The poor girl Essay Example

The helpless young lady Paper At that point I understood my own mum saw her only fourteen days back and she was likewise answerable for her demise and could have helped her. What pestered me was that she didnt even truly even consideration that much; she was that sort of merciless individual. In any case it turned out while working at the panel that she was preferential against her case and didn't support her. Mum barely minded, I was very shaken and vexed and that was before I heard that she was pregnant; and that is not all mum knew it! Mum additionally imparted her perspectives to others in the panel so that there was nobody there to support the helpless young lady. I despite everything cannot overlook the words: go search for the farther of the kid it is his obligation. It was so awful I was attempting to get over something and afterward something else began! I could never take a gander at my mum a similar path as I used to; I realized that she was relentless yet not to that degree. There was more to it however, she said that she werent dependable and said that the young lady disclosed to us that the dad was the one essentially in control and that she would not wed him since he was a youthful, senseless, wild and drank excessively. For a second I was somewhat increasingly soothed realizing that it wasnt all her flaw as I recently did. We will compose a custom paper test on The helpless young lady explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on The helpless young lady explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on The helpless young lady explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Daisy was additionally shockingly enough to me getting cash from her however not with the exception of it since it was taken! I was very mollified; she would prefer to live poverty stricken at that point have taken cash. Mum at that point said that the dad was a tipsy, youthful idler that is even more motivation behind why she was unable to get away and adjusted it by saying if the demise is anyones flaw it is his. I felt that everything was turning out badly for the entire family and afterward thought of Eric and later understood that he was the one, he was in control; it just out of nowhere sprung into my brain. I was so troubled and afterward attempted to mention to mum what I had quite recently figured it out. It was so terrible attempting to tell mum who it was particularly after all the stuff she had been stating, she discovered it extremely difficult to accept yet at that point acknowledged it. Later on Eric came in all pale and troubled, he comprehended what we as a whole gotten some answers concerning him and we as a whole just took a gander at him with our inquisitive gazes. It was a serious pitiful second we were irate with him, stunned and in a way I felt somewhat upset for him. The controller began to ask Eric a few inquiries. After mum heard what Eric needed to state she recognized the way that every last bit of it was valid. She was going to separate so I needed to remove her from the room. Be that as it may, later she just returned inquisitive to comprehend what was happening. Evidently we were told by father that Eric had conceded he was capable and had taken cash from the workplace, fifty pounds! He said that he was intended to take care of it however I was uncertain about whether to trust him or not. Much increasingly terrifying things would happen later, it worked out that there was a major contention among mum and Eric I was feeling frightened and needed it to stop Eric was accusing everything for mum. He was expressing the most repulsive things like mum murdered her and mum executed her own excellent kid; Erics child. The entire thing just reached a conclusion with the expressions of the controller: stop he said in such a convincing way, that everyone did. At long last it reached a conclusion he said he has discovered all that he had to know and said that each and everybody of you were responsible for helping the young lady bite the dust and that as well as he let us know never to overlook it and adjusted it of by saying that my mum had the ability to prevent this from occurring and she didnt. I think it was a sort of approach to state that she was capable for the most part. To make us always remember this he tells every one of us how seriously we rewarded the young lady it was truly troubling. He at that point stood up his last words which were solid, ground-breaking and profound and said there are numerous individuals despite everything out there simply like Eva Smith. He at that point exited and pummeled the entryway and that was it he had gone. I was still unobtrusively crying thoroughly considering and over again for what reason did this occur? At that point Eric and father just began of stressing over the cash taken and it seemed as though they attempted to imagine that nothing occurred. Nobody took in anything from their mistakes. I at that point began to think about the genuine overseer; would he say he was who we however he was? I didnt truly think it made a difference however I was simply intrigued to discover. My father said however that was extremely imperative to check whether he was nevertheless I oppose this idea. I felt he was simply making an effort not to acknowledge the obvious issues. Toward the day's end it doesnt matter in the event that he was a police examiner or not the fact of the matter is that he caused us to admit what we fouled up. At that point we as a whole began to discuss the police overseer; how weird he was. And afterward Gerald strolled in I revealed to him that we as a whole got in a difficult situation and afterward we as a whole kept discussing how peculiar he was until Gerald concocts something. We as a whole sat tight for him to state it and gazed at him. He said gradually that he wasnt a police overseer he sounded very sure. There was significantly more proof, he said he met a police sergeant and inquired as to whether he knew an overseer Goole. Gerald portrayed the chap to him and the sergeant said that he swore there was nobody of that name or like him on the power. My father at that point rang the central constable to again ensure, there was no controller by the name of Goole. Everyone was somewhat more joyful however I despite everything thought at long last we as a whole were liable for a little youngsters demise. I upheld Eric as of now he said what I thought and what the rest dont comprehend that the young lady is still dead and they are imagining that she isnt. After some time of consistent contending Gerald concocts something. He felt that the there was no genuine Eva Smith who changed her name to Daisy Renton and ended it all. All he thought was that he was taking about various young ladies and that the photographs were demonstrated independently as a result of that reason. I was somewhat less dismal yet I despite everything couldn't overlook the way that we all said what really occurred. At that point Gerald called the hospital to ensure there was no young lady who ended it all in the clinic, as we stood by calmly it was false there was no dead young lady there. I and Eric was as yet disturbed in light of the fact that we despite everything fouled up things and we knew about the results toward the day's end we despite everything hurt individuals and it was something that could have been genuine. I could in any case recall the reviewer, his eyes how he looked upon me, his voice, how he affected me, his quality, every last bit of it scared me still. Everybody was cheerful once more, grinning, triumphing and Gerald attempting to propose to me again by saying its everything over! Be that as it may, clearly I thought it was too early and needed to consider it. Everybody was chuckling imagining that it was idiotic and being interested until all the liveliness from everybody got hindered by the ringing, the ringing of the telephone. Father got the telephone; everybody was standing by tensely because of the considerable number of occasions that occurred. There was a destructive quiet, I got frightened. Father put the telephone down to state the decisive news. It was the police, a young lady kicked the bucket in the clinic in the wake of gulping some disinfectant and a police examiner is on his way. That feeling of remorse began to get greater however the environment was encircled with that as well as disarray and fear. My heart began to race up once more, I was stressed, I froze and was befuddled. I thought of the circumstance again attempting to bode well it simply frightened me significantly more. How did the alleged controller no about Eva!!?!

Causes of Homophobia Essay Example | Topics and Well Written Essays - 1250 words

Reasons for Homophobia - Essay Example I trust this examination will give experiences respect to the basic reasons for homophobia. Why a few people dread homosexuality and others not? The appropriate response may appear to be direct from the outset and it is anything but difficult to put fault on the cliché sex jobs created by what Judith Butler called authoritative hetero lattice. Nonetheless, it is critical to comprehend homophobic mind with no inclination so hidden underlying foundations of their feelings of trepidation could be uncovered. I think it is basic to get a handle on their perspectives so as to alleviate their homophobic feelings of dread, if such thing is conceivable. Why homosexuality excites such a solid reaction and scorn in certain individuals? What are they genuinely terrified of? This commented on book reference intends to investigate the logical structures for homophobic people’s responses. It is exceptionally hard to comprehend why a few people detest gays to the degree that they wish them d ead or even endeavor to slaughter them. I might want to burrow the more profound reasons for their homophobic feelings of dread. Besides, I likewise would like to see whether there is a sexual orientation separation as to homophobia and whether guys are more inclined to homophobia than females, and whether lesbianism is more adequate than its male partner. This examination likewise means to inspect the potential connections among homosexuality and sexuality of homophobic individuals. I might want to know whether their feelings of dread are connected with their own sexuality and on the off chance that it is connected with their own oedipal battles. Adams, Henry A., Lester W. Wright and Bethany A. Lohr. â€Å"Is Homophobia Associated With Homosexual Arousal?† Journal of Abnormal Psychology 105, No. 3 (1996): 440-445. Henry Adams and his partners direct a study with the cooperation of a gathering of homophobic men and a gathering of non-homophobic men so as to examine the job of gay excitement in homophobic individuals. They locate a positive relationship and uncover that the gathering of homophobic men demonstrates expanded penile erection to male gay tapes. Their finding is predictable with the psychoanalytical hypotheses which conceptualize homophobia as dormant homosexuality. The article is helpful it might be said that it shows what homophobes are genuinely scared of: their own gay propensities. Be that as it may, the exploration doesn't answer why they dread their own sexuality. By the by, it is likewise not satisfactory that why homophobes stifles their gay propensities while gay people don’t, it may be connected with the sexual orientation grid hypothesis or with their more profound contrasts opposite the oedipal battles. Bleich, David. â€Å"Homophobia and Sexism as Popular Values†. Women's activist Teacher 4, no 2/3 (1989): 21-28 In his article, David Bleach contends that sexism is the most established type of social mastery and att empts to demonstrate Lerner's case about the primordiality of sexism. He leads an overview with the interest of 115 first - year understudies at Indiana University and looks at their expositions on homosexuality. He noticed that nearly %20 of the understudies (the two people) gave totally homophobic reactions, remembering an inactive interest for a gay-slamming occurrence, and they communicated their homophobic emotions under the front of Christianity. Bleich additionally cites the articles of his understudies who contrasted homosexuality and the end of the world and endorsed that gays ought to be stoned or executed, or they just â€Å"don’t have the right to live†. Bleich likewise takes note of that there was one man in the class who is fearless enough to admit that each hetero youngsters in the class including

Properties of Carbon Dioxide Vapour

Properties of Carbon Dioxide Vapor Ozone harming substances in an unnatural weather change The nursery impact is important for Earth to manage its temperature. Water fume (H2O), carbon dioxide (CO2) methane (CH4), nitrous dioxide (N2O) and ozone (O3) are a portion of the gases that add to it. These gases are particles that are comprised of in excess of 2 segment molecules. They vibrate after retaining warm infrared radiation and afterward re-transmit overabundance vitality every which way. As the Earths surface is presently warmed by both the produced radiation and daylight, temperature increments and along these lines causing the nursery impact. Basic Greenhouse Gases Nursery Effect Ozone harming substance Atmospheric Retention Region on Electromagnetic (Ââ µm) Water fume (H2O) 95 7600 ppmv 0.8 - 10 Carbon dioxide (CO2) 3.618 401 ppmv 2.6, 4, >13 Methane (CH4) 0.360 1780 ppbv 3.5 8 Nitrous oxide (N2O) 0.95 320 ppbv 5, 8 Ozone (O3) 0.072 28 ppbv 0.1-0.3, 9 As appeared in the table above, water fume (H2O) contributes the most to the nursery effectWhen temperature expands, air mugginess increments also which is sure water fume input. This permits a higher grouping of CO2 in the climate accordingly further improving the warming impact of other ozone depleting substances. Carbon dioxide (CO2) contributes a serious considerable lot to the nursery impact. On account of human exercises like deforestation, land use changes and consuming of non-renewable energy source, the climatic CO2 focus has expanded by about 120ppm since the Industrial Revolution started, which is in excess of a third. With a retention locale of 3.5-8 microns on the electromagnetic range, methane (CH4) is far more dynamic than carbon dioxide as an ozone harming substance. Its nursery impact commitment is little because of its low barometrical focus. Being in a comparative ingestion range as H2Oalso covers methanes commitment as work would have been finished by H2O as of now. Nitrous oxide(N2O) is ordinarily framed through creation of nitric corrosive, ignition of petroleum product, farming division and consuming of . Despite the fact that N2O has a low climatic fixation, it despite everything contributes an average add up to the nursery impact. This is on the grounds that it is up to around multiple times more grounded as an ozone depleting substance than CO2. As ozone (O3) has different fixation at various pieces of the climate and has a short life expectancy, it is difficult to check the commitment of the troposphere ozone layer. Ozone for the most part doesn't influence a significant part of the nursery impact in any case. Lewis Structures of CO and CO2 Carbon Monoxide a) Rotational Constant, B Taking biggest B = 2.04 and littlest B = 1.51 , b) Bond Length, b Diminished mass of carbon monoxide: Since writing an incentive for security length, b = 113pm exists in the scope of , and the vulnerability of determined security length esteem is immaterial contrasted with the determined worth itself, the determined worth can be supposed to be very precise. c) Vibrational Wavenumber, Separation of first through in P branch from 2050 cm-1= (5.45 Ââ ± 0.05) cm Separation of first through in R branch from 2050 cm-1= (5.72 Ââ ± 0.05) cm Taking littlest = 2135 and biggest = 2143, d) Force Constant, k e) Molar Zero-Point Vibrational Energy, Carbon Dioxide Rotational Constant, Taking littlest = 0.302 cm-1 and biggest = 0.46 cm-1, Since writing an incentive for = 0.390 exists in the scope of , and the vulnerability of determined security length esteem is inconsequential contrasted with the determined worth itself, the determined worth can be supposed to be very exact. Vibrational Modes CO2 is a straight particle with 3 molecules. Thusly, it has 3 translational modes, 2 rotational modes, and 3N-5 = 4 vibration modes: 1 symmetric stretch, 1 topsy-turvy stretch and 2 twisting modes. The mode at 667 cm-1 is supposed to be twofold ruffian on the grounds that the 2 twisting movements are basically the equivalent, simply misshaping in various organize bearings. Rejection Rule: no modes can be both infrared and Raman dynamic for an atom with a focal point of balance. CO2 has a focal point of evenness thusly pertinent to the standard. For infrared spectroscopy, the 2 twisting and the lopsided extending modes can be watched. This is on the grounds that these modes actuate a dipole change in their movements. For Raman spectroscopy, symmetric twisting can be seen. This is on the grounds that when the O iotas move away from the inside C particle in an equivalent separation, the electron thickness cloud changes with the adjustment in size of atom, in this way causing an adjustment in polarizability. Bond Length, b Force Constant, k Since writing an incentive for exists in the scope of (119.6ã‚â ±12.5)pm, and the vulnerability of determined security length esteem is unimportant contrasted with the determined worth itself, the determined worth can be supposed to be very precise. For symmetric stretch, k CO2 2. Warmth Capacity Molar steady volume heat limit For CO2: Translational modes, : , Vibrational modes, : , Rotational mode, : All out inside vitality, At extremely high temperatures, the hypothetical greatest inner vitality = as all modes are actuated by then. Max. steady volume heat limit, Notwithstanding, at low temperatures not all rotational and vibrational modes are dynamic. Commitments of various modes at low temperatures: Rotational Modes Rotational temperature, Vibrational Modes Vibrational temperature, Symmetric stretch () : Bowing modes () : Hilter kilter stretch () : Chart of against T Convert molar consistent volume heat ability to molar steady weight heat limit with Ideal Gas Law: , (R = perfect gas steady) The chart for trial and determined information is the equivalent until around T=1600K where the 2 lines veer with the trial information to be higher than determined information. This shows the Ideal Gas Law just applies to moderately low temperatures.   â Motor Theory of Gases and Liquids Mean free way of CO2 Mean free way: normal separation went by atoms between crashes Pace of crash , : Collision cross-segment (region secured by an atom and inside which the nearness if the focal point of another particle considers an impact) Impacts occur at 90o edges all things considered, mean speed = à ¯Ã¦'â [8]. Consistency of CO2 fume Newtons Law of Viscosity: Newtons second Law: Force = pace of progress of energy From plane at 0 from plane : mean stream speed = à ¯Ã¦'â mean energy of Roughly1/sixth of the particles move in the +z heading. Number of particles entering 0 from per unit time = à ¯Ã¦'â pace of energy = Pace of energy entering 0 from = . By ascertaining the distinction between the two rates, net pace of the force moved over the plane at 0, and by utilizing , the thickness, can be assessed. [8] (mean speed), (way length) Consistency is anticipated to be relative to the square foundation of temperature and autonomous of thickness. Liquefaction in a condenser [9] Alter the Ideal Gas Law to get Van der Waals Equation of State. References:[1] https://climate.nasa.gov/causes/(got to fourteenth March 2017] [2] Greenhouse Gas Absorption Spectrum (n.d.) accessible from:http://www.meteor.iastate.edu/gccourse/compelling/spectrum.html (got to fourteenth March 2017) [3] Barrett Bellamy Climate Greenhouse Gas Concentrations (n.d.) accessible from: http://www.barrettbellamyclimate.com/page22.htm (got to fifteenth March 2017) [4] Monte Hieb (2015) Water Vapor Rules the Greenhouse System. Accessible from: http://www.geocraft.com/WVFossils/greenhouse_data.html [5] Project Learn at http://www.ucar.edu/learn at the University Corporation for Atmospheric Research (UCAR) https://www.ucar.edu/learn/1_3_1.htm (got to 15/3/2017) [6] Barrett Bellamy Climate Greenhouse Gas Spectra (n.d.) accessible from: http://www.barrettbellamyclimate.com/page15.htm (got to 15/3/2017) [7] NIST Standard Reference Database 101 (September 2015) Listing of exploratory information for CO2 (Carbon dioxide) Available from: http://cccbdb.nist.gov/exp2.asp?casno=124389 [Accessed 10 Mar 2016] [8] Dr Joao Cabral (n.d.) Properties of Matter Lecture Notes. Division of Chemical Engineering, Imperial College London [9] Steve [2010] The Freezing Point and The Dew Point Part 2 accessible from: https://stevengoddard.wordpress.com/2010/09/05/the-the point of solidification and-the-dew%C2%A0point-section 2/

Supply Chain Process for Apple & Zara

The British Music Invasion: The Effects on Society and Culture Essay

     â€Å"So the British intrusion was increasingly significant as an occasion, as a state of mind: than as music† (Bangs, 171). This was the British attack. I wasn’t pretty much the music, it was all the more then that; this is the thing that makes it so remarkable. It didn’t simply happen to impact America by some coincidence, it lifted the spirits and mind-sets of its childhood. It isn’t just fortuitous event that Kennedy was killed directly before the Beatles renowned Ed Sullivan Show execution. The entire nation was in a profound burdensome doldrum after the death, and in light of current circumstances. The British attack was required by Americans to wake up from this funk, and this was only the activity it. (One thing that Americans used to keep away from the discouraging occasions was to utilize illicit medications, however that will be expounded on later.) This is the thing that it was about; certain it was about the music, yet it brough t more, it brought a lifestyle over the sea.      A parcel of the attack remained in that age, numerous groups and tunes that were large at that point are everything except completely disregarded at this point. Groups, for example, the Searchers, the Swinging Blue Jeans, and Gerry and the Pacemakers all had a couple of extraordinary hits which remained in that time. This in any case, was a piece of the magnificence, all things considered, A portion of the music remained with us thirty years after the fact, and that’s incredible, it gives us a decent testing of the time. Then again, you have the music that was intended for the time, and not for people in the future. That is a piece of the uniqueness, all things considered, and Lester Bangs says all that needs to be said when he tells how it doesn’t matter that the music isn’t tuned in to any longer, that’s not what it was really going after. It was for the time, it was a â€Å"timepiece†.      On the other hand, we have the groups that were not just â€Å"timepieces† and had the option to stay three decades later. These groups are the Who, the Kinks, the Rolling Stones and the Beatles. This is another part of why the attack was so persuasive. Where might we be in awesome with out the Beatles, and on a marginally lesser degree the Stones. These groups changed stone into what we know it today. Without them, the way probably won't have been cleared for Pink Floyd, Led Zeppelin and innumerable others. The two sides of the range were critical for the attack to have the enduring impacts it keeps on having.      Cu... ...s, it was a period of extraordinary choppiness all the way. Fights, deaths, war, peaceful resistor; they all assumed a significant job in the United States during this time. Something significant needed to happen to help soothe a portion of the on going misfortunes. It was the British music. Not once, however twice, inside a range of ten years were the British the impact that got us over those occasions. It might have been in a progressively positive manner in the primary wave, and perhaps in an increasingly negative route in the second, presenting a whole medication culture, however whichever way it had an effect. I have consistently seen the 60’s as one of the most interesting a long time to live in, on account of its way of life stun that happened during this time. It was the time of harmony, love and medications; it would have been incredible to be there to encounter these things. By and by, in the examination I have done, I have understood the significance of the Briti sh music on this decade, however the entirety of the sentiments behind the music, the entirety of the implications and feelings and social change which it supported. It was the decade with the most elevated highs and the least lows in the last 50 years. It was when British music spared America from itself.

The Self-Serving Bias - Definition, Research, and Antidotes

The Self-Serving Bias - Definition, Research, and Antidotes WHAT IS SELF-SERVING BIAS?The self-serving bias refers to the common habit of people taking credit for positive outcomes or events, though blame outside factors for negative outcomes.This seems to be related to culture, age, clinical diagnosis. This also tends to occur across widely across populations around the world.METHODSLaboratory TestingInvestigations surrounding self-serving bias in the laboratory are different from experimental goals, but they still have fundamental aspects.Over here, participants perform tasks that are often of social sensitivity, intelligence, therapy or teaching skills.The participants can be asked to work in groups, pairs or even alone.Once their tasks have been completed, they are given random fabricated feedback.Some studies make use of emotion-induction mechanisms to investigate moderating effects on the self-serving bias.Then lastly, participants make attributions for the given outcomes.These attributions are then evaluated by researchers to determine implications for the self-serving bias.Neural ExperimentationNeural experimentation is a more modern testing procedure that is used in place of the fundamental self-serving bias laboratory ones.Electroencephalography (EEG), as well as functional magnetic resonance imaging (fMRI), investigate the neural correlates of the self-serving bias.These procedures provide insight into brain area activity during the exhibition of a self-serving bias, as well as a mechanism to differentiate brain activity between clinical and healthy populations.Naturalistic InvestigationRetrospective performance outcomes are used to investigate the self-serving bias.One example of this is reported company performance that is accompanied by self-report of outcome attributions.The self-report attributions can then be used to evaluate how failures and successes are viewed by company employers and employees.This procedure is used for various outcome variables to identify the presence of or absence of the self-ser ving bias.FACTORS AND VARIABLESLocus of ControlThe locus of control (LOC) concept addresses an individual’s belief system about the causes of events, and the accompanying attributions.There are two types of LOC, which are internal and external.When someone has an internal LOC, they will attribute their success to their own hard work, effort, and persistence.And if they have an external LOC, they will assign the success that comes to them to luck, chance or anything other than what they have done.People with internal LOC are more likely to show a self-serving bias, especially when it concerns achievements.GenderIn self-report surveys that investigate partner interactions of romantic couples, men often tended to assign negative interactions to their partners than women did.This seems to indicate that men might exhibit the self-serving bias more than women, although the study did not account for positive interaction attributes.In a 2004 meta-analysis reveals that while numerous studi es have examined gender differences in the self-serving bias, it is quite hard to get a clear view of it.It’s not because mixed results have been witnessed in sex differences in attributions, but that researchers have found that self-serving bias depends on the age of the person and whether they are looking assigning successes or failures.AgeSelf-serving bias is known to change with time in people.Though it may be less prevalent with older adults as they have shown to make more internal causal attributions for negative outcomes.Older adults are also likely to have a reduced positivity bias (which is the tendency to judge positive traits as being more accurate.Older adults who have attributed negative outcomes to more internal factors have also rated themselves to be in poorer health.Therefore, negative emotional aspects may confuse the found age effects.Self-Esteem and EmotionEmotions can impact feelings of self-esteem, which then alters the need to protect one’s self-identity.P eople with high self-esteem are believed to have more to safeguard their self-image, and thus exhibit the self-serving bias more often than their low-esteem counterparts.In one study by Martin D Coleman, participants who were induced to feel emotions of revulsion or guilt were less likely to make self-serving attributions for success and make self-protecting attributions for failure.Coleman revealed that both emotions of guilt and revulsion lead to a reduction in self-esteem, as well as a reduction in the self-serving bias.RoleSelf-serving bias investigations distinguish between the role of participants as actors of a specific task or observers of someone else performing that task, which is related to actor-observer asymmetry.Actors of a particular task show the self-serving bias in their attributions to their own failure or success feedback, whereas observers don’t make the same attributions about the task outcome of another person.That’s because observers tend to be more objec tive in ascribing internal or external attributions of people’s outcomes.It could be due to the fact that the self-image of actors is challenged directly and thus actors feel the need to protect their own self-image, but don’t have the same desire to do so when the self-image of others is threatened.Self-Awareness and the Probability of ImprovementThe relationship between individuals’ perceived probability and awareness levels of improvement also results in the activation of the self-serving bias.People with high self-awareness attribute failure internally when they perceive a high probability of improvement.But they will engage in self-serving bias, as in, attribute failure externally when they perceive a low probability of improvement and people with low awareness will attribute failure externally no matter what their perceived probability of improvement is.EXAMPLES Self-serving bias occurs in a variety of situations across ages, genders, cultures, and others.For instance:A student gets an excellent score on his test and congratulates herself for the hard work he put into studying. But when he gets a terrible score on another test, he puts the blame on the teacher for making the test hard for him to do well or that the teacher just hates him.Athletes who win a game assign their victory to their hard work and practice. But when they lose the next week, the blame their loss on the referee’s flawed decision.A person applying for a job believes he got hired due to his educational qualifications, accolades and splendid interview. And the reason he thinks he was ejected from his previous job opening was that the interviewer didn’t like him.Those with low self-esteem or depression may invert the self-serving bias.This means they will attribute negative outcomes on what they did and positive outcomes to luck or something someone else did.SELF-SERVING BIAS EXPERIMENTSThere have been several experiments conducted to study self-serving bias.In a 2011 study, a group of undergraduate students filled out an online test, experienced an emotional induction, got feedback on their tests, and then made an attribution on their performance.The examiner found that certain emotions contributed to the self-serving bias.A 2003 study was conducted to look into the neural basis of self-serving bias by using imaging studies, notably a fMRI.It was discovered that the dorsal striatum which is found to operate in motor activities that share cognitive activities controls the self-serving bias.MOTIVATIONS FOR THE BIASIt is assumed that there are two motivations for using the self-serving bias: self-enhancement and self-presentation.Self-EnhancementSelf-enhancement describes a person’s motivation to either sustain or enhance their sense of self-worth.With this, a person using self-serving bias would attribute their positive outcomes to themselves and negative things on outside factors would be able to maintain a positive image and self-worth.An example of this would be when you play baseball and get struck out.If you think the umpire called the strikes unfairly and that you got bad pitches, you’re pushing the idea that you’re a good hitter.On the other hand, perceiving yourself being responsible for undesired outcomes reduces your self-worth.There are a number of studies that are consistent with the explanation of self-enhancement.In the case of self-enhancement, people need only show their self-serving bias only for outcomes that are important (like when they have implications for self-worth).Regarding this reasoning, people show even more self-serving bias only for important outcomes instead of those that are considered unimportant.For example, in one study, participants were prompted to be self-serving in their attributions when the test was said to have well-established validity than when it was previously described as new and of undetermined validity.More evidence to support how crucial the role of self-enhancement is in th e self-serving bias comes from cross-cultural research.This research finds cultural differences in the extent to which self-worth is linked to personal accomplishments and outcomes.With regards to Western cultures, self-esteem and identity are closely associated with individual accomplishments.Those from western cultures experience self-worth in response to personal failures.In eastern cultures, however, there is no powerful link between self-worth and individual success.Self-worth and culture are consistent with results that indicate cultural differences in the self-serving bias.Western cultural folk display a stronger self-serving bias than the ones from the eastern cultures.But that’s not to say that the people from eastern cultures don’t show any self-enhancement at all.In fact, meta-analytic research, which collects results from numerous studies, shows that people from eastern cultures display a relatively weaker self-serving bias for their accomplishments and failures than the ones from western cultures.Plus, there is some research that shows that eastern cultural people are more inclined to show a group-serving bias.The group-serving bias refers to the one’s tendency to assign group successes to something internal to the group, like when people say, “we work well together” and have a tendency to assign group failures to something external to the group.There is also evidence that suggests that while people from western cultures are likely to show self-enhancement on behaviors and traits that are well-valued within individualistic cultures, people from eastern cultures usually likely to show self-enhancement on behaviors and traits that are valued within collective cultures.For instance, people from western cultures are more than likely to rate themselves better than average on traits like original, independent, unique and self-reliant than their eastern cultural counterparts.On the other hand, people from eastern cultures are more likely than t heir western counterparts to rate themselves better than average on traits such as compromising, agreeable, loyal and cooperative.And while not directly tested, the implication that people from eastern cultures will showcase the self-serving bias for their personal failures and successes that imply abilities that are particularly valued in Eastern cultures.Self-Presentation Self-presentation refers to the inclination of portraying the desired image of yourself onto others.In other words, it’s about having the desire appear in a certain way to other people around you.That way, the self-serving bias allows us to maintain the image that we try to present to others.Another way to put it is that people claim personal responsibility for successes instead of failures in an effort to influence the thought of others.For instance, if you come off to others as though you have good study habits, you may assign a bad score you got in your test to poorly written questions rather than your incap ability to properly prepare yourself for them.You could also say something like, “I stayed up all night preparing for the test, but the questions were not based on the material that we were given in class.”Be advised that self-presentation is not the same as lying.Others may be convinced that you indeed stayed up all night preparing for the questions, but the thought that you may have studied inefficiently never came to mind.But of course, it can be tricky to try to constantly maintain a desired image.It means that even though taking credit for success can likely enhance your image, you might be perceived as being very boasting if you constantly brag about your success, which could eventually lead to disapproval from others.Still, the negative consequences that result from self-promotion can cause people to present themselves more modestly.For instance, participants in one study got more credit for group success when they believed that their claims would be private than when the y believe that their claims would be revealed to the entire group.Similarly, like those in eastern cultures, who value modesty, participants like to less self-serving bias when attributions are made publicly than when they’re made privately.Further evidence for the self-presentation aspects of the self-serving bias comes from research on socially anxious people.Research experts have proposed that people who are low vs. high in social anxiety have differences in self-presentational style.People with low social anxiety have an acquisitive style that is aimed at enhancing identity and garnering approval.Conversely, people with high social anxiety have a protective, cautious style aimed at avoiding social disapproval and safeguarding their identity.From a self-presentational perspective, self-serving attributions carry a certain amount of risk because audiences may end up challenging the self-serving claims.Therefore, self-serving attributions can come off less appealing and satisfact ory to those who are high in social anxiety.Compared to participants who are low in social anxiety, those who are high in social anxiety took greater responsibility for failure and denied credit for success, especially when they believed they evaluated by experts immediately or when they predicted a retest.HOW TO LIMIT SELF-SERVING BIAS?Should you try and limit self-serving bias?We agree that it might be detrimental to our self-esteem but it could limit our learning as a result.There are plenty of reasons as to why we can have unexpected failure and success, but if you wish to restrict it, then there are ways to do that.One of the ways to limit self-serving bias is recording and recognizing what happened in the past and document the reasons behind your decisions as well as the outcomes that came as a result of those decisions.Think about keeping an investment log.Use it to list down all the times, within reason, envisioned a good outcome in mind but had a bad outcome instead. In one instance, it could have been poor skills and in another, it could have been due to bad luck.Similarly, even though we might have the wrong reasoning, we could have a good outcome which is otherwise known as good luck and we have to acknowledge it.It is also crucial to acknowledge that we have wrong reasoning and a bad outcome that results from that.In that case, we have to accept that we made a mistake and that we can and should learn from those mistakes.So we need to map out the outcomes of the decisions that we take.Other ways to cure self-serving awareness include:Mindful awareness helps: When you realize your common cognitive biases, you will notice that you do them yourself and correct yourself on it.Self-compassion: This is a very useful skill that aids in reducing defensiveness and increase your self-improvement motivation.Rumination: This allows people to think about their problems over and over, without moving ahead.CONCLUSIONIn the end, self-serving bias is normal and ha s a purpose.But if the person ignores their responsibility in negative events, this can impede their learning processes as well as their relationships.

The Effects Of Eye Movement Reprocessing And Desensitization

Lone Star College - CyFair The Effects of Eye Movement Reprocessing and Desensitization in Posttraumatic Stress Victims Kaitlyn Schenk PSYC 2301.5012 Laura Renee October 19, 2016 An estimated 5.2 million adults will suffer from Posttraumatic Stress Disorder (PTSD) every year. Every PTSD victim encounters different experiences and symptoms that coincide with their trauma. Many forms of treatment and coping mechanisms have been attempted in the past decade to produce relief. There have been a few successful forms or treatment and there have also been treatment routes that have been detrimental to the success and overcoming of victims’ symptoms. Eye Movement Desensitization and Reprocessing (EMDR) is a new treatment option that is available to PTSD victims. â€Å"While the treatment has met with skepticism, meta-analyses have indicated that EMDR is superior to most other treatments and is as effective as the best alternative treatment, i.e., cognitive-behavioral therapy. EMDR is now advocated as a treatment of choice for PTSD in many Western countries† (Van den Hout 177-178). EMDR gives PTSD victims long-lasting relief from their symptoms and ensur es them the best chance at regaining normalcy in their lives. There are many reasons that people can acquire forms of Posttraumatic Stress Disorder (PTSD), and there is an array of symptoms that individuals can suffer from. Some of the most common reasons that people suffer from PTSD are military experiences, both physicalShow MoreRelatedExamining Effectiveness Of Treatment Strategies Used With Survivors Of Rape1357 Words   |  6 Pagesin treating posttraumatic stress disorder and common comorbid disorders, like depression, anxiety, guilt, and anger (Resick, Williams, Suvak, Monson, Gradus, 2012, p. 202). Existential therapy, person-centered counseling, and eye movement desensitization and reprocessing are underlying philosophies and techniques investigated. It can prove difficult to find empirically-supported treatments because the research is often not explicitly experimental, and there is a limitation to sampling. ExaminingRead MoreSymptoms And Treatment Of Posttraumatic Stress Disorder ( Ptsd )1570 Words   |  7 Pageshave been atte mpted in the past decade to produce relief. There have been a few successful forms or treatment and there have also been treatment routes that have been detrimental to the success and overcoming of victims’ symptoms. Eye Movement Desensitization and Reprocessing (EMDR) is a new treatment option that is available to PTSD victims. â€Å"While the treatment has met with skepticism, meta-analyses have indicated that EMDR is superior to most other treatments and is as effective as the best alternativeRead MoreSymptoms And Symptoms Of Ptsd1383 Words   |  6 Pagesare 90 minutes long are needed for therapeutic effect. Longer periods of treatment have not been found to be more effective. Frommberger (2014) noted that Foa determined the best evidence-based therapy to be cognitive behavioral therapy, exposure therapy, and eye movement desensitization and reprocessing (EMDR) therapy. Erford and colleagues (2016) informed that Sherman’s (1998) research on cognitive behavior therapy (CBT) found a significant effect size. However, Erford et al. (2016) also pointedRead MoreEye Movement Desensitization And Reprocessing ( Emdr )1675 Words   |  7 PagesIntroduction The recent wars in Iraq and Afghanistan have brought the effects of posttraumatic stress disorder (PTSD) on members of the United States Armed Forces to the forefront of concern for researchers, mental health practitioners, and the American society as a whole (Barlow Durand, 2015, p. 155). The Diagnostic and Statistical Manual of Mental Disorders 5 describes the clinical symptoms of PSTD as: intrusion symptoms, negative alterations in cognitions and mood, alterations in arousal andRead MoreMy First Duty As A Therapist880 Words   |  4 Pagesmoment? 5. What effects has your experience had on your daily routine? 6. What change are you hoping for in our sessions? 7. What would that look like? Based on the presenting information and symptoms, I would diagnose that Betty is experiencing anxiety, acute posttraumatic stress syndrome and survivor’s guilt. Assuming that she is not a danger to herself, I believe Betty would benefit from defusing, psychological first aid and Eye Movement Desensitization and Reprocessing in addition to attendingRead MoreCommon Stressor Related Disorders ( Disorder )913 Words   |  4 Pageseliminate diagnosis in cultures or situations where multiplicity is appropriate. An example of this is in children where an imaginary friend is not necessarily indicative of a mental illness. 5. The symptoms are not due to the direct physiological effects of a substance (such as blackouts or chaotic behavior during alcohol intoxication) or a general medical condition (such as complex partial seizures). This characteristic of dissociative identity disorder is important as substance abuse or anotherRead MoreThe Ethics of Eternal Sunshine of the Spotless M ind706 Words   |  3 Pagespsychological and physiological effects with complications such as depression, substance abuse and even suicide (Wood,2007). Wood, A. (2007). The ethics of eternal sunshine. The Advocate: University of San Diego School of Law 24(1). Current Treatment for PTSD Cognitive behavior therapy helps individuals manage their symptoms by recognizing triggers and learning to replace negative thoughts and behaviors with positive ones. Eye movement desensitization and reprocessing is multi-phase treatment,Read MorePost Traumatic Stress Disorder Treatment For War Veterans1564 Words   |  7 Pagesabout the different types of treatments that s available. Such as Cognitive behavioral therapy (CBT) which is short-term, goal-oriented psychotherapy treatment that takes a hand–on, practical approach to problem solving, (EMDR) Eye movement desensitization and reprocessing which is a set of standardized protocols that incorporates elements from many different treatment approaches and has been extensively researched and proven effective for treatment of trauma, (PE) which is a form of behavior therapyRead MoreAnalysis : Eye Movement Desensitization And Reprocessing1348 Words   |  6 Pageseveryday life are starting to use exposure therapy. Eye Movement Desensitization and Reprocessing (EMDR) is an effective exposure therapy that has been used for many years to help a patient remove painful thought and to deal with physical, mental, and emotional conflicts . In 1987, Eye Movement Desensitization and Reprocessing was discovered by Dr. Francine Shapiro. Dr. Shapiro was walking in the park one day and realized that eye movements reduced negative emotions and troubled memories. SheRead MoreThe Treatment Of Posttraumatic Stress Disorder1225 Words   |  5 Pages†¢ Stress Inoculation Training Eye Movement Desensitization and Reprocessing Typically includes alternating eye movements, exposure elements (e.g., holding distressing traumatic memories in mind without verbalizing them) cognitive approaches (e.g., identifying a negative cognition, an alternative positive cognition, and assessing the validity of the cognition), and relaxation/self-monitoring techniques (e.g., â€Å"body scan†). Eye Movement Desensitization and Reprocessing Therapy Medications can help

Technology Has Made It Move Into Today Classroom - 1559 Words

Technology has made it move into today classroom. Earle, defines technology as a tool make learning more efficient (Earle, R. A. 2002). Every teacher is challenged to provide a learning environment with technology that promotes intellectual growth and stimulation. In the age of technology educators must prepare students for success in future careers by using current technology in their classrooms. Students will need to have access to current technology to assist in solving complex problems, completing writing assignments and research. Technology Benefits Technology is used to access information on the internet. Technology can be used to individualize a student’s learning. Internet access would allow for remote one-one tutoring and access to videos and articles on the subject the student needs help in. Allowing technology in the classroom helps students to improve their grades by having easy access to information. It expands their view of the world and prepares them for a productive and successful life. Earle (2002) points out for technology effective in the classroom, educators must be ready to spend a significant amount of time to integrate technology in their classrooms. Technology can be used to satisfy the individual needs of the student. Students use technology to explore, research individual interests and interact with peers that share same interests. In this age of technology student are able to work on group projects on their computer with Google Docs. They are ableShow MoreRelatedUnited States Route 661509 Words   |  7 Pagesable to. Bringing this exploration into the classroom is the focus of this lesson. It is created to both allow for investigation and to present their discoveries to others and share what they learned on their expedition. With educational funding as it is today it is difficult to take students out of the classroom setting to explore their world so it is up to teachers to creatively find ways to incorporate the outside world into the classroom. Using technology, students’ imagination and a few objectsRead MoreHow Personal Computers Affect Student s Learning Processes Essay1691 Words   |  7 Pagescentury, technology like personal computers and tablets have become more accessible and inexpensive. The aim of this research is to inform the public and education institutions on how personal computers affect student’s learning processes in the classroom. Most universities require the access to computers in order to perform task and write assignments. This has manifested in having more computers in a classroom used by the lecturers and students. The massive evolution and consumption of technology haveRead MoreEssay about The Impact of Technology on Education1045 Words   |  5 PagesImpact of Technology on Education Technology has greatly affected and impacted the way things are presented and taught in the classroom. Technology has had a large impact on the materials that are used and the way we use these materials to teach in the schools. Most everything that is used in today’s classroom has been a result of technology. All materials, including textbooks and the Internet, have been invented and have had some connection to the growth of technology in the schoolRead MoreTechnology : The Speed Of Glacier Melting1504 Words   |  7 Pagesquestion does the use of this technology help with learning in the classroom? This simple question moves past simple yes or no and, if used, should constantly be monitored to ensure the technology is relevant, meeting students’ needs as well as teacher’s objectives. In order to provide the best experience in the classroom today’s teacher must be aware of and incorporate technology into their personal educational philosoph ies and pedagogy. A fact which seems so simple yet has been difficult at best asRead More Technology in Education Essay985 Words   |  4 PagesTechnology in Education Today, if you enter an average elementary classroom you might find a computer cart with twenty or thirty lap tops, all with hook-up to the internet. The teacher usually has either a desk top or lap top computer, sometimes both, for keeping track of important information. Technology has, in many ways, positively impacted the educational field. Michigan has made using technology a necessity. With help from the Freedom to Learn Program, improvements in classroom technologyRead MoreThe Science Behind Learner Motivation And Its Connection With Gamification Essay952 Words   |  4 Pagesâ€Å"the average young person today in a country with a strong gamer culture will have spent ten thousand hours gaming by age 21†. Such numbers alone should pique the interest of every educator in our country. Young people today spend the same amount of time learning at school as they spend gaming (TED Talk, 2010). Many people view video games as fun, exciting, and adventurous outlets where they ca n escape reality and be creative innovators. As educators, we want our classrooms to accomplish similar outcomesRead MoreTechnoloy in the Classroom1551 Words   |  6 Pagesuse of balances, overhead projectors, busen burners, and document cameras has existed in the classroom for years. Generations have continued to be introduced to these pieces of equipment, but has the technology ever changed? Technology has changed our world, but what about our classrooms? Not so much. The challenge today is to incorporate the 21st century changes into classrooms across the nation (Metz, 2014). Many classrooms see smart phones and electronic devices as a distraction. According to KowarskiRead MoreImpact Of Technology On Our Lives Today1313 Words   |  6 PagesThe impact technology has on our lives today is unmeasurable. We use technology nowadays for just about everything we do. Technology plays a major role in society as well nowadays. Everybody, including the adults have use technology to get to point to point B. Technology in this generation is more advanced than it has been before. It has been proven that the world we live in today is nowhere near what our forefathers endured. Modern technology is the forefront for advanced research and the sciencesRead MoreTechnology Is A Major Distraction1222 Words   |  5 Pageshave been done that show that technology is a major distraction, but is it affecting the success rates of the children that use it daily in their classrooms? In 2009, 97% of teachers had computers in the classroom for students use. 54% of those teachers allowed students to bring their own computers and laptops into the class. Obviously, times have changed since 2009. In 2012, Troy Williams, who is the president of Macmillan New Ventures, told a room full of technology experts that businesses similarRead MoreThe Impact Of Technological Literacy On The Classroom1567 Words   |  7 Pages Managing Technological Literacy and its Use in the Classroom Anjali Iyer EDUC 110 Professor Jahner December 10, 2014 Technology use in the classroom has been evolving since the late 1800s. Teachers first used chalkboards to write out important information for students to visualize. Later came filmstrips and B.F. Skinner’s teaching machine that would administer a course of programmed instruction. Gradually, teachers started utilizing overhead projectors, television

Visualize Your Best Self Free Essays

Type this in 12 point font, non bold, double spaced, paragraphs Indented, one Inch margins. Type your name at the top left hand corner. Write three or four paragraphs addressing the following questions: 1 . We will write a custom essay sample on Visualize Your Best Self or any similar topic only for you Order Now What type of learning style do I exalt the most? How did I develop this learning style? (Ponder†¦ Was your mom or dad the same kind of learner? Did your grade school teacher emphasize this learning style, or were you Just born this way? I feel I exalt a mixture of learning style. My most exalt learning style Is me being active while I’m learning. I like to have fun when I’m learning because that’s the only way I feel I can retain Information. When things I’m learning seems boring, I tend to not focus and become uninterested no matter what It may be. My mom was the type who could learn thing no matter how they were presented. My dad learn things when it active for him to do so and hands on. I have to be literally doing something with what I am learning, otherwise it will take me a while to grasp it. From what I was told by my parents, I was born active. I always watched something be done first, then I’m doing it minutes later. 2. When you thought about entering your program of study at ITT Tech, did your dominant learning style have anything to do with your choice? How do you think your dominant interests and dominant learning styles are connected? I was always into computers and technology, so it was easy to decide on what program I wanted to take at ITT Tech. I chose NSA because I felt like it fit into what I wanted to do for my career. NSA is not just a ‘sit at your desk† type career, it’s a lot of moving around and hands on self that comes with it. With me having an active learning style, I felt NSA would be perfect for me. I enjoy training and teaching others to utilize computers and other technology. I also so felt that being in the NSA field, you have to not only be active, but have an active mind as well. By dowelling Directions: Type this in 12 point font, non bold, double spaced, paragraphs indented, one inch margins. Type your name at the top left hand corner. Write three or four 1 . What type of learning style do I exhibit the most? How did I develop this learning exhibit a mixture of learning style. My most exhibit learning style is me being active feel I can retain information. When things I’m learning seems boring, I tend to not focus and become uninterested no matter what it may be. My mom was the type NSA is not Just a ‘sit at your desk† type career, it’s a lot of moving around and hands How to cite Visualize Your Best Self, Papers

The Environment And Corporate Culture Essay Example

The Environment And Corporate Culture Paper The Oakland, California-based nonprofit is influencing the international dimension of todays business environment by helping increase the sales of fair trade products around the world. Rice says adhering to Transfix standards is just good business as the global environment grows increasingly important. Indirectly. It includes social, economic, legal/political, international, natural, and technological factors that influence all organizations about equally. Increases in the inflation rate or the percentage of dual-career couples in the Rockford are part of the organizations general environment. These events do not directly change day-to-day operations, but they do affect all organizations eventually. The task environment is closer to the organization and includes the sectors that conduct day-to-day transactions with the organization and directly influence its basic operations and performance. It is generally considered to include competitors, suppliers, customers, and the labor market. The organization also has an internal environment, which includes the elements within the organizations boundaries. The internal environment is composed of current employees, management, and especially corporate culture, which defines employee behavior in the internal environment and how well the organization will adapt to the external environment. Exhibit 3. 1 illustrates the relationship among the general, task, and internal environments. As an open system, the organization draws resources from the external environment and releases goods and services back to it. We will now discuss the two layers of the external environment in more detail. Then we will discuss corporate culture, the key element in the internal environment. We will write a custom essay sample on The Environment And Corporate Culture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Environment And Corporate Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Environment And Corporate Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Other aspects of the internal environment, such as structure and technology, will be covered in later chapters of this book. 66 global economy of the twenty-first century. If things continue on the current track, some analysts predict that India will overtake Germany as the worlds third-largest economy within three decades, and China will overtake the United States as number one by indenture. In China, per capita income has tripled in a generation, and leaders are building the infrastructure for decades of expansion, as reflected in the countrys hunger for raw materials. In 2005, China represented roughly 47 percent of the global cement consumption, 30 percent of coal, and 26 percent of crude steel. No one can predict the future, but it is clear that however things in India and China shake out, U. S. and other western firms have no choice but to pay attention. The global environment represents a complex, ever-changing and uneven playing field compared with the domestic environment. Managers who are used to thinking only about the domestic environment must learn new rules to remain competitive. The Environment And Corporate Culture Essay Example The Environment And Corporate Culture Paper Describe the general and task environments and the dimensions of each. 2. Explain the strategies managers use to help organizations adapt to an uncertain or turbulent environment. 3. Define corporate culture and give organizational examples. 4. Explain organizational symbols, stories, heroes, slogans, and ceremonies and their relationships to corporate culture. 5. Describe how corporate culture relates to the environment. 6. Define a cultural leader and explain the tools a cultural leader uses to create a high- performance culture. If you scored less than 5 you might want to start your career as a manager in a stable rather than unstable environment. A score of 5 or above suggests a higher level of mindfulness and a better fit for a new manager in an organization with an uncertain environment. In an organization in a highly uncertain environment everything seems to be changing. In that case, an important quality for a new manager is mindfulness, which includes the qualities of being open-minded and an independent thinker. In a stable environment, a manager with a closed mind may perform okay because much work can be done in the same old way. In an uncertain environment, even a new manager needs to facilitate new thinking, new ideas, and new ways of irking. A high score on the preceding items suggests higher mindfulness and a better fit with an uncertain environment. Environment Do you approach uncertainty with an open mind? Think back to how you thought or behaved during a time of uncertainty when you were in a formal or informal leadership position. Lease answer whether each Of the following items was Mostly True or Mostly False in that circumstance. 5. Asked dumb questions. 6. Always offered comments on the meaning of data or issues. 7. Expressed a controversial opinion to bosses and peers. 4 Organizing 8. Suggested ways of improving my ND others ways of doing things. The environments in which businesses operate are increasingly dynamic, requiring managers to be ready to react and respond to even su btle environmental shifts. Mantel was shaken when it learned that a Chinese subcontractor used lead paint while manufacturing its toys. We will write a custom essay sample on The Environment And Corporate Culture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Environment And Corporate Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Environment And Corporate Culture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Because of the potential health hazard, Mantel recalled nearly 850,000 of its most popular toys;months before its holiday selling season. Not only did the recall frighten consumers, but it sparked a global debate about the safety of Chinese-made products. Mantel managers moved swiftly to reassure nervous arenas of its high safety standards in its Chinese factories. In addition, CEO Robert Cocker explained the recall to consumers on the companys Web site and announced steps Mantel was taking to prevent further recalls. Mantels prompt response, teamed with its long-standing history of successful manufacturing in China, led many independent analysts and watchdog groups to say that it may be the best role model for how to operate prudently in China. Mantel realized very early that they were always going to be in the corsairs of sensitivities about child labor and product safety, and they knew hey had to play it straight. Mantel was in China before China was cool, and they learned to do b usiness there in a good way, says M. Eric Johnson, a Dartmouth management professor. Environmental surprises, like the one Mantel faced in China, leave some managers unable to adapt their companies to new competition, shifting consumer interests, or new 5 Leading 6 Controlling 63 64 P AR T 2 T HE E ENVIRONMENT M MANAGEMENT technologies. The study of management traditionally focused on factors within the organization;a closed-systems view;such as leading, motivating, and controlling employees. The classical, behavioral, and management science schools described in Chapter 2 looked at internal aspects of organizations over which managers have direct control. These views are accurate but incomplete. To be effective, managers must monitor and respond to the environment;an open-systems view. The events that have the greatest impact on an organization typically originate in the external environment. In addition, globalization and worldwide societal turbulence affect companies in new ways, making the international environment of growing concern to managers ever »veer. This chapter explores in detail components of the external environment and how they affect the organization. The chapter also examines a major part of the organizations internal environment;corporate culture. Corporate culture is shaped by the external environment and is an important part Of the context within which managers do their jobs. THE EXTERNAL ENVIRONMENT organizational environment n TTT All elements existing outside the organizations boundaries that have the potential to affect the or organ GA Anza Tioga Zion. General environment The layer off the la h external environment NT that that oaf affect effects TTS the or Aziza-CIO on India indirect erectly TTYL. 3. Location of the Organizations General, Task, and Internal Environments tat al Technological Task Suppliers aura l/ GA Management It Internal Employees Competitors Labor Market Customers So EXHIBIT The tremendous and far-reaching changes occurring in todays world can be understood by defining and examining components of the external environment. The external organizational environment includes all elements existing outside the boundary of the organization that have the potential to affect the organization. The environment includes competitors, resources, technology, and economic conditions that influence the organization. It does not include those events so far removed from the organization that their impact is not perceived. The organizations external environment can be further conceptualized as having two layers: general and task environments, as illustrated in Exhibit 3. 1. 5 The general environment is the outer layer that is widely dispersed and affects organizations Economics C HEAPER 3 T HE E ENVIRONMENT AND 65 C REPORTAGE C ULTRA task a environment The layer of the external environment hat directly influences the organ angina action Ions pope operate ration ions and and performance. Internal environment The environment that includes the elements within the organizations boundaries. International dimension Portion of the external environ-meet that represents events originating in foreign countries as well as opportunities for U. S s. Co Oman p ices in other countries. The general environment represents the outer layer of the environment. These dimensions influence the organization over time but often are not involved in day-to-day transactions with it. The dimensions Of he general environment include international, technological, coloratura, economic, legal-political, and natural. External nevi reorient represents events originating in foreign countries as well as opportunities for U. S. Companies in other countries. Note in Exhibit 3. 1 that the international dimension represents a context that influences all other aspects of the external environment. The international environment provides new competitors, customers, and suppliers and shapes social, technological, and economic trends as well. Today, every company has to compete on a global basis. High-quality, low-priced automobiles from Japan and Korea have permanently changed the American automobile industry. In cell phones and handheld, U. S. -based companies face stiff competition from Koreans Samsung, Fenlands Monika, and Twains High Tech Computer Corporation (ETC). For many IS S. Companies, such as Google, domestic markets have become saturated, and the only potential for growth lies overseas. Googles mission is to reach even the most far-flung corners of the globe by providing search results in more than 35 languages and a translation feature to users regardless of their native tongue. The most dramatic change in the international environment in recent years is the shift of economic power to China and India. Together, these countries have the population, brainpower, and dynamism to transform the O BEN MARMOT/ASSOCIATED PRESS International The international dimension of the The big idea behind fair trade is that you can actually make globalization work for the poor, says Paul Rice, founder and CEO of Transfix USA- Transfix is the only U. S. Organization authorized to grant the Fair Trade logo to products made from a growing list of crops, such as coffee, cocoa, and sugar, for which farmers in developing entries have been paid a fair price. The Oakland, California-based nonprofit is influencing the international dimension of todays business environment by helping increase the sales of fair trade products around the world. Rice says adhering to Transfix standards is just good business as the global environment grows increasingly important. Indirectly. It includes social, economic, legal/political, international, natural, and technological factors that influence all organizations about equally. Increases in the inflation rate or the percentage of dual-career couples in the Rockford are part of the organizations general environment. These events do not directly change day-to-day operations, but they do affect all organizations eventually. The task environment is closer to the organization and includes the sectors that conduct day-to-day transactions with the organization and directly influence its basic operations and performance. It is generally considered to include competitors, suppliers, customers, and the labor market. The organization also has an internal environment, which includes the elements within the organizations boundaries. The internal environment is composed of current employees, management, and especially corporate culture, which defines employee behavior in the internal environment and how well the organization will adapt to the external environment. Exhibit 3. 1 illustrates the relationship among the general, task, and internal environments. As an open system, the organization draws resources from the external environment and releases goods and services back to it. We will now discuss the two layers of the external environment in more detail. Then we will discuss corporate culture, the key element in the internal environment. Other aspects of the internal environment, such as structure and technology, will be covered in later chapters of this book. 66 global economy of the twenty-first century. If things continue on the current track, some analysts predict that India will overtake Germany as the worlds third-largest economy within three decades, and China will overtake the United States as number one by indictment. In China, per capita income has tripled in a generation, and leaders are building the infrastructure for decades of expansion, as reflected in the countrys hunger for raw materials. In 2005, China represented roughly 47 percent of the global cement consumption, 30 percent of coal, and 26 percent of crude steel. No one can predict the future, but it is clear that however things in India and China shake out, U. S. and other western firms have no choice but to pay attention. The global environment represents a complex, ever-changing and uneven playing field compared with the domestic environment. Managers who are used to thinking only about the domestic environment must learn new rules to remain competitive.

What Are In-State Colleges Should I Go to One

What Are In-State Colleges Should I Go to One SAT / ACT Prep Online Guides and Tips In-state colleges can be great options if you live in a state with a strong university system. But what are the positives and negatives of these schools, and is an in-state school the right choice for you? I’ll go through the pros and cons of attending an in-state college, give you some examples of schools that fit this mold, and help you figure out if you should go. What Are In-State Colleges? For all intents and purposes, the term â€Å"in-state colleges† refers to public universities in your home state.They are colleges that provide specialized aid and tuition breaks to students who live in the state and choose to attend. I will not include private colleges in this category because there is usually no monetary incentive for in-state students to attend. In other words, a student who lives in Massachusetts won't get any tuition breaks if he or she enrolls at Harvard. The Pros and Cons of In-State Colleges There are some pluses and minus to attending in-state colleges that you should take into account before making the decision to apply. I'll list the most significant pros and cons in the next couple of sections. Pros 1. Higher Odds of Acceptance It may be easier to get accepted to an in-state college. In-state students are more likely to actually attend the school after being accepted, and state schools are eager to accept students from the area who may later contribute to the local economy. This trend has become less prominent, however, as schools that face budget cuts are now more incentivized to accept out of state students who will pay a higher tuition price. At UCLA, for example, in-state students now face a lower acceptance rate than out-of-state students (although the UC system overall still accepts California students at a higher rate that out-of-staters). 2. Better Financial Aid and Scholarships Students who choose to attend in-state colleges will have access to special financial aid offers and scholarships.For example, UMASS offers a full tuition scholarship to students who score especially well on the MCAS, the standardized assessment that all Massachusetts public school students must take to be eligible for a high school diploma. 3. Lower Tuition Prices If you attend an in-state school, you will have to pay less in tuition compared to out of state students. This can mean a tuition price that's up to 75% lower than out of state tuition and a total savings of more than $80,000 over the course of four years. However, some university systems do allow students in adjacent states to attend their colleges for close to the same price as in-state students.The University of Minnesota system has agreements with Wisconsin, North Dakota, South Dakota, and Manitoba, Canada that allow for students in those states (and province) to attend while paying similar tuition prices as in-state students. 4. Fewer Extra Expenses You’ll save money on travel expenses. You might even be able to cut out any significant dorm living expenses if you choose to commute and live at home. 5. Government-Funded Research Opportunities Public universities get government funding for research facilities and academic resources, so you will most likely have access to a wide variety of exciting academic opportunities if you’re willing to look for them. Cons 1. Missing Out on the Full College Experience Going to college close to home may lead to less independence and too much reliance on family support.You could beless motivated to make new friends in college because you’ll be able to see your old friends so frequently.In general, you probably won't have access to as many new experiences and places to explore because you’ll already be familiar with the area. 2. Loss of Direction Since state colleges tend to be fairly large, it's easy to get lost in the crowd or find that you don’t have the guidance you need for your academic career. 3. Frustrating Bureaucracy Classes are often difficult to get into, and large class sizes are common, so it may be harder to form relationships with professors or work with them one on one. Major tracks also tend to be more rigid with less room for personalization. Examples of In-State Colleges To give you more of an idea of what in-state colleges are actually like, here are some examples with brief descriptions of their stats and academic offerings. University of California System The University of California state college system is probably the strongest and most competitive in the nation.These universities offer cutting edge research opportunities, and admissions standards can be very high: the acceptance rate at UC Berkeley is an intimidating 18%.There are 220,000 students in the entire UC system, with an average of around 20,000 undergraduates at each of the nine undergraduate campuses listed below. In-state students in the top 4% of their high school class who meet regular admissions standards are guaranteed admission to the UC system (but not a particular campus).Budget problems have made these school relatively pricey even for in-state students, so be warned. UC Berkeley estimates the total cost for one year of attendance for in-state students living in a residence hall at $32,646. Undergraduate campuses in the UC system include: UCLAUC San DiegoUC IrvineUC BerkeleyUC Santa BarbaraUC DavisUC RiversideUC Santa CruzUC Merced The Price Student Center at UC San Diego - this place looks like some kind of luxury resort State University of New York or SUNY System The SUNY system is the largest university system in the world, serving almost 440,000 students total.It also remains among the most affordable of public university systems.You can apply directly to the campus you’re interested in, or 46 of the colleges in the SUNY system (there are 64 total!) use a common form application that allows you to apply to as many as four at once. The university centers in the SUNY system are very competitive and offer many resources to students.Each is known for different program strengths; Binghamton in particular is strong in undergraduate arts and sciences while Stony Brook is known for its hard science programs. The most prominent SUNY schools include: SUNY - University at AlbanySUNY - Binghamton UniversitySUNY - University at BuffaloSUNY - College at GeneseoSUNY - Purchase CollegeSUNY - Stony Brook University The SUNY Binghamton campus with an abundance of fall foliage Texas University System Texas has some really great state universities that offer a wide variety of programs and opportunities to students.UT Austin is probably the most famous of the schools in the UT system with an enormous library, top-rated academics in everything from architecture to biology, and an excellent liberal arts honors program.UT Dallas attracts more science and technology oriented students and has a bit of a nerdier feel.Texas AM is known for its school spirit and engineering programs - it also has the largest university campus in the country.The vast majority of students at these universities hail from Texas originally. These schools include: University of Texas at AustinUniversity of Texas at DallasTexas AM UniversityTexas Tech University A cool fountain where students hang out on the UT Austin campus Should You Go to an In-State College? Now that you know more about the benefits and drawbacks of in-state colleges, you’ll need to do some self-reflection so you can decide whether an in-state school is right for you. The first thing you should consider is cost. This is often the biggest difference between in-state and out-of-state colleges.At the University of Florida, for example, undergraduate tuition and fees for in-state students are $6,130 for a year, but tuition and fees for out-of-state students are $28,278.This can make a huge difference in your level of college debt and may even make it so you can just pay for college out of pocket. If you’re really worried about how you'll pay for school, in-state colleges are a great option.However, try not to make a decision solely based on cost if you believe the school isn’t a good fit for you.Many out-of-state and/or private schools offer significant financial aid if you have a demonstrated need. The next thing you need to think about is whether or not you want to go to college close to home.If you have trouble adapting to change, an in-state school may be better for you to reduce anxiety in the transition to college.Think about other times that you’ve had to move or switch schools. Did you deal well with it, or was it really tough?These experiences will give you clues as to whether you’re ready to travel far away for college. You may also want to stay close to home so you can help out your parents or maintain a relationship with the community in your hometown. There might be special support resources that are accessible to you close to home but aren't as readily available in other areas. Consider the needs that you and your family have to decide whether it's a smart idea to stay close by. If you want to start over in a new place and get some distance from your parents, an out-of-state school may suit you better.College is a great way to gain access to new and diverse experiences and people.If you have an extroverted personality and want to be able to explore beyond your familiar surroundings, going to college in a different part of the country could be a really great opportunity for you.You’ll be able to meet new friends and start formulating your identity apart from your time in high school. You should also think about your academic goals and figure out what resources your in-state school offers to undergraduate students.You may be interested in a certain field or program that isn’t particularly prominent at your state school.If you’re considering doing academic research in college, you should make sure you will have access to the proper facilities and to professors who are experts in the field. #squadgoals? Following Up To make a final choice on whether you should go to an in-state college, you’ll need to do more research on the public schools in your home state.Some questions you should think about include: What’s the social scene like? Is the food good? What kind of housing is there? How large and diverse is the student population? What are athletics like? What majors are offered? To get started in your research, take a look at the college search sites I recommend in this article.Try signing up for a profile on Cappex and searching for in-state schools.You’ll find a wealth of information on various aspects of campus life that incorporates student reviews and feedback.You’ll also find hard data on tuition, enrollment, admissions, and other statistics.This should help you get a clearer idea of whether an in-state school will fit your needs. In-state colleges provide excellent opportunities for students who are looking to spend less on tuition and still get a great education.If you’re worried about the costs of college and think you’ll be happier living close to home, you should seriously think about attending an in-state school.Just make sure to fully evaluate all the concerns you have about college and how they relate to the conditions at your state school before committing. What's Next? Want to learn more about the real costs of attending college? Check out this article on how much you can expect to pay for higher education. Can't decide whether you should go to a big or a small college? Take a look at my article to learn more aboutwhich type of school will be better for your needs. If you're still not sure how to begin your college search, read my guide on how to choose the best college for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

60 Synonyms for Trip

60 Synonyms for Trip 60 Synonyms for â€Å"Trip† 60 Synonyms for â€Å"Trip† By Mark Nichol Going somewhere? Consider being a bit more specific about what type of experience you’re going to experience: 1. Adventure: a trip involving some risk 2. Boat trip: see cruise 3. Business trip: a trip to another location for the purpose of conducting business 4. Campaign: a trip involving stopping at more than one destination to achieve a larger goal; originally, referred to a military enterprise of this nature 5. Circuit: a trip undertaken regularly as part of an official schedule 6. Commutation: see commuting 7. Commute: a regular trip taken back and forth, especially from home to work and back 8. Crossing: a trip, generally over a large body of water or through challenging terrain 9. Cruise: a trip conducted on a vessel on one or more bodies of water 10. Drive: a trip taken in a motor vehicle, often for the purpose of enjoying scenery and/or traveling to a place for enjoyment 11. Entrada: see expedition 12. Errand: a usually short trip to conduct business for oneself or another; earlier, meant a diplomatic mission 13. Excursion: a short trip taken for pleasure; also can mean a deviation from a planned or expected course; see also expedition 14. Expedition: a trip conducted for a specific reason, such as exploration or scientific discovery or to achieve a military objective; also, a jocular way to refer to a meticulously planned personal, family, or group trip (can also refer to those undertaking the trip, and, as the noun form of expedite, means â€Å"speed†) 15. Field trip: an officially organized trip undertaken by students or a group for educational purposes 16. Flight: a trip undertaken by air 17. Foray: a trip, perhaps one taken outside expected parameters; also, an attack or invasion 18. Grand tour: an extended trip often for educational purposes; also, a traditional extended trip around Europe as part of a British gentleman’s education and personal development 19. Hajj: a required trip to Mecca undertaken by Moslems (see pilgrimage); also, generically refers to a secular trip 20. Hike: a walk, often in the wilderness or an area set aside for outdoor activities, taken for enjoyment and/or exercise 21. Hop: a short trip, especially by air 22. Jaunt: a pleasure trip; originally referred to an exhausting trip 23. Journey: a trip; originally referred to a day’s travel (ultimately from the Latin term diurnus, â€Å"day†) 24. Junket: an official trip made at someone else’s expense, often with limited justification 25. Long haul: an extended trip 26. Migration: a trip to another location, either to settle or, for animals, to avoid a period of adverse weather conditions 27. Mission: a trip undertaken for a strategic objective 28. Odyssey: a long, arduous trip involving perils and/or resulting in enlightenment 29. Outing: a short pleasure trip, especially to enjoy the outdoors; also an athletic performance or event, an appearance or performance by a writer or performing arts, or the identification by others of a public figure who had been concealing their homosexuality 30. Overnight: a trip involving participants staying at the destination until the next day 31. Passage: a trip usually by air or sea; also, accommodations during such a trip 32. Perambulation: a trip on foot 33. Peregrination: a trip, generally on foot 34. Pleasure trip: a trip taken for enjoyment rather than for a practical purpose 35. Pilgrimage: a journey to a sacred place or to a location that has significant personal meaning 36. Procession: a trip, often involving multiple travelers and complicated preparations, often of an official or ceremonial nature 37. Progress: see circuit, expedition, and procession 38. Quest: a trip with the objective of finding something or making a significant literal or figurative discovery 39. Ramble: an aimless or loosely organized trip 40. Ride: see drive; also, a similar trip on another type of vehicle or mounted on an animal 41. Road trip: a self-organized trip involving extensive travel in a motor vehicle 42. Round trip: a trip that culminates in a return to the starting point 43. Safari: from a Swahili word for â€Å"journey,† taken from Arabic; connotes a hunting trip, especially in Africa, though in many present-day safaris, the shooting is done with cameras, not guns 44. Sail: a trip on a sailboat or sailing ship 45. Shlep: an arduous trip; also means â€Å"a loser,† and as a verb means â€Å"to carry or drag† 46. Slog: see shlep 47. Spin: see drive 48. Survey: a trip undertaken to observe phenomena and/or record data 49. Tour: a trip involving stops at multiple destinations, often organized by a company or organization for paying participants; see also â€Å"grand tour† 50. Tramp: a walking trip; also used in the phrase â€Å"tramp steamer† to denote a freelance cargo ship 51. Transit: see crossing 52. Travel: generally used in plural form to describe one’s experiences going on trips 53. Traverse: see crossing 54. Trek: to take a trip or migrate, with a connotation of length and difficulty 55. Vacation: a trip taken for leisure as a respite from work or from normal life in general 56. Venture: see adventure 57. Visit: a trip undertaken to spend time with friends or family 58. Voyage: originally, any long trip, but now confined to those over a large body of water 59. Walkabout: a migratory trip in Australia 60. Weekend: a trip away from the usual environment between one workweek and the next Want to improve your English in five minutes a day? 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For Cullen and Gilbert 'rehabilitation should be the major goal of any Essay

For Cullen and Gilbert 'rehabilitation should be the major goal of any correctional system'. Critically discuss this proposition - Essay Example In addition, the strengths and weaknesses are also imparted to be able to portray the potential gain of the whole system and even the limitations. The main view of Cullen and Gilbert can be considered as positive theories to answer the problems of criminology. Rehabilitation is the main objective that can be projected in relation to the effect of application in the behaviour of the detainees. The positive view of the theory can be considered as a priority in contrary to that of the old theories of justice that involve deterrence and retribution. Through the course of modern justice system, it can be considered that the role of rehabilitation on the reform of the offenders had taken the main road and had produced influence. The said influence had developed on the turn of the 1900s wherein the development and changing of the characteristics and the attitudes of the criminals and offenders had been projected as the main solution for the decrease of the number of crimes (Cullen and Gendreau, 2000). Through the 70’s toward the end of the century, the effectiveness and the feasibility of the rehabilitation approach in the correctional systems had been criticized and questioned. Basically as the rehabilitation theory affirms that the crimes had been committed by the offenders on the basis of the problems in behaviour and inadequate decision making, critics believe that the process cannot help the society lessen criminals but there are dangers that rehabilitation cannot fully discipline the offenders. This can then pose danger to the welfare of the people (Wilson, 2005). In the presentation of the view of Cullen and Gilbert on the proper approach for correctional system, it is important to be able to present the different pros and cons. For that matter the criticisms of the rehabilitation theory is needed to be studied and scrutinized. The main scenario in the study undertaken by Cullen and Gilbert relates to the world in the

RISK MANAGEMENT 3PL (THIRD-PARTY LOGISTICS PROVIDER) Dissertation

RISK MANAGEMENT 3PL (THIRD-PARTY LOGISTICS PROVIDER) - Dissertation Example Also, the logistics industry is transforming speedily because of lack of control in transportation scenario due to TPLs working in the technologically advanced environment of internet, e-commerce, and other electronic ways to offer logistics services (Marsh, 2007). TPL has been variously defined in literature. A definition of TPL by Knemeyer & Murphy (2005, p. 710) citing Murphy and Poist (1998), point out that TPL involves â€Å"a relationship between a shipper and a third party which, when compared with basic services, has more customized offerings, encompasses a broader number of service functions and is characterized by a longer-term, more mutually beneficial relationship.† It is a narrower definition of TPL focusing on the word â€Å"relationship†, highlighting the long term outlook of the TPL for completing various strategic functions. When it comes to managing risks, sufficient literature is available on risk management in general, but when it comes to risk ident ification, research related to identification of risks is still in nascent level. Companies need to invest resources in attempting to identify the risks systematically; nevertheless, methods to follow systemic approaches are few and scarce. The similar viewpoint is offered by Zsidsin et al., as cited by Rao & Goldsby (2009, p. 98) that â€Å"few studies exist that explore the key constructs necessary for assessing supply [chain] risk†. The research gap between risk identification and risk mitigation, therefore, needs to be worked out by selecting Saudi Arabia, a country of the Middle-East. The example of Saudi Arabia can set the pace for creating better understanding on TPL risks in an emerging field, as developed Western countries have already seen it happening along the complexity of the risk types and their management. Further, selecting a country as a methodology would help in finding ways of improving the current situation of the TPL firms in Saudi Arabia. Addition of el ectronic interface to the TPL industry has increased its liability risks, such as failure to securely provide reach and connectivity to its internet and extranet portals. These risk exposures are unforeseen and are not always binding by contracts. As customers of TPLs are equally technology-efficient, therefore, exhibit least inclination to be partners in liability risks with TPLs, thus, increasing risk exposure of TPLs. For instance, websites of TPLs are very interactive for providing a good user experience to their customers for selecting freight carriers, checking about shipments or stock, and sending shipment instructions. Thus, various liability risks could be related to TPL functions over internet reach for completing shipping, billing, and claims documentation procedures, tariffs, posting of carrier, stock, tracking, and management of transportation, load, administrative services, claims etc. among others (Marsh USA, 2007). Although TPL network has become highly globalised bu t considering the country-specific example, which in this case is Saudi Arabia, one can see that growth of TPL in the Middle East countries is relatively not as dynamic as in developed countries of Europe and the USA. When it comes to approximation of TPL risks and risks mitigation in Saudi Arabia, one finds handicapped due to the lack of empirical data across the whole Arab region although research reveals that overall

Literature Review On Skills For Life Education Essay

Literature Review On Skills For Life Education Essay Introduction The importance of the education sector of any country lies in its ability to meet the production demands of its economy. The shaping of traditional education (where students are passive learners), for example, was mostly done at a time where the Government needed the mass to conform to the decisions of the elites (Botsford, 1993), who were the ones to be able to access the best form of learning, which the mass could not reach, irrespective of their abilities (Kelly, 2004). As the needs of the society changed, so did the educational system. From the DFEE report (Department for Education and Employment, 2001), a need for an improvement in basic skills has been identified, hence the document Skills for Life. The Leitch Review (2006) also reinforces the need of the UK society to meet the demand of higher level skills in the job market. This report analyses the impact of the Skills for Life (SFL) document on the curriculum that I am teaching (Postgraduate Diploma in the Lifelong Learning Sector- DTLLS). It is developed in the following manner: A literature review on SFL An evaluation of the curriculum design model being implemented and the impact of SFL on the curriculum The above mentioned impact is also evaluated via the analysis of interviews carried out with the Awarding Body and a College representative and a questionnaire filled by the students in the course of an activity conducted in a session on Skills for Life and the extent to which as a teacher I can influence the curriculum and hence the DTLLS programme itself. Literature Review on Skills for Life Policies are introduced to solve issues identified. The Skills for Life (Department for Education and Employment, DFEE, 2001) endeavour was an attempt by the Government of that time to maximise the earning capacity of citizens by increasing the levels of their essential skills including literacy, and numeracy. The then Secretary of State, Mr D. Blunkett (DFEE, 2001) stated that there were, shockingly, seven million Britons who did not know how to read and write and use numbers. These skills are important throughout an individuals life hence the name Skills for Life. The document discusses on how illiteracy can affect a person physically and emotionally in terms of not being able to do certain tasks by himself/herself, which, consequently, can affect his/her self confidence. The vision expressed in this document is the eradiation of illiteracy and low numeracy skills, (DFEE, 2001). The DFEE proposed to achieve such targets by introducing national standards for numeracy and literacy, assessment tools that will diagnose the exact areas to be improved, and resources to support this endeavour. The department also suggested the training of teachers as specialist in these domains (literacy and numeracy) and promoting and motivating the involvement of learners and those who can support their learning process. This will undoubtedly require quite an effort because it not only means improving the levels of those who have already passed through the formal education pe riod but also ensuring that those who are still in that period do not face the same problems in terms of their functional skills (literacy, numeracy and ICT). One of the major influences of this project is the Moser Report (DFEE, 1999) which is based on research such as It Doesnt Get Any Better. The impact of poor basic skills on the lives of 37 year olds by Parsons and Bynner (1997) and Skills for Life national needs and impact surveys (2003) carried out by the DFES (Department for Education and Skills). Literacy and numeracy levels can be classified from Pre Entry to Level 2 and above (Pre Entry, Entry level 1 to 3, Level 1 and Level 2 and above). Basic skills have sub elements, for example literacy has reading, writing, speaking and listening (The Sector Skills Council for Lifelong Learning, LLUK, 2007). The overall level of a learner will be determined by what they achieve in each of these sub areas. Parsons and Bynner (1997) found a relationship between low levels of literacy and numeracy and many social issues that the learners faced. Such a link is quite obvious because if a person is not able to read and count adequately, he/she wi ll not be confident in social interaction. A solution was put forward in the form of the Leitch Review (2006) where one of the main arguments was that Britain was losing ground in terms of the academic strength of its population compared to countries such as India and China. Another point that I quite agree with is that the educational system of the country should produce individuals with the qualifications which are being demanded by the job market. Therefore if there is a need for increased levels of functional skills, this is the area where the educational investment should be poured. These findings concurred with the survey, conducted by the DFES, which mentioned low levels of literacy and numeracy (2003). The reasons suggested for the lower levels were the social and economic background of the individuals, the extent to which they stayed in education and whether English is their first language or not. The last factor is obvious in my teaching practice. I teach international students for whom low literacy level (English) proves to be a barrier in the achievement of their course. These students are studying a Postgraduate Diploma in the Lifelong Learning Sector, after which they aspire to gain a Qualified Teacher Status in the Lifelong Learning Sector, teaching adult learners. Despite being highly literate in their native language, they find it difficult to critically analyse concepts (an essential skill at their level of studies) due to their low English level. This is where the importance, of the impact of the Skills or Life policy on the programme that I am currently teaching, is apparent. Because of the embedding of strategies to improve the student-teachers functional skills (which are the skills promoted by the policy) the language barrier that they face during this course is being addressed by the curriculum being taught. Over the years, the meaning of the term curriculum has evolved specially with the development of the perceived purpose of education. Thus, there are various types of curriculum identified, among which the learner focused curriculum (Brown, 2003) predominates learning in the institution where I teach. Right from the start of the learning journey of a student, we carry out an initial assessment to identify the needs of that learner and to formulate their individual goals with regards to the course. The delivery and assessment of the curriculum are then shaped bearing in mind the information obtained from these initial and any subsequent assessments done thereafter. Based on the course specifications which are provided by the Awarding Body, I have prepared the curriculum of the course that I teach: Postgraduate Diploma for Teaching in the Lifelong Learning Sector (DTLLS). During this process, I had to incorporate the requirements of Skills for Life through embedding literacy, numeracy and ICT. The Lifelong Learning UK (LLUK) an independent organisation providing guidance to educational stakeholders about the developments in this sector- elaborates on how the learners needs, with regards to their functional skills, can be addressed (Lawton and Turnbull for the Sector Skills Council for lifelong learning on behalf of LLUK,2007). Guidance is given with regards to every aspect of the teaching and learning process namely the resources used, the classroom environment, the teaching and learning approaches and communication strategies. The logic behind embedding these skills is that no matter what a student is learning, he/she will be developing his/he r skills for life, be it knowingly or unknowingly For example by using presentations, the learner will not only be demonstrating knowledge about the topic but also will be improving his/her speaking and listening skills. From the very start of the learning process, therefore, the principles of the Skills for Life project are embedded: the initial assessment process includes a skills test so that their learning plan can include improvement of such skills (for example combining their main courses with a skill course depending on where their need lies). Therefore, developing a curriculum with the principles of the SFL project concurs with the constructivist approach (Bruner, 1960)-which involves constructing learning adopted by my institution. Thus the impact of the SFL principles on the curriculum relevant to my practice has caused it to improve. But investing in skills is not always an applauded endeavour. Investing in human capital has been from long the priority of the Government. There has been a link pointed out between educational background of individuals and their social and economical success. Investment in learning in the 21st Centrury is the equivalent of investment in the machinery and technical innovation that was essential to the first great industrial revolution (DFEE, 1997a, pp.15, cited in Coffield, 1999) I would agree with Coffields (1999) argument that focussing on the Human Capital Theory (HCT) enables politicians to overlook other factors which could have contributed towards the economic status of individuals. Karabel and Harsley (1997) further criticised this theory saying that it puts the blame of being poor on the poor! Investing in human capital does seem to be profitable for the population. But as Levin and Kelley (1997) pointed out, this theory does not state where the individuals will go after being educated if there is no job market for them. Being given that the investment has already been done, the best we can hope for is that it has been profitable. When any policy is suggested and implemented by the Government, I feel the urgency of trying to find its political implications. In an article in the Guardian, Kingston (2006) quotes Mr. Wells (the then Director of the Basic Skills Agency) as criticising the Labour Government for exaggerating the number of adults in the UK who cannot read and write to make their task seem more successful. Vignoles (cited by the Press Association, 2009) further argued that trying to develop literacy skills at an adult age might not be effective because such skills are more easily developed at an early age. Personally, I do not believe that more difficulty teaching adults language is reason enough to completely eradicate the benefits that such a project brought to many individuals: improved chances in terms of job seeking, more confidence, a better social life, among others. Even if the Gover nment may have a hidden agenda for starting the Skills for Life project, the focus brought on these skills have enabled educationalists to give even more weight to their learner-centred approach in designing their respective curricula around very crucial needs of the learners- Basic Skills. This leads us to the analysis of the impact of the SFL policy on the curriculum I teach. Implications of the policy for curriculum change and pedagogy There is much debate about what is to be called a curriculum. With the shift of focus from the teacher to the learner, curriculum is moving away from being just content to be completed during a time period syllabus- and more of a learner centred approach (Dolence,2003; Coles, 2003). For the purpose of this report, Wojtczaks (2002) definition will be adopted. According to him, curriculum is An educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation. (Wojtczak, 2002, pp 6) Therefore, the construction of a curriculum can start from its objectives, its content and the methods used to teach. If Tylers (1949) four questions with regards to curriculum design are considered, another approach of curriculum models can be added namely evaluation (Kelly, 2004). The curriculum I use is designed from the Lifelong Learning teacher training programme. The key driver of the curriculum set by the Awarding Body is the assessment criteria. As the teacher trainer I derive the outcomes to be achieved from the assessment criteria and the content set by the Awarding Body. This is done by discussing the assessment criteria and how to achieve them as a class exercise with the student-teachers at the start of a Unit. The rationale behind this is that if the students are shown what they need to achieve from the start, the learning journey becomes easier. The teaching and learning methods and formative (or ongoing) assessment tools are developed from the outcomes with close adaptation with regards to the learners targeted (in line with being learner focused) whereas the summative assessment is set by the Awarding Body. It is important to note that wherever the starting point of a curriculum design may be, it will have to use the four approaches identified by Tyler (1949). For example, although I designed the curriculum for Lifelong Learning for my College by forming objectives from the assessment criteria, I still need to adhere to the content expected and apply the appropriate teaching methods. At this point it is important that I differentiate between the Unit aims provided by the Awarding Body and the learning objectives that I derive with my learners which are based on the assessment criteria. The learning objectives formed with the learners are more detailed than the aims prescribed by the Awarding Body  [1]  . Since they are formed by the learners (guided by the teacher trainer), they understand better the reasons for these outcomes and thus are able to take control of their learning process (Knowles, 1984). It is also important to differentiate between the prescriptions provided by the Awarding Body and the curriculum that I design for my student-teachers. For the purpose of this part of the report, the curriculum to be analysed will be what I design in terms of a long term plan of how the assessment criteria set will be achieved (the teaching methods, activities, the assessment techniques and resources to be used). The manner in which I build up my sessions is thus objective based (firstly because the assessment criteria set by the Awarding Body act as general objectives and secondly because I derive specific objectives to be achieved with my students) which can be said to be very precise and scientific (Kelly, 2004). As Bobbitt (1918; cited by Kelly, 2004) stated, the learners are more focused in terms of what they need to complete to achieve the certificate. Building a curriculum from objectives has been criticised by Kelly (2004) as assuming passive learning. The learning goals seem to be more extrinsic. This is closer to the behaviourist approach to learning where the learners are moulded to achieve goals, which most of the time, are derived for them. Szasz (1991) strongly criticised such an approach to education stating that humans, unlike animals, need to have intrinsic motives to learn. If Kellys (2004) thinking is considered, one might have the impression that this curriculum is closer to training as opposed to education. According to him, training is very focused on what knowledge is to be gained and does not consider the students at all. But this is where the combination approach to curriculum design comes as a rectifying tool. Although the curriculum starts with objectives (based on assessment criteria), I can adapt the learning journey of my student-teachers through the teaching and learning methods that I use  [2]  which include embedding the requirements of SFL. The curriculum content for the DTLLS programme was introduced after the SFL project. When this project came to be put in place, it has, thus, affected the curriculum that I utilise in two ways. Firstly, SFL amplified the skills required as teachers to include minimum core areas. Secondly, the teachers had to learn skills to embed these minimum core subjects- literacy, language, numeracy and ICT- in their teaching strategies. These two aspects are linked because to be able to address the needs of learners, teachers must have an adequate level of these skills themselves  [3]  . Every Unit of the teacher training programme has opportunities for the student-teachers to improve their own functional skills. This will enable them to be in a better position to identify the SFL needs of their learners and adapt their teaching strategies accordingly. Therefore, each part of the curriculum has to reflect SFL in these two aspects: developing the student-teachers own minimum core skills and equipping them with the ability to develop those of their students. Taking Wojtczaks (2002) definition of curriculum, SFL will have to be reflected in: the goals and objectives to be achieved the methods to be used in the teaching and learning process The above will again be in two folds: as a student-teacher and as a future educator, that is, the improvement of the student-teachers own SFL and his/her ability to embed the minimum core subjects in his/her teaching. To be able to start this teacher training, the student-teachers have to have a level 2 in Literacy and Numeracy. This is conducted, using the skills test, which was developed by the Secretary of State in 1999, following the Green Paper published by the Department for Education and Employment (DFEE) in 1998 on improving skills of teachers (Blunkett,1998). Thus, right from the start of their learning journey (Lawton and Turnbull for the Sector Skills Council for lifelong learning on behalf of LLUK,2007), the student-teachers feel the impact that these skills mentioned in the SFL policy will have on their teaching and also their learning processes. The Individual Learning Plan of the student-teachers then will contain individual objectives to be achieved in terms of their functional skills. The goals are negotiated in line with the principles of Androgogy (Knowles, 1984) as part of my motivation strategy. With regards to the teaching methods, with each Unit of the DTLLS programme, as the teacher educator, I had to make sure that the improvement of these skills was being encouraged. This was done by encouraging more group discussions and presentations and, more recently, by including a literature review hour where the student-teachers will be discussing on the articles and books that they have recently read. These will not only improve their communication and discussion skills and develop their research skills (which are crucial for the professional development of a teacher) but also will enable them to construct learning in line with the principles of social constructivism (Vygotsky, 1978; Bruner,1986, 1990, 1996). Although great emphasis is not made on Numeracy Skills in this teacher training programme (unless the specialist area of the student-teacher is related to numbers such as science and mathematics), there are aspects of these skills which, as a teacher educator, I can develop in my learners. Part of the continuous professional development of the student-teachers is being able to evaluate their own skills. In the second part of the training programme, the student-teachers learn to represent data in a simple graphical manner to be able to interpret the extent of success or a particular teaching method. If such exercises are carried our frequently, the student-teachers improved numeracy skills will enable them to better explain their continuous professional development. Another important aspect proposed by the SFL project is computer skills, which the majority of the student-teachers lack. In the current age, where learners are digital natives  [4]  (Garrison and Anderson, 2003), future teachers cannot afford to be below average in ICT  [5]  skills. Their responsibilities include not only to improve the ICT skills of learners who are not in tune with their peers but also to challenge the skills of the digital natives. The curriculum has thus to comprise of strategies such as use of computers for research and presentation purposes  [6]  . During the completion of the teacher training programme, the student- teachers have to build up their teaching (planning and delivery) and assessment strategies. For each of the strategy developed, they need to demonstrate how they will embed the principles suggested by the SFL project. When embedding these principles in teaching my student-teachers, I am also giving them ideas which they themselves can use in their own teaching practice. It is to be noted, however, that their embedding strategies have to be specific to their own specialist area. The SFL endeavour has thus influenced the teacher training programme to a very large extent. Not only do the student-teachers need to develop their own skills as part of their Continuous Professional Development, but they need to create and/or adapt ways to improve the skills of their learners. Thus the curriculum that they have to follow as learners (and I have to follow as their educator) has to promote the development of their functional skills, be it in terms of the goals to be achieved or the methods and resources to be used. As future teachers, they need to be well equipped with regards to their own SFL to be able to facilitate the learning process of their learners. The purpose of this research is to ascertain the impact of the Skills for Life policy on the curriculum that I teach. After reviewing the literature on the topic and an initial analysis of the SFL policy on the DTLLS programme (which affects the curriculum I build for my teaching), I wanted to analyse the views of three main stakeholders of the College- the department executive, the students and the External Verifier from the Awarding Body- on the matter. Evaluate curriculum changes resulting from the policy / research document. Because of the individualised nature of collecting opinions, a quantitative approach to data collection and analysis will be quite useless (Miles and Hubermans, 1994). Moreover it is the depth and meaning of the data which I am after and therefore a qualitative direction seems to be more appropriate (Bryman, 2001). The data collection tool chosen for this purpose is semi structured interview (Appendix A). Semi structured interviews combine the benefits of structured and unstructured ones. They not only provide the interviewee with the freedom of expressing his/her views in detail (which is required to obtain a deeper understanding of the opinion given), but also, with the questions set by the interviewer, the discussion is more focused on the relevant topic (Horton, Macve and Struyven, 2004). Instead of hindering my conclusion, the subjective nature of this tool (Bryman, 2001) will, hopefully, provide new ideas about the project. Because it is also very specific to the curriculum that I teach, the issue of inability to generalise the results (Bryman, 2001) will also not arise. The third stakeholder to be questioned will be the student-teachers. A session will be conducted on Skills for Life (Appendix F) after which the student-teachers will be asked to work in groups to fill the questionnaires (Appendix B). To ensure confidentiality (Bryman, 2001), the names of the stakeholders will not be disclosed. The results of these two approaches are analysed below. The student-teachers seem to grasp the impact of the SFL policy on the DTLLS programme and even identified the aspects of the programme which develop their own basic skills. As one of the groups mentioned the objectives that they have to achieve have been affected by the SFL policy in that they have to Embed minimum core subjects in the curriculum (Extracts from questionnaires, Appendix D). On the other hand, both the External Verifier and the Vice Principal of the College described the link between SFL and DTLLS programme quite similarly in terms of development of the student-teachers own skills and embedding strategies that he/she has to implement to develop that of his/her students (Appendix C). As the Vice Principal suggests: à ¢Ã¢â€š ¬Ã‚ ¦ DTLLS students have, to apart from a select group of specialists who do are not involved in SfL, consider SfL as a key focus for all their work. Approaches to delivering DTLLS therefore have to be adapted to achieve SfL requirements (Extract from transcript, Appendix C) I quite agree with both of them that the programme as it stands, although it does offer resources and teaching methods that reflect SFL principles, can still be improved. Offering an optional module which is specific to SFL instead of the fragmented state it is now (as the Vice Principal states) will provide the student-teachers with unique skills that are very much in demand in the education market. As mentioned before, the DTLLS programme came after the SFL policy. However, had there not been this policy, the programme would not have included the minimum core requirements as it does now. The impact that the SFL policy has on the DTLLS programme will inevitably affect the curriculum used to deliver it. This leads us to the evaluation of the curriculum built on the basis of the assessment criteria and general objectives prescribed by the Awarding Body. The first aspect to be analysed is the purpose of the evaluation. Most evaluations done are to determine the extent to which set objectives are being met (Tyler, 1949; Kelly, 2004), that is summative evaluation. However, a more meaningful evaluation would be one which assesses the objectives themselves. As Kelly (2004) states, curriculum should be subject to continuous evaluation as an essential element of continuous change and development (pp 36). This leads to the next issue which is choosing a model of curriculum evaluation. According to Kelly (2004), this should match the curriculum model adopted, otherwise the criteria of evaluation will not reflect the purposes of the planners or the teachers (pp 139). The DTLLS curriculum that I developed is based on a combination of the four perspectives proposed by Tyler (1949) with objectives as starting point  [7]  . But if I use an objective model of curriculum evaluation, it will not serve my purpose as it will only identify success or failure of achieving the objectives set (Kelly, 2004). According to MacDonald, a more holistic approach would be assessing the projects impact on the educational system and the types of evaluation problems which the impact would throw up (1973, pp 83 cited by Kelly, 2004, pp 142). As mentioned before, the curriculum is designed on the basis of the outcomes derived from the assessment criteria set by the Awarding Body. This enables the student-teachers to be focused on what is to be completed to achieve the Units. But one of the consequences of such an approach is a decreased possibility of achieving unintended (but potentially beneficial) outcomes. Although the student-teachers do have to attain a certain level in the minimum core subjects (similar to SFL), if they are already at that level there is no incentive to improve them further (since there are no specified needs to do so in the curriculum). Developing SFL is often drowned in the achievement of the multitude of other objectives to be achieved. Having said that, with the embedding strategies -where the student-teachers learn to develop the minimum core subjects of their own students- the picture is more promising. This is because the focus is then on developing these skills. But the extent to which my curriculum evaluation will be considered by the Awarding Body is questionable. If we take the interview carried out with the EV (Appendix C), when I was discussing about agreeing a date for the interview, she initially did not see a link between SFL and DTLLS, To be quite honest with you Shaivi, at first I thought that there was no direct link. Basic Skills is what it saysà ¢Ã¢â€š ¬Ã‚ ¦..basic. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ But if we analyse it deeper, we can see that one of the requirements for teachers on the programme is to have a level 2 in literacy, numeracy and ICT. (Extract from transcript, Appendix C) After I explained my project and my point of view, she agreed with me and hence the interview was much more useful. The Vice Principals suggestion that SFL delivery techniques should be added as an optional module to the curriculum as the next cycle of improvement is valid because this will increase the marketability of the award. But, although the External Verifier shared his views, from our experience in terms of suggestions we made, it is doubtful that she will take it on board and suggest it to her institution. Thus as a curriculum developer, although I can certainly build up outcomes which will further improve the minimum core levels of my student-teachers, the extent to which I can influence the curriculum development is restricted. This brings us to the argument that the External Awarding Body still has a very strong hold on what is important in terms of delivery and assessment. The extent to which they will consult the Delivery Centres (such as my College) to determine or assess what is to be delivered is quasi nil, that is their own evaluation of the DTLLS programme and resulting curriculum seem to be more autocratic (Mac Donald, 1975, pp 133, cited by Kelly, 2004). A more democratic approach to curriculum evaluation (where the teachers are involved) would have served the purpose of meaningful continuous curriculum development (Kelly, 2004). If we were to measure how stringent the Awarding Body is with regards to the four perspectives of curriculum identified by Tyler (1949)-Appendix E- we can see that assessment has a medium level of stringency since we can choose the evidence linked to practice to be included in the portfolio from a set list. The same is with the specific objectives which we can form on the basis of the assessment criteria set by the Body, which is thus the key driver of the curriculum. The only way that the curricula will differentiate in different centres is through the delivery methods being used and the objectives to be set (which is however based on the assessment criteria set by the Awarding Body). Centralised control (Kelly, 2004) is apparent over the content of the curriculum. This also demonstrates how the programme is driven by its assessment process (Kelly, 2004). Any method or activity used is geared towards the final portfolio of evidence of achievement of learning (based on the assessment criteria set by the Awarding Body). The DTLLS programme, although very specific to the age group the student-teachers are being trained to teach, have similar outcomes to the other programmes on the market (Postgraduate Certificate in Education for Post Compulsary Education) with regards to strategies of embedding basic skills. Because the student-teachers are mostly international, they have specific timeframes within which they have to complete the programme. Therefore, they do not have time to explore the topics in dept