Insanity Plea Opening Essays - Criminal Defenses, Criminology

Insanity Plea Opening Academic English Tuesday, Decembor 5, 2000 Insanity Plea Well you finally graduated high school. And you are about to start the new life that waits. You have been a top-notch student. The grades that were brought home during your 12 years of high school were enough to put you on the high school honor society. Almost all of the classmates love you. The great kid you were at home, and how helped others allowed you to get help whenever you had needed it. The life that you earned as a hard working individual is about to pay off. Until the one-day you make the worst mistake that you have ever made in your entire life. This is the story of James Miller. A normal 19-year-old kid who had everything going for him that anyone could imagine. Up until the day these mysterious voice inside of him left out a cry of anger and confusion to kill, kill, kill. This was a man in his prime set to be a United States Marine. One of the few, the proud. Willing to serve his country in whatever way was needed. But then he made the fatal mistake, which took all of his life long dreams, everything that he had worked for and threw them out of his way. This mistake came when the young man picked up an AK- 47 and gunned down one of his fellow classmates. He shot the man 4 times in the back in cold blood. Unable to deem that he was aware of his actions on that dreadful day. He was tried and told that he would spend the rest of his days rotting away in a cell, never again to see freedom. Until which his lawyers tried the insanity plea out during his case. They stated that the voices of anger that erupted in him are what committed the crime not the innocent boy that he was. Through out this report I will argue the finer points of how the insanity plea should be taken out of our current legal system. And showing that any act of violence committee you should take your punishment and best fit for that crime. Legal Issues

Free Essays on Wy We Crave Horror Movies

In Stephen King’s essay â€Å"Why We Crave Horror Movies†, he explains why people go to horror films. Watching horror films is a way that many people show they are not hesitant to sit through a few hours of the same killing and menacing seen on evening news reports. King claims that the very act of viewing these films desensitizes us. Horror films are also a good way to â€Å"re-establish our feelings of normality†. After viewing violent movies, people say to themselves â€Å"I am glad that I’m normal†. The emotions and fear of people need to be exercised and checked on a regular bases. According to King, the horror movie is â€Å"†¦ morbidity unchained, our worst instincts let free, our nastiest fantasies realized†¦ and it all happens, fittingly enough, in the dark.† I agree with Stephen King when he says that horror movies are like riding roller coasters. During middle and high schools, my friends and I frequented many theme parks. We quickly chose to go on rides which were considered the scariest. We sat in the front to get the biggest thrill from a ride. The size and speed of these rides had no affect on us, because we were after the exhilaration we knew these rides would provide. People go to watch horror films not because it’s scary but because its exhilaration gives us a rush. Stephen King emphasizes that horror films push people to an intense drive in their emotions. Another good example of this is stealing. The rise in adrenaline that is given from stealing is incredible. Knowing that one can take something - even if they have the money to pay for it - and get away with it is a gigantic drive for people. Stealing is something that is very mischievous and can often remind people of their childhood. For example, taking a cookie from the cookie jar when they were five after their mother already told them they could not have one. King makes many valid points in his essay. Horror movies are meant to be sources of entert... Free Essays on Wy We Crave Horror Movies Free Essays on Wy We Crave Horror Movies In Stephen King’s essay â€Å"Why We Crave Horror Movies†, he explains why people go to horror films. Watching horror films is a way that many people show they are not hesitant to sit through a few hours of the same killing and menacing seen on evening news reports. King claims that the very act of viewing these films desensitizes us. Horror films are also a good way to â€Å"re-establish our feelings of normality†. After viewing violent movies, people say to themselves â€Å"I am glad that I’m normal†. The emotions and fear of people need to be exercised and checked on a regular bases. According to King, the horror movie is â€Å"†¦ morbidity unchained, our worst instincts let free, our nastiest fantasies realized†¦ and it all happens, fittingly enough, in the dark.† I agree with Stephen King when he says that horror movies are like riding roller coasters. During middle and high schools, my friends and I frequented many theme parks. We quickly chose to go on rides which were considered the scariest. We sat in the front to get the biggest thrill from a ride. The size and speed of these rides had no affect on us, because we were after the exhilaration we knew these rides would provide. People go to watch horror films not because it’s scary but because its exhilaration gives us a rush. Stephen King emphasizes that horror films push people to an intense drive in their emotions. Another good example of this is stealing. The rise in adrenaline that is given from stealing is incredible. Knowing that one can take something - even if they have the money to pay for it - and get away with it is a gigantic drive for people. Stealing is something that is very mischievous and can often remind people of their childhood. For example, taking a cookie from the cookie jar when they were five after their mother already told them they could not have one. King makes many valid points in his essay. Horror movies are meant to be sources of entert...

Reflecting on Education Essay Example Example | Topics and Well Written Essays - 2500 words

Reflecting on Education Example - Essay Example I too have had my share of ups and downs. I can vividly recall the joyful yet somber periods in my life which have left a deep impression. We, a family of six, moved into this town from Mexico and lived in a two-bed roomed home located in a very low income neighborhood. My first school, the elementary school was a bit run down but conveniently located only a block away. The learning process started from here itself. Since my first language was Spanish it was difficult to balance and understand the English that I was learning at school. What made it even more difficult was the fact that my parents did not know any English so I could not go to them for help. Beginning with kindergarten I remember listening to the teacher very intensely but not being able to identify nor comprehend even simple hand gestures that other students could understand. I always thought it was normal to share books and other materials for school. At the elementary school I was diagnosed with a speech impediment along with stuttering, which they attributed to the Spanish that was spoken in my family household. After the diagnosis I was asked to spend about a half an hour each day with a teacher in the special education department.

Article Reflection Essay Example | Topics and Well Written Essays - 1000 words

Article Reflection - Essay Example Importantly, input of the teachers’ expertise in the educational growth of the students enables them to develop their creativity. Teachers from working class schools are not enthusiastic about developing the skills of their students beyond the curriculum requirements. However, instructors from elite and affluent schools assist students in nurturing life and career skills that will benefit students well beyond the school years (Anyon, 1980). These differences bring about the imbalance in the quality of students from the two institutions. Generally, scholars from elite and affluent schools have additional skills other than the basic educational requirements of curriculums. Essentially, these skills assist the students overcome numerous life hurdles and enhance their problem solving capabilities Introduction Education is an essential necessity that the government usually provides to its citizens. Governments are the major providers of education since they meet a sizeable part of their annual budgets. However, the education system is inclusive of privately funded institutions, which offer a competitive edge to their students in comparison to the public schools. Anyon, (1980) confirms the variations of the students are sparking intense debate of the merits of different education systems. It is inevitable to question the characteristics that define the preference of either of the two education systems. ... Understanding, present schooling requires evaluation of objectives, structures and political dynamics. Evidently, individuals assume schools solely teach curriculums, for instance, Math, Chemistry, and outdoor activities, such as sports and club participation. Schools are avenues that mould the future of the student socially, intellectually, politically and culturally. Implications of the Social Status on Education According to Anyon (1980), the research could classify the educational requirements into four social strata. These include the â€Å"working schools, middle class schools, affluent professional schools and executive elite institutions† (Anyon, 1980). Student’s educational capabilities are mainly improved or hindered by their families’ socioeconomic standing. Several factors hinder education’s role as â€Å"the great equalizer† of individuals from diverse communities. Schools serving children form meager income families encounter numerous hurdles, for example, attracting qualified teachers, less parental support and meeting student’s requirements (Anyon, 1980). The differences in the student’s cognitive capabilities start from their experience in kindergartens up to higher educational institutions. Work Objective of Schools According to Anyon (1980), the different school classes display different performance objectives and procedures that their teachers practice. The teachers output is vital in shaping the cognitive abilities of the students. Working class schools mainly entails procedural routines and less of discretion in performance of the curriculum objectives. Such procedures limit the imaginative capabilities of the teachers; therefore, they are incapable of informing their students how to scrutinize procedures

Kraiger and Holton and Kirkpatricks models' investigation Essay

Kraiger and Holton and Kirkpatricks models' investigation - Essay Example Kirkpatrick's four stages of criterion, including the responses, knowledge, behavior, as well as results, all have been utilized to steer the training assessments in addition to the measurement of training performance for more than 40 years. The recent belief within the training assessment literature expands Kirkpatrick's agenda. The measurement of knowledge criterion characteristically explained with reference to an alteration within declarative information or else expertise has developed beyond the theory within stage two of Kirkpatrick's model. Kraiger along with his colleagues extrapolated the fact that knowledge within training can be categorized into three groups of criterion, cognitive, expertise based moreover sentimental learning. The multidimensional model of training routine is the one, within which disparate the modeling demeanoured with the job performance criterion. This condition is altering as additional researchers take up the Kraiger model within their training investigation. When presenting the training criterion, a lot of diverse provisions appear to be used in exchange of each other: such as the training assessment, training efficiency, substantiation, or appraisal. Time and again, these provisions have extremely dissimilar meanings. In terms of Kraiger and Colleagues, this kind of assessment is carried out to resolve whether the training objectives were accomplished and whether achievement of those objectives ended in improved performance on the post, and training efficiency seeks to learn why training did or did not realize its proposed outcomes. Training efficiency is a much expansive notion moreover encompasses training assessment as well as its criterion. Q2) Identify and describe three potential problems with using self-report measures in HRD evolution. How can these problems be minimizing Answer)The faction of self report Measures is decisive for accomplishment; however it is an unsatisfactory art, as adept by nearly all corporations. Moreover time and again, the spotlight is on established, technological measures, rather than on the explicit wants of the individuals concerned in addition to the preferred outcomes. This becomes even more stressed within the time and again unclear region of self report measures. If we take a much closer look within this segment we would discover that in addition to challenging those inked with the self report measurement to toil towards knowledge and development can guide to measures that are additionally straightforward as well as more precious to all. The foremost, and most elemental, dilemma with the utilization of self report measures is the exploitation of two comparable provisions: assessment and assessing efficiency. The word assessment is a noun that explains a compound business procedure of shaping value or else merit, plus the expression assessing efficiency is a verb idiom. Assessment is a much bigger progression than assessing efficiency. The next trouble is its malfunction to clearly deal with the disparate reasons for assessing the job. Present-day business requirements may perhaps adjoin a fourth rationale to

Neurological Disorders In Celiac Patients

Neurological Disorders In Celiac Patients Daniel Mortensen Neurological Disorders In Celiac Patients Introduction Opening: With grains as America’s main food staple, it is no surprise to walk down the aisles of a grocery store and see the numerous amounts of cheaply made processed foods containing grains. Grain gluten is not only contained in the foods we consume, but it is also put in the most not so obvious products. Makeup, teas, yogurt, gum, and the list goes on. This expanse of gluten additives have caused a body of individuals to have Celiac Disease ( CD), an immune disorder that is associated with range of negative health problems. Some of these include gluten ataxia, malabsorption, fatigue,anxiety, migraine and irritable bowel syndrome (IBS). For the sake of this argument, we will assume grains( wheat, rye,refined, unrefined, white, ect) as modern modified and will incorporate gluten in its structures. We will be focusing on the symptoms in celiac disease, but it will also pertain to gluten sensitivity (GS) and healthy individuals. This is because some gluten-sensitive or â€Å"h ealthy† individuals may not have gluten intolerance symptoms, therefore they do not think its necessary to get checked. This causes a problem identifying the exact pin point of these gluten related immune problems. Regardless if there is no presence of symptoms, individuals are still a risk for potential autoimmune related problems. As stated, there is a spectrum of health issues related to the ingestion of gluten in this article, and this article will be focusing on the neurological aspect in Celiac patients when eating grains. 1) Gluten and neurological disorders have been studied for over 40 years (Psychiatr) 2) Celiac disease is approximately 4X greater diagnosed than it was 50 years ago, when CD was underdiagnosed (Rubio-Tapia, 2009) Proposition: Consuming wheat gluten leads to neurological effects in Celiac patients Define Terms: Celiac Disease: â€Å"an inborn error of metabolism characterized by the inability to hydrolyze peptides contained in gluten. Gluten is found in wheat, oats and barley. This disease affects adults and young children, who suffer from abdominal distension, vomiting, diarrhea, muscle wasting, extreme lethargy. A characteristic sign is a pale , foul-smelling stool that floats in water because of its high fat content. There may be a secondary lactose intolerance, and it may become necessary to eliminate all milk products form the diet. Most patients respond well to a high-protein, high-calorie, gluten-free diet. Rice and corn are good substitutes for wheat, and any vitamin or mineral deficiencies can be correct with oral preparations. Prognosis is excellent (celiac disease)† Ataxia: â€Å"an impaired ability to coordinate movement, often characterized by a staggering gait and postural imbalance. It can have many causes including lesions in the spinal cord or cerebellum that may be the seuelae of birth trauma, congetnial disorder ,infection, degenerative disorder, neoplasm, toxic substance, stroke or head injury (ataxia† Gluten: â€Å"the insoluble protein constituent of wheat and other grains (rye,oats, and barley(Gluten) Recent research shows the correlation between autoimmune diseases and grains ( Visser, 2009). This paper will further address its controversies. Background: The U.S. Department of Agriculture (USDA) advertises the importance of consuming grains as the base of American diets ( ChooseMyPlate.gov) (1) Modern grains are modified and it is inconsistent with our plant based diets. Humans have not evolved to have grain as the bases of their. There was a possibility of consuming ancient grains with no side effects, but the genetic modification of present grain consist of many gluten particles. These modern grains can lead to negative health effects ( Cordian 1999) Argument I. The controversy being argued is that celiac patients are more likely to develop neurological disorders when eating gluten. Some of these include: 1)gluten onset ataxias;2). schizophrenia; 3) migraines/ severe headaches Gluten increases gluten induced ataxias Many studies have showed a correlation between gluten and gluten induced ataxias in celiac patients. Recent brain scans shed light on why there is a significant difference in the brain formation of CD patients compared to their GFD counterparts. These findings are important because they show evidence of white matter lesions, implicating that gluten particles can travel through the bloodstream, therefore it can affect nearly every part of the body. The findings conclude that the formation of white matter lesions is a result of inflammation in the cerebellum. This inflammation produces antibodies that target purkinje cells. Therefore attacking purkinje cells leads to permanent cell loss, which can only be seen in gluten ataxia patients. These neurons are vital for a healthy functioning nervous system. (citation) Without healthy functioning neurons, this dilemma causes misinterpretation or unreceived messages to the brain. As a result, gluten onset ataxic individuals cannot have full motor control. A gluten free diet has been proven to reduce the incidence of gluten onset ataxia and eliminated white matter lesions in the cerebellum A recent study backed up the The Helsinki claim which proved that there was an overall higher average of ataxia in celiac patients compared to their control group of non -celiac patients. This recent study compared a before and after response of ataxic patients pre and prior to a GFD. Remarkably, they found that just after a year on a GFD, their ataxic patients were symptom free. (Psychiatr Q. 93) Along with axiata,there are other neurological effects that will be further discussed Schizophrenia in CD patients is more likely to increase with in grain consumption One of the first patterns linking the effects of wheat and schizophrenia was noticed during World War II. Psychiatrist F. Curtis Dohan noticed the rate of schizophrenia gradually decreased when there was a food shortage, making American’s main food staple, grains, unavailable, and an increase of schizophrenia when the war ended. Ultimately, grains made their way back into the mainstream diets. Doohans cause-and -effect theory was established when he conducted another test by removing all wheat products from the schizophrenic patient’s meals, without their knowledge( before consent was needed for studies). Four weeks later, he saw that there were fewer schizophrenic symptoms. He then invited wheat back to their diets, and soon the symptoms came back. The table to your upper right shows the dramatic change of schizophrenic symptoms when grains were scarce. Another study done to show the effects of gliadin was in rats. The rats were injected with gliadin in high doses and observed the results. The injection resulted in seizures and unusual behaviors. In my assumption I would conclude that as schizophrenia in rats as a direct result of gluten. (dohan) A recent study conducted by the Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE) showed that the percentage of schezhprehnnia patients with anti-gliadin antibodies is significantly higher than the overall population of schizophrenic samples. This means that these autoimmune schizophrenics were not diagnosed, but their blood sample contained gluten polypeptides, evidence for GS or CD. Also, those who had a recent onset of symptoms had greater levels of antigliadin antibodies compared to non recent onset group. Studies show CD patients with schizophrenia symptoms are let go 2X as fast when on a GFD (citation) This can bee seen in a 1997 study, where a woman showed signs of schizophrenia and was later diagnosed with CD. She had hallucinations and thought she could fly. Her brain scan showed abnormalities in her left frontal cortex. She was put on a GFD and after six months, there were no traces of abnormalities. This women discontinued her antipsychotics, maintained a GFD and is still symptom free one year after her followup. gluten related disorders could be masked under more subtle symptoms Gluten can increase the rate of migraine/headaches As stated in my previous claim, those who had gluten ataxia has a higher increase of white matter lesions, this also holds true for celiac patients who have frequent migraines/headaches In a study conducted by the ___________ We are aware that current medications or lifestyle must be taken in account before studies begin Some of these medications include nonsteroidal anti-inflammatory drugs (NSAIDS), alcohol consumption, caffeine intake, and contraceptives. These are known to contribute to migraine/ headaches. Medical history is also taken into account, such as recent surgery head, spinal, or neck injuries/surgery. Without proper precaution, results of the studies could be skewed. (citation) A approved research approved by the Animal Ethics Community showed no significant difference of cerebellar change when injecting mice with high doses of glaidian For the first few weeks of the mice life, they were put in a toxic free environment and feed a GFD. The mice were both sexes, and through random selection, 10 mice were injected with a variety gladian in high does ( different gladwin could have different results) while the rest were injected with a saline solution. The mice were tested 1/week with a pass or fail test on coordination and accuracy of stride lengths. By the end of the 25 week study, the rats were put down and their brains were looked. The findings showed no significant difference in the weekly pass/fail test and no significant change in the brain formation of these rats III. Though I concede that there is another influential factor in the prevalence of neurological disorders, I still insist that most of these disorders spawn from eating wheat. Therefore, this is why in many cases, neurological disorders is more prevalent in celiac diagnosed patients. The rat test conducted by Dohan and ______ provided different results,but __ claims are vague. Biologically, rats differ from human beings and therefore they will react different. Like humans, each rat is unique from another and therefore may have different reaction. There could be some bias in the test depending on what the motives are and what major institution was funding these findings. Facts show that 57% of those who have a form of neurological problem will test for the presence of anti-gliadin antibodies, this statement is clearly shown in the tests mentioned above. (Psychiatr) All the claims for the argument stems out of bigger central theme, that gluten in celiac patients can affect the functions and layout of the brain. Whether it is ataxia, schizophrenia, or migraines, gluten particles are capable of traveling through our bloodstream and leaving behind traces of its unwanted presence. Conclusion In conclusion, there has been numerous studies confirming the neurological effects of gluten in Celiac patients. By consuming grains as a CD individual, scientists and psychiatrists have seen an increased risk for axatxia, migrains and schecprhnic symptoms. The symptoms mentioned in this argument can manifest itself into dangerous health conditions if left untreated. It is best for individuals who think they have celiac disease or a gluten sensitivity or even healthy individuals to get tested. Although there will always be studies that back up or deny that neurological symptoms in celiac patients are a result of gluten, one fact is true: celiac disease is not just a â€Å"fad† and therefore one innocent looking muffin cause more harm that you would’ve ever thought. Bibliography vocabulary: â€Å"Gluten.† Mosby’s Medical Dictionary. 8th edition. 2009. Print â€Å"Celiac Disease† Mosby’s Medical Dictionary. 8th edition. 2009. Print â€Å"ataxia† Mosby’s Medical Dictionary. 8th edition. 2009. Print In text Citations: (Psychiatr): Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. Psychiatr :Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. (Psychiatr, 93): Jackson, Jessica R., William W. Eaton, Nicola G. Cascella, Alessio Fasano, and Deanna L. Kelly. Neurologic and Psychiatric Manifestations of Celiac Disease and Gluten Sensitivity. Psychiatric Quarterly 83.1 (2012): 91-102. MEDLINE with Full Text. Web. Sept.-Oct. 214. 3 4 Dohan FC. Wheat â€Å"consumption† and hospital admissions for schizophrenia during World War LL. A preliminary report. 1996 Jan;18(1):7-10 Dohan FC. Celiac disease and schizophrenia. Brit Med J 1973 July 7;51-52 authors, date, page # ( only cite evidence)

Man Is Our True Enemy :: essays research papers

Once someone said Man is our true enemy. And that person was right. In the modern time (now) the word enemy means: A hostile power or force such as a nation. As an example let’s take the Middle East nations suck as Iraq. We can also be our own enemy. How? By testing nuclear devises or dispose of hazardous materials in the environment suck as potation. Why are we been our own enemy? By trying to develop our selves we extract negative effects out of our positive efforts. Example we make fire to warm our selves and to kook our food to be able to survive but in the same time we are killing our planet by the CO2 which is drown out from the fire and which enhances the green house effect which is already above normal. Another reason is that it is in man’s nature to desires more in economical and territorial means. For example a president of a certain country would give order to create weapons off mass distraction, which explode at an imaginary force. And he would use them to slather millions of innocent individuals just to achieve his goal. This was proven to us in the Hiroshima and Nagasaki nuclear bombing. We are also our enemy in our awry day lives. Example Transportation such as unsafe vehicles likes cars, motorcycles and airplanes. In fact 40% of all unnatural deaths occur in vehicle accidents. We also harm our self in nourishment by eating unhealthy products, which have artificial color and flavor, which result in heart diseases and strokes. Another reason we are our own enemy is because we made our selves weak and entirely dependent on technology. For example when the Y2K will come we will to totally unprepared. The water filtration, electricity, gazes, hitting, and bank machines would not work. That means on January 1 2000 we will be left in dark, cold, thirsty and hungry. We would not be able to receive money because computer does the paychecks, and we could not take money from our account because the bank machine would not work.

Communication and professional relationships with children Essay

Understand the principles of developing positive relationships with children, young people and adults 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults Working with children requires you to build relationships with them, but also in ways that are professional. The quality of the relationship that you have with children, young people and adults has a huge effect on the way in which you can then work with them and encourage learning and behaviour. Positive relations with children and young people are important because when children and young people feel more comfortable in the relationships they have with you they can then separate themselves more from anxieties or trust that you will support them with these in order for them to learn more effectively and met their targets. They will also feel more confident in participating in school, learning activities and learn to become more independent physically and emotionally. 1.2 Explain the principles of relationship building with children, young people and adults The main principles of relationship building with children, young people and adults is to gain their confidence within you as well as them feeling more comfortable in your company. If children, young people and adults feel more comfortable with your company then they are likely to communicate more openly and effectively. In order to building positive relationships with all you need to consider the following key points: You are demonstrating effective clear communication ? Understanding and consideration ? Retain the information that they have disclosed to you ? Listening skills ? Maintain humour remaining professional at all times ? Respect 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. When you are looking at your relationship with your different client (age) groups you need to consider the following areas, the context that you speak and in which you work with individuals. You may need to adapt the way you communicate with one individual to others. I think that sometimes you do this without thinking at work and within my role I complete this automatically with the children I work with as well as my immediate colleagues. I can evidence this in the use of language that I would speak to a child to an adult. There would be a more formal language to colleagues / adults then there would to children and the vocabulary used may also be more in depth and less simplified. Within my organisation there is a certain set format of which we deliver communication and this is also set out in communicating outside of face to face contact such as telephone, emails and correspondence. There also needs to be a view to the way we communication to individuals that may have a different cultural. In communicating with all people there needs to be train of thought all the time considering how we are being portrayed and to make sure that a polite manner is delivered as well as comfortable and open body language, in all this considered then this would enable you to have effective relationships with all and in turn strength your working relationships with all and help deliver the role that you are required to complete more effectively. Understand how to communicate with children, young people and adults Understand the principles of developing positive relationships with children, young people and adults 2.1 Explain the skills needed to communicate with children and young people You will demonstrate through your working role a number of skills in order to communicate effectively with the children and young people you work with and more often enough you will complete these without realising. It is good practice to reflect back on your skills and make sure you are communicating correctly. When communicating with children, young people and adults you should always give them opportunities to speak. Some children, young people and adults may have confidence issues so it is important to work on this with the individual and make sure that you are showing them you value their views. Visual eye contact and actively listening is a good way of communicating and making the child, young person feel valued and you are interested in what they are saying. In completing this form of communicating with the individual this may help towards the growth of their confidence in communicating. Body language is also important in communicating and making yourself open can make you more approachable for children, young people and adults to want to speak to you or ask you for help. For example if you are sitting next to a child or young person rather than standing over them this can be more approachable as standing over them can be seen as intimidating. Reacting to what the individual is telling you even with a simple nod of the head can be enough for them to know you are listening and interested. Commenting on what they are saying or asking questions will again open more dialogue with the child, young person and adult. Children and young people will respond to how you communicate to them and they will learn from you, so you need to be aware of this as they will use these tools themselves hopefully in the situations they are in away from your support. 2.2 Explain how to adapt communication with children and young people for: a) the age of the child or young people Children of all different ages will need you to adapt your language accordingly for them to gain full understanding. For example younger children may need more reassurance so in order to make them feel less worried and more secure, you may use a lower tone in your voice or open body language. Physical contact is not to be encouraged as this would not be appropriate although in some situations this cannot be avoided, but you should always be mindful of your position in a teaching assistant role. An older child would possibly not require this much level of support so your communication may be more straight forward and to a high level of vocabulary. b) the context of the communication More often than enough you will be dealing with children in all manners of situations so you need to be mindful of this and adapt your verbal communication accordingly. If you are working in a class environment then you need to make sure that the child or young person is well supported, you are clear in your instruction of work task and less distraction the better so focus is maintained so you would need to discourage this from occurring. In situations I find myself in sometimes the sensory level of a classroom can be very high and the child I am supporting and cannot focus and work so I would remove them from the class situation and work with them back in the facility which is a quieter environment. Another form of communicating with a child or young person may be more social situation that may occur in break or lunch periods that you are supervising, but in these situations again you need to be mindful of how much information you share in your context. Children, young people and adults do like to get to know you as well as you them so you may find that they ask a personal question in communicating. These can be answers to a certain degree or humour is also a good strategy to use in this situation as again you need to be mindful of your role. Rather than shutting the conversation down you may want to change the discussion topic to something they like or may be doing in the holidays or after school. Another important factor is for you to never give out your personal contact details to a child or young person as you need to always follow the college / organisations procedures especially with regards to the Safeguarding policy. c) communication differences You should ensure care and sensitivity is taken with children and young people and time is taking especially in communicating with those that may have learning disabilities such as a stammer. When working with these children it is important not to finish off their sentences or insert wording as this may knock their confidence. Although you may think you are helping this could be seen as pressure and then may have a negative reaction of which the child may not wish to communicate anymore. Should a child or young person you find yourself working with have hearing impairment then it would be good practice to speak to them face to face so that they can see you and lip read if required. Sign language can also be used learnt from specialist training and for those who do not speak English as their first language you could be assisted with a translator. 2.3 Explain the main difference between communicating with adults and communicating with children and young people There are many similarities in communicating with adults and communicating with children and young people such as tone, context, body language, respect and listening. There will be a difference in what is discussed and you need to always be mindful or your position within your school and the relationship you have with these individuals. Should you be discussing work issues these may be confidential so you would need to follow these guidelines. However well you get on with anyone you work with or support as Teaching Assistant you will always need to remain professional. It is important to remember when working with children that you are setting an example so however you communicate with them they will take this on board and may use themselves. Physical contact with anyone you work with should not be encouraged and although this may not be avoided at times you should not offer this as a form of reassurance at any time. 2.4 Explain how to adapt communication to meet different communication needs of adults It is important that we are aware of needs of adults and particularly those that may have communication difficulties themselves. You may need to adapt the methods you use and again you may do this without realising, but you should always make sure that you reflect on these skills and if you need to support an adult in understanding ask them what is the best way to do so. Our school often sends out emails and written communication and if this was non readable for some careers, guardians then you could offer to speak to them regarding this information face to face or over the telephone. If for any reason there is a complex situation to communicate to an adult then again support should be given and perhaps another member of staff could be present to help set out the format of the discussion. When I had to communicate to parents at a student termly review I had to make sure that the appropriate professional language was used. I set out what I was going to say and made sure I used clear. I researched the information such as data regarding the childs grade that I had to feedback and made sure this was accurate to the parent. At the end of the meeting I confirmed everything I had said in a summary form and also asked the parent if they understood what we had discussed and asked them for feedback directly to myself. The feedback given was positive and I feel I met my goal. I did explain to them that if they were not happy with anything that had been discussed or my performance then they were welcome to speak to my line manager. It is important to give alternative in communicating and feedback as sometimes people may not feel they can address this with you direct so other pathways need to be put in place to show good practice. 2.5 Explain how to manage disagreements with children, young people and adults. I have found that when I have been in a situation where I have to disagree with the child, young person or adult the best way to manage this is to always remain calm and clear. The situation should be managed carefully and sensitively as well as recorded for future reference. If there is a problem raised then it is best to try and deal with this as sensitively as you can, but as quick as possible as the longer a problem can go on then this can escalate and cause more upset. In managing disagreements you always need to consider the following in order I believe to resolve them. Good communication as poor can lead to further misunderstanding, opposing expectations, difference values and opinions, external influences and lack of confidence so sometimes in this case children my result to physical actions in disagreement as they cannot verbalise what they want to say. A good format to use when dealing with disagreement could be put in place by your department which may consist of the following: ? Be approachable and demonstrate open body language ? Use appropriate language and speak clearly ? Listen to all ? Be sympathetic and supportive ? Do not interrupt or anticipate what the others may say ? Record detail should this be needed in the future Understand legislation, policies and procedures for confidentiality and sharing information, including data protection 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information. Within my role I have to make sure that I understand and follow the policies and procedures in place relating to confidentiality and data protection. This is very important considering I work with children and young adults. I have completed a number of training courses in order to gain further understanding of these policies and to meet the requirements set out within my job description. These being: Every Child Matters, Data Protection Act 1998, Safe Guarding and Health, Safety and Welfare. Within my previous role confidentiality and data protection again was very important so I believe I have a high understanding of this area. I use passwords on my computer to protect information as well as having a passwords to log into my account so others cannot access my data. Paper based files and records are locked away in the main office that my line manager allows us authorised access to should we require this. I am aware that out of date confidential paper-based records need to be shredded so these are not read or misplaced and seen by others as the records are sensitive to the individual. We are also asked to follow procedures relating to contacting children’s parents directly and again any contact would be authorised only by our line manager or head of the school. I also know and understand when and how to share information and what is accessible within my role and that which I am not allowed to be aware of as this is not my level of responsibility. In sharing information with others and if you are not sure you should always ask for permission whether this be relating to verbal information or photographs of children or adults permission is always required due to the legislation. 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. As mentioned above you may be sometimes in a position where you need to reassure others about the fact that information is confidential and you cannot share detail without consent or the parent or other professional. However if there was any risk to a child, young person or adult that would put them at harm then this can be placed on the school to disclose information in supporting the case. There also may be cases where details of the child, young person or adults records may need to be shared for example medical conditions, but again the school would follow a restricted policy in order to complete this so again reassure would be addressed to the individual that only those working with this person would have access to this information. Confidentiality is very important as this will enable positive working relationships and professionalism. 3.3 Justify the kinds of situations when confidentiality protocols must be breached If you find yourself in a situation where a child, young person or adult tells you something in secret it is important to make them aware that in your position you cannot keep a secret so would need to confidentially tell another member of staff, preferably your line manager. This is particularly the case in the importance of suspected child abuse where you must disclose the information you have been told as the young person could be at harm or risk if you did not breach this trust. You can of course reassure the individual that you have to tell another member of staff in order to support them due to the seriousness of the situation. I was sadly in a positive such as this and I advised the individual I could listen to what they were telling me, but I would have to tell my line manager in order to support further due to the seriousness of the situation of what they had told me. I also explained to them as I think it is important to be honest as they are being with you that as a Teaching Assistant my role is to support them but I cannot withhold details as again this will not help them and they need support. I also had to make a record of these written so that these could be recalled at a later stage. Written detail at the time is highly important as going back to what you have said or been told at a later stage and recalling this only by memory is not as effective as important detail could be missed again putting the child at risk. The situation was dealt with and steps where put in place and I was asked not to disclose information to other colleague as this may of affected the above of which I understood fully.

Consumer Ethics -- Considerations in a Global Market

Consumer Ethics Considerations in a Global Market Many people around the world work to consider consumer ethics and  make ethical consumer choices in their everyday lives. They do this in response to the troubling conditions that plague global supply chains and the human-made climate crisis. Approaching these issues from a sociological standpoint, we can see that our consumer choices matter because they have sweeping economic, social, environmental, and political implications that reach far beyond the context of our everyday lives. In this sense, what we choose to consume matters very much, and it is possible to be a conscientious, ethical consumer. However, is it necessarily this simple? When we broaden the critical lens through which we examine consumption, we see a more complicated picture. In this view, global capitalism and consumerism have created crises of ethics that make it very difficult to frame any form of consumption as ethical. Key Takeaways: Ethical Consumerism What we buy is often related to our cultural and educational capital, and consumption patterns can reinforce existing social hierarchies.One perspective suggests that consumerism may be at odds with ethical behavior, as consumerism seems to bring about a self-centered mentality.Although the choices we make as consumers do matter, a better strategy may be to strive for ethical citizenship rather than merely ethical consumption. Consumption and the Politics of Class At the center of this problem is that consumption is tangled up in the politics of class in some troubling ways. In his study of consumer culture in France, Pierre Bourdieu found that consumer habits tend to reflect the amount of cultural and educational capital one has and also the economic class position of one’s family. This would be a neutral outcome if the resulting consumer practices were not slotted into a hierarchy of tastes, with wealthy, formally educated people at the top, and the poor and not formally educated at the bottom. However, Bourdieu’s findings suggest that consumer habits both reflect and reproduce the class-based system of inequality that courses through industrial and post-industrial societies. As an example of how consumerism is tied to social class, think about the impression you might form of a person who frequents the opera, has a membership to an art museum, and enjoys collecting wine.  You probably imagined that this person is relatively wealthy and well-educated, even though these things weren’t explicitly stated. Another French sociologist, Jean Baudrillard, argued in For a Critique of the Political Economy of the Sign, that consumer goods have a â€Å"sign value† because they exist within the system of all goods. Within this system of goods/signs, the symbolic value of each good is determined primarily by how it is viewed in relation to others. So, cheap and knock-off goods exist in relation to mainstream and luxury goods, and business attire exists in relation to casual clothing and urban wear, for example. A hierarchy of goods, defined by quality, design, aesthetics, availability, and even ethics, begets a hierarchy of consumers. Those who can afford the goods at the top of the status pyramid are viewed in higher standing than their peers of lower economic classes and marginalized cultural backgrounds. You might be thinking, â€Å"So what? People buy what they can afford, and some people can afford more expensive things. What’s the big deal?† From a sociological standpoint, the big deal is the collection  of assumptions we make about people based on what they consume. Consider, for instance, how two hypothetical people might be perceived differently as they move through the world. A man in his sixties with clean cut hair, wearing a smart sport coat, pressed slacks and collared shirt, and a pair of shiny mahogany colored loafers drives a Mercedes sedan, frequents upscale bistros, and shops at fine stores like Neiman Marcus and Brooks Brothers. Those he encounters on a daily basis are likely to assume him smart, distinguished, accomplished, cultured, well-educated, and moneyed. He is likely to be treated with dignity and respect, unless he does something egregious to warrant otherwise. By contrast, a 17 year-old boy, wearing disheveled thrift store attire, drives his used truck to fast food restaurants and convenience stores, and shops at discount outlets and cheap  chain stores. It is likely that those he encounters will assume him to be poor and undereducated. He may experience disrespect and disregard on a daily basis, despite how he behaves toward others. Ethical Consumerism and Cultural Capital In a system of consumer signs, those who make the ethical choice to purchase fair trade, organic, locally grown, sweat-free, and sustainable goods are also often seen as morally superior to those who don’t know, or don’t care,  to make these kinds of purchases. In the landscape of consumer goods, being an ethical consumer awards one with heightened cultural capital and a higher social status in relation to other consumers. For example, buying a hybrid vehicle signals to others that one is concerned about environmental issues, and neighbors passing by the car in the driveway might even view the car’s owner more positively. However, someone who can’t afford to replace their 20-year-old car may care about the environment just as much, but they would be unable to demonstrate this through their patterns of consumption. A sociologist would then ask, if ethical consumption reproduces problematic hierarchies of class, race, and culture, then, how ethical is it? The Problem of Ethics in a Consumer Society Beyond the hierarchy of goods and people fostered by  consumerist culture, is it even possible to be an ethical consumer? According to Polish sociologist Zygmunt Bauman, a society of consumers thrives on and fuels rampant individualism and self-interest above all else. He argues that this stems from operating within a consumerist context in which we are obligated to consume to be the best, most desired and valued versions of ourselves. With time, this self-centered standpoint infuses all of our social relationships. In a society of consumers we are prone to be callous, selfish, and devoid of empathy and concern for others, and for the common good. Our lack of interest in the welfare of others is furthered by the waning of strong community ties in favor of fleeting, weak ties experienced only with others who share our consumer habits, like those we see at the cafà ©, the farmers market, or at a music festival. Rather than investing in communities and those within them, whether geographically rooted or otherwise, we instead operate as swarms, moving from one trend or event to the next. From a sociological standpoint, this signals a crisis of morals and ethics, because if we are not part of communities with others, we are unlikely to experience moral  solidarity with others around the shared values, beliefs, and practices that allow for cooperation and social stability. The research of Bourdieu, and the theoretical observations of Baudrillard and Bauman, raise the alarm in response to the idea that consumption can be ethical. While the choices we make as consumers do matter, practicing a truly ethical life requires going beyond just making different consumption patterns. For example, making ethical choices involves investing in strong community ties, working to be an ally to others in our community, and thinking critically and often beyond self-interest. It is difficult to do these things when navigating the world from the standpoint of a consumer. Rather, social, economic, and environmental justice follow from ethical  citizenship.

Free Essays on The Influence Socrates On The Society

Every person has an idol, somebody to look up to, try to become alike, understand own mistakes in comparison, and be a little wiser. Most of our societies actually rely on somebody to tell them the proper way of doing things, but some of us are being leaders who can show the path. Socrates’ radical skepticism and questioning improved the society and morality. It took people a lot of time to open their minds and to see the truth and reality. This ideas, thoughts and methods were passed on by his followers, mostly by Plato. More than that, the only evidence and prove of the existence and importance of Socrates we know from Plato’s recorded dialogues. Socrates was the fundamentalist of the Western culture and people nowadays still use his theories to build and understand the world. In the times of Socrates (469-399BC) people were still barbarians in a way that they would do as were told to do. Their major fear was the government and the law. Women were not even allowed to vote, so automatically it became unreasonable to understand something you are not involved in. The government and especially the law were sacred since it was dictated by Gods. Greeks had many Gods at hat time which resulted in more rules, fear and punishment. Athenians got blinded by the strong power which was impossible to prove but hard to resist. Socrates’ major collapse regarding his behavior with other Athenians was his going too fast. People could not reach his level of wisdom, acceptance and supremacy so fast without getting afraid of the punishment from Gods. Some of Socrates’ friends obviously supported him and maintained the same attitude even after his death, but for others it took a while to understand the importance and magnificence of existence of such a m an. â€Å"Those who love me follow me†, said Socrates and was right since the only person who actually tried to prove the unreasonable and unfair judgment was Plato, the only lo... Free Essays on The Influence Socrates On The Society Free Essays on The Influence Socrates On The Society Every person has an idol, somebody to look up to, try to become alike, understand own mistakes in comparison, and be a little wiser. Most of our societies actually rely on somebody to tell them the proper way of doing things, but some of us are being leaders who can show the path. Socrates’ radical skepticism and questioning improved the society and morality. It took people a lot of time to open their minds and to see the truth and reality. This ideas, thoughts and methods were passed on by his followers, mostly by Plato. More than that, the only evidence and prove of the existence and importance of Socrates we know from Plato’s recorded dialogues. Socrates was the fundamentalist of the Western culture and people nowadays still use his theories to build and understand the world. In the times of Socrates (469-399BC) people were still barbarians in a way that they would do as were told to do. Their major fear was the government and the law. Women were not even allowed to vote, so automatically it became unreasonable to understand something you are not involved in. The government and especially the law were sacred since it was dictated by Gods. Greeks had many Gods at hat time which resulted in more rules, fear and punishment. Athenians got blinded by the strong power which was impossible to prove but hard to resist. Socrates’ major collapse regarding his behavior with other Athenians was his going too fast. People could not reach his level of wisdom, acceptance and supremacy so fast without getting afraid of the punishment from Gods. Some of Socrates’ friends obviously supported him and maintained the same attitude even after his death, but for others it took a while to understand the importance and magnificence of existence of such a m an. â€Å"Those who love me follow me†, said Socrates and was right since the only person who actually tried to prove the unreasonable and unfair judgment was Plato, the only lo...

Decision Marking Essay Example | Topics and Well Written Essays - 2500 words

Decision Marking - Essay Example The issue will first be illustrated, and then it will be necessary to identify the importance of decision making process for the company; the major part of the work will e devoted to the detailed structured analysis of the issue and application of the soft system technology to it. Conclusion will summarize the acquired information and will make it possible to define the best solutions. Last year more than 50% of total passenger traffic was generated within North America and Europe, with Japan accounting for an additional 4% from domestic or international flights. These three regions equate to more than 70% ($US400 billion) of airline revenues. However the picture will change dramatically in the next five years, due mainly to the emergence of China and India as economic superpowers set to capture about 15% of expected growth in global traffic. It is clearly seen, that the issue to be discussed in the present work is how to keep the existing market share in the global traffic and how to attract additional customers to the area of the North American and European airlines, so that with the emergence of China and India as new super powerful economic states these market shares should not be threatened to minimize. It is obvious, that possessing significant market share in global traffic and especially airline needs constant attention and decision-making, because the thr eat of India and China occupying its considerable part is based on objective reasons and grounds. However, on the other hand, these assumptions may underlie another aspect - tending to stability and knowing the quality of the services provided by European and North American airlines many customers would not be willing to change the supplier of these services, that is, the airline company they usually use for traveling on business or entertainment. Background The starting point for any aircraft demand analysis is clear understanding of the issues driving air transport and the way in which they relate to the future air traffic and aircraft capacity. Airbus' traffic forecast process is based on four major building blocks, and it should be noted that these building blocks are also important to be known in the present decision-making process. These are Brand, Emerging Markets, Human Assets and Technology. The two aspects which will be taken for analysis here are Brand and Technology. It will be essential to see how these two aspects of the airline business should be involved into keeping the present market share and what decisions should be made in relation to these two aspects to make them work for the benefit of the leading world airline companies. These will be taken as the two major issues or challenges to be faced by the companies in the nearest future and thus appropriate decision-making techniques should be chosen. (Isenberg 1996, p. 7 78) It is stated, that airlines based in Middle East and Asia are expected to develop more quickly than airlines based in other regions, growing by an average of 6.4% and 6.2% respectively. This is fuelled by the aspiration of airlines and in some cases the countries themselves, as well as access to bourgeoning markets driven by liberalization and a growing propensity to travel. But for the companies which are

Management Research paper Essay Example | Topics and Well Written Essays - 1250 words

Management Research paper - Essay Example The aim of this system and policy was to wade off any interests of Western Conquerors. Some of the modern economic practices developed during the reign of Meiji. It is important to remember that during the Meiji period, the Japanese economy was still in shambles, finishing the remnants of feudalism having endured centuries of closure to foreign investors both directly and indirectly. This system was responsible for the slow technological development in the country. This was because the approach emphasized on building domestic imitation and innovations on Western goods. This system worked at the expense of importing products (McMillan, 1996, 71). The spirit of Meiji era captured the entire philosophy thus Japanese spirit, Western technology. Elements of the spirit and the Japanese culture over flowed to the twentieth century where the autonomy of the economy was evident both at micro and at macroeconomic levels. The ambition was to preserve the traditional character. The national econ omy has a long history of putting measures that restrict the process of bringing imports into Japan both directly and indirectly by investors. This has led to concomitant trade excesses in Japan for many years. This culture trickles down to the where large and complex families own and run most companies interdependently centered on their banking industries. The banks include Hitachi, Sumitomo, and Mitsubishi among many more. Economists agree that theoretically, the business organizations manage import components, raw materials, as well as capital from abroad through their affiliated organizations. Analysis The Japanese management techniques or the Japanese management style refers to a group of Japanese cultural ways of working as well as managerial behaviors after the World War II. Most of these management aspects wee responsible for driving the Japanese economy to the status as one of the world economic superpowers. The economy of Japan is the second largest in world second to that of the United States of America. The management techniques are also behind the growth of Japanese business especially the manufacturing sector. This sector is the most competitive in the world when compared to other manufacturing sectors. However, through the nineteen nineties, Japan struggled through economic hardships and recession leading to some experts in economic matters to question the ability of the traditional Japanese management styles to sustain the economy. The Japanese management technique concentrates on the need to for the information to move from bottom of the company or institution to the top. It is the bottom up approach for flow of information. This process leads to the senior management taking over supervisory roles as opposed to the hands-on system of management. The management style originates in the mid-level of the institution or company then moves upwards to the higher level for approval and ratification. The greatest advantage for this system of management is that the teams tasked with the responsibility of implementing a management policy are involved in the process of developing the same. The rise of a Japanese manager in the management ranks in the company of institution makes him or her more responsible, seems unassuming, as well as unambitious. Evaluation of effective leadership in the Japanese mana