The Utilisation Of Symmetry Within Filmmaking - 1645 Words

This following proposal will feature how the utilisation of symmetry within filmmaking, primarily in cinematography, is a stylised technique used to highlight significant events film narratives. This proposal will decipher whether symmetry used as a stylistic filmic technique, is a notable and powerful visual aid that heightens the viewers experience and significance of narrative developments. The purpose of this study is to gauge information about how symmetry showcases a posed and staged approach in filmmaking, and if that will drive the movement of film narratives. Thorough analysis of examples of works by American director Wes Anderson will be conducted throughout this proposal. Introduction The highly creative decision of†¦show more content†¦This is due to the possibility of symmetry being used randomly and thoughtlessly, running a high risk of creating visual disturbances in the narrative of the film, thus, potentially leading the initial direction of the narrative astray and the viewers to be confused as the film advances (Thonsagaard, L, 2012). Wes Anderson (born 1969), best know as an Academy Award winning American film director and screenwriter is respected and has mastered the art of symmetry. His films are extremely identifiable, as his constant usage of symmetry within his feature films create a powerful visual aid which are capable of communicating complex meanings that cannot be conveyed visually without the addition of symmetry. Anderson s work is also notable for his distinctive narrative writing and style and also the inclusion of adding reoccurring collaborations with various actors and creatives (McClintock, P, 2014). The definition of symmetry follows and refers to â€Å"†¦quality being made up of exactly similar parts facing each other or around an axis† (Oxford Dictionary of English). This proposal will primarily focus on Anderson’s filmmaking, discussing his utilisation of symmetry within his works and how he produces a visual aesthetic and experimental style of filmmaking that has gained him the title of being a respected director in the film industry. Anderson’s reason behind using symmetry instead

Character of good research Free Essays

Characteristics of Good Research Articles The following guidelines are taken from a series of editorial viewpoints In Research Quarterly for Exercise In Sport authored by Dry. Maureen Weiss (1 993, 1994, 1995). You should consider these your â€Å"bible† for assessing articles you read and for writing research proposals and eventually, manuscripts for publication. We will write a custom essay sample on Character of good research or any similar topic only for you Order Now If you follow these guidelines you will become a better reader, writer, and reviewer of research! 1. Introduction a. Is a theoretical or conceptual rationale provided for the study? B. Is there an adequate review and discussion of the pertinent empirical literature on the topic? Any key references omitted? C. Is there an explanation or justification for the selection of key variables in the study? D. Is there a logical progression and presentation of ideas that lead to the purpose of the present study? E. Do the hypotheses emanate logically from the theory and research presented? F. Is It specified how the research question extends the current knowledge base In the research topic? 2. Method a. Is the sample described thoroughly (age, gender, skill level, race, ethnicity) as well as the criteria for selection? B. Is the design clearly stated and Is it appropriate to the search questions? Are the relevant independent and dependent variables clarified? C. Are the measures described adequately (validity, reliability, item and scoring format)? D. Are the procedures described completely and clearly enough so that they could be replicated by others? E. Is a road map provided for how the data are to be analyzed to address key study issues (e. G. , reliability of measures, each of the key research questions)? 3. Results a. Is the results section readable? B. Are subheadings appropriately used to enhance readability and the â€Å"road map†? C. Are the appropriate statistics used to answer key study questions? D. Is all relevant Information associated with a particular statistical procedure reported? E. Are the statistical findings Interpreted accurately? 4. Discussion a. Is the study purpose briefly recapped for the reader? B. Are the results summarized in relation to the study hypotheses (support, did not support)? C. Are the study results compared to pertinent studies mentioned in the introduction? D. Are theoretical implications provided? E. Are practical implications provided, if appropriate? F. Are future research directions outlined briefly? Is there a concluding paragraph that brings closure to the article by ensuring that readers â€Å"get† the take-home message? 5. Other Issues a. Is the manuscript written clearly and understandably? B. Do all aspects of the manuscript conform to PAP style? How to cite Character of good research, Essays

Hierarchy of Power in Australia HealthCare System †Free Samples

Question: Discuss about the Hierarchy of Power in Australia HealthCare System. Answer: Introduction A 2017 study by a group of America researchers on the 11 different health care models that are used by developed countries around the world revealed that Australias healthcare system is one of the best in the world (Hierarchystructure, 2017). Australias healthcare system is regarded as one of the most comprehensive, accessible and affordable systems in the world. The system is managed by the Commonwealth Department of Health and Ageing whose mandate is to ensure that all Australians have access to important family and health services. Health care services in the country are predominantly provided by hospitals that are either government or private operated and by private medical practitioners. The country also has Medicare which is a universal health care system that subsidizes most of the medical costs for Australian citizens in Australia (Hierarchystructure, 2017). The success of the countrys Medicare system is largely attributed to the advanced nature of its private health insurance system. Despite the significant level of success achieved by the healthcare system, the country has witnessed a rise in the number of individuals who believe that hierarchy and power are intrinsic to the current health care system (Jamieson et al., 2015). Proponents of this school of thought argue that under the current health care system, the powerful members of the society obtain better healthcare services than the less powerful members. They believe that a persons status in society plays an integral role in determining the type of health care he/she gets. This objective of this paper is to provide a discussion on the argument that hierarchy and power are intrinsic in Australias healthcare system. The paper will seek to determine the validity of the argument and its impact on the Countrys health care system. The paper will also seek to investigate why proponents of this argument believe it to be so. Sociology and the Role of Perspectives The level of success obtained by Australias healthcare system is made possible due to the social life in the country. A number of studies have made it evident that an individuals social life is capable of significantly influencing his/her health. One such study was conducted by the University of North Carolina and proved that individuals with close supportive relationships have better physical health outcomes than those without. The study also proved that individuals with positive social life respond better to health care than those without. To obtain a better understanding of how society influences individuals, it is important to review the primary theoretical perspectives as they provide a paradigm view of the society. The perspectives are symbolic interactionism, functionalism and conflict theory. Symbolic interactionism requires health care practitioners to regard the symbols and details of a persons everyday life when providing the individual with care. The functionalist perspective holds that all societal aspects are interdependent and they contribute to the functionality of the society as a whole. The conflict perspective holds that society is in a state of constant competition for scarce resources and that the wealthy in society are able to control the weak. The conflict perspective covers the concept of hierarchy and power in determining the type of health care afforded to individuals. Under this perspective, individuals who are wealthy in society obtain better health care than those who are not. Biomedical Model The biomedical model is a medical perspective that is used by health care providers in the diagnosis of disease and the delivery of care. Under the biomedical model health care is provided to an individual based primarily on the persons biological processes. The model does not consider an individuals living conditions or lifestyle but instead focusing on the illness with the objective of returning the individuals physical health to its re illness state. The cause of the illness is not placed at the center of the model thereby eliminating the concept of hierarchy and power in the delivery of health care. The biomedical model of health care has a number of advantages and disadvantages. Some of its major advantages include the creation of advances in research and technology, provides for the treatment of a number of common problems, extends life expectancy, and improves life quality. Some of the disadvantages associated with the biomedical model include it is costly due to the fact that it relies on technology and professional health care workers, not all medical conditions can be treated through this model, it does not always promote the health of the person. Individuals who argue that Australias health care system is integrated with hierarchy and power cite the fact that the countrys health care system is based on biomedical model which costly makes it susceptible to influence by those who are in power. Hierarchy and Power The term hierarchy and power can be used both in a social context and in a medical context. Under the social context, the term hierarchy and power refers to how the wealthy members of society are able to acquire better health care services than the disadvantaged members of the society. This concept of hierarchy and power is greatly supported by the conflict social perspective discussed above. Elements of this form of hierarchy and power are evident within the Australian health care context where individuals who are of a higher economic and social standing are able to afford better health insurance coverage and as a result of this obtain better health care services. The second context of health care and power that this paper will focus on is that found within healthcare setting which focuses greatly on the structure of healthcare organizations. The term hierarchy and power is usually associated with a medical practitioners status, ego, position within the organization and in some context financial means. Under thus context the term refers to the gap that exists between different levels in the health care system. A number of Australian health care workers have complained that the concept of hierarchy and power is largely evident in the one sided movement of communication within the sector. The countries health care system is faulted for focusing only on the following of orders and established protocols with less emphasis on identifying solutions jointly as a team. Under the concept of hierarchy and power in the health care system, health care practitioners and patients are leveled based on their respective role in the organizations. The hierarchical structure is laced in a such a manner that the opinions if the healthcare provider who is regarded as the expert in the medical sector are provided with more importance than the opinions of the patient. This system is criticized for being oppressive of patients who occupy the lowest position within the hierarchy. Opposition to the system of health care is largely due to the fact that it does not provide for patient participation in the treatment process. Under the medical context power is also used to refer to professional power which is the expertise and capability of a medical practitioner to perform a particular task in a manner that is appropriate It is argued in most quarters that professional power for medical practitioners stems from the health care organization that they belong to, their personal influence, self presentation and their personal identity. Professional Power in the health care sector is generated from both outside and within the system. The medical practitioners responsibilities, roles, skills and knowledge account for the amount of power he has (Griscti et al., 2017). This implies that the more skills, knowledge, responsibilities and roles ascribed to a particular medical practitioner, the more powerful he/she is. The more powerful a medical practitioner is, the higher up he/she is within the health care systems hierarchical tree. This model of health care is criticized by most practitioners as it Places service users at a great disadvantage. This is in the sense that the health care practitioner utilizes his expertise in the matter in alleviating the health statues of the service user. Number of Players within the health care sector argue for the empowerment of service users to provide them with responsibility in the decision making process of their medical care. The context of Power within the health care system is covered under two theories namely expert Power theory and legitimate Power theory. The expert Power theory holds that Power is obtained from having specialist skills and knowledge in a particular field (Griscti et al., 2017). The legitimate Power theory holds that a Person in authority is able to influence people who are not in authority (Griscti et al., 2017). Implications (Connections to Australian Health Care System) As indicated in the introduction section of the paper, Australia has one of the greatest health care systems in the world. The medical facilities in the country are not only highly professional but also well organized and managed. The Australian medical system abides by a stringent hierarchical structure with regards to the placement of medical staff and the provision of medical care to patients. The medical staff does not consist only of doctors and nursing but also members of the administrative staff and executives who occupy the lower levels of the organization. The highest level in Australias medical hierarchy system is that of the senior medical officer which consists of the general practitioners who are followed by staff practitioners and the career hospital doctors (The tyranny of excessive medical hierarchy, 2017). Under the senior medical officers are the visiting medical officers. The visiting medical officers supersede the registrars who in turn supersede the principle house officers who supersede the residential medical officers. The residential medical officers consist of the senior house officers, junior house officers and the intern respectively (The tyranny of excessive medical hierarchy, 2017). The senior medical officers occupy the top most level of Australias health care system in under the hospital context. The SMOs are either appointed as non specialist or general officers in the staff grade positions. The non-specialists officers refer to those individuals who may not have the qualifications to work in a specific field but operate in any specialist under specialist supervision. The SMOs who operate under the staff grade position are individuals who maybe qualified in different medical fields or jurisdictions (The tyranny of excessive medical hierarchy, 2017). This title is largely occupied by international medical graduates who maintain the title under their fellowship that is conferred upon them by the relevant Australian Specialty University of the medical college. The major sub divisions under this SMO category are the general practitioners, staff practitioners and the career hospital doctors. The visiting medical occupy the second tier of the hospitals hierarchy system. They are specialists who operate their own private hospitals or act as general practitioners who provide consultation services at either public or private hospitals. The third tier of the hierarchical ladder is occupied by registrars. These are doctors who have been gained acceptance into a specialists training program that is accredited with a particular nominated college in a specific clinical specialty. The principle house officers occupy the next level of the hierarchical structure and consist of individuals who are in the fourth year of their post graduation studies. The PHOs are also given minor responsibilities in the hospitals with regards to the treatment patients. Based on this the PHO can be described as a medical practitioner who isnt going through an accredited study course that will result in him or her obtaining a higher medical degree (The Hidden Power Within the Healthcare Hierarchy, 2016). In some hospitals in Australia, the position is seen to be equivalent to that of the registrar. The final step in the hierarchical ladder is the resident medical officers. They include the senior house officer who is a medical practitioner in his 3rd year of post graduate education (Hierarchystructure, 2017). The junior house officer is a medical practitioner in his/her 2nd year of post graduate education (The Hidden Power Within the Healthcare Hierarchy, 2016). The intern is the last level of the hierarchy within the Australian hospital organization. He/she is a medical practitioner in his/her first year of post graduate education. The hospital hierarchical system is integrated seamlessly with the entire health sectors ladder system where the patients are placed below the interns with regards to the provision of care (Hierarchystructure, 2017). The lowest tier in the ladder is the patients family who in most instances do not play any role in the patients treatment process. A number of debates have been held as to whether or not the stringent heirarchial system within the countrys health care system is the major contributor to its success or not. Individuals who argue for the system hold that through the stringent heirarchail system, medical practitioners are empowered to effectively execute the task assigned to tem therefore enhancing the quality of health care provided (Crowe, Clarke, Brugha, 2017). Those who argue against these systems indicate that the patient is unable to participate effectively in the treatment process thereby hurting the effectiveness of the process (Kuokkanen, Leino?Kilpi, 2000). In a study conducted on Australias health care system, it was raveled that a significant percentage of patients confessed to being part of a number of experiences where their contributions are not taken into account due to the fact that the countrys current health care system does not provide for it and advice of the health care provider who is the expert prevails over the voice of the patient. The study also found that the hospitals hierarchical structure worked to support this dynamic as nurses where privileged as gate keepers of the service and excluded the patients input when creating the nursing notes or either through self regulation (Gardner et al., 2017). However, the study concluded that the a significant percentage of the patients who underwent through this experience indicate that even though they found it distasteful, the received quality service from the health care provider. Overall Critical Depth In summary it is logical to conclude that the hierarchy and power are intrinsic elements of Australias medical system and that the success of the system lies in the elements. By stringently regulating the health care system, the country has been able to control the quality of service provided by the hospital thereby ensuring increased welfare. Hierarchy and power within the health care system can also be categorized in two (The Hidden Power Within the Healthcare Hierarchy, 2016). The first category is that within the hospital and represents the statues of the medical practitioners and the second category is that of the relationship between medical practitioners and patients. The heirarchail system of the hospital has also served to make it easier for the allocation of responsibilities within the hospital and the provision of pay (Liberatore, Nydick, 2008). The nurses also play a significant role in managing the hierarchy system as they play a gate keeper role in ensuring that communication flow is unidirectional (The Hidden Power Within the Healthcare Hierarchy, 2016). Despite its numerous advantages, one of the key disadvantages of sticking to a stringent hierarchical system, the Australian health care system has served to eliminate patient participation in the treatment process (Liberatore, Nydick, 2008). This has led to a rise in the number of readmissions as more and more patients are unable to continue with care after leaving the hospital either due to unclear instructions or failure to understand the instructions. Another major disadvantage of the system is that it has resulted in internal conflict between hospital staff and those who occupy the lower tiers of the hierarchical ladder feel that their input into matters affecting health care are not taken into consideration when making decisions. In conclusion the hierarchical and power elements of Australias health care have both positive and negative sides. References Griscti, O., Aston, M., Warner, G., Martin?Misener, R., McLeod, D. (2017). Power and resistance within the hospital's hierarchical system: the experiences of chronically ill patients.Journal of clinical nursing,26(1-2), 238-247. Hierarchystructure. (2017, October 04). Retrieved October 06, 2017, from https://www.hierarchystructure.com/australian-hospital-hierarchy/ The Hidden Power Within the Healthcare Hierarchy. (2016). Retrieved October 06, 2017, from https://www.manageupprm.com/blog/2016/11/8/the-hidden-power-within-the-healthcare-hierarchy The tyranny of excessive medical hierarchy. (2017). Retrieved October 06, 2017, from https://www.doctorportal.com.au/mjainsight/2017/23/the-tyranny-of-excessive-medical-hierarchy/ Jamieson, M., Wicks, A., Boulding, T. (2015). Becoming environmentally sustainable in healthcare: an overview.Australian Health Review,39(4), 417-424. Gardner, G., Duffield, C., Doubrovsky, A., Bui, U. T., Adams, M. (2017). The Structure of Nursing: A national examination of titles and practice profiles.International Nursing Review,64(2), 233-241. Crowe, S., Clarke, N., Brugha, R. (2017). You do not cross them: Hierarchy and emotion in doctors' narratives of power relations in specialist training.Social Science Medicine,186, 70-77. Liberatore, M. J., Nydick, R. L. (2008). The analytic hierarchy process in medical and health care decision making: A literature review.European Journal of Operational Research,189(1), 194-207. Kuokkanen, L., Leino?Kilpi, H. (2000). Power and empowerment in nursing: three theoretical approaches.Journal of advanced nursing,31(1), 235-241.

World is Flat A Brief History of the 21th Century an Example of the Topic History Essays by

World is Flat: A Brief History of the Twenty-First Century Individuals from every corner of the flat world are being empowered...you are going to see every color of the human rainbow take part (Friedman11). This is how writer Thomas Friedman says in his international bestselling book The World is Flat: A Brief History of the Twenty-First Century. First published in 2005, the book tackles one of the most realistic phenomena this dot.com age has experienced: globalization. In his travels as a journalist, Friedman, a three-time Pulitzer winner, became aware of the connections not just of individuals but of organizations, governments around the globe, before concluding that the world is flat as opposed to what Christopher Columbus previously reported to the monarchy (5). Need essay sample on "World is Flat: A Brief History of the Twenty-First Century" topic? We will write a custom essay sample specifically for you Proceed Friedman believes that there are three eras of flattening with the first one occurring when Columbus first voyaged until about 1800 (Friedman 9). Globalization 1.0 was about competition among nations, leveraging on strength and how a country can influence the rest (9). Then came Globalization 2.0, which continued until 2000 (9). This era was defined by multinational companies which further made the globe smaller by global expansion and integration (9). It was a time fuelled by the industrial and transport revolution, advancing growth and development- the telegraph, telephones, PCs, satellites, fiber-optic scale and the early version of the World Wide Web (9). It also ushered in a global economy. But it is globalization 3.0 that has made the world flat. Unlike Globalizations 1.0 and 2.0 which were monopolized by a few individuals, mainly Americans and Europeans, Globalization 3.0 focused on individuals or as Friedman puts it, empowerment of individuals (11). Friedman attributes this flattening to ten forces, namely: 1.The collapse of the Berlin Wall- opening the world to democracy; 2. Entrance of Netscape- allowing people to browse the Internet publicly; 3. Workflow software- use of machines to do work; 4. Open-sourcing- people collaborating online for projects; 5. Outsourcing- subcontracting cheaper like (e.g. India) to do certain workflow; 6. Offshoring- moving a companys internal processes to somewhere cheaper; 7.Supply-chaining- collaboration between suppliers, customers and retailers for value creation and streamlining (e.g. Wal-Marts logistics); 8. In sourcing- company providing service to another company, sort of like in-house consultancy (.e.g. UPS mending Toshiba computers); 9. In-forming presence of search engines like Google; and; 10. Presence of steroids- tools that facilitate technology such as mobile phones, PDAs, et al (48-367). These flatteners have been responsible for transforming the world into what it is now, a levell ed ground where anyone can play. Friedmans idea of flatness is absorbing. His narratives tie up everything he is trying to impart to the readers. There are parts when he tackles the American education in regards to facing globalization such as the drop of citizens specializing in science and technology (Friedman 257). This gap is frightening considering how the world now is shaped by technology. What is interesting though is how foreigners living in the country have helped Americas science force buoyed (259). This exactly embodies the flatness the world is now. The World is Flat is an interesting read for those wanting to dive more into the issue of globalization. It serves as an eye-opener on how globalization could affect our lives is we do not know how to respond to it. There are times when he jabs at the Bush administration, but in spite of that, the book is engaging to read. He is right to say that the global landscape has changed, largely thanks to technology and globalization. He is also right to say that the American education is lagging and that may cause the country to tumble as we go through the globalization era. Some may argue that Friedman has exaggerated the role of globalization in todays economy, especially among Americans but it only serves as a warning, an advice that if we dont get our acts together, the very same thread that pushes people together may very well be the strand that divides us. As Friedman ends his book, The world is flattened. I didnt start it and you cant stop it, except at a great cost to human development and your own future. But we can manage it, for better or for worse... You can flourish in this flat world, but it takes the right imagination and the right motivation (469). Let us ensure, as individuals of every color, manage it for better not just for our sake but for the next generation, as well. Work Cited Friedman, Thomas. The World is Flat: A Brief history of the Twenty-First Century. USA: Farrar, Straus and Giroux, 2005.

Pride and Prejudice Summary

'Pride and Prejudice' Summary Jane Austens Pride and Prejudice follows Elizabeth Bennet, a spirited and clever young woman, as she and her sisters navigate romantic and social entanglements within 19th-century Englands country gentry. Chapters 1-12 The novel opens with Mrs. Bennet informing her husband that the nearby great house, Netherfield Park, has a new tenant: Mr. Bingley, a wealthy and unmarried young man. Mrs. Bennet is convinced that Mr. Bingley will fall in love with one of her daughters- preferably Jane, the eldest and by all accounts the kindest and most beautiful. Mr. Bennet reveals that he has already paid his respects to Mr. Bingley and that they all shall meet soon. At a neighborhood ball, Mr. Bingley makes his first appearance, along with his two sisters- the married Mrs. Hurst and the unmarried Caroline- and his best friend, Mr. Darcy. While Darcy’s wealth makes him the subject of much gossip at the gathering, his brusque, arrogant manner quickly sours the whole company on him. Mr. Bingley shares a mutual and immediate attraction with Jane. Mr. Darcy, on the other hand, is not so impressed. He dismisses Janes younger sister Elizabeth as not pretty enough for him, which Elizabeth overhears. Although she laughs about it with her friend Charlotte Lucas, Elizabeth is wounded by the comment. Mr. Bingleys sisters invite Jane to visit them at Netherfield. Thanks to the machinations of Mrs. Bennet, Jane gets stuck there after journeying through a rainstorm and becomes ill. The Bingleys insist upon her staying until she is well, so Elizabeth goes to Netherfield to tend to Jane. During their stay, Mr. Darcy begins to develop a romantic interest in Elizabeth (much to his own annoyance), but Caroline Bingley is interested in Darcy for herself. Caroline is particularly irritated that the object of Darcys interest is Elizabeth, who doesn’t have equal wealth or social status. Caroline endeavors to eliminate Darcys interest in Elizabeth by speaking negatively about her. By the time the girls return home, Elizabeth’s dislike for both Caroline and Darcy has only grown. Chapters 13-36 Mr. Collins, an obsequious pastor and distant relative, comes to visit the Bennets. Despite not being a close relation, Mr. Collins is the designated heir of the Bennets estate, as the Bennets have no sons. Mr. Collins informs the Bennets that he hopes to â€Å"make amends† by marrying one of the daughters. Nudged by Mrs. Bennet, who is certain that Jane will soon be engaged, he sets his sights on Elizabeth. Elizabeth, however, has other ideas: namely George Wickham, a dashing militiaman who claims that Mr. Darcy cheated him out of a parsonage he had been promised by Darcy’s father. Although Elizabeth dances with Darcy at the Netherfield ball, her loathing is unchanged. Meanwhile, Mr. Darcy and Caroline Bingley convince Mr. Bingley that Jane does not return his affections and encourage him to leave for London. Mr. Collins proposes to a horrified Elizabeth, who rejects him. On the rebound, Mr. Collins proposes to Elizabeths friend Charlotte. Charlotte, who is worried about getting older and becoming a burden on her parents, accepts the proposal. The following spring, Elizabeth goes to visit the Collinses at Charlotte’s request. Mr. Collins brags about the patronage of the nearby great lady, Lady Catherine de Bourgh- who also happens to be Mr. Darcy’s aunt. Lady Catherine invites their group to her estate, Rosings, for dinner, where Elizabeth is shocked to find Mr. Darcy and his cousin, Colonel Fitzwilliam. Elizabeth’s unwillingness to answer Lady Catherine’s prying questions does not make a good impression, but Elizabeth learns two important pieces of imformation: Lady Catherine intends to make a match between her sickly daughter Anne and her nephew Darcy, and Darcy has mentioned saving a friend from an ill-advised match- that is, Bingley and Jane. Much to Elizabeths shock and fury, Darcy proposes to her. During the proposal, he cites all the obstacles- namely, Elizabeths inferior status and family- that his love has overcome. Elizabeth refuses him and accuses him of ruining both Jane’s happiness and Wickham’s livelihood. The following day, Darcy gives Elizabeth a letter containing his side of the story. The letter explains that he genuinely believed Jane to be less in love with Bingley than he was with her (though her family and status did play a role, he admits apologetically). More importantly, Darcy reveals the truth of his family’s history with Wickham. Wickham was a favorite of Darcy’s father, who left him a â€Å"living† (a church posting on an estate) in his will. Instead of accepting the inheritance, Wickham insisted that Darcy pay him the value in money, spent it all, came back for more, and, when Darcy refused, tried to seduce Georgiana, Darcy’s teenage sister. These discoveries shake Elizabeth, and she realizes that her prized powers of observation and judgment did not prove correct. Chapters 37-61 Months later, Elizabeth’s aunt and uncle, the Gardiners, offer to bring her along on a trip. They end up touring Pemberley, Mr. Darcys home, but are assured that he is away from home by the housekeeper, who has nothing but praise for him. Darcy makes an appearance, and despite the awkwardness of the encounter, he is kind to Elizabeth and the Gardiners. He invites Elizabeth to meet his sister, who is excited to meet her. Their pleasant encounters are short-lived, as Elizabeth receives news that her sister Lydia has eloped with Mr. Wickham. She hurries home, and Mr. Gardiner tries to assist Mr. Bennet in tracking the couple down. News soon arrives that they have been found and are to be married. Everyone assumes that Mr. Gardiner paid Wickham off to marry Lydia instead of abandoning her. When Lydia returns home, however, she lets slip that Mr. Darcy was at the wedding. Mrs. Gardiner later writes to Elizabeth and reveals that it was Mr. Darcy who paid off Wickham and made the match. Mr. Bingley and Mr. Darcy return to Netherfield and pay a call on the Bennets. At first, they are awkward and leave quickly, but then return almost immediately, and Bingley proposes to Jane. The Bennets receive another unexpected visitor in the middle of the night: Lady Catherine, who has heard a rumor that Elizabeth is engaged to Darcy and demands to hear that it is not true and never will be true. Insulted, Elizabeth refuses to acquiesce, and Lady Catherine leaves in a huff. Rather than stopping the match, Lady Catherine’s escapade has the opposite effect. Darcy takes Elizabeths refusal to acquiesce as a sign that she might have changed her mind about his proposal. He proposes again, and this time Elizabeth accepts as they discuss the mistakes that finally got them to this point. Mr. Darcy asks Mr. Bennet’s permission for the marriage, and Mr. Bennet gives it willingly once Elizabeth reveals to him the truth of Darcy’s involvement with Lydia’s marriage and of her own changed feelings for him.

When to Consider Planting a Flowering Dogwood Tree

When to Consider Planting a Flowering Dogwood Tree Flowering dogwood is the state tree of Virginia and Missouri and the state flower of North Carolina. It is an extremely popular flowering tree in American landscapes, is beautiful in every season and  a sturdy tree  that can be grown in most yards. Flowering dogwood opens white flowers in April, usually before the leaf display, and will show off and enhance any spring  landscape. If planted on a hospitable site and under a canopy of larger trees, the tree grows fast, sleek and slim but it  will be  less sleek and more husky when grown in open sun. Unfortunately, the tree is  too often planted on dry, sunny and alkaline soils and the grower misses its full potential. Habit and Planting Dogwood grows readily from seed but is not easy to transplant. You  will do best by buying a potted  tree at your garden center or bare-root tree at  a nursery.  You can buy bulk bare-root stock at very reasonable prices from the Arbor Day Foundation if you are a member. Always move dogwood with a complete root ball in the early spring and place the transplant a little high in the planting hole. Understory dogwood is a medium tree of about 40 feet with wispy stems. The dogwood occupies a large eastern north-south range in North America from Canada to the Gulf of Mexico. The tree is not very hardy if planted beyond its genetic home region so pick a local variety. Strong Cultivars There are white, red and blended versions of flowering dogwood.  Some of the most popular  dogwood cultivars are Cherokee Chief, Cherokee Princess, First Lady, Rubra, New Hampshire, and  Appalachian Spring. Many of these can only be found in local nurseries in the region  where the cultivar does best. Flowering dogwood is hardy through zone 5.

The outline of the term paper Assignment Example | Topics and Well Written Essays - 500 words

The outline of the term paper - Assignment Example However, in the modern world, men and women alike follow fashion trends and scour the Internet for fashion trends and best dressed lists. C. Fashion blogs have in the past few years become a source of inspiration and information for upcoming trends and fashion styles. This has greatly reduced the control of fashion houses and magazines (Seymour 41), which coupled with a consumer generational shift that has seen a shift in the labour market has greatly increased the influence of fashion Bloggers. i. Bloggers, as the main representatives of the blog, portend immense influence on what can be shown on their blogs. These Bloggers are able to carefully select what they share with their followers, which influences her image as a trendsetter (Seymour 46). iii. The high number of visual images that they can present on their sites compared to magazines and posters responds to the expectations of the consumers, especially those who rely on the internet for information (Seymour 48). i. Bloggers combine desire and recognition in order to appeal to their followers. Underlying this pursuit for desire is longing, self-seduction, hopefulness, fear of being desire-less, and tensions between morality and seduction (Kristina & Payal 14). ii. Desire in combination with self-seduction and inner struggle, as well as the fear for being desire-less, will increase the dependence of the consumer on Bloggers because they bring them into contact with new desires. In this case, they play the role of mediator. iii. In turn, so as to ensure that the products they introduce to consumers are within reach and, therefore maintain desire, bloggers combine diverse fashion products from different ranges of price (Kristina & Payal 14). i. Unlike film and pictures that cannot give a perfect reality representation, bloggers are able to decide what the audience looks at (McCallum 52). They can post what they want and exclude what they do not wish seen. This is

Procter & Gamble's International strategy Essay

Procter & Gamble's International strategy - Essay Example After the Second World War, P&G had started its international and global expansion in manufacturing and sales. In 1954 P&G has started its international activity in Europe leasing a detergent manufacturer.In 1980 P&G became a global company, and after a period of successful mergers and acquisitions with such brands as Noxell, Max Factor and Ellen Betrix, P&G expands its global presence. In 1993, the 50% of sales came outside the USA (P&G history, 2003). Recent years, P&G has shifted its global focus to core brands and price reduction measures. This strategy has helped P&G to maintained high-speed growth through continuous optimization of its product mix and constant technological innovation. For instance, "Procter & Gamble were able to secure a significant amount of unhindered time to capture sales whilst Hindustan Lever was scrambling to adjust prices on its newly released stocks" (Executive summary, 2005). Today, P&G follows a differentiation strategy and ensures that the higher price it charges for its higher quality is not priced too far above the competition or else customers will not see the extra quality as worth the extra cost. According to company's executive P&G's main business strategy include: Focusers help P&G to achieve better differentiation or lower cost in ... cent of profits - and on our leading retail customers (Lafley, n.d.). Focusers help P&G to achieve better differentiation or lower cost in separate market segments (Latin America), but they also lose to broadly targeted competitors when the segment's uniqueness fades or demand disappears. Changes to one area of the value chain has knock-on effects in other parts of the business. P&G "shut down under-performing businesses and exited non-strategic businesses and discontinued product lines like Olay Cosmetics and geographic expansions like tissue/towel into Asia" (Lafley, n.d.). This strategy helps to concentrate on core brands and create customers loyalty. The global strategy is to aim at a particular target (international) market. One of the main functions of global and international promotional activity is of course to influence the perceptions of the consumer. P&G maintain policy of product standardization in order to sell them around the world under the same brand. The business strategy of P&G is "value pricing strategy" during which it boosted advertising while simultaneously curbing its distribution channel deals (in-store displays, trade deals), and significantly reducing its coupon promotions" (Thomas, Bollen, 2004). The stronger each of these forces is, the more P&G is free in its ability to earn greater profits. This strategy was successful because the bargaining power of buyers had a strong influence upon the business. P&G, producing differentiated products, is brand loyal, and potential new entrants encounters resistance in trying to enter the industry. Value pricing strategy is also an important factor in increasing the costs for customers of switching the products of new competitors. Value pricing strategy had the following impact:

Capitalization Exercise Essay Example for Free

Capitalization Exercise Essay The patient is a 55-year-old African American, who speaks French and Chinese, presenting with a chief complain of chest pain. He has been having mild chest pain since early autumn, but it has been increasing recently, especially over the holidays. He has been taking Dyazide for blood pressure and also uses ibuprofen occasionally. On Sunday, New Year’s Day, he called his insurance company and was referred to South Side Hospital. The patient presented to the emergency department for evaluation and was noted to have T-wave inversions on his ECG. Chest x-ray showed no pneumonia or pulmonary edema.

the aztecs Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Aztecs were an American Indian people who ruled a mighty empire in Mexico from the 1400's to the 1500's. The Aztecs had one of the most advanced civilizations in the Americas and built cities as large as any in Europe at that time. They also practiced a remarkable religion that affected every part of their lives and featured human sacrifice. The Aztecs built towering temples, created huge sculptures, and held impressive ceremonies all for the purpose of worshipping their gods. The Spaniards destroyed their magnificent empire in the year 1521, but the Aztecs left a lasting mark on Mexican life and culture .   Ã‚  Ã‚  Ã‚  Ã‚  The majority of the Aztecs lived in what is now called the Valley of Mexico. Located at an elevation of over 7,000 feet, the large valley has housed many great cities. From the massive pyramids of Tenochtitlan, to the inhabitants of the vast hub of modern Mexico City, the great valley has been the heartland of many empires . The mighty Aztecs were the last indigenous group of people to enter the Valley of Mexico. Like many other pre-Columbian cultures, the Aztecs developed their own political system, religion, social structure, agricultural techniques, lifestyle and worldview . The Aztecs were truly unique.   Ã‚  Ã‚  Ã‚  Ã‚   The early Aztecs were semi-nomadic hunters and farmers. According to legend, in about 1000 AD the Aztecs left their mythic, island homeland of Aztlan in the desert frontiers of northern Mexico to begin their 100-year migration south to the Valley of Mexico. Led by their powerful patron god, Huiziloposhtli, they continued their migration southward, stopping along the way to plant crops, to build temples for their gods, and to offer human sacrifices in their honor . From groups they encountered as they traveled, the Aztecs adopted new customs and traditions. The Aztecs were becoming a very religious people.   Ã‚  Ã‚  Ã‚  Ã‚  When the Aztecs reached the Valley of Mexico in about 1193, this fertile inland basin was already heavily populated and little land was left for them to colonize. The Aztecs appeared rude and uncivilized to the members of the older city-states that clustered around the basin . For about another 100 years they continued to look for a permanent home. As they continued their search they served as mercenary soldiers and servants... ...s have found the site of the Great Temple in downtown Mexico City where Tenochtitlan was once located. Archaeologists have uncovered all four sides of the building and recovered about 6,000 objects, including jewelry, pottery, statues, wall carving, and remains of human and animal sacrifices. They have also restored some other Aztec buildings. After the Spanish arrival, Aztec culture came to an abrupt end. Art, literature, customs, religious figures, and almost every trace of the Aztecs were destroyed. However, some Aztec heritage still survives in the midst of modern day Mexico. They are the largest aboriginal group in Mexico and retain their ancient Aztec language. Their religion is also a combination of Roman Catholicism and Aztec tribal religion. Thousands of people in Mexico have Aztec ancestors, and many of them speak a modern form of the language of ancient Tenochtitlan, Nahuatl. Many Mexican place names come from Nahuatl. Foods that come from the Aztec include chili, chocolate, and tacos. They have become popular in many countries. Descendants of the Aztec live many places including the United States. The Aztec civilization may be gone, but it will never be forgotten.

Circumplex Model

Introduction Marriage and Family are very important aspects of the human experience. These two units play vital roles in who individuals are and who they may become. Many times issues or problems arise in the marriage and family structure thus, requiring therapy in order to make matters better. The Circumplex Model of Family and Marriage has been used and has been affective in the treatment process when helping dysfunctional families. The Circumplex Model of Marriage and Family Therapy developed by David Olson and other colleagues provides a road map in understanding the marriage and family experience. Circumplex Model of Marriage and Family As previously mentioned, the Circumplex model of Marriage and Family Therapy was developed by David Olson and several of his colleagues. This model focuses on the three central dimensions of marital and family systems: cohesion, flexibility, and communication (Olson, 1999). In these dimensions the family system is ranged from balanced, to mid-ranged, to extreme. The family system is further ranked as chaotic, flexible, structural, or rigid. This model was developed in an attempt to narrow the separation of research, theory, and practice (Olson, 1999). Olson states that the model is specifically designed for clinical assessment, treatment planning, and outcome effectiveness of marital and family therapy. Three Dimensions of the Circumplex Model As stated prior, the three dimensions of the Circumplex Model are cohesion or togetherness. The second being flexibility or the amount of change in the families leadership, role relationships, and relationship rules, and the last dimension is communication. Following is a clearer definition of each dimension: †¢Cohesion:Described as the emotional bonding that family members have toward one another. Family cohesion can be considered as emotion bonding, boundaries, coalitions, time space, friends, decision-making, and interests and recreation. The focus of cohesion is how systems balance their separateness versus togetherness. There are four levels of cohesion ranging from disengaged (very low) to separated (low to moderate) to connected (moderate to high) to enmeshed (very high). It is hypothesized that the central or balanced levels of cohesion (separated and connected) make for optimal family functioning. The extremes or unbalanced levels (disengaged or enmeshed) are generally seen as problematic for relationships over the long term (Olson, 1999). †¢Flexibility:This is the amount of change in its leadership, role relationships, and relationship rules. The specific concepts include leadership (control, discipline), negotiation styles, role relationships and relationship rules. The focus of flexibility is on how systems balance stability versus change. The four levels of flexibility range from rigid (very low) to structured (low to moderate) to flexible (moderate to high) to chaotic (very high). As with cohesion, it is hypothesized that central or balanced levels of flexibility (structured and flexible) are more conducive to good marital and family functioning, with extremes (rigid and chaotic) being the most problematic for families as they move through their life cycle. Flexibility focuses on the change in a family’s leadership, roles and rules (Olson, 1999). †¢Communication:This aspect is considered critical for facilitating movement on the other two dimensions. Because it is a facilitating dimension, communication is not graphically included in the model along with cohesion and flexibility. Communication is measured by focusing on the family as a group with regard to their listening skills, speaking skills, self-disclosure, clarity, continuity tracking, and respect and regard. In terms of listening skills, the focus is on empathy and attentive listening. Speaking skills include speaking for oneself and not speaking for others. Self-disclosure relates to sharing feelings about self and the relationship. Tracking is staying on topic, and respect and regard relate to the affective aspect of the communication and problem solving skill in couples and families and have found that balanced systems tend to have very good communication, whereas unbalanced systems tend to have poor communication (Olson, 1999). Circumplex Model: Couple and Family Map The three dimensional Family Circumplex Model Each of the dimensions in the Circumplex Model are key elements in the how Olson’s view of marriage and family are based. Olson believes that the way families interact with each other is based on togetherness, flexibility, and communication. Studying and evaluating these areas can lead to answers and solutions of troubled families and marriages. Treatment Planning Using the Circumplex Model The Circumplex Model has been a useful tool in the treatment process of helping dysfunctional families. A major job for research outcomes is to determine which elements of intervention are most appropriate and effective with which presenting problems and with which elements of family functioning (Olson, 1999). This model was formulated to lead families towards more functional patterns and rise above behavior what is not socially correct or accepted. The model provides a conceptual framework for assessing family system functioning on two dimensions of family organization: cohesion and flexibility (Olson, 1999). Families that are monitored under the Circumplex Model from either extreme intervention strategies can be set in place to guide them towards a more balanced system in a step by step process. Clinicians need to be very attentive to prevent wavering that can occur. The clinician has to evaluate and rate each aspect of the treatment process in order to affectively rank the family or couple in the model. In doing this, the clinician has to determine which area is the outweighing factor that is causing the most conflict in the family. Using the Circumplex Model in my Practice After careful research and studying of the Circumplex Model, I have found the components of the model to be quite interesting. It is believed that the model, if careful used and used in depth to assess issues of family and marriage can be very useful in determining the root cause of the dysfunction that the family is stricken by. I personally would attempt using the Circumplex Model once I have become a therapist because I believe it would lead me to ways that can shed light on key causes of family problems and possibly could be a path to other therapeutic processes to help the client. Because I believe that this model does pin point problems of clients whether there is a lack of togetherness, too much togetherness, a lack of flexibility or too much flexibility, or a lack of communication, this model provides enough information to give the necessary treatment to help clients overcome their problems. Conclusion The Circumplex Model of Marriage and Family ultimate goal is to bridge the gap between research, theory, and clinical practice (Olson, 1999). It is designed for clinical assessments and treatment planning with couples and families. Through the three dimensions of cohesion, flexibility, and communication, studies are performed to evaluate the extremities of each dimension thus, shedding light on what the family or couple maybe lacking or overly possessing. Clinicians must have a central goal of the presenting problem and symptoms of family members to achieve intervention focuses on changing a dysfunctional type of couple or family system (Olson, 1999). The basic assumption is that the current pattern of interaction in the family system dynamics are helping to maintain symptomatic behaviors (Olson, Gorall, 2006). Before the problems of the families and marriages can be alleviated, the current pattern of interaction in the family needs to be changed. The Circumplex Model of Marriage and Family can be very helpful to clinicians in providing treatment and very beneficial to clients who maybe seeking assistance to resolve matters in his or her family structure of marriage. References FACES IV & the Circumplex Model, David H. Olson & Dean Gorall, 2006 www. lifeinnovations. com Circumplex Model of Marital & Family Systems, David H. Olson, 1999

“Not My Best Side” U A Fanthorpe Essay

In â€Å"Not My Best Side† U A Fanthorpe challenges the traditional, stereotypical characters in the legend Of St George and the dragon only to replace them with another equally stereotypical set In the poem â€Å"Not my best side† U A Fanthorpe has challenged the orthodox images of the characters in Uccello’s painting of St George and the Dragon. She has successfully manipulated them into modern day caricatures. Through traditional stereotypical views and legends, Uccello has portrayed the fire-breathing dragon as grotesque and beastly. Yet this is the dragon whom a boy no older than a teenager, can tame. The poem contrasts any stereotypical view the reader may have taken and reveals that the dragon is no more innocent than the other characters. In the first sentence of the first stanza, the reader is confronted by a dress conscientious victim of fashion; this is hardly a fire-breathing monster. The dragon criticises all but himself, from the painter Uccello who, â€Å"didn’t give me a chance to pose properly† to the, â€Å"horse with a deformed neck†. Fanthorpe has given such a beast a pitiful personality the painter is described as a, â€Å"poor chap† however this is not an obvious reaction expected from such a beast. The phrases used by the dragon portray how the poem is the inverse of the painting itself. The fact that the angle of the picture was not in his favour has proven to disappoint the dragon deeply but he forgets the fact that he is about to be defeated and overcomes this with an answer; â€Å"I always rise again†. The character is quick to point out such supposed absurdities as, â€Å"what, after all are two feet to a monster?† and how his conqueror travels on a horse, â€Å"with a deformed neck†. His questions convey his unhappiness of being mocked, from his point of view his killers and victims appear to be blind, juvenile or ugly. Not taking things, as seriously as he should, the dragon tends to ask rhetorical questions: â€Å"should my conqueror be so ostentatiously beardless?† and, â€Å"Why should my victim be so unattractive as to be inedible?† The character does not think why they should take him anymore seriously than he is prepared to take them. Two diametrically opposed personalities, one from Uccello’s painting of St George and the Dragon, the other from U A Fanthorpe’s poem of â€Å"Not My Best Side† are never the less the same person. Painted unnaturally white and almost glowing, the young woman in the painting could be described as a symbol of virginity. She would be insulted to be given such a personality to the one in the poem where her casual sexual attitude is most noticeable in the double entendres: â€Å"wearing machinery† and, â€Å"see all his equipment† throughout the stanza. How these phrases are interpreted, is up to the reader. Half way through the second stanza the reader infers that she would have focused her attention on another issue but instead she is now talking of how she would â€Å"enjoy† being eaten by the dragon and assumes that all girls would like the same. Fanthorpe has prescribed to the girl a rather a modern woman’s personality rather than the image of a more biblical girl. Her language and her sentences are modern and appear slightly immature. One would usually associate phrases like, â€Å"And the way he looked at me† with a teenager. One would not assume a religious orthodox figure to be using phrases such as, â€Å"he might have acne, blackheads or even bad breath†. As well as being critical she also insults her hero’s manhood, â€Å"when this boy turns up†. Indeed her declaration† I didn’t much fancy him† shows her first thought that apparently ran through her mind when she was about to be rescued from death by the very same boy. Fanthorpe has created a similarity between the two characters of the dragon and the young woman. Both are far more concerned with their image and what others think of them than the reality of the situation. It could be said that her second stanza creates a less than glamorous image of today’s new woman. St George. The legendary character who is said to be the fearless slayer of the almighty dragon. However in this stanza, St George shatters our illusions as Fanthorpe allows St George to speak for himself. He is boastful about his, â€Å"machinery† and brags how he is educated to a degree in â€Å"Dragon management† and so-called â€Å"Virgin Reclamation†. Even his horse now sounds more like a car as he mentions it has, â€Å"Automatic transmission†. The first five lines of the stanza show how the traditional story has been put into a modern context. They also show how his own stupidity can make a mockery of him. His words, â€Å"Virgin Reclamation† are an example of his arrogance because he hopes to impress by using words longer than two syllables. Also he thinks that killing is a form of â€Å"management.† Such euphemisms and vocabulary choices not only make him look ignorant and boastful but also are not the words that should be coming out of the mouth of a true hero. His, â€Å"custom built spear† makes him sound like a modern day hero, a James Bond, type but as he is only a boy he has a good few years remaining before he takes on the role. By giving St George elaborate twentieth Century technical vocabulary Fanthorpe has escaped from the biblical sense of the picture to a stereotypical and has equalled him to a modern day Essex man. He attention seeking makes him appear snobbish, â€Å"You can’t do better than me†¦I’m qualified and equipped†. The reader would expect that it would be highly discomforting to be rescued by a hero with this bragging persona. Fanthorpe has created a complete inverse of the legendary character. St George’s more chauvinist qualities leak through when he intimidates the woman by asking her how or if she would like to be rescued. He is expecting her to take on the role of Sleeping Beauty waiting for the strong and handsome prince. St George’s expectations are worked when he tells her that she could be, â€Å"endangering job prospects† if she does not wish to cooperate. Here, he has taken on a very sexist attitude, and although it seems as if he would like to save the lives of others, once again he shows his ignorance by telling her, â€Å"What†¦does it matter what You want? You’re in my way†. He is only thinking of himself. Here in the third stanza is the third vision of a selfish personality. Fanthorpe’s modern day caricatures are not complementary! The three characters in this poem hold quite different opinions yet are extremely similar in the way that each character is as different as the other. They do not like being criticised but do not think how their insults to others are even more critical, â€Å"Unattractive as to be inedible.† In each of the stanzas the characters start off with good-natured comments but as they progress to the end of the stanza the points they have made appear ruder and their egotism reveals itself. The last lines all end with a sarcastic comment. All the characters are not too worried about anyone but them self. Over all they are looking after the image of number one, which seems to be the only thing that matters. Fanthorpe’s images of three types have little of the spiritual among them. As I read about thoughts, which are materialistic, vain or lustful, I learn that Fanthorpe seems concerned with showing us not our best sides.

Inferno essays

Inferno essays In the Inferno, by Dante Alighieri he discusses the different stages of hell, he starts off with the least harmful sinners, which are the opportunities and end with the worst sinners of all the fraudulent. Somewhere in between the least harmful sinners and the worst sinners of all is where Francesca da Rimini and Count Ugolino were found. Dante acts very differently to each of these people when he sees them. Dante acts differently to each person because he sympathizes with Francesca so he treats her with somewhat respect, but when he see Ugolino he does not feel any sympathy for him because of what he did when he was on earth. Dante meets Francesca in Canto 5, which contains the Carnal, their punishment is to never feel hope. This is one of the most touching cantos in the book; it tells a story of how Francesca fell in love with another man and was killed because of it. I believe that Dante did not believe that the lustful sinners were that bad, because people do not have control over whom they fall in love with. However, it is obvious that Dante did feel that the lustful sinners did belong in hell, because even though you cannot help whom you fall in love with you can control the way you act toward that specific person. When Dante saw Francesca there you knew that he truly felt sympathy for her when he said What you suffer here melts me to tears of pity and of pain (5.61). This shows that he feels sorry for her and he does not totally blame her for what she did. Dante meets Ugolino in canto 33, treacherous to country, one of the worst parts of hell. The punishment here is to spend eternity in ice up to their necks, depending on how bad their sins were was much higher the ice came, and their tears froze their eye lids shut. I feel that when Dante meets Ugolino it is one of the most graphic and dramatic cantos in this book. When Dante meets Ugolino he is gnawing at Archbishop Ruggieri. Ruggieri was once Ug...

Risk Assesment Essay Example | Topics and Well Written Essays - 250 words - 1

Risk Assesment - Essay Example If the 100, 000 people were financially well off, they would have left the city before the storm. In addition, if the number were small, say less than 5,000, the government would use its resources to evacuate them. There is a high association between poverty and crime. From a sociological perspective, the poor are more prone to criminal activities such as stealing and looting whenever such a chance occurs. Bearing in mind that the people left behind were the poor, this theory holds true as they participated in the looting in the city. Additionally, the high number of the affected delayed the recovery process, as the government had to wait for the storm to end before implementing any program. There was a large population of the sick, injured, homeless, and psychologically tortured residents. For this reason, it required more resources to provide rehabilitation facilities, medical services, and housing. As a result, the recovery process was slow compared to a situation where the number of victims was manageable, and the affected had personal resources to assist in various projects such as housing and

Critically analyse the arguments for and against the codification of Essay

Critically analyse the arguments for and against the codification of Scottish criminal law - Essay Example The commission did not articulate its own view on the appeal of using the draft as the foundation for passing a Scottish criminal code by articulated the belief that an extensive public discussion on the issues emerging from the draft code would be essential. Consequently, it provoked comments on December 15, 2003. The draft code was aimed at substituting the common law crimes, in addition to several constitutional offences, in the same sector with those crimes. It did not try to substitute decrees like the Acts on road traffic or drug-related crimes or on health and safety at workplaces, or gaming which are already controlling certain issues in an inclusive manner (Chan et al., 2009). The authors were not opposed to involving such matters ultimately by any means. This is because a better code is one that is highly inclusive. Not only did it appear less essential to involve crimes already in mind-codes, but also numerous issues of this kind are preserved issues under the Scotland Act 1998. Hence, the draft code was incomplete code. Because of this reason, many people argued for and against this code citing many succinct reasons as to why they took their position. While the codification of Scottish criminal law was aimed at improving current laws, it had shortfalls which if not amended, will have adverse effects on the Scottish people. The codification of Scottish criminal law had both advantages and disadvantages. For instance, the codification of Scottish criminal law would avoid the need for recurrence and stop certain kinds of gap in new legislation. Nevertheless, it did not appear to be a lucid case for substituting the current criminal law with a code (MacQueen et al., 2003). Courts will be required by the introduction of a code to stick to the letter of the code even where it create outcomes that are unjust on, not in accordance with sound principle. It might not be sure on how far it would be helpful to refer to institutional authors and preceding decisi ons. The codification of Scottish criminal law could have involved a variety of constitutional crimes encountered frequently in legal practice. According to Reid & Zimmermann (2000), it was difficult for the Sheriffs Principal to reach a view on whether the codification of the criminal law was in principle a project to be pursued by the Scottish Law Commission. They realized that illustrious judges in England had called for codification of the criminal law and called for a fully informed discussion on the matter in the Scotland. Scottish Law Commission is supposed to think to supplement the draft with a debate paper in a conservative style analyzing the misbehavior to be tackled, the section of the current law believed to be substandard and the different alternatives for reform. They were especially anxious to discover what had been the experience of judges and practitioners in other ordinary law authorities where the criminal law had been codified. Smith (1962) asserts that even th ough the codification of Scottish criminal law was approved initially at the abstract, it is now considered that when human rights needs had a helpful impact on the ordinary law; it was not time to codify the Scottish Criminal Law. This is because a code is supposed to codify the entire law including constitutional crimes. In the code, offence-creating conditions should be framed in a exceedingly

Detecting the Cylindrospermopsin using HPLC-PDA and NMR Assignment

Detecting the Cylindrospermopsin using HPLC-PDA and NMR - Assignment Example Nuclear magnetic resonance (NMR) on the other hand is an analytical technique that uses magnetic nuclei which absorb and re-emit electromagnetic radiations at a specific resonance frequency. This frequency is however dependent on the strength of the magnetic field. The resonance obtained in a magnetic field for any particular compound analyzed is always directly proportional to the strength of the magnetic field. Detection and analysis of cylindrospermopsin using HPLCCylindrospermopsins have few methods of detection compared to the well-known microcystins and saxitoxins. High-performance liquid chromatography-photodiode array (HPLC-PDA) has been shown to be a good method for the detection of cylindrospermopsins and its analogs because of their characteristic UV spectra (ÃŽ »max at 262 nm). The only limitation of this method is that sample purification is necessary because it is normally co-eluted with other contaminants (Welker et al. 2002). Purification of cylindrospermopsin is norm ally performed using HP-20 resin, which removes most of the ionic components from the fraction.Before the detection of cylindrospermopsins by HPLC, they have to be extracted. Water samples containing the cyanobacterial cells are filtered by glass fiber filters.Extraction procedure The air-dried frozen filter samples should be placed on the borosilicate glass tubes and freeze-thawed twice to obtain maximum recover after which 1.2ml of methanol is added and mixed in the bath ultrasonicator for 15 minutes. The samples should further be ultrasonicated individually for 1 minute and the aliquots of the extracts centrifuged at 10,000 ? g for 10 min after which 500 Â µl of the supernatants are transferred to borosilicate vials and evaporated to dryness at 40Â °C under argon. The dried extracts can then be reconstituted in 100 Â µl of 75% methanol and centrifuged in vials at 10,000 ? g for 10 min or filtered through the HPLC grade filter. Before running the HPLC, the HPLC system should be set up as described in the manufacturer’s instructions including degassing, priming and changing columns. The column oven should be set at 40?C and the HPLC changed gradually to starting conditions. The chromatogram samples and standards should be set as per the recommended HPLC gradients using 10

Slavery, Abolition and the South Essay Example | Topics and Well Written Essays - 2000 words

Slavery, Abolition and the South - Essay Example ed in hard battles and continued to sacrifice their lives throughout the war despite the fact that they were faced with death, being mutilated, being attacked by diseases and even being separated from their homes (Beckles 2000). Much of the fascination however is drawn from the willingness of the common Union and Confederate soldiers to engage in a war that was so ferocious and terrifying that today’s America cannot even imagine in engaging in such a fight (Blackmon 2008; Davis 1975). In For cause and Comrades: Why Men Fought in Civil War, James McPherson, who is the author, has a unique opinion on his argument on why the soldiers initially went to war, He argues that the soldiers were encouraged to join the army as a sign of duty, loyalty and honour. He further argues that the images of manhood were just as essential to soldier motivation as group unity was. Moreover, McPherson believes that fanatic religious belief and ethnic animosity were not the main factors (McPherson 2002). One of the most seeming motivations that spanned the entire four soldier account was the enthusiasm of a sense of nationalism by having common discussion on the preservation or creation of a new government and nation. Both the Unionist and Confederate soldiers greatly used rhetoric and the country’s symbols of freedom, legacy and the constitution in expressing their drives of volunteering for service (Shankman 2014). However the North and South had a different logic and mode of approach to the use of these symbols. The South attained their nationalism and government due to their motivation for having fought in the civil war in a more tangible way as compared to their Union counterparts (Grayling 2007; Engerman 2001). One of the greatest seeming motivations that spanned the entire four soldier accounts was the motivation of a strong sense of patriotism by conversing the creation and or the preservation of a government and nation. Both the union and Confederate soldiers were

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. 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