Loss of Freedom Through Apathy essays

Loss of Freedom Through Apathy papers We do have opportunity in this nation yet we basically decide to overlook it. We live in a popular government, the most only sort of government, where the individuals hold preeminent force. It is a foundation that is a perfection of unrests, wars, methods of reasoning and legends. It is the best and proudest government on the planet. One purpose behind this is Americans have a correct that residents of Iraq and China and North Korea just imagined they could have. It took one of the best military stories in history for our Founding Fathers to get this right. It took the walking of thousands for ladies to accomplish this right. It took 400 years of maltreatment for blacks also at last win this right. It is the most elevated and most perfect type of the right to speak freely of discourse and as Americans it is our single most impressive instrument of self government. It is the American vote and in this Presidential political decision it is a privilege 250 million decided to overlook. This year I had the extraordinary chance to chip in my administrations to the Democratic party. I was eager to work for the Democrats since it was my first historically speaking experience associated with the political race. For a long time I remained as a typical spectator to this incredible American convention. Chipping in my hours caused me to feel like I was a piece of something significant. For the most part my work comprised of arbitrary surveying. I would ring individuals between the long periods of 7 and 9:00 P.M. what's more, ask them a couple of inquiries about the political race. With each call I sought after the best, however it appeared that I was calling individuals at the time they were generally bad tempered. Most would basically hang up, leaving with a gracious Goodness, I'm not intrigued. Others acted militantly to my calling, hammering the telephone in nauseate. It frightened and in a manner dispirited me, the route a significant number of the individuals I surveye d appeared to be absolutely indifferent to the political world around us. To me, going through a moment addressing inquiries concerning the fate of legislative issues didn't appear a lot to ask by any stretch of the imagination. However ... <!

British nursery Essay

During the main day, nothing of extraordinary intrigue appeared to occur. I was cited by a young lady toward the evening as having ‘big legs that way’ while being motioned to the sky and I found the course to the staff room however other than that I appeared to have sunk into the working propensity before long. When I returned home I was depleted. I sensed that I had run a long distance race despite the fact that the working day was just 30 minutes longer than a school day and I had partaken in no physical action. Mum asserted that being with youngsters was considerably more troublesome than individuals figured it out. It positively made me fully aware of the educators around me that need to manage us consistently! As the week wore on I ended up nearly appreciating the easy days yet likewise wishing I had somewhat more to do. I generally got the inclination from my two bosses that they had carried out this responsibility for such a large number of years that they believed they didn’t need me. I felt that I was consistently offering my assistance however not to any incredible achievement. As languid as I am however, I get it was nearly my ideal fourteen days as I soon discovered that a staff preparing day was expected on the Friday and a strike was going on the following Monday. A multi day fortnight, superb! My most exceedingly terrible second was during the primary week when a specific kid about purged his stomach substance over my leg while a kid anticipated that me should tidy his ‘accident’ up. At the point when three different educators were in the room I felt it practically run of the mill that all the show transpired, the main person who didn’t understand what to do! Mrs Rusha was pleasant, however, and offered to help guaranteeing this to be the standard. The best difficulty I had was keeping my certainty up all through the position. Particularly when leading the meeting as accomplished as far as I can tell booklet. Conversing with the staff during noon was additionally very hard for me as I must be cautious about what I said so it didn’t reverse discharge on my mum or the school. She had offered me guidance previously, however, and clarified my duty so I knew to be careful of what I said and did. The last day was unquestionably the one destined to remain in my memory the longest. A ‘Sponsored Bounce’ had been set up in the lobby and as I was the most youthful understudy, with special case to the real babies, I had the pleasure of going with them. This was a yearly set up by the guardians relationship of two enormous fun manors for each kid in the school. Admist the calls of joy and a few cries of complete dread from the little children you could faintly hear the sound of a six foot young lady chuckling madly. It was incredible fun and I in the long run hauled different instructors onto it so everybody was having a good time. I likewise got given an easter egg as a thank you which was contacting for me as I’d felt I hadn’t really done a lot. I trust my quality was esteemed by somebody there and that I may have shown a youngster something they’ll always remember. The experience absolutely showed me a great deal, from helping me discover what instructors get up to outside the homeroom to discovering how intense it truly is for nurseries to manage new Government gives constantly. (E. g. another jollyphonics plot should now be educated in each British nursery). I got a genuine understanding into working with youngsters and I found that in spite of the fact that the kids are extraordinary and energizing each day, the activity isn’t. I couldn’t see myself turning into a nursery instructor as I need more difficulties and a superior possibility of movement in my activity. I totally respect educators now and I’ve concluded that work concerning the two youngsters and game could be something I’m truly inspired by. Until further notice anyway I expect to get to college for a games science certificate and to keep my choices open.

Talk Therapy as a Treatment Option for Phobias

Talk Therapy as a Treatment Option for Phobias Phobias Treatment Print Talk Therapy as a Treatment Option for Phobias By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on June 05, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on September 19, 2019 Tom Merton / Getty Images More in Phobias Treatment Causes Symptoms and Diagnosis Types Talk therapy is one of the most common treatment options for phobias, although the specifics will vary according to the client’s needs and the therapist’s school of thought. What Is Talk Therapy? Talk therapy, also known as psychotherapy, is based on the core idea that talking about the things that are bothering you can help clarify them and put them in perspective. Some talk therapists follow a specific school of thought, such as cognitive theory or behaviorism. Others use a more eclectic approach, drawing techniques and principles from several different theories. For specific phobias, a mental health professional (like a psychologist or psychiatrist) may use a combination of cognitive and behavioral strategies that includes exposure to the feared object or situation in their treatment plan.   Effectiveness of Talk Therapy vs. Medication Therapy There is an age-old debate in the mental health community regarding the usefulness of talk therapy as opposed to medication therapy. According to the medical model, mental disorders are the result of physiological causes and should be treated by medication, surgery, or other medical processes. Proponents of talk therapy believe that mental disorders are largely based on reactions to one’s environment. Therefore, they can be treated through discussion, resolution of conflict, behavioral changes, and changes in thinking. Today, most members of the mental health community feel that the truth lies somewhere in the middle. Some conditions may be caused by physiological changes, while others are the result of conflict and unhealthy reactions. Most issues are based on a combination of factors. Many therapists consider both medical and talk therapy solutions when devising a treatment plan. Goals of Therapy The ultimate goal of any type of therapy is to help the client deal more successfully with a disorder or a situation. The specific treatment goals depend on the individual client, the therapist’s theories, and the situation at hand. The goal may be concrete, such as quitting smoking, or more abstract, such as anger management. When talk therapy is used for phobia treatment, there are generally two goals. One is to help the client overcome the fear. The second goal is to help the client learn to manage any remaining fear  so that he or she can live a functional life. Some forms of talk therapy have a third goal. In psychoanalysis and related therapies, the goal is to discover and resolve the underlying conflict that caused the phobia or other disorder. In interpersonal therapies, the goal is to resolve problems in interpersonal relationships that have resulted from or contributed to the phobia or other disorder. Find Help With the 9 Best Online Therapy Programs Progression of Talk Therapy Talk therapy begins with an initial appointment, often referred to as an intake interview. During this appointment, the client will describe what brings him or her to therapy. This is known as the presenting problem. The therapist will then ask questions to help clarify the nature of the problem, and its duration and severity. He will also try to determine the client’s goals for therapy. By the end of the first session, the therapist will have the beginnings of a treatment plan, although many therapists will wait until the second session to provide a more formalized plan to the client. Some therapists choose to maintain the treatment plan as a reference document for themselves  but do not present it to the client unless requested. Despite the treatment plan, clients should always remain in control of the progression of their therapy. The issue may require more or fewer sessions than originally planned. Family members or friends may be invited to join in certain sessions. Auxiliary resources, such as support groups, may be recommended. Group Talk Therapy Although talk therapy is most commonly performed one on one, group talk therapy can also be effective. In traditional group therapy, the existence of the group plays a key role. A therapeutic milieu is an environment is created within the group that provides structure, support, and a feeling of safety. Within a safe and trusting environment, group members often can express feelings, confront their own negative personality traits, and experiment with behavioral changes. Of course, it takes time and effort to build a sense of community. The popularity of brief therapy has led to a different style of group therapyâ€"the seminar. Time-limited to a single evening or perhaps a weekend, seminars could be seen as group-style individual therapy. These short group sessions use individual cognitive-behavioral therapy methods that are presented to several people at once. The group setting is largely irrelevant, beyond the confidence that may develop from seeing others successfully battle their own issues. What You Need to Know About Psychotherapy

How Bronte Uses Setting to Reflect the Experiences of Her...

Explore how Bronte uses setting to reflect the experiences of her characters. Bronte describes every setting in Jane Eyre in a vast amount of detail, using a number of different language techniques, so as to portray the experiences of her characters, almost subconsciously, to the reader. As well as this, she conveys the moods of her characters using methods such as pathetic fallacy and symbolism, in order to express their emotions indirectly. Furthermore, Bronte uses all of these methods, in addition to a number of scenes containing juxtaposition, as well as the overall structure of her writing style, consistently throughout the book, following Jane through her life. And, transmitting her personal changes and experiences at†¦show more content†¦Furthermore, in order to portray Janes position mentally, Bronte emphasises the fact that Jane is trapped in the room with no escape route. Also, the room to Jane is especially horrible as it is the room where her uncle Mr Reed, breathed his last. Therefore, this reflects Janes own feelings that she is trapped inside a traumatic world that she does not want to exist in. It is also this world that Jane feels is suffocating her personality and rejecting her. It is also in Brontes setting of Lowood that Janes character is unfolded to us. It is here that Jane finds sanctuary in Miss Temple. To get to the secret hideaway of Miss Temples room she must travel through an intricate, dark mass of paths and corridors, so, when she reaches the room it is indeed like a temple, or an oasis of some sort. The comforting atmosphere inside reflectsShow MoreRelated Charlotte Brontes Jane Eyre and Charles Dickens Great Expectations1873 Words   |  8 PagesCharlotte Brontes Jane Eyre and Charles DickensGreat Expectations Both Jane Eyre, by Charlotte Brontà «, and Great Expectations, written by Charles Dickens, have many Victorian similarities. Both novels are influenced by the same three elements. The first is the gothic novel, which instilled mystery, suspense, and horror into the work. The second is the romantic poets, which gave the literature liberty, individualism, and nature. The third is the Byronic hero, which consists of the outcast orRead MoreJane Eyre vs. Great Expectatio1869 Words   |  8 PagesBoth Jane Eyre, by Charlotte Brontà «, and Great Expectations, written by Charles Dickens, have many Victorian similarities. Both novels are influenced by the same three elements. The first is the gothic novel, which instilled mystery, suspense, and horror into the work. The second is the romantic poets, which gave the literature liberty, individualism, and nature. The third is the Byronic hero, which consists of the outcast or rebel who is proud and melancholy and seeks a purer life. The resultsRead MoreEmily Bronte s Wuthering Heights1878 Words   |  8 Pageswhich depends completely on the severances Emily Bronte has created between characters, estates, and social statuses. Bronte reveals societal flaws that had never before been recognized during her time and creates a raw vision of Victorian life; one in which the differences between characters and their social standings outweigh their true beliefs and desires when it comes to who they choose to be, who they choose to surround themselves with, and how they choose to treat those around them. In its mostRead MoreSocial Class And Its Effect On Love : Wuthering Heights1980 Words   |  8 Pageswhich depends completely on the severances Emily Bronte has created between characters, estates, and social statuses. 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To a middle- class American, being broke may mean they can’t buy a new pair of shoesRead MoreExamine the Gothic Elements in the Novel Wuthering Heights, by Emily Brontà «2371 Words   |  10 PagesWuthering Heights, by Emily Brontà « Gothic literature originated and was very strong at the time of the Romantic Writers Movement. They were very popular and had authors such as Horace Walpole who wrote â€Å"The Castle of Oranto†, and novels such as â€Å"Frankenstein† and â€Å"Draculaâ€Å". Gothic novels all had a similarity between each other. They always had typical Gothic features which alleviated the novel in one way or another. 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Servant Leadership - 3894 Words

Running Head: SERVANT LEADERSHIP Servant Leadership BUSI 502 – Servant Leadership Professor Kahlib Fischer Rachel Murray Liberty University October 9, 2010 Abstract In the process of interviewing a servant leader, this paper investigates the defining behavior of servant leadership from a practical and philosophical standpoint. There are practical behavioral characteristics that can be uniformly integrated into the business infrastructure that is founded upon Biblical principles yet not used as a pool to proselytize. Through research and group discussion boards, this paper analyzes the institutional applications and the interpersonal relationships†¦show more content†¦Ã¢â‚¬ ¢ The belief that the process of honestly sharing critical challenges/problems with all parties and inviting their ideas and support is often more important than providing solutions. The first honors the potential of others to solve their own problems, whereas solutions from the outside can breed dependence and imply that good answers come from experts, others or above. †¢ Clear on goals and good at pointing the direction. †¢ Servant, helper, and teacher first, then leader. †¢ Takes time to think, rather than just reacting. †¢ Chooses words carefully, so as not to damage those being led. †¢ Uses intuition and foresight. †¢ Sees things whole, sensing relationships and connections, is a systems thinker (Hoyle, 2008). From the group Biblical Integration Paper, it was understood that servant-leadership is not only a gift of purpose that God places in the hearts of His people, but it is also a calling in one’s life to truly touch the lives of others in need. Living a successful life, as a servant-leader is not one that focuses on self-fulfillment, rather it is in seeking a fulfillment that comes from Christ when one pours him/herself out for the sake of others. It is through servant-leadership that one is able to bring hope into hopeless situations (Group Integration Paper,Show MoreRelatedThe Leadership Of Servant Leadership854 Words   |  4 PagesUnit 2 Journal The second unit ‘Leading by Serving’ discussed the topic of servant leadership. Through examples of people from past and present we learned who servant leaders are and what their qualities and characteristics are. We also learned about the importance of servant leaders in other people’s lives and that being a servant leader is a decision and has nothing to do with our position. In my life there has always been a group of people who I admired for having something what I described toRead MoreServant Leadership Characteristics Of A Servant Leader881 Words   |  4 Pagesthe broadest sense, a servant leader is one who leads others with the mindset of a servant. The primary motivation of a servant leader is to provide encouragement and facilitation in others by treating them as an ends in themselves rather than as a means to an ends. A servant leader values the people he or she leads by sharing power and enabling others to develop and flourish (Waterman, 2011). Waterman’s (2011) study found the following: The expression of servant leadership characteristics in serviceRead MoreServant Leadership Essay850 Words   |  4 PagesServant Leadership Human Resource Management, Spring 2010 Introduction In the first major paper on stakeholder theory, Edward Freeman and David Reed state that a stakeholder is Any identifiable group or individual on which the organization is dependent for its continued survival. (Freeman and Reed 89) Given that these groups input are all vital part of an organizations success, creating solutions that benefit all stakeholders is important for long term success. 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Crippen (2010) shares, â€Å"Servant leadership situates itself comfortably withinRead MoreThe Leadership Style Known As Servant Leadership1920 Words   |  8 Pagesresearch the Leadership Style known as Servant Leadership. In an effort to understand how Servant Leadership is different from other styles of leadership, this research paper will seek to define Servant Leadership and provide useful examples of companies that currently operate under this style of leadership and will seek to answer the questions: â€Å"Is it profitable to do so?† and â€Å"Are the customers more satisfied?† Background In Biblical times, Jesus Christ modeled servant leadership for his disciplesRead MoreServant Leadership : The Servant848 Words   |  4 PagesServant Leadership Paper: (5%) After reading the book â€Å"The Servant† complete a 2-3 page paper on how: 1. How Servant Leadership applies to Nursing 2. How would you use Servant Leadership in your nursing practice 3. How does Servant Leadership apply to a nursing theorist you are familiar with Servant Leadership describes its leaders as those who are able to achieve results for their organization simple by serving the individual team members first and making sure their needs a priority. In thisRead MoreServant Leadership : Nursing Practice936 Words   |  4 PagesServant Leadership in Nursing Practice The concept of servant leadership has been in practice long before Greenleaf coined the term in the seventies (Spears, 2010). Servant leadership in its most simplistic form is defined as, â€Å"serving others before serving ourselves† (Davenport, 2015, p. 301). The characteristics of servant leadership have been developed to aid in today’s leadership roles in regards to nursing practice. The author will discuss three characteristics- listening, awareness, and commitmentRead MoreThe Art And Characteristics Of Servant Leadership1327 Words   |  6 PagesServant leadership is an art. It’s a model of ethical management, and approaches ethical leadership and decision making based on the moral principle of serving others first (Carroll Buchholtz, 2012, p. 234). This concept came about from the works of Robert E. Greenleaf. He retired from ATT after 38 years, and then he founded the â€Å"Center of Applied Ethics† which was later named the â€Å"Greenleaf Center for Servant Leadership. (Carroll Buchholtz, 2012, p. 234). Robert Greenleaf ‘s teachings revolved

What do we learn about the society of Messina in the play ‘Much Ado About Nothing’ Free Essays

We define society as somewhere where we live, our surroundings, something in which we live, or as the oxford dictionary would say A group of humans broadly distinguished from other groups by mutual interests, participation in characteristic relationships, shared institutions, and a common culture. There are many things that play a part in our society, such as education and leisure pursuits, and this is no different to the Elizabethan times and Messina. Messina is the town in which the play ‘Much Ado About Nothing’ is set. We will write a custom essay sample on What do we learn about the society of Messina in the play ‘Much Ado About Nothing’? or any similar topic only for you Order Now There are many different points in the play that tell us of the many different parts of society in Messina and what the town is like as a whole. However it strikes me as rather odd as to why Shakespeare set this play in a town many people at the time would not have known about. He could have just as easily set it in the hustle and bustle of London, but instead chose Messina. For one Shakespeare chose Messina because of the ease he could use ‘noting’. He could include it in his play and the audience would know it suited Messina, this is because like London, Messina is a very busy town, and in towns like that news spreads fast, another reason is that because many in Messina are not as well off as others, people will want to know things that they can use against others, a way of getting money, and a very quick way. Other reason why Shakespeare has chosen Messina is that some because they suit the play better, and some because they suit him better. Firstly, Messina is a very hurly burly seaport town, which was in turn a lot like London, however Shakespeare would have also chose it because he could have created humour easier. He could mock the public figures, and the royalty, and even mock the Spanish for losing to England (Messina was part of the Spanish empire, and not too long before had the English defeated the Spanish – the Spanish Armada) without fear of anything, whereas if he would have done this in England he could have been put up for treason. Despite him setting the play in Messina, which is a fairly unknown place to most of the audience, he still gets the audience to associate with certain characters in the play. The most noticeable character in the play, and the one most Elizabethans could have associated with would have been the two watches, Dogberry and Verges. This would have been because watches like these two would have also been around in London, but not quite so idiotic. All of these reasons are very important in the play and the image of the society of Messina we receive from the play. Noting is all the way through the play however it is in some cases purposely done, the most obvious is when Don Pedro, Leonato and Caudio are playing a trick on Benedick into thinking that Beatrice loves him â€Å"O ay, stalk on, stalk on, the fowl site – I never think that lady would have loved any man† Act 2 Scene 5 Line 89-90 (The conversion continues from line 86to line 206) Employment is a major contributing factor to any town’s society. In Messina I get the feeling most are employed on the port, something in which the town was famous for. I have also picked up the idea that most in the town are working class, however the main characters in the play tend to be higher class. Leonato is the governor of Messina, however he is the not the highest ranked person in the play. Leonato is a wealthy man, with one daughter, Hero. I get the idea he is the wealthiest person in Messina, with Antonio close behind. However, when Don Pedro, Don John and Claudio enter they give us a different insight into employment in Messina. I feel that no one in Messina is actually involved in war, as these three are congratulated when they arrive home. Thus showing that it was rare to have people in Messina fighting in Battle. Don Pedro is royalty, and is also a very wealthy man. He has received all his money from inheritance and has only ever worked with the army, fighting in battles. Dogberry is a typical working class man, and I ame shown this as he is in the job of watch at Leonato’s castle. A very poorly paid, boring job that anyone can easily qualify for. As we know many Messinians do not appear to be tied down with work, and have a very active social life. They often like to dance and sing, which is a very often occurrence in the Elizabethan days. I find out about a masked ball that many of the town members go to, and it appears that they are all happily enjoying the event. This seems like it is a regular occurrence in the town that everyone happily enjoys. It is also an excellent place for ‘noting’ to go on. It is also a very important part in the play as this is where most noting can go on, but the twit is that no one knows who each other is, it creates the theme of illusion and deception as we find out when Beatrice is talking to a ‘masked chum’ but we all know the it is really Benedick. Why, he is the Prince’s Jester, a very dull fool; onlhis gift is devising impossible slanders. None but libertines delight in him, and the commendation is not in his wit, but in his villainy; for he both pleases men and angers them, and then they laugh at him and beat him. I am sure he is in the fleet; I would he had boarded me† Act 2 Scene 1 Line 120-126 (The conversation carries on from line 120 to 1 37) The behaviour of people on the town seems to be on the whole very good. However that is the first impression, we actually see how Messina is quite corrupt with many sneaky villains. Firstly though I feel that the Messinians treat outsiders very well, especially royalty, as we see from the greeting Don Pedro, Don John and Claudio receive. â€Å"Never came trouble to my house in the likeness of your grace. For trouble being gone, comfornt should remain, but when you depart from me, sorrow abides and happiness takes his leave† Act 1 Scene 1 Line 86-89 Leonato pays the royalty much respect and shows them utmost formality. The Messinians make everything go up in standard, and this shows signs of them going out of their way to the arrival of the royalty. Also the introduction to everyone in Act 1 Scene 1 is very long, it goes on from lines 83 to 141 until everyone is introduced to each other. However there is a much more corrupt side to the town of Messina, as we find out later in the play, anyone will be two faced and betray people if it involves a little money. The evil on comes into the play when Don John arrives as he is the main villain in the play, and we find out how he is the brains behind most of the plots, but never wishes to get his hands dirty. â€Å"Therefore I have earned of Don John a thousand ducats† Act 3 Scene 3 Line 105-6 This shows us how Don John is happy to give money away as it gets the evil deed done but also leaves him out of the equation when someone is receiving the blame. Men and women both play major roles in this play, however are treated very differently. Men are obviously the superior gender in this play, which is very normal for the time this play was performed. The man they are either married to or a father and they literally own the women. When the wedding day comes along they father of the daughter will pass her to the husband to now ‘look after’. â€Å"Give me this maid your daughter? Act 4 Scene 1 Line 23 â€Å"As freely son as God did give her me† Act 4 Scene 1 Line 24 Claudio speaks of Hero as if Leonato owns her, and then Leonato is confirming that the ownership of Hero is changing from himself to Claudio. They also seem to have other attitude towards love and marriage. They seem to abide by arranged marriages, however some obviously don’t. Most of the younger characters in the play are single, however are chasing love but just cannot find it. If they are married they have to be very similar, as in from the same background, with the same upbringing. They also deem it very important for a woman to be unchased before her wedding day, as this is the best thing a father can offer. I can tell this as when Leonato finds out hero is ‘unchased’ then the bursts into a fit of rage â€Å"Wherefore? Why, doth not every earthly thing, Cry shame upon her? Could she here deny, Do not live Hero, do not open thine eyes† Act 4 Scene 1 Line 118 – 120) (This enragement carries on from line 118 to 141) The social status also gives us an excellent insight to the society of Messina. Someone like Benedick or Don Pedro, both very clever, typically shows us someone from the upper class. They both have a good education, very well spoken and also very witty. â€Å"Then is courtesy a turncoat. But it is certain I am loved of all ladies, only you excepted, and I would I could not find in my heart that I had a hard heart, for truly I love none. † Act 1 Scene 1 Lines 109-112 This shows how witty and quick-fired Benedick is when speaking with Beatrice from lines 109 to 130 in Act 1 Scene 1 of the play. However the lower and working class is a completely different story. The character from which we receive most information about the working class is Dogberry, for one his name is very well chosen as Dogberry meant Dog Rose, this is a very common rose, and is purposely chosen to suit his class in the play. However we also learn about his class through his lines in the play. â€Å"Your are thought here to be the most senseless and fit man for the constable of watch†¦ † Act 3 Scene 3 Line 21-23 We can see form his spoken language he is also very common, he tries to be witty in the play, but is always making mistakes, by saying the wrong word, like in this extract where he says â€Å"senseless† instead of sensible. This is a very effective way of creating humour but also an effective way in showing us to the social background of this character. â€Å"She’s but the sign of semblance of her honour Behold how like a maid she blushes here! † Act 4 Scene 1 Lines 31-32 This is the part in which we find out Hero is not a Virgin. Claudio describes the blushes of guilt and nothing to do with her modesty. However Leonato does not follow, and misunderstands what Claudio has said to him. â€Å"Dear my lord, if you not in your own proof Have vanquished the resistance of her youth, And made defeat of her virginity-† Act 4 Scene 1 Lines 44-46 He only thinks Claudio is confessing that they have had sex, and not Hero with another man. Upon this misunderstanding Claudio has to explain himself once more, and then Leonato realises what he is saying. Instead of jumping to the rescue of his daughter, he chooses to disown her, by slapping her and yelling at her on her wedding day. Proving to the audience how chastity of your daughter was a very important thing in Messina. To conclude, I feel we learn a lot about the society of Messina in this play. However Shakespeare does not put it straight in front of you, he hides it behind his writing, and the characters lines. We learn of all the different social statuses in Messina and also the superiority of the male gender. I feel the most striking thing about Messina though, is how corrupt it is. You get the impression that it is a very friendly, peaceful town, however as we delve further into the play we find out the truth. The audience watching this would have been able to recognise many people and parts in this play, because it is so much like Elizabethan England at the time this was performed. Many families suffered from the divide on employment and social status, and many families also saw the chastity of their daughter the most important thing a father could offer, however the thing they would most be able to associate with would have been Dogberry and Verges. The watches would have been a very strong figure in England, and would be instantly recognisable from the moment they stepped on stage and one that would be guaranteed to raise a lot of laughs in the crowd. 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Meat Eaters vs Vegetarians free essay sample

Meats have more flavors than vegetables; this is because meats contains juices and are cook with different spices that have strong flavors. Some of these flavors are parsley, basil, garlic, salt, pepper, Worcestershire sauce etc. We are not telling that vegetarians don’t eat flavored food but the reality is that meat has lots of more flavors. In terms of taste, it depends on each people for example; vegetarians will say that their food taste better and the same with the meat eaters. But we look for information from the experts and Dr. Robert Madda in his internet page title â€Å"Meat Vegetables on the HCG Diet† certifies that our statement it’s true, meat has more flavors and taste better. The vegetarians eat healthier because of meat having saturated fat and high cholesterol. Meat eaters have more risk of having diseases and health problems such as heart attack or stroke from the vegetarians. Some studies show that vegetarians have less opportunities of having cancer. Meat can stay in your body up to 7 years and vegetable can be easy eliminated from the body. Some vegetarians are vegetarians because they are animal activist. Animal activist are those people that have compassion and want to end the mistreating and the cruelty of the animals. Some meats are not healthy because some suppliers inject chemicals and preservative so it could last longer. Vegetarians also have some health risk because chicken and fish have many different bacteria. Some studies tell that they have more bacteria than a toilet. Salmonella is a popular bacterium that you can find in chicken and fish. Salmonella is a bacterium that attacks intestine and blood stream. Some examples of its effects are diarrhea, fever and give you intense pain. Salmonella is not a deadly disease but you will feel like if you where going to die due to the huge pain. When it comes to food there is going to be always some problem because a bacterium, cholesterol, fats etc. As known meat eaters and vegetarians have typical foods. Meat eaters like every type of meat here are some example of different types of meats; steaks, cheeseburger, t-bone, fried steak, ham, pork, bacon, ribs, prime rib, lamb, veal etc. Meat eater usually like to have nest to the meat as a side order mash potatoes, baked potatoes, rice and beans, pasta and some times vegetables and salad. Our favorite plate would be a nice steak with baked potatoes, specifically a filet mignon there is nothing better. Vegetarian people also eat great food for example; they eat fish like red snapper, maji maji, grouper, tilapia, salmon etc. Also they eat chicken, salads and vegetables; for the vegetarian people a familiar plate that they eat is baked chicken with caesar salad. This vegetarian diet is very strict a difficult to follow. Recently vegetarian population is growing, a few years ago only 3. 2% of the population was on the vegetarian diet. Today according to vegetariantimes. om 10% of the American populations are vegetarian. But a study show that 5. 2 % of the population are interested in the vegetarian diet. A 59% of the vegetarian populations are woman and the average age of vegetarian people is 30. In the other side meat eaters are better known as carnivore. Carnivore is the same as meat eaters and this term is also used in animals. For example we can say that the lion is a carnivore animal. This means that when you are carnivore you depend mainly of the meat diet. Meat eaters also have can find diseases in the food. High blood pressure, diabetes, obesity etc. re some examples of diseases. We as carnivores recommend to all the others meat eaters that these diseases are not a joke and they should do go to the doctor at least twice in a year. But a the same time eating meat give you high quality proteins an it also require all the amino acid that your body needs. Meat contains high iron compare to plant and vegetable. It’s recommended to eat meat but in moderated quantities, also you should avoid eating bacon and salami because they are very high in fats. In conclusion meat eaters and vegetarians are extremely different. We can say that they taste different and have different flavor. The meat is the tastiest but the vegetarians are healthier. We are meat eaters because our island is full with flavors and we love to eat great food with great flavor. As meat eaters we respect the entire vegetarian community and we understand the reason of being one. At the same time we think that everyone needs to have at least a minor portion of meat because all the proteins and the iron that you will not find in a vegetarian plate. For us there is nothing like a huge plate of meat after work or after doing sport to recharge all the batteries. References Benefits Of Eating Meat. (n. d. ). Sikh Philosophy Network. Retrieved November 6, 2011, from http://www. sikhphilosophy. net/sikh-youth/14321-benefits-of-eating-meat. html Meat Eaters Vs. Vegetarians | Healthmad. (n. d. ). Healthmad. Retrieved November 6, 2011, from http://healthmad. com/health/meat-eaters-vs-vegetarians/ Smith, B. (n. d. ). What Is Salmonella And What Are Its Effects? | InjuryBoard Atlanta. Injury Board Atlanta | Georgia Personal Injury Attorney. Retrieved November 6, 2011, from http://atlanta. injuryboard. om/defective-and-dangerous-products/what-is-salmonella-and-what-are-its-effects. aspx? googleid=212314 What is the Difference Between Meat Eaters VS Vegetarians? | Health Related Articles. (n. d. ). Health Related Articles | Everything you want to know about your Health. Retrieved November 6, 2011, from http://www. healthforworld. com/what-is-the-difference-between-meat-eaters-vs-vegetarians life. , t. w. (n. d. ). Vegetarian vs Meat eaters Vegetariani sm In America . Vegetarian Times Great Food, Good Health, Smart Living. Retrieved November 6, 2011, from http://www. vegetariantimes. com/features

Social Cognition Essay Example

Social Cognition Essay Social cognition is advancement within social psychology that grew out of the realization that people use the same mental architecture when perceiving and thinking about other people as they do when perceiving and thinking about objects. The field of social cognition investigates the ways people perceive, interact with, and influence each other, studying specific topics such as person perception, group prejudice and stereotyping, personal relationships, group processes, persuasion, and social influence. Person may share some important social attributes with each other, such as race, gender, or political affiliation. These are among many factors that distinguish people and objects that must be considered when attempting to apply our understanding of basic cognitive processes to social judgment. The present paper attempts to define social cognition from different viewpoint and provides argumentative, credible details of areas where social cognition can be functional. Paper also elabora tes the future research basis of this sub-field of social psychology. Social cognition is a development of social psychology- One of the most important developments in social psychology in the last 25 years has been social cognition, as both a conceptual and a methodological approach to social psychological topics. Also without doubt, one of the key figures in the emergence and development of that approach has been Bob Wyer (Alan J. Lambert, 2003; pg- 25). Social cognition is the conceptual orientation that has emerged from the information-processing perspective in cognitive psychology. This approach is based on the conviction that constructs relevant to cognitive representation and process are fundamental to understanding all human responses, regardless of whether those responses are social or non-social in nature (Thomas K. Srull, 1994). Social cognition borrows many ideas and themes from cognitive psychology, but is unique because of the interest in combining these themes to the study of people in social settings.   The focus of social cognition is precisely on the cognitive mechanisms that mediate judgments and behavior. The sequence of these operations is usually assumed to be divisible into several component-processing stages (Thomas K. Srull author, Robert S. Wyer Jr., 1989; pg-2). We will write a custom essay sample on Social Cognition specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Cognition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Cognition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Basically, Social cognition is the study of how people process social information, especially its encoding, storage, retrieval, and application to social situations. When related schemas are activated, inferences beyond the information given in a particular social situation may influence thinking and social behavior, regardless of whether those inferences are accurate or not. Two processes that increase the accessibility of schemas are salience and priming. For example, if there is one female in a group of seven males, female gender schemas may be more accessible and influence the group’s thinking and behavior toward the female group member. Priming refers to any experiences immediately prior to a situation that caused a schema to be more accessible. For example watching a scary movie at a theatre late at night might increase the accessibility of frightening schemas that affect a person’s perception of shadows and background noises as potential threats. Social cognition has its roots in social psychology: This attempts to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of others (Allport, 1985, pg-3). It studies the individual within a social or cultural context and focuses on how people perceive and interpret information they generate themselves (intrapersonal) and from others (interpersonal) (Sternberg, 1994). Albert Bandura (1986) initially studied learning from a behavioral perspective (Bandura, 1965), while Jerome Bruner (1990) initially studied learning from a cognitive perspective (Bruner, 1957). Festingers (1957) cognitive-dissonance theory, Bems (1972) self-perception theory (see Greenwald, 1975), and Weiners (1985) attribution theory are additional examples of how the perspective of social cognition has been applied to the study of the learning process. A major implication of this perspective is that effective teaching must be ground ed in an appropriate social environment (Hannafin, 1997). In social cognition research, the schema concept originally derives from a Gestalt, configural approach to perception. For example, an approach that anticipated the schema concept, Asch (1946), described a configural model of how people form impressions of others, given a list of personality traits. He posited that the traits become organized around a central trait that determines the perceived root of the personality. The whole system of relations among the traits determines their meaning as a whole, especially with regard to a central or dominant trait. A person described as warm, practical, and industrious seems quite different from someone described as cold, practical, and industrious. One retrospective interpretation of such differences is that the two configurations evoke different schemata (Richard R. Lau, 1986; pg-14) Opponents of Social cognition comment that it is a particular approach in social psychology that puts heavy emphasis on how we represent social knowledge and mentally process social information. For example, to explain why people conform to a majority, or obey an authority figure, do you really need to bring in social cognitions? Situational factors and forces can often have an overwhelming influence on behavior, and hence substantially reduce the importance of social cognitions (Donald C. Pennington, 200; pg-7). The typical social cognition direct study can not provide evidence for accuracy, because the stimuli used are necessarily ambiguous. Recently, however, interest in the direct study of accuracy has remerged (Kruglanski, 1989). In contrast, studies of performance appraisal in organizational psychology typically have been concerned first and foremost with accuracy. This is obviously because performance ratings are used for decision making, with real impact on the welfare of individuals and organizations (Thomas K. Srull, 1994; pg-343). Social psychologists who research into social cognition commonly investigate such questions as: What caused a person to behave in a particular way? Why does somebody laugh in one social situation and behave in an unfriendly way in another situation? How do we mentally represent what we know about another person or group of people? How does belonging to a social group affect how we behave to others who are members of the same group, and others who are not group members? Why do individuals and groups of people engage in discrimination and conflict with other groups of people? How can prejudice and conflict between people be reduced? (Donald C. Pennington, 200; pg-2). Individual Variation in social cognition- Most of the social cognition literature has dealt with consensual schemata, that is, knowledge structures that people are expected to share. As a consequence, relatively little attention has been devoted to the individual differences that may characterize the content, structure, and use of particular schemata (major exceptions to this include, Fiske Kinder, 1981; Fiske, Kinder, Larter, 1983; Lau, Coulam, Sears, 1983; H. Markus, 1977). However, such individual differences are likely to have a substantial impact on how people judge political candidates. Therefore, we consider three distinct, though related, sources of such variation: schema accessibility, availability, and development. As noted previously, schema accessibility is determined by a variety of factors (i.e. expectations, motivations, and salience) that may differ individually as well as contextually (Higgins King, 1981). For example, in anticipation of an ideological clash at a candidate debate, some voters ideological schemata might become more accessible; others may view the confrontation as a partisan one, and consequently, their party schemata might become more accessible. Similarly, variations in the motivations might generally influence the accessibility of schemata. For example, those voters who are highly involved in the campaign and who care about the outcome of the election should have more readily accessible political schemata and thus should be more capable of making candidate inferences (Richard R. Lau, 1986; pg-136). The role of Social cognition is influential in various fields of psychology throughout the lifespan. Social cognition and child development- It is of interest to discover how children develop as attributors and to plot the patterns that they show. Children develop an awareness of causality quite early in their life; for example, Frye (1991) demonstrated that 4 to 8 month-olds were able to discriminate between spatial events (such as objects hitting one another) which were causally related and those which were not. By the age of 3 to 4 years children are conscious of the consequences and causes of their own actions and show motivation in controlling outcomes (Schneider and Unzer, 1992). Understanding of physical causality develops early in life, but applying causality in the social world is more complex. Evidence for the use of the discounting principle in childhood seems to be mixed, and there seems to be a tendency for younger children to use the principle for themselves, but not when explaining the behavior of others (Kassin and Pryor, 1985). Miller and Aloise (1989) found that yo unger children, 4 to 5 year-olds, used the discounting principle when an external cause was made highly salient. Fundamental attribution error is the pervasive tendency in adults of attributing causes to internal, stable, dispositions rather than external, situational factors. In children this seems to be acquired rather than being automatic, with evidence that the tendency in children is more towards external attributions as the norm (Fiske and Taylor, 1991. Over the period of 5-13 years it seems that children slowly learn to change their attention from whether the task is easy or difficult in relation to consequent success or failure, to internal attributions. Young children do not distinguish between effort and ability, assuming that success at a difficult task reflects being intelligent. By mid-childhood a relationship is seen between effort, ability and successful outcome (Nesdale and Pope, 1985). As children become teenagers the links between effort and ability and success or failure at school are firmly established (Donald C. Pennington, 200; pg-129). Social cognition and health psychology- Health psychology concerns real-world phenomena, and hence provides a meaningful context in which to study the cognitions and behaviors of individuals. Indeed, such contexts often have life or death consequences for the individual, such as the experience of coronary disease, cancer, or AIDS (Linville et al., 1993). Health psychology focuses on topics include emotions, motivation, goals, and social relationships. An example is the context of AIDS, where individuals reactions to risk factor information may affect subsequent health-relevant behaviors involving others. The primary concern of research of health psychologists, endeavors is often the prediction and understanding of actual behavior. Therefore, it affords the social cognition researcher an excellent context in which to develop and test theories that lead to the under- standing of the cognition-behavior link. Finally, health psychology generally subscribes to a systems approach in the fo rm of the bio-psychosocial model of health and illness (Schwartz, 1982; Taylor, 1991). This model values the interchange among social, psychological, and biological levels of human functioning as they contribute to health and illness. For example, studies of lifestyle change or adherence to complex medical regimens may involve an understanding of the impact of physiological risk factors, psychological reactions, and social values or practices as they impact on an individuals behavior (Thomas K. Srull, 1994). Critics of social cognition research have argued that much work in this area is artificial, entailing a focus that has, in the past, excluded relevant social variables such as affect and interpersonal relationships. In addition, critics have complained that social cognition often fails to demonstrate effects on real socially relevant behaviors (Martin Clark, 1990). Materialism as Social Cognition- Representation on schema theory and the work of Kelly (1955), we propose that materialists not only perceive people in terms of possessions, but they use these criteria as super ordinate constructs when framing stimuli for social-cognition (James M. Hunt, 1996; Pg-65). Recent work within social cognition- It suggests that unconscious mental processes play a dominant role in the judgments and actions of individuals. This stands in stark contrast with psychological theories that describe human action as typically caused by conscious intentions, and also conflicts with widely held beliefs concerning moral accountability. One of the most radical claims regarding social cognition is that we are unaware of the social attitudes that give rise to our judgments and behaviors (Banaji, 2001; Gaertner Dovidio, 1986; Greenwald, McGhee, Schwartz, 1998; Greenwald Banaji, 1995). Burgh and Chartrand (1999) proposed that most of a person’s everyday life is determined not by their conscious intentions and deliberate choices but by mental processes that are put into motion by features of the environment and that operate outside of conscious awareness and guidance. Indeed, many social psychologists have come to the conclusion that conscious processes play onl y a minimal role in human thought and behavior. Humans are exceedingly social animals, but the neural underpinnings of social cognition and behavior are not well understood. Studies in humans and other primates have pointed to several structures that play a key role in guiding social behaviors: the amygdala, ventromedial frontal cortices, and right somatosensory-related cortex, among others. These structures appear to mediate between perceptual representations of socially relevant stimuli, such as the sight of conspecifics, and retrieval of knowledge (or elicitation of behaviors) that such stimuli can trigger. Some aspects of psychological processes that promote social behavior (such as face recognition) may be innate. Studies have shown that newborn babies, younger than one hour old can selectively recognize and respond to faces, while people with some developmental disorders such as autism or Williams syndrome may show differences in social interaction and social communication when compared to their unaffected peers. Social Cognition in Schizophrenia may be seen: There is considerable overlap between schizophrenia symptom dimensions, particularly between negative symptoms such as affective flattening and alogia and social cognition. The MSP is performing ongoing research on the phenomenology of deficits in social cognition, including impairment in affect recognition, theory of mind, and insight (Kennedy, A., Barres, P., Wood, A.E., Kilzieh, N., Tapp, A.2004). Major research interests in Social Cognition: Through the development of new techniques for more directly investigating cognitive processes, research began to focus on a variety of new questions. For example, researchers could explicitly study the acquisition of social information and the biases in its en- coding and interpretation. These developments had an immediate impact on the nature of theory and research on both impression formation (Hastieetal, 1980) and stereotyping (Hamilton, 1981). There has been much recent interest in the links between social cognition and brain function, particularly as neuropsychological studies have shown that brain injury (particularly to the frontal lobes) can adversely affect social judgments and interaction. The case of Phineas Gage was an early and influential example of this finding. Many researchers have assumed that a person’s individual representation of the self influences his or her behavior and judgments in various domains. One dimension of self-aspects is inherent to most of the proposed theories. It is the extent to which the self is defined either by reference to its unique and independent features (e.g. abstract traits) or by reference to socially shared aspects that stress the interdependence with others (e.g. group memberships). Another research field of interest is the cognitive functioning of stereotypes. Researchers engaged in investigating how gender stereotypes influence the attribution of leadership competence. Many previous studies have shown that leadership competence is more closely associated with the masculine than with the feminine stereotype. Social cognition is not a content area, but rather is an approach to understanding social psychology. It is a level of analysis that aims to understand social psychological phenomena by investigating the cognitive processes that underlie them.   As reviewed above, the major concerns of the approach are the processes involved in the perception, judgment, and memory of social stimuli; the effects of social and affective factors on information processing; and the behavioral and interpersonal consequences of cognitive processes. The past decade of research in social cognition has witnessed many advances in the understanding of the cognitive representation of social information. At the same time, it has begun to reveal potentially serious limitations to the generalize ability of the empirical findings that have emerged and the theoretical formulations developed to account for them. These limitations may be due, in large part, to the paradigms that have been employed.

Five Ways to Ace Your Video Interview

Five Ways to Ace Your Video Interview An increase in job candidates willing to relocate for jobs, the high cost of shuttling them back and forth for interviews, and advancements in digital technology have resulted in a perfect storm of opportunity in the job hunting world: the video interview. While video interviews share the same ultimate goal as face-to-face interviews, there are some extra things to think about before getting ready for your close-up. Read on to learn five ways to make the very best impression during your video interview. 1. Set the SceneWhile you may be conducting the interview from your living room sofa, it’s essential to present yourself and your surroundings in the most professional way. Choose a bright, clean location, and be careful in rooms with lots of windows as these can cause backlighting and shadows.Eliminate clutter and annoying background noises, silence your phone, and close all irrelevant windows on your computer. Distractions not only disrupt your attention, but also the attenti on of your interviewer.Also, make sure you have access to a power source and charger: video is quick to drain computer batteries, and running out during an interview shows poor planning.2. Dress All Parts For the PartMany people assume that because interviewers only see them from the waist up, it’s acceptable to wear comfy clothing on the bottom along with your professional top. However, skip the inclination to dress down, and instead dress to impress with a top-to-bottom look. Not only will you feel more professional, but on the off chance you have to get up to retrieve a file or document, you won’t risk exposing your ratty old sweatpants.3. Do a â€Å"Test Run†Take time in advance to do a â€Å"test run† at the same location and time of day as your impending interview. Before the call, test your connection and voice/microphone. If possible, invest in a good pair of headphones: they can prevent connection problems as well as trim down on sound disruption .For best results, record a test call to see how you present on camera, and to determine any necessary adjustments or improvements.And don’t forget: you can even experiment with your camera positioning to present yourself in the most flattering way. Most people find that keeping the camera at eye level is the most attractive angle.4. Eye Contact is KeyWhile eye contact is important in any social or professional situation, it’s a particular challenge during the video interview. Why? Because the temptation is strong to watch yourself on the screen, instead of looking directly at the camera. This not only makes you look unfocused, but can be unsettling to the interviewer. Keep in mind that you’re not directly addressing the screen, but the camera above your screen. Practice this during your test run.5. Smile Early and OftenMeeting with a person face-to-face has a different â€Å"feel,† than conducting a video interview. While the connection can seem distant and disconnected, it is still extremely important to present yourself as a friendly, likable person. After all, most employers today are looking for soft skills, and failure to show off your personable side during a video interview can quickly remove you from the running.While participating in video interviews can feel strange or stressful, they’re increasingly part of the job hunt experience. Taking time to prepare yourself and become accustomed to the process can set you up for success. And remember: the ultimate goal is to enhance the hiring process and help you find the job of your dreams, so look at each video opportunity not as an obstacle, but as an opportunity.

Marriage and Love Essay Example | Topics and Well Written Essays - 1000 words

Marriage and Love - Essay Example What is important to note, for purposes of this essay, is that fact that romantic love was associated with marriage and marital fulfillment as a growing trend in an increasingly individualistic world rather than love itself. Love, in short, is more than a romantic or idealistic state of mind; indeed, as pointed out by Duby and Dunnet, love has, throughout history, been associated with such notions as respect, admiration, and a sense of security (1994: 37). The preliminary step, therefore, is to define love as it has been understood historically rather than to rely on unnecessarily inaccurate and narrow definitions as commonly portrayed in the mass media. This essay will argue that love is more comprehensive than lesser notions such as romantic love and that it can therefore function as the basis of a successful and enduring marriage; more specifically, this essay will argue that the media has idealized the notion of love more than is true of the concept itself and that the marital institution, as it has evolved over time, is more than capable of being founded and sustained about this broader concept of love. As an initial matter, there is no question that marriage has been sustained by a variety of different factors and motivations throughout history; these motivations have varied and differed according to cultural contexts, local conditions, and sociological stages of development. Although often portrayed negatively y the western media, arranged marriages have been the historical and cultural norm historically; this is true not only in cultures and countries traditionally associated with arranged marriages, such as in India, but in embryonic western nations and cultures as well. These arranged marriages were frequently motivated by such notions as pooling family wealth, maintaining social status or cementing political alliances, nurturing the continuation of certain religious or ideological communities, or simply continuing well-established cultural or local traditions (Shumway, 2003: 118). The arranged marriage was characterized by an oversight function performed by the older generati on and the opinions or the preferences of the younger generation were subservient. This is not to say that the opinions of the people to be married were wholly irrelevant, though is many cases they were definitely of lesser value, but that the older generation relied upon considerations that were not consistent with modern notions of romantic or erotic love. It cannot be argued, however, that love as it was more generally known was irrelevant to marriage; more particularly, as noted by De Munck, men and women have fallen in love for reasons more compelling than an erotic attraction or a sudden physical or emotional impulse (1998: 78). Those whom would reduce love to the romantic concept exploited by capitalist media companies would do a great disservice to love and marriage, to people's individual judgment and reason, and to the sociological sciences. The marital institution did not become a prisoner of sudden irrational impulses; quite the contrary, as outlined by Wexman By the early twentieth century the emergence of a public sphere fostered the development of a youth culture centered on courtship rituals largely cut off from supervision by the older

TAX Essay Example | Topics and Well Written Essays - 2250 words

TAX - Essay Example The code of ethics is developed by a professional body such as the ICAEW and often, it is monitored and enforced by the body especially where governmental regulations are of little or no effect. Members are, therefore, to follow the code in order to be in good standing with the institution or organization. Ethics is concerned with operations of the organization; thus to handle client relationships, a code of conduct is required in an institution. The code of conduct refers to a practical document of set standards and principles that govern client relationships with staff members in the organization. The Institute of Chartered Accountants in England and Wales (ICAEW) defines a professional code of conduct that accountants are supposed to follow. It is applicable to everyone affiliated to ICAEW, i.e. students, staff members and employees of member firms in professional and business activities. According to the CISI code of conduct, members are required to demonstrate high standards of professional conduct and take into consideration the interests of the general public. Ethical behaviour is essential in gaining public trust in financial reporting and business practice hence to uphold ones accountancy reputation ICAEW outline the principles under which the accountants should operate. Similarly, the Charted Institute of Security Investment (CISI) has a code of conduct that aims at boosting banking finance integrity through raising professional standards of the financial services offered. According to CISI, an essential component of professionalism is integrity that is the effective recipe of knowledge skills and behaviour. In essence, both the ICAEW code of ethics and the CISI code of conduct are concerned with professionalism For CISI, the professionals who operate in the securities and investment industry are obligated to the

The definition of children with PMLD

The definition of children with PMLD Children with profound multiple learning disabilities (PMLD) experience barriers to communication and interaction which prevent them having the full opportunity to an appropriate education. It is essential to remember that as they share the same general aims as other children in school'(Ref), that is, they need to progress to the best of their ability. In Saudi Arabia there are very few centers that provide a successful curriculum for children with PMLD (Rectory Paddock School, 1981)Be careful this looks as if Rectory Paddock school is expressing a view about education in Saudi Arabia and it didnt.). Moreover, all/some/many teachers are inexperienced and lack the ability to develop the full potential of children with PMLD. This confirms that I need to establish a greater knowledge of services in the UK and identify the positive aspects. In the past, PMLD in the UK received only rehabilitation programs that included providing basic necessities such as medical treatment and food. Rece ntly, this practice has changed to providing a successful curriculum that focuses on the needs and abilities of the individuals (Lacey Ouvry, 1998). This essay will therefore provide suggestions on how to achieve a successful curriculum for children with PMLD, helping to understand the wider concepts involved and how these children can eventually reach sufficient independence by identifying their individual needs. This essay will present the definition of children with PMLD, followed by the childrens primary needs including their physical, sensory and communication needs. It will then go on to look at the way of organize the classroom and then it is going to explain some of the teaching approach. The definition of children with PMLD Complicated terminology is used to refer to children who have the greatest difficulties with learning e.g. PMLD, severe learning disabilities (SLD), profound learning disabilities (PLD) and severe disabilities. To understand how to educate the children, it is necessary to address more than one of the associated issues which are related with ill defined terms, variables and unstable definitions. The official terms used for dealing with PMLD may be different in various countries. In America the term severe is used for individuals with an IQ of 20/25 to 35/40 and moderate for those with IQ 35/40 to 50/55. In contrast, United Kingdom refers to children with IQ below 50 as having SLD (Porter, 2009). In Saudi Arabia multiple disabilities is a common term used to refer to presence of more than one disability in a child which leads to severe educational problems which includes multiple intellectual disorder, multi-sensory disabilities, multiplicity of disability associated with severe behavioral disorders and severe disabilities (General Directorate of Special education , 2001) ). The term learning disabilities used in the UK should not be confused with terms used in other countries where they have the same meaning as mental retardation or intellectual disabilities. UK calls problems such as dyslexia specific learning difficulties or specific learning disabilities (Rennie, 2007). Another problem which arises is that many believe that SLD and PMLD are synonymous terms. There is a lack of differentiation between profound learning disabilities and multiple disabilities as the two terms have similar needs and come under the same heading of Severe Learning Disabilities (Evans and Ware 1987). Some writers, such as (Aird, 2001) continue dealing with these two terms as synonymous. On the other hand, Swift(2005) defines the two terms differently. He says that SLD refers to children who have emotional needs, some students may use signs and symbols to support their communication and/or sensory impairments in addition general cognitive difficulties and mobility difficulty. On the other hand, PMLD regards to children who present physical disabilities, sensory impairment or severe medical condition. Although there are similarities in the definitions, it is preferred to use PMLD as it is widely accepted in Britain (Ware, 2009). Furthermore, some children with profound learn ing disabilities are described as PMLD whereas there are few people with profound learning disabilities who have no other severe impairments (Ware Healey,1994). To become more aware of this group of children, it is necessary to identify their characteristics. Children with PMLD have profound intellectual impairment and other multiple disabilities including sensory, physical or autism (Lacy Ouvry 1998. To illustrate that, I will use the example of Rett Autism Syndrome displaying an inability to performer motor functional actions including eye gaze and speech and slowed brain function (Pierangelo Giuliani, 2008). However, they are described as not a homogenous group (SCAA, 1996). In my professional practice, I have dealt with children who had severe physical or visual disabilities but did not necessarily have profound learning disabilities and some who had profound learning disabilities with good motor ability, learning, motor and sensory skills and thus needs differed from child to child. Another approach to a definition suggests that children with PMLD are in the first four stages of Piagets Sensory motor development (What is this_ (Clark, 1991). However, from my experience the pre-process stage, which says that the child in this stage can combining attributes samples of common objects and classifying them. Children with PMLD may have the ability to recognize visual word (MAKTON) system and classify the thing that he/she wants to do as an activity. In relation to PMLD symptoms children may have behavior disorders which are challenging for teachers (SCAA, 1996). The association between behavior and physical disability may or may not be a casual one. For example, disability may lead to depression which further increases the level of disability (Marten, 1980). From my experience, behavior is not only influenced by genetic and neurological factors but is due to the negative interaction and relationships between the child and the society. Another approach to categories concentrates on the IQ in classified the person with PMLD whose has IQ level below 20. Recently the World Health Organization adapted a more social model of disability which classify on the individual strength and the social barriers that may compound a disability. Internationally three criteria are regarded as requiring to be met before learning disabilities can be identified: intellectual impairment, social dysfunction and early onset (The World Health Organization WHO, 2001(. On the other hand people with PMLD function equal to or less than one fifth of their chronological age (Sebba, 1988). This is a rather old referenceSome prefer to down play IQ on terms of the students curricular needs; they call someone with severe learning difficulties if he/she attends an SLD or school. It can also consider what happens to children when they leave school, or we may distinguish pupils with moderate and severe learning difficulties by reflecting on the age at wh ich their problems were first identified (Farrell, 1997). (Quite a lot of this section uses some dated material is this because you can see similarities between those debates and the ones now happening in your country.) Criteria for placing pupils into categories have changed over the time. Children who may have had PMLD in the past may be now regarded as having multiple disabilities but not PLD (Ouvry Saunders, 2001). This last consideration is of enormous importance when considering learning with PMLD: children with PMLD are now classified to be more intellectually able. The current percentage of children with PMLD has increased as a result of high level of health care provided (Lacey Ouvry, 1998) where the number of adults with PMLD will raise from 78 in 2009 to 105 in 2026, as in average 3 in 2009 to 5 in 2026 (centre for Disabilities Research CeDR, 2009). The definition has changed over time linked with the changing of the education system from segregation to inclusion. I will illustrate this by references to curriculum access. Around 1971, children with the most profound disabilities in the UK were excluded from education, cared for in wards as they were considered unable to follow the standard curriculum (Clark, 1991; Lacy Ouvry, 1998). However, after this point, some children who attended schools for pupils with LD also had severe physical disabilities require specialized facilities but which would possible to provide in Educational Sub Normal ESN(S) classes (Rectory Paddock School, 1981)., Historically some writers assume that Special Care Units (SCUs) remain the only setting specifically able to provided for children with PLD and additional disabilities in schools catering for severe learning disabilities (Evans Ware, 1987) In contrast, terms special care is not acceptable as the provision provide for PMLD are varied (Sebba, 19 88). In the UK, the curriculum needs have given more attention to other educational aspects (Cline Frederickson, 2009). Children with PMLD may work with P1-P4 in the national curriculum where P scales provide small, achievable steps to monitor progress (Swift, 2005). Some children may even work at P levels 1-3 for the majority or all of their school life (Ware, 2009). It is hard to reach a clear definition which would be used to describe a group of children who share common characteristics with other categories. However, in my view, supported by this evidence, a child with PMLD has multi-disabilities: learning disability and other disabilities. The most important aspect in planning education is to focus on the childrens requirements and needs no matter how this group of learners is defined.. Children with PMLD primary needs which affect their ability to learn Children with multiple disabilities face many problems which challenge adults who work with them. A careful analysis to their needs is required to understand exactly what is preventing progress (Stone, 1995). There is a wide spectrum of special educational needs that are frequently inter-related. They may fall into at least one of four areas: communication and interaction, cognition and learning, behavior, emotional and social development and sensory and/or physical (The Code of Practice, 2001). Physical needs: There is some physical impairment that can be diagnosed from birth: cerebral palsy, spin bifida, congenital abnormalities of the skeleton and other rare neuromuscular diseases (Hogg Sebba, 1986a). PMLD has a lack of independent, muscle spasm, abnormal reflex activity, inability to control bladder or bowels and congenital abnormalities of skeleton which make people feel uncomfortable and cause other problems (Clark, 1991; Hogg Sebba 1986). Physical impairment affects other parts of the childs life: being unable to move well may be at risk of developing distortions of body shape over a period of time (Rennie, 2007; Fulford Brown, 1976). The teacher needs to understand these problems and focus on basic physical therapy in a curriculum plan (Clark, 1991), with a holistic approach (Rennie, 2007) and lifelong commitment which influences the majority of the individuals time at school and home rather than an ineffective ritual (Lacy Ouvry, 1998). Yet this as I believe does not necessarily mean therapy used in traditional ways. Many creative methods a physiotherapist can use in cooperation with the teacher in the classroom in childrens mobility curriculum and teaching methods. Traditional ways should not be taught in the same order (Stone, 1995)What do you mean?. I would suggest using things from everyday environment would be more suitable for physical therapy, merging skills training for recognizing colour and rolling to tr ain muscles by placing the child on a mat between a green and a red ball and asking them to move in the direction of either ball. This way the child learns colour recognition, exercises and s the game. Children learn more quickly if they enjoy themselves. As a child with PMLD spends most of his time at home, therapy can be successful when the parents have major roles in planning and implementing (Lacy Ouvry, 1998). The best way is to raise parents awareness and to make fully participate in the therapy which lead to greater improvement in the child. Sensory needs Children with PMLD often experience sensory problems. There are a number of different needs arising from sensory impairment, one arising directly from the impairment such as visual or auditory impairment (Lacey Ouvey, 1998) which have adverse effects on linguistic development, behaviour, and emotional adjustment, socially isolated and the general quality of a persons life (Clark, 1991; Ellis, 1992). Other problems are often environmental. Parents and teachers can lose interest in interacting meaningfully with their child who does not provide cues or rewards in the form of a smile. From my experience, children with PMLD are often ignored by their peers and teachers who interact with children who communicate more. Hearing impairment and learning disabilities are not clearly separated (Kropka Williams, 1986) and cannot be underestimated as the hearing impairment is not as obvious to an observer as some other impairments (Sebba,1988). In this matter it is primary aim of managing sensory impairments is to try to allow children to have access to the same quality of life and experiences by using whatever hearing and sight they have to the best of their ability or by helping them to make use of their other senses such as touch and smell (Sebba, 1988). Communication needs When I was in the early phases of my training, I remember there was a teacher who sang to a child with PMLD. I wondered why this teacher was choosing to do so when the child could not hear. The child smiled and laughed at the teacher and reacted positively in her presence. It became clear to me that the child needed to have interaction and could communicate in a specific way as he could interpret some sensory information. If communication fails, then other social activities go away as well. Children with profound learning disabilities show massive delays in communication, which makes it hard to communicate, convey ideas and experiences with other people. (Hogg Sebba, 1986) Despite that in fact every child is a unique case, speech is not the only means of communication (Hogg Sebba 1986). Some children who are described as not having the ability to traditionally communicate are able to show preferences when they are given a choice (Glenn? OBrien 1994). This is confirmed by my experience which shows that these children have a lot of stored energy which just needs continuous attention and time to be displayed or disabilities are likely to deteriorate. The code of practice mentions that most children with special educational needs have strengths and difficulties in one, some, or all of the areas of communication. Children will need to continue developing their linguistic competences (Code of Practice, 2 001). With the knowledge that there is no cure(This takes us right into the medical model is that your intention> for these needs, there are many ways to help these children get the best possible outcome for growth and development, to perform any tasks that are necessary in their daily lives to remaining integration in society. Thus we need to build an appropriate program for children with PMLD on an individual basis to meet individual needs, where in the last ten years there has been a big change in the ways of dealing with children with PMLD and schools are now receiving children who have several needs (Lacy Ouvry, 1998). Teaching and learning is complex. Within this discussion, little attention will be given to curriculum content for two reasons. First, the lack of compatibility between the curriculum in Saudi Arabia and England. Second, because for this group of learners focus on effectiveteaching and learning including accede to several different teaching methods is of prome concern. Even if there are good teaching practices put in place, they will not work if the environment is not suitable for learning (Sebba, 1988). Therefore it will focus on how to organize the learning environment where children should be more familiar with the classroom, and anticipate the activities (Ouvry Saunders, 2001). You have introduced t/l first and then the envornment. Is it logical to write the sections in the same order or to re-order these comments? How to organize the learning environment Children will need to overcome classroom obstacles before they are able to start to learn, this can be handled by the establishment of an appropriate learning environment .There are numerous necessary measures to build and maintain an appropriate environment for children with PMLD it is vital that this environment is well organized to suit their needs. Regardless of whether children with PMLD are educated in a specialist environment or in mainstream school, (Ware, 1994) suggests three core principles in the organization of a classroom: the organization of time, people and material in an environment which can all overlap. The physical environment organization The physical environment plays a role in raising childrens motivation to work. Teachers should define each area of classroom and ensure that the environment is not distracting to help the child to learn easily (Byers, 1998) for example, the work area should not include visual distraction which can confuse and have a negative effect on the learning process (Porter, 2002). In addition the size of the room must be considered, if the room is too large or open this can distraction the child (Nind et al, 2001). From my experience I remember that also the small room encourages unsuitable behaviour, teachers was putting the pupils standers behind the door because the room was very smallwhich can make movement in and out of the room difficult; this subsequently upsets the children and made him react in an unsuitable manner. Another matter is organizing the classroom based on the childs needs. For example, it is often a good idea to place children with the most profound physical needs in easily accessible points in the classroom so they can move more freely (Algozzine Ysseldyke, 2006). For children with visual impairments, strip lighting is unsuitable as it does not provide good distinction between different objects, and so spot lighting, colored bulbs or dark areas should be used to show different areas as well as different textures. Furthermore, I have found that it is beneficial for children with PMLD to have a designated seat in the classroom as this promotes confidence and a sense of familiarity (Nind et, al 2001). But which position are the best for seating. A study found that children who functioned at a lower level worked well in a prone position (Park et al, 2005). Other study suggests that position is not simply a matter of optimizing attention, but the impact on other functions, such as hand use and spinal extension (McEwen, 2002). The position of the teacher and the other staff is significant. They should be able to assess the child and their emotions, so that they can help the child sufficiently. If they are behind the child or to the side, they may not be able to see the Children may need help with their medication if they have to take it through the school day (Algozzine Ysseldyke, 2006). The social environment organization Knowledge of the child is very important in the social environment organization, knowing what they like, dislike, how they interact and communicate; education should happen co-actively (Cartwright Wind-cowie, 2005). Teacher also should not become dominant in the relationship; rather, they should help the child learn in their specific way. There are three main models for the teacher/pupil relationship: the teacher dominating, the pupil dominating or a two way dialogue. The third is the hardest, but if successful, the best (Lacy Ouvry, 1998). The final model requires very strict planning and organization in order that it works well. Rewards are also positive in order to build a good social environment. The teacher should understand that some children with PMLD will find standard encouragement techniques, such as cheering, very discouraging and distracting. Therefore, the teacher should observe signals from the child to discern what they like and do not like (Sebba, 1988). Another matter which is very important in the social aspect is that teachers should understand how the child would react to failure, in this way they can prepare for it. (Corker, 1992) suggests that children should be encouraged to see failure not as a result of inability but because of lack of effort or dedication. In this way, they are empowered to change it and succeed in the future. The time organization The most difficult balance to maintain is how to organize time inside the classroom with regards to the curriculum and the ways of teaching. There should be an appropriate division of time between national curriculum, non-national curriculum based activities and therapy (Ware, 1994). I remember from my experience that children have their own schedule divided between the child needs. Expand Another matter, which is widely discussed, is the way of teaching children. Which way of teaching a child with PMLD is more beneficial? Children with PMLD would benefit from being taught in a group. If the children with PMLD are placed together they may become more perceptive and have a greater interest in what they are doing (Hogg Sebba, 1986). Although group work can be effective, in reality can be deceptive. A child who appears to be working in a group may in fact actually be working alone (Bennet Cass, 1988). Some specialists infer that in teaching children with PMLD, there should be group work involved and also individual work this is seen as the most beneficial practice (Ware, 1994). From my experiences whilst the teacher worked with the class as a whole, the teaching assistant would remove a child from the group in order to provide individual focus to that child. This enables effective and beneficial learning for the children as it advantageous for the childs learning to hav e individual attention. The grouping learning a raises the question of how much time should the teacher spend with an individual child compared to how much time spent with the entire class. I think group work is imperative and therefore time should be devoted to this, particularly because children should be encouraged to develop awareness of their peers, this is realized through group work (Cartwright Wind-Cowie, 2005). However, I realize from my experience the specific method influences the way of teaching; whether individually or in a group. (Ware, 1994) mention some examples for effective grouping are suggested, Scripted or Jigsawing which are used with heterogeneous group without losing the benefits of individual work. In addition, there are also issues about whether the same activities should take place at the same time each day or not. There should be a clear routine established and a consistent timetable, especially at the beginning of the day with registration; so that the child knows what is happening and so therefore is not anxious (Corker, 1992 ; Ware, 1994). However, this can sometimes be problematic because it must be accepted that some activities will take longer for children with PMLD to carry out, in these cases certain allowances must be made. (Orelove et al, 2001). There are other issues related to the timetable of the childrens learning, there is no evidence that children will learn best in the morning. There is evidence that children with PMLD may be best taught if they have therapy in the morning so that they are calm for the other activities. Moreover, there is the issue of medicinal side effects and how this can cause problems with learning (Ware, 1994). All this must be taken into account when time planning to keep the attention focused and to help the child to learn. Teaching approaches The special education literature now focuses more on the teaching methods than the curriculum content. I will mention some of the teaching methods which are used. Task analysis in which a task is broken down into manageable pieces with clear objectives, making it easier for the child to learn (Sebba, 1988). Errorless learning, an exercise in which examples are given to the children yet only require only one possible solution, thus increasing the opportunity of reward for the child. Do you agree with errorless learningRecording, where all the practices are planned and recalled so they are then assessed (Hogg Sebba, 1986). Next is the use of ICT to help with communication and with social interaction. Also to aid choice making as it will help with life skills and requires a lot of concentration (Ware, 2009). Using pictures to communicate choice and show correlation between different pictures and objects has often been effective with the use of commands (Porter Ashdown, 2002). There ar e also three main types of holistic approach: conductive education, patterning and coactive intervention (Hogg Sebba, 1986). Acoustic bells can be used to create an intense sound environment to encourage learning and concentration (Mednick, 2007). It is now necessary to evaluate two teaching approaches, intensive interaction and multisensory approach. Because these two methods focus on the children with PMLD which I mention them previously. I will be used as illustrative examples to examine the techniques that can be employed to optimize the learning experience for the child with PMLD. Intensive interaction Teaching children with PMLD is often focused on communication (Ware, 2009) which is fundamental and makes child learn about themselves and others (Hewett Nind, 1998). However, sometimes children with PMLD are taught a way of communication which they cannot understand or which may be limited and therefore unsatisfactory. In my experience, teaching that solely focuses on the core curriculum was only effective for a number of children, leaving others unresponsive to the teacher. During the activity the teacher would help the child physically whilst using different way of communicating, for instance by photo cards, however this may not be beneficial every time. From my reading I have established that these children were entitled to communicate in their own way; they should not have to be taught a standardized way of communication, at least in the initial stages. By using our body language and gaining feedback by watching others reactions (Caldwell, 2008) this makes communication easier as the child will understand that the teacher can understand their emotions. The standard ways of Intensive interaction refers to when the adult working one to one to with the child to mimics any communication behaviour of the learner of by using the childs own method (Watson, 1994) to makes teaching and learning easier (Hewett Nind, 1998), and to develop sociability, communication, cognitive abilities, emotional well-being, constructive interaction with immediate environment and self awareness (Nind Hewett ,1994). I think this is practical and reality, if we see how the mother contact and communicate with her child, we dont compare between children with PMLD with the infant, What I want to highlight, is how the baby feel happy with his/her mother imitations and his reaction and how he continue in communication. The Strategies: There are two studies which say that intensive interaction is a very good way of developing communication and social skills. It must be employed systematically and used efficiently in order for it to be effective (Watson Fisher, 1997; Kellett, 2003). The focus must be on the quality of the interaction sociability and communication and not the outcome (Hewett Nind, 1998). Records must be kept of all interaction so that any changes, even if minute, can be remembered. It is often difficult to do this without records as the changes can be very small (Irvine, 1998). There must be a limiting of numbers of staff and volunteers so that there is routine and the people can all be fully trained to their abilities (Ware, 1996). Intensity, sensitivity and reflection are key in implementing this method. The method encourages awareness of those around the learner, and ignores ideas about tasks and correct or incorrect ideas, and so puts the precedence on the learning process. (Hewett Nind, 1998). Intensive interaction should be used within a group environment to make it more standard and to ensure that abuse allegations do not occur (Nind Hewett, 1994). The process of intensive interaction is included in this. An advantage to adopting this approach is its simplicity; it does not require materials and therefore can be used in the home. What makes this approach more significant is that it can be used easily at home (Irvine, 1998). There are some problems encountered in this methods, the abilities to make a response is sometimes weak. The adult may be tired or the child may anxious (Kellett Nind, 2008) the child may want to continue to interact when no one is available (Irvine, 1998) so it is necessary for the adults to learn to tolerate a delay (Maggs Samuel 1998). Another problematic issue is that Intensive interaction works for some people but not all. So although there are some overriding principles for using intensive interaction, the approach must be changeable and flexible so that the child can achieve the most possible. (Kellett Nind, 2008). However, for those it does work for, it is still very difficult to prove that intensive interaction is the only cause for improvement (Irvine, 1998). The multisensory approach Some children, who have sensory ability such as sight, may not understand how to use it or how to interpret what they see. Thus teachers should help children to use all the senses to enable good learning. One of the ways of the using multisensory approach is the sensory room. This can be described as a reactive environment (Mednick, 2007). There are two ways to define the sensory room or snoezelen () : the actual space and the impact on the child. The space can be characterized by the physical attributes, size and complexity, size of the room is very important so the child does not feel overwhelmed by the space or out of control. The same is for ideas about complexity; there should not be a sensory overload. There is no set list of things which are including in a sensory space, which can include simple materials or complex interactive electronic equipment (Stephenson, 2002). Other physical aspect are the different type of sensory room, there are six primary kinds of rooms: white room, dark room, sound room, interactive room, water room, soft play rooms finally there are outdoor spaces in the gardens each room have aims and goals (Pagliano, 1999). Although the only limitations on these spaces is imagination, the childs likes and dislikes are the primary influence as some might not like a white room but may love a water experience. If the child can exert control over their environment, they will develop control and autonomy and greater self confidence (Stephenson, 2002). The other aspect of the definition is the impact on the childs ability, which includes good communication, movement, cognitive ability, emotions, behavioral changes, life skills and good expressive arts (Longhorn, 1988). This makes it one of the most effective methods to teach a child with PMLD because it makes learning easier (Fowler, 2008) and fun for