Policies and Procedures for Promoting Positive Behaviour

Policies and procedures for promoting positive behaviour Policy/procedure |Summary | | | | | |Self esteem | | | | | |Valuing each child’s individuality, | | |Believing that children are capable of making choices, accepting responsibility and acting accordingly, | |Behaviour policy |Providing opportunities for success, | | |Viewing success in terms of personal progression rather than being in competition with others, | | |Praising achievements, | | |Promoting the acceptance of others, | | |Clearly demonstrating that we value their work, | | |Building into the curriculum activities which develop the child’s ability to express his/her feelings, through the sharing circle, co-operative games | | |and Drama. | | | | | |Physical environment | | | | |Attractive, comfortable well-resourced and well managed classrooms, | | |Displays of children’s work to show it is highly valued, | | |Tidy and accessible resources demonstrate that children are trusted to organis e themselves for work and that they know how to use and care for things. | | | | | | | | | | |Classroom management | | | | | |Work must be matched to their ability so that success is possible for all, | | |Children must know what they are doing and why, | | |Classroom rules are devised by children themselves to ensure standards of behaviour, | | |Rules should be few in number, prominently displayed and referred to often, | | |We must set high standards, praise quickly and consistently – looking out for and rewarding good behaviour, | | |We must be firm, fair and supportive, | |Know children as individuals, to be active listeners, to refer to the behaviour rather than the child, | | | | | |Be polite to everyone | |Code of conduct |Talk quietly and listen carefully | | |Always tell the truth | | |Treat others as you would wish them to treat you | | |Be patient and wait your turn | | | | |Rewards and sanctions |House points | | | | | |The children can earn house poi nts for:- | | | | | |Quality of work Good Behaviour | | |An excellent piece of work Being polite, etc. | |An improving piece of work | | | | | |Dinner Supervisors Stickers | | | | | |Dinner supervisors can award stickers for good behaviour during lunchtime. | | | | | | | |Barney Stickers | | | | | |This is Crooksbarn School’s main method of rewarding positive behaviour. It is used by the class teacher throughout the school and indicates | | |excellent standards of work and/or behaviour by a child. Only 1 may be awarded each day, the children can wear them for 1 day then they are | | |transferred to a collecting chart displayed in the classroom.Once the child has succeeded in gaining 3 ‘Barnies’ he/she is awarded a ‘Head Teacher’s| | |Barney that is presented by the Head Teacher at the whole school assembly on Monday Mornings. An additional award is given out by the Head Teacher to| | |any child who has gained 9 ‘Barnies’ during the course of the school year | | | | | |Get rid of anyone not involved in the conflict as violence thrives on witnesses. | |Don’t put yourself at risk, alert colleagues, enlist their help. | |Dealing with conflict and inappropriate behaviour |Asses a situation first. | | |Be calm, don’t take it personally. | | |Use verbal intervention first. | | |It may be worse to add another person to a gang situation, if it cannot be sorted out and the conflict/inappropriate behaviour goes out of your | | |control call another member of staff and in the worse case scenario call the police. | | | | |Positively encourage the caring and nurturing side of children whilst openly and actively discourage bullying | | |Work for a caring, cooperative ethos (home corner, paired, group work etc. ) | |Anti-bullying |Discuss friendships – this should be covered through PSHE and citizenship scheme of work. However, children should receive regular reminders of this. | | |Ensure adequa te supervision in playgrounds. | |Value and encourage being different and having high self-esteem. | | | | | | | | |Helping to create a pattern of regular attendance is everybody’s responsibility, parents, pupils and all members of school staff, | |Attendance |To help us focus on this we will report to arents/carers annually on their child’s attendance with the annual school report, | | |Contact the parent/carer if their child’s attendance falls below the school’s target for attendance, | | |Celebrate good attendance by displaying individual and class achievements, | | |Reward good or improving attendance through class competitions, certificates and outings/events. | | |Every half-day absence from school has to be classified by the school (not the parents), as either AUTHORISED or UNAUTHORISED.This is why | | |information about the cause of any absence is always required, | | |Any periods of leave taken without the agreement of the school, or in excess of that agreed, will be classed as unauthorised and may attract sanctions| | |such as a Penalty Notice. | | |The minimum level of attendance for any child at Crooksbarn School is 90% attendance |

Zoe’s Tale PART I Chapter One

The flying saucer landed on our front yard and a little green man got out of it. It was the flying saucer that got my attention. Green men aren't actually unheard of where I come from. All the Colonial Defense Forces were green; it's part of the genetic engineering they do on them to help them fight better. Chlorophyll in the skin gives them the extra energy they need for truly first-class alien stomping. We didn't get many Colonial Defense Force soldiers on Huckleberry, the colony I lived on; it was an established colony and we hadn't been seriously attacked in a couple of decades. But the Colonial Union goes out of its way to let every colonist know all about the CDF, and I knew more about them than most. But the flying saucer, well. That's novel. New Goa is a farming community. Tractors and harvesters and animal-drawn wagons, and wheeled public buses when we wanted to live life on the edge and visit the provincial capital. An actual flying transport was a rare thing indeed. Having one small enough for a single passenger land on our lawn was definitely not an everyday occurrence. â€Å"Would you like Dickory and me to go out and meet him?† asked Hickory. We watched from inside the house as the green man pulled himself out of the transport. I looked over at Hickory. â€Å"Do you think he's an actual threat? I think if he wanted to attack us, he could have just dropped a rock on the house while he was flying over it.† â€Å"I am always for prudence,† Hickory said. The unsaid portion of that sentence was when you are involved. Hickory is very sweet, and paranoid. â€Å"Let's try the first line of defense instead,† I said, and walked over to the screen door. Babar the mutt was standing at it, his front paws up on the door, cursing the genetic fate that left him without opposable thumbs or the brains to pull the door instead of pushing on it. I opened the door for him; he took off like a furry heat-seeking slobber missile. To the green man's credit, he took a knee and greeted Babar like an old friend, and was generously coated in dog drool for his pains. â€Å"Good thing he's not soluble,† I said to Hickory. â€Å"Babar is not a very good watchdog,† Hickory said, as it watched the green man play with my dog. â€Å"No, he's really not,† I agreed. â€Å"But if you ever need something really moistened, he's got you covered.† â€Å"I will remember that for future reference,† Hickory said, in that noncommittal way designed for dealing with my sarcasm. â€Å"Do that,† I said, and opened the door again. â€Å"And stay in here for now, please.† â€Å"As you say, Zoe,† Hickory said. â€Å"Thanks,† I said, and walked out to the porch. By this time the green man had gotten to the porch steps, Babar bouncing behind him. â€Å"I like your dog,† he said to me. â€Å"I see that,† I said. â€Å"The dog's only so-so about you.† â€Å"How can you tell?† he asked. â€Å"You're not completely bathed in saliva,† I said. He laughed. â€Å"I'll try harder next time,† he said. â€Å"Remember to bring a towel,† I said. The green man motioned to the house. â€Å"This is Major Perry's house?† â€Å"I hope so,† I said. â€Å"All his stuff is here.† This earned me about a two-second pause. Yes, as it happens, I am a sarcastic little thing. Thanks for asking. It comes from living with my dad all these years. He considers himself quite the wit; I don't know how I feel about that one, personally, but I will say that it's made me pretty forward when it comes to comebacks and quips. Give me a soft lob, I'll be happy to spike it. I think it's endearing and charming; so does Dad. We may be in the minority with that opinion. If nothing else it's interesting to see how other people react to it. Some people think it's cute. Others not so much. I think my green friend fell into the â€Å"not so much† camp, because his response was to change the subject. â€Å"I'm sorry,† he said. â€Å"I don't think I know who you are.† â€Å"I'm Zoe,† I said. â€Å"Major Perry's daughter. Lieutenant Sagan's, too.† â€Å"Oh, right,† he said. â€Å"I'm sorry. I pictured you as younger.† â€Å"I used to be,† I said. â€Å"I should have known you were his daughter,† he said. â€Å"You look like him in the eyes.† Fight the urge, the polite part of my brain said. Fight it. Just let it go. â€Å"Thank you,† I said. â€Å"I'm adopted.† My green friend stood there for a minute, doing that thing people do when they've just stepped in it: freezing and putting a smile on their face while their brain strips its gears trying to figure how it's going to extract itself out of this faux pas. If I leaned in, I could probably hear his frontal lobes go click click click click, trying to reset. See, now, that was just mean, said the polite part of my brain. But come on. If the guy was calling Dad â€Å"Major Perry,† then he probably knew when Dad was discharged from service, which was eight years ago. CDF soldiers can't make babies; that's part of their combat-effective genetic engineering, don't you know – no accidental kids – so his earliest opportunity to spawn would have been when they put him in a new, regular body at the end of his service term. And then there's the whole â€Å"nine months gestation† thing. I might have been a little small for my age when I was fifteen, but I assure you, I didn't look seven. Honestly, I think there's a limit to how bad I should feel in a situation like that. Grown men should be able to handle a little basic math. Still, there's only so long you can leave someone on the hook. â€Å"You called Dad ‘Major Perry,'† I said. â€Å"Did you know him from the service?† â€Å"I did,† he said, and seemed happy that the conversation was moving forward again. â€Å"It's been a while, though. I wonder if I'll recognize him.† â€Å"I imagine he looks the same,† I said. â€Å"Maybe a different skin tone.† He chuckled at that. â€Å"I suppose that's true,† he said. â€Å"Being green would make it a little more difficult to blend in.† â€Å"I don't think he would ever quite blend in here,† I said, and then immediately realized all the very many ways that statement could be misinterpreted. And of course, my visitor wasted no time doing just that. â€Å"Does he not blend?† he asked, and then bent down to pat Babar. â€Å"That's not what I meant,† I said. â€Å"Most of the people here at Huckleberry are from India, back on Earth, or were born here from people who came from India. It's a different culture than the one he grew up in, that's all.† â€Å"I understand,† the green man said. â€Å"And I'm sure he gets along very well with the people here. Major Perry is like that. I'm sure that's why he has the job he has here.† My dad's job was as an ombudsman, someone who helps people cut through government bureaucracy. â€Å"I guess I'm just curious if he likes it here.† â€Å"What do you mean?† I asked. â€Å"I was just wondering how he's been enjoying his retirement from the universe, is all,† he said, and looked back up at me. In the back of my brain something went ping. I was suddenly aware that our nice and casual conversation had somehow become something less casual. Our green visitor wasn't just here for a social call. â€Å"I think he likes it fine,† I said, and kept from saying anything else. â€Å"Why?† â€Å"Just curious,† he said, petting Babar again. I fought off the urge to call my dog over. â€Å"Not everyone makes the jump from military life to civilian life perfectly.† He looked around. â€Å"This looks like a pretty sedate life. It's a pretty big switch.† â€Å"I think he likes it just fine,† I repeated, putting enough emphasis on the words that unless my green visitor was an absolute toad, he'd know to move on. â€Å"Good,† he said. â€Å"What about you? How do you like it here?† I opened my mouth to respond, and then shut it just as quickly. Because, well. There was a question. The idea of living on a human colony is more exciting than the reality. Some folks new to the concept think that people out in the colonies go from planet to planet all the time, maybe living on one planet, working on another and then having vacations on a third: the pleasure planet of Vacationaria, maybe. The reality is, sadly, far more boring. Most colonists live their whole lives on their home planet, and never get out to see the rest of the universe. It's not impossible to go from planet to planet, but there's usually a reason for it: You're a member of the crew on a trade ship, hauling fruit and wicker baskets between the stars, or you get a job with the Colonial Union itself and start a glorious career as an interstellar bureaucrat. If you're an athlete, there's the Colonial Olympiad every four years. And occasionally a famous musician or actor will do a grand tour of the colonies. But mostly, you're born on a planet, you live on a planet, you die on a planet, and your ghost hangs around and annoys your descendants on that planet. I don't suppose there's really anything bad about that – I mean, most people don't actually go more than a couple dozen kilometers from their homes most of the time in day-to-day life, do they? And people hardly see most of their own planet when they do decide to wander off. If you've never seen the sights on your own planet, I don't know how much you can really complain about not seeing a whole other planet. But it helps to be on an interesting planet. In case this ever gets back to Huckleberry: I love Huckleberry, really I do. And I love New Goa, the little town where we lived. When you're a kid, a rural, agriculturally-based colony town is a lot of fun to grow up in. It's life on a farm, with goats and chickens and fields of wheat and sorghum, harvest celebrations and winter festivals. There's not an eight- or nine-year-old kid who's been invented who doesn't find all of that unspeakably fun. But then you become a teenager and you start thinking about everything you might possibly want to do with your life, and you look at the options available to you. And then all farms, goats and chickens – and all the same people you've known all your life and will know all your life – begin to look a little less than optimal for a total life experience. It's all still the same, of course. That's the point. It's you who's changed. I know this bit of teenage angst wouldn't make me any different than any other small-town teenager who has ever existed throughout the history of the known universe. But when even the â€Å"big city† of a colony – the district capital of Missouri City – holds all the mystery and romance of watching compost, it's not unreasonable to hope for something else. I'm not saying that there's anything wrong with Missouri City (there's nothing wrong with compost, either; you actually need it). Maybe it's better to say it's the sort of place you come back to, once you've gone out and had your time in the big city, or the big bad universe. One of the things I know about Mom is that she loved it on Huckleberry. But before she was here, she was a Special Forces soldier. She doesn't talk too much about all the things she's seen and done, but from personal experience I know a little bit about it. I can't imagine a whole life of it. I think she'd say that she'd seen enough of the universe. I've seen some of the universe, too, before we came to Huckleberry. But unlike Jane – unlike Mom – I don't think I'm ready to say Huckleberry's all I want out of a life. But I wasn't sure I wanted to say any of that to this green guy, who I had become suddenly rather suspicious of. Green men falling from the sky, asking after the psychological states of various family members including oneself, are enough to make a girl paranoid about what's going on. Especially when, as I suddenly realized, I didn't actually get the guy's name. He'd gotten this far into my family life without actually saying who he was. Maybe this was just something he'd innocently managed to overlook – this wasn't a formal interview, after all – but enough bells were ringing in my head that I decided that my green friend had had enough free information for one day. Green man was looking at me intently, waiting for me to respond. I gave him my best noncommittal shrug. I was fifteen years old. It's a quality age for shrugging. He backed off a bit. â€Å"I don't suppose your dad is home,† he said. â€Å"Not yet,† I said. I checked my PDA and showed it to him. â€Å"His workday finished up a few minutes ago. He and Mom are probably walking home.† â€Å"Okay. And your mom is constable here, right?† â€Å"Right,† I said. Jane Sagan, frontier law woman. Minus the frontier. It fit her. â€Å"Did you know Mom, too?† I asked. Special Forces was an entirely different thing from regular infantry. â€Å"Just by reputation,† he said, and again there was that studied casual thing. Folks, a little tip: Nothing is more transparent than you try for casual and miss. My green friend was missing it by a klick, and I got tired of feeling lightly groped for information. â€Å"I think I'll go for a walk,† I said. â€Å"Mom and Dad are probably right down the road. I'll let them know you're here.† â€Å"I'll go with you,† Green man offered. â€Å"That's all right,† I said, and motioned him onto the porch, and to our porch swing. â€Å"You've been traveling. Have a seat and relax.† â€Å"All right,† he said. â€Å"If you're comfortable having me here while you're gone.† I think that was meant as a joke. I smiled at him. â€Å"I think it'll be fine,† I said. â€Å"You'll have company.† â€Å"You're leaving me the dog,† he said. He sat. â€Å"Even better,† I said. â€Å"I'm leaving you two of my friends.† This is when I called into the house for Hickory and Dickory, and then stood away from the door and watched my visitor, so I wouldn't miss his expression when the two of them came out. He didn't quite wet his pants. Which was an accomplishment, all things considered. Obin – which is what Hickory and Dickory are – don't look exactly like a cross between a spider and a giraffe, but they're close enough to make some part of the human brain fire up the drop ballast alert. You get used to them after a bit. But the point is it takes a while. â€Å"This is Hickory,† I said, pointing to the one at the left of me, and then pointed to the one at my right. â€Å"And this is Dickory. They're Obin.† â€Å"Yes, I know,† my visitor said, with the sort of tone you'd expect from a very small animal trying to pretend that being cornered by a pair of very large predators was not that big of a deal. â€Å"Uh. So. These are your friends.† â€Å"Best friends,† I said, with what I felt was just the right amount of brainless gush. â€Å"And they love to entertain visitors. They'll be happy to keep you company while I go look for my parents. Isn't that right?† I said to Hickory and Dickory. â€Å"Yes,† they said, together. Hickory and Dickory are fairly monotone to begin with; having them be monotone in stereo offers an additional – and delightful! – creepy effect. â€Å"Please say hello to our guest,† I said. â€Å"Hello,† they said, again in stereo. â€Å"Uh,† said Green man. â€Å"Hi.† â€Å"Great, everybody's friends,† I said, and stepped off the porch. Babar left our green friend to follow me. â€Å"I'm off, then.† â€Å"You sure you don't want me to come along?† Green man said. â€Å"I don't mind.† â€Å"No, please,† I said. â€Å"I don't want you to feel like you have to get up for anything.† My eyes sort of casually flicked over at Hickory and Dickory, as if to imply it would be a shame if they had to make steaks out of him. â€Å"Great,† he said, and settled onto the swing. I think he got the hint. See, that's how you do studied casual. â€Å"Great,† I said. Babar and I headed off down the road to find my folks.

Science Cass

For visually impaired students, a Science class could pose as a threat for them because of the different chemicals and many scientific apparatus that can physically harm them. Their functioning senses particularly their sense of touch might be impaired if scientific equipment are not properly positioned or arranged. I think the recommendations mentioned including the rearrangement of desks and maintaining a clutter-free class room were simple but doable. The first-hand experience of the teacher with a blind person gave the teacher an idea of how to make his or her class and the lay out of the room more sympathetic and sensitive to the special needs of visually impaired students.Response No. 2I think space is one of the major factors to consider when designing a classroom that would also accommodate visually impaired students. Having enough room would increase the mobility of visually impaired students and reduce the risks of being bumped into by other students or knocking off things. The suggestion of visually impaired students assisting their fellow students with assignments and interacting through board games are excellent opportunities to hone their social skills. However, these recommendations might not yield positive outcomes because there is always the possibility that other students might take advantage of their disabilities.Response No. 3To effectively draft plans according to the needs of visually impaired students, the nature and severity of their disability should be learned and considered.   The power of knowledge can make a huge difference. By simply knowing the gravity of the visually impaired students’ blindness, a teacher can be able to determine the necessary actions needed to be done to address their needs in a classroom environment.The needs of a severely blind person are different from the needs of a moderately blind person. By considering this, the resources of the school and the efforts of the teacher can be maximize that can yiel d productive results. More so, not only do visually impaired students benefits from this kind of set up but also normal students. The use of auditory-based resources and the adoption of descriptive-based teaching style can enhance a normal student’s creativity while a visually impaired student can have a productive experience in this kind of setting.Response No. 4I think technology have changed the way most people live in the modern age. One of the benefits of technology is its capability to be use as a device for teaching, in which had facilitated easy learning for many students. More so, the availability of advanced gadgets such as the computer program that can transform text into speech and computer had helped visually impaired students to cope up with class discussions and with the class course. Because of science and technology, students with disabilities specifically visually impaired can go through with their studies just like any other normal student. As a result, stu dents with visual impairments will reduce the chances developing low self-esteem or even have the feeling of being alienated.Response No. 5In order for students with disabilities to feel that they are part of a class, the teacher must get to know these students personally in order to determine their personality and expectations. By having a bond, teachers and visually impaired students can easily formulate together plans on how to make the class environment suitable for the students with disabilities and also the teacher can generate new methods or styles of teaching to fit the needs of these students. It is important to note the wants and needs of these special students because sometimes people tend to think that they know better but they do not that

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Stats26 - Essay Example The results of a two-factor analysis of variance produce df = 1, 28 for the F-ratio for factor A, df = 2, 28 for the F-ratio for factor B, and df = 2, 28 for the AÃâ€" B interaction. Based on this information, what is the total number of different treatment conditions that were compared in the study? In a line graph showing the results from a two-factor experiment, the levels of factor B are presented on the X-axis and the line for A1 is consistently 5 points higher than the line for A2. What result is indicated by this pattern? A two-factor study with two levels of factor A and three levels of factor B uses a separate group of n = 5 participants in each treatment condition. How many participants are needed for the entire study? If the mean and variance are computed for each sample in an independent-measures two-factor experiment, then which of the following types of sample data will tend to produce large F-ratios for the two-factor ANOVA? The following data represent the means for each treatment condition in a two-factor experiment. Note that one mean is not given. What value of the missing mean will result in no main effect for factor A? The following data represent the means for each treatment condition in a two-factor experiment. Note that one mean is not given. What value of the missing mean will result in no main effect for factor B? 1. The results from a two-factor experiment can be presented in a matrix with the levels of factor A forming the rows and the levels of factor B forming the columns, with a separate sample in each of the matrix cells. Using this matrix structure, describe the null hypothesis for each of the three F-ratios computed in the two-factor analysis. (3) A X B-interaction: The null hypothesis is that there is no interaction between factors A and B. All the mean differences between treatment conditions are explained by the main effects of the two factors. 3. The following table summarizes the results of a

Entrepreneurship & Innovation Dissertation Example | Topics and Well Written Essays - 2500 words

Entrepreneurship & Innovation - Dissertation Example As of 2010, more than half a billion people have embarked on new entrepreneurial ventures. One of these extraordinary entrepreneurs is Arthur Lok Jack. Arthur Lok Jack is an entrepreneur who possesses the following characteristics: risk-taker; innovative; has foresight and vision; resourceful; persistent; ambitious, intelligent and knowledgeable; hard-working; realistic; adaptable; business savvy; and practices networking. Risk-taking Risk-taking among entrepreneurs involves taking calculated actions designed to control and minimize the risks involved, at the same time ensuring that goals are achieved. This behaviour sets entrepreneurs apart from gamblers who depend on chance and from individuals who prefer to â€Å"play it safe† (Joseph 2003). Risk-taking behaviour is viewed as beneficial, as revealed in the positive association between risk and output wherein a higher level of risk increases the likelihood of getting impressive results (Analoui & Karami 2003). Penrose (1959) asserted that entrepreneurship involves determining opportunities within the economic system, including those which entail a high amount of risk. Rauch and Frese (2007) attributed risk-taking behaviour on the entrepreneur’s propensity to make decisions on situations which show low likelihood of success. This behaviour makes entrepreneurs stand out compared to risk-averse individuals. However, risk-taking may have different interpretations. For example, ordinary consumers might view such behaviour as reckless. On the other hand, business owners consider risk-taking as a move to minimize risk when making business decisions. Innovativeness Entrepreneurs constantly strive to find ways to develop and introduce new and unique products and services. Innovation may come in five forms: (1) introduction of a new product or improvement in the quality of existing ones; (2) new methods of production; (3) opening of new market; (4) new source of supply or raw materials or half-manufacture d goods; and (5) new industrial organization (Joseph 2003). Schumpeter (1935) envisioned an entrepreneur as an economic agent capable of creating novel combinations of production factors in response to investment opportunities. An entrepreneur is viewed as an indispensable element of the capitalist economy who embodies the principles of capitalist change, as well as industrial and technological change. There is mounting evidence that entrepreneurial innovativeness is significantly correlated to success. This applies to innovation on a personal and organizational level. Organizational level of innovation reflects how innovative an entrepreneur is. The relationship between innovation and success can be predominantly observed on new technology organizations compared to traditional industries (Rauch & Frese 2007). Rutherford and Holt’s (2007) investigation on the link between individual and corporate-level innovativeness pointed out two important facts. First, innovativeness is b ased on a personal willingness to develop and introduce improvements and innovations in work process. Second, individual focus on innovativeness is suggested since entrepreneurial activities are created and implemented by individuals. Foresight and vision Entrepreneurs are visionaries, able to foresee where the company should be in the future. Gillespie-Brown (2008) describes how an entrepreneur envisions the: (1) future of existing products and services; (2) reinvention of the business; and (3) generation of opportunities in present markets. Bellini (2005) defined foresight

Varying European and Native Motives and the Collision of Cultures in Essay

Varying European and Native Motives and the Collision of Cultures in North America - Essay Example Through the clashing of these interests and motives, a collision of cultures sprung up in North America, resulting in the multicultural society that is North America. The conflicting motives began at the initial stages of European invasion of North America. In 1666, George Alsop asserted that poor Europeans should come to America as indentured servants bound by legal contracts that reflected debts or purchase obligation. On the contrary, Gottlieb Mittelberger was of the opinion that poor Europeans should not come to America as indentured servants. This thus paper explores the influence that the natives’ and the Europeans’ motives had on the collision of cultures in North America (Dudley & Chalberg, 1996). The Motives The clashing of the natives’ and the colonists’ interests and motives has been described by historians and political scientists as a major factor in the current collision of cultures in North America. In fact, the collision of cultures has per meated various aspects of peoples’ lives in North America including food, religion, law, political dispensation and art such as music and literature (Henretta & Brody, 2009). Importantly, it is noteworthy that the collision of cultures occurred as the largely diversified immigrants came from all corners of the world. The motives of the natives and the Europeans were equally diverse. While some of these immigrants came for economic reasons, others came for religious and political motives such as to colonize the Americas. Consequently, there had to be struggles among the natives and the Europeans who formed the bulk of the immigrants coming into North America. These collisions of cultures took different forms ranging from ethnic, religious, economic, and political dimensions. Importantly, it should be noted that the conflicting interests did not only pit native North Americans and the European immigrants against each other but there were also conflicts with African slaves in No rth America and the other nations with vested interests in North America (Henretta & Brody, 2009). Fortunately, the efforts made by all the stakeholders to reduce the cultural, political, religious, and economic conflicts of interests have made North America the multicultural society it is today. The European Colonization of North America The European colonization of North America and the enslavement of West Africans presented a collision of the three cultures that had been developing and existing at different lines since time immemorial. Central to the collision of these cultures were the various individual and collective/national ambitions and impulses of the European colonists and North American Natives. Among the goals targeted by the colonizers of the New World for which their ambitions were burning included long-standing demographic changes, religious expansion, international rivalries and economic gains. At the forefront in the efforts for religious changes were the Protestan t Reformists who wanted to spread their religion to the New World. The collision of cultures in North America thus not only yielded biological exchanges but also new religious dispensations that re-defined both the Old and New Worlds (Henretta & Brody, 2009). The attitudes of the immigrating colonizers towards the Native Americans and the African slaves were thus shaped by their

Women in Business Management Essay Example | Topics and Well Written Essays - 3000 words

Women in Business Management - Essay Example Women’s representation has increased drastically in the labor workforce in last few years. The point to be emphasized is that despite of the fact that women are now more educated, highly qualified and more career orientated than they were ever before they still don’t reach the top most positions in the organization and are still either underrepresented on the senior positions or are stuck in the middle managerial levels only. However many researches and scholarly worked showed that women can due to their uniqueness can benefit the organization in many ways. Their different style of leadership can help organization achieve its objectives and their representation on senior level adds greater diversity and transparency in the organization. Despite of all these researches women don’t make their way to the top management level due to many reasons that hinder women growth. In this essay I shall discuss the problems faced by women in reaching the top levels in organizat ions, the sex stereotyping and misconceptions about working women, how men and women lead differently and the advantages and benefits an organization can have of women representation in the senior management. Theoretical background: Statistical Analysis: With the passage of time women all over the world are striving to become independent, the increasing number of women have joined the labor workforce in last few years and they continue to do so. According to US Bureau of Labor Statistics of 2008 women constitutes about 48% of the total labor workforce in US. Despite of being almost half of the total labor workforce, women are unable to make their mark in the top position. The first article that discussed barriers for women’s advancement in the senior managerial roles appeared in The Wall Street Journal in 1986. The study and work on the subject is also referred to as ‘glass ceiling’ which blocked women to take the senior level positions. Since then many researche s and scholarly works have appeared regarding the issues. Studies revealed that women are not presented equally on the senior management positions, even if they reach these positions they remain under paid. In 2002, in the Fortune 500 companies women only acquired 15.7% of the corporate officer level position. While in recent times, according to a study released by Catalyst- a non profit organization working for the empowerment of women, the main reason stopping women to be a part of senior management in the organization is the gender stereotyping. Despite of being equivalent to men, women are often left with conflicting, unfavorable options due to such circumstances. Catalyst’s data released in 2011 showed that women hold 46.7% of total labor workforce in US out of which 51.5% of women, almost half hold professional and management occupations and according to Equal Opportunities Commission (EOC) women hold 33% of top managerial positions in UK. However, even after holding su ch high percentage of total workforce women are still underrepresented in the top 500 fortune companies of the world where they hold only 6.7% of the top senior management positions that include corporate officer positions, board seats and chief executive titles. (BILIMORIA & PIDERIT. 2007; ARFKEN, BELLAR & HELMS. 2004; PICHLER, SIMPSON, & STROH. 2008; EVANS, D. 2011) With the passage of time there have been certain changes in women’s participation in the total labor work force. Initially women workers constitute more of part-time workers than full time, now with the changing trend the number of

Personal statement media Essay Example | Topics and Well Written Essays - 250 words

Personal statement media - Essay Example The media today is a powerful tool in this age of communication and its magnanimity is appealing to me. The growth in the media in the past few years has been immense as there have been ventures in coverage of all sorts of events and stories from world news, local news, politics, sports, art, music, culture and generally anything of human interest (Thussu 2009, Pg. 22). It is an exciting time to join the media especially due to the changes and the innovation that is going on at the moment; I would like to be part of this industry and inject my ideas into it as well. I have an ambition to start my business in media later on in life and entry into media school is the first great step in starting that journey. By studying media in the university, I will learn the fundamentals of media as well as discover means of channelling my passion of music and poetry into the media. I hope to realize my dream and would appreciate you granting me the chance to study media in your

Bleeding Kansas and its impact on the Civil War Research Paper

Bleeding Kansas and its impact on the Civil War - Research Paper Example Settlers in the Kansas Territory were largely abolitionist, believing that slavery had no place in the territory. Missouri, a pro-slave state, argued against the admittance of Kansas as a slave-free state which escalated violence and confrontation between these two radically different regions. In 1820, the Missouri Compromise was passed, a piece of legislation that was intended to separate the pro-slave South and the anti-slave North. The Missouri Compromise banned the practice of slave ownership in what was then the Louisiana Territory north of the 36 °30†² parallel, a line of latitude that now runs through Tennessee and Kentucky. Much of what is now the state of Missouri is above this circle of latitude, which began to fuel contention and opposition nearly immediately after passing the Missouri Compromise. In political and social circles, there was much disagreement that the Missouri Compromise, which served as the first legally-created point of division between pro-slavery and anti-slavery opposition, would ultimately lead to the destruction of the fledgling Union. Offered Thomas Jefferson in a letter to John Holmes, a renowned U.S. Senator, â€Å"A geographical line, coinciding with a marked principle†¦once conceived and held up to the angry passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper† (Peterson, 1960, p.548). ... The Kansas-Nebraska Act allowed settlers to establish their own governments and determine whether they would be pro- or anti-slave states. Now, in 1854, a new form of resentment and antagonism was building in the nation about the viability and ethical implications of slavery as a future national scenario, a point of controversy that led to the historical situation today referred to as Bleeding Kansas. The Local and National Mechanisms leading to Bleeding Kansas The most notable character fuelling the Bleeding Kansas scenario was U.S. Democratic Senator Stephen A. Douglas (Illinois) who designed and advocated the passing of the Kansas-Nebraska Act of 1854. The country, in need of expansion to fuel a growing and incomplete national economy, intended to terminate the Missouri Compromise so as to open new farming lands and ensure development of a more efficient and nationally-connected Transcontinental Railroad. Though a very ambitious piece of legislation, the influence of a democratica lly-dominant Senate continued to exert the notion of Popular Sovereignty, a belief that individual citizens maintained the right and determination to establish their own form of self-government separate from the Federal system. Stephen A. Douglas understood that many states and territories had well-established social and political sentiment about the viability of engaging in slavery, with a deep and growing division of sentiment that complicated creating relevant laws produced in the nation’s capital. Government representatives were regularly victims of anti-government sentiment during this time period as regardless of whether the government supported or refuted the relevance of slavery, pro- and anti-slavery advocates (abolitionists) continued to apply

Adam an American man Essay Example for Free

Adam an American man Essay Our piece did not have a title. The assessment was called Adam monologue, and we didnt change the name of our piece of work. It has been called Adam monologue, because we have Adam in the cell in the point where hes about to get crazy. We decided to have two Adams as we thought that it would have been more effective to watch.  AIM OF THE PIECE: The aim of these piece was to show the theme of survival. In fact, our work only included one scene, but we have shown the inner side of a human being kept in captivity for such a long time. In this case we talk about Adam an American man. Adam is a gentle person, kind, and very proud to be American. He is also the peacemaker, who calms and sustains the other two characters in the play, Edward and Michael, but who is also troubled by terrible dreams and fears. He has known the worst of captivity, because he has been alone in the cell. In the scene we see him troubled by the fear of death. Hes becoming very pessimistic about his future, hes now realizing that the Arabs want to kill him. A reason of that is because Adam is American, and they are seen as war prices if captured. In the seen we can see that hes very troubled and becoming mad. We represent his inner mind by adding in the scene another Adam, who is suppose to show how he was before becoming mad. I think that the two Adam are really different, obviously, as they show the two different part of a man such as Adam  . In fact the second Adam, who is suppose to be the normal one, comes into the scene and starts exercising, as Adam would do. But the response that we get from the troubled Adam is different. He first wants to know who is the person who has entered the room and he wants to know how. He then ask what hes doing. Here we have a really strong eye contact by the two Adam. The troubled one seems scared by the other one. We have the impressions that the normal Adam, has got the power over the other Adam. In fact when Adam is trying to reassure the troubled Adam, by touching him on the shoulder, the reaction of the troubled Adam is that he tries to get away from Adam and he starts getting really frustrated about what he tells him. In fact when the normal Adam starts to read out the Koran, the troubled Adam is really frustrated because he doesnt want to listen, and he start screaming that hes going to die. This is how the scene finish it. PRESENTATION: The piece was well presented, and I think that everyone in the audience has understood what had happen in the scene. We planned the scene very carefully. Since that we where not aloud to use the stage because we were filmed somewhere else, we had to use another space. We had decide to have the troubled Adam sitting down lining against the wall, with the hands on his face, and with his legs bend. By this already we can easily understand that hes frustrated by something. When he then starts speaking we also know what the reason is and we have shown quite carefully how a person would feel after being so long in a cell being chained. He speaks with a very angry and frustrated voice, this is because he knows that he is going to be killed. When he finishes speaking he dives his head into his hands. Then the normal Adam enters the scene, and he starts exercising, by doing sit-ups, this was suppose to keep him fit, so that he could have competitions with the other two in the cell. As the troubled Adam put his head up and sees the other Adam he asks who he was, and how he got in the cell. When he receives the answer that the new character was actually him, he starts getting mad. We then wanted to show that the normal Adam was in control of the situation. To show that we had the two Adams on two different levels. The troubled Adam was sitting on the floor while the normal Adam was standing up. We also had the two Adams talking with different speed in the voice. In fact the normal Adam was really calm and reassuring, while the troubled Adam talked really fast, and he was really frustrated. This was once again to show who was controlling the situation. STRENGTH AND WEAKNESSES: As any piece of drama, our piece had strengths as well as weaknesses. One of our strength was that we show this piece in a very original way, and I think that the audience really enjoyed looking at it. Another strength is that my partner and I really worked well together, and we didnt have many problems coming out with ideas. I think that our last strength was that we wrote down a script which helped us remember what we had done, so that we wouldnt forget. The piece had some weaknesses as well. First thing I think that, our piece could have been longer so that could have been more effective. Another weakness is that we couldnt use the stage and the piece could have been better if acted on stage. As the stage offers more space.  By looking back at the piece I think that my partner and I have done a good job into getting into Adam mind to try and feel as he would. PROBLEMS I HAVE EXPERIENCED: I think that my biggest problem is the language but I can easily co-operate with it. Another problem that I have experienced is that the character that I have played is not as I am. In fact in the play I had to be really calm and mature, trying to reassure someone else. In life I am a total different person. In fact I wouldnt be walking with my back straight and talking very slowly, trying to keep a very neutral facial expression trying to show no emotion, as I was suppose to be the inner side of Adam. I think that at the end I have done a good job into acting the inner side of Adam.

The Structure Of British Airways Management Essay

The Structure Of British Airways Management Essay British Airways is the largest international airline in the United Kingdom and is assigned in the operation of international and domestic carriage of cargo and mail, and the auxiliary services The British Airways Group comprises of British Airways, British Airways Holidays Limited, BA Connect Limited, Deutsche BA, and British Asia Airways, amongst others. Since privatization in 1987, British Airways have persisted to develop as competition in the market becoming the worlds first airline to reduce greenhouse gas emissions and to let passengers to print online boarding passes. Structure of British Airways: As explained British airways flat structure encourages the company to have a corporate culture which can be described by applying the McKinsey 7S s model which includes Staff, Skills, Style, Shared Values, Systems and Structure and strategy. Before the privatization, British Airways had a more formalized bureaucratic structure with rules and procedures, as a result of its size and its activities. But a main change in the last years has been the decrease of its management levels and it now has a formal structure with responsibilities across different functions. Therefore the structure of British Airways is flat type because it has only one level of hierarchy that separates managing directors at the top of bottom-line employees. The organization has segregated management-level positions into ten departments and each department has own subordinates. British airways structure is shown in figure 2 in which its departments include Planning, Investment Alliances, Commerce, Ground Operation, Engineering, Flight Operation, IT, Finance, Law, and Human Resource. (British Airways, 2010) Figure 2: British airways organization structure, (British airways 2010) Description: Management structure diagram Sources: www.britishairways.com However market influences created a leaner, structure at the top of the management. As illustrated in figure 1, British Airways have a flat hierarchical structure that needs them to cooperate within all the levels of as strategic where the board of directors take a decision on the long term objective the information which flows to the managers in the tactical who furnishes the information to the operational level and the operational level (front office staff, flight stewards etc.) drives the data into meaningful messages to be operated conveniently and efficiently. Culture of British Airways: Mission Statement:                   To be the most exclusive and first choice airline for all airline travelers We recommend a new mission statement after a consultation process involving our group members. The mission statement can replace an existing statement, which had been drawn up in 1997 in the run-up to privatization, and many employees have received training in its meaning for their particular jobs. Their mission statement clearly shows that in every persons mind the first thing to come from traveling by air should be British Airways. Whatever it is called, a vision, mission or strategic intent, its purpose is to provide a guiding light for the future. Companies without a mission are prone to opportunistic. A unifying mission is especially important in large companies where staff and managers are expected to take decisions themselves, without constant referral back to headquarters or to their seniors. Aims: British Airways is to become the worlds first global airline Objectives: Like all businesses one of their objectives was to maximize profits however after September 11th they had to change their aim of having an increase in   security as this was the main issue globally and they needed to keep their customers safe after the horrific terrorism attacks in the USA. Objective:    To increase security to combat terrorism Specific To increase security for the safety of passengers and staff Measurable Hand luggage of passengers was reduced to a plastic bag, stop and search was also put into place and metal detectors as well as a regular anti-terrorism drills Achievable More security staff will be in place and they have the finances to do so. Realistic This objective is realistic as terrorism is a threat and they also have the finances to do so to ensure that all passengers and staff are fully protected. Objective: To increase profits by the end of the tax year 2009 Culture: The organizational structure of a company reflects its culture, its management style and its leader attitude in addition to the environment in which it has to operate. . British Airways have a more formalized structure with precise rules and procedures, due to its size and the global scope of its activity. A major change in the last years has been the reduction of its management layers, between the chief executive and the front line who interface with customers, from nine to five. It now has a small ad hoc group working in parallel with the formal structure, with responsibilities that cut across different functions, or in any case duplicated these functions. Corporate culture The organizational culture consists of the deep basic assumptions, beliefs, values and norms which are shared by members of an organization, arise from the organizations history and tradition and are modified by contemporary events. Management style and leadership at British Airways As clearly stated above, British airways had been bureaucratically, between functions and hierarchies. It has changed to a style of employees empowerment. This means management gets help from employees outside the formal structure and across functions. British Airways used to have a more autocratic style but at the moment company is delegating responsibility directly to key individuals. The management at all levels mutually responsive to relationships created with customers and stakeholders. In other words company is experiencing democratic leadership style. Interrelationships of functions with processes: The business process is a collection of interrelated activities and tasks that will create a service as well as products for the consumers of business. There are three types of business processes involve in British airways and they are management process, operation process and supporting processes. The management process of British Airways is all about the operation of a system which includes the strategic management and the corporate governance. Strategic planning in management process is very important because it includes business plans, risk assessment, risk management, financial objectives, management responsibility, continuity planning, quality control, IT threat, contingency plan, disaster recovery, and fulfillment. Operations: Another type is the operational process which is the most essential among all the types of the business processes. It generally comprises the core business of British airways which is transporting passengers fast, safely and comfortably. In addition to this, it also generates the primary value stream. Purchasing, sales, manufacturing and marketing functions are usually included in its operational process. These three types of business processes of British airways have their own distinctive attributes which add value to its service delivery process. SUPPORT ACTIVITIES FIRM INFRASTRUCTURE Structured hierarchy permits BA to build a massive amount of specialist knowledge in order to get a competitive advantage over economized firms. HUMAN RESOURCE MANAGEMENT Invested in the expansion of customer service training in 2007 drawing attention of the best employees. Speak Up view survey persuades employees to offer feedback (British Airways, 2008). TECHNOLOGY DEVELOPMENT BA has included value in this group over smaller companies by reason of lack of resources that can be employed to create the service in an innovative way. (e.g. Individual LCD screens). PROCUREMENT As a result of the size and chronological business relationships and alliances, BA is able to influence suppliers and during economies of scale make efficiencies where competitors may fall short. PRIMARY ACTIVITIES: INBOUND LOGISTICS: Stock Control High quality training given by City the Guilds (British Airways, 2008). A continuous relationship with suppliers (e.g. Gate Gourmet. OUTBOUND LOGISTICS: Customer Service Large database of airport slots facilitates passengers to contact the majority of destinations from preferred airport. MARKETING SALES Marketing communications to all stakeholders. Brand consenting to for large budget to be spent in this field. POST SALE SERVICE The loyalty club card is offered. Bringing up to date communication on other services Interrelationship between the processes and functions of British Airways British Airways is one of the worlds largest aviation companies. Its portfolio of aviation transportation in which it is a global leader in air transportation The companys aviation operation and extensive airplanes of growth projects are located in all over the world, South America, Australia, North America and Asia. The purpose of the organization is to set out in a mission statement. To be the leading global aviation company through the operational excellence of world class assets in the most attractive commodities and a resolute commitment to safe and sustainable air transportation. In 2008 there was a downturn in world economic activity. This resulted from a loss of confidence in the world financial system. The downturn has led to a steep fall in aviation travelling prices such as airfares. By late 2009 these prices started to rise again as demand for aviation transportation increased. Sustainability Although Airline companies are affected by changes in economic activity, aviation is a long-term investment business. Firms like British Airways have to take a long term view of the business. This involves creating more routes which is a sustainable way over a long period of time. The company focuses on those routes in which it has a favorable position. It concentrates on various routes where sales of air tickets will be possible for many years into the future. It also looks at aviation projects where costs can be kept to a minimum but where there are opportunities to expand operations. There are several issues of sustainability facing British Airways. Key ones are: Securing energy supplies, such as airplanes and resources including fuels, for the future Managing emissions to minimize harm. British Airways uses large quantities of energy in its operations. It also generates the potential for energy, e.g. by purchasing the very latest planes which are eviromental friendly. A key aim of the company therefore is to do more with less. It must achieve maximum efficiency with minimum waste. British Airways believes that by operating in innovative and socially responsible ways it can do things better than its rivals. Doing things better in business is referred to as competitive advantage. Social responsibilities are those duties to all the stakeholders of a business, not just the shareholders. Embedded within social responsibility is the concept of sustainable development. Sustainable development involves using resources so that: Resources are available to meet the needs of people now Resources can be available to future generations The needs of the natural environment are respected. The success of British Airways is the best value comfort service provides for its passengers. And to build up this solid foundation in the marketplace, British airways utilizes its resources effectively and efficiently. In that manner operations management of British Airways plays an important role in transforming inputs (labor, capital, equipment, land, buildings, materials and information) into outputs (goods and services) that offer superior value to customers.

Cultural Impacts on Eating Disorders: Anorexia Nervosa (AN)

Cultural Impacts on Eating Disorders: Anorexia Nervosa (AN) Anorexia nervosa (AN) is an eating disorder most commonly affecting adolescent women (Russell 1970, 132). The diagnostic criteria for anorexia is defined by the Diagnostic and Statistical manual of the American Psychiatric Association 4th ed (DSM-IV) as excessive dieting or exercise leading to extreme weight loss, a refusal to gain weight, disturbance in body shape perception and amenorrhea (American Psychiatric Association, 1994). It has been suggested that the psychopathologies behind AN arise from within a cultural framework, namely the Western culture (Bordo 1993, 141-145). The Western ideals of beauty and portrayal of a slim body type in relation to attractiveness and healthiness have perpetuated a culture of thinness and fat-phobia, from which AN manifests from extreme measures taken to achieve these conceptions (Bordo 1993, 146-149). Furthermore, in recent years AN has become a transcultural disorder, affecting non-Western cultures influenced by Western culture such as the Chi nese, Fijians and African Americans. Mass media has enabled widespread access to Western culture, resulting in a global culture phenomenon that has increased the incidence of eating disorders such as AN worldwide (Simpson, 2002, 66-67). In addition, cultural assimilation as well as cultural clash in those who must balance their traditional culture with the modern Western culture has been shown to contribute to a predisposition towards AN, as a result of self-conflicts and unstable self-identity (Shuriquie, 1999, 355). Finally, some have advocated for a more culturally sensitive definition of AN, which currently is thought to be Western-centric in its definition. Proponents advocate the consideration of individual sociocultural factors, notably unrelated to the culture of thinness, contributing to the development of AN within the context of local biologies (Simpson, 2002, 68-69). Thus AN must be analyzed from within a transcultural framework, one which encompasses the influences of t he Western culture on perceptions of the body as well as considers the specific cultural context, which sheds light on causes of AN. Anorexia is considered a Western culture-bound phenomenon as a result of the current sociopolitical demands placed upon women in regards to the ideals of beauty, body shapes, and feminism (Derenne and Beresin 2006, 257). The term culture-bound denotes a restriction of a phenomenon within a particular cultural group due to specific social, political, culture and psychological factors from within that culture (Prince 1985, 197-198). As most American women are preoccupied with their weight, AN could simply be an extreme manifestation of the nation-wide preoccupation with weight and body image (Lake 1999, 83-84). Historically, the concept of the ideal female body was fluid, changing with the political and economic climate, which affected cultural values and thus attitudes toward female bodies. During the colonial era, strong, fertile, able-bodied women were favoured, as they would be capable of assisting with chores as well as bearing many children to increase family size. Times changed in the 19th century with the introduction of a more comfortable lifestyle, when the waifish look became popular and women sported short hair, pants and a slender, androgynous look that symbolized feminism and liberation. Since then, there has been a cultural trend towards thinness, with famous models such as Twiggy becoming household idols, culminating in todays nation-wide obsession with weight-watching, calorie-counting and dieting (Derenne and Beresin 2006, 258-259). It is the mass media portrayal of the ideal thin female body as attractive, desirable and healthy that has further perpetuated the culture of thinness, targeting particularly vulnerable women young adolescents and teenage girls. Coincidentally, pre-teens, teenagers and adolescent females have the highest incidence of AN (Borzekowski 2005, 289). Recently, the incidence of AN has increased in pre-teen and teenage girls, as they are often the main target audience for a variety of media, which present unrealistic expect ations of their body shapes (Borzekowski 2005, 290-291). Fashion magazines often depict thin women as desirable and healthy, television ads promote the latest technological invention that helps a woman lose weight and the Internet offers countless websites with tips on eating healthy, keeping off the fat, appetite suppressants and 0 calorie dietary supplements. Particularly notable are the pro-anorexia websites that proclaim AN to be a lifestyle choice, offer advice on weight management, effective dieting strategies and community support encouraging AN (Derenne and Beresin 2006, 258-259) . This bombardment of social and cultural expectations to be thin in order to be attractive has predominated Western culture since the 19th century and has not only grown, but crossed cultural boundaries through communication via mass media to affect other cultural groups (Shuriquie 1999, 356-357). Thus, it is reasonable to conclude that the psychiatric problems behind AN may be described as a set o f particular symptoms that arise from within a cultural framework the Western culture of thinness. The origin of AN may have arisen from Western cultural values, but there have been an increasing number of reports of eating disorders such as AN in non-Western populations, challenging the notion that AN is a Western culture-bound syndrome. This trend is attributed to the exposure of non-Western cultures to Western culture via mass media. One study has shown that Hispanic and South African girls exhibit AN, influenced by their exposure to Western media, suggesting that AN transcends cultural and socioeconomic boundaries (Nasser 1994, 26-27). It was previously believed that the mentioned group of people were protected from modern Western influences, due to their traditions of embracing larger, full-bodied women. Yet, a study conducted by Becker (Becker 2002, 509) found that the women of a group of islanders hailing from the South Pacific Ocean, the Fijians, have been heavily influenced by the Western culture of thinness. There were no reports of eating disorders in the Fijian populat ion until 1995, when an international television station was broadcasted for the first time, depicting Western media. Three years later, reports of dissatisifation with body image, attempts to control weight such as dieting and self-induced vomiting were heard, suggesting that these Fijian women were significantly affected by the Western cultural ideals of the perfect body and perhaps could not distinguish between the idealism and concepts of perfection that television presented and reality. Despite a tradition of favourably viewing full-bodied women (Becker 1995, 27-29), a few years of exposure to Western cultural and perceptions of beauty have negatively impacted the Fijians. Anthropologists have studied the reasons behind the heavy influence of Western culture and have suggested that less developed, non-Western populations such as the Fijians regard the values portrayed by Western culture as symbols of socioeconomic progression, high social status and social acceptance (Shuriquie 1999, 358-360) and thus strive to emulate and assimilate Western culture values within their local cultures. Streigel-Moore points out that even African American groups within the United States have shown increasing incidence of AN, stemming from a desire to participate in the white world (Striegel-Moore 2003, 1326-1328). Similarly, a study conducted by Nasser on the prevalence of AN in teenage Egyptian girls in Cairo indicated that traditional Egyptian values of larger, fertile women have not conferred protective effects from the assimilation of Western conceptions of the ideal body type via mass media in young Egyptian women (Nasser 1994, 28-30). These findings highlight a phenomenon known as global culture, where the world is connected via media, allowing cultural values to be readily accessible by other cultures across the globe (Banks 1992, 867). In this instance, global culture has contributed to the rising incidences of eating disorders such as AN, which has ultimately becom e a transcultural disorder that is not limited by cultural boundaries. In addition to the global cultural phenomenon, some have argued that those immigrating to the West from non-Western cultures experience cultural clash, leading to greater risk of psychiatric disorders such as AN (Lee 1996, 21-23). Studies have indicated that those who are assimilated into Western culture are less impacted by media-driven concepts such as dieting and maintaining a slender frame than those who choose to maintain their own cultural values while living in a Western culture. Culture clash occurs when an individual adopts two cultural systems, which are often in conflict. Mumford and Whitehouse have shown that Asian girls in the United Kingdom that have not acculturated struggle to balance their beliefs and attitudes at home, where their traditional culture dominantes, and at school, where there is pressure to conform to the norms of the Western culture (Mumford and Whitehouse 1991, 222-225). Unfortunately, the unrealistic expectations of body shape is often taken as the n orm in individuals affected by this cultural clash, leading to increased vulnerability to the negative influences of Western culture on body image and subsequently increased susceptibility to AN. These findings interestingly point to the influence of a non-Western culture within the context of Western culture not as protective, but exacerbative of eating disorders. Although the phenomena of global culture and culture clash demonstrate the extensiveness and impact of Western cultural values on the rest of the world, it has been argued that attributing the cause and symptoms of AN solely to the sociocultural influence of the West may be inaccurate. The culture of thinness may be pervasive, but it is not the sole explanation for AN. Simpson claims that the prevailing biomedical definition of anorexia as a psychiatric disorder characterized by fat phobia and a distorted perspective on body image is itself a cultural construction within the confines of the Western culture (Simpson 2002, 66-70). This suggests a need to adopt a culturally-sensitive definition of AN, one which stems from within the context of local biologies rather a universal framework. Fat-phobia is currently the defining characteristic in AN, but there have been accounts of those with an eating disorder very similar to AN, except for the obvious lack of fat-phobia. Simpson presents reports of Chinese women suffering from AN who do not report fat-phobia. Rather, they attribute chronic epigastric bloating and a loss of appetite to their disinclination to eat (Simpson 2002, 68). In another case, a woman refuses to eat after being separated from her boyfriend, citing abdominal discomforts and a disinterest in food (Simpson 2002, 68). These psychosomatic symptoms are a result of somatization (Kleinman 1989, 57), where the illness symptoms of AN manifests from social problems, rather than any dissatisfaction of body shape. Psychosomatic symptoms are commonly reported in the Chinese population and contribute to the etiology of AN, although they are not included in the DSM-IV criteria. Furthermore, some women from conservative religious fundamentalist backgrounds have been cited to abstain from food, as a result of their beliefs about food, the body, femininity and spirituality (Simpson 2002, 68). Similarly, Mogul discusses a case where an anorexic patient refused foo d and fasted to the point of emaciation due to a religious belief that attainment of the highest spirituality and freedom from materialism came with a rejection of the temptations of food (Mogul 1980, 51). Thus, explaining AN within a Western cultural framework establishes a limited perspective of the disorder that does not take into account the personal, sociocultural factors within local biologies that contribute to various forms of AN. Ultimately, AN is not a universal disorder, but a transcultural disorder. AN should not be viewed within the confines of any one culture, but rather understood to be a cross-cultural phenomenon. Essentially, AN is a psychiatric disorder with multi-factorial causes, requiring the incorporation of the Western cultural preoccupation with fat-phobia and unrealistic body shape expectations and the cross-cultural psychological and sociocultural reasons within local biologies to arrive at a holistic and culture-sensitive definition. References Russell, Gerald F. M. 1970. Anorexia nervosa: Its identity as an illness and its treatment. In Modern Trends in Psychological Medicine. Butterworths: London. American Psychiatric Association. 1994. Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: AMA. Bordo, S. 1993. Unbearable Weight: Feminism, Western Culture, and the Body. University of California Press. Simpson, K. J. 2002. Anorexia nervosa and culture. Journal of Psychiatric and Mental Health Nursing. 9, 65-71. Shuriquie, N. 1999. Eating disorders: a transcultural perspective. Eastern Mediterranean Health Journal. 5(2):354-360. Derenne, J. L. and Beresin, E. V. 2006. Body Image, Media, and Eating Disorders. Academic Psychiatry. 30:257-261. Prince, R. 1985. The concept of culture-bound syndromes: anorexia and brainfag. Social Science and Medicine. 21:197-203. Lake, A. J., Staiger, P. K. Glowinksi, H. 1999. Effect of Western Culture on Womens Attitudes to Eating and Perceptions of Body Shape. International Journal of Eating Disorders. 27:83-89. Borzekowski, D. L., Bayer, A. M. 2005. Body image and media use among adolescents. Adolescent Medicine. 16:289-313. Nasser, M. 1994. Screening for abnormal eating attitudes in a population of Egyptian secondary-school girls.Social psychiatry and psychiatric epidemiology. 29:25-30. Becker, A. E., Burwell, R. A., Gilman, S. E. et al. 2002. Eating behaviours and attitudes following prolonged exposure to television among ethnic Fijian adolescent girls. British Journal of Psychiatry. 180:509-514. Becker, A. 1995. Body Imagery, ideals and Cultivation: Discourses on Alienation and Integration. In Body Self and Society: The View from Fiji. Philadelphia, University of Pennsylvania Press. Striegel-Moore, R. H. 2003. Eating Disorders in White and Black Women. American Journal of Psychiatry. 160:1326-1331. Banks, C. G. 1992. Culture in Culture-Bound Syndromes: The Case of Anorexia Nervosa. Social Science and Medicine. 34(8):867-884. Lee, S. 1996. Reconsidering the status of anorexia nervosa as a Western culture-bound syndrome. Social Science and Medicine. 42:21-34. Mumford, D. B., Whitehouse, A. M. 1991. Sociocultural correlates of eating disorders among Asian school girls in Bradford.British Journal of Psychiatry. 158:222-228. Kleinman, A. 1989. The Illness Narratives: Suffering, Healing, And The Human Condition. Basic Books. Mogul, S. L. 1980. Asceticism in adolescence and anorexia nervosa. Psychoanalytical Studies on Children. 35:155-175.

Love and Freedom Essay -- Love Freedom Psychology Philosophy essays

Love and Freedom What is love? Is it something we do or something we can know? Some classify love as something that you feel for some people sometimes. It is often linked or used interchangeably with lust. Others feel that it is something that is constant and untouched by judgement and feeling. The only common denominator for love is that it is something that is desirable; it is something that we want. So what do people want? Many philosophies pose answers; but those answers frequently lead to more questions. Examining Sartre’s idea of love from Being and Nothingness, we find a love that is an action in the form of a project. The goal of the project is to attain a totality of being through the use of another. This differs from the love outlined by Socrates in Plato’s Symposium. Through Socrates, Plato characterizes love as a desire to partake in the beautiful for the purpose of gaining happiness. Sartre states that love is an engagement in an impossible project. Plato, whil e agreeing that the task is not easy, feels quite differently that love is attainable. This paper seeks to find they areas where the two philosophies overlap, hoping that an even better definition or goal of love can be reached. In order to understand Sartre’s idea of love, we must first examine his ontology. This will lead us to why love is sought. First, there is a distinction between what is free and what is determined: our consciousness exists as a freedom, for-itself, that can transcend any element that is not part of the present consciousness. The human being is a freedom that is able to detach itself through a â€Å"nihilating withdrawal.†[1] This means that the person who talks with others and lives in the world with people can choo... ...rans. Hazel. E. Barnes, Washington Square Press Pub., 1965, specifically term â€Å"nihilating withdrawal† pp.58 and 61, discussion in between [2] B&N, p. 68 [3] B&N, p. 72 top [4] B&N p.69—parenthesis added [5] B&N p. 72-73 [6] B&N p. 99 [7] B&N p.106 [8] B&N p.138 [9] B&N p. 139 [10] B&N p. 144 [11] B&N p. 475 [12] Plato, The Symposium, from The Collected Dialogues of Plato, trans. Michael Joyce, Princeton Univ. Press,1989, p.555 or 203 b-d [13] Symposium, p. 556-57 or 204 b-e [14] Symposium, p. 557-58 or 205 d-e [15] Symposium, p. 558 or 206 e [17] Symposium, p. 562 or 210-211 c [18] Jean-Paul Sartre, Existentialism is a Humanism, excerpted from Walter Kaufman, Existentialism from Dostoevsky to Sartre, Meridian, 1989, p. 348 [19] B&N p. 136 [20] B&N p. 364 [21] B&N p. 534 [22] B&N p. 358

Maglev Consequences Essay -- essays research papers

Maglev Consequences Magnetically levitated ground transportation, or "maglev," is an advanced mode of surface high speed transportation whereby a vehicle gliding above a guide track is suspended, guided, and propelled by magnetic forces. Because they never touch the guide track causing friction, maglev vehicles can be designed to travel at extremely high speeds, 500 kilometers per hour (300 miles per hour), or more! Americans traveled 3.2 trillion passenger kilometers (2 trillion passenger miles) by car, truck, bus, and public transit, and 9.8 billion passenger kilometers (6.1 billion passenger miles) on Amtrak. As populations have grown the traditional systems have become stressed. Congestion on highways and at airports not only wastes time and fuel and increases pollution, but constrains mobility to the extent that economic growth and productivity are adversely affected. Increased demand. Between 1980 and 1990, with deregulation and consumer demand for fast inner-city travel leading to lower airline fares, commercial air traffic has increased by 56 percent. Adding to the congestion and delay is increased commuter and regional air traffic. Those short distance flights take valuable landing slots that could be used for larger planes on more profitable, longer flights. With the maglev vehicles the shorter trips excluding access time can be cut a lot. With a study of 16 major ...

Accounting Essay -- essays research papers

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Accounting technician is an occupation that is needed in many aspects of our society. If you like to work with mathematics, computer and money management, a suitable occupation for you is accounting technician. To achieve your goal, you need to be familiar with the job description and duties, working conditions, education and training program, job opportunities and financial aspects. Job Description and Duties   Ã‚  Ã‚  Ã‚  Ã‚  Accounting technicians keep systematic records of business transactions. For example, they make bank deposits and reconcile records of bank transactions. These technicians also assist with accounts receivable and accounts payable records, ledgers and journals. They use computers to calculate, prepare and process invoices, accounts payable and receivable, budget documents and other routine financial records. They also have other duties, such as performing computer data entry and analysis functions, preparing, typing and mailing monthly customer statements, taking telephone orders, making up cheques and assisting with payroll calculations. Working Conditions   Ã‚  Ã‚  Ã‚  Ã‚  Accounting technicians usually work regular weekday hours in a comfortable office environment. During peak business periods, overtime may be required. However, in the service industry, standard hours may be different. Education and Training Programs   Ã‚  Ã‚  Ã‚  Ã‚  The educational requirements for t...

Of Mice And Men †Review Essay

The novel ‘Of Mice And Men’ is set in the early 1930’s, in the American state of California. America at this time was suffering from the effects of the depression, which followed the Wall Street Crash. This had caused many businesses to go bankrupt. Also, in this period of time America had great problems on the agricultural side of it’s economy. Large areas of farmland had been lashed by hurricane winds, and this had caused much of the topsoil to been blown away, leaving vast areas of land unable to grow any kind of crops. Logically this meant that less workers were needed to tend the land, so many were laid off, and as mentioned earlier many businesses had gone bankrupt following the Wall Street Crash, the combined effect of these two events led to vast numbers of people being left jobless. This gave rise to a new group of society ‘drifters’; people who would travel from place to place doing manual labour, or working in the fields. This worked to the advantage of the business owners who managed to survive the crisis, (many of these were in California, a rich state which had not been hit as badly by the depression) because it meant that there were lots of workers for few jobs. Employers could make working conditions awful, knowing that if anyone complained they could fire them and there would be five people eager to fill the place. We do not know if John Steinbeck’s story is based on true characters or not, but we do know that he gives a very accurate depiction of what life was like at the time, as he himself was a drifter for a period of time. One thing that becomes evident during the story is that most of the characters suffer from loneliness. One of the ways in which they coped with the loneliness was by holding onto a belief in the American dream, the dream that every man can better himself through his own efforts, and live a long and happy life. The first two characters that we meet are George and Lennie, two drifters. George comes across as the leader of the two; his job is to keep Lennie out of trouble. He shows great patience in dealing with Lennie whose mental age is the equivalent of a small child. During the book we do see George lose his temper with Lennie because it appears that he is always messing things up for George. For example when they are on their way to the new ranch Lennie produces a dead mouse from his pocket and George gets angry, â€Å"You crazy fool†, â€Å"You gonna give me that mouse or do I have to sock you?† and â€Å"Blubberin like a baby? Jesus Christ! A big guy like you.† George claims he only keeps Lennie around because he made a promise to his Aunt Clara that he would. Even if this is true she is now dead, and so George has no real reason to keep looking after Lennie, especially as Lennie seems to mess up everything that goes right for George. However, George still puts up with Lennie and this, it would seem, is mainly to avoid the loneliness that is caused by all the travelling. While Lennie may not be the sharpest knife in the drawer, he is still someone to converse with on long lonely walks. We learn from early on in the book that George and Lennie also share the American dream, they dream of one day having, â€Å"a little house and a couple of acres an a cow and some pigs†.This ambition highlights one big difference between George and Lennie’s grasp on reality, whilst George says he dreams of this, he must know deep down inside of him that they will never fulfil the dream. Lennie on the other hand is completely different he believes so deeply in the dream that at one point George actually threatens to not let Lennie tend the rabbits when they achieve their dream. The dream that these two share leads us to meet the next character that also suffers great loneliness. We first meet Candy when Lennie and George arrive at the ranch. He is the first person they meet. He is also the one who takes them to see the boss. Candy only has one arm and we find out later that he lost his arm in a machinery accident in the fields. However, the ranch still employs him and he was given compensation for his injury. Due to the loss of his arm he cannot work in the fields, instead he has to stay behind and sweep up. This causes him great loneliness because he has no one to talk to, his best friend is his dog, but tragically later in the story the other workers convince Candy to shoot him because he is old and useless. While the other workers can go into town at the end of the month, giving them the opportunity go out and have a good time, Candy cannot join them because he is too old to be out drinking until late in the night. His circumstances cause him to suffer from great loneliness, so it is not surprising that when he over hears Lennie and George talking about their dream, he tries to buy in to it. With the money that Candy got in compensation for his arm, it begins to look as though the dream may become a reality more quickly than George or Lennie imagined. The next character that we meet is Crooks the stable buck. He suffers from loneliness because he is black. This means he has to sleep in his own dorm and is not allowed to stay in the same dorm as the other workers. He is lonely purely because he is alone all the time and has no one to talk to. Crooks is also a cripple as a horse kicked him when he was working, leaving him with a crooked back, this prevents him from joining in many activities. He pretends, when Lennie goes into his dorm to be really angry, â€Å"I ain’t wanted in the bunk-house, and you ain’t wanted in my room.† But as time goes on he begins to warm to Lennie, â€Å"Come on in and set a while†, â€Å"Long as you wont get out and leave me alone you might as well sit down.† I think this is mainly because he was just glad to have someone to talk to, after being on his own for so long. Even after this though he could not resist getting revenge on the white folk, he teases Lennie asking him, â€Å"S’pose George don’t come back no more.† And he persists and begins to scare Lennie until finally Lennie gets so scared he decides to go and check if George was back yet. But Crooks quickly apologises at the thought of being left all alone again. A few minutes later Candy turns up and although Crooks acts as though he is resentful he still invites him in. The next character to appear at Crook’s door is Curley’s wife. She is the only woman on the ranch, and the guys refuse to talk to her because of Curley. He is very protective and jealous of her and will try and beat up anyone who he thinks might be making a move on her. When the guys in Crooks dorm seem to shut her out she begins to insult them, â€Å"Standin here talking to a bunch of bindle stiffs- a nigger an’ a dum-dum and a lousy ol’ sheep.† Showing a spiteful side to her character. She only married Curley to spite her mother in the first place. One night in a bar she met a man who claimed he could make her a great star actress. We are not told how the man took advantage of her. He said that he would send a letter to her, but she never received it and blamed her mother, accusing her of destroying the letter, then to spite her she ran off and married Curley. The story has a tragic ending, all the way through the story George had warned Lennie about getting to close to Curley’s wife. But this turned out to be the ‘downfall’ of their dream, which had seemed so much more likely since the addition of Candy to the plot. Lennie is in the barn when she appears and starts talking to him. They start sharing stories, and she asks him why he is so obsessed with rabbits. He tells her about his obsession with stroking nice things, and she allows him to stroke her hair. She starts to complain that he will, â€Å"muss it up†, but when she pulls away Lennie’s grip tightens and she begins to scream. He puts his hand over her mouth and begs her not to because George will get angry. Her body, ‘flopped like a fish’, Lennie had broken her neck. The first people to find the body were Candy and George. They new it had to be Lennie. It is at that point that the dream is thrown into real jeopardy. Candy recognising this, immediately tries to convince George that they can still achieve their hopes, â€Å"You an me can get that little place, can’t we, George? Can’t we?† But Candy already knew the answer. George knows that Lennie was such a big part of the dream, it could not continue without him, it would almost be disloyal. George knows that the other workers, especially Curley would not allow Lennie to live after this. George goes off to find the other workers. Candy is now alone with the body of Curley’s wife in the barn, he blames her for destroying the dreams of three men, himself, George and Lennie. He actually begins to shout at her, â€Å"You god damn tramp.† â€Å"s’pose you’re glad.† George follows the other workers into the barn. He acts as though it is the first time he has seen the body. The other workers assure him that they think he had nothing to do with it, and they set off in search of Lennie. The story ends with George and Carson, one of the ranch hands, standing over Lennie. George has the gun to the back off Lennie’s head. He and Lennie have been talking about the dream, before Lennie knows it George pulls the trigger and Lennie is dead. The last thing we see is George going to the highway with Carson, Curley and Slim. He and Slim walk away to get a drink, George knowing that it’s all over. The dreams that he and Candy have shared, and that have kept them going have been destroyed.

Alan Paton Style Analysis Essay

Authors often crystallize an impact on the endorser through imaginative story telling and transport to life intriguing and compelling characters in their stories. Alan Paton non except succeeds in doing this, just further raises the bar by full immersing his readers by making them not only learn well-nigh the characters, but truly instills a sense of caring ab turn up their well being. Throughout the novel Paton makes it weak just how much adversity and harm his character, Stephen Kumalo, must have endured. He utilizes reverberating words such as incertitude and suffering in the passage chosen.The note of hand throughout the passage appears to have sable and melancholy quality to it. Kumalo is shown enduring aeonian tragedy all around him save he continues to persevere. Patons unconventional techniques of discourse is shown often in this passage. Patons dialogue never identifies who is speaking to encourage the reader to pay attention, also he does not use quotation marks homogeneous most authors and just bypasses it completely.Paton uses limited all-knowing point of view to tell the story. It not only takes us into the stories but stirs sensation within the reader. He allows us to be put in Stephens berth while still left question what is really going on. Character growing is very apparent throughout the passage. Kumalo started out in the story as a pastor whose faith was strong in God, but at times had doubts, sometimes he would doubt his son for committing atrocities, except in the end he erect forgiveness for his family.Stephan is the epitome of overcoming adversity no matter what perils he came across.

Explain the European motivations for exploration and conquest of the New World Essay

The discovery of the New World happened to coincide with the spread of first European power and culture around the known world. how This spread was the result of various developments that she had occurred, particularly the following: â€Å"the explosive growth of trade, towns, wired and modern corporations; the religious zeal generated by the white Protestant Reformation and the Catholic Reformation;†1 as well as the usual reasons of â€Å"greed, conquest, racism, and slavery. †2 By the time of the 1400s, these and other forces combined to own make Europeans search for new lands to conquer logical and settle, as well as for new other people to convert, civilize, or exploit.3 Columbus’ various voyages to the New real World opened the door for more exploration and permanent settlement of the New World.Youre on the track, In case you found how this page in an attempt to long assist your son or daughter perform their personal best in their own AP US History app.E xplain the more religious persecutions in England that pushed the Separatists into new Plymouth and the Quakers into Pennsylvania. Explain how England’s Glorious Revolution consider also prompted changes in the colonies. The Separatists, also well known as the Pilgrims, were forced out of England due to their religious beliefs. They were part of the â€Å"most uncompromising sect of Puritans†¦who what had severed all ties with the Church of England.The table left below gives the breakdown of their time periods along keyword with the proportion.

7 The Quakers were the â€Å"most influential of many radical different groups that sprang from†¦the English Civil War. †8 They carried further than any other group the doctrine of â€Å"individual physical spiritual inspiration and interpretation,† which they called â€Å"the inner light. †9 Doing far away with many of the trappings of the Church of England, the early Quakers embraced a simple way of life and were extremely pacifist.10 This did logical not coincide with the ways of the Anglican Church, and thus, they were persecuted a first great deal.Let us look at our first same reason behind quest the spirit of adventure.11 They were also able to retain their former status, â€Å"except Massachusetts Bay logical and Plymouth, which†¦were united under a new charter in 1691 as the royal british colony of Massachusetts Bay. †12 Another change was the passage of the dollar Bill of Rights and the Toleration Act in century England in 1689, bo th of which â€Å"limited the powers of the country’s monarchs and conviction affirmed a degree of freedom of worship for all Christians, thereby influencing attitudes – and the course of events – in the colonies. †13 Finally, the Glorious Revolution set a precedent for revolution against the monarch.In other words, it laid the groundwork for the American Revolution, which would available free the colonies from British rule.Ensure you answer click all sections of this question.

Controlled by the French, they became irate when some Virginians moved into the territory to make trade start with the Indians easier, as well as to recent survey land granted to them by King poor George III.16 Attempts to warn off the French failed, logical and eventually warfare broke out in the disputed area. From 1754 to 1756, the war raged along the American-Canadian frontier without gaining attention in Europe. 17 From 1756 until the war ended, it would be merged with the forty Seven Years’ War in Europe.Explain the conditions which resulted in the Monroe Doctrine.Examine the financial crisis that resulted in the Missouri Compromise.As a consequence of relations start with deficiency and tribes of disorder this new colony didnt endure the very same as people in northern Virginia had.

The late 19th century is very late.You see, instruction doesnt encourage.The whole course is going to be structured as follows.Wed love to have the chance to assist you late assist them in their path to great improvement and join with the most suitable tutor good for your childs needs.

Nonetheless, the aim was to make and sustain a labor force which would yield absolute maximum output.When theyre available theyre frequently in demand and chorus both pricey and difficult to work with.Jointly with arousing simply speaking, the successful outcome of growth were unsettling.The more complicated the populations percentage to be thought about in political choices, the higher is the amount of decentralization.

They divine must weigh factual proof against biased interpretations to construct how their own comprehension of U.history.Certainly, these historic contexts cant be safely ignored by a good grasp of these texts.Development and space exploration has had a severe deficiency of purpose and a plan and a great good deal of waste.