Primary Concepts Of Motivation Defining And Recognition...

PRIMARY CONCEPTS OF MOTIVATION 3 Primary Concepts of Motivation: Defining and Recognition of Motivational Awareness There have been numerous books, articles and studies regarding the subject of motivation. What motivates and individual? What motivates you? A focus on benefits and rewards has been suggested to motivate as well as setting up rules and guidelines for success. What if that is not what motivates an individual? In his book Drive, Daniel H. Pink (2009) discusses a wide range of concepts and suggests that the real motivation comes from within ourselves, and by developing the individual we become happier, increase our performance and†¦show more content†¦I enjoy the flexibility and freedom to create my own hours, work when my children are in school, and still feel like I am productive and contributing to our home. The creativity level increases because there is not the pressure of a time clock or repercussions for wanting to attend a sporting event for my children. Autonomy is further defined in chapter 4 of Drive (2009) â€Å"autonomous motivation promotes greater conc eptual understanding, better grades, enhanced persistence at school and in sporting activities, high productivity, less burnout and greater levels of psychological well-being.† An effective example of this is the company Zappos. An engaging short video on the company and what they believe is the reason for their success, crediting their core values and company culture is a prime example of autonomy in the workplace. (xander9xx, 2011) Freedom, flexibility, and adding the weirdness all are basis for the success of their company. Mastery is another intrinsic motivating concept. The internal need to set and achieve a goal, to focus on a challenge that will improve you as an individual, and the desire to perform better and more effectively is a compelling part of an individual. Robbins, Judge (2016) â€Å"In general, specific goals produce a higher level of output than the generalized goal ‘do your best’.† (p.112) At the beginning of the season,Show MoreRelate dEffective Use Of Motivation Within The Construction Industry Essay3322 Words   |  14 Pages Major Project Proposal Title: â€Å"The Effective Use Of Motivation within the Construction Industry† 1.0 Background to the study Workers in any institution around the world, just as any other human, work better in environments that are suitable for them. This suitable environments range from better pay, good working conditions, healthy jobs and sometimes incentives such as bonuses for work well done and institutional team building efforts by the employers where workers and employers come together toRead MoreThe Main Determinants Of Potential Employee s Choice Of Prospective Employer2593 Words   |  11 Pagesthe main determinants of potential employee’s choice of prospective employer, what motivate them, the writer however, emphasis on organisation’s reputation, Organisational culture, motivation, job satisfaction, Business environment, Choice of Prospective Employers, and etc, the researcher therefore, look at the primary and secondary data collection its limitations, reliability of result and findings. The structure of this study has been divided into five following chapters, the first one is made ofRead MoreQuestions On Leadership And Organizational Behavior1902 Words   |  8 Pagesleadership and organizational behavior based on my professional experiences and formal education. Coming from an accounting-focused undergraduate program, I took only a foundational course in the area of management, which examined various management concepts and lacked a true focus in the area of leadership. My professional experiences have helped me identify what characteristics are necessary for a leader to truly develop and guide organizational behavior. This course has allowed me to further developRead MoreEthos of Self Care Essays3173 Words   |  13 PagesThe aim of this assignment is to explore and show an understanding of the ethos of self care whilst highlighting the ways in which the current health service is being re-orientated to incorporate this concept within patient care practices. Definitions of self care will be reviewed and some of the similarities and differences between definitions considered. Current health and social care policies that influence self care will be discussed with a view to how these policies advocate change withinRead MoreRole of Women Entrepreneur3988 Words   |  16 Pagesand outside, throughout their life. The Indian culture made them only subordinates and executors of the decisions made by other male members,in the basic family structure.But now in the Gobal era of modernisation With the spread of education and awareness, women have shifted from Household activities to higher level of professional activities. In the Modern Era of 21st Century, women have come up with a strong desire to do something different and contribute towards the society as well as familyRead MoreReward Systems11202 Words   |  45 Pagesorganization : * Give value to reward system. Employees must have preference for the type of rewards being offered. Many employees prefer cash reward and plaques. Some employees like to see their name in company news letter. Others like the public recognition surrounding award ceremony. * Make the reward system simple to understand. Elaborate procedures for evaluating performance, filling out forms, and review by several levels of management  lead  to conclusion. The system must be easy to understandRead More1st Assignment Ilm Level 55571 Words   |  23 Pages2013 staff survey and local staff surveys will also be introduced in 2013/14. The Team Briefings, Open Forums and Leadership Walk rounds shall promote levels of communication with staff at all levels. Valuing our staff’s contribution through recognition Page 6 systems, awards submissions and celebrations of our continued successes will also take place. Our ISIS (Innovation, Support and Improvement Science) programme will support the Health Board’s Organisational Development agenda. 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Because an individual must ultimately act to become an entrepreneur, and because action involves knowledge and motivation (Higgins Kruglanski, 2000), we propose that each streamRead MoreConsumer Behavior Essay15664 Words   |  63 Pages------------------------------------------------- Question Q1. (a) What is the difference between primary and secondary research? Under what circumstances might the availability of secondary data make primary research unnecessary? Q1. (b) What is opinion leadership? Q2. (a) What are the strengths and weaknesses of motivational research? Q2. (b) What is social class? Q3. (a) What is the relationship between Brand loyalty and brand equity? What role do concepts play in the development of marketing strategies? Q3. (b) Sony is

The Pros And Cons Of The Death Penalty - 714 Words

â€Å"There were eleven votes for â€Å"guilty†. It’s not easy for me to raise my hand and send a boy off to die without talking about it first† (Rose). The death penalty is a punishment of execution given to criminals convicted of heinous crimes. Since 1976, 1,463 people have been executed by the death penalty (Death Penalty Information Center). As of November 2016, there are 31 states that still implement the death penalty, 19 that have abolished the death penalty and 4 states with gubernatorial moratoria. Some people believe that the death penalty should be used as a form of punishment, while others believe that the death penalty is immoral and should not be used as a punishment. According to some people, the death penalty should be used†¦show more content†¦...This doesnt justify the popular view that killers should be killed, any more than it would support the idea that rapists should be raped or thieves stolen from. To be just, retribution mus t be measured and restrained. Thats the difference between justice and revenge†¦Ã¢â‚¬  Life in prison and no life at all are so similar that a criminal won’t be deterred by the death penalty as a punishment. Also, the death penalty does not provide justice, but provides revenge for those that were close to the victim. In The Crucible many of the accused refused to confess to witchcraft even though they knew they would hang. They did not fear death and some even welcomed death like Corey Giles asking for more weight (Miller). They were so firm in their the beliefs and would rather die than be condemned as a liar. They did not let the fear of death deter them from their beliefs. While many religions do not promote the use of the death penalty, the Puritan religion, as shown in The Crucible, does promote the use of the death penalty for breaking the law of the Bible. As Judge Danforth says, â€Å"Now, children, this is a court of law. The law, based upon the Bible , and the Bible, writ by Almighty God, forbid the practice of witchcraft, and describe death as the penalty thereof† (Miller). After considering both sides of the issue, I have decided that I believe the deathShow MoreRelatedPros And Cons Of The Death Penalty789 Words   |  4 Pages Death Penalty The death penalty has been a debated topic for decades. Many people believe that it serves justice to the person being executed, while others think that it does no good for either party. However, I believe the three most outstanding topics surround the death penalty are the cost of death vs. life in prison, attorney quality, and irrevocable mistakes. The first topic surrounding the death penalty is the cost of death vs. life in prison. This is a bigRead MoreDeath Penalty Pros and Cons1636 Words   |  7 Pages Pros and Cons of the Death Penalty The death penalty is a legal process whereby a person is put to death as a punishment for a crime. The death penalties are usually carried out for retribution of a heinous murder committed, such as aggravated murder, felony killing or contract killing. Every state handles what method they want to use to put a person to death according to their state laws. The death penalty is given by lethal injection, electrocution; gas chamber firing squad and hanging areRead MoreDeath Penalty Pros Cons2512 Words   |  11 PagesTop 10 Pros and Cons Should the death penalty be allowed? The PRO and CON statements below give a five minute introduction to the death penalty debate. (Read more information about our one star to five star Theoretical Credibility System) 1. Morality 2. Constitutionality 3. Deterrence 4. Retribution 5. Irrevocable Mistakes 6. Cost of Death vs. Life in Prison 7. Race 8. Income Level 9. Attorney Quality 10. Physicians at Execution PRO Death Penalty CON Death Penalty 1. Morality PRO:Read MoreDeath Penalty Pros And Cons1501 Words   |  7 Pagesthe death penalty. 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Abc Apparel Case Free Essays

ABC Apparel Case | | | | |Questions | | | | | | | |1 |What are the respective amounts and percentages of Materials, Labor, Overhead and Other in total COGS for ABC? | |* Illustrate on an Excel pie chart showing amounts and percentages for each slice. | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2 |What percentage of total COGS is represented by what Mr. Price called â€Å"full package† (purchased finished goods)? | | | | | |â€Å"Finished Garments† represent $647 Million. We will write a custom essay sample on Abc Apparel Case or any similar topic only for you Order Now This assumes the purchased finished goods are supplied freight and duty paid; otherwise, applicable freight and duty| | |costs would have to be added. Note that not all freight and duty can be added to this category, since freight and duty must also support the owned supply chain | | |operations. | | |$647 / $2528 = 25. 6% | | | | |3 |Where do you see the largest opportunities for cost reduction? List your Top 3, with strategies to pursue each one. | | |* Explain your selections. | | |Purchase price or cost of supply (TCO) reductions in purchased finished goods. At 38% of COGS, these represent the largest single opportunity for cost | | |management / reduction. | |Material price reductions (30% of COGS) through supply chain procurement practices. | | |Other Costs. Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. Evaluate reducing carriers from 4-5 to fewer. | | |Labor – At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to offshore | | |geography, and would probably be difficult to further reduce. | | | | |4 |Which functional areas would you prioritize in your cost reduction efforts? Why? | | | | |Following the same priorities in Question 3: | | |Purchase price or cost of supply (TCO) reductions in purchased finished goods. Apply supply chain procurement practices such as negotiated price reductions, | | |reverse auctions, global sourcing, target costing, centralizing procurement, spend analysis or supplier rationalization. | | |Material price reductions. Apply supply chain procurement practices such as negotiated price reductions, reverse auctions, global sourcing, target costing, | | |centralizing procurement, spend analysis or supplier rationalization. | | |Other Costs Reduction. Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. | | |Labor Cost Reduction. At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to | | |offshore geography, and would probably be difficult to further reduce. | | | | |5 |Which internal manufacturing processes would you prioritize for improvement? Why? | | |Evaluate moving the textile manufacturing processes (yarn through Fabric Finishing) from US to offshore, preferably close to the cutting operations. If the key | | |materials could be sourced in-region, this would eliminate the cost, risk and lead time of shipping these products from the US to Central America / Caribbean, | | |reducing the high freight costs. | | |Evaluate Supplier Relationship Management programs with Asia garment suppliers. Objective would be to fully identify and reduce â€Å"hidden† costs of supply from | | |this region through collaborative problem-solving and joint incentives (â€Å"gainsharing†) for improved performance. | | |Pursue lead time reductions and reduced lead time variability through improved logistics practices. Seek use of technologies to identify logistics wait times | | |and unplanned delays. Consider use of a 3PL to become accountable for coordinating all Western Hemisphere logistics, negotiating with the major carriers to | | |reduce costs, pre-clearing all shipments through customs, etc. | | | | |6 |What is the ratio of internal manufacturing cost to purchased garment cost? | | | | | |Ratio, internal to external costs | | |275% | | | | | Internal $1,881 | | |External | | |$647 | | | | | | | | | | | | | |7 |Assuming a SGA rate of 24% and a gross margin of 35%, what annual revenue would you estimate for ABC? Show your calculations. | | | | | |[pic] | | | | |8 |What is ABC’s net profit margin, in dollars and percent? | | | | |11% | | |$428 | | | | | | | | | | | | | |9 |What is ABC’s â€Å"profit leverage effect† of reducing purchased item costs? How much additional revenue would be required to equal a 5% reduction in purchased | | |prices paid? | [pic] | | | | | | | | | | | | | †¢ 5% of 1404 = $70 Million. So, reducing purchased costs by 5% reduces COGS and increases profit by $70M. †¢ To yield an equivalent increase through sales, sales must increase by ($70/. 35) = $200 Million (6%). How to cite Abc Apparel Case, Papers

Midsummer Nights Dream Essay Example For Students

Midsummer Nights Dream Essay A Midsummer Nights Dream character, Demetrius is very difficult to identifyexcept by his relation to the one he loves, or, more particularly, to the onewho loves him. Helenas ridiculous chasing after him and his irritation with herare the primary marks of his character. While in this uncharmed state, he evenbegins to threaten Helena with bodily harm, coming off as not quite the graciouscourtly lover he truly means to be. Its simple to discover his unchivalrouscharacter by how easily his eye was distracted from Helena by Hermia in thebeginning. He could be a gentle, loving man if he truly desired, but he takessatisfaction being put in his place by others. In the end, still under the spellof fairy magic and therefore not seeing with true eyes, he seems a bit imbeciliclaughing at the acted lovers in the play. He doesnt realize it, buthe is in a play of his own. Likewise, as with the other characters, what happensto him is far more interesting than the sort of character he is. I.Demetriu sunwelcome deceit and shrewdness and what is discovered A. Since Demetrius onlyhas two lines throughout the entire first act, it shows that he cant stand upfor himself, likewise, this lack of speech displays his lack of self-confidenceand image: Relent, sweet Hermia, and, Lysander, yield Thy crazed title to mycertain right. (Demetrius, 1.1.93-94) Demetrius believes that since he has Egeusapproval, that Hermia should relinquish to him and states that Lysander is goingagainst his privilege. B. Demetrius takes advantage of his stature by claimingHermia as a right, which truly portrays his instability, but, at the same timeshows that in true he loves Hermia. It is absolutely obvious that he is wellsupported by Egeus: Scornful Lysander, true, he hath my love; And what is minemy love shall render him. And she is mine, and all my right of her I do estateunto Demetrius. (Egeus, 1.1.97-100) He depends on Egeus to display his affectionand Egeus concludes by actually enforcing Demetrius love u pon her. C. Initiallyin love with Hermia, he uses rudeness to ward off Helenas spanielaffection, being very ruthless towards the feelings of Helena: Ill run fromthee and hide me in the brakes And leave thee to the mercy of wild beasts. (Demetrius,2.1.234-235) He cares nothing even for her life and just absolutely crushing herdear emotions. D. It always seems that he is usually taking advantage of thesituations he is in, like when he tries to pursue Hermia due to Lysandersabsence, but uses harsh words: I had rather give his Lysander carcass to myhounds . . . . . . . . . . An if I could, what should Iget therefor? (Demetrius,3.2.66,80) A privilege never to see me more. And from thy hated presence part Iso. See me no more, whether he be dead or no. (Hermia, 3.2.81-83) Demetriusdisplays his awful characteristics with such demoralizing words and completedisrespect for Lysander. He will desire any hopes of attaining her affection. She scorns him after hearing these words, never wanting him to see her again. E. Since Demetrius had indeed made some convincing threats of violence against hisunwanted love, Hermia automatically suspects him for murdering Lysander: Itcannot be but thou hast murdered him. So should a murderer look, so dead, sogrim. (Hermia, 3.2.58-59) F. Helena is so true to Demetrius, but he denouncesher to a point of no return, threatening to rape her: You do impeach yourmodesty too much To leave the city and commit yourself Into the hands of onethat loves you not, To trust the opportunity of night And the ill counsel of adesert place With the rich worth of your virginity. (Demetrius, 2.1.221-226)This is such a tremendous insult and Helena accepts by Your Demetriusvirtue is my privilege. II. The Analogous, Yet Similar: Lysander andDemetrius A. Demetrius and Lysander are somewhat alike, lacking inindividuality, virtually indistinguishable. B. Demetrius only seems to love theexternal beauty of the women and doesnt recognize the inner-beauty with truefeelings. As opposed to from L ysanders luring manner, which is based oninternal emotions and tries his best to express with passionate words: How now,my love? Why is your cheek so pale? How chance the roses there do fade so fast?. . . . . . . . . . . The course

102 Rhetorical Analysis and Research Professor Ramos Blog

102 Rhetorical Analysis and Research Research for a Rhetorical Analysis Quick Write Imagine the rhetorical analysis essay you are writing as a speech or YouTube video. What would stay the same? What would change? Research for a Rhetorical Analysis The assignment asks you to research scholarly sources to add to your analysis. If your text is dealing with a major issue, you will want to find some scholarly research to help define, back up, and analyze the text. For example. If your text deals with gender issues, search for  gender AND media. Or  gender AND ads. Or  sexism and media. What else can you look up? Find keywords related to the broader topic and bring in research to use in your analysis. Grading Criteria Critical thinking and clarity of thought are the first two criteria for the rhetorical analysis. Take a minute and figure out which other possible criteria we should use. Critical Thinking Clarity of Thought Close reading of text, understand purpose, audience, and appeals MLA, sources, annotations Images and Title Homework Read Chapter 9, A Logician’s View: Deduction, Induction, Fallacies

Daniel Burnham and John Wellborn Root essays

Daniel Burnham and John Wellborn Root essays John Wellborn Root was born in Lumpkin, Georgia on January 10, 1850. After a brief life as both a successful architect and writer, he died in Chicago Illinois on January 15, 1891. Root first went to school in Atlanta, Georgia, then near Liverpool in England at Clare Mount School. He graduated in 1869 from New York University where he was educated as a civil engineer. At Renwick Root 137). Following the disastrous fire of 1871, Root moved to Chicago in January 1872 to become a potential partner and head draughtsman with Peter Bonnett Wight who had formed a partnership with William H. Drake and Asher Carter. Soon after, Daniel Burnham entered Wights office. It was in Mr. Wights office, records Mr. Burnham, that I first became acquainted with John Wellborn Root, with whom I at once formed an acquaintance which lasted until the end of his life (Moore, 17). Burnham and Root set up Burnham and Root in 1873, with Root as the designer and Burnham the businessman and organizer (Zant en, Root 137). Although Root was nearly four years younger than Burnham, he was better trained in his profession (Moore, 17). Starting as a widespread financial crisis, the economic depression of 1873 made it a tricky time to begin a practice, but advantageous connections, including Burnhams 1876 marriage to Margaret Sherman, the daughter of John B. Sherman, lead to a series of important domestic commissions for the firm, starting with a house for Sherman (Zanten, Root 137). The alliance of Root & Burnham represented one of the first important confrontations of the older, more traditional, more fully rounded architectural craftsman w...

MGMT 670 week 8 Conference Essay Example | Topics and Well Written Essays - 500 words

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Welfare Law (See below for details of the question) Essay

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Market Segmentation Research Paper Example | Topics and Well Written Essays - 500 words

Market Segmentation - Research Paper Example most important aspects of successfully promoting and advertising a product is the process of segmenting the market and ultimately choosing the target market that the product will be primarily sold to. The outcome of this research can be studied and analyzed in common public advertisements such as the online weekly ad for Sears. According to the book entitled Principles of Marketing, market segmentation is defined as â€Å"dividing a market into smaller groups of buyers with distinct needs, characteristics, or behaviors that might require separate marketing strategies or mixes†(Kotler and Armstrong, 2010, p. 191). There are many different ways to segment a market including geographically, demographically, psychographically, and behaviorally (Kotler and Armstrong, 2010, p. 193). Once the marketers have determined the different segments, they will typically choose a specific segment that they believe will be attracted to their product. Ultimately, this specific segment is known as a target market(Kotler and Armstrong, 2010). In looking at the weekly ad for Sears, it becomes clear that the company is seeking to reach a specific market. The front page of the ad states â€Å"Amazing back to school looks for Juniors†(Sears.com, 2011). In conjunction with these words, the ad features Audrina Patridge who is a young reality star who tends to be well known with younger crowds (Sears.com, 2011). The front page of this ad is trying to reach high school students who are about to go back to school and are likely going to buy new clothes. In presenting their advertisement, Sears has to compete against the many other clothing stores that are trying to reach the same market of young high school kids. At the same time, the store must try to reach the parents of these kids who typically are buying the clothes for their kids. In studying this ad, it would appear that this ad would be successful in reaching their audience. In gearing toward the parents, the ad includes a coupon

The Sociology of Dentistry

The Sociology of Dentistry Sociology as applied to dentistry is an essential part of training for dentists. The case for asking, even requiring, medical and other students of the health professions to engage with the multiple ways in which health-related phenomena, from individual behaviours through classifications of and strategies for coping with medically defined disease to the funding of healthcare systems, are embedded in the social world remains undeniable (Scambler 2008). He or she needs it at the very least for protection against the very real hazard of frustration and unhappiness when it proves difficult to implement medical measures; but above all it is needed if the medical and other health-related professions are to make their greatest potential contribution to the welfare of the populations they are privileged to serve (Margot Jefferys 1981, in Scambler 2008) Sociology is the study of how society is organized and how we experience life (British Sociological Association 2010). It seeks to provide insights into the many forms of relationship, both formal and informal, between people. Such relationships are considered to be the  ´fabric ´ of society. Smaller scale relationships are connected to larger scale relationships and the totality of this is society itself (British Sociological Association 2010). It is a relatively new addition to the dental curriculum, having been initially introduced in the 1980s. An increasing recognition of the importance of social factors associated with various illness states has ensured medical sociology a continuing place in teaching and research endeavours (Reid 1976). The General Dental Councils learning outcomes for the first five years specifically states that as part of the undergraduate curriculum, students should be be familiar with the social, cultural and environmental factors which contribute to health or illness (GDC 2008) and many of the other learning outcomes have a sociological approach at their heart. The General Dental council highlight six key principles that dental professionals are expected to follow (GDC 2005). The first two of these principles regard a patient centred approach to dentistry. They specifically state that dentists should be putting the patients interests first, acting to protect them and that as dentists we have to respect a patients dignity and choices. In order to fulfil these standards it is imperative that we understand that each individual will experience a number of different influences on their health, and how that individual will react to each influence will depend greatly on what has come before and what will come after. Without this basic understanding, dentists will fail to ever understand their patients or provide them with the best care. How a patient will act in any given situation will very much depend on several factors that have influenced their life. What is accepted as normal to one patient may be completely different to another patients view. With particular reference to health and illness, social and cultural variables have a significant part to play. Aukernecht showed this in 1947 when studying a South American tribe. The tribe had a skin condition that according to biomedical standards was a disease. But this disease was considered normal by the members of the tribe, so much so that if they did not have it they were not allowed to marry! (Aukernecht 1947). Although this might be regarded as an extreme example, if you consider some of the data from the most deprived areas of the UK, our view on what is regarded as normal may be challenged. In the most recent childrens inspection, it was shown that 52.1% of primary seven children in the most deprived category showed obvious signs of decay experience (Scottish Dental 2010). Similarly if we look at the most recent adult dental health survey, it was shown that over half the people living in the most deprived areas (DEPCAT 6 7) were reliant on either full or partial dentures (ADHS 1998). It is normal for people in deprived areas to experience dental decay. What the people in this group in society regard as disease may be entirely different than our perception. The world health organisation defines health as the complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO 1948). It is important that dentists receive training in the sociological influences that determine what health means to different people in order that they understand that this definition is unattainable for the majority of the population. The medical model of disease causation as localisation of pathology is flawed. There should be a change away from our focus on disease. Shifting dentists perceptions away from a disease orientated view that dental diseases are the result of discrete pathology, to the view that health or illness occurs as a result of complex interactions between several factors including genetic, environmental, psychological and social factors is key (Tinetti Fried 2004). Our focus should be shifted to a view of health that encompasses an individuals ability to be comfortable and function in a normal social rol e (Dolan 1993). It is essential that dentists are trained to have a holistic approach to the care of their patients, and are able to acknowledge the impacts that socio-environmental factors have on health. As described by Dahlgren and Whitehead in 1991, patterns of oral health and illness cannot be separated from the social context in which they occur (Figure 1). http://www.nap.edu/books/030908704X/xhtml/images/p20008090g404002.jpg Figure 1. Main determinants of Health (Dahlgren Whitehead 1991) Even with this knowledge, dentists must be able to relate this to their patient. The world is not an equal place and dentists must be trained to acknowledge the effects that inequality can have on health. As previously discussed, socio-economic status has a major influence on the health status of an individual. As early as 1842, Edwin Chadwick looked at life expectancy of those in different social classes (Chadwick 1842). This showed that the average age at death in Bethnal Green at that time was 35 for gentry and professionals but only 15 for labourers mechanics and servants. Although life expectancy has improved for all classes in Britain since this time, inequalities have remained. The Black Report, published in 1980, showed that there had continued to be an improvement in health across all the classes (DHSS 1980). But there was still a co-relation between social class and infant mortality rates, life expectancy and inequalities in the use of medical services. In 1998 The Acheson Report again highlighted the growing gap between the richest and poorest in society in relation to health and life expectancy (Stationary Office 1998). Regardless of whether you look at mortality, morbidity, life expectancy or self- rated health status, the gradients remain the same and the health of those at the bottom of the class system is worse than that of those at the top. When looking at Oral Health a similar pattern emerges. Social inequality in oral health is a universal phenomenon (Peterson 2005). More deprived areas have higher levels of disease in the industrialized and non-industrialized world alike. The inequalities between groups are relatively stable and persist through the generations. In the 1998 Adult Dental Health Survey, dental health was reported to be worse in the lower social classes and that there was a clear gradient between the rich and poor. Between 1978 and 1998, big improvements in the numbers of edentate adults were detected. However, the gap between those in the lower and upper classes was still apparent. By 1998, those in social class IV and V had only reached levels of oral health found in social classes I, II and IIIm in 1978. In a more recent survey of childrens oral health in 2003 (Childrens Dental Health Survey 2003), similar patterns were found. Those in lower social classes were more likely to experience tooth decay, were more likely to have teeth extracted due to decay and were twice as likely to have unmet orthodontic need than their wealthier peers. Access to dental services has also been shown to vary between social classes. The 1998 adult dental health survey showed that people from a higher social class were more likely to use dental services, and that middle class adults were more likely to attend for preventive treatment whereas working class adults were more likely to attend for relief of symptoms. Working class adults were also most likely to experience problems in paying for dental treatment, and more likely to attend irregularly. Socio-economic inequality shows no signs of reversing, quite to the contrary. In the last 20 years the gap between rich and poor has widened. According to the office for national statistics, data shows that the top 1% of the population own 21% of the wealth. Perhaps more staggering is the fact that approximately half the population share only 7% of the total wealth (ONS 2003). This has a major impact on how we deliver dental services. Dentists have to be aware of the financial restraints that face a large portion of the population. With a limited budget to hand, dental treatment or indeed preventive measures such as toothpaste and floss may become a luxury that they cannot afford. There is also a need for dentists to be trained to recognise the effects of other inequalities such as gender, ethnicity and age on health. There are key differences between men and women that not only determine their position within society, but also their position in the health spectrum. Women are less likely to hold a position of power and are paid less than their male counterparts (Scambler 2008 p134-140). They are also more likely to suffer ill health, although perhaps surprisingly they outlive their male counterparts, so much so that women from social class 5 live significantly longer than men from social class 1- ? this ref, in notes but cant find elsewhere! (ONS 2000- ? 2004). There is debate about the effect that gender has on oral health, with some studies suggesting that gender does effect oral health, with women experiencing poorer dental health than their male counterparts (Todd Lader 1991)(Downer 1994). Other studies suggest that the reverse is true (Scambler 2002). Th e issue appears to be related to the inability to draw a conclusion on whether it is gender alone that is causing the inequality, or if it is by virtue of the fact that women are in lower social classes than men and are currently living longer. Age is the single biggest reason for the decrease in sound and untreated teeth across the population as a whole, with the next most important factor being region of the UK, the more deprived the area, the more disease. Older people are more likely to be living in poverty than any other sector of the population. In 2007/08, an estimated 2 million pensioners in the UK were living in poverty (ONS 2010). As seen in the discussion on social class, this will have obvious implications for their oral health. Whilst life expectancy is increasing this does not necessarily mean that people are living longer in good health and there is some debate about the idea of healthy life expectancy (in notes). It can be surmised that perhaps an aging population will bring with it a catalogue of dental disease as they are not only more susceptible to disease by living longer, but by virtue of them falling down the social ladder. Older people currently experience higher levels of poor oral health than other groups and overall they make less use of dental services and receive poorer care than other groups (in notes). However, the older population is changing. More people are retaining natural teeth into their old age, and are more likely to make regular use of dental services. Dentists have to be aware of the changes that are going to happen with their patient demographic over the next few years. This group of patients will require more restorative and cosmetic treatments but will be further down the soc ial ladder and less able to pay for such treatments. Poor socioeconomic status is also thought to account for the differences that are seen in oral health of ethnic groups (Parliamentary Office of Science and Technology 2007). Programmes have been designed to improve dental students understanding of and attitudes to patients, such as Wagners cross-cultural patient instructor programme to improve dental students understanding of and attitudes towards ethnically diverse patients (Wagner et al 2008). But what this type of programme fails to address is that the biggest factor in determining the health of an individual is their socio-economic status (Watt and Sheiham 1999). Not only do people in the lower socio-economic groups experience more ill-health, they also are more likely to perceive a lack of control over their health. Cornwell (1984) found that people in low socio-economic groups would go to great efforts to prove lack of responsibility if they became ill. In addition to this, Blaxter (1982) found that people in lower socio-economic groups tended to define health in a functional way. These two points are crucial for dentists to grasp. On the whole, dentists by nature of their profession fall into a traditional middle class status. Middle class people are more likely to take a moral responsibility for their health and to feel that they can do something about it (Scambler 2002). Given that the majority of the population in the UK view themselves as working class (BBC 2006), it is highly likely that the dentist and the patient will have very different views on not only how they define health but also on their personal ability to change their heal th status. The differences between dentists and their patients do not stop there. Recent research suggests that the lower the socio-economic status the less likely that a patient will attend health services in the first place. Several barriers have been suggested including fear (Todd and Lader 1995), availability of dentists (get ref), cost and dissatisfaction with care. It is worth noting that the presence of barriers increases the lower the socio-economic status of the individual. Even when people recognise that they are experiencing symptoms, they do not necessarily seek medical help (Zola 1973). Decisions about help-seeking are intricately bound-up with the social circumstances that people find themselves in. Evidence clearly demonstrates that there is a significant amount of unmet need in the community and that many people who experience symptoms do not seek help from medical or dental professionals. By far the most common illness behaviour is self treatment with over-the-counter medicines such as pain relief (Wadsworth 1971 in Scambler pg 49) Others have indicated the presence of a lay referral system, whereby the whole process of seeking help involves a network of potential consultants from the intimate confines of the nuclear family through successively more select, distant and authoritative laymen until the professional is reached (Friedson 1970). A situation in which the potential patient participates in a subculture which differs from that of doctors and in which there is an extended lay referral system would lead to the lowest rate of utilisation of medical services (Scambler 2008:48). This all adds fuel to the fire of the inverse care law which states that those in need of the most healthcare have least access to it (Tudor-Hart). Consulting behaviour has also been seen to not be solely related to the experiences of symptoms, with as many as 48% of those experiencing severe pain not consulting a dentist (Locker 1988- in notes). The type of symptom (i.e. pain) is only one factor and the effect that the symptom has on day-to-day life is also an important consideration. It is essential that dentists are educated in sociology as applied to dentistry in order that they are able to treat their patients effectively. Without an insight into the bigger picture, dentists will effectively be tidying the deckchairs on a sinking ship. The society in which a person lives shapes the health, illness, life expectancy and quality of life of those within it. In order to make any change on an individual level, then changes have to occur on a societal level. From work done by Wilkinson and Picket (2009) it would seem that the best way of reducing health inequalities would be to reduce the income inequalities that exist in the UK. Their work showed that there is a very strong tendency for ill- health and social problems to occur less frequently in the more equal countries. With increasing inequality, the higher is the score on our index of health and social problems. Health and Social problems are indeed more common in countries with bigger income inequalities. The two are extraordinarily closely related- chance alone would almost never produce a scatter in which countries lined up like this. Dentists have to be aware of this problem. There is a need for dentists to push for government to implement policies that will tackle these inequalities. Dentists (and other health professionals) need to work together to try to encourage government change. There has to be a move away from dentists accepting disease at face value, dentists have to be trained to realise that no amount of restoration placed within a patients mouth is going to bring about the change that is needed to help that individual have a healthy life. Every mouth we see is part of a person, which is part of a family, which is part of a society. Dentists should be taught to think sociologically (Scambler 2008). By thinking sociologically we can start to realise that whilst we are all knitted together in the rich tapestry which is society, we are also co-creators of the blueprint for that tapestry. Dentists need to take a more active role in the creation of that blueprint, a role that is essential if we hope to achieve a more equal society. Unit 1- Health, Disease and Society Aim: To introduce the relationship between health, disease and society and to define and explore key models within health and oral health. Objectives: Define Disease, Illness, Health and Oral Health Disease- a biomedically defined pathology within the human system which may or may not be apparent to the individual Illness- the lay interpretation of bodily or mantal signs or symptoms as somehow abnormal Illness and disease exist in a social framework and indices of disease and illness produced by dental and medical professionals do not always make sense to the lay population. Understandings of health and illness are constructed through the interplay between the symptom experience and the social and cultural framework within which this experience occurs. Health is a multifaceted concept that can be experienced in different ways by different people at different times and in different places Oral health- a comfortable and functional dentition that allows individuals to continue their social role. Describe key historical variations in disease patterns- Knowledge about the body, about disease and about medicine, are products of their time; they are socially constructed by what is known or thought to be known at any point in time. Diseases themselves are socially constructed and can change over time. Describe key theories of disease causation- monism and localisation of pathology Monism- all disease in due to one underlying cause (usually one of balance) in the solid or fluid parts of the body. Balance distrupted, illness will occur. Restoration of balance, cure and illness irradicated Localisation of pathology- Medical science developed this theory. Cases Discuss the changing nature of dental disease patterns in adult populations Unit 2- social structure and health- inequalities Aim: To introduce the nature of social structure and how this relates to patterns of oral disease in the UK population Objectives: Introduce and discuss the meaning of social structure and social stratification Describe ways of measuring inequalities Discuss the relationship between social class and health Discuss the relationship between social class and oral health Discuss explanations for social class related differences in health/oral health Unit 5: Social Structure and Health II Gender; Ethnicity; Ageing and Oral Health Aims: To describe social differences between the genders in relation to such factors as equality, work, marital roles, and health behaviour. To examine the health and oral health of ethnic minority groups in Britain today. To look at the impact of ageing and the lifecourse on health experiences, incorporating expectations of old age and differential treatment of older people. Objectives: Define gender, ethnicity and ageing. Understand the mortality and morbidity differentials for men and women. Understand gender differences in health behaviour. Outline and discuss gender differences in oral health. Be aware of the inequalities in the general health and oral health of ethnic groups. Have knowledge of some of the major dental health problems of older people. Be aware of the social impact of ageing on dental health. Unit 5: Health and Illness Behaviour and the Dentist- Patient Relationship Aim: To introduce the concepts of health and illness behaviour and assess the range of factors which influence what happens when people become ill. Objectives: à ¢Ã¢â€š ¬Ã‚ ¢ To outline and discuss different perceptions of health and illness. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the clinical iceberg in populations and its implications for dental health. à ¢Ã¢â€š ¬Ã‚ ¢ To introduce and discuss the core variables Influencing illness behaviour. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the concept of triggers for seeking dental care and their implications for the dental treatment experience. à ¢Ã¢â€š ¬Ã‚ ¢ To introduce the concept of access to health care. à ¢Ã¢â€š ¬Ã‚ ¢ To discuss the nature of the dentist -patient relationship. In order to begin to look at these inequalities, individuals can be stratified into different groups, according to specified criteria and resulting in a hierarchy with those at the lower end suffering in comparison with those at the top of the system. Social stratification involves a hierarchy of social groups. Members of a particular stratum have common identity, similar interests and a similar lifestyle. They enjoy or suffer the unequal distribution of rewards in society as members of different social groups. (Haralambos and Holburn 2000). Webber devised a hierarchical model, in which class relates to occupational standing. Occupational type is considered along with social status and power. This model forms the basis for the two models of social class which are most often used within research in the UK: Registrar Generals Model of Social Class and National Statistics Socio-economic Classification. Social Class has long been associated with levels of health.

Use of Poetic Devices in Thomas Hardys Poem, The Convergence of the Twain :: Hardy Convergence Twain

Use of Poetic Devices in Thomas Hardy’s Poem, The Convergence of the Twain Using distinctive diction, detailed imagery, and references to God, Thomas Hardy portrays his perspective of the sinking of â€Å"Titanic† in his poem, â€Å"The Convergence of the Twain.† Employing these poetic mechanisms, Hardy claims that the sinking of the Titanic was fate and meant to happen. The title furthermore portrays the coming together of the hemispheres as Titanic and God. Hardy uses strong meaningful diction to convey his thoughts of the sinking of the Titanic. Words such as â€Å"vaingloriousness†, â€Å"opulent†, and â€Å"jewels in joy† illustrate Titanic for the reader so that he/she can picture the greatness of the ship. Phrases such as â€Å"Lie lightless, all their sparkles bleared and black and blind† describe what the Titanic looked after the sinking, loosing all of its great features. Hardy’s use of strong, describing diction depicts his view of the ship, before and after. In addition to the use of colorful diction, Hardy employs detailed imagery. The phrase â€Å"Dim moon-eyed fishes near Gaze at the guilded gear† depicts fishes looking at the sunk Titanic and wondering what â€Å"this vaingloriousness† was doing under the sea. He also mentions in the third stanza how the â€Å"jewels in joy designed To ravish the sensuous mind† were all lost and covered by darkness. Using these detailed images, Hardy is portraying the contrasts of before the ship sunk and after. Using powerful diction and verbose imagery, Hardy furthermore instills his attitude of the sinking up employing references to God indirectly. When he states that â€Å"The Immanent Will that stirs and urges everything Prepared a sinister mate†, he is referring to God and how fate made the iceberg. He also refers to the power of God again when he says, â€Å"Till the Spinner of the Years Said, ‘Now!’.† In this phrase, he conveys that God said it was time for the people onboard the Titanic to go down under. Hardy’s references to God supported his own claim that fate claimed the Titanic. Use of Poetic Devices in Thomas Hardy's Poem, The Convergence of the Twain :: Hardy Convergence Twain Use of Poetic Devices in Thomas Hardy’s Poem, The Convergence of the Twain Using distinctive diction, detailed imagery, and references to God, Thomas Hardy portrays his perspective of the sinking of â€Å"Titanic† in his poem, â€Å"The Convergence of the Twain.† Employing these poetic mechanisms, Hardy claims that the sinking of the Titanic was fate and meant to happen. The title furthermore portrays the coming together of the hemispheres as Titanic and God. Hardy uses strong meaningful diction to convey his thoughts of the sinking of the Titanic. Words such as â€Å"vaingloriousness†, â€Å"opulent†, and â€Å"jewels in joy† illustrate Titanic for the reader so that he/she can picture the greatness of the ship. Phrases such as â€Å"Lie lightless, all their sparkles bleared and black and blind† describe what the Titanic looked after the sinking, loosing all of its great features. Hardy’s use of strong, describing diction depicts his view of the ship, before and after. In addition to the use of colorful diction, Hardy employs detailed imagery. The phrase â€Å"Dim moon-eyed fishes near Gaze at the guilded gear† depicts fishes looking at the sunk Titanic and wondering what â€Å"this vaingloriousness† was doing under the sea. He also mentions in the third stanza how the â€Å"jewels in joy designed To ravish the sensuous mind† were all lost and covered by darkness. Using these detailed images, Hardy is portraying the contrasts of before the ship sunk and after. Using powerful diction and verbose imagery, Hardy furthermore instills his attitude of the sinking up employing references to God indirectly. When he states that â€Å"The Immanent Will that stirs and urges everything Prepared a sinister mate†, he is referring to God and how fate made the iceberg. He also refers to the power of God again when he says, â€Å"Till the Spinner of the Years Said, ‘Now!’.† In this phrase, he conveys that God said it was time for the people onboard the Titanic to go down under. Hardy’s references to God supported his own claim that fate claimed the Titanic.

On Common Ground, the Power of Professional Learning Communities Essay

The learning system by which educators and students work in is plagued with sometimes tedious, repetitive and oftentimes illogical steps that learning is hampered more than it is encouraged. The book On Common Ground, the Power of Professional Learning Communities seeks to challenge the very core of the learning system that most of schools practice. The book has collated various examples of what it makes to be able to produce education that is considered â€Å"high-level†. (DuFour, 2005) This particular book requires that the different schools and individuals to challenge their preconceived notions and incorporate different types of practices that have been observed by the authors in different types of schools and universities. By far, this is one of the most provocative pieces of work regarding the level of education that is being offered to people right now. More than anything, the book spurs people, especially the educators to press on in improving themselves as well as improving the quality of education and the quality of students that leave the universities and different schools. More than anything, the book is a testament to how a collaborative effort beautifully crafts a sort of â€Å"manual† for improved student performance. (Dufour, 2005) If you are an educator, the different steps and assertions that the authors have discussed in the book are definitely worth losing sleep over as the strategies, lessons and improvements that the authors have agreed upon are all valid, and solid in their assumptions. Should there be any particular conclusion that can be drawn from this book, it is the fact that if teachers come together in a structured and orderly manner, this essentially contributes to the betterment of the student in the area of learning and professional drive. (Dufour, 2005) Ultimately, one should look into this in order to challenge the status quo and begin a new one marked by collaboration and unity in purpose.

Helmuth von Moltke - Franco-Prussian War Field Marshal

Helmuth von Moltke - Franco-Prussian War Field Marshal Born October 26, 1800, in Parchim, Mecklenburg-Schwerin, Helmuth von Moltke was the son of an aristocratic German family. Moving to Holstein at age five, Moltkes family became impoverished during the War of the Fourth Coalition (1806-1807) when their properties were burned and plundered by French troops. Sent away to Hohenfelde as a boarder at age nine, Moltke entered the cadet school at Copenhagen two years later with the goal of entering the Danish army. Over the next seven years he received his military education and was commissioned as a second lieutenant in 1818. An Officer in Ascent After service with a Danish infantry regiment, Moltke returned to Germany and entered Prussian service. Posted to command a cadet school in Frankfurt an der Oder, he did so for a year before spending three conducting a military survey of Silesia and Posen. Recognized as a brilliant young officer, Moltke was assigned to the Prussian General Staff in 1832. Arriving in Berlin, he stood out from his Prussian contemporaries in that he possessed a love of the arts and music. A prolific writer and student of history, Moltke authored several works of fiction and in 1832, embarked on a German translation of Gibbons The History of the Decline and Fall of the Roman Empire. Promoted to captain in 1835, he took six months leave to travel through southeastern Europe. While in Constantinople, he was asked by Sultan Mahmud II to aid in modernizing the Ottoman army. Receiving permission from Berlin, he spent two years in this role before accompanying the army on campaign against Muhammad Ali of Egypt. Taking part in the 1839 Battle of Nizib, Moltke was forced to escape after Alis victory. Returning to Berlin, he published an account of his travels and in 1840, married his sisters English stepdaughter, Mary Burt. Assigned to the staff of the 4th Army Corps in Berlin, Moltke became fascinated with railroads and began an extensive study of their use. Continuing to write on historical and military topics, he returned to the General Staff before being named Chief of Staff for the 4th Army Corps in 1848. Remaining in this role for seven years, he advanced to the rank of colonel. Transferred in 1855, Moltke became the personal aide to Prince Frederick (later Emperor Frederick III). Leader of the General Staff In recognition of his military skills, Moltke was promoted to Chief of the General Staff in 1857. A disciple of Clausewitz, Moltke believed that strategy was essentially the quest of seeking the military means to a desired end. Though a detailed planner, he understood and frequently stated that no battle plan survives contact with the enemy. As a result, he sought to maximize his chances of success by remaining flexible and ensuring that the transportation and logistical networks were in place to allow him to bring decisive force to the key points on the battlefield. Taking office, Moltke immediately began making sweeping changes in the armys approach to tactics, strategy, and mobilization. In addition, work began to improve communications, training, and armaments. As a historian, he also implemented a study of European politics to identify Prussias future enemies and to begin developing war plans for campaigns against them. In 1859, he mobilized the army for the Austro-Sardinian War. Though Prussia did not enter the conflict, the mobilization was used by Prince Wilhelm as a learning exercise and the army was expanded and reorganized around the lessons obtained. In 1862, with Prussia and Denmark arguing over the ownership of Schleswig-Holstein, Moltke was asked for a plan in case of war. Concerned that the Danes would be difficult to defeat if allowed to retreat to their island strongholds, he devised a plan which called for Prussian troops to flank them in order to prevent a withdrawal. When hostilities commenced in February 1864, his plan was bungled and the Danes escaped. Dispatched to the front on April 30, Moltke succeeded in bringing the war to a successful conclusion. The victory solidified his influence with King Wilhelm. As the king and his prime minister, Otto von Bismarck, began attempts to unite Germany, it was Moltke who conceived the plans and directed the army to victory. Having gained considerable clout for his success against Denmark, Moltkes plans were followed precisely when war with Austria began in 1866. Though outnumbered by Austria and its allies, the Prussian Army was able to make near-perfect use of railroads to ensure that maximum force was delivered at the key moment. In a lightning seven-week war, Moltkes troops were able conduct a brilliant campaign which culminated with a stunning victory at KÃ ¶niggrtz. His reputation further enhanced, Moltke oversaw the writing of a history of the conflict which was published in 1867. In 1870, tensions with France dictated the mobilization of the army on July 5. As the preeminent Prussian general, Moltke was named Chief of Staff of the Army for the duration of the conflict. This position essentially allowed him to issue orders in the name of the king. Having spent years planning for war with France, Moltke assembled his forces south of Mainz. Dividing his men into three armies, he sought to drive into France with the goal defeating the French army and marching on Paris. For the advance, several plans were developed for use depending upon where the main French army was found. In all circumstances, the ultimate goal was for his troops to wheel right to drive the French north and cut them off from Paris. Attacking, the Prussian and German troops met with great success and followed the basic outline of his plans. The campaign came to stunning climax with the victory at Sedan on September 1, which saw Emperor Napoleon III and most of his army captured. Pressing on, Moltkes forces invested Paris which surrendered after a five-month siege. The fall of the capital effectively ended the war and led to the unification of Germany. Later Career Having been made a Graf (count) in October 1870, Moltke was permanently promoted to field marshal in June 1871, in reward for his services. Entering the Reichstag (German Parliament) in 1871, he remained Chief of Staff until 1888. Stepping down, he was replaced by Graf Alfred von Waldersee. Remaining in the Reichstag, he died at Berlin on April 24, 1891. As his nephew, Helmuth J. von Moltke led German forces during the opening months of World War I, he is often referred to as Helmuth von Moltke the Elder. Selected Sources Helmuth von Moltke: On the Nature of WarMakers of Modern Strategy: From Machiavelli to the Nuclear Age, edited by Peter Paret with the collaboration of Gordon A. Craig and Felix Gilbert. Princeton, NJ, Princeton University Press, 1986.Franco-Prussian War

Signs Youre Meant to Go to Law School

Signs Youre Meant to Go to Law School Think that law school is for you? Law school is notoriously expensive, hard, and often boring. Moreover, jobs are hard to come by, not as lucrative as depicted by TV, and certainly not as interesting. Many law students and graduates are dismayed to learn that a career in law is nothing like they imagined. How do you avoid disappointment and disillusionment? Make sure that you are going to law school for the right reasons and after seeking the right experiences.   1.  You Know What You Want to Do With Your Degree Law school is for making lawyers. Be sure that you want to practice the law. Sure, law degrees are versatile  Ã‚  you do not have to be a practicing attorney. Plenty of  lawyers work in other fields, but a law degree isn’t needed to work in these areas. Should you seek an extraordinarily expensive degree and acquire massive loan debt to get a job that does not require your degree? Make sure that you know what you want to do and that a law degree is essential to accomplishing your career goals. 2.  You Have Some Experience in Law Too many students apply to law school without having spent even an afternoon in a legal setting. Some law students get their first taste of the law on their internships, after a year ​or more of law school. What’s worse is that some of these inexperienced law students decide that they dislike working in legal settings but after investing the time and money in law school stick it out and potentially become more miserable. Make an informed decision about whether law school is for you based on having some experience in the field. Entry level work in a legal environment can help you see what a legal career is really like a lot of paper pushing and decide if it is for you. 3. You Have Sought Career Advice From Lawyers What is a career in law like? You can spend time in legal settings and observe, but it’s always useful to get the perspective of a few lawyers. Talk to experienced lawyers:  What is their job like? What do they love about it? What isnt so fun? What would they do differently? Also approach more junior lawyers. Find out about their experiences transitioning from law school to a career. What was their experience on the job market? How long did it take to find a job? What do they like best about their career, and least? What would they do differently? Most importantly, if they could do it over, would they go to law school? In today’s difficult market more and more young lawyers answer, â€Å"No.† 4. You Have a Scholarship With three years of tuition and expenses running $100,000 to $200,000, deciding whether to go to law school is more than an educational and career decision, it is a financial decision with life-long repercussions. A scholarship can ease that burden. Recognize, however, that scholarships are renewed only when students maintain a given GPA and grades are very tough in law school. It is not uncommon for students to lose scholarships after the first year of law school, so beware. 5. You Cannot See Yourself Doing Anything Else in Life Than Practice Law Be honest. It is easy to make this claim, but research job options and do your homework as outlined above. Whatever you do, do not go to law school because you do not know what else to do with your life. Make sure that you have an informed understanding of the field and what success in law school requires. If so, prepare your law school application and plan ahead.

Administrative Procedures OFF2373 Major Assignment A The Workplace and Essay

Administrative Procedures OFF2373 Major Assignment A The Workplace and You - Essay Example Employee involvement encompasses the process of making employees work not only with their brains and bodies but also with their hearts. The purpose of constructing the workplace is to establish and maintain appropriate physical working conditions and to improve the quality of work life. Establishing an effective work environment begins with identifying the physical environment and the resources needed to perform the work effectively. Congenial environmental conditions will develop the health and safety of the workers. Similarly, safe work practice leads to better performance, motivation, and higher productivity in the organization. Background noise disrupts the concentration of employees and also affects people’s health by increasing the general stress level. Therefore, to avoid interference with work, the sound level should not be higher than 55 decibels,. The screen size, brightness, contrast and color combination should be adjusted by the operator on behalf of the employees. The best viewing distance from the eye to the computer monitor is 15 to 40 inches. The chair height should be easy to adjust within a range of 15-20 inches above the floor. The space of seat pan should be 16 to 19 inches wide and the seat depth should be 15 to18 inches. The ideal angle between the seat pan and seat back should be 85 to 135 degree adjustable. Providing effective break and rest schedule for workers is important for tapping the best out of the working environment. The break or rest schedule should vary according to the physical and psychological demands of the employees involved in specific assignments. The report is submitted to infrom all people

U.S Banking Industry Essay Example | Topics and Well Written Essays - 1500 words

U.S Banking Industry - Essay Example As the essay declares the U.S banking Industry is faced with some limitations like the 2008 global economic crisis, whose effects are still limiting the industry’s capabilities. Financial crisis as one of the major limitations in the current U.S banking industry can be defined insufficient finances to run ensure banking obligations.   It comes in different types, currency crises, implies insufficient currency in a specific region. The banking industry is obliged f to transact in different or foreign currencies which might turn out to be costly.   Bank crisis is the situation where a certain baking institution has insufficient funds to loan its customers among other banking obligations. The third type of financial crisis is the twin crisis, which is a combination of currency and bank crisis.From this paper it is clear that  the U.S central bank   through some financial agencies resolved in hiking interest rates to increase the baking industry revenue and recover some of the debts caused by the 2007 financial crisis. Several baking studies reveal that the majority of U.S citizens have resolved to alternative baking systems like companies’ cooperatives, insurance companies, asset management agencies as well as macro and micro finance institutions. Multilateral businesses have also resolved in baking in their respective countries whose interests and baking rates are still appealing.  The crisis led to closure of some banking facilities, leaving customers with few options but to crowd the remaining ones. Several regional and multinational businesses stopped or reduced their operations until the hiked banking rates goes down. This greatly compromised the banking revenue due to decrease in loan beneficiaries hence low revenues

Julius Caesar and Abraham Lincoln Essay Example | Topics and Well Written Essays - 750 words

Julius Caesar and Abraham Lincoln - Essay Example Apart that the two leaders were well respected in their time and beyond; they also share a similarity in the sense that they were both assassinated. They both lost their parents at very young ages and both left a child behind after their death. This paper will analyze and compare the lives Abraham Lincoln and Julius Cesar. Firstly the creation of America by its forefathers can be likened to the Roman Republic. The American forefathers aimed to create a nation with liberty, life and happiness. The comparison between the two nations dates back to the very beginning with Gorge Washington possessing similar qualities to Lucius Junius Brutus whilst King George portrayed the tyrant role played by King Tarquinius (Wineburg, 488-499). Julius Cesar was assassinated differently to Abraham Lincoln; however, the two events are comparable to certain a extent. One similarity between the two is that they were both assassinated by individuals, who were concerned about their leadership and what they would do with their power. In more simplistic words, the two were just simply killed due to the position they occupied. The two leaders both accumulated a larger following and more power as their term in office grew longer. As Julius Cesar began to implement certain policies, his senators began to feel threatened as they were of the opinion that their positions were under threat. However the difference between Cesar and Lincoln in terms of their attitudes towards power is that Cesar was power hungry and aimed to control as much territory as possible. Whilst in office he extended his term to five years rue in IIIyricum and Cispine Paul. However, Lincoln on the other hand was the exact opposite and did not want to control a larger territory (Wineburg, 488-499). Despite Cesar’s hunger for power, he felt it not for his own benefit but for Rome. Cesar frequently stated that if he was to step down from power, it would lead to a civil war in Rome. Cesar is quoted to have said, †Å"I have long been sated with glory and power, however, it is more important for Rome than myself that I survive. If I was to be removed from my position, Rome will never know any peace. A civil war is likely to break out, one far worse than the last. In essence, Julius Cesar was an advocate for peace, a trait similar to that of Abraham Lincoln. Cesar fought for peace which led him to the accumulation of more enemies and his fight for change is similar to that of Abraham Lincoln. Despite the different positions they occupied, Abraham Lincoln and Julius Cesar were both military men. Lincoln enlisted in the army to be a member of the force fighting the Black Hawk war. While he was enrolled he quickly gained a promotion to the position of Captain for a wing of volunteers. Julius Cesar joined the Roman army with great ambition and quickly rose to the rank of military Commander. Their rise to political power was also different as Lincoln was required to perform a series of debates agains t his opponent. The two were both emulated and respected in their time. Both leaders wanted to make changes in their areas and they both gained enemies in the areas which they implemented their policies. Abraham Lincoln signed the Emancipation Proclamation in the year 1862 (Wineburg, 488-499). This act was intended to free all people and eradicate slavery in the Southern part of the country. Cesar gained enemies from the senate due to his advocation for peace whilst Lincoln was eventually assassinated by John Wilkes Booth, who shouted, â€Å"This is for the South!† before he shot him in the hea (Wineburg, 488-499). In fact, prior to being assassinated the emancipation proclamation led to a civil war in

Summary of Running Observation Essay Example for Free

Summary of Running Observation Essay This observation was made at 11:30 am for 20 minutes while the kids were playing in the park. Observation was done on 3-4 year old children. The children were playing in the park under teacher’s supervision. There were two teachers present in the park. Some of the children were playing on the play structure: on slides, some on monkey bars. Children that did not want to play on the play structure were coloring. One of the boys was playing with the ball on the play structure. The teacher instructed him to play with the ball on the grass and another boy joined him too. They started playing catch on the grass. The teacher was keeping an eye on them. After some time a 3rd boy wanted to play ball. The teacher suggested that they make a triangle and play together. After some time one of the boys left to play on the play structure. After 10 minutes into the observation the teacher asked the children if they would like to eat apples. A 3rd teacher bought sliced apples and served them on the table on the side with water and small cups for water. A few kids went to eat apples. After they finished eating apples they wiped their hands with a tissue paper and received a small cup of water from the teacher and went back to play with their friends. While a few kids were eating apples there was a girl screaming and crying on the play structure as she had wet her pants. The teacher tried to console and calm her down but she wanted to be left alone and kept on crying and screaming. After a few minutes another teacher tried to calm her down. The child kept on crying and screaming, â€Å"My pants hurt, Ouchy Ouchy†, and started to pull her pants down. The teacher in a calm voice told the child to stop the tantrum, calm down and then she can help her in the classroom. After few minutes, the child calmed down, holding teachers hand went into the classroom. One of the teacher mentioned that the child’s mom had dropped her early to school and she had a change of schedule that day.

Economic Changes to the Welfare State

Economic Changes to the Welfare State Write a 2000 words essay describing the economic aftermath of the Welfare state in the last century I. Introduction A welfare state is broadly defined as a state in which the government/the public sector undertakes key roles in the production and distribution of economic activities with the objective of protecting and promoting the economic and social well-being of its citizens. A welfare state is essentially a mixed economy type of economic system where the government undertakes a greater proportion of economic activities. This essay describes the economic aftermath of the welfare state in the last century. The essay is organised as follows. Section II focuses on the theoretical foundations of the welfare state, while Section III concentrates on the economic aftermath of the welfare state. Section IV finally concludes the essay. II. Theoretical Foundations of the Welfare State The theoretical foundations described in this essay are from; (a) classical economics, (b) Keynesian economics, (c) Suzumura (1999), (d) Barr (1992), and (e) Heath (2011) Classical economics The classical economists including Adam Smith favoured a minimal role for the public sector. Their preference was for a limited role for the government in the provision of essential public works, the maintenance of law and order, and the defence of the country. They believe that the government’s role is to provide these core activities to provide an enabling environment for the market/private sector to undertake economic activities for economic growth. Keynesian economics Keynesian economics was used to justify an expansion in the economic role of the public sector. Keynesian economics created pressures on the government to stabilise the economy by helping to sustain the disposable income of individuals during cyclical fluctuations. Suzumura (1999) argues that welfare economics plays critical roles in enhancing human well-being and in the design and implementation of welfare state policies. Welfare economics is a normative concept and in general takes account of both efficiency and equity. On equity grounds, society may prefer an inefficient resource allocation for reasons for equity justice and this provides a justification for government intervention in the economy. Suzumura argues that the enlarged concept of welfare economics to incorporate equity justice has also extended the concept of well-being to incorporate/capture the basic considerations as liberty, opportunity and procedural justice and that this widening of the concept of well-being should reflect itself properly in the concept and agenda of the welfare state. Based on this conceptual framework, Suzumura then employs Amartya Sen’s concepts of functions and capabilities as vehicles to examine an individual’s advantages in the welfare s tate. To Suzumura the welfare state consists of one main system of competitive mechanism and three subsystems of (i) the competitive policy subsystem, (ii) the co-ordination policy subsystem, and (iii) the social security subsystem. Suzumura concludes that the task of the welfare economics in the welfare state is to deliberately design the main system and the three subsystems of the welfare state so that the whole system becomes incentive compatible to make it work effectively to maximise the well-being of the individuals in the society in terms of liberty, opportunity and procedural justice. Barr (1992) provides another theoretical foundation of the welfare state. Barr’s thesis and his contribution is on information problems for an efficiency case for various types of state intervention. He identifies two broad types of imperfect information problems leading to market failure in dealing with risks as adverse selection and moral hazard. The insurance industry was the focus of Barr’s analysis. Adverse selection results from asymmetric information between buyers and sellers of insurance, with buyers having more information than sellers and thus making it difficult to establish the ideal price for each individual. These characteristics of adverse selection cause the problems of (i) unstable pooling equilibrium because low risks drop out or because of competitive behaviour by insurers, and (ii) inefficient separating equilibrium, if it exists. Thus, in the face of adverse selection, the market is inefficient, or fails entirely and the state intervenes by making membership compulsory with social insurance as a typical example. Heath (2011) identifies the three normative models as redistributive, communitarian and public economics. The redistributive model describes the redistribution of resources to ensure that the outcomes produced by the market economy are less unequal.. The underlying assumption under the redistributive model is that the market is to maximise efficiency while the state promotes equity through redistribution by allocating initial endowments and adjusting final outcomes. The communitarian model considers the imposition of moral limits on the scope of the market so as to resist the commodification of certain domain of interaction. It is argued under this model that basic human needs should be satisfied through communal provision in which everyone is guaranteed a share rather than through commodification. The public economics model regards the state as correcting market failure, either through regulation, subsidisation and taxation, or the direct provision of goods and services. This model is referred to as the economic model because of the emphasis put on Pareto efficiency and the narrow conception of public goods based on Samuelson’s definition. Under the public economics model, market failure allows for the intervention of the state in economic activities. III. Economic Aftermath of the Welfare State The economic measure of welfare state activities is given by the proportion of public expenditure/spending to the Gross Domestic Product (GDP), that is, as a share of GDP. Gwartney, Holcombe and Lawson (1998) argue that even after providing for a generous definition of the concept of core functions to include (i) the protection of persons and property, (ii) expenditures on national security, (iii) expenditure on education, (iv) expenditure on physical infrastructure, and (v) the operational costs of the central bank to maintain a stable monetary regime; the share of the expenditures on core functions for most developed countries did not exceed 15% of GDP up to 1996. Meanwhile as at 1996, the share of government expenditure as a percentage of GDP was above 45% in most developed countries. The authors argue that this higher percentage above the required percentage for the core functions exerted a negative impact on the economy in terms of slower economic growth. Their findings indicate that a 10% increase in government expenditure as a share of GDP results in approximately 1% reduction in GDP growth. The authors assigned the following reasons for this ou tcome; (i) higher taxes/and or additional borrowing to finance government expenditures impose excess burden on the economy, (ii) as government grows, its productivity declines. This is characterised by the following trajectory – expenditure on core functions increases productivity but expenditure exceeding the core functions leads to diminishing returns and more and more expenditure eventually produces negative returns which leads to productivity declines, (iii) the political process accompanying increased public expenditure inhibits the entrepreneurship that drives economic growth through the discovery process. It is argued that as entrepreneurs discover new and improved technologies, better methods of production and opportunities that were previously overlooked, they are able to combine resources into goods and services that create wealth and economic growth, and (iv) the growth in government expenditure was characterised by heavy involvement in redistribution of income and regulatory activities that encouraged individuals to seek personal income via government favours rather than through production in exchange for income. Eventually resources are shifted from wealth creating activities toward the pursuit of wealth transfer which retards economic growth and generate income levels well below the economy’s potential. Tanzi and Schuknecht (1998) argue that from the late 19th century to early 20th century total government expenditure was less than 12% of GDP with expenditure covering the core functions. In the 1920s, the average total expenditure increased to nearly 20% of GDP. In 1937 public spending went up to an average of 23% of GDP resulting from the effects of the Great Depression. Between 1960 and 1980, there was a rapid increase in public spending from around 28% of GDP around 1960 to 43% of GDP in 1980. They further argue that the increased public expenditure/spending reflecting welfare state activities produced the following effects; (i) growing public spending and debt, (ii) rising real interest, (iii) slower growth, (iv) less attractive investment destination by international investors, even under growing globalisation, growing competition and capital mobility, (v) disincentive effects caused by higher taxation, and (vi) large-scale redistributive expenditures with negative impact on gr owth, employment and welfare. The authors’ table 6 (page 83) provides a comparative analysis on the size of government and economic performance as at 1990 between big governments and small governments. Big governments are equated to states with higher government expenditure, that is, with GDP shares exceeding 40% while small governments show government expenditures of less than 40% of GDP. The main findings were based on the following indicators of economic performance; (i) real GDP growth, (ii) Gross fixed capital formation (in percent of GDP), (iii) inflation (1986-1994), (iv) public debt (in percent of GDP), (v) economic freedom indicator, (vi) size of shadow economy (in percent of GDP), (vii) PPP-based per capita GNP (in US$), and (viii) standard deviation of GDP growth. The summary findings were as follows; (a) real GDP growth over a longer period lower in big government countries and that could account for growing unemployment experienced in welfare states with big gove rnments, (b) GDP per capita based on Purchasing Power Parity (PPP) much higher in countries with small governments, (c) based on the ratio of the standard deviation and the average growth rate (the coefficient of variation), there was no evidence that higher public spending leads to more stable growth (i.e no evidence that welfare states exhibited more stable growth rates). This indicator was to provide evidence on one of the main justifications of Keynesian economics that growing public spending is needed for a stabilisation policy to reduce fluctuations in growth over the business cycle, (d) gross fixed capital formation and inflation did not show much difference across groups of countries (i.e both big and small governments recorded almost the same rates), (e) public debt averages almost 80% of GDP in countries with big governments in 1990 – leading to the payment of considerable risk premiums on public debt obligations (higher real interest rates), (f) economic freedom in countries with big governments worse than countries with small governments, and (g) a strong correlation between spending by governments (and corresponding taxes) and the size of the shadow economy (almost 18% of GDP for big governments compared with 9.4% foe small governments in 1996). The authors recommend that fiscal reforms and lower public spending are needed in many countries with big governments in order to increase economic growth without sacrificing much social and economic well-being. IV. Conclusion In the current globalised world where technology is making major strides, the role of the state should be significantly different from the role played to the end of last century. The economic aftermath of the welfare state in the last century indicates that to increase economic growth, the state should now play a more significant and intelligent regulatory role of providing a level playing field which allows the private sector to expand to areas traditionally undertaken by the state. The role of the state in income redistribution and in providing safety nets is very important but needs reassessment by policymakers. Targeted coverage and not universal coverage is what is needed and with the concept of redistribution narrowly defined to avoid many inefficient policies pursued under the justification of redistributing income. REFERENCES Barr, Nicholas, â€Å"Economic Theory and the Welfare State: A Survey and Interpretation†, Journal of Economic Literature, Vol. 30, No. 2 (Jun. 1992); pp 741-803 Gwartney, James, Holcombe, Randell, and Lawson, Robert, â€Å"The Scope of Government and the Wealth of Nations†, Cato Journal Vol. 18, No. 2 (Fall 1998); pp 163-190 Heath, Joseph, â€Å"Three Normative Models of the Welfare State†, Public Reason, 3 (2), 2011; pp 13-43 Suzumura, Kotaro, â€Å"Welfare Economics and the Welfare State†, Review of Population and Social Policy, No. 8, (1999); pp 119-138 Tanzi, Vito and Schuknecht, Ludger, â€Å"Can Small Governments Secure Economic and Social Well-being?† Fraser Institute, 1998 YAW BEDIAKO

Imaginary Journey in Dantes Divine Comedy :: Divine Comedy Inferno Essays

Imaginary Journey in Dante's Divine Comedy Dante's Divine Comedy is a moral comedy that is designed to make the readers think about their own morals. The poem could have been used almost as a guide for what and what not to do to get into Heaven for the medieval people. Dante takes the reader on a journey through the "afterlife" to imprint in the readers minds what could happen to them if they don't follow a Godlike life and to really make the reader think about where they will go when they die and where they would like to go when they die. In the Divine Comedy, Dante uses his imagination and his knowledge of the people's perception of the "afterlife" to create a somewhat realistic yet somewhat imaginary model of the afterlife. In the first lines of the Divine Comedy, Dante says "In the middle of the journey of our life I came to my senses in a dark forest, for I had lost the straight path."(Dante 1416 lines 1-3) This is the typical stereotype of today for when a person becomes "lost" or consumed in sin. The sinful life is a dark life and a sinless life is a bright, white, and pure life. Dante's coming to his senses in a dark forest symbolizes his realizing how "lost" in sin he truly was and realizing that he needed to do something about it, meaning he needed to go through the seven sacraments so that he could become pure enough to see God in Paradise and not have to spend and eternity in Hell. Dante realized that he had strayed from the true faith without realizing it, not knowing exactly how it happened, and is trying to return. Losing the straight path symbolizes losing the holy, pure, or Godlike life. Darkness is more or less a symbol of evil and light or brightness a symbol for good. Throughout the poem, Dante is advocating that man must consciously aim for righteousness and morality. People can often become so involved with day-to-day living that they will fall into a life consumed with sin. Man must always be aware of his need to perform righteously. The dark forest symbolizes a human life where every waking moment is not consciously devoted to morals and righteousness. The Inferno is probably the most realistic section of the Divine Comedy because it comes closer to fitting the people's perception of what Hell is really like then than Purgatory and Paradise do.