Music Paper

In this essay an attempt will be made to compare and contrast the music styles and compositions of the two great musicians of 20th century: Charles Ives and Arnold Schoenberg. Arnold Schoenberg and Charles Ives are considered as the important music composers. They succeeded in redefining the contemporary music. Initially, their styles of composition and music philosophy attracted a few criticisms although later the Musicians realized the real value of their music styles. In this sense, although both Schoenberg and Ives belonged to different music schools, they shared a few similar features. However, one can also notice many differences in their music styles and philosophy. Schoenberg originally belonged to Vienna, Australia and later he settled down in USA. He and Charles Ives can be considered as the contemporaries. Schoenberg was also a teacher of the music compositions. There were different phases in his personal life. After his wife left him, Schoenberg began to compose several revolutionary musical notes. He decided to give more importance to atonical music by rejecting the music with tones. In fact, this led to the establishment of the new school of music philosophy named the Second Vienna School of Music. Schoenberg, unlike Ives, had no formal training in music and he was a self taught music composer. He gave importance to the freedom of the aesthetic thought. (Danuser, 1998) Particularly after the First World War, he composed several works. Schoenberg also decided to introduce the compositions with twelve notes which became very much controversial among the contemporary musicians. Initially, his new music attracted only a minority of music lovers. Later however, his music was criticized and even attacked by those people who did not like his music style. Schoenberg enjoyed the service of his students and he was able to obtain the support of the music composers such as Albon Berg and Anton Webern. The main interest of Schoenberg was to break the monotony of the classical musical notes. He wanted to produce simple and clear music. He found that the contemporary music tones lacked this quality. When he introduced the music with twelve tones, he considered this as a great discovery. In fact, after 1950s, many music composers have used the ideas of Schoenberg and have contributed to improve the dynamic quality of music. Schoenberg can be considered as belonging to the school of experimentation and modernism as he believed in introducing something new after experimenting with the tones. He composed the works such as Moses and Aron and many other compositions. (Wikipedia, 2005) Charles Ives, on the other hand, belonged to America and he was influenced by the American music composers and his own father who believed in experimentation. Ives used to accompany his father in the music composition and gained valuable experience to become an experienced music composer. His father encouraged him to experiment with music by introducing bitonal and multitonal compositions. In this respect, one can find similarities between Schoenberg and Ives. However, Ives composed more popular music although some of his compositions are known for their complexity of detail. He also worked in an insurance agency. The series of heart attacks led to increase in the creativity in Ivy and in 1922 he published his book – 115 Songs. (Ives, 2005) This collection included the various songs which were composed during the different periods of his life. He also composed the dissonant songs such as â€Å"The Majority†. He believed in the combination of the popular and the classical music leading to the creation of bitonal music. Ives belonged to the school of experimentation and dissonance. His philosophy of music is expressed by the use of the term â€Å"eternal question of existence† in his music. (Ives, 2005) He was influenced by the philosophers such as Emerson and Thoreau and this influence can be seen in the music composed by Ivy. However, his works, like those of Schoenberg, were also not liked by many music scholars as they could not understand his music philosophy. Ives was more concerned with popular perception of his music as he included many American folk songs. He was also praised by Schoenberg for his original compositions. He composed the works such as Variations on America for organ, Central Park in the Dark for chamber orchestra, and The unanswered question for chamber group. (Ives, 2005) In fact, Schoenberg was also influenced by the experimentation of Charles Ivy. However, later Schoenberg introduced the twelve note music. At the same time his music was not liked by the ordinary music lovers as they could not understand the complexity of his music. (Hawes, 1998) The above details show that although both Schoenberg and Ivis belonged to the school of experimentalism, there were major differences in their music compositions. Schoenberg worked as a teacher which allowed him to interact with his students regarding his music compositions. His works are influenced by the European musicians although he wanted to discover something new. Ives on the other hand gave more importance to the American folk music and integrated it with the classic music. He was also influenced by the American philosophers. However, both the composers were criticized for their unconventional approach to music. Both the musicians composed complex musical works which the ordinary people could not understand and appreciate. Schoenberg gave importance to the German tradition. He was influenced by the German composers such as Mozart, Beethoven, Wagner, and Brahms. He believed in the music philosophy of serialism which gave greater order to the twelve notes created by him. He also believed in the philosophy of modernism as he modernized the classical music by introducing radical changes to the earlier German compositions. (Modernism, 2005) Bibliography Danuser, von Hermann. (1998). â€Å"Arnold Schà ¶nberg – Portrait of a Century†, Arnold Schà ¶nberg Center, retrieved online on 10-12-2005 from Hawes, Peter. (1998). â€Å"Learning to Love A Cranky Composer†, Yale Alumni Magazine, retrieved online on 10-12-2005 from (2005). â€Å"Arnold Schoenberg†, retrieved online on 10-12-2005 from last updated in November 2005. (2005). â€Å"Charles Ives†, retrieved online on 10-12-2005 from last updated 10 December 2005. (2005). â€Å"Schoenberg’s Harmonielehre: Modernism through Tradition†, retrieved online on 10-12-2005 from

Mr. Jim Wormold, the Unlikely Optimist in “Our Man in Havana”

According to the online version of the Merriam-Webster dictionary, â€Å"faith is the allegiance to duty or a person: loyalty (1): fidelity to one's promises (2): sincerity of intentions. †# The concept of faith can cleverly be disguised as a purely religious byproduct; possessed primarily by the followers of a religious belief system or spiritual path. However, faith simply means a strong trust in something or someone. Faith is to commit oneself to act based on life experience to warrant rationalization, but without sufficient proof.To have a faith in someone or something also involves an act of will to persevere when the odds are at great length. Even though the protagonist, Jim Wormold doesn’t have religious faith and his actions motivated entirely by desperation to have the approval of an absent wife and spoiled daughter, he is the only character that doesn’t exhibit blind faith. Faith is closely related to loyalty, as evidenced by the ideal of †fidelit y to one’s promises† or an inherent â€Å"faithfulness†. Faith is not an uniquely religious principle, but it is a byproduct of entrusting loyalty.And both loyalty and faithfulness have connections to trustworthiness. Loyalty cannot exist without faith. Wormold’s faith is engrossed to the loyalty of his daughter. As stated in Chapter 2, â€Å"Unlike Wormold, who believed in nothing, Milly was a Catholic: he had been made to promise her mother, he supposed, was of no faith at all, but she had left a Catholic on his hands. It brought Milly closer to Cuba than he could come himself† (Greene, 15). When marrying, Wormold promised his wife they would raise their children as Catholics. Even when his wife leaves he continues to raise Milly as a Catholic.Although it appears that he himself is absent of a religious faith, his actions to ensure she is Catholic are very significant. Wormold failed in his marriage, but doesn’t want to fail in raising his daughter with the right upbringing. Wormold is wholly dedicated and governed by the main woman in his life, his daughter Milly. She is the entire reason for him becoming involved in the Secret Service. By all accounts he should have rejected Hawthorne's offer. He has no background or training of any kind that would qualify him to be a spy. However, he sees a chance to make some money and he exploits it.He not only takes the basic pay of $300 offered him, but goes out of his way to make as much money as possible by creating phantom agents and missions all requiring more money, which of course he uses on his daughter. The following quote presents the reasoning why Wormold accepts Hawthorne’s offer. Milly wants a horse and a country club membership for her seventeenth birthday although she knows Wormold cannot afford the extra expenses of such a gift. †¦,‘Oh, I knew you’d take it like this,’ Milly said. ‘I knew it in my heart of hearts. I said two novenas to make it right, but they haven’t worked.I was so careful too. I was in a state of grace all the time I said them. I’ll never believe in a novena again. Never. Never. ’ (†¦) He had no faith himself, but he never wanted by any action of his own to weaken hers. Now he felt a fearful responsibility; at any moment she would be denying the existence of God. Ancient promises he had made came up out of the past to weaken him. (18) In the given quote, Milly begins to doubt whether her prayers will be answered. It is obvious she takes advantage of her father and asks for anything even if she knows her father cannot afford it.In fear of Milly becoming skeptical of her Catholic faith, Wormold keeps the horse as he had made â€Å"ancient promises to his wife† to â€Å"raise a good Catholic†. Wormold’s fear of his daughter, or at least the fear of her disapproval is brought to realization. Wormold has a great love for his daughter and wants to give her everything she wants so that he can succeed as a single parent and remedy faults he committed to his wife. He sees direct parallels to his daughter with his wife. Wormold failed at his marriage, but he intends to succeed in rearing their child.Several times throughout the novel, Milly manipulates and controls her father with a similarity to her mother. He feels distant and detached from her world and often gives into her requests. â€Å"He was glad that she [Milly] could still accept fairy stories: a virgin who bore a child, pictures that wept or spoke words of love in the dark. Hawthorne and his kind were equally credulous, but what they swallowed were nightmares, grotesque stories out of science fiction† (75). Wormold compares the significance of Milly's Catholic faith to that of a childhood fairytale as it ensures she maintains her innocence and faith in something without skepticism.This critique of Catholicism is similar to the Santa Claus myth. Parents lie t o their children about the existence of an imaginary entity in hopes to instill principles of goodness and morality in their children. Wormolds’ lack of religious faith is a result of a moral discrepancy. His wife was apparently a devote Catholic but still managed to overlook her marriage and run off with another man. Religion for the protagonist, Wormold is irrelevant. On the other hand, to have a faith that things will continue being advantageous isn’t considered far-fetched.Our Man In Havana takes place against the background of the Cold War. The British Secret Service is operated by heresy and the fear of expansion of the Communist regime. The novel’s setting in Havana Cuba is important because the story is written and takes place just before the revolution led by Fidel Castro. At the time of the story, Cuba is a largely poor country. There are many European and American tourists and businesspeople on the island who have their personal agendas and respective loyalties. Wormold remarks about this in Part 5 of Chapter 4: â€Å"You are loyal. † â€Å"Who to? † â€Å"To Milly.I don't care a damn about men who are loyal to the people who pay them, to organizations†¦ I don't think even my country means all that much. There are many countries in our blood, aren't there, but only one person. Would the world be in the mess it is if we were loyal to love and not to countries? † (195) The paranoia surrounding the Cold War is what drives the Secret Service to recruit agents so quickly without giving them proper training. Loyalty is a recurring theme throughout Greene’s novel and questions the validity of the ability to have a loyalty to a country when residing in another.Espionage is rampant because the fear of a Communist threat appears imminent. Consequently, they are so desperate for any information that they are very excited when they get Wormold's fake reports. Their desire to outmaneuver the Communists oversh adows their common sense. The British Secret Service engages in a prime example of blind faith with enlisting Jim Wormold. Hawthorne, the British secret agent who recruits Wormold, is not revered as an outstanding agent and isn’t trusted by his superiors. This may be a result in his questionable judgment for selecting new recruits.Although the British secret Service prides itself to â€Å"employ agents who were men of good social standing,† Hawthorne lies about Wormold’s true occupation and social standing by embellishing it: â€Å" ‘Oh, he imports, you know, Machinery, that sort of thing. ’ It was always important to one’s own career to employ agents who were men of good social standing. The petty details on the secret file dealing with the store in Lamparilla Street would never, in ordinary circumstances, reach this basement-room† (52). Later, Hawthorne suspects Wormold's reports may be falsified, but does nothing about it.In Part 4 of Chapter 2 Dr. Hasselbacher states, â€Å"At first they promised me they were planning nothing. You have been very useful to them. They knew about you from the very beginning, Mr. Wormold, but they didn't take you seriously. They even thought you might be inventing your reports. But then you changed your codes and your staff increased. The British Secret Service would not be so easily deceived as all that, would it? † (146) Faith is a suspension of disbelief. This is vital for believing in things that can't be proven, and as such is a personal decision for the individual.The function of the British Secret Service is to rely heavily on sources that cannot be easily confirmed. They have to put much trust in people like Wormold. While it is likely that most of them are reliable and diligent intelligence gatherers, there are few checks and balances in place to confirm they are not. The information they provide is obviously secret and not easily verifiable. This is dangerous bec ause decision makers have to much of their faith on these sources when making serious decisions.When wrong information gets through the system, whether it is intentionally wrong or not, it resulted in disastrous consequences as several people do in fact die indirectly because of Wormold's fake reports. The Secret Service is supposed to be a highly competent organization, but in reality they are unwittingly relying on Wormold who is neither qualified nor a loyal patriot of the British Crown. â€Å"If you have abandoned one faith, do not abandon all faith. There is always an alternative to the faith we lose. Or is it the same faith under another mask? # The idea of faith being either religious or not is purely semantics. For Wormold it is not a matter if he has faith, but who or what he places his faith in. Throughout the novel, Wormold exhibits optimism that he will be able to preserve a decent livelihood for himself and his daughter through playing up the insecurities and paranoia of the British secret service. Through the depiction of Wormold, Greene's Our Man In Havana suggests that true faith is not blinded by fear of attack of an unknown enemy or mythology of an ominous being, but loyalty to one’s individual morals and loved ones.

A SWOT Analysis of Nike, Inc.

A SWOT Analysis of Nike, Inc. Internal: Strengths The first strength of Nike as a company is that is outsources all aspects of its production to overseas facilities. This is a strength as the company saves money on the labor costs and the helps the company focus on design and research with the additional capital they save. The next strength is that Nike is a globally recognized brand that has strong customer loyalty. Along with this, Nike has a reputation for quality and endurance which makes it the brand of choice for athletes and fitness fanatics. Another strength of Nike is that it is an extremely competitive company with a catchy slogan that summarizes the ideology of the company. â€Å"Just Do It† is globally known and contributes as to why Nike is one of the few dominating companies in the market. Weaknesses The first weakness of Nike as a company is it perceived by some people as too premium and expensive. This is a weakness as a lot of people are migrating to lower prices athletic wear which is primarily focused on quality. The next weakness is that Nike does its business through retailers who sell other competing brands. This kills the exclusivity of the brand as it is often competing against hundreds of other brands who beat Nike in some aspects including price or quality. As mentioned previously, Nike outsources all of its manufacturing to save money. A lot of companies who outsource overseas are faced with negative publicity due to the bad image of â€Å"Sweatshops†. This could turn people off shopping at Nike due to unfriendly conditions that are associated with sweatshops. Opportunities One of the biggest opportunities for Nike is the emerging markets in regards to athletes and sports teams. A lot of people purchase their favorite teams regardless of the brand. If Nike strategically gets access to the biggest sports teams their sale would increase. If Nike continues to diversify into new markets other than footwear they can begin to dominate different markets such as sporting accessories. Nike has the advantage of compromising price to attract new customers. They already have a loyal customer following so they already have large profit margins. If they take the chance of lowering prices they could increase revenue from new customers. Threats The main threat to Nike is competitors such as Adidas, Puma and Under-Armor. Companies in the same market as Nike are continuously growing, putting pressure on Nike as a company that needs to continue to grow. The price of competitors is a big threat to Nike. Consumers today are more price cautions and will often opt for the cheaper products. As Nike uses overseas outlets to manufacture there is a constant threat that they will be exposed for poor trade practices. If they are exposed it would damage the company’s image and consumers might want to purchase from other suppliers.  · Where do our internal strengths match with external opportunities? This represents the best fit between the companys resources and the options available in the external environment. Nike’s internal strengths matches their external opportunities in the sense that Nike is a globally recognized company that has strong customer loyalty. An external opportunity that Nike could take advantage is lowering their price to attract new customers. As of one Nike’s strengths is strong brand recognition, it makes Nike a desirable brand especially if the prices are lowered. There is a possibility that the increase of new customers could increase profit and get more life-long customers.  · Where do our internal weaknesses match up with external opportunities? What opportunities are we not able to capture? The first weakness of Nike that matches up with external opportunities is that Nike is viewed as a premium brand that is too expensive for some consumers to purchase. The opportunity that this matches up to is the chance Nike has to lower its prices and attract new customers. The reason as to why it is difficult for Nike to capture this opportunity is because Nike carries a certain prestige that they don’t want tainted with cheap prices of their merchandise. If everyone can afford to wear Nike the prestige element wouldn’t have as much of an effect and it could possibly lose customers.  · Where do our internal strengths match up with external threats? What resources do we have that might turn a threat into an opportunity? The internal strengths that match up with the external threats in Nike is the face that Nike outsources all of its production to overseas facilities to save money on the cost of production. The matches with the external threats as the conditions of these overseas facilities leave much to be desired. If a report of these conditions were to ever appear it could severely damage Nike’s reputation. The pressure of other companies such as Adidas and Puma could become an opportunity for Nike to continuously grow and slow down in a very competitive market.  · Where do our internal weaknesses match the external threats in the environment? These are the worst possible scenarios for an organization. The internal weaknesses that match the external threats is the fact that Nike do most of its business through retailers. This is a threat as many consumers can compare prices of Nike to other competitors in a retail store. This could introduce consumers to cheaper prices of rival brands.

E-recruitment practices Literature review Example | Topics and Well Written Essays - 3250 words

E-recruitment practices - Literature review Example The Internet explosion and the high trend towards the digital environment have also moved recruitment to the online environment. Poorangi, Razavi and Rahmani (2011:74) define e-recruitment as the use of information technology in the recruitment process, to speed it up, improve it and ensure efficiency in recruitments. Barber (2006:1) refers to it as online recruitment, web-based recruitment or internet recruitment. Currently, a wide array of organizations has e-recruitment portals in their websites, or they conduct online recruitment through online job boards. Research done by institute of Employment studies (Barber, 2006:3) showed that most organisations use some form of online recruiting with most of them allowing applicants to apply for the jobs through corporate career sites. This research also projected that the only form of recruitment in the next decade would be through e-recruitment as more ways of making recruitment more efficient are developed. With increased efficiencies and competitiveness in the way that organisations acquire talented employees, e-recruitment practices between organisations differ in various ways. This is based on the kind of employees sought, the type of organisation and the cultural aspect of the targeted population. Therefore, e -recruitment is a process of hiring employees through internet enabled online electronic systems, such as websites. In order to use e- recruitment, it is important to have a system for administering the hiring process and enable targeted applicants to submit their details electronically. (Elkington, 2005). Thus, e- recruitment involves application of various electronic mediums such as websites, internet and online recruitment systems to hire employees in an organization. This study seeks to examine and evaluate the e-recruitment practices in employing customer service staff in Lloyds TSB in the UK and those in employing customer service staff in Bank ICICI in India. The study also seeks to examine the factors that influence e-recruitment practices, the importance of e-recruitment practices, and the role of culture in recruitment practises Factors that influence e-recruitment practices and importance of e-recruitment practices Before investigating factors that influence e-recruitment practices, it is important to examine the effects of the process on new recruitment methods. Conventional recruitment methods apply formal procedures such as job advertisement. The methods begin by determining the required applicants and their location in the job market. Then, the recruiting department embarks on the activities of attracting and persuading applicants to apply the advertised job vacancy through medium such as newspapers, magazines, radio, magazines and TV among others. When the paper applications are received, they are sorted and shortlisted. They are filed and registered to enhance assessment and monitoring during recruitment process. This is followed by com municating to the shortlisted candidates for a formal interview and further assessments. Similarly, formal letters are sent to unsuccessful applicants (Aurelia & Fallery, 2010). E-recruitment comprises of three major steps, namely attracting, sorting and contacting the successful candidates (Elkington, 2005). To attract candidates, the recruiting firm designs web pages, which apply electronic networks to advertise and locate potential applicants on the internet and online databases. Potential applicants

Implement Virtualisation in staffordshire university Assignment

Implement Virtualisation in staffordshire university - Assignment Example the local computers no longer have to do all the work that comes with running applications rather, the work is done by the network computers that make up the cloud. The hardware and software that the user requires decreases so that the only thing that the user requires is the cloud computing system interface software that can be as simple as a web browser such as Gmail or Hotmail. Cloud computing dates back to the earlier days of flow charts and presentations whereby the server-farm on the internet was represented as a puffy, white cumulonimbus cloud that accepted connections and doled out information as it floated (HESS and NEWMAN 2010). Virtualization refers to the act of creating a virtual version of something including even though not limited to computer hardware platform, operating systems and storage devices. It began as a method of dividing the system resources provided by mainframes between several different applications, and the term has been widening in use since then. It is now not just about servers, but about the creation of efficient, responsive IT environment through making virtually the entire data center (MIKKELIN et al, 2010). Consider the following illustration that indicates the process of virtualization Some of the benefits attributed to virtualization include improving asset utilization, lowering capital and power as well as cooling costs. In addition, virtualization improves efficiency and accessibility of the resources requisite in an organization. Further, it is helpful in reducing the management touch points and accelerating the delivery of IT services. It is imperative to note that, the virtualization software makes it possible for one to run numerous operating systems on the same server concurrently. The technology of virtual machine monitors is attributed to the whole process. This helps in separating computer environments from the actual physical infrastructure (AHMED & SARKAR, 2013). Of critical importance, virtualization enables

Description of the Instructional Design Process Essay

Description of the Instructional Design Process - Essay Example Description of the Instructional Design Process Since both of us are from Saudi Arabia, our native language is Arabic. As such, we planned to teach the subject entitled "Arabic Alphabet", which we believe would be an interesting and illuminating learning area since the class is composed of different students from diverse cultural orientations: 50% American's and 50% foreign students. All are graduate students; as such the knowledge level considers the type of information that should be presented; the materials to be used; as well as the style and level of language to be applied. The relevant framework of the instructional design was presented by Dean (2002) through the presented diagram which itemized four needs assessment: (1) the skills of the educator/s; (2) the development of content knowledge; (3) the needs of the audience or the adult learners; and (4) the learning contexts (p. 3). To apply the model to the current project, the following information are noted and to be expounded in subsequent sections. Skills of Educators: T here is a manifested above average to exemplary skills and competencies in the command and proficiency of the Arabic language; as well as translating and teaching basic theoretical frameworks of the Arabic language to English, which is the second language of both educators. Detailed educational background, work experiences, as well as skills and competencies are discussed below.As the educators, both come from Saudi Arabia, where Arabic is the native language. ... Content Knowledge: Exemplary since Arabic is the native language to both educators. Needs of the Audience: Since 50% are Americans and 50% are foreign students, the subject promises to be an interesting and illuminating learning experience for all. The composition of gender and cultural/racial orientation of learners are detailed under learner needs and characteristics below. Learning Context: The instructional project is to be presented in the assigned classroom: 124 Davis Hall, Indiana University of Pennsylvania; which is the most appropriate and convenient setting to comply with the course requirement. Assessing and Developing the Adult Educators’ Skills As the educators, both come from Saudi Arabia, where Arabic is the native language. Ahmed Alzahrani has a Bachelor of Arts Degree in English from Jeddah Teachers' College in Jeddah, Saudi Arabia. She taught English for three (3) years in middle school. She has been in the United States pursuing her master’s degree le vel majoring in the MATESOL Program. On the other hand, Naif Alsayyali, is also an English language teacher. He taught in Middle School, the public school system in Altaif, Saudi Arabia. He has been teaching for nine years. From the educational background and work experience, it could be deemed that both educators are highly skilled and exemplary in the subject area, â€Å"Arabic Alphabet†. Not only do we possess excellent competencies in this topic; but likewise, as English language teachers, we are adept at translating the native language into English, as the secondary language, and an area of evident proficiency. Developing Content Knowledge As disclosed by Dean (2002), there are three essential components of content

Should the potential benefits of financial system innovation deter Essay

Should the potential benefits of financial system innovation deter regulators from imposing restrictions on the activities of fi - Essay Example Firstly, it spurs economic growth by facilitating the easy flow of funds from the agents who have less or limited productive projects to agents with higher productive avenues. Secondly, the level of risk taken by an investor is reduced on account of a broader availability of assets resulting in greater diversification benefits and risk sharing. However, the above views have come under tremendous criticism with the predication that financial innovation reduces the risk exposure of the investors. The financial innovation was essentially introduced from a positive perspective but it has been seen that these innovations had a negative impact on the overall economy. Though the main purpose of this innovation was to aid the growing external debt market in U.S., it is now blamed to be the pivotal cause of the recent credit turmoil. To avoid such recurrences in the future, the regulatory bodies need to exercise a greater control over the financial markets. (Piazza, â€Å"Financial Innovatio n and Risk, The Role of Information†). Financial innovation: bane or boon Innovation is a ‘double-edged sword’. ... This blend of good and bad means the views on financial innovation is likely to be very subjective. As in the case of automobile inventions, while some view it as a gain for the economy and society; there are others, though very few in number, who believe that pollution and accidental deaths arising from this invention outweigh the societal and economic benefits. According to analysts, ‘financial innovation’ caused the recent financial crisis with the extent of culpability ranging from secondary to extreme. According to some, financial innovation has led to some very effective inventions such as the ATM machine whereas the other financial inventions like Structured Investment Vehicles (SIV’s) are a bane. The list of positive innovations includes Automated Teller Machine (ATM), debit cards, money market funds, exchanged traded funds, indexed mutual funds, currency and interest rate swaps (The Brookings Institution, â€Å"The Pros and Cons of Financial Innovationâ € ). The use of debit cards has enhanced the attractiveness of accounts as people no longer have to stand in queues to withdraw money. The introduction of financial swaps has empowered the businesses to hedge against any unforeseen circumstances. So, if a business with a huge export base is wary of depreciation of the receivables then it can take a suitable position in the currency swap. By this way, the value of its receivables remains intact. Similarly, a prospective borrower afraid of rise in interest rates, can buy forward rate agreements (FRAs) that will safeguard his position in the event of any unfavorable movement in interest rates. Financial innovation has empowered the domestic companies to raise the necessary funds or invest surpluses in the foreign capital markets.

Coping with Stress (SLP) Module 3 (BHS400) Stress Management Essay

Coping with Stress (SLP) Module 3 (BHS400) Stress Management - Essay Example The journal also reviews a couple of OSM programs showcasing their applicability to the clinical environment as well how cost-effective an effective OSM is to employers. Edward and Burnard (2003) in this source take an in-depth research aiming at identifying stressors, moderators, and all possible and actual outcomes of stress. In their study, Edward and Burnard include measures of stress, burnout, and satisfaction at the work place. With a sample size of 2000 people, the research is relevant in stress management as it identifies the possible causes of stress as well the specific outcomes of different types and levels of stress. In this case, the source provides a background information useful in crafting a stress management program. In this journal source, Murphy (1984) takes into consideration the merits of OSM as he compares studies within the dimensions of work group type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. With reference to worksite stress management programs, Murphy identifies that research connecting the above mentioned factors is fragmented and does not quite satisfy the question, ‘how effective are OSMs with regards to work group-type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. However, his conclusion, that OSMs are effective in aiding employees to cope with stress, merits the relevance of the source with respect to stress management. Employee appraisals to stress at the workplace are the focus of this journal source as Murphy (1996) examines a number of stress management interventions and their effectiveness. With a research approach, Murphy employs a variety of interventions to stress management as appraises their effectiveness from his sample responses. In this case, the source provides credible information linking stressful

Baroque and Rococo Essay Example | Topics and Well Written Essays - 500 words

Baroque and Rococo - Essay Example Baroque art style in the renaissance period was inspired by the idealism while Rococo art style was inspired by the 18th Century political changes in France. After the idealism of the Renaissance in c.1400-1530, there was need for a more relaxed lifestyle, which could only be achievable through artworks. Idealism brought into existence some nature of mannerism to the people by c.1530-1600. Therefore, Baroque art adopted during this period to emulate liberal thinking of the people as per the idealism. Baroque art style above all reflected the religious tension during the Renaissance epoch. Notably, this artistic style expressed in painting the desire of the catholic church of Rome to reassert itself at the wake of protestant dominations. This attribute makes Baroque art style more affiliated to Catholic Church . In appreciating the beauty of ancient architecture, the Bible says, â€Å"The work is great; for the palace will not be for a man but for the Lord God†. In this contect , David meant that a Temple was as equal as a Palce. Additionally, Baroque was the uttermost synonymous art style with the Counter-Catholic Church Reformation art of the Renaissance period. The Rococo art style, on the other hand, reflected a political and moral life relaxation. Newly adopted Rococo art style imitated political changes in France as a new style in art. The Rococo style was presented as an intimate, decorative and erotic art style in the Renaissance period. Rococo decorative art, in summary, emphasised on pastel colours.

Data Anlaysis Assignment Example | Topics and Well Written Essays - 1500 words

Data Anlaysis - Assignment Example Use a calculator and your sample to calculate ∑X, ∑Y, ∑XY and ∑X2. Use these values to write down the pair of ‘normal equations’ the solutions of which give the constant term (a) and the slope coefficient (b) of the fitted Ordinary Least Squares line Y = a + bX. Step 2. This step involves taking the partial derivatives and setting them equal zero provides us with candidate points for a minimization or maximization. In this step we write the equation that the partial derivatives will be taken in matrix form. Step 3. The partial derivatives of the matrix is taken in this step and set equal to zero. b is a vector or coefficients or parameters. Because the equation is in matrix form, there are k partial derivatives (one for each parameter in b) set equal to zero. Step 4. Simple matrix algebra is used to rearrange the equation. The first order conditions are to set the partials equal to zero. First, all terms are divided by the scalar 2. This removes the scalar from the equation. This is simply for ease. Second, is added to both side of the equation. On the left hand side, the two terms and cancel each other out leaving the null matrix. This step moves to the right hand side. Step 5. Finally, b is found by pre multiplying both sides by . Division by matrices is not defined, but multiplying by the inverse is a similar operation. Recall, , where I is the identity matrix. Multiplying any matrix, A, by I results in A, similar to multiplying by one in linear algebra. The coefficient of GDP is 0.0098662. So for every unit increase in  GDP, a .0.0098662 unit increase in  IN  is predicted, holding all other variables constant. On the other hand the p-value associated with the GDP is 0.800 a value greater than 0.05 (significance level), we thus fail to reject the null hypothesis and conclude that the coefficient for  GDP  (.0098662) is not statistically significantly different from 0. Thus at 5% level of significance

Two Gallants by James Joyce Essay Example for Free

Two Gallants by James Joyce Essay James Joyce’s story â€Å"Two Gallants† presents a colorful presentation of Ireland through the use of words, and their combination with other words to form vivid phrases, throughout the story. It can also be said that the symbolisms in the story, through the aid of the pairing of words and adjectives, are quite easily observable in the sense that, as a whole, the story presents several ironies in the lives of individuals who live their lives close to those of average individuals. The presentation of imagery throughout the story is as compelling as it is also poignant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Right at the opening lines of the story, it can already be noticed that the author is trying to establish a portrait of the setting. With the line â€Å"the grey warm evening of August† already suggests the feeling of sobriety amid a warm evening to the point of being close to dullness as it sets the mood for the proceeding paragraphs in the story. The color ‘grey’ suggests the fine line between white and black, which all the more makes sense when added with the line ‘warm evening in August’, thus implying the feeling that the characters in the story are just about to commence with what they have in mind just about when the evening sets in.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first paragraph of the story obviously establishes the mood of the setting, notable with the author’s use of the lines â€Å"a mild, warm air, a memory of summer, circulated in the streets† which suggests that summer has been over although there is still the feeling of summer around the area, and the author’s comparison of the shining lamps to that of â€Å"illumined pearls† is a metaphor which adds not only color but also a certain ‘feel’ of the setting. The same can also be said about the author’s description of the street which can be observed from the description of the author in which the light from the lamps change â€Å"shape and hue unceasingly† as the streets are â€Å"swarmed with a gaily colored crowd.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The author also provides an interesting initial description of Corley and Lenehan, the two main characters in the story. Lenehan was described as someone who â€Å"wore an amused listening face† while Corley was about to conclude his long monologue. The eyes of Lenehan were â€Å"twinkling with cunning enjoyment† as he listened to Corley’s stretch of narrative. It can be said that the choice of words of the author in partially describing the characters are, at the least, vivid and vibrant. The use of the words â€Å"twinkling† and â€Å"amused† to describe the eyes and the face of the characters respectively tells us more than what can apparently be said about the descriptions. The words transcend beyond mere description as they give a different kind of meaning or characteristic to the face and eyes of Lenehan and Corley respectively. A â€Å"listening face†, for the most part, tell us that Lenehan was very attentive to the narrative of Corley precisely because the former did not only listen with his ears but with his amused face.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another interesting part where the author describes Lenehan is the part where the author compares Lenehan to a â€Å"leech†, as that was the character’s social reputation. That is the part where the author’s choice of a term that will best befit the character of Lenehan tells us the extend of the imagination of the author, reflecting the depth of the skills of James Joyce in selecting words that do not only have deep metaphorical values but also have social relevance. That being said, the imagery of the character of Lenehan is already summarized right after the author described him as a leech because, for all we know, a leech sucks blood or life out of others. In essence, the term â€Å"leech† to describe Lenehan was already a huge and provocative statement in itself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, the author’s presentation of the image of Corley is equally amusing as it is vivid and describes the character in a crafty manner. Joyce describes Corley as the son of a police inspector, who has â€Å"large, globular and oily† head which â€Å"sweated in all weathers†. The words used by the author to ‘illustrate’ the image of Corley is amusing simply because of the words â€Å"globular† and â€Å"oily†, which also suggests that, indeed, Joyce is an author who makes sense out of words which are considered to be out of the ordinary in describing individuals in real life situations. That observation only leads us to the observation that Joyce is indeed focused on writing a story that is very well within the bounds of good literature. To describe a person’s head as â€Å"globular† and â€Å"oily† is also a statement in itself as those two words already give the reader a specific mental image of what Corley looks like. The choice of words illustrates all the more the capacity of the author to turn words into powerful adjectives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among the lists of the presentation of imagery in the story include but is not limited to the â€Å"large faint moon circled with a double halo,† and the â€Å"pale disc of the moon† which became â€Å"veiled† and appeared to â€Å"meditate†. Seldom can one encounter these descriptions of the moon at nighttime largely because the interest to describe the surroundings is either usually observed in the literary world or in rare occasions of the sudden outburst of one’s imagination in real life cases. Indeed, Joyce once again delivers the literary touch in terms of diction and presentation of imagery, correlating the features of short story with that of the experience of the characters which seem to linger between reality and fantasy. By describing the moon as a large, pale and faint disc surrounded by a double halo while appearing to meditate, the portrayal of the moon comes in ‘full circle’. The moon is depicted not merely as an inanimate object floating in the night sky but as an object which appears to meditate; a description which is characteristic among individuals who seek comfort in silence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joyce’s method of using words that usually relate to the activities of living humans to an inanimate object is reflective of ‘personification’. By combining the words which can rightfully describe inanimate objects to that of a word which is largely attributed to animate objects gives the reader the feeling that the inanimate object, which in this case is the moon, appears before Lenehan as an object which is both animate and inanimate—a seeming paradox. Nonetheless, this seeming paradox is understandable as it is one which is aimed at presenting an imagery which is not strictly or solely confined within the bounds of real possibilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a part in the story where the movement of Corley’s head is described as swinging â€Å"to and fro as if to toss aside an insistent insect† while Corley’s â€Å"brows gathered†. The description of the movement of Corley’s head gives the reader the feeling that, while reading and imagining the action of Corley simultaneously in one’s imagination, the shaking of the head must have been swift and forceful â€Å"as if to toss aside an insistent insect†. It gives the reader the impression that Corley was irritated while his â€Å"brows gathered†, suggesting that he was also showing signs of doubt pressed with a lingering hesitation or reservation somewhere in his mind. Indeed, Joyce’s use of diction in this part clearly highlights the author’s efforts to give life to what can be considered as a character in print. It ‘animates’, so to speak, a character w hich is technically inanimate.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   More importantly, the various names of streets mentioned in the story all point to the Irish-Catholic Dubliners with the English, sending the reader the impression upon closer examination that the story operates within the background of an Irish and English perspectives. It can also be observed that the story makes certain references to certain colors, such as blue and white in describing what the housekeeper was wearing. The colors blue and white can be attributed to the colors of the dress of the Virgin Mary, which again creates a paradox precisely because the housekeeper who Corley went with is not a virgin in the strictest sense of the word. Thus, the choice of words of the author of the story is not merely based on the fancy of the mind or in random choosing of colors. Rather, and more importantly, the colors chosen were selected to signify socially, or religiously relevant criticisms.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To a certain extent, it can be said that the criticism that Joyce is trying to impress upon the reader with the colors blue and white is the idea that the Irish society during those times, especially the religious church, has failed in maintaining the moral and religious foundations of the people in many ways. Joyce gives the chilling idea that from where the church has failed, the people have picked on those failings to do about their dealings with others. Corley, Lenehan and the woman housekeeper are examples to illustrate that point in the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is important to note that the â€Å"Two Gallants† gives us a fine look into James Joyce’s ability to flesh out words and use them to bring characters to life, to make inanimate objects turn into animate creatures, and to make social criticisms. The presentation of imagery throughout the story is vivid and vibrant which is met by Joyce through his artistry with diction and in using that diction as a means to create a story with a sensible plot, one that goes beyond the pages and reflects the society during that time. Work Cited Joyce, James. Two Gallants.   Dubliners. Prestwick House, Inc., 2006. 41-50.

Political Psychology Essay Example for Free

Political Psychology Essay Rape victims, survivors of plane crashes, combat veterans, and others who have experienced extremely traumatic events may react emotionally with a posttraumatic stress disorder. This reaction is characterized by involuntary reexperiencing of the traumatic events, especially the original feelings of shock, horror, and fear, in dreams or flashbacks. In addition, victims experience an emotional numbing in relation to everyday events, associated with feelings of alienation from other people. Finally, the emotional pain of this reaction can result in an increase of various symptoms, such as sleep problems, guilt about surviving, difficulty in concentrating, and an exaggerated startle response (Calkins, 1996). The Situation: 9/11   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A more recent example was the 9/11 incident. The safety and protection that was a seal of American social order was devastated by the 9/11 aftermath. The American people who have gone through the bereavement of either of their parents, brothers, sisters, next of kin, or friends may well be putting up now with overpowering anguish. They will want all the emotional assistance they can obtain and they will need an extended recovery period. Life will never look the same again for any oblivious or sentient American people, but the young people who have upheld personal fatalities may need considerable support from qualified, compassionate specialists (Skene, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The world is not in the slightest peaceful, but at present, there is no security issue taking center stage and the situation in the 9/11 assault is no exception. The 9/11 event had impressed upon America a greater sense of threat at the advent of the new millennium. The 9/11 terrorist attacks incited terror, fury, grief, revulsion, fear, empathy, bewilderment, melancholy, retribution sundry reactions in a nation that was everlastingly changed. To translate the mixed reaction of a private individual in a more politically relevant sense, it is wise to recall how then Senator Edward Livingston could be more important at these times with his words in a debate on the Alien and Sedition Acts: â€Å"†¦we are absurd enough to call ourselves free and enlightened while we advocate principles that would have disgraced the age of Gothic barbarity† (Skene, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   They may well not entirely come to terms with the intangible theories thrashed out by counselors or on the television newscast but are prone to be directed in their thoughts by a distinct discernment of validity. They may have dealings with a diversity of sentiments and impressions, and their articulation may subsume mimicking or self-deleterious actions as a way of dealing with their retaliation, fury, and despondency. A number of children at this phase may demonstrate a reluctance to speak of their sentiments and thoughts (Dunn, 2001). The Psychology of Situation: Posttraumatic Stress Disorder   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The emotional responses of posttraumatic stress can occur immediately following the disaster in an acute form and subside over a period of several months or can persist, becoming a chronic syndrome often called the residual stress pattern. In other cases, people may show no immediate reaction but may experience a full-blown posttraumatic stress disorder after a delay of months or even years. Clinicians are still discovering veterans of World War II and the Korean War who are displaying residual or delayed posttraumatic stress disorders (Hinkle, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This delayed posttraumatic stress syndrome has been a special problem in the case of Vietnam veterans. The problems of many seemed to be made worse by feelings that they had been rejected by an unsympathetic American public and that they had been betrayed by their government and had spent important years of their lives in a wasted effort (Bornstein, 1994). In a study of Vietnam veterans with combat experience, called the â€Å"Forgotten Warrior Project,† John Wilson, a psychologist at Cleveland State University found that (Kagan, 2004): Their suicide rate was 23 to 33 percent higher than the national average. Of those who had been married when they left the United States, 38 percent were divorced within six months after returning. The rate of hospitalization for alcoholism or drinking problems was high and increasing. About half of them still had some emotional problems related to adjustment of civilian life. Brian Seaward is one of the authors that delved into the realm of stress and its health consequences. Seaward notes that aside from the special life events that may be experienced by almost everyone, the most appreciable part of the list is the concept of change.   This implies that change may be in tandem with stress as being a natural part of modern-day living.   That change is the ultimate source of stress.   â€Å"Change becomes a powerful stressor agent because it necessitates adaptation whether it is perceived as a negative or positive experience† (Calkins, 1996). The important features of posttraumatic stress disorder, according to Seaward, are cognition and stress.   Stress affects cognition as anxiety intrudes on one’s consciousness as demonstrated by his unstoppable pangs of emotion, excessive preoccupation with the threatening situation or person, startling reactions, and other unwanted sensations.   It may also impair memory and attention during cognitive tasks.   It may also enhance attention, principally regarding memories of the stressor but repetitive thoughts can perpetuate stress and make it chronic (Calkins, 1996). Seaward also enumerates the emotional signs of health hassle, which are among others, anxiety, irritability, increased aggression, lack of enthusiasm, depression, alienation, and low self-esteem. Indecision, impaired judgments, lack of concentration, lapses in memory, and absentmindedness are some cases of mental drawbacks caused by health troubles. Seaward also shows that there are individuals who are more prone to health troubles than others.   As a result, the ability to cope with poor health is not the same with everyone. For instance, effective coping with stress depends upon how people go about their day-to-day lives. Lifestyle is a key factor in determining the likelihood of an improved posttraumatic stress disorder (Calkins, 1996). Posttraumatic stress disorder is usually coupled with feelings of sadness, discouragement, and dissatisfaction and usually occurs with other symptoms, such as feelings of worthlessness or guilt, decreased energy, and suicidal thoughts. Just as one can have the flu and bladder infection at the same time, it is quite possible, especially in the milder forms of bipolar disorder, to be both abnormally depressed and anxious at the same time (Dunn, 2001). Survivors of extremely traumatic experiences such as 9/11 are sometimes left with special anxiety problems. Some act as if they have been by the shock of their ordeal. Their interest in life is diminished, and they feel alienated from the people around them. Others develop a tendency to remain constantly on the alert, as if disaster is sure to strike again at any moment. They tend also to startle easily. People who have lived through auto crashes may panic at the sound if cars in the night. Those who have endured a mugging or rape may respond with a start whenever they hear strange sounds, and some former prisoners o war and hostages report similar reactions whenever they hear approaching footsteps (Skene, 2001). Survivors of psychological trauma are likely also to keep reliving their experience. They suffer from nightmares in which the shattering episode is reenacted in all its terrifying detail, and by day they find themselves suddenly overwhelmed by harrowing memories whenever they are exposed to situations that even remotely resemble the original event (Garcà ­a, 2005). There is evidence also that mood disorders are related to disturbances in the brain, to such an extent that the symptoms sometimes appear without any provocation. Neither the depressed individual nor the close family and friends can point to any unusually stressful event that might have caused a depression (Dunn, 2001). The Responsive Behavior of the Young and the Old Posttraumatic stress reactions can occur at any age.   Some people get over the traumatic experience of 9/11 soon enough, but others are troubled by symptoms for years on end. A number of elderly concentration camp survivors broke down completely decades after their ordeal was over when they had to be hospitalized for medical reasons. The experience was sufficiently similar to imprisonment to reopen fully the old psychological wounds (Garcà ­a, 2005). Children endure with bereavement a lot in the vein of adults, but with still not as much of discernment (Garcà ­a, 2005). When taking children in hand, it is imperative to recognize that they almost certainly discern more than what parents grant them credit for. Despite the fact that parents inherently desire to safeguard their children from pain, even the youngest kid understands that something is dreadfully wrong and yearns to grasp why the every adult distraught and in tears. This protective attitude merely serves to deprive the child of a chance to learn more about grief management and coping skills, which are indispensable throughout a person’s life, especially when he or she continues live in the absence of any parent who is supposed to shield them from deep sorrow since it is the parent or any close relative who has passed away (Garcà ­a, 2005). It is essential to acknowledge that every child is inimitable in his or her comprehension of the entire process of death. This discernment hinge on their developmental phase, intellectual skills, teachings by parents, teachers, and significant others, personality attributes, imagery in the media, spiritual convictions, and prior incidents of death induced by 9/11 (Hinkle, 2004). Nevertheless, there are a number of consequential factors that will be useful in comprehending how young people live through and cope with death and its aftermath (Dunn, 2001). Coping strategy of an individual’s behavioral and psychological efforts to buffer or minimize environmental and internal demands of posttraumatic stress disorder. Coping means that the person is â€Å"taking charge of his or her own life and is seeking the resources needed to solve current problems† (Garcà ­a, 2005). Seaward furthers that although the coping strategies used by individuals are often distinct, coping temperaments are to a large extent acquired from the social environment. The manner in which people attempt to resolve stressful situations, the cognitive strategies that they use to downsize threat, and the techniques for handling tensions are largely gained from the groups to which they belong.   A person tries to contain the threat and beat stress in two ways, namely focusing on the problem and on the emotions (Bornstein, 1994).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other grown-ups are overly wrapped up in their anguish to make an effort to comprehend how the firsthand witnesses of the 9/11 attacks fathom. Other people usually misconstrue the bystander’s demonstration of sentiments, characteristically hold themselves responsible for their fellowmen’s lamentation or rage. Therefore, even though it is likely for the entire people to express their sorrow in the presence of the world, it is essential to impart an elucidation to the terrorist that they can face the future more stalwartly. Discovering how to communicate their anguish, resentment, and apprehension will help Americans to contend with comparable disasters if truly inevitable in the future (Skene, 2001). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No question about it; the 9/11 incident was the commencement of enlarged hostilities and vigilance as well. The imagery being broadcast was far too excruciating to behold. Mass terrorism is not a regular crime; it is an enormously terrible crime. Tens of thousands, more or less, are the terrorists’ target to inflict fatality or fear upon, and they are more than determined to rule the world. With continued weak will, no wonder how more people would struggle to stay untreated with posttraumatic stress disorder (Skene, 2001). Attitudes toward those with posttraumatic stress disorder have improved over time. Today, individuals with PTSD are fortunate enough to be treated in hospitals and clinics instead of being out away in prisons or asylums. But they are still far from universally accepted either within the family or community. How they are viewed by others can be critical. It can help determine whether they will recover sufficiently to function in society, or to continue to be overwhelmed by their symptoms and even get worse (Calkins, 1996). For a person with posttraumatic stress disorder, there is no clear-cut organic problem, no violation of basic social norms, and no loss of orientation to reality, but the individual shows a lifelong pattern of self-defeating and inadequate coping strategies aimed more at reducing anxiety than at solving life problems. By mental aberrations or psychological scars, the PTSD patient proves to others that he or she is impotent in the face of a threatening world (Dunn, 2001). Our growing understanding of posttraumatic stress disorder does more than enable society to reclaim its familiar stranger. In making sense of posttraumatic stress disorder, we are forced to come to grips with basic conceptions of normality, reality, and social values. And mind loosed from its stable moorings does not just go on its solitary way; it bumps into other minds, sometimes changing their stability (Kagan, 2004). Many PSTD patients are privately treated at home, while others have learned to conceal their disturbances and not act crazy in public. Still others act out their mental problems in ways that society does not judge as mentally disordered; perhaps joining the hate groups, or engaging in socially acceptable forms of violence. Just as unemployment statistics do not include all those who are chronically unemployed and have stopped looking for work, so, too, statistics on posttraumatic stress disorder omit those who suffer in silence, living a marginal existence on the fringes of society (Hinkle, 2004). Indeed, victims of posttraumatic stress disorder caused by 9/11 are usually beset by extremely difficult psychological and social problems. They are likely to be financially strapped, not only because the therapy can be expensive, but also it interferes with productive work. They tend to be outcasts from both the family and society at large. Often the only persons willing to give them serious attention are their fellow PTSD patients, which do not really help as negativity enlarges (Bornstein, 1994). Under such depressive, circumstance, they need considerable help to break free from prejudiced society and get a fresh start in life. References Calkins, Mary Whiton. (1996). An Introduction to Psychology. The Macmillan Company. Bornstein, Marc H. (1994). Psychology and Its Allied Disciplines. Lawrence Erlbaum Associates. Dunn, Edgar S. (2001). Abnormal Psychology. Resources for the Future. Garcà ­a, Cynthia. (2005). â€Å"Developmental Psychology.† Merrill-Palmer Quarterly. Hinkle, Gisela J. (2004). The Development of Modern Sociology: Its Nature and Growth in the United States. Random House. Kagan, Jerome. (2004). â€Å"The Limitations of Concepts in Developmental Psychology.† Developmental Psychology. Skene, Neil. (2001). â€Å"Sacrificing Freedoms in the Name of Saving Them.† Atlanta: Creative Loafing.

Consumer priority between cadbury and nestle chocolates

Consumer priority between cadbury and nestle chocolates In this research the product performance and buying behaviour of two famous brands of chocolates Nestle and Cadbury, which is use by people of all ages, is surveyed. This research involves interaction with people of PANIPAT. Conclusion of the research includes how people got these products on the change like advertisement, satisfaction, taste, packaging, price, quality, brand loyalty etc. and also which specialised brand of chocolate is most preferred by people of different age collections. In this research it is checked that how fast and how much chocolate they consumed, whether they buy small, big or family pack. Trend on changing basis their connection has been shown in the report. In this report it is tried to explain that the entire research and facts product wise. As already mentioned in this research the product performance and buying behaviour of two famous brands of chocolates Nestle and Cadbury, which are taking by people of all ages is surveyed. As consumers, everyone plays a vital role in the health of the economy international, local, national . The decision we make concern on our consuming behavior affect the demand for the basic raw materials, for the conveyence, banking, production; they effect the service of workers and decrement of resources and success of some few companies and failures of others. Thus marketer must understand this. PRIORITY (or taste) is a concept, used in the social sciences, particularly economics. It perceive a imagined or real choice between substitute and the probably of rank ordering of these substitute, based on gratification, enjoyment, happiness, satisfaction, utility they provide. More generally, it can be seen as a source of inspiring. In cognitive sciences, single choice enable choice of objectives/goals. The consumer significance not only emphasis on why and how consumers make purchasing decision, but also emphasize on why and how customers make some choice of the goods they make and their assesment of these goods after use. So for achieving of any company or product raise it is very necessary to take out its attention towards consumer preference. PROJECT BACKGROUND The source of chocolate can be captured back to the ancient Maya and Aztec civilizations in Central America, who first enjoyed chocolate a much-prized spicy drink made from roasted cocoa beans. Throughout its history, whether as cocoa or drinking chocolate beverage or confectionary treat, chocolate has been a much sought after food. The initial proof of chocolate was over twelve hundred years ago in the central America rain forests, where the tropical mix of high rain fall combined with high year round temperatures and humidity provide the ideal climate for cultivation of the plant from which chocolate is derived, the cacao tree. Chocolate is made from the cocoa bean, found in pods growing from the trunk and lower branches of the cacao tree, Latin name theobroma cacao meaning food of the gods Cacao was corrupted into the more familiar cocoa by the early European explorers. The Maya brewed a spicy, bittersweet drink by roasting and pounding the seeds of the cacao tree with maize and capsicum peppers and letting the mixture ferment. This drink was reserved for use in ceremonies as well as for drinking by the wealthy and religious elite; they also ate cacao porridge. The first mention of chocolate being eaten in solid form is when bakers in England began adding cocoa powder to cakes in the mid 1600s. Then in 1828 a Dutch chemist, Johannes van houten, invented a method of extracting the bitter tasting fat or cocoa butter from the roasted ground beans, his aim was to make the drink smoother and more palatable, however he unknowingly paved the way for solid chocolate as we know it. Chocolate as we know it today first appeared in 1847 when fry sons of Bristol, England mixed sugar with cocoa powder and cocoa butter (made by the van houten process) to produce the first solid chocolate bar then in1875 a Swiss manufacturer, Daniel peters, found a way to combine (some would say improve, some would say ruin) cocoa powder and cocoa butter with sugar and dried milk powder to produce the first milk chocolate. ABOUT NESTLE The  Company  was founded in  1866 by Henri Nestlà © in Vevey, Switzerland, where our headquarters are still located today. We employ around 280 000 people and have factories or operations in almost every country in the world. Nestlà © sales for 2010 were almost  CHF  110bn. Nestle strategy Nestlà ©s objectives are to be recognised as the world leader in Nutrition, Health and Wellness, trusted by all its stakeholders, and to be the reference for financial performance. We believe that leadership is not just about size; it is also about behaviour. Trust, too, is about behaviour; and we recognise that trust is earned only over a long period of time by consistently delivering on our promises. These objectives and behaviours are encapsulated in the simple phrase, Good Food, Good Life, a phrase that sums up our corporate ambition. ABOUT CADBURY Cadbury is a company with a long history in New Zealand and a passionate commitment to making everyone feel happy. Cadbury strategy This 6 Point Action Plan will help us deliver our contribution towards preventing obesity and positively influencing consumer health: 1.Innovation Through innovation were investing in the development of new products within every category that will provide consumers with more choice. These include lower calorie offerings and new sweetening options. In addition, were reducing trans-fats and salt content in our products and have discontinued marketing products with embedded toys. 2.Marketing weve introduced a Global Marketing Code of Practice with specific reference to children. We will not advertise where children under eight years are likely to be the majority of the audience. It also defines the special care to be taken when advertising to children between ages eight and twelve. 3.variety we help our consumers by providing a broader range of options across all our product ranges, to provide greater choice and flexibility for how they consume our products. We are including new portion sizes and sharing information on our labeling. Where we have larger product formats, we provide serving size information to make it clear that these products are for sharing or multi-occasions. 4.Labeling were looking for ways to help people make more informed choices about what they eat, how much and how often. This includes providing nutrition information in a format that is easier to understand and responsible consumption messages. Were applying a new global labeling standard, called Be Treat wise, to help educate consumers about the role of treats in the diet. 5.Vending We dont vend our confectionery or carbonated soft drink products in primary schools and will only vend these products in secondary schools by invitation and in line with nutritional guidelines set by the school. Guidelines for vending are included within our global marketing code of practice. 6.insight we continue to invest in consumer research that helps build our knowledge of health concerns, including obesity. Were using and sharing our consumer research and expertise to help improve understanding of concerns, both within and outside our business. PROJECT AIMS OBJECTIVES This project is based on the relative study consumer performance towards Nestle and Cadbury chocolates. Objectives of the study are: To the customer satisfaction level linked with the product and the customer first choice level. To enlarge customer satisfaction and recall the market share by satisfying the customer desires. To study the factor distressing the utilization sample. RESEARCH PROGRAM In this the method of the study is describe. This project is based on data composed from primary resources. After the complete study, an effort has been made to show full study of utilization of Cadbury and nestle chocolates taken by the people. The data had been used for various aspect like utilization, consumers first choice and customers approval regarding Cadbury and Nestle chocolates. In collecting vital data and information concerning the topic selected, I went to the people of Panipat and composed the data. Survey design: The study is a stratum study because the data were composed at a single time. For the reason of this study a connected sample of residents was selected on the basis of expediency. Sample Size and Design: A sample of 500 people was taken on the basis of expediency. The actual customer were contacted on the basis of random sampling. Time period of the Study:- The research will be take around 6 month. Research Period: Research work is carried in 8-12 weeks. Research Instrument: This work is passed out through the making of questionnaires. The questions integrated were open ended and obtainable multiple choices. Data Analysis: The data will be analyzed on the basis of appropriate tables by using mathematical techniques. The technique that I will use is bar technique. This dissertation includes the following area of research CONSUMER RESEARCH: customer research deals with customer and their troubles and solution to the problems. PRODUCT RESEARCH: Under product research variation which customers wants as to the packing, shape, quality, color and quantity etc of their desired chocolate is studied. PRICING RESEARCH: This includes capability to devour, to pay for the product, how much a person can spend on his/her favorite chocolate. ADVERTISING RESEARCH: Under this It is accomplished that whether the advertisement appeals the customer or not. DELIVERABLES Dissertation proposal Comparative study of customer response for Cadbury and nestle Review of existing literature on Cadbury and nestle Review of current market situation for Cadbury and nestle Reason for customer preference between Cadbury and nestle. Situations that are leading to customer dissatisfaction Dissertation report RESOURCES Data Collection: The data, which is collected for the purpose of study, is divided into 2 bases: Primary Source: The primary data include data survey of relative study of customer behavior towards Nestle and Cadbury chocolates. The information has been taken directly from answerer with the help of structured and unstructured questionnaires. Secondary Source: The secondary data was collected from internet, References from Library.

Imperialism Essay -- essays research papers

Imperialism is often excused as a way of liberating people from tyrannical rule or by introducing the policies of a â€Å"better† way of life. It is based on the ground of a variety of causes running the gamut of economic pressures, greed, security, power, prestige, religion, and many other effective measures that can be taken given the circumstances. Arguments about the roots and virtue of imperialism can be put into four basic groups. The first is whether or not imperialism is economically beneficial. The second relates to the social aspect of imperialism and the natural desire to rule others. The third is protection and security, building up military powers around the world in order to help the main country when trouble erupts. Finally, the last is morals and their religious aspects. Because imperialism has its basis on power, it is often considered morally reprehensible. The thirst for power drove the European nations into a frenzy to control the continent based solely on the false belief that they were superior, thereby inflicting numerous evils upon both the African land and its people. Imperialism did benefit a small and favored group, but never the entire nation. For some people, capitalism and imperialism are the same and interpret imperialism as a late stage of capitalism when nations are forced to depend on monopolies in overproduction and surplus capital so that they can compete with other nations. At enormous expense imperialism has created an unsafe increase of markets, and has jeopardized the entire affluence of a nation in stimulating the strong resentment of other nations. During the nineteenth century, Great Britain had a huge empire, extending to many different regions of the globe. Before 1869, it only controlled a small amount of land in Africa. During the times before 1869, the British concentrated on imperialism in other, more profitable places around the world; places that would give them more markets for trade and more opportunity to increase their economy. Suddenly, the British were taking over land in places such as regions in Africa. The main reason for Britain’s interest in Africa was for the survival of their empire. Britain's economy has always depended heavily on trade, and creating more colonies was the way to expand their trade. Before the 1870s, Britain had little competition with various colonies. Their first act was against F... ...in reason for British imperialism in Africa was to bring Christianity, not to mention the European's idea of "civilization" to African countries. This decade witnessed the high spirit of self-confident, often self-congratulatory and always aggressive imperialism in which Britain, France, Germany, Italy, Japan and the United States conquered and annexed in the name of civilization. If anything, Europe was doing the exact opposite of spreading Christianity, all under false pretences. Imperialism was not economically beneficial, did not protect the â€Å"main† country by creating barriers, nor did it spread Christianity in mentionable portions. Nonetheless, imperialism did present upon a small portion of the elite a sense of power, though falsely earned. The animosities of imperialism did not help the people. Instead, it left them unprotected after the European nations had left, and left a hole in their culture. Word Count: 1,341 Sources: http://students.chs.lane.edu/~nbudu58/courses/intro2web/the%20dark%20continent/ http://www.smplanet.com/imperialism/toc.html http://www.indiana.edu/%7Ejah/teaching/2002_03/article.shtml http://www.boondocksnet.com/editions/morel/index.html

John Adams Influence on America :: American History

John Adams' Influence on America JOHN ADAMS – A SHORT BIOGRAPHY HISTORY 1301 – U.S. HISTORY TO 1877 WHEN SEARCHING FOR THE MOST INFLUENTIAL PERSON DURING THE EARLY U.S. HISTORY, GEORGE WASHINGTON COMES TO THE FOREFRONT. INCIDENTLY, DUE TO THE GEOGRAPHICAL LOCATION OF THE RESEARCH, THERE WAS INSUFFICIENT INFORMATION ON PEOPLE OR EVENTS ON HISTORY BEFORE 1877. TO MY SURPRISE, INFORMATION WAS LOCATED ON JOHN AND ABIGAIL ADAMS. JOHN AND ABIGAIL ADAMS SUPPOSIVELY HAD A WONDERFUL LIFE AND MARRIAGE TOGETHER. JOHN ADAMS SOMETIMES SEEMED TO BE A CONTRADICTING, RUDE AND OUTSPOKEN MAN, BUT AT OTHER TIMES PLAYFUL AND TENDER. ABIGAIL’S INTELLIGENT, CARING AND WITTY CHARACTER MADE UP FOR JOHN’S MANNERS, THEIR MARRIAGE SIGNIFIES THE POSITION IN WHICH A WOMAN WAS INVOLVED IN THE EVOLVING OF A GREAT MAN, FOR HER IMPORTANT FAMILY CONNECTIONS PROBABLY BENEFITED HIS CAREER. JOHN ADAMS WAS BORN IN 1735, BRAINTREE, MASSACHUSETTS TO JOHN ADAMS AND SUSANNA BOYLSTON. JOHN ADAMS WAS THE ELDEST OF THREE SONS. MR AD AMS WAS A DEACON AND FARMER (WHICH MEANT THE FAMILY WAS NOT WEALTHY). MRS ADAMS WAS BORN FROM ONE OF THE FIRST FAMILIES OF MASSACHUSETTS (THE BOYLSTON’S OWNED A LOT OF PROPERTY). JOHN ADAMS GRADUATED FROM HARVARD IN 1755. UPON GRADUATING, HE WAS OFFERED A JOB TO TEACH IN WORCHESTER. LIKE MOST BACHELORS, JOHN HAD NO INTEREST IN CHILDREN OR THE SLIGHTEST UNDERSTANDING OF THEM. BUT LIKE ANYONE HE ADAPTED TO THE SITUATION, PROBABLY BECAUSE HE HAD TWO YOUNGER BROTHERS. JOHN MARRIED ABIGAIL SMITH IN 1764. ABIGAIL WAS THE SECOND OF FOUR CHILDREN, BORN IN 1744. ABIGAIL WAS A MINISTER’S DAUGHTER ( REV WILLIAM SMITH ) FROM THE NEARBY TOWN OF WEYMOUTH. SHE KNEW OF JOHN THROUGH A COUSIN, HANNAH QUINCY. JOHN WOULD COME TO HER HOUSE WITH HER SISTER’S (MARY) FINANCEE (MR CRANCH). JOHN AND ABIGAIL BEGAN DATING ON THE DAY THE FAMILY PLANNED HER SISTER’S WEDDING. JOHN THOUGHT ABIGAIL WAS THE MOST EDUCATED WOMAN HE HAD MET. ABIGAIL’S MOTHER, ELIZABETH QUINCY, DIDNâ⠂¬â„¢T THINK TOO HIGHLY OF JOHN BECAUSE SHE THOUGHT LAWYERS WERE WICKED. THEY COURTED FOR SOME TIME. MRS SMITH WAS RESPONSIBLE FOR THE DELAY, SUPPOSIVELY SHE COULD NOT BARE TO LOSE TWO DAUGHTERS IN ONE YEAR. UPON MARRIAGE TO JOHN, ABIGAIL MOVED TO BRAINTREE. SHE HAD TO TRANSITION FROM THE POSITION OF A FIRST FAMILY OF WEYMOUTH TO THE MODEST SOCIAL STANDING OF THE ADAMS. SOMEHOW ABIGAIL FOLLOWED THE SAME STEPS AS JOHN’S MOTHER (THE BOYLSTON, WAS ONE OF THE FIRST FAMILIES OF MASSACHUSETTS) WHO THOUGHT TO HAVE MARRIED BENEATH HER WHEN SHE CHOSE JOHN ADAMS. John Adams' Influence on America :: American History John Adams' Influence on America JOHN ADAMS – A SHORT BIOGRAPHY HISTORY 1301 – U.S. HISTORY TO 1877 WHEN SEARCHING FOR THE MOST INFLUENTIAL PERSON DURING THE EARLY U.S. HISTORY, GEORGE WASHINGTON COMES TO THE FOREFRONT. INCIDENTLY, DUE TO THE GEOGRAPHICAL LOCATION OF THE RESEARCH, THERE WAS INSUFFICIENT INFORMATION ON PEOPLE OR EVENTS ON HISTORY BEFORE 1877. TO MY SURPRISE, INFORMATION WAS LOCATED ON JOHN AND ABIGAIL ADAMS. JOHN AND ABIGAIL ADAMS SUPPOSIVELY HAD A WONDERFUL LIFE AND MARRIAGE TOGETHER. JOHN ADAMS SOMETIMES SEEMED TO BE A CONTRADICTING, RUDE AND OUTSPOKEN MAN, BUT AT OTHER TIMES PLAYFUL AND TENDER. ABIGAIL’S INTELLIGENT, CARING AND WITTY CHARACTER MADE UP FOR JOHN’S MANNERS, THEIR MARRIAGE SIGNIFIES THE POSITION IN WHICH A WOMAN WAS INVOLVED IN THE EVOLVING OF A GREAT MAN, FOR HER IMPORTANT FAMILY CONNECTIONS PROBABLY BENEFITED HIS CAREER. JOHN ADAMS WAS BORN IN 1735, BRAINTREE, MASSACHUSETTS TO JOHN ADAMS AND SUSANNA BOYLSTON. JOHN ADAMS WAS THE ELDEST OF THREE SONS. MR AD AMS WAS A DEACON AND FARMER (WHICH MEANT THE FAMILY WAS NOT WEALTHY). MRS ADAMS WAS BORN FROM ONE OF THE FIRST FAMILIES OF MASSACHUSETTS (THE BOYLSTON’S OWNED A LOT OF PROPERTY). JOHN ADAMS GRADUATED FROM HARVARD IN 1755. UPON GRADUATING, HE WAS OFFERED A JOB TO TEACH IN WORCHESTER. LIKE MOST BACHELORS, JOHN HAD NO INTEREST IN CHILDREN OR THE SLIGHTEST UNDERSTANDING OF THEM. BUT LIKE ANYONE HE ADAPTED TO THE SITUATION, PROBABLY BECAUSE HE HAD TWO YOUNGER BROTHERS. JOHN MARRIED ABIGAIL SMITH IN 1764. ABIGAIL WAS THE SECOND OF FOUR CHILDREN, BORN IN 1744. ABIGAIL WAS A MINISTER’S DAUGHTER ( REV WILLIAM SMITH ) FROM THE NEARBY TOWN OF WEYMOUTH. SHE KNEW OF JOHN THROUGH A COUSIN, HANNAH QUINCY. JOHN WOULD COME TO HER HOUSE WITH HER SISTER’S (MARY) FINANCEE (MR CRANCH). JOHN AND ABIGAIL BEGAN DATING ON THE DAY THE FAMILY PLANNED HER SISTER’S WEDDING. JOHN THOUGHT ABIGAIL WAS THE MOST EDUCATED WOMAN HE HAD MET. ABIGAIL’S MOTHER, ELIZABETH QUINCY, DIDNâ⠂¬â„¢T THINK TOO HIGHLY OF JOHN BECAUSE SHE THOUGHT LAWYERS WERE WICKED. THEY COURTED FOR SOME TIME. MRS SMITH WAS RESPONSIBLE FOR THE DELAY, SUPPOSIVELY SHE COULD NOT BARE TO LOSE TWO DAUGHTERS IN ONE YEAR. UPON MARRIAGE TO JOHN, ABIGAIL MOVED TO BRAINTREE. SHE HAD TO TRANSITION FROM THE POSITION OF A FIRST FAMILY OF WEYMOUTH TO THE MODEST SOCIAL STANDING OF THE ADAMS. SOMEHOW ABIGAIL FOLLOWED THE SAME STEPS AS JOHN’S MOTHER (THE BOYLSTON, WAS ONE OF THE FIRST FAMILIES OF MASSACHUSETTS) WHO THOUGHT TO HAVE MARRIED BENEATH HER WHEN SHE CHOSE JOHN ADAMS.

A Comparison of the Mead-hall in Beowulf and The Saga of King Hrolf Kraki :: comparison compare contrast essays

Mead-hall in Beowulf and The Saga of King Hrolf Kraki  Ã‚        Ã‚  Ã‚  Ã‚   Is the mead-hall mentioned only in Beowulf or is it an element common also to this famous Icelandic saga? Is the mead-hall described the same way as in Beowulf?    Remaining true to the Anglo-Saxon culture’s affinity for mead (ale/beer/wine), the characters of Beowulf partake frequently of the strong beverage. And the mead hall is their home away from home, with more entertainments than just fermented beverages: â€Å"gold and treasure at huge feasts †¦ the words of the poet, the sounds of the harp.† Needless to say, with â€Å"the world’s greatest mead-hall †¦ Hrothgar’s people lived in joy.† â€Å"after a mead party the Danes †¦ knew no sorrows.† When Grendel â€Å"moved into the [mead] hall,† that is an indescribably torturesome pain for everyone: â€Å"Hrothgar was broken †¦ the Danes forgot God †¦ [they were] in great distress †¦ they wept and seethed.† When Beowulf and his men arrive they immediately â€Å"came toward the hall †¦ then sat down on benches †¦ pouring sweet drink.† They came â€Å"to cleanse Heorot [the mead hall],† to stop the â€Å"humiliations in Heorot† where men are â€Å"over their ale-cups.† Beowulf predicts: â€Å"When I get done with him, anyone who wishes may happily go into the mead hall.† Unferth, in his battle rune at Hrothgar’s feet, was insulting to the hero because Unferth was â€Å"drunk on mead.† When Queen Wealhtheow entertained the Geats, she first bid the king â€Å"joy in his mead drinking,† then â€Å"went around to each †¦ sharing the precious cup.† When the hero began fighting the monster, â€Å"many a mead bench †¦ went flying.† The next day the queen â€Å"walked among the mead seats,† and everyone â€Å"drank many a mead cup.† References to this subject are too numerous to enumerate. In the hero’s last days the fire dragon brought death to the Geats; the â€Å"wine hall† was â€Å"abandoned †¦the surging fires burned his house, the mead hall of the Geats. That was â₠¬ ¦ the greatest of sorrows.† Wiglaf, in censuring the ten who deserted their chief, said, â€Å"At the ale-bench he often gave you †¦ helmets and armor.† In this classic poem, can there be anything more vital or essential to joyful living, or to conducting business, than the mead-hall?    T. A. Shippey in â€Å"The World of the Poem† (45) says:    Some objects in fact reach â€Å"mythic† status – most obviously halls.

Gender Inequality Within Society Essay

Society has conformed our minds to view gender based on one’s role in society. This labels the person as a man or a woman and then classifies them based on the â€Å"roles† that society has assigned for each. Gender inequality is caused by the unequal perceptions or even the way someone is treated, based on them being a man or woman. It tends to be the result of what is seen as socially constructed differences of the typical gender roles. This is a social problem I find compelling due to the impact it has on society. Gender Inequality can be seen in different instances, some I feel more apparent than others. It can be displayed through gender roles by classifying a man’s role in society, versus a woman’s role. Gender Inequality can also be seen amongst relationships and how they adapt to what society feels is the way they respond to the relationship. Inside the workplace is another form in which gender inequality can be apparent based on the job a man or woman have. Gender inequality is overall very diverse and wide spread; both men and women are perceived and treated in various unequal ways. Over time, gender inequality is seen by both objective criteria, through the articles that establish facts of the individual issues and through subjective experience, in which my perception and others filter throughout their own minds; causing gender inequality to become a compelling social problem today. Gender inequality is shown through the generic labels that society has established, based on the individual being a man or a woman. The social role theory proposes that â€Å"gender roles in society, such as a provider or protector roles for men and child-rearing and caretaker roles for women, strongly foster certain emotions, behaviors, and traits that meet societal expectations for those roles,† (Bascom and Wilson 2013). A man is viewed as physically stronger than a woman, where as a woman as seen as more emotional and caring. â€Å"Expected characteristics of men who fulfill these roles include being goal- oriented, assertive, aggressive, competitive, and courageous, whereas expectations for women, based on more communal roles include, being nurturing, kind, showing empathy and sympathy, and seeking social connections,† (Bascom and Wilson 2013). Society has established roles in which differentiate men and women, by focusing on how they, as individuals,  should portray different characteristics. This allows for the opportunity of mislead perceptions, by the displays of gender in an unequal manner. If a man shows any characteristics that only a woman should have, he may be seen as weaker or maybe even deviant. This is true for a woman too, as that if she portrays too much aggression or competitive characteristics, she may be too manly, instead of fulfilling what should be her more nurturing role. Both men and women seem to face gender inequality, not just one more than the other. They both can face criticism, unequal treatment and stereotypes based on whether they choose to follow the exact way society has classified the gender â€Å"norms.† Although society has created these labels, it solely comes down to the individual on whether or not they choose to be deviant against them completely, in some ways, or simply not at all. Gender inequality over the years has improved when it comes to relationships. However more often than thought of, the power of the relationship usually still lies within the male being more dominant. â€Å"Current theoretical conceptualizations of gender emphasize that it functions as a social structure, that this structure affects people at individual and interactional levels, and that the gender structure is, in turn, recursively affected by people’s actions within social relations,† (Masters, Casey, Wells and Morrison 2013). Society has created this gender structure in which it finds appropriately fitting for how a relationship structure should function. This is done based on the way a man should act and what he should do and in return, how a woman should act and what she should do. It affects those in a relationship individually but also the relationship in general based on the way they choose to interact with each other; following society’s idea of a relationship between a man or a woman or going against it. It isn’t the fact that society won’t approve of being deviant with the gender roles for a relationship, but rather that they may be perceived differently or treated unequally due to them making the choice to be deviant towards those roles. This will continue to be a social issue, unless society as a whole, forms against the relationship structure we have been told to follow. Inequality in the workplace seems to be one of the strongest aspects when it  comes to gender inequality within society. Within an organization, â€Å"patterns of gender relations constitutes a gender regime and can include inequalities between women and men in the shape of discrimination in relation to opportunities, access to services and allocation of resources or benefits; all of these aspects of gender inequalities influence women’s and men’s working life,† (Elwer, Harryson, Bolin and Hammarstrà ¶m 2013). Gender inequality in the workplace can be seen in various forms. Among many of the findings pertaining to gender inequality, one of the most consistent is women earning less wages than men. â€Å"The relational inequality theory predicts that when gender is a culturally salient hierarchal status distinction, women will tend to be excluded from high-wage firms and jobs,† (Avent-Holt and Tomaskovic-Devey 2012). When gender seems most important, or better yet, more apparent, it is more noticeable that men will make more money over a woman in the same position. More often in workplaces, men tend fill more manager type positions where as women tend to fill lower hierarchy positions. We expect that â€Å"male managers will be able to use their statuses to capture more resources, leading to larger gender wage gaps than in workplaces where men and women are randomly distributed across the workplace division of labor,† (Avent-Holt and Tomaskovic-Devey 2012). This also shows that a man in a higher position, tends to be placed there with assumption they are more qualified, therefore creating gender inequality; not only is this shown with wages paid, but within the workplace as a whole and the type of job a man receives over a woman. Because of this, people generally â€Å"estimate higher salaries for men than women because they associate men with greater occupational status or competence,† (Williams, Paluck and Spencer-Rodgers 2010). In today’s society a woman earns only seventy-seven cents to every dollar that a man earns. A woman may even have the same role as a man and generally will still make less money than him. Assumed they can perform in a more competent manner and have greater resources to allow them fulfill that position, a man is usually given a higher position over a woman who could have the same qualifications and ability to do the same job. Which is why gender inequality in the workplace exists within society. Today’s society is responsible for the overall existence of gender inequality. Society has created what it sees as the gendered â€Å"norms,†Ã‚  labeling a man and a woman individually by giving each different characteristics to which they should follow. This has allowed and opportunity for unequal perceptions to be created and for the way someone is treated to be different based on whether they are a man or a woman. Gender inequality is seen in the established gender roles, the relationship that can occur between and man and a woman and gender within the workplace The societal views which have conformed our mind, are the reasons to why this is a compelling social problem that exists and unfortunately will probably maintain its status in society for years to come. Bibliography Avent-Holt, D., & Tomaskovic-Devey, D. (2012). Relational Inequality: Gender Earnings Inequality in U.S. and Japanese Manufacturing Plants in the Early 1980s. Social Forces, 91(1), 157-180. Elwà ©r, S., Harryson, L., Bolin, M., & Hammarstrà ¶m, A. (2013). Patterns of Gender Equality at Workplaces and Psychological Distress. Plus ONE, 8(1), 1-10. Masters, N., Casey, E., Wells, E. A., & Morrison, D. M. (2013). Sexual Scripts among Young Heterosexually Active Men and Women: Continuity and Change. Journal Of Sex Research, 50(5), 409-420. Skolnick, A., Bascom, K., & Wilson, D. (2013). Gender Role Expectations of Disgust: Men are Low and Women are High. Sex Roles, 69(1/2), 72-88. Williams, M. J., Paluck, E., & Spencer-Rodgers, J. (2010). THE MASCULINITY OF MONEY: AUTOMATIC STEREOTYPES PREDICT GENDER DIFFERENCES IN ESTIMATED SALARIES. Psychology Of Women Quarterly, 34(1), 7-20.

Guidance Services

GUIDANCE SERVICES IN ELEMENTARY, SECONDARY & TRETIARY LEVELThe school is expected to provide more than just teaching and instruction. A school programme includes all those activities other than instructional which are carried out to render assistance to pupils in their educational, vocational, personal development and adjustment.GUIDANCE SERVICES IN ELEMENTARYThe elementary school counsellor serves the needs of all elementary students, to help them develop, academically, socially and emotionally. The school counsellor’s role is constantly changing, reflecting the needs of the many people in our school community; children, parents, teachers, and administrators. A variety of services are provided: Guidance LessonsThe elementary guidance curriculum is child-centred and developmental – considers the characteristics and needs of each age and grade level. The curriculum encourages students to:– develop positive self-image – become more aware of the relationships between themselves and others – recognize their own needs and goals Individual Counselling ServicesElementary school counsellors meet individually with students to provide support for school-related issues. The counselling strategies vary with each student’s needs and are provided on a short-term basis as determined by the school counsellor. Students can refer themselves to the counsellor or can be referred by parents, teachers, or other school staff. Group Counselling ServicesElementary school counsellors meet with small groups of students on various topics. Topics are determined by the children’s needs and interests.ConsultationSchool counsellors, parents, and teachers work together to support children. Elementary school counsellors work with parents: – to exchange and gather information – to provide recommendations; and – to discuss parenting concernsElementary school counsellors work with teachers, administrators, and other staff: †“ to provide information, materials and referral assistance – to address student needs, especially within the Instructional Support Team (IST); and – to promote a positive learning environment.Is it time to speak with the counsellor?Parents should feel free to call the counsellor when they notice certain signs of potential problem in their child: – You see a dramatic change in your child’s behaviour. A happy child becomes withdrawn. A friendly child wants to be alone. – There’s been a change in your family. A new marriage, a severe illness, a divorce or a new baby can all effect school work. -Your child begins acting out and fails to respond to your usual methods of discipline. The behaviour that you see at home may also be occurring at school.GUIDANCE SERVICES IN SECONDARYThe Guidance Department is committed to helping students successfully navigate through high school academically, socially, and personally. This begins with the guidance counsellors visiting the middle schools to help 8th grade students make informed decisions about course selection and getting involved in school activities at the high school. This is done in conjunction with an eighth grade parent night to introduce parents to the high school. ONCE STUDENTS HAVE TRANSITIONED IN AS FRESHMEN, meet the ninth graders in groups to stress the importance of being an active participant in their high school education. It is important for students to understand early on that the decisions they make as freshmen can impact their future plans.IN THE SOPHOMORE YEAR, administer the PLAN assessment to all 10th graders and then schedule individual meetings with the students and parents to begin the discussion and planning for what comes after high school. We often refer to this meeting as â€Å"The Kick-off† to the college planning process. BY JUNIOR YEAR, students should be in full gear with their post secondary planning and help jump start this by providin g students with the tools to get started in group sessions. THE COMPREHENSIVE GUIDANCE PLAN CULMINATES IN THE SENIOR YEAR , with individual meetings with seniors and  their parents to help guide them through the post-secondary and college application process. -Donna Lyons, Director of GuidanceTHE GOALS OF THE SCHOOL COUNSELING PROGRAM ARE:†¢To help students in developing the ability to make decisions regarding personal, social, and educational matters. †¢To assist parent/guardian(s) in developing skills needed to support the student’s post-secondary enrolment and career exploration processes. †¢To support personalized assessment of the educational and career options available to each student. †¢To make appropriate referrals concerning community and school resources. †¢To assist students, parents, and others involved in addressing concerns and issues associated with the classroom and school environment. †¢To assist in the implementation of progr am accommodations granted as part of approved special education Individual Education Plans (IEP) or regular education 504 plans.Test PreparationThe Guidance Services Department at most schools offers students test preparation materials to help the students prepare for the various standardized tests they are exposed to during their middle school and high school careers.Program PlanningProgram planning is another key service offered by guidance departments. Program planning involves helping the student decide what classes he wants to take during his middle school and high school career. Program planning not only helps the student decide what electives to take and what classes are best for his academic abilities, it ensures that the classes the student is taking fulfil the high school's graduation requirements.Individual/Group CounsellingIndividual counselling and group counselling comprise counselling sessions held between a guidance counsellor and a student or group of students. Thes e sessions seek to address psychological, social and academic issues that can range from problems with school work, to bullying, to health concerns like depression. During these types of sessions, the parents of the student may be contacted and the student may be referred to an outside agency if the  problem warrants such action.College/Career PlanningThis service seeks to help students decide what they want to do after they are finished with their high school career. If the student wants to attend college after high school, the school selection and application process can be overseen or aided by the guidance counsellor. If the student wishes to enter the workforce immediately after high school, the guidance counsellor can aid the student in finding work, resume building, interview etiquette and many other employment-seeking skills.Guidance and Counselling has been defined as a profession involving an â€Å"integrated approach to the development of a well-functioning individual p rimarily by helping him /her to utilize his/her potentials to the fullest and plan his/her present and future in accordance with his/her abilities, interests and needs.†(RA 9258, Rule 1, Section 3) The PSHS-CARC Guidance Program is based on the needs of the starting campus and its budgetary limitations.Sponsored Link2014 Scholarships Scholarships for Students Undergraduate, Masters, PhD etc scholarship-positions.comGUIDANCE SERVICES IN TERTIARYInformation This refers to the intentional and purposive delivery of information to students; the primary purpose is to enable students to use said information to guide their choices and actions inside and outside of the University. Information varies and may be categorized as institutional, educational, occupational, and personal. Modes of delivery include dissemination through bulletin board, postings, flyers, brochures, orientations, meetings, and consultations.Individual InventoryThis refers to the process of accumulating and analyzi ng information about students on an individual basis through the use of an inventory form and through routine interview. Data solicited may include demographic information, academic records, psychological assessment data, and personal needs and problems. Data may be used to check for students who may need  counselling or specialized guidance services, and to inform the development and enhancement of student services.TestingConsistent with the objective of being able to assess relevant educational and psychological data from students, a testing program is designed and implemented. The testing program aims to help the students gain understanding of their needs and personality, to realize their potentials, to identify their strengths and weaknesses, and to know the implications of these. The main task of this service is the administration, scoring, and interpretation of standardized psychological tests of personality, interest, needs, aptitude, and intelligence, as well as the develo pment and use of affective scales that can be used to come up with a more complete picture of a student's traits or characteristics.CounsellingThis refers to the purposive interaction between student and counsellor, individually or in groups where the needs, problems, or difficulties of the student are shared, examined, and processed with the end goal of empowering the student to effectively manage his concerns. Areas of concern can be academic, personal, or social in nature and may focus on one's personality, emotion, attitude, values, or actual behaviour, Students can avail of counselling voluntarily (walk-in) or by referral from faculty, counsellors, parents, and other students.Personality Education Program This is a curriculum-based psycho-educational program designed to facilitate the total personality development, psychological wellness, and life adjustment of students.Career DevelopmentThis refers to the set of services specifically designed to assist students in their career planning and choices. These services can be categorized as career education (i.e. seminar on writing an effective resume); career information (i.e. job postings); and career placement (i.e. job fair).Special Guidance ServicesDevelopmental Learning SessionsThis refers to seminars or workshops facilitated by counsellors or invited resource persons on topics not covered by the information service and personality education classes. The aim of such program is to facilitate the learning experience of students on a wide variety of topics that could help them in their adjustment in school and life in general.Psychotherapeutic Intervention ProgramThis refers to programs specifically planned, designed, and implemented to meet the need of a particular group of students (i.e. athletes, single-mothers). The aim of such program is to promote psychological wellness and prevent future incidents of maladjustments or to remedy an already existing case of maladjustments among students belonging to sp ecial target groups.Research and EvaluationResearch is a guidance function where the counsellors develop and implement research plans that would generate empirical data about students and student’s life that could be used to inform policy and decision-making in the University, especially on matters relevant to student welfare and development, and to inform the direction and suitability of the various guidance services.Evaluation is a guidance function where the counsellors develop and implement assessment and evaluation plans that would provide soft and hard data on the quality, results, and impact of the various student services and programs. Evaluation data can be used as basis for enhancement of existing programs and development of new programs. Referral and ConsultationCounselling or clinical cases deemed beyond the level of expertise or resources of the faculty counsellors are referred to others to ascertain that students in such cases would be able to benefit from the b est available intervention.Follow-upThis refers to the formal and systematic monitoring of the individual progress of current students who have undergone academic advising, counselling, referral, placement, or any special intervention program. Returning students and those who are in academic probation are also monitored whenever needed. http://www.pnu.edu.ph/page/osass_guidance.php