Emotions Essay

How important are your emotions in your life? There are many factors involved in making decisions but the most important are the emotions. My whole life is full of decisions that I made using my emotions. Emotions are the best way to make decision because emotions give a different point of view of the reality, help to choose the right options, and they are the key to success. Firstly; emotions always give me a different point of view of the reality. When I was eleven years old, I had a friend that was always in trouble.I decide to don’t talk to him anymore because he was a bad influence to me. But when I get home I feel bad for him. I decided to call him and invited him to my home. There I talked with him about his attitude. He told me that he acted like that because he did not have friends. For that reason he all the time was mad and sad. We spent the whole afternoon playing football. Then I realize the amazing person that the boy was. Since that day we have been friends and he made a lot of friends in school. That day my emotions let me see the right view of the reality.Secondly, emotions help me to choose the right options. When I was a kid my parents put me in a English course after school. No one of my friends liked that course; all of them decide to change it for a funnier course. I talked to my parents about that but they did not let me change the course. All of my friends told me to change the course without telling my parents. In that moment I have that decision in my hands. I realize that my parents put me in that course because they love me and I could not betray them. I felt the need to pay that love with responsibility.So, I decided to keep going to the English course. After many years, I can say that decision was one of the best decisions in my life. Thirdly, emotions are the key to success. I am senior in high school and I want to be a successful student at college. Looking for colleges is very stressful specially because some of them have really specific requirements. For me Rutgers was the university that I want to get accepted but their requirements were very high. I really want to get accepted but at the same time I was scary to get reject.But my emotions give me the confidence to see that I have a lot of qualities that make me an excellent student to get accepted in that university. Therefore, my emotions give me enough bravely to success. Therefore, the most important factors to make decisions are the emotions. I always make decisions using my emotions. And all of those decisions give me a lot of good moments. Emotions give us a different point of view of the reality, help us to choose the right options, and they are the key to success. So, it is your chose how your emotions will influence your life and your future.

Becoming A Woman And Accepting It Essay

Becoming A Woman 1 At first reading, Elizabeth Bishop’s â€Å"In The Waiting Room† is a world full of wonderful imagery. I did not care what it meant, I just enjoyed the way she described what she saw in the National Geographic while waiting in a dentist’s room. I can perfectly see in my mind when she wrote about â€Å"the inside of a volcano, black, and full of ashes; then it was spilling over in rivulets of fire †¦ Babies with pointed heads wound round and round with string† (Bishop, 1977). The second reading, I began to wonder what she meant with â€Å"But I felt: you are an I, you are an Elizabeth, you are one of them †¦ Why should I be my aunt, or me, or anyone? † I thought maybe she has an identity crisis or something like that so I reread it again. This time, the phrase â€Å"I said to myself: three days and you’ll be seven years old† stuck on my mind. And that’s when everything clicked. I felt that with her seventh birthday coming on (for me, this is an idiom for a woman’s rite of passage like her eighteenth birthday or another significant event), Elizabeth feels she’s finally becoming a woman. When I say becoming a woman, it’s the transition from being a carefree girl to an adult female with responsibilities. She’s quite agitated by it, not quite sure if she could be like her aunt and the rest of the adults. Elizabeth is anxious and is not ready to become a woman, but whether she likes it or not, she’s a woman already. Thus, she said, â€Å"I knew that nothing stranger had ever happened, that nothing stranger could ever happen. † After questioning how she became a woman, Elizabeth finally accepted that she is one. In the end of the poem she said, â€Å"The War was on. † If you were a kid, a teenager, or someone who doesn’t care for responsibilities, a war is not something you’d think about. But Elizabeth now does think about it. She has finally accepted she is a woman with responsibilities, still scared about it but willing to face whatever that might come her way. Well, at least, that’s how I see it ? Becoming A Woman 3 Reference Bishop, Elizabeth. (1977). Geography III. New York: Farrar Straus & Giroux.

Work Stress Conflict And Overload Work Commerce Essay

Work emphasis is the harmful physical and emotional response that occurs when there is a hapless lucifer between occupation demands and the capablenesss, resources, or demands of the worker.0 † [ For workers everyplace, the troubled economic system may experience like an emotional roller coaster. â€Å" Layoffs † and â€Å" budget cuts † have become proverbs in the workplace, and the consequence is increased fright, uncertainness, and higher degrees of stress.. I think that the issue of ( emphasis at work ) is mess. because A muss is a set of conditions that produces dissatisfaction. It can be conceptualized as a system of jobs or chances ; a job or an chance is an ultimate component abstracted from a muss. There is no straightforward manner of foretelling what will do harmful degrees of emphasis, since different people respond to different types of force per unit area in different ways at different times, harmonizing to their personality, experience, motive and the support they receive from directors, co-workers, household and friend Job stress consequences from the interaction of the worker and the conditions of work. Positions differ on the importance of worker features versus working conditions as the primary cause of occupation emphasis. The undermentioned factors may take to workplace emphasis: ( 1 ) Pressure from investors, who can rapidly retreat their money from company stocks. ( 2 ) The deficiency of trade and professional brotherhoods in the workplace. ( 3 ) Inter-company competitions caused by the attempts of companies to vie globally Workplace emphasis can ensue in physical, psychological, behavioural and emotional alterations that can finally ensue in a hapless public presentation, occupation loss, pecuniary issues and other wellness related issues as good. Workplace emphasis can go forth you overwhelmed. When you are overcome with a feeling of an at hand catastrophe that seems to be looming big over you, you feel dying, cranky or down. There is a sudden feeling of apathy and deficiency of enthusiasm and you all of a sudden loose involvement in your work that you may hold enjoyed earlier.2- Conflict at wokConflict is an inevitable component of any organisation. It is increasing in the workplace because of factors like increasing diverseness, organisational complexness, downsizing and decreasing resources. Conflicts occur when the demands and ends of the person are non in harmoniousness with the demands and ends of the organisation. Many organisations view struggle as an abashing anomalousness that is non talked about in polite society. This attitude forces struggle resistance, where it festers and spreads. Alternatively, struggle should be accepted as a normal portion of human interaction. In my sentiment that struggle is mess. as it is a hard state of affairs from which you would wish to untangle, but there is no obvious manner out. A muss is a set of conditions that produces dissatisfaction. It can be conceptualized as a system of jobs or chances System thought is really helpful in covering with mussy state of affairss. Conflict is considered a wicked jobs or thwarting mystifiers where the overall complexness involved appears overpowering. We are human, though, and it is about impossible for us to disassociate ourselves of feelings, beliefs, and values. We create, or acquire involved in, struggle, and we possess sensitivities as to how it ought to be addressed or handled Conflict is frequently destructive. Unresolved struggle can take to increasing tenseness, atomization and absenteeism ; and diminishing cooperation, morale and productiveness. On the other manus, non all struggle is bad. â€Å" Conflict is the O of creativeness † ; without originative contenti on, advanced solutions to new jobs will non be found. Conflict can be negative when it creates opposition to alter, establishes turmoil in organisation or interpersonal dealingss, Fosters distrust, builds a feeling of licking, or widens the chasm of misconstruing. ( 1R2SKPB_enKW357 & A ; q=inauthor: † Jeremy+W.+Stranks † & amp ; sa=X & A ; ei=6LTqTI_SOo_QcbinregK & A ; ved=0CD8Q9Ag † Jeremy W. Stranks, 2005 )3- The overload work at occupationsWe have all experienced that shocking sense of holding far excessively much work to make and excessively small clip to make it in. We can take to disregard this, and work unreasonably long hours to remain on top of our work load. The hazards here are that we become dog-tired, that we have so much to make that we do a hapless quality occupation, and that we neglect other countries of our life. Each of these can take to intense emphasis I think that ( The overload wok is considered a muss because the issue here is consist of set of conditions represented in the continual much work given to the employees to complete.these actions produces dissatisfaction. It can be conceptualized as a system of jobs or chances.In this issue there are many people such as directors helpers. and employees are involved or take part as stakeholders in the muss state of affairs. ( there are causes, impacts and solutions are complicated. Negative effects are found in the person, household, and the company. Poor wellness, increased divorce rates, and decreased net incomes are all consequences. Workers are watching their undertaking tonss rise, their free clip shrivel, and their general wellness diminution.( Brief, 1998 )( a ) spray diagram about the description f the three musssincreasing tenseness,Feeling of lickingDecreasing cooperation, morale and productiveness,SMTP waiter Organizational complexnessNo harmoniousnessharmful physical and emotionalConsumptionClients helpers Offices member occupation loss, Lack of enthusiasm Monetary issues Feeling of apathy Feel exhausted Excessively much workAbnormal mannerA small clipReduced net incomesIncreased fright, uncertainnessDissatisfactionPoor wellnessQuestion 2 ( 65 % Markss )Read through the affiliated instance survey â€Å" Developing an Effective Organizational Structure † . As you read through the article make one system map diagram to demo the different constituents of Sungenta ‘s â€Å" organisational systemGross salessProfile and signifierHuman resourceWork specialisationSyngenta ‘s â€Å" organisational system( B ) In t205 ( system believing ) we use the Control theoretical account to assist us to believe about how to take control of a system to accomplish specific ends. It has been developed to cover different types of systems and here we use it as diagnostic tool. Control theoretical accounts are a utile manner of look intoing intent and the agencies in topographic point to accomplish it. Control systems are profoundly built into our lives at every possible degree. The kernel of control is that the procedure being controlled is monitored carefully, and if it deviates from what is required some disciplinary action is taken. Another significance of control bases on the kernel that a program has been carefully pre-set, and is so carried out with great conformance. If the planning has been right and appropriate, the consequences will be precisely the desired. Both sorts of control are ways of acquiring a procedure to accomplish a pre-set end. The first 1 is managed by continuously supervising the end products of the procedure and seting the inputs consequently. The 2nd 1 is managed by utilizing anterior cognition of the procedure and/or utilizing accomplishment to put the procedure up in progress in such a manner that it will present the coveted consequences. At organisational degree, control of both sorts is perfectly indispensable if the organisation is to work as a rat ional entity. Control of the first sort is known as ‘closed-loop ‘ or ‘feedback ‘ control, while the 2nd sort is known as ‘open-loop ‘ or ‘feed frontward ‘ control.Open-loop controlThe illustration which is traveling to speak about is the company accomplishing the employee authorization to make its success Achieving authorising employementSatisfactionGive chanceTrustInvolve in determination devisingSolve jobsListen to employeesInput signalsCompetitionMotivationwagess( Increased Profitability productiveness )Stable working environmentincreased efficiencyend productsThe procedure of accomplishing the employee authorizationactuatordetectorWork related state of affairsCompetitive market place.Feedback wayComparatorclosed cringle control theoretical account about employee authorizationElementss of control theoretical account: Input signals Input is the term meaning either an entree or alterations which are put into a system and which modify a procedure. Input signals are represented in Satisfaction, Give chance, Trust, Motivation And giving wagess. Input besides refers to the things that need to be done to work out the job End products End product is the look indicating alterations which exit a system and which modify a procedure. The consequence of the input after the trans formational procedure. the end product here is the creative activity employee authorization.the purpose of the control theoretical account out puts is seting an terminal to assist the company to accomplish the out comes of the state of affairs. The exact out puts here is accomplishing ( increased Profitability, increased productiveness ) and accomplishing stable working environment. That employee authorization benefits the organisations which implement it efficaciously is widely noted in the literature Procedure refers to The thought of turning inputs to out puts whether negatively or positively. In control theoretical account the procedure has another significance which called ( transmutation ) The procedure should besides place jobs that need to be solved in the present state of affairs. Process besides refers to the state of affairs which needs to be fixed. .It is about accomplishing the employee authorization. the procedure is the practical point that turns the inputs to out puts as it is the responsible for the recognized alteration of the state of affairs Comparator is a tool which compares the state of affairs as input and end product to bespeak which is larger. it is necessary to hold a comparative expression between the results of the United Nations empowered employee and the results of the ideal employees authorising in order that we can positive effects from holding the employees empowered. throughout the comparator we can recognize the necessity for he company to set the suited program to employee authorization Feedback: The term feedback represents the nucleus function in systems believing. Feedback is information that returns to its original sender such that it influences that sender ‘s subsequent actions. Feedback describes the plans of employee authorization when end product from ( or information about the consequence of ) an event in the yesteryear will act upon the same event in the present or future. The provender forward action is based on the cognition of the benefits of employee authorization system.( Peter, ( 2001 )============================================================================Discuss the possible disadvantages for Syngenta from following a more hierarchal construction for pull offing its undertakings? Word Count 500 ( 15 % Markss ) A traditional hierarchy, senior directors make up the board of managers and are responsible for set uping scheme and overall concern way, whilst center directors have duty for a specific map such as finance or selling. A traditional hierarchal construction clearly defines each employee ‘s function within the administration and defines the nature of their relationship with other employees. Hierarchical administrations are frequently tall with narrow spans of control, which gets wider as we move down the construction. They are frequently centralised with the most of import determinations being taken by senior direction. A hierarchal organisation follows the layout of a pyramid. Every employee in the organisation, except one, normally the CEO, is low-level to person else within the organisation. The layout consists of multiple entities that descend into the base of staff degree employees, who sit at the underside of the pyramid. The Disadvantages of Syngenta following a more hierarchal construction for pull offing its undertakings can be represented in ( 1 ) Communications between the employees and other staff could acquire lost. ( 2 ) Jealousy between employees if one gets promoted. ( 3 ) Employees may non hold on the alterations within the company. The hierarchal construction of Syngenta is instead low on national degree ( contrary to the international degree ) . Besides societal differences are rather low and difficult to note because itA?s a tradition in Turkey non to speak about money. Although there is a labour brotherhood for the mill workers, technicians, salesmen and sellers donA?t feel they need one because of an award system which provides them with wellness benefits, fillips, †¦ In order to better their attitude in the hereafter, the directors made a satisfaction questionnaire for their employees. As hierarchal construction, Syngenta uses the same codification of behaviors in every state ; human rights and equality are really of import. We can reason there is a low degree of distinction and favoritism between employees. Syngenta is committed to authorising its staff and a hierarchal construction is non suited to its advanced style.. Like many big concerns working in both national and international markets, Syngenta has adopted a matrix construction ( project squad construction ) A matrix construction is frequently referred to as the undertaking squad construction. In this attack, squad leaders manage specific undertakings and undertakings. Each squad will dwell of members from different sections, each with their ain specialism and expertness related to the undertaking. It takes employees out of their usual functional countries to work with other employees with different expertness and specialism. This ensures the undertaking has all the accomplishments it needs to accomplish its mark. It besides means the employees may profit from each other ‘s abilities. Some squads are merely formed for a short period of clip. They disband when their undertakings have been completed and the squad members are redeployed on other undertakings. Other squads have a longer or sometimes lasting remit. The matrix construction is non an option to functional direction but works alongside it. Syngenta ‘s undertaking teams all support one or more of its concern schemes In Syngenta there are likely to be several beds of authority. , The figure of degrees depends upon whether the concern has a hierarchal or level construction. A hierarchal construction has many beds of direction, each with a narrow span of control. Instruction manuals feed downwards from one degree of direction to those below. Feedback comes from the lower degrees upwards. In Syngenta, the chief disadvantage of hierarchal construction, harmonizing to Learn Management, is that communicating between sections in the same degree of the concatenation ( called horizontal communicating ) can be hard. Since the top-down construction keeps these sections from pass oning, sections can do determinations that merely profit them alternatively of the full organisation. This can do productiveness and efficiency to fall, perchance destructing the organisation.( Woolwich Dairy, 2001,( vitamin D ) Assess to which degree employee authorization is indispensable for an organisation, usage illustrations f orm the instance survey to reenforce your points. Word count 600 ( 20 % Markss )Employee authorization is an absolute concern indispensable today. It involves the looks and avenues through which the non-managerial staff members are conditioned to be able to do certain of import company determinations, with the support and backup of a well planned empowerment plan. The froward determination devising capacity is generated from the sum of the power vested by the direction within the employees, during the preparation provided. Employee empowerment preparation really culminates in the whole set-up going an empowerment theoretical account. The guided ability to take some determinations empowers the employees and besides adds to the retaining faculty adopted by the company. Employee authorization is a term used to show the ways in which non-managerial staff can do independent determinations without confer withing a boss/manager. These froward determinations can be little or big depending upon the grade of power with which the company wishes to put employees. Employee authorization can get down with preparation and change overing a whole company to an empowerment theoretical account. Conversely it may simply intend giving employees the ability to do some determinations on their ain. Corporate civilization reflects the values, vision and leading manner of a given company. degrees of trust between employee and employer differ from civilization to civilization. Promoting employees to do determinations, supplying an environment of unfastened communicating and credence of new thoughts defines a civilization based on authorization. Companies that offer and nurture such an ambiance can profit in a assortment of ways runing from a stable work force to a healthy underside line .There are many grounds why is employee authorization is indispensable for an organisation, firs: Planing authorization into the company civilization is non merely a smart direction scheme, it drives up employee satisfaction.. One of the factors responsible for the high evaluation attained by Jupiter is people patterns. Empowering people is portion of the high tech house ‘s cultural mission. Second ; Delegating power to employees contributes to making an ambiance of contentment and award. Companies noted for this leading manner attract like minded persons who take pride non merely in fall ining the organisation but to demoing trueness by staying on the squad. Credited with allowing all employees input into determination devising, McCormick and Company reports a voluntary turnover rate of merely 3 per centum. Third ; Making an ambiance of authorization is a leading undertaking driven by direction. Once employees are to the full engaged in decision-making and taking action, direc tion can gain. â€Å" Particularly in today ‘s cognition driven economic system, employee authorization is critical to success. If you want the existent benefits of your employees, you must liberate them to do determinations. In bend, this frees direction to concentrate on larger strategic ends and enterprises. † Fourth ; Armed with cognition and a specific degree of authorization, employees can work out jobs and better service clients. â€Å" When employees are invited to take part in the determinations environing how the work is done, they are more occupied and aroused about the result. Finally ; employee authorization Increases Profitability.Miller states merely that people come to work to win, non to neglect. a company built on employee trust, believes that employees are the company ‘s â€Å" individual greatest strength and most digesting long term competitory advantage. Employees are the most of import plus in a concern. Empowered employees experience satisfaction in their achievements. They have a sense of duty and the cognition that they are of import to the organisation, every bit good as a sense of being responsible for determinations that affect themselves and other employees. They have a sense of ownership, which is how sceptered employees should experience. To carry through Syngenta ‘s purposes and aims, employees must besides show specific accomplishments and competences. Dr Kathryn Brocklehurst explains what this means for her: ‘As a director and scientist, clip direction, planning and communicating are cardinal accomplishments. I manage a research squad and it is critical that our work meets deadlines in order to acquire merchandises developed for our clients That employee authorization benefits the organisations which implement it efficaciously is widely noted in the literature.Employee authorization is the most effectual when direction has set clear gettable ends and defined specific answerability criterions. The success of employee authorization relies on the ability of direction to supply resources such as clip and money ; to supply support by manner of legitimacy ; and to supply relevant and factual information so employees can do educated determinations. Training employees to take duty and do sound determinations that are supported by upper direction every bit good as lower degree directors are other countries that are of import to the success of empowerment plans.

Skills and values for a social worker to become a competent and Essay

Skills and values for a social worker to become a competent and reflective practitioner - Essay Example Social work is carried out by professionals with a strong penchant to assist people the improving their daily lives by solving issues like personal and family problems. They, also assist individuals to deal with relationships, disability, life-threatening disease, inadequate housing, substance abuse, domestic conflicts or unemployment. The responsibility of the social worker thus includes research, involvement in planning or the development of policies to advocate better services to the client. This requires a social worker to possess adequate knowledge, skill,s and values to deal with specific situations. Generally, social workers with state mandated license are called licensed clinical social workers. Social workers are required to have the relevant theory-based knowledge to improve their competence while working with clients. In various instances, the lack of professional knowledge has lead to incompetence and even to the loss of lives. Social work practitioners should be aware of the six factors that show the theory is important for practice. The six factors are models, perspectives or approaches, prescriptions, explanation, accountability and justification

A real story happened in my life Essay Example | Topics and Well Written Essays - 1000 words

A real story happened in my life - Essay Example This essay explores how an opportunity to study in the US changed my life and gave me an opportunity to give back to society back at home. I was born in the outskirts of the beautiful city of Valparaiso that is known to Chile’s business and tourist hub. At this time, times got tough and my parents had to move in the city in search for better paying jobs and improved quality of life for my siblings and I. My parents did their best to give the best education for my siblings and I. My education experience in Chile was difficult as anticipated. I can confidently say that I wasted three years of my life going round in circles. When I was two years old, I enrolled in a special class for students with disabilities. Although this class was meant to form a solid foundation for my education, it turned out to be a huge disappointment to my parents, as I could not read a single word in Braille. I spent two years in regular kindergarten and one and a half years in first grade. My education was not getting any better and the oral lessons offered were of no use to me. My parents started looking for ways for me to access the kind of education I needed. We got a few rejections but eventually, the Arkansas school for the blind accepted my application. This was the first time I was away from my family and friends and I felt so lonely and scared. I had seen my parents try their best to give me a better education and was not going to disappoint them in any way. At the time I enrolled in the school, there were a few international students and we were treated better than the natives were (Isibor 73). The institution had excellent facilities for study and play and I felt that life had given me the chance to discover my talents and be an inspiration to children in Chile. As other children played during recess, I sat alone on the bench. The teachers were concerned and often encouraged me to join my peers in play. There has been a constant increase in the number of foreign student s seeking to pursue education in the US and this trend is likely to increase in future as shown in the graph below. Changes in the U. S. Population (U.S. Department of Labor) When I first came to the institution, I had to learn and adjust to new experiences. My former education experience was oral and I thought this would continue. In my first year, I learnt to write and read Braille. The teacher in charge was stern and firm and I quickly adjusted to her teaching style. She taught me some of the most valuable lessons that I have applied to date. I had not interacted with children from ethnic and cultural backgrounds and this opportunity enabled me to interact with them (Isibor 74). It also gave me the chance to make new friends away from home. I had never given much thought to being able to move around and carry out my routine activities independently. At the end of my first week in the institution, I was assigned a mobility instructor and I was presented my first cane after complet ing my first mobility test. The mobility instructors taught me on how to move around independently. Over time, my mobility skills improved immensely as I could walk around the school alone and handle activities including play better. My teacher helped me draft letters to my parents who were amazed at my progress and this encouraged me to be better every day. The greatest disappointment occurred during the holidays when the school social worker notified me that I would not be going home, as my parents could not

Euthanasia and Abortion Essay Example | Topics and Well Written Essays - 1000 words

Euthanasia and Abortion - Essay Example ed, it is rather natural to think that people have a complete control of their body and might make any decisions regardless of the opinion of others, including the government. However, there are two situations, namely euthanasia and abortion, which present obstacles on the way of exercising one’s right to bodily autonomy. This paper will argue that the same level of control should be granted to a person in the above mentioned cases. First of all, it may be logical to analyze the idea that favors this approach with regard to euthanasia. Thus, the supporterd point out that the ideas of passive and active euthanasia are very different and â€Å"the process of being ‘allowed to die’ can be relatively slow and painful, whereas being given a lethal injection is relatively quick and painless† (Rachels 2). There is no doubt that no person in the world would like to experience pain for a long time, but would prefer a quick and painless death instead. As a result, euthanasia should be regarded as a logical exercise of one’s bodily autonomy since it reflects the desire of a person. In other words, people should be granted such a right since this will be beneficial for them. Secondly, the concept of bodily autonomy is closely connected to a larger concept of self determination which is essential for any person who lives in a society. It is suggested that â€Å"in exercising self-determination people take responsibility for their lives† (Brock 11). This means that they may be responsible for continuing it or end it at will. In other words, if the law forbids a person to end his or her live, one is deprived of an essential right that makes life incomplete. Indeed, right to life is universally recognized, but the backside of it, namely right to death is still under the scrutiny of the society. It must be noted that recognition of euthanasia as an illegal action should be regarded as a limit that is placed on person’s bodily autonomy. Therefore, it should be eliminated

Fashion trends Essay Example | Topics and Well Written Essays - 1250 words

Fashion trends - Essay Example The research "Fashion trends" identifies and analyzes the basic scopes of their targeted customers. The research design drew from the theme of the products the students intended to sell. Before the commencement of the research, the students analyzed the theme context of the prospective products. The analysis encompassed several dimensions. Firstly, there was an identification of the types of products to sellable to the target customers. The second dimension encompassed the designation criterion of the product to suit the customer’s taste. The third dimension encompasses identification of the price standards for the designs. Finally, there is the dimension of presumed product’s lifecycle within the supply chain. Therefore, in setting the product’s theme, identification, analysis and description of the target customers is critical for the business before initiating the intervention. Having established the study theme for the product, and with sufficient literature reviewed on the fashion trends in the entire country with special emphasis on the city of London, the students the researchable question becomes known. From the foregoing sequences of events in the fashion and apparel industry, the researchable problem statement becomes: How can there be an enhanced reach-up among the youths bracket customers with fashion and design trends in London? The research employed a wide range of methods in data collection. The methods differed according to convenience, region and information required.

Current wall street Journal Opinion Article Essay

Current wall street Journal Opinion Article - Essay Example In fact, you have been fooled after all. Well, I would not be surprised if you have dropped your jaw that wide, but it is absolutely true: the discounts that you got from retailers are not really discounts; they are just the moving elements of the discount game. The most ordinary of assumptions that we have is that discounted products are actually stock up goods that were not sold; so the retailers are lowering down their price by offering discounts just to avoid heavy inventory at the end of the day. This is your first pitfall. The truth is that retailers are working rearwards with their suppliers in order to come up with prices that protect their gross margins: the difference between the cost of the product and the starting price. For instance, consider a Lee pants that is on sale for say 45% off its â€Å"supposed† starting price of $200 so that you can take it home at $110 does not actually offer you discount at all: the pants is actually worth less than $200; the starting price was actually calculated with the discount included. They take the products from their suppliers at a very low price but they put a flat margin on top of the additional amount intended to take on the discount. The problem is that buyers are not so mindful about how much they have spent and if what they have spent really commensurate to the quality of the product that they bought. This should have not been a pitfall in the first place because many of the products these days that were sold at full price but were put on sale for a 40% to 50% discount have illegitimate prices. Think about a pair of shoes that costs $200 – it would not appear like a legitimate price especially if the brand is not known and if it has been stocked up in the store for a long period of time. Now here is the most amazing truth about this discount illusion: in an article written by Suzanne Kapner (2013) for the Wall Street Journal, she found that from 2009 to 2012, the deals offered by â€Å"31 m ajor department stores and apparel retailers increased 63%. That includes an average discount of 36% from what the previous 25%. But what is more astonishing is that the gross margins were flat at 27.9%. This means that notwithstanding the whopping discount offers retailers have for their customers, their gross margins are not affected at all. This is because the margins are set at a flat rate of about 28%; the discount is only then added to the price once the margin is established. In other words, the discounts are computed based on the original starting price. And just try to think about it this way: if retailers are selling products like they are almost giving them, why have not they got into closure yet? They should have long gone bankrupted if this is the case. But majority of the discounts are actually rated into the product. Knowing all about this discount game may appall many buyers, but in fact, the stupidity of this entire thing is that the original price from which the di scounts are being determined if, most of time, erroneous or false considering that original prices normally does not aim for salability: no one would ever attempt to buy an ordinary shirt for $50; but starting prices are rooted from the excessive markups of the products. Hence, if you got a shirt for 40% off the starting price of $50, and got it at $30, retailers

Business-Level and Corporate-Level Strategies Essay - 4

Business-Level and Corporate-Level Strategies - Essay Example Among many of them, one of the most essential business-level strategies is transnational strategy (Funaru, 2010). According to this strategy, the organization desires to sell its products in global markets comprising of all the essential features and specifications of the local customers. It is done to meet the needs and preferences so as to develop a renowned position in the market among other rivals. Not only this, the profit margin and revenues of the organization might also get enhanced due to its global presence among other competitors (Toyota, n.d.). Apart from this, the management of Toyota Motor Corporation also introduced the strategy of KAIZEN, so as to develop a strong global presence. KAIZEN means continuous improvement of the features and specifications of the products as per the requirements of different markets to create a position in that market. So, it might be depicted that the transnational strategy is the extremely essential for an organization operating successfu lly in automobile sector in long-run (Funaru, 2010). Transnational strategy is the most essential strategy implemented for long-term success as it might facilitate Toyota Motor Corporation to attain a global presence. It might not remain restricted in domestic markets resulting in amplification of the total sale and profit margin of the organization (Toyota, n.d.). ... Justify your opinion. The corporate level strategies of an organization are also essential just as business-level policies (Funaru, 2010). In order to attain a global presence, Toyota Motor Corporation implemented varied types of strategies such as diversification to some other sectors. In order to attain profit margin and brand image, Toyota Motor Corporation decided to get diverted to handloom sector along with automotive segment (Toyota, n.d.). Apart from this, it also decided to go for joint venture and retrenchment. In order to penetrate in various global markets, Toyota Motor Corporation utilized the strategy of joint venture to enter the global markets as its entry is restricted due to trade barriers and presence of varied competitors (Toyota, n.d.). However, diversification is the most essential strategy followed by Toyota Motor Corporation to enhance its brand image and reputation in varied international market among other rivals (Funaru, 2010). It might also prove effective for the organization to improve its profit margin and revenues in long run as compared to others. As a result, the corporative goals might also get fulfilled in an effective way resulting in improvement of the portfolio of the organization (Toyota, n.d.). 3) Analyze the competitive environment to determine Toyota Motor Corporations’ most significant competitor. Compare their strategies at each level and evaluate which company you think is most likely to be successful in the long term. Justify your choice. The competitive environment of the Toyota Motor Corporation is extremely fierce and un-predictable. It may be analyzed with the help of Porter’s five forces model. Competitive rivalry: The competitive

Seminar Unit 6 Research Paper Example | Topics and Well Written Essays - 250 words

Seminar Unit 6 - Research Paper Example of accessing and holding an idea yet to be manifested and have the familiarity of the inventive process, discipline, strength of will and enthusiasm to sustain that vision via the entire creative course and at the same time lead others into the materialization of that vision. Creativity is about appreciating the concepts overriding the creative process, which governs our creative deeds. Visionary leader is able to associate the entire globe as it is and the environment that will be influenced by that vision. It is important to study leadership because it is a fundamental element of human conditions. Leadership deals with managing people, therefore, leaders need to understand the traits of employees. Leadership is an art because it can be developed and enhanced. This is because it is easy to study leadership skills and techniques (Denhardt, 2012). The leadership I posses is transformational style because this type of leadership advocates for what would be referred to us intellectual stimulation. Offering a room for creativity free from many red tapes predisposes leader’s followers to a greater level of confidence. As a leader, it is better to be feared because it is easy to exert control, make popular decisions, and give

Stopping bullying in schools Essay Example for Free

Stopping bullying in schools Essay It is sometimes difficult to understand how schools can provide the environment for bullying to take place yet they are very well supervised. Bullying however is carried out secretly and in hidden areas and adults including parents and teachers are not able to notice when it is going on. Other reasons that make it hard to detect is the fact that the school staff may see it as harmless play and therefore decide not to intervene. There may also be lack of enough supervisory settings that could lead to detecting the behavior in its likely occurrences (Wright, 2003). a) Laws on Bullying Anti bullying legislation has been developed to help curb the rise and spread of bullying within the school environment. The legislation provides for firm and fair enforcement of discipline within the school and security measures that provide for a climate that does not allow for bullying and threat making. The laws have been developed to help the school administrators’ deal with the issue. They require the schools to develop anti bullying policies and programs (Clabough, 2010). A national legislation that is against bullying has been proposed to make it mandatory for all schools to have these programs and policies that will help reduce the bullying incidents. The laws have been developed to emphasis to the schools that much is not being done to deal with bullying and that more needs to be done since bullying is an important issue that is affecting the schools. The laws are allowing for various legal actions to be taken up against the bullies who are reported to have bullied a fellow student. The legal action to be taken depends on the type of offence that has been reported (Clabough, 2010). For example where the offence reported involved included threatening the victim, legal action can be taken for threatening behavior and this is treated as a criminal offence. When the bullied acts involve sexual assault towards the victim, the legal action can be taken against indecent assault which is also treated as a criminal offence. An offence of common assault is charged against the bully when the victim was physically abused. Legal action may also include applying for an injunction against the bullies to prevent them from bullying the victim. The injunction can be used to instill fear upon the bully and hence stopping them from bullying the victim. Legal action however is only carried out if the actions of the bully are in more that two separate occasions and they are constant and ongoing. Evidence has to be gathered to prove the harassment and it must show that it led to severe damages to the victim (Clabough, 2010). The two offences of indecent assault and common assault can also be carried out without touching the victim. b) Their importance The anti bully legislation is very important in reducing the cases of bullying in the schools when everything has failed. The law can help sensitize the issue and teach the parents and teachers the need and importance of stopping the bullying behavior as it leads to severe consequences that are long term in some cases. The teachers and staff at the schools are taught how to identify and deal with bullying cases and establish effective strategies that enable the children report the cases of bullying within the school (Antibullying, n. d). The laws can also be used to teach and educate the children on bullying the strategies and types of bullies that are in existence and how they can deal. The laws can also help curb the spread of the practice to other areas like the work places and other environments outside the school environment. Bullies can also be helped since most of them end up committing other crimes in the adulthood (Dombeck, n. d). The consequences of bullying can also be reduced especially where they are long term and severe like in the cases of suicides and psychological impacts on the children. c) Suicides by Children The need for these laws has been necessitated by the increase in the number of suicides cases that have been reported. One case in particular is the case of Phoebe Prince, a 15 year student who committed suicide after she was continuously bullied by her new classmates for over 3 months (Rota, 2010). She had continuously been harassed verbally and physically by nine of her classmates, six of whom have been charged in court since the incident happened (ODowd, 2010). She had been a student of South Hadley High School located in Massachusetts, and had endured a lot of cyber bullying through popular websites like facebook, Twitter, Craigslist and Form spring and she also received threatening messages on her cell phone (Clabough, 2010). In school things had been thrown at her, while her face had been scribbled in her photographs that were hung on the school walls. The parents and the school officials had not done enough to stop the bullying even though they knew of the extent it had gone into. They had instead turned away and assumed a mentality of kids will be kids that led to the suicide. This was one of the cases that led to the Massachusetts anti bully legislation that was to curb such incidents from occurring (GLAD, 2010). d) Long Term Psychological Impact Bullying has been known to lead to long term effects that affect the victim’s psychology. Some of the effects of bullying include self esteem problems that may cause the adult to think lowly of them selves (Dombeck, n. d). They also tend to avoid social situations due to the interpersonal difficulties that they experience. Some of the victims of school bullying have reduced occupational opportunities since they do not get the chance to perform well in school. They have lingering bitterness and desires to seek revenge against the bullies. Some tend to have a lot of difficulty trusting people and they do not make many friends. They therefore tend to be lonely even in their adult life. In some cases the victims of school bullying continue to be bullied even in their work places and in other areas even in their adult life (Dombeck, n. d). e) Helping the Victim Overcome Victims of school bullying are usually very sad and deeply unhappy when they are in school (Banks, 1997). They suffer from low self esteem since they are usually self rejected by the classmates. There are various that the school can help the victims overcome the bullying and prevent it from occurring to them again. The first step of intervening is to ensure the victims safety. The victims are usually weaker than the bullies and hence they are not able to face the bullies on their own. The victims can be monitored when they are in schools to identify the times that they are bullied (Wright, 2003). The victim can also be encouraged to make friends with other students who will influence him or her positively. This will help increase the self esteem and confidence of the victim. As the victim makes more friends they may be able to help him when they are being bullied. They can be taught basic social skills to enable them make more friends. Mentors can also be allocated to the children who are bullied to be able to monitor them and protect them from the bullies (Wright, 2003). Victims can also be taught some skill that can they can use to stand up to the bullies especially when they abuse is verbal. The parents of the victims can help the children to overcome the effects of bullying. The parents can become more involved in the lives of the child to ensure that they are able to notice the instances of bullying. They can help the child speak out when they are being bullied. Counseling can also help the child deal with the psychological effects of bullying such as depression, low self esteem and anxiety. They can therefore be able to deal with the anger that they may feel against the bullies and the need to seek revenge (Dombeck, n. d). f) Helping Bullies Bullying is normally carried out in a secretive manner and can be difficult to identify within the schools (Wright, 2003). Teachers and school administrators may not be aware of how it is carried out. They must therefore assess the seriousness of the behavior and ensure that the students are aware of the seriousness of the matter. They should also be aware of the consequences of bullying and the charges that exist for bullies. If the bullies continue threatening the lives of the other students the teachers and the school administrators should now come up with ways to help the bullies turn around their behaviors. They can confront the bullies in a firm and fair manner that will not provoke them. They can communicate to the bullies without threatening them and give stern warnings that their behavior will not be tolerated. More stern measures can be put up if the bullies do not change their behavior. The confrontations should be carried out in private to ensure that they bully does not become defiant and refuse to compliance (Wright, 2003). To encourage them to change their behavior they can be rewarded if the cases for bullying reduce. Parents can be involved in the process to establish the reasons that lead the children to bully others. Where the reasons are based on the environment at home the parents can be involved in the process of reforming the behaviors of the bullies. Counseling can be used to help the children deal with the issues at home and reduce their chances of taking out their problems or anger on other students (Banks, 1997).

Donald Duk Essay Example for Free

Donald Duk Essay Donald Duk is the story of a young man coming to terms of his identity as an American with Chinese descent and heritage. Donald felt that most Americans are prejudiced against Chinese so if he were to become American, he should reject his Chinese identity. Yet, at home, his parents also detest American culture. He began to be interested of his Chinese heritage because of the Central Pacific Railroad, which is a part of the Transcontinental Road built mostly by the Chinese immigrants. Upon reading Donald Duk, the interesting points of research include the immigration of Chinese to the United States, the reaction of Americans to immigration as well as the existence of racism and the way in which new generations of Chinese-Americans deal with issues of culture and identity. Outline for the Paper I. Reactions and thoughts on â€Å"Donald Duk† A. Responses to â€Å"Donald Duk† B. Literary Value of â€Å"Donald Duk† II. Issues Dealt with by â€Å"Donald Duk† A. Identity Crisis B. Chinese Immigration C. Racism in the United States Conclusion: How young Chinese-Americans in the United States Deal with identity and cultural issues. Annotated Bibliography Chao, R. K. (2003). Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans. Child Development, 72 (6), 1832-1843. Chinese parents do not know how to deal with the pressures and identity problems that beset their children. This journal article explores the issue and provides helpful recommendation for Chinese-American families. Chin, K. (1999). Smuggled Chinese: Clandestine Immigration to the United States. New York: Temple University Press. This book chronicles the history of Chinese immigration to the United States. What the immigrants did in the US and how they were brought there. This book can help provide background information about Chinese immigration. Chinese American Citizens Alliance. (2008). 65th Anniversary of Repeal of Chinese Exclusion Act. Retrieved 9 February 2009 from http://www. cacanational. org/. The Chinese Americans Citizens Alliance is a good source of facts and data concerning the experiences of Chinese Americans in contemporary United States. In addition to this, they may also have historical background and further information, which may serve as primary data for research. Rothstein, E. (2008). Museum Review: Seattle Asian Museum Moves Around the Corner and Into Its Identity. The New York Times, May 31, 2008. Retrieved 8 Feb 2009 http://www. nytimes. com/2008/05/31/arts/design/31muse. html? scp=2sq=chinese%20american%20identityst=cse. This museum review presents some information about Chinese and their role in the development of Seattle. The museum and the article, too, helps one understand the accomplishments of Chinese and Asians in the United States.

Evaluating Mental Health Policy Health And Social Care Essay

Evaluating Mental Health Policy Health And Social Care Essay Mental ill health during early motherhood, or perinatal mental illness, is a serious public health issue with potentially serious consequences for womens life-long mental health and the health and wellbeing of their children and families (Hayes, et al, 2001). Although difficult to estimate, there are also economic and social costs associated with the cognitive and behavioural impact of postnatal depression. As of 2008, the national economic burden of this condition to public services is estimated at  £35.7 million per annum. The mean estimated cost for maternal care in the community for those with postnatal depression is 55% higher than for those without (Petrou et al, 2002). It can also herald the onset of long-term mental health problems for the mother and is associated with increased risk of maternal suicide (Oates, 2003). Postnatal depression has also been linked with depression in fathers and with high rates of family breakdown (Ballard, 1994). There is also evidence that chil dren born to depressed mothers do less well educationally, experience higher levels of behavioural problems and are more likely to develop psychological problems in later life (Oates, 2002). Social support is a flexible concept so broad that its meaning can easily be assumed, or bent to different purposes, rather than overtly attended to. This produces problems in researching social support since the underlying assumptions or theoretical frameworks of the work are not always clear. Postnatal depression has been associated with a lack of social support (Bebbington, 1998). The risk of PND has been found to increase when the level of social support is low or absent (Morse et al 2000; Pederson 1999). Beck (1992) states that social support not only provides practical help, but can aid the mother emotionally by hindering the common experience of rumination. There are three common forms of postnatal illnesses: the baby blues, postnatal (or postpartum) depression and puerperal psychosis, each of which differs in its prevalence, clinical presentation, and management. Postnatal depression is the most common complication of childbearing (Wisner, et al 2002), affecting 10-15% of women (Cooper et al, 2008). According to the National Institute for Clinical Evidence (NICE, 2007) postnatal depression (hereafter also known as PND) has been defined as non-psychotic depression occurring during the first 3 months following the birth of a baby. The 10th revision of the International Statistical Classification of Diseases and Related Health Problems (ICD-10) defines the perinatal period as commencing at 22 completed weeks (154 days) of gestation and ending seven completed days after birth (WHO, 1992). In the fourth edition of the Diagnostic Statistical Manual (DSM-IV), the American Psychiatric Association makes no mention of perinatal mental illness a lthough postnatal depression is included, but only if the mother is diagnosed within four weeks of the birth (American Psychiatric Organisation, 1994). The interest and motivation for exploring the topic of postnatal depression is due to professional experience of working in this field. This dissertation seeks to explore the variety of approaches for treating PND, focussing on the role of social support. Current national policy and frameworks will be examined, together with current practice of interventions. Evaluating Mental Health Policy There have been many discussions about whether depression during the early postnatal period is either quantitatively or qualitatively different from depression at other times (Stoppard, 2000) and has been the focus of much policy and research since the 1960s (Brockington, 1998). In 2004, the National Institute for Clinical Evidence (NICE) asked the National Collaborating Centre for Mental Health (NCCMH) to develop a clinical guideline on the treatment and management of mental health problems in the antenatal and postnatal period (NCCMH, 2004). Before this, the Department of Health published a 10 year agenda for improving mental health care in England, known as the National Service Framework for Mental Health (NSF, 1999) which set priorities for the way that services were to be provided. The NSF proposed protocols to be implemented for the management of postnatal depression, anxiety disorders and those needing referral to psychological therapies. The NSF recognised the role of Health Visitors with training who could use routine contact with new mothers to identify PND and treat its milder forms. Furthermore, the NSF related to actions to reduce suicides, by ensuring that staff would be competent to assess the risk of suicide among individuals at greatest risk. This standard was relevant to Health Visitors, as maternal suicide was cited as the largest cause of maternal death in the first postnatal year. Subsequent policy statements and guidance have since been supplemented to the framework, including the National Institute of Clinical Evidence (NICE, 2007) guidelines for antenatal and postnatal mental health (NICE-CG45, 2007). The NICE guidance identifies the need for emotional and social support for new mothers, whilst the National Service Framework aims to deliver a high quality standardized service. In 2007, the in-depth guidance was published where the standards for postnatal mental health needs were summarized as: All professionals involved in the care of women immediately following childbirth need to be able to distinguish normal emotional and psychological changes from significant mental health problems, and to refer women for support according to their needs All professionals directly involved in the care of each woman who has been identified as at risk of a recurrence of a severe mental illness following the birth, including the family, are familiar with her relapse signs Each woman who has been identified as at risk of a recurrence of a severe mental illness has a written plan of agreed multi-disciplinary interventions and actions to be taken The Department of Health issued guidance in 2009, called the Healthy Child Programme: pregnancy and the first five years of life and is an update to the National Service Framework for Children, Young People and Maternity Services (2004). The programme emphasises the NICE guidelines, including the need for the woman to be asked sensitive and appropriate questions to help identify depression. Additionally, the programme states the need for parent-infant groups, baby massage, listening visits, cognitive behavioural therapy and interpersonal therapy. In February 2011, the Government published its new Mental Health strategy No Health without Mental Health which acknowledges that mental health is a public health issue that needs co-operation from many different agencies, including education, social care, housing, employment and welfare. According to NICE (2007), various psychosocial and psychological treatments are recommended for the management of depression in the postnatal period: Social support can be defined in terms of sources of support (e.g. spouse, friends and relatives, support groups), or in terms of the type of support received, (e.g. informational support, emotional support, practical support). Non-directive counselling an empathic and non-judgemental approach, listening rather than directing but offering non-verbal encouragement. This approach is usually offered by health visitors. Self-help strategies: Guided self help Computerized cognitive behavioural therapy (C-CBT) Exercise Brief psychological treatment Structured psychological treatment: Cognitive behavioural therapy Interpersonal therapy NICE guidelines clearly state that PND services are subject to local variation due to locally existing services. To ensure the effective provision of high quality clinical services, it is essential that there is a clear referral and management protocol for services with a well defined pathway. Furthermore, NICE guidance states that services should develop clinical networks to improve access for women to specialist perinatal mental health services. In a report published in March 2011 by the Patients Association, it was found that 64% of Primary Care Trusts (PCTs) do not have a specific strategy in place when commissioning services specific to PND. World Class Commissioning (www.icn.csip.org.uk) clearly states that PCTs should have services that accurately reflect the needs of the local population. The report also shows that 44% of PCTs are failing to implement the NICE guidance due to not being part of a clinical network or not having a lead clinician for perinatal mental health. Is there a problem? What is it? Why does it need to be solved? What is your hypothesis (hunch)? Who will benefit from your investigation? In what sense will they benefit? In what sense will my contribution add to what is already known? How in general terms are you going to solve the problem, e.g., collect data, analyse data? By what methods? E.g., a case study approach. What are the constraints or limitations of the study? Methodology ( The title of this dissertation is postnatal depression and the role of social support from a feminist perspective. A systematic literature review was conducted The search methods used for the literature review were as follows: Databases searched included: MEDLINE, CINAHL, DAWSONERA, PsychLit, EBCOHOST, CENTRAL and DARE. Published books as listed in the References. Published articles in hard copy journals. Key terms were: postnatal depression, postpartum depression, isolation, social support, stigma, mental illness The searches were designed to be as inclusive as possible The searches were limited to articles between 1985 and 2011. An additional google search was conducted Overall, a total of ( ) abstracts were identified by the literature searches, over ( ) papers were assessed resulting in the final reference list of ( ) papers. Methodological limitations Ethical limitations The overall aim of this study is to understand postnatal depression and the objectives are as follows: Explore the different sources of social support for new mothers in the year following childbirth To evaluate the effectiveness of different models To examine the evidence of efficacy of social support To consider the findings in relation to policy and practice interventions and guidance of perinatal mental health Theoretical Perspective Brewer (2000) states that theory is a set of interrelated abstract propositions about human affairs and the social world. While much of the research on postnatal depression has been subjective, it may provide a political and ideological commitment to supporting the development of health services specifically targeted at womens health needs. Such a political process is consistent with the drive of feminist concerns that the health care system has failed to distinguish the particular needs of women (Najman, et al, 2000). This dissertation will attempt to look at the role of social support role from a feminist perspective. According to Busfield (1996), feminism is a philosophy suggesting that women have been systematically disadvantaged. Durrheim (1999) argues that feminist theorists aim to change this by investigating the situations and understanding the experiences of women in society and in doing so, provide a better world for women. Feminist research is opposed to patriarchal societies, which attempt to understand the world in order to control and exploit its resources. Feminists also describe the male point of view as objective, logical, task-orientated and instrumental. It reflects a male emphasis on individual competition, on dominating and controlling the environment (Neuman, 1997). Further, by examining postnatal depression through a feminist lens, the mechanism of social structure that contributes to the pressure to find motherhood a perfect, happy time can be addressed. Postnatal depression has been reported and studied since 1858 (Richards, 1990). In the nineteenth century, psychiatric disorders due to pregnancy and childbirth were common enough to account for 10% of all asylum admissions (Marland, 2003). Allen (1986) states that writer Chesler (1972) assumes that psychiatry sees women as madder than men and is perhaps rooted in the historical context of womens psycho-pathology being linked with femininity (Showalter, 1987). Taylor (1996), suggests that the dominant discourse surrounding postnatal depression overlooks the social construction of gender order and conventional gendered power dynamics. Furthermore, she stresses that the media play a role in blaming mothers, questioning appropriate behaviour and the choice of self-identity outside of motherhood. The structure of families in modern society creates problems of isolation and alienation (Taylor, 1996) as we move away from the traditional nuclear family unit and loss of close extended family ties. Over the past decade, self-help, recovery, and support groups that draw upon the discourse of feminism have gained increasing importance as sources of emotional support and settings in which women seek to redefine the female self. Models of mental illness Postnatal depression is conceptualized as a disease or illness and research efforts have been devoted to describing, predicting, preventing, and treating it (Cox Holden, 1994). Researchers have also endeavoured to uncover the underlying factors associated or correlated with postnatal depression, including biological variables such as hormones, other biochemicals, genetic factors; psychological characteristics such as personality traits, self-esteem, previous psychiatric history, family history, attitudes towards children, deficiencies in self-control, attribution style, social skills; a range of social variables, for example an unplanned pregnancy, method of feeding the baby, type of delivery, obstetric complications, infant temperament, previous experience with babies, marital relationship, social support, stressful life events, employment status, and socio-demographic characteristics such as social class, age, education, income, parity (OHara Zekoski, 1988). Mental illness can be difficult for people to understand or empathise with. Similarly, even mental health professionals can have difficulties in understanding what is going on for the patient, as there is no one diagnostic test that can be performed on the brain in an attempt to provide a simple answer or treatment. The effects of mental illness are made apparent in actions, feelings and thoughts, and therefore a model or group of linked theories is used to explain the cause and predict the best source of treatment. Doctors helping people with mental illness have models to guide them in both diagnosis and treatment. Most models of mental illnesses will nowadays acknowledge a combination of biological, psychological and social factors. Different models will, however, vary in which factors they rate as the most important. When advising a patient, a doctor tries to look at which interventions are likely to work best for that particular patient, taking into account the patients symptom s and circumstances. Models are the basis of every scientific belief. The medical model and behavioural model of psychiatric illness differ in their assumptions about the nature of the illness and the appropriate treatment (ref), however many practicing psychiatrists use features from both in the bio-psycho-social model (ref). Psychological models such as the learning theory, personal construct theory and psychoanalytic theory differ in the time-scale over which they try to produce explanations of behaviour. A biological model of mental illness is based on the presumption that the illness has a physical cause and therefore requires a physical treatment. This model suggests that mental illness is caused by chemicals, genetics or hormonal imbalances and such, a biological intervention or treatment would be drugs to reverse the chemical imbalance. A psychological model says that disruption or dysfunction in psychological processes lead to mental illness. Furthermore, personal experiences, social and environmental factors are important contributors to psychological distress. Taking anti-depressant medication would not be treating the cause of the problems; therefore treatment would be in the form of therapy such as psychoanalysis and cognitive behaviour therapy. There are two social models of mental illness: the labelling theory states that behaviours disliked by society are labelled as symptoms of a psychiatric illness. Labelling a person as having a disease, particularly mental illness is to become that illness, for instance shes mental and it is therefore easy to understand the concept of blame and stigma surrounding mental illness. Society believes that we can and should be able to control our psyche and emotions and thus the descent into mental crisis should be avoidable and controllable. Labelling, therefore, questions the very existence of mental illness and helps to maintain the imbalance of power between men and women (Taylor, 1996). Labelling a gendered illness provides society with a more palatable acceptance of the disease and its options for treatment. Szasz (1962) examined the concepts of stigma in mental illness and criticised the ways in which psychiatry made assumptions about those labelled as mentally ill. Another theory is that social situations can lead to a mental illness. For instance poverty leads to situations that a person cannot control, which can lead the person to develop anxiety. Some researchers suggest that the availability of medical care and expectations of quality of life following the birth of a baby (Thurtle, 1995) lead to postnatal depression. Feminist sociologists have looked at the impact of social factors on womens mental illness from three different perspectives: societal causes, medical causes and the mother herself (Taylor, 1996). A typical feminist approach would be to question whether a historically patriarchal tradition, namely medicine, can realistically address the experiences and needs of women. Medical perspectives consider that womens unhappiness and discontent is framed in psychiatric terms and are therefore treated accordingly. The medical model has been the dominant theoretical perspective of postnatal depression and according to a feminist perspective this disempowers womens individual experiences. While feminist researchers have criticized the medical model for the way it blames individual mothers for their difficulties, mothers themselves feel that the medical label and status, and the hormonal explanation, have the opposite effect of releasing them from blame and responsibility because the depression is something which is happening to them, their bodies and is therefore beyond their control. It is reassuring for some to know that they were not going mad but experiencing a medically recognized problem, shared by other mothers, and for which they were neither responsible nor to blame. Oakley (ref) suggests that pregnancy and childbirth are constituted as a disease by the medical profession. In an article written for the British Journal of General Practice, Richards (ref) questioned whether giving the diagnosis of postnatal depression to tired, overwhelmed women, simply allows them to claim sickness benefit. Considerable effort has been put into research into the causes of postnatal depression from a biological or hormonal reason; however Richards (1990) believes that no consistent relationship has been found. Dalton (1989) claims that there are endocrinology reasons for depression after childbirth, and that this could be treated by diet or hormonal treatment. However Oakley (1980) criticizes this view from a feminist perspective, believing this emphasizes women as reproducers. Despite Daltons (1989) opinion that postnatal depression is caused by hormones, she does believe that social and psychological support could benefit the mother. Kitzinger (2006) believes that many women are wrongly labelled as suffering from postnatal depression because they are unhappy after the birth, when in fact their distress is the result of a medically managed but traumatic birth. Kitzinger (2006) argues that the failure of the maternity services to give humane care can be ignored when the focus is placed on the mothers performance during childbirth. There are many theoretical perspectives that seek to explain the notion of postnatal depression and this dissertation will be focussing on the feminist perspective in a later chapter. Chapter 2 Postnatal Depression The postnatal period is well known as an increased time of risk for the development of serious mood disorders. Many women feel exhausted, not just from the physical efforts from giving birth, but the emotional effects of adjusting to their new role as a mother. Although this dissertation is concentrating on postnatal depression, there are two other important conditions that can be diagnosed after the birth, which will be briefly mentioned as follows; Baby blues Baby blues is the term used to describe temporary feelings of tearfulness and lack of concentration either immediately following the birth or within a few days, sometimes coinciding with the mothers milk coming in. These feelings may come as a shock to the mother, as she may have expected to feel joy and elation. This condition is very common in up to 80% of new mothers, so is considered as normal, but generally passes after about ten days. There is no treatment for the baby blues, however practical and emotional support in these first few days would be helpful. Puerperal psychosis Puerperal psychosis is a terrifying and rare complication following the birth affecting between one in 500 and one in 1000 mothers. The symptoms are hallucinations and delusions and often the mother believes that the baby is evil, she hears voices and can be confused. The word psychosis is simply a medical term, which means, according to the dictionary: any severe mental disorder in which contact with reality is lost or highly distorted The common treatment is anti-psychotic medication; however the mother may have to be admitted to a psychiatric unit for observation. Symptoms of PND The onset of postnatal depression can be gradual and difficult to distinguish either from the normal emotional sensitivity of recent childbirth, or because the mother is hesitant to disclose her true feelings. Many women feel that they may not need support or that they can manage on their own, whereas others may think there is a stigma attached to admitting feeling depressed. Some of the identifying symptoms of postnatal depression can be physical, however the majority are emotional and affect the everyday life of the mother. In order for a diagnosis to be made, at least five of the following symptoms have to be present for at least two continuous weeks; Feeling unable to cope, loss of confidence, feeling inadequate Panic attacks, excessive anxiety and obsessions about the baby, routines and cleaning Negative thoughts, irrational thoughts, depressed mood Feeling little/no love for the child, delayed/no bonding with the baby Not enjoying motherhood and wondering what is wrong with them because of it No interest or pleasure in anything, boredom, things seeming pointless Suicidal thoughts Constantly needing reassurance Fear that if they asked for help their baby would be taken away Feeling a burden to family and friends Everything seeming negative, unable to remember positive times/things Things getting out of proportion, being thrown by even small things Tiredness, lethargy Loss of appetite, weight loss Loss of interest in sex, loss of libido Risk factors There is considerable discussion surrounding the cause of postnatal depression (Richards, 1990). In a report written by OHara and Zekosi (1996), their findings led to the conclusion that PND reflects the coincidental occurrence of the puerperium and depression, rather than reflecting a causal relation between childbearing and depression. However, Kumar et al, (1984) found that childbearing in itself has a damaging effect on the mental health of women. Martin et al (2001) conducted a comparison of women in a psychiatric mother and baby unit and concluded that puerperal depression has a distinct biological aetiology. This conflicts with Richards (1990) conclusion that there is no link. According to Harlow (2003), any mother can be affected by postnatal depression, with no relation to age, social class, cultural background or educational status. However, research studies have consistently shown that the following risk factors are strong predictors of PND: Poor quality social support An unstable or unsupportive relationship Depression or anxiety in pregnancy Previous history of sexual abuse Recent stressful life events Labour/birth trauma In addition to many factors on the mothers side, there may be a relation between the behaviour of the infant that has an effect on maternal depression. In a study of 188 first time mothers, neonatal irritability and poor motor function was found to predict postnatal depression (Murray et al. 1996). There are few studies on the role of infant factors in the aetiology of postnatal depression, but it is possible that the babies react to parental mood and depression and vice versa. Prevalence According to Cox (1993) the incidence of women developing postnatal depression in the UK is between 10-12%. However, a study conducted in 2002, found that 27% of mothers aged between 15-44 years of age were found to be suffering from postnatal depression, of which half of them had contacted their GP within 4 months of the birth (Kaye, 2002). The rate of prevalence has varied due to different criteria (e.g, general practitioners or psychiatrists diagnosis, self-report questionnaire, clinical interview), different study designs and different time intervals (from few days up to several years) used. OHara (1987) suggested that the symptoms of postnatal depression can be relieved and diminished within one to six months, but sometimes depression can become chronic. Thus, it should be acknowledged that without effective treatment postnatal depressive symptoms may continue for as long as one to two years. The sixth report of the confidential enquiries into maternal deaths in the UK, Why Mothers Die, reported suicide as the most common cause of maternal death for women in the first year after childbirth. According to the Confidential Enquiries Report for Mothers and Child Health (Lewis, 2004) the number of suicides by women during the perinatal period has declined from 29 in 1997-1999 to 21 known suicides in 2000-2002. Depression can lead to more deaths from suicide each year than there are deaths from road accidents. According to Gregoire et al (1996), if postnatal depression is left untreated, 25% of women will continue to suffer one year after delivery and one in twenty-one women will still have postnatal depression two years later (Lumley et al, 2003). The statistics also show that women with untreated PND are at least 300 times more likely to suffer again in subsequent pregnancies (Hamilton et al, 1992). Detection There are a number of rating scales used to measure and detect postnatal depression. In many countries, health visitors screen for PND using the Edinburgh Postnatal Depression Scale (EPDS), which is a 10-item self-reporting screening instrument to aid the detection of post-natal depression (Cox et al. 1987; Murray and Carothers 1990; Warner et al. 1996; Wickberg and Hwang 1996b). This is designed to assess the mother at 6-8 weeks after the birth by the Health Visitor at home (appendix). A threshold score of 12 has been used as an indication that correctly identifies at least 80% of mothers with major depression (Cox et al. 1987; Harris et al. 1989; Murray and Carothers 1990). The NICE guidelines recommend the use of the Whooley questions (appendix) as a simple screening method to detect postnatal depression. This screening technique is used by health visitors at the initial contact and offers the opportunity to screen without a formal assessment. However, the EPDS and Whooley questions are not diagnostic tools in their self, and should always be used in conjunction with a clinical evaluation if necessary. Consequences of postnatal depression Different mechanisms have been proposed to explain the effect of postnatal depression to childs psychopathology (Murray and Cooper 1997). Whiffen (1989) suggests that infant temperament and behaviour is related to postnatal depression, both as a consequence and a cause of it. Mothers with chronic depression have infants with more behavioural problems such as sleeping and eating problems and temper tantrums (Campbell et al. 1997), and severity of depressive symptoms associates with compromised cognitive and attachment security (Lyons-Ruth et al. 1986). A second effect might be the maternal interactional and parenting style, secondary to maternal depression. Mothers with postnatal depression may be emotionally unavailable for their infants and they may withdraw from interaction situations. In addition, they may respond in an inappropriate or unpredicted or even unreceptive manner to their child. Paternal postnatal depression is rarely reported or studied, but estimated rates of paternal depression have varied from 4 to 13% (Ballard et al. 1994, Areias et al. 1996) in the early postpartum period. Treatment and Prevention If postnatal depression is left untreated, it can persist for many months with adverse consequences for mothers, children and families (Josefsson et al, 2001). There is the possibility of short and long-term consequences for the babys cognitive, social and emotional development. Depressed mothers make more negative and fewer positive responses to their babies and the infants learn a style of interaction that transfers to their subsequent interactions with other people (Field, et al 1988). Longer term adverse influences have been demonstrated on childrens language development, IQ and social development (Coghill et al . 1986; Sharp et al . 1995; Murray et al. 1996; 1999). Typically, mothers with postnatal depression go through silent suffering. Effective treatments are available, but help is often not actively sought. Small and his group (1994) found out that only one third of depressed mothers sought professional help. However, these mothers often advised other depressed mothers to find someone to talk to. However, the evidence for the effectiveness of interventions to prevent postnatal depression is conflicting. Stuart, et al, (2003) suggested that early intervention, even in the antenatal period is an effective way of tackling postnatal depression. Midwives counselling, given support and explanations about the childbirth prior to labour provided a better postnatal mental health of the mothers (Lavender and Walkinshaw 1998). The statistical power of existing studies is, however, very limited (Lawrie 2000). The provision

My Dominant White Culture Essay example -- Cultural Identity Essays

In my culture, the environment is clean. We have clean houses, clean community spaces, and clean schools. We tend to avoid places that are dirty. The housing is generally sufficient for our needs, and we have compassion for those whose living spaces are not suitable for their lifestyle. Yet no person in my culture would offer their home or car to someone who needed it more. Appearance is extremely important in my culture. The people in my culture are expected to dress neat and clean. It doesn't have to be the latest style, but clean and neat is appropriate. Those who do dress in the latest style seem to command more respect from the others. Those who don't dress in accordance with these rules are not ostracized but pitied. Usually, the hair styles grow shorter with age. Most women are expected to wear make-up, the men are not. Women are expected to but not required to have large breasts, slim figures, small features (hands, feet, and noses), straight teeth, and a healthy tan. Men are usually required to have a flat stomach, bulging biceps, thick, full hair, straight teeth, and, of course, a healthy tan. Although many people of my culture do not fit these images, most try in one way or another to achieve these standards of appearance. Those who can achieve these standards are usually respected and revered. These people are often featured in the media and interviewed on how they accomplished this goal of appearance. Â   The language of my culture is English. Many speak other languages and are respected for taking the time to do so. This culture originated in Europe and sailed across the Atlantic Ocean. There are many different cultures represented in my culture, but we are generally white an... ...ach day. Â   My school experiences were very diverse. Many of my friends came from cultures other than my own. Many students from differing cultures graduated with highest honors and received scholarships. They had to learn to work hard and to value knowledge just like I did. It is unfortunate that many of us had to conform to the mold set by the school in order to be successful though. Â   School reinforces the values dominant in society. If the society is dominated by one particular culture then every student must learn those values. Luckily, many cultures share values and ideas, but unfortunately, many do not. Conflict is the result of our diversity and society, including those who decide the curricula for schools must compromise. Too bad it usually doesn't happen, I would like to know more about my neighbors. Â   Â   My Dominant White Culture Essay example -- Cultural Identity Essays In my culture, the environment is clean. We have clean houses, clean community spaces, and clean schools. We tend to avoid places that are dirty. The housing is generally sufficient for our needs, and we have compassion for those whose living spaces are not suitable for their lifestyle. Yet no person in my culture would offer their home or car to someone who needed it more. Appearance is extremely important in my culture. The people in my culture are expected to dress neat and clean. It doesn't have to be the latest style, but clean and neat is appropriate. Those who do dress in the latest style seem to command more respect from the others. Those who don't dress in accordance with these rules are not ostracized but pitied. Usually, the hair styles grow shorter with age. Most women are expected to wear make-up, the men are not. Women are expected to but not required to have large breasts, slim figures, small features (hands, feet, and noses), straight teeth, and a healthy tan. Men are usually required to have a flat stomach, bulging biceps, thick, full hair, straight teeth, and, of course, a healthy tan. Although many people of my culture do not fit these images, most try in one way or another to achieve these standards of appearance. Those who can achieve these standards are usually respected and revered. These people are often featured in the media and interviewed on how they accomplished this goal of appearance. Â   The language of my culture is English. Many speak other languages and are respected for taking the time to do so. This culture originated in Europe and sailed across the Atlantic Ocean. There are many different cultures represented in my culture, but we are generally white an... ...ach day. Â   My school experiences were very diverse. Many of my friends came from cultures other than my own. Many students from differing cultures graduated with highest honors and received scholarships. They had to learn to work hard and to value knowledge just like I did. It is unfortunate that many of us had to conform to the mold set by the school in order to be successful though. Â   School reinforces the values dominant in society. If the society is dominated by one particular culture then every student must learn those values. Luckily, many cultures share values and ideas, but unfortunately, many do not. Conflict is the result of our diversity and society, including those who decide the curricula for schools must compromise. Too bad it usually doesn't happen, I would like to know more about my neighbors. Â   Â  

Doctrine of Ethos :: essays research papers fc

The Doctrine of Ethos states that music effects character and emotion of man by way of morals or ethics. It was arranged into certain scales, each with a certain characteristic. Specific scales were said to be able to inspire rage or sadness. Some were said to inspire happiness, and one was even said to weaken the mind due to its simplicity. Greek music, of which the Doctrine of Ethos specifically talked about, wasn’t just solely instrumental. Improvising, they usually incorporated lyrics and even dance. Music was studied by the Greeks on a level that would be considered excessive in our society by all but our musicologists, ethnomusicologist, music theorists, and a small minority that take their love of music to more than just an aesthetic level. In our world, a world of empiricism and skepticism, the Doctrine of Ethos may sound a bit hard to believe. It may even sound magical and mystical, but I feel that it has some deep roots in truth. Philosophers, musicians, and even th e layman have all theorized about the effect of music on the mind, body, and soul. After all, as William Congreve said in his The Mourning Bride, â€Å"Music hath charms to soothe a savage breast, to soften rocks, or bend a knotted oak.† It is difficult to show the effects of music on the individual, but it is easy to see how the individual chooses genres of music based on mood. The soldiers in Iraq, for instance, listened to a song by the band Drowning Pool titled, â€Å"Let the Bodies Hit the Floor,† over the speakers in their tanks. After listening to the song it would be easy to see that they didn’t just choose the song because they thought it pertained to their current situation. The song is loud, fast, and hard. The song fueled the soldiers. I don’t think that it made them into bloodthirsty savages, but I do think that it pumped them up with adrenaline. Walk into any random Gold’s Gym and I’m sure you will not hear classical or new age music, but instead some sort of rock. David in the Bible played music to soothe Saul. Due to David’s harp and voice Saul calmed down and fell asleep. This is present even in today’s society. After work, school, or any other long, e xhausting event, it isn’t uncommon for people to go home and put on some soothing music in order to cure them of their horrible day.

Salingers Franny and Zoey Essay -- J.D. Salinger Franny Zoey Essays

Salinger's Franny and Zoey It is the consensus of most critics that Seymour Glass is the most important character and the leader of the Glass family. This is a point that is obvious from the stories that Salinger has written about the Glass family. Seymour is looked up to and revered by all the children in the family and is his mothers â€Å"favorite, most intricately calibrated, her kindest son†(Franny 89). When catastrophe strikes in Franny and Zooey, the only person Franny wants to talk to is Seymour. Why is Seymour the most important person in the Glass family? Seymour is the eldest child. Therefore, all will come after him. In a sense, nothing new can be done after Seymour has done it. All that is left is to imitate and learn from the child genius. This is what all the Glass children seem to do. In Franny and Zooey, we learn that Seymour and Buddy educated all of the children. Together, the eldest boys of the Glass family taught their siblings literature, philosophy, and religion. Seymour was also looked up to and relied upon by the children of his family. In Seymour: an Introduction, we learn that Seymour and Buddy were both active in taking care of their younger siblings but there was a slight difference in the reactions of the children to each of them. Buddy says: When Seymour told one of the twins †¦to take off his or her rubbers on coming into the apartment, each and all of them knew he mostly mean that the floor would get tracked up if they didn’t and that Bessie would have to get out the mop. When I told them to take off their rubbers, they knew I mostly meant that people who didn’t were slobs. (193-194) This is an important difference because it shows how bo... ... learn from. He exists to teach us a lesson. This is why he is the family storyteller. He is our teacher, our example, and our leader. What is the lesson we are to learn from him? Maybe only Salinger knows that for certain but I believe Salinger would have us each search out our own â€Å"pieces of holy ground†. He would have us all find our one true thing we are to do, even if it is only to go to teach in a small classroom with less than average writers, as is Buddy’s holy ground, or to live alone and write for only yourself, as is Salinger’s holy ground. He would have us all admit to ourselves what it is we are supposed to do and go out and do it instead of forever complaining and searching for better. Through Buddy, Salinger is trying to give us his version of the meaning of life. The ultimate message: Find your holy ground, there lies happiness and truth.

Constructivism And Discovery Learning Education Essay

In 1960 Bruner publishedA The Procedure of Education. This was a landmark book which led to much experimentation and a wide scope of educational plans in the 1960 ‘s. Howard Gardner and other immature research workers worked under Bruner and were much-influenced by his work. In the early 70 ‘s Bruner left Harvard to learn at University of Oxford for several old ages ( 1972 – 1979 ) . He returned to Harvard in 1979.A Subsequently he joined the New York University of Law, where he is a senior research chap ( at the age of 93 ) .A TheoryA Bruner was one of the establishing male parents of constructivist theory.ConstructivismA is a wide conceptual model with legion positions, and Bruner ‘s is merely one. Bruner ‘s theoretical model is based on the subject that scholars construct new thoughts or constructs based upon bing cognition. Learning is an active procedure. Aspects of the procedure include choice and transmutation of information, determination devising, bring forthing hypotheses, and doing intending from information and experiences.A Bruner ‘s theories emphasize the significance of classification in acquisition. â€Å" To comprehend is to categorise, to gestate is to categorise, to larn is to organize classs, to do determinations is to categorise. † Interpreting information and experiences by similarities and differences is a cardinal concept.A Bruner was influenced byA Piaget'sA thoughts about cognitive development in kids. During the 1940 ‘s his early work focused on the impact of demands, motives, & A ; outlooks ( â€Å" mental sets † ) and their influence on perceptual experience. He besides looked at the function of schemes in the procedure of human classification, and development of human knowledge. He presented the point of position that kids are active problem-solvers and capable of researching â€Å" hard topics † . This was widely divergent from the dominant positions in instruction at the clip, but found an audience.A Four Key subjects emerged in Bruner ‘s early work: A Bruner emphasized the function of construction in larning and how it may be made cardinal in learning. Structure refers to relationships among factual elements and techniques. See the subdivision on classification, below.A He introduced the thoughts of â€Å" preparedness for larning † andA coiling course of study. Bruner believed that any topic could be taught at any phase of development in a manner that fit the kid ‘s cognitive abilities. Spiral course of study refers to the thought of revisiting basic thoughts over and over, constructing upon them and lucubrating to the degree of full apprehension and mastery.A Bruner believed that intuitive and analytical thought should both be encouraged and rewarded. He believed the intuitive accomplishments were under-emphasized and he reflected on the ability of experts in every field to do intuitive leaps.A He investigated motive for larning. He felt that ideally, involvement in the capable affair is the best stimulation for larning. Bruner did non like external competitory ends such as classs or category ranking.A Finally Bruner was strongly influenced by Vygotsky ‘s Hagiographas and began to turn away from the intrapersonal focal point he had had for acquisition, and began to follow a societal and political position of larning. Bruner argued that facets of cognitive public presentation are facilitated by linguistic communication. He stressed the importance of the societal scene in the acquisition of linguistic communication. His positions are similar to those ofA Piaget, A but he places more accent on the societal influences on development. The earliest societal scene is the mother-child couple, where kids work out the significances of vocalizations to which they are repeatedly exposed. Bruner identified several of import societal devices including joint attending, common regard, and turn-taking.A Bruner besides incorporated Darwinian thought into his basic premises about acquisition. He believed it was necessary to mention to human civilization and archpriest development in order to understand growing and development. He did, nevertheless, believe there were single differences and that no standard sequence could be found for all scholars. He considered direction as an attempt to help or determine growth.In 1996 he published The Culture of Education.. This book reflected his alterations in point of views since the 1960 ‘s. He adopted the point of position that civilization shapes the head and provides the natural stuff with which we constrict our universe and our self-conception.A Four characteristics of Bruner ‘s theory of instruction.A 1. Sensitivity to larn†¦ . This characteristic specifically states the experiences which move the scholar toward a love of larning in general, or of larning something in peculiar. Motivational, cultural, and personal factors contribute to this. Bruner emphasized societal factors and early instructors and parents ‘ influence on this. He believed acquisition and job work outing emerged out of geographic expedition. Part of the undertaking of a instructor is to keep and direct a kid ‘s self-generated explorations.A 2. Structure of cognition†¦ .it is possible to construction cognition in a manner that enables the scholar to most readily hold on the information. This is a comparative characteristic, as there are many ways to construction a organic structure of cognition and many penchants among scholars. Bruner offered considerable item about structuring knowledge.A Understanding the cardinal construction of a topic makes it more comprehendible. Bruner viewed classification as a cardinal procedure in the structuring of cognition. ( See the subdivision below on classification. ) A Detailss are better retained when placed within the competition of an ordered and structured pattern.A To bring forth cognition which is movable to other contexts, cardinal rules or forms are best suited.A The disagreement between get downing and advanced cognition in a capable country is diminished when direction centres on a construction and rules of orientation. This means that a organic structure of cognition must be in a simple adequate signifier for the scholar to understand it and it must be in a signifier recognizable to the pupil ‘s experience.A 3. Manners of representation: ocular, words, symbols.A 4. Effective sequencing- no 1 sequencing will suit every scholar, but in general, increasing trouble. Sequencing, or deficiency of it, can do larning easier or more difficult.A Form and tempo of reinforcementA Classification: A Bruner gave much attending to classification of information in the building of internal cognitive maps. He believed that perceptual experience, conceptualisation, acquisition, determination devising, and doing illations all involved categorization.A Bruner suggested a system of coding in which people form a hierarchal agreement of related classs. Each in turn higher degree of classs becomes more specific, repeating Benjamin Bloom ‘s apprehension of cognition acquisition every bit good as the related thought of instructional staging ( Bloom ‘s Taxonomy ) .A CategoriesA are â€Å" regulations † that stipulate four thing about objects.A 1. Criterial attributes – required features for inclusion of an object in a class. ( Example, for an object to be included in the class â€Å" auto † it must hold an engine, 4 wheels, and be a possible agency of transit, A 2. The 2nd regulation prescribes how the criteral properties are combined.A 3. The 3rd regulation assignees weight to assorted belongingss. ( Example, it could be a auto even if a tyre was losing, and if it was used for haling lading it would be shifted to a different class of â€Å" truck † or possibly â€Å" new wave † .A 4. The 4th regulation sets acceptance bounds on properties. Some properties can change widely, such as colour. Others are fixed. For illustration a vehicle without an engine is non a auto. Likewise, a vehicle with merely two wheels would non be included in â€Å" auto † .A There a several sorts of classs: A Identity categories – classs include objects based on their properties or features.A Equivalent classs ( supply regulations for uniting classs. Equality can be determined by affectional standards, which render objects tantamount by emotional reactions, functional standards, based on related maps ( for illustration, â€Å" auto † , â€Å" truck † , â€Å" new wave † could all be combined in an inclusive class called â€Å" motor vehicle † ) , or by formal standards, for illustration by scientific discipline, jurisprudence, or cultural understanding. For illustration, and apple is still an apple whether it is green, mature, dried, etc ( individuality ) . It is nutrient ( functional ) , and it is a member of of a botanical categorization group ( formal ) .A Coding systemsA are classs serve to acknowledge centripetal input. They are major organisational variables in higher cognitive operation. Traveling beyond immediate centripetal informations involves doing illations on the footing of related classs. Related classs form a â€Å" cryptography system. † These are hierarchal agreements of related categories.A Bruner ‘s theories introduced the thought that people interpret the universe mostly in footings of similarities and differences.A This is a important part to how persons construct their alone theoretical accounts of the world.A ApplicationA Bruner emphasized four features of effectual direction which emerged from his theoretical constructs.A 1. Personalized: direction should associate to scholars ‘ sensitivity, and facilitate involvement toward larning, A 2. Contented Structure: content should be structured so it can be most easy grasped by the learnerA 3. Sequencing: sequencing is an of import facet for presentation of materialA 4. Support: wagess and penalty should be selected and paced appropriately.A Intellectual DevelopmentA Bruner postulated three phases of rational development.A The first phase he termed â€Å" Enactive † , when a individual learns about the universe through actions on physical objects and the results of these actions.A The 2nd phase was called â€Å" Iconic † where acquisition can be obtained through utilizing theoretical accounts and pictures.A The concluding phase was â€Å" Symbolic † in which the scholar develops the capacity to believe in abstract footings. Based on this three-stage impression, Bruner recommended utilizing a combination of concrete, pictural so symbolic activities will take to more effectual learning.A Bruner, J. ( 1960 ) . The Procedure of Education. Cambridge, MA: Harvard University PressA Harley, 1995A hypertext transfer protocol: //tip.psychology.org/bruner.htmlA LeFrancois, 1972A Sahakian, 1976 The Importance of Language Language is of import for the increased ability to cover with abstract concepts.BrunerA argues thatA languageA can code stimulations and free an person from the restraints of covering merely with visual aspects, to supply a more complex yet flexible knowledge. The usage of words can help the development of the constructs they represent and can take the restraints of the â€Å" here & amp ; now † construct. Basically, he sees the baby as an intelligent & A ; active job convergent thinker from birth, with rational abilities fundamentally similar to those of the mature grownup. Harmonizing to Bruner the kid represents the universe to himself in three different ways. Educational Deductions of Bruner ‘s Theory For Bruner ( 1961 ) , the intent of instruction is non to leave cognition, but alternatively to ease a kid ‘s thought and job resolution accomplishments which can so be transferred to a scope of state of affairss. Specifically, instruction should besides develop symbolic thought in kids. In 1960 Bruner ‘s text, A The Procedure of EducationA was published. The chief premiss of Bruner ‘s text was that pupils are active scholars who construct their ain cognition. Bruner ( 1960 ) opposedA Piaget'sA impression of preparedness. He argued that schools waste clip seeking to fit the complexness of capable stuff to a kid ‘s cognitive phase of development. This means pupils are held back by instructors as certain subjects are deemed to hard to understand and must be taught when the instructor believes the kid has reached the appropriate province of cognitive adulthood. Bruner ( 1960 ) adopts a different position and believes a kid ( of any age ) is capable of understanding complex information: A ‘We Begin with the hypothesis that any topic can be taught efficaciously in some intellectually honorable signifier to any kid at any phase of development ‘ . ( p. 33 ) Bruner ( 1960 ) explained how this was possible through the construct of theA coiling course of study. This involved information being structured so that complex thoughts can be taught at a simplified degree foremost, and so re-visited at more complex degrees subsequently on. Therefore, topics would be taught at degrees of bit by bit increasing difficultly ( hence the coiling analogy ) . Ideally learning his manner should take to kids being able to work out jobs by themselves. Bruner ( 1961 ) proposes that scholars ‘ construct their ain cognition and make this by forming and categorising information utilizing a cryptography system. Bruner believe that the most consequence manner to develop a cryptography system is to detect it instead than being told it by the instructor. The construct ofA find learningA implies that pupils construct their ain cognition for themselves ( besides known as a constructist attack ) . The function of the instructor should non be to learn information by rote acquisition, but alternatively to ease the acquisition procedure. This means that a good instructor will plan lessons that help student detect the relationship between spots of information. To make this a instructor must give pupils the information they need, but without forming for them. The usage of the coiling course of study can help the procedure ofA find acquisition. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a kid ‘s environment, particularly the societal environment, more than Piaget did. Both agree that grownups should play an active function in helping the kid ‘s acquisition. Bruner, like Vygotksy, emphasised the societal nature of acquisition, mentioning that other people should assist a kid develop accomplishments through the procedure ofA scaffolding. The term scaffolding foremost appeared in the literature when Wood, Bruner and Ross described how coachs ‘ interacted with pre-schooler to assist them work out a block Reconstruction job ( Wood et al. , 1976 ) . The construct of staging is really similar toA Vygotsky'sA impression of theA zone of proximal development, and it non uncommon for the footings to be used interchangeably.ScaffoldingA involves helpful, structured interaction between an grownup and a kid with the purpose of assisting the kid achieve a specific end. Difference Between Bruner and Piaget Obviously there are similarities betweenA PiagetA and Bruner, but an importantdifferenceA is that Bruner ‘s manners are non related in footings of which presuppose the 1 that precedes it. Whilst sometimes one manner may rule in use, they co-exist. Bruner states that what determines the degree of rational development is the extent to which the kid has been given appropriate direction together with pattern or experience. So – the right manner of presentation and the right account will enable a kid to hold on a construct normally merely understood by an grownup. His theory stresses the function of instruction and the grownup. AlthoughA Bruner proposesA phases of cognitive development, he does n't see them as stand foring different separate manners of idea at different points of development ( like Piaget ) . Alternatively, he sees a gradual development of cognitive accomplishments and techniques into more incorporate â€Å" grownup † cognitive techniques. Bruner viewsA symbolic representationA as important for cognitive development and since linguistic communication is our primary agencies of typifying the universe, he attaches great importance to linguistic communication in finding cognitive development.BRUNER AGREES WITH PIAGETBRUNER DISAGREES WITH PIAGET1. Childs are PRE-ADAPTED to larn 1. Development is a CONTINUOUS PROCESS – non a series of phases 2. Childs have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause non a effect of cognitive development 3. Children ‘s COGNITIVE STRUCTURES develop over clip 3. You can SPEED-UP cognitive development. You do n't hold to wait for the kid to be ready 4. Childs are Active participants in the acquisition procedure 4. The engagement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a large difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic idea does NOT REPLACE EARLIER MODES OF REPRESENTATION