developmental Delays Play preferences of children with developmental delays were compared to those of children with typical development. Mean scores, analysis of variance results, and effect sizes are presented in Table 4. Children in the delayed and non-delayed groups equally preferred gross motor play, but rough-and-tumble play was preferred more by children with developmental delays, demonstrating a moderate effect (d = .52). In the quiet play categories, typically developing children preferred drawing and coloring more than children with developmental delays. For drawing and coloring, there was also an interaction with gender: preferences of boys with developmental delays (m = 2.57) were lower than those of boys with typical development (m = 3.42), but girls were equivalent in the two groups (developmental delays m = 3.13; typical development m = 3.19). In children with developmental delays, preference for doll and action figurine play was significantly less and preference for object exploration was slightly greater than for children without developmental delays. Although pretend play did not differ in these groups, the interaction of age and developmental delay status for pretend play preference was significant. In younger children (3 and 4 years old), those who were typically developing preferred pretend play; this preference reversed by 7 years old when preferences of children with developmental delays were significantly higher than typically developing children for pretend play. Play preferences for these two groups of children are rank ordered in Table 5. The five most preferred play forms for children with typical development were gross motor, drawing and coloring, reading and watching television, construction, and rough-and-tumble play. The five most preferred play forms for children with developmental delays were rough-and-tumble play, gross motor, reading and watching television, drawing and coloring, and construction. Preferred play contexts also differed for the two groups. Although both groups were neutral about playing alone, children with developmental delays showed a lower preference for playing with friends (m = 2.29) than children with typical development (m = 2.93) (F [1,156] = 13.11; p Discussion Gender Comparisons A surprising finding was that boys and girls held the same or similar play preferences. For example, we found no differences between boys and girls in doll and action figurine play or pretend play. In contrast, most of the research literature has concluded that boys and girls prefer different types of play. In older studies (Fagot, 1974, 1978; McDowell, 1937), girls and boys preferred different toys (i.e., girls preferred dolls and house toys, whereas boys preferred blocks and transportation toys). During the preschool and early childhood years, boys are more likely to adopt fantasy and aggressive play (e.g., monsters or fighting) and girls are more likely to play house (Fein, 1981). One possible reason for our finding that boys and girls were similar in play preferences is that we broadly defined doll play to include play with action figurines (e.g., Batman, Spiderman, and robots), which are considered boy toys. With dolls defined this broadly, boys and girls did not differ. In the research literature, pretend play is not the only play category where boys and girls differ. In two studies of children between 4 and 12 years old, boys preferred rough-and-tumble play and girls preferred quiet play (Finegan et al., 1991; Saracho, 1990). Saracho (1990) found that boys are more likely to prefer physical and block play over dramatic and manipulative play, and girls were the reverse. In a review of electronic play, Salonius-Pasternak (2005) reported that boys spend more time in video and computer game play than girls. Our study found no differences between boys and girls in preference for gross motor, rough-and-tumble play, or video game activities. Gym sets, trikes and bikes, and playgrounds were preferred play activities for both genders. When genders are compared, preferences of boys and girls were remarkably similar. Boys were slightly, but not significantly, higher than girls in rough-and-tumble play (d = .26), and other areas that differed in previous studies (e.g., preference for video and computer games and drawing and coloring) were equivalent. The equivocal results between our study and those that preceded it may be explained by their different methodologies (e.g., our survey used parent report and listed both boy and girl examples of the play categories). Gender differences may not exist when broad play categories are measured. Age Comparisons When the ages of the children were compared, three categories showed significant differences across age groups. Rough-and-tumble play increased from 3 to 5 years old, and then decreased from 5 to 7 years old. As preference for rough-and-tumble play decreased, preference for video and computer games increased. Other researchers (Salonius-Pasternak, 2005) have documented the increase in computer game play, which begins at 7 years old and peaks in adolescence. As documented in the literature, pretend play increases during the preschool years (3 to 5 years old) and decreases after 6 years old (Fein, 1981), when rule-governed games begin to dominate play (Parham Primeau, 1997). Other categories showed expected trends, but differences among the age groups were not significant. Gross motor play (defined as bike, trike, tag, and gym set activities) did not decrease across the age groups and was consistently a highly preferred activity. Drawing and coloring, construction, watching television, and reading activities remained somewhat preferred throughout the age range. The development of play skills has been well documented by researchers (Rosenblatt, 1977; Takata, 1969); however, most research has focused on the first 2 to 3 years of life, which is when play skills change dramatically. Our study captured ages during which play preference is stable for certain forms of play and evolving for others. Takata (1969) conceptualized 4 to 7 years old as one play epoch. Dramatic role playing, social role playing, and realistic construction characterize this epoch. Play preferences appear to change substantially after 7 years old, which is when children prefer games with rules and social play in the context of organized games. Our findings regarding the effect of age on play preferences, which were significant but not dramatic, may reflect that our age range was essentially one play epoch (Takata, 1969). Differences Between Children With and Without Developmental Delays In our sample, children with developmental delays were primarily children with sensory integration dysfunction, autism, pervasive developmental disorder, attention deficit hyperactivity disorder, or general developmental delays. Children with these diagnoses often have motor planning difficulty, sensory processing problems, and social and communication limitations without frank motor, manipulation, and mobility impairments. The play preferences of children with developmental delays were consistent with the performance limitations associated with these development disorders. Children with developmental delays preferred rough-and-tumble play significantly more than children with typical development. This preference may reflect the sensory needs of children with autism, attention deficit hyperactivity disorder, pervasive developmental disorder, or sensory integration disorder. Rough-and-tumble play, such as wrestling and rough housing, provides children with deep tissue pressure and joint compression, which is the proprioceptive input that helps their systems organize and calm (Baranek, 2002; Blanche Schaaf, 2001). In addition, rough-and-tumble play does not demand fine motor skills or precision performance; it is play in which almost every child can participate and succeed. The other play category in our study preferred significantly more by children with developmental delays was object exploration. Object exploration reflects basic sensory motor play that predominates in children 1 to 3 years old and decreases during the preschool years as more skillful and symbolic play emerges. The higher preference by children with developmental delays probably reflects preference for simpler, lower demand play activities. In other play forms, typically developing children showed higher preference; they preferred drawing and coloring and dolls and action figurines more than children with developmental delays. These play forms require fine motor and manipulative skills, and they require higher levels of cognitive ability, imagination, pretend, and understanding of symbols. In addition, the interaction of pretend play, age, and developmental delay was significant. At younger ages, pretend play was preferred more by children with typical development; this reversed at older ages, when pretend play was preferred more by children with developmental delays. Therefore, the children with developmental delays developed an interest in pretend play at older ages, which is when interest by children with typical development was diminishing. This finding contrasts with that of Sigafoos et al. (1999), who found that children with disabilities did not exhibit play forms beyond sensorimotor and functional play. Our contrasting findings may be explained because the children in our sample were less severely involved. Both groups were neutral (mean range: 1.81 to 2.45) for doll and action figurine play and pretend play. This neutral preference may reflect that the time spent in pretend play is minimal when compared to other play forms. Fein (1981) suggested that preschool children spend between 10% and 17% of their time in pretend play, which reflects only a small portion of boys and girls total play time. Sigafoos et al. (1999) observed that children with developmental delays spent 10% of their time in pretend play. When the types of play are rank ordered by preference, pretend play and doll and action figurine play have the lowest preference scores. Numerous studies have documented differences in play when children with disabilities were compared to children without disabilities. Research demonstrates differences in play skills (Mogford, 1977), object and social play (Sigafoos et al., 1999), and playfulness (Clifford Bundy, 1989; Okimoto et al., 2000). Sigafoos et al. (1999) followed preschool children with developmental disabilities for 3 years and documented that they primarily engaged in exploratory (28%) and functional play (57%) and that these percentages did not change over time. Baranek, Reinhartsen, and Wannamaker (2001) described the play of children with autism as lacking in imitation and imagination, containing fewer play repertoires, exhibiting decreased play organization, and exhibiting limited social play. Their play tends to lack flexibility and creativity (Craig Baron-Cohen, 1999). Functional play seems to dominate in children with autism with minimal evidence of pretend or symbolic play (Libby, Powell, Messer, Jordan, 1998). Differences in children with sensory integration dysfunction have been identified by Parham and Mailloux (2005) and may be more subtle than the differences seen in autism (Desha et al., 2003). The play of children with sensory integration dysfunction is often limited in play scenarios because they avoid certain play experiences that cause sensory feedback discomfort and they have restricted action repertoires due to perceptual difficulties and dyspraxia (Knox, 2005; Parham Mailloux, 2005). Using a sample of preschool age children (4 to 6 years) with sensory integration dysfunction, Clifford and Bundy (1989) did not find significant differences in play materials preferences but did find differences in how the children used toys. Our sample with developmental delays, which included autism, sensory integration dysfunction, and attention deficit hyperactivity disorder, showed trends similar to the literature in that the children preferred simple play forms (i.e., object exploration and rough-and-tumble play) to more complex and skilled play forms (i.e., drawing and coloring and pretend play). When all play preference categories are ranked, the order of preference differed between groups, but the top five preferences were the same. The primary difference between the groups was in rough-and-tumble play (ranked first for children with developmental delays and fifth for children with typical development). Object exploration was the least preferred for children with typical development and dolls were least preferred for children with developmental delays. Consistent with the literature that describes problems in social play in children with developmental delays, children with typical development had significantly higher preferences for playing with friends (d = .57) than children with developmental delays. Playing alone was significantly more preferred in children with developmental delays. Response to these items may reflect the childs preference or may relate to actual play opportunities and experiences. Delays in communication and social interaction may create barriers for children with developmental delays to play with peers (Baranek et al., 2001; Tanta, 2004). Clinical Implications The findings of our study confirm the importance of physical play because, almost universally, the study participants enjoyed, and often preferred, physical play. At the same time, the participants balanced their preference for physical play with more sedentary play forms, such as reading, watching television, drawing and coloring, and construction. The range of preferences may indicate the need for relaxation as one aspect of play (Parham Primeau, 1997). Children seem to have broad and varied play preferences because 6 of the 11 play forms were rated as somewhat to highly preferred. Individual play preferences appear to be best defined by the player and cannot be assumed based on age, gender, or disability status. Of concern is the preference of children with developmental delays t

The Maturation of Siddhartha :: Hesse Siddhartha Essays

The Maturation of Siddhartha Siddhartha, by Herman Hesse is the story of a young Indian noble who ventures off in the world to find an understanding of the meaning of life. His journey begins as a young Brahmin who yearned to unwind the complexities of his existence. He ends as an old sage who has found peace within himself and his surroundings. Throughout the book, Hesse allows the reader to trace Siddhartha's maturation process both through his experiences, and people with whom he comes in contact. During his journey, he makes a number of choices, "turns", that put him on a path of his maturation which is marked by self discovery and independence. Siddhartha's maturation is developed by three key events: his meeting with Buddha, his attempted suicide, and the arrival/departure of his son, as they all contribute to his self discovery and individuality. Siddhartha's meeting with Gautama, the Buddha, is the first key experience that contributes to his maturation process. After several years of living the ascetic life of a Samana, Siddhartha decides to seek out Gautama, "The Illustrious One," as a possible source of assistance in his journey to find his inner self. After their meeting, however, Siddhartha becomes more convinced that the Buddha's methods satisfy his logical and tangible needs, but will not bring him any closer to realizing his spiritual and metaphysical needs. The theme of maturity presents itself in Siddhartha's conclusion that if he is to achieve an immaterial balance, it must be on his own. He understands that the Buddha had a remarkable experience, but it is a personal one. Siddhartha sees that his development process relies on his forging his own experiences, and his attainment of self realization can only be made by himself, regardless of what knowledge Gautama may impart to him. The second experience that puts Siddhartha on a path to maturity is his attempted suicide. Preceding this incident, Siddhartha made a complete turnaround and decided to explore his worldly needs and lives the life of a lover, merchant, and gambler. As a student of lust under Kamala and money under Kamaswami, the protagonist becomes self centered, greedy, and no longer one who can "think, fast, and write." His time in the village is

Gunslinger: Battle Between Good and Evil :: essays research papers

The dilemma between good and evil began long before our time, and it’s been chronicled since man could write. Stephen King, one of the controversial writers of our time, brings his characters to life by giving them peculiar attributes, individual and bold attitudes, and places them in unusual predicaments. The Gunslinger series by Stephen King is a sequence of books that show the internal struggle between good and evil. His character are presented with obstacles, and readers observe how each one responds to the challenges presented to them, waiting to see how far they will go to achieve what they believe is the greater good. King realistically conveys to his readers that although his characters put forth their best efforts to do what they feel is upright, their actions are not always in their best interests. The author clearly shows readers that no amount of good a person does can prevent them from getting hurt. In books one, two, and four King puts his characters through cer tain situations to create certain outcomes. King makes an effort to show readers how people arrive at the right, or wrong choice, in different situations. This is, of course, the classic struggle between good and evil.   Ã‚  Ã‚  Ã‚  Ã‚  King introduces Roland, the protagonist, in â€Å"Gunslinger†. Roland is crucial in King’s endeavor to present to his readers how people make the choice between good and evil. In â€Å"Gunslinger†, Roland is presented with an option; he can either save a boy’s life, or he can let the boy plunge to his death and not deviate from his plan. Roland loves the boy, Jake, and is torn between saving him and pursuing his target, the man in black. Roland decides to sacrifice his friend’s life in order to hound the man in black. Roland’s goal is to reach the Dark Tower, and he feels that he must make sacrifices and forgo the sentimental, in order to achieve his goal. His ultimate goal is what he believes is the greater good, and he will go to any length to reach it. Society has sacrificed of innocence to achieve their definitive purpose, history is proof of this. King simply brings this to light. Roland has love for the boy; however, in not saving his life he saves more lives in the end. Saving Jake’s life might be in Jake’s best interest, but in doing so Roland will be affected negatively.

Digital and Film Photography at a Glance in the 21st Century Essay

There is a growing debate in the world of photography today. We no longer live in the days of dark rooms, messy chemicals, and rolls of film. Technology has expanded our horizons of what we view as photography today. The growing debate is focused between two separate groups: the traditionalists, and those that subscribe to progression. Digital Photography versus film is at its peak of controversy. There are those that want to continue the time honored tradition and artistic integrity of film photography, and yet a growing group of artists that embrace the future and technology with digital photography. I, personally, can relate to both sides of the argument, and mean to provide a unbiased view of each. By establishing both the positive and negative attributes of film and digital photography, the ultimate decision is up to the reader to choose where their alliance lays. The tried and true method of film photography still carries many benefits. The overall photo quality is still best when using film. This is especially true when it comes to larger sized, up to and including wall-sized prints. This all breaks down to the photo’s resolution. Resolution can be altered with film in the development process. A standard resolution for 35mm films is 24 megapixels. A megapixel refers to one million pixels, but this can be altered and scanned to higher resolutions with high-grained film. Film cameras are also beneficial to the wallet. A high definition film camera is still much cheaper than its digital analog. Film cameras are also less likely to depreciate, because of market standards and the lack of new film technology, film cameras seem to keep, or grow in value. A camera that utilizes film also expands the photographer’s repertoire of tools such as lenses, filters, time lapses, and overexposure. (Unknown) ] Digital photography is not without its own advantages. When using a digital camera the great advantage is that you have an LCD screen, and can assess framing and focus. Digital cameras additionally provide a â€Å"histogram† display that guarantee you a much higher percentage of well exposed. This is a great help when shooting. No longer are the days when you have to develop your images before reviewing them. You are able, through the use of a digital camera, to see the final image immediately after it is shot. These images are then stored on an electronic storage device mmediately that actually require much less care than negative film. The ability to have a finished image in such short time cuts down on the cost and time of developing each individual image. [ (Maercado) ] Though the cost of a film camera is cheaper in comparison to its digital neighbor, the cost is vastly outweighed by the necessary funds needed to develop film. Access to a darkroom, and chemicals necessary in development of film, make this a hefty downside to its use. This is especially true when dealing with the fact that every image must be developed first before its final product is seen. This can penetrate quite deeply monetarily. A darkroom, and the constant replenishment of chemicals, can cost upwards of hundreds of dollars. This does not include starting costs of building the darkroom. Film negatives can also degrade over time if they are not properly stored, making long-term access to film images erratic. [ (10Ap) ] Digital photography is not without its own drawbacks. Given the ever expanding and continuous progression of the digital market, a camera can become obsolete almost immediately after purchase. This is not even mentioning that the cost of a digital camera with the same quality found in a film camera can cost almost double. This initial cost may also include the necessary software needed to editing and development of images. Most of the software needed is complicated and can be only purchased at a hefty sum. Staying ahead of market trends, and technology as a whole, depends upon an ever increasing need to be technologically savvy. Though you not only have to be knowledgeable in photography, you must also have an increased knowledge of computers, and technological advancement. The software, as with the cameras themselves, advances at rapid speed. This means that one must be constantly learning, and re-evaluating their education. (King and Timacheff) ] The pro’s and con’s of the two different aspects of photography seem to be pretty evenly weighed. The ultimate decision between the two mediums is really left up to the artists themselves. It seems to be a matter of taste over substance. Each have costs attributing to negative outcomes, but have positive results either way. Resolution, image quality, and upkeep can be circumvented with either digital or film. What sets a photographer apart from their peers is the artistic eye, and the ability to find and capture beauty with whatever is at hand. References http://www.dlcphotography.net/Digital vs Film.htm http://www.wisegeek.com/what-are-some-benefits-of-using-film-cameras.htm http://www.dummies.com/how-to/content/the-advantages-to-film-cameras-over-digital-camera.html

Evolution of Human Resource to Human Capital: A Strategic Shift

As per the Darwin’s theory of evolution, everything has to evolve in order to sustain its identity. Corporate and its environment are changing every day as per the needs and behaviour of the customer. New strategies and concepts are evolving and the old concepts are either getting modified or are getting redundant if not practised. Knowledge of attracting, selecting, deploying and developing talent and strategies has given a competitive advantage to the companies.In line of this Human Resource, that was considered as a supporting coordinate in strategy formulation, now has taken a front lead in capital generation and hence regarded as the Human Capital. Peter Drucker famously defined a knowledge economy as one in which the human brain provides the primary means of production. He then noted the obvious corollary: that an organization’s most valuable resource is lodged in the heads of its employees and goes home with them at night. [Reference4].This is how firms have star ted involving employee participation at all levels for decision making and management forecasts (be it in any field, i. . Operations, finance, Marketing, Human Resource department etc. ) and not only a pre-selected group of individuals. Concepts like brainstorming of ideas have also evolved with the concept of human capital. In this article, let us first define human resource and human capital briefly. Human Resource was regarded as the set of individuals that forms the employee strength of any organization and its planning was typically considered as the process of anticipating and providing for the movement of people into, within and out of the organization.Previously firms were giving much importance to system implementation than human resource development as technology was much simpler. But with the advancement of technology and shortage of skilled manpower, firm has started giving respect to their employees and have initiated different measures to enhance their skills. This has generated the concept of Human Capital. Human capital narrowed the concept of human resource in terms of expertise and knowledge beneficial for the company. Human Capital describes the economic value of employees’ knowledge, skills and capabilities.This concept has highlighted the fact that success increasingly depends on an organization aptitude to manage talent and stressed upon the idea of â€Å"Compete through people†. In line of strategic planning that involves a set of procedures for making decision about the firm’s long term goals and strategies, human capital has taken the front seat. In the older model with the advancement of system technology, corporates started considering system before human resource. Their main goal was to make human resource as predictable as physical assets.But in last 40 years this concept has gradually changed and now the concepts like Toyota Production system pioneered the model that human resource come much before systems and that any individual on the production line had the capability often regarded as the ownership to point out problems and stop the line when proper standard operating procedures (SOP) is not being followed or some error has occurred. This has also extrapolated the idea that it is the human resource that drives and maintains the system and is not the other way round.It has also advanced the human resource processes to be continuous and not episodic as considered previously. Human capital is clearly different from the tangible monetary capital due to the distinguishing characteristic of human capital to grow cumulatively over a long span of time. Due to the shocks experienced in the business cycles it is difficult to maintain the linearity in growth of tangible monetary capital. During the period of prosperity, monetary capital grows at relatively higher magnitude while during the period of recession and depression; there is a dip in generation of monetary capital. Reference3].Contrary to this, human capital has uniformly rising rate of growth over a long period of time because the foundation of this human capital is laid down by the skills both technical as well as educational and health inputs. [Reference3]. The current generation is qualitatively developed by the effective inputs of education and health that will also benefit the future generation by its advance research and development. Thus the future generation gets refined day by day in terms of skills, production capacity etc. generating more human capital with superior quality.Firms have started banking upon their skill inventories for their business differentiation. Skill inventories list each employee’s education, past work experience, vocational interest, specific abilities and skills, compensation history and job tenure. IT hubs in Hyderabad, Bangalore etc. have banked upon their skill inventories and this has signified the rapid growth of Indian economy. Companies such as Mackenzie etc. has o ver a period of time emphasised and given inputs to develop a pool of human capital to gain the competitive advantage.Now the trategy formulation has moved from simple analysis to devising a coherent course of inputs and actions. Thus cumulative growth of Human Capital in India is evident. Countries like china have always banked upon their human capital for their economic growth. Many reasons explicitly explain the strategic change of human resource to human capital major of which is globalization. Globalization has led to multitasking of the employees where the work force is developed in a holistic manner to accomplish many tasks at one time. The resources are utilised in a much better way.Individual knowledge bases are continually changing and adapting to the real world in front of them. So the dimension of knowledge is not limited to demographic borders and has developed leaps and bounds. Training programs complement building the human capital by developing superior knowledge, sk ills and experience within the workforce. Managers of today are thriving to develop business agility in their team. Many development assignments are getting structured for employees, empowering them and ensuring that their job duties and requirements are flexible enough to allow growth and learning.Human capital is intangible and elusive and cannot be tapped the way organizations manage jobs, products and technologies. One of the reasons for this is that the employees, not the organization or system own their human capital. If valued employees leave a company, they take their human capital with them, and any investment the firm has made in training and developing those employees is lost. Technology advancement has also pioneered the shifting of human resource to human capital.Companies like Apple, Samsung are coming up with more than one product in a year where the human talent is used profusely to gain the technical niche. Advancement of technology tends to reduce the job openings that required little skill and increased the position that required considerable skills. This transformation has shifted the human resource from â€Å"touch labours† to â€Å"knowledge workers†, in which the employee responsibilities expand to map a richer array of activities such as planning, decision making and problem solving.Even the firm are preparing blue prints of programs to improve the skills of not only the upper management but also the middle and the lower management also. Firms are creating programs and awards like mentorship program, performance pay, incentives, bonuses and other awards for all level of employees to retain their human capital. Because employee skills, knowledge and abilities are amongst the most distinctive and renewable resources on which a company can draw, their strategic management is more important than ever. Reference2].Thus HR professional can concentrate more effectively on the firm premeditated direction instead of daily routine t asks. This blueprint can include forecasting personnel needs especially for firms planning to expand, contract or merge, planning for career and employee promotions, and evaluating the impact of the firm’s policies- both those related to HR functions and other functions- to improve the firm’s earning and strategic directions. But the main challenge comes in utilization of human resource as human capital.Without proper ownership and proper activities that capitalizes the workmanship of an employee, the part of the capital gets unutilized and goes as idle waste. Managers are architecting work for the employees in such a manner where they feel themselves connected and their skills are enhanced. This also catapults their full capacity utilization. The evolvement of this concept has inevitably changed the focus of firm from traditional Human Resource Management to strategic Human Capital Management.To be in the competition firms are using their human capital to implement bo th proactive and reactive change initiatives and are crossing the line to retain their human capital. Such is the magnitude of human capital in today’s scenario, where in a manager success is determined by the amount of human capital he has generated or retained in a year. The future depends on pursuing businesses that leverage human capital.