Global Inequalities Essay

Global inequality generally means that the total income and wealth is spread out unevenly across the world. Almost half of the work (3 billion people) live on less that $2.50 per day, and the majority of these people love in extremely poor countries. There’s a pattern to show that the least developed countries lie in Africa compared to the rest of the world, however there are multiple reasons for this situation; The Conflict Trap, The Natural Resource Trap, The Landlocked with Bad Neighbours Trap, and The Poor Governance in a Small Country Trap. I will talk about each reason in order according to which i believe are most important. Poor governance in a small country is one of the main reasons as to why we have many global inequalities around the world. This is because a poor, corrupted government try to discourage Transnational Companies to locate in their country in order to avoid any wealth being taken out of their economy. This prevents peoples chances of having a job and earning a regular income for a stable lifestyle. Economic isolation leads to a country being globally isolated, this is difficult as everyone is reliant on their government to bring income, however this can’t happen because TNC’s are discouraged. In addition to this, even if a stable government was to take over, its extremely difficult to regain the economy and takes on average 52 years. The second most important factor i believe, is the landlocked with bad neighbours trap. This is because 38% of the poorest countries are landlocked, with the majority of them being in Africa. This is because if you are a coastal country, then you have the freedom to trade with anyone around the world, however when you are landlocked, you are only able to trade with your begun outing countries. However, some countries such as Switzerland and Austria have managed to cope with the issue, implying that a being landlocked is just a potential contributing factor to being economically unequal. A solution for this is to encourage remittances – so encourage some people to emigrate to earn money then send it back home to family for it then to be spent in their economy. This can slowly help  strengthen the economy. I believe the next most important factor would be the conflict trap. Because feel oped nations have had their civil wars in the past however they have managed to release themselves of the unfortunate cycle, however some of the poorest nations generally get trapped in the violent cycle, and any money generated is instantly spent on weaponry. These poorest countries have a substantial amount of young men, who eventually end up turning to crime and recruit into rebel groups because they have nothing else to do, so they have nothing to lose. There is a huge correlation between education and crime, because these men are less educated, the crime is higher. There is also a further correlation between civil unrest and the wealth of a country, showing that the less wealth a country has, the more civil unrest there is. Finally, the last contributing factor to global inequalities is the raw materials trap. This is when a country only has one type of raw material and are extremely reliant on this source to provide their country’s wealth, so they lack diversity. This is a very risky method because the resources are generally non-renewable and the reliance is so high, meaning that if it fails or runs out then they will be in a poor, failing economic state. They will lose all income and won’t be able to afford any imports from other countries, so they will not be able to provide necessities for their country. In conclusion to this essay, i believe that the poor governance in a small country is the main contributing factor to global inequalities, because i believe that every country has the potential to regain the strength in their economy, but with a corrupt government that generally keep money for themselves.

Jacksonian democracy Essay

Jacksonian Democracy refers to the political philosophy of United States President Andrew Jackson and his supporters. Jackson’s policies followed in the footsteps of Thomas Jefferson. Jackson’s Democratic Party was resisted by the rival Whig Party. More broadly, the term refers to the period of the Second Party System (1824-1854) when Jacksonian philosophy was ascendant as well as the spirit of that era. It can be contrasted with the characteristics of Jeffersonian democracy, which dominated the previous political era. Jackson’s equal political policy became known as Jacksonian Democracy, subsequent to ending what he termed a â€Å"monopoly† of government. The Jacksonian era saw a great increase of respect and power for the common man, as the electorate expanded to include all white male adult citizens, rather than only land owners in that group. In contrast to the Jeffersonian era, Jacksonian democracy promoted the strength of the presidency and executive branch at the expense of Congress, while also seeking to broaden the public’s participation in government. Jacksonians believed in enfranchising all white men, rather than just the propertied class, and supported the patronage system that enabled politicians to appoint their supporters into administrative offices, arguing it would reduce the power of elites and prevent aristocracies from emerging. They demanded elected (not appointed) judges and rewrote many state constitutions to reflect the new values. In national terms the Jacksonians favored geographical expansion, justifying it in terms of Manifest Destiny. There was usually a consensus among both Jacksonians and Whigs that battles over slavery should be avoided. The Jacksonian Era lasted roughly from Jackson’s 1828 election until the slavery issue became dominant after 1850 and the American Civil War dra matically reshaped American politics as the Third Party System emerged.

Durkheim and Social Fact Essay

Emile Durkheim’s â€Å"The Rules of Sociological Method† posits the existence of various ‘social facts’ which, according to him, should be the scope of all sociological study and discourse. Durkheim’s discourse defines social facts as, †¦a category of facts with very distinctive characteristics: it consists of ways of acting, thinking and feeling, external to the individual, and endowed with a power of coercion, by reason of which they control him. (Durkheim 3) Thus the three main features of social facts are surfaced; as being external to the individual, emanating from a general and higher level than the individual and that these coerce or force an individual to act in accordance to them for the purpose of control. These facts, according to Durkheim, must be considered things, which he defines as realities that may be observed and classified. These things are posited to exist on the level of society, completely outside the realm of the individual and are used to control a person’s thoughts, actions and feeling from being otherwise. Should a person refuse to submit to this coercion, he would find himself the object of negative reactions ranging from ridicule, isolation or even concrete punishment or sanction. The implications of this definition initially cast sociology’s field of study as all-encompassing, referring to all realities and processes of human life and behavior, thus Durkheim seeks to clarify and establish the meaning of the descriptor ‘social’ as opposed to other adjectives such as ‘biological’, psychological’ and ‘philosophical’. Each individual drinks, sleeps, eats, reasons; and it is society’s interest that these functions be exercised in an orderly manner. If then, all these facts are counted as â€Å"social† facts, sociology would have no subject matter exclusively its own, and its domain would be confused with biology and psychology. (Durkheim 1) As mentioned above, Durkheim perceives the social fact as the scope of sociological study, and uses other fields of study to show what sociology should underscore. Biological facts and study deal with characteristics of the physical body of a person and are therefore not social, since the need to follow these facts (such as sleeping, eating and breathing) emanate from the physiological needs of an organism to survive. Psychological study deals with thought processes and phenomena that occur within an individual’s consciousness. Durkheim posits that ‘social’ facts emanate not from one person’s consciousness nor from a person’s physiological needs, but from the level of society itself, â€Å"†¦ this term [social] fits them quite well, for it is clear that, since their source is not the individual, their substratum can be no other than society. † (Durkheim 3) Another implication of his definition is that social facts exist only with the presence of social institutions which enforce them and create them. For Durkheim, it is imperative to clarify that in most cases a social institution exists with the social fact, but it must not be thought that for a social fact to exist, a social institution must be present to have created it. Rather, the reverse of the causation is in place. Social facts create social institutions which enforce and perpetuate them, but there are also other social facts which do not require the presence of an institution to sanction them. Durkheim defines such deinstitutionalized social facts as ‘social currents’, â€Å"They come to each one of us from without and carry us away in spite of ourselves. † (4) He uses the example of crowd euphoria and feeling to illustrate these. Social facts are further classified into the ‘normal’ and the ‘pathological’. Durkheim classifies social facts under these two categories in order to illustrate the coercive nature of social facts and how society has been shaped to perpetuate and enforce them. Normal social facts refer to â€Å"those which conform to given standards† while pathological social facts refer to â€Å"those which ‘ought’ to be different† (Durkheim 47). Normal social facts are those most widely occurring in the society in question and function in such a way that their presence maintains social order and accepted social life. Durkheim further posited that for a social fact to be considered normal, it would contribute to the health of a society, as mentioned earlier, it maintains accepted social processes, it promotes and is naturally coherent with accepted social norms. The vague nature of this definition and its subjectivity was borne from Durkheim’s goal of trying to contextualize and take into consideration the diversity of social life across different cultures and societies. This implies the existence of facts that are produced to control people to act in accordance to accepted norms and values, and the existence of facts whose purpose is to illustrate what is a deviation from the previously-mentioned accepted norms and values. The characteristic of social facts that posits a force that coerces people to adhere to them is what required Durkheim to make this categorization. He defined social facts as things, as realities, and thus he would seek to define the normal and the abnormal things and realities that are placed under the domain of what are considered ‘social’. If social facts exist outside the individual and are imposed upon him, what of the phenomenon that occur which are deviations from the norm, how are these to be explained as sociological when they do not adhere to society? Pathological social facts are therefore things or realities that occur in less cases than the normal social facts to show that these things are what are considered ‘abnormal’ or have some form of ‘morbidity’ that characterizes them as deviations. Durkheim compared this analogy with physiological studies, which first deal with a healthy, ‘normal’ human body and then would study the ‘abnormalities’ of the body, the possible symptoms and causes of sickness or ‘morbidity’. As the physiologist studies diseases within the human body, so does a sociologist study the pathological or ‘morbid’ phenomenon that occurs outside the individual’s consciousness. Another argument that Durkheim presents in defining the normal social fact is that ‘normal’ phenomena are often present not because of social norms and values but because of logical necessity. He argues that normal facts differ across species, but these facts are present mostly because the species has to adapt to its environment and are necessary (Durkheim 60) Rejecting other definitions of normal facts, Durkheim posited that normal facts are relative to the specific species in question during a specific time in its evolutional phase. Normal facts are therefore not permanent nor are they universal. He emphasizes this because of his previous statements that because of the normalcy and frequency of these facts they are attributed to be superior in nature. Durkheim decides what constitutes ‘normal’ social facts by evaluating the causal conditions that govern a certain fact. If, at a certain point in the society’s development, the social fact is acceptable, then the fact is normal. An example would be the practice of a girl asking a boy to engage in a social, romantic relationship with her. In these modern times, this is considered a normal fact because of the rise of female empowerment and liberalism. However, if this social fact was to be classified during the Renaissance period, it would have been classified as abnormal, because women did not enjoy empowerment or the same power they enjoy today. A social fact’s nature is intrinsic to society’s norms and causal functions that create it at a certain point in time, and not with the wideness of occurrence or moral acceptability. Durkheim takes into account how social facts may change their nature as normal and pathological over time, especially through the process of evolution, â€Å"After having established by observation that a particular fact is general, he will go back to the conditions which determined this generality in the past and will then investigate whether these conditions are still given in the present or if, on contrary they have changed. † (Durkheim 61) Contention between the two types of social fact and the rough definition that Durkheim posited may be seen in the presence of crime within a society. Crime, at first glance would be characterized as a pathological social fact, as it would feature morbidity and abnormality. This is a common perception that all criminologists would adhere to. However, crime is posited by Durkheim as a normal social fact. Durkheim showed that crime is present in all societies but in different forms, as normal and pathological facts differ across societies and evolutionary phases (65). He further stated that even in societies where crime rate is high and incidences rampant, a change may occur depending on the future state of the society which will lessen the rate of normalcy of crime (66). Crime for Durkheim is separate and different from criminal behavior and criminal acts, since these are able to be explained on levels other than on the societal. Thus Durkheim posited that the act of doing a criminal deed is not what is normal, but the presence of crime within society which is normal (67). The presence of deviations from the norm may be seen in all societies, but since the act in itself is brought about by psychological reasons and other factors that may be apparent on the individual level, criminal behavior may be part sociological and part psychological. Crime is posited to be variant and subjective across cultures and societies, and is always present no matter how rigid the norms in a society are. Crime is defined in a society based on the norms and values it holds in importance. Durkheim’s ‘collective conscience’ that governs society is what is held responsible for defining the criminal act. Again, in an effort to take into account the diversity of societies, Durkheim posits crime as subjective and dependent on social norms, with the level of tolerance of the society in question dictating what is considered crime and what is considered aberrant or curious behavior worthy or mere ridicule and oddity. Crime is always present in any society no matter how ordered and rigid it is, but with the higher control present in a society, the level of the sophistication of crime and the intricacy and effort used in committing a criminal act increases as well, in relation to the difficulty in crime commission. Statistics may then be inferred by the student to be one concrete manifestation of a social fact because of its nature of describing trends and social phenomenon, but Durkheim posited otherwise. He posited that statistics is used to represent the ‘collective mind’ which is the sum of the individual cases that adhere to social facts, whether normal or pathological. Statistics is used to isolate these specific trends. Though individual cases no doubt have other mitigating biological and psychological factors for occurring, statistics provides a way to neutralize or eliminate the individualistic factors that may constitute the cases as not within the realm of sociology. Durkheim justifies the normalcy of crime in a given society by citing that there is not society where crime is not present. Criminal acts are always regarded with negative sentiments in any society (Durkheim 66). However, Durkheim showed that the presence of crime affirms the normal social facts, that it enforces the normal by existing as a source of punishment for its own commission. In a society that has the strictest and most rigid structure of rules and normal fact that must be adhered to at all times, crime is not entirely eliminated but actually more apparent, more frowned-upon and more heavily sanctioned. Thus, the presence of crime is considered normal and the commission of criminal acts is pathological. With all this said about the social fact, the idea of a ‘social system’ would create some contentions. Social facts are thought to emanate from the societal level through a collective consciousness, where the individual is forced to conform and adhere to. A social system would imply that the relationship between individuals and society would not be so linear and one-sided. A social system would imply that as society exerts a force on the individual, so does an individual upon society. Durkheim’s ‘collective consciousness’ would then be debunked as an illusion which is perpetuated in society. A systems framework for sociological study would then take into consideration the effect of individuals in society as social institutions and structures that are composed of individuals. Durkheim’s theory on social fact would then be debunked as emanating from an illusion and would lose its objectivity and its characteristic of being grounded on reality. Works Cited Durkheim, Emile. The Rules of Sociological Method. New York: The Free Press, 1938.

Needle stick injuiries among support and ancillary staff in a national Dissertation

Needle stick injuiries among support and ancillary staff in a national hospital - Dissertation Example Despite these injuries being common, they are often under reported and in many places, both health care and non-health care workers are unaware of safety methods to prevent these infections. Globally, needle stick injuries are the most common cause of blood-borne infections among health care workers (Wilburn and Eijekamans, 2004). More than 35 million people worldwide constitute health care work force and they represent 12 percent of the working population in the world (Wilburn and Eijekamans, 2004). It is estimated that people working with them as non-health workers are even more in numbers (NHS, 2008). While health care workers are exposed to several biological hazards including blood-borne pathogens and airborne pathogens directly, non-health workers too are at risk of exposure. In addition to pathogens, both health and non-health workers are also exposed hazardous chemicals like sterilizing agents and disinfectants which increase the risk of development of dermatitis, asthma, car cinogens, reproductive toxins, etc (Wilburn and Eijekamans, 2004). ... ent among healthcare workers, which are a potential source for transmission of various diseases like Hepatitis B and C and human immunodeficiency virus. These injuries are also a potential source of transmission of prion-related diseases. The risk of transmission of hepatitis C with needle stick injuries is 3 percent, for hepatitis B is 30 percent and for HIV is 0.3 percent (Elmiyeh et al, 2004). The transmission from the patient to the healthcare worker through the injury depends on the viral load of the patient and also on the amount of blood that passes from the patient to the healthcare worker. Other infections which are transmissible through needle stick injuries are malaria, syphilis and herpes (Wilburn and Eijekamans, 2004). Management of needle stick injuries should follow state, national and international protocols. From various studies, especially the study by Thomson and Murray (2009), it is evident that only 3 percent of those who suffered from needle stick injuries follo wed any policy, be it either reporting or prevention of disease. The first aid for contaminated sharps injury must be encourage bleeding and washing with soap and water. The type of injury and the status of the patient must be discussed with local public health consultant immediately who will conduct an urgent preliminary risk assessment. In case there is risk of HIV infection, post exposure prophylaxis must be initiated as soon as possible, ideally within one hour. This is estimated to reduce the risk of transmission bu 80 percent. Post exposure prophylaxis must initiated much before the reports of the donor are available. Post exposure prophylaxis is a 28-day treatment with triple combination of antiretroviral drugs. it is associated with significant complications and needs follow up

Discussion Forum Post Assignment Example | Topics and Well Written Essays - 250 words - 1

Discussion Forum Post - Assignment Example Human nature and the tendency to change can be viewed from two dimensions, which include norms and lifestyle. Human nature is not independent of other influences because, in the absence of external factors, human nature can be said to be fixed. Cultural issues, norms and way of life determine to a great extent human behavior, attitude and the nature of interactions. A number of issues arise in so far as the study of the nodes is concerned. Study of the nudes, especially as depicted in the artwork symbolizes the human beauty and the inherent qualities posed by either gender (Powers 80). Consequently, nudity demonstrates various aspects of human life, such as energy and emotions manifested by the posture and the interventions depicted by the nudes (Powers 89). Nudity simply brings out the inner human into display and provides a broad basis over which a number of issues can be

Political Kuwait before & after oil Essay Example | Topics and Well Written Essays - 500 words

Political Kuwait before & after oil - Essay Example A look into the performance of the country in the eighteenth and nineteenth century shows that Kuwait was a key link between trading partners of the Mediterranean region and India. The location of the country in the Middle East allowed effective access to seaports and desert land, where merchants engaged in successful trade activities. With trade taking place all around Kuwait, mercantilism best defines Kuwait in the period prior to oil discovery and subsequent exploration. The economic condition of this city-state was subject to the influence of massive trade activities both within and outside Kuwaiti borders. Following trade developments and increase in the number of merchants in Kuwait, social and political practices became evident in the country. This realization would eventually set developmental pace for an oil rich nation. In the social context, merchants were influential people in Kuwait until after oil was commercialized. The primary social organizations in Kuwait comprised of Mariners and Bedouin. These groups closely related with the merchants and rulers of the nation. Politically, Kuwait was ruled under traditional practices until the post oil period, which saw the promulgation of the state’s constitution. Politically, Sheikhs worked closely with merchants in governing Kuwait before the oil era. Following oil discovery and subsequent exploration, Kuwait joined the richest producers of oil in the world. The commercialization of oil meant economic transformation through oil revenues and social organization in terms of the positive impacts of oil wealth. In the post oil era, Kuwait significantly shifted from trade to oil exploration in the 1950s. Government revenues, under the Sheikh-based rule, increased significantly. Political activities further heightened, thereby depicting reduced leadership collaboration between rulers and merchants/trade partners. Most importantly, mariners became organized

The september 11 attacks on the twin tower, the death of Osama Bin Essay

The september 11 attacks on the twin tower, the death of Osama Bin Laden, and their significance to local community - Essay Example This paper helps to examine the impact that the September 11 attacks had on America and the world, as well as the significance of Osama Bin Laden’s recent death on the local community. Following the attacks on the twin towers, the entire American community began to hate people that had a different skin colour and were averse to the idea of letting other religions, especially Islam, persist within their country. However, they needed to remember that not everyone that practised Islam was a part of the terrorist attacks. A number of people that had been killed had been Islamic too. Americans shed hatred towards other cultures for a long time following the attacks and burned down a temple as well. One sikh man, mistaken to be a Muslim, was even shot and killed by American haters. All this led to a very gory separation among the people as trust was betrayed and people began to flee to their homes in order to stay safe. All over the world, borders closed temporarily as people did no t want to accept anyone belonging to different cultures into their countries for some time. Most people were even afraid to sit on flights because they feared that they would be hijacked. However, at the time it was important to understand that the attacks had already taken place and not much could be done about it. There were memorials and vigils held in memory of those that had died in the tower crashes. Since March 2002, the ‘Tribute in Light’ had been set up on Ground Zero, which were beacons of light arranged in the same squares as the twin towers, that shone in the night in order to complete the skyline. ("About 9-11: Pop Culture and Remembrance.") A number of books and publications were released following the attacks, by writers in Germany, France as well as America, condemning the fact that the 9/11 attacks were not only Al-Qaeda related. These writers stated that there were a number of conspiracy theories which involved involvement from the Israeli as well as t he American government itself. A number of people began to question the politics that George Bush was heading at the time. Several movies depicting the crash were also released and cried, raged, sang and remembered alike. A number of fund raisers were held by musicians and pop stars in order to give back money to the families of those affected. However, what was surprising was that the US went to war dropping bombs on Afghanistan just a month after all the commotion had taken place. (Lehrer, Jimmy) In recent times, in May 2011 itself, it was reported that Osama Bin Laden was captured and killed by American militants and that the world need not fear his plans anymore. It must be understood that more than half the Islamic community as well as other people around the world were as overjoyed about the capture as Americans because they too wanted justice to prevail. â€Å"Like most Americans, I remember September 11 well and remember that he was behind it. I looked forward to the day he would be brought to justice,† says Mike Frechs in an interview with the general American public with regard to Osama Bin Laden’s death. However, the American outlook has still not changed towards the local Islamic community because airports still frisk anyone they suspect to be a Muslim extremely interrogatively as compared to other people. It must be brought to notice that just

Social Research Problem and Method Paper Example | Topics and Well Written Essays - 750 words

Social Problem and Method - Research Paper Example And the problem gets further complicated when it is seen that health care prices are rising rapidly, making them unaffordable to most of the masses. Such psychology of the masses can only be uncovered through sociological research. Statistics tell that around 50 million US nationals do not have a health insurance in place, which is around 15% of the whole population. The percentages of people not willing to go for health insurance are growing with time. Moreover, the number of children among those not covered by health insurance is also high, around 18%. This is becoming a grave issue and needs to be researched on, since such a significant portion of the population is unsheltered by no health insurance. The working family of today is that which is earning sufficient enough to survive in today’s age of ever increasing prices. In such an environment, they decide to cut down on costs for health, because it is a double-digit increase in health insurance, in buying medicines, in visiting doctors. If inflation is there, the health care costs are outrunning it by 5 more times, which is a hefty loop. Employers are making this further difficult by removing the shelter of the corporation from employees, who are already working hard for their pays. (Soroka, 1994) It is seen that nowadays, employers are increasingly transferring the cost of health care and health insurance on the already-burdened shoulders of their employees. This increases the amount of deductions from the employees salary, leaving them with less disposable income, and making them negatively inclined towards a health insurance plan. Employers are now making deductions from pay when money is needed for treatment. The research conducted under the division of sociological research can be divided into two types, quantitative methods and qualitative methods. We will be focusing on the quantitative methods, and will be conducting surveys through questionnaires to gauge the

Why Teenagers Should not be Able to Drive at 16 Research Paper

Why Teenagers Should not be Able to Drive at 16 - Research Paper Example According to Zasa and Thompson (8), most global transportation needs are provided by motor vehicles. Motor vehicles have broken the geographical barrier that hindered movement of people and cargo across vast distances. Although vehicles are predominantly applied for enhancing mobility of goods and people, they are also used for recreation and entertainment. Many motor vehicle industries are producing technologically enhanced vehicles in large volumes. This has dramatically reduced the cost of acquiring motor vehicles and they are no longer a preserve for the wealthy individuals. In this respect, motor vehicles are increasingly accessible to the people of different ages including teenagers. In United States for instance, 16-year-old teens are legally allowed to drive motor vehicles. However, road safety experts have in the recent past lobbied against this decree because of the high rates of accidents that these young drivers cause in roads across the country. This paper discusses the reasons why teenagers are not able to drive at 16 years. According to Peden, et al (17), teenage drivers are at the greatest risk of traffic crashes especially in developed countries. CDC (200) noted that road accidents is the leading cause death among teenagers in the United States. Both male and female teenage drivers from 16 to 19 years have the highest road accidents and violation of traffic rules in the country than any other group. In 2008 for instance, NHTSA (51) reported that 600,000 teenagers were injured in road accidents and 4000 of them died. In view of these alarming statistics, experts in road safety have elucidated various factors as the cause of accidents among this group. These include poor hazard detection, low perception of risks, uncalculated risk taking on the roads, failure to wear safety belts and lack of skill while driving. In addition, use of alcohol, hard drugs, driving at night and the carrying passengers while driving are other important factors that con tribute to high rate of accidents among teenage drivers in the 16-19 age groups (NHTSA, 38). In this respect, the major underlying factors of this behavior on the roads are lack of experience and distraction of the teenagers while driving. Teenagers should not be allowed to drive at sixteen years until they attain a sensible age where there are reasonably mature and experienced to drive. At sixteen years, many teenagers are still under the care of parents or guardians and they do not have many responsibilities that warrant use of motor vehicles in their daily activities. One of the main factors that attribute to high use of cars especially in developed countries is the convenience that they provide when attending to various duties such as work and other commitments. In this case, most adults who comprise the largest proportion of working class people own cars to enhance speedy execution of their activities. Due to the crucial role that vehicles play to such individuals, it is appare nt that they are more cautious and watchful than sixteen year olds who use vehicles for other reasons but not to attend work. Adults are thus more careful because they are also legally responsible for any offense that they cause on the roads by the careless driving. This is in contrast to sixteen year old who do not have much to lose when they violate traffic offense (DMV). Lack of foresight that dangerous driving could cost their lives and inflict permanent disabilities is some of the main shortcomings of sixteen-year-old drivers’ judgment (Abdel 63). Most teenage motorists drive for various reasons such as experiencing the thrill of driving at very high speeds. This makes them prone to accidents

Metropolis Essay Example | Topics and Well Written Essays - 1750 words

Metropolis - Essay Example These slaves are depicted against the backdrop of the miserable life they lead which include tenement like homes; they work for over ten back-breaking hours nonstop. The star of the film, Freder, who is the son of Joh Frederson, the leader of Metropolis, is glaringly oblivious to the predicament of the workers or any element of their lives. Not until when a beautiful subterranean inhabitant known as Maria visits the Eternal Gardens, where Freder spends most of his time frolicking with numerous ladies, does he learn of their abject predicament. The group of small children who arrive along Maria from the laborers city below carry themselves with an air of sadness and despondency; they are hungry and appear absolutely wretched. In reality, their needy eyes apparently haunt Freder because it is something he has never seen amid the elite of the city who no less lead better lives (Bendel 12-14). When Freder follows Maria back to the underground depths of the city and witnesses a grueling accident in the machine halls where the worker toil in abject misery, the groveling scene haunts him much more. This, as a result, compels him to confront his father, but eventually, it downs upon him that the man loves and firmly believes that is appropriately right for men to live the way they do. Freder thinks for a while about the plight of the workers and decides do something about it. However, he is faced with inevitable challenge. Freder must first and foremost gather more information and trace Maria as well. With the assistance of Josaphat—Fredersen’s presently fired officer manager—he goes down the depths of the city and assumes the job of one of the workers with a view to locating Maria. For the moment, Fredersen is suddenly worried about the reverberations of discontent amid the workers and his son’s abrupt interest in their predicament. Fredersen is o verly determined to eliminate Maria’s influence on his son as well as the workers (Mark

Consultation Essay Example | Topics and Well Written Essays - 250 words

Consultation - Essay Example providing nursing services for a while and hence is qualified to provide advice and information about rehabilitation to organizations dealing with different forms of rehabilitation and their providers (Harmsen, 2008). Even before becoming a fully qualified CNS, the preceptor started her education and gathered much experience as a registered nurse where she worked in different settings including a hospital and even in different rehabilitation centers. Her passion to reform addicts led her to write her thesis based on rehabilitation centers and this required numerous research in that area including also dedicating time to work as a volunteer nurse in the centers where she was collecting data from (Fulton, Lyon and Goudreau, 2009). The years of experience combined with the educational expertise in rehabs has led her to become one of the top consultants and teacher in that field and that is why she is sought after by many rehabilitation organizations and the practitioners in the rehabilitation centers and even well-wishers wishing to invest in different forms of rehabilitation. Her caring nature contributed by her nursing career also has made her a consultant with a passion who follows up on her consultees to ensure that they understand issues and problems in rehabilitation (Hamric, Spross and Hanson,

International development project analysis Essay Example for Free

International development project analysis Essay Introduction: †¢ New science, technologies and ideas are crucial for the achievement of the goals, but global research investments are insufficient to match needs and do not focus on the priorities of the poor. †¢ Many technological and policy innovations require an international scale of research effort. †¢ DFID’s (Department for International Development) Central Research Department (CRD) commissions research to help fill this gap, aiming to ensure tangible outcomes on the livelihoods of the poor. †¢ CRD seeks to influence the international and UK research agendas, putting poverty reduction and the needs of the poor at the forefront of global research efforts. †¢ CRD manages long-term research initiatives that cut across individual countries or regions, and only funds activities if there are clear opportunities and mechanisms for the research to have a significant impact on poverty. †¢ CRD works closely with DFID’s Chief Scientific Adviser to maintain external links, particularly with UK Science, Whitehall and political stakeholders, to promote DFID’s agenda. †¢ DFID is seeking views to help it develop a new research strategy 2008-2013. Your chance to get involved When developing policies, it is recognized that consulting with a wide range of interested groups helps to ensure that the impact of its proposals on different sectors of society is taken into account. Public consultations are carried out wherever possible as recommended in the Code of Practice on Consultations by the Cabinet Office in January 2004. The Code aims to increase the involvement of individuals and groups in public consultations, minimizing the burden it imposes on them, and giving them enough time to respond. This guidance is used in conjunction with the compact between the government and the voluntary and community sector which includes a specific code of good practice on ‘Consultation and Policy Appraisal’. If you would like to take part in DFID public consultations, information will be posted on these pages. . . . Page-2 Page-2 Consultation The Cabinet Office is conducting a review of Consultation Policy to see how Government consultations can be improved and is keen to hear your views. As the centre–piece of this review, Hilary Armstrong MP, Minister for the Cabinet Office and Social Exclusion, has launched a paper entitled â€Å"Effective Consultation† to seek evidence on Government consultations. The consultation is aimed at anyone with an interest in responding to government consultation exercises, from those who regularly respond to the Governments consultations to those who might be interested in doing so. These might include business organizations, voluntary and charitable sector organizations, campaigning bodies, trades unions, citizens, etc. The Better Regulation Executive is keen to meet with people who have experience of Government consultations and to discuss with them how Government consultations can be improved. The BRE is therefore organizing a series of events with Government Offices including two, larger, public seminars on the subject. †¢ Annual Reports: Assessment of performance on government consultations. †¢ Code of Practice: The Cabinet Office Code of Practice on Consultation sets out the basic principles for conducting effective Government consultations. †¢ Consultation Guidance: Guidance for running consultations in government. †¢ Current Cabinet Office Consultations: A list of current Cabinet Office consultations with links for more information. †¢ Government Consultations: Links to departmental consultation websites. †¢ Effective Consultation Events: Further details on the Better Regulation Executives program of Consultation events. The following eight Millennium Development Goals (MDGs) were agreed at the United Nations Millennium Summit in September 2000 and nearly 190 countries have subsequently signed up to them. The eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger. 2. Achieve universal primary education. 3. Promote gender equality and empower women. 4. Reduce child mortality. 5. Improve maternal health. 6. Combat HIV and AIDS, malaria and other diseases. 7. Ensure environmental sustainability. 8. Develop a global partnership for development. . . . Page-3 Page-3 REPORTS AND FORMATS Annual Report Format for DFID-contracted Research Programmes Front cover with Title of Research Programme, Reference Number and the Period Covered by the report. Include a table of contents, annexes, etc. , as necessary. 1. Background Information Title of Research Programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries covered by research: Planned Actual Start Date: End Date: Total programme budget: 2. One page summary (A narrative focussing on two main questions: (i) How far have intended outputs as listed in the logframe been achieved? And (ii) What is the impact of the research programme so far? ) 3. Key Themes Progress towards outputs and impact What are the research outputs? Outputs OVIs Progress Recommendations/Comments Where are the research impacts? Purpose OVIs Progress Recommendations/Comments 4. Lessons learnt †¢ Working with Partners †¢ Good Practice/Innovation †¢ Project/programme Management †¢ Communication 5. Programme Management Annual Report Summary sheet for R4D 1. Background Information Title of research programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries covered by research: Start Date for research programme: End Date for research programme: 2. One page summary 3. Products and Publications Inception Phase Report Format Front cover with Title of Research Programme, Reference Number and the Period Covered by the report. Include a table of contents, annexes, etc. , as necessary. 1. Background Information Title of research programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries to be covered by research: 2. A document of overall plans to complement your research proposal and setting out: †¢ Themes. †¢ Planned activities. †¢ Areas for development during life of the research program. †¢ Where appropriate, a response to referees comments on the original research proposal and/or any comments or note of endorsement from the CAG/CARG. 3. Finalized log frame 4. Plans for capacity development 5. The Management structure for the research program 6. Ongoing monitoring arrangements for the research program 7. Communication strategy 8. Annual activity plan 9. Detailed financial plan.

Business Ethics Role of the Board

Business Ethics Role of the Board The Role of the Board The directors are individuals who represent the interest of the shareholders in the overall running of the company. Once the shareholders money is taken, the directors receive high level information relating to the running of the company at board meetings which occur periodically-at this meeting, the CEO reports to the board indicating what the status us. Directors are appointed on a number of platforms. The board approve stock grants, they might approve/disapprove acquisitions etc.-high end decisions relating to strategic direction rather than operational matters. Some are independent subject matter experts bought in to advise. It is the CEOs decision how this is acted upon. Holstein (2006) described an event at a Tiffany board meeting during which a special interest group had been instigated with a view to examination of conflict diamonds. The findings were brought to the board meeting and the CEO instantly took action ceasing all transactions concerning conflict diamonds in order to prevent an ethical debate that could ultimately affect sales of a firm wiling to deal in such a commodity. If the board disapprove of actions, the board has one key ability namely the removal of the CEO. On this basis it is often prudent to follow the advice of the board. The board can be an asset in that they can support the CEO and assist in the running and strategic direction however conversely they can equally make poor decisions and therefore be a hindrance to the company and lead to its destruction. In order to form and manage a board of directors, there are a number of protocols/recommendations designed to increase the rate of success. Allio (2004) wrote that root cause analysis of corporate oversight is commonly attributed to a lack of attention to the methods by which the board is intended to deal with its responsibilities. Forming and managing a board of directors requires consideration -one thing that people need to be aware of is when seeking venture capital and doing due diligence on the plan and individuals, Due diligence should be done on the venture capitalist as a prospective board member. Kelly and Gennard (1996) discussed the merits of appointing personnel directors as members of board of directors highlighting a number of firms in which this was found to be beneficial in shaping the formation and implementation of business strategy. Cantor (2003) wrote describing how contemporary directors are frequently chosen for such skills as judgement, leadership and business integrity however more significantly is not how to act as opposed to when to act and this can only be gained with a comprehensive understanding of the risks of the company. Cantor stressed that a more suitable process regarding the selection involved questioning relative to the extant risks, whether there was a knowledge gap in the existing board membership and if the candidate could plug that knowledge gap. This was echoed by Hutcheson (2002) who wrote that a board of directors can be an asset if shareholders are clear as to the purpose of the board explaining that board membership should be designed to fill the knowledge and skills gaps in the extant management. Ideally, board member selection must be objective, honest and isolated from the CEO on non-business and financial platforms, facilitating transparency. Davies et al, (2002) described board debates focussing on their presumed responsibilities highlighting that there appeared to be little forethought as to the importance and significance of the contents of these responsibilities. This suggested that boards tended to have a passive stance in which decisions were pushed through by dominant CEOs or managers and that the existence of the board was merely lip-service rather than a pro-active asset. Furthermore, boards needed to develop greater leadership and decision-making skills. Heffes (2009) wrote that boards should cease the opportunity to scrutinise the business plan of the company for the following year, and additionally called for greater more effective communication in order to relay their findings on the current state of the business and optimum strategic direction and its repercussions on the status quo. Consideration needed to be given as to what needs to be relayed to all stakeholders. References: Allio, R., (2004), Whats the boards role in strategy development?: Why you need to redesign your board of directors an interview with Jay Lorsch. Strategy Leadership; Chicago32.5 (2004): 34-37. Cantor, P., (2003). Getting the board of directors on board.ÂÂ   Ivey Business Journal Online; London (Jan/Feb 2003): 1. Davies, A., Joyce, P., Beaver, G., Woods, A., (2002).ÂÂ   Leadership boards of directors. Strategic Change; Chichester11.4(Jun/Jul 2002): 225. Heffes, E. (2009). Boards of directors: directors roles in assessing strategy. Financial Executive; Morristown25.2 (Mar 2009): 10. Holstein, W., (2006). CEOs Under Fire. Chief Executive; New York 215 (Jan/Feb 2006): 50-52. Hutcheson, J., (2002). Board Silly: A bad board of directors can be worse than no board at all. Heres how to make sure your small-business clients get the help they need. Financial Planning; New York (Apr 1, 2002): 81-82. Kelly, J., Gennard, J. (1996). The role of personnel directors on the board of directors. Personnel Review; Farnborough25.1 (1996): 7-24.

Mentoring Theory Analysis

Mentoring Theory Analysis The aim of this report is to investigate and analyse mentoring theory and methods so that valid conclusions can be drawn on the ideal mentoring approach. This analysis will be utilised in a real-life mentoring scenario with a group of ELB007 students. Mentoring can occur in an assortment of situations including in education, starting new jobs, further training and development of personnel. In these scenarios, the mentor generally will have more experience and is easily approachable and accessible for the mentee. Society in the 21st century have grown up with the impression that they must constantly pursue the advice of other people. It is more common for an individual to have multiple mentors; the traditional older mentors but also peer mentors and coaches. In this era, mentorship is viewed as a two-way road and takes more commitment and patience to guide young adults of today. The mentoring relationship that is developed should be mutually beneficial where both sides are expected to contribute to one anothers goals and expectations. A crucial component of a successful mentoring relationship is having both the mentor and mentee to have an openness to changes and are eager to learn.[1] This type of relationship can be valuable when the progression of the mentee depends on their development of additional skills. [2] This is because it enables them to absorb more information and gain valuable advice and support needed to grow themselves in both a personal and professional way. Some situations do not easily allow for obtaining objective advice, help and support. Having a mentoring scheme within an organization incorporates all these important services. A mentor is an experienced and trusted advisor (Collins English Dictionary, 2016). Another definition of a mentor and its role, more specifically in the business sector includes: An employee training system under which a senior or more experienced individual (the mentor) is assigned to act as an advisor, counselor, or guide to a junior or trainee. The mentor is responsible for providing support to, and feedback on, the individual in his or her charge. [3] People perceive mentoring in slightly different ways depending on their experience and the use of the mentor-mentee relationship. In addition to this, each organisation has different definitions of mentoring but, within an organisation, everyone possesses the same understanding of what is expected of a mentor in that specific scheme. [4] For this report, the focus is on group mentoring as it is what will be put into practice with the Part B students. This type of mentoring differs from the typical one-to-one. Group projects linked to group mentoring enhance the learning of participants and develop an understanding of how teams operate. Looking at the history of mentoring and its origins, Greek mythology depicts the first insight of a mentor. This can be seen in one of the Greek poems written by Homer. The poem Odyssey describes the journey home of a Greek hero after the fall of Troy. Odyssey, the king of Ithaca, was a Greek hero that entrusted the care of his household to a man named Mentor whilst he was away fighting in the Trojan War. In the poem, mentor serves as a teacher and overseer of Odysseus son, Telemachus. In time, Telemachus ventures in search of his father whilst Athena, Goddess of war, accompanies him and in doing so, undertakes the form of Mentor. [5] From this, the word mentor has evolved to mean trusted advisor, friend, teacher and wise person. Human development relies on various forms of mentoring where one person invests time, energy and personal know-how in assisting the growth and ability of another person. Whilst this is the perceived origin of the term mentor, there are alternative ideas which will be discussed further into this report. There are certain qualities in which a mentor must have in order to accomplish a successful mentoring relationship. The main qualities include: being perceptive, a motivator, have the ability to advise and instruct without interfering, and finally being able to listen, question and feedback to the mentees. In modern day times, coaching and mentoring get used interchangeably but have major differences which are often overlooked. Coaching is an enabling and helping process whereas mentoring is fundamentally a supportive one. Mentors must act objectively when discussing situations with their mentees and allowing the mentees to explore their own idea to achieve a solution is imperative. [6] In this section, the methods and theories of mentoring will be investigated. As explained in section 3.0, the concept of mentoring has been around for many years which has allowed for vast speculation and a wide range of conceptual theories to be created. Many theorists such as Kram, Levinson and Erikson have contrasting theories towards the concept of mentoring. Levinson created his theory in the 1970s where it saw mentoring as a single and hierarchical relationship between two people. Kram, another theorist, also agreed with this mentality and it was only in the 2000s that other concepts were developed by Williams and Baugh indicating that there are many types of mentoring including group mentoring. Following on from this development, Kram updated her theory to agree with this new-found approach. Looking more into Krams mentoring theories, she alluded towards a two-dimensional concept which highlighted the two main functions of mentoring being for psychological support and vital for career development. The mentoring relationship would start with learning each others learning style and habits followed by the mentee learning from the mentor leading to career advancement. This concept focuses on role-modelling, counselling and friendship to be successful. Similar to this, Levinsons theory developed in the 1970s suggests that mentors function as guides and counsellors. This theory implies that both sides of the mentoring relationship to benefit. The mentee gains fundamental knowledge and the mentor gains a sense of well-being from passing on their knowledge to the next generation. [7] This sense of well-being is also confirmed in the theory created by Erikson. This framework states that he mentors main concern is to establish and guide the next generation through nurture. [8] The article written from the point of view of a Marxist feminist suggests different perspectives of the Odyssey poem by Homer. It implicates Athena as being a mentor figure as well as the advisor, Mentor. Athena provides support to Telemachus on his journey to locate Odyssey. She possesses caring and selfless traits, both of which are expected in the mentoring figure of today. This judgement of the poem provides a modern-day outlook of the mentoring concept and aligns with the theories provided by Kram and Erikson which were mentioned above. From the article, mentor is considered in diverse ways. To continue with the theory that Athena was more of a mentor, it is suggested that in the Greek myth, Mentor was a weak man. The goddess Athena was required to intervene with Mentors role to prevent disorder. In Greek mythology, gods and goddess are expected to do everything possible to keep order amongst the people. Athenas actions prove that she was a true mentor as recognised by the people of today. She used her powers to ensure the continuation of a man controlled society by helping Telemachus locate his father and thus preventing his mother taking over jurisdiction. Later in history, as described in the article, mentoring changes from being a natural human function. This enhancement comes from investigating relationships between exceptional people such as Socrates and Plato. These relationships contain an emotional bond which is not spoken of in the Odyssey poem but is anticipated in modern-day mentoring. Levinsons theory, complies with the Odyssey evidence which depicts that only the wealthy (powerful) could have successful mentoring relationships. This idea has progressed throughout the ages and it can now be proven that this mentoring relationship also works with the powerful mentoring the weak and the weak mentoring the weak. Weak and powerful people can be defined through a variety of ways including social status, knowledge, age and professional standing within an organisation. Mentoring interactions in the modern era must be based upon a certain level of trust between the members. It can be seen through this article as well as with the the orists concepts that mentoring has progressed vastly over the years. [5] As stated in section 2.0, the mentoring analysis will take place on a Part B project group. This type of mentoring is different to the typical one-on-one relationship. There are many ways to approach group mentoring including: facilitated group mentoring, peer-group mentoring and finally team mentoring. Facilitated group mentoring allows people to participate in a learning group and benefit from the experience and expertise of the mentor. The richness of the experience multiplies as each group participant brings personal experiences into the conversation. The facilitator asks questions to keep the dialogue thought-provoking and meaningful, shares their own personal experiences, provides feedback and serves as a sounding board. Peer-group mentoring brings together peers with similar learning interests or needs. The group is self-directed and self-managed. Finally, team mentoring offers a methodology for facilitating the learning of an intact team. Together team individuals articulate goals and work simultaneously with mentors who guide them through the process. This allows the team to be supported and to learn from each others experience and knowledge. Having discussed mentoring theories already in this section, the next part is based on methods of mentoring which have been developed over the years. Some of these relate to the theories created and similarities can be drawn from all the methods about to be deliberated. These methods all agree on key skills needed to be an effective mentor which include active listening, advising, receptiveness and the ability to question the mentee through inputting but not dominating the discussion. When the mentee starts to question the mentor, that is when trust has been built. [6] Eric Parsloe provided a mentoring model consisting of four stages. The first stage involves identifying the development needs and objectives of the mentee. This is the stage where the mentor and mentee will build a rapport that will enable them to establish a mutual understanding of how each other work. The first meeting allows both people to gain each others trust and to share the expectations of what they wish to achieve from the relationship. In doing so, any disappointment will be avoided. The next stage focuses on encouragement of the mentee to carry out the actions independently that were decided upon in the first meeting. During the next few meetings, a timetable of meetings should be drawn up and the mentor needs to recognise the development and learning needs of the mentee and how these can be achieved. The third phase of Parsloes model illustrates that the mentor needs to help the mentee execute their actions by guiding them and offering advice and drawing on previous exper iences. After the objectives of the mentee have been met, an evaluation meeting should take place to critically analyse the process and the relationship that has been established. [4] Organisations should monitor the progress of relationships as they develop to maintain a smooth and effective process and to identify and adapt to potential difficulties at an early stage. Another mentoring model is GROW: Goals, Reality statement, Obstacles and Way forward. This model can be considered a map; guiding mentoring partnerships from their current position through to their final destination. GROW provides a structured approach which permits the mentees to find solutions to their problems. It has been used since the 1980s and allows for a full understanding of what is to be expected of the group. A goal is created by using the SMART principles. Every goal decided upon must be specific, measureable, agreed, realistic and timed. A reality statement can be generated to illustrate how far away the mentee is from the GOAL. After this, the mentee needs to find the obstacles that are stopping them from reaching their goal. Obstacles can be found in the mentees environment, resources or lack of and the limitations in knowledge and experience. The last step in the model is isolating the way forward. [10] This is completed by selecting the most appropriate sequences an d combinations of options that will enable the mentee to fulfil all the goals. The path chosen needs to be specific and detailed so that the progress can be gauged. Another model available for mentoring that was also created in the 1980s is the CLEAR model. This was developed by Peter Hawkins and relies on the activities: Contracting, Listening, Exploring, Action and Review. Contracting is similar to the goal making of the GROW model. An open discussion takes place in order to establish the desired outcomes of both the project and from the mentoring relationship. Listening is the next part of the CLEAR model. In mentoring, listening is one of the most important skills that a mentor needs to possess. After listening, exploring allows the mentor to challenge the mentee on their thoughts. When doing this, criticism needs to be kept simple and constructive in this stage by concentrating on the mentees behaviour and not their personal attributes. Action ensues the exploration and supports the mentee in choosing the next steps. After this, a review is carried out which reinforces what has been covered in the meetings and the decisions made. [11] Furth ermore, a review also highlights what needs to be improved and altered in the mentoring relationship so that both parties gain maximum benefit from the partnership. The final review phase is crucial to dictate future meetings. In carrying out either of these models, the motivation of the mentee will increase as well as their building upon their self-confidence. The mentoring relationship can be view upon as a system. When taking systems theory approach to mentoring, one must first understand a system. Systems are interrelated and interact with their environments and through these interactions, they evolve much alike the mentoring relationship. It is first necessary to understand the individual system elements as well as the relationships between them. Putting this into a mentoring context, one mentoring session often has the ability to create an immediate change in an individual. This changed individual will react to the environment in a different way and therefore causes an impact on the environment as well as others that inhabit that environment. A possible implication of applying this theory is the suggestion that individuals should not be coached or mentored in isolation but always in the context of the group (system) in which they work. [4] During the lectures given on this module, the Moore Method was discussed. After further research, it can be seen that this method of mentoring is held in high regard across the academic sector and within teaching. The Moore Method is a Socratic method of teaching and was developed by Robert Lee Moore in the early 1900s. Its main principle draws on encouraging students to solve problems using their own skills of critical analysis and creativity. [12] This method worked by Moore giving his students a theorem and making them come up with a solution without the aid of him or other students in the same class. In turn, the students who had a plausible solution would write it on the board. If an error was found in their solution, the other students will be called upon to find a correction. Where students made improvements on the theorems, they would be rewarded by having their name referred to alongside that theorem. Moore was opposed to ridicule and instead encouraged the students to be open with their solutions without the fear of being put down if they were incorrect. For the more timid students, he would involve them in class discussion and they would gradually gain the confidence to also write their solutions on the board in front of the class. However, the greatest struggle of the Moore Method is patience. When a student is struggling or not has run out of ideas, the mentor or teacher must wait for them to figure out the problem on their own. The mentor must take a back seat for this method to work as it should. The main points to take from this method include the mentoring needing to be confident in their approach from the beginning. This will immediately improve the trust in the mentoring relationship. An additional point is for the mentee to realise that some solutions will come quicker and easier than others. [13] For this report, it was necessary to put the researched mentoring methods into practice. Each Part B group were assigned a pair of Part D mentors. This type of assignment was a means of development for both the mentor and the mentee. In this instance, the Part D mentors were told to take the approach of an individual mentoring a group rather than a group mentoring a group. The module leaders for both ELB007 and ELD033 arranged appropriate times and dates for the mentors to meet their groups for the first time. The first meeting with the Part B group was a chance for everyone to get to know each other and to start building a rapport. This would be vital for a successful mentoring relationship. Gaining a certain level of trust would enable the Part B group together or as individual to easily approach the mentor and ask questions freely. In addition to this, a brief discussion took place to indicate the reason for the part D mentors to be involved in the Part B project and how best to utilise having such an asset readily available for the group. In addition to the introductions and exchange of contact details, this first meeting ensued a topic was chosen and the goals of the project were outlined. It was decided that the main form of communication would be through the mobile application, WhatsApp. This is a messaging application that allowed the mentors and mentees to communicate with each other as and when required. This could be for arranging other meetings or catching up with missed information or even asking questions about their part of the report which was unclear. As the mentor, listening to the discussion taking place allowed for an assessment of the group dynamics to take place. The group was put together randomly and after the first meeting; it still hadnt become clear the roles in which the members would individually play. Naturally, a leader will form in a group of this type who will take control of the situation and organise the group. There were a few contenders for this position in the group as they all seemed confident with the task ahead. To conclude this meeting, future times and dates of meetings were agreed to ensure the best availability for the majority of the people involved. Successful mentoring practice requires both parties agree on the purpose and extent of the relationship including the means, frequency and how confidentiality will be maintained. [1] In these group projects, a limitation that can be identified is the difficulty of finding a time suitable for everyone to be available for a meeting. Amidst these meetings, it can clearly be seen that the GROW method has started to be exploited. The above paragraph outlined the first two stages: Identifying goals and creating a reality statement. These stages were alluded to by employing questions as prompts. To help the Part B students realise specific goals, questions such as: what do you want to achieve? and What are your objects? were asked. Following on from these, they were asked what stage they were currently at and a self-assessment was requested so that the group and mentor understood their positioning in the project and the next steps that needed to be taken. Furthermore, limitations within the group include having limited knowledge of systems methods, and the lack of understanding of the topic and overall project. This type of limitation can induce the phenomenon of groupthink. This can occur when a group makes faulty decisions because group pressures lead to a deterioration of mental efficiency and moral judgement. A group is especially vulnerable when its members are similar in background and when the group is insulated from outside opinions. [13] The Part B group have similar backgrounds when it comes to knowledge of the topic therefore careful observations need to be made and advisement form the mentor needs to be voiced clearly but not in an overpowering manner. For mentoring to work, as discussed in previous sections, the mentor needs to be passive in the meetings and avoid dominating their opinions over the group discussion. In the meetings that followed, each member of the group took responsibility of a section from the chosen topic to work on over the coming weeks leading up to the deadline. During this time, a problem occurred with one of the group members who was unable to complete their section of the report. This was overcome with a discussion with the lecturer and with all the group members agreeing to pick up components of the missing section. As a newly formed group the bonding was easily achieved and everyone able to complete their work, did so in the allotted time. These meetings just described conclude the GROW method by having the group assess their options and a way forward. This, again, was prompted by the mentor by asking the following types of questions: What can you do to bridge the gap? Who can help? What do you need? What are the actions? What is the timing plan and actions following? These enabled the group to gain a full understanding of the project and its direction. This method also included informal mentoring techniques due to the setting and scenario that had been arranged. To reflect on this study, there are many benefits as well as some disadvantages that came from this mentoring project. To start with, being able to work with a group and form a relationship with them allowed us, as mentors, to put into practice some of the approaches that had been researched. This embedded the skills that had been learnt throughout the process and it could easily be seen which methods were more effective than others. However, the process had its disadvantages. To begin with the group did not fully comprehend the extent at which the Part D mentors would be able to assist them in their report even after discussing the reasons behind being involved in the meetings. Having previous knowledge. This was the mentors first time at mentoring a group. To begin with, not knowing the individuals in the group was intimidating and it was difficult for them to initiate the mentoring relationship. A possible alteration for this could have been one-to-one mentoring sessions before the project was started to fully form bonds between the individuals. The mentors personality is not as outgoing as others may have been so asking questions and prompting the group proved more difficult and the mentor was reluctant, at some points, to catechize for answers. However, this did not prevent the mentor from taking a back seat in the meetings and becoming an active listener. If the individuals in the group had questions, the mentor would be able to clearly advise them towards a proper solution. This mentoring process can be seen to correspond with the Moores method. Additionally, more meetings could have been arranged by the group to make full use of the mentors expertise. It is noticeable by the result obtained that there were parts of the report where the mentors knowledge and experience would have helped them obtain a greater result. There were occasions where the mentor ended up invited themselves to the group meetings once a suitable time had surpassed without contact. In the work place, the mentee would normally arrange the meetings with the mentor. This is done as the mentor would not have the time to continuously question if the mentee needed advising or had any questions. In this situation, the mentor had other commitments which took priority over chasing up the group for meetings. Looking back over the whole process, the actions that this mentor would do differently include: Asking more questions. Prompting more contact time with the group. Putting aside more time to get to know the group. Encouraging them to think outside of the box and discuss ideas at meetings as a group rather than trying to work as individuals. By fully employing a method with similar principles as the Moores method, it will enable the above changes to be adopted with ease. Consistently applying this type of approach will make for a more successful mentoring experience. Would have been hard to put the mentoring techniques into practice with the lack of communicating The information I have gathered through the various research I have undertaken for this assignment, indicates that mentoring is a two-way mutually beneficial learning situation where the mentor provides advice, shares knowledge and experiences, and teaches using a low pressure, self-discovery approach. It can be seen that each mentoring scheme within different organisations will vary and the techniques which the mentors will undertake will also differ between mentoring individuals. The methods and theories discussed have been adapted to the changes in society over time.

Blushing and Physiological Arousability in Social Phobia Essay

Blushing and Physiological Arousability in Social Phobia Introduction This paper will provide a critique of the article titled â€Å"Blushing and Physiological Arousability in Social Phobia,† (Gerlach et al., 2001) located in the Journal of Abnormal Psychology (Vol. 110, No. 2). Blushing is defined as: â€Å"to become red in the face especially from shame or embarrassment. † It is believed that blushing involves physiological, behavioral, and cognitive factors which react with one another. The actual cause of one blushing is physiological; the amount of blood in one’s face increases causing the amplification of a red hue in the blush region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobia as marked and persistent fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped to find a link between blushing and the reasons of in social phobic persons. Hypothesis The researches hypothesized that persons with social phobia who complain of blushing would show more blushing as opposed to those who are social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they have an increased awareness cognitively towards their blushing problem. In turn, one may exaggerate the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between heart rate and phobic anxiety exists, it was also hypothesized there would be a difference in heart rate between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants who complain of blushing will also have a higher heart rate compared to the other two subgroups. Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of education among the participants were 16.23 years. The participants all originated within Silicon Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not follow through, the found evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations; they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurried state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying this factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a topic of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of such surgery. They found there is no apparent evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an impact in the scientific world and the human population. Merriam-Webster Dictionary Journal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248. Blushing and Physiological Arousability in Social Phobia Essay Blushing and Physiological Arousability in Social Phobia Introduction This paper will provide a critique of the article titled â€Å"Blushing and Physiological Arousability in Social Phobia,† (Gerlach et al., 2001) located in the Journal of Abnormal Psychology (Vol. 110, No. 2). Blushing is defined as: â€Å"to become red in the face especially from shame or embarrassment. † It is believed that blushing involves physiological, behavioral, and cognitive factors which react with one another. The actual cause of one blushing is physiological; the amount of blood in one’s face increases causing the amplification of a red hue in the blush region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobia as marked and persistent fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped to find a link between blushing and the reasons of in social phobic persons. Hypothesis The researches hypothesized that persons with social phobia who complain of blushing would show more blushing as opposed to those who are social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they have an increased awareness cognitively towards their blushing problem. In turn, one may exaggerate the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between heart rate and phobic anxiety exists, it was also hypothesized there would be a difference in heart rate between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants who complain of blushing will also have a higher heart rate compared to the other two subgroups. Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of education among the participants were 16.23 years. The participants all originated within Silicon Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not follow through, the found evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations; they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurried state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying this factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a topic of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of such surgery. They found there is no apparent evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an impact in the scientific world and the human population. Merriam-Webster Dictionary Journal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248.

Properties of Hydrogen :: essays research papers

HYDROGEN Hydrogen is a gaseous element, symbol H, usually classed in group 1 (or Ia) of the periodic table Hydrogen melts at –259.2Â ° C (–434.56Â ° F) and boils at –252.77Â ° C (–422.986Â ° F). Hydrogen was confused with other gases until the British chemist Henry Cavendish demonstrated in 1766 that it was evolved by the action of sulfuric acid on metals and also showed at a later date that it was an independent substance that combined with oxygen to form water. The British chemist Joseph Priestley named the gas inflammable air in 1781, and the French chemist Antoine Laurent Lavoisier renamed it hydrogen Properties and Occurrence At ordinary temperatures hydrogen is a colorless, tasteless, and odorless gas, with a density of 0.089 g/liter at 0Â ° C (32Â ° F). It is highly flammable. Like most gaseous elements it is diatomic (its molecules contain two atoms), but it dissociates into free atoms at high temperatures. Hydrogen has a lower boiling point and melting point than any other substance except helium. Liquid hydrogen, first obtained by the British chemist Sir James Dewar in 1898, is colorless (but light blue in thick layers) with sp.gr. 0.070. when allowed to evaporate rapidly under reduced pressure it freezes into a colorless solid. Hydrogen is a mixture of two allotropic forms, orthohydrogen and parahydrogen, ordinary hydrogen containing about three-fourths of the ortho form and one-fourth of the para form. The melting point and boiling point of the two forms differ slightly from those of ordinary hydrogen. Practically pure parahydrogen is obtained by adsorbing ordinary hydrogen on charcoal at about –225Â ° C (about –373Â ° F). Hydrogen is known to exist in three isotopic forms. The nucleus of each atom of ordinary hydrogen is composed of one proton. Deuterium, present in ordinary hydrogen to the extent of 0.02 percent, contains one proton and one neutron in the nucleus of each atom and has an atomic mass of two. Tritium , an unstable, radioactive isotope, contains one proton and two neutrons in the nucleus of each atom, and has an atomic mass of three. Both deuterium and tritium are essential components of nuclear fusion weapons, or hydrogen bombs. Free hydrogen is found only in very small traces in the atmosphere, but solar and stellar spectra show that it is abundant in the sun and other stars, and is, in fact, the most common element in the universe. In combination with other elements it is widely distributed on the earth, where the most important and abundant compound of hydrogen is water, H2O.

Persuade to Stop Physical Bullying

Physical Bullying Physical bullying is a serious problem, affecting not only the bully and the victim, but also the other students who witness the bullying. Parents, teachers, and other concerned adults and young people should be aware of what physical bullying is and some of the ways to handle it. There are many types of negative physical interactions that can occur between young people, including fighting, practical jokes, stealing, and sexual harassment. These things are not considered physical bullying unless: * The same victim is targeted repeatedly The bully or bullies intend to hurt, embarrass, or intimidate the victim   * The actions occur in a situation with a real or perceived imbalance of power, such as when the bully is stronger than the victim or has a higher social standing In this context, physical bullying can take many forms: * Hitting * Pushing * Tripping * Slapping * Spitting * Stealing or destroying possessions, including books, clothing, or lunch money Physical bullying may also cross the line into sexual harassment or sexual assault.Physical bullying occurs most often at school, though it can also occur on the way to and from school and after school. Middle school is the age when bullying is most common, with almost all middle school students being affected directly or indirectly by bullying. This is an age where young people want more to fit in with their peers, making some students more likely to bully or condone bullying to fit in, while those who don't fit in stand out more as victims.Bullying can also occur in earlier grades, as well as through high school and even into adulthood. Physical bullying is more likely to occur among males, though females may also be the perpetuators or victims of physical bullying. Bullies may have any number of reasons for bullying others, such as wanting more control over others, and wanting to fit in. Bullies are often physically stronger than their victims and have friends who condone their behavior. Students who bully others, however, often have trouble with self control, following rules, and caring for others, and are at higher risk for problems later in life, such as violence, criminal behavior, or failure in relationships or career. Victims of physical bullying are usually physically weaker than the bullies, and also may be socially marginalized for some reason, including weight, ethnicity, or other characteristics that make it harder for them to fit in. Bullying can have serious consequences for the victim, leading to low self esteem, depression, trouble at school, and sometimes even violent behavior.Some signs that a student may be a victim of physical bullying include: * Coming home from school with bruises, cuts, or other unexplained injuries * Having damaged clothing, books, or possessions * Often â€Å"losing† things that they take to school * Complaining of frequently not feeling well before school or school activities * Skipping certain classes * Wanting to av oid going to school or going to school a certain way, such as taking strange routes home from school or not wanting to ride the bus * Acting sad or depressed Withdrawing from others * Saying they feel picked on * Displaying low self esteem * Mood swings, including anger or sadness * Wanting to run away * Trying to take a weapon to school * Talking about suicide or violence against others If a student is a victim of bullying, show love and support to the child and explain that the bullying is not their fault, and that what the bully is doing is wrong. Talk to the victim to find out when and how the bullying is taking place, then talk to teachers and school administrators about the problem.Bullying should always be taken seriously. Don't encourage the victim to fight back. Often the best way to deal with bullies is to avoid them or react as little as possible. Unfortunately, with physical bullying this is not always possible. Staying with a friend or friends or where adults are superv ising can sometimes help deter the bullying. If the victim is struggling with feelings of depression or anger, seek counseling to help them deal with their emotions. If a student is being a bully, tell them that the behavior is not acceptable.All young people should be taught to respect others and that bullying is not acceptable. Parents should talk to their children often about what goes on at school, including their friends and if they ever see or experience bullying. Parents should encourage their children not to support bullying, even by watching it, and to report it if it's happening. Depending on the situation, the student may be able to stand up to the bully, show support for the victim, or at least walk away from the bullying and report it to an adult.Parents of victims or of bullies can also encourage schools to have stronger anti-bullying measures, like anti-bullying campaigns, careful adult supervision of students, zero-tolerance policies, and counseling for students invo lved in bullying. Sources: SAMHSA Family Guide, â€Å"Bullying Affects All Middle School Kids† [online] Nemours, TeensHealth, â€Å"Dealing with Bullying† [online] Consortium to Prevent School Violence, â€Å"Fact Sheet #2: Bullying Prevention† [online] HealthNewsDigest. com, â€Å"Know the Signs of Physical Bullying† [online]

Science Is a Threat to Humanity

SCIENCE IS A brat TO HUMANITY 1ST enemy Thank you my dear dame vocalizer. Assalamualaikum and a very good day to the saucy and honour fit adjudicators, the alert and punctual season keeper, my curse word police squadmates, the misleading disposal aggroup and MOTH. Before i start, i would equivalent to refute the commentary precondition by the government team. Now, it is my duty to define the bring up words of directlys motion.According to Longman mental lexicon of Contemporary English, knowledge direction association near the world, especi in eithery found on examination and testing, and on facts that hobo be proved. Threat means some ace or something that is regarded as a potential danger. Lastly, earth means the state of being tender- essenceed and having qualities and rights that all commonwealth do.So, the full definition of right aways motion is friendship near the world, especially based on examination and testing and on facts that fucking be pr oved is a possible danger to qualities and rights of all quite a little. Now, please chuck up the sponge me to re further the point given by the vertex Minister. He/She claims give tongue to that ______________________________________________________________________________________________________ unless that is non true beca map ______________________________________________________________________________________________________Before i go on with my arguments, i would like to focus that my team mates and i ar totally resist with the motion today that says scientific discipline is a threat to reality and would like to switch this motion to recognition is a bless to liberality which means fellowship about the world, especially based on examination and testing and on facts that keep be proved makes hatful happy and satisfied in ground of qualities and rights of all quite a little. Now, please allow me to asseverate my team mates.I as the first speaker allow for talk about light gives major(ip) health benefits while my split second speaker testament further modulate our teams fundament on this motion by talking about Science alleviates in improving qualities of look and Science change communication. Last but not least, my third speaker go out rebut all misleading points raised by the government team. MOTH, In todays world, Science is vital in ensuring we live a healthy life. It has major health benefits because as we switch the knowledge about the treatments of certain illness and cures atomic number 18 discovered, m each lives posterior be saved.MOTH, If we support Science, we brush aside get the benefits from it. Our lives result be much reveal because we will be open to find the cures and preventions to diseases. We need to pose the knowledge in medical tone so that all fatal diseases underside be cured and prevented. Not lonesome(prenominal) that, by supporting acquirement, we will be able to create better heal th and medical facilities. We will be able to use drugs that prevent diseases rather than altogether treating symptoms and we will have body monitors that monish of impending trouble. MOTH,Can you bear the pain of scurvy from diseases such as give the sackcer and heart attack all your lives just because you struggle to Science? Through science, we substructure have modern medicine to relieve misfortunate even for babies. With science also we gutter detect diseases in early typify even during pregnancies. In genetic screening, for example, we can monitor the give voicement of embryos to get eminent tincture and healthy babies. If there is any disability or defects, it can be treated in early stage. As we know, embryos might have disabilities that would kill them as newborn babies. If properly treated these people may well live to lie with healthy lives.If we oppose science, we argon really not helping the babies to be better adults in harm of their health. Not neverth eless that. Science helps in improving health condition of human beings because of any accidents or tragedy. With science, we are able to help people who are blind to see the lights and all wonderful things on earth and people who cannot crack to be able to walk again. Isnt it a miracle? Do you prize we will be able to do so without the help of science? I dont think so my dear government team. MOTH, I am sure i have said enough to convince you that science is not a threat but is real a bless to humanity.The health benefits that we stupefy from them are so ample that we are able to enjoy life to the fullest and no more worries of critical diseases. So MOTH, once again i restate our stand that we totally disagree with the motion today that says Science is a threat to humanity as it should be Science is a bless to humanity. With that i petition to differ. Thank you. SCIENCE IS A THREAT TO HUMANITY 2ND- OPPOSITION Thank you madam speaker. Assalamualaikum and a very good daysprin g to the wise and honourable adjudicators, the punctual timekeeper, my fellow teammates, not forgetting the misleading government team and members of the house.As the second speaker, it is my duty to rebut the arguments given by the second minister of the government team. Her/His argument was _____________________________________________________________________________________________________________ But i disagree because ______________________________________________________________________________________________________ Then he/she also claimed that ________________________________________________________________________________________________________________________________________Then, the Prime Minister claims that ______________________________________________________________________________________________________ Which i dont agree because ______________________________________________________________________________________________________________________________________ __ MOTH, My first argument is about how science helps in improving the quality of life. As humans, we cannot deny that we need science the knowledge to make our lives easier. You must look on, without science, you will not know how to get clothes, to clear a house or to pull wires food. The contribution of science can be seen in our everyday lives.Can we think about a life without electricity, cars, telephone, internet, tele flock and thousands of scientific inventions that make our life comfortable? The finishing of science is indeed a great help in peoples every day routine. For example, people use their refrigerator to keep their food chilled and impudent longer. People use cars, buses and otherwise vehicles the comport themselves from one place to another. They use subscriber line conditioners and heaters to help maintain temperature. As we can see, every aspect of life is capable on science and its operation to improve the quality of life.MOTH, We cannot say no to sc ience for all the contributions it brings. With science, we can get in vogue(p) knowledge and find more discoveries to improve our quality of life. With science also we can get new engine room to develop our nation and boost our economy. When our country is developed, only then we can compete with other countries or at least be equal with other countries in terms of social, politics and economy. If we are against science, of course we will be left behind. MOTH, The discoveries in genetically modified food have helped to stamp down famine and crave.In agriculture, the genetics of food are improved to produce bigger fruits which cater more nutrients to all people. This is certainly a great achievement in the world of science where it as able to help the poor countries to fight the problem of hunger among their people. MOTH, Now lets sound on to my second argument that is Science helps to improve communication. Years after geezerhood we can see advancement in the communication sector where people on opposite sides of the world are able to stay in touch where before, they would have no possible way to do so, give thanks to Science and its application.Today, distance will not be an issue because we can communicate and exchange ideas with people approximately the world in just a moment. This helps to strengthen the relationship among people. As we all know, the internet keeps us connected. We even can change our ways in firmness of purpose problems easier and faster through the internet. It also makes our origin run fast and more effective. however entrepreneurs use this medium to do their transactions. The increase in many industries right now also is actually because of science and the application of science.There is no barrier to market products and we can compete with other develop countries, thanks again to the miracle of science. MOTH, Do you still remember the 6th Challenge of our Vision 2020? , the gainsay of establishing a scientific and prog ressive society, a society that is innovative and forward looking, one that is not only a consumer of technology but also a subscriber to the scientific and technological civilization of the future. Our vision 2020 will not be a reality if we say no to Science. MOTH,