The Effect Of Physiologic Stress On The Immune System

There is a huge impact on the immune system when stress occurs. Physiologic stress is a chemical or physical disturbance produced by change in the external environment or within the body that brings out a response to offset that disturbance. Three components of physiologic stress include the exogenous or endogenous stressor initiating the disturbance, the chemical or physical disturbance produced by stressor and the body’s counteracting adaptation response to disturbance. Stressors include pain, trauma, and malnutrition along with responses from experiences in life like anxiety and fear that induce times of stress. When the human body becomes stressed it uses physiological responses to prepare body to deal with stressors in order to†¦show more content†¦Cancers are caused by environmental lifestyle and genetic factors. One environmental risk for cancer is chemicals and occupational hazards as Carcinogens. Exposure to chemicals occurs everyday and is present in air, soil, food, water, household products, toys, personal care products, workplaces and homes. There have been a significant percentage of cancers in the upper respiratory passages, lungs and bladder. The manufactures of dyes, rubber, paint, and aromatic amines like B-naphthylamine and benzidine, have been linked with carcinoma of the bladder. Benzol inhalation is linked to leukemia in shoemakers or workers that are around rubber cement, explosives and dyeing industries. Air pollution is Carcinogenic, which puts everyone in the environment at risk for cancer especially those that live near these certain industries. Another environmental factor is Radon which is a natural radioactive gas resulting from radioactive decay of uranium in rock and soil. It can get trapped in houses and form radioactive decay products that are carcinogenic people. Bronchogenic is the most common form of lung cancer that’s associated with radon. Underground miners risk is increased for lung cancer since exposed to more radon even if they don’t smoke. Houses can get tested and modified to prevent any more radon contamination. Cancer can also put a person at risk if

What Are Vampires How Has Our Perceptions Of Vampires

What are vampires? How has our perceptions of vampires changed throughout centuries? Well there are many myths out in the whole world of vampires. Vampires are creatures that are dead yet still walk among the living; all vampires have fangs, they are afraid of the sunlight, they can shape-shift and they drink the blood of their victims. People say vampires are human corpses that return from the grave to harm living and others say they are not humans at all that vampires are supernatural, demonic creatures and not human form. What is evil? Evil is what is morally wrong, sinful, or wicked. Vampires can be categorized as evil as said in the article â€Å"What’s Evil, Anyway?† by Cole Bowman. Vampires consume blood to survive without taking in mind†¦show more content†¦Dracula has been described in many ways as a young man or even as an old grumpy man. In this book, Bram Stoker described Dracula by stating, â€Å"Within, stood all man, clean shaven save for a long white moustache, and clad in black from head to foot, without a single speck of colour about him anywhere†. He described a man who looked neat and clean but with no color as in he looked pale. As we get to know more of Dracula’s appearance in this novel he seems more unique and not so much like a human. (Stoker 160). The writer also stated, â€Å"His face was a strong-a very strong-aquiline, with high bridge of the thin nose and peculiarly arched nostrils.... cruel-looking, with peculiarly sharp white teeth†. (Stoker 18). Back in the old centuries people really did not know how vampires looked but now in modern days as we hear the word vampires we imagine a man dressed in black with pale skin and sharp teeth. Count Dracula was seen an evil creature who bit people and took their soul. What is the description of a perfect man? A perfect man is someone who cares about his love one and protects his more precious person in the world. In the book â€Å"Twilight† Edward Cullen can be described as a perfect man by Bella. When Bella and Edward met, she did not know who he really was. They both had a connection towards each other, they were attracted toShow MoreRelatedComparison Between Dracula by Bram Stroker and Twilight by Stephen Meyeres975 Words   |  4 PagesThe legend of the vampire has emerged countless times within human imagination over the past few centuries. The first available representation of the mythical creature in prose fiction can be found in John Polidori’s â€Å"The Vampyre† (1810). It was not until eight decades later that Bram Stoker popularized the existence of this figure with the publication of â€Å"Dracula† in 1897. The folklore of the vampire has come a long way since and can be found in today’s popular media more frequently than ever beforeRead MoreVampires : Myth And Metaphors Of Enduring Evil, By Bram Stoker1307 Words   |  6 Pagesperfect Victorian while being able to express oneself sexually without shame. In other words, many women had sexual desires, but could not express them because of the society’s standard of women. To support this, Lois Drawmer wrote in his article, â€Å"Vampires: Myth and Metaphors of Enduring Evil†, â€Å"development of the womens movement received a backlash in the resurgence of reactionary ideology of â€Å"deviant† female sexuality† (Drawmer 1). Feminism was frowned upon because of the social and sexual standardsRead MoreA Social Realism Film Written By John Ajvide Lindqvist And Directed By Tomas Alfredson1560 Words   |  7 Pagesdepicted from the sexual and violent behaviour that society generally considers abnormal, the source of the horror of monstrosity in vampire films usually comes from the monster itself. In contrast, Let the Right One In (2008), a social realism film written by John Ajvide Lindqvist and directed by Tomas Alfredson, presents an intertwined storyline of coming-of-age and vampire horror(Oskar and Eli respectively) in which during the course of the film not only we as the viewer will ambivalently sympathiseRead MoreLiterary Analysis : Octavia Butler s Fledgling1253 Words   |  6 PagesBy making use of the clichà © vampire tales and transforming them into a unique fictional novel, Octavia Butler’s Fledgling takes the reader into a different world in which pleasure, hatred and persistence are combined to solve the mysterious life-threatening puzzle of a genetically modified vampire. Fledgling is a novel that exposes the ignorance hatred can create and the strength survival can generate. Nonetheless, Fledgling, like many other books, has its downfalls and confusions. Butler’s lastRead MoreFilm Adaptation Of Bram Stoker s Dracula1320 Words   |  6 PagesBram Stoker’s frightening tale of Count Dracula has struck horror into the hearts of many since it was originally penned. In 1987, Bram Stoker wrote the revolutionary tale Dracula that played off the fears of the people of the era. The plot and characters that make the novel great also translate nearly perfectly to cinematic adaptations. Starting in the early 1900’s, directors have done their best to portray the terror that the original novel inspired. Francis Ford Coppola’s Bram Stoker’s DraculaRead MoreTelevision Impact On The Television Industry927 Words   |  4 Pageswestern cultures the hours spent watching television has drastically increased with the television market opens up the potential of more variety. This escalation of television attraction has affected the way young people interact with each other. Television has transformed the concepts of identity and commonalities among peers. To understand whether this transformation is a good or bad, a study was done looking at the effects watching one show has on a group of people. The study included five peopleRead MoreAn Accurate Representation Of History1503 Words   |  7 Pag escompared to other subjects. Historians and novelist both spend a lot of time doing research in order to accurately write about history. It is very important for historians to gather accurate information from multiple sides of a historical event to be sure what they are writing about is true. Historians and novelist can’t just repeat the process or redo an experiment to prove that it is correct. If a historian only writes from one perspective it will be slandered. In order to portray an accurate representationRead MoreAnalysis of I Am Legend Essay1159 Words   |  5 Pagesperson. What is observed as good from one may be the damning pathway to hell for another. Many times these beliefs are instilled upon us at a very early age which can result with a twisted outlook on life that we had little to no control over. As we grow older we are than further influenced through our religion (or lack of), culture, and passed experiences. With that in mind, it is easy to see that r eality can be just as interchangeable and further raises the difficult question of what is realRead MoreDracula, By Bram Stoker1148 Words   |  5 Pagesthere’s one theory in particular that I found the most interesting to apply. I used the theory of deconstructuralism to critically analyze Dracula, and to help break down the story into particular meanings and themes that can contradict the typical perceptions and first impressions of the novel. To better help complement my analysis, I read and analyzed another popular article by John Paul Riquelme, titled â€Å"Doubling and Repetition/Realism and Closure in Dracula†. As his title suggests, Riquelme touchesRead MoreFear Of Fear In The Novel By Bram Stoker1347 Words   |  6 PagesDating back all the way to the late eighteen hundreds, fear itself and fear of the unknown has been a major concept in a person’s life. In the novel Dracula, written by Bram Stoker, Stoker introduces the first idea of fear of the unkn own through an encounter with a mysterious being. This horror fiction genre conveys the theme of fear within an individual. The welcoming of the unknown is often accepted, producing individuals to experience fear in different ways. Within the process of writing the

Repeat purchasers Free Essays

The legal environment of foreign marketing takes an added dimension of importance since there is no single uniform commercial law which governs foreign business transactions. † – Comment. International marketers must be aware of the legal environments that they operate in. We will write a custom essay sample on Repeat purchasers or any similar topic only for you Order Now As there is no uniform international law regarding business transactions, companies can find themselves wasting money or in legal issues if they do not operate according to the laws in the specific countries they are in. The customs, politics, and geography vary greatly from country to country and are affected by the gal environment. It is extremely important that international markers are aware of this added dimension and are prepared. No single, uniform international commercial law governs foreign business transactions. The foundation of a legal system Profoundly affects how the law is written, interpreted, and adjudicated Laws governing business activities within and between countries An integral part of the legal environment of international business . Four heritages form the basis for the majority of the legal systems of the world Common law, Civil or code law, Islamic law, and Marxist-socialist tenets Common law Derived from English law. England, U. S. , Canada and countries who were once under the English influence. Seeks interpretation through the past decisions of higher courts which interpret the same statues. Applies established and customary law principles to a similar set of facts Civil or Code law derived from Roman law. Germany, Japan, France and non-lilacs and non-Marxist countries. All-inclusive system of written rules (codes) of law: Legal system is generally divided into three separate codes 1 . ) Commercial 2. ) Civil 3. ) Criminal Ownership is determined by registration. Considered complete as a result of catchall revisions found in most code-law systems Islamic law Places emphasis on the ethical, moral, social, and religious dimensions to enhance equality and fairness for the good of society. The basis is the interpretation of the Koran. Islamic law defines a complete system that prescribes specific patterns of social and economic behavior for all individuals: 1 . ) Property rights 2. ) Economic decision making 3. ) Types of economic freedom Islamic law This system prohibits investment in a business dealing with Alcohol, gambling and casinos In order to comply with Islamic Law following are terms that are frequently use: Trade with markup or cost-plus sale and leasing. These practices enable borrowers and lenders to share in the rewards as well as the losses in an equitable fashion. The international marketer must know the religion’s system of belief and understand how the law is interpreted in each region Marxist-socialist Tenets of Russia and the Republics of the former Soviet Union, Eastern Europe, and China. Legal system centered on the economic, political and social policies of the state. Now more directly involved in trade with non-Marxist countries Differences among the 4 law systems Due process may vary. Individual interpretation may vary Fundamentalist interpretation of Islamic law. Combination of several legal systems. U. S. Sees both common and code law Marxist-socialist tenets strictly subordinate to prevailing economics conditions. Private ownership, contracts, due process and other legal mechanisms need to be developed. Russia and China differ because Each has taken a different direction in its political economic growth. Russia is moving toward a Democratic System. China is trying to activate a private sector within a mixed economy in a soci alist legal framework Jurisdiction in International Legal Disputes No Judicial body exists to deal with legal commercial problems arising between citizens of different countries. Legal disputes can arise in three situations: 1 . ) Between governments 2. ) Between a company and a government 3. ) Between two companies Jurisdiction is generally determined on the basis of: Jurisdictional clauses included in contracts, Where a contract was entered into, Where the provisions of the contract were performed Jurisdictional Clause â€Å"That the parties hereby agree that the agreement is made in Oregon, USA, and that any question regarding this agreement shall be governed by the law of the state of Oregon, USA† Types of International Disputes Buyer refuses to pay. Product is inferior quality. Shipment arrives late Steps when a dispute arises†¦ Resolve the issue informally, Conciliation aka Mediation, Arbitration, Conciliation a nonbinding agreement between parties to resolve disputes by asking a third party to mediate differences. Sessions are private and all conferences between parties and the mediator are confidential. In all conciliation agreements An arbitration clause should be included The popularity of arbitration has led to a proliferation of orbital centers. Established by countries, organizations, and institutions. Inter-American Commercial Arbitration Commission. Canadian-American Commercial Arbitration Commission (for disputes between Canadian and U. S. Businesses). London Court of Arbitration (decisions are enforceable under English law and English courts). American Arbitration Association. International Chamber of Commerce (select Arbitration) Arbitration clauses require agreement on two counts 1 . To arbitrate in the case of a dispute according to the rules and procedures of some arbitration tribunal. 2. To abide by the awards resulting from the arbitration Contracts and other legal documents should include clauses specifying the use of arbitration to settle disputes Problems with Arbitration Companies may refuse to: 1 Name arbitrators 2. ) Arbitrate 3. ) After arbitration awards are made companies may refuse to honor the award 4. ) In most countries, arbitration clauses are recognized by the courts and are enforceable by law within those countries Deterrents to litigation Fear of creating a poor image and damaging public relations. Fear of unfair treatment in a foreign court. Difficulty in collecting a Judgment that may otherwise eave been collected in a mutually agreed settlement through arbitration. The relatively high cost and time required when bringing legal action. Loss of confidentiality 4 recommended steps for settling disputes Try to placate the injured party. Conciliate. Arbitrate. Litigate Companies spend millions of dollars establishing brand names or trademarks To symbolize quality and design. To entice customers Millions are spent on research To develop products, processes, designs, and formulas Lost sales from the unauthorized use of U. S. Tents, trademarks, and copyrights Amount to more than $100 billion annually Counterfeits anger from copies that have the same efficacy as the original to those with few or no active ingredients, to those made of harmful substances Inadequate Protection Failing to adequately protect intellectual property rights can lead to the legal loss of rights in potentially profitable markets A company that believes i t can always establish ownership in another country by proving it used the trademark or brand name first is wrong and risks the loss of these assets It is best to protect intellectual property rights through registration In the U. S. , a Common-law country, ownership of intellectual property rights is established by prior use versus registration International Conventions Three major aspects: Paris Convention for the Protection of Industrial Property, Inter- American Convention, Madrid Arrangement All countries have laws regulating marketing activities Promotion, Product development, Labeling, Pricing, Channels of distribution Discrepancies across markets cause problems for trade negotiators – particularly for managers and their firms U. S. Does not allow the buying or selling of human organs. Some countries only have a few marketing laws with lax enforcement. Others have detailed, complicated rules that are stringently enforced 0 Advertising comparisons in advertisements are always subject to the competitor’s right to go to the courts and ask for proof of any implied or stated superiority Green marketing laws Focus on environmentally friendly products and Focus on product packaging and its effect on solid waste management Antitrust a lot of the 20th century it was Nonexistent and Not enforced in most of the world’s countries (U. S. Was exception) U. S. Laws Apply in Host Countries Foreign Corrupt Practices Act, National security laws, Antibiotics law, Extraterritoriality of U. S. Laws and Antitrust laws 0 00 Foreign Corrupt Practices Act Makes it illegal for companies to pay bribes to foreign officials, candidates, or political parties 0 00 National security laws Prohibit a U. S. Company, its subsidiaries, Joint ventures, or licensees to sell controlled products without special permission from the U. S. Antibiotics law U. S. Companies are forbidden to participate in any unauthorized foreign boycott. Required to report any request to cooperate with a boycott Extraterritoriality of U. S. Laws Especially important to U. S. Multinational firms. Foreign governments fear the influence of American government policy on their economies through U. S. Multinationals What is illegal for an American business at home can also be illegal by U. S. Law in foreign Jurisdictions for the firm, subsidiaries and licensees of U. S. Technology Cybercafà © – Unresolved Issues Supersaturates (CSS), Taxes, and Jurisdiction of disputes and validity of contracts Taxes In the past, a company was deemed to have a taxable presence in a country if it had a permanent establishment there The E Commission Proposes value-added tax (VAT) Jurisdiction of disputes and validity of contracts The EX. Commission has adopted an e-commerce directive that will permit online retailers to trade by the rules of their home country unless the seller had enticed or approached the consumer by way of advertising Supersaturates buy and register descriptive nouns, geographic names, and names of ethnic groups and pharmaceutical substances, and other similar descriptors and hold them until they can be sold at an inflated price Businesses face a multitude of problems in their efforts to develop successful marketing programs Varying legal systems of the world and their effect on business orientations Legal questions must also be considered Jurisdictional and legal recourse in disputes. Protection of intellectual property rights. Extended U. S. Law enforcement Enforcement of antitrust legislation by U. S. And foreign governments Q . International marketing research and market research are Synonymous, since the research process is basically the same whether applied in USA. , U. K. , Japan or India? † Critically examine this statement. Marketing research process Stage 1: Formulating the Marketing Research Problem Formulating a problem is the first step in the research process. In many ways, research starts with a problem that management is facing. This problem needs to be understood, the cause diagnosed, and solutions developed. However, most management problems are not always easy to research. A management problem must first be translated into a research problem. Once you approach the problem from a research angle, you can find a solution. For example, â€Å"sales are not growing† is a management problem. Translated into a research problem, we may examine the expectations and experiences of several groups: potential customers, first-time buyers, and repeat purchasers. We will determine if the lack of sales is due to: ; Poor expectations that lead too general lack of desire to buy, or ; Poor performance experience and a lack of desire to repurchase. What then is the difference between a management problem and a research problem? Management problems focus on an action. Do we advertise more? Do we change our advertising message? Do we change an under-performing product configuration? If so, how? Research problems, on the other hand, focus on providing the information you need in order to solve the management problem. Stage 2: Method of Inquiry The scientific method is the standard pattern for investigation. It provides an opportunity for you to use existing knowledge as a starting point and proceed impartially. The scientific method includes the following steps: 1. Formulate a problem 2. Develop a hypothesis 3. Make predictions based on the hypothesis 4. Devise a test of the hypothesis 5. Conduct the test 6. Analyze the results The terminology is similar to the stages in the research process. However, there are subtle differences in the way the steps are performed. For example, the scientific method is objective while the research process can be subjective. Objective-based research (quantitative research) relies on impartial analysis. The facts are the priority in objective research. On the other hand, subjective-based research (qualitative research) emphasizes personal Judgment as you collect and analyze data. Stage 3: Research Method In addition to selecting a method of inquiry (objective or subjective), you must select a research method. There are two primary methodologies that can be used to answer any research question: experimental research and non-experimental research. Experimental research gives you the advantage of controlling extraneous variables ND manipulating one or more variables that influences the process being implemented. Non-experimental research allows observation but not intervention. You simply observe and report on your findings. Stage 4: Research Design The research design is a plan or framework for conducting the study and collecting data. It is defined as the specific methods and procedures you use to acquire the information you need. Stage 5: Data Collection Techniques Your research design will develop as you select techniques to use. There are many ways to collect data. Two important methods to consider are interviews and observation. Interviews require you to ask questions and receive responses. Common modes of research communication include interviews conducted face-to- face, by mail, by telephone, by email, or over the Internet. This broad category of research techniques is known as survey research. These techniques are used in both non-experimental research and experimental research. Another way to collect data is by observation. Observing a person’s or company’s past or present behavior can predict future purchasing decisions. Data collection techniques for past behavior can include analyzing company records and reviewing studies published by external resources. In order to analyze information from interview or observation techniques, you must record your results. Because the recorded results are vital, measurement and development are closely linked to which data collection techniques you decide on. The way you record the data changes depends on which method you use. Stage 6: Sample Design Your marketing research project will rarely examine an entire population. It’s more practical to use a sample-?a smaller but accurate representation of the greater population. In order to design your sample, you must find answers to these questions: 1. From which base population is the sample to be selected? 2. What is the method (process) for sample selection? 3. What is the size of the sample? Once you’ve established who the relevant population is (completed in the problem formulation stage), you have a base for your sample. This will allow you to make inferences about a larger population. There are two methods of selecting a sample from a population: probability or non-probability sampling. The probability method relies on a random sampling of everyone within the larger population. Non- probability is based in part on the Judgment of the investigator, and often employs nonviolence samples, or by other sampling methods that do not rely on probability. The final stage of the sample design involves determining the appropriate sample size. This important step involves cost and accuracy decisions. Larger samples generally reduce sampling error and increase accuracy, but also increase costs. Stage 7: Data Collection Once you’ve established the first six stages, you can move on to data collection. Depending on the mode of data collection, this part of the process can require large amounts of personnel and a significant portion of your budget. Personal (face-to-face) and telephone interviews may require you to use a data collection agency (field service). Internet surveys require fewer personnel, are lower cost, and can be completed in days rather than weeks or months. Regardless of the mode of data collection, the data collection process introduces another essential element to your research project: the importance of clear and constant communication. Stage 8: Analysis and Interpretation In order for data to be useful, you must analyze it. Analysis techniques vary and their effectiveness depends on the types of information oh are collecting, and the type of measurements you are using. Because they are dependent on the data collection, analysis techniques should be decided before this step. Stage 9: The Marketing Research Report The marketing research process culminates with the research report. This report will include all of your information, including an accurate description of your research process, the results, conclusions, and recommended courses of action. The report should provide all the information the decision maker needs to understand the project. It should also be written in language that is easy to understand. It’s important to find a balance between completeness and conciseness. You don’t want to leave any information out; however, you can’t let the information get so technical that it overwhelms the reading audience. One approach to resolving this conflict is to prepare two reports: the technical report and the summary report. The technical report discusses the methods and the underlying assumptions. In this document, you discuss the detailed findings of the research project. The summary report, as its name implies, summarizes the research process and presents the findings and conclusions as simply as possible. Another way to keep your findings clear is to prepare several different representations of your findings. Powering presentations, graphs, and face-to-face reports are all common methods for presenting your information. How to cite Repeat purchasers, Papers

Economic Development Improvement of a Nation

Question: Discuss about the Economic Development for Improvement of a Nation. Answer: Introduction Economic development refers to the process of improvement of a nation. The term Economic development is frequently used in the 20th century. It is concern with the well-being of the people of a region or well-being of people all over the world. Prior to 1970s, development was measured in terms of productivity and increase in GDP. However, economic performance like GDP or GNP, per capita etc. are measures of economic growth, which is also a key attribute to the economic development. Economic development includes the development of the health care system; education and safety and security as well. Development also considers the environment aspect. Development in the developing or less developed worlds is of major importance. It is often seen that a poor nation has improved in terms of output but there is no economic development has taken place. However, many have opined that economic growth will lead to development itself, as increase in income will be spent on human development. Ranis et al. (2012) stated that there is two-way relationship between growth and development. They have stated that, economic growth will increase the spending capacity of the people, which will further improve their well-being. Similarly, economic well-being of the people will further contribute to economic growth. However, economic growth does not ensure equality in the society. This paper will discuss the concept of economic development and it will also verify whether the Millennium Development Goals satisfy the meaning of this economic phenomenon. Economic Development In the traditional economic theories, there is an overlap between economic growth and economic development. The concept of development was quite narrow. In the recent studies of development, the economists directly focus on the poverty; income distribution and unemployment of the nations. Since 1970s, the economic development has been redefined and reducing poverty; unemployment and inequality are the major concerns. It has been seen that in many developing nations the growth rate has increased but it showed little improvement in terms of decline in unemployment; inequality and poverty level (Batt 2012). Development has to be considered as a multidimensional process that also involves changes in the social structure, popular attitudes and national institutions. Through development process, the condition of life must move away from unsatisfactory condition towards a materially and spiritually better life. Nobel laureate Amartya Sen discusses development in terms of capability approach. According to him, development has to be more apprehensive with progressing the live people are living and freedoms people are enjoying. What matters for well-being is not what a person has, rather what use a person can do of the commodities available to him. In this regard, Sen has called it functioning.Controlling own life; freedom of choice is the main aspect of well-being. According to Sens approach, real income or consumption level is not always sufficient to measure the economic well-being.This is because; a person might have higher income but certain essential commodities like nutritious foods is not available and even if one has lot of commodity available they are not desired by the consumers. Well-being of people is psychological state that can be followedtogether with the functioning such as dignity and health. Capability is the freedom of choosing functioning given the personal features of the person and command over the commodities. According to him, human well-being is the sense of being literate; being healthy nourished and long-lived. Sen has argued that, happiness is the human wellbeing. Utility in the sense of happiness is an important functioning relevant to well-being of a person.Level of happiness increases the average income of the country. Capabilities such as education; health and freedom are the major notions of happiness that indicates economic development. Development is a broad concept and it is often questioned that what constitutes the good life and how entire society can be moved towards a better system. Three basic core values serve as a conceptual basis to understand the proper meaning of development. The core values are sustenance; self-esteem and freedom. These are the common goals for all individual in a society. Sustenance is the ability to meet basic needs of the people. Food; clothing and shelter are necessary to sustain life at the bare minimum level. Life-sustaining basic human needs also includes protection. When any of these needs is absent or lacking, then it is claimed that it is a case of absolute underdevelopment. Without these basic needs life would impossible and economic development is required to improve the quality of life. Self-Esteem is to be a person and not used by others as a tool for their own ends. It is a sense of worth and self-respect. It is a feeling of worthiness in a society that promotes human val ues like dignity; integrity; respect and self-determination (Todaro and Smith 2014). However, the self-esteem varies from society to society because of different culture. The more developed is a society, the more is the worthiness and esteem are attached to the people. Economic development is thus required to gain esteem.Freedom is the ability of people to choose.It involves the prolonged range of choices. It has been argued that economic wealth increases the range of choices. Wealth permits people to attain greater regulatory power over nature than a poor. Development as freedom allows people to choose leisure. It can be said that development is both a state of mind and a physical reality that a society achieves through different economic; social and institutional process and secures better life(Green and Piel 2015). Regardless, the specific components of a better life development have three major objectives, such as: to upsurge the accessibility and extend the circulation of elementary life-sustaining goods, like food; shelter; health and security; To raise living levels in terms of high income, better education, facility of more jobs and devotion of cultural and human values, in order to enhance material well-being and individual self-esteem to enlarge variety of economic and social choice available to people of a nation by releasing them from slavery and dependence in relation to other people as well as from forces of ignorance and human desolation. In the following section, it will verify, whether Millennium Development Goals (MDG) fit into the concept of development discussed above. Millennium Development Goals In 2000, the member countries of United Nation committed to make considerable progress by alleviating poverty and to achieve other human development goal by 2015. The member nations have adopted eight goals is commonly referred as Millennium Development Goals. MDGs recognize multidimensional aspect of development and poverty eradication. This is one of the strongest international commitments taken together to reduce global poverty. The eight goals emphasize on: removing high poverty and hunger; attaining primary education for all; promoting gender equality in order to empower women; improving maternal health; fighting diseases like malaria; HIV/AIDS etc.; reducing child mortality; confirming environment sustainability and establishing global partnership for development (Todaro and Smith 2014). Each goals have some specific targets achievable by 2015. The first goal addresses the problem of poverty. It targets to diminish to half the percentage of people, living below $1 per day and reducing the proportion of people by half who are suffering from hunger. The second goal addresses the problem of illiteracy. It targets to provide all girls and boys a full course of primary education. The third goal addresses the gender inequality and the need for woman empowerment. It targets to remove gender inequality in secondary as well as primary education by 2005 and attaining gender parity at all level by 2015 (Alkire and Sumner 2013). The fourth goal addresses the problem of child mortality. It targets to reduce child mortality rate by 2/3rd. The fifth goal addresses the delinquency in maternal health. It targets to reduce maternal mortality ratio by 3/4th. The sixth goal recognizes problem in terms of health hazards, it targets to inverse the spread of HIV/AIDS and reverse the occurrence of malaria and other diseases. The seventh goal recog nizes the need for sustainable environment. This goal has to be achieved through integrating principle of sustainable development into the policies and programs of the government(Griggs et al. 2013). It has to reverse the loss of conservational resources. Percentage of people without sufficient access to safe drinking water has been targeted to reduce by half. Environment sustainability aimed to be ensured by improving the lives of 100 million slum dwellers by 2020. The eighth goal addresses the need for global partnership for development. It targets to assist least developed countries by accessing their export without quota and tariff; improved program for heavily indebted poor countries. More assistance would be provided to the countries that aims to reduce poverty. Corporation among developed and developing nation to implement strategies for a productive and decent work for youth. The major focus of MDGs is to alleviate poverty. The sustainability in environment is essential for securing a way to move away from poverty. This is because; the targets of environment sustainability goal address the needs of the poor. Therefore, it can be said that without protecting the poor it is difficult to escape from poverty. MDGs have also faces some criticism. This is because; many believe that the targets are not ambitious as it only project to reduce past rates within 15 years in future. In some region, after reducing the indicators by half the level is still much higher than the desired level. The goals are not prioritized, as reducing hunger may hinder the achievement of other educational and health targets. However, the correlation of objectives of MDGs might be unspoken and they are treated as stand-alone objective, but actually they are complements of each other (World Health Organization 2013). It is questionable whether MDGs can fit into the definition of developme nt. This is for example, $1 per day is too low to attain the three core values, i.e. sustenance; self-esteem and freedom. The MDGs should have focused on reducing the subsidy on agriculture by the rich nation, which is the major obstacle for less developed nations. Moreover, MDGs do not emphasizes on improving the legal and human rights for poor. It misses the need for slowing down the global warming that has been causing potential harm to the African and south east Asian countries. MDGs targets to make primary education accessible to all. However, attaining this goal is not meaningful if there is no further opportunity for further higher education. This goal can only be achieved if there are school infrastructure and efficient teachers, which are not addressed by MDGs. Though MDGs targets to reduce existing disparity in gender but it less focuses on expanding gender equality (Comim and Nussbaum 2014). It has been argued that MDGs are hard to be achieved by the worst-off countries, thus no significant progress cannot be made by them (Sachs 2012). Measuring the changes in proportion is inappropriate to understand the actual improvement of well-being. For example, halving poverty rate of a country from 10% to 5% represents achieving the target (50% poverty reduction) that reducing poverty rate by another term from 50% to 35% (only 30% reduction). But in real term, the later one has shown better progress, as its baseline is far below. Moreover, the MDGs related to health only focus on child mortality; maternity health and some infectious diseases. This unrecognized several other health issues and overarched the goal of freedom from illness is missing in these objectives (Doddand Cassels 2013). The goals of global partnership are criticised by many authors, as it focuses on commitment of developed nations and ignored the consequences of resource transfer from developing nation. Therefore, empowerment of developing nations is hindered. Therefore, it can be said tha t MDGs do not meet the objective of the development completely. Conclusion Each of the goals are commendable, however, MDGs do have some inherent limitations. The paper has described the concept of economic development. It has identified the well-being parameters and opined that the development is related to human happiness. The Millennium Development Goals aims to achieve certain targets but it bypassed many major aspects of development. By attaining the targets, the society would be better-off but ultimate development of human well-being may not be achieved. References Alkire, S. and Sumner, A., 2013. Multidimensional poverty and the post-2015 MDGs. Development, 56(1), pp.46-51. Batt, H.W., 2012. Development and Wealth: A Georgist Perspective. American Journal of Economics and Sociology, 71(4), pp.1004-1046. Comim, F. and Nussbaum, M.C. eds., 2014. Capabilities, gender, equality: towards fundamental entitlements. Cambridge University Press. Dodd, R. and Cassels, A., 2013. Health, development and the Millennium Development Goals. Annals of tropical medicine and parasitology. Green, M.G. and Piel, J.A., 2015. Theories of human development: A comparative approach. Psychology Press. Griggs, D., Stafford-Smith, M., Gaffney, O., Rockstrm, J., hman, M.C., Shyamsundar, P., Steffen, W., Glaser, G., Kanie, N. and Noble, I., 2013. Policy: Sustainable development goals for people and planet. Nature, 495(7441), pp.305-307. Ranis, G., Gersovitz, M., Diaz-Alejandro, C.F. and Rosenzweig, M.R. eds., 2012. The Theory and Experience of Economic Development: Essays in Honour of Sir Arthur Lewis. Routledge. Sachs, J.D., 2012. From millennium development goals to sustainable development goals. The Lancet, 379(9832), pp.2206-2211. Todaro, M.P. and Smith, S.C. 2014, Economic Development, 12th Edition, Addison Wesley Longman Inc, USA World Health Organization, 2013. Millennium development goals (MDGs). Fact sheet N, 290.

Management gurus and the fashions Essay Example

Management gurus and the fashions Essay This essay critically explores the fact that management gurus and the fashions they have created and promoted have gained such popularity. And the source derives from the several ways in which they appeal to their followers. It begins by explaining what management gurus are and outlines several ones who have revolutionized individuals and organisations. It then reviews the strong character themes and creations that these management gurus have fostered to implement to their followers. This includes religious imagery and social creations. The essay endorses such techniques used to attract and maintain followers as well as seeking to stress a number of potential limitations with them. However, the overall success of the management gurus can highlight that to some extent, that their techniques can be valid. Management gurus are portrayed as prominent speakers in society. They play the role of consultants to managers in organisations. For instance, Huzynski suggests that management gurus and consultants ensure that management ideas are constantly upgraded or preplaced through what describes as a process of planned obsolescence (Huczynski, 1993). This is known as Reengineering. Managers always turn to management gurus when they need innovative ideas to enhance their management strategies leading to maximum profits. Huzynski (1993) states that reengineering is: the fundamental rethinking and radical design of business processes to achieve dramatic improvements in critical measures of performance, such as cost, quality, service and speed. We will write a custom essay sample on Management gurus and the fashions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Management gurus and the fashions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Management gurus and the fashions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The management gurus perspective of reengineering is repackaging the same management strategies previously given and then sells it to these managers like their brand new. Drawing in particular on the work of Hammer (1999), he points out that he has created another form of reengineering after the new popularity of the internet. He argues that, by linking companies together, internet technologies can create saving and improve productivity by coordinating efforts across corporate boundaries in a process which he dubs intercorporate engineering. Reengineering has done the world good because it has enabled executives to see through the surface structure of their organisations and to home in on their fundamental purpose; delivering value to customers in a way that creates profits for shareholders (Hammer and Stanton, 1999). It can be argued that these management gurus are actors. Thus they claim they have created brand new ideas but behind the scenes these are only repackaged, having only regurgitated the past successful management strategies. This critique suggests hidden agendas in the services the management gurus give to managers as customers. In contrast, this clashes with Hammer and Champy (1993) who have found that: BPR is about beginning again with a clean sheet of paper. It is about rejecting the conventional wisdom and received assumptions of the past. Paradoxically, the management gurus are not BPR (Business Process Reengineering) correctly as it refers to completely starting afresh with a brand new idea and going back to the drawing board. Moreover, perhaps by repacking these ideas on instead of giving radically different ones will keep the management gurus in business since these ideas start to become somewhat of a clichi. As a result, these ideas depreciate and eventually lose their value. This is as revealed by Hammer and Stanton (1996, p. 32) who state: A lot of people embark on reengineering but dont go anywhere because of a failures of intellect or courage. While this may also suggest management gurus fear to experiment with new management strategies, repackaging these successful past ideas do spawn them visits from the managers creating more profits. For instance, Business Process Reengineering and Total Quality Management is the most widely recognized, if not practiced, organizational improvement initiative (Burdett, 1994). Furthermore, this explains why gurus are reluctant to using any alternative method that devises management strategies apart from business process reengineering, as there is a risk of creating an unsuccessful one. This would ruin their reputation as experts and thus jeopardise their popularity. Thus, reengineering can be a last resort for management gurus as they can be assured a successful idea to sell on to their customers.

Show, Dont Tell Tips and Examples of The Golden Rule

Show, Dont Tell Tips and Examples of The Golden Rule Show, Don't Tell: Tips and Examples of The Golden Rule Show, don’t tell is one of the most frequently given pieces of advice among writers. But just like â€Å"write what you know† and â€Å"write every day,† it can be difficult to follow - especially if you don’t really know what it means! Luckily, we’re here to show you exactly what this involves. We'll explain the various benefits of â€Å"showing† in writing, and provide plenty of helpful examples. Show, don't tell: it's a rule for a reason. Let us SHOW you why! 'Show, Don’t Tell': A Quick DefinitionShow, don’t tell is a writing technique in which story and characters are related through sensory details and actions rather than exposition. It fosters a style of writing that’s more immersive for the reader, allowing them to â€Å"be in the room† with the characters.In his most commonly repeated quoted, Chekhov said, â€Å"Don’t tell me the moon is shining. Show me the glint of light on broken glass."In short: showing illustrates, while telling merely states. Here’s a quick example of showing versus telling: Showing: As his mother switched off the light and left the room, Michael tensed. He huddled under the covers, gripped the sheets, and held his breath as the wind brushed past the curtain. Telling: Michael was terribly afraid of the dark.In the â€Å"showing† example, rather than merely saying that Michael is afraid of the dark, we’ve put him in a situation where his experience of that fear takes center stage. The reader can deduce the same information they’d get from the â€Å"telling† example but in a much more compelling way. The Benefits of 'Show, Don't Tell'Showing also helps develop characters in a way that isn't just listing their traits. For instance, rather than telling your readers that â€Å"Gina was selfish and immature,† you could show this side of her by writing a scene where she whines about how everyone forgot her half-birthday. Or if you have a character who’s extremely determined, show her actually persisting through something - don’t just say â€Å"she was persistent.†Overall, when done right, showing draws readers into the narrative with truly immersive description. It contributes to story development but also leaves certain things up to the reader’s interpretation, which is much more interesting than making everything explicit. (Though of course, you can still use language to alter their perception).The bottom line: telling might be quicker, and it’s certainly necessary to have some telling in every story (more on that later), but showing should almost always be your prime strategy.All right, that’s enough theory for now! Let’s talk about how you can show, not tell, in your own work. Here are five key tips on how to show rather than tell in a story4 Practical 'Show, Don’t Tell' TipsLet's start with one of the most important aspects of storytelling...Tip #1. Create a sense of settingOne of the best ways to show rather than tell is to create a sense of setting. You can do this by writing about how characters perceive and interact with their surroundings, weaving plenty of sensory details and occasional action into the scene. This is a particularly good way to lend immediacy to your story, as the reader should be able to imagine themselves in that very setting. Telling: I walked through the forest. It was already Fall and I was getting cold. Showing: The dry orange leaves crunched under my feet as I pulled the collar up on my coat.Tip #2. Use dialogue to show characterIn addition to setting, you can also use dialogue to demonstrate story elements beyond the surface conversation. A character’s speech will tell the reader a lot about them, especially when they’re first being introduced.Do they use long sentences and polysyllabic words or do they prefer short, punchy replies? Are there likely to use slang and call an authority figure â€Å"dude† or â€Å"fam† or will they address them respectfully as â€Å"Mr. So-and-So†?Tip #3. If in doubt, always describe actionâ€Å"Telling† almost always grinds your narrative momentum to a halt. Imagine having to describe the setting every time your characters enter a new space - any pace you had built in your chapter would be destroyed. However, it’s still important to evoke the setting and put your scene in context. And that’s w here showing action comes in handy.Let’s say you start your scene with your character walking through St Mark’s Square in Venice. Instead of describing the pigeons, the tourists and the layout of the space, you can evoke it through action: He was late. St Mark’s clocktower had struck one and Enzo found himself pushing against the tide of tourists milling towards the cafes lining the Piazza San Marco. A clump of pigeons scattered in front of him.Through action, you’re able to describe the setting of the scene while also maintaining your story’s forward motion.Tip #4. Use strong details, but don’t overdo itStrong, vivid details are crucial to the process of showing. However, that doesn’t mean you should include too many details, especially those that are overly embellished. This kind of excessively ornate language can be just as bad as â€Å"telling† language that’s too basic, as it may cause the reader to lose interest in your super-dense prose. Too much detail: The statue felt rough, its aged facade caked with dust and grime as I weighed it in my hand, observing its jagged curves and Fanta-colored hue. Just right: It was heavier than it looked. Some of the orange facade crumbled in my hand as I picked it up.Strike the right balance by alternating between simple and complex sentences and ideas, and different types of sensory detail, so the reader doesn’t get overloaded on one type.'Show, Don’t Tell' ExamplesTo break down this technique even further, here are a few additional "show, don't tell" examples of authors showing rather than telling in their writing. If you want to analyze even more examples of this tactic, just crack open the nearest novel! Pretty much every work of fiction involves showing, and observing the tactics of successful authors is one of the best ways to learn for yourself.Example #1. The Handmaid’s Tale by Margaret AtwoodI once had a garden. I can remember the smell of the turned earth, the plump shapes of bulbs held in the hands, fullness, the dry rustle of seeds through the fingers. Time could pass more swiftly that way. Sometimes the Comm ander’s Wife has a chair brought out, and just sits in it, in her garden. From a distance it looks like peace.This passage uses various senses (smell, touch, and sound) to recreate the atmosphere of Offred’s old garden, romanticizing the act of gardening to show that she misses those days. It also connects that peaceful past time to the present day, implying that many people no longer feel at peace, including the Commander’s Wife.Example #2. It by Stephen KingIn this early scene, young Georgie is running after his toy boat as he is unwittingly being lured by a malevolent force.Now here he was, chasing his boat down the left of Witcham Street. He was running fast but the water was running faster and his boat was pulling ahead. He heard a deepening roar and saw that fifty yards farther down the hill the water in the gutter was cascading into a storm drain that was still open. It was a long dark semi-circle cut into the curbing, and as Georgie watched, a stripped b ranch, its bark as dark and glistening as sealskin, shot into the storm drain’s maw.King renders the fast-running rivulets of a rainy day by having Georgie run alongside them, unable to keep up. Then he sees the storm drain, which King aptly calls a â€Å"maw† (a spot-on metaphor), and its threat is heightened by the sound of its â€Å"deepening roar† and the fact that it swallows an entire branch. Needless to say, poor Georgie’s boat doesn’t stand a chance. You gotta admit, that's a pretty cute pig. (Image: Paramount)Example #6. Oliver Twist by Charles DickensIn this extract, Oliver has arrived in London for the very first time.A dirtier or more wretched place he had never seen. The street was very narrow and muddy, and the air was impregnated with filthy odours. There were a good many small shops; but the only stock in trade appeared to be heaps of children, who, even at that time of night, were crawling in and out at the doors, or screaming from the inside. The sole places that seemed to prosper amid the general blight of the place, were the public-houses†¦ Oliver was just considering whether he hadn't better run away, when they reached the bottom of the hill.Oliver’s initial impression of London hits us like a train: you can almost taste the filthy air and hear the children screaming for yourself. And if London’s extreme depravity wasn’t already evident enough from the description, you can tell from Oliverâ €™s reaction that it must be pretty bad - for context, he’s just walked 30+ miles to reach London, and this is the first thing that’s really fazed him.Of course, Dickens might have just written, â€Å"Oliver reached London. It was dirty and crowded.† But while this more or less summarizes the above passage, it completely loses the visceral sense of setting and Oliver’s feelings toward that setting. Without these details, the description would be totally generic.Example #7. Fahrenheit 451 by Ray BradburyIn this scene, Montag, a â€Å"fireman† tasked with destroying books, hears his boss’s voice in his head, describing the burning of pages.He could hear Beatty's voice. â€Å"Sit down, Montag. Watch. Delicately, like the petals of a flower. Light the first page, light the second page. Each becomes a black butterfly. Beautiful, eh? Light the third page from the second and so on, chainsmoking, chapter by chapter, all the silly things the wo rds mean, all the false promises, all the second-hand notions and time-worn philosophies.†This excellent use of metaphor (taken from our list of 97 metaphors in literature and pop culture) compares the pages of burnt books to â€Å"black butterflies†: an eerie image that, fittingly enough, burns itself into our brains. Though no book-burning actually occurs at this moment (Montag is merely imagining it), the reader can still vividly see what it would look like. We shudder at the contrast between the innocent, petal-like pages and the monstrous, destructive fire. Indeed, this is the pinnacle of showing - it really drives home how powerful figurative language can be.Example #8. White Teeth by Zadie SmithArchie scrabbling up the stairs, as usual cursing and blinding, wilting under the weight of boxes that Clara could carry two, three at a time without effort; Clara taking a break, squinting in the warm May sunshine, trying to get her bearings. She peeled down to a little purple vest and leaned against her front gate. What kind of a place was this? That was the thing, you see, you couldn’t be sure.The stream-of-consciousness style here evokes the rushed chaos of moving house. Also, the juxtaposed descriptions of Archie and Clara (him â€Å"scrabbling, cursing, blinding, and wilting† while she calmly assesses the situation) show how different they are - a disparity which will only grow over the course of the book.Is telling ever acceptable?Of course, sometimes you have no other choice but to do a bit of â€Å"telling† in a story. Yes, it’s a narrative shortcut, but sometimes shortcuts are necessary - especially when you’re trying to explain something quickly, with no fanfare or immersive evocation for readers. Writers often â€Å"tell† at the beginning of a story to get the exposition across, or after a â€Å"big reveal† where certain details just need to be clearly stated. The important thing is bala nce; as long as you don’t have too much of either telling or showing, you should be fine.Finally, remember that there are no hard-and-fast rules for writing. If you’re worried that you’re telling too much and not showing enough, but your writing still flows well and engages readers, don’t feel obligated to change it! And as Jim Thomas says in the video above: â€Å"In the arts, rules are more like friendly suggestions. This is especially useful to remember when you’re creating your first or second draft - you’re going to ‘tell’ and that’s okay. You’re still figuring out what your story is about.†So whether you’re more inclined to show or to tell, just know that with practice, you’ll find the exact style that works for you. And when that happens, you’ll show everyone (sorry, we couldn’t resist!) what you’re made of as a writer.Do you struggle to show, not tell? Leave any qu estions, concerns, or tips in the comments below!

Institutionalized Juveniles and their rights Essay

Institutionalized Juveniles and their rights - Essay Example In judging on a proposal to make a hearing private, the court must take into account the maturity and age of the offender, charges against the offender, probability of confidentiality breach, and the advantage of privacy to the offender and weigh these issues against the advantage of an open hearing (Champion, 1997). A juvenile offender has the right to be allocated a guardian. A guardian of a person may be appointed for the offender if the court establishes it will be at the best interest of the juvenile offender, or if no guardian, custodian, or parent turns up at a hearing with the offender (Champion, 1997). A considerable body of law ascertains the rights of incarcerated and detained juvenile offenders and safeguards their rights in confinement. Ombudsman programs also help to supervise juvenile correctional facilities. They safeguard the rights of juvenile offenders in custody. The people who protect juvenile offenders’ rights derive their authority from the Supreme Court, and juvenile codes and statutes (Champion,

Global warming Essay Example | Topics and Well Written Essays - 750 words

Global warming - Essay Example I disagree with this opinion because I believe global warming is happening due to man’s behavior towards the environment. As such, humanity should be concerned. In October 2012, the British newspaper Daily Mail printed an article claiming that global warming had ended in 1996 and a pause had taken place. This was based on some data from the Britain’s Meteorological Office or MET. Supposedly, the temperature of the Earth from 1997 to the present has not risen significantly enough to cause an alarm. Moreover, the report alleges that the Earth’s â€Å"temperature had been stable or declining for about 40 years.† (Rose) Ironically, the author ends his piece by saying that global warming does exist but it is not happening as fast as other people believe. Global warming continues to happen at present, and it is still the most crucial problem the humanity is facing. In the recent report presented in Doha Talks, it was stated that global emissions of carbon dioxid e which is one of the main reason of global warming was at a record high in 2011 and were likely to take a similar jump in 2012. It can therefore be concluded from this data that although some countries are setting limits and precautions, these measures are still failing and as carbon dioxide emissions continues to happen, global warming also continues to get worse. ... in 2007 in the United Nations, it was said that the sea ice is declining much faster than had been predicted and even some scientists think ‘the Arctic Ocean could be largely free of summer ice as soon as 2020†. (Doha Talks) This phenomenon can be attributed to the rapid increase in temperature in the region. Although this can be related to the natural ocean cycle, the Intergovernmental Panel on Climate Change released a report in November 2011 predicting that global warming will cause more dangerous and â€Å"unprecedented extreme weather† in the future. It is in my opinion that global warming has not stopped since the last Ice Age. Global warming is a current occurrence and factors like climate change and CO2 emissions prove this. Environmental scientist David Keith shares that the Earth is â€Å"a lot warmer that it was since... the ice ages 10,000 years ago.† (Lamb) Man contributed a lot to this warming by filling the environment with polluted air. As ma n became more civilized, he created things that have, eventually, caused harm to the planet. In a recent study about the impact of Asian carbon aerosols on the United States, researchers discovered that the amount of air pollution Asian countries make overshadows the amount of greenhouse gases reduced in the United States. Therefore, even if Americans are able to clean up their air some, Asians manage to make it dirty again. In Beijing, China, for example, around 27 million tons of coal was used in 2010. (Park and Min) It can be drawn out from this that as long as human activities that cause global warming to worsen, it would continuously gets worse as well. Undeniably, not all countries and not every citizen are working to resolve this issue. It is a fact that humans are still negligent at some point in

Literatrure Review Research Paper on Teen Pregnancy in the UK Case Study

Literatrure Review Research Paper on Teen Pregnancy in the UK - Case Study Example These contraceptives have been found to be used only after the individuals have become sexually active, and this has created a situation where unwanted pregnancies are barely prevented in this state. It has further been found that of all the pregnancies that take place in the United Kingdom, nearly half of them are unplanned and of these, almost a quarter are terminated, while thirty eight percent end up being unwanted children (DiCenso, Guyatt, Willan & Griffith 2002, p.1426). The abortion rate in the United Kingdom is among the highest in the developed world, only being surpassed by Canada and the United States; a fact which can be said to be serious indeed. Despite the fact that Britain takes for granted its progress in maternal health, because of its substantial improvement over the years, it still has the challenge of teenage pregnancies to consider. Teenage pregnancy in the United Kingdom can be considered an area that is a very serious public health problem that has to be effe ctively tackled if prevention is to be achieved. The detrimental social and health results that tend to accompany unplanned teenage pregnancy have over the years come to be realised in the United Kingdom. Despite the fact that birth rates amongst teenagers have dropped considerably in many areas of Europe, the opposite has been taking place in Britain, whose rates are considered the highest in Europe. ... It has therefore become necessary to make a study of the causes and effects of teenage pregnancies in the United Kingdom since it is an ideal environment where such a study can be conducted in the developed world. Literature Review The growing problem of teenage pregnancies, most of them unwanted, in the United Kingdom, has come to raise a lot of concern to such an extent where plenty of literature is being written about. Most of the new literature about this phenomenon not only focuses on the development of statistics, but they also focus on the causes, effects, as well as the possible solutions that can be developed to curb this problem. In previous years, the literature written concerning teen pregnancies often ignored the psychosocial problems that these cases often cause for those teenage mothers involved. Among the psychosocial problems that often plague teenage mothers are the following; the interruption of their education, the limitation of their job opportunities, the separa tion that develops between the teenage mother and her child’s father, and finally, the increased risk of repeat pregnancies (Silles 2011, p.766). It has been recognised that the causes of teenage pregnancies are quite diverse and complex in a number of ways which include pressure from older partners, a lack of sex education, a delay of the use of contraceptives, as well as the failure of contraceptives after they have been used (Chevalier & Viitanen 2003, p.325). In Britain, it has been found that there is extensive geographical disparity, with the highest rate of teenage pregnancies being among girls in Barnsley, Doncaster, and southeast London. This case can be distinguished from that in eastern Surrey, which has for the most part, low

Main aim of education to promote individual differences education essay

Main aim of education to promote individual differences education essay This essay endeavours to analyse the statement that the main aim of education is to encourage individual differences. It puts forth the ethical claim that our education systems should not standardise students but help them develop as individuals in their own right. In order to present a balanced view to the reader, this literary piece draws upon the works of philosophers and educators from as far back as 360 BC. It is concluded that given the challenges faced by man in the 21st century, it only makes sense that education should support individuality. Introduction In the discourse of this paper, I aspire to investigate the aim of education as a facilitator for encouraging individual difference. The paper has been divided into four parts. I first discuss the significance of the nature of the student-teacher relationship and then explore the theoretical and practical realms of the two main educational systems of the 21st century. In the third segment of the essay, I compare the two educational structures on the basis of their support for promoting individuality. The paper is drawn to a close with a conclusion that authenticates the claims of this essay. Importance of the Student-Teacher Relationship In the opening chapter of their book, The Study of Education (2009), Bates and Lewis present an autobiographical account on education written by Wendy, an early years educator. While exploring the early years of her childhood, Wendy puts forth her feeling of disconnect with education due to the ineffective teaching practices that built up a foundation of fear around the very term. She describes her head teacher as being a strict authoritarian whose teaching philosophy was modelled on Lockes empirical pedagogical approach that described the childs mind as a blank sheet of paper that needed instruction from an exterior source in order to form ideas and opinions ( Locke, 1924). Wendy says, I loathed her for her remoteness and retreated into myself whenever she taught a lesson in our class (Bates and Lewis, 2009, p. 10). This diminished Wendys confidence and interest in learning and made her question her intelligence quotient. However, when she shifted to a slightly progressive learning environment where the teacher was not a scary figure, she not only became an A student but thoroughly enjoyed the learning process. Her fear of education disappeared and there was a sheer boost in self confidence (Bates and Lewis, 2009). Bates and Lewis (2009) use this example to put across the criticality of the relationship between the learner and educator. The online pocket Oxford dictionary (2006) defines the term relationship as the way in which two or more concepts, objects, or people are connected. Thus, it goes to say that the nature of the connection between two human beings is the most important feature in a relationship. This principle can be applied to student-teacher relationships as well. Studies have proven that a close and positive relationship between teachers and students has a direct impact on the academic achievement, behaviour and adult life of the student (Jones, 1981). For instance, as Jacqueline Zeller (n.d.), lecturer at the Harvard Graduate School of Education, points out, when children are provided with a sense of safety and security afforded by close relationships with teachers, they not only enjoy the process of education but also develop into well-rounded adults. However, when children are yelled at by the teacher, they feel rejected and frightened and tend to shun education (Zeller, n.d.). When students choose to drop out of high school, it is usually not a spontaneous decision but one that has been reached over a period of time mainly due to the presence of feelings of academic frustration and defeat or socio-cultural issues (Alliance for excellent education, 2009). A paper written by Rouse (2005) for the symposium on the Social Costs of Inadequate Education, New York, points out that these high school dropouts earn, on average, $260,000 less than a high school graduate. Thus, the ineffective flow of communication between the teacher and student has more consequences than we manage to comprehend. This brings up the question that if a positive student-teacher relationship is so important, why do we still see such varying student-teacher dynamics in the current day classroom scenario? The best way to understand this would be by exploring the two main teaching methodologies which define our academic world today: the traditionalist and progressive education system. Traditionalist education system A traditional teaching environment is a teacher-centric setup, where the role of the teacher is directive and rooted in authority (Novak, 1998). This teaching methodology arises from the realist philosophy of education that promotes the integration of the mind and body. Therefore, here theoretical learning is on the same footing as experiential education. This approach is mostly based on John Lockes educational philosophy (Locke, 1693). Locke, the 17th century British philosopher, believed in the immanent perspective of the child (James et all, 1998). He was of the opinion that the childs mind is a blank slate and knows nothing. It is up to extrinsic factors to provide information in order to instigate thoughts and opinions (Locke, 1813). Thus, while the student is important in this educational system, the main role is played by the teacher, who is more knowledgeable and experienced in matters of the world. Textbooks and workbooks are used as the primary teaching aids that help the t eacher fill up these knowledge holes in the minds of the students (Novak, 1998). In this educational setup, students are assessed via written and oral examinations (Novak, 1998). Since this a standardised testing system, the results are variable within the classroom, depending on each childs cognitive ability (McNally, 1974). However, there is a demand for a more balanced academic result with an exceptionally high class average, which affects the reputation of the school (Novak, 1998). Thus, teachers tend to spend most of their time perfecting students via repetition and rote learning. Traditionalists usually tend to adhere to a fixed curriculum; therefore, it is usually not possible to learn the content in context (Johnson and Johnson, 1991). Also, since there is more emphasis on the realist ideology of individualized learning rather than on group activities (Novak, 1998), the teachers prefer a linear classroom layout. Thus, desks and chairs are generally arranged in rows. It is interesting to note that though this education system has its roots in the realistic realm, the lack of implementation of the established education policies and rules makes learning more abstract. For instance, Locke laid emphasis on the soundness of the body and mind (Locke, 1693). He also believed that character-building and morality did not have to be formed by forcing children in a particular direction. He was of the opinion that once the knowledge was imparted to children and they were shown the path, they would be capable of integrating theory with practice. However, the present day scenario in traditionalist schools suggest otherwise. The teacher has to grill the students over and over again in order to attain a half decent result (Novak, 1998). Also, Locke was not very keen on the idea of punishment. In his essay, Some Thoughts Concerning Education (1693) he states that punishment does more harm than good to the child. However, what we see in traditionalist schools is a belief in the Kantian notion of the original sin (Kant, 1900). The system practices the concepts of sin and virtue, where a sin is met with punishment and a virtue with a reward. Thus, force is generally used by educators to discipline students and make them obedient (Novak, 2008). Another example is that of the nature of education. Contradictory to Lockes belief, traditionalists look upon education as a duty and obligation that students must fulfil. The Kantian view that education is not a matter of desire but a call of duty holds much weight here (Kant, 1900). This idea can be understood through an elaborate example presented by Plato, an idealist Greek philosopher whose work has affected generations in philosophical thought. In his book The Republic (360 BC), Plato puts forth the allegory of the cave, which mainly focuses on the process of attaining enlightenment. This is a brilliant allegory since it covers the metaphysical, epistemological and ethical aspects of the idealist education philosophy and also sheds some light on human nature (Plato, 360 BC). The allegory is written in the form of dialogues between Socrates, Platos teacher, and Glaucon, Platos older brother. Socrates asks Glaucon to imagine an underground cave with its mouth opening toward the light (Plato, 360 BC). A group of people have lived here since birth, their legs and heads are chained so that they cannot move and they sit facing a blank wall (Plato, 360 BC).There is a fire blazing at a distance behind them and between the fire and the prisoners there is a raised walkway with a wall in front of it. The prisoners watch the shadows projected by people carrying all shapes and sizes of objects and stuffed animals while walking down the raised path. Socrates describes these shadows as the closest versions of reality available to the prisoners (Plato, 360 BC). When these prisoners are liberated they move around the cave and find it hard to adjust to their new realities. The bright light from the fire hurts their eyes causing them to flinch with pain. It is not a welcoming change (Plato, 360 BC). What Plato is trying to convey here is that the prisoners have suddenly moved from a position of relative ignorance to a position of relative knowledge and the entity responsible for liberating them is the teacher. Thus, Plato makes a blatant point that education is not a pleasurable process but a painful procedure that needs to be forced upon people. Socrates then describes the prisoners journey to the higher world where they have the sun. The sun is used as a non-religious metaphor for attaining enlightenment. He states that the prisoners had to be forced to reach the mouth of the cave, implying the requirement of a compulsory authoritarian approach adopted by the teacher (Plato, 360 BC). Socrates then illustrates to Glaucon how the enlightened prisoner journeyed back into the cave to share his newfound knowledge with the others (Plato, 360 BC). Naturally, his ideas were refuted by the prisoners; for them the images on the wall still defined the ultimate truth of their realities. However, out of a sense of moral Platonic responsibility, which here is to pity the unenlightened minds, Socrates put forth the idea of using compulsion to educate the prisoners; after all the current teacher also had to be forced to go out into the light (Plato, 360 BC). This allegory echoes a resonating theme in the traditionalist education system. Progressive teaching methodology A progressive education system follows a student-centric teaching approach. Here the role of the teacher is that of a facilitator of education rather than an authoritarian instructor (University of Vermont, n.d.). Today we can find a number of different styles of progressive educators. However, the common thread running through them all is that they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives (University of Vermont, n.d.) This approach has its roots in John Deweys model of education. Dewey was an American philosopher and educator who played an important role in defining the meaning of education during the late 19th and early 20th century. He founded the philosophical school of pragmatism with Charles Sanders Pierce and William James (Weber, 1960).Unlike ancient philosophical movements, such as idealism and realism, that trace their origins to Europe, the pragmatic system of thought first emerged in the United States of America. For the pragmatists, democracy is a deep concept rather than a political decision-making plan. It is the idea through which people form their social theories and beliefs about the nature of their world (Dewey, 2004). Dewey applies this concept of democracy to education in his book Democracy and Education (Dewey, 2004). He describes education as that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience (Dewey, 2004, p. 83). Thus he considers education a social process and believes that students learn best when indulging in real-life group activities. It is interesting to note that unlike the ancient idealist dualism of the mind and body or the realist collaboration of theory and practice, pragmatism majorly advocates experiential learning. It harbours a general mistrust in theoretical abstraction or ideal speculation of any kind (Weber, 1960). It is a grounded ideology that believes in the functionality and practicality of the real world. It can be said that pragmatism is a derivative of realism. However, stark differences can be found between the two ideologies in terms of their metaphysical, epistemological and ethical principles (Ulich, 1961). Dewey did not believe in formulating fixed aims of education, since he opposed the segregation of the means from the end. In his opinion, the means, or journey, could result in more pleasure than the desired end (Dewey, 2004). Conquering the world, as Alexander the Great learned, is less desirable than having more worlds to conquer (Weber, 1960, p.265). Similarly, in a progressive classroom the main aim is to insure that the children are comfortable, since this is where their actual learning takes place. Here, children are not educated to be prepared for life; instead, education is considered life itself (Dewey,2004). The education system supports an interdisciplinary curriculum, which is more focused on the needs of the students rather than pre-defined tasks and subjects set out by the management or the teacher. By doing so, the students are not only given the power to participate in the decision-making process but are also given the freedom to learn by constructing their own knowledge (Dewey, 1956). In his book Democracy and Education (2004), Dewey talks about the humanistic nature of living beings. He describes the student as the biological child, the psychosocial child and the social child. Thus, when the learner comes to school he brings with him all the connotations, principles and experiences associated with his persona, which are appreciated and nurtured. Since progressive educators consider education to be a social phenomenon, more emphasis is laid upon group work rather than on individual learning (University of Vermont). Most of the classroom activities are tailored according to the group dynamics in the class, while keeping in mind the democratic theme of the education philosophy. However, with freedom comes responsibility (University of Vermont).It then becomes the duty of the teacher to instil the correct value system in the students. Keeping such points in mind, there has been a debate on the ultra child centric approach adopted by this school of thought. To summarise, it can be said that in a progressive teaching environment, the process of education is considered one that makes learning enjoyable (Novak, 1998). Here, learning is usually carried out as a collaborative or a co-operative process and seldom an independent task. Education then is not limited to the individual but to the community as a whole. Due to this approach, the students not only develop a social work ethic but also learn to engage in the exchange of ideas and opinions (Novak, 1998). Comparison between the two methodologies: promotion of individual differences On average, a child spends five to seven hours a day for approximately ten months a year at school (Labaree, 1999). Since students spend most of their childhood and youth at their place of education, it is necessary for the institution to have a calm and happy environment. However, not many children can call their school a fun and pleasurable place (Labaree, 1999). Teachers across the world are aware of the differences in cognitive ability of children in the same class (Perdew, 1953). However, usually only children studying in a progressive learning environment benefit from this awareness. The main reason behind this is the inflexibility and lack of time in the traditionalist curriculum (Novak, 1998). The traditionalists consider children as socially constructed beings who live in a world structured by adults, where the code of conduct, rituals and language belong to the dominant group. It is, therefore, the moral responsibility of the adults to prepare the child for his or her entrance into the real world (James et al, 1998). The child is looked upon as an object that lacks the characteristics of functioning as an independent entity (Toren, 2006). Thus the attention of the teacher is mostly focused on the childs aim of becoming instead of the concept of being. The student is not given much space to learn by exploration and experiment. He is se en as a future adult rather than as a young human being in his or her own right (Uprichard, 2008). Therefore, the majority of a childs school years in a traditionalist setup can be looked upon as: a becoming; tabular rasa; laying down the foundations; shaping the individual; taking on; growing up; preparation; inadequacy; inexperience; immaturity (Jenks, 2005) With such ideas in place, where is the time for the teacher to work on the individuality of the students, promote their differences and appreciate them for who they are? This gives rise to the infamous thought process through which students get accustomed to extrinsic motivators and attend school for attaining a certificate or a degree rather than knowledge (Labaree, 1999). Therefore learning becomes a grade-oriented process. In his book The Farther Reaches of Human Nature, Maslow (1993) states that students in a traditionalist system respond to grades and scores like chimps do to poker chips. Socio-cultural differences like class, creed, gender, physic, language, ethnicity and differences in economic backgrounds usually tend to be a major cause of concern for teachers. However, given the restraints of the traditionalist setup, the teachers are often forced to believe that the number of differences among the children in a classroom is less than the number of similarities among them. Thus, they should focus more on the positive, the similarities (Perdew, 1953). On the other hand, in a progressive classroom, instant care would be provided to make sure that the students feel welcomed and at ease in their learning environment. It must be noted that when the traditionalist education system was developed it was the ideal education structure, considering the composition and requirements of the society in the pre-modern era(Weber, 1960). The child not only attended school but also took part in activities such as farming, weaving, animal husbandry and milling. This helped with his/her over all development (Weber, 1960). Thus, it successfully met the need of the hour. However, since times have changed, societies have advanced, economies have undergone a sea change and people have become more conscientious of their needs and desires, the ideals of such an education system have become rather obsolete (Weber, 1960). Let us take the example of the Maple Bear teaching methodology. Maple Bear is a Canadian early childhood and elementary education system. Its progressive education charter concentrates on learning through experience and exploration (Maple Bear, n.d.). Our Mission is to provide a high quality Canadian  style early childhood and elementary education in a safe, secure and stimulating environment that will provide students with a foundation for lifelong learning (Maple Bear, n.d.). Today, there are Maple Bear schools in countries such as Korea, India, Bangladesh, Turkey and Morocco. Each of these schools attracts students from diverse cultural and economic background with varying levels of cognitive ability. It is noteworthy that the demand for Maple Bear schools is increasing by the day, which speaks volumes about their education philosophy. Currently, India is leading the tally with twenty-four Maple Bear institutions (Maple Bear, n.d.). This is especially interesting because the country already has a well-established education system in place (The World Bank, n.d.). Since the early years are the most formative for a childs development, could the increase in the number of Maple Bear schools possibly be due to a lack in the present, mainly traditionalist Indian education system? Are people beginning to realise the importance of promoting individual differences? Conclusion In todays world, where economic paradigms are changing at the drop of a hat, where education systems are modelled on the interests of industrialisation, where there is no guarantee that a degree will provide a job, why are we still slotting students into water-tight compartments? (Robinson, 2010) Why are we alienating children on the basis of their cognitive and socio-cultural differences? Why are we killing their individuality and in turn costing them their creativity? The majority of schools today adopt a production line mentality wherein little emphasis is laid on divergent thinking and the child is mostly taught to indulge in linear and convergent thought processes (Robinson, 2010).With the progress in educational research, teachers can now easily use tactics such as the aptitude-by-treatment-interactions which is a research methodology used to explore alternative aptitudes, attributes or traits and alternative instructional methods (Jonnasen and Grabowski, 1993, p. 10). The German Philosopher, Friedrich Wilhelm Nietzsche, (Brainy Quote) had said, You have your way. I have my way. As for the right way, the correct way, and the only way, it does not exist. This statement can be interpreted to support the belief that it is only natural to have differences among individuals. Thomas Jefferson, third president of the United States, stated that All men are created equal (Jeudwine, 1919). This statement is a traditionalist claim that has caused much unrest in the present society. If all men were created equal, why are there differences among us? This statement should be altered to the democratic idea that all men should be treated as equals (Dahl, 2003). It is only then that people can learn to maximize their potential. Throughout human history, people have been shunned by society due to their differences. However, many of these societal rejects did great things and helped the human race move forward. Thomas Edison, Galileo Galilei, Jean-Jacques Rousseau are only a few examples. It is difficult to envision a world without their contributions. They succeeded in spite of the system. Imagine what could happen if the system itself promoted and rallied for encouraging individual differences among people? In the cutthroat competition of the 21st century, where everyone is exploring their niche to get ahead in the rat race (Robinson, 2010), it seems only fair that differences in individuals should be supported from a very early age. Therefore, schools should employ teachers who have the right motivation for teaching, increase the student- child ratio and invest in teachers training programs which are extensive and rigorous in nature. What the teacher really needs to learn is how to put pedagogical theory i nto practice rather than the details of fifth grade mathematics. Difference is the course of invention and adoption of new idea and new behaviour patterns. It is the challenge to the old, to the formal, to the status quo, and to reaction. it instigates the dynamism of change. The success of individual differences in the area of technology suggests to us the potentiality of a similar expression in social invention. Our culture suffers from a dearth of new ideas and new approaches to life. Our need is to encourage difference and evaluate it, selecting among new proposals whose which seem to suggest the most fruitful outcome (Perdew, 1953) Thus, for us to move forward by promoting a sense of social justice and facing the economic and cultural challenges of the 21st century, the main aim of education should be to encourage individual differences.

Arbitrary Defused Incitement :: essays research papers

Arbitrary Defused Incitement   Ã‚  Ã‚  Ã‚  Ã‚  In Dan Greenburg’s â€Å"Sound and Fury† a decent point is made from looking at a situation that could possibly become violent. The narrator suggests that people carry a large amount of â€Å"free-floating anger,† which generates within them, ready for use at any point in time; waiting for the slightest hint of incitement.   Ã‚  Ã‚  Ã‚  Ã‚  Lee, a stand-up comedian, is first introduced by the narrator, who tags along with Lee where he will be the â€Å"emcee† of the night, but right before he is to go on stage a group of drunk young guys chants for a comedian they feel is the greatest, Rusty. Before he even got up to the stage, the young men were ready to cheer on for Rusty, and despite all the exertion he finally gave it up.   Ã‚  Ã‚  Ã‚  Ã‚  As the narrator begins to talk with him and soothe the ailments of his suffrage some of the â€Å"inebriated young men† began to trickle in and eventually noticed Lee. As events heightened a young man thought that he would want to do something about their chanting and later stepped forward closer to Lee.   Ã‚  Ã‚  Ã‚  Ã‚  The total focus started to rest entirely upon the two men â€Å"going through the motion, doing the dance,† while also the bar’s energy of aggression steadily increased with the engagement itself.   Ã‚  Ã‚  Ã‚  Ã‚  It was from a simple measure of conversation that the situation was disabled. When Lee asked how â€Å"the guy† of his well-being it initiated a broad topic capable of going anywhere. Then Lee nonchalantly asks what the young man was in town for, and gets an everyday answer that it was his birthday. So Lee after thinking about it threw out his hand and told him â€Å"Happy birthday.† The situation that was once so potentially volatile now was resolved completely by

A day in Detroit Michigan

A day in Detroit Michigan It is a cold, cloudy, overcast morning in Detroit, Michigan. It is very remote here and there have only been a few people I have seen walking the streets. I have seen only about four people so far as I am walking downtown, and those were African Americans. I have not seen any white people though at this time. I feel as If I am In another country. Most of the city at this time Is very remote and there are not a lot of businesses that are still in business. I feel cold here and as I am walking the energy that I am feeling is very shut off and bare.I feel as If I am In a place where no one ants to be, and I am a little scared that I am walking these streets with Just my brother and l. Everyone that we have passed by have looked at us strangely probably wondering why we are walking these streets. It Is 10:00 am In October here In Michigan. Dead leafs surround the sidewalks and streets as the colored leafs start changing. This Is my favorite time of year In Michi gan. The sky is grey and the air is chilly so we are dressed pretty warm.The sun is trying to come through the clouds but so far it is still very cloudy and gloomy. No one is around and I am looking at the buildings in the city and how a lot of of Hess buildings are so different. There are a lot of abandoned buildings around and it looks as if non one wants to come and take care of them anymore. This is when that cold feeling really started kicking in as I'm realizing that this city is so dead and seems like no one wants to keep this city alive anymore. The sun is finally starting to peak through the clouds now.It is now 2:30 in the afternoon here in Detroit. I have seen more people at this time walking around. When the sun started coming out, I felt that it touched the city in a way and made everything have more hope that surrounded me as I walked up and down these trees. The city had more of a positive feeling at this time, and the sky was turning but and I even saw more people la ughing and carrying on conversation through each other. The birds were chirping in the trees and the environment seemed more alive.The only down fall that I came to realize was when the sun came out, the streets started smelling and the weather started getting humid and muggy. A lot of people that â€Å"lived† in the city were homeless. That means the outside is their bathroom as well. As I started walking further away from downtown, I noticed some houses along the way. I was in a bad neighborhood but no one seemed to be outside so I kept my head down and continued on my way. The houses were old and not well kept that had trash along the side of them and metal bars on the windows.Every other house on the block was abandoned. I felt sad and blessed at the same time. Sad because I felt so bad for the people that were living their life this way and blessed that I was able to come from such an amazing home and a fortunate family. Night was falling and I cam back to observe the ni ght life In the city. I stayed In my car and drove around the city because I felt that at this time of day It was unsafe or me to be walking around. A lot of gang actively happens at this time and I would of been scared.There was a lot of traffic and I looked and followed it to see what was awesome because events stuck as a Detroit Red Wings game still took place in the city. It was a nice surprise seeing all these people wearing red wings Jerseys smiling with excitement about the game. I drove home with fulfillment that I got to experience a day in Detroit Michigan. Although at first it was a cold, gloomy, grey day, it turned out to be a good day. Being able to experience a day in Detroit reminded me to always be grateful for everything that I have.I think this experience will forever stay with me whenever I feel as though I am having a bad day. I will always look back and remember that it could always be worse. I think everyone should spend a day in a less fortunate area to keep i n mind how much you really do have and to not worry about the little things that life throws your way. To always remember that everyone you come in contact with is fighting a battle Just like you and to never treat those around you less than because we are all humans. Thank you for this humbling experience Detroit.