Do Men make Better managers than Women? Essay

Only in the last century have more esteemed jobs been allocated to women, in light of the women-rights movement. Even though pay between men and women is still unequal and gender discrimination at the workplace is still imminent, the improvement in the opportunities of women to maintain high ranking jobs in the last century has been drastic. However in certain occupations, such as that of the manager, inequality is even firmer, as shown in studies detailing the sex ratio of managers (Vinniecombe and Colwil, 1995). This phenomenon does not advise that men are more suitable managers, as women are especially disadvantaged in more commonly masculine workplaces, like a managerial role. Rise to new managerial styles and a decrease in prejudice towards women may even prove women to be the more effective managers, or at least equally effective, as men. When it comes to the occupancy of the manager, Women are still more unlikely to hold the position than in other relatively higher job positions, with only about 10 % of management positions in Europe being held by Women, further of those the grand majority lie in the lower management ranks (Vinnicombe and Colwill, 1995). The implication of these figures are either that discrimination is rife in the world of management, or that the qualities that are commonly regarded as necessary for a successful manager are mostly masculine characteristics, including â€Å"drive, objectivity and an authoritative manner† (Wajcman, 1998 pg 55). Therefore it would seem that men have a natural advantage to being a strong manager. Nonetheless, in recent times certain developments in organization theory, including human resource management and Japanese management have indicated that a more effective management needs a â€Å"softer edge and a more people-orientated approach† (Wajcman, 1988 pg 55). The main characteristics of women are commonly seen as â€Å"affectionate, helpful, friendly, kind soft-spoken, sympathetic and gentle† (Barreto, Ryan and Schmitt, 2009 pg 23). Thus, this new concept of a productive manager would pertain more to women. However, as mentioned before, the ratio of female to male managers in lower management positions is still dramatically unbalanced, with higher management positions being only very rarely awarded to women, with an average of 5 % in Europe; even only 2% in England, (Vinnicombe and Colwill, 1995 pg3). This imbalance suggests that the traditionally ideal masculine manager approach is still preferred by the majority of firms and unfortunately only government enforced â€Å"Equal opportunities action plans† have really made a significant difference in the sex ratio of managers. These positive action initiatives have been launched by several countries in the last few decades, as for instance Denmark in 1989 which found that it made a two percent increase in female managers over the course of a year, (Vinnicombe and Colwill, 1995). Hence without the aid of government policies, it will take extremely long for women to be equally represented in managerial roles. That the traditional masculine view of the manager is still vastly more popular than the newer managerial perception which would be more suitable for females, is not only shown by the stagnant change of the gender representation, but also by the characteristics of the few females who hold top managerial positions. Whilst high ranking male managers behave in accordance to the stereotypical male traits, women who have made it to the top mostly act in their profession in a masculine manner, almost indistinguishable from their male counterparts ((Wajcman, 1998). Thus, the few Women who have made it to the manager positions have intentionally acted in a masculine manner in order to succeed (Wajcman, 1998). This indicates that the contemporary feminine managerial style has only been implemented extremely rarely, and that in the extensive majority of cases in order to maintain a top ranking manager position one must exert masculine characteristics. Research shows that this feminine approach, also referred to as â€Å"transformational leadership style†, is often more useful than the traditional management style, especially in firms with more feminine employees (Barreto, Ryan and Schmitt, 2009). The fact that the feminine managerial style is thus by many regarded as at least as effective as the traditional style, if not more, yet still barely ever used seems to lie in the explanation of prejudice and discrimination. Tragically, prejudice and discrimination effects equality in the workplace in exponential ways, from the very choice women make when choosing a career, such as being dissuaded from a manager career as it is seen as a masculine position, to the fact that many firms want a man as a manager as they fear a woman may not be treated with the same respect and authority from the employees (Barreto, Ryan and Schmitt). Such prejudice and discrimination cannot simply be vanquished through stricter discrimination laws, the only truly effective mechanism until now has been positive action initiatives by Governments, which for instance in Scandinavian countries has dramatically increased the representation of Women in management(Vinnicome and Colwill, 1998. In theory, women are at least equally suitable for the role of a manager. Sadly in practice women are at a disadvantage in attaining any management position, and once that position is maintained women have a much harder time being an effective manager. The reason for this is a lack of respect of some subordinates who don’t see a woman as enough of an authority. Though woman can be just as effective managers as men, ingrained prejudice and discrimination, affecting how a female manager is seen and treated by her subordinates, may make her less of a successful manager. If women will be more common in manager positions, over time people will get used to a female manager and the prejudice and discrimination will most likely decrease. Thus positive action programs by governments, may be essential to decreasing prejudice and discrimination and making it possible for women to not just theoretically be equal or even better managers than men, but also in practice.

Norse Culture

Norse Culture: A Closer Look| | | Julianne N. Cantu| Intercultural CommunicationsDr. ThibodeauxMarch 7, 2013| From the beginning of civilization, culture has played a crucial role at shaping every society. Culture allows for all that is special about a group of people to be taken into account and be recognized. Norse culture has long been a popular subject in modern societies. Some of the most important characteristics that make Norse culture so unique are their people, their language, their literature, their religion, and their funeral practices.Like most societies, the Norse had a surprisingly lax social hierarchy. The Norse hierarchy was set to where there was a possibility for upward mobility. Individuals in Norse society were not doomed to live out their days in a particular social status, but were free to move from class to class. There were three set social classes in Norse society. Most Norsemen belonged to the middle class known as karls. Karls were the landowners, the farme rs; the smiths (blacksmiths, locksmiths, etc. ), etc (Haywood, 2000).The highest level in the social hierarchy was known as the jarls, or the nobility. These people lived in extravagant houses and halls and lived refined lives. The jarls used their money, wealth, followers, ships, and estates distinguish them from the rest of society. The lowest class of the social hierarchy was known as the pr? ll. This class included slaves and people who were known as bondsmen. If a person, from any class, could not pay their debts, they would become a bondsman and work for another man until his debts were repaid (Guy, 1998).The Scandinavians, during the Viking Age, spoke Old Norse. This language was sometimes referred to as â€Å"Danish Tongue (Page, 1987). † Icelandic, Danish, and Norwegian languages are all descended of Old Norse. There were many different dialects spoken during this time. Many scholars are able to find the differences between East Norse and West Norse. Despite these di fferences, the people during the Viking Age were able to communicate with each other without difficulty because the languages were so similar (Page, 1987). Many Viking cultures were also known to have used runes.A rune is letter or character from the runic alphabet. â€Å"Most of the runic characters consist of straight lines and the alphabet was clearly designed for etching onto wood, stone, or metal with a sharp instrument such as a knife (Page, 1995). † A different version of runes referred to as the â€Å"Younger Futhark† was established by the beginning of the Viking Age. Contrary to popular belief, Vikings did not actually wear helmets with horns on them. This depiction of Vikings warriors is a terrible misrepresentation of their culture.What a Viking wore was determined by their place in their society. If a person was a slave, they were often poorly dressed in things that amounted to rags. Free men wore things like leather boots and clothes made out of finer mat erials, like wool and different furs. Men often wore either pants or tunics, while the women would wear dress like garments that would fasten at the shoulder (Roesdahl, 2001). Only the wealthiest of the Viking society ever wore jewelry, like necklaces, pendants, brooches, and rings because it signified their elevated status to others (Jesch, 1991).Viking literature is uncommon to come by because Norse culture was typically shared through the spoken word rather than the written word. Much of the folklore about Norse culture was written later and compiled into a Edda. Edda is derives from the Old Norse term for poetry (Page, 1995). There are two different types of edda, the Poetic Edda and the Prose Edda. The Poetic Edda is a collection of Old Norse poems. This edda contains the most information concerning Norse mythology. The poems contained in the edda tell stories of brave hero and heroines and depict tales of different Norse legends.The Prose Edda also contains many mythological s tories. The Prose Edda, unlike the Poetic Edda, is separated into three different books;the Gylfaginning, the Skaldskaparmal, and the ? gir (Haywood, 2000). On the whole, not much is known about different pagan religious practices in the Viking Age. There is little evidence to vindicate the different pagan rituals conducted by the Vikings. Different Viking sagas were written almost 200 years ago, after the conversion to Christianity. Although there is no definitive record of pagan rituals, much is known about the many different deities worshipped by the Vikings.The most popular and powerful god to the Norse people was Thor, god of thunder and lightning. Thor was the mighty champions of the Norse gods and the people because he was the only one strong enough on his own to slay the giants, the arch nemeses of the gods. Without Thor, the other gods would have to resort to playing clever games in order to slay the giants. Thor’s weapon of choice was his mighty hammer, Mjolnir (Dub ois, 1997). Mjolnir is depicted as one of the most fearsome weapons in Norse culture, and is rumored to be capable of leveling mountains.It was written that, â€Å"[Mjolnir] would be able to strike as firmly as he wanted, whatever his aim, and the hammer would never fail, and if he threw it at something, it would never miss and never fly so far from his hand that it would not find its way back, and when he wanted, it would be so small that it could be carried inside his tunic (Orchard, 1999). † Odin was also one of the most popular gods in Norse culture. Odin was the father of all of the gods and men. He is a god of â€Å"magick, wisdom, with, and learning (Dubois, 1999). Odin has been said to possess the power of reanimating the dead in order to speak to them to gain any wisdom they may possess. Odin’s weapon of choice is his spear, Gungnir, which, supposedly, never misses its target. Odin is always depicted as only having one eye because he traded the other for a dr ink from the Well of Wisdom, where he gained an immense amount of knowledge (Page, 1995). Loki was the â€Å"trickster† of the Norse gods. It was written that he was, â€Å"handsome and fair of face, but has an evil disposition and is very changeable of mood.He excelled all men in the art of cunning, and he always cheats. He was continually involving the Aesir in great difficulties and he often helped them out by guile (Orchard, 1997). † Loki was the son of two giants and step-brother to Odin. Loki had the power of shape shifting and could even change his gender on command. As a woman, Loki gave birth to many of the terrible creatures, like Odin’s eight-legged horse, Sleipnir. When Thor was not around to help destroy the giants, Loki was often sought out by the gods in order to deploy clever tactics to take the giants down.The common misconception concerning Vikings and religion is that many believed they hated Christianity because they were pagan, and that was not the case. The Vikings believed in many different deities. They often targeted and plundered Christian monasteries, however, because they knew they were wealthy and were, often times, poorly defended. The Vikings had many different customs and beliefs when it came to death. They had specific rituals when it came to funerals, but had many different beliefs when it came to things like the soul and where the dead went when they were no longer part of this world.The Vikings had two different beliefs when it came to the soul. First, the Vikings believed that the very last breath a person took before they died was their soul escaping and moving on to become one with nature. The second was that there was a different type of soul; a â€Å"dream soul† that was able to leave the body when a person was in a state of unconsciousness like sleep. This part of the soul is forever trapped inside the body unless the body is destroyed either by decay or a sacrificial burning. Only when the body was broken down would the â€Å"dream soul† be able to make its way to the realm of the dead (Page, 1995).Vikings believed that, when a person dies, they need to be buried or burned with their belongings that will help them to succeed in their next life. People who had certain jobs, like a blacksmith, were often buried with all of their tools so that they would be able to utilize them after they had moved on to their next life. Women were often burned/buried with their jewelry and other tools for â€Å"female household activities (Orchard, 1997). † It was common among Vikings to burn the corpses, as well as their belongings, on a funeral pyre.These pyres were built to large scales because the Vikings believed that the smoke from the fire needed to be as massive as possible in order to assist the soul in reaching the afterlife. After the deceased had been gone for seven days, the Vikings would partake in funeral ale which served as a ritual drinking. The funeral al e was a way in which the families of the deceased could get together to celebrate the person’s life. It wasn’t until after the ale was drunk that issues like inheritances and transitioning of familial power were able to take place (Dubois, 1999).After a person has died, the Vikings believed that their souls partook in an adventure in order to reach the afterlife. The afterlife had many different variations in the culture, like the inside of a mountain, on the other side of the sea, in the heavens, or in the underworld (Dubois, 1999). Helgafjell, or â€Å"Holy Mountain†, is one manifestation of the Norse afterlife. If a person made their way to the holy mountain, they would live out their lives in a manner that was very similar to the one they had in the physical world. Hel, however, is the complete opposite of Helgafjell.Hel, which is ruled by a blue and black giantess named Hel, is the destination for all of those who did not die in battle, but of old age and s ickness. In Hel, the gates that adorn the entrance are heavy, as to give the idea once you enter, you will never again exit. Valhalla is another destination for those who have died. About half of those that die in battle find their way to Valhalla. The halves that were allowed to enter were to remain fit for battle so that they could participate in Ragnork. Valhalla was said to be located in the heavens in Odin’s kingdom.Valkyries, men and women who choose which soldiers die and which live, dwell in the heavens with Odin and those warriors deemed worthy to live again (Page, 1995). The other soldiers who are not chosen to live again reside in Folkvanger with the goddess Freya. The Norse raised many different kinds of domestic animals, like cattle, sheep, pigs, geese, chickens, goats, and ducks. They used their cattle, sheep, and goats in order to make dairy products like milk and cheese. They also harvested eggs from their chickens, ducks, and geese. Fish and deer were also hu nted and added to the myriad of food sources the Norse could choose from.The Norse also were accomplished farmers and were able to grow a plethora of different items, like oats, barley, flax, cabbage, leeks, horseradish, watercress, carrots, celery, peas, and a number of different herbs (Guy, 1995). The Norse were also known to keep bees and to harvest nuts. When it came to cooking their food, the Norse like their meat roasted or boiled and were particularly fond of their stews. The Vikings cured their meat, either by smoking it, bringing it, or drying it. The Vikings usually prepared flat bread for meals (like a pancake), but did produce raised bread when there was some sort of special occasion to cook for.Their drink of choice was mead. Mead is an alcoholic beverage made from honey, but they also made different kinds of beers and ales. The Viking did not grow grapes, so they were unable to partake in wine (Roesdahl, 2001). In short, it is clear that there are many different aspect s of Viking culture that makes them truly unique. It is also clear that there have been many misrepresentations of Viking culture and, because of that, many people can have skewed perceptions when it comes to their outlook concerning Vikings. References Dubois, Thomas A. Nordic Religions in the Viking Age.Philadelphia: University of Pennsylvania Press, 1999. Print. Guy, John. Viking Life. Kent: Ticktock, 1998. Print. Haywood, John. Encyclopaedia of the Viking Age. London: Thames & Hudson, 2000. Print. Jesch, Judith. Women in the Viking Age. Haworth: Woodbridge, 1991. Print. Orchard, Andy. Dictionary of Norse Myth and Legend. London: Cassell, 1997. Print. Page, RI. Reading the Past: Runes. London: British Museum Press, 1987. Print. Page, RKi. Chronicles of the Vikings: Records, Memorials and Myths. Ithaca: Cornell UP, 1995. Print. Roesdahl, Else. The Vikings. New York: Penguin, 2001. Print.

Case Analysis Of Jason Learning Disability

Analysis of the case scenario suggests that the person Jason, a 29 years aged male, presents some variety of mental disorders. Upon his admission to the medium secure unit, a thorough analysis of the patient’s history suggests that he suffers from learning disability,  and intermittent explosive disorder. Signs of depression are also observed in the patient. People with mental illness are often subjected to social stigma and discrimination that worsen their situation and make it difficult for them to recover. According to research studies, 1 in 4 people are likely to experience mental health problems at some point of their lives (Fazel and Seewald 2012). Furthermore, such mental health problems have also been found among 1 in 10 children globally (Reupert and Kowalenko 2013). Learning disabilities are neurological problems that interfere with the basic skills of learning suggest writing reading or calculating. These disabilities are often found to interfere with higher mental faculties such his time planning, organization, memory, abstract reasoning and attention (Cortiella and Horowitz 2014). Such disabilities have been found to create a negative impact on the academic of a person in addition to hampering his or her relationship with friends, family and workplace. Owing to the fact that the patient Jason suffers from learning disability since childhood, it can be stated that there is a gap between his potential and actual achievements (Geary 2013). Emotional regulation can often be defined as a complex process that encompasses initiation, inhibition and modulation of the mental state and behavior of an individual in response to a stimulus. These stimuli provoke subjective experiences such as feelings or emotions, followed by cognitive processes such as thoughts (Barlow, Allen and Choate 2016). An analysis of the case scenario suggests that Jason suffered from depression, which features em otional dysregulation. It makes him unable to regulate his emotional response with regards to provocative stimuli. This is established by his previous history of conflicts in relationship or perceived abandonment. This often contributes to the sudden bursts of anger and passive aggressive behavior that he manifests. According to the DSM-V criteria, emotional dysregulation is considered as an essential feature of a large number of psychological disorders. Presence of depressive symptoms in the person can be attributed to symptoms of loneliness and social withdrawal (Strang et al. 2012). Loneliness often includes anxious feelings regarding lack of communication or connection with other beans. Such lack of social connection can be directly linked to his antisocial or hostile behavior towards others. Depressive symptoms are confirmed by signs of social withdrawal and lack of interest to attend pleasurable activities (Martin, Neighbors and Griffith 2013). The fact that Jason always carries a nice and gives repeated threats to harm others can be correlated with presence of intermittent explosive disord er, which is characterized by sudden outburst of violence and anger that is disproportionate to the situation (Coccaro 2015).   Such behavior is often triggered by inconsequential events and results in disproportionate reactions to real or perceives provocation. Therefore, there is a need to implement cognitive behavioral therapy, Dialectical behavioral therapy (DBT) and psychotropic medications to improve the overall health and well-being of the person. The therapy is aimed towards helping people suffering from borderline personality disorder and mood disorders, by changing thoughts related to self harm to others or suicidal ideations (Linehan et al. 2015). It will increase the cognitive and emotional regulation of the person by gaining information about the triggers and underlying factors that contribute to search inappropriate reactive states (McMain et al. 2012). It will further help in assessing the coping skills that need to be applied to avoid such undesirable behavior. On the other hand, cognitive behavioral therapy such as cognitive relaxation and coping skills therapy will help in counteracting panic anxiety and anger, thereby treating intermittent explosive behavior. The intervention plan that will be device for the treatment of Jason will keep in consideration his presenting signs and symptoms, and the predisposing factors that might have increased his likelihood of getting affected with mental disorder. The common symptoms that he manifests include escalating patterns of sudden aggressive behavior such as using a knife to threat members of the community. Therefore, in order to treat presence of intermittent explosive behavior and depression, cognitive behavioral therapy and dialectical behavioral therapy will prove most effective. According to the DSM-5 diagnosis, depressed mood is characterized by subjective reports of feeling sad, hopeless or empty throughout the day. It is also marked by diminished pleasure or interest in daily activities, accompanied by psychomotor retardation or agitation (Copeland et al. 2013). DBT will focus on accepting and healthy and uncomfortable behavior and will help Jason to acknowledge that most of his self-destructive or depressing behaviors are inappropriate. A person suffering from major depressive disorder often experiences feelings of worthlessness, which in turn creates an overwhelming atmosphere of sadness that invalidate all aspects of their life (Harned et al. 2012). Therefore, the primary aim of this intervention is to reduce negative behaviors and modulates extreme emotions, which contributes to depression (Miller, Carnesale and Courtney 2014). Moreover, it will allow the patient to trust self-thoughts, emotions and activities. The proposed intervention includes conduction of dialectical behavior therapy for 1 hour, twice a week for 8 months, and coping skills therapy for 6 months. Establishing a good rapport with the patient is the primary criteria of providing the intervention as it will help in fostering an efficient therapeutic relationship. The background of the patient including his job information, his childhood, education and personal history will be collected, in order to formulate a better diagnosis plan. Effective communication can be initiated by making direct eye contact, and using appropriate hand gestures and nonverbal communication skills (Morse et al. 2012). Showing an authentic interest in the concerned patient and picking up on cues from his responses will also help in identification of issues other than the main problem. In addition to using appropriate communication skills, active listening will also facilitate establishment of a good rapport. Furthermore, it will help in miscommunication or misinterpretation. Mindfulness- This is the basic foundation of the therapy as it assists an individual to tolerate and accept all powerful emotions that appear while challenging certain habits or getting exposed to upsetting situations. The therapist will assist Jason to pay attention to the present moment, in a non-judgmental manner, while experiencing his senses and emotions to the maximum level. Jason will also be made more aware of senses related to smell touch taste sight and sound (Mehlum et al. 2014). Emotional regulation- This skill will create opportunities for identifying obstacles that prevent demonstration of appropriate emotion. It will also help in reducing vulnerability to the emotion mind and will increase mindfulness and positive approach to emotional events. It will help the patient to correctly interpret an event with appropriate use of body language sensation and action. A counselor will also be required while conducting this module of the therapy (Essau et al. 2012). The counselor will provide assistance in making the patient understand the ill effects of the drugs on physical and mental health. Distress tolerance- This is the third module of the therapy, which will allow the patient to respond or deal appropriately to distressing circumstances such as serious illness, traumatic events, financial loss, or death of beloved people. It will help the patient to learn the way of bearing pain skillfully. This in turn will enhance the ability to accept such situations in a non-judgmental and non-evaluative manner. Interpersonal effectiveness- This will focus on enhancing problem solving skills and increasing assertiveness. All the patients suffering from intermittent explosive disorder or depression possess good interpersonal skills. However, they often fail to apply these skills in current situation. The module will focus on situations related to changing an objective or to resisting changes. It will make Jason show an inclination to contact his family members, rather than avoiding them (Bedics et al. 2012). Jason will be provided with homework when he would have to pick specific problem sir behaviors from the provided list, and will have to identify the pros and cons of either acting on or resisting the urges. This will help in determining effectiveness of the therapy. Due to the fact that aggressive behavior can lead to an intended or serious consequences, coping skills therapy will be implemented in this case scenario to help Jason adapt himself to cope or mitigate with his reactions. Jason’s aggressive behavior can be attributed to his upbringing, relationship with family, being bullied at school and work difficulties. These results in the explosive behavior that makes him demonstrate harm towards self and others. Such overtly confrontational antisocial behavior can be correlated with his previous history of stealing and physical aggression (Coccaro 2012). Lack of proper parenting is also another major contributing factor. Practicing relaxation techniques- This will help Jason to manage his anger by participating in techniques such as diaphragmatic breathing, progressive muscle relaxation and meditation. Involving the diaphragm muscle of the abdomen while breathing, will help in reducing stress and anxiety. Progressive muscle relaxation will make the person coordinate between relaxing and sensing a variety of muscle groups in the body. Meditation will also help in achieving equilibrium, thereby balancing between emotions and gaining a mastery over thoughts and feelings (Meuret et al. 2012). Self-monitoring thoughts- This will help the patient to closely monitor thoughts and feelings with regards to the determined standard, which in turn will help in correlating the actions. It will also involve homework when Jason will be made to measure his thoughts in relation to social circumstances, and then compare them with behavior that should be displayed during such instances. Setting and managing goals- Having a goal or objective in life helps in giving a purpose or direction. This skill will motivate the patient to focus on improving his life and accomplish his goals in future. It will help him in setting appropriate objectives with a directed vision, without getting stressed. This in turn will improve his mood, and quality of life, by reducing hostile attitude and anger. Cognitive restructuring- This module will help in identifying and learning maladaptive or irrational thoughts, commonly referred to as cognitive distortions. It will focus on emotional reasoning, magical thinking and all or none thinking. This will help in preventing extreme thoughts in the person. A counselor will play an important role while implementing this module, by helping Jason identify his irrational beliefs that affect his behavior as well as emotions (Salloum and Overstreet 2012). The homework for this therapy would include coping skills exercise where Jason will be made to list a minimum of 5 instances when he felt like procrastinating, comforting himself, or showing violent behavior towards the receiver. He will be made to circle the coping skills that he considers counterproductive or an healthy, and will also be made to suggest healthier alternatives. This will determine positive implications of the administered therapy. In addition, physician will be consulted for administration of atypical antidepressant drugs such as aripripazole, citalopram or bupropion for preventing recurrence of his depressive symptoms. Several challenges and ethical considerations that might arise while caring for Jason include his low self esteem and unwillingness to participate. Presence of depressive symptoms often makes a person show apathy, which might make him reluctant to get treated. He might fail to understand the rational of the aforementioned two therapies, and may resort to violence attitude. Therefore, effective interpersonal skills and showing sensitivity towards the patient is needed. The primary strength of dielectric behavioral therapy lies in the fact that several randomized control trials have been conducted which have determined its effectiveness for treating borderline personality disorder and depression. The aforementioned mental diseases are severe and persistent in most people. Implementation of this therapy among such patients has shown long-term adherence and compliance in the target population. Recent findings have suggested that this behavioral therapy is successful in addressing the problematic behaviors manifested by patients, and help in elimination of abnormal mental state (Pistorello et al. 2012). According to research findings, use of DBT in combination with medication produces even better results. According to several research studies, combining the therapy with atypical antipsychotic medications such as olanzapine helps in reducing depression, impulsivity, and anxiety among patients, and also shows and improvement in treatment adherence. Effec tiveness of the therapy has been established by other studies conducted in outpatient settings as well, where the therapy has shown significant positive impacts in reducing suicidal ideation, and depression (Bedics et al. 2012). Similar findings have been reported other randomized control trials, where the therapy has been proved effective in eliminating signs and symptoms of hopelessness, social withdrawal, and para-suicidal behavior. However, the major limitation is associated with the fact that most of the available research that investigated effectiveness of the therapy had been conducted on small sample sizes, and focused on specific sectors of mental health population. Therefore, there is a need to evaluate whether the therapy is effective for people suffering from different mental health disorders. Moreover, most studies were conducted by doctoral level students or highly educated professionals, which indicate an intensive training is required before implementing the therapy on patients (Mehlum et al. 2014). Furthermore, there is a lack of follow-up interview in the trials that have been conducted. Hence, long-term benefits of the therapy are not yet established. Moreover, the therapy is a demanding p rocess and required patients to spend several hours during his conduction. Patient suffering from depression shows reluctance to its implementation. In addition, the therapy focuses on the approach that can be implemented up on patients who are ready to acknowledge their illness and show compliance during the therapy sessions. Hence, any form of hesitance from the patient might lead to misleading results. On the other hand, several studies have been carried out that have established effectiveness of the coping skills therapy. It has proved effective in increasing the ability to tolerate various forms of uncertainty during explosive disorder or depression. According to research trials, this therapy often leads to avoidance of situations that can make a person procrastinate or delay taking action. Another benefit is associated with the fact that it impacts the ability to recognize rumination or repeated botherations about a thought, by influencing the person to attempt problem solving (Hayes 2016). Research findings also suggest that this therapy helps in blocking out distressing thoughts, reduce intensity, and lower rates of intermittent explosive behaviour. Further benefits are related with the ability to identify thought distortions, such as, negative predictions or personalizing, which often contribute to such explosive attitude. The skills employed by this therapy have shown positive impacts in increasing will power, reducing avoidance coping, and preventing violent behavior (Rector and Beck 2012). Research studies also suggest that the therapy not only eliminates anxiety and panic behaviour, but also enhances self-improvement motivation. However, the major limitation is associated with the fact that not much research trials have been conducted to determine effectiveness of this therapy among people suffering from mental problems, in addition to learning disability. Furthermore, at times it may often overlook troubling issues, related to personal history or family (Collins, Woolfson and Durkin 2014). While the administration of atypical antidepressants might help in preventing recurrence of depressive disorder, certain side effects such as, insomnia, blurred vision, dry mouth, weight gain, increased appetite, fatigue, and nausea may be observed. Thus, a critical evaluation of Jason's case scenario suggests that dielectric behavioral therapy and coping skills cognitive behavioral therapy will be most effective in providing relief and improving his mental health status. Barlow, D.H., Allen, L.B. and Choate, M.L., 2016. Toward a Unified Treatment for Emotional Disorders–Republished Article.  Behavior therapy,  47(6), pp.838-853. Bedics, J.D., Atkins, D.C., Comtois, K.A. and Linehan, M.M., 2012. Treatment differences in the therapeutic relationship and introject during a 2-year randomized controlled trial of dialectical behavior therapy versus nonbehavioral psychotherapy experts for borderline personality disorder.  Journal of Consulting and Clinical Psychology,  80(1), p.66. Coccaro, E.F., 2012. Intermittent explosive disorder as a disorder of impulsive aggression for DSM-5.  American Journal of Psychiatry,  169(6), pp.577-588. Coccaro, E.F., 2015. Intermittent explosive disorder.  Psychiatric Times,  32(3), pp.47-47. Collins, S., Woolfson, L.M. and Durkin, K., 2014. Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools.  School Psychology International,  35(1), pp.85-100. Copeland, W.E., Angold, A., Costello, E.J. and Egger, H., 2013. Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder.  American Journal of Psychiatry,  170(2), pp.173-179. Cortiella, C. and Horowitz, S.H., 2014. The state of learning disabilities: Facts, trends and emerging issues.  New York: National Center for Learning Disabilities, pp.2-45. Essau, C.A., Conradt, J., Sasagawa, S. and Ollendick, T.H., 2012. Prevention of anxiety symptoms in children: Results from a universal school-based trial.  Behavior therapy,  43(2), pp.450-464. Fazel, S. and Seewald, K., 2012. Severe mental illness in 33 588 prisoners worldwide: systematic review and meta-regression analysis.  The British Journal of Psychiatry,  200(5), pp.364-373. Geary, D.C., 2013. Early foundations for mathematics learning and their relations to learning disabilities.  Current directions in psychological science,  22(1), pp.23-27. Harned, M.S., Korslund, K.E., Foa, E.B. and Linehan, M.M., 2012. Treating PTSD in suicidal and self-injuring women with borderline personality disorder: Development and preliminary evaluation of a dialectical behavior therapy prolonged exposure protocol.  Behaviour research and therapy,  50(6), pp.381-386. Hayes, S.C., 2016. Acceptance and Commitment Therapy, Relational Frame Theory, and the Third Wave of Behavioral and Cognitive Therapies–Republished Article.  Behavior therapy,  47(6), pp.869-885. Linehan, M.M., Korslund, K.E., Harned, M.S., Gallop, R.J., Lungu, A., Neacsiu, A.D., McDavid, J., Comtois, K.A. and Murray-Gregory, A.M., 2015. Dialectical behavior therapy for high suicide risk in individuals with borderline personality disorder: a randomized clinical trial and component analysis.  JAMA psychiatry,  72(5), pp.475-482. Martin, L.A., Neighbors, H.W. and Griffith, D.M., 2013. The experience of symptoms of depression in men vs women: analysis of the National Comorbidity Survey Replication.  JAMA psychiatry,  70(10), pp.1100-1106. McMain, S.F., Guimond, T., Streiner, D.L., Cardish, R.J. and Links, P.S., 2012. Dialectical behavior therapy compared with general psychiatric management for borderline personality disorder: clinical outcomes and functioning over a 2-year follow-up.  American Journal of Psychiatry,  169(6), pp.650-661. Mehlum, L., Tà ¸rmoen, A.J., Ramberg, M., Haga, E., Diep, L.M., Laberg, S., Larsson, B.S., Stanley, B.H., Miller, A.L., Sund, A.M. and Grà ¸holt, B., 2014. Dialectical behavior therapy for adolescents with repeated suicidal and self-harming behavior: a randomized trial.  Journal of the American Academy of Child & Adolescent Psychiatry,  53(10), pp.1082-1091. Meuret, A.E., Wolitzky-Taylor, K.B., Twohig, M.P. and Craske, M.G., 2012. Coping skills and exposure therapy in panic disorder and agoraphobia: latest advances and future directions.  Behavior therapy,  43(2), pp.271-284. Miller, A.L., Carnesale, M.T. and Courtney, E.A., 2014. Dialectical behavior therapy. In  Handbook of Borderline Personality Disorder in Children and Adolescents  (pp. 385-401). Springer, New York, NY. Morse, G., Salyers, M.P., Rollins, A.L., Monroe-DeVita, M. and Pfahler, C., 2012. Burnout in mental health services: A review of the problem and its remediation.  Administration and Policy in Mental Health and Mental Health Services Research,  39(5), pp.341-352. Pistorello, J., Fruzzetti, A.E., MacLane, C., Gallop, R. and Iverson, K.M., 2012. Dialectical behavior therapy (DBT) applied to college students: A randomized clinical trial.  Journal of consulting and clinical psychology,  80(6), p.982. Rector, N.A. and Beck, A.T., 2012. Cognitive Behavioral Therapy for Schizophrenia: An Empirical Review Neil A. Rector, PhD and Aaron T. Beck, MD (2001). Reprinted from the J Nerv Ment Dis 189: 278–287.  The Journal of nervous and mental disease,  200(10), pp.832-839. Reupert, A.E. and Kowalenko, N.M., 2013. Children whose parents have a mental illness: prevalence, need and treatment.  The Medical Journal of Australia,  199(3 Suppl), pp.S7-9. Salloum, A. and Overstreet, S., 2012. Grief and trauma intervention for children after disaster: Exploring coping skills versus trauma narration.  Behaviour research and therapy,  50(3), pp.169-179. Strang, J.F., Kenworthy, L., Daniolos, P., Case, L., Wills, M.C., Martin, A. and Wallace, G.L., 2012. Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability.  Research in Autism Spectrum Disorders,  6(1), pp.406-412. With a decade's experience in providing essay help,

How does the oil play a big role in Kuwait economy Essay

How does the oil play a big role in Kuwait economy - Essay Example Kuwait has beautiful sandy beaches along the turquoise blue Gulf. In the southwest of the country, the landscape rises to a maximum elevation of 306 meters (1,004 feet). Islam is the predominant religion of Kuwait. Most of the Kuwaitis are Muslims are generally very conservative and governed by traditions and practices from very long ago. The Kuwaiti society is very family oriented. Kuwaiti families are usually quite large, and many different families are interconnected and related to one another through ancestry and marriage. For a country of such small size, Kuwait boasts a very broad and rich culture, containing a particular heritage and encompassing certain trends whose roots are embedded in the cultural traditions of antiquity. Kuwait holds a strong tie to its past, and the government takes pride in its assistance in the retaining of historical artifacts and antiques, as well as in the preservation of the arts and modern cultural endeavors. The official language of Kuwait is Arabic. All members of the government are required to have a working knowledge of Arabic in order to be eligible for the post. English is also widely spoken and is the country's official second language. Kuwait's government plays a dominant role in the country's economy. The government employs 92 percent of the population. Kuwait was the first Arab country in the Gulf to have an elected parliament. Moves to change the male-dominated political structure culminated in the granting of full political rights to women in 2005. Kuwait's most pressing environmental challenge is its limited water resources. In this regard, Kuwait has developed some of world's largest and most sophisticated desalination facilities, which now provide much of Kuwait's water. History of oil in Kuwait. Until the discovery of oil in the region in 1911 by a British concern, the Arab states in the gulf were weak and the faltering economies. The numerous rulers in small pockets kept up their autonomy with the help of the British. The Sultan of Omar was the largest of them all and but he couldn't further his rule because of the resistance. The Anglo Persian Oil Company or APOC was the first to start producing oil in Iran. In 1932 Standard Oil Company of California (Socal) discovered oil in commercial quantities in Bahrain. Socal then obtained a concession in Saudi Arabia in 1933 and discovered oil in commercial quantities in 1938. This triggered a flurry of oil exploration in the Gulf States in the 1930's. United States and Britain were the two main nations competing for the oil concessions. The new Iranian Government of Reza Shah Pahlavi revoked APOC's concession. Although the Shah and the British later agreed on new terms, the threat of losing Iranian oil convinced the British in particular that they must find other sources. The small states of the Persian Gulf were a natural place to look due to similar geological conditions to those in Iran. This did not mean immediate wealth for the Arab countries. Large deposits of oils were found in Bahrain. Oman was unable to export until 1967 and it was 1950 by the time oil rich states found it to be commercially beneficial. The oil fields in Kuwait were developed the fastest, and by 1953 that nation had

The Value of a Listing in Nestle Case Study Example | Topics and Well Written Essays - 500 words

The Value of a Listing in Nestle - Case Study Example The case study provides four options in order to make a decision concerning the listing of Alcon Company. The CEO of Alcon Company, Brabeck decided to list the company in the stock market so the whole financial world would recognize its value (Desai et al., 2006, p4). The four options that were considered by the stock market decision to list Alcon were Swiss stock market, American Depository Receipt (ADR), U. S. Stock Markets and Dual listing (Swiss and U.S. stock Markets). By using the first option, Swiss Listing, the company can gain a lot and the ROI would be high through the simplification of a relationship between Alcon and Nestle. With the dual listing, the ROI would not be so much high since the company would incur a lot of expenses in registering in both countries. With the U. S. listing, Alcon Company can gain average income since it would not incur a lot of expenses in listing in one country. Finally, the last option, American Depository Receipt (ADR), would not result to high ROI due to the fact that the method is most applicable with foreign companies (Desai et al., 2006, p6-7). The best option would be listing Alcon in Swiss Stock Market. One risk that would be involved by listing the company is Swiss is lack of shareholders to buy the shares of the company. The other risk would disagreement between the top management concerning the listing. One risk that would be involved in lowering the price is that the investors’ may be afraid and prefer to buy the Nestle shares instead. The other risk would be the rejection of the price by both the Nestle Company and the stock market. The alternative plan for this recommendation would be for the Alcon Company to offer the same price for their shares as Nestle Company.

Phenomenology and Building seminar Essay Example | Topics and Well Written Essays - 1500 words

Phenomenology and Building seminar - Essay Example The place where I was born, the place where I grew up, the place which I learnt was called a house, a place that was so much more. It is difficult for me to describe how much this place means to me. It is the place where I took my first steps. Where I laughed and cried and grew up. It is a tangible representation of all my memories. Moving towards the history of my home, the historic value of this house is also very sentimental. When my parents got married they moved into this house. Thirty years ago it was constructed by the housing development in Tehran. However it seems older to me. Looking back at the last time I visited my childhood home I remember it all so clearly. Last year during my winter break as I went to Tehran I decided to go visit the old neighborhood. My cousin dropped me at the mosque near my home and I silently stared at it for a minute listening to the sound of the azaan. I was overcome with emotion because of the beauty of that sound and the way people left what t hey were doing and headed to the mosque to answer the call for prayer. The sound of azaan had always calmed me down and filled me with peace and hope. I had missed it a lot Moving on I walked on the footpath as I had done many times before. Then I was finally there. I was in my old neighborhood. There are so many times in life that we think that we would know how we would feel in a particular situation. Its times like these that we realize for our all knowledge, for all our experiences, for all our perceived understanding of things, how little we really know. I was here after twelve years. We had moved into a new house as I turned sixteen. Everything had changed so much.. I walked down the street and I smell the faint but familiar aroma of xangak and chelo kebab. I smile at the little children riding their bikes and running around. I see their mother’s watching them with such fondness from their driveways. I see so many faces. Strangely I recognize none of them. I see the tre es nearby and so many birds flying in different directions. I see the yellow bridge and it makes me happy as I remember standing on it as a child hoping to catch a fish. At this point Martin Heidegger’s concept of dwelling crosses my mind. I had initially struggled to grasp what he had meant when he had related buildings to dwelling. How he had mentioned the fourfold elements of earth, sky, divinities and mortals as essential for the idea of dwelling. At this point I could see with certain clarity what he had meant. My house was located near a natural environment. It was how I had related to the overall environment, also known as ‘place’ as Christian Norberg-Schulz would call it, and not just a structure of a building in which I spent a majority of my time in. I’m standing outside my house now. It’s a building of modest proportions. It’s a two storey family house built along a minimalist design. The character of which is defined from its semi hanging open terrace, a set of white pillars that start at the base and finish lightly touching the roof top, with huge glass windows and a small courtyard that provides shielding enclosure from the street while maximizing light and views.  I stare at the white residential security gate and I smile as fond memories flood my mind. I see myself struggling to climb over that gate and when tiring from the effort of doing so sitting right at the base with my feet hanging out and waving at people passing by. I can see my

Introduction to computing Essay Example | Topics and Well Written Essays - 3000 words

Introduction to computing - Essay Example f software programs that run on a much deeper level than these surface uses that are essential to the usability and accessibility of any of these other programs. This type of software is called system software, without which the computer would be a nearly useless collection of plastic, metal and wires. This software governs everything from how the computer stores and interprets data to how it is analyzed and accessed and eventually displayed on the screen for user input. Additionally, how the computer responds to user signals is also managed by system software in operations that are generally never seen or even imagined by the end user. To understand how this works, it is necessary to understand the difference between the shell and the kernel embedded in the operating system as well as the main features of graphic user interfaces as opposed to command line or human/computer interfaces, ending with a look at some of the more common programs such as Unix, Linux and Windows Vista. A shell is the interface program that allows a user to communicate with the computer. Like the shell of a turtle or crustacean, the shell can be viewed as the outermost layer of the computer’s operating system. â€Å"Shells incorporate a programming language to control processes and files, as well as to start and control other programs† (â€Å"Chapter 11†, 1997). There are various ways in which a shell acts to facilitate information transfer between the user and the computer including providing the necessary prompts for user input, translating that input into language that the computer can understand and acting to turn any output from the computer into usable information back out to the user. This process can take place either through information transferred through the use of a keyboard or through the execution of a set of commands contained in a file called a shell script. â€Å"When you log in to the system, the system locates the name of a shell program to execute. Once executed,

Discrete and Combinatorial Mathematics (Week 4) Assignment

Discrete and Combinatorial Mathematics (Week 4) - Assignment Example 8.) Figure 11.10 shows an undirected graph representing a section of a department store. The vertices indicate where cashiers are located; the edges denote unblocked aisles between cashiers. The department store wants to set up a security system where (plainclothes) guards are placed at certain cashier locations so that each cashier either has a guard at his or her location or is only one aisle away from a cashier who has a guard. What is the smallest number of guards needed? 15.) For the undirected graph in Fig. 11.12, find and solve a recurrence relation for the number of closed v-v walks of length n ≠¥ 1, if we allow such a walk, in this case, to contain or consist of one or more loops. 22.) For the graph in Fig. 11.37(b), what is the smallest number of bridges that must be removed so that the resulting subgraph has an Euler trail but not an Euler circuit? Which bridge(s) should we remove? You are an electrical engineer designing a new integrated circuit involving potentially millions of components. How would you use graph theory to organize how many layers your chip must have to handle all of the interconnections, for example? Which properties of graphs come into play in such a circumstance? If the likelihood of the edge (v1, v2) is 50%, then there are equal chances that that edge will not be a section of the edge set. Similarly, for all the pair of vertices we can say that there is equal probability of having or not having an edge between those two. So, if there are n vertices in the vertex set then there can be maximum n "single connected component" (in which no edge is there) of that graph or minimum one connected component in which all the vertices are connected to each

Rocky and Bullwinkle Affect on Pop Culture in America during the Cold Term Paper

Rocky and Bullwinkle Affect on Pop Culture in America during the Cold War - Term Paper Example Thesis statement: Rocky and Bullwinkle revealed the American attitude on Cold War, acted the role of a rhetorical construction against rhetorical war and political allegory on Cold War sentiment, and influenced Pop culture in America during the Cold War. I. American Popular Culture during the Cold War The multicultural characteristic of the American society is reflected in its popular culture. To be specific, American culture shows acceptance towards all cultures without any partiality. This acceptance deeply influences the amalgamation of different cultural characteristics. Besides, this led to the growth and development of popular culture in America, which reflected the Cold War apprehensions. Within this context, co-operation between USA and Soviet Union, during World War II, did not last much because it eventually led towards mutual suspicion. On the other side, the popular culture in America made use of this continuous tension as its subject matter. From a different angle of vie w, the Cold War era reflected the American influence upon the cultural scenario of the world nations in general. At the same time, the whole world was under the threat of arms race. In short, the American popular culture during the Cold War reflected the fear of communist influence and arms race. Within the scenario of Pop Culture during the Cold War, Rocky and Bullwinkle reflected and molded public opinion on communist influence and arms race. One can identify that Rocky and Bullwinkle are the animated characters in an American Television series, namely The Rocky and Bullwinkle Show. ... Both the characters primarily represent the entertainment value of animated characters. For a different angle of view, both the characters represent some inner meaning, related to the disclosure of American attitude towards communism and arms race. Besides, both the characters represent the rhetorical construction and allegory against rhetorical war (say, the Cold War). In short, Rocky and Bullwinkle is symbolic of the political allegory which molded and represented public opinion in America during the Cold War. A. The Rocky and Bullwinkle Show Rocky and Bullwinkle, animated characters are from two different cartoon series, namely Rocky and His Friends (broadcasted at the end of the 1950s) and The Rocky and Bullwinkle Show (broadcasted at the beginning of 1960s). Both the cartoon series became popular during 1960s because the plot and the theme suited the taste of children and elders. For instance, the content of the cartoon, especially the inculcation of animals like squirrel and Ca nadian Moose as main characters attracted children. On the other side, the theme and plot with political puns attracted the elders in general. The masterminds behind this cartoon series were Jay Ward and Alex Anderson. They made use of Rocky (Squirrel) and Bullwinkle (Canadian Moose) to entertain children and elders. Besides, the animation work was outsourced to an animation company in Mexico, namely Val-Mar Animation. The first broadcast (twice a week) of the animation series was in the year 1959. Browne makes clear that â€Å"Responding to the groundswell of adult interest and affection for Rocky and Bullwinkle, PBS aired an hour-long special, Of Moose and Man: The

One product of a famous company Essay Example | Topics and Well Written Essays - 500 words

One product of a famous company - Essay Example Common supply factors affecting sales and profitability in the Mercedes Benz Company include efficient operations, presence across segments, accessibility to latest technologies, finance availability, wide dealer networks and price of the Mercedes Benz. Other supply factors include production factors, government taxes and policies. In order to move towards a sustainable and a profitable market structure, the Mercedes Benz Company must ensure that it increases its product affordability. The company must also ensure it implements a better advertising and marketing, financing options, and price of the product. Different elasticity concepts tend to influence Mercedes Benz pricing strategy. The concepts include availability of substitute products, responsiveness of quality in terms of the motor vehicle, time and importance of the motor vehicle in the consumers’ budget (Rhoads, 2014, 78). With its performance in the global markets, it is evident that the Mercedes Benz Company is utilizing its resources efficiently. The Mercedes Benz Company is currently performing well in the motor vehicle (Lamb, Hair, & Mcdaniel, 2010, 57). This aspect is reflected in the company’s revenues and performance index, which indicates that the company is among best performing companies in the motor vehicle industry. Performance and revenues demonstrate efficient use of resources in the organization. The macroeconomic environment plays a significant role in comprehending how the external forces affect a company (Altug & Chadha, 2003). Mercedes Benz being a high-end car is definitely affected by changes in economic growth as it determines the money in people hands. People will not have the money to buy the car in times of economic downtimes. Consequently when the economy is under turmoil, the success of the company is undermined because the car’s models are expensive hence people will not have the

Automobile and Scientific Inventions Essay Example for Free

Automobile and Scientific Inventions Essay There are many scientific inventions in our world. Some of these inventions are even in the houses that we live in. There are inventions such as computer games, the microwave oven, and even the Moto vehicle. These inventions make our lives much easier but it destroys the world as well. Everything and everyone gets harmed some way by these inventions. Let’s start off with this. The computer is entertaining but yet dangerous to our eyes. Children of our world love being on the computer. But they shouldn’t love it too much, because if you stare and are too close to the computer for far too long, your eyes begin to hurt and you become shot sighted. This is so because your brain decides that you don’t need to be able to see things far away and only see thing that are close to you. The computer is one of the best inventions because it helps you with a lot of things. Number one is work. It allows us to save all our important document and keeps them in a private file. The microwave oven. This is a machine that heats thing. It’s great in homes for when you want to heat foods. About 1/3 of the world has one. I’ll say this; microwave oven heats your foods but also destroys your health. As the microwave heats up, it sends of radiation inside and out. Your foods become polluted with radiation and if you’re too close to it you as well. Who likes eating cold food? I mean we all like food nice and hot, so we should have a microwave oven in our houses. I personally can’t go without a microwave. It one of my favorite scientific inventions. One of the most used scientific inventions would be the motor vehicle. Now this is brilliant! The motor vehicle or should I say, cars are very common to our modern day lives. EVERYBODY has one. Well if you have a license of course. Now cars are a complex piece of machinery. It’s like you’re basically holding a fully loaded gun. Almost every day there is an accident that occurs. We may not see it, but it happens. People get greatly injured or even die from car accidents. On the positive side, cars do have its advantages. People use cars to transport themselves around. It takes you from one place to another. Instead of having to walk, you drive. Another thing about cars, it pollutes the air badly. This is so because cars give off a great deal of smoke sometimes. This affects the greenhouse gases and even worse, the ozone layer. If the air is completely contaminated people with die. People that believe these machines are not good for our lives are somewhat correct but wrong. I believe that it has made our lives really easy and less complex. I think it has done wonders to the world and we should all appreciate the advantage we get from this.

Existing relationship between attitudes and motivations of high achieving students to their academic success in science at captain albert aguilar national high school Essay Example for Free

Existing relationship between attitudes and motivations of high achieving students to their academic success in science at captain albert aguilar national high school Essay This study primarily identified the different attitudes and motivations of high achieving students of Captain Albert Aguilar National High School. Specifically, this research identified (1) the significance of attitudes and motivations to students specially those have high level of achievement to their academic success in science and the importance f the study to the school, teachers and students, (2) the percentage of the students that have high interest towards science and those have low interest to learn science, (3) the relationship between the attitudes and motivations of high achieving students to their academic success in science while engage in a public high school. To execute this, the researchers applied Descriptive Research which falls under the category of a Non-experimental design. A total of 44 respondents were chosen with the use of Purposive Sampling as guided by the qualifications set. Self-Recording/Reporting Approach was used to collect the data with the utilization of a questionnaire. To describe and summarized the data, Inferential Statistics was used. The weighed mean was computed to utilize for the Pearson Product-Moment correlation to examine the relationship between the attitudes and motivations of high achieving students and their academic success in science. FINDINGS: 1) Is there an existing relationship between student’s attitudes and academic success? By using the Pearson product moment correlation, the researchers found out that theres an existing significant relationship between the 2 variables. It has a high correlation shows that students attitudes greatly affect the academically status of the student. (Respondents dont find science as an interesting subject, thats why their academic success can have an average grade of 85-88) 2) Is there an existing relationship between students motivation and their academic success in science? An average or marked relationship had identified the 2 variables in this research. It has a moderate correlation that shows students are motivated enough and v have a good academic success. 3) What are the significances of the researchers study?The significant of the researchers study is to widen student’s intelligence quotient with the cooperation of the community, school, and teaching profession and to measure the thinking ability of a high school students that stands as a basic building blocks of success without successfully passing individual exams. CONCLUSION: The researcher, conclude that there is an existing relationship between students attitudes motivations to their academic success in science. There are also factors that can affect academic performance. These factors might be an advantage or disadvantage and might be classified as learning environment, school facilities, teachers teaching method the attitude and motivation of the student toward the subject as well. Based on the study, the students dont find science as an interesting subject but they can be motivated. Thus, the hypothesis is rejected since it was ascertained in the study that there is a significant relationship between student’s attitude and their academic success. RECOMMENDATION: It is therefore recommended that even if the school facilities are perceived as adequately available and accessible for use, they should improve further for maximumutilization and more effective science instruction. Furthermore, the students should be given hands-on experiencesin the subject and may enhance their understanding on the subject.The school should be design a teacher development program that would maximize the teachers capabilities and enhance their effectiveness in teaching subject which may focus on the content of the subject. The teachers should be sent to seminars in the divisional, regional levels so that they could become better more effective in teaching science, thereby raising the student’s performance in the subject. It is also manner of satisfying their professional needs and for personal enrichment. Moreover, teachers should integrate values in every lesson as part of value formation. The teachers should give emphasis on creative approach in learning since this is where the students could expressed themselves in terms of creativity critical mindedness relative to the subject matter. The school heads should intensify the monitoring on the implementation of the DepEds programs, designed to improve the students performance. The students should be encouraged to develop a good study habits so that they could also perform better in the subject. Researchers also recommend the overviews of the Tools for Teaching by Barbara Gross Davis. Give frequent, early, positive feedback that supports students beliefs that they can do well. Ensure opportunities for students success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of learning community. (Jossey-Bass Publishers:San Francisco, 1993)

Gestalt and Holistic Treatment (Principle of Totality)

Gestalt and Holistic Treatment (Principle of Totality) 1. What Is Holistic Psychology? Holism talks about any way that stresses the entire psychic thinking reasonably than their fundamental elements. Conversely knows as ‘the entire is larger than the sum of its parts’. A holistic method consequently recommends that there are diverse stages of explanation and that at every stage there exist â€Å"emergent characteristics† that cannot be condensed. (McLeod, 2008) 2. Holistic psychology:  A New Science Holistic psychology constructs on anything that has gone before. Alike Gestalt psychology, it claims the honor in full. Along with Psych combination and transpersonal psychology, it openly talks about the inspirational and the mystical elements. It knocks varied causes to accept, acclimate, and elaborate methods, including them into its practice of individual alteration, adaptation, and therapeutic. Although it’s not new yet is innovative and different in every part, as holistic psychology offers in full a new start. It strips away covered ideas from the preceding that are incorrect and restraining, and plugs in fundamentally new guidelines. Thus it’s a practice for discovering and converting perception which leads us to a new empire within. (Bà ¶dy, 2009) 3. General talk on Holistic Psychology Approaches Dr Lisa MatthewmanC Psychol AFBPsS . Registered Professional Psychologist, (AFBPsS, 2009) discovers the use of holistic psychology with distinct clients and analyzes the modern holistic methods to structural happiness. ‘Holistic’ or ‘integrative’ thinking is the education and repetition of how to return to our usual entirety. It is a combined method that talks on psychological wellness via linking and endorsing the fitness of the physique and soul, while incorporating customary psychological treatments. It highlights the interdependence of physical, psychic and mental dynamics. Studying ‘completeness and well. being’ from a organizations viewpoint it syndicates advanced psychological knowledge with customary healing insights and paradigms from harmonizing therapy (AFBPsS, 2009) 4. History of Gestalt psychology Gestalt theory originated nearly in 19th century in Austria and south Germany as a protest in contradiction of structural universities fractional study of understanding intoatomisticessentials. Max Wertheimer,Wolfgang Kohlerand Kurt Koffka worked together to found Gestalt. Gestalt psychologyof the Berlin School is a philosophy of observance and intelligence speculating that the functioning norm of the mind is holistic, corresponding, and equivalent, with self. organizing propensities. (Liquori, 2011). While numerous modern psychologists reserve that even these propensities are the result of information and education, all approve that they are robust and almost universal tendencies. (John M. Darley, (1991).) 5. Principle of Totality The philosophy of Gestalt psychology is grounded on the principle of totality: The principle of totality which is a straightforward theoretic belief of gestalt theory, affirming that mindful knowledge should be watched holistically, as an entirety of the active communications of constituents of the brain. (Concepts, 2015) ThePrinciple of Totality—the conscious experience must be measured internationally by captivating into interpretation all the bodily and psychological characteristics of the individual at the same time because the environment of the mind stresses that all constituents be measured as portion of an arrangement of dynamic relationships. The norm supports that the human eye perceives matters in their whole before observing their separate parts†¦ that the whole is diverse than the sum of its parts. These are our â€Å"psychological shortcuts† for obtaining and upholding steady percepts in our loud world. We want these shortcuts to curtail policymaking time and permit us to function without continually stopping to contemplate about the subsequent course of action. (Tyne, 2013) 6. Perception of Apparent Motion – Causes of Wertheimers Innovation that launched the Gestalt Revolution Max Wertheimer (1880. 1943), the creator of the Gestalt School of Psychology, printed a critique mono. graph on the perception of apparent motion in 1912, which started a new way for a great contract of succeeding perceptual viewpoint and examination. Wertheimers examination was stimulated by an unexpected scrutiny of a pure ostensible effort, which he called the phi. phenomenon to differentiate it from best apparent movement (beta), which looks a lot like real movement. Wertheimer named his original comments pure since it was professed in the absence of any thing being understood to modify its spot in universe. The phi. phenomenon, as well as the finest circumstances for seeing it, were not defined evidently in this monograph, foremost substantial following confusion aroused about its appearance and incidence. We appraise the antiquity leading to the detection of the phi. phenomenon, and then define: (i) A probable basis for the misperception obvious in most modern investigation on the phi. phenomenon; (ii) The finest circumstances for perceiving the phi. phenomenon; (iii) new circumstances that provide a mainly bright phi. phenomenon; and (iv) two outlines of thought that may deliver clarifications of the phi. phenomenon and also differentiate phi from beta. (Steinman RM1, 2015) 7. Gestalt principles of form perception their application in Modern Era Gestalt psychology tries to comprehend mental phenomena by inspecting them as prearranged and designed rather than the amount of their essential parts. Thus, Gestalt psychology distances itself from the extra decomposition. al methods to thinking like structuralism with its inclination to examine psychological actions into basic feelings and it highlights on ideas like developing properties, holism, and context. (Soegaard., 2014) Nowadays, businesses have understood these principles and deeply encompassed them into their advertising. Gestalt values keep the symbols stimulating and are inclined to catch people’s attention. Here I will discover many of the values and find real life instances of advertising applications that apply to each gestalt principles. Figure and Ground: Individuals often rift pictorial info into character and ground. Figure is what views out, while ground is the background. This influence is utilized in one of the Macintosh logos. As you perceive below, the sign can be observed as an even happy expression and as a joyful face in profile observing at a processor screen. Proximity: When individual see incomes that are near enough together, they repeatedly notice the resources as a group. In 2002 the MTV European Music Prizes used an advertisement that documented the law of proximity. We notice the 2 symbols in the greater left as a group and the symbols of the supporters in the lowest right as a collection. The white space and the proximity of the symbols specify that the symbols are destined to be groups, without MTV demanding to recognize it. Closure: Individuals tend to complete things that are actually unfinished by filling in gaps. The IBM symbol is categorically only blue lines of various length, but we identify the letters I, B, and M. Similarity: Individuals are often inclined to cluster alike items together. The business Lega. Lega used this belief in their website design. They used the orange shade for all the signs at the upper right of the webpage so that individuals assemble the images together. Symmetry: When we notice things we have a tendency to to notice them as symmetrical shapes that form around their center. When we see two separated items that are symmetrical, we automatically see them as one item. Since the Us are proportioned to one another, we mechanically group each U with the one it is following to, leaving us with four objects rather than eight. (larwa002, 2011) 8. Contribution of the Field to Contemporary World: Some of the most notable contributions of Gestalt psychology to the understanding of humanperceptionand cognition include: The motion picture and animation industries (which began with studies on apparent motion); The three Gestalt organizing principles (i.e., figure. ground, grouping byproximity and similarity, and good continuation), which determine how our perceptions are organized; Koffkaà ¢Ã¢â€š ¬Ã… ¸s distinction between physical reality (the geographical environment; the world asit is) and perceived reality (behavioral environment; the world as we perceive it) Kà ¶hlerà ¢Ã¢â€š ¬Ã… ¸s isomorphism, the idea that perceptual experience (phenomenal reality) and the underlying physical reality (the physiological eventsof the nervous system) are functionally equivalent (â€Å"brain activity is isomorphic tophenomenological experience†); Kà ¶hlerà ¢Ã¢â€š ¬Ã… ¸s research on insight,(a sudden problem solution that occurs when an individual reorganizes the elements of a problem situation into a new configuration), which introduced a new way of thinking into the debate about learning and problem. solving and extended animal methodology beyond puzzle boxes and mazes; Wertheimer’s productivethinking, which wentbeyond therote learning and rule memorization used by thecontemporary educational system, in stating that productive thinking was a â€Å"true understanding† (of a problem) derived from a complete restructuring of the problem inorder to gain insight into itssolution; 9. Conclusion Though Gestalt thinking failed to develop as a main power in American mainstream thinkingit imparted as a robust customof accepting intricacy through examination into American psychology (Goodwin, 2008).It has had a deep influence on the method we comprehend socialperception and reasoning today.Not merely did it effect Pavlov’s trained response investigation and Maslow’s hierarchy of needs, the impact of Gestalt psychology can be seen through contemporary psychology in related psychological philosophies (i.e., Bronfenbrenner and Vygotsky),in contemporary communal psychology, in inspiration and goal. directedperformance, in trainingson prejudgment and its decrease, in. group devotion, andthe efficiencyof groupprocedures (Lewis); in trainings onprevention and its denigrating effect on behavior (regression), in modern developmental psychology, and in modern cognitive psychology, which investigates such topics as the organizationà ¢Ã¢â€š ¬Ã… ¸ of information in memory (Goo dwin, 2008).According to Ralph White(as cited in Goodwin, 2008), it â€Å"is very much alive† in the â€Å"form of paying continual attention to the patterns of motivation and cognition that directly determine behavior, in the form of a selective but fairly 10. References AFBPsS, D. L. (2009). Registered Occupational Psychologist and International Society for Coaching Psychology. Bà ¶dy, D. G. (2009). http://holisticrenewal.com/holistic. psychology/what. is. holistic. psychology.html. Retrieved from http://holisticrenewal.com/holistic. psychology/what. is. holistic. psychology.html Concepts, P. (2015). Psychology Concepts. Retrieved from http://www.psychologyconcepts.com/principle. of. totality/ John M. Darley, S. G. ((1991).). Psychology,. Engelwood Cliffs, NJ: Fifth Edition, Prentice. Hall. larwa002. (2011, october 9). Effective Use of Gestalt Principles. Retrieved from http://blog.lib.umn.edu/: http://blog.lib.umn.edu/clar0841/psychblog/2011/10/effective. use. of. gestalt. principles.html Liquori, E. (2011). The Close Relationship Between Gestalt Principles and Design. Retrieved from http://www.instantshift.com/: http://www.instantshift.com/2011/09/19/the. close. relationship. between. gestalt. principles. and. design/ McLeod, S. (2008). Reductionism and Holism. Retrieved from http://www.simplypsychology.org/reductionism. holism.html Soegaard., M. (2014). Gestalt principles of form perception. Retrieved from https://www.interaction. design.org: https://www.interaction. design.org/encyclopedia/gestalt_principles_of_form_perception.html Steinman RM1, P. Z. (2015). Phi is not beta, and why Wertheimers discovery launched the Gestalt revolution. http://www.ncbi.nlm.nih.gov/pubmed/10927113. Tyne, S. V. (2013, September 8). The Whole is Other Than the Sum of the Parts: Principles of Gestalt Perception. Retrieved from http://seanvantyne.com/: http://seanvantyne.com/wordpress/2013/09/08/the. whole. is. other. than. the. sum. of. the. parts. principles. of. gestalt. perception/comment. page. 1/ Goodwin, C. J. (2008). A history of modern psychology (3rd ed.). Hoboken, NJ/ Wiley Sons.

television vs. Reality Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It is 8:30 Monday night and the whole family is in the living room watching the Fox network’s primetime hit â€Å"Ally McBeal†. Suddenly, just after the program resumes after a painstakingly long commercial break, you see a man and a woman lying in bed talking to each other after having a night of hot, passionate sex. You look down and see your ten year old son or daughter lying on the floor just staring at the TV, taking it all in. You begin channel surfing, and end up on channel 3, CBS. There is a brand new sitcom being aired called â€Å"Some of My Best Friends†. Almost immediately after you and your family begin viewing this program, two men, both proclaiming to be gay, begin kissing and embracing each other. Upset by all of this â€Å"garbage†, you turn off the TV and decide to try and find something a little more â€Å"educational† to do.   Ã‚  Ã‚  Ã‚  Ã‚  Sex. It seems to be everywhere on television today. From sitcoms to reality shows to dramas to soap operas, sex is one of the leading factors in most television programs. A recent study showed that 3 out of 4 primetime programs portray sex in relationships and 68% of all television programs contain sexual content (Cutler, Jacqueline, TVData Features Syndicate March 24,2001). There are exceptions to this, however, with networks occasionally focusing on education and children’s programming, but the mainstream of primetime television programs tends to focus on sex. But how accurate is television’s portrayal of sex in the real world? Does everything turn out like it does on shows such as â€Å"Sex in the City† or â€Å"Temptation Island†? Or are these sexual messages just an obvious ploy to help boost ratings? Recently I have watched several shows I thought would help answer these questions. The programs I have researched are â€Å"Friends †, one of NBC’s highest rated shows, â€Å"Everybody Loves Raymond†, a family sitcom on CBS, and â€Å"Days of Our Lives†, one of NBC’s daytime soap operas. In viewing these shows I hope to compare the key message behind sex and relationships in these programs to real life. I will also compare relationships between love and sex, anger and love, friendship and romantic love, and alternatives to heterosexual relationships.   Ã‚  Ã‚  Ã‚  Ã‚  The first television program I researched is the critically acclaimed NBC sitcom, â€Å"Friends†. Upon viewing this show, I fo... ...n an interracial relationship or marriage. This sends the message that people of a certain race or culture should marry someone that is like them. There have been rumors, however, of a new character on â€Å"Friends† that is going to be African-American. If this character does appear, then maybe it will encourage more programs to end endogamy and introduce characters of different race and cultures.   Ã‚  Ã‚  Ã‚  Ã‚   The average teen views nearly 15,000 sexual references, innuendoes, and jokes on television every year, according to â€Å"Electronic Babysitter Overexposes Youth to Sex†, a CNN report by Holly Firfer. If these messages are inaccurate, what kind of messages are teens receiving? In the same article, Firfer gave reasons for sex on television. First, Americans seem to eat it up with a spoon. Second, Hollywood has a lack of real writing talent, so why bother with an â€Å"intelligent† story? This seems to be very true, since every year there are more television shows being produced that primarily focus on sex. When will this sexual addiction cease? There is much more in this world than sex, and television should try to portray real life situations as accurately as possible.

Fictional Newspaper Article about Medevial Tournaments -- essays resea

The Medieval Joust This morning I witnessed a tournament held in town. As I was watching I realized that I wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t exactly certain about all the rules. This is why I decided to write this article about the history, rules, and guidelines of this riveting sport. The words "tournament" and "joust" are frequently used interchangeably. Strictly speaking "joust" describes single combat between two horsemen. "Tournament" refers to mounted combat between parties of knights, but also is used to refer to the whole proceeding. The first written tournament guidelines are credited to a Frenchman named Geoffroi de Purelli in 1066. I would have interviewed this man but he was unfortunately killed, ironically in one of these very tournaments for which he made rules. Jousting is a way of gaining respect. It is what is done when there is no war to fight. Jousting is essentially a way of à ¢Ã¢â€š ¬Ã…“playingà ¢Ã¢â€š ¬? war. Tournaments were, at first, merely battles arranged on some pretext at an appropriate appointment between parties of knights. From these bloody conflicts there developed the tourn... Fictional Newspaper Article about Medevial Tournaments -- essays resea The Medieval Joust This morning I witnessed a tournament held in town. As I was watching I realized that I wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t exactly certain about all the rules. This is why I decided to write this article about the history, rules, and guidelines of this riveting sport. The words "tournament" and "joust" are frequently used interchangeably. Strictly speaking "joust" describes single combat between two horsemen. "Tournament" refers to mounted combat between parties of knights, but also is used to refer to the whole proceeding. The first written tournament guidelines are credited to a Frenchman named Geoffroi de Purelli in 1066. I would have interviewed this man but he was unfortunately killed, ironically in one of these very tournaments for which he made rules. Jousting is a way of gaining respect. It is what is done when there is no war to fight. Jousting is essentially a way of à ¢Ã¢â€š ¬Ã…“playingà ¢Ã¢â€š ¬? war. Tournaments were, at first, merely battles arranged on some pretext at an appropriate appointment between parties of knights. From these bloody conflicts there developed the tourn...

The Securities And Exchange Commission :: essays research papers

The Securities and Exchange Commission In 1934 the Securities Exchange Act created the SEC (Securities and Exchange Commission) in response to the stock market crash of 1929 and the Great Depression of the 1930s. It was created to protect U.S. investors against malpractice in securities and financial markets. The purpose of the SEC was and still is to carry out the mandates of the Securities Act of 1933: To protect investors and maintain the integrity of the securities market by amending the current laws, creating new laws and seeing to it that those laws are enforced. During the 1920s, approximately 20 million Americans took advantage of post-war prosperity by purchasing shares of stock in various securities exchanges. When the stock market crashed in 1929, the fortunes of many investors were lost. In addition, banks lost great sums of money in the Crash because they had invested heavily in the markets. When people feared their banks might not be able to pay back the money that depositors had in their accounts, a â€Å"run† on the banking system caused many bank failures. After the crash, public confidence in the market and the economy fell sharply. In response, Congress held hearings to identify the problems and look for solutions; the answer was found in the new SEC. The Commission was established in 1934 to enforce new securities laws that were passed with the Securities Act of 1933 and the Securities Exchange Act of 1934. The two new laws stated that â€Å"Companies publicly offering securities must tell the public the truth about thei r businesses, the securities they are selling and the risks involved in the investing.† Secondly, â€Å"People who sell and trade securities must treat investors fairly and honestly, putting investors’ interests first.†2   Ã‚  Ã‚  Ã‚  Ã‚  Franklin Delano Roosevelt defeated Herbert Hoover in a landslide in the 1932 election and began to work on his â€Å"New Deal†. In the New Deal four key regulatory bodies were established: The National Labor Relations Board, Civil Aeronautics Authority, Federal Communications Commission, and the Securities and Exchange Commission. Wall Street was not enamored with the coming regulation, but Congress was confident that the Street was seen as an easy target for the Crash and the Depression that followed. In response, the SEC was created by Congress on June 6, 1934 for the purpose of protecting the public and the individual investors against malpractice in the financial markets. Commenting on the creation of the SEC, Texas Congressman and future Speaker Sam Rayburn admitted3 â€Å"he didn’t know whether the legislation passed so readily because it was so good or so incomprehensible.

Shc34 – 2.1, 2.2 & 2.3

SHC34 – 2. 1, 2. 2 & 2. 3 Potential dilemma 1 – If a child in the setting is using their own language, religion and customs due to wishes of parents/family. Why is this a dilemma? This is a dilemma as the practitioners at the setting my not be able to understand the child, this means they will struggle to teach the child and help them develop. If the parent does not want the child to learn English it may be a problem, most of the school/setting will be speaking English.The parent may feel they are not focussing enough on this certain child's religion and also, since the child is using their own customs they may find some of ours offensive. The difficulty between my duty of care and the rights of the child – A practitioner would have a duty of care to educate the child and help them develop. The child has a right to use their own language, religion and customs of family or group, this means the practitioner could not stop the child from getting an education becaus e of their language, religion and customs, they have a right to this.Also, linking to this, the child has a right to an education, meaning you would have to provide this to the child under any circumstances. How would I deal with this situation? First of all, I would try to compromise with the parent, that the child could possibly speak English in the setting and speak their own language at home. Explain to the parent this may affect their holistic development and exactly what it will affect and how. This may be too big of a compromise, so if not I would look into getting a translator into the setting to help the child develop and learn.What could be the risks for the child? The risk here for the child is that they may not develop fully. This would be their holistic development as they will not be able to understand the practitioner when they are explaining activities and work. They will not be socialising and they may get frustrated and feel alone in the setting. Potential Dilemma 2 – If a member of the family turns up to pick a child up, one that is not supposed to due to wishes of parents/family. I will use mother as an example in this dilemma, if a mother is not allowed contact with the child. Why is this a dilemma?There is a risk of upsetting the child if they see the mother which really shouldn't happen as they should not be let in, although sometimes there could be a situation where the mother is forceful. The family member who has asked for the mother not to see the child could be upset by this, as it was against their wishes for the mother to try to contact them. The difficulty between my duty of care and the rights of the child – A practitioner would have a duty of care to protect the child, keep them safe and there had to be a reason for them not being allowed contact, they should also respect the parents/family's wishes.According to the UNCRC the child has a right for their family to be together, this means the child would normally ha ve a right to see a member of their family, but in this situation it is best not to go against the familys wishes despite that right. How would I deal with this situation? I would deal with this situation by letting the mother know that she is not permitted to enter the setting. I would explain there was no possible way she could take the child as there are certain people who are allowed to pick every child up and she is not down as one.I would ask the mother to leave the setting and if it did turn into a forceful situation I would call another member of staff to help escort this person out. If we could not get the parent to leave we would have to involve the authorities. What could be the risks for the child? The risks for this child could be a variety of different things. Without knowing the mothers background we couldn't say any specific risk as the mother could be dangerous or it could be other reasons.If the child see's this person they may get confused, they may not even recog nise them but if they do it may confuse them as they are not permanent in their life. Potential dilemma 3 – If you think a child in the setting may have a special educational need but the parent does not want them referred to find out as they do not believe the child has a special educational need. Why is this a dilemma? This is a dilemma as the child may not be able to develop properly if it is not clear if they do need extra support.They will also be sure how much support and what kind of support they need by finding out what special educational need they have. The difficulty between my duty of care and the rights of the child – As a practitioner I have a duty of care to make sure the child is developing as they should, I should be making sure the child is reaching their full potential. I would also have to respect the parents wishes. Every child with special needs should have special care and support, if the parent rejects this idea it will be very difficult to get support. How would I deal with this situation?I would try to explain to the parent how it would benefit the child to even talk to someone about their special educational need. I would explain as best I could that this was important for the child but I could also arrange something with the SENCO so they had all the information they needed to make the desicion. What could be the risks for the child? The risks in this dilemma for the child would be that they may not be developing hollistically, they would need extra support that they are not getting. This could affect the child later in life too as they may struggle in their education as they get older.It is always best to identify a special educational need at the earliest possible point as this benefits the child, they may start lacking in all area's of development the later it is left. Where to get support and advice – For certain situations it means different people to contact for support. SENCO, your manager, child protecti on officer, social services etc. These are a few people you could go to when conflicts or dilemma's arise as they may be able to support or advise you. They may be able to work beside you to get the best outome for the child and support/advise you throughout it. Danielle Le Vesconte 30105251 1578571749

Education Is the Movement from Darkness to Light Essay

Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. Why do we have to go to school? Well because it is the best option for your future. What would you prefer, without much education you will end up working 50 hour weeks while the other person who has a better education is making more money in half the time, Because those clothes and bills aren’t going to pay themselves and because the new clothes and the new life isn’t going to be greeting you with money. Once married or left alone outside your mothers house, you are all on your own, and if you plan on living somewhere cozy, then I suggest getting a job to pay all those bills which you will be receiving for you and your life. Education is the key role in life and it is what makes a person who he is. Education is what shows the people surrounding you, your occupation that can then slowly lead to your likes and dislikes. The better options the Man or Woman has, the more chances you have on finding the right person in your life. Education is the seed of life, without it, you are unable to take life to its max, to go further than beyond, to live life to the fullest. It is what makes a person think how he thinks. It is what makes a person who he is. It makes his life. It also shows the people who he is, which result in their friendly or cruel gesture to them. With a diploma or a degree in something makes your job a lot more fun and a lot easier to do because you would be enjoying what you do, otherwise you wouldn’t have went that far in that field. The battle for jobs in between diploma’s versus less educated would be a match everyone knew who would win before it even started. Education has some special abilities, of which are, better salary than the common person, healthier or happier life. Education is the most important thing when it comes to job hunting. Education makes a man who he is and what he does. It chooses his faith and when he is on the right path, he leaves him on his own, to make his own decisions with his new life with Education. It shows the surrounding people who you are, what you like and what you don’t. Education has to be used the right way and what I mean by that is to use it to help others. Only education can help you in the future, so why abuse it, and take it if you can!

Hydrofracking Global Issue

Hydro fracking's global impact Benefits Immediate solution to the energy crisis in the future Fracking is a solution to an affordable energy supply to the world                UK's future energy crisis due to low gas storage and rely heavy on import. Exploring the hidden potential for natural gas around the world                Many countries such as China, Australia, France, etc. have vast shale formation and potential for hydro-fracking natural gas. China has estimate 1,275 trillion cubic feet of technically recoverable gas compared to 862 trillion cubic feet in USLower energy costs for other countries around the world                               High cost from buying shipping energy from other countries                High costs to build nuclear plans for energy Global environment will benefit from hydro-fracking Solution to deal with global warning               Ã‚                  Carbon dioxin emission decr ease as the US's emission decrease 7. 7% since 2006               Ã‚  Importing energy through pipeline cause environmental damage due to methane leakage during transit Less toxic compared to nuclear plansJapan's nuclear shut down after tsunami disaster due to the toxic effect to the environment and people around the areas Benefit the countries's economies as wellas the world's economy                Partnership between China and the U,S create more jobs and stimulate the economy in both countries Drawbacks Global environmental's negative change Shale gas extraction cause earth tremors: possible earthquake but not strong and serious and only around the extraction area. Long-term risk for the underground water resources that might cause public ealth risks Political issue Many countries has not tapped the natural energy resource due to technical hurdle and political issue due to the danger that hydro fracking can cause to the people live near the s          à ‚                    France has strong public opposition to hydro-fracking                              Bulgaria ban it Poland welcome it but was charge with bribery during the awarding lease processing   and taint the plans                              Pending environmental review in South AfricaHigh costs for different countries In some European countries such as Poland, the costs to drill is three times more expensive compared to Texas, US. Need of Advance technologies to reduce drilling and extracting costs Geologies's differences issue China's shale formation are deeper underground, thus private property rights has hindered the development. The country's biggest shale gas prize lay in the province that water is hard to come by.