Risk Identification Essay Example | Topics and Well Written Essays - 1000 words

Risk Identification - Essay Example For anything to qualify as an art, it is essential that an element of subjectivity lies therein. Subjectivity hitherto refers to lack of objective and empirical explanation for the factors that might be involved in the undertaking. These do tend to be absent from the dynamic identification of risk at certain junctures. Here comes the viewpoint of considering it as underdeveloped. The fact of the matter is, that classifying the true potential of a subjective quantity is never really possible - hence making risk identification an essentially underdeveloped art. It may not be taken as a negative feature, but rather as inherent trait. It is partially developed in the context that certain integral features of the process of risk management have been actualized, and can be subsequently applied to any school of thought wanting to get a risk identification for itself. However, it is reasonably underdeveloped in the context of protective and speculative abilities. After all, the primary purpose of risk identification is to rid oneself off it and possibly avoid a remission of the same. However, the complex dynamics of every operating system, man or machine, makes it a magnanimous task to recognize all possible risks. Wikipedia explains the process of risk identification, "... It is partially developed in the context that certain integral features of the process of risk management have been actualized, and can be subsequently applied to any school of thought wanting to get a risk identification for itself. However, it is reasonably underdeveloped in the context of protective and speculative abilities. After all, the primary purpose of risk identification is to rid oneself off it and possibly avoid a remission of the same. However, the complex dynamics of every operating system, man or machine, makes it a magnanimous task to recognize all possible risks. Risk Identification - Domain Wikipedia explains the process of risk identification, "After establishing the context, the next step in the process of managing risk is to identify potential risks. Risks are about events that, when triggered, will cause problems. Hence, risk identification can start with the source of problems, or with the problem itself." This explains the rationale of how things are taken, and hopefully, preempted. After this, it is desirable for the analysis of the risk to be taken. These can be further of two types: 1. "Source analysis Risk sources may be internal or external to the system that is the target of risk management. Examples of risk sources are: stakeholders of a project, employees of a company or the weather over an airport. 2. "Problem analysis Risks are related to fear. For example: the fear of losing money, the fear of abuse of privacy information or the fear of accidents and casualties. The fear may exist with various entities, most important with shareholder, customers and legislative bodies such as the government" (Wikipedia). Risk Identification - Methods Risk identification factors can be multifaceted in their origin. "The chosen method of

Some Factors that Influence Language Development in Children Essay

Some Factors that Influence Language Development in Children - Essay Example This ability explains why very young children acquire the language of the environment that they live in faster than older ones. Following McCarthy (1960), the main stages that follow in early childhood can be summarized as babbling and cooing, pronouncing a variety of syllables (not complete words), imitating sounds and voices of others, and ending up with the pronouncement of a limited number of complete words. Knudtzon (1998) notes that in the second year the child can use two-word sentences. And in the third year he is a keen user of language. The progress continues by interacting with other members of the community, and by joining school, where speaking, reading and writing skills are developed. In the very early stage the children are mainly under the effect of their parents and siblings. Developments in their cognitive abilities affect them as they grow up. Interacting with the community and going to school may require the child to learn another language different from what he uses at home or in the community. It is the aim of this paper to report on the empirical findings by different researchers on family structure, cognitive abilities and second-language learning as factors that influence the child's language development either positively or negatively. These findings are mainly the result of observing samples of children of different ages over a specific period of time that may extend for months, and of conversations with parents. 2. Family Structure Families consist usually of two parents, but there are families of one parent only. There may or may not be siblings for the child whose development of language is considered. One parent or both may be working or not, and have different educational... According to the report findings families consist usually of two parents, but there are families of one parent only. There may or may not be siblings for the child whose development of language is considered. Some families assume an active role in their community, while others just keep to themselves. Family structure then, while taking into account parents work, education and relations to others in the community, surely has an immense effect on the child's language development. This effect can speed up the child's language development, or slow it down, depending on how many hours the children are close to their parents, the type of vocabulary the parents use, and the amount of talk input by them.This essay stresses that  the effect of siblings on a younger brother or sister is paramount. From the personal experience of some parents, it has been found that the first child will have slower language development, in terms of how many words that he or she can pronounce, and sentences t hat can be formed at a certain age; while the second or third will be faster in acquiring more words, and using them at the same age. In these cases, older siblings act as language teachers of a special kind. The same age range, the similar cognitive abilities, and the close ways of pronouncing will make it easier for the older and younger to get on well. In such an interaction, the transfer of skills, from the older to the younger, flows in a natural and smooth way and greatly enhances language development in both.