Homeschool vs. Public School

Final Essay Home Schooling: From Home to Harvard We're all familiar with the popular images of homeschoolers in America: Extreme fundamentalist families shutting out all other points of view. These stereotypes are touted freely by the popular media and conventional schooling experts alike. But they have little to do with the realities of homeschooling for most families today, and are rarely backed by factual data. The average home-schooled student scored â€Å"81 points higher on the Scholastic Aptitude Test (SAT) than did the general population in 2000†. Winters) At the National Spelling Bee in 2000, the top three winners were home-schooled. Studies show that, â€Å"home-schooled children also tend to score higher on basic skills testing than do public school children†. (Winters) According to the Wall Street Journal, â€Å"Evidence is mounting that homeschooling, once confined to the political and religious fringe, has achieved results not only on par with public educ ation, but in some ways surpassing it. † (Reider) However, one subject continues to surface whenever the issue of home schooling arises. Public school administrators, teachers, and parents are all concerned about whether home schooling can be considered a good process of education. Therefore, I intend to prove that home-schooled children are properly socialized, fully educated and college admissions increasing acceptance rates of home schooled applicants prove that they’re prepared for the next level of education. Supporters of public schools maintain that public school students learn to work well with others, including those of differing backgrounds, and that they can achieve greater independence by attending public school. Negotiating the communal spaces of schoolyard, classroom, athletic field, and laboratory prepares them for â€Å"real world† experiences, they contend. Critics of home schooling believe that home-schooled children miss out on these important opportunities. Without the chance to interact with those of diverse backgrounds, critics are concerned that home-schooled students will fail to appreciate and understand one of the core values of American life: to tolerate and appreciate the differences between cultures or groups and among individuals. They fear that isolation breeds intolerance, prejudice, and even fanaticism. In response to such criticism, proponents of home schooling answer that home-schooled children have plenty of social opportunities. The National Home Education Research Institute conducted a study and found that â€Å"an average home-schooled child participates in 5. 2 activities per week outside the home†. (Dr. Brian Ray) These children are involved in music, dance, drama, and art classes, visit museums and zoos, and join home-schooling groups or local churches. They form athletic teams and compete in home-school tournaments. They participate in book and foreign language clubs, scout groups, and have pen pals. In fact, home school participants believe that, because â€Å"the average time spent â€Å"in class† can often be compressed to about half a day, home-school students have more time available to them than do students in public school to pursue special interests†. (Golden) These activities may include practicing the piano, learning lines for a play, or studying ballet. Being a home-schooling student opens up many hours in a day do be able to do specific things they would not have been able to do if they had attended public school. Advocates of home schooling maintain that in the process of participating in outside activities, home-schooled children benefit by socializing with people of all ages, not just those of their peer group (Stevens 35). They note that the world does not consist of people who are all the same age and that students are at a disadvantage if they spend their day with their peers. One home-schooling researcher claims that home schooling â€Å"reduces that degree to which children find themselves constantly and obsessively being compared to, and comparing themselves with, other children their age. (Gaither) A home-schooled child’s days, he believes, are more like the â€Å"real world† than that of students in public school. Research conducted on the socialization of home-schooled children lends support to the arguments of home-schooling advocates. Home schooled children are found to be as well adjusted as public school students when measuring â€Å"aggression, reliance on othe rs, perception of support from others, perceptions of limits to be followed, and interpersonal relations among family members. † (Lines) Another study indicated that home-schooled children had less behavioral problems than children attending public school. Supporters of home schooling will often â€Å"turn the tables on their critics, pointing to the negative influences present in public schools†. (Kranzow) In particular, a sizable percentage of home-schooling parents worry about the â€Å"wrong kind† of socialization found in public schools and keep their kids at home primarily for that reason. They believe the prevalence of illicit drugs, alcohol, smoking, and premarital sex undermines the moral principles taught at home. They fear the negative influences of peer pressure and want to protect their children from American pop culture. As a result of the recent growth of homeschooling in the US, colleges and universities have received an increasing number of applications from home-schooled students. Admissions offices have found it necessary to assess whether and how their admissions requirements should be modified to allow fair review of the credentials submitted by homeschooled students. It is estimated that â€Å"50% of homeschooled children attend college, the same percentage as children educated in public schools†. (Klicka) But are these students skilled enough to compete successfully with conventionally-schooled students in the college setting? Klicka concludes that homeschoolers and traditionally educated students demonstrate similar academic preparedness for college and academic achievement. Through my research on the homeschooling process, I have discovered that home schooled children’s test score and their home school â€Å"portfolios† have impressed many colleges, most of them prominent or ivy league. Each year  Harvard University  takes up to 10 applicants who have been homeschooled. â€Å"In general, those kids do just fine,’ says David Illingsworth, senior admissions officer at Harvard University. He adds that the number of applications and inquiries from homeschoolers is ‘definitely increasing. ’†(Klicka) The students' average scores were typicality in the â€Å"70th to 80th percentile, with 25% of homeschooled students enrolled one or more grades above their age-level peers in public and private schools†. (Klicka) Peer groups have less influence on this population than they generally have in lives of those who are educated more traditionally, while faculty members looked to play a critical role in the transition to college process, above and beyond the role they play in the lives of more traditionally educated students. One might contest that, whether at a public school or in a homeschooled environment, grasping the learning material can be difficult for a child due to teaching style and their coordination with learning. Much of this is due to teaching style and its coordination with learning style. Because it’s extremely difficult to teach in a way that best fits each student, a child may be â€Å"left in the dust† due to the lecturing of the teacher according to the majority of the students learning style. Homeschooling, on the other hand, allows flexibility to define a curriculum that still meets the requirements, yet takes into account the best learning style for the child. Generally, educational success tends to measured in academic achievement. If this standard alone were applied to home schooling, most people would agree that home schooling can be a successful alternative to public school. In terms of academics, sociability and the higher level of education, the home schooling process has indicated through test-scores evidence and increasing acceptance rates by college admissions to be a highly effective method of education. Alyssa Statham Professor Clifford EH 102; MW 930 December 8, 2011 Work Cited Page Kranzow, Jeannine M. â€Å"Taking a different path: The college experience of homeschooled† Diss. Indiana University, 2005. Pro Quest Winters, Rebecca. â€Å"Home Schoolers: From Home to Harvard† Time, 156, 11 September 2000, 55. Cogan, Michael F. â€Å"Exploring Academic Outcomes of Homeschooled Students† Journal of College Admission. 208. Dec. 2010 p. 18 Gaither, Milton â€Å"Home schooling goes mainstream† Education Next. 9. 1 2009. P. 10 Stevens, Mitchell L. â€Å"Kingdom of Children: Culture and Controversy in the Homeschooling Movement† Princeton University Press. Sep 2001 Jones, Erika M. L. â€Å"Transition from Home Education to Higher Education: Academic and Social Issues† , Volume 25, Number 3, 2010, p. 1-9. Reider, John , Stanford's senior associate director of admissions, as quoted by Daniel Golden,  The Wall Street Journal, Feb 11, 2000, pg. 1 Daniel Golden,  The Wall Street Journal, Feb 11, 2000, pg. 1 Klicka, Christopher J. â€Å"Homeschooled Students Excel in College† Esq. Senior Counsel for Home School Legal Defense Association Ray, Brian Dr. â€Å"U. S. Homeschool Population Size and Growth† NHERI December 23, 2008

Customer Strategy of Bain & Company

Consumer Behavior Final Project Customer Strategy of Bain & Company Submitted to: Ms. Tahira Hafeez Submitted by: Umar Afzal 2102071 Dated: August 18th,2011 Customer Strategy & Marketing Customers are the source of real growth. Bain combines in-depth customer insights with practical expertise in operations and economics to create sustainable, organic growth. †¢What we do Applying an outside-in perspective and achieving growth are fundamental to our approach at Bain. Our customer-centric business builds a virtuous cycle we call the â€Å"customer wheel. We at our stage of growth are developing custom solutions and collaborating with all levels of the organization. With our team of global experts, Bain creates depth of experience in the following areas: †¢Customer insights and segmentation: We understand customer needs and behaviors using our BothBrain ® approach and develop actionable segmentation from the resulting insights. We define the target customer or â€Å"sweet spot†Ã¢â‚¬â€the area of distinct advantage over competitors— to inform business decisions and investment allocation. Product and category management: We break down barriers to innovation and improve ongoing customer-led product development so our value proposition is differentiated and meets customer needs. †¢Pricing: We resolve the pricing paradox—pricing is almost always the #1 profit lever, yet it remains under-developed in most companies—by building long-term pricing capabilities and capitalizing on in-year-revenue opportunities. †¢Sales and channel effectiveness: We identify quick, targeted, customized solutions as well as strategic and operational improvements to boost underperforming sales sectors. Marketing and brand strategy: We align marketing and brand strategy with overarching business objectives; ensure marketing investments are generating highest returns and reinforcing the brand positioning; and build a loyal customer base through branding that cultivates a strong, trusted image. †¢Customer experience: We work to develop a series of positive interactions with the customer to earn their advocacy and inform consistent delivery of experiences to drive top-line growth. †¢Loyalty: We nurture promoters—loyal customers who are more profitable, and who are active proponents of our business in good times and bad.

“Ocean Carriers” Case Essay

Assume that Ocean Carriers uses a 9% discount rate. 1) Do you expect daily spot hire rates to increase or decrease next year? (5 points) 2) What factors drive daily hire rates? (5 points) 3) How would you characterize the long-term prospects of the capesize dry bulk industry? (10 points) 4) Should Ms Linn purchase the $39M capsize? Make 2 different assumptions. First, assume that Ocean Carriers is a US firm subject to 35% taxation. Second, assume that Ocean Carriers is located in Hong Kong, where owners of Hong Kong ships are not required to pay any tax on profits made overseas and are also exempted from paying any tax on profit made on cargo uplifted from Hong Kong. (75 points) 5) What do you think of the company’s policy of not operating ships over 15 years old? (5 points) Solutions: 1) Daily spot hire rates should be determined by supply and demand. Supply: The number of ships available equaled the number of vessels in service the previous year plus any new ships delivered minus any scrappings and sinkings. Demand: The demand for dry bulk capesizes was determined by the world economy, especially its basic industries. As shown in Exhibit 5, since over 85% of the cargo carried by capesizes was iron ore and coal, the amount of iron ore vessel shipments approximately reflects the demand for dry bulk capesizes. The amount of fleet size reflects the supply of capesizes. As shown in Exhibit 3, the number of new ships delivered in 2001 is 63. Since there had been very few scrappings in recent years, and most of the capacity of the worldwide fleet of capesizes was fairly young, we can assume that the change of fleet size during 2001 mainly comes from these new ships.  Similarly, we can expect the fleet size in 2002 will be: 612+(612-552)*(33/63) ≈ 643 From Exhibit 6, according to the forecast of the consulting group, iron ore vessel shipments will be 445 millions of tons in 2002. We can compute the growth rates of supply and demand in 2002. We can see from the table above that the supply will grow faster than the demand, so I expect daily spot hire rate to decrease next year. This can also be explained according to the Linn’s analysis. With Australian production in iron ore expected to be strong and Indian iron ore exports expected to take off in the next few years, Linn took an optimistic view of the long-term market demand for capesizes. However, she also considered that imports of iron ore and coal would probably remain stagnant over the next two years while supply increases. We can reasonably anticipate that spot rates would fall in 2001 and 2002. 2) As mentioned in 1), daily spot hire rates are determined by supply and demand. Demand: As illustrated in the case, the demand for dry bulk capesizes was determined by the world economy, especially its basic industries. Over 85% of the cargo carried by capesizes was iron ore and coal. Production and demand for these products increased in a strong economy. Changes in trade patterns also affected the demand for capesizes. Supply: The number of ships available equaled the number of vessels in service the previous year plus any new ships delivered minus any scrappings and sinkings. Ocean carriers decided to deliver new ships or scrap old ships mainly based on the demand. Supply was also affected by the increases in size and efficiency the newer ships offered. Moreover, ages of ships affected the company’s scrap decisions and older ships receiver lower daily hire rates. In summary, the world economy, changes in trade patterns, the increases in size and efficiency of new ships (technology) and ages of  ships drive daily hire rates. 3) As illustrated in the case, with Australian production in iron ore expected to be strong and Indian iron ore exports expected to take off in the next few years, Linn took an optimistic view of the long-term market demand for capesizes. Linn expected that Australian and Indian ore exports would begin in 2003, and that new supplies would significantly increase trading volumes. Demand for capesizes would likely increase with these higher trading volumes, possibly boosting prices. From the table above, we can find that worldwide iron ore vessel shipments and charter rates had been very strongly associated historically. Iron ore vessel shipments and daily hire rate changed in the same direction. Moreover, 3-yr charter rates changed much more than iron ore vessel shipments, while spot rates tended to fluctuate more widely than 3-yr charter rates. As mentioned above, Australian production in iron ore expected to be strong and Indian iron ore exports expected to take off in the next few years. I expect worldwide iron ore vessel shipments to increase stably in the long run, which would have a positive effect on daily hire rates. In terms of supply, the number of ships available equaled the number of vessels in service the previous year plus any new ships delivered minus any scrappings and sinkings. As shown in Exhibit 2, most of the capacity of the worldwide fleet of capesizes was fairly young, there would be very few scrappings in next years. As shown in Exhibit 3, numbers of new ships delivered experienced a downward trend, which means the supply would  increase more slowly in the long run. As a result, daily hire rates would be expected to rise in the long run. I take an optimistic view of the long-term prospects of the capesize dry bulk industry. 4) According to the information in the case, we can get the following table: Operating days: Initially, 8 days a year were scheduled for maintenance and repairs. The time allotted to maintenance and repairs increased to 12 days per year after five years of operation, and to 16 days a year for ships older than ten years. Daily operating costs: For a new ship coming on line in early 2003, operating costs were expected to initially average $4,000 per day, and to increase annually at a rate of 1% above inflation. The expected rate of inflation was 3%. Expenditures for special surveys: Capital expenditures anticipated in preparation for the special surveys would each be depreciated on a straight-line basis over a 5-year period. Depreciation: The ship would cost $39 million, and the value would be depreciated on a straight-line basis over 25 years. Moreover, the ship would cost $39 million, with 10% of the purchase price payable immediately and 10% due in a year’s time. The balance would be due on delivery. In addition, Linn expected to make a $500,000 initial investment in net working capital, which she anticipated would grow with inflation. Capital expenditures for special surveys would occur in 2007 and 2012. The company estimated the scrap value to be $5M at the end of the fifteenth year. We have to consider tax loss when the ship is sold since the ship has a book value of 15,600,000. Tax loss =(15,600,000-5,000,000)*35%=3,710,000. We can calculate total cash flows as follows: Assume that Ocean Carriers uses a 9% discount rate, NPV is negative. So Ms Linn should not purchase the $39M capsize. b) Assume Ocean Carriers is located in Hong Kong, we can calculate total cash flows as follows: Assume that Ocean Carriers uses a 9% discount rate, NPV is positive. So Ms Linn should purchase the $39M capsize. 5) I think it is a good policy to sell the vessel into the secondhand market, or â€Å"scrap† the vessel just before the third special survey. By carrying out this policy, the company could avoid heavy capital expenditures of the third, fourth and fifth surveys. At the same time, the company could benefit from the scrap value of $5M. In addition, the company could charge higher daily hire rates because vessels are comparatively younger. So I think the company’s policy of not operating ships over 15 years old is good.

ILM Level-2 (Understading Change in the workplace) Assignment

ILM Level-2 (Understading Change in the workplace) - Assignment Example As a manager, I work in the government utility that provides electricity to the consumers. My role in the utility company is dealing with contractors and consultants who interact with the customers in order to get the necessary approvals from the utility and connect electricity to their homes and projects. Since joining the organization, there have been problems with the reporting system by the contractors and consultants leading to delays in electricity delivery to the customers. The utility also lacks a customer feedback portfolio system where they can interact and get feedback for their services from the customers. Therefore, as the manager my aim is implementing change in the utility reporting system by incorporating new technology as well as creating a customer feedback portfolio system to get the consumers feedback. Customer feedback will be essential to determine areas of improvement in an effort to meeting the consumer’s satisfaction. Triggers for change can either be from external or internal factors. External factors arise from the outside environment while internal triggers arise from within the organization itself. According to Fenwick (2001), external triggers are not open to planned change will internal triggers are opened to planned change. External reasons for utility change are as a result of development of new technology; thus, the utility needs to change to accommodate new technology. As well, the change is in demand for the organization services. It is crucial to the utility to incorporate new technology to enhance the reporting system to improve electricity delivery to its customers. Internal triggers towards the utility change are for the need of the organization to improve production efficiency, a need to improve the systems standards as well as the need to improve on the quality of service delivery. Incorporation of a customer feedback system will be

Family Culture and Tradition Essay Example | Topics and Well Written Essays - 1750 words - 1

Family Culture and Tradition - Essay Example Like in any other family, this is the time when everyone is in a hurry as we race around the house to get what we need for school. Our parents, on the other hand, prepare for work. Our father drops us off in school before going to the office. Mother is left at home as she cleans up the mess we have left behind before she herself goes to work. We all have our own different schedules during the day. After school, my siblings and I proceed to our own activities – ballet, art class, violin lesson and karate class. We all have a full day before assembling back home when we arrive at different times. We children rest in front of the television or take a nap in our rooms, then do our chores and homework. We take turns helping out in the kitchen as our parents prepare dinner. Even they, take turns cooking dinner with Mom cooking on Mondays, Wednesdays and Fridays and Dad cooking on Tuesdays and Thursdays. On weekends, we all pitch in cooking our meals or eat out. We have usually have dinner together at 7:30. At the dinner table, everyone shares what happened to them during the day. We make it a point to balance our Up times and our Down times referring to the g ood and bad things that happened to us. Sometimes, our talks are serious, but most of the time, we laugh and have fun with each other’s company. The dinner conversations we have keep us all updated with each other’s lives. I remember regarding dinner time with my family as the highlight of my day. After dinner, my siblings and I clean up and do the dishes before going back to our homework or whatever activity we choose. Before going to sleep, we make it a point to kiss and hug our parents good night and exchange â€Å"I love you’s†. We each have mom-and-me as well as dad-and-me one-on-one dates at least once a month apart from the times we go out as a family. We either have lunch or dinner, shop, go bowling, watch a show or anything

The Role Of Morality In Society Essay Example | Topics and Well Written Essays - 2000 words

The Role Of Morality In Society - Essay Example Among the theories used include normative or rather ethical theories while deciding on how an action is likely to implicate a society such as utilitarianism. This refers to the application of reasoning while taking use of the senses. One thus makes his own judgment based on how he’s likely to benefit from his action. Some may however be driven by greed thus implying their action may never replicate positivity to the society. The society however has its own view owing to believe that actions done ought to as well be meaningful to the wider society (Gray, 2010). Discrimination is thus rarely championed during its application. Philosophers however tried to justify their own ideologies regarding this issue rarely agreeing at some point. One would agree with this point moral decision made rarely equated or rather meant the action implemented was right. Thus the outcome realized mattered as it too had the ability to signify its intensity whether it was of merit. A lot can be derived from this theory; owing to its ability to bar men from resulting to, bad tendencies such as killing, stealing and other evil. In order to curb the vice leaders ought to be courageous while educating people on their rightful place in society on their rite thus acting as a form of empowerment. While doing so any activity likely to harm their well being is discouraged and could be useful when cautioning societies from practicing immoral behavior rarely adding value to the society (Gert, 1988). Aristotelian Ethical Virtues A cording to Aristotelian ethical virtues was likely to be made up of two distinct parts. In one of his perception he argued that the ultimate thing was to attain happiness at an individual level. This thus compelled people to embrace good behavior likely to lead to its materialization. One however needed to keep observing certain habits. People’s attitudes were also likely to dictate their behavior. During certain situations some are likely to be compelled to act differently than it could be the norm; while experiencing peace it’s unlikely to see a nation result to attacking another but could be compelled in a situation of war. Such an action is simply due to the need for security. His perception was however limited now that it rarely had the big picture of the other population in mind; rather it was based on self gratification thus leading to selfishness now that their interest were never captured (Nussbaum, 1987). Pleasure was central in his light but rarely does it add value to life owing to the plight of pleasure lovers at times dying poor while pursuing their ambition. Rules were thus rarely used while arriving at morally accepted norms when such a theory is applied. He however also spearheaded a notion on the importance of balance which in this case avoided extremes thus making it a general rule. Unrelenting effort demonstrated by players while striving at development have aided in bringing about a transformation. As a resu lt amenities are set and given a high priority while the solo aim is to ensure value addition to the surrounding communities some of which may have been disadvantaged. Factors leading to such development could be due to there being little resources yet they too ought to be well managed to facilitate a transformation. This calls for both government and the private sector cooperation while coming up with formidable policies to aid in attaining such an objective. While may be

Is simulation an effective educational tool in teaching procedural Dissertation

Is simulation an effective educational tool in teaching procedural skills to pediatric residents - Dissertation Example The use of simulation technologies for medical training has been studied by the SAEM (Society for Academic Emergency Medicine), the Josiah Macy Jr. Foundation, and the CEMRD (Council of Emergency Medicine Residency Directors) among others. The use of simulators relegates the need for learning through observing and doing. It is considered to be a safer alternative to the traditional methods for providing medical training. Through simulation experience, medical trainees can acquire procedural experience in addition to medical knowledge. There are also other newer methods in use in medical education such as computer or web-based training and using virtual reality systems. The simulation can involve exercises with the full body, provide immersive environments or scenarios, or involve specific tasks or procedures. â€Å"High-fidelity simulators are full-body automated mannequins designed to provide realistic tactile, auditory, and visual stimuli† (Vozenilek et al., 2004). Hence, si mulations can also involve the use of models such as mannequins or other anatomic structures instead of being entirely computer-based. The quality of the mannequins is improving, as technology develops so as to provide an increasingly realistic experience. In immersive simulation, there is greater provision for developing organization, communication and multitasking abilities alongside. The benefits and long-term effectiveness of simulation training Numerous studies have shown the benefits of simulation training. For example, Rosenthal et al. 2006) showed how scenario-based simulation training (SST) can be effective for medical interns to develop airway management skills. A study by Overly et al. (2007) demonstrated the usefulness of HFS as an assessment tool specifically for developing the ability of pediatric residents to manage acute airways. The study was observational based involving 16 residents and 2 scenarios. The success rate was 56%. Thus, many areas were identified for im proving skills but HFS had the potential for assessing ability as well as for teaching the necessary skills for managing acute pediatric airways. According to the Center for Medical Simulation (CMS, 2009), providing simulation practice leads to â€Å"improved real-world communication, collaboration, teamwork, and crisis management†. Residents also appreciate the value of simulators but prefer training in the form of small-group sessions (Shanks et al., 2010). The advantages of simulation training prove to be especially beneficial in cases where the required care involves high risk or invasive procedures, when training for difficult environments and preparing for disaster scenarios. For example, Hayden et al. (2002) suggested simulations are ideal â€Å"for low frequency but critical procedures†. These procedures would usually be applied in life-threatening situations such as cardiopulmonary arrest for example. Training for rare events tends to be uneven across a large number of medical residents and many residents never get the opportunity to witness or manage such an event, let alone one in which a child is involved (Becker, 2007). Hence, simulation training provides this much need opportunity so that when a real situation is faced, there is better preparation. Instilling confidence in trainees is of particularly importance where the risk to patients is high. In Becker’s (2007) study, assessment was made of how prepared radiology residents were for recognizing and managing children’

Philosophy and Politics, East and West Essay Example | Topics and Well Written Essays - 1750 words

Philosophy and Politics, East and West - Essay Example Confucius’ social and political philosophies are both rooted in the idea that one should learn self-discipline and treat others with love and concern. He argued that men are responsible for their own actions with regard to how they treat others. Confucius also believed in harmony and having a relationship with the other person, like a father to his son or a mother to her daughter. He also believed in social harmony, which is the great goal of Confucianism. Confucius believed that everyone had a role in the social order and must be do their part in that society. Confucius’ social philosophy is known as Ren, which means being altruistic, compassionate, and loving toward others. This concept means that one should avoid speech that would result to negativity or the appearance of negativity. He also taught that only those who learned self-discipline could accomplish altruism. Ren is to be considered a practice that is broad, and informs one’s interactions with other p eople. Confucius noted that one should not use their social power to oppress those of the lowest power. Instead, one should treat others with respect, the same way one would want to be respected. This is what makes the idea of the superior man in Confucian philosophy. Another part of his social philosophy is Li, or etiquette, rituals, and morals. ... Virtue would enable a ruler to maintain good order without trouble or without relying on his officers and deputies. He believed that in order for a ruler to maintain virtue, an individual must master the practice of Li. Practicing Li, or etiquette, through ceremonies that express humility and thankfulness, gift-giving rituals, acts of politeness, would result in efficacy for the ruler. As said in Confucius’ Analects: The Master said: â€Å"Lead the people with administrative injunctions (zheng) and keep them orderly with penal law (xing), and they will avoid punishments but will be without a sense of shame. Lead them with excellence (de) and keep them orderly through observing ritual propriety (li) and they will develop a sense of shame, and moreover, will order themselves.† (2:3) Confucius’ political philosophy is also rooted in self-discipline, and treating others with love, compassion, and concern. In this area, Confucius had a theory called Zhengming. This re ferred to rectifying the behavior of people so that it corresponds to the language they identify and describe themselves with. Confucius believed that this rectification should start at the top of the government, where he believed the discrepancies originated. If the ruler’s behavior has been rectified, those beneath him will follow and do the same. It is this way of thinking that Confucianism, and all the Chinese philosophies thereafter, developed a political philosophy that is strongly centered on a cultivated social and political merit system. Confucius also held that the concept of Zhengming is important or integral in his ideas of political meritocracy. The proper rectification of names, terms

Changes in Formerly Communist Nations Essay Example | Topics and Well Written Essays - 1250 words

Changes in Formerly Communist Nations - Essay Example However, the fact of the matter is that the nations which have already been listed had rather developed economies. Due to the fact that the Soviet Union was primarily concerned with its defense against the West, it built up a high level of economic strength, industrial production, infrastructure, and other means of economic development within the nations of Eastern and Central Europe. However, when one considers the level of overall economic development that existed within the remainder of the Soviet Union’s vast empire, the states of Central Asia for instance, it is rapidly understood that as disastrous as the collapse of the Soviet Union was for the individuals living within Eastern and Central Europe, it was in order of magnitude more disastrous for the undeveloped nations within Central Asia. As a function of this, this brief analysis will consider the case of Uzbekistan and trace the hardships that it was forced to face immediately following the collapse of an empire that defined this region for the better part of 60 years (Goff et al, 2008). One of the most powerful effects that the collapse of the Soviet Union had was with regards to the economic integration that had previously existed between the empire. Although the Soviet Union engaged in outside trade, almost all of the domestic needs of production were realized within its contiguous borders. In such a way, scientists were moved to remote regions as a means of conducting further research, cotton was specialized and grown in key areas, industry sprung up around natural resource deposits and access to rivers and the sea, and other industries were differentiated as a means of geography and need. However, this was a centrally planned economy and one in which a perfect level of natural growth could not be exhibited. In the case of all of the Soviet Union, the years immediately following its collapse were punctuated by extreme economic hardship, the lack of currency and/or currency stability, supply and demand issues, and a number of other factors directly related to transition from a centrally planned communist economy to free market economy. In the case of Uzbekistan, the nation had only a light level of industrialization, no access to the sea, no natural land barriers, over 10 distinct ethnicities, and an environment that was heavily polluted an increasingly arid (Goff et al, 2008). In such a manner, the collapse of the Soviet Union provided an extreme level of shock to the region due to the fact that it no longer had means to sustain itself, ability to trade with the outside world, or any level of developed industry upon which you could rely. One of the defining aspects of Uzbekistan within the Soviet Union had been its production of cotton. However due to the fact that the nation was almost predominantly arid, it lacks the water resources to continue this high output of cotton to trade with the outside world. Accordingly, as a result of the lack of resources and economic hardships that punctuated the years following the collapse of the Soviet Union, a series of order conflicts, Islamic uprisings, and failed Democratic efforts defined the way in which is Uzbekistan sought to integrate with the rest of the world. Whereas there is doubtless and myriad of key issues that

Letter To The Manager Essay Example for Free

Letter To The Manager Essay Greetings! I am so pleased and overwhelmed that I was given this particular opportunity to present you with a proposal that I think is highly beneficial not only to the progress of the students that are to enter the institution but would also impact the reputation and competency of the school in catering to the needs of its students. Every child or student in this case, who is under a development period needs a careful attention with regards their physical growth as well. Besides that, it could also be noted that athletics department intend to offer programs that are likely to have an impact on the development of the children or the students towards a more active physical and mental performance. I am really hoping that somehow, you would spare sometime in considering examining the presentation that I have prepared herein, thus be able to consider the development of and the application of the suggestions presented in the actual institutional operations. Again, thank you so much for sparing some of your time. LIST OF TABLES: Proposed Pattern of funding the department   and Paying for the Service of the personnel †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Personnel Roles and Responsibilities  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Proposal Page 1 ADDING AN ATHLETIC DEPARTMENT IN A NEW EDUCATIONAL INSTITUTION Introduction It is undeniable that sports facilities are always treated as primary sections in any educational institutions today. This is primary because of the need of assisting students in developing their physical stamina as a part of their growth towards maturity. Studies even prove that it is not only the physical strength that is being developed through this procedure. Moreover, it could be noted that psychologists have found out that the ability of a child to think is actually empowered when their physical bodies are exercised well as part of stress relief from the mind towards the body that eases their minds to think better. Too much lecture and no exercise can actually make the brain less productive. This is the reason why educational institutions are investing well for the development of athletic departments that are expected to help their students become better academic performers. Also , with having an athletic department as part of their school, it has been made aware that this has increased competency in handling the educational needs of their students. This is the reason why I think that the establishment of an athletic department would best support the needs and the goals of this school in both the mental and the physical abilities of the students that the school is preparing themselves to cater to. Further discussion of the matter and how it particularly applies to the system of education that the institution prefers to offer shall be presented within the paragraphs that follow. Significance of the Proposal As noted earlier, physical development is a vital part of one’s growth. In establishing an athletic department within a school, it is aimed that the students receive the best service that they ought to have from all the programs offered from the educational organization. With the improvement on the process by which the students are able to relax, and learn their lessons well, the school can then gather a good reputation from their parents and staff, which would likely be passed on through word of mouth. The institution would likely have a higher number of parents trusting them for the education of their children. It is very important that the physical health of the students is given high level of attention as well as their academic achievements are given well training through the process. Through the major application of the program that the department of athletics would imply within the annual academic schedule of the institution, it is expected that the treatment of the matter would be balanced by giving more of a benefit to the development of the students of whom the organization caters to.   Proposal Page 2 How the Department is to be Established Like any other departments in educational intuitions, an athletic department needs to have a lead officer that would be in charge of setting annual schedules for the group as well as for the entire academic department. Aside from the head officers, it is important to have assistants, who are likely to assist in the process of pursuing athletic lessons, as well as athletic events that are usually handled annually as recreational break for the students of the school every now and then. But who are actually qualified to take responsibility for the said positions? Proposed Pattern of funding the department and Paying for the Service of the personnel ACTIVITIES PERSONNEL ASSIGNED TIME-LENGTH APPLICATION PAYMENT SYSTEM PAYMENT RATE Lecture and school activities Teacher or instructor for the subject (Preferably bachelors-masters degree of educational attainment) Whole year (scheduled lessons etc) Every 15th of the Month As per decided by the school administration and board of trustees Forming of Athletic Clubs for Aspiring Students Teacher/Officials (same educational attainment as above) Whole School Year [depending on the required training schedules for the selected athletes] Every 15th of the Month As per decided by the school administration and board of trustees Offering Scholarship Program for aspiring student-athletes Administrational Officials (Masters Degree of Education) Whole Year then Renewal of Terms Every 15th of the Month As per decided by the school administration and board of trustees Note: employees are to be compensated every 15th of the month for this department as the said individuals are not required to attend school everyday. There are certain schedules when they are needed thus making their job easier than that of the other employees of the institution. The rate are then decided upon by the administration depending on the hours that they spend within the premises of the school and participate on the operations of the institution. Proposal Page 3 Who are to Work within the Department Undoubtedly, an athletic department is expected to be divided into different measures of separation that would likely focus on the different aims of the department. These different sections are actually expected to handle the separation of the lecture and lesson sections of the department with that of the special events section that are used to access the athletic aims of the department. Particularly, it is understandable that the matter requires professionals who are masters of physical education instruction for the highest positions and other positions such as assistants of the program could actually be taken by other fresh graduates from college who are screened and considered competent enough to handle the responsibilities that are intended for the said job positions. Personnel Roles and Responsibilities POSITION Job Description Impact of the position within the Department and the Institution’s Success Teacher/instructor These personnel are expected to handle lecture and student regular activities offered through the institution’s curriculum. This increases the competency of the organization in handling physical health instructional responsibilities of the administration towards the community it serves. Coach Handles athletic events and motivation to the chosen athletes of the institution for competition purposes This increases the chances of the institution in making a name in the field of scholastic athletics in the community. Scholarship Assessor Examines whether who among the students are worthy to receive scholarship grants from the administration. Makes the institution more of a pillar of education that gives chances to worthy students through honing the talents and skills that they posses with regards sporting events and competitions. Administrational Head Handles the major scheduling issues of the department and gives careful arrangement for the completion of the department’s responsibilities Makes the department much organized and the institution better informed of the activities of the department. Assistantship Positions Supports the other officials of the department Makes the task much easier to complete    Proposal Page 4 Conclusion From the proposal presented, it is highly suggested that the department be carefully planned as to who shall be appointed for its important positions as it would particularly detect the competency of the entire group. Thus through this process, the surety of the department’s success is likely to be expected. Undeniably though, the cooperation of the entire institution’s body of administration is highly needed for the success of the said department. Consequently, with support from everyone in the organization, an Athletic Department could not only bring fine assistance and physical training for the students but also bring the institution a fine reputation of high excellence within the society that they are serving as a primary school. Works Cited: Richard J Dippel. (2002). An investigation of athletic department handbooks Richfield Senior High School Athletic Department. B0006R7USW. Jennifer Foley. (2000). Design and implementation of an athletic department handbook for the Red Lake Falls school district. B0006S5LMS. Wayne Mazzoni. (1998). The Athletic Recruiting Scholarship Guide. Mazz Marketing Inc; 1 edition.

Affective Personality and Primary Emotion Systems

Affective Personality and Primary Emotion Systems Affect is the subjective experiential-feeling component that accompanies bodily stimulation found in physiological aspects such as: the homeostatic drive of hunger and thirst, the external stimulation of taste and touch and the emotional stimulation of environmental events. All are compound central functions of the brain, which are triggered by perceptions, becoming experientially refined. Such affective experiences are typically conceptualized in terms of: valence, such as positive and negative feelings. Arousal; which refers to the intensity of the feeling and also power, concerning the effect of the feeling on the mental state (Panksepp, 2005). There exists a large number of affective states each representing different neuro-dynamics within the brain. Such brain systems operate as an evolutionary adaption situated in subcortical networks and lower brain regions which produce these basic affects, with learning and higher brain functions considered secondary and tertiary processes ( Davis Panksepp, 2011). Such systems are located in ancient brain regions and are predominantly homologous in all mammals. These brain systems generate instinctual behavioural responses that are closely linked to the primitive affects that accompany such activity. (Panksepp, 1998a). Panksepps theory of affective personality (Panksepp, 1998a) suggests that such affective states modulated by these systems when induced by emotional stimuli act as the basis for personality. By employing techniques such as deep (subcortical) electrical stimulation (DBS) and pharmacological manipulation, the construction of six distinct primary emotion systems (SEEK, CARE, PLAY, FEAR, ANGER and SADNESS), anchored in phylogenetically old brain areas, have been developed (Panksepp, 1998a) (Primary emotional systems are printed in capital letters, as a formal designation for primal systems in all mammalian brains and to distinguish them from the vernacular emotional terms traditionally used in emotional and personality research). The affective personality model suggests that Individual differences in these emotional systems promote varying affective states, acting as the basis for individual differences in personality. Each system influences different affective activity which can correspond to a different fundamental personality trait. The six emotional systems are divided into two categories in correspondence to their associated valence. The positive system encompasses SEEK, CARE and PLAY while FEAR, ANGER and SADNESS fall into the negative system. The first of the three positive systems can be classed as SEEK. This precipitates behaviours such as enthusiasm, curiosity and learning. It produces motivation to search for things the organism needs, craves and desires. The system is proposed to correspond with the medial forebrain bundle or the brain reward system. It has been found to be largely driven by dopamine activity following a neural circuit surrounding the ventral-tegmental area of the midbrain and medial frontal cortex (Panksepp, 2010). For instance, it is noted in Trowill, Panksepp, Gandelman (1989) how the manipulation of dopamine activity in medial frontal cortex resulted in the exhibition of coherent emotional responses representing foraging or seeking. Further studies regarding self-stimulation reward have noted a complex neuronal system for appetitive desire which mediates an articulate organismic urge to explore the environment and seek resources in response to bodily needs and external incentives (Ikemoto Panks epp, 1999). The CARE system concerns behaviours such as empathy and nurture and is argued to be more active in females then males because of an evolutionary adaptation to ensure offspring survival. It is proposed to be heavily related to hormone Oxytocin, which is more present in females then males, and has been found to be involved in trust, pair bonding, and generosity (Panksepp, 2010). It is believed to operate around a neural system in the forebrain coursing the hypothalamus, posterior lobe and the nucleus accumbens and may increase affiliative behaviour by dampening amygdala activity (Theodoridou, Rowe, Penton-Voak Rogers, 2009). For example, a study by Kirsch et al (2005) found that the manipulation of oxytocin activity around the posterior lobe increased perceptions of trustworthiness in participants. Furthermore, a fMRI study by Petrovic, Kalso, Petersson Ingvar (2008) found reduced amygdala activity to be related to increased perception of generosity. Finally, the PLAY System refers to feelings of excitement, exploration and the instinctual nature of rough and tumble play demonstrated in human childhood and most young mammals. It is believed to influence learning of social structures, and several social processes such as defeat and social-appetitive motor skills (Panksepp, 1998a). Much like the seek systems it has been found to be linked to stimulation of the ventral tegmental area via dopamine (Panksepp, 2010). Evidence of this can be seen in studies which show the behaviour to survive radical decortication with animals possessing no neocortex still exhibiting play behaviour (Panksepp, Normansell, Cox Siviy, 1994). Furthermore, placing psychostimulants such as amphetamine into the ventral striatum (nucleus accumbens) can promote stimulation of laughter and feelings of joy (Burgdorf, Knutson, Panksepp, Ikemoto, 2001) and engaging in playful activities also provokes a robust arousal of the same brain area in humans (Mobbs, Greici us, Abdel-Azim, Menon, Reiss, 2003). The first system in the negative grouping is named ANGER which relates to feeling of annoyance, displeasure and hostility and is often aroused when the seeking system is inhibited. The system is related to the activity of the neuropeptide glutamate within a neural network extending from the amygdala and hypothalamus to the periaqueductal gray (PAG) (Located in the tegmentum) (Panksepp, 2010), a region shown to influence defensive behaviour and aggression (Tovote et al, 2016). In a neuroimaging review by Bruehl, Burns, Chung Chont (2009) it was found that opioid dysfunction in the rostral anterior cingulate cortex, orbitofrontal cortex, anterior insula, amygdala, and PAG was related to direct verbal or physical expression of anger. The FEAR system influences behaviours such as alarm and panic when an organism is put in a threatening situation. The system is heavily related to the concept of flight or fight, as activation can lead organisms to flee or elicit a freezing response. It is related to neuropeptide Y and corticotropic activity stimulated by the hypothalamus (Panksepp, 2010). This system was established on the basis of experiments showing that localized DBS within an anterior hypothalamic trajectory could generate coherent fear responses and anxiety (Pankepp, 2005). Furthermore, stimulation of this system at various points along the neuroaxis resulted in animals consistently attempting to escape DBS applied to such brain sites (Panksepp, 1998a). Finally, the SADNESS system includes feelings of grief, unhappiness and regret. Relevant sub-cortical areas of control include the anterior cingulate, the bed-nucleus of the stria terminalis, the ventral septal and dorsal preoptic areas, the dorsomedial thalamus, and the PAG. Such areas have been found to linked to the detection and appraising of social processes as well the expression of negative emotion (Etkin, Egner Kalisch (2012). Some of these areas, most notably the ventral septal and dorsomedial thalamus, are known to control feelings of physical pain with shallow levels of brain stimulation within the PAG still being able to evoke emotional distress (Eisenberger, Lieberman, Williams, 2003). Similarly, it has been reported that social exclusion and depression activates anterior cingulate regions that are known to regulate pain within the human brain (Mayberg, 2004). Moreover, localized electrical stimulation of the stria terminalis can provoke crying (Herman Panksepp, 1981) with neuroimaging imaging studies highlighting similar trajectories of brain activation when experiencing intense sadness (Damasio, Grabowski, Bechara, Damasio, Ponto, Parvizi, 2000). The ANPS On the basis of such evidence for brain affective systems, it can be inferred that a great deal of variation in personality may be related to the strengths and weaknesses found the activity of these systems. This implies that evaluation of personality can be based on empirically relevant indicators along the lines of these brain systems. This precipitated the construction of the affective neuroscience personality scale (ANPS; Davis, Panksepp Normansell, 2003). Modelled after the Spielbergers State-Trait Personality Inventory (STPI; Spielberger, 1975) and based on such neurological studies, the ANPS was designed to approximate self-reported feedback concerning the individual differences of these six neural based networks. The ANPS contrast to traditional measures of personality such as questionnaires based on the five-factor model (FFM; Goldberg, 1990) which primarily focus on linguistic representations of personality. As the FFM is based on a lexical (adjective-based) approach it do es not assist in hypothesizing about neural emotional systems underlying the human personality. For example, it has been found that emotional distress is related to stimulation of the PAG (Eisenberger et al, 2003). Therefore, such neural activity can be attributed to participants indicating high levels of distress on the ANPS, whereas reporting emotional distress via a lexical-based personality tool would indicated the presence of linguistic representation rather than hinting at the neural correlates. This can be seen in a study by Montag Reuter (2013) which highlights the use of the ANPS in helping identify the monoamines and neuropeptides involved in the molecular genetic basis of personality. However, the FFM can be argued to be the most influential tool in the measurement of personality, with thousands of studies within the realms of social and cognitive psychology, genetics and psychopathology employing its use Costa McCrae (1995). Therefore, the ANPS should be able to relate to the FFM in terms of the connection between the affective systems and the traditional adjectival descriptive personality dimensions (Extroversion, Introversion, Openness, Agreeableness and Conscientiousness). Research shows a theoretical relationship between the ANPS and the FFM with each of the six ANPS sub-scales reporting a significant correlation with at least one FFM sub-scale. The most robust associations have been reported between Extraversion and PLAY, Openness and SEEK with Agreeableness positively related to CARE and negatively with ANGER Conscientiousness seems to be more weakly related with the three negative emotions. (Davis et al, 2003). Such findings make theoretical sense as many of the behavioural facets defined in each sub-scale relate to corresponding sub-scales in the other model. For example, both the SEEK system and Openness sub-scale include facets relating to curiosity. It is suggested in Davis Panksepp (2011) that the six affective systems form the foundation for substantial parts of the adult five-factor personality structure. For example, that the root of Extraversion, as defined in the FFM, may be the PLAY system. This first emerges as infant smiling, laughter, and sensitivity to tickling, then in later development as childhood games and social interaction and is elaborated in adult personalities as they as joke telling and social engagement. Personality Attachment One area in which the FFM has been greatly utilized, is adult attachment. Adult attachment is a theory designed to explain thoughts, feelings and behaviours in the context of adult relationships. The theory was first developed in Mikulincer Shaver (2003) where it was suggested that close adult relationships mirror the relationship between mother and child, where, for example, a securely attached individual is comforted when their attachments are present and anxious when they are absent. Shaver and Brenner (1992) is one of the earliest examples for the examination of the relationship between attachment and personality. Most studies in the area have focused on the associations between attachment measures and the big five personality traits. Results have generally followed theoretically predictable patterns. Since the publication of Shaver and Brennans (1992) study, several other researchers have reported correlations between a variety of different attachment measures and different mea sures of the Big Five. In general, these studies show attachment security to be moderately-negatively correlated with neuroticism and moderately-positively correlated with extraversion, agreeableness and conscientiousness. With attachment security rarely showing a correlation with openness (Noftle Shaver, 2006). Such relationships tend to situate around a r = .30 correlation, implying the sub-scales are not simply redundant with each other (Noftle Shaver, 2006). These findings are further developed in studies examining the underlying cognitive and behavioural constructs behind such a relationship. For example, it has been noted how introversion is a form of insecurity in a similar way to insecurity in attachment. An Insecure attachment occurs when a caregiver is unreliable, leading to feelings of vulnerability in the child which relates heavily to the vulnerability and anxiety sub-scales of introversion in the FFM (Thompson, 1999). More recent research has attempted to study this relationship as a possible construct in clinical realms. For example, it has been reported how early traumatization affects brain areas in emotional states which verbal treatment cannot reach, resulting in hindered personality development and attachment malfunction (Ammon, 2010). Personality and attachment profiles have also been found to be important indicators for treatment of drug addiction in patients with children as well as for relapse prevention programmes for sex-offenders (Francescade, 2014, Lu Lung, 2010). Brain imaging studies have also contributed to literature concerning attachment and personality, to a lesser degree. Studies examining the neural correlates of attachment have found several overlapping areas such as the amygdala and the midbrain nuclei to be involved in the activation of the attachment-system (Lenzi et al, 2015) as well as regulation of the SEEK system (Trowill, 1989). This connection is better illustrated in Narvaezs (2017) theory of human biosocial plasticity. It is suggested that the primary caregiver acts as an external psychobiological regulator whose behaviour helps shape the construction of the childs affective neural systems. During prenatal and perinatal life, the maturation of the neocortex is rapidly developing. Under typical developmental conditions, before four months postnatally, the connections between the amygdala and regions mediating motor activity and environmental provocations have not become fully mature (Weber, Watts, Richardson, 2003). From fi ve six months however, reactions to environmental stimuli are patterned clearly. During this development, the relationship between the caregiver and child act as a template for interactions between the self and the social environment. The infant and the caregivers attachment system provides an instrument by which the elementary nervous system of the infant can be co-constructed by the caregiver to help develop psycho-behavioural potentials patterned into the affective emotional systems (Schore, 2001, in Narvaez, 2017). This is further illustrated in a study by Farinelli et al (2015) which found a relationship between affective personality and attachment style in adults. A group of stroke patients with lesions to certain areas of the brain were compared to a group of control patients, in terms of affective personality and attachment style. It was found that those with lesions to midline regions involved in the regulation of the positive emotional system displayed significantly lower levels of SEEK, and higher levels of SADNESS and insecure attachment. Similar results were found in those with lesions to the motor cortex, with the addition of increased levels of ANGER. Dopamine activity surrounding the motor cortex and midbrain regions has been found to play a role in the modulation the ANGER system (Hosp, Pekanovic, Mengia, Rioult-Pedotti Luft, 2011). Neuroimaging studies have also focused on more specific relations between personality and attachment. Most notably, a substantial amount of research has underlined the relationship between the CARE system and the anxiety sub-type of attachment. There exists two sub-types of attachment, attachment anxiety and attachment avoidance, which refer to different measures of the construct. There are many different dimensions of attachment such as the traditional: secure, insecure avoidant and insecure anxious constructs (Ainsworth Bowlby, 1991). However, attachment anxiety and attachment avoidance refer to measures of these different dimensions Mikulincer Shaver (2003). Attachment anxiety also referred to as the model of self refers to concepts such as self-awareness and self-consciousness in the context of relationships. This is opposed to attachment avoidance or model of others which refers to ones feelings and cognitions concerning others in the relationship dynamic. Many brain imaging s tudies have focused on the activity of the neuropeptide oxytocin in terms of the CARE system and attachment anxiety. For example, there is neural evidence indicating the importance of oxytocin in helping develop the model of self during the earliest stages of attachment. Insel (2003) highlights the importance of oxytocin for facilitating mother-infant bonding, maternal urges, and solidification of social memories. It has also been found to reduce separation distress and facilitate social bonding from the infants perspective (Nelson Panksepp, 1998). This activity can be seen to relate to similar neural behaviour involved in aspects of the PLAY system, such as empathy and maternal behaviour. For example, the posterior lateral hypothalamus is involved in introspection and self-awareness (Fabbro, Aglioti, Bergamasco, Clarici Panksepp, 2015) as well as maternal behaviour, of which both are modulated by oxytocin administration (Sripada, Phan, Labuschagne, Welsh, Nathan Wood, 2013). Oxy tocin also mediates the activation of the posterior temporal sulcus, which is involved in the mentalizing and processing of self-other distinction (Decety Lamm, 2007) as well as empathy (Paulus, MÃ ¼ller, Jansen, Gazzola, Krach SÃ ¶ren, 2015).

The origins and aims of Dependency Theory

The origins and aims of Dependency Theory Dependency theory was established in 1950s by Raul Prebisch. Prebisch and his friends developed it in an attempt to understand why some countries in the world remained underdeveloped. There was a concern that the richer nations were prospering while poverty heightened in the underdeveloped nations (Kendall, 2010). During that time, research showed that the economic practices in the wealthy nations were instrumental in the poor countries deterioration. These results contrasted with the neoclassical theory that had stated that economic growth benefited all the countries. According to Prebisch, the exports made by the poor countries directly benefited the rich countries since they use them as the raw materials for their industries. Surprisingly, these rich countries export the end products to the poor countries. Consequently, the rich countries earn foreign exchange at the expense of the poor countries (Kegley, 2009). Some of them include the small internal markets in the underdeveloped countries, failure of the poor countries to make a change, and restriction of the poor countries to export their products. It is for this reason that the scholars developed the theory of dependency. Consequently, scholars developed the dependency theory in an attempt to justify the intensity of poverty in the underdeveloped countries (Pfeffer, 2003). Earlier on, the neoclassical theory condemned the poor countries, attributing their economic status to their delay in handling making important economic decisions. However, the dependency theory opposed their views with claims that poverty in these countries resulted from exploitations by the capitalists (Ghosh, 2000). The dependency theorists argued believe that the international imperialists are instrumental in the perpetuation of dependency in the poor countries. One of these theorists is Andre Gunder Frank who asserts that further underdevelopment of the poor countries is caused by the capitalists economic practices (Daft, 2010). Dependency theory is based on the Marxist theories that explain the reasons for the international inequality. They assert that economic elites use idealism and realism ideologies in order to justify disparities among the wealthy and poor countries worldwide (Brewer, 2010). Therefore, dependency theory bases its arguments on the Marxist theories. Dependency theory argues that the developed countries use the concept of class to establish certain strategies that guard and support their needs. There are certain principles of the dependency theory that are based on the Marxist theory. First, it states that the world is segmented into certain classes based on economy rather than politics. It asserts that the economy is superior to politics. Therefore, the theory holds that the imperialists created global state system so as to address the interests of the rich countries and organizations (Johnson, 2009). This explains the ongoing poverty in the poor countries, and prosperity in the wealthy nations. The rich and the poor countries form vital parts of the world system. That is the rich countries are that the central rich nations that posses and prosper from the natural resources (John, 2007). On the other hand, the poor countries give the majority of the human and natural resources that the rich nations exploit. Therefore, the rich nations take advantage of the poor countries resources in furthering their economic activities. As a result, the economic gap between these countrie s widens. Additionally, the theory argues the global economic laws perpetuate the international inequality. For instance, one of these influential laws is the World Trade Organization (Ritzer, 2003). The dependency theory and the other Marxist theories try to explore ways of addressing the issue of international economic difference. One of these ways is involves the efforts to bring change among themselves. They should make viable economic decisions and policies that are capable of changing their status in a way. This means that their strategies should aim at freeing them from the economic bondage by the strong international forces. They should also champion for the reduction of the wealthy countries control on their economic activities. For example, they should seek ways of breaking the import barriers in the case of the import substitution. Although Frank is not the initiator of the underdevelopment theory, he made it very popular (Bardach, 1998). He borrowed a lot of Paul Barans work. He believes that capitalism is caused by underdevelopment in the developing countries in the world. There are certain reasons that led to the uneven development in these countries. Furthermore, Frank maintained that the increase in the imperialism in Europe is influential in transforming the world into one global system. He further explains the extent to which these capitalists had gained access to the Latin America. Subsequently, this has a negative impact on the countrys economy. This, in turn, results in uneven development across the nations. For instance, there are some places that we realize positive development while others record underdevelopment. This happens because the world system consists of the metro-polis satellite relations. These relations are used by the satellite but not committed to the satellite. Using the examples of Chile and Brazil, Frank explains that Chile had an experience of monopoly of imperialists structure (Martin, 2002). As a result, these metropolis relations facilitate a stronger bond between the capitalists and the metropolises to their respective centers. It also extends the capitalists rule to the businessmen, stockholders and the tenants. In Brazil, Frank had the same ideas on the effect of capitalism in the country. He explains the transmission of these capitalistic effects from the merchants to the tenants. Additionally, Frank elaborates on the involvement of the monopolistic system in the countries. According to him, this system involves the poor usage and wastage of a countrys resources in the system (Chilcote, 2003). The unequal expropriation and appropriations lead to the development and the underdevelopment of the countries; hence the difference in the economic status. Imperatively, Frank elaborated on the operations of the satellites and their effects on the world system. First, he explains that the political, social, and cultural aspects are linked to the metropolis. Secondly, establishes that a metropolis is having dependent progress. Thirdly, there are weak bonds between the satellites and the metropolis. The fourth idea is that strengthening of these links might result in further underdevelopment of the metropolises. Nevertheless, Frank opposed the notion that underdeveloped world had more than one economies; the current and the ancient economies. He explains that capitalism had deepened its roots in Latin America. Though these countries seemed to be doing ell economically, there was a decrease in the performance of the export industries. For example, there was a decline in the productivity of the sugar company in Brazilian North-East (Petrella, 2003). This collapse was as a result of weak ties between the metropolises. Therefore, anything that looked like feudal characteristics results from underdeveloped imperialism. There are certain criticisms of the dependency theory by certain scholars. Just like any other theory, dependency theory has its share of strengths and weaknesses. To start with, dependency theory has the following strengths. Firstly, the theory analyses the inequality existing between the poor and the rich countries. Moreover, the theory breaks some political bonds and explains reasons why the wealthy nations are taking advantage of the poor countries (Doukhan, 2003). Also, dependency theory dismisses the neoclassical theorys claim that the existing global inequality is caused by the poor countries laziness. In stead, it argues in favor of these underdeveloped countries and blames the imperialists. On the contrary, certain scholars argue that the theory has some limitations. One of the weaknesses concerns the theorist, over-generalization and over simplification. Explicitly, frank should have investigated other parts of the world other than Latin American situation. In such a situation, it is essential different parts of the world, for example, the African countries and Asia (Martin, 2002). Therefore, his ideas are not realistic in that he used a few examples in his arguments. Another weakness of the dependency theory is that does not explain other factors that lead to underdevelopment other than the role played by the wealthy nations. The terms core and periphery are different from the terms traditional and modern. Additionally, dependency theory is weak in that in Frank failed in his attempt to provide solutions to the situation. His suggestions were very unrealistic and over-ambitious. Moreover, these solutions created certain dependencies among themselves. For example, it was impossible for Cuba to disentangle itself from the economic dominion with the USA (Willer, 1999). Furthermore, Frank attempted to prove that the imperialism is the major cause of the economic difference. Instead, he bases arguments on unrealistic perceptions. In addition; the theory is weak in that Frank failed to consider all class relations in his ideas. He also misinterpreted the Marxists concepts. Frank only addresses market relations. Some critics also challenge the theory by maintaining that it will cause corruption; with the higher markets and the other markets. Corruption is quite intense in the government industries than in than in others. It also causes lack of competition in the industries of both wealthy and poor countries. The completion is as a result of the restriction of imports to the poor countries, and subsidization of inducements (Ghosh, 2000). Finally, dependence theory encompasses certain scholars such as Karl Marx, Friedrich Engels, Vladimir Lenin, Fernand Braudel, Giovanni Arrigi, Samir Amin, Hans Singer, Frank Gunder and Raul Prebisch. In conclusion, dependency theory is influential in explaining the international inequality in terms of economy. Dependence theory asserts that the disparity is a resultant of the imperialism by the powerful and wealthy nations in the world. Therefore, they take advantage of the poor countries, hence widening the gap between them. However, there are a lot of criticisms on the theory that display more weaknesses than the strengths. Therefore, this theory may not be suitable in the explaining global inequality.

Why did the 1919 Paris peace settlement not provide a durable peace in

Why did the 1919 Paris settlement not provide a durable peace in Europe? The First World War, was without a doubt one of the most tragic events in the history of people. It was fought on a scale, and at a cost in human suffering, unparalleled in the history of man kind. Countries from every continent, including most of those in Europe, had taken part. Whole populations had been marshalled to serve their countries war efforts1. All these came to an end when on 11 November 1918, Germany finally agreed to sign an armistice. What is very important to know, is that this armistice was actually based on United States’ President Woodrow Wilson’s â€Å"Fourteen Points†. However, the Treaty of Versailles, sharply differed from Wilson’s points, and Germany, who felt betrayed, denounced the treaty as â€Å"morally invalid.† Henig claimed that the fact that it did not survive the 1920s intact stemmed, not so much from the terms of the peace treaties themselves but from the reluctance of political leaders in the inter-war period to enforce them2. Overall, the Treaty of Versailles was flawed to the extent that instead of preventing future wars it made a future war inevitable! But let’s take things from the beginning in our attempt to demonstrate the reasons that led the Versailles Treaty, to be considered a failure. The goal following World War I was to restore European stability and maintain everlasting peace. However, these goals were recognized by all of the leaders as not easily achievable. French Prime Minister Clemenceau commented on the day the armistice was signed on 11 November 1918, â€Å"We have won the war: now we have to win the peace, and it may be more difficult3. The French politician Marshal Foch, as the Versailles Treaty was being signed, stated rather prophetically, â€Å"This is not peace; it is an armistice for 20 years4.† Indeed, Foch was absolutely correct. The Versailles Treaty did little to shape any sort of long-term peace from the results of World War I. Instead, the treaty, hastily put together, was vague, exposed the Allies’ inability to cooperate toward an agreement, and fuelled German nationalism from resentment over her treatment by the Allies in the treaty. The principle reasons for the failure of the Treaty of Versailles to establish a long-term peace include the following. Firstly, the Allies disagreed on how best to treat Germany, also Germany re... ... the Treaty of Versailles from ever approaching success, however, was not the terms of the treaty, but rather the reluctance to enforce the terms by the Allies. They were naà ¯ve to assume that Germany would cooperate with the treaty terms by themselves. Thus within a year of the peace conference, the victorious alliance had crumbled away. It was this critical collapse, rather than the provisions of the peace terms themselves, which ensured that the Treaty of Versailles was never fully accepted or enforced7. The Allies were strong enough to win the war, but not strong enough to secure the peace! BIBLIOGRAPHY: ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Adamthwaite, Antony. The Making of the Second World War (New York, 1992). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Henig, Ruth. Versailles and After: 1919 – 1933 (London: Routledge, 1995). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Hobsbawm, Eric. The Age of Extremes: A History of the World, 1914 – 1991 (New York, 1996). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Keynes, John Maynard. The Economic Consequences of the Peace (New York, 1920). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Kitchen, Martin. Europe Between the Wars (London, 2000). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Marks, Sally. The Illusion of Peace: International Relations in Europe, 1918 – 1933 (London, 1976). Why did the 1919 Paris peace settlement not provide a durable peace in Why did the 1919 Paris settlement not provide a durable peace in Europe? The First World War, was without a doubt one of the most tragic events in the history of people. It was fought on a scale, and at a cost in human suffering, unparalleled in the history of man kind. Countries from every continent, including most of those in Europe, had taken part. Whole populations had been marshalled to serve their countries war efforts1. All these came to an end when on 11 November 1918, Germany finally agreed to sign an armistice. What is very important to know, is that this armistice was actually based on United States’ President Woodrow Wilson’s â€Å"Fourteen Points†. However, the Treaty of Versailles, sharply differed from Wilson’s points, and Germany, who felt betrayed, denounced the treaty as â€Å"morally invalid.† Henig claimed that the fact that it did not survive the 1920s intact stemmed, not so much from the terms of the peace treaties themselves but from the reluctance of political leaders in the inter-war period to enforce them2. Overall, the Treaty of Versailles was flawed to the extent that instead of preventing future wars it made a future war inevitable! But let’s take things from the beginning in our attempt to demonstrate the reasons that led the Versailles Treaty, to be considered a failure. The goal following World War I was to restore European stability and maintain everlasting peace. However, these goals were recognized by all of the leaders as not easily achievable. French Prime Minister Clemenceau commented on the day the armistice was signed on 11 November 1918, â€Å"We have won the war: now we have to win the peace, and it may be more difficult3. The French politician Marshal Foch, as the Versailles Treaty was being signed, stated rather prophetically, â€Å"This is not peace; it is an armistice for 20 years4.† Indeed, Foch was absolutely correct. The Versailles Treaty did little to shape any sort of long-term peace from the results of World War I. Instead, the treaty, hastily put together, was vague, exposed the Allies’ inability to cooperate toward an agreement, and fuelled German nationalism from resentment over her treatment by the Allies in the treaty. The principle reasons for the failure of the Treaty of Versailles to establish a long-term peace include the following. Firstly, the Allies disagreed on how best to treat Germany, also Germany re... ... the Treaty of Versailles from ever approaching success, however, was not the terms of the treaty, but rather the reluctance to enforce the terms by the Allies. They were naà ¯ve to assume that Germany would cooperate with the treaty terms by themselves. Thus within a year of the peace conference, the victorious alliance had crumbled away. It was this critical collapse, rather than the provisions of the peace terms themselves, which ensured that the Treaty of Versailles was never fully accepted or enforced7. The Allies were strong enough to win the war, but not strong enough to secure the peace! BIBLIOGRAPHY: ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Adamthwaite, Antony. The Making of the Second World War (New York, 1992). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Henig, Ruth. Versailles and After: 1919 – 1933 (London: Routledge, 1995). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Hobsbawm, Eric. The Age of Extremes: A History of the World, 1914 – 1991 (New York, 1996). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Keynes, John Maynard. The Economic Consequences of the Peace (New York, 1920). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Kitchen, Martin. Europe Between the Wars (London, 2000). ïÆ'˜Â  Ã‚  Ã‚  Ã‚  Ã‚  Marks, Sally. The Illusion of Peace: International Relations in Europe, 1918 – 1933 (London, 1976).

After Cancer Essay -- Long Term Effects Medicine Medical Papers

After Cancer Twice a day, an email full of support, encouragement, and information arrives in the inboxes of the 370 members of the Long-term Cancer Survivors mailing list. The topic of discussion is often the â€Å"late effects† of cancer treatment. One member’s recent posting is titled â€Å"Why?† â€Å"Why, after being in remission for years, am I so angry and depressed that my personal relationships are falling apart?† the cancer survivor asked. The answer is the psychosocial late effects of cancer treatment. Late effects of cancer treatment appear long after the catheter is removed, weekly blood draws cease, and the wigs are tucked away in the back of a closet. A cancer survivor may leave weekly trips to the cancer clinic behind, but late effects can linger for years afterwards. Kathy Steindorf, 43, of Wisconsin, was diagnosed with Hodgkin’s Disease at 38. Four years after entering remission, she began having nightmares that jolted her from sleep to sheet-soaking sweats. â€Å"I woke up from the nightmares with a cold fear,† she said. â€Å"I came to a point where I didn’t want to die, but just wanted to be dead.† Jan O’Daniell, 45, of Texas, hid in her church’s bathroom during mass after being diagnosed with cancer for the second time. â€Å"I didn’t want anyone to know how upset I was,† O’Daniell said. â€Å"I didn’t think I was allowed to be depressed.† Joy T.*, 28, of Illinois, dropped out of high school three years after completing cancer treatment. â€Å"I was so bitter and cynical,† Joy T. said. â€Å"I thought there was no point of going to school if I could just die tomorrow.† Steindorf, O’Daniell, and Joy T. didn’t realize their psychological distress was related to their cancer experience — they had survived, after a... ... â€Å"The first session she asked, ‘This is the first time you’re coming to therapy?’† Joy T. said. â€Å"She told me [my anxiety] was totally normal — I got to talk about a lot of things.† Several years after she dropped out of high school, Joy T. earned her GED. She recently completed her bachelor’s degree in science and healthcare leadership. Steindorf opted not to see a therapist — instead she takes an anti-depressant and leans on her family for support. â€Å"I’m very involved in church and my support circle is awesome,† Steindorf said. Steindorf is thankful that her doctor recognized that she was experiencing psychosocial late effects, but believes other cancer survivors and their doctors don’t pinpoint the problem soon enough. â€Å"Survivors have to know about this — how sad is it if a survivor leads a miserable life after surviving cancer,† Steindorf said.

Equality, Diversity and Inclusion in Dementia Care Essay

People with dementia can be very vulnerable and may not be able to communicate their wants and needs to other people. It is therefore up to the people who are caring for the individual to make sure that their interests are being protected, and to ensure that they are being treated equally and fairly and do not face any discrimination. Many people do not understand dementia and do not know how to go about trying to communicate with someone living with the disability that is dementia. It is easier for them to ignore the person than to make any attempt to include them. It is this lack of knowledge and understanding which leads to inequality, discrimination and isolation. To show that it is possible to have diversity, equality and inclusion when working with people with dementia we need to first understand what each term means. Diversity is about difference; everyone is different, we are all unique. There are basic differences such as gender, race, culture, ability, beliefs, age, sexual orientation etc. Then there are more specific differences between people such as their likes and dislikes, they jobs they did or still do, hobbies and interests they might have, their unique life experiences etc. Equality means treating people as equals and respecting their differences. It means enabling people to have â€Å"equality of opportunity† to live a safe, happy and productive life despite their differences. Inclusion means including people rather than leaving them out. If, for example, a person has a disability which affects their mobility then efforts should be made to make things accessible for them, such as putting ramps into buildings instead of steps. Or a person with a hearing disability should not be excluded from going to the cinema, subtitles should be available. To ensure that a person with dementia is being treated equally and fairly the first step would be to find out about that person, to discover their unique needs and preferences and to give the person choices. Each person has the right to make their own choices and to live their life as they choose as far as that is possible. The needs of the individual are what is important and any care given should be tailored to meet those needs. This is the basis of Person Centred Care. Once a person has received a diagnosis of dementia and they have come to terms with the turmoil of receiving such news, they may wish to discuss with others how they want to  manage their condition as it progresses. These wishes should be respected and followed as the person would like as closely as possible. A life story book compiled by the person themselves or with help from family, friends and neighbours, can provide invaluable information, as it gives an insight into the person with dementia, and can be a ver y helpful communication tool. The history of a person can sometimes explain their behaviour and, once you understand why a person is acting in a certain way, it may be possible to use this information to discover ways to include the person and make them feel valued and that they matter. For example a person may have been a nurse working in a busy hospital, so involve them and suggest that they help you to make the bed. Or a person may have worked in a restaurant so let them help to lay the table. This includes the person and promotes self-worth and will boost their confidence to maybe encourage them to try other things. A person’s life history should include details about their life, their experiences, their likes and dislikes, their hopes, fears and dreams – anything that is or was important to them. Once you have this to refer to you will be able to communicate better with that person and to ensure that their needs are being met. The information in the life history helps you to get to know the per son and to see them for who they are and not just to see the dementia. Recognise that not everyone will want to do the same activities, not everyone will want to join in with a sing-song or take part in a quiz. Find out what a person does enjoy and design activities to suit them. It is important not to stereotype people as this can lead to discrimination. People with dementia are often treated like children, they are criticised for what they can’t do instead of being encouraged for what they can do. Or it is assumed that they can do nothing or make any decisions for themselves. This is discrimination and can result in making people feel like they no longer matter and can lead to isolation and withdrawal. Every person with dementia will have their own unique experiences of their disability, some will have similar experiences to others but many will be different due to factors such as age, ethnicity, or having a pre-existing learning disability. It is easy to assume that dementia occurs in old age (people over 65), however around 2% of people with dementia in the UK are aged between 50 and 65. When a younger person is diagnosed with dementia they can have quite different needs than an older person. It can be  difficult for that person to get access to specialist help in the early stages. There needs to be more awareness of the occurrence of dementia in younger people as they are likely to have more commitments and will have to make long term plans for their future. A younger person with dementia may still have dependent children, or dependent parents. Their spouse may have to face giving up their own career or interests to become their carer. The individual’s career will also be affected, though they may be able to continue working in the early stages, plans will have to be made, and the progression of their dementia could have serious financial consequences when they can no longer continue to work. Changes in behaviour may be more challenging in a younger person. The future care of the person will need to be discussed with the individual to ensure that their continuing needs and preferences will be met as their dementia progresses. When working with a person who is from a different ethnic or cultural background it is important to gain as much knowledge as you can about how dementia is viewed in their culture or country. Some countries do not recognise the disability and may not even have a word for it. Once again being able to know the life history of the individual is very important. Once you know a person and what their beliefs, hopes and fears are, you will be able to see the person and be able to fulfil their own particular needs. Learn about customs or religious beliefs, learn about any special diets, and maybe learn a few words or simple phrases in their language. People with learning disabilities are less likely to receive an early diagnosis of dementia. Changes in behaviour may be noticed first as opposed to memory loss. Because of their learning disability the person may have difficulty in understanding the implication of their diagnosis. They may already have a care or support plan in place and have a support system set up for them. This information should be used to continue to support the person and to fulfil their changing needs as the dementia progresses. Working in a person centred manner is the best way to ensure that the very diverse needs of each person with dementia are being met. To recognise that everyone is different with their own unique needs and preferences is vital in ensuring that diversity, equality and inclusion is recognised for people with dementia. Working this way goes to show that it is definitely possible to have diversity, equality and inclusion when working with people with dementia.

Ptlls Assessment 1

Describe what your role, responsibilities and boundaries as a teacher would be in terms of teaching/training cycle. What is the teaching/training cycle? How is it relevant to what teachers do? What are teachers’ responsibilities to their learners? I. e. keeping up to date in subject area, awareness of codes of conduct, preparing sessions, keep records etc. An awareness of how not doing this might affect your learners What is a teacher role? What are teachers’ contractual obligations? Understanding of IFL’s code of practice What are boundaries of what teachers can do and can’t do? I. e. ersonal boundaries with leaners, management demands, professionalism, deadlines etc.? The teaching/training cycle is a process, which identifies needs, planning, delivery, assessments and evaluation in each the responsibilities, role, and boundaries; all have an element of the training cycle, each works hand in hand, I am going to give a definition of each, and how each has an element of the training cycle. The responsibilities of a teacher to be a member of the institute of learning (ifl), have had carried out a CRB check, an understanding of organisational policies and procedures. Understanding issues of equality, diversity and inclusion. It’s a teacher duty to be a source of information regarding accessing grants and funding opportunities, and in full support and promotion of the programme they are teaching. Always making sure that the student/learner is on the right learning path, to be able to advise and give guidance, and referring to other organisations or agencies if the need arises. Or talk, to other professionals, on the behalf of their leaners. Keeping accurate records of everything that is agreed between them and the student. And being able to maintain confidentiality at all times. The role of a teacher is to always think of their learners as ‘all different but all equal’. (Kenny Fredrick’s George Green Annual Report 1997) To create a simulating environment for the leaner, offering an advancement of progress. To assess leaners either by oral or written testing, one to one or within a group learning, this also enables the teacher to plan the lessons, and preparing any teaching materials, and any differentiation that needs to be added to any scheme of work, to the level of their learners. The teacher has a duty of care to their learners and have the responsibility to follow the organisations polices and ethics, and to introduce to their learner to this information, a teacher should be in full support of the organisation, by attending meetings, complying to all administrative tasks such as schemes of marking, attendance records and maintaining records of learners progress, (of interviews, tutorials, assessments, exams etc. ) To act appropriately at all times. A teacher is to always evaluate themselves and their delivery of the subject. You will have professional boundaries within which to work and it’s important not to overstep these. ’ (Gravells, 2010: 11) As a teacher there are boundaries of course, because of working with people, people begin to think as you a friend and not just a teacher, boundaries should not be crossed, always make sure the student knows where he stands with you, ground rules are a must, always giving clear objectives and achievabl e aims. A teacher is to act professionally at all times, and maintain absolute confidentiality at all times. References Kenny Fredrick’s – George Green’s – Annual Report 1997 Gravells, 2010: 11

Extreme Couponers Essay

1. Look at the examples of extreme behaviors described in the article, then go online and find one more example of extreme consumers. Describe it in detail and discuss how you would deal with these consumers if you were a marketer for the company whose product(s) these extreme consumers are infatuated with. 2. Why do you think so many managers actively avoid or are wary of extreme consumers?  Another example of an extreme consumer is the shopper who radically values savings, specifically those achieved through the use of couponing. You may have heard about them from the television, or even waited in line behind one at the grocery store. These are people who go to extremes to save money by spending copious amounts of time clipping coupons from paper media advertisements. Often manufacturers will promote their goods by offering a limited discount if you redeem one of the coupons they have distributed through their marketing channels. It has even become something of a fad with television shows such as â€Å"Extreme Couponing,† which highlights some of these super-savvy consumers. As a marketer for one of these companies distributing these savings, I would embrace the shopper who takes the time to search for deals by offering more savings for continued purchases or even higher quantity orders. Even with a reduced profit margin, the company will see increased revenues through number of units sold. Managers may actively or even passively avoid some of these extreme consumers because they are intimidated by their product knowledge or they just don’t want to dedicate a larger portion of time to someone who has an obvious infatuation. They may dismiss these people as crazy or neurotic and simply not devote any part of their day to minding them. It would be better to encourage them and consequently heightening the consumer’s already loyal tendencies.