Online Casino Movement Vegas Revs Up For A Supercharged...

Blog 9 – Slotty Vegas revs up to deliver supercharged slots They are the driving force behind the online casino movement and have players up and down the land captivated. In 2015 slot games have reached such popularity that you really couldn’t imagine the online casino landscape without them. Classic, video, and 3D, online slot games come in all different shapes and sizes, but everyone knows that the very best ones are the ones that offer up the biggest prizes. Slotty Vegas may have only been around for a year, but in that time that have successfully fought tooth and nail to secure an audience of their own. By being so dedicated to the slots genre they have found themselves an army of loyal fans, fans that are helping push the operator to†¦show more content†¦Supercharged and ready to blow, this new offer will have the hearts of slots lovers racing in the near future that’s for sure. Top of the League The hidden excellence behind the brand new supercharged slots promotion is that it pushes win rates at Slotty Vegas to the top of online casino portals charts the world over. Backed by major software developers in NetEnt and Microgaming, Slotty Vegas now feature the very best payouts on games such as Girls with Guns, Terminator 2, The Wish Master, Lights, Avalon, and the chart-topping Aliens. The games play exactly the same way; it is just that there is increased profit up for grabs. For more information on the supercharged slots promotion from Slotty Vegas, simply load up your PC or smart device and visit your chosen online casino portal. Blog 10 – 21 Dukes Casino receives critic’s approval for performance Online casinos are popping up at such an alarming rate at the moment that it has become increasing difficult to determine which are good and which are bad. Certification does a great deal with regards to determining an online casino’s security, but it doesn’t do much to determine the playing quality of an online casino. Thankfully, other third parties have stepped into to help out those who are struggling to decide on where to play. Already established critics definitely have a voice within the industry, many having developed a system for grading online casinos and players are clearly listening. The

The Structural Framework Of Letter - 1281 Words

When observing the structural framework of Letter to Romans, chapters nine through eleven are a distinctive unit because of the central focus on God’s inclusion of salvation for all. Awkward sentence structure. Prior to chapters nine through eleven, Paul verbally confronts individually within his religious heritage for justifying their faith through their works to God’s promise rather by grace through faith. Chapters (7-8) explore the importance of tying the law with the gospel in order to live a righteous yet difficult life. Within these chapters, Paul continually berates the Jews for their rejection of Christ and for their faith justified by good works. However, Paul shifts his focus from the jews to the gentiles regarding their†¦show more content†¦I think that this could be correct, I would add a sentence or two explaining why. This scriptural passage is connected to preceding sections by using a transitional phrase â€Å" So that you† (v.25). This corresponds to the transitional phrase of the preceding section on the salvation of the gentiles, â€Å"So I ask,† (thesis points to previou section) Awkward sentence construction (v.11) One could interpret this use of transitional phrases as a series of points stemming from the main argument that Israel is still God’s elect and will attain salvation through the Gentiles according to God’s plan. Within this text, an important conceptual link is this emphasis on â€Å"all of Israel†. The Elijah narrative in the beginning of chapter 11, portrays God granting mercy on the people of Israel even though they have persecuted his prophets and desecrated the altars of God’s temple. However, those who are shown mercy are those 7,000 people who have not worshipped Baal. Paul expands upon this by stating that â€Å" So too at the present time there is a remnant, chosen by grace.† (v.5) The remanent pertains to the Jewish Christians of Paul’s time. However, two sections later, Paul makes an argument that all of Israel, even those who have disobeyed God, will attain salvation and mercy. The NRSV presents two textual problems for this scriptural passage. In verse 28, the word God was not originally in the sentence, therefore the line isShow MoreRelatedDevelopment Of New Qris Systems1502 Words   |  7 Pageswill present the results of those studies as they relate to three key questions 1) Are QRIS measures of quality related to measures of structural and process quality? 2) Do QRIS systems lead to an increase in program quality over time? And 3) Do QRIS ratings relate to children’s developmental outcomes? Do QRIS measures of quality relate to measures of structural and process quality? Fourteen studies related independent quality assessments with QRIS measures of quality (See Appendix A). All studiesRead MoreApple : Make It Informative And Interesting1546 Words   |  7 PagesModel. 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Values and Ethics Free Essays

string(153) " professions where expectations from both clients and employers are high, financial compensation is low, and gratitude and appreciation is rarely given\." Values and Ethics: Above All Else Abstract The purpose of this paper is to identify and discuss my personal values, compare and contrast those values against the NASW Code of Ethics, discuss the selection of a specific values clarification vignette, including reason for choosing, personal feelings, attitudes, beliefs, and assumptions, level of comfort regarding the client(s) involved, and actions to be taken to resolve conflicting personal values, and discuss the selection of a particular ethical dilemma, including ethical responsibilities and principles in conflict with dilemma, reasons for choosing, available options to address the concerns, the pros and cons of each option, guidelines and resources available to assist with resolving this dilemma and deciding on appropriate course of action, and what course of action is chosen. Values and Ethics: Above All Else Three of my personal values include the following: honesty and integrity, never settling for less than one’s best through commitment to improving oneself, and to be accepting of other people regardless of race, gender, sexual orientation, or culture. My family heavily influenced my personal values as they always taught me to be a free-thinker, open-minded, and to try to put myself in other’s shoes. We will write a custom essay sample on Values and Ethics or any similar topic only for you Order Now They pushed me to be the best I could be at whatever I was doing, even when I thought I was already doing my best. They encouraged me to have friendships with people from all walks of life. I have friends of all ages, races, genders, and sexual orientation. I don’t limit myself to one particular group. My parents set examples for me in these values instead of just stating them. In other words, their words mirrored their actions. My personal values conflict with the NASW Code of Ethics on the following levels: 1) Honest and integrity—As an individual who is devoted to building and maintaining a client’s trust in my professional knowledge and dependability, this value conflicts due to the fact agency policies, legal procedures, etc will inevitably place limitations on how I am able to provide services to my client. The ability to remain dedicated and loyal to my client while adhering to particular agency, state, and federal government laws will be a balancing act. There will be times when I have to choose laws over clients in cases where abiding by the law will betray my client and possibly destroy what trust he/she has placed in me. It is my desire if/when this should ever happen, betraying my client due to requirement to adhere to the law will ultimately benefit the client more than maintaining complete confidentiality. According to the NASW Code of Ethics, â€Å"†¦social workers’ responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised† (National Association of Social Workers [NASW], 2008, 1. 01 Commitment To Clients). An example of this would be informing the law about child neglect or abuse during a counseling session with a client who tells me her child is being abused. Additionally, â€Å"†¦the client’s right to confidentiality may be less compelling than the rights of other people who could be severely harmed or damaged by actions planned by the client and confided to the practitioner† (Hepworth, Rooney, Rooney, Gottfriend, Larsen, 2006). 2) Never settling for less that one’s best: The hardest challenge for me is accepting my clients â€Å"where they are† because I am always wanting my clients to achieve the highest level of functioning and well-being as possible. If the client’s current stage or state in life is â€Å"where they are supposed to be†, then I have to ask the question, â€Å"Why are they being referred to me for assistance? † In my personal life, I both desire and am always encouraging my friends and family to succeed in whatever they are doing. It is difficult to see them struggle when I think there is a better life for them. I have to stop and remind myself what I think is better or best for them is not always appropriate nor what they want. To me, this is the hardest to accept. I have to be very mindful I don’t impose my own wishes and desires on my client while maintaining an encouraging and positive client/worker helping relationship, (National Association of Social Workers [NASW], 2008, 1. 02 Self Determination); 3) Accepting of other people regardless of race, gender, sexual orientation, or culture: It is difficult for me to work with a client who is unwilling to accept help from someone based on race, gender, or culture: i. e. client refusing to work with an African-American social worker, a female social worker, a homosexual social worker, etc. In dealing with the geriatric population, I have encountered quite a bit of racism from my clients as most of them were raised during the turbulent years of the Civil Rights Movement. They have the mindset and use terminology that is very offensive to me. I have had clients tell me they don’t like the people who live in their neighborhood simply because they are not Caucasian. I also have clients who have told me they don’t think I can help them, and refer to me as â€Å"that little girl† (National Association of Social Workers [NASW] 2008 1. 05 Cultural Competence and Social Diversity). My personal values compare with the NASW Code of Ethics on the following levels: 1) Honesty and Integrity: I am committed to representing the social work profession in an ethical, professional manner to the best of my ability. I am committed to remaining honest with my clients, my employers, and my colleagues. I embrace integrity by taking responsibility for my actions and providing my clients with the highest level of service available. Integrity, for all people, holds a variety of meanings and is enacted on different levels. For me, integrity means operating in ethical and highly conscientious levels even when no one is watching and no recognition is given. Social work is one of the professions where expectations from both clients and employers are high, financial compensation is low, and gratitude and appreciation is rarely given. You read "Values and Ethics" in category "Essay examples" The professional must find their own avenue of appreciation through the realization that their actions can ultimately have a positive impact on the lives of those clients and their families long after the social worker has terminated their relationship (National Association of Social Workers [NASW] 2008 6. 01 Social Welfare). 2) Never settling for one’s best: As previously stated, I am always wanting better for my friends, family, and especially my clients. This motivates me to carefully examine every avenue for every possible resource available and utilize them to best facilitate my client’s ability to achieve their pre-determined goals. It can be said social workers often serve in the creative capacity when it comes to helping their client succeed. As economic times get harder and federal and state budges get tighter, social workers will have the increasingly daunting task of providing maximum services on a minimal budget. I have a strong drive for my clients to succeed which serves as a catalyst in finding avenues of assistance. 3) Accepting of other people: We, as a nation, are known as the â€Å"Melting Pot of the World†. Thus, social workers will have clients from all ethnic and cultural backgrounds. Having this acceptance and being open-minded towards people whose sexual orientation, lifestyle, religious and ethnic beliefs do not fit one particular mold will be extremely beneficial to me as I continue to grow in my professional career. I will be better able to serve my clients to the best of my ability and limit the possibility of any biases I may have, both realized and unrealized, to effect the working/helping relationship between me and my client. The vignette I chose to examine my personal and professional values against is vignette #1 concerning a home study with gay males that are interested in adoption. My reason behind choosing this vignette is the increase in media coverage of homosexual couples that are interested in adopting and the reactions from the public in regard. As stated by the NASW, â€Å"social workers’ social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice† (National Association of Social Workers [NASW] 2008 Value: Social Injustice). I would want to help this couple more than a heterosexual couple due to the discrimination that gay couples experience. I want to help oppressed individuals more and this makes me feel prideful to do so. However, the NASW also states that â€Å"social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people† (National Association of Social Workers [NASW] 2008 Value: Social Injustice). Due to this conflict, I would make every effort that every client receives equal service and I perform my job as professionally as I can. I have difficulty understanding other’s prejudices, and for this reason, I feel the need to over-compensate for those that have been discriminated against. I immediately felt sorry for this gay couple even though I had not met them yet. As a human being and in accordance to the NASW Code of Ethics, it is my duty to respect the inherent dignity and worth of this client as a person (National Association of Social Workers [NASW] 2008 Value: Dignity and Worth of the Person). This value is further emphasized in Direct Social Work Practice: Theory and Skills with the following passage: â€Å"All human beings deserve access to the resources they need to deal with life’s problems and to develop their potentialities† (Hepworth et. al, 2006). Additionally, the authors seek to advise the social worker to remain vigilant in terms of not allowing his or her personal biases to affect the helping relationship. My preconceived beliefs include the thought that this gay couple had been discriminated against multiple times and would expect me to do the same. I also assumed this gay couple would fit best with a female child, thinking some homosexual males relate well with females. However, they are males, so would they relate better with a male child? These assumptions are just that: assumptions. Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics (National Association of Social Workers [NASW] 2008 4. 01c Competence). I am quick to extinguish any assumptions once they have run their course in my mind. I rarely embrace them; they are just merely a notion that passes through my brain. I am uncomfortable with every client when I do the first home visit. I know the correct body language to show, verbal and nonverbal, so I am able to hide my uneasiness and build a rapport quickly. Once a relationship has started to develop with a client, I am more at ease in their presence and able to provide quality level of services for them. After establishing their needs and goals, I would seek any resources that could assist the couple with all needs identified and the process of adoption. Throughout the course of helping this couple, I would remind myself that they are not my only clients, and all of my clients need to be serviced equally. The vignette I chose to discuss my ethical and principle conflicts is ethical dilemma #1 regarding the formation of a youth group in a state correctional facility. I chose this vignette because I have quite a bit of experience with youth and I am most comfortable with younger clients. Working with clients in a correctional facility is very appealing to me so this vignette caught my attention before the other ones had a chance. In this situation, I could share all information I learn in the group, share nothing I learn in the group, or disclose in the beginning the nature of confidentiality and decide if any references made in group need to be reported. In deciding if any references in group should be reported, I would use the professional knowledge of my superiors and equals to assist me in this judgment. By sharing all information I learn in the youth group, I would not miss any important information pertaining to my clients. Due to confidentiality concerns, I would only share the information with those the client had consented and those I had to share with. This course of action would demonstrate loyalty to my company as well as profession. The cons of the following options are as follows: 1) Having a meeting between intern and agency supervisor may cause feelings of resentment, confusion, and distrust. The intern may feel the agency supervisor thinks they are inexperienced and incapable of handling the job; 2) Having a meeting between the intern and the field instructor may cause the intern to feel he/she is unsuccessful in conflict resolution and may also cause them to feel the field instructor cannot trust them to perform their job duties; 3) Coordinating a meeting among the field instructor, the student intern, and the agency supervisor may cause to promote feelings of animosity, biases, etc for each party involved. The agency supervisor may feel threatened especially when regarding his/her agency’s policies and their stance on them. The field instructor may feel that the agency is being unrealistic in terms of its expectations and requirements for student interns. The student intern may feel caught in the middle and that he/she is unable to demonstrate their capacity for effective conflict resolution. 4) By requesting a transfer to another department, the student may not be able to experience what the field instructor had originally intended. 5) In the event that the parties are not able to come to a reasonable solution, then the student must find an alternative placement to complete field. This may leave the student intern confused, doubting their professional abilities, and the unwillingness to speak up if similar problems arise at their new location of internship. The resources that exist to help me resolve this ethical dilemma include my field instructor, my agency supervisor, the NASW Code of Ethics, and my own personal convictions. The NASW Code of Ethics states, â€Å"Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students†. Additionally, the Code of Ethics refers to the fact reasonable accommodations should be taken by each party to ensure that this occurs: â€Å"Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the  NASW Code of Ethics† (National Association of Social Workers [NASW] 2008 3. 02 Education and Training). The responsibility of the student intern being able to operate professionally within an organization and to exhibit their learned skill set belongs to both the administrator of the desired agency as well as the field instructor. The student intern has a responsibility to ensure the agency supervisor is aware of the intern’s obligations to the NASW COE. Furthermore, he/she is responsible for ensuring agency practices do not hinder or interfere with their obligations in accordance to it (National Association of Social Workers [NASW] 2008 3. 09 Commitment to Employers). It would be my choice to utilize the Code of Ethics, hold consultations with my agency supervisor and field instructor, and my own professional experience to make an informed decision as to remain with the agency or not. It would also be my desire the agency, my field instructor, and I could work to an agreeable solution and avoid having to seek alternative placement elsewhere. If we are unable to achieve this, I would exit the agency on a positive note and seek to apply my skill set and gain additional experience at a different agency. Above all, I would always present and interact on a professional manner as well as remember to always have a second plan in place. Hepworth, D. H, Rooney, R. H. Rooney, G. D, Gottfried-Strom, K. , Larsen, J. A. (2006). Direct Social Work Practice: Theory and Skills (7th) Belmont, CA: Thomson Higher Education. 54,55,57,69. National Association of Social Workers. (2008). Retrieved June 30, 2012 from http://www. socialworkers. org/pubs/Code/code. asp Perry, Dr. Tonya. Values Ethics In Social Work Practice [PDF document]. Retrieved from Lecture Note Handouts. June 30, 2012. How to cite Values and Ethics, Essay examples

Primus - Antipop free essay sample

As the name suggests, if you like the pre-manufacturedbands that control music today, dont buy this CD. If you likeodd-sounding, bass-driven music that can range from twangy to thrash, this albummay be for you. Bassist/frontman Les Claypools style is one of themost ingenious Ive ever heard. Guitarist Larry Ler LaLonde anddrummer Brian Brain Mantia are also amazing because they can keep upwith Claypool. There are two things that might discourage you from likingPrimus. The first is Claypools nasal voice; at first I found it annoying but gotused to it after a while. The second problem is that some of the songs are justplain dumb, or about something meaningless. For example, Ballad ofBodacious is about a bull in a rodeo. Rage Against the Machineguitarist Tom Morello co-produced and played on several tracks, which areprobably the best on the album. I think it was a great idea for him to appearbecause this combines one of the most unique bassists with one of the mostversatile guitarists. We will write a custom essay sample on Primus Antipop or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Producers include Fred Durst of Limp Bizkit, co-creator ofSouth Park Matt Stone and Tom Waits. This is an all-aroundgood album. My favorite songs include the title track, Electric UncleSam, Mama Didnt Raise No Fool, Dirty Drowning Man,Power Mad and Natural Joe. Eclectic Electricis mediocre because it is eight minutes long and gets old after a while. If you are tired of the norm, get Antipop.

Wine And War free essay sample

A review of the book by Don and Petie Kladstrup. The paper reviews the book Wine And War: The French, The Nazis, And The Battle For Frances Greatest Treasure by husband and wife authors Don and Petie Kladstrup. The paper shows how the Kladstrups discuss the fact that that wine is the sun around which the Frenchs world revolves, especially around the time of World War II. The Kladstrups support this thesis by telling the stories of French families who were famous for their wine making and the portrayal of the dedication of these families by hiding their wine and vineyards from the Germans and the Weinfuhers (Germans, who were sent by Hitler, to collect the wine from the French people), risking life or imprisonment. The Rothchilds owned a wine estate called Lafite. This was a coveted piece of property for the Germans. We will write a custom essay sample on Wine And War or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Vichy Government, a French regime sympathetic to the Germans, had seized many Jewish estates for the Germans. They were reluctant to do that with Lafite. In order to prevent the Germans from getting their hands on Lafite, the estate became the property of the French state for the remainder of the war. The Germans still set up headquarters on this property and the Rothschilds fled. Arrangements were made that the bookkeeper would oversee Lafite while the Rothschilds were gone. The bookkeeper convinced neighbors to hide Lafite;s best bottles with their own wine. The bookkeeper also transferred ownership of the wine from the Rothschilds, who had fled, to the Rothchilds, who were taken prisoners by the Germans while they served in the French army. The Geneva Convention says that the property of prisoners of war cannot be touched.

Free Essays on The Correlation Between Substacne Abuse, And Abuse Agaisnt Women By Male Partners

The Correlation Between: Substance Abuse and Women Abuse by Male Partners Introduction: The relationship between substance abuse and woman abuse is in no way an easy thing for me to talk about because I cannot stand men who do this, which is the main reason I’ve researched this topic, and made my own perspective out of my readings and research. Hopefully by researching this topic, and gaining my own perspective I will understand it further, and be able to work with male clients that have done this. I feel that substance use is a risk factor, which is a direct cause to the severity of woman abuse, and that it there is no excuse for battering women. Substance abuse, as used in this paper, refers both to the abuse of alcohol or other drugs, and to dependency on alcohol or other drugs. While partner violence includes same-sex violence, this discussion of partner violence will be limited to abuse of women by their male partners or ex-partners, so the term woman abuse will be used throughout this paper. I have also included a section on the drug use, physical, and se xual abuse for street sex workers, and will give my opinions about that topic as well. It seems to be that the simplest concept that I have gathered from my research and that I feel is the most commonly accepted, is that the chemical properties of a substance act on a part the brain responsible for inhibiting violence. However, since no inhibition center has ever been located in the brain, the disinhibition model has challenged this theory. But I feel if disinhibition explained the relationship between substance abuse and woman abuse, we would expect batterers who were substance abusers to be non-violent when their substance use was terminated. This is obviously not the case because there are many abstinent and recovering substance abusers that go through cases in domestic violence courts and also go through batterers programs. The effect of substance abuse on men who... Free Essays on The Correlation Between Substacne Abuse, And Abuse Agaisnt Women By Male Partners Free Essays on The Correlation Between Substacne Abuse, And Abuse Agaisnt Women By Male Partners The Correlation Between: Substance Abuse and Women Abuse by Male Partners Introduction: The relationship between substance abuse and woman abuse is in no way an easy thing for me to talk about because I cannot stand men who do this, which is the main reason I’ve researched this topic, and made my own perspective out of my readings and research. Hopefully by researching this topic, and gaining my own perspective I will understand it further, and be able to work with male clients that have done this. I feel that substance use is a risk factor, which is a direct cause to the severity of woman abuse, and that it there is no excuse for battering women. Substance abuse, as used in this paper, refers both to the abuse of alcohol or other drugs, and to dependency on alcohol or other drugs. While partner violence includes same-sex violence, this discussion of partner violence will be limited to abuse of women by their male partners or ex-partners, so the term woman abuse will be used throughout this paper. I have also included a section on the drug use, physical, and se xual abuse for street sex workers, and will give my opinions about that topic as well. It seems to be that the simplest concept that I have gathered from my research and that I feel is the most commonly accepted, is that the chemical properties of a substance act on a part the brain responsible for inhibiting violence. However, since no inhibition center has ever been located in the brain, the disinhibition model has challenged this theory. But I feel if disinhibition explained the relationship between substance abuse and woman abuse, we would expect batterers who were substance abusers to be non-violent when their substance use was terminated. This is obviously not the case because there are many abstinent and recovering substance abusers that go through cases in domestic violence courts and also go through batterers programs. The effect of substance abuse on men who...

Methods and Research in Communication Essay Example | Topics and Well Written Essays - 750 words

Methods and Research in Communication - Essay Example ar (2003) sought to explore the dynamics and challenges of the Middle East conflict and the role of the media in either contributing to the conflict or determining its course. One central question that is raised by the study involves the nature of contribution by the media in a cultural conflict. The study also questions the possibility of the existence of the element of bias in media coverage of conflict in the Middle East. Another important question raised by the study involves the capacity of the media to provide avenues that might be used for successful resolution of conflicts. Shinar (2003) adopted an explorative case study design with particular focus on the Palestinian-Israel conflict. The main hypothesis of the study was that the media involvement in conflict basically seeks ways of resolution. The study explored various models of conflict resolution in terms of their respective levels of efficacy to the Israel-Palestinian situation. Some of the historical incidents of the conflict were matched with the models with the objective of determining the patterns of the situation with the view of predicting possible scenarios for the future. The results of the study showed that the media involvement in conflict takes multiple forms and objectives. The media does not always engage in conflicts with the purpose of resolving the conflict. Sometimes the media basically seeks to transform the nature of conflict to match its own peculiar objectives. The study conducted by Melone, Terzis & Beleli (2005) focussed on the different roles that the media plays in a conflict situation. The hypothesis of the study was that the shape of any particular conflict is essentially determined by the manner in which the media participates in the conflict. The major assumption of the study is that responsible and ethical journalism will always produce positive results for the media whereas unethical journalistic practices have the capacity to escalate tensions and conflicts. The

Social Entreprenuerism Case Study 3 Coursework Example | Topics and Well Written Essays - 1250 words

Social Entreprenuerism Case Study 3 - Coursework Example Social entrepreneurs focus on achieving social, cultural and environmental objectives hence it appeals volunteers and charitable organizations. This study gives an account of OneWorld Health organization that produces and supply drugs to poor people across the world who otherwise continues to die of curable illnesses, but with no drugs to cure those diseases (Dees and Elkington, n.d). The focus of the study is how such organizations are established, how they raise funds to finance their activities and difficulties they encounter while dealing with their clients. OneWorld Health Company is a United States based pharmaceutical organization that manufactures and supplies drugs to the needy people in the society (Dees and Elkington, n.d). This organization was the first charitable organization to be established with an objective of providing drugs to cure diseases of the poor people at an affordable price. The idea of establishing such as organization was based on the reasoning that there are specific diseases affecting poor people and yet they are not prevalent in developed nations. Therefore, Hale thought that such diseases are only found among the people who could not afford to buy drugs that could cure such diseases. According to Dees and Elkington, (n.d), Hale also realized that many healthcare providers such as universities and other research institutions have a capacity and desire to assist the needy people in the society to solve their problems. Such institutions have expertise, which they desire to use in helping the needy people in the society. However, there was a problem regarding the company through which the experts could grant their assistance to the needy people in the society. This is because, the only existing institutions are business oriented that have motives for generating wealth. Therefore, this makes it

Human Management Essay Example | Topics and Well Written Essays - 2250 words

Human Management - Essay Example To manage people properly one is to understand their cultural background. The task is difficult even in the conditions of diverse workplaces within one particular country. In the process of globalization and business internationalization cultural issues have acquired ever greater importance. National cultures differ, which mirrors in business practices. Entrepreneurs and employees of various countries have different perceptions and attitudes, worldviews and approaches. National cultures and mentalities are reflected in nation-wide preferences for management styles and different notions of success. Western HR management has largely relied on the researches accomplished in the English-speaking countries, especially those in the USA. However, HR practices that are viewed as 'the best' in one country often fail in another cultural context. As a result, cross-cultural issues and their impact on business operations have become one of the most heavily researched areas in management. The vas t empirical research conducted in different parts of the world has accumulated evidences demonstrating that cultural values being deep seated always lead to divergence in the approaches to management, while the convergence some believe to witness is superficial and limited in effect (Stening 2006). As Bruce W. Stening suggests 'understanding cultures is becoming even more important than previously believed'. This paper examines the relationship between national cultures, management styles and performance. There are several points to be supported. Cultural intelligence acquires enormous significance in international business operations. Cultural issues tend to form preferences in management styles and performance related practices. The choice of management styles in international context should rely upon concrete local conditions and should be a hybrid of best HRM practices used in two cultural settings. The Importance of Cultural Intelligence. Cultural Intelligence is "A person's capability for successful adaptation to new cultural settings, that is, for unfamiliar settings attributable to cultural context" (Early and Ang 2003, in Stening 2006). CQ implies a set of knowledge and abilities, including knowledge of cultures and fundamental issues of cultural interactions; sensitivity to cues and ability to properly interpret what's going on in the cross-cultural situation; and behavioural skills enabling a manager to respond properly to different intercultural situations (In Stening 2006). CQ is a necessary tool for establishment of mutually beneficial relationships with the foreign party. Bruce W. Stening (2006) summarizes tricky situations in international business when CQ plays the decisive role. It is important for: negotiations with a potential joint venture partner, dealing with relationships between expatriate and local colleagues, motivation of local workforce, resolving interc ultural disputes, dealing with local governmental authorities and bureaucrats, resolving ethical dilemmas, designing training and development programs for locals, developing policies and strategic plans, creating effective virtual teams, ability to

Applying Learning Theory in the Classroom

Applying Learning Theory in the Classroom The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner, 2005, p.168). It is therefore necessary to instil a level of ‘discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to ‘condition (Child, 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate ‘tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child, 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced (Child, 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child, 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child, 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child, 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect (Child, 1997, pp.115-121). McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al., 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom (Atherton, 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child, 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton, 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command ‘STOP when they were carrying out laboratory work. The idea being that if ‘STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. â€Å"In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.† (Child, 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The ‘STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al., 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan, 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child, 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon, 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton, 2001, pp.237-239) Stages of Cognitive Development (Atherton, 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child, 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child, 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child, 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. ‘Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child, 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin, 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more ‘competent (Kozulin, 2003, p.20) person guiding them.(Chaiklin, 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge ‘flexibly to new situations (Karpov, 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton, 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey, 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question ‘When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government (Peacey, 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. References ATHERTON, J.S., 2009, Learning and Teaching; Social Learning Theory (Bandura), [Online] (Updated Nov. 2009). Available: http://www.learning-theories.com/social-learning-theory-bandura.html [12/Dec/2009]. ATHERTON, J.S., 2009a, Learning and Teaching; Behaviourism, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/behaviour.htm#operantconditioning [15/Dec/2009]. ATHERTON, J.S., 2009b, Learning and Teaching; Convergent and Divergent Learning [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/converge.htm [15/Dec/ 2009]. ATHERTON, J.S., 4 November 2009, 2009c-last update, Learning and Teaching; Learned Helplessness, [Online]. Available: http://www.learningandteaching.info/learning/learned_helplessness.htm [19/Dec/2009]. ATHERTON, J.S., 2009d, Learning and Teaching; Piagets Developmental Theory [Online, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/piaget.htm#Keyideas [19/Dec/2009]. BURTON, D., 2001. Ways Pupils Learn. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 235-249 CHAIKLIN, S., 2003. The Zone of Proximal Development in Vygotskys Analysis of Learning and Instruction. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 39-64 CHILD, D., 1997. Cognitive Formation and Cognitive Development. Psychology and the Teacher. 6th edn. London: Cassel, pp. 185-213 CHILD, D., 1997. Learning Theory and Practice. Psychology and the Teacher. 6th edn. London: Cassel, pp. 112-151 DYSON, A., FARRELL, P., POLAT, F., HUTCHESON, G. and GALLANNAUGH, F., 2004. Inclusion and Pupil Achievement. 578. Newcastle: University of Newcastle. FROST, J. and TURNER, T., 2005. Planning Practical Work. Learning to Teach Science in the Secondary School. 1st edn. Oxon: RoutledgeFalmer, p. 168 GIEST, H. and LOMPSCHER, J., 2003. Formation of Learning Activity and Theoretical Thinking in Science Teaching. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 267-288 HUITT, W. and HUMMEL, J., 1997, 1997-last update, An Introduction to Operant (instrumental) Conditioning. [Online]. Available: http://chiron.valdosta.edu/whuitt/col/behsys/operant.html [15/Dec/2009]. KARPOV, V.Y., 2003. Vygotskys Doctrine of Scientific Concepts. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 65-82 KOZULIN, A., 2003. Psychological Tools and Mediated Learning. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 15.-38 LEACH, J. and SCOTT, P., 2002. Designing and Evaluating Science Teaching Sequences: An Approach Drawing Upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning. Studies in Science Education, 38(1), pp.115-142 MCALLISTER, L.W., STACHOWIAK, J.G., BAER, D.M. and CONDERMAN, L., 1969. The Application of Operant Conditioning Techniques in a Secondary School Classroom. Journal of Applied Behaviour Analysis, 2(4), 277-285. MCQUILLAN, P.J., 1998. Educational Opportunity in an Urban American High School: A Cultural Analysis. 1st edn. Albany: State University of New York. PEACEY, N., 2001. An Introduction to Inclusion and Special Educational Needs. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 218-233 SOLOMON, J., 1994. The Rise and Fall of Constructivism. Studies in Science Education, 23(1), pp.1-19 ZEMBYLAS, M., 2005. Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Postructuralism. Studies in Science Education, 41(1), pp.91-115.

Free Julius Caesar Essays: Honorable Men in Julius Caesar :: Julius Caesar Essays

Honorable Men in Julius Caesar  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Shakespeare's play Julius Caesar, Brutus and Cassius are both considered honorable men by the public.   But, like all traits, honor is in the eye of the beholder.   Honor is defined as evidence or symbols of distinction.   Those who are placed in power are often chosen because of their traits, which include being honorable.   If those in power have any faults, it could diminish their position in the eyes of the public.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brutus is considered an honorable man by all those who live in Rome.   He is a close friend of Caesar, husband of Portia, and is also a Senator.   Brutus is drawn into killing Caesar by Cassius, who was jealous of Caesar's degree of power.   Brutus was pulled into the scheme by letters brought to his house by Decius to make him think that the people of Rome wanted him to replace Caesar.   Brutus also feels that Caesar is being given too much power and will destroy Rome's democracy.   Brutus' reason for killing Caesar is to benefit Rome, he proves this when he states"If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more."   After losing to Mark Antony and Octavious, Brutus runs onto his own sword. He sticks to his beliefs, not altering them for others.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cassius is the leader of the conspirators. He is jealous of the power that Caesar holds and wants for himself.   Caesar says that Cassius"...Cassius has a lean and hungry look. He thinks to much. Such men are dangerous.", meaning that he looks sneaky and is not to be trusted. The whole idea to kill Caesar begins with Cassius, he convinces the other Senators to do as he wishes.   Cassius commits suicide because he is afraid of what will happen to him if Mark Antony and Octavius find him.   Another reason for his suicide is because he believes that his men have lost the battle and he does not want to face the consequences.

Chardham Yatra: Way to Moksha

The Hindu philosophy of life is, when a man attains salvation or mukti, only then he is able to release himself from the repeated cycle of lives and death or reincarnations. It is believed that to come out of this whirlpool of life the best way is -to accomplish moksha. Moksha is the final release from self . It is like loosening of all the bondages and attaining oneness with the one or the almighty. All the religion believes in attaining mocha or salvation . They have different ways to achieve it. The Hindu philosophy believes in four disciplines to achieve it. The first discipline is karma yoga that is working for supreme. The second discipline is Janna yoga that is realizing the supreme. The third way to achieve salvation or moksha is Raja yoga that is meditating for supreme and lastly is Bhakti yoga that is serving supreme with loving devotion. Bhakti yoga is most acceptable yoga to attain salvation and visit to Chardham certainly helps in realizing it. These are four major pilgrimages that is why it is called Chardham. They begin with Yamunotri, Gangotri, Kedarnath and Badrinath. It is believed that yatra or parikarma should always begin from Gangotri and should end at Badrinath . Ancient people believed that a visit to the Himalayas washes away all the sins . That belief still exists and therefore people who are believers come to visit Chardham at least once in their life time to attain inner peace and satisfaction. Situated closest to the nature these dhams are a sort of spiritual adventure. Away from the hustle bustle of city life, amid nature’s tranquillity, is a time of introspection and a time to realize Supreme Being. That is the reason people visiting dhams become enriched and start looking at the life with a newer perspective.

Teacher Emotional Management in the Classroom

Teacher Emotional Management in the Classroom Introduction Teacher burnout is a significant problem that affects effective delivery of educational services to students. Although there are many factors that contribute to teacher burnout, emotional reactions that teachers experience in classroom is one of the factors that cause burnout and emotional enervation.Advertising We will write a custom critical writing sample on Teacher Emotional Management in the Classroom specifically for you for only $16.05 $11/page Learn More Disruptive behaviors of students in classroom elicit unpleasant emotional reactions in teachers when they make appraisals and thus contribute to burnout. Teachers usually strain to comprehend disruptive behaviors in an attempt to bring order and appraisal of disruptive behaviors is emotionally taxing leading to burnout. Therefore, disruptive behavior in classroom is the main factor that contributes to teacher burnout since appraisal reactions elicit unpleasant emotions that are emotional ly taxing. According to Chang (2009), the purpose of the study, â€Å"Teacher Emotion Management in the Classroom: Appraisal, Regulation, and Coping†, is to explore how novice teachers appraise disruptive behaviors of students in classroom and how unpleasant emotional responses contribute to burnout (p.11). The study further investigates how teachers can cope with unpleasant emotions by regulation them to alleviate emotional exhaustion and subsequent burnout. The hypothesis of the study is that, effective emotional regulation of unpleasant emotions can significantly alleviate burnout that emanates from disruptive behaviors of students in classroom. The problem statement of the study is very appropriate since literature review confirms that teacher burnout is the major problem that affects effective delivery of educational services to students. When teachers are in classroom, they experience varied disruptive behaviors that trigger appraisal and consequently unpleasant emotion s. The unpleasant emotions cause emotional strain that leads to teacher burnout and thus interfere with effective delivery of services by teachers. The problem of teacher burnout due to disruptive behavior is therefore plausible because it has its basis on personal experience and literature review.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The purpose of the study is very objective as it aims at identifying disruptive behaviors and experiences of novice teachers with a view of formulating appropriate interventions of regulating unpleasant emotions emanating from teachers’ appraisals and subsequently preventing emotional exhaustion and burnout. The hypothesis of the study is clear and consistent with the objective of the study, which states that effective management and regulation of unpleasant emotions can help alleviate impacts of disruptive classroom behaviors of s tudents and thus prevent burnout in teachers. Moreover, for clarity, the study defined operational terms such as emotional appraisal, burnout, coping, emotional exhaustion, and emotional regulation amongst others. Definitions of operational terms enable readers to understand varied concepts and scope of the study. Methodology Process The study utilized online survey by selecting 555 novice teachers, females, 437, and males, 113, from a region of Midwestern United States. The online surveys targeted novice teachers who had teaching experience of 1-5 years and employed email as means of inviting and administering questionnaires to 4500 teachers. Out of the 4500 teachers, 713 teachers were willing to participate but only 555 filled their questionnaires accurately and thus participated in the study. To examine thoroughly how disruptive behaviors contribute to teacher burnout, the study design focused on general measurement and context-specific measurement. Concerning general measurement s, the study aimed at collecting data that depicts how teachers view unpleasant emotions, experience burnout, regulate motions, and efficacy of teaching. To obtain comprehensive data, the study employed scales such as emotional regulation questionnaire, sense of efficacy scale, and burnout scale in the administered questionnaires. Regarding context-specific measurement, participants identified and described a disruptive behavior that recently challenged them and further explained how they appraise and cope with unpleasant emotions.Advertising We will write a custom critical writing sample on Teacher Emotional Management in the Classroom specifically for you for only $16.05 $11/page Learn More In this case, to measure specific variables, the study used emotional appraisal scale, discrete scale, and coping scale. Ultimately, the study utilized statistical design of structured and closed questionnaire to enhance collection and analysis of the data. Evaluation Selection of 555 novice teachers was quite random thus eliminates selection bias that usually affect validity of research findings. Moreover, the survey targeted 4500 teachers using online surveys out of which 555 teachers qualified to participate in the study, hence signifies randomness in selection of participants. Furthermore, the online surveys are cost-effective and eliminate suggestive influence of interview on data collection. The study design that involved general and context-specific measurements is also appropriate because it focuses on both general views and recent personal experiences of novice teachers thus provide an in-depth focus of disruptive behaviors of students, appraisal tendencies of teachers, and regulation of unpleasant emotions. In the study, questionnaire was an integral component of the survey as it provided assessment of numerous variables and measurements using different scales such as emotional regulation scale, efficacy scale, appraisal scale, coping s cale, and discrete scale. Hence, different types of scales provided a broad perspective of collecting comprehensive data for analysis. Structured and closed form of questionnaires is appropriate in minimizing huge amount of data, which would otherwise be bulky if collected using other methods. Moreover, structured and closed questionnaire enhances statistical analysis of data and accurate determination of research findings. Results Process To analyze collected data effectively, the study employed technique of structural equation modeling (SEM) to determine relationship of various variables collected in survey. Structural equation modeling is a set of statistical techniques, which test how different variables and constructs of the study relate to each other. Using structural equation modeling, the study analyzed data in four steps viz. screening of data, model identification, model testing, and model estimation. Subsequently, the study used statistical package for social sciences (SP SS) to come up with various statistical analyses. Concerning presentation of the results, the study employed tables and figures in explaining research findings.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The tables presented how different scales rank varied parameters such as emotional regulation, coping, appraising disruptive behaviors, unpleasant emotions, burnout and efficacy of teaching. The figures demonstrated how various variables such as disruptive behaviors, teachers’ appraisals, unpleasant emotions, and regulation of emotions interact in bringing about emotional exhaustion and burnout in teachers. Thus, SEM and SPSS analyzed collected data and the findings presented using tables and figures. Evaluation Since the study used two hypothetical models viz. unpleasant emotions regulation model and process of coping model, SEM technique of analyzing numerous variables and establishing their relationships was quite appropriate. Given that the study has numerous questionnaires, which are also detailed, preliminary analysis using multiple statistical techniques of SEM provides a basis of carrying further analysis and drawing reliable inferences from research findings. Moreove r, the ordinal nature of data collected required statistical analysis package of SPSS, which is quite accurate and reliable in carrying out various statistical analyses. SPSS is appropriate in analyzing both descriptive and inferential statistics with regard to multiple variables that affect burnout, for instance disruptive behaviors, appraisals, unpleasant emotions, and burnout. The study also employed tables and figures in presentation of the results to enhance clarity. The figures demonstrated how hypothesized models and numerous variables interact, resulting into burnout. Therefore, tables and figures enhanced presentation of the research findings for readers to comprehend. Discussion Process The research findings were consistent with earlier findings dealing with emotional management and burnout among teachers. Moreover, the study has also added significant contribution to growing body of research on teachers’ emotions and burnout. Since the study established that novice teachers experience unpleasant emotions after appraising disruptive behaviors of students, it has demonstrated that unpleasant emotions considerably contribute to burnout in teachers. In this context, the study suggests that, unpleasant emotions emanate from disruptive behaviors of students that strain teachers’ appraisals and lead to burnout. The study further asserts that effective regulation of emotions can cushion teachers from experiencing unpleasant emotions and consequently alleviate burnout and thus, it has formulated a model that demonstrates how disruptive behaviors, teachers’ appraisals, emotional regulation, and burnout interact. In addition to educational importance of the study, it has also made considerable contribution to appraisal theory in terms of enhanced unpleasant emotions on secondary appraisals and that appraisal of disruptive behaviors elicits significant unpleasant emotions that contribute to burnout and emotional exhaustion. The study conclu sively found out that emotional regulation of unpleasant emotions due to disruptive behaviors in classroom determines extent of burnout in teachers. Evaluation The study findings were quite valid because the study employed different models to elucidate relationships between different variables that contribute or mediate burnout in classroom. Research design, random selection of participants, use of comprehensive models, and statistical techniques has considerably enhanced internal validity and credibility of the findings. However, the study has low external validity that limits generalization of the findings because the participants were novice teachers who had experience of 1-5 years, hence did not represent teachers across all ranges of experience. Moreover, it is difficult to generalize the findings because the study occurred in one state; moreover, it targeted only participants who can access internet and there was low response rate of questionnaires. Thus, the study has more in ternal validity as compared to external validity, hence limits extrapolation of the findings. Reference Chang, M. (2009). Teacher Emotional Management in the Classroom: Appraisals, Regulation, and Coping with Emotions. American Educational Research  Association, 1-122.

Victimology Essay Example

Victimology Essay Example Victimology Essay Victimology Essay Table of contents Section A – Definition of Secondary Victimisation – Secondary Victimisation in the tribunal procedure – Article – Discussion of article – Decision P. 3 p. 3 p. 3 p. 4 p. 6 p. 6 Section B – Introduction – Definition – Victims rights in footings of victim impact statements And the legal proviso made for them in South Africa – Decision p. 7 p. 7 p. 7 Bibliography p. 9 2 p. 7 p. 8 Section A Definition of Secondary victimisation Secondary exploitation can be defined as the insensitive. victim-blaming attitudes. behaviors and patterns held by establishments and community service suppliers ensuing in extra injury for an already traumatised victim of offense. particularly for those who are victims of a sexual offense such as colza or molestation. ( hypertext transfer protocol: //rapecrisis. org. za/ ) . Secondary exploitation in the tribunal procedure Reporting a offense and traveling through the condemnable justness procedure is normally where secondary exploitation starts when describing a sexual offense to the constabulary. the victim is frequently left feeling exposed and slightly embarrassed about what happened. The victim is bombarded with many inquiries and paper work and they receive really small emotional support. The victim may experience that he/she has to live over the offense. This can be highly overpowering to the victim and intensifies the injury. In many instances the victim is discouraged by household members to even describe the offense. allow alone ballad charges ( UNISA Study Guide for CMY3705. p71 ) The victim may experience that he/she has small support and is left experiencing stray and entirely. Geting the instance to tribunal is a drawn-out. sulky and disorganized procedure and a really frustrating one at that. The victim normally wants to acquire the whole procedure over and done with every bit shortly as possible so that he/she can come to footings with the traumatic event and travel on with their lives. When the instance finally does stop up in tribunal the victim may experience overwhelmed by the strange and unknown environment and by the fact that he/she does non hold extended cognition of the tribunal procedure ; it is all really unfamiliar and really daunting. Quite frequently the victim is non told why he/she is being asked certain inquiries and is non kept updated on the advancement of the probe or the test. All of these factors intensify the injury that the victim is sing. ( UNISA Study Guide for CMY3705. p71 ) A big lending factor to the fact that certain establishments may do secondary exploitation is the deficiency of cognition or the retention of certain beliefs refering to ravish or sexual offenses. Some people may accept certain types of myths and stereotypes about colza which leads them to handling the victim insensitively. ( hypertext transfer protocol: //rapecrisis. org. za/ ) . 3 Article Women’s Month: One in Nine Campaign: The 1 in 9 run started out concentrating on the one adult female in nine who reports being raped. but has moved on to seek besides include the other eight subsisters. says Kwezilomso Ndazayo. Anyone who followed the Jacob Zuma colza test in 2006 shortly became familiar with the sight of groups of adult females outside the courtroom. have oning violet jerseies and bearing posters naming for justness. The run was born at that place. because the adult female who had laid the charge was one of our clients and we supported her. explains Kwezilomso Ndazayo. undertaking officer for the run. The research shows that merely one adult female in nine will take a colza instance to the condemnable justness system – we realized that those who dared to talk out needed our support. For many adult females. the cost of seeing a colza instance through the condemnable justness system is merely excessively high – peculiarly as strong belief rates are so low. Many adult females say that the tribunal procedure makes it experience as if they are being raped once more. This secondary victimization frequently begins from the minute they set pes in a constabulary station or infirmary. peculiarly if they are from a marginalized group such as tribades or hapless on the job category adult females. The strong belief rate is so dismaying that many subsisters see no point in subjecting themselves to a procedure that can take five old ages. if they have no religion in acquiring a strong belief. Part of the job is the innocent victim discourse frequently played out in the media. in which any adult female who is a sapphic. HIV positive. who drinks intoxicant or has of all time engaged in consensual sex is seen as blameworthy and non meriting of regard and compassion. non to advert justness. For illustration. there has been a batch of research looking at how force against adult females puts them at hazard of undertaking HIV. Now we are looking at it from another angle: how does being HIV positive put adult females at hazard of force? Kwezilomso says the Zuma instance raised legion issues about HIV. gender and civilization and helped members of the run to see that non merely should they go on but that they needed to broaden their attack. Just because the other eight adult females don’t follow the justness system path. it doesn’t mean they are non talking out in other ways. In a society that has normalized the abnormal and which appears complacent about the inordinately high degree of force against adult females and kids. the members of the run are determined to maintain talking out. Its of import that we holding voices that point out that this is non an acceptable province for adult females to be populating in. It besides helps subsisters by confirming that this is non normal. At the same clip we are cognizant of the effects of adult females talking truth to power and are careful non to jeopardize members of the run. 4 One in Nine is a member-based run that does protagonism in a assortment of ways. from running Young Women’s Leadership programmes across the states. to classs with the CDP on Art as Advocacy where adult females create their ain run stuffs such as jerseies and streamers. We are presently roll uping a usher written for colza subsisters by subsisters. This is of import. as most other ushers are written by faculty members or militants. but lone subsisters who have themselves have been through the system can state them what to anticipate. Kwezilomso besides points out that while the condemnable justness system is the most obvious symbol of the failure to protect adult females. there are many other sites of power that have an impact on women’s lives. runing from Parliament to the wellness system to the constabulary force. The province demands to be held accountable for issues like the backlog in the justness system. and we encourage active citizenship to guarantee that responsibility carriers do what they are supposed to make. But the full system is stacked against adult females. Even if there was a different authorities in office. the same system would stay. The province is a tool of control. to set people in their topographic point and close them up. The bigger inquiry is how we transform society. from the underside right up to the highest office in the land. The 16 Dayss of Activism run has come in for a batch of unfavorable judgment. and some militants believe it has been hijacked by authorities and does little but supply public dealingss chances for curates who quickly forget about the issues come January. Perhaps as a sector we need to pass more clip measuring the impact of the 16 Days. but I wouldn’t call for it to be scrapped wholly. Of class there are likely excessively many fancy dinners. but each platform provides us an chance to prosecute and seek to make positive alteration. And if the nature of some of these events is debatable. so we should utilize the chance to reflect a visible radiation on that. The good thing about 16 Dayss is that it gets the issues out into the unfastened and allows people a infinite to get down speaking about them. Despite the activism of many candidates. rates of force against adult females and kids in South Africa continue to lift. While we have progressive statute law and a one of the best Fundamental laws in the universe. it seems our society is out of measure with the values it professes to keep. Is there a hereafter for these runs? Obviously this is non traveling to alter nightlong. and possibly in 50 old ages clip South Africa will be a better topographic point for adult females and kids. But that doesn’t mean we should halt seeking. It is really of import that we continue to talk and be heard and guarantee that South Africans understand this is non the sort of society they want to populate in. ( hypertext transfer protocol: //www. shukumisa. org. za/index. php/2011/08/womens-month-one-in-ninecampaig n/ ) 5 Discussion of the article This article provides a perfect illustration of why secondary exploitation takes topographic point in tribunal. As mentioned. the condemnable justness system frequently fails colza victims due to the low strong belief rate and the insensitive mode in which the victims are treated. The consequence is that many victims are discouraged to describe colza instances due to the fact that they feel they are non being heard and that they are being treated with small self-respect and regard. If this was non the instance at that place would most likely be an addition in studies taking to a higher strong belief rate. The rights of victims are being abused and undermined by the condemnable justness system and it is left up to private administrations and NGO’s to take attention of these victims. It is a sad province of personal businesss and the duty of protecting the rights of victims should be shifted back to the condemnable justness system. That is how it should hold been from twenty-four hours one! Decision From the treatment above it is obvious that drastic steps need to be taken in order to better the condemnable justness system to such an extent that secondary exploitation is cut down to a lower limit. Victims of sexual offenses or any offense for that affair should hold no uncertainty in their heads that the condemnable justness system is in topographic point in order to help them in their times of demand and should experience safe and accepted while traveling through the procedure of the condemnable justness system. In my sentiment this procedure will get down every bit shortly as there is a general alteration in the mentality and point of position that the members of these establishments hold. 6 Section B Introduction It has been debated whether or non a victim of offense should take part in the condemnable prosecution procedure and if so to what extent they are allowed to take part. In South Africa. legal proviso was made for victim impact statements due to the fact that for even the most trained professional. it is impossible to to the full grok what the victim might be sing and the sum of enduring that the victim has to digest. This was pointed out by the South African Law Commission ( 2002:68 ) . ( UNISA Study Guide for CMY3705. p. 77 ) Definition A victim impact statement is a written or unwritten statement made as portion of the judicial legal procedure. which allows a victim of offense the chance to talk during the sentencing of their aggressor or at subsequent word hearings. In some cases videotaped statements are permitted. ( hypertext transfer protocol: //en. wikipedia. org/wiki/Victim_impact_statement ) A victim impact statement is document that is written by the victim explicating in their ain words what they experienced during the clip that the offense was being committed against them. A victim in this instance besides refers to the indirect victims such as close household members of the victim or an oculus informant. Victims’ rights in footings of impact statements and the legal proviso for them in South Africa Previously. the chief aim of any condemnable justness system was to find whether a suspect of a offense was guilty or non and more frequently than non the constitutional rights of victims were overlooked during this procedure. Gradually this began to alter and the undermentioned rights were awarded to South Africa and are to the full covered in the Constitution of The Republic of South Africa Act 1008 of 1996 in chapter two: ? Right to protection from injury ? The right to be notified of tribunal proceedings ? The right to be notified about bond ? The right to be informed of parole hearings ? The right to the prompt return of belongings 7 Along with these rights. victims were besides granted the right to take portion in the condemnable prosecution procedure by supplying their ain history of their experiences in the signifier of a victim impact statement. Legal proviso was made for victim impact statements when the South African Law Commission recommended the inclusion of a clause on victim impact statements in either unwritten or written signifier in the Sentence Framework Bill with the certain reserves: Decision A victim impact statement can be seen as a manner to authorise victims and give them a sense of intent during the condemnable prosecution procedure. It allows them to set into word precisely what they are sing on many degrees. It is a really of import portion of the prosecution procedure as it may find whether or non the accused will be sentenced every bit good as the length of the sentence. In my personal sentiment I feel that a victim impact statement is the most important oart of the prosecution procedure. 8 Bibliography Section A ? ? ? hypertext transfer protocol: //rapecrisis. org. za/ hypertext transfer protocol: //www. shukumisa. org. za/index. php/2011/08/womens-month-one-in-ninecampaign/ UNISA Study Guide for CMY3705. p71 Section B ? ? UNISA Study Guide for CMY3705. p. 77 hypertext transfer protocol: //en. wikipedia. org/wiki/Victim_impact_statement 9

AUTOETHNOGRAPHY AS A METHOD FOR REFLEXIVE RESEARCH Essay

AUTOETHNOGRAPHY AS A METHOD FOR REFLEXIVE RESEARCH - Essay Example lentlessly attempted to overcome the divide between academic knowledge (so called cultivated knowledge) and popular knowledge (so called uncultivated knowledge). In the poststructuralist paradigm, different streams have emerged such as rhetoric analysis, discursive analysis, ethnomethodology, content analysis and so on in order to comprehend the phenomena under consideration from unconventional planes and levels. Autoethnography too is a poststructuralist approach, which is used mainly for dealing with issues related to self and identity. It is a genre in the making in both academic as well as real life practices. Autoethnography is at present an established approach in a number social science fields such as anthropology, sociology and cultural studies (Anderson, 2006; Etherington, 2004; Roth, 2005). In essence, narrative analysis is what constitutes autoethnography as an independent social science approach. Moreover, autoethnography is broadly multidisciplinary as it synthesises many theoretical tolls from a number of paradigms. According to autoethnographic approach, one could cultivate knowledge or open up a new level of discourse or inve nt a new plane of theoretical activity through the medium of a personalised style of writing. Here, the personalised style of writing would essentially be linked to or based on established scientific theory. Being part of the postmodern tradition of knowledge-making, autoethnography rejects the prevalent scienticism in almost all the branches of human knowledge (Wall, 2006). On the other hand, theorists of various hues still see autoethnography as deprived of scientific rigour, methodological validity and epistemological legitimacy. Countering this, the proponents of autoethnography assert that critical practices which are established in social science for validating knowledge could also be replicated to autoethnography in order to check its legitimacy and accuracy. In reality, the difference of opinion on the matter of

Project Manegement, Final Assignment Example | Topics and Well Written Essays - 1250 words

Project Manegement, Final - Assignment Example Risk Event Graph Risk cost High probability of cost to fix risk Risk occurring Low Beginning Project life cycle End Project is an undertaking that has a start and completion time (Kendrick, 2011). Therefore, generally risk is greater at the initial stage of the project implementation and tends to decline as the time progresses. The risk event graph enables project managers to estimate the chances of occurrence of risk at different times and decide on the resources they require for reducing the chances of risk (Dinsmore and, Cabanis-Brewin, 2011). This is usually essential at the initial stage of project implementation so that managers can mitigate the perceived risks and where possible eliminate it. The risk is usually high at the early phase of project implementation as a few expenses are sustained in mitigating the perceived risk (Wallace and Webber, 2011). However, as time progresses, the owner of the project injects more resources in mitigating consequences of the project hence r eduction in risk. Therefore, as more resources are injected in the project, the anticipated risk declines proportionately. This is because the perceived risk is due to the chances that the result of the project activities may yield undesired results (Dinsmore and, Cabanis-Brewin, 2011). Therefore, as the project is being implemented practically, the events become realistic without the anticipation of risk. This tends to lower the anticipated risk progressively towards the completion of the project (Kendrick, 2011). Risk event graph provides the project managers with a chance to estimate the risk associated with the project at the starting period so that they can take appropriate measure to reduce the anticipated risk before Types of risks Environmental risks: There is a probability of experiencing delays as a result of vagaries of weather hence casing unexpected delays in the completion of the project (Wallace and Webber, 2011). The workers are exposed to numerous dangers associated with injuries hence this may add cost to the general contractor (Dinsmore and, Cabanis-Brewin, 2011). This may result to inability to meet the client need at the agreed value of the houses. Personnel risk: The contractor is dealing with part time bookkeeper hence the bookkeeper may not be available during the project period (Kendrick, 2011). Since the contractor depends on hired subcontractors, there is a risk that during the contract period there may be some shortage of subcontractors hence the work may not b completed within the planned duration Construction risk: The suppliers of materials required for construction activities may fail to deliver the materials and equipment hence causing the contractor to delay in completing the work (Wallace and Webber, 2011). Market risk: The price of the construction materials and equipment may hike hence increasing the expenses of completing the project (Wallace and Webber, 2011). Political risk: The approval of the project may be delayed by the authority hence causing delay in commence and ending period of the project to fail to adhere to the set schedule (Kendrick, 2011). This may result to an imposition of penalty to the contractor as a result of breach of agreement. Design risk: The designers of the project may